https://padlet.com/escobar_amanda/8evjhtj8ptnx Made with a dash of wit en-us 2019-09-09 09:08:36 UTC 2019-09-16 21:39:34 UTC hello@padlet.com escobar_amanda https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/381492881
https://www.state.nj.us/education/cccs/2016/ela/g07.pdf]]> 2019-09-09 09:08:36 UTC https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/381492881 escobar_amanda https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/381493581 Monday, 9/9/19
Day 4

NJSLS:  RI.7.3. 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).

NJSLS:  RI.7.8. 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

NJSLS: RI.7.6. 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. 

1. Do Now: Students choose from 5 journal topics that are posted on Google Classroom to respond to. Students are given stickers, and after the fifteen minutes are up, the sticker/stickers are called to read aloud the answer. If other students would like  to respond after the "choosen ones" for the day, they may. 


2. Students work on transferring their six-word memoir from Google Classroom (using the teacher's comments) to the construction paper to display it. 

3. Students sign-in to Common Lit and Google Classroom to take their assessment. The first assessment is 8 evidence-based question for "Army Code Talkers" and the second pre-test that is still in progress.  The second pre-test is a constructed response based upon the "Army Code Talkers."  ]]> 2019-09-09 09:11:05 UTC https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/381493581 escobar_amanda https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/382621234 Tuesday & Wednesday 9/10/19 & 9/11/19
Day 5 & 6

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.

Substitute Plans on Google Classroom:

Dear students,

Thank you all for finishing as much as you could today! Unfortunately, I am going to be absent again tomorrow due to this emergency.

Nevertheless, I am going to track your progress in class from my computer so that nobody falls behind. I, as always, appreciate your cooperation and patience. Truly, I am sorry for missing days with you on the second week of school. I can’t wait to be back with you in the classroom on Thursday!

Schedule:
1.Six-Word Memoir should be completed on the construction paper and posted up on the cabinet (there is masking tape on the counter for you to use)

2.Pre-tests (evidence-based/multiple choice and constructed response paragraphs) CommonLit (for answer selection) and Google Classroom to submit your constructed response. If you have difficulty finding any of these locations, I am attaching a PDF of the CommonLit assessment at the bottom of the page so that you can hand-write your answers and transfer it to the electronic area when I return Thursday. Many of you have been submitting these, so I thank you for that!

PDF: Attached at the bottom of the page!

3.“Rikki-Tikki-Tavi” this is a short story by Rudyard Kipling that is in your Literature book located on the counter. Please read as much as you can as a whole class with the substitute or with partners. Begin these questions using the link below. You may copy, paste, and answer on a Google Doc or jot these down in your ELA marble notebook. Either is fine with me!

RTT Questions:http://mssalmonsclassroom.weebly.com/uploads/1/1/3/3/11330616/rikki_tikki_tavi_comprehension_questions.pdf

4. Multiple Intelligence paragraph and Journals are available to you, if you started these great! Keep up the great work! (Only if you finish #3 completely! I do not believe anyone will, and this will be an ongoing assignment throughout the week both #3 “Rikki-tikki-tavi” and the other two assignments from #4.

Sincerely, 
Mrs. Escobar]]> 2019-09-11 11:28:01 UTC https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/382621234 escobar_amanda https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/383966727  NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a text. 


1. Students post a written paragraph on the comments section in Google Classroom detailing which top three intelligences they received for the electronic multiple intelligence quiz. 

2. Students are given "choice" groups for the puppet show for Rudyard Kipling's short story "Rikki-tikki-tavi." 

3. Once students complete co-reading the short story and complete text-directed questions that they collaborative work on on a shared Google Doc, they students will choose a scene from the box for their puppet show.
4. After choosing a scene, the scene selections and groups are posted on Google Classroom so that all of the students can see the scene. The scene chosen will then be written on Google Classroom in chronological order. Whichever group got the first scene will present first and the last scene will present last (chron.order). 
5. Students use classroom supplies, art supplies, and their own supplies to create a stage, props, and a script for their puppet show. This is a work-in-progress and will be on-going throughout next week in addition to other classroom activities and lessons.]]> 2019-09-13 19:22:07 UTC https://padlet.com/escobar_amanda/8evjhtj8ptnx/wish/383966727