1st Period Language Arts

DATE	OBJECTIVE	CLASSWORK	HOMEWORK
Feb. 1	Students will work in pairs to find text evidence to support each MSP practice question.	Do Now: Number a piece of notebook paper 1-40 on the left side. Activity: Mrs. Wolff returns students' bubble sheets and scores from Thursday's practice reading MSP test. Students work together in pairs to find text evidence for each question.
Feb. 2	Students will make personal reading goals. Then, students will look at how a character is described in text.	Do Now: Get your portfolio. Discuss what qualities Mr. Robison from "Survive the Savage Seas" had to have in order to survive. Activity: Record how you did on your practice MSP, reflect, goal-set and table groups decide what one goal they want to work on. As a class, we discovered that we most need to work on LC04 (vocabulary) and IC11 (main idea and details). Next, students read chapters 1-3 in Hatchet (to page 646 in literature textbook).	Finish reading to the end of chapter 3 of Hatchet.
Feb. 3	Students will identify conflicts and sequence of events in Hatchet.	Do Now: At your table, make a list of 10 things you would want to have in order to survive in the wilderness. Activity: Read chapters 4, 5, 6. Do the conflict and sequence worksheet. Make a list of items that Brian had to help him survive.	Finish the worksheet and any reading that wasn't complete.
Feb. 4	Students will identify conflicts and cause and effect in Hatchet.	Do Now: Clear desk. Turn in yesterday's worksheet. Activity: Ch. 1-6 test. Review worksheet. Students get a new worksheet on cause and effect to fill out while reading chapters 7-10.	Read Hatchet through the end of chapter 10 and do the top of today's worksheet.
Feb. 5	Students will identify characterization of Brian in Hatchet.	Activity:Read chapters 11 through the end of 13 in Hatchet. Finish up the problem solution (cause-effect) worksheet from yesterday and also complete the character worksheet.	Finish reading through chapter 13 and complete both worksheets.
Feb. 8	Students will analyze the author's word choice in Hatchet and work on improving their word choice in their own writing.	Do Now: Discuss at your table why word choice is important for an author to consider. Activity: Review worksheets. Students take the chapter 7-13 Hatchet test. Then, we work on side 1 and start side 2 of the word choice worksheet together.	Finish the word choice worksheet.
Feb. 9	Students will reflect on their reading, work on improving writing style and identify plot in Hatchet.	Do Now; Look on your word choice homework and find the best one you did; put a STAR next to it, then turn it in to the bin. Get your portfolio. Activity: Mrs. W returns the Circuit test. We review it thoroughly and students write down specific ways to improve their answers before adding it to their portfolios. Next. Mrs. Wolff shares student's starred word choices and we brainstorm all the different ways to say "moved" to paint a clear picture in the reader's mind. Students are given a packet about plot to fill out while they continue reading chapter 14.	If you are a slow reader, you may want to read a chapter of Hatchet tonight.
Feb. 10	Students will identify plot in Hatchet.	Do Now: Get a book order from the front shelf if you are interested. Activity: Students finish reading Hatchet and complete the worksheet packet.	Make sure you finish reading Hatchet and complete the last packet tonight.
Feb. 11	Students will show what they know about Hatchet in a test - LC01, LA05, LT09	Do Now: What do you think was the most important thing Brian learned in the wilderness? Explain and discuss at your table. Activity: Review parts of the Hatchet packet. Then, students take a test over chapter 14-end of Hatchet. Finally, students write a letter that will be graded for mechanics/conventions.	None!
Feb. 12	Students will evaluate how they're doing in reading and make goals to improve. They will also evaluate and extend info about Hatchet as well as practice word choice (writing style).	Do Now: Get your portfolio. #3's get literature books. Activity: Mrs. Wolff returns the three Hatchet tests and walks kids through reflecting on their work and recording their progress in their portfolios. Next, students respond to two critical thinking questions about Hatchet. Finally, students write sentences and together, we work on improving word choice (modeling this on the overhead). Then, students swap papers with another student who will replace and add words to improve the sentences.
Feb. 17	Students will work on improving their writing style by adding imagery, vivid words and figurative language.	Do Now: Rewrite the sentence on the overhead to make it more interesting. (The bug crawled over her foot.) Activity: Mrs. Wolff returns students' word choice worksheets. Students try to improve them and we share them on the overhead. Next. Mrs. Wolff gives students a paragraph that they work to improve. Then, we collectively write one together on the overhead, using students' ideas. After that, students take a word choice test. Finally, students fill out the top of the Year Round School worksheet, answering their ideas For and Against year-round school.	Read "Should School Be Year-Round?" and fill out the middle part of the worksheet.
