TEST AND ASSIGNMENT DATES SUBJECT TO CHANGE

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Week of May 21, 2012

7th Grade Literature/Language Arts (Period 1-2)

Monday, 5-21

1. Read/discuss pages 50-65 (Sept. 16 – Oct. 7, 1920) of Letters from Rifka.

2. Share family/friend poems.

3. Read about lyric, concrete, and haiku poetry on page 583.

4. Review vocabulary and author information on pages 584-585.

5. Read/discuss the following poems: “The Rider” (586), “Seal” (589), and “Haiku”

(590).

HW: none

Tuesday, 5-22

1. Complete reading quiz.

2. Read/discuss pages 66-74 (Oct. 9 – Oct. 11 1920)

3. Read and identify characteristics of limerick poetry.

4. Create one limerick and two haiku poems.

HW: Construct/type limerick and haiku poems.

Wednesday, 3-23

1. Read/discuss pages 75-88 (Oct. 14 – Oct. 22, 1920).

2. Share limerick/haiku poetry.

3. Read/discuss “Mother to Son” by Langston Hughes, “The Village Blacksmith” by Henry

Wadsworth Longfellow, and “Fog” by Carl Sandburg.

HW: Print song lyrics for an activity to be completed next week.

Thursday, 3-24

1. Complete Section B Test reviewing poems read yesterday.

2. Review study guide for Letters from Rifka.

3. Complete reading quiz for Letters from Rifka.

4. Read/discuss common characteristics (“quirks”) of the following poems: “Costume Day,”

“Factoids,” “Thursday,” and “Zack’s Watch.”

HW: none

Friday, 3-25

1. Students will work independently to create 2 poems.

· Quirky Character Poem

· Letter from Rifka Poem

2. Both poems need to be written neatly on composition paper provided. One poem per

side! Double space between stanzas. Use proper heading.

3. If students finish with time remaining, they will complete a sentence combining activity.

HW: none

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Week of May 21, 2012

Advanced 7th Grade Literature/Language Arts (Periods 5-6 & 7-8)

Monday, 5-21

1. Share “I Did It!” poems.

2. Read/discuss “Annabel Lee” by Edgar Allan Poe page 668.

3. In pairs, students will complete a worksheet about the poem’s meter, rhyme, and

content.

4. Review worksheet.

5. Students will be invited to share memories of themselves from when they were

younger.

HW: none

Tuesday, 5-22

1. Read/discuss “Father William” pg. 676 and “Stopping By Woods on a Snowy

Evening” pg. 678.

2. Read “Pole Song,” a poem.

3. Students will choose an idea based on a personal experience and brainstorm

supporting details.

4. Students will then draft a poem using first-person point of view.

HW: Complete/type personal experience poem.

Wednesday, 5-23

1. Share personal experience poems.

2. Read “Miracles” pg. 694 and “In Just-“ pg. 696.

3. What is a miracle? Students will brainstorm a list of what they consider to be

miracles.

4. Begin drafting miracle poem.

5. Begin watching The Devil’s Arithmetic.

HW: Complete/type miracle poem.

Thursday, 5-24

1. Share miracle poems.

2. Read/discuss “Sarah Cynthia Stout Would Not Take the Garbage Out,” “One,” and

“Weather.”

3. Complete Selection B test reviewing poems.

4. Continue watching The Devil’s Arithmetic.

HW: none

Friday, 5-25

1. Complete poetry packet in pairs. Read poems and answer questions that follow.

2. Remaining in pairs, students will create a metaphor poem.

HW: none

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Week of May 14, 2012

7th Grade Literature/Language Arts (Period 1-2)

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 35-39 (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 39-46.

HW: 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.

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Week of May 14, 2012

Advanced 7th Grade Literature/Language Arts (Periods 5-6 & 7-8)

Monday, 5-14

*Modified Schedule—Drama Club Presentation

1. Review lesson 10 vocabulary assignment.

2. Share limerick/haiku poems.

3. Read/discuss “Mother to Son” by Langston Hughes, “The Village Blacksmith” by

Henry Wadsworth Longfellow, and “Fog” by Carl Sandburg.

HW: Complete Selection B Test reviewing poems.

Tuesday, 5-15

1. Review Selection B Test.

2. Complete song lyric analysis worksheet in pairs.

HW: none

Wednesday, 5-16

1. Share song lyric assignment.

2. Read/discuss common characteristics (“quirks”) of the following poems:

“Costume Day,” “Factoids,” “Thursday,” and “Zack’s Watch.”

3. Students will consider and discuss how they would describe an interesting

character from their own family.

4. Brainstorm actions to describe the family member who has quirky

characteristics.

HW: Type “Interesting Characters I Have Known” poem; complete vocabulary

packet.

Thursday, 5-17

1. Review vocabulary assignment.

2. Share “Interesting Characters” poem.

3. Review characteristics of a narrative poem.

4. Watch “The Highwayman” video.

5. Read/discuss “The Highwayman” page 630.

6. Identify both short story and poetry elements conveyed in the poem.

7. Begin simile/metaphor worksheet for “The Highwayman.”

HW: Study for lesson 10 vocabulary assignment. Complete simile/metaphor

worksheet.

Friday, 5-18

1. Complete lesson 10 vocabulary quiz.

2. Review simile/metaphor worksheet for “The Highwayman.”

3. Read the following poems about personal triumphs: “Long Jump,” “Science

Project,” and “Band Concert.”

4. Students will consider their own personal triumphs and write a poem about

their successes. "I Did It!" can be used as an organizing concept, as the first

line, or as a title for the poem.

HW: Construct/type “I Did It!” poem.