Week of February 12-February 16, 2018

This week students will be working on the second half of unit 3.  Today we started “unpacking” the embedded assessment and going through the rubric of the assessment.  They will be working from the textbook,  listening and watching a video that corresponds with this part of the unit, and working in pairs and small groups this week. Students will read an excerpt from a  biography and autobiography this week and will answer comprehension and text-dependent questions.  Towards the end of the week, they will be learning a new grammar skill:  adjectival phrases.

These are the standards for this week:

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.

Tutoring this week:  Tuesday, February 13 for students who were absent last week due to illness and those who I spoke to individually about completing the writing from week before last.  I will be re-teaching appositives and active/passive voice during this time from 8:10-8:50 a.m.  Some students can take missed assessments during this time.

Thursday, February 15th—Regular tutoring time/more time for make-up tasks, assessments, etc. missed due to absences.

Classroom Needs: Parents if you are able to send in a box of tissue or hand sanitizer, or lysol wipes/spray that would be beneficial for our class.  We have had several ill students in classes last week and the week before.  It would be helpful to have these supplies to keep the room sanitized.  I would appreciate any help with these supplies.


Summative Overview for Tangerine/Summative on Friday, Feb. 9/Vocabulary below

You should have completed the reading of your book, Tangerine.  Look to see what you will be tested on from the novel.  This will be a summative assessment on Friday, February 9th.  Go back in your book and review the concepts. We will review vocabulary and active/passive voice tomorrow.

Tangerine Review Guide-1vp09bm

Students who were absent last week due to illness and you missed quizzes or the essay writing, I am available tomorrow morning to help you with these assessments.  I will pick you up at 8:20 a.m.

Academic Vocabulary for Tangerine-1vxwjty  (Open this power point if you need help with the vocabulary on the review guide.)

powerpoint-active-passive-voice-qm0en3 (Open this power point to review  if you need help with active/passive voice)

February 5-9, 2018—Finish Reading “Tangerine” and Grammar Quiz Tomorrow

Students have been working on appositives to prepare for the quiz.  We worked on this on Thursday and Friday of last week. Students also had homework over the weekend to continue to work an appositive worksheet. We checked this work today and discussed answers.  Below, you can find  videos on appositive phrases and  adverb clauses.

Students in periods 1-4 will have their quiz tomorrow on adverb clauses and appositives.  Those in period 5 will take their quiz on Wednesday.  Period 5 has the homework  worksheet tonight to practice with appositives.  All students have additional notes on both of these grammar concepts in the notebook.

Students should finish reading the novel Tangerine by Wednesday, February 7th.  Students will also have to turn in the journals for #9 and #10 which covers Part 3 of the book.  I did not collect the journals for 7 and 8 on Friday.  I will collect 7 & 8 and 9 &10 on Wednesday, February 7th.  Make sure your double entry journal 9 comes from 11/20-11/23 and/or 11/24-12/2 in the book and #10 comes from 12/3-12/6.  Make strong connections, see how the characters or choices impact Paul, pay attention to the character’s thoughts and what is being revealed through the thoughts and feelings in this section of reading.

Part 3 of this book is really good.  Get through the tangerine freeze and you won’t be able to put the book down.  Happy Reading!

Keep Reading Your Novel: Tangerine

Students have been busy writing their essay this week in class. Rough drafts are completed for periods 1-3, while periods 4 and 5 have a little more to write and revise.  If students from these two periods (4 and 5) want to come in at 8:20 a.m. tomorrow morning to check over the writing and continue to write/revise parts that are incomplete, they may.  It will be a quiet morning for writing.

Tomorrow in class, we will write, will review conjunctions and strong verbs, will define literary terms using the glossary in the textbook, and will begin a new strategy called, “SIFTing” to analyze text.

We will finish all parts of the summative literary analysis essay later in the week, will continue to SIFT our reading on Thursday, and will learn what is an appositive.  We will review adverbial phrases and literal and figurative meaning in texts.  On Friday, we will take quiz 2 over Tangerine, through page 199 or journal entry November 10 in the novel.  They really should have through page 199 completed by class time on Friday, February 2nd.

