Week of 9/17-9/21

Can you believe that we have nearly made it to Fall Break?  I hope you are looking forward to relaxing and spending time with family and friends next week.  We will be finishing ITBS testing this week and moving into the heart of our Myth Narrative Unit.

First Quarter Language Summative on this Friday 9/21.  Study guide given in class.  Use your Reader Writer notebook and the online textbook to help complete it.  You must have study guide completed by Friday in order to have the opportunity to retake (if needed) after Fall Break.

If you have any outstanding work (work that has not been turned in, including the Narrative Essay Summative), you must complete it this week!  Come Thursday morning at 8:15.

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.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Learning Targets

  • Identify the key plot elements of conflict and climax in a myth.
  • Analyze in writing how character is developed through words and actions and how character contributes to the overall theme.
  • Compare and contrast character traits that lead to self-destruction in a myth.
  • Analyze the relationship between character and plot and between conflict and resolution.
  • Analyze and apply symbols used in mythology.
  • Conduct a short research project to answer a question about Greek and Roman gods and goddesses.
  • Use ideas presented in an informational text to analyze and compare creation myths.
  • Create an original myth explaining a phenomenon of nature.

This Week’s Plan

Monday (Testing Schedule, periods 3 ,6, 7)
Read “Phaethon”
AC- answer 2,6,7
6th- answer 3,4,5

Tuesday (Testing Schedule, periods 3, 4, 5) and Wednesday (all classes) 
Pronouns
Diffusing Strategy
Read “Arachne”
AC- answer 2,5 and Myth Natural Phenomenon Chart (due Friday)
6th- answer 1,5
Homework (all)- Pronouns Practice Homework

Thursday
Literal/Figurative Meanings
Symbolism mini-lesson
Gods/Goddesses “Research” Chart
Pronouns Formative

Friday
Unit Summative (have study  guide completed)
“Creation Myths from Around the Globe”

 

Week of 9/10-9/14

We are all done with our first summative piece of writing.  Please have patience while I grade them as I have over 160 essays to look at!  I hope to be done by Friday.

7th Grade Open House is Tuesday from 6:00-8:00.  If possible, students should stay at home since we have limited space.  Parents, I look forward to seeing you then!

CogAt and ITBS testing will start this Wednesday 9/12 and go through next Tuesday 9/18.  Our daily class schedule will be impacted, so play close attention to which classes are meeting each day.

We will start our new unit this week which moves from personal narrative writing to fictional narrative writing.  By October, we will be presenting original creation myths!

AC Classes:  Take some time this week to research script writing.  What structure does it follow?  How is it different from “normal” narrative writing?

Focus Standards

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Learning Targets

  • To ensure that you have used commas to separate coordinate adjectives.
  • Identify the knowledge and skills needed to complete Embedded Assessment 2 successfully, and reflect on prior learning that supports the knowledge and skills needed. Use accurate and appropriate language to identify and analyze narrative elements and the purpose of myths.
  • Identify the key plot elements of conflict and climax in a myth. Analyze in writing how character is developed through words and actions and how character contributes to the overall theme.

This Week’s Plan:

Monday
Coordinate Adjectives
Intro to Myth Structure
HW- Coordinate Adjectives Practice

Tuesday
Online Textbook Tour
Complete Online Text Activity 1.10
Remembering 9/11/01: Everyday Heroes and Heroines

Wednesday/Thursday (Testing schedule)
Complete Online Text activity and Heroes and Heroines activity
HW- Coordinate Adjectives practice

Friday/Monday (Testing schedule)
Read myth “Phaethon” and answer assigned questions

Week of 9/3-9/7

Guess what?  We enjoyed a lovely three-day weekend, and now you get to have a four-day week!  We will be publishing our Narrative Essays in the computer lab on Office 365 this week.  There will be no warm-ups this week.

I will be submitting a Scholastic Book order this Friday.  I love Scholastic because you can get great books for great prices, and there is no shipping charge!  If you are interested in getting your order in by Friday 9/7, here is the link.  My class code is LCZ77.

  • School Pictures are Wednesday, 9/5!
  • Tutoring/Make-up Work time with me on Thursday 9/6 @8:15.
  • Love reading and hanging out with others who like to read in a casual setting?  Join Redd Readers!  First meeting is on Tuesday 9/11 at 8:15 a.m.

