Mr. Kochis – 7th Grade Reading 9/12/16 - Day 5 ATB: Student Opinion – Answer on Index Cards Do you ever wish your teachers knew you better — knew what your life was like outside of school? Do you ever feel your teachers just don’t get you — who you really are as a person? What do you wish your teachers knew about you? http://nyti.ms/2bTsIl3 Activities: 1. Review Class Rules 2. ELA Benchmark Test

M r . Ko c h i s – 7 t h G r a d e R e a d i n g 9 /1 3 /1 6 - Da y 1 AT B : W h a t ’ s G o i n g O n i n T h i s P i c t u r e .

After looking closely at the image above, answer the three questions below: What is going on in this picture? What do you see that makes you say that? What more can you find? http://nyti.ms/1t24Mj3 Ac t i v i t i e s : 1 . E l e m e n t s o f a S h o r t S t o r y v i d e o h t t p : //w w w .y o u t u b e .c o m /w a t c h ? v = c 6 I2 4 S 7 2 Jp s 2 . E l e m e n t s o f a S h o r t S t o r y N o t e s O b j . 1 . L i s t a n d d e f i n e t h e f i v e e l e m e n t s o f a s h o r t s t o r y .

!"#"$%&

$&

!"#$%&!%#$'&()*+*,%-&

The 5 things you need when your reading or writing.

!"#$%•  '()*(+&,-&(.(/0+&•  12(&345,/&•  6230&*+&7,*/7&0,&2388(/&

&'()(*$+)%•  9(,8:(&,)&3/*;3:+&•  9(,8:(&*/&02(&+0,)<&=2,&43))<&,>0&02(&345,/&

&#,-.*$%•  '0)>77:(&•  ',;(02*/7&0230&23+&7,/(&=),/7&

/'+0+%•  ?3*/&*@(3&•  A(/0)3:&B(:*(-&

1+2,3%•  62()(&3/@&62(/&•  '(0+&02(&+4(/(&

1

FiveElementsofaStory"FiveThings"

Learnmoreaboutthistopic!Eachsectiongivesmoredetailononeofthelyricsfromthesong.Readeachsection,and

thenrespondbyansweringthequestionortakingnotesonkeyideas.

Lyric:Setting,that'slikewhereit'sgoingdown,Lyric:Setting,that'slikewhereit'sgoingdown,

Thestory'ssettingcouldbeinspacein

1975.

Settingisallabout“when”and“where.”

Itcouldbeaspecifictimeandplace,like

Brooklyn,NewYork,inthesummerof

1986.Oritcouldbemoreofa

description,like,acrisp,chillyautumn

morning.Location,timeofdayand

weatherareallpartofastory’ssetting.Thebestsettingdescriptionsarefull

ofdetailsandoftenincludeatleastsomeofthefivesensesinwhatthey

describe:howaplacelooks,smells,sounds,feels(the‘mood’)and...ifit’sa

settinginacastlewithcandywalls...tastes.

Notes

Lyric:Plotistheaction,thequestforsatisfaction,Lyric:Plotistheaction,thequestforsatisfaction,

PartoftheplotofRomeoandJulietiswhen

theyfallinlove.

Plotisthetermfortheeventsthatmake

upastoryandhowtheyrelatetoeach

other.Theplotissometimescalledthe

storyline.TakeafamiliarstorylikeThe

ThreeLittlePigs.What’stheplot?Three

pigsdecidetobuildhousesoutof

differentmaterials.Ahungrywolfcomesalongandblowsthefirsttwo

housesdown.Whenhecan’tblowthelastonedown,hetriestogetthe

pigsanotherway.Theyendupgettinghiminstead.Theplotshouldgive

youagoodsenseofwhatthestoryisaboutandoftenincludestheconflict,

theclimax(themostexcitingpointthatthestorybuildsupto)andthe

resolution(whentheconflictisover).

Notes

NameName DateDate

2

Lyric:Oh,it'sthecharacters,Lyric:Oh,it'sthecharacters,

HarryPotterisamaincharacterinthe

story.

Acharacterissimplysomebodyina

story.Everyoneinthestoryisa

character!Thecharactersandtheir

actionsarewhatmovetheplotalongby

doingthings.Evenwhencharactersdon’t

seemtoDOmuch—likeacouchpotato

brotherwhositsaroundplayingvideogamesallday—theystillgiveyoua

lotofinformation.Themaincharacteristhemostimportantpersonina

story.Therearealsosecondarycharacters—theactiondoesn’trevolve

aroundthem,buttheycanoftenbethemostmemorable.