Feb. 18	Students will show what they've learned about writing persuasive essays.	Do Now: Get your portfolio and look to see what you did well on the uniform and vending machine essays. What did you need to improve? Activity: We used a "whip" to share student's essay goals for improvement. Then, we reviewed the reasons from yesterday's article about year-round school while kids corrected their own worksheets. Then, we read the second article together, pulling out the reasons for/against year-round school. Finally, students put these papers away and take the school-wide 7th grade practice MSP for persuasive writing.	None
Feb. 19	Students will show what they've learned about writing persuasive essays.	Do Now: Book orders are due today! Activity: Continue writing essay.
Feb. 22	Students will show what they've learned about writing persuasive essays.	Do Now: #1's get literature books. Activity: Students finish up the final draft of their persuasive essays. Then, they read, "The Fun They Had" on p. 418-420 of their lit text book. Afterwards, they answer #1-10 on p. 421 in complete sentences, restating the question in the answer.	Finish the questions on p. 421.
Feb. 23	Students will reflect on their reading test responses, making goals for improvement and rewrite their responses.	Do Now: Get portfolio. Turn in p. 421. Activity: Reflect and record Hatchet test extended response questions. Mrs. Wolff shows students what was required to earn an exceeding. Add them to the portfolio. Then, students who need more time, finish their essay while students who finished their essay rewrite any Hatchet response that was less than exceeding to make it better.
Feb. 24	Students will learn and practice a strategy for finding the main idea of informational text.	Do Now: At your table, discuss the strategies you use for figuring out the main idea of text. Activity: Together, we complete a main idea packet by reading the selections and pulling out details to find the main ideas.
Feb. 25	Students will learn and practice finding the meaning of unfamiliar words in informational text. (IC14)	Do Now: At your tables, discuss the strategies you use for figuring out the meaning of a new word. Activity: Discuss the do now. Together, we read through the short selections to find the meanings of the vocabulary words using context clues.	Students finish the context clues vocab packet.
Feb. 26	Students will learn and practice finding the meaning of unfamiliar words in informational text. (IC14)	Do Now: Take out your vocabulary packet. Find the word that was the hardest to figure out and write it on top by your name. Activity: Discuss do now. Then, we correct/review the vocabulary packet. Students show what they know in a test over main idea and vocabulary.
Mar. 1	Students will review punctuation rules and read a story to find plot and elements of literature.	Do Now: At your table, make one big list of all the rules for using apostrophes and quotation marks. #2's get literature books. Activity: Students review the rules for apostrophes and quotation marks on their first page of their new Standards Plus packet. Then, we correct the practice sentences together. Next, students read, "Young Ladies Don't Slay Dragons" on p. 397-401, answering the questions that follow (#1-8) on page 402.	Finish the questions
Mar. 2	Students will review punctuation rules and read a story to find plot and elements of literature.	Do Now: Read the rules for commas (#12 of Standards Plus packet) and answer the questions. #3's get literature books. Activity: Students complete Standards Plus lesson 12. Then, we correct, "Young Ladies..." Finally, Mrs. Wolff reads "The Monkey's Paw" p. 403 to 409 aloud. Questioning, Clarifying, Summarizing and Predicting as we go.
Mar. 3	Students will review punctuation rules and read a story to find plot and elements of literature and vocabulary.	Do Now: Read the rules for colons/semicolons (Standards Plus #13) and answer the questions. #4's get literature books. Activity: Review Standards Plus #13 and the punctuation rules for colons and semicolons. Next, Mrs. Wolff finishes reading "The Monkey's Paw" aloud. Then, students answer #1-8, also #2 "Critical Response" and #1-4 "Context Clues" on p. 412.	Finish the questions!
Mar. 4	Students will review punctuation rules and learn how to detect mood in stories and practice using context clues to find vocabulary.	Do Now: Read the rules for punctuation for Standards Plus packet #14 and 15 and answer the questions. #1's get literature books. Turn in your Monkey's Paw questions. Activity: Mrs. Wolff reviews the rules and answers for #14 and 15. Book orders are distributed. They will be due March 19th. Finally, Mrs. Wolff explains the word, "dubiously" and we write a sentence using the word. Students finish the blue Monkey Paw packet on vocabulary and mood.	Finish the packet and review the vocabulary.
Mar. 5	Students will take a punctuation test and elements of lit/vocab test. Then, they will apply the punctuation rules when revising their writing.	Do Now: Get portfolios and place them under your chair. Activity: Students take the Standards Plus punctuation test and "The Monkey's Paw" test. Then, Mrs. Wolff returns students' Main Idea/Vocab test and they reflect and put them into their portfolios. The Pen Pal letters are also returned and students reflect on their conventions strengths and weaknesses and put them into their portfolios. Finally, students rewrite their Pen Pal letters correcting their punctuation, spelling, grammar, and capitalization mistakes.	None
Mar. 8	Students will show what they know when reading informational text and they'll reflect and make goals.	Do Now: Get portfolios and place them under your chair. Activity: Students read and answer the questions for the Wildside selection titled, Krakatoa. Then, Mrs. Wolff returns students' word choice and Standards Plus punctuation test.	None
Mar. 9	Students will use reciprocal teaching strategies to analyze a poem.	Do Now: Get your portfolio. Look at your last few Wildside results on the orange tracking grid. What were your challenges? Activity: Mrs. Wolff returns the Monkey's Paw test and students reflect and add them to their portfolios. Next, we correct the "Krakatoa" Wildside. Then, together, we read "The Listeners" on p. 388, picking it apart for meaning: questioning, clarifying and summarizing.	Finish Q, C and Sum for: Lines 20-25, 25-30 and 30-end.
