WELCOME BACK 7 TH GRADE!

Do Now: Todays Agenda:

Come in have a seat wherever you
would like and talk with your table
about what you did over Fall Break.
Do Now
Reading Counts Quizzes
Weekly Reading Homework
Class Job Applications
New Table Groups
READING COUNTS QUIZZES
You are required to read 10 books (or
1,000 pages) this quarter.
You will be responsible for logging your
progress and turning it in on Friday of
each week.
If you have not finished your book by
Friday you will need to communicate that
to Mrs. Reed along with a reason why.
Starting tomorrow we will drop
everything and read silently for the first
ten minutes of every class.
READING COUNTS LOG- DUE EVERY FRIDAY
HOMEWORK IS NOW DUE DAILY. WHILE YOU ARE READING DURING THE FIRS T TEN MINUTES OF
CLASS I WILL COME AROUND TO CHECK THAT YOU HAVE COMPLETED IT.
GRADES WILL BE ENTERED IMMEDIATELY.
RAISE YOUR HAND IF YOU WOULD LIKE TO APPLY
TABLE GROUPS: 1 ST PERIOD
Table 1: Table 3: Table 5: Table 7:

Tevin Berlin Jaidyn Lily

Amara Jada M. Ari Kijani

Destiny Dionne Tasia Kenya

Nevaeh Robert
Table 2: Table 4:
Jared Sydney Table 6:
Jaida D. Aliveah Robyne
Alana Eukayhala Reagan
Aireona Jermiah Taylyn
TABLE GROUPS: 2 ND PERIOD
Table 1: Table 3: Table 5: Table 7:

Xavier Kalaysha Tamia Keziah

Robert JaMyaeh Aqeel Brad

Jamariya Andreas Keyonna Dayshae

Sincere Braeden
Table 2: Table 6:
DaiJordan Table 4:
Lanokie
Martez Jadavia
Cortez
Shelby Amaria
Amaziah Alexis
Brian
Jayel
TABLE GROUPS: 3 RD PERIOD
Table 1: Table 3: Table 5: Table 7:
Gracie Kyshun
John Crosslan
Johniveah Bayla
JeNeil Josiah
Kaleah Asia
Kyndl Lydia
Jada
Brian Javaan
Joshua Nicolas
Table 2: LeAira

Cortez Table 6:
Saniyah Table 4:
Jadyn
Jatoryion Jahnae
Janae
Marshall JaMya
DeKari
Joshee Donald
Teren
TABLE GROUPS: 4 TH PERIOD
Table 1: Table 3: Table 5: Table 7:
Keaton JaNyia Gemaurien Rashad
Kiara Akyla David Bryce
Kaelin ShaMarion TaRiyah Keilah
Sincere Nathaniel
Fredrea
Lebron

Table 2: Table 4:
Table 6:
Tarriyana Charles
Jaden
Tatyana W. Honesty
David
Jeremiah
Alex
Anrease Tatyana P.
Kennedi
Davon
THE CREATIVE BRAIN Quarter 2: Unit 1
UNIT 1 OVERVIEW
Students will
Build their knowledge about creativity
Examine the ways that writers incorporate voices and ideas of others into their own
writing.
Read Informational Texts:
1. Research Opens Windows Into the Creative Brain by Karen Weintraub
2. The Creativity Crisis by Po Bronson and Ashley Merryman.

Both texts explore the nature and importance of

OVERARCHING UNIT QUESTIONS
KEEP THESE QUESTIONS IN MIND AS WE EXPLORE THESE TEXTS

What can we learn about creativity from these texts?

What role do other peoples voices, ideas, and research

play in these texts?
WHAT IS MY END GOAL?
1. Draft an article for the school paper about how to enhance creativity.
2. Provide teachers with two creative tips for how to enhance their students
creativity and provide students with two creative tips to enhance their own
creativity.
3. Anchor your ideas in research and evidence about creativity from the unit texts.
4. Be sure to also provide your audience with background information about what
creativity is and why it is important.
THE ADORATION OF JENNA FOX:
--JOURNAL QUESTIONS
1. What does the phrase Time Heals mean? (p.7)

2. Compare and Contrast your room with Jennas room (p.15)

3. Why do you think the birds wont come to Jenna? (p.24)

4. What does this phrase meanBut letting go of something old and building
something new that is all my own feels good. (p.25)
DROP EVERYTHING & READ
HAPPY MONDAY!
Todays Objective
I know Ive got it when I have
reached a common
understanding about the big
ideas in the text and the order
in which they appear.
Agenda/ Schedule
Drop Everything & Read (10 mins)
Revisit Text (5 mins)
Concentric Circle (10 mins)
Identify Big Ideas & Share (10 mins)
Review Tips for Independent Reading
(5 mins)
Closure
REVISIT THE TEXT
Take a few minutes to look back over the parts
of the text that you highlighted and underlined.

You should have underlined places where you learned something about creativity.
You should have highlighted places where it was difficult to understand what
Weintraub is trying to say.
 CONCENTRIC CIRCLE
This is a silent activity that will take you about 5 minutes to complete.
Once the timer goes off each group member will read what they wrote aloud.
The group will then decide on one big idea that they took away from this text.