Learning Targets

  • Publish a revised personal narrative
  • Reflect on the revision and publishing of personal narrative

Focus Standards

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Tuesday-Thursday
Type Final Narrative Essays using Office 365 (You may bring headphones to the lab.)

Friday
Reflect and Share Essays

 

Week of August 27-31, 2018

We are wrapping up our first month of school this week!  Students are drafting, revising, publishing, and reflecting on their first summative writing piece, a personal narrative.  Third, Fourth, Fifth and Seventh periods are drafting about their Names.  Sixth period is drafting about a Choice.  We will finish revising these essays this week, and we will type them next week.  This will be the first summative grade this quarter.

A little advice:  Don’t passively complete your Language Warm-ups.  I am seeing some lazy habits on the warm-up assessments such as misspelling a word that is clearly spelled correctly on the same page or not following directions for the item (choose a word from #2 to complete the sentence).  Right now, I’m only assessing ten items which the seventh grade teachers agree that you should know or that we specifically reviewed in class.  Please spend a few minutes “studying” the language concepts before the quiz.

Try to access the online textbook through the link on my blog.  It is best to try it now and see if you can log in, than to wait and realize you can’t get on when I assign a task!

Learning Targets

  • Analyze a personal narrative for multiple incidents and responses.
  • Analyze how the language of a personal narrative shapes the development of characters and events.
  • Write a personal narrative that includes an incident, response, and reflection.
  • Examine the effectiveness of narrative openings.
  • Revise opening paragraphs to enhance effectiveness.
  • Identify effective use of sensory and figurative language.
  • Revise a narrative draft by adding descriptive language.
  • Analyze and evaluate narrative endings.
  • Apply an understanding of the purpose of the ending by revising a narrative ending.

Focus Standards

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

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.

Monday
Finish Drafting Narratives (these stay in the writing folder in class since they are a Summative Assessment)

Tuesday
Revision Day 1- Introductions

Wednesday
Early Release/Revised Schedule
3rd, 4th, 5th, and 7th Periods will read “Why Couldn’t I Have Been Named Ashley”
6th period will read “The Christmas Frog”
All classes will mark sensory details and complete an IRR chart.

Thursday
Revision Day 2- Show, Don’t Tell for details

Friday
Warm-up Quiz
Revision Day 3- Good Conclusions

 

Week of August 20-24, 2018

We are off to a great start, getting into the routine of class and homework.  Speaking of homework- I say this to the students all of the time (normally after an audible class sigh), that any homework that I assign should be a 10 minutes or less commitment!  It is simply practice over a concept that we need more time with.  You can’t really “study” for Language Arts.  You have to practice with the concepts whether it is grammar or writing.

Announcement:  Weekly Morning Sessions start THIS Thursday at 8:15.  Sessions will be every Thursday at 8:15.  It is always great to let me know that you are coming beforehand.  You may either email me or let me know that you plan to come.  This is the time to make up any missing work or complete quizzes/tests missed due to absence.  It is also time to get extra practice on any concepts that you may have trouble with.  Simply report to the theater in the morning, and I will bring you down to my classroom to complete your assignments.

Here is what is happening this week.

Learning Targets

  • Analyze a personal narrative for multiple incidents and responses.
  • Analyze how the language of a personal narrative shapes the development of characters and events.
  • Write a personal narrative that includes an incident, response, and reflection.
  • Analyze the elements of, and respond to, a writing prompt.
  • Use transitions to create internal and external coherence in a written text.

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.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Monday
3rd,4th,5th, and 7th periods:  Read “Names/Nombres” and reflect on the Incident, Response, Reflection in the narrative  Week-long Homework:  Name Research Organizer due on Friday

6th period:  Read “Bad Boy” and complete IRR chart in textbook

Tuesday
Possessive Noun Quiz
Characterization using STEAL (Speech, Thoughts, Effect on others, Actions, and Looks)

Wednesday
Transitions and Parallel Structure in writing
Homework:  Parallel Structure

Thursday
Sensory Details in Narratives

Friday
Warm-up Quiz
Begin draft of narratives  (This narrative will become a summative assessment)

Week of August 13-17, 2018

We’ve made it through the first full week of school!  Just so you know, we didn’t get to some of the planned activities from later in the week last week because setting up the interactive notebooks took a bit longer than anticipated.  So, NO ASSESSMENT was taken last Friday.  The planned lessons were pushed back a day.  I have posted the class syllabi under the appropriate tabs here on the blog.  🙂

AC Students:  This week,  interview your parents about your name.  Why did they choose it?  What does it mean?  Does your name have a story?