Mar. 10	Students will obtain background information about the setting of our new novel.	Do Now: Turn in your homework. then, think about what you know about Afghanistan and share it at your table. Activity: Students share what they know with the class and we add it to the K part of our KWL chart. Then, students make up questions for what they Want to know for the W part of the chart Then, students use pages 554-569 and 583-584 of the geography textbooks to find facts about Afghanistan's population, life expectancy, climate, exports, etc. Mrs. Wolff reads aloud some more facts about the country. Afterwards, Mrs. Wolff puts a photo of a woman on the overhead (a National Geographic cover photo of an Afghan refugee in 1985). Students make observations and inferences about the image. Then, we RT (question, clarify, summarize and predict) the National Geographic story about the woman. Finally, Mrs. Wolff shows the picture of the woman after the photographer found her again, 17 years later.	None
Mar. 11	Students will predict the storyline of The Breadwinner and read it for plot, enjoyment and to learn about the geography, history and government of Afghanistan.	Do Now: At your tables, review the 5 themes of geography. Activity: As a class, we review the 5 themes of geography. Then, we go to the library to check out The Breadwinner. After we get back, we read the back of the book. Following that, we watch a 5 minute Discovery video titled, "When the Taliban Ruled Afghanistan." Mrs. Wolff times students reading one page of the book. More than half the class finished reading a page in 1.5 minutes. This helped us to determine a fair amount to assign for the balance of the class period. Students were assigned to read chapters 1 and 2.	Finish reading to the end of chapter 2.
Mar. 12	Students will read The Breadwinner to identify cause-effect, find plot, for enjoyment and to learn about the geography, history and government of Afghanistan.	Do Now: Copy down the table on the overhead. (3-column table of examples of Parvana's maturity, imaturity and catalysts of change) Activity: Read to the end of chapter 5, identify the causes and effects of Parvana's transformation from imature girl to responsible girl, and work on finding facts about Afghanistan and record them on the 5-themes worksheet.	Make sure you know any vocabulary word that comes up as you read! Also, do any reading or worksheets that weren't finished today.

3rd Period Language Arts

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DATE	OBJECTIVE	CLASSWORK	HOMEWORK
Feb. 1	Students will read a story to identify the conflicts and understand character's motivation.	Do Now: #2's get literature books for your table. Discuss how your friends have changed over time. Activity: Read, "After Twenty Years" pages 194-197 in literature book. Answer #1-10 on p. 197. Then, we swap papers and correct them.
Feb. 2	Students will compare two relationships in the novel, Tangerine. They will also work on writing style.	Do Now: Read your Cornell summary silently to yourself from Sept. 5-7. Activity: Correct, "After Twenty Years." Then, students jigsaw page 190 and we share answers. Then, students read p. 189 and write a paragraph to compare the two sets of siblings. We share paragraphs and circle comparison transitions. (try to include 3) Next, we add 2 questions (What does Paul think of himself after Sept. 11? and What do others think of Paul?) and a clarification ("The heavens had opened up for me." on p. 94 of Tangerine) to our Cornell novel notes. Finally, we read Sept. 11 through to the end of Friday, Sept. 15.	Finish reading through Sept. 15 and do Cornell Notes and Choices/Consequences on Springboard p. 197-198
Feb. 3	Students will work to improve their writing style. Also, they will discuss and clarify parts of the novel.	Do Now: At your tables, share your brother paragraphs and vote for a favorite to share with the class. Activity: Share paragraphs and turn them in. Then, students complete p. 196-197 about choices and consequences in the novel up until Sept. 15th. After that, students watch a video of a real giant sinkhole in Texas two years ago.Then, they fill out the worksheet on Springboard page 194. After that, they write a paragraph reporting the sinkhole events in Tangerine.	Finish your paragraph.
Feb. 4	Students will work to improve their writing style. Also, they will discuss and clarify parts of the novel.	Do Now: Discuss similarities and differences in style between your news report paragraph and Paul's description of the sinkhole in Tangerine. Consider point of view, pacing and word choice. Activity: After discussing the do now, students revise their paragraph with conjunctions, strong verbs, and time transitions (see Springboard page 195). Then, students have novel discussions over Sept. 5-15 in their table groups using their Cornell notes followed by a short classroom discussion. Finally, students begin reading Sept. 18-20, taking novel notes.	Finish reading to the end of Sept. 20, also completing your Cornell novel notes.