Students should continue to read this week on their own—even beyond journal entry due dates.  Part 3 of the novel is long and the book should be completed in its entirety by Wednesday, February 8.  Journal entries 7 and 8 should be completed this week and the remaining entries will be due by next Wednesday, February 8th.

Students who want to come in on Friday morning are encouraged.  We will review quiz 1, discuss part 2 of the book, and will review grammar skills in preparation for a skills quiz early next week.

Have a good night.

Week of January 29 through February 2/Tutoring Time Change for This Week

This week students will be busy writing literary analysis essays individually, in pairs, or in groups from the novel.  They will review motifs in the novel and will complete Springboard activities by citing text evidence.  Students will learn and practice a new strategy:  SIFTing in class and will be encouraged to apply this strategy to the remaining journal entries for the week as they look at the text deeply.  Students will determine literal and figurative meanings from the text and will review language skills:  phrases, prepositional phrases, and will learn about appositives.

Students have a journal entry that is due on Tuesday and a homework sheet— “A Good Sport” that is due in class on Wednesday.  They will have a quiz on Friday over Part 2 of the novel.  Journal #8 will be due on Friday, also.  It will cover the entries Thursday, November 2-Friday, November 10th.   The formative assessments this week will be the journal entries and Friday’s quiz.  The summative will be the literary analysis  essay.

Tutoring this week:  Tuesday (to complete make-up work and writing) and Friday (not for writing):

Come in tomorrow, Tuesday, January 30th—

If students would like to come in to complete tasks missed on last Thursday, January 25th (textbook assignment and the quiz), they should come in tomorrow to do this work.  Both tasks are being  graded.

If students want to work on the writing started on Friday and today, please use this time to come in and revisit what you have completed.  This writing will be your first summative and you want the essay to be a strong piece of writing.  

During Friday’s tutoring session,  we will review Tangerine–Quiz 1 and analyze it; we will discuss Part 2 of the book and look to next week with grammar skills.

Weekly Update/Weekend Expectations

We have been busy working this week.  We have warmed up several days by reading our novel, Tangerine.  This week two journal entries were due and students should have completed their “Snow Work” in preparation for the next writing assignment which will be a summative.  Students had an extension on the work if they did not do it over the snow days. I gave it out on Monday and expected it back on Wednesday.  For those students who still did not complete the charts, I reminded them about it yesterday and explained it would be needed to complete the in-class summative.

Today in periods 1-4, we began using one of the charts to collect more information and examples from the text.  We revised our summaries of the Fisher brothers and Costello brothers and then wrote a thesis.  We will pick up on this on Monday.  We will write drafts, will revise, and will complete our introductions and conclusions.  On Tuesday, we will write the final and will move back into the textbook.

Students also took a formative over Part 1 of Tangerine on Thursday or today.  It required lots of critical thinking.  Students had a chance to eliminate choices and to highlight key words to make sure they understood what was being asked.  In the next formative assignments/quizzes from this novel, the questions will continue to be thoughtful and will require critical thinking.

What is expected this weekend?  Students were asked to continue to read in the novel.  They should be reading closely and paying attention to details.  The new reading assignment should be completed by Tuesday,  January 30, and students will turn in their 7th journal entry.  (I collected entries 5 and 6 today and will grade these over the weekend.   These will be passed back out on Monday so students can continue to record double journal entries.)

The weekend reading should cover Monday, October 2-Thursday, October 5th (approx. 19 pages) in the novel.  In addition, I gave a sheet out called “Good Sport” today.  Good Sport Homework sheet/Due back in class on Wednesday, January 31.  If you were absent today or if you should lose your sheet, I am attaching it below.  The information needed to complete the chart will come from the novel—Monday, September 18 through Friday, September 29.

Homework from 3.10 A Good Sport-pjbsdf

Those students who missed the Tangerine quiz due to an absence and/or the work from the textbook on the news article, please come in on Thursday morning so you can make up this work.  Thursday  mornings will be my time for make-ups and to help students.

Have a great weekend!   





Snow Days Work; Lots of Reading to Complete this Week; Expectations for the Week

Some students completed their Snow Days work that was on the blog last Thursday and Friday.  I appreciate you checking the blog and doing these graphic organizers.  The assignments will be used in class as we move forward with lessons.  The students who did not visit the blog during the snow days were given a double-sided copy of the work from the blog.  The assignments are due on Wednesday, January 24th for those students.  In class today, we completed a literary analysis writing prompt and students had an opportunity to start the Snow Days work after this was done.

