Week of February 12-16, 2018

We are finished with Tangerine, and we are moving on to a biography study where we will spend some time expanding upon what you are learning about Nelson Mandela in Social Studies.  This unit will culminate in a multimedia presentation.  However, no worries about that right now!  You have a few days before Winter Break!

Our focus this week will be on previewing what you’ll need to know and do for the Summative Assessment, examine some biographical information about Mandela, and review adjective and prepositional phrases.

Learning Targets

• Identify the knowledge and skills needed to complete Embedded Assessment 2 successfully and reflect on prior learning that supports the knowledge and skills needed.
• Interpret quotations, make inferences, and generate research questions.
• Analyze how biographical and historical facts are presented in a media text.
• Conduct research to answer questions about the consequences of a leader’s choices on society.
• Cite evidence from texts to support an analysis of the features of biography and autobiography.
• Analyze how two texts about the same topic present information by providing different evidence or interpreting the facts differently.
• Use adjective and prepositional phrases to clarify writing

Focus Standards

SL.7.1: 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.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
SL.7.1: 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.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

 

Mid-Week Update

Hi everyone!  I hope you are well!  This week we’ve been working on finishing up the first unit of 2018.  For the past couple of days partners have been working on finding the four types of conflict present in Tangerine (Man v. Self, Man, Nature, and Society) AND reviewing Active and Passive Voice.  These concepts will make an appearance on Friday’s Summative Assessment.  Make-ups and retakes on this assessment will be held on Thursday 2/15 before school at 8:15.

Speaking of an assessment on Friday, here is an overview of what to expect: Tangerine Review Guide

Next week, we look forward to starting a new unit using a personality that you’ve been learning about in Social Studies:  Nelson Mandela.

Week of Februrary 5-9, 2018

Well folks, it’s been a shaky start to 2018 between the inclement weather days and the icky sicky season.  I’m back from being out with the flu last week (not fun, and no vacation!).   Please take care, wash your hands, and do not come to school if you are not feeling well!

This week we are wrapping up with Tangerine, and we are working towards the Summative Assessment over the Literary Analysis of Tangerine Unit.  This Assessment is planned for Friday 2/9.  It will include information about the novel, the unit vocabulary, and appositive phrases and adverb clauses.  The due date for the final Double Entry Journals is extended to Tuesday 2/6.

Because of weather and health delays, the Literary Analysis Essays will not be on this round of Progress Reports.  I will have these graded ASAP, but we’ve had some extenuating circumstances lately.  We will “Keep Calm and Carry On.”

Learning Targets

Interpret literal and figurative meanings in multiple texts.

Analyze how the conflicts in Tangerine affect or shape the novel’s plot and subplot.

Analyze the diction and imagery of a poem to identify tone and theme.

Make connections between the purpose and techniques of different genres.

Analyze motif and theme in the novel Tangerine.

Assess skills and knowledge acquired during Unit 3

Focus Standards

RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.)
W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.7.9a: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
RL.7.4: 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.

Week of January 29 through February 2

This week our focus is finishing up Tangerine concentrating on the motifs in the novel as well as character analysis.  Please use these as your focus on the final set of Double Entry Journals, due Monday 2/6.

The language focus for the week is appositive phrases and adverb clauses.  Expect a quiz on Wednesday over these concepts, and homework practice on Monday and Tuesday.

Keep up with your reading in Tangerine!  We are almost finished, and there will be an “unexpected” assessment sometime this week.

Learning Targets

Analyze how symbol, imagery, and figurative language contribute to tone and theme in a novel.

Revise a literary analysis paragraph to include phrases and appositives.

Cite textual evidence to support an interpretation of a motif in the novel Tangerine.

Write an effective thesis, introduction, and conclusion for an essay about sportsmanship in Tangerine.

Interpret literal and figurative meanings in multiple texts.

Write a character analysis, analyzing a character in relation to a motif of the novel.

Focus Standards

RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.)
W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

 

Post Inclement Weather Post

That was an unexpected vacation last week, right?  We are getting back on track this week, but it so much easier for many of you because you checked in with my blog last week and kept up!  IF inclement weather ever happens again, plan to do the same thing.  It worked very well, and it kept you on track a lot more than we would have been if we hadn’t kept reading and responding to Tangerine.

Our main focus this week is producing a compare and contrast literary analysis of the motif of brother relationships in Tangerine.  This will be a summative grade because the first half of the quarter ends next Friday 2/2!  You should use Office 365 Word to type, share with your partner, and publish this response.  This is due on Wednesday 1/24.  If you are absent or a day behind, please come before school on Thursday 1/25.

Please read the next section of Tangerine (Sept. 18-Sept.29) by Friday 1/26.  The second set of double entry journals are due Friday as well.

Standards of Focus this Week

RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.)
W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

Learning Targets

Write a literary analysis paragraph about the motif of sibling relationships and provide support with textual evidence.

Identify and apply the organizing elements of a compare-and-contrast essay.

Analyze how symbol, imagery, and figurative language contribute to tone and theme in a novel.