Feb. 5	Students will work to improve their writing style. Also, they will discuss and clarify parts of the novel, Tangerine.	Activity: Students read Friday, Sept. 22 to the end of Friday, Sept. 29 in their novel, Tangerine. While they read, they take notes about the novel on their Cornell handout. Then, students compare and contrast the two schools from the novel on page 202 of their Springboard packet. Write a paragraph comparing the two schools with focus on comparison transitions and conjunctions.	Complete anything that you didn't finish in class today.
Feb. 8	Students will work to improve their writing style. Also, they will discuss and clarify parts of the novel, Tangerine.	Do Now: Add information to the siblings table on p. 190 that you have learned with the recent reading. Activity: Students do pages 198-199. (We do this in pairs and as a class) Then, students work alone to complete the graphic organizer about them self on p. 200. After this, we have novel discussions over Sept. 18-20.	Make sure you are up to date!
Feb. 9	Students will write questions (3-levels) about their reading and discuss the novel.	Do Now: Fill out the top question of page 203. Activity: Novel discussions over Sept. 22-29 (15 min) followed by class discussion. Then, we read Oct 2nd and 3rd aloud together while filling out a new Cornell Novel Note sheet.	Read through the end of Oct. 4 tonight.
Feb. 10	Students will write questions (3-levles) about their reading and discuss the novel's symbolism.	Do Now: What is the literal and the figurative meanings of "see"? How did we apply this to the novel, Things Not Seen"? Activity: Together, we read Oct. 5 while completing their Cornell Novel Notes. Then, we read Nov. 2nd while focusing on images of fear and "seeing". Just like in the novel, Things Not Seen, Tangerine also has a motif (recurring idea) of seeing and understanding. Students finish reading through Nov. 10th and work to complete the graphic organizer on p. 204. Book Orders are handed out.	Finish p. 204 and read through the end of Nov. 10th. Also complete your Cornell notes for Nov. 2-10
Feb. 11	Students will identify the recurring idea (motif) of "seeing" as well as conflict and cause and effect in Tangerine.	Do Now: Fill out the top of p. 205. Share at your table. Activity: Students share their work on p. 205 using the document camera. Then, students write a paragraph on p. 205 making a judgment statement about one of the characters of Tangerine. Afterwards, they complete the choices and consequences pages 207-208. Finally, we review the different types of conflicts that were in Stargirl and Things Not Seen and students consider these examples as they fill out the conflict organizer for Tangerine on p. 209.	None as long as you are done with everything we did today. Remember to write your pen pal letter and bring a game to give (both optional) due Wednesday.
Feb. 12	Students will identify conflict, make predictions and ask questions as they read Tangerine.	Do Now: What do you think was the central (main) conflict of Tangerine? Activity: Finish the conflict page on p. 209 of your Springboard packet. Then, we scan and predict - p. 210. Finally, students read Nov. 20-23 (27 pages) while doing new Cornell Novel Notes.	Finish reading and notes
Feb. 17	Students will read two sides of a topic and find reasons to support each side. Also, we will read another story by O. Henry and compare it to "After Twenty Years".	Do Now: What do you think about kids who go to school year-round? Do you think they are lucky or do you feel sorry for them? Why? Activity: Discuss do now. Then, students fill out the top of the Year Round School worksheet, answering their ideas For and Against year-round school. After that, students read the two articles while filling out the two sides on their worksheet. Mrs. Wolff goes over the answers while students check their own work. Finally, we read, "The Gift of the Magi" and discuss the vocabulary, meaning and rewrite sentences in modern-day speak. We finish off by talking about how the story is similar to "After Twenty Years" in the irony (surprise ending) and foreshadowing.
Feb. 18	Students will show what they've learned about writing persuasive essays.	Do Now: Get your portfolio and look to see what you did well on the uniform and vending machine essays. What did you need to improve? Activity: We used a "whip" to share student's essay goals for improvement. Then, students take the school-wide 7th grade practice MSP for persuasive writing.
Feb. 19	Students will show what they've learned about writing persuasive essays.	Do Now: Book orders are due today! Activity: Continue writing essay.
Feb. 22	Students will show what they've learned about writing persuasive essays.	Do Now: #1's get literature books. Activity: Students finish up the final draft of their persuasive essays. Then, they read, "The Fun They Had" on p. 418-420 of their lit text book. Afterwards, they answer #1-10 on p. 421 in complete sentences, restating the question in the answer.	Finish the questions on p. 421.
Feb. 23	Students show what they know when writing persuasively.	Do Now: #2's get books. Turn in page 421 if you are done. Activity: Students have 30 minutes to finish their essay and complete yesterday's "The Fun They Had" assignment. After that, they read Nov. 24-29 in Tangerine, taking Cornell Novel Notes.	Do anything that you didn't finish in class.
