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Distance Learning Plan Middle School Seventh Grade Weeks 4 and 5 Distance Learning Plan Middle School Seventh Grade Weeks 4 and 5 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Student Log in for Digital Platforms and Content Every student in the District of Columbia Public Schools has access to digital platforms, content, and tools. Below are the resources available and how to log in. Contact your teacher or designated technology representative at your school if you do not know your student log in credentials. Digital Platform Description How do I log in? Clever Clever is the platform that puts blended Go to: learning digital content on one dashboard https://clever.com/in/dcpsk12 and one login. Username/password: your student credentials Select: your digital content Microsoft Office 365 Microsoft Office 365 includes online Go to: portal.office.com versions of Word, Excel, PowerPoint and other applications for preparing future Username/password: your ready learners. Students can access student credentials applications anywhere on any device. Go to: your app store Download the Office 365 Search: for the Office 365 app Apps on your smartphone! Install the app Sign in: with your student Access your documents and assigments on credentials the go! (Word, Powepoint, Teams, Forms, Excel, OneNote, OneDrive) Canvas Go to: dcps.instructure.com Download the Canvas Username/password: your Student App on your student credentials smartphone! Select: your course Canvas is the learning management system for accessing DCPS online courses. 1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov Course: ELA7 Unit: 4 Distance Learning Week 4 ELA 7 Unit 4 Unit Title: My Evolving Self Unit Description: This week you will read and think about what makes a Culminating Task: You have read “The Hero’s Journey: Cultural Values & the hero and how a society’s culture and values influence who is deemed a Struggle Against Evil.” Explain the role that culture, values, and morality play in hero. You will read and write about the role that heroes play in shaping determining who is considered a hero. Support your response with an example of and reflecting the morality of a society a hero who demonstrates the culture, values, and morality of his or her community and use evidence from the text to support your answer. Addressed CCSS: Reading RI.7.1, R.I.7.2, R.7.3 Writing W.7.2, W.7.4, W.7.9 Language: L.7.4 Text(s): The Hero’s Journey: Cultural Values & the Struggle Against Evil by Julie Harris, excerpts from Chapter 1, “The Creation of the Hero” and excerpts from Chapter 2, “Ideals that Motivate the Hero.” Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objectives: By the end of Day 1, you will be able to: By the end of Day 2, you will be able to: By the end of Day 3, you will be able to: By the end of Day 4, you will be able to: • Infer the meaning of key vocabulary • Determine the central idea and key • Analyze what the text “The Hero’s • Draft an explanatory text that from the text “The Hero’s Journey: details of the text “The Hero’s Journey: Journey: Cultural Values & the Struggle demonstrates your understanding of key Cultural Values & the Struggle Against Cultural Values & the Struggle Against Against Evil” helps the reader to ideas in “The Hero’s Journey: Cultural Evil” using context clues during a first Evil” by completing a second read of the understand about the role that culture, Values & the Struggle Against Evil” in read. text, responding to text-based question, values, and morality play in determining response to an evidence-based prompt. • Demonstrate understanding of key ideas and using annotation techniques. who is a hero by completing a third read in the text by composing an accurate of the text, planning for a written objective summary. response, and selecting relevant evidence to support your explanations. Agenda: Agenda: Agenda: Agenda: 1. Vocabulary Frayer Models 1. Second Read of “The Hero’s 1. Third Read of “The Hero’s 1. Review evidence collection 2. First Read of “The Hero’s Journey: Cultural Values & the Journey: Cultural Values & the chart and Multi-Paragraph Journey: Cultural Values & the Struggle Against Evil” Struggle Against Evil” Outline Struggle Against Evil” 2. Text-Dependent Questions 2. Evidence Collection Chart 2. Write culminating multi- 3. MPO Outline paragraph response 4. Discussion Task 3. Complete a Reflection Key Vocabulary conviction morality archetype altruistic epitome pg. 1 Course: ELA7 Unit: 4 