1. Bellwork April 11, 2016

2. 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.

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

4. 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?

5. 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?

6. 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.

7. Orient Students and Examiners Prior to Testing and Monitor Carefully During the Test Session Paper and Pencil 7 Examiners & Students The following slides

8. Answer Document 8 Enlarged stop signs Added course name banner across the top of document Enlarged all item numbers to assist item answer clarity Enlarged go-on arrows Examiners & Students

9. 9 For paper and Pencil Test Takers, Stop signs have been increased in size. Section Breaks in Student Test Booklet Paper and Pencil Administration Only Page between ELA sections Examiners & Students

10. 10 ELA Answer Document Response Sections for Items 59 and 60 Item 59 response section Comparable layouts for EOG and EOC Section 3 of ELA includes constructed response and extended writing response items. Item 59 will be 2 point constructed response The number of lines/response space increased for all constructed response throughout answer document (for both ELA and Math). Examiners & Students

11. 11 ELA Answer Document Response Section for Item 60 Item 60 response section Comparable layouts for EOG and EOC Item 60 is the 7 point Extended Writing Task Added writing checklist to Item 60 to further emphasize accurate response zone for the Extended Writing Task Examiners & Students

12. Times Administration Times EOG/EOC Revised 2015–2016 Content Area/CourseTest Section(s) Minimum Time Per Section(s) Maximum Time Per Section(s) English Language Arts1 and 26075 English Language Arts37090 Mathematics1 and 26085 Science1 and 24570 Social Studies1 and 24570 12 Note: These maximum time limits do not apply to those students who have the accommodation of extended time.

13. Bellwork April 12, 2016 Copy and answer.

14. Standard/I can… ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain specific word and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension. I can determine the meaning of common testing vocabulary and apply the terms to different scenarios.

15. Hook: Video: Test taking vocabulary https://www.flocabulary.com/unit/test-taking-vocabulary/video/ As students watch, they can fill the blanks of the lyrics.

16. Mini-Lesson Pass out the depth of knowledge graphic and explain each dok level. Discuss how students may see these terms in each of their milestones content tests. Pick a word from one of the dok levels, and demonstrate the frayer model students will complete during the work session. Students will complete the same frayer model and assist in creation.

17. Work Session- In pairs/small groups, students will complete a frayer models for four testing terms. They must select terms in each of the four dok levels. In the frayer models, students will: 1. define the word 2. use it in a sentence 3. give an example of how it would be used in one of their contents (draw or write) 4. and give an example of how it would be used outside of their content (draw or write).

18. Closing Do a walk about/gallery viewing of the frayer models students created. Homework: Pick 6 of the 15 test taking vocabulary exercises to complete.

19. Orient Students and Examiners Prior to Testing and Monitor Carefully During the Test Session Paper and Pencil 19 Examiners & Students The following slides

20. Answer Document 20 Enlarged stop signs Added course name banner across the top of document Enlarged all item numbers to assist item answer clarity Enlarged go-on arrows Examiners & Students

21. 21 For paper and Pencil Test Takers, Stop signs have been increased in size. Section Breaks in Student Test Booklet Paper and Pencil Administration Only Page between ELA sections Examiners & Students

22. 22 ELA Answer Document Response Sections for Items 59 and 60 Item 59 response section Comparable layouts for EOG and EOC Section 3 of ELA includes constructed response and extended writing response items. Item 59 will be 2 point constructed response The number of lines/response space increased for all constructed response throughout answer document (for both ELA and Math). Examiners & Students

23. 23 ELA Answer Document Response Section for Item 60 Item 60 response section Comparable layouts for EOG and EOC Item 60 is the 7 point Extended Writing Task Added writing checklist to Item 60 to further emphasize accurate response zone for the Extended Writing Task Examiners & Students

24. Times Administration Times EOG/EOC Revised 2015–2016 Content Area/CourseTest Section(s) Minimum Time Per Section(s) Maximum Time Per Section(s) English Language Arts1 and 26075 English Language Arts37090 Mathematics1 and 26085 Science1 and 24570 Social Studies1 and 24570 24 Note: These maximum time limits do not apply to those students who have the accommodation of extended time.

25. Bellwork April 13, 2016 Copy and answer.

26. Standard/I can… ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text. ELAGSE7RI4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and done. I can choose the word that best expresses the meaning of a sentence. How do ideas influence individuals or events? How do individuals influence ideas or events?

27. Georgia Milestones Test Booklet format Go over the test booklet format for the Georgia Milestones test using the following link: http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Documents/Milestones/EOG%20Resource s/Milestones_Grade_6_Answer_Document.pdf http://www.gadoe.org/Curriculum-Instruction-and- Assessment/Assessment/Documents/Milestones/EOG%20Resource s/Milestones_Grade_6_Answer_Document.pdf

28. Hook: Video: Word choice (connotation and denotation) https://www.flocabulary.com/unit/word-choice/video/ As students watch, they create a circle map where they take notes over word choice.

29. Mini-Lesson Pick Just the Right Word handout (from Flowcabulary). Students may work in pairs. As a class, discuss the answers and address questions about word choice.

30. Work session Informational Text: 1. Pg. 307-312 of ELA Textbook. Take notes on personal essay ONLY, pg. 313. 2. Complete pg. 314 #5. 3. Compare answers with a peer.