What student one learned What student two learned

about creativity in their own words about creativity in their own words

Group synthesis
of creativity
What student three learned What student four learned
about creativity in their own words about creativity in their own words
WHATS THE BIG IDEA?
BIG IDEAS PRESENT IN TEXT
1. Creativity is a process that involves many areas of the brain (lines 2-8).

2. Imagination, memory, and emotion are all aspects of creativity (lines 14-24).

3. Some people are more naturally creative than others, but everyone can learn to
be more creative (lines 25-37 and lines 51-52).

4. Rote memorization and testing can squash creativity (lines 38-50).

TIPS FOR INDEPENDENT READING- EXIT TICKET
Recap: Use your internal voice to sum up what youve read by saying something to yourself like:
So, what this means is or What the author is telling me is Some people look away from
the text to do this. When you manage to restate what you read, jot down a key word or two in
the margin to leave a trail of thinking points.
Reread and recap: If you cant recap on the first try, reread that section and try again.
Read around and move on: If you still cant recap after rereading, move on. You can call in
reinforcements once you get as much of the gist of the piece as possible.
----------------------------------------------------------------------------------------------------

Which of the Tips for Independent Reading did you were

used when you read this text?

Were they helpful? What did you do when you got stuck?
TERRIFIC TUESDAY!
Todays Objective Agenda/ Schedule

I know Ive got it when I can Drop Everything & Read (10 mins)
gather or draw examples that Task 1 Directions
demonstrate the relationship Relationship Among Concepts
among ideas. I will work
Visual Representation Example
individually to explain my visual
representation.
DROP EVERYTHING & READ
TODAYS TASK- DIRECTIONS
--Step 1:
Working with a partner, revisit the article and mark places where Weintraub is discussing
imagination, memory, emotions, mental illness, testing, and schooling.
Make notes about what each of these things has to do with creativity.

--Step 2:
Working with your partner:
Use your notes from Step 1 and the text to play with different representations of the relationship among
creativity, imagination, memory, emotions, mental illness, testing, and schooling.
Be sure to stick close to the text. In other words, make sure your visual representations are supported by the
text, and you and your partner use the text to resolve any differences in your thinking.
Once you and your partner agree on a visual representation that accurately depicts the relationship
among creativity, imagination, memory, emotions, mental illness, testing, and schooling, draw your
visual on chart paper.
RELATIONSHIP AMONG CONCEPTS
Imagination is represented by the cornerstone of the house since it is the
cornerstone of creativity.
Memory is represented by the foundation of the house because a foundation is
essential to a strong house.
Emotions are the roof of the house because the roof is directly connected to the
walls of creativity.
Weintraub says that people with mental illness are more likely to be creative. A
house is more likely to have a picture of a family in it, but it is not necessary to have
a family picture in a house.
Testing is represented by the wind. Weintraub says, Testing can shut down this
creative process
The door of the house represents school because the door could either keep
something out or let it in.
 VISUAL REPRESENTATION Testing

In the text, Research

Opens Windows Into the
Creative Brain, Karen
Weintraub CREATIVITY
discusses imagination,
memory, emotions, mental
illness, testing, and
schooling as
contributing to creativity.
SCHOOL
Mental Illness

Imagination
WONDERFUL WEDNESDAY!
Todays Objective Agenda/ Schedule

I know Ive got it when I can Drop Everything & Read (10)
individually explain my visual Visual Representation Work Time (10)
representation. Gallery Walk (20)
Visual Explanation (15)
DROP EVERYTHING & READ
 VISUAL REPRESENTATION
WORK TIME Testing

Once you and your partner agree

on a visual representation that
accurately depicts the relationship
among creativity, imagination, CREATIVITY
memory, emotions, mental illness,
testing, and schooling, draw your
visual on chart paper.
SCHOOL
Mental Illness

Imagination
GALLERY WALK
We will engage in a gallery walk in order to view the different visual
representations.
You should bring your Student Reader and take notes on the blank pages in order to
make notes about similarities and differences among the various representations.
THRILLING THURSDAY!
Todays Objective
Ill know Ive got it when I have a
common understanding of who each
person is that Weintraub includes in her
text and how Weintraub uses these
peoples voices, ideas, and research.
Agenda/ Schedule
Drop Everything & Read (10)
Visual Representation Work Time (10)
Gallery Walk (20)
Visual Explanation (15)
Socratic Seminar Agreements
VISUAL EXPLANATION
Using relevant evidence from the text explain your visual representation to someone
who does not understand the relationship between emotions, memory, Imagination,
Mental illness, testing, schooling and creativity.

An effective explanation will be 3-5 sentences and will explain how the evidence you
selected links to your ideas
SOCRATIC SEMINAR AGREEMENTS
Speak so that all can hear you and listen to what others say.
Remember that it is a conversation, NOT a debate.
Speak into the silence and use evidence to support your ideas,
Instead of staying confused about something ask for clarification
Consider ALL perspectives and be respectful
WHO DOES WEINTRAUB INCLUDE IN HER TEXT
AND WHY?
What do you notice about all the people that are mentioned in the text? (what do
they have in common?) List all the researchers in your interactive notebook

What makes them qualified to make statements about creativity? List what they
have in common in your interactive notebook

--Use evidence from the text to support your responses to the questions above.