Thursday, February 15

Hello my sweet students,

Your assignment is to finish reading the “Amigo Brothers” and complete your packet. Make sure you go over your notes for text connections, theme, perspective, and your vocabulary words. Here are some questions to go over:

What is it called when you activate your background knowledge?

Which is NOT an advantage that Antonio had over Felix?

What promise do the boys make each other?

What do each boy do the night before the match?

Where was the match?

Who wins the fight? What happens after the bell?

What is the overall mood of the story?

What are the physical characteristics of each boy?

How many rounds was the match?

What is perspective based on?

What’s Happening the Week of February 12- 16, 2018?

Welcome back! Be sure to be studying your notes over text connections, theme, our stations, and “Amigo Brothers”. Make sure to click on the links for the information.  The summative is on Friday, the 16th.

 

Amigo Bro Vocabulary-29f9e7t

Theme Introduction 4-10-17-1yokjs8

Making Text Connections (1)-20d1h61

 

MONDAY- Stations presentations. Back ground information for the “Amigo Brothers”. Here is the link to the story:

Amigo+Brothers+Story – Piri Thomas-11xior5

amigo background [Autosaved]-w9r31j— Power point

TUESDAY- Students will begin reading “Amigo Brothers” starting with background information, vocabulary and guided reading activities. As they read, they will complete their guided reading worksheet, authors purpose organizer, and characterization PPT and chart.

WEDNESDAY- Continue reading “Amigo Brothers”. Students will view a PPT over Plot and complete a plot graphic organizer.

THURSDAY- Continue reading “Amigo Brothers”. Students will complete a historical analysis graphic organizer. Peer Evaluation worksheet. Go over study guide.

FRIDAY- Study with a partner (10 minutes) SUMMATIVE ASSESSMENT. Make sure to bring your independent reading novel.

 

Standards we are addressing this week:

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
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 a specific word choice on meaning and tone.

ELAGSE7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
ELAGSE7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
ELAGSE7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
ELAGSE7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE7RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELAGSE7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
ELAGSE7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Here’s What’s Happening February 5-9, 2018

Here is what we are working on this week:

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the    text.
ELAGSE7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
ELAGSE7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.

ELAGSE7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerentbellicoserebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

 

MONDAY- We completed our text connections notes that we began on Friday. The students completed a formative assessment.

TUESDAY- Perspective- we will be taking notes and going through the power point. The students will receive a packet of notes that will also be completed.

WEDNESDAY- THURSDAY– Stations on perspective, imagery, foreshadowing, theme, and setting.

FRIDAY- HAWK TIME SCHEDULE. Finish stations. “The Highway Man” will be moved to next week.

Theme Introduction 4-10-17-1yokjs8

 

VOCABULARY WORDS

Amigo Bro Vocabulary-29f9e7t

 

We will begin our study of the text “Amigo Brothers”. This story will carry us through next week.

 

***** SUMMATIVE #2 will be on Friday, February 16. This will be over the text connections notes, perspective, imagery, foreshadowing, theme, setting, and “The Amigos Brothers”.

January 29- February 2, 2018

Here is what we are working on this week:

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
ELAGSE7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.

ELAGSE7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

 

MONDAY- Independent reading of Tangerine. We then reviewed for our summative assessment scheduled for TOMORROW, TUESDAY, JANUARY 30, 2018. The students worked in study guide stations. Make sure you check out the Quizzizzes and the Quizlets on the previous post!

TUESDAY– Summative over Unit 7: Biographies and Autobiographies.

WEDNESDAY- New vocabulary words: camouflage, capitalize, disillusionment, eloquence, insinuation, integrated, retaliate, shrewdly, speculate, and taunt. Read “The Noble Experiment” and answer the comprehension questions.

The Noble Experiment-1gx13c6

THURSDAY- Opening: Independent reading and finishing up work from yesterday. Text connections power point.

FRIDAY- Finish text connections power point. Connections sheet- (formative).

Making Text Connections (1)-20d1h61

Summative Over Unit 7

Hello and welcome to your daily dose of D’Emilio! The summative is scheduled for Tuesday, January 30, 2018.

 

Quizlets:

Red Scarf Girl

Red Scarf Girl Vocabulary 2

Eleanor Roosevelt Vocabulary

*** Don’t forget to study the vocabulary from “23 Days” and “It’s Not About the Bike”.

 

Red Scarf Girl Quizizz

Go to https://join.quizizz.com and enter this code: 876062

 

Eleanor Roosevelt Quizizz

Go to https://join.quizizz.com and enter this code: 183658

 

 

 

For the past several days, I have been reviewing the vocabulary for each story we’ve read and reminding the students of what will be on the exam. As we have been reading, we’ve been pausing after every few paragraphs for the students to fill out their graphic organizer and to write their readers response.

