WEEK 4

Day Standard and Objective Unit and Lesson High Yield Strategies

Assessments Homework

Mon.31

7.L.1, 7.L.2, 7.L.4, 7.L.5, 7.W.2, RL.1,RL 2, RL.3, RL 4 RL 5, RL 6, RL8, RL

9, SL2, W1, W4, W6 The student will be able

to analyze and compare news stories about the same event from various sources

Bold Actions

1. We will take an assessment on Rogue Wave.2. Have students read the “Background” and “Setting a

Purpose” sections on page19. Pass out the Analyze ideas in Diverse Media handout. Discuss the difference between fiction, like “Rogue Wave” and a newpaper article. Have students Think, Pair, Share their response to this question: How is an author’s purpose different when writing a short story or a news article? How is purpose different between a news article, editorial, and TV News Interview? Advanced: How does the TV news interview’s purpose of both informing and entertaining possibly lead to a conflict of interest?

3. Begin reading Abby Sunderland news article. Pause and comment and allow students to work on their handout throughout the reading. Have students work on filling out the 5W and Hs for this assignment.

Cooperative practice

Assessment on “Rogue Wave”

Completed handout in ISN

Read 20 minutes per nightWork on terms for Literature Journal

Due Today: Friendly Letter

Tues.1

7.L.1, 7.L.2, 7.L.4, 7.L.5, 7.W.2, RL.1,RL 2, RL.3, RL 4 RL 5, RL 6, RL8, RL

9, SL2, W1, W4, W6 The student will be able

to analyze and compare news stories about the same event from various sources.

Bold Actions1. Recap the story from yesterday. Review Author’s

purpose, central idea, and other main points. Have students complete the first part of the handout by defining terms on page 27. Discuss the differences between author’s purpose in a news article and an editorial. Read “Ship of Fools” with the students. Continue with guided reading, questioning and answering, as presented in the handout.

2. Watch the clip “Was Abby Too Young to Sail?” Allow students time to finish the Analyze Ideas in Diverse Media handout if needed. Pass out the Differences in Media Handout. Have students work together to complete the chart. Have them turn this in today. Instruct students to prepare for any missing assignments.

Cooparative learning

Read 20 minutes per nightWork on terms for Literature Journal

Wed2

7.L.1, 7.L.2, 7.L.4, 7.L.5, 7.W.2, RL.1,RL 2, RL.3,

Bold ActionsBellwork: Punctuation

Testing and Practice

Read 20 minutes per night

RL 4 RL 5, RL 6, RL8, RL 9, SL2, W1, W4, W6

The student will be able to analyze and

compare news stories about the same event from various sources

Journal-Bold Actions

1. Students will finish the half-sheet handout “Analyze Ideas in Diverse Media: Differences in Media”

2. Computer Research: Advanced assignment: Advanced assignment: Choose one of the following, research, and answer the questions that follow. 1) Look up the Heenes of Colorado and find out about the mylar balloon. 2) Find out about Jessica Dubroff and her attempt to pilot a plane. 3) Who is Jordan Romero and what did he do?

Work on terms for Literature Journal

Thur3

7.L.1, 7.L.2, 7.L.4, 7.L.5, 7.W.2, RL.1,RL 2, RL.3, RL 4 RL 5, RL 6, RL8, RL

9, SL2, W1, W4, W6 The student will be able

to analyze and compare news stories about the same event from various sources

Can I compare and contrast three different

historical events and how they relate to Abby Sunderland?

Bold Actions

1. Have the students share their findings on their research. Have them answer the following questions: Questions:

How does this case compare to that of Abby Sunderland? Who do you think are better parents and why? Do in the

ISN. 2.

Writing and Practice

Completed paragraphs

Read 20 minutes per nightWork on terms for Literature Journal

Fri.4

7.L.1, 7.L.2, 7.L.4, 7.L.5, 7.W.2, RL.1,RL 2, RL.3, RL 4 RL 5, RL 6, RL8, RL

9, SL2, W1, W4, W6 The student will be able

to analyze and compare news stories about the same event from various sources

Bold ActionsBellwork

1. Scaffold and give information about Mt. Everest. 2. Read the close read “Finding your Everest” , pages 13-16.

Ask students to read the background. How does this compare and contrast with Abby Sunderland? Read

through the pages, stopping with students to read and reread all highlighted areas of the close read. (A more detailed lesson plan for this activity is located in the Teacher’s edition of the close read assignment). This

should be completed in class today. 3. Continue with the close read about Jordan Romero. This

was begun on Thursday, but not completed in class. Have students complete all the questioning. Have

Due Today: Literature Journal Entries

students underline, highlight, and annotate, the important parts.

4. Watch the videos about Jordon Romero. Have students fold a piece of paper in 3 parts. Label the first part Finding Your Everest (Close Read), second part ABC News, third, The Boy who Conquered Everest. On the left hand column, have the students label the opposite side: Author’s Purpose, Central Idea or Claim, Evidence, How does this change your view of Jordon. Compare and contrast the points of view expressed in each of these as a class. Have the students write 3-5 paragraphs on the back, “How does comparing and contrasting the views in these three media shape your view of Jordon Romero?

5. Advanced Differentiation: Is Jordon Romero and Hero, Why or why not? Have students compare and contrast their feelings of what a hero is in a class discussion.

Common Core Skill set: Cite several pieces of textual evidence, determine two or more central (or main) ideas, trace and evaluate an argument, assess claims, reasoning , and evidence in a text.

Advanced Differentation:

Questioning: What is the purpose of a television news outlet? How can the purpose of a television outlet be considered a conflict of interest? Can you find any real-world examples of this?

How does the tone differ between the two articles?

Who are the Heenes of Colorado and what is the author referring to when talking about a mylar balloon? How does this apply to Abby Sunderland?

Vocabulary:

Dinghy, noun, a small open boat, used as a lifeboat

Mast, noun, the tall, vertical pole that supports the sail and rigging of a ship

Beacon, noun, a radio or transmitter that emits a guidance signal

Panoply, noun, an array; a great number of something

Embarking, noun, setting out

Naysayer, noun, one who opposes or takes a negative view

Intolerance, noun, condition or quality of not accepting

Invoke, verb, to call (a higher power) for assistance or support

Fawning, adj., favor-seeking

Pantheon-noun-a very famous group

Persevered-verb-continued in spite of difficulties

Controversy-noun-a dispute between opposing sides

Cognitive-adj.-using reason to understand and make judgments

Vocabulary: Write the word, definition, and part of speech and use in a sentence

Dinghy, noun, a small open boat, used as a lifeboat

Mast, noun, the tall, vertical pole that supports the sail and rigging of a ship

Beacon, noun, a radio or transmitter that emits a guidance signal

Panoply, noun, an array; a great number of something

Embarking, noun, setting out

Naysayer, noun, one who opposes or takes a negative view

Intolerance, noun, condition or quality of not accepting

Invoke, verb, to call (a higher power) for assistance or support

Fawning, adj., favor-seeking

Pantheon-noun-a very famous group

Persevered-verb-continued in spite of difficulties

Controversy-noun-a dispute between opposing sides

Cognitive-adj.-using reason to understand and make judgments