Charactersusuallyhave“traits.”Thesearedetailsabouthowapersonacts,

whattheylooklikeandwhattheymightdo.Acharactercouldbered-

headedandshy.Anothercharactercouldbe100yearsoldandaloverof

skateboarding.

Notes

Lyric:Somethinggonewrong!That'stheconflict, kids,Lyric:Somethinggonewrong!That'stheconflict, kids,

Astruggleintheplotisaconflict.

Aconflictisaprobleminastory.There

arethethingsthatthemaincharacter

wantsorneedstodo,andthenthereare

thethingsthatgetinthewayofwhathe

orshewantstodo.That’susuallythe

conflict.Ifsomebodywantstogoona

trip,butdoesn’thavethemoneytopay

forit,that’saconflict.Ifsomebodyneedstogotoschooleveryday,but

there’saghostthatkeepstrippingtheminthehallway,that’saconflict.

Notes

3

Lyric:CouldbeaninternalconflictLyric:Couldbeaninternalconflict

Manycharactershavebothinternaland

externalconflicts.

Thereareinternalconflictsandexternal

conflicts.Anexternalconflictisaproblem

thatcomesfromtheworldarounda

character.Aneighborhoodbully,a

thunderstormwhenyouwanttogoto

thebeach,thoseareexternalconflicts.

Thenthereareinternalconflicts—thosethathappeninyourmind.Ifyou

finda$100-dollarbillonthestreetinfrontofyourhouse,doyoukeepitor

trytofindoutwhoitbelongsto?Ifacharacterisstrugglingwith

something,heorshehasaninternalconflict.

Notes

Lyric:Thethemeofthestoryisthemainidea,Lyric:Thethemeofthestoryisthemainidea,

Onethemeofthebooksinthisseriesisthat

thereisoftenablurrylinebetweengood

andevil.

Thethemeofastoryisthemainidea.It

goesbeyondthespecificdetailsofthe

storyandisaboutamoreuniversalidea

thatthestoryhasatitscore.Inastory

aboutakidwho’sgraduatingfromhigh

schoolandstartingcollege,therecouldbelotsofdetailsabouthislifenow

andwhathislifewillbelikeinthefuture.He’sexcitedaboutthefuture,but

he’ssadtoleavebehindhishometown.Thethemeforthatstorymightbe

“growingup”alsoknownas“comingofage.”Otherthemesthatgetuseda

lotinstoriesarefriendship,loyalty,courage,lonelinessandfreedom.

Notes

M r . Ko c h i s – 7 t h G r a d e R e a d i n g 9 /1 4 /1 6 - Da y 2 AT B : W o r d o f t h e Da y C o p y t h e d e f i n i t i o n o f t h e w o r d b e l o w a n d a n s w e r t h e m u l t i p l e c h o i c e q u e s t i o n . Word of the Day + Quiz | leery leery • \ˈlir-ē\ • adjective : openly distrustful and unwilling to confide Think you know “leery”? Quiz yourself: Which of the following would most likely be considered leery? A. a mother who welcomes a new baby B. a doctor who administers a common treatment C. an investor who suspects a fund of fraud D. a bartender who works late nights But the checkered history of Syrian cease-fires — the United States agreed to one with Russia in February, only to watch it unravel weeks later — has left the president deeply leery. http://nyti.ms/2cB7Mgs Ac t i v i t i e s : 1 . R e v i e w Fi v e E l e m e n t s o f a S t o r y 2 . R e a d “ S e v e n t h G r a d e ” b y G a r y S o t o a n d c o m p l e t e t h e An a l y z e a s t o r y w o r k s h e e t . O b j . An a l y z e a s h o r t s t o r y f o r P l o t , C h a r a c t e r , C o n f l i c t , T h e m e a n d S e t t i n g .

Mr. Kochis – 7th Grade Reading 9/15/16 - Day 3 ATB: Summarizing Sentence Type 1: Write a topic sentence to summarize the story “Seventh Grade.” 1. Review Class Rules and Story Elements 2. Discuss Five Elements of a Story and “Seventh Grade” 2. “Seventh Grade” Vocabulary – Complete the vocabulary cards for the bold typed words in the story. Obj. 1. Summarize the story “Seventh Grade.” 2. Illustrate the meaning of the vocabulary terms for “Seventh Grade.”

