# data[].attributes.body
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

1. Students present puppet show.
2. Students complete feedback sheets for each group stating one positive comments and one area of needed improvement.
3. Students fill out group assessment rubric and submit it to Google Classroom. The students share their grading and the teacher makes the final edits and agrees or makes adjustments to the grade.

# data[].attributes.body
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. The teacher reviews the Puppet Show presentation rubric with the students so she can show them how they score themselves and how the teacher interjects to either agree or make adjustments to their score. The students contribute together once the present their puppet show. One student from the group uploads the document of the rubric to Google Classroom and thee groups begins assessing themselves. They will assess themselves partially today and then after the puppet show so that they can collaborate and write comments in their group. After presentations, tomorrow I will conference with the groups to keep the grade or make adjustments to it.

3. For the duration of the period, the students work on scripts, props, and rehearsing their puppet show so that they are prepared for the presentation tomorrow.

# data[].attributes.body
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Students read an article entitled, "Multiple Intelligence Theory" by Howard Gardner. A few student volunteers read a paragraph of the article and we discussed each one in relation to multiple intelligences.

2. The student re-wrote their paragraph posted on the Discussion Board on Google Classroom that explained their top three intelligences. The discussion board allows students to see each other's posts.

3. The students referenced a checklist that was composed of five different colors to detail what to include in each paragraph for the revision.

Paragraph Checklist for Edits: OUT OF 100 POINTS

1. Your three intelligences are listed. (15 points) #

2. An explanation of your intelligences and elaboration upon which intelligence you believe is your best. (30 points)

3. An example of an educational activity that matches your intelligence and would be useful to you. (10) #

4. The use of three transitions from the list below. (15)

5. From the attached article, add in a citation somewhere in your paragraph that makes sense. (20) #

6. A concluding sentence. (10) #

4. The teacher showed a sample paragraph to demonstrate expectations:

The top three intelligences that I possess are verbal, self, and nature. These characteristics describe me well because I utilize them in not only learning, but also in my daily life. As noted by Harvard educational instructor and researcher, Howard Gardner, “Human potential can be tied to one’s preferences to learning; thus, Gardner’s focus on human potential lies in the fact that people have a unique blend of capabilities and skills (intelligences)” (Gardner, 1). Therefore, being aware of how I learn is important to my continuous life-long learning experience. For example, as an English teacher, I am consistently using my linguistic skills to speak about reading strategies and write effectively to model good writing to students. Additionally, being self-aware has assisted me in life because I know my preferences and I also know how to adjust learning new concepts from being self-aware. Finally, nature has always been a part of my life as I love animals and I enjoy being outside and even hiking. As a young student years ago and still to this very day, I enjoy studying or writing papers outside so that I am in nature while working on assignments. Consequently, understanding through multiple intelligences not only benefits my own learning, but it also enables me to better teach my students.

5. The students spent the second part of the block period working on props, a script, rehearsal, and group discussion questions for Rudyard Kipling's, "Rikki-tikki-tavi."

# data[].attributes.body
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. The students answer film questions for Rudyard Kipling's, "Rikki-tikki-tavi" in cooperative groups that were pre-selected by the teacher.  Each student in each group is responsible for one question and responsible to post that answer by the end of the animated film (20 minute film).
*The teacher stops during the film to reiterate which question and which group is answering. She interjects to give an explanation of the scene and check for understanding.
*Having students respond to the questions on the discussion board forum is a great way to instantly see responses from the students, know each student within the group participated, and to give instant feedback from the teacher. All students can see each other's responses, so rather than having each student do all 20 questions, they divide them and we discuss them at the start of class the following day.

2. At the end of the film, all students post the response and the teacher posts reply responses to each student while they work on their puppet show group work: making props, puppets, and writing a script for the group's selected scene.

3. Students work in their puppet show groups for the remainder of the period and follow the designated rubric that is posted on Google Classroom and displayed on the Smart board to remind them of their goals for the presentation.

Puppet Show Rubric

1.Script/Rehearsal: Index cards, printing papers, memorizing!

*Exact dialogue from the text

*Evidence of preparation with lines and alternating between group members

40

2.Creation of props/stage/puppets/supplies: Characters and settings are clear!

30

3. Scene covers everything in chronological order: Beginning, middle, and end of your scene!

30

List page numbers:

Scene begins on:_______

Scene ends on: ________

# data[].attributes.headline
New Jersey Student Learning Standards PDF

# data[].attributes.subject
New Jersey Student Learning Standards PDF

# data[].attributes.body
https://www.state.nj.us/education/cccs/2016/ela/g07.pdf

# data[].attributes.body
NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. After responding to the discussion board questions, the students received one response from the teacher regarding their answer. Additionally, the teacher uploaded a document with all of the correct answers and reviewed it with the students. The document is there for the students to reference at any time, as the students will have an assessment next week.

2. The teacher reviews the Puppet Show presentation rubric with the students so she can show them how they score themselves and how the teacher interjects to either agree or make adjustments to their score. The students contribute together once the present their puppet show.

3. For the duration of the period, the students work on scripts, props, and rehearsing their puppet show.