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English Language Arts/Reading Mrs. Davalos 7th Grade Syllabus1st Six Weeks Fall of 20201485 Hillcrest Dr.San Antonio, TX 78228 (210) 432-8600 Conference/Planning Time: 2:00p.m. – 2:45p.m.****Please schedule an appointment for a Conference time*****GOOGLE CLASSROOM CODE: 5mmknvnmail to: natalie.davalos@Class descriptions: Students will focus on prior knowledge from previous grade to integrate basic skills and build upon the gap where we left off such as; reading, writing, listening, speaking, and metacognition practice. Also, students will practice identifying genres, annotating text, writing/reading strategies and vocabulary, author’s craft, theme, plot, identifying context clues, inferencing and build/implement successful strategies with reading selections with the incorporation of the use technology for their futures through in depth reading. Class Objectives: Students will apply successful reading strategies in selected stories and determine what works for them.Students will generate the plot analyze characterization, explain theme of multiple reading selections.Students will answer STARR related comprehension questions and will utilize the ATT method for open ended response questions. Answer the question, Textual Evidence and Tell me what you mean.Students will interpret vocabulary and be able to complete a Frayer’s Model or advanced method to develop vocabulary through illustration and what their grade level words do and don’t mean and how to use them in the appropriate context.Students will intensely practice and improve upon writing skills; punctuation, grammar, capitalization and learn to bring in personal examples that relate to the topic of warm-up prompts.Students will be very organized and develop college level note taking skills and be well prepped for success.Supplies: Writing journals (minimum of 4-for the school year)*we will be keeping a collection of your child’s work, notes and they may use them when specified on designated lessons, pencils, colored pens, colored pencils, post-its, highlighters, 12 inch ruler, markers, poster boards (to be kept at home,) index cards, colored paper for hands-on foldables to paste into your journal, glue sticks, safety scissors, hand held sharpener, metal rings to hold index cards together, single hole punch (Ex: Vocabulary and literary terminology)*students will take a pick of their hands-on work and post it in our Google Classroom.Materials: G-Mail Account, ZOOM access for virtual class instruction and discussions (code to class will be provided through G-mail and through Google Classroom, STARR selections Booklets, Textbook/Passages that are assigned by Mrs. Davalos – Wi-Fi/Internet with audio Access to join our Google Classroom, , E-Books that I will assign through our virtual library, Padlet, Flip grid, ChoiceBoards, Google Slides,GoogleDocs/Forms access, Bitly Links (provided by teacher) for surveys and quizzes and lesson presentations, STAAR Ready Practice, Stepping Up to TEKS, and Evaluation/Exam workbook materials by Curriculum Associates. Grading Procedures: 100 –90 A89 - 80 B79 - 70 C69 - 60 D 59 - 50 FSPECIAL NOTES/PROCEDURES REGARDING GRADES:Assignments that are incomplete will receive a grade no higher than a 50. Students must take responsibility and reach out to me for make-up assignments when absent. *However, every student will be aware because the assignments will be posted in our Google Classroom and will have immediate access to each lesson. Students may turn in the missed lesson (for an excused absence) at the end of the week in order to have enough time to catch up in other classes. *If they miss on a Friday, then they may turn in their lesson on Tuesday no later.For special circumstances, please notify me so we can work together to make sure you have every opportunity to be successful.Requirements: Dedicate and commit to reading and following detailed instructions.Meet deadlines to turn in what is required for class each day.Prompt and consistent attendance for both students in class and virtual.Class, partner and group participation.Reflection on Padlet is mandatory as well as reading passages, articles, E-Books on , Google Slides, ScreencastifyInteractive Quiz Completion through Bitly Links, GoogleDocs/Forms, open-ended questions, multiple choice, concrete responses.Assignments are to be completed to the fullest for a grade. *Every lesson counts.Students are to bring their own school supplies and keep in their desk or backpack.TEKS: 7.1A listen actively to interpret a message and ask clarifying questions that build on others' ideas.?7.1D engage in meaningful discourse and provide and accept constructive feedback from others.?7.4A self-select text and read independently for a sustained period of time.?7.5A establish purpose for reading assigned and self-selected texts.?7.5B generate questions about text before, during, and after reading to deepen understanding and gain information.?7.5C make, correct, or confirm predictions using text features, 7.5E make connections to personal experiences, ideas in other texts, and society.7.5F make inferences and use evidence to support understanding.?7.6A describe personal connections to a variety of sources, including self-selected texts.?7.6G discuss and write about the explicit or implicit meanings of text.?VOCABULARY:Explicit meaning: an idea that is clearly stated, unambiguous, and leaves little room for interpretation?Implicit meaning: an idea that must be inferred through an analysis of details, actions, tone, dialogue, body language, visuals, etc.Inference: a logical guess made by connecting bits of informationPrediction: a form of inference in which the reader gathers and analyzes details in order to anticipate and foresee forthcoming events and informationWeekDate M-FOBJECTIVEAssessmentWeek 1Aug 19-21*OVERVIEW*1. Health and safety Protocols 2. School Rules and regulations. 