7th Grade Learning Support
***If your son or daughter is not in an inclusion class with me, please check daily your son/daughter individual classroom teachers lesson plans.
In most classes, students were informed of the rules and expectations of each teacher. Many teachers have sign-off slips that need to be returned as soon as possible.
Please read each teacher's hand-out because there may be certain items that are needed for class, such as a three-ring binder. Also you will get to know the teacher's grading system and assignment requirements.
MOST IMPORTANTLY, visit each teacher's PT notes webpage to view plans for the week, along with assignments and other important info.
The page can be accessed by going to www.penntrafford.org, then clicking teacher lesson plans, then Penn Middle School.
I also encourage you to look often at PowerSchool to follow your child's progress so we can address little problems before they get bigger.
If you need to get a hold of me you can email me at debiasee@penntrafford.org Or call me at 724-744-4431 and leave a message.
Organizational Support Study Hall - 3rd period
Review classwork and answer questions
Discuss up coming assignments and tests posted by individual classroom teachers for the week.
Study for tests
Check grades
The inclusion Classrooms that I will be in are:
Week of May14th - 18th
Ms. Graham
Monday
obj: explain how Earth's atmosphere formed and of what it is made; name the layers of the atmosphere; describe how air pressure and temperature change as altitude increases; explain how energy transfers from the sun to Earth/atmosphere; explain how air circulation patterns are created
review 16.1/16.2 outline
complete 16.3 outline
HW: finish study guide
Tuesday
obj: define physical/chemical properties; list signs of physical/chemical change; explain how physical properties can be used to separate mixtures; explain how energy affects state of matter; explain what happens when something dissolves; define conservation of mass; explain why chemical signs are useful; describe some factors that affect the rate of chemical reactions
chemistry round robin lab
review Chapter 10 study guide
HW: study for test
Wednesday
obj: define physical/chemical properties; list signs of physical/chemical change; explain how physical properties can be used to separate mixtures; explain how energy affects state of matter; explain what happens when something dissolves; define conservation of mass; explain why chemical signs are useful; describe some factors that affect the rate of chemical reactions
take Chapter 10 test
HW: none
Thursday
obj: explain how uneven heating of the air results in air movement/how air currents on Earth are affected by Earth's spin
review 16.2 outline
Elodea/greenhouse effect demo
HW: 16.3 outline
Friday
obj: explain how humans impact air quality; explain why humans monitor air quality standards
review 16.3 outline
Atmosphere video
HW: none
Mr. Fontana
Monday 14th:
- TSW – 1. Identify how Earth’s atmosphere formed and what it is made of. 2. Identify the layers of the atmosphere. 3. Understand how air pressure and temperature change as altitude increases.
- Check Ch 16 Lesson 4 Review pg 603 #’s1-9
- Assign Ch 16 Study Guide pg 607 #’s 1-17
- Check Ch 16 Study Guide pg 607 #’s 1-17
Tuesday 15th:
- TSW –1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Assign Ch 16 Review pg 608-609 #’s 1-29
- If time permits, check Ch 16 Review
Wednesday 16th:
- TSW – 1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Finishing Checking Ch 16 Review
- Assign Standardized Test Practice pg 610-611 #’s 1-13
- If time permits, check Standardized Test
Thursday 17th:
- TSW –1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Assign Chapter Test B Study Guide
- If time permits, check Ch Test B Study Guide
Friday 18th:
- TSW – 1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Finish Checking Chapter Test B Study Guide
- Chapter 16 Test is Monday
5-14-12 Monday Drama Assembly – shortened periods
· iMovie project presentations
· Homework – None.
· DEQ: None.
5-15-12 Tuesday
· iMovie project presentations
· Homework – None.
· DEQ: None.
5-16-12 Wednesday
· Intro to Jamestown – America the Story of Us
· Read 4.1 – The Virginia Colony
· Homework – None.
· DEQ – When did the English settlers arrive in Virginia, and what challenges did they face?
5-17-12 Thursday –
· Student reward day 1 - educational movie
· Homework – None.
· DEQ – None.
5-18-12 Friday
· Student reward day 2 – educational movie
· Homework- None.
· DEQ: None.
Mrs. Landram
7th Gr. Lit/LA
MON: Drama Club Play- Modified Schedule
1. Read & discuss ch. 5 & 6 of The Cay. Students will complete questions as they listen.
2. Messages of Distress: with a partner write a detailed and descriptive note that will help someone locate Timothy & Phillip.