If students are having difficulty with the double-sided copy, they should return to last week’s blog and see the directions given.  Please make sure your graphic organizer that discusses the sibling relationships are not just general statements.  Whatever you are saying about these boys, make sure you use the book to support your statements.  

Tangerine Novel Reading:  Students should have Monday, September 11 through Friday, September 15 read by this Wednesday, January 24th.  They should also have their 5th double journal entry ready on this date covering these pages.  Please follow directions while completing this entry.  Think about the characters, choices being made that affect Paul, and the consequences of these choices.

  • Using one of  the sentence starters from the front of the double entry sheet, begin your entry response.  Continue with your information–thoughts, ideas, feeling, predictions, etc.
  • Make sure your response is at least 3 sentences long.

Your next journal entries should be read by this Friday, January 26th and the 2nd double journal entry for this week will be due on Friday as well.  The reading covers about 49 pages so you should get busy on this section.  The pages will cover  Monday, September 18 through Friday, September 29 in the novel.

Today’s homework will require you revisiting the novel and using a Post-It Note:   

  • Think about Paul’s mom—Mrs. Fisher—jot down on post it —2-3 of her actions; her appearance, 2-3 of her thoughts so you can just add that to a chart in the textbook tomorrow.

 Standards for the Week:

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.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

W.7.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

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, etc. and multimedia when useful to aiding comprehension.

W.7.9:  Draw evidence from literary or informational texts to support analysis, reflection, and research.

What is to come this week? 

Students will use the sibling relationships graphic organizer that should be completed by Wednesday to work in groups and write a group literary analysis in class.  This will help us prepare for our individual writing of a literary analysis essay.  Students will learn and use strong verbs in their writing.  They will compare and contrast a fictional account of a disastrous event with a nonfiction account in their textbook.   Finally, students will have a 15 question quiz on Thursday over the first part of Tangerine.

Make sure to begin reading Monday, September 18 through Friday, September 29 in the novel if you are all caught up.  This next big part is due on this Friday!  Continue the reading of these entries through Friday, September 29th in the novel.  This is a big part of the reading, so split it up and read about 12-15 pages over the next 3 or 4 nights.  Don’t wait until later in the week to start reading these entries.  USE HOMEROOM TIME AS WELL!



Friday’s Assignment—Snow Day 3 (Look in Snow Day 2 for Other Assignments)

Assignment #3—Directions:  From the novel, use the entries September 5-6 to view and record how these  brothers relate to each other.  Then write one sentence describing the relationship of the Costello brothers and one sentence describing the relationship of the Fisher brothers in the summary below the graphic organizer.

View the graphic organizer and print off to complete.  If you have no printer or ink, draw the organizer on notebook paper.  That will work the same way.

Sibling Relationships-1xcei8x


For Assignment #1 and #2, please look in the blog below to complete the task.

Bring all 3 assignments in completed on Monday so we can continue to move forward in class.

  • In an effort to stay caught up from all the snow days/inclement weather day, doing these graphics at home require no direct teaching.  It is something students can do on their own using the novel Tangerine.
  • These activities will help students stay connected to the novel, characters, choices, etc. and will help them as we move forward with formative writing tasks and quizzes in class next week.
  • Students should continue to have interaction with the text and these graphics is not only a part of what would have been the class work, but is also a way to review and stay on top of novel themes.

Snow Day Assignment: Due on Friday, January 19, 2018

In homework on Tuesday, I asked you to watch the blog.  In an effort to kind of stay on task with class work, you are being assigned these tasks.  Both are due on Friday, January 19th.  You will need your novel to complete the charts:

Activity 1:Tangerine (Snow Day Assignment)-qboy8a


Activity 2: Literary terms: 

Foreshadowing is the use of clues to hint at events that

will occur later in the plot.

Foreshadowing creates an atmosphere of suspense and keeps the audience wondering about what will happen. Tangerine uses foreshadowing.   Document 2 of those examples and what they hint at in the chart below.

You can draw this chart on the back of your graphic from #1 (above) once you click the link and print off the organizer.  Then fill it in the foreshadowing chart.