3. Classroom rules and procedures. 4. Expectations 5. Grading Policy 6. Demonstration on Google Classroom, Zoom, Padlet, . 7. Setting up and issue Permission Slips for student G-Mail accounts.Students will work with a partner to engage in meaningful discourse and listen actively through ZOOM breakout sessions and then come back together for group discussion. Students will work with a partner to discuss the rationale, establish a purpose for reading, and reflect on how their purpose influences how they approach the text through ZOOM.?Padlet Reflection on material covered***Team and Class Introductions and building relationships through Flipgrid - *Share video on Google Classroom to prep students and utilize the book assigned to them from READWORKS.*Ask students to get with a partner and share the pre-reading strategies they used to choose the text and why they chose the text.?*After students discuss this with a partner, they will write a rationale about how they chose the text. They may consider factors such as author, genre, character or subject type, length, structure, etc.*Complete Google Form AssessmentWeek 2Set up For Unit 1 and Vocab.Aug 24-28*Review on previous week and Introduction to setting up and joining Google Classroom, and setting up for online requirements.Students will read independently and generate questions, make predictions, and connections before reading, during reading and after reading to deepen understanding and gain information.Assess Unit 1 (multiple passages)Continue ReadingBegin annotating textPadlet online reflection/assessment to see who is reading and to measure if concepts are being learnedWeek 3Unit 1Aug 31- Sept 4 Students will read text to choose details they feel are important then explain why the detail is important.Students will continuously know what is expected of them in order to point out vocabulary that is new to them and complete their weekly minimum of 10 words that are assigned to them at the 7th Grade Level.Exit Tickets from Google Forms, Quiz – Screencastify on How to choose important detailsT-Chart – In their journals to keep a log of details and why they are importantFrayer’s Model – or Vocabulary Webs – Possible Google Slides and Vocabulary Presentations shared on Google Classroom, Index Card Activity for VocabularyWeek 4 Unit 1Sept 8-11Students will determine details that best support the author’s purpose.Students will understand how discussing their reading helps them enhance their skills of understanding the text better.Students will independently reflect on the collaboration work they have done in this unit and determine whether their ideas have changed.?Students will continuously read to build fluency and vocabulary and to broaden their knowledge of literature. Have students think about their own reading while journaling about the following question:?Why do we need to slow down sometimes when we read??Students will create an anchor chart on their colored paper of their response and students share out in Google Classroom. Hopefully, responses will include to think about the author’s purpose, inferring, important details, etc. (items you have worked on with reading this unit). This anchor chart will serve as a reminder for students to continuously practice these reading habits and will be pasted into their journalsWeek 5 Unit 1Sept 14-18Students will identify textual evidence to support their answers. ATT – StrategyStudents will analyze test taking questionsStudents will learn to be an active listener in an academic conversation, they need to have a focus for what they are listening for.Summaries: Students will learn how to take and use constructive feedback to improve their writing.?Use interactive technology to highlight the important parts of the questions to see exactly what the question is asking.Test the ATT Strategy – Answer the question, Textual evidence and Tell me what you meanStudents will respond through Padlet to the following questions:Why do we work with others while we are learning?How do we work effectively?How has working together helped you during this unit?Summary Checks – Google ClassroomWeek 6-REVIEWSept 21 - 25Review Unit 1– Review Strategies – Re-TeachAssessment - Six Week Benchmarks2125Review Unit 1 and 2A Tentative ScheduleVirtual Learners:Hybrid learners are to log in as soon as class begins. Students are to log in for a total of 3 hours daily, all assignments must be turned in.If students do not log in it will be considered as an absence.If students need a technology device please inform your teacher for the school to lend you one.Accommodations for Students with Disabilities:Students who are in Special Education services and English as a Second Language will receiveintervention services and support. Modifications/accommodations are in place per individual student in these programs and will be implemented accordingly. Instruction will be differentiated based on individual needs. ................
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