7th Chalmers, Gwyn, Pearson Reading The Pearl Week of 12/8/2014

REFLECTION SECTION
General comments
(Jenn) During FIA week, I will continue to be consistent about taking dollars for out of
on Curriculum and
seat and response to correction. Im excited to be building scheme for The Pearl because
Students:
I think that our lessons will be effective, despite scholars FIA week tiredness. This should
get us off to a great start for reading The Pearl, which is a more complicated text than
Which scholars are The Giver.
struggling most in
your class? Why? Action Plan for Building Relationships
Nassir Pettiford
Be specific.
Every day, I will do at least 3:
What
Eye contact and ask how is your day going? during entry to class.
interventions are
you going to try
Check in during Do Now
with them this
Hit during Oral Drill every day make him successful
week?
Eye contact during directions
What parent
Conversation if he checks out
contact have you
Add dollars immediately for getting started on Do Now
made?
Deduction immediately if hes talking or out of seat
What support do
Call home about HW
you need in order
Visit during Administrative to check in about HW
to help these
Joshua Rivera
students be
Every day, I will do at least 2:
successful?
Nonverbal in stairwell
Nonverbal (politician) during successful completion of classwork
(As often as possible) Answer his questions first during independent practice
Write positive note to give in Brainy Breakfast
Reflection on Relationships Week 14
I continue to struggle with Nassir and may have to brainstorm some new strategies. Our
relationship has grown but it has not helped to permanently change his behavior and
engagement in my class.
Joshua improved this week and got off of administrative. He will now get to receive the
incentive he and I agreed that he would get when he got off administrative. I will be
interested to see how he behaves next week off of bench and off of administrative.

Progress towards
PD Goals:
How do you plan
to implement
feedback that you
have received on
plans or
observation?
How are you
addressing your
PD goals? Be
specific.

(Jenn)
Goals and Plan:
100% Tracking - Use "Pens down / Eyes on..." and Track when I speak and
when scholars speak. Pause/Scan for compliance. Follow this with "I
need..." and then deductions.
Pacing - track completion of teams of work in class/include Exit Ticket (use
timer on clipboard!); Time Opening Procedures - 15 minutes from the first
handshake to the end of DN review or collection.
Circulate/Break the Plane to address "S". Using proximity and non-verbals
after I identify scholars not in "S".
Progress (Week 14):
1. 100% Tracking: Tracking seemed to suffer this week even though scholars
had ample opportunity for discussion of The Giver. As we begin a new book, I
will plan more discussion questions and opportunities into my lessons so that
scholars get a chance to practice tracking in my class in this setting.

7th Chalmers, Gwyn, Pearson Reading The Pearl Week of 12/8/2014

2. Pacing Reflection
o My pacing improved this week because I did not allow scholars who
did not complete work to slow down the lesson. Instead, I reviewed
material at the pace that scholars who did complete the lesson
would benefit from. I believe this will help in the long run because
scholars will see the consequences of not completing their work.
3. Circulate/Break the Plane for S I did not correct S as much this week, but I
did use proximity effectively to stop misbehavior in a number of
circumstances.
Unit Topic and
Destination
Assessment:
Where you are
headed? List
projects, FIAs,
weekly
assessments,
projects,
performance
tasks, etc. that
your scholars are
working towards?
Identify
skills/standards
from Common
Core

Key Concepts/
Enduring
Understandings:
What content will
scholars need to
know in order to
get to mastery?

FIA 7.1
o Important Details (taught)
o Identify Main Idea (taught)
o Identify Setting (taught)
o Providing evidence for support (taught)
o Characterization (taught)
o Making inferences (taught)
o Identify theme (taught)
o Interpreting figurative language (taught)
o Determining vocab in context (taught)
o Identify turning point
o OER (taught)
o Making predictions (taught)
o Text structure (taught)
o Asking questions (taught)
FIA 7.2
o Interpreting figurative language ((taught)
o Inference (taught))
o Text structure ((taught)
o Theme (taught)
o Turning point (taught)
o Asking questions (taught)
o Vocab in context (taught)
o OER
o Main idea(taught)
o Important details (taught)
o Using evidence for support (taught)
o Characterization (taught)
Active Reading (taught)
OER structure (taught)
SWBAT

Define and analyze social class in America to build schema for The Pearl
Identify and define vocabulary in context from The Pearl
Read and analyze the legend that The Pearl is based on
Summarize individual paragraphs of historical schema relevant to The
Pearl
Construct a timeline of important events relevant to The Pearl
Analyze a short biography of John Steinbeck

7th Chalmers, Gwyn, Pearson Reading The Pearl Week of 12/8/2014

Post Assessment
Follow-up:
Refer to your sixweek action plan.
What standards
are you spiraling
this week into do
nows, minilessons,
homework,
quizzes, etc.?
What standards
are you
reteaching?
College Readiness:

Special Needs
Students:

Setting place
Identify figurative language
Main idea

Scholars will be filling in guided notes to keep in classroom binders

Scholars will manage time for independent practice
Scholars will be working on open ended responses
Scholars will be citing textual evidence to support their claims
TW consider struggling scholars and use relationship building taxonomy to address them
during the lesson. This includes frequently making eye contact when giving directions
and checking for understanding. It also means scanning for their facial expressions to
gauge understanding/confusion.

