Unit+1+-+Lesson+Plans

= = = Unit 1: Modern Identity (Lesson plans/resources) =

Week 1 - Identity (About me.. a story.)
**Day 1 - Thursday, August 17, 2017** **Mark Roll - Schoolbase (**for today - use checklist) **Resources:** Pad paper, pencils, copies of last year's 7th grade letters, copies of Letter to Self questions. Introductions (15 minutes max) - check on how they are doing: Do you have your schedules? Did you go for a tour of the school for new students? Are new people with buddies? Lunchtime and cards - are you organised? Check schedules - where do you go after this? Find out a little about the kids - holidays.

Share last year's 7th graders' letters - (15 minutes) - individuals read silently, then swap letters. Have time for students to discuss in groups. Questions. *Intro presentation - keynote (Slides 10 and 11) * Letter to self.

__Homework__: Finish letter to the self. (70 minutes of work available, with 20 minutes for reading = 90 minutes)

Show your schedule to your parents - make a copy or save a copy at home

**Day 2 - Friday, August 18, 2017** **Mark Roll - Schoolbase** **Resources: Class Checklist for homework, Reading books, pencils and pad paper, reading tabs for homework.** One sticky poster paper. *** Check homework - use checklist to check students in (completed)** *Library time! Meet the new librarian. Kids to get a book. A form of fiction. Five finger rule. (40 mins max) .*DEAR time..in the library or in classroom. * Introduction Slideshow - complete class expectations agreements.

__Homework__: Check schedules - do they need P.E gear? READ and know that you will use this reading on Monday. Tab your reading.

**Day 3 - Monday, August 21, 2017** **Mark Roll - Schoolbase** **Resources:** Reading tabs, response Journals, pencils, glusticks, scissors, rubrics, example response entries, Teacher model link for screen. *Check on routines - schedules? Know where to next? Complete Expectations per class and consequences/Homework/Proficiencies. (7A) *DEAR time - 20 minutes. *Distribute reading response notebooks..go over about reading. Hand out rubrics - glue in front of book. Then students grade 'model' .. dissect as a class. *Students read teacher's entry. *Begin RRJ #1: Show students how to set their book up (Date, title, RRJ#1) WRITE QUESTION OUT - leave a line - Respond to the following question: //1. Who is the most interesting character in your book and how would you describe their personality? What makes he/she interesting? (Give textual examples to prove your opinion!)//

__Homework__: A) Finish RRJ#1 at home, using rubric.

**Day 4 - Tuesday, August 22, 2017** **Mark Roll - Schoolbase** ** Resources: Copies of My Side of the Story, Writers Workshop books, Reading Response, Homework check sheet. **

* Show introductory keynote: Fact or Fiction? * Move to Activity #1 on slideshow - Set up notebooks, free response writing - timed for 30 minutes (3 x 10) * Before students start responses, ask them to have their RRJ#1s open for viewing. Check for turned in work.
 * Hand out mentor text, (My Side of the Story)
 * Teacher reads mentor text, discuss questions at the [[file:U1.L1.My Side of the Story by Adam Bagdasarian (Short).pdf|end]].

__Homework__. Answer the questions at the end of the mentor text in your response journal. RRJ#2 (My Side of the Story reflection) Reading 20 minutes.


 * Day 5 - Wednesday, August 23, 2017 - TYPHOON DAY **

LIBRARY:DEAR - 20 minutes. Back in class - SIT IN A DIFFERENT SPACE - Boys with girls. Sign up for Newsela and for Edmodo? // Mini-lesson: Writers get ideas for fiction by paying close attention to the small moments in their own lives. // //*//Teacher Models //Brainstorming Ideas: (5-10 minutes) BRAIN FRAME -// //* Strategies: Webs, Maps (of a location), Table (issue, person, moment)// // For struggling students, Other Prompts: // // - First times or last times you did something // // - Lessons learned (mistakes, growth, surprise) // // - Time someone gifted you something you didn't expect. // //- Times you wrote, or were written to. (high-stakes - asking for something, arguing for something, defending yourself)//
 * Day 6 - Thursday, August 24, 2017 **
 * Mark Roll - Schoolbase**
 * Resources:** Writers notebooks, poster paper, power point (printed papers for writing ideas)


 * Students set an intention, then begin writing out at least 3-4 ideas (interrupt every 5-10 minutes)

__Homework__: Students set an intention, then begin writing out at least 3-4 ideas (from their own brainstorming OR from the free response writing checklist. Reading 20 minutes.
 * Teachers Grade Reading Response Journals.**


 * Day 7 - Friday, August 25, 2017 **
 * Mark Roll - Schoolbase**
 * Resources: Reading Responses, Soft toys for game, Writers Notebooks (optional)**

* Name Game with soft toys - 10 minutes * Review their reflections on My Side of the Story (Turn and talk to a partner: share moral of the story) - RRJ #2 and discuss (why their perspectives) 30 minutes
 * * ** Have students take out their reading response notebooks, and in pairs/threes, share their RRJ#1 responses. Discuss strategies used and look at rubrics - grade? 20 minutes
 * Teachers provide direct feedback on their responses using checklist grades and comments. 20 minutes

If time, and only if time, have students share one piece of writing from their writers notebooks with a partner. OR, open Writers Notebooks up, leave on table. Take post it notes and leave 2 stars and a wish on someone's work.

__Homework__: Students set an intention, then begin writing out at least 3-4 ideas (from their own brainstorming OR from the free response writing checklist. Reading an hour,.

Week 2 - Identity: If You Really Knew Me....
**Mark Roll - Schoolbase** **Resources: WW books, C map, Video Clip - Bear Who Wasn't, timer, C-map exemplar, C-map copy. 7C need homework agendas** * Turn in Writers' Workshop Notebooks - check off homework. * DEAR time (25 minutes) Conferencing with individuals. * Introduce Unit 1, Modern Identity - Use the posters. 10 mins max
 * Day 8 - Monday, August 28, 2017 **

* Introduce the C-Map - Teacher models C map. 15 minutes.
 * Watch the Bear that Wasn't. Followup in class discussion - 30 min

__Homework__: *In writing notebook, brainstorm aspects of identity (on all levels).. create a C-map of one's self description. *Speak to parents about who you are and what makes you unique! Write into writer's notebook. Be ready to share in class on Tuesday.. * In writers notebooks, answer questions about the Bear that Wasn't. * Reading up to 20 minutes - make sure tabs are being used.

**Mark Roll - Schoolbase** **Resources: WW books, Folders for If You Really Knew Me. Rubric** * Turn in C-Map * Share unique character traits from parents, written in their WW books. *Introduce: "If You Knew Me" folder. Go over. Handout rubric. Students collect folders for decorating. Also they collect unit 1 Folders. * Explain that the "If You Really Knew Me" folder will be presented to parents at the October conferences. * Introduce Bio-poem - use student examples * Watch teacher's "If You Knew Me" [|video]. (What do you notice I do?) * Analyze Ms. O'Brien's : how to create a __deeper__ meaning for the viewer. (Not just "I like..." or "I did...") * Draft first stanzas of scripts for "If you knew me" video. (in Writers Notebook)
 * Day 1 - Tuesday, August 29, 2017 **
 * Bio Poem - Show the "formula" and students to write for 20 minutes - drafting in notebooks.