3. TSW find poetic devices in a song lyric- Firework by Katy Perry. They may work with a partner. We will check together as a class tomorrow so they should keep in binder.
4. Students who finish early can work on their poetic terms crossword puzzle if not yet done.
HW: Complete song lyric poetry or message if needed.
TUES:
1. Read & discuss ch. 7 & 8
2. Students will complete activity: Translating Timothy’s words.
3. We will check and discuss the Katy Perry song lyric paper.
4. Poem # 5: Childhood Memory. We will discuss and brainstorm a special memory from our childhoods. Students will express this memory in poetry form.
5. Peer edit poem draft.
HW: Type poem for Thursday; Quiz tomorrow ch 1-7
WED:
1. Quiz ch 1-7 of The Cay
2. Read ch. 9-11 & answer questions.
3. Students will create a fishing/travel brochure to correlate with the setting of our story. We will work in the lab to research different types of fishing. Computer Lab
HW: Continue research if needed.
THURS:
1. Students will share their childhood memory poems in small groups and then with the class.
2. Read ch. 12 & 13 of The Cay & discuss.
3. Students will continue to research and create a travel brochure for the Cay.Computer Lab
HW: Complete project
FRI:
1. Poem #6- Reading Connection. Students will read a selection of poems by rotating around the room. They will write a short response of feeling and meaning for the poem as they move around. We will discuss their thoughts.
2. Students will then choose one of the poems/concepts they felt the most connection.They will write their own poem based on the feelings evoked.
HW: none
Mrs. Landram
READ 180
MON: Drama Club- modified schedule
PD 6: TSW identify parts of narrative paragraph- workbook p. 46
They will then brainstorm ideas on graphic organizer for narrative topic p. 47
PD 7: TSW work on independent reading novel, computer time, or completing vocabulary packet for grade.
TUES:
TSW complete a draft of their narrative paragraph using the graphic organizer p. 48.They will find a teacher to review before completing p. 49.
TSW find a peer to revise & edit their first draft of narrative paragraph.
Small groups will rotate to computers and independent reading stations.
WED:
TSW identify & correct sentence fragments and capital letters p. 50-51.
Students will apply these skills to their narrative draft.
If ready, students will type their narrative paragraph on computer with proper heading format.
Students should study & review for vocabulary quiz.
Small groups will rotate to computers and independent reading stations.
THURS:
TSW take vocabulary quiz on workshop 2 words. After quiz, they will practice sequencing skills by reading story “Lights, Camera, Action” and properly sequencing events on organizer.
Review stories and prepare for workshop test tomorrow.
Small groups will rotate to computers and independent reading stations.
FRI:
TSW assess knowledge on stories in Workshop 2. Pgs. 54-55
When finished, students will read about a career in volunteer work and follow directions for presenting a budget pgs. 52-53
Small groups will rotate to computers and independent reading stations.
Ms. Wolf
Pre-Algebra A
HW: STUDY
Tuesday - quiz 7.1-7.2
Wednesday - 7.4 SW learn how to solve proportions
HW: p. 358 #'s 1-5, 15-19
Thursday - 7.4 con't
HW: p. 358 #'s 6-13
Friday - 7.6 SW learn about similar figures
HW: 7.6 Pracice A
HW: p. 106 #'s 46-60, 69-76, p. 107 #'s 28-33, 38-43
Tuesday - test chapter 2
Wednesday - 12.1 SW learn about arithmetic sequences
HW: p. 593 #'s 1-6, 12-17, 23-28
Thursday - 12.1 con't
HW: p. 593 #'s 7-10, 18-21, 29-34
Friday - 12.2 SW learn about geometric sequences
HW: p. 597 #'s 1-6, p. 598 #'s 12-17, 25-28
Monday, May 14
-Present the colony project to your peers.
*Daily Essential Question: Describe a unique quality that three of your classmates presented.
Tuesday, May 15
-Present the colony project to your peers.
*Daily Essential Question: Describe a unique quality that three of your classmates presented.
Wednesday, May 16
-Present the colony project to your peers.
*Daily Essential Question: Describe a unique quality that three of your classmates presented.
Thursday, May 17
- Read and discuss pgs. 440-442 on the geography of Early Japan.
- Copy notes from the powerpoint as we discuss.
