LAFS.7.L.2.3a – Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
LAFS.7.L.3.4b – Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
LAFS.7.SL.1.3 – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
LAFS.7.SL.2.4 – Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
LAFS.7.SL.2.5 – Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
LAFS.7.SL.2.6 – Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
LAFS.7.W.1.1a – Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
LAFS.7.W.1.1b – Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
LAFS.7.W.1.1c – Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), reasons, and evidence.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes
and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
LAFS.7.RL.2.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
LAFS.7.RL.3.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to
each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
LAFS.7.RL.3.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how
authors of fiction use or alter history.
Students will read a novel, looking for key details, reasons, and author’s purpose
Students will look at Latin root words and their meanings
Students will choose a persuasive speech topic and outline a speech
Students will evaluate whether their evidence is supportive and persuasive
Students will learn to set the table
Students will watch the video, The Shoe, and discuss the meaning and message
A Thousand Lives by Melissa Forney
Some think my life was average, mundane, lacking glory
But you’ll find it was quite vibrant, if you listen to my story
If you knew me you would never guess I’d travelled far and wide
Upon the backs of elephants and sailed the ocean tide
In writing friendly letters or in casual conversation
I’ve never dropped a single hint that I once ruled a nation
I’ve wrestled hungry lions, been a trainer at the zoo
I have killed a pterodactyl and fought off Thing One and Two
I’ve walked the Wall of China, planted roses and forsythia
And I’ve crossed that very famous bridge in far-off Terebithia
I’ve helped the agent, James Bond, crack an international code
And walked with Davy Crockett down a dusty country road
I watched the fragile Phoenix as it struggled up in flight
And ate a bite of James’s peach as it rolled out of sight
I rode the Nautilus down to the depths and fought the giant squid
And just behind the Okay Corral I wrestled Billy the Kid
In Oz I walked on yellow bricks to meet the Emerald Wizard
With Admiral Byrd I trekked through ice one blinding winter blizzard
In Alexander’s Ragtime Band I mastered the harmonica
Then went to class at Riverdale High with Archie and Veronica.
I must confess, twas the Polar Express, where I met Darrel O’Dubbins
While wearing the hats of another young chap, my friend, Bartholomew Cubbins
I have starved on bread and water, gorged on feasts of plums and jam
And once I had a helping of some great green eggs and ham
I think it was from Alcatraz where I made three escapes
And lived to roam the jungles, lush, with Tarzan of the Apes
I have climbed the Himalayas, ridden horses in Tibet
And I’ve wept in fair Verona at the tomb of Juliet
I have fed a plant named Seymour in an evil flower shop
I have lived out on the prairie and I’ve even hopped on Pop
I have climbed that tree in Brooklyn, sailed with pirates, danced a jig
And with Charlotte and her Wilbur—I agree—he was “Some Pig”
With Scarlett I have run amidst the flames of old Atlanta
Then helped a jolly elf load toys; his name, of course, was Santa
When flying off to Neverland I did not fret or panic
I saved that for the frigid night the iceberg hit Titanic
I helped protect the fair Snow White from quite an evil queen
And rubbed the fuzzy-wuzzys off the rabbit velveteen
With Long John Silver I have sailed across the seven seas
I’ve spoken Hebrew, French and Greek and Mandarin Chinese
I learned that I’m divergent and I must be strong to fight
The Hunger Games were scary as I plotted through the night
My friends were Percy Jackson, Harry and Hermione,
The Cat in the Hat, Stellaluna the Bat, and Ant Man oh, so tiny
My life has been adventurous, a magic carpet ride
Great escapades, accomplishments, and challenges worldwide
I never actually left my home—just curled up in a nook
My ticket—free, My passage? Ah! The pages of a book
Sick By Shel Silverstein
“I cannot go to school today,”
Said little Peggy Ann McKay.
“I have the measles and the mumps,
A gash, a rash and purple bumps.
My mouth is wet, my throat is dry,
I’m going blind in my right eye.
My tonsils are as big as rocks,
I’ve counted sixteen chicken pox
And there’s one more–that’s seventeen,
And don’t you think my face looks green?
My leg is cut–my eyes are blue–
It might be instamatic flu.
I cough and sneeze and gasp and choke,
I’m sure that my left leg is broke–
My hip hurts when I move my chin,
My belly button’s caving in,
My back is wrenched, my ankle’s sprained,
My ‘pendix pains each time it rains.
My nose is cold, my toes are numb.
I have a sliver in my thumb.
My neck is stiff, my voice is weak,
I hardly whisper when I speak.
My tongue is filling up my mouth,
I think my hair is falling out.
My elbow’s bent, my spine ain’t straight,
My temperature is one-o-eight.
My brain is shrunk, I cannot hear,
There is a hole inside my ear.
I have a hangnail, and my heart is–what?
What’s that? What’s that you say?
You say today is. . .Saturday?
Weekly Agenda August 23-26, 2019
Monday – Town Hall Meeting, Read Aloud: “A Thousand Lives.” Video: The Shoe. Discuss. Review spelling
and vocabulary. There will be a spelling and vocabulary TEST on Friday. Read Submerged.
How do you set the table? Find out today! Discuss persuasive speeches.
Homework – Read Aloud: “A Thousand Lives.” Read aloud to parent. Read slowly and with expression.
Practice words that give you trouble.
Have a parent sign. This will count as a quiz grade. Study spelling and vocabulary.
Tuesday – Collect homework for a quiz grade. Review spelling and vocabulary. Read “Sick” by
Shel Silverstein and discuss irony. iReady Reading Workbook. Select topics for persuasive speeches.
Homework – Read Aloud: “Sick.” Read aloud to parent. Read slowly and with expression. Explain irony
to parents. Have a parent sign. Study spelling and vocabulary.
Wednesday – Independent Reading. Check homework for a quiz grade. Review spelling and vocabulary. iReady Reading workbook. Work on persuasive speeches.
Thursday – Review spelling and vocabulary. Read Submerged. Write speeches.
Homework – Study spelling and vocabulary. Work on writing speeches.
Friday – Spelling and Vocabulary tests. Both tests are summative grades. Read Aloud: Submerged.
Time speeches with a partner. Prove that you have enough evidence to convince or persuade and audience.
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