__Homework__: * Complete Bio poem framework. * Continue with drafting 5 "stanzas" for tomorrow. * Reading up to 20 minutes

**Mark Roll - Schoolbase** **Resources: WW books, student copy of Narrative Writing Mentor Text,** **postit notes, highlighters, pencils,** D.E.A.R - 20 minutes Mini - lesson: A good story always has: Use Grade 7 Narrative Writing as the mentor text. Demonstrate Annotating the story looking for the A, B and C. (Also, asking questions, highlighting words that are challenging) A) A clear setting that is woven in. B) Characters who think, talk and ACT! C) Contains character motivations and a clear obstacle/climax moment - maybe small moments Students in groups, no more than three, to work on their own annotations.
 * Day 2 - Wednesday, August 30, 2017**
 * Students write for 30 minutes plus, choosing from a seed idea.
 * Students continue work on If You Really Knew Me digital stories - stanzas in notebooks - drafting.
 * Self-revision: Where can I add my voice? Get peer feedback through read-alouds.

__Homework__: . **Mark Roll - Schoolbase** **Resources: WW notebooks and pencils, post its, My Side of the Story student copies, iPads**
 * Complete Biopoem and type up. Complete draft of If You Really Knew Me script.
 * Reading - 20 minutes
 * Day 3 - Thursday, August 31, 2017**
 * Mini - Lesson: A good story has a clear beginning, middle and end - mode/ annotatel using My Side of the story,
 * Students annotate in pairs/groups
 * Students turn and talk, sharing from each other's work, these parts. (post its - beginning, middle, end)
 * Students write for 30 minutes, and then gather as a class to share a golden line - read it aloud.
 * Students watch two student examples of video projects.
 * Analyze video clips for hints and tips.
 * Write 30 minutes typing up scripts and revise as they go.

__Homework__: Revise script. Continue with chosen narrative idea.

**Mark Roll - Schoolbase** **DEAR - 20 minutes** * Work on rough draft of notecards. Consider drawings. Practice timing! * In pairs, practice portraying voice (via cards) to an audience! Use notecards.
 * Day 4 - Friday, September 1, 2017 **
 * Resources: iPads, card for rough drafts, Reading books (Collect Response Journals and WW notebooks) **
 * Mini-lesson: Good writers use multiple kinds of punctuation in order to **
 * - avoid confusion or misunderstandings **
 * - better demonstrate feelings **
 * - control pacing/speed ..and **
 * - add emphasis (or volume!) **
 * * Type up final scripts. **

__Homework__: Practice showing completed (final) notecards and make sure timing is under 3 minutes. Use video function on iPad to practice. Remember body language.


 * Day 5 - Monday, September 4, 2017: TROPICAL STORM DAY**

**Mark Roll - Schoolbase, EDMODO sign ins - make sure all students have joined their class groups.** **Resources: Reading books, If You Really Knew Me Checklist, iPads, Notecards,**
 * Day 6 - Tuesday, September 5, 2017**
 * Check in with them on progress of notecards and readiness for video making.
 * Start making videos in class - iMovie transitions and adding music. (40 minutes)
 * Peer-evaluate videos using a checklist.
 * DEAR time in the Library,
 * Continue working on personal narratives - peer revisions and editing./**DRA TRAINING in progress.**


 * __Homework__: Finish videos, upload to youtube.com. Send to Ms. Walsh**
 * Finish videos, upload to youtube.com. Send to Ms. Walsh**
 * (Upload using Youtube account: Humanities7sis@gmail.com, password: Ngaruawahia466)**

**Mark Roll - Schoolbase**
 * Day 7 - Wednesday, September 6, 2017**
 * Work with (Ms. Elliot/Ms. G) to upload onto Youtube.
 * Finish videos, upload to youtube.com. Send to Ms. Walsh**
 * (Upload using Youtube account: Humanities7sis@gmail.com, password: Ngaruawahia466)**

__Homework__: Begin work on If You Knew Me Folders, Some finishing videos.
 * Finish videos, upload to youtube.com. Send to Ms. Walsh**
 * (Upload using Youtube account: Humanities7sis@gmail.com, password: Ngaruawahia466)**


 * Day 8 - THURSDAY, September 7, 2017 - BEACH RETREAT!**

**Mark Roll - Schoolbase** **Resources: Narratives, peer edit sheets, videos to watch, reading books, If You Really Knew Me Folders** **DEAR** > **(Upload using Youtube account: Humanities7sis@gmail.com, password: Ngaruawahia466)**
 * Day 1 - Friday September 8, 2017**
 * Review Folder Checklists - research for name cards.
 * Continue work on Folders.
 * **Finish videos, upload to youtube.com. Send to Ms. Walsh**

__Homework:__ Work on decorating folders and completing name cards.

**Mark Roll - Schoolbase** **Resources: Reading books, Narrative Checklists, narratives, videos to watch, Author's tools paper, Response Journals,**
 * Day 2 - Monday, September 11, 2017 - 7A MAP testing**

Mini - lesson: Good readers notice the author's use of writing tools in order to improve their writing.
 * Using their reading books, Identifying author's tools. RRJ#4, Glue papers into response journals(30 mins)
 * Glue into response journals, ready for homework.
 * Work on folders.

__Homework__: Complete work on decorating folders and making sure all pieces are present - use checklist to help. Response Journals - complete RRJ#4 Continue typing up personal narratives.

**Mark Roll - Schoolbase** **Resources: Response Journals to turn in, Social Studies notebooks, Two folders - unit and personal. Personal Narrative Checklists, Goldsmith Quote.**
 * Day 3 - Tuesday, September 12, 2017 -**
 * Hand in If You Really Knew Me Folders - all items present. (15 mins)**

//1. What is a community? What is a group? (How are these two different..?)// //2. What is the purpose of any community? What does it need to exist?// //3. How can you become part of/excluded from a community? (Give examples!)// //4. To which communities do you belong? Give examples!//
 * 7B**
 * * Analyze and break down a [[file:ChunkingWorksheet.pdf|quote]] from Suzanne Goldsmith. **
 * Community vs. group discussion:

// "Check out" Slip: (on back of "chunking" worksheet): What is the difference between a group and a community? //

__Homework:__ Complete chunking activity from worksheet - glustick into SS book. Answer above questions.

** Among the Hidden & Flying Solo: Being in (and outside of) Communities **
Key words: hierarchy, bias, prejudice, perspective, clique (Vocabulary to be written into SS books.) Question: How does the community's expectations of us change who we are? **Mark Roll - Schoolbase** **Resources: Personal Narrative Checklists** **7A, 7B, 7C (During Independent Learning for all three classes, continuing with Personal Narratives)**
 * Day 4 - Wednesday, September 13, 2017 - 7C MAP testing**
 * Share Personal Narrative Checklists - hand out to place in unit folder. (10 mins)
 * Complete personal narratives. (30 mins)

**7B -** Vocabulary - Define the key words (bias, prejudice, perspective, clique, bystander, victim, perpetrator, upstander) on the board. (15 min)
 * Review Goldsmith's work - Strongly Agree to Strongly Disagree activity.