Feb. 24	Students will make real-life connections to the novel, Tangerine.	Do Now: At your tables, brainstorm the incidents of bullying in Tangerine. Make one list per table. Activity: Students read "Bullying" - pages 211-217 in Springboard and respond to text via Mrs. Wolff's instructions to circle examples of bullying and underline the solutions. After that, students split up to share their problems and solutions with their group. (#1's-p. 214, #2's-215, #3's-p. 216, #4's-p. 217) Then, students complete the graphic organizer on page 211 of their Springboard packet.
Feb. 25	Students will analyze a poem and compare the poem to Tangerine and it's characters.	Do Now: At your tables, discuss if you think Mike Costello was a hero. Talk about athletes who achieve hero status. Activity: Discuss the do-now. Mrs. Wolff reads "To an Athlete Dying Young" aloud from Springboard p. 219. Then, one person from each table stands and they take turns reading the stanzas of the poem aloud to the class. Next, students draw in the margin notes area an image that came to their minds when they heard the poem. After sharing these sketches, students circle the words that relate to death or dying. Then, they draw boxes around any unfamiliar words, then talk about their meanings. Students read Nov. 30-Dec. 1 of Tangerine. Mrs. Wolff writes the following questions on the board for students to clarify and think about when they are reading: What is the meaning of the last sentence in the Nov. 30th entry of Tangerine, also the quotes, "Fisher, are you being a hero again?" and "I'm all right. I'm more than all right. Finally." in Dec. 1.	none
Feb. 26	Students will consider the choices and consequences that the characters make in Tangerine and clarify meaning.	Do Now: Share with your table mates the choices & consequences you have so far on p. 220. Activity: Finish reading to Dec. 1. We stop reading and share responses to the guiding questions on the board (see Feb. 25). Then, we finish reading the book. Finally, students complete pages 220-221 about the choices and consequences in the novel.	Finish reading the book over the weekend!
Mar. 1	Students will review punctuation rules and analyze the cause-effect relationships in Tangerine.	Do Now: At your table, make one big list of all the rules for using apostrophes and quotation marks. #2's get literature books. Activity: We review the rules for apostrophes and quotation marks in a new Standards Plus packet. Then, students go back into their Springboard worksheets for choices and consequences and add the long term consequences. Share at tables and with class. After that, students go through and put a star by all of Paul's choices and sort those choices made by other characters. Finally, students start their final essay on Springboard p. 224-228.
Mar. 2	Students will review punctuation rules and analyze the cause-effect relationships in Tangerine.	Do Now: Read the rules for commas (#12 of Standards Plus packet) and answer the questions. Activity: Students complete Standards Plus lesson 12. Then, students write their final essay about the choices made in the novel, Tangerine that affected the main character, Paul. They use their books and their Springboard packet, especially pages 224-228.
Mar. 3	Students will review punctuation rules and analyze the cause-effect relationships in Tangerine.	Do Now: Read the rules for colons/semicolons (Standards Plus #13) and answer the questions. Activity: Review Standards Plus #13 and the punctuation rules for colons and semicolons. Then, Mrs. Wolff returns students' essay materials and they continue writing their final essay for Tangerine.
Mar. 4	Students will review punctuation rules and analyze the cause-effect relationships in Tangerine.	Do Now: Read the rules for punctuation for Standards Plus packet #14 and 15 and answer the questions. #1's get literature books. Turn in your Monkey's Paw questions. Activity: Mrs. Wolff reviews the rules and answers for #14 and 15. Book orders are distributed. They will be due March 19th. Finally, students keep working on their Tangerine essay. When they are finished, they can silent read or complete the Tangerine vocabulary magic square and Tangerine word search.
Mar. 5	Students will take a punctuation test and analyze the cause-effect relationships in Tangerine.	Do Now: Clear desk. Activity Students take the Standards Plus punctuation test. Finally, students finish up their Tangerine essay. When they are finished, they can silent read or complete the Tangerine vocabulary magic square and Tangerine word search.	None
Mar. 8	Students will show what they know when reading informational text and they'll reflect and make goals.	Do Now: Get portfolios and place them under your chair. Activity: Students read and answer the questions for the Wildside selection titled, Krakatoa. Then, Mrs. Wolff returns students' Standards Plus punctuation test. Some students finish up their Tangerine essay.	None
Mar. 9	Students will analyze literature to find elements of literature, author's craft, and details of a story.	Do Now: At your tables, describe the typical characters in a traditional fairytale. Activity: Correct "Krakatoa" Wildside and record it on a cover sheet. Then, students read, "Young Ladies Don't Slay Dragons" on p. 387-401. Finally, they answer #1-8 on p. 402.	Finish questions on p. 402.
