Seventh+Grade

Seventh Grade
Place date before each entry under each question. 8/26 Writing: Biographical Reports will be taught 1st nine weeks, Research will be taught 2nd nine weeks, Problem-Solution essays will be taught 3rd nine weeks, Analysis of multiple works will be taught 4th nine weeks. Teacher choice writing assignment and persona writing will be taught at the teacher’s discretion. 9/2 This week our focus was on plot and biographies. We read "Rikki-Tikki-Tavi". For the upcoming week we will continue our discussion of plot as well as adding characterization and character traits. We will be reading "Girls" and "Mother and Daughter". We will also continue to work on the writing process using autobiographies and biographies. We also meet with the social studies teachers to discuss how to integrate our curriculums.
 * Where are you on your long-range plans, pacing, and content standards?

9/9 We discussed what we have accomplished this week. We have all taught "Rikk-Tikk-Tavi" and plot. We have all begun to teach "Girls" and "Mother and Daughter" focusing on how characters affect the plot of a story. We have also taught the types of characters. All students are also writing autobiographies which will lead to biographical reports.

9/16 We are still working on creating autobiographies and biographies. Next week, we will focus on interviewing another classmate in order to write a biographical report. We are also starting novel studies next week. Jenkins and Sumter will be reading //Crash//, Brown will be reading //The Outsiders//, and Kolb will be reading //Freak the Mighty//. Our literary focus will be on plot, characterization, point of view, and conflict.

9/23 We are continuing to write biographies. We are also continuing with our novel studies. While reading the selected novels we will be focusing on plot, characterization, point of view, and conflict.

4/28/11 We are working on multiple-analysis essays, We are also working PASS reviews.

8/26 NA 9/2 NA 9/9 NA 9/16 After interim reports we have conferenced with students who are struggling or not turning in assignments. Students have been given opportunities to turn in missing assignments. The curriculum is being adjusted based on student needs. 9/23 After interim reports we have conferenced with students who are struggling or not turning in assignments. Students have been given opportunities to turn in missing assignments. The curriculum is being adjusted based on student needs. We are also giving students opportunities in class to redo assignments. 4/28/11 We are using PASS review to monitor strengths and weaknesses 8/26 After looking at last year’s PASS scores we discussed ways to include more writing and reading skill building to increase the number of students in the met and exemplary categories. We discussed using more formal writing and the minimal writing expectations that we have for this school year. We also discussed the switch from literacy links to reader’s response journals. 9/2 RIT scores were used this week for grouping purposes. 9/9 RIT scores were used this week for grouping purposes. 9/16 Each level (honors, advanced, and regular) have different stems list and stems quizzes each week in order to address their needs. 9/23 Now that we have the student's most recent MAP scores we will reevaluate our groups. 4/28/11Student choices with assignments; grouping based on scores
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?

8/26 Levels 1,2, and 3 9/2 Levels 1,2, and 3 9/9 Levels 1,2, 3, 4, 5, and 6 9/16 Levels 1-6 9/23 Levels 1-6 4/28/11- levels 1-6 8/26 Our stems test uses levels one and two. 9/2 Our stems test uses levels one and two. 9/9 Our stems test uses levels one and two. 9/16 Our stems quizzes use levels one and two. 9/23 Our stems quizzes use levels one and two. Our stories and terms test used levels 1, 2, 4, 5, and 7. 4/28/11- Our5 stems quizzes use levels one and two. Out stories and terms tests use levels 1,2,4,5,and 7. 8/26
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: 8/26 Brown, Jenkins, Kolb, Sumter 9/2 Brown,Kolb, and Sumter Jenkins in IEP meeting 9/9 Brown, Sumter, Kolb, Jenkins 9/16 Brown, Jenkins, Kolb, and Sumter 9/23 Brown, Jenkins, Kolb, and Sumter 4/28/11 Brown, Jenkins, Kolb