**Mark Roll - Schoolbase** **Resources: Copies of We and They poem, Keynote as an introduction, Library, DRA,**
 * Day 5 - Thursday, September 14, 2017 - 40/40 with the Library.**

**7A - turn in RRJ#4 and Personal Narrative - work on Suzanne Goldsmith's quote and the Strongly Agree/Strongly disagree activity.** **7B - turn in Personal Narrative, and complete We and They poem lesson below.** **7C - turn in Personal Narrative, and complete We and They poem lesson below.**


 * Check to be sure students understand - bias, prejudice, perspective, clique.

* Begin by sharing the Visual - have students discuss each slide, to give background to the British Empire and the different communities affected by the rule of England.

// **Mini-lesson** // : Good readers interact with the text they read by annotating (and using different colors). Annotation consists of: asking questions, writing observations and making inferences. * Read We and They - read and analyze for meaning. Practice annotations - highlight the We's and the Theys.

__Homework__: 7A - Complete Chunking Activity. 7B and 7C - Write a reflection on how the poem //We and They// shows the perspective of the British towards the Indians in their colony. Please __give examples from the text__ to show what this perspective is, in your opinion. Do you agree with this perspective? Why or why not? Be specific//.// Complete the We and They worksheet.


 * Day 5 - Friday, September 15, 2017 - PL DAY, NO STUDENTS (Mid-Autumn Festival)**

**Mark Roll - Schoolbase** **Resources: Pack of playing cards, Social Hierarch Experiment papers, Social Studies books. Three videos to watch.** Watch 3 videos __Theme__: Defining ourselves in groups * Discuss questions using Social Hierarchy Experiment papers. * Vocabulary - Define the key words (bias, prejudice, perspective, clique)
 * Day 6 - Monday, September 18, 2017**
 * *Social Hierarchy Game. (10 minutes) - How do we classify others, and place ourselves within a community? **
 * Story telling time: Use the Social Hierarchy Warm Up Questions to get started - When you were included, excluded,, did something stupid because everyone else was doing it. Answer the questions in your SS books.

__Homework__: Complete Social Hierarchy Experiment. Do this work in Social Studies books.

**Mark Roll - Schoolbase** **Resources: In group papers, Social Studies books, Three videos to watch** Watch 3 videos Complete the "".. activity. Vocabulary: belonging, inclusion, exclusion, stereotyping, community, groups, bystander, victim, perpetrator, upstander.
 * Day 7 - Tuesday, September 19, 2017 - MAP 7B Math (D Block)**

**Mark Roll - Schoolbase, In Group activity continued - working with Mel Postmus (EAL Advisor from Australia), Social Studies books** **DEAR - for 7B,** *Use of cue cards - What Makes a Good Reader? - Predict, Clarify, Question (In there, ask and search, outside the story), Summarize
 * Day 8 - Wednesday, September 20, 2017**
 * Students begin questions and begin these in their Social Studies books.

__Homework__ Finish In Group questions in their Social Studies books.

**Mark Roll - Schoolbase,** Read aloud and jigsaw, each group presents, and then choose two questions to respond to in Social Studies books,
 * Day 1 - Thursday, September 21, 2017**
 * Resources: Social Studies books, Three video clips, Knowledge Rating page, Skin Deep text, DRA online survey, Essential Questions page, DRAs **
 * 7A**
 * Line up activity - strengthening understanding of vocabulary
 * Follow through on "The In Group" work - finish with two questions:
 * What would an upstander have done in this situation? Why do you think people do nothing even when they know something happening around them is wrong?
 * Energizer
 * Shared Reading of "Skin Deep"


 * 7B**
 * Work on the "In Group" 1 and 2.
 * Begin group questions in their Social Studies books.


 * 7C** - DRA Survey followed by reading time
 * Shared Reading: Skin Deep * Jigsaw and read aloud, discuss, and then choose two questions to respond to in Social Studies books,
 * DEAR.

__Homework:__ Complete questions.

**Mark Roll - Schoolbase, DRAs,** All watch 3 videos * DRA survey followed by reading time. * Sneetches - Part 1 and Part 2 * Questions for homework or complete at school. (Q.1, 2 and 3) Hand out Sneetches text to put in folders - pairs to learn parts.
 * Day 2 - Friday, September 22, 2017**
 * Resources: Social Studies books, Skin Deep text, Three videos to watch, **
 * 7A **

* Let them know they will be presenting to Pre-Kindergarten SIS students.

* Let them know they will be presenting to Pre-Kindergarten SIS students. * DRA survey followed by reading time * Follow through on "The In Group" work and questions * Watch the Sneetches - Part 1 and 2 * Questions for homework (Q.1, 2 and 3) * Hand out Sneetches text to put in folders - pairs to learn parts.
 * 7B **

* Let them know they will be presenting to Pre-Kindergarten SIS students.

* Everyone working to complete DRAs * DEAR time * Sneetches - hand out Sneetches text - divide students into pairs and choose parts for them to practice. * Let them know they will be presenting to Pre-Kindergarten SIS students.
 * 7C **

ALL students told about Class Novels work, and the classes they will go to on Monday, to begin.


 * Day 3 - Monday, September 25, 2017**
 * Mark Roll - Schoolbase**

* Watch 3 videos.
 * Resources: **** Flying Solo copies, Among the Hidden copies, online audio recordings for FS, Three videos to watch **
 * Introduce Among the Hidden/Flying Solo ("AtH" book or FS): read first chapter together.**

FS Response: How does Rachel's behavior connect to the other characters in this chapter? Introduce to audio file for Chapter 1. AtH Response: What do we see going on with this community regarding norms/expectations?

__Homework:__ AtH readers - complete RRJ#5: Read Chapters 2 and 3, then complete the response: Look for 5 ways that Luke is being excluded. Provide text evidence. FS - complete RRJ#5. 1. What does the author want us to know about this story so far? 2. What do you think will happen next and why? 3. What do we already know about the main character and the relationships he/she shares with others? 4. Identify passages that show the themes of Unit 1: Perspective, bias, clique and prejudice.

AtH - Read ch. 4-8 (through page 41) of Among the Hidden. Consider these .RRJ#7 (Due in Thursday) FS - Check in with students - review response questions. Move on to Chapters 2 and 3 - annotate pages - use predictions, clarifying, questions and summarising. Set homework.
 * Day 4 - Tuesday, September 26, 2017**
 * Mark Roll**
 * Resources: Class Novels, audio recordings. DRAs.**

Homework:

__Flying Solo__

Consider the characters you have met so far in this story. Find examples of belonging, exclusion, perspective and community.

Use text evidence for your examples.


 * Day 5 - Wednesday, September 27, 2017**
 * Mark Roll**
 * Resources: Sneetches online, Sneetches papers, Social Studies books, three videos to watch,**
 * Watch 3 Videos
 * All 7C joins 7A

* Watch the [|Sneetches]. Complete the lesson. Reflect on what it tells us about this community and the concept of belonging ("in" vs. "out") * Introduce the performance. * Hand out sneetches papers to be stored in unit folders. * Organize pairs for practicing stanzas. * Time to practice in class

__ Homework: __ AtH continue with chapters and response. FS - Read chapters 4, 5 and 6 listen to audios and annotate.

FS - Review chapters 4, 5 and 6 in class and work on response
 * Day 6 - Thursday, September 27, 2017 (Class novel groups move classes)**
 * Mark Roll, Hand in RRJ#7 for AtH students,**
 * Resources - Class Novels, Social Studies books, three videos**
 * Discuss ATH and FS in groups - how do these stories relate to community, belonging, exclusion, bias, prejudice and cliques? Do they?
 * Time to read - Chp 9 to 13.


