Q3W4 (Jan 24-28)


TeacherKevin Kearney
Subject AreaELA/Journalism
Grade Level7
Week #4
Unit of Instruction
Standard(s) Taught

ELA.7.R.2.1 Explain how individual text sections and/or features convey a purpose in texts.
ELA.7.R.1.1 Analyze the impact of setting on character development and plot in a literary text
ELA.7.R.3.2 Paraphrase content from grade-level texts.
ELA.7.R.3.3 Compare and contrast how authors with differing perspectives address the same or related topics or themes.
ELA.7.C.3.1 Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
ELA.7.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources and generating additional questions for further research.
ELA.K12.EE.6.1 Use appropriate voice and tone when speaking or writing.
ELA.7.V.1.2 Apply knowledge of Greek and Latin roots and affixes to determine meanings of words and phrases in grade-level content.

Learning Targets and Learning Criteria

I can…
– Explain the main point of a text and assess the validity of its claim
– Determine meanings of unfamiliar vocabulary using knowledge of Greek and Latin roots
– Discuss how different elements of text, like location and point of view, affect the story and how it is told
– Interpret a question, find relevant, factual information sources to answer that question, and develop follow up questions

Classroom Activities

Monday 1/24
– Do Now: In 5 sentences, describe your experience in class last week. How is class different with a substitute? How did your own behavior change? Why?
– Review previous week’s text and assignments (“Rogue Wave”)
– Intro vocab
– Team Duty assignments (quotes, do now questions, vocab sentences, summaries)
– If time, start introduction to novel A Long Walk to Water
Tuesday 1/25
– Do Now: Do you think of yourself as lucky? Why or why not? Do you think other people in your life would agree with you?
– Introduction to novel A Long Walk to Water: Context – Sudan Civil War, refugee crisis
– Read and discuss chapters 1 – 3 in A Long Walk to Water
Wednesday 1/26
– Do Now: Thinking about the introduction to “A Long Walk to Water” and the mini-documentary video about south Sudan, generate a list of 5 questions related to these issues.
– Team research and presentation activity (each team will generate a list of questions, swap those lists with another team, research the questions they receive, and present the answer to the class). Teams will need to consider the validity and relevance of the sources cited.
– Independent Work Time
Thursday 1/27
– Do Now: Use at least 6 vocab words in well-constructed sentences.
– Centers: IXL, Grammar and Mechanics with Mrs. Baker, “Internet Research Methods” mini-lesson with Mr. K
Friday 1/28
– Do Now: None
– Vocab Quiz
– Mini-Lesson: effect of setting on narrative
– Video with worksheet “The Boy Who Harnessed the Wind” (will finish on Monday)

Assignments Due

Friday: Vocab quiz (week 3 and 4 combined)

Additional Resources

Q3W4 (ALWTW chap 1-3)

1. Artillery (n) large-caliber guns used in warfare on land.
“tanks and heavy artillery”

2. Daze (v) make (someone) unable to think or react properly; stupefy; bewilder.
“she was dazed by his revelations”

(n) a state of stunned confusion or bewilderment.
“he was walking around in a daze”

3. Droned (v, past tense) make a continuous low humming sound.
“in the far distance a machine droned”

speak tediously in a dull monotonous tone.
“he reached for another beer while Jim droned on”

4. Gourd (n) a fleshy, typically large fruit with a hard skin, some varieties of which are edible;

a drinking container, water container, or ornament made from the hard hollowed and dried skin of a gourd;

a climbing or trailing plant which bears gourds.

5. Graze (v) (of cattle, sheep, etc.) eat grass in a field.
“cattle graze on the open meadows”
• put livestock to feed on land covered by grass.
“shepherds who grazed animals on common land”
• (of a person) eat small quantities of food at frequent but irregular intervals.
“TV should not encourage kids to graze on snacks”
scrape the skin of (a part of the body) so as to break the surface but cause little or no bleeding.
“she fell down and grazed her knees”
• touch or scrape lightly in passing.
“his hands just grazed hers”

6. Model (n) a three-dimensional representation of a person or thing, typically on a smaller scale than the original.
“a model of St. Paul’s Cathedral”
a system or thing used as an example to follow or imitate.
“the law became a model for dozens of laws banning nondegradable plastic products”
(v) fashion or shape (a figure or object) in a malleable material such as clay or wax.
“use the icing to model a house”
use as an example to follow or imitate.
“the research method will be modeled on previous work”

7. Rebel (n) : one who opposes or takes arms against a government or ruler
(v) to oppose or disobey one in authority or control
to act in or show opposition or disobedience
rebelled against the conventions of polite society
(adj) belonging to or associated with rebels
The rebel camp had been abandoned

8. Restlessly (adv) done in an uneasy or anxious way; continually moving; unquiet
“He tossed restlessly in bed all night, tormented by his memories”

9. Shrouded (adj) wrapped or dressed (a body) in a cloth for burial.
“the body was washed and shrouded”

covered or enveloped so as to be concealed from view.
“mountains shrouded by cloud”

10. Veered (v, past tense) change direction suddenly.
“an oil tanker that had veered off course”
• suddenly change an opinion, subject, type of behavior, etc.
“the conversation eventually veered away from theatrical things”

Mono / Uni – one
As in “monopoly” and “unicycle”
Bi / Di – two
As in “bicycle” and “dissect”
Tri – three
As in “tricycle” and “triangle”
Quad / Tetra – four
As in “Quadrant” and “tetrameter”
Cent – hundred
As in “century”
Kilo – thousand
As in “kilometer”
Hemi – half
As in “hemisphere”
-ology – the study of
As in “biology”
Omni – all
As in “omnipotent”
Poly / Multi – many
As in “polyester” (many fibers) and “multilingual”