1. Bellwork April 4, 2016 Copy and answer.

2. D) find the difference between the greatest and least amounts of rainfall.

3. Standard/I can… ELAGSE7RL3: Analyze how particular elements of a story or drama interact (description). I can evaluate descriptions used in a text.

4. Hook: Descriptive Writing Video https://www.youtube.com/watch?v=JcdndYPItHI

5. Mini-Lesson Review how authors use description: Description brings the world in a novel to life, giving the reader a sense of location and time. It grounds the characters into the pretend world of a novel. The objective of this lesson is to look at description. Description Insert: With a partner, students will complete a description INSERT using sentences from Dragon’s Blood. Students will discuss the description in Dragon's Blood and whether they feel it is effective. Review what happened in the first part of the novel (The Hatchling): Intro-Ch. 10. Why is “The Hatchling” an appropriate heading for this part of the novel?

6. Work Session- Read Ch.11 pg. 130-135 Guided Reading Questions: 1. What signifies to Jakkin that his young dragon knows he is coming to the oasis? 2. What does Jakkin notice about the plants around his oasis? 3. How big is Jakkin's dragon compared to the day before? 4. Where does Jakkin entice the young dragon to go? 5. What does Jakkin know as he observes the young dragon? 6. What do the dragon and Jakkin do after the dragon swims? 7. What does Jakkin leave with the young dragon? 8. With what does Jakkin promise to return the next day?

7. Closing Exit ticket: Each student should give their favorite piece of detail from another text they have read this year. What makes this your favorite detail? How does the author use this description to enhance the reader's experience of their work? Can a lack of detail also affect the reader's experience? Homework: Students will write a short description of a scene from their favorite place, such as the beach, forest, mountains, city, or another location of their choosing.

8. Bellwork April 5, 2016 Copy and answer.

9. D) organize information into categories.

10. Standard/I can… ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. I can write a counterargument paragraph.

11. Hook: Argumentative Writing Video Shmoop https://www.youtube.com/watch?v=-lzGy5gizKg

12. Mini-Lesson Review last year’s GA Milestones Feedback about students argumentative writing (see the next slide). Claim/counterclaim Chart (provided by Dennard). Whole class or small groups: Students will fill out the chart above for each topic. Discuss chart as a class.

13. Argumentative/Opinion Writing: Noteworthy Trends Students may provide an essay that introduces a claim, but provide little development with few details drawn from the passages. Students may copy or closely paraphrase large portions of the prompt or passages (with or without attribution) while providing little original work (also seen in Informative/Explanatory Writing). Students may present both sides of the argument without choosing a side (or simply writing an Informative essay) or may choose both sides. Students may choose support from only one of the two passages (i.e., whichever passage best supports their claim or opinion). For grades 7 and 8 and High School: Students may present only one side of the argument, omitting a counterclaim.

14. Closing Counterargument paragraph. Share some examples. Homework: Complete a counterargument paragraph using the same format for a different topic on your chart.

15. Bell work 4/6/16 What should you include in a counterargument paragraph? Make a list, and try to list everything in order.

16. Standard/I can… ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. I can identify the parts of an argumentative essay.

17. Hook: Five Paragraph Essay (Flowcabulary)

18. Mini-Lesson Review counterarguments from yesterday.

19. Work Session Argumentative Writing: Deconstruct Essay Students will use a graphic organizer planning sheet to find each of the following in an essay: Introduction: *Hook *Claim (thesis/argument) *Background info Body Paragraphs *Topic sentence *Evidence/Example *Explanation of evidence Counterargument body paragraph: *Opposing and/or counterargument *Evidence/Example *Explanation of evidence *Rebuttal/turn back Conclusion: *Concluding Transition *Restatement of Thesis *Summary of topic sentences (in all body paragraphs) *Closing/clincher sentence. Counterargument paragraph (Provided by Dennard). Students will choose one of the topics and complete the paragraph using a handout.

20. Closing Share some graphic organizers on the document camera.

21. Bellwork April 7, 2016 Copy and answer.

22. C) add further meaning to the text.

23. Standard/I can… ELAGSE7RL3: Analyze how particular elements of a story or drama interact (narrative flow). I can evaluate the advantages and disadvantages of fast and slow narrative flow through individual practice.