 * Work in pairs on poetry recital (Sneetches) for an improved performance.

__Homework__: Complete responses for chapters 9 to 13 - RRJ#8 for Chapters 9 -13. Answer questions for ATH FS - Read chapters 7 and 8 - Choose 3 to 6 Characters in these chapters: How would you describe the traits of each character. Provide text evidence for your perspectives.

* Re-watch the [|Sneetches]. . * Reflect verbally, (see last year's - [|padlet]) //Who do you think is right, in this story, the star-bellied sneetches, the non-star-bellied sneetches or Mr. Silvester McMonkey McBean?// //* What words do we not know? __Define__ them!// //* How does this poem reflect communities in real life today? Give examples in the discussion. Come up with a moral lesson of the story,// //* In pairs choose verses to practice saying out loud - for fluency building and expression.//
 * Day 7 - Friday, September 29, 2017 **
 * Mark Roll, Hand in RRJ#8,**
 * Resources: Collect Social Studies books and Response Journals.**
 * Explore the written version of the [|poem] Sneetches.

__Homework__: Read ch. 4-8 for homework (through page 41) of Among the Hidden. Consider these .RRJ#7

=__**(Enjoy your break!! ;p**__ =

Putting One's Self and Understanding in Another's Perspective
**Day 8 - Monday, October 9, 2017** * DEAR time (25 minutes) * Fishbowl activity: ATH readers in groups to share summaries of chapters 1 to 8 with FS readers. * FS readers echo back the summaries, working with the groups.

__ Homework: __ FS - one paragraph summary of chapters 1, 2 and 3 and reading 20 minutes ATH - Reading Chapters 8 through 13 and completing response by Wednesday (SDRC) and Thursday (non- SDRC)

Flying Solo Readers:

Write three summaries - Chapter 1, Chapter 2, Chapter 3. The summary can be 10 words or up to a paragraph long. It should have the main points of the chapter in it.

- **Among the Hidden students**: Continuing to read through to chapter 13, and completing responses.
 * Day 1 - Tuesday, October 10, 2017**
 * 7A - Flying Solo students:** Curiosity Catalyst for chapter 4 and 5 - then shared reading followed by audio-recording (Split the group, taking the most needy into a bubble: training to read with the audio text: stop/start - check on understanding through their questions, teacher's questions).


 * 7B** - Flying Solo students:
 * Flying Solo students:** Curiosity Catalyst for chapter 4 and 5 - then shared reading followed by audio-recording

Reflect verbally, (see last year's - [|padlet]) //Who do you think is right, in this story, the star-bellied sneetches, the non-star-bellied sneetches or Mr. Silvester McMonkey McBean?// //* What words do we not know? __Define__ them!// //* How does this poem reflect communities in real life today? Give examples in the discussion. Come up with a moral lesson of the story,// //* In pairs choose verses to practice saying out loud - for fluency building and expression.//
 * Explore the written version of the [|poem] Sneetches.

__Homework:__ FS: Reread chapters 4 and 5 - RRJ# 7: What do you notice about the mother and father roles in Sean's life? How would you feel if you were Sean? ATH: Continue with reading and responding to RRJ#8

Practice Sneetches.

- **Among the Hidden students**: Continuing to read through to chapter 13, and completing responses.
 * Day 2 - Wednesday, October 11, 2017**
 * 7A - Flying Solo students:** Curiosity Catalyst for chapter 5 and 6, then shared reading.


 * 7B** - Flying Solo students:
 * Flying Solo students:** Curiosity Catalyst for chapter 5 and 6 - then shared reading.
 * ATH students**: Hand in responses - continue reading through to chapter 17, and begin work on response for those students. (due Monday)

__Homework:__ FS: Reread chapters 5 and 6 - RRJ# 8: Stop and Jot: 1.Choose 6 characters in this chapter: How would you describe the character traits of each student? Provide text evidence for your perspectives. 2. Draw 3 events that happened between 7:19 am and 8:45 am that have led to class 6-238 having no teacher for the day. ATH: Continue reading and RRJ# 9.

Practice Sneetches.

Assign homework. A. Predict what will happen next? What would you do if you were Karen? B. If you were in the story, what are some of the questions that you might want to ask the others? C. How has Karen's role in the story developed since the beginning of the book. D. Why is Karen such a good example of many of the themes in our Identity unit. (belonging, inclusion, exclusion, perspective, bias, bystander, victim and perpetrator.)
 * Day 3 - Thursday, October 12, 2017**
 * 7A - Flying Solo students:** Curiosity Catalysts for Chapter 8, Discuss connections to vocabulary/purpose of the unit.


 * Among the Hidden** Students: Hand in responses. Read through from Chapter 14 to 17 and answer questions.

As above for Among the Hidden Students.
 * 7B** - As above for Flying Solo students.

3. Draw a T- chart that shows who likes whom, who dislikes whom. Curiosity Catalysts for Chapter 9 and 10. Shared reading.. Collect Reading Response Journals. - **Among the Hidden** - As above - responses due on Monday.
 * Day 4 - Friday, October 13, 2017**
 * 7A - Flying Solo -**

__Homework:__
 * Among the Hidden -** working to complete responses.
 * Flying Solo -** no assigned works for Flying Solo.
 * All Students -** Sneetches practice: fluency, expression and memorised.

1. Talk to students about report cards - progress only, which means grades will not affect those who wish to get on to the honor rolls. Just a heads up to parents - what a student can do, and what areas students need to work on, in each of their subjects. Talk about student involved conferences. What this will look like. Where we will be - music room - band room.
 * Day 4 - Monday, October 16, 2017**
 * Rollcall - collect response journals.**
 * Resources:** "Everything Will be Okay", Highlighters, pencils, clipboards

2. Introduce Everything will be Okay. A story that helps us to understand different perspectives of the same events. Read a part of the story. Provide students with clues - their job is to predict from two words: Identity Crisis. Create a telling brain frame. Read the whole story - stop and discuss - who's the main character and what have we learned about the setting and the story plot. How does that relate to our three words, above. Make sure to use the word perspective - consider what a personal culture versus a family culture means (two different perspectives coming from the same events). At the end of the story - students highlight the two perspectives. Students asked to consider what they could write about for a short story, that focuses on dual perspectives (main idea, setting, characters)

Flying Solo: Curiosity Catalyst - Pair/Share. Let students know that this week, their work is to read and understand.

__Homework:__
 * Sneetches - making sure they know this by heart, and putting in fluency and expression
 * Flying Solo - read chapter 10.
 * Come up with ideas for a dual perspective story - create two telling brain frames, for possible stories.