* Daily Essential Question: Why have the Japanese turned to the sea for food?
Friday, May 18
- Read and discuss pgs. 443-445 on early Japanese society.
- Copy notes from the powerpoint as we discuss.
* Daily Essential Question: What influences from China and Korea do you think were most important to Japan?
Mr. Weir
Monday
Early Dismissal Schedule. Students will review for a Chapter 3 test on the European Colonies. Students should be able to distinguish the different characteristics of the Spanish, French, and Dutch colonies. Projects due today unless you are making a 3D model. All paper projects due.
Objective;
Review key terms and concepts for quiz
May 15
Tuesday
Test on Chapter 3.
Objective:
Test
May 16
Wednesday
Students will present their colony projects to the class and will explain some of the key characteristics for their colony.
Objective:
Distinguish between the different types of colonies and how they made their money.
May 17
Thursday
Students will present their colony projects to the class and will explain some of the key characteristics for their colony.
Objective:
Distinguish between the different types of colonies and how they made their money.
May 18
Friday
Mr. Weir at Gettysburg. Students will complete a studyguide on Roanoke.
Monday, 5-14
*Modified Schedule—Drama Club Performance
1. Review unit 9 spelling homework.
2. Wrap up persuasive sales advertisement presentations.
3. Read pages 21-29 (Nov. 3 & Nov. 27, 1919) of Letters from Rivka.
4. Complete/review study guide questions for pages 21-29.
HW: none
Tuesday, 5-15
1. Review sentence types: simple, compound, complex, &compound/complex.
2. Read pages 30-34 (Nov. 30 & Oct. 5, 1919).
3. Complete/review study guide questions.
4. Complete/review poetry crossword puzzle.
HW: Study sentence types for quiz tomorrow.
Wednesday, 5-16
1. Complete sentence types quiz.
2. Review pages 21-34 of Letters from Rivka and complete quiz.
3. Read/discuss pages 35-43 (Feb. 25, March 17, July 29, & Sept. 14, 1920).
4. In pairs, complete study guide questions.
5. Review unit 9 spelling terms.
HW: none
Thursday, 5-17
1. Complete “Firework” poetry activity.
2. Complete reading quiz.
3. Read/discuss pages 50-61 (Sept. 16-Oct. 2, 1920).
HW: Read pages 62-65 (Oct. 7, 1920). Complete cursive writing to review unit 9 spelling terms for tomorrow’s quiz.
Friday, 5-18
1. Complete unit 9 spelling quiz.
2. Complete reading quiz.
3. Read/discuss “Maestro,” “The Dessert Is My Mother,” and “Bailando,” poems by
Pat Mora.
4. Review requirements for family/friend poem.
5. Begin poem.
HW: Complete /type family/friend poem.
Week of May 7th - 11th
Mr. Fontana
Monday 7th:
- TSW – 1. Identify how Earth’s atmosphere formed and what it is made of. 2. Identify the layers of the atmosphere. 3. Understand how air pressure and temperature change as altitude increases.
- Assign Vocab Ch 16 Lesson 3 & 4 (prevailing westerlies, jet streams, trade winds, polar easterlies, Coriolis effect, land breeze) (radon, Clean Air Act, particulate matter, carbon monoxide, temperature inversion)
- Read/Discuss – Circulating Air pg 586-587
- Assign Energy Transfer in the Atmosphere WS 37
- Assign Ch 16 Lesson 2 Review pg 588 #’s 1-9
Tuesday 8th:
- TSW –1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Check Lesson 2 Review pg 588 #’s 1-9
- Assign Ch 16 Lesson 3 Outline
- Check Lesson 3 Outline
- Read/Discuss – Global Winds pg 591-594
Wednesday 9th:
- TSW – 1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Assign Ch 16 Lesson 3 Review pg 595 #’s 1-9
- Check Lesson 3 Review pg 595 #’s 1-9
- Read/Discuss – Sources of Air Pollution pg 598-599
- Foldable – Types of Air Pollution
Thursday 10th:
- TSW –1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Assign Ch 16 Lesson 4 Outline
- Check Lesson 4 Outline
- Read/Discuss – Particulate Pollution pg 600-602
- Assign Ch 16 Lesson 4 Review pg 603 #’s 1-9
- Check Lesson 4 Review pg 603 #’s 1-9
Friday 11th:
- TSW – 1. Identify how Earth’s surface has uneven heat due to air movement. 2. Understand how Earth’s air currents are effected by Earth’s spin. 3. Identify the main wind belts on Earth.
