Distance Learning Plan Middle School Seventh Grade w/Acc Math Weeks 6 and 7 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 Username/password: your other applications for preparing future Office 365 student ready learners. Students can access credentials. applications anywhere on any device. Note: This login has a different format from Clever. Contact your school for more information. 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 O365 Access your documents and assigments on student 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: ELA 7 Unit: 4 Week: 6 Secondary ELA Distance Learning Dear Students and Families, We hope you are safe and healthy while you are out of school and learning from home! Your assignments in ELA are planned to address content and skills that would have been taught in term 4 of in-person classes. This week, we will read our Unit 4 “Anchor Novel,” The Ear, the Eye, and the Arm by Nancy Farmer. Close Reading and Study Each week (unit) is built around one or two key complex texts and experiences are designed to support an ongoing, deeper analysis of the text leading to a written response to the culminating question. Each week (unit) includes the following: • Complex Texts • Vocabulary Study • Text-Dependent Questions • Sentence-Level Exercises • Constructed Responses • Reflection Each module follows a similar sequence, so the routine established in the first unit should feel similar in the third, although the content and tasks will be specific to the texts you’re studying. Be sure to follow the directions provided throughout the lessons! We recommend that you spend 40-60 minutes per day working on these tasks, as we’ve outlined in the Daily Sequence and Goals below, but you can decide how best to organize your work and spread it out across the week. Daily Sequence and Goals Day 1: First Read Day 2: Second Read Day 3: Third Read Day 4: Culminating Writing Task •Goal: Reading begins with •Goal: During this read, stop •Goal: It's imporant to go back •Goal: Throughout the writing defining key vocabulary. Start and address some text- to the text and collect textual process, you should refer with vocabulary and then dependent questions and evidence before you craft a back to the text to select read the text straight through tasks. They will help you claim and organize your your response. to gain a general sense of the better understand the text(s) thinking for writing. Return to text(s). the text to complete the evidence collection chart. District of Columbia Public Schools Page 1 of 33 Course: ELA 7 Unit: 4 Week: 6 Distance Learning Week: 6 ELA 7 Unit 4 My Evolving Self Description: This week you will read Chapters 1-3 of The Ear, the Eye, and the Arm. Culminating Question: How does the structure of Chapters 1-3 contribute to the In this passage, you will meet Tendai in his ordinary world as the son of a wealthy development of the hero archetype? and powerful chief of security in Zimbabwe. Characteristic of the hero’s journey narrative pattern, Tendai is considered odd by those in his ordinary world because he possesses a more profound ability to empathize, which makes him feel out-of- place. Tendai’s call to action is his desire see the world outside of the gates that surround his home and earn an exploration Scout badge. Addressed CCSS: Reading -RL.7.2, RL.7.3, RL.7.4, RL.7.5 Writing -W.7.2, W.7.4, W.7.9 Speaking & Listening:SL.1 Language – L.7.4 Text(s): Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objectives: You will be able to.. • Infer the meaning of key vocabulary • Describe how Tendai’s environment • Analyze how the structure of • Explain how the structure of from the text using context clues. and interactions with other Chapters 1-3 contributes to the Chapters 1-3 contribute to the • Describe how Tendai’s environment characters in Chapter 2 impact the development of the hero archetype. development of the hero archetype and interactions with other way that he feels about himself by • Organize ideas and select relevant by drafting a response to an characters in Chapter 1 impact the answering text-dependent evidence to support your evidence-based prompt. way that he feels about himself by questions thinking/explanation in response to answering text-dependent questions • Determine how Tendai’s a culminating prompt. • Demonstrate understanding of key environment and interactions with ideas in the text by composing an other characters impact the way accurate objective summary of that he feels about himself by Chapter 1. gather evidence from the text. Agenda: Agenda: Agenda: Agenda: 1. Overview Video 1. Warm Up/Vocabulary Activity 1. Discussion Task 1. Warm Up/Quick Write 2. Quick Write 2. First & Second Read of Chapter 2 2. First & Second Read of Chapter 3 2. Write culminating multi- 3. First & Second Read of Chapter 1 3. Text-Dependent Questions 3. Third Read of Chapters 1-3 paragraph response 4. Text-Dependent Questions 4. Discussion Preparation 4. Digital Resources 3. Close Reading Reflection 5. Objective Summary + Video 5. Evidence Collection Chart/MPO Instructional Videos and/or Digital Resources *suggested, if accessible ** optional, extension experience *Grade 7 ELA Week 6-7 Overview* **Archetypes Digital Resource *Writing an Objective Summary of a *The Hero’s Journey in the Ear, the Eye, Narrative Text* and the Arm Chapters 1-3 District of Columbia Public Schools Page 2 of 33 Course: ELA 7 Unit: 4 Week: 6 Key Vocabulary Revere Benevolent Skulk Grim Residue Task List for Distance Learning ELA 7 Unit 4 My Evolving Self Week 6 Directions: The tasks listed below should be completed during the course of this week. Tasks Cat. Points Due Done Grade Quick Write Practice 10 Day 1 Text-Dependent Questions/Annotations Practice 10 Day 1 Objective Summary: Chapter 1 Assessment 50 Day 1 Vocabulary Activity Practice 10 Day 2 Text-Dependent Questions/Annotations Practice 10 Day 2 Discussion Preparation Assessment 50 Day 2 Discussion Task Practice 10 Day 3 Evidence Collection Chart/MPO Assessment 50 Day 3 Warm Up/Quick Write Practice 10 Day 4 Culminating Writing Task Assessment 50 Day 4 Close Reading Reflection Practice 10 Day 4 District of Columbia Public Schools Page 3 of 33 Course: ELA 7 Unit: 4 Week: 6 Day 1 Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Infer the meaning of key vocabulary from 1. Overview Video Quick Write *Grade 7 ELA Week 6-7 Overview* the text using context clues. 2. Quick Write Text-Dependent *Writing an Objective Summary of a • Describe how Tendai’s environment and 3. First & Second Read of Chapter 1 Questions Narrative Text* interactions with other characters in 4. Text-Dependent Questions Objective Summaries 5. Objective Summary + Video Chapter 1 impact the way that he feels about himself by answering text-dependent questions • Demonstrate understanding of key ideas in the text by composing an accurate objective summary of Chapter 1 Before Reading: Do Now: Quick Write Directions: Read the following prompt and write a 4-5 sentence response. Be sure to use complete sentences and provide reasons and examples to support your response. What do you think the world will be like 200 years from now? How will the lives of humans be different? How will the lives of humans be the same? District of Columbia Public Schools Page 4 of 33 Course: ELA 7 Unit: 4 Week: 6 Use this chart to help you refine your understanding of the vocabulary words: Word Definition Image Example revere (v.) to have great respect Our principal is revered by the community for being very for (someone or responsive to the needs of families and parents. something); to show devotion and honor to (someone or something) benevolent (adj.) kind and generous Kenra is very benevolent. She gave everyone in 6th grade a Valentine. skulk (v.) to keep out of sight; to The would-be-thief skulked in the alleyway waiting for an move or hide in a opportune moment to shoplift from the corner store. secret way, especially because you are planning to do something bad grim (n.) causing feelings of Mckenna had a very grim 16th birthday last year; her cat went sadness or missing the morning before her pool party celebration.