 * Tuesday, October 15, 2017- Parent Conferences**:


 * Day 7 - Wednesday, October 16, 2017**
 * Rollcall - collect response journals.**
 * Resources:** "Everything Will be Okay", Highlighters, A3 paper, markers.
 * DEAR - Catch up with assignments. (For 7A and 7C - swap SDRC students to check with)
 * Have students pair/share their "Everything Will be Okay" papers, to view and discuss their highlighting of the two perspectives. (Different partners)
 * Teacher shows own highlighting OR writes down ideas for different perspective stories - Characters: Teacher vs. Student, Parent vs. Child, Sports team vs. Sports team. Topics: Spain Holiday vs. Italy Holiday, Pet vs. No Pet. Sleepover vs. No Sleepover. Goal vs. no Goal.
 * Ask one pair to meet up with another pair, and share ideas from what they did for homework, and put those ideas down from what they did, into a telling brain frame, on A3 paper.
 * Go around and look at each other telling brain frames, return to their own and add more ideas.

As a class ask for what they think are some of the best ideas. Hand out instructions, and have individuals write down what they are considering writing about as their topic. Then they start writing, and continue writing in the next lesson. (Continue Thursday and Friday)

Students continue to write - edit and revise - use the example story to add detail. (physical, personality, attitude, relationship, likes/dislike.
 * Day 8 - Thursday, October 17, 2017**
 * Rollcall -**
 * Resources: Typed or written drafts. Example story.**
 * Have students sit in the groups that they were in yesterday.
 * Check understanding of dual perspectives - what is the previous mentor text "My Side of the Story" a story to do with perspective? 7C - Share P.E Teacher and Student story. 7A and B - Share "I'm Okay" story.

__Homework__: Type up final drafts, ready to hand in tomorrow. 20 minutes of reading.


 * Day 1 - Friday, October 18, 2017**
 * Rollcall - Hand in Titled, dated, named dual perspective stories**
 * Resources: Sneetches papers,**

7A and 7C working together Return to classes, and Flying Solo Group: Curiosity Catalyst chapter 10. Then read. ATH - read up to
 * DEAR
 * Practice Sneetches in pairs, and then whole group performance in their parts. Aim for volume, fluency and expression.
 * 7B to practice Sneetches in pairs, then whole group performance. Aim for volume, fluency and expression.
 * Flying Solo group: Curiosity Catalyst chapter 10, and then read
 * Among the Hidden the Hidden - read up to Chapter

** Exploring A Modern Issue of Identity (Currently: Syrian Refugees) **
7A and 7C work on Sneetches together. (30 minutes) 7B works on Sneetches. Return to classes.
 * Day 7, Tuesday, October 31, 2017**
 * Rollcall -**
 * Resources:** Chispas and Pandya's cultural norms papers. Social Studies notebooks, questions for reflection.
 * Remind students of their dual perspective stories, and let them know that know that sometimes perspectives are so strongly felt, that it can create war, and shift the identities of a whole group of people. They are moving into a study of multiple World Refugee Crises.
 * Students are introduced to a simulation of cultures with two different perspectives on life.
 * Split the class into two groups.
 * Take one group out of the class and hand out their Pandyas instructions, while the other group reads, discusses and practices their roles.
 * Swap groups and explain the behaviours of the Chispas, and have them decide what they will sell to the Pandyas.
 * Bring the groups together - introduce the Chispas to the Pandyas, letting the last group know that the Chispas are sales people and wish to sell ? to them. Begin the simulation: 10 minutes.
 * Stop the activity and have each group debrief within their group, and then have a shared debriefing. Work through the questions.
 * Students work on reflections in class.

__Homework__: Complete reflections. Practice Sneetches.

Introduction to the World Refugee Crises and why we are studying this - human interaction, how identities are affected when we are forced out of our homes and away from our cultural norms. Show the Little girl video to get a sense of going from what is normal to what is not.
 * Day 8, Wednesday, November 1, 2017**
 * Rollcall -**
 * Resources: Padlet of Videos/Articles/Podcasts/Libguides about Refugees, Sneetches work, headphones,** **iPads.**
 * DEAR time -
 * Print final dual perspective narratives
 * Introduce Lesson 3 of the Modern Identity Unit - The Wider Communities - World Wide Identities and Modern Issues.

[] @http://sis-cn.libguides.com/Humanities7 Rohingya links []

[]

[]

Create KWL Charts - focus on What they Know and What they Want to Know. Take a screen shot of their charts Visit each others charts if there's time..
 * Students in their class groups, put into groups of two or three to watch the Padlet about Refugees.
 * They have 30 minutes to view videos, and to talk about what they have learned.
 * Bring students together and create their KWL charts:

__Homework:__ Focus on Sneetches 20 minutes of reading. Choose something to watch, listen and think about, from the lib guides or padlet - write a reflection.

Sneetches work. https://www.indy100.com/article/everyone-should-read-this-heartbreaking-letter-from-a-syria http://edition.cnn.com/videos/world/2015/09/29/iraq-yazidis-girl-in-purple-watson-pkg.cnn
 * Day 1, Thursday, November 2, 2017**
 * Rollcall -**
 * Resources: Cornell notes for use, email links to students.**
 * Introduce Cornell Notes and how to use these.
 * Annotate a letter from a refugee.
 * Take notes from the video:

__Homework:__ Annotate a story from Humans of New York website. Choose a story from the selection.

* Start with sharing their summaries from Letter from a Refugee. (Where have they focused?) * Share their collection of information from homework (Cornell notes from last night, and facts from the night before) * Read William's story. * Move into Cornell Notetaking from a video clip.
 * Day 2, Friday, November 3, 2017**
 * Rollcall -**
 * Resources: Humans of NY stories, Cornell Notes. Letters from a Refugee,** **iPads, pencils.**

https://www.youtube.com/watch?v=v13kTeAHY4c

* Then use Humans of New York or I am a Migrant or Video Clips that they might consider using as part of their Day in the Life of a Refugee. []

__Homework:__ Continue researching (choose 3 Humans of NY stories to summarize)

* View the visual images on the classroom glass wall - create post its for three photos each. * Review their KWL notes and add to their posters. (Discuss together what they are learning) * Move into Jigsaw Activity - Europe Refugee Crisis Explained. Students take a small piece of the article, to annotate and summarise. BE SURE TO COLLECT URL for MLA citations. // **Mini-lesson** // : Good readers interact with the text they read by annotating (and using different colors). Annotation consists of: asking questions, writing observations and making inferences. [|Europe] When students have annotated and written summaries into their social studies book, they return to Friday's work and complete Cornell notes. __Homework:__ Type up their summaries from the article. (Due Wednesday) Share the Modern Issues Research Project (World Refugee Crisis) paper, with families. Parents to sign the paper. Keep in mind that they are to write a narrative as if they were a refugee. What settings are they interested in? What cultural norms? What history that leads someone to be a refugee? Due Date for the completed final narratives, and all the research pieces - Monday, November 20th, 2017. **Day 4, Tuesday, November 7, 2017** **Rollcall -** Mini-lesson: A careful researcher "FREAKs" out, coupled with using Google search, in order to find out as much information as possible about an informational source. https://www.icloud.com/pages/0jHQ-zHw0xB2dvv4kK8-Jy87g#U1.L3.RefugeeJigsaw //Teacher Models//: //Using the first map (Study #1), compare the two maps.. What questions can we ask and what conclusions do we make? What conclusions do we find? Use the Refugee Jigsaw lesson in the link above.//
 * Day 3, Monday, November 6, 2017**
 * Rollcall -**
 * Resources: Europe Refugee Crisis explained, Cornell Notes. Pages Doc for collecting URLs of websites, articles** **note taking)**
 * Connect the news article to a study of the unit themes via the context of the global refugee crisis (exclusion, inclusion, perspective, bias, stereotyping)
 * Revise annotations and share out orally in order of parts, an understanding of their paragraph/s. What is the overarching idea behind the article?
 * Complete typing up revised summaries and print to hand in on Wednesday.
 * Resources: FREAKs out notes. Full size updated maps. What do I see? What have I learned? What do I wonder? **

