Quarter 3 Week 1 January 6 – 10, 2020

TeacherMelissa Forney
Subject AreaELA/Reading
Grade Level7
Week #19
Unit of InstructionEvidence in Informational Texts, Explicit and Inferred Information, Determining/Tracing a Central Idea, High Order Vocabulary
Standard(s) Taught

LAFS.7.RI.1.1 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.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence
ideas or events).
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact
of a specific word choice on meaning and tone.
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
LAFS.7.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
LAFS.7.RI.3.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the words).
LAFS.7.RI.3.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
LAFS.7.W.1.1c Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), reasons, and evidence.

Learning Targets and Learning Criteria
  1. Be able to locate key evidence from an informational text
  2. Know the difference between explicit and implicit information
  3. Determine and Trace a Central Idea through Details in informational text
  4. Learn high order vocabulary words chosen to help improve FSA scores
  5. Participate in Class Discussions
  6. Work on 3 Think Circa Assignments and achieve 100% or 80%
  7. Gen Ed students will work on iReady
Classroom Activities

Students will work from an agenda to complete all assignments and a few extra “fun” assignments. One of their stations will be a 20 minute session with the teacher, Dr. Forney, at the large table. As students enter the room each day, they will have to read aloud one of the 14 high order words I will be teaching to get in the door. This fun activity will reinforce sounding out words they do not know and learning the meanings and spellings of these words. The words were chosen from: https://www.greatschools.org/gk/articles/academic-vocabulary-words-for-seventh-graders/

 

Assignments Due

abdicate (v) – to give up a position, responsibility, or duty
connotation (n) – an idea or feeling that a word has a hidden meaning the way it was said
legendary (adj) – remarkable enough to be famous or very well-known
abrasive (adj) – showing little concern for the feelings of others; a harsh or rude personality
consecutive (adj) – following continuously
liaison (n) – a close working relationship between people or organizations
abruptly (adv) – suddenly or unexpectedly, with a rude or curt manner
irrelevant (adj) – not on topic, not important at this time, trivial
libel (n) – a published false statement that is damaging to a person’s reputation
acknowledge (v) – recognize, believe, or pay attention to; realize the importance of
consult (v) – to seek information or advice from
ludicrous (adj) – so foolish, unreasonable, or out of place as to be amusing; ridiculous
acquire (v) – to buy or obtain, learn or develop
contrast (n) – to differ strikingly, an amazing difference when comparing two things

Greek Root Words Review 

Greek Root            Definition            Example
anthropo                man;                     human; humanity anthropologist, philanthropy
auto                       self                        autobiography, automobile
bio                         life                        biology, biography
chron                     time                      chronological, chronic
dyna                      power                   dynamic, dynamite
dys                        bad; hard              dysfunctional, dyslexic
gram                     thing written         epigram, telegram, lettergram
graph                    writing                  graphic, phonograph
hetero                   different                heteronym, heterogeneous
homo                    same                     homonym, homogenous

Additional Resources

Monday – Where does chocolate come from? How is it made? Today we will find out! Introduce Spelling and Vocabulary for the week. You will be tested on these on Friday. Think Cerca – Evidence Lesson. You must make an 80% or 100% or repeat the lesson. Do your best the first time and prove the answers.
Homework: Write sentences using vocabulary words 1-7. Sentences should show that you understand the meaning of the word and have used it correctly. Parents should sign.

Parent Signature________________________________________

Tuesday – Check Homework. Think Cerca – Explicit and Inferred Information. Review spelling and vocabulary.
Homework – Write sentences using vocabulary words 8-14. Sentences should show that you understand the meaning of the word and have used it correctly. Parents should sign.

Parent Signature_______________________________________

Wednesday – Some kids will report to work on reading/writing skills with Mrs. Cornelius. Others will work on iReady on the computers. Others will work with Dr. Forney on iReady workbooks.
Afternoon classes: Independent Reading: Choose a book! New Book Report Due January 31. The book you choose must be one you have not read before or seen as a movie, and it must be approved by Dr. Forney in advance. You will also turn in your homework sentences.
NO HOMEWORK

Thursday – Review spelling and vocabulary. Think Cerca – Central Ideas. You must get and 80% or 100%. Complete any assignments you have not finished.
Homework – Read book report book for 20-30 minutes. Study spelling and vocabulary for tomorrow’s tests. Parents should sign.

Parent Signature______________________________________

Friday – Spelling Test. Vocabulary Test. Review. Learning Games.

Parents,
Happy New Year! I missed the kids over the holiday break and am happy to see their faces once again. One full semester is in the books, one more to go. Please keep up with your child’s grades on Gradebook. Encourage them not to fall behind. My lesson plans are on Classroom Connect on the Ivy Hawn School web site.