- Give Vocab quiz on Ch 16 Lesson 3 & 4
- Assign Ch 16 Study Guide pg 607 #’s 1-17
- Check Ch 16 Study Guide pg 607 #’s 1-17
HW: WS practice A
Tuesday - 7.1 con't
HW: WS practice B
Wednesday - 7.2 SW learn about ratios, rates, and unit rates
HW: p. 348 #'s 1-5
Thursday - 7.2 con't
HW: p. 348 #'s 6-10
Friday - 7.2 con't
HW: p. 348 #'s 11-18
Ms Wolf
Pre-Algebra
Monday - 2.6 SW learn how to simplify exponents
HW: p. 83 #'s 1-13
Tuesday - 2.7 SW learn how to multiply involving exponents
HW: p. 90 #'s 1-4, 10-13, 20, 23-26, 31-35, 37, 41-42
Wednesday - 2.7 SW learn how to divide involving exponents
HW: p. 90 #'s 5-8, 14-17, 19, 21-22, 27-30, 36, 38-40
Thursday - 2.9 SW learn how to change scientific notation to standard notation
HW: p. 98 #'s 1-4, 10-13, 19-30
Friday - 2.9 SW learn how to change standard notation to scientific notation
HW: p. 98 #'s 5-8, 14-17, 31-42
Mrs. Landram
7th Grade Lit/LA
MON:
1. Poetry activity three: We will read aloud poem “So Much Better Than I Expected” and we will discuss how things in our lives just work out sometimes. They will create a list of the highs they’ve experienced and make them into a poem.
2. Read poems “Long Jump”, “Band Concert”, “Award Assembly” and “Science Project” as examples of I Did It poems. They will find a personal triumph and write a poem about their successes.
3. Read & discuss “The Real Story of A Cowboy’s Life” p. 509
4. Complete & discuss CT questions p. 514
HW: Type “So Much Better Poem” and complete extension for bonus.
TUES:
1. Read & discuss “Rattlesnake Hunt” p. 517
2. Complete CT questions p. 524
3. Read informational text p. 530 about snake bites.
4. Students will share their “So Much Better” poems with class.
5. Poem activity four: “Intriguing Image” and “Locker Poem”. Students will brainstorm a list of things they see around them or in the world that are interesting/intriguing.From this list, they will write supporting details/reasons this picture is interesting.
HW: brainstormed list of intriguing images & supporting details.
WED: Chorus Concert- modified schedule
1. TSW use their list to create a poem called “Intriguing Image”. They can also write a poem about their locker for bonus. A rough draft will be completed by the end of class.
2. Introduce the novel The Cay with background information of setting &vocabulary. I will distribute books.
3. Read & discuss vocabulary words for novel. Students will be tested at a later date.
4. Read ch 1 & 2 – Complete guide questions as we read.
HW: Type Intriguing Image poem & Locker poem.
THURS:
1. Read & discuss ch. 3 & 4 The Cay
2. Students will state an effective argument for leaving or staying on the island from the point of view of each character.
3. Reading Response Journals: Students will keep lined paper in their binder and continuously write reflections for novel. Today’s topic: Philip was so disappointed about his parents’ decision that he and his mother would return to Virginia he thought of running away. Write about disagreements you’ve had with your family and how you resolved the problem?
HW: Finish journal response
FRI:
1. TSW find poetic devices in a song lyric. They may work with a partner. Give them time to complete in class and then discuss and check together. Collect papers.
2. Students can share their journal reflections in small groups and anyone who wishes can share with the entire class.
3. Read & discuss ch. 5 & 6 of The Cay
4. Messages of Distress: write a detailed and descriptive not that will help someone locate Timothy & Phillip.
HW: none
Homework each week will be Monday-Thursday night.
Students will read for 15 minutes to a parent/guardian and retell the main idea.
The completed reading log sheet will be collected on Fridays. (5pts)
May 7-11, 2012
MON:
TSW read a personal narrative and find the sequence of events. They will practice using signal words in a graphic organizer. P. 38-39
With any extra time this week, they should work on completing the vocabulary packet study guide and the sequence of events ws.
Small groups will rotate to computers and independent reading stations.
TUES:
TSW read a social studies text and find the sequence of events.