(Some recommended "jigsaw" resources below..) // Study 1: Asylum claims in Europe, 2015/ // // The Tide of Refugees 2012 // // Study 2: Syria and Iraq Conflict Without Borders: 2015 year in Review // // Study 3: World Refugee Day 2017: Refugees' Countries of Origin and Destination // // Study 4: Syria: Numbers and locations of People Fleeing Internal Violence // //Study 5:// Syria:Who Controls What: Nov. 2017/ Syria Territory Map: Jan 10, 2015/Areas in Control/Conflict Dec 201 Study 6: Bangladesh and Burma: The Border of a Humanitarian Crisis/

__Homework:__ Reflections in Social Studies Books - What have I learned about Refugees, since the start of this study. Use these guidelines to help you write your response:

(//History) What do you think life is like for people (women, men, children, older people) before they came to the refugee camps?// //(Setting) What are the physical living conditions like in refugee camps in Africa or for Syrian refugees in the Middle East?// //(Culture) What are some social problems/issues that arise as these refugees/migrants stay in these camps for long periods of time?// //(Culture/Religion) What is the culture like in the Middle East or Syria? How do they compare and contrast to the cultural norms of Europe?//

**Day 5, Wednesday, November 8, 2017 - 40/40 lesson with Lauren (Librarian)** **Rollcall -** * Complete round robin collection of notes on map work from yesterday. * Be prepared to "act out" the story of the control and conflict maps (tableau explained) Lauren: Introduces Noodle Tools, revises the setting out of MLA citations using a step by step procedural form. Lauren shares the interactive map of refugee movement from different parts of the world to Europe. Lauren works with students to check on their understanding of making MLA citations. Create a Works Cited page for project.
 * Resources: Noodle Tools, Summaries from Articles. Short video that complements the article. **
 * First 40 minutes**
 * * ** Turn in summaries from the "Europe's Refugee Crisis Explained." Join the jigsaw pieces and have students share their final summaries.
 * Second 40 minutes**

__Homework:__ Choose pictures from the website given, that interest you. Read through the refugee story below and be prepared to discuss it with others tomorrow. []

**Day 6, Thursday, November 9, 2017 -** **Rollcall -** **Resources** (7A + 7B) Complete the 4min and 35 sec video clip in Cornell notes. show the video clip: @https://www.youtube.com/watch?v=RvOnXh3NN9w Complete the summary. All classes: Research Youtube for Refugee Stories and come up with a character that can be used in their first person narratives.

Share out with decisions about characters - who are they? where will the setting be?

__ Homework: __ Talk to your parents about the character and story that is beginning to form in your mind.

**Day 7, Friday, November 10, 2017 -** **Rollcall -** **Resources:** [|https://www.ted.com/talks/melissa_fleming_a_boat_carrying_500_refugees_sunk_at_sea_the_story_of_two_survivors#t-669985]
 * DEAR

* Watch the Ted Talk by Fleming - Choose the 5 W's - Who, What, Where, When, Why - use search engines if you have questions or are unsure! - Then, as you write, highlight the details that you're unsure of (names, cultural details, setting, language). - //Perspective//: how can you make this (obviously) from a Refugee's perspective? - //Voice//: how can you make this voice more "authentic"? (see Malala's, notice - her culture (religion) and her human voice (liking TV) as a teen) - adding feelings, inner thoughts and complex ideas helps - //Setting: How do I use the setting to influence the plot and characters?//
 * Brainstorm:** ONE MOMENT (or glimpse) of the refugee situation. (Doesn't have to be long!)

Use time to continue research - keep collecting URLs, at least two Cornell Notes.

__Homework:__ Finish your 5Ws page. Collect 10 facts that will help add 'authenticity' to your story. These are to be collected into Social Studies books. __Make sure to copy and paste URLs used into a pages document called Syrian Refugees Narrative.__ If you find a really good source of information (for example, video clips about ISIS fighting in Aleppo) that helps with understanding your character's setting) then use Cornell Notes.

**Day 8, Monday, November 13, 2017 -** **Rollcall -** //**Mini-lesson:**// A good writer imagines a complete picture of his/her character (personality, physical appearance, attitudes) and then adds details to give that picture to the reader. - Physical appearance - Personality (as a human being, dialogue type, personal actions) - Attitudes (likes/dislikes, relationships to things, previous bias or opinions)
 * Resources: Example of a brain frame about Doaa from last week's video clip. Digital copy template of Character table. Rubric/Checklist. **

After this weekend's work, get together in threes or pairs to talk about their research. These groups will become their Advisories for revising and editing work.

Create a Brain Frame that shows personality, physical appearance, struggles and motivations of their characters.


 * Students create a Character Chart (table) on a digital form - continue with research and note taking in Cornell Notes, to strengthen believability factors of their narrative. ( gender/ages, nationality, locations, appearance, family, cultural norms, motivations, major problems)
 * Hand out the complete research and story rubric, as well as the Narrative Checklist - all of these to be kept in their unit folders.

__Homework:__ Test drive your character - write a small scene that focuses on the main character and his/her responses to the setting or events. Take time to read through the rubric and narrative checklist - come ready to ask questions.

**Day 8, Tuesday, November 14, 2017 -** **Rollcall -** **Resources: Rubric, Checklist, Completed VPS example on Doaa, Storyboard blanks.**

VPS
 * What makes a "believable" story? Create and share VPS work in Advisories and comment on believability factor.
 * Share the storyboard planning of Doaa's story. Handout storyboard blanks for homework.

//* Ch.19, page 92, first paragraph: (Cause-effect) In your reading journal, draw a visual diagram, like a [|flow chart], of the stages of development that happened in Luke's society and what the government did. Be sure to include little drawings!// //* Ch. 21, page 106, 2nd paragraph: (Inference) What are Luke's feelings about the rally? Give at least 2-3 textual examples (or "clues") that __show__ us what he is feeling.// //* Ch. 22, page 113: Do you agree or disagree with Jen's statement? Why or why not? What would you do if you were in Luke's situation?// // * In what ways do you see conflicts between the characters' personalities in these chapters? Please describe the personalities (using text evidence) as well as explain how they are different (are there moments of conflict?). //
 * __**RRJ #10:**__ ATH: Read through chapters 18-22, answer the following questions. Due Friday.
 * __**RRJ #10:**__ FS: Read through chapter 10 to 14 and answer the following question. Due Friday.

__Homework:__ Create a storyboard of their narrative - beginning, middle and end, using the VPS to help. Reading FS and ATH/responses.

Drafting the story into Writers Notebook -- is the character's personality, motivations and actions together cohesive? -- is the setting clear and woven throughout the story? -- is there a clear obstacle (or "climax") moment? -- do you use paragraphs to break down the big story into small moments/mini-stories? ( _ Use a storyboard to help you!)
 * Day 2 Wednesday November 15th** - Mini lesson:
 * Begin writing your stories first draft - focus on keeping the main issue clear throughout.