Please make sure that your student is going over the vocabulary, the autobiography and biography notes we covered, and the notes he or she has taken over the stories. Click on the LINKS below for the power points we have covered in class. Thank you!

Autobiographiesandbiographies-qradsm

Red Scarf Girl 2-2crmzth

ELEANOR ROOSEVELT-145gzvz

It’s Not About the Bike-2jvssyp

Week of January 22- 26, 2018

In case you need to read:

Tangerine: https://abbalocke.weebly.com/uploads/1/4/4/7/14472852/tangerine-pdf.pdf

 

 

Here is the power point with the vocabulary from “Red Scarf Girl”:

Red Scarf Girl 2-2crmzth

 

MONDAY- Back ground history of the Roosevelt family. Biography- “Eleanor Roosevelt”. We will be creating a graphic organizer and practice our active reading strategies.

ELEANOR ROOSEVELT-145gzvz

Make sure to get the vocabulary words and the definitions! You can put them on index/flash cards or in a quizlet. Be sure to have these by Friday.

TUESDAY- Continue reading “Eleanor Roosevelt” and filling out the reader’s response notes and the graphic organizer.

WEDNESDAY-  Finish the biography. Discussion questions: 1) Why does going into a new environment sometimes inspire people to improve themelves? 2) How does Eleanor’s life change when she goes to Allenswood? 3) Why did Eleanor blossom at Allenswood?

Comprehension questions on page 774.

THURSDAY-  Journal. “It’s Not About the Bike”- autobiography by Lance Armstrong and “23 Days in July”. Students will also receive vocabulary words: terse, culminate, perception, prestigious, stance, and recessed.

FRIDAY- Opening: Independent Reading of “Tangerine”. Text Connections

  • This mini lesson focuses on the importance of making connections within and between text and other walks of life. Students will examine and identify:
    Text to Self
    Text to Text
    Text to World
  • Guided notes graphic organizer.
    Text to Media: “A HiSSstory of Terror Attacks”
  • Turn and Talk
    Students will share their text connections

Formative assessment 1/29/18 over Foreshadowing, Flashback, Text Connections, Perspective, Interpretation, Imagery, Setting and Theme.

*** SUMMATIVE TO BE MOVED TO NEXT WEEK

 

 

Here are the standards we are covering this week:

ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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 a specific word choice on meaning and tone.
ELAGSE7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
ELAGSE7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.
ELAGSE7RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELAGSE7L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

What’s Happening During The Week of January 16-19, 2018?

In case you left your language arts book at school and you need to read:

Tangerine: https://abbalocke.weebly.com/uploads/1/4/4/7/14472852/tangerine-pdf.pdf

 

TUESDAY- We finished reading an excerpt from Ji-Li Jiang’s autobiography, Red Scarf Girl. The students then analyzed the text to discuss what difficult decision Ji-Li was forced to make and how she feels when she is forced to make this choice.

Red Scarf Girl 2-2crmzth

Make sure to get the vocabulary words and the definitions! You can put them on index/flash cards or in a quizlet. Be sure to have these by Friday.

WEDNESDAY- Back ground history of the Roosevelt family. Biography- “Eleanor Roosevelt”. We will be creating a graphic organizer and practice our active reading strategies.

ELEANOR ROOSEVELT-145gzvz

Make sure to get the vocabulary words and the definitions! You can put them on index/flash cards or in a quizlet. Be sure to have these by Friday.

THURSDAY- Finish “Eleanor Roosevelt”. Discussion questions: 1) Why does going into a new environment sometimes inspire people to improve themelves? 2) How does Eleanor’s life change when she goes to Allenswood? 3) Why did Eleanor blossom at Allenswood?

Comprehension questions on page 774.

FRIDAY- Journal. “It’s Not About the Bike”- autobiography by Lance Armstrong and “23 Days in July”. Students will also receive vocabulary words: terse, culminate, perception, prestigious, stance, and recessed.

 

 

Here are the standards we are covering this week:

ELAGSE7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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 a specific word choice on meaning and tone.
ELAGSE7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
ELAGSE7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
ELAGSE7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.
ELAGSE7RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELAGSE7L4: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.