7th Chalmers, Gwyn, Pearson Reading The Pearl Week of 12/8/2014

Thursday, December 11, 2014 (85 minutes) Jenn
Objectives:

SWBAT

What skills/content will

students need to know in
order to get to mastery?
You may have more than
one objective.

Construct a timeline of important events relevant to The Pearl

Be sure to apply to the

Common Core.

Do Now:

0:00-0:05 Do Now (5 minutes)

Provide an explanation

SW read a short passage on The Importance of Understanding the Context of What You
Read and answer 6 comprehension and reflection questions.

of the DN. Attach a

copy of the DN when
you send the plans

Script questions that

you will ask during the
DN review and any
misconceptions you
expect students to have.
Include all DN review
questions in this box.

Words of
Motivation:
Oral Drill/Mad
Minute Dash:

(See packet 15.4)

Remember: Do as I do. Say as I say.

Two claps on two. 1,2
0:05-0:07
(See attached oral drill questions)

Script Oral Drill

questions and answers
Be sure to write scholars
names next to questions

Do Now Review

Heart of the
LESSON #1:

0:07-0:10 (3 minutes)
Deep Dive: Review all answers. Make sure scholars understand at least what it means to
contextualize before reading.
See explanations of answers in packet 15.4

The History of the Baja Peninsula Timeline

0:10-0:60
(30 minutes: I do 5 minutes, We do 17 minutes, You do 18 minutes)

I : Present/Model
We:
Guided Practice
You:
Independent
Practice

I do: Guided instructions, Guided notes, Think alouds

(5 minutes)

Where does The Pearl take place?

Todays Task: The Pearl is a fictional novel, but it takes place in a real-life
location that has had a rich history. Today we will learn more about this place to
build schema for The Pearl.

7th Chalmers, Gwyn, Pearson Reading The Pearl Week of 12/8/2014

The Pearl takes place in the village of

, which is on the
in the late

or early

We do: Guided practice

Activity 1 (5 minutes)

SW read directions: Look at the Maps A and B below and complete Steps 1-5.
TW guide scholars through steps 1-5 to label the maps with the Baja Peninsula and
La Paz relative to New Jersey. (See packet for maps)
Activity 2 (12 minutes)
SW read directions:

Directions: Now that we know where the Baja Peninsula is, we need to know what
has happened there in the past. Actively read the passage below for the most
important events so that we can create a timeline to go along with our reading of
The Pearl.
TW instruct scholars to clutch raise rip the last page of their packet so that they can
have the timeline next to their packet.
SW read History of the Baja Peninsula, pausing to answer comprehension questions
about what happened and when (filling in this information in the timeline) and one vocab
in context question for the word missions.
You do (18 minutes)
SW answer reflection and comprehension questions silent solo.
10 minutes on the clock. When I say ready set, you say go. Ready set.

1. Why did explorers begin to settle La Paz?

2. Why did the Battle of La Paz and Seige of La Paz take place?
3. One motif, or idea, that answers to #12 and #13 have in common are
a. Love and Friendship
b. Generosity and Selflessness
c. Greed and Selfishness
d. Cruelty and Hatred
4. Explain your answer to #14. Use evidence from The History of the Baja
Peninsula. (3-4 CANS)
5. What is one connection you can make between The Legend of Mechudo
and these events in Baja Peninsula history? Use evidence from History of
the Baja Peninsula and The Legend of Mechudo.

Closure File/Collect

1:00-:1:10 Closure (10 minutes)

7th Chalmers, Gwyn, Pearson Reading The Pearl Week of 12/8/2014

class binders, record
HW, Exit Ticket:

(2 mins) Collect class binders and record HW

Scholars, we are ready to collect the class binders. When I say go, well use our left hand to reach
for our binder, put in on our desk, and then return to STARS. In 3 seconds. Go! 3-2-1.
Binder monitors, you may now collect the binders silently and return them to the shelf. While they
do that, every else record the HW into your agenda from the board. Scholars who sit next to a
binder monitor, you record the HW for your partner. Ready? 1 minute! Go.
10 second warning. 9-8-7-6-5-4-3-2-1. Now we are sitting in STARS.
(5 mins) Review HW
Turn to the HW page in your packet in 3-2-1. Now fill in the heading.
Your HW has 3 parts. Make sure you see the back, and use your notes from class and the book to
help you do the homework. Clutch your packet in your left hand, exit ticket in your right. Raise in 32-1 and rip! Packet down. Exit ticket on the right of your desk.
(2 mins) Binder Filing
We are going to file away our packet and homework in our homework binder. When I say go, well
use our left hand to reach for our binder, put in on our desk, and then return to STARS. In 3
seconds. Go! 3-2-1. Now find Reading and file away that homework. Let me hear those
clicks. Good work! Love the urgency. 2.5 claps on 2, 1-2. Nice. Lets exit ticket.
SW have only their exit ticket on their desk. (See packet 15.4)

HW Assignment:

Necessary Materials:

Anticipated
Challenges: Consider
academic and
behavioral challenges

SW read about the time period when The Pearl was written, answer questions, and add dates
and events to their timelines.
SW complete a final draft of their timelines.
Worksheets
Projector
Scholars may be tired from the FIAs. We may also face a challenge from our varying schedule
on this day (some classes are longer than others).