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S1: Draft informative/ explanatory texts to convey ideas, concepts, and information. (W.7.2)                   • Determine audience, purpose and task (e.g., inform, persuade, explain, entertain, reflect).                                         • Introduction: Includes a thesis statement,• Body• Includes relevant facts, details, examples.• Uses graphics (e.g., charts, tables).                                         • Conclusion: Reflects on text.

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S1: Draft informative/ explanatory texts to convey ideas, concepts, and information. (W.7.2)                   • Determine audience, purpose and task (e.g., inform, persuade, explain, entertain, reflect).                                         • Introduction: Includes a thesis statement,• Body• Includes relevant facts, details, examples.• Uses graphics (e.g., charts, tables).                                         • Conclusion: Reflects on text.

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Students write 2 informative/ explanatory texts.

Text #1 08/20-24 Compare and Contrast essay (Seventh Grade)

Text #2 09/27 and 9/28, 10-1 What makes Malala Yousafzai a hero?

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8-29 Complete a word wall for "elaborate".

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S1 Identify the expectations of collaborative tasks.                    • Be engaged.• Be prepared for tasks.• Use discussion question stems appropriately

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S1 Identify the expectations of collaborative tasks.                    • Be engaged.• Be prepared for tasks.• Use discussion question stems appropriately

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8/28 my.hrw.com Interactive Lessons for Speaking and listening (tutorials)

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S2: Identify when you and/or your group is off-task and self-correct.

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S2: Identify when you and/or your group is off-task and self-correct.

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During various group tasks, students self correct when they are off task.
(1) 8/30 +8/31 Crime puzzles
(2) 9/18 and 9/19 Plan a festival

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C1: Collaborate effectively in a range of partner/group tasks. (SL.7.1)Come to discussion prepared, having read or researched material under study. Self-monitor progress toward specific goals and deadlines.Elaborate and respond to others’ questions and comments and bring the discussion back on topic as needed.Acknowledge and respect new information expressed by others.

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C1: Collaborate effectively in a range of partner/group tasks. (SL.7.1)Come to discussion prepared, having read or researched material under study. Self-monitor progress toward specific goals and deadlines.Elaborate and respond to others’ questions and comments and bring the discussion back on topic as needed.Acknowledge and respect new information expressed by others.

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Teacher will observe your mastery of this goal in various group tasks.
(1) 8/30 and 8/31 Crime Puzzles
(2) 9/18 and 9/19 Plan a Festival

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C2: Interpret information and explain how it contributes to a topic, text, or issue. (SL.7.2)

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C2: Interpret information and explain how it contributes to a topic, text, or issue. (SL.7.2)

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9/18 Worst Cities to Raise Children

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Complete a word wall for "thesis statement".
8/27/2018

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9/6 Complete a word wall for "plagiarism".

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9/ 20 Complete a word wall for "credible".

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S2: Identify the structure (e.g., compare/contrast, chronological, cause & effect, problem/solution, sequence) of a text.

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S2: Identify the structure (e.g., compare/contrast, chronological, cause & effect, problem/solution, sequence) of a text.

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10/2 and 10/3 Centers "Text Structure" (please see Schoology for all links and worksheets)

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S3: Identify two or more central ideas in a text.

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S3: Identify two or more central ideas in a text.

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9/13 Bug Bites

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S4: Identify additional questions related to the research question.

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S4: Identify additional questions related to the research question.

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9/21 Planet Mars

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S5: Recognize evidence that supports analysis of the claim.

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S5: Recognize evidence that supports analysis of the claim.