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"!!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"!!!

Side One Side One

Word: Word:

Illustration: Illustration:

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!"!!

Side One Side One

Word: Word:

Illustration: Illustration:

Side One Side One

Word: Word:

Illustration: Illustration:

Side One Side One

Word: Word:

Illustration: Illustration:

Name Name

Name Name

Name Name

Name Name

D_collins_ch3_final_a.qxd:Layout 1 5/21/10 12:10 PM Page 75

Side Two Side Two

Definition: Definition:

Sentence: Sentence:

Side Two Side Two

Definition: Definition:

Sentence: Sentence:

Side Two Side Two

Definition: Definition:

Sentence: Sentence:

Side Two Side Two

Definition: Definition:

Sentence: Sentence:

D_collins_ch3_final_a.qxd:Layout 1 5/21/10 12:10 PM Page 76

Mr.Kochis–7thGradeReading9/16/16-Day4ATB:AcademicVocabularyWritethedefinitionandanswerthequestionbelowforthewordAnalyze.Definition:breaksomethingdownmethodicallyintoparts

Synonyms(breakdown,deconstruct,examine)

Type 1. Analyze the mood of your favorite song.

Activities:1.KahootQuizonClassRulesandElementsofaStory2.PyramidOutline–Completelines1-8onthestorypyramidstudenttasksheet.Obj. 1. Summarize the story “Seventh Grade.”

NAME _______________________________________________ DATE _______________________________

STORY PYRAMID

Student Task Sheet Directions: Fill in the pyramid with the following information. Use your completed story pyramid as an outline for independently writing a one-paragraph summary of the literary work you read. Line 1. Write the theme of the literary work. Line 2. Write the first and last name of the main character (if applicable) or write the first name

of the main character and the name of another important character. Line 3. Write three characteristics of the main character (3 adjectives to describe this character). Line 4. Write four words that describe the setting. Line 5. Write five words to classify the kind of literary work that was read. Line 6. Using six words, write a sentence that states the problem or conflict in the literary work. Line 7. Using seven words, write a sentence that tells about an important event in the literary

work. Line 8. Using eight words, write a sentence that tells about the solution to the problem or conflict

in the literary work.

STORY PYRAMID

1.________

2.________ ________

3.________ ________ ________

4.________ ________ ________ ________

5.________ ________ ________ _______ ________

6. ________ ________ ________ ________ _______ ________

7. ________ ________ ________ ________ _______ _______ _______

8.______ ________ ________ ________ ________ _______ ________ ________

ASSESSMENT 2A.C

STORY PYRAMID AND SUMMARY

NAME _______________________________________________ DATE _______________________________

Exceeds standard (must receive 15 - 16 total points) Meets standard (must receive 11 - 14 total points) Approaches standard (must receive 7 - 10 total points) Begins standard or absent (must receive 4 - 6 total points)

PYRAMID SUMMARY Comprehension Story Elements Evidence of Text Transference of Story

Elements 4 !" Reader

demonstrates an accurate understanding of important information in the text by providing succinct, accurate, clear responses. !" Each word provides insightful information.

!" Reader uses information from the text to correctly identify the requested story elements.

!" Reader uses relevant and accurate text information in the summary. !" Most are specific and fully supported.

!" Reader smoothly transfers all story elements to the summary.

3 !" Reader demonstrates an accurate understanding of important information in the text by providing succinct, accurate, clear responses. !" Some words provide insightful information.

!" Reader uses information from the text to correctly identify most of the requested story elements.

!" Reader uses relevant and accurate text information in the summary. !" Some are specific; some may be general and not fully supported.

!" Reader transfers most story elements to the summary.

2 !" Reader demonstrates an understanding of important information in the text by providing some accurate responses. !" Lacks insight.

!" Reader uses information from the text to correctly identify some of the requested story elements.

!" Reader uses irrelevant or limited text information in the summary.

!" Reader transfers few story elements to the summary.

1 !" Reader demonstrates little or no understanding of the text. !" Responses may be inaccurate.

!" Reader uses little or no information from the text to identify the requested story elements.

!" Reader uses little text information in the summary.

!" Reader transfers little or none of the story elements to the summary.

Score

Source: Adapted from the ISAT Extended Response Reading Rubric.

ASSESSMENT 2A.C