Lesson Plans Week 4: September 2019 by Amanda Escobar https://padlet.com/escobar_amanda/smb8xlwbwvau en-us 2019-09-23 18:37:51 UTC 2024-10-05 10:11:50 UTC hello@padlet.com New Jersey Student Learning Standards escobar_amanda https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/388411375 https://www.state.nj.us/education/cccs/2016/ela/g07.pdf]]> 2019-09-23 18:38:51 UTC https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/388411375 Monday, September 23, 2019 escobar_amanda https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/388411648  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.

RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

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.


1. Students go on Google Classroom and open a plot diagramming definition and notes slide show made by the teacher. The teacher goes through each of the seven parts of the diagram. She checks for understanding making sure each student writes down the definition and can identify a part in the short story "Rikki-tikki-tavi" that connects with the diagramming. The students take notes at their own pace since the slide show is available on Google Classroom while the teacher displays it on the Smart board.

2. The students take the feedback sheet comments created on Friday to assess the puppet shows and they transfer them to Google Classroom. The comments state one positive part of the show and one area  of needed improvement.

3. Students are placed into Multiple Intelligence Groups. The groups are determined based upon the survey that they took the first week of school. One of their top three intelligences is taken and the students are placed into one of five categories based upon the results: music, artistic/spatial, linguistic, nature, and social/verbal. Each activity is designed within the group to activate their intelligence type to demonstrate understanding of Rudyard Kipling's "Rikki-tikki-tavi."

*There are no more than 4 students per group

Group Tasks:
1. Verbal/Social: (Debate) Defend either Rikki as the protagonist or the cobras Nag and Nagaina. 

2. Linguistic: (Create a Character) Create an additional character, either a human or woodland creature that would benefit the plot of the story.

3. Artistic/Spatial: (Draw and Label) Draw a scene to describe each part of the 7 part Plot Diagram to illustrate the progression of “Rikki-tikki-tavi.”

4. Musical: (Summary Song) Create a song to tell the summary of “Rikki-Tikki-Tiki”

5. Nature: (Setting) Research the following background information:
 
]]> 2019-09-23 18:39:16 UTC https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/388411648 Tuesday, September 24th, Wednesday, September 25th, and Thursday, September 26th 2019 escobar_amanda https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/388873966 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.

RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

 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. 


1. Students go on Google Classroom and open a plot diagramming definition and notes slide show made by the teacher. The teacher goes through each of the seven parts of the diagram. She checks for understanding making sure each student writes down the definition and can identify a part in the short story "Rikki-tikki-tavi" that connects with the diagramming. The students take notes at their own pace since the slide show is available on Google Classroom while the teacher displays it on the Smart board. 
*This was continued and re-reviewed today, but now we filled out a second diagramming chart to not the parts of plot in correlation with the story not just the definitions. 
*Google Slide show for this on posted on Google Classroom for student review and located on the Smartboard during the lesson

2. Students continue multiple intelligence group work with check-ins and conferences from the teacher to make sure that they are on task and progressing with the assignment. 


]]> 2019-09-24 14:33:21 UTC https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/388873966 Thursday & Friday Additional Activities: escobar_amanda https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/391870190 1. ELA Google Forms survey for students to evaluate strengths and weaknesses in ELA class (self-reflection) 

2. Elements of Plot Quiz: Google Forms

3. Students continue multiple intelligence group work with check-ins and conferences from the teacher to make sure that they are on task and progressing with the assignment. 

]]> 2019-10-01 13:42:27 UTC https://padlet.com/escobar_amanda/smb8xlwbwvau/wish/391870190