Homework: Continue with their drafts.


 * Day 3 Thursday, November 16th** -
 * Roll Call**
 * Resources: Class novels,iPads,Response Journals, Social Studies Notebooks, Curiosity Catalyst**

Remind the students that the final narrative will be due on Wednesday 22. __Some Free-writing Tips__: //Good writers sometimes start in the middle of the climactic moment, then use jumps in time to explain the setting (background) and lesson.// //Good writers use paragraphs to "zoom" in and out of the characters head during a story.// //Good writers use paragraphing to separate dialogue, jumps in time and to add suspense/drama.//

__Homework__ Continue with drafts Read the appropriate chapters in FS and ATH in preparation for the response.

- Review the narrative writing checklist with the students. Put students into advisory groups for this activity. Mini lesson: Good writers take note of the tools that are important in creating a strong narrative. Students work in advisory groups to read and revise each other's work.
 * Day 4 Friday, November 17th, 2017**
 * Roll Call**
 * Resources, Rubric for Modern Issues Research, iPads, Social Studies Notebooks**

__Homework:__ - Students are to complete typing up their narratives and arrive to class with printed copies in hand. - Complete RRJ#10 - com

- Students turn in their printed narratives, and Reading Responses - Visit the library for book changes and DEAR. - Return to class and Advisory groups for revising each other's work. - Set up homework: Properly name documents of narratives. Airdrop narratives within Advisory group.
 * Day 5 Monday, November 20, 2017**
 * Roll Call**
 * Resources, Narrative Rubric, iPad, Draft narratives printed,**

__Homework:__ Work on their own revisions for the narrative - using the Narrative Checklist to help Work on an advisory member's narrative - using the Narrative Checklist to help Type the 10 detailed facts from research - make sure they are printed before they come to class.


 * Day 6 Tuesday, November 21**
 * Roll Call**
 * Resources: Narrative Rubrics, Writing Checklist, Draft 3 from last night (can be incomplete) with revisions. Airdropped narratives with notes. Pages Document with 10 Detailed Facts that can be found in a student's narrative.**

- Have the revised narrative (draft 3) on the table, with the printed document - 10 detailed facts. What can we change? Step 1: Identify when/why you currently use. Label your draft at each new paragraph. Step 2: Identify which applications you are not using much and try to add writing/paragraphs to your story. When you have done this, move on to highlighting the 10 detailed facts in draft 3 (hard copy).
 * // Mini-lesson: Good writers use paragraphs to mark important transitions, add suspense and to separate dialogue in their stories. //**

//Here are some other Writer's Hints//: - Need more **details**? (//Research more! find first-hand accounts to add __voice__//!) - Lacking a convincing or clear **setting**? //Find photographs and 'weave' them into your story (but.. not all at once!//) - Is your character lacking **personality**? //Try to go back and define __who__ this human is and what makes them REAL//.

Teacher's job: to conference with individuals and with advisory groups. Ultimate aim of today is to be ready to print out the final narrative, tomorrow.

Last 30 minutes: Show the URL collection to the teacher. Create the Works Cited page. (Use Mrs. Elliott's Lib guide videos to MLA Citations, and use Noodle Tools. Show MLA format for the presentation of narratives.

__Homework:__ Type up the final Refugee Narrative. Note that it must be in MLA format: supplied in homework. Organize papers that need to be in the presented packets - order supplied in a printed document.

MLA citations - watch the video clips. Then list the resources used in class: The Syrian Maps, Video of the European Refugee Crisis Explained, Article that was summarised, Humans of NY and/or I am a Migrant, Letter from a Refugee, Doaa's story - Ted Talk. Review last drafts: highlighting 10 details in one color. Highlight transitions in another color. Highlight similes/metaphors in another color.
 * Day 7, Wednesday, November 22**
 * Roll Call,**
 * Resources: Narrative Rubrics, Writing Checklist, Narrative drafts with revisions.**

- Does it make sense? Is it believable? - Is the character well developed? (Character traits are obvious in the story) - Is there enough action and dialogue, or is it more telling rather than showing? - Are there graveyard words - using went, instead ran, climbed, stumbled? - Is there description - can you picture in your heads, where this story is and what's happening?

Pull the class together: Share reminders about their narrative - Clearly divides the story into: Setting, Rising Action, Climax, Resolution

//Grading of Final Story:// 1. Does your story have a clear issue that deals with the Unit 1 Themes (community, perspective, exclusion, belonging, bias) and makes the reader reflect? 2. Is it believable? Does it seem realistic and pay a lot of attention to providing details and true facts? 3. Does your work show that you put a lot of time/effort into the drafting/improvement process?

__Homework:__ Complete final narrative - include Title, Author's name and the date. Completing MLA Citations. Print before coming into class. Use the list to organise papers for turning in tomorrow.

Students spend time making sure their papers are in order. All packets to be finished for a proficient in Independent Learning.
 * Day 8, Thursday, November 22**
 * Roll Call,**
 * Resources: The list with the order of papers for the Modern Identity Project.**

Focus is on reconnecting with students and books. Work through chapters. Gallery walk with students reading narratives and using postits - two stars and a wish. 7B - 40 minutes and 7A - 40 minutes
 * Day 1, Friday, November 23**
 * Roll Call,**
 * Resources: Reading ATH and FS**

__Homework__ ATH and FS responses.

END OF UNIT FOR 2017-2018 YEAR.


 * PLEASE NOTE** - anything below this line pertains to last year's work, 2016-2017 which included a fourth component of the Identity Theme, where students chose their own world identity to research and write a narrative in the third person as someone with that identity issue.


 * Grasping Other Modern Issues of Identity **

__Homework__: Revise Refugee stories according to teacher feedback. // What are the sub-categories of identity? What are some parts of it that people struggle with today? // (15 min) *Modern issues in "categories" of identity: (see an example of ideas from last year: [|Brainstorm])
 * Continue brainstorming issues - peer edit/help!! (see last year's [|sample]).
 * Take notes on two issues - use a KWL chart.
 * Look critically at research and sources for Modern Issues story with Mr. Yung (What is CAPOW?)
 * Find more sources and useable information for Modern issues story.
 * Begin creating MLA citations - what modern issue catches your interest?

__Homework__: Due Monday, finish Among the Hidden book - be ready for a quiz!! Flying Solo Readers, keep reading.


 * Day 2 - Friday, November 17, 2017**
 * Go over Unit 1 Modern Issues Story project rubric. Start a collection of information in working folders.
 * Continue with research - come up with at least two completed Cornell notes, complete with MLA citations.

USE YOUR SOCIAL STUDIES/WRITERS WORKSHOP NOTEBOOK for drafting these pieces.
 * Begin collecting "pieces" for your Modern Issues story - focus, how to create a "believable" character and perspective?

__Homework__: Continue with research - come up with at least two more completed Cornell notes, complete with MLA citations.