Learning Targets for this week:

  • Analyze choices and consequences presented in a text.
  • Compare and contrast the effect of language and diction in two poems.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Analyze the structural components of a personal narrative.
  • Write a summary examining the central incident, response, and reflection in a personal narrative.
  • Understand how to form possessive nouns correctly using apostrophes.
  • Revise writing to check for correct use of possessive nouns.

Standards of Focus for 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.

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.

L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Monday
Finish reflection on Choice poems, Denotation and Connotation mini-lesson, Denotation and Connotation Homework

Tuesday
Unit 1 Language Pretest, Denotation and Connotation Homework- Look at the example here to see what the page in your Reader Writer Notebook should look like before  you sort the words:

Wednesday
Read “The Scholarship Jacket”
Possessive Nouns, Possessive Nouns Homework

Thursday
Narrative trait of Incident, Response, and Reflection; Possessive Nouns; Formative Writing Assessment on “The Scholarship Jacket,” Possessive Nouns Homework

Friday
Warm-up Quiz (Formative), Possessive Nouns

 

Week of August 6-10, 2018

I’m so glad you are on my blog!  Here you will find resources and information to supplement our time in class.  Every Monday I will post our plan for the week, upcoming assessments, and other information that you’ll need to know.  Often, I will update the blog on Wednesday with any updates for the week.

This week we will set up our resources for the year and start our work in the first unit.

Upcoming Assessments:  Small Writing Formative on Friday and Warm-ups “Quiz” on Friday (formative)

Learning Targets

  • Preview the big ideas and vocabulary for the unit.
  • Identify and summarize the knowledge and skills necessary to complete Embedded Assessment 1 successfully.
  • Paraphrase and analyze quotes related to choices.
  • Consider the choices you make as a reader and writer.
  • Analyze choices and consequences presented in a text.
  • Compare and contrast the effect of language and diction in two poems.

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.

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.

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.

W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Monday- Issue books and set up interactive notebooks

Tuesday- Unit Overview, Homework (all classes)!  Find a Quote about Choice.

Wednesday- Analyze Quotes

Thursday- Choice Poems Day One, AC classes: Name Web, 6th period: Choice Web

Friday- Warm-up “Quiz,” Poems Day Two, Poem Response (Formative assessment)

 

Week of 8/1-8/3

Although this week is a short one, we are getting right to business!  This week students are learning about me, the classroom, and class expectations.   We have a great group of seventh graders, and we are gearing up to have a productive (and fun) year!

Our learning targets are . . .

Preview and learn Language Arts expectations for the year

Demonstrate knowledge of writing concepts

Our focus standard is . . .

Follow rules for collegial discussion, track progress towards specific goals and deadlines, and define individual roles as needed. (SL7.1b)

Our assessments include . . .

  • a response to Thursday’s class activity
  • a baseline writing piece on Friday

Please send all supplies as soon as possible.  We will be building our interactive notebooks early next week.  

LA Supply List 18-19 REVISED

If you did not get a chance to pick up a Remind handout at Sneak a Peek, please download the correct log-in information from the Remind tab of my blog.

 

Ready or not!

Hi there seventh graders!  I am so glad that you have found my blog!  Here you will find many useful resources, links, and files.  One of the first and most important things you can do to prepare for class is to make sure that you have full access to your Office 365 account.  Information about this can be found on the www.cobbk12.org page.  You can even sign up through your Synergy Account.

Here is a LA Supply List for you: LA Supply List 18-19 REVISED  We revised this list, removing the glue and replacing it with tape- less mess for the students!  If you have already purchased glue, please feel free to send that in.

I am looking forward to an exciting 2018-2019 school year with you.  If you have any questions, please email me at [email protected]