PoweStandards: California History 7.2.2 Objective: SWBAT explain the 5 pillars of Islamaic faith by completing their 5 pillar flip chart activity Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your Homework Tracker and write down your homework: Study for Tuesday's vocabulary quiz! Unfinished flip books due Tuesday Step 3: Read and understand that the following items are due today: 9 iREADY lessons Fahrenheit 451 packet- Red Group should have pages 1-5, 8-12, and page 14 (16 should be turned in already); Gray Group should have pages 1-12 complete (14 and 16 are turned in already) Do Next: Fold your colored paper into a bookmark and decorate your Fahrenheit 451 bookmark! Make sure your name is on your bookmark somewhere Direct Station: Grey and Red Station: Begin "5 Pillars of Islam" flip book. Powerpoint: HERE Independent Station: Red Group: Step 1: Complete your CEEEEL response on page 14 of your Fahrenheit 451 packet. "What do the events on pages 12-13 reveal about the society of Fahrenheit 451?" If you need some support on your paragraph look: HERE Step 2: With any extra time, you may work on one of the following things: iReady Catch up on Fahrenheit 451 packet work Learn Arabic (the language of the Qur'an) numbers and letters: HERE Read a book Finish your Fahrenheit 451 bookmark Gray Group: Step 1: Work on finishing your 5 pillars flip book! Step 2: With any extra time, you may work on one of the following things: iReady Catch up on Fahrenheit 451 packet work Learn Arabic (the language of the Qur'an) numbers and letters: HERE Read a book Finish your Fahrenheit 451 bookmark Exit Ticket: What do I know about Islam so far?
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Standards: California History Standards 7.2.2: Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. 7.2.3. Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life. Objective: Students will be able to explain how Muhammad’s actions led to the spread of Islam by examining primary and non-primary sources. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your agenda, write down your homework: 9 iREADY lessons due friday Study for Tuesday's vocabulary quiz! Do Next: Step 1: Read over your feedback for what you wrote on 4th page of your Unit 1, Lesson 3 packet (Source 1). We will be revisiting this today. Step 2: Read a book or study for vocabulary quiz Whole-Group: Kahoot Vocab review! Direct Station: Gray Group & Red Group: Complete lesson 3 packet. Begin Lesson 4 packet studying how Islam spread as a result of Muhammad's messages. Independent Station: Gray Group: Step 1: Complete your history packet (Lesson 4) and when you are done turn it into the cohort bin. Step 2: Double check that you are all caught up with your Fahrenheit 451 packet. You should have completed pages: 1-12, and turned in two exit tickets (pages 14 & 16 in your packet). Hold on to your packets for now, but we will be turning those in tomorrow. If you missed any notes, look at the powerpoints below: Monday Tuesday Wednesday Step 3: If all of the above are complete you may do one of the following: -iREADY -Study for your vocab quiz -Read this NewsELA article about Islam and complete activities: HERE. Our class code is: WQSW6H Red Group: Step 1: Read/listen to the audio of pages 15-21 in the text, and complete the comprehension questions on page 12 of your Fahrenheit 451 packet. Remember Ms. Rath will stamp this page! Step 2: If you finish early, work on the CEEEEL paragraph on page 14 of your packet. If you finish your response today... turn it into the cohort bin. If you don't that's okay, but it will need to be done tomorrow. Step 3: If all of the above are complete you may do one of the following: -iREADY -Study for your vocab quiz -Read this NewsELA article about Islam and complete activities: HERE. Our class code is: WQSW6H Standards CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Objective SWBAT analyze how the events on pages 12-13 develop the reader's understanding of the society in Fahrenheit 451. Do Now: Step 1: Check all items "On My Desk" Step 2: Take out your agenda, write down your homework: 9 iREADY Lessons are due by Friday Study for Tuesday's vocabulary quiz Step 3: Study for your vocabulary quiz or read Direct- 55 minutes Scholars will start by completing the Lesson Warm Up on page 9. Scholars should be prepared for this lesson having completed the reading through page 15 and the comprehension questions on page 8 (packet). After going over the learning objective, we will be completing two graphic organizers: First, we will be looking for the purposes of the two machines. Then, we will be analyzing "the process" on pages 12-13 by completing a graphic organizer. Exit Ticket- CEEEEL response on page 14 of packet. Independent- 55 minutes Red Group: Step 1: Read or listen to the audio of pages 8-15 in the text Fahrenheit 451 (in the audio, that's minutes (14:57-33:00). Step 2: complete the comprehension questions on page 8 of the packet <-- remember, Ms. Rath stamps these!. These questions must be completed before the rotation. Step 3: With any extra time, scholars in independent may work on iReady assignments OR creating flashcards for vocabulary OR making up any missing packet work for F451. Grey Group: Read pages 15-21 in the text, and complete the comprehension questions on page 12. If the Exit Ticket was not finished in Direct, it must also be completed during Independent! With any extra time, scholars in independent may work on iReady assignments OR creating flashcards for vocabulary OR making up any missing packet work for F451. Standards: CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Objective: SWBAT analyze Clarisse’s impact on Montag by analyzing the characterization of Clarisse and Montag’s response. Do Now: Step 1: Take out all items "On My Desk" Step 2: Take out your agenda, write down your homework: 9 iReady Lessons due Friday Study for Tuesday's vocabulary quiz Step 3: Please keep your vocab sheets on your table, Ms. Rath will be stamping. Do Next: Read a book Direct Station: Red Group: Students will wrap up the imagery and characterization of Montag by reviewing imagery in pages 1 and 2 of the text. Students will then move on to reviewing pages 2-7 and answering the guided question "What is Clarisse's impact on Montag? Students will learn "STEAL" strategy. Gray Group: Students will be given time to listen to the audio and answer questions about pages 2-7 in the text Fahrenheit 451 (questions will be answered on page 4. When that is complete, Students will then move on to reviewing pages 2-7 and answering the guided question "What is Clarisse's impact on Montag? Students will learn "STEAL" strategy. Independent Station: Red: Step 1: Read pages 2-7 (end at "...door shut gently") in the book (you may use the audiobook to support you while you read if you'd like (stop at 14:57 ("...door shut gently.")). Step 2: Complete the comprehension questions on page 4 of the packet. These are expected to be completed by the end of your rotation, and Ms. Rath will be stamping. Step 3: If you finish early, continue on to iReady. Gray Group: Step 1: Read pages 8-15 (end at (“...on his tongue”) in the book (you may use the audiobook to support you while you read if you'd like page 8 begins at 14:57 and ends at 33 minutes. Step 2: Complete the comprehension questions on page 8 of the packet. These are expected to be completed by the end of your rotation, and Ms. Rath will be stamping today. Step 3: If you finish early, continue on to iReady. Exit Ticket: Students will complete pages 6-7 in the text. Welcome back! Let's have an amazing Week 4! Standards CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Objective SWBAT analyze how Ray Bradbury characterizes Montag by determining the meanings of images in the text. Link to Audio Text for Fahrenheit 451 Do Now: Step 1: Take out all items "On my Desk" Step 2: Take out homework tracker, and write down your homework: 1. Vocabulary Definitions due tomorrow <-- use Longman Dictionary only. Please make sure to use the Longman Dictionary ONLY to find your definitions. Click here for Longman Dictionary 2. 9 passed iReady lessons are due on Friday. **If you need extra time to complete lessons during lunch because you do not have a computer at home, please let me know! Step 3: Read quietly. Direct Station We will be reading the first 2 pages of Fahrenheit 451 today. Scholars will be given a packet for the week that they must keep safe. This packet is where they will be taking all notes, doing independent and class work, and completing exit tickets. We will be reading the text 3 times. Read 1: Ms. Rath will model fluent reading. Read 2: Scholars will re-read and determine who the section is about, and what the character is doing. Read 3: Ms. Rath will point out key images in the text. Scholars will be determining what each image means and how each image helps the reader understand Montag's character. We will close out this station with an exit ticket. Independent Station- 55 minutes per rotation Red Rotation: Work on your iREADY lessons Scholars are expected to follow Independent Station rules and expectations: 1. NO talking or communicating with other students. 2. On task at all times 3. Proper use of nonverbal signals Grey Rotation: Step 1: Read pages 2-7 (end at "...door shut gently") in the book (you may use the audiobook to support you while you read if you'd like (stop at 14:57 ("...door shut gently.")). Step 2: Complete the comprehension questions on page 4 of the packet. These are expected to be completed by the end of your rotation, and Ms. Rath will be stamping. Step 3: If you finish early, continue on to iReady. Exit Ticket-(to take place at end of Direct Station) Prompt: How does Bradbury characterize Montag in the beginning pages of Fahrenheit 451? Your response will take the form of a CEEL (Red Group)/CEEEEL paragraph (Grey Group). Checklist for Success:
Standards: California History 7.2.2 Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity. California History 7.2.3 Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life. Objective: SWBAT describe the Qur'an and how it was created by reading, annotating, and analyzing primary, secondary, and tertiary sources. Do Now Step 1: Take out all items "On My Desk" Step 2: No need to take out your trackers, because you have no homework :) Do Next We are going to do a folder clean up today, so make sure you have your papers for English and History in your folder ready to go! Read a book while you wait! Direct- Contextualizing History, 10 minutes -We will finish up our history lesson from yesterday discussing Abrahamic religions. Our essential questions today are: What is the Qur'an, and how was it created? We will contextualize today's lesson by analyzing a map and learning key vocabulary. We will then review the steps for success when finding the central idea of a document. Yesterday, we learned about the first prophet of the Abrahamic Religion, Abraham. Today, we will be learning about another prophet that founded Islam (Muhammad). Collaborative- Early Life of Muhammad Scholars will be given a text about Muhammad's early life. Partners will read and annotate the text together. After reading, scholars will match provided dates to important events in Muhammad's life! Guided Reading- Understanding the Qur'an Scholars will be given 3 documents which they will be instructed to read, annotate, and determine the central idea (in answer to our essential questions). Scholars will be expected to underline details in the documents that support the essential questions. Document A- Whole Group Document B- With a Partner Document C- Independent Exit Ticket- What is the Qur'an, and how was it created? 