 * Day 7 - Monday, November 20, 2017**
 * DEAR time (30 minutes) - //**What is the main conflict of the story? (Key words: protagonist, antagonist)**//


 * On a sticky, choose your category, then define the "who-what-where" of your issue.
 * Mini-lesson #6: (copy into the notebook). Then, brainstorm the motivations and obstacles of your character, in relationship to the issue. see teacher's example as a reference.
 * Copy VPS structure into notebook. Watch Real Steel [|preview] as a reference - who were the characters, what was the setting, climax? Moral of the story?
 * Create your own VPS for your story -- don't forget the theme or morale of the story!

__Homework__: Complete your VPS - highlight where your issue is visible //throughout// the story! Write at least 30 minutes of first draft of story. MLA format!
 * Teacher models: include 10 details from research!

__Homework__: Finish your storyboard -- add to your research ! Complete at least two more Cornell Notes of research.
 * Day 8 - Tuesday, November 8, 2016**
 * Explain your stories to a peer.
 * Storyboard your plot - at most 10 scenes! Include research, setting, character traits and a clear climax!


 * Day 2 - Thursday, November 10, 2****016**
 * Go over the Modern Issues Rubric again - are students keeping up with all the pieces needed to complete this project successfully?
 * Time to write and complete first draft.
 * Time to revise with a partner/conference with the teacher

__Homework__: Finalize final first draft. Print in MLA format for Monday - get ready to share.

__Homework__: (Bonus Reflection.. Read this [|article]..) How can we end bring about more peace in the world?
 * Day 4 - Monday, November 14, 2016**
 * *A Day of Mindfulness* **
 * Reflection: What is "empathy"?
 * DEAR time (30 minutes).
 * Write RRJ #11: Where can you find the author trying to show "empathy" and "compassion" (or lack thereof) in the book?

//7A reflects [|here]// //7B reflects [|here]// //7C reflects [|here]//
 * Day 5 - Tuesday, November 15, 2016**
 * Reflect on previous day's activity. //Feedback on the experience?//
 * Look at our stories. How can I still improve? Use Narrative Grade 7 Writing Self-Check rubric.
 * Refine the story.

__Homework__: Fix drafts, upload to Edmodo for an initial grade, as well as print and attach with rubric (and research/planning documents).

Mini-lesson: A good story has the "clues" of setting (who, where, when) distributed throughout the story.. from start to finish!
 * Day 6 - Wednesday, November 16, 2015**
 * Jinwoo's example - what's good and what can we add?
 * Re-cap: What are the ways we can "clue" the reader in?

__Homework__: Add at LEAST 5 new "clues" to the setting throughout the rest of your story -- not just the beginning!

Mini-lesson 8: A good story always has a clear beginning middle and ending; a good writer uses transition "clues" to tell the "clueless" reader where to go!
 * Day 7 - Thursday, November 17, 2016**

__Homework__: Highlight at least 5 parts where the issue is clearly visible. //** Here’s the 9th graders' thoughts on our story exchange: **// [] []

ALL Modern Issues pieces to be collated in one lesson (Independent learning or Class lesson) and then handed in during the last lesson (Independent or Class lesson)
 * Day 8 - Friday, November 18, 2016**

DAY IN THE LIFE OF A REFUGEE HANDED BACK. Grades given out once feedback has been read. Take home to be signed by parents.

__Homework__:NO HOMEWORK!

Introduce the new Unit - "Ties That Bind" about trade and globalisation, giving an overview of its parts. Introduce the differences between dialogue, discussion and debate - as preparedness for Socratic Seminars.
 * Day 1 - Monday, November 21, 2015**
 * DEAR
 * Clean up the classroom after completion of Unit 1, Identity.
 * Share "Mistaken Identity" by Norah McClintock as Readaloud.

__Homework__: Geography: Begin learning Asia Map countries - be prepared for a pop quiz, some time in the following week.


 * Day 2 - Tuesday, November 22, 2015**

Back to tables: continue using response journals for the following work:
 * READ ALOUD:** Mistaken Identity - Have students on the floor and using response journals to record their questions, predictions, perspectives, and what they think the author is doing for the reader.
 * Mini-lesson #11: ("what/how") A good writer creates a character that has visible inner "why"s (motivations) expressed in thinking, words and actions and is clearly affected by the "what" (issue) around them!
 * Look at Mini-lesson 6. (See Wonder for an example).
 * Highlight/Brainstorm ways to "show" an issue and its problems in a story. It could be the Read Aloud, it could be your own character from your MIP or it could be from your current reading book.

Use four stools at front of class and have four students at a time talk briefly about their research (tell their research questions first and then I used to think, but now I know....) - time for students to ask questions.
 * Panels of experts:** Reviewing modern issue projects and what students know: "I used to think, but now I know".

On OHP, show excerpts of "Home of the Brave" and demonstrate annotations: the purpose of tomorrow's Seminar is " What meaning can we make from this writing?"

Share CNN video clips to keep students in tune with refugee events.

Jet Punk if time.

__Homework:__ Complete annotations for socratic seminar tomorrow and come prepared to share thinking, ask questions. and to come up with shared understandings about the excerpts.
 * Prepare for ATH quiz on Friday and FL quiz on Friday
 * Practice for pop quiz on Asian Country names and locations.

Check with students for their annotated excerpts of "Home of the Brave" that should be in their response journals, Reflect on how the ss went and what students learned from it - where they think they can improve. Hand out second set of excerpts to be annotated - focus is on identity and author's craft.
 * Day 3 - Wednesday, November 23, 2016 - ALL Modern Issues Projects to be turned in by extension students**
 * SOCRATIC SEMINAR -** introduce charts to show ss protocols and procedures. (Class set up with beanbags and mobile bench sets in place. Pad paper for outer circle.)


 * READ ALOUD:** Mistaken Identity - Have students on the floor and using response journals to record their questions, predictions, perspectives, and what they think the author is doing for the reader.


 * Panels of experts:**
 * Jet Punk! Begin recording student scores.**

__Homework__: Asia countries/Reading ATH and FS/Annotations.


 * Day 3 - Thursday, November 24, 2016**
 * READ ALOUD:** Mistaken Identity - Have students on the floor and using response journals to record their questions, predictions, perspectives, and what they think the author is doing for the reader.
 * Panels of experts:**


 * Day 6 - Monday, November 28, 2016 - All refugee stories in.**
 * Socratic Seminar - review differences between debate and dialogue
 * ATH and FS reading quizzes/DEAR

- Copy Cornell structure down on loose-leaf paper - Watch youtube (Crashcourse - Silk Road) video. As you watch, stop and take notes. Recommended: use subtitles, pause or re-watch confusing parts.
 * // Mini-lesson 12: Good listeners take notes on key important words, main ideas and questions they have as they watch an informational video. //**

__Homework__: Finish Cornell Notes of SR video. Have at least 5 new words defined. 2-3 questions (what you want to know more) and a summary explaining the "so what?" of the Silk Road. Asia Countries practice

Time to share - Perspective stories - Refugee Story - Short reflections in response journals. Review Cornell notes and hand out Silk Road Map to complete: Due Friday at start of class. Students to prepare for Socratic Seminar on Wednesday - Focus is on "What is Value" Hand out questions and rubrics. __Homework__: Read one article from this NewsELA [|page] about Trade. Then, take the quiz. Please take a screenshot of your answer results and upload to Edmodta
 * Day 6 - Tuesday, November 29, 2016 -**
 * Jet Punk!**