Mar. 10	Students will obtain background information about the setting of our new novel.	Do Now: Turn in your homework. then, think about what you know about Afghanistan and share it at your table. Activity: Students share what they know with the class and we add it to the K part of our KWL chart. Then, students make up questions for what they Want to know for the W part of the chart Then, students use pages 554-569 and 583-584 of the geography textbooks to find facts about Afghanistan's population, life expectancy, climate, exports, etc. Mrs. Wolff reads aloud some more facts about the country. Afterwards, Mrs. Wolff puts a photo of a woman on the overhead (a National Geographic cover photo of an Afghan refugee in 1985). Students make observations and inferences about the image. Then, we RT (question, clarify, summarize and predict) the National Geographic story about the woman. Finally, Mrs. Wolff shows the picture of the woman after the photographer found her again, 17 years later.	None
Mar. 11	Students will predict the storyline of The Breadwinner and read it for plot, enjoyment and to learn about the geography, history and government of Afghanistan.	Do Now: At your tables, review the 5 themes of geography. Activity: As a class, we review the 5 themes of geography. Then, we go to the library to check out The Breadwinner. After we get back, we read the back of the book. Following that, we watch a 5 minute Discovery video titled, "When the Taliban Ruled Afghanistan." Mrs. Wolff times students reading one page of the book. More than half the class finished reading a page in 1.5 minutes. This helped us to determine a fair amount to assign for the balance of the class period. Students were assigned to read chapters 1 and 2.	Finish reading to the end of chapter 2.
Mar. 12	Students will read The Breadwinner to identify cause-effect, find plot, for enjoyment and to learn about the geography, history and government of Afghanistan.	Do Now: Copy down the table on the overhead. (3-column table of examples of Parvana's maturity, imaturity and catalysts of change) Activity: Read to the end of chapter 5, identify the causes and effects of Parvana's transformation from imature girl to responsible girl, and work on finding facts about Afghanistan and record them on the 5-themes worksheet.	Make sure you know any vocabulary word that comes up as you read! Also, do any reading or worksheets that weren't finished today.

Science

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DATE	OBJECTIVE	CLASSWORK	HOMEWORK
Feb. 1	Students will be introduced to our new science standards. We will predict the learning for chapter 1 in our textbook and set up our new science notebooks.	Do Now: Look at EALR 4E and G. Make a list of science vocabulary that you would need to know in order to learn these standards. Activity: Review some of the new vocabulary: crust, mantle, core, structures, landforms, process, etc. that students identified. Next, Mrs. Wolff reads p. 11 of our textbook aloud. After that, students set up their new interactive notebooks.	Student may take their Interactive Science Notebooks home to decorate if they choose.
Feb. 2	Students will connect with prior knowledge they have about Earth science, make learning goals and begin learning how Earth's surface has changed.	Do Now: Finish copying the overhead onto page 5 of your notebook. Do the True/False anticipation guide on your desk. Activity: In table groups, students make connections with the words on the word splash side of the worksheet. Then, we watch a Discovery Video "There's No Place Like Earth" while completing a worksheet. Then, students make personal goals for learning that are connected to our standards and they write these goals on the top of page 4 of their notebook.
Feb. 3	Students will learn how Earth's crust is changed.	Do Now: Read the "Guide For Reading" questions in the margins of pages 11-12. Activity: Students help Mrs. Wolff make the objective for the day - based on the results of the do-now. Then, we read pages 12-17 together while taking Cornell notes in our science notebooks.	Draw pictures on the left side of your notebook to help understand concepts and vocabulary.
Feb. 4	Students will learn how Earth's crust is changed.	Do Now: Look at the overhead and make one question and one statement about the picture. Write these down on a piece of paper. Activity: Students find someone with the same color crayon sticker on their desk. They share their question and statement with that person and if their partner's question and statement are different, they add them to their paper. Next. we share as a class and discuss the different thicknesses of crust over Earth's surface. Then, students share their notebook pictures with class on overhead. Then, we answer questions #1-4 on p. 21 using only our notes to find the answers.
Feb. 5	Students will learn that Earth's crust is made like plates that move and the processes that change the surface of Earth.	Activity: Read pages 22-24 while taking notes. Then, students make a Venn diagram to compare and contrast faults and folds. They do this on the left-side page in their notebook across from the page of Cornell notes about faults and folds. Finally, students complete the chapter review: all of page 28 and #1, 3, 4, 6 and top of page 29.	Test will be on Tuesday!
Feb. 8	Students will learn that Earth's crust is made like plates that move and the processes that change the surface of Earth.	Do Now: Complete the word-relationship activity on the overhead. Do this on a left-side page of your notebook. Activity: Review the do now. Then, review any questions over the chapter review. After that, Mrs. Wolff shows mini Discovery Videos. Students add to their pictures based on what they learned in the mini videos. We share pictures and review the Venn about faults and folds.	Ch. 1 test tomorrow!
Feb. 9	Students will learn that Earth's crust is made like plates that move and the processes that change the surface of Earth.	Do Now: Clear your desk. Fill out the TOP half of the test reflection on your desk. Activity: Glue your test reflection onto the first blank LEFT-side page after your last notes. Take chapter 1 test. Read page 31 silently. Mrs. Wolff shows a 2 minute Discovery video to introduce earthquakes called, "Earthquakes, Tectonic Plates and Fault Lines".
