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Grade 7B

Spring 2017                      

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Grade 7!

Mathematics: CCLS Math:7.RP.17.RP.27.RP.37.EE.37.G.1

Grade 7 Module 4: Percent and Proportional Relationships

In Module 4, students deepen their understanding of ratios and proportional relationships from Module 1 by solving a variety of percent problems. They convert between fractions, decimals, and percents to further develop a conceptual understanding of percent and use algebraic expressions and equations to solve multi-step percent problems. An initial focus on relating 100% to “the whole” serves as a foundation for students.  Students begin the module by solving problems without using a calculator to develop an understanding of the reasoning underlying the calculations.  Material in early lessons is designed to reinforce students’ understanding by having them use mental math and basic computational skills. To develop a conceptual understanding, students use visual models and equations, building on their earlier work with these.  As the lessons and topics progress and students solve multi-step percent problems algebraically with numbers that are not as compatible, teachers may let students use calculators so that their computational work does not become a distraction.

ELA: Procedural Writing

“How To” – students will develop a written & visual plan to teach the class “How To” do something.

They are responsible to teach, provide material and explain their lesson to the class.

They will be critiqued for their instruction based on:

  1. If the lesson was taught well/Did the students learn?
  2. Was the lesson completed in a timely manner?
  3. Did they speak clearly and use transitional words?
  4. Did they provide a model?

READING:

“Missing” by Catherine Macphail

Students will create an anti-bullying campaign – to be displayed on the smart-board

Students will research an actual case of bullying

Create a 10 slide power-point presentation (including a bibliography) answering: who, what, where, when, why and how.

 

CCLS Social Studies: From Colonies to the Revolution

7.2 Colonial Developments:  European exploration of the New World resulted in various interactions with Native Americans and in colonization.  The American colonies were established for a variety of reasons and developed differently based on economic, social, and geographic factors. Colonial America had a variety of social structures under which not all people were treated equally.

(Standards: 1, 2, 3, 4; Themes: MOV, GEO, ECO, TECH, EXCH)

7.3 AMERICAN INDEPENDENCE: Growing tensions over political power and economic issues sparked a movement for independence from Great Britain. New York played a critical role in the course and outcome of the American Revolution.

(Standards: 1, 4, 5; Themes: TCC, GOV, ECO)

CCLS MATH: 7.NS.17.NS.27.NS.37.EE.27.EE.4 Grade 7 Module 2: Rational Numbers In Grade 6, students formed a conceptual understanding of integers through the use of the number line, absolute value, and opposites and extended their understanding to include the ordering and comparing of rational numbers. This module uses the Integer Game: a card game that creates a conceptual understanding of integer operations and serves as a powerful mental model students can rely on during the module.  Students build on their understanding of rational numbers to add, subtract, multiply, and divide signed numbers. Previous work in computing the sums, differences, products, and quotients of fractions serves as a significant foundation. CCLS ELA: Grade 7 – Macbeth Students will read, discuss, analyze and synthesize: play characters, themes, motifs & symbols. Students will learn who Shakespeare was and write a biography of him. Students will choose one act of the play and act it out either in modern or old English.  RI.8.1 RI.8.2 RI.8.6 RI.8.9 RI.8.10 W.8.2 W.8.4 W.8.9 SL.8.1 Unit: Reading Closely for Textual Details Part 1 introduces students to the idea of reading closely for details through an examination of a range of text types. Part 2 introduces students to a particular process for close reading that involves questioning the text generally and then in text-specific ways—to help them focus on important textual ideas and characteristics. Part 3 develops student proficiency by analyzing textual details for making comparisons across texts. Parts 4 and 5 develop students’ abilities to express their analysis, through writing text-based explanations in Part 4 and then, in Part 5, through facilitating and participating in text-centered discussions. Social Studies Unit:   Currently the students are working on a Presidential Election Unit: At the conclusion of this unit the students will:

  • understand that elections are decided by the electoral college
  • see that each state has a number of electors, and understand how this number is determined
  • examine election trends

Debates: dscn7532 dscn7537 dscn7540   Grade 7 Mathematics: Module 1: Ratios and Proportional Relationship Students bring the sum of their experience with proportional relationships to the context of scale drawings (7.RP.2b7.G.1).  Given a scale drawing, students rely on their background in working with side lengths and areas of polygons (6.G.1, 6.G.3) as they identify the scale factor as the constant of proportionality, calculate the actual lengths and areas of objects in the drawing, and create their own scale drawings of a two-dimensional view of a room or building.  The topic culminates with a two-day experience of students creating a new scale drawing by changing the scale of an existing drawing.   Grade 7 ELA:        

Unit: Reading Closely for Textual Details

Part 1 introduces students to the idea of reading closely for details through an examination of a range of text types. Part 2 introduces students to a particular process for close reading that involves questioning the text generally and then in text-specific ways—to help them focus on important textual ideas and characteristics. Part 3 develops student proficiency by analyzing textual details for making comparisons across texts. Parts 4 and 5 develop students’ abilities to express their analysis, through writing text-based explanations in Part 4 and then, in Part 5, through facilitating and participating in text-centered discussions.

                                                                                                                                                                                                                                                                                                        

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