They will identify the main idea & details in text. P. 40-41
Small groups will rotate to computers and independent reading stations.
WED: Chorus Concert
Identify strategies for finding sequence in text. They will read and interpret information from a map. P. 42-43
Small groups will rotate to computers and independent reading stations.
THURS:
TSW complete the word challenge by reviewing target words & use prefixes and suffixes.
P. 44-45. Vocabulary Quiz next week. Study!
Small groups will rotate to computers and independent reading stations.
FRI:
TSW identify parts of a narrative paragraph p. 46
They will brainstorm ideas for writing using a graphic organizer. Their topic is to tell about a time that they came to the rescue of a friend or lent a helping hand. P. 47
Small groups will rotate to computers and independent reading stations.
Monday, 5-7
1. Review unit 9 vocabulary and complete worksheet.
2. Complete persuasive sales speech script and product sketch.
HW: Complete synonym/antonym vocabulary worksheet and reading in the context worksheet.
Tuesday, 5-8
1. Computer lab to type group persuasive sales script.
2. Distribute Letters from Rifka
3. Read about Karen Hesse, the author of Letters from Rifka.
HW: none
Wednesday, 5-9
*Modified schedule – Chorus concert!
1. Review vocabulary homework.
2. Groups will rehearse for their presentations to take place Friday.
3. Review study guide questions for the first section of the novel.
4. Begin reading Letters from Rifka with the following sections: September 2, 1919,
Russia through October 5, 1919, Motziv, Poland.
HW: none
Thursday, 5-10
Period 1-4 chorus rehearsal.
1. Review unit 9 vocabulary terms.
2. Continue reading Letters from Rifka: September 2, 1919, Russia through October 5,
1919, Motziv, Poland
3. Begin study guide questions for the first reading section of Letters from Rifka.
HW: Complete unit 9 vocabulary crossword puzzle in preparation for tomorrow’s quiz. Complete study guide questions and prepare for tomorrow’s reading quiz.
Friday, 5-11
1. Complete vocabulary quiz.
2. Complete Letters from Rifka section on quiz.
3. Present persuasive sales advertisements.
4. Review unit 9 spelling terms.
HW: Complete spelling word unscramble and parts of speech review.
Mr. Weir
Monday, May 7
- Work in groups of two on the create s colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
- The due date is Friday, May 11!
*Daily Essential Question: Why were settlements so successful in America?
Tuesday, May 8
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
*Daily Essential Question: Why do you believe native Americans had different relationships with each European Empire that settled here?
Wednesday, May 9
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
*Daily Essential Question: Why would creating a settlement in real life be extremely difficult? Which type of settlement would be easiest to build? Why?
Thursday, 10
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
**Project is due tomorrow!!
*Daily Essential Question: List the jobs that you felt were essential for the start of your civilization and why they are important for its continued success.
Friday, May 11
- Present the colony project.
Mr.Waszo
Monday, May 7
- Work in groups of two on the create s colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
- The due date is Friday, May 11!
*Daily Essential Question: Why were settlements so successful in America?
Tuesday, May 8
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
*Daily Essential Question: Why do you believe native Americans had different relationships with each European Empire that settled here?
Wednesday, May 9
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
*Daily Essential Question: Why would creating a settlement in real life be extremely difficult? Which type of settlement would be easiest to build? Why?
Thursday, 10
- Work in groups of two on the create a colony project. Identify on a map the sources of water, shelter, food, and resources of your colony. In a typed report explain the following: why you came here, your journey across the Atlantic, the daily life of the colony, who your leaders will be, social classes, jobs, rules and punishments (at least 5), what an ordinary day is like.
**Project is due tomorrow!!
*Daily Essential Question: List the jobs that you felt were essential for the start of your civilization and why they are important for its continued success.
Friday, May 11
- Present the colony project.
Mr. Hyland
5-4-12 Monday
· Students will work in lab on iMovie project (due Thursday)
· Homework – None.
· DEQ: None.
5-5-12 Tuesday
· Students will work in lab on iMovie project (due Thursday)
· Homework – None.
· DEQ: None.
5-6-12 Wednesday
· Continue work on iMovie Project in lab (due Thursday)
· Homework – None.
· DEQ – None.
5-7-12 Thursday –
· Student presentations of iMovie
· Homework – None.
· DEQ – None.
5-8-12 Friday
· Student presentations of IMovie
· Homework- None.
· DEQ: None.