24. Hook: Narrative Flow video (Tone, Mood, and Setting) https://www.youtube.com/watch?v=ZXemI1sbWbw

25. Mini-Lesson Narrative Flow: What does it mean when something flows? How does the writing move the plot? Does it slow it down, speed it up? How is change of pace used? The objective of this lesson is to look at narrative flow. Class discussion: What is narrative flow? What are some of the ways a narrative can flow? What is your favorite type of narrative flow--fast- paced with lots of action, slow with much description, and so on? How does narrative flow inform the plot? How does the narrative flow in Dragon's Blood?

26. Work Session- Read Ch. 12 pgs.136-151 1. What does Kkarina tell Jakkin to do when he arrives at the kitchen? 2. What does Kkarina ask Jakkin to tell her? 3. What color does Jakkin notice his dragon is? 4. What does Jakkin remind himself about the first color of a dragon? 5. What does Jakkin decide to do as the dragon watches him gather wort leaves? 6. What does the dragon do when Jakkin is unbalanced by the stream? 7. What does Jakkin notice for the first time about his dragon? 8. What is the source of a dragon's inner fire? 9. What does Jakkin find around his oasis?

27. Closing Quick Write: Depict a situation and write it in 2 ways--one fast paced and one slower paced with lots of description. Share your in-class writing and decide what the advantages and disadvantages are to different types of narrative flow. 3, 2, 1 with narrative flow: Three things I can explain, 2 things I have questions about, 1 thing I find interesting or new.

28. Bellwork April 7, 2016 Copy and answer.

29. D) gloomy.

30. Standard/I can… ELAGSE7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. I can identify the way an informational text is structured/organized.

31. Hook: Informative/Explanatory Writing Video https://www.youtube.com/watch?v=6ilnI3cBC3I https://www.youtube.com/watch?v=53L-5zE7Ibw

32. Mini-Lesson Review last year’s GA Milestones Feedback about student informative/explanatory writing (see the next slide). Informative writing PPT.

33. Informative/Explanatory Writing: Noteworthy Trends Students may provide an informative essay with some details drawn from the passage but with little organizational structure. Students may provide little development with few details drawn from the passages or with support drawn from only one passage. Students may copy or closely paraphrase large portions of the prompt or passages (with or without attribution) while providing little original work (also seen in Argumentative/Opinion Writing).

34. Work Session Informative/ Explanatory writing: Deconstruct Essay Students will use a graphic organizer planning sheet to find each of the following in an essay: Introduction: *Hook *Thesis statement *Background info Body Paragraphs *Topic sentence *Evidence/Example *Explanation of evidence Conclusion: *Concluding Transition *Restatement of Thesis *Summary of topic sentences (in all body paragraphs) *Closing/clincher sentence. Handout: Identifying text structure/organization of an informational text.

35. Closing How has the review of argumentative writing and informative/explanatory writing helped you? What questions do you still have?

36. Bellwork April 8, 2016 Copy and answer.

37. A) differing in kind

38. Standard/I can… ELAGSE7RL2: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. ELAGSE7RL3: Analyze how particular elements of a story or drama interact (symbolism). I can create symbols using themes from the novel we are reading.

39. Hook: Symbolism Video https://www.youtube.com/watch?v=x2wWRejHYkU https://www.youtube.com/watch?v=bXJUq4kdGAE

40. Mini-Lesson Review symbolism: Symbolism enriches writing and makes the text more varied and interesting. Most, if not all, fiction writing contains symbolism. The objective of this lesson is to look at symbolism. Class discussion. Discuss with students the symbols that appear in the book and what they mean. Have them discuss why Yolen would choose the symbols that she does instead of other potential choices. How successful is the symbolism in Dragon's Blood? How do the symbols enhance your reading experience? How do they contribute to the understanding of the characters?

41. Work Session- Read Ch.13 pgs. 152-161 Guided Reading Questions: 1. What does Jakkin decide he can do if a bond boy discovers his oasis? 2. What does Jakkin notice when he watches the hatchlings? 3. What does Errikkin ask of Jakkin? 4. What does Jakkin reply to Errikkin's request?

42. Closing Have the students take three themes out of Dragon's Blood and decide upon a symbol that would represent these themes. Share some examples of symbols created from the themes in Dragon’s Blood. Homework: Quiz Ch. 11-13 on Monday, 4/11.