Daily Sequence and Goals Day 1 and First Read Day 2 and Second Read Day 3 and Third Read Day 4 and Fourth Read & Writing •Goal: Reading begins with •Goal: During this read, stop •Goal: It's imporant to go •Goal: Throughout the defining key vocabulary. and address some text- back to the text and collect writing process, you should Start with vocabulary and dependent questions and textual evidence before refer back to the text to then read the text straight tasks. They will help you you craft a claim and select your response. through to gain a general better understand the organize your thinking for sense of the text(s). text(s) writing. Return to the text to complete the evidence collection chart. Task List for 7.4 My Evolving Self Directions: At the end of each day, track your work by placing an “X” beside the assignment in the “Done” column. Alternatively, you could also write the date. Tasks Category Points Due Done Grade Frayer Models Practice/Application 5 Day 1 Objective Summary of “The Hero’s Journey: Cultural Values & The Struggle Against Evil” Practice/Application 5 Day 1 Text-Dependent Questions and Annotations Practice/Application 5 Day 2 Hochman Sentence Expansion (Because/But/So) Practice/Application 5 Day 2 Evidence Collection Chart/MPO Practice/Application 5 Day 3 Discussion Task Practice/Application 5 Day 4 Culminating Writing Task Assessment 10 Day 4 Close Reading Reflection Practice/Application 5 Day 4 pg. 2 Course: ELA7 Unit: 4 Day 1 Learning Objective: By the end of Day 1, students will be able to: Agenda: Tasks: • Infer the meaning of key vocabulary from the text “The Hero’s Journey: 1. Vocabulary Frayer Models 5 Frayer Models Cultural Values & the Struggle Against Evil” using context clues during a first 2. First Read of “The Hero’s Objective Summary of “The read. Journey: Cultural Values & the Hero’s Journey: Cultural Values & • Demonstrate understanding of key ideas in the text by composing an accurate Struggle Against Evil” the Struggle Against Evil” objective summary. 3. Objective Summary Key Vocabulary conviction morality archetype altruistic epitome Before Reading: Do Now: Vocabulary Directions: There are five key vocabulary words that you’ll be using throughout this close reading module. Read each word aloud in context and try to infer the definition based on the context. Vocabulary in Context What can you infer about the meaning of this word based on the context? Jot down your best guess. Common perceptions of a hero include an individual who has the courage of conviction to perform feats that benefit the general populace, acts as a solider of virtue, and has an altruistic spirit that urges him or her to act against evil… While the circumstances are probably not going to alter the planet’s existence, there are times when mere mortals act out of courage to uphold standards of morality, right wrongs or take up for the weak. This archetype of heroism allows an individual to serve as the primary example of what society deems as valuable and moral. Common perceptions of a hero include an individual who has the courage of conviction to perform feats that benefit the general populace, acts as a soldier of virtue, and has an altruistic spirit that urges him or her to act against evil and defend the greater good at all costs, even sacrificing his own well-being or life. By Western society’s standards, he is the epitome of what a hero should be: successful, brave, cunning and strong. pg. 3 Course: ELA7 Unit: 4 Vocabulary Frayer Model The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. Directions: Look up the definition of each vocabulary word and complete all spaces with information related to the word. Definition (look up word) Traits/Characteristics conviction Sentence Real World Examples pg. 4 Course: ELA7 Unit: 4 Vocabulary Frayer Model The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. Definition (look up word) Traits/Characteristics Definition Traits/Characteristics morality archetype Sentence Real World Examples Sentence Real World Examples pg. 5 Course: ELA7 Unit: 4 Vocabulary Frayer Model The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. Definition (look up word) Traits/Characteristics Definition (look up word) Traits/Characteristics altruistic epitome Sentence Real World Examples Sentence Real World Examples pg. 6 Course: ELA7 Unit: 4 “The Hero’s Journey: Cultural Values & the Struggle Against Evil” by Julie Harris Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions.
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