Feb. 10	Class-written objective: Students will learn what causes earthquakes and volcanoes, how they are classified and where they are most likely found.	Do Now: Look at the "Guide for Reading" on p. 31 to see what we will be learning in chapter 2. Then, use that at your table to write our objectives - one paper per table. Activity: Mrs. Wolff returns the tests and students reflect on their results in their notebook. Read p. 32-33 in the text and take notes together in our notebooks. Finally, students read and take note on their own for pages 33, 36 and 39.	Show your test and notebook to your guardian and have them sign your reflection.
Feb. 11	Students will learn what causes earthquakes and volcanoes, how they are classified and where they are most likely found.	Do Now: Look at the map on p. 39 in your textbook. What does that mean for people living in Texas, Washington or Florida? Activity: Discuss do now. Mrs. Wolff checks for student signatures and we review what should be included in good notes. Do the questions on p. 39 together (not #3) Then, students draw pictures and diagrams on the left side of their notebooks to help them remember the material that they wrote on the right sides. Students use the notebook rubric to self-evaluate their own notebooks. Then, we begin reading section 2-2 and start taking notes together.	Make a picture on your left-side of magma and lava
Feb. 12	Students will classify volcanoes and learn where they are most likely found.	Do Now: At your tables, work together in pairs to write a sentence explaining how the word pairs on the overhead are related. Activity: Do Now discussion. Next, students read section 2-2 while taking notes. Mrs. Wolff then shows a writing prompt about the three types of volcanoes on the overhead, followed by a 3 minute video. Students finish writing their volcano paragraph.	Finish writing your volcano paragraph.
Feb. 17	Students will classify volcanoes and learn where they are most likely found.	Do Now: turn in your volcano paragraph. Neatly write 1 statement and 1 question about the image on the overhead. Activity: Discuss the do now (projected lava flow if Mt. Rainier erupts). Finish reading and note-taking together for pages 46-48. Do the questions on p. 47 and 48 together aloud using only notes. Talk about how the maps in the classroom and on p. 48 are different & why. Mrs. Wolff shares some of the students' volcano paragraphs on overhead. Students start drawing pictures to explain their notes.	Draw pictures of the three volcano types on the left-side of your notebook across from the matching notes.
Feb. 18	Students will classify volcanoes and learn where they are most likely found.	Do Now: Share your volcano drawings at your table. Vote on who will share theirs with the class. (best one) Activity: Students share volcano drawings with class using the document camera. Then, students complete the chapter review: answer all of page 52 (except #5 & 6 of multiple choice and #3 of true/false) and answer numbers 1, 2, 4, 7, & 8 on top of p. 53.	Chapter 2 test will be Monday!
Feb. 19	Students will review for earthquake/volcano test and learn about alternate theories.	Do Now: How can we predict volcanoes and earthquakes? Discuss at your table. Activity: Correct the chapter review. Read, "Shake, Rattle and Glow" and "Cracked Plates" complete worksheet. Respond: It surprised me that:	Chapter 2 test will be Monday!
Feb. 22	Students will show what they know about earthquakes and volcanoes.	Do Now: Fill out the top of the test reflection and glue it onto the first left-side page after your volcano notes. Activity: Students take the ch. 2 test. Then, read and respond to pages 88-91 in the Science Daybook.	Finish Science Daybook pages 88-91.
Feb. 23	Students will learn about the theory of continental drifting.	Do Now: Copy the overhead on the right-side page across from your test reflection. Activity: First, we correct Science Daybook pages 88-91. Then, Mrs. Wolff returns the tests and students finish filling out the test reflection in their notebooks.	Show your test and your notebook to your parents and talk with them about your study habits and methods. Have them sign the reflection.
Feb. 24	Students will learn about the theory of continental drift.	Do Now: Discuss at your tables what you already know about plate tectonics, then silently read p. 55 of your text. Activity: Share do-now ideas. Read p. 55-59 and take notes while Mrs. Wolff checks for parent signatures in students' notebooks.
Feb. 25	Students will learn about the theory of continental drift.	Do Now: Which piece of evidence is the MOST convincing to support the theory of continental drift? The LEAST? Discuss at your tables. Activity: We "whip" around the room, having students give their answers to the do-now. Then, Mrs. Wolff reviews the notes for p. 55-59 on the overhead as students check their own. Then, each table was responsible for explaining how the evidence on the overhead supports the theory of continental drift. Each groups got one piece of evidence: rocks, glacial deposits, salt, continent shapes, coal, fossils, climate. Finally, we started reading p. 60-63, taking notes together.
Feb. 26	Students will learn about the theory of continental drift and how it can create and destroy.	Do Now: At your tables, use your minds OR a dictionary to define: constructive and destructive. Activity: Finish taking notes to page 63 together. Then, students answer the questions on the overhead (1. describe the theory of continental drift 2. Explain how fossil evidence support the theory. 3. Explain how rock evidence supports the theory.)	Finish answering the questions.