15 minutes This exit ticket has 2 parts: The thesis is like a draft. It should be general, and does not need to cite specific evidence. Scholars should use the Checklist for Success to guide their thesis writing. The section titled "Central Idea Revised- Document C" needs to SPECIFICALLY cite evidence from Document C. Scholars should use the corresponding Checklist for Success to deliver their personal best writing. With any time left over, scholars will complete iReady lessons. Students will turn in their iREADY trackers by the end of the period! Standard: California History Standard 7.2.2 SWBAT explain why Judaism, Christianity, and Islam called Abrahamic faiths, and determine what the shared traditions of Abrahamic faiths are by using primary secondary source documents. Do Now: Step 1: Take out all items "On My Desk" Step 2: If your took your CEEEEL paragraph home for homework, please turn it into your cohort bin! Step 3: Write down your homework on your homework tracker: 6 i-Ready lessons due by Friday Step 4: Reminder: Vocab quiz retest will be held today at the start of lunch!! Do Next: Read a book! Direct/Collaborative: 1. Students will complete packets from last Friday which asked students to practice reading and finding the central idea of primary and secondary documents. 2. Students will work through a new presentation and lesson packet discussing why Judaism, Christianity, and Islam called Abrahamic faiths, and determine what the shared traditions of Abrahamic faiths are. 3. Students will complete document source explorations. Exit Ticket: Complete page 7 of packet independently and submit packet Standards CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-LITERACY.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Objective 1. SWBAT explain how The Pedestrian is an example of speculative fiction by writing a level 3/4 CEEEEL paragraph. Do Now: 1. Check all items "On My Desk" 2. Take out agenda, write down your homework: 6 iREADY lessons are due Friday Unfinished CEEEEL paragraphs are due Thursday Do Next: Look at vocabulary quiz scores from Monday. Complete the vocabulary reflection form. Reflecting on your study habits, preparation, and mindset during the quiz in order to improve the results of the next quiz. Independent Station: 1. Go onto peergrade and review your feedback on your last CEEEEL response. Really try and understand your feedback now that we have reviewed our 7th grade CEEL rubric. <-- Charles, Josue and Brian you are not required to do this step 2. Read the level 4 student response to our last prompt, "How is "The Fun They Had" an example of speculative fiction. Read my comments about what made this a level 4<-- this is the first page of the worksheet I gave you. 3. Write your CEEEEL response to the essential question: How is "The Pedestrian" an example of speculative fiction? <-- this is expected to be completed by the end of your station time 4. With any extra time, please work on iREADY Direct Station: Scholars will review summaries and complete their own summaries of "The Pedestrian". Summary support: HERE Standards: CCSS.ELA-LITERACY.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-LITERACY.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Objective: SWBAT demonstrate comprehension of The Pedestrian by answering text dependent questions and writing a summary. Do Now: 1. Take out all items "On my desk" 2. Take out homework tracker and write down your homework: 6 iREADY lessons due Friday Do Next: Reread "The Pedestrian". We will be revisiting this text today! Direct Station After reviewing comprehension questions on "The Pedestrian", scholars in the direct station will receive a mini-lesson on how to write an excellent summary. We will be looking at an exemplar from last week in order to enrich our understanding. After the lesson, scholars will write their summaries of The Pedestrian. Summary support: HERE Independent: 1. Finish your feedback on peergrade<-- Charles, Josue and Brian you are not required to do this 2. If you did not complete your questions for "The Pedestrian", finish your questions 3. If you are finished with both tasks above, continue working on iReady assignments or completing the Achieve Level Set (if you have not completed it already). Standards: R.I.7.1 & R.I.7.2 Objective: SWBAT demonstrate comprehension of The Pedestrian and its central ideas by answering text dependent questions. Do Now: 1. Take out all items "On My Desk" 2. Take out your homework tracker, write down your homework: 6 total iREADY lessons due by Friday Do Next: Study for your vocabulary quiz! Vocabulary: Begin working on your vocabulary quiz. You will have approximately 10 minutes to work on your vocabulary quiz. If you finish early, read a book! Direct Station: Students will review new 7th grade CEEEEL rubric. Students will then go on Peergrade and give feedback to a classmate's CEEEEL response to "The Fun They Had". Independent Station: 1. Begin reading "The Pedestrian". If you would like to listen to the audio as you track your text, you can find it HERE 2. Complete the comprehension questions about "The Pedestrian". 3. If you finish early, work on iREADY |