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9/26 Are You a Phone Zombie? - Scope Article October 2018

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C1: Understand the structure (e.g., compare/contrast, chronological, cause & effect, problem/ solution, sequence) an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas. (RI.7.5)

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C1: Understand the structure (e.g., compare/contrast, chronological, cause & effect, problem/ solution, sequence) an author uses to organize a text, including how the major sections contribute to the whole and to the development of ideas. (RI.7.5)

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10/2 and 10/3 Centers 'Text Structure" (please see Schoology for all links and worksheets)

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C2: Understand the development of two or more central ideas in a text. (RI.7.2)

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C2: Understand the development of two or more central ideas in a text. (RI.7.2)

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9/14 and 9/17 Island of Sorrow

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C3: Generate additional questions related to a teacher-provided question for further research and investigation using multiple avenues of exploration. (W.7.7.8)

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C3: Generate additional questions related to a teacher-provided question for further research and investigation using multiple avenues of exploration. (W.7.7.8)

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Generate 4 questions for your topic. The questions will be your subheadings in your brochure!

Flipped video: C3/ C4 Brochure (playposit.com)

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C4: Understand how to use several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as what is inferred, while avoiding plagiarism. (W.7.8; RI.7.1; SL.7.4)

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C4: Understand how to use several pieces of relevant textual evidence to support analysis of what the text says explicitly as well as what is inferred, while avoiding plagiarism. (W.7.8; RI.7.1; SL.7.4)

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Project: Create a handwritten flyer/ brochure, generate 4 research questions and find evidence to support your analysis

playposit.com (C3/C4 Brochure)

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C5: Revise/edit a variety of informative/explanatory text rough drafts: (W.7.1, W.7.2, W.7.3) Use phrases and clauses to construct a variety of sentence types (e.g., simple, compound, complex, compound-complex). (L.7.1, L.7.3)• Revise sentence structure to create cohesion. (W.7.1c, 2c, 3c)• Use and maintain appropriate style with precise and concise language (e.g., domain specificlanguage, relevant, descriptive detail). (W.7.1d, 2d, 3d, L.7.3a)• Justify how your task, purpose, and audience have been addressed effectively. (W.7.4, 5)• Correct errors such as: capitalization, grammar, punctuation, and spelling (include homophone usage). (L.7.1, I.7.2)

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C5: Revise/edit a variety of informative/explanatory text rough drafts: (W.7.1, W.7.2, W.7.3) Use phrases and clauses to construct a variety of sentence types (e.g., simple, compound, complex, compound-complex). (L.7.1, L.7.3)• Revise sentence structure to create cohesion. (W.7.1c, 2c, 3c)• Use and maintain appropriate style with precise and concise language (e.g., domain specificlanguage, relevant, descriptive detail). (W.7.1d, 2d, 3d, L.7.3a)• Justify how your task, purpose, and audience have been addressed effectively. (W.7.4, 5)• Correct errors such as: capitalization, grammar, punctuation, and spelling (include homophone usage). (L.7.1, I.7.2)

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Revising using Ms. W.'s feedback

Text #1 Compare and Contrast Seventh Grade (8/20-8/24/2018)
Text #2 What Makes Malala a Hero? (10-8-2018)

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Collaborate with at least one student from this class on a topic of your choice. You have to present your outcome (for example a debate, a poster, a comic, a video...) in front of the class.
IDEA: PSA "Are you a Phone Zombie?"

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Turn a Crime Puzzle into a Newspaper Article

(1) Read the sample newspaper article "Crime of Passion"

(2) Watch tutorial on playposit  "4.0 Opportunity Informative: Writing a Newspaper Article (crime Puzzles)" and take notes on sample article.

(3) Choose one different crime puzzle and turn it into a newspaper article (4 paragraphs).

Turn in your 4.0 on October 1st, 2018.

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Extending the story "Seventh Grade"

You may say that Victor has created a false impression of himself as someone who knows French. Therefore, their friendship is based on a lie.

You may also say that Victor will live up to the impression he created, thus becoming a better person. You are the author now! You decide!

At the end of the story it seemed as if Victor and Teresa will be spending more time together, but what do you think?

It’s Friday now! What will have happened in the first four days between Victor and Teresa? Are they friends or are they a couple? Has Teresa found out about Victor’s “lie”? If so, how did she react? What does Victor do to impress Teresa now? What does Teresa do? Does she want to impress Victor also?

Write a continuation of the narrative of at least one computer page (Arial 12 points) and earn a 4.0! Use dialogue!