Mar. 1	Students will learn about the theory of continental drift and how it can create and destroy.	Do Now: Turn in your questions. What are the three pieces of evidence supporting the theory of ocean-floor spreading? Activity: Review the do now. Next, we read p. 64-71 while taking notes with Mrs. Wolff's Cornell notes guiding questions and vocabulary.	Finish reading to the end of p. 71 and take notes.
Mar. 2	Students will learn about the theory of continental drift and how it can create and destroy.	Do Now: Look at the Pangaea picture on the overhead. Make one question and one statement in your head. Activity: Review the Do Now. Then, Mrs. Wolff hands back the graded overhead questions that were turned in yesterday, reviews the answers and explains the expectations for the questions and review yesterday's notes so students can have good answers to study from for the test next week. Then, Mrs. Wolff reads an email from Mr. Dunham's brother-in-law that portrays his experience in the Chilean earthquake on Feb. 27th, 2010. Then, we look at the plates on page 65 and talk about the plate boundaries.	Draw a picture of convection currents and how it affects the plates, also draw pictures of the three different plate boundaries.
Mar. 3	Students will learn about the theory of continental drift and how it can create and destroy.	Do Now: How can we prepare in case an earthquake happens here? Think of Mr. Dunham's story. What preparations helped or would have helped them? Activity: We talk about how important it is to be prepared for an earthquake and have a plan. Next, we watch the Discovery Education 15 minute video, "Plate Tectonics" and the skill-builder, "Tectonic Plates".To watch today's videos, go to the following website and enter the code Mrs. Wolff gave out in class today. http://assignments.discoveryeducation.com/ Finally, students do the chapter review: all of p. 76	Finish chapter review on p. 76 Ch. 3 test on Friday!
Mar. 4	Students will learn about the theory of continental drift and how it can create and destroy.	Do Now: Copy the triple-t chart on the overhead to compare the three theories: continental drift, ocean-floor spreading and plate tectonics. Activity: Students finish the chapter review: #1, 3, 8 on top of p. 77. Then, we correct it. Following that, we make a T-chart listing the constructive and destructive landforms that result from plate tectonics.	Chapter 3 test tomorrow!
Mar. 5	Students will show what they've learned about the movement of Earth's crust.	Do Now: Clear desk. Activity: Students take the chapter 3 test.
Mar. 8	Students will learn about the properties of rock and how rocks are formed.	Do Now: Number a piece of paper 1-10. Activity: Students take a pretest, then watch an 11 minute video titled, "Geologists Notebook." Then, students copy the standards for our new chapter into their notebook. We also read the ones from last chapter and discuss if we accomplished them. Finally, students read and take notes for pages 93-97 in the textbook.	Finish your notes up to p. 97 in the textbook.
Mar. 9	Students will learn about the properties of rock and how rocks are formed.	Do Now: Do you remember the three types of rock we learned about yesterday? Quiz each other at your table. Look them up if you all forgot. Activity: Chapter 3 test is returned and students fill out the test reflection in their notebooks. Then, Mrs. Wolff reviews the notes for p. 93-97 while students make sure their notes are complete. Then, we answer the questions on p. 97 orally. Are all the answers in your notes? Finally, we read p. 97-104 while taking notes.	Show your test to your guardian and get their signature. Finish taking notes to the end of section 4-5. Draw a picture of the rock cycle on the left side of your notebook across from the notes about the rock cycle for 4-4..
Mar. 10	Students will learn about the properties of rock and how rocks are formed.	Do Now: Answer the overhead questions together as a group. Be sure you know the answer; be prepared to be called on to share! Activity: Note, picture and signature check. Then, students read p. 105-107, taking notes. Students make pictures, raps, songs or poems to remember ch. 4.	Start studying!
Mar. 11	Students will learn about the properties of rock and how rocks are formed.	Do Now: Make a Venn diagram of the three rock types on a left-side page of your notebook. If you don't have room, do it on a separate sheet of notebook paper. Activity: Go over the Venn together. Then, Mrs. Wolff reviews the notes for section 4-6. She shares some raps and stories done by past classes. Student in the current class share their raps/stories/pictures & poems from the left-side pages of their notebooks.	Chapter 4 test will be Wednesday, 3/17. Start studying!
Mar. 12	Students will review the properties of rock and the rock cycle.	Do Now: Which rock type would you most likely find a fossil in? Do your group members agree? Activity: After discussing the do-now, students complete the chapter review: Multiple choice #1, 3, 7 on p. 110 and also #3, 4, 5, 6, and 8 on the top of p. 111 and #2 and 4 on the bottom of p. 111. Joseph and Arian share their rock-cycle raps with the class.	Chapter 4 test will be Wednesday, 3/17. Start studying!

Mrs. Wolff and Mr. Wezeman's 7th Grade!
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