Revise a literary analysis paragraph to include phrases and appositives.

Cite textual evidence from Tangerine to support inferences and predictions about the novel.

 

Week of 1/15-1/19

Can you believe that we haven’t seen a five day school week since the week of December 11?  This week is no exception!  Although it is a four day week, we are full steam ahead in Unit 3:  Choices and Consequences!

**As you know, we are in the thick of the season of “snow/ice” and illness.  It becomes a challenge to stay on track with our lessons and pacing this time of the year.  As far as the novel study, all due dates still apply- even when you are “home bound.”  Also, in the event of an Inclement Weather Day, check in here on the blog- I plan to post a small lesson or activity for you to check out during your time at home.  I know, I know… who wants to work on a “snow day?”  It won’t be a load of work, but just enough to keep you (and me) from getting behind (and having to make it up ANYWAY!)**

So as far as this week, here is the plan…

  • Groups will work on drafting and publishing a literary analysis of what we’ve read in Tangerine so far.  You will need access to Office 365 to do this.  Parents can give consent for use through the Synergy App.
  • Read Tangerine through the September 9 section by Wednesday 1/17 and complete the next Double Entry Journal, concentrating on Foreshadowing, Flashback, and Characterization.  Tangerine Quiz on Friday through the September 9 section.
  • Homework is to keep up with reading assignments.

Focus Standards
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
RI.7.6: 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

Learning Targets

Write a literary analysis paragraph about the motif of sibling relationships and provide support with textual evidence.

Identify and apply the organizing elements of a compare-and-contrast essay.

Compare and contrast a fictional account of a disastrous event with a nonfiction account, with a focus on the perspectives of the narrator and author.

Analyze the author’s point of view and purpose in a nonfiction text.

Week of January 8-12, 2018

I hope everyone had a great holiday break, and we are all back in the swing of things here at school!  Last Thursday 1/4 and Friday 1/5, we eased back in with some previews of Unit 3:  “Choices and Consequences,” including a fun activity where we peeled a tangerine and used imagery to describe the experience.

Clementine in a Snail Shape

The anchor for the first part of this unit will be a novel study of Tangerine by Edward Bloor, ending with the first embedded assessment, a literary analysis of the novel due the week before Winter Break in February.  We will be reading this novel (mostly in class) over the next few weeks, however, it would be wise for students to have their own copies of these books in case they are absent or do not quite finish the assigned reading in class.

Image result for tangerine novel

Expect Homework on Wednesday (or Thursday) Night as well as any ongoing reading that you may not have finished in class.  A Blue Unit Letter went home on Thursday 1/4 which contains the novel pacing for reading.  I’ll also attach the documents here:  Unit Three Letter and Unit 3 Tangerine Reading Plan-1o0v0cx.  Also, here is the Double Entry Log you will use while you read: Tangerine Double Entry Journal

We’ll be making up for lost time Monday, but we’re still aiming to use the dates on the novel pacing guide.  Any reading not completed in LA can be completed at home or in your independent reading time in your Reading class.  Here is our focus for this week…

Learning Targets

-Record textual evidence from a novel and respond with questions, connections, predictions, and inferences about the text.
-Write, discuss, and evaluate levels of questions about the text with peers.
-Analyze how the novel’s setting contributes to mood or atmosphere.
-Analyze textual evidence about choices and consequences, and record commentary in a double-entry journal.
-Write and revise a literary analysis paragraph that uses textual evidence and subordinate clauses.
-Analyze an author’s use of flashback, foreshadowing, and characterization and provide support of your analysis with textual evidence.
-Analyze in writing how the author develops and contrasts characters’ points of view.

Standards of Focus

RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.7.1: 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.
SL.7.1a: Come to discussion prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Get ready for the new year!

Upon our return from winter break, we will begin a novel study of the novel Tangerine by Edward Bloor. We encourage students to acquire (purchase or borrow) their own copy as we only have enough for a class set.  Students will be reading portions of this novel at home, so having a copy of their own will be very beneficial.

Looking on a few websites, the current price for a copy is less than $9.00, brand new, however, there are used options available, online as well as in local used book stores.  You are also more than welcome to check out a copy from the school or public library.

Students will need to have the novel by Friday, January 5.

Wrapping up the Unit (and the quarter)!

I thought I’d just go ahead and let you know the plans for the rest of the “year” (2017, that is), so you can make plans accordingly!  I also have a **small** request- I’d love it if you can send in boxes of candy canes.  🙂  I have an activity planned for next week, and a candy cane treat would be nice to go along with it!

Here is what’s ahead for the next five days:

Thursday 12/14:  Summative Assessment over Grammar and Vocabulary Concepts for Unit 2 (reassessments next week).  Study guide here: Unit 2 Summative Study Guide

Friday 12/15 and Monday 12/18:  We will use Revision Assistant to revise and publish the Argument Essays (Summative)

Tuesday 12/19 and Wednesday 12/20:  Unit 2 Summative Remediation and Retakes, Holiday Activities