31. Closing Review answers from today’s work session. Good luck tomorrow! Homework: Go to bed early, eat breakfast, relax, and DO YOUR BEST on the test!

32. Orient Students and Examiners Prior to Testing and Monitor Carefully During the Test Session Paper and Pencil 32 Examiners & Students The following slides

33. Answer Document 33 Enlarged stop signs Added course name banner across the top of document Enlarged all item numbers to assist item answer clarity Enlarged go-on arrows Examiners & Students

34. 34 For paper and Pencil Test Takers, Stop signs have been increased in size. Section Breaks in Student Test Booklet Paper and Pencil Administration Only Page between ELA sections Examiners & Students

35. 35 ELA Answer Document Response Sections for Items 59 and 60 Item 59 response section Comparable layouts for EOG and EOC Section 3 of ELA includes constructed response and extended writing response items. Item 59 will be 2 point constructed response The number of lines/response space increased for all constructed response throughout answer document (for both ELA and Math). Examiners & Students

36. 36 ELA Answer Document Response Section for Item 60 Item 60 response section Comparable layouts for EOG and EOC Item 60 is the 7 point Extended Writing Task Added writing checklist to Item 60 to further emphasize accurate response zone for the Extended Writing Task Examiners & Students

37. Times Administration Times EOG/EOC Revised 2015–2016 Content Area/CourseTest Section(s) Minimum Time Per Section(s) Maximum Time Per Section(s) English Language Arts1 and 26075 English Language Arts37090 Mathematics1 and 26085 Science1 and 24570 Social Studies1 and 24570 37 Note: These maximum time limits do not apply to those students who have the accommodation of extended time.

38. Bellwork April 14, 2016 Copy and answer. Reflect on how you did on Part 1 of the Milestones. What do you think you did well on? What did you struggle with?

39. Standard/I can… ELAGSE7RL3 Analyze how particular elements of a story or drama interact (dialogue to move story along). I can evaluate the way the author uses dialogue to develop the events of a story.

40. Hook: Video: Dialogue https://www.youtube.com/watch?v=ie2KFXkpb4M

41. Mini-Lesson Review what dialogue is: Dialogue allows characters in a book to talk to each other. It informs, entertains and makes the characters seem real. The objective of this lesson is to look at dialogue Assign the students a character from Dragon's Blood and isolate the character's dialogue (groups or pairs). They should look at the dialogue and see what it says about that character. How does the character speak? What does the character say? Bring the class back together and discuss what they have found out about dialogue. How does Yolen use dialogue in this book? Is the dialogue realistic? Do they think almost every word a person speaks is designed to have an effect on the story? How would dialogue be different in a play as opposed to a novel? Review Ch. 13 Read Ch. 14

42. Work session Guided Reading Questions: 1. What does Jakkin notice about his dragon's coat the next time Jakkin visits? 2. What does Jakkin see in his mind while he and the dragon are swimming? 3. What is flying above Jakkin and his dragon? 4. What happens after Jakkin dons the old shirt he left with his dragon? 5. Why does Jakkin cry out? 6. What does Jakkin's dragon do while Jakkin is unconscious? 7. Who is at Jakkin's oasis when he comes back to consciousness? 8. Who is kicking sand on the dead drakk? 9. What happens when Jakkin calls out to his dragon? 10. Why do Jakkin and Akki decide to take the drakk back?

43. Closing Group work/Pair work: Divide the students into pairs and ask them to take the dialogue from a scene and adapt it into a scene for a play, still keeping to the story's characterization. End the lesson by looking at what they have developed.

44. Bellwork April 15, 2016 Copy and answer. Reflect on how you did on the last part of the ELA Milestones. What do you think you did well on? What did you struggle with?

45. Standard/I can… ELAGSE7RL2: Determine a theme/or central idea of a text and analyze its development over the course of the text. I can determine the theme(s) of a literary work.

46. Hook: Video: Themes in literature https://www.youtube.com/watch?v=H3_Bb9wGObY

47. Mini-Lesson Review what a theme is: A theme is an idea or message contained in a piece of fiction Today, we will develop theme statements using fear. Jakkin's fear freezes him on the first tree but he has it under control by the third tree. Jakkin's killing of the drakk is clearly a reaction to his own fear. Group work. In groups students will come up with an answer to the following questions: What is fear? How can it affect our lives? How can one cope with fear? Is the absence of fear courage? What is the opposite of fear? Some say courage, others say love is the opposite of fear. How would one be able to think that love is the opposite of fear? What does that suggest? How would one define Jakkin's fears? Is it reasonable to be fearful in Jakkin's situation? Review Ch. 14 Read Ch. 15

48. Work session Guided reading Questions: 1. What does Sarkkhan give Jakkin? 2. What does Akki say when Jakkin suggests she should get paid for the dead drakk also. 3. Why does Akki say no man will ever fill her bag? 4. What do Akki and Jakkin do back at the oasis? 5. What does Akki offer to get Jakkin?

49. Closing Group work. Have students discuss what various characters in Dragon's Blood fear and how these fears motivate those people. In your booklet, come up with a theme statement using fear. Share some examples from the I check.