April 24

Tangerine Choiceboard

The students will be embarking on a journey ….. this will entail reading Tangerine Part 2 and completing a choice board referring to Tangerine.  Due date for entire project products is May 18, 2018

Students will be:

  • RL.7.2: Determining a theme to analyze its development over the course of the text.
  • W.7.8:  Gathering relevant information from print(novel) and digital sources.
  • W.7.3:  Writing narratives to develop imagined experiences or events.

Students will also be taking reading comprehension quizzes.

USE THESE TEMPLATES FOR ARTICLE/BIOGRAPHY 1-PAGE PAPER

research template 2-uhwivl

article template 1-1869wjp

 

March 28

MARCH MADNESS

Parents as we embark upon Spring Break we have been preparing for the Milestones.  These are power points on concepts retaught and other outside resources for practice online.

MILESTONE ONLINE PRACTICE

http://www.gaexperienceonline.com/

Context Clues
http://www.tv411.org/reading/understanding-what-you-read/using-context-clues/activity/2/1

Context_Clues_Power_Point-qlx3d2

Point of View

point_of_view_ppt (4) (1)-z8u6p5

Conflict

types-of-conflict-lesson-1-2kh8oa6

Conflict-1i3ocix

Tone / Mood

Mood and Tone powerpoint-2l9r4qx

Main Idea

main-idea-lesson-27l0wlu

Theme

theme-lesson-191h4d4

February 27

week of the 26th

MONDAY – WEDNESDAY

  • Reviewed the winter break assignment – collected for a grade.
  • Analyze how the novels setting contributes to the mood.
  • Read Tangerine by Edward Bloom (August 18 – August 21)
  • Handout with questions regarding pages read (check for reading comprehension)

THURSDAY – FRIDAY

Target:  Students will analyze flashback, foreshadowing and characterization.

Characterization-13vh5va       Foresh_Flashback-16mfp43

  • Students viewed and took notes.
  • Read Tangerine by Edward Bloom (August 23 – August 28)
  • Handout with questions regarding pages read (check for reading comprehension)
  • Complete flashback organizer on page 184-185 in Springboard

QUIZ TOMORROW!

 

February 16

WINTER BREAK ASSIGNMENT

Choose one question and write a half page response: 

  • Many people say sports help build character in young people.  What do you think?

 

  • Do you think Male and Female Athletes should play on the same team?

 

  • Are Males and Female athletes treated differently?  Provide examples.

 

  • Should people with visual handicaps be allowed to play sports in public school? Provide reasons to back up your answer.
February 9

week of February 12th

UNIT 3

This unit explores the idea of choices and consequences through a novel that focuses on one young man’s emerging realizations about himself, his family, and the society he lives in. Tangerine takes Paul Fisher, a visually impaired soccer player, on a personal journey of self-discovery. As Paul encounters environmental disasters small and large, he is able to face some personal disasters that plague his sense of self. His move into a new neighborhood and a new school allows him to unlock secrets about himself and to discover new self-confidence and strength to face the fears that have kept him a prisoner of the “zombie.”

In this unit, students interpret, analyze, and evaluate a novel in terms of point of view, character, structure, and other key literary elements that create a unique text. Students analyze the choices made by the characters in the novel and relate the concept of choices and consequences to their own lives and the lives of prominent leaders whose choices have made positive impacts on society and the world.

MONDAY – TUESDAY (Mock Writing extended HR)
  • Preview the big ideas and vocabulary for the unit.
  • Identify and analyze the skills and knowledge needed to complete Embedded Assessment 1 successfully.

WEDNESDAY

  • Made inferences and predictions about novel.
  • Used sensory details to create imagery about a tangerine.

THURSDAY – FRIDAY

  • Anticipation Guide for Tangerine by Edward Bloor prior to reading the novel
  • Students picked one topic from guide that they felt was the most important to write about.
January 23

week of January 22nd

READING COUNTS DUE 1/26

Quiz WEDNESDAY – focusing on claim and supporting evidence using the two texts read.

MONDAY – TUESDAY

Learning Targets

  • Identifying and evaluating an author’s use of reasons and evidence to support a claim.
  • Conduct research to identify valid reasons and evidence to support a claim in an argumentative essay/debate (each class picked their own topic and wrote a claim – students need to research to come prepared for discussions)

Read

  • Essay – America the Not-So-Beautiful on page 130
  • Informational Text – Another Study Highlights the Insanity of Selling Junk Food in School Vending Machines on page 142

After reading class discussed and identified claim and supporting evidence for claim based on the text read.

WEDNESDAY – THURSDAY

Learning Target

  • Identifying a writers/debaters use of counterclaim and rhetorical devices.
  • Reviewed rhetorical devices: ethos, pathos and logos (focusing on logos)

Read

Speech – Ain’t I A Woman page 149

Speech – Remarks to the U.N. 4th World Conference on Women page 150

Text Dependent questions 1-6

FRIDAY – PARENTS PLEASE CHECK ORGANIZER!
Argument Essay Graphic Organizer-2lqvy25

Students graphic organizer for their Argumentative Essay was assessed.  They need to continue working on researching their topic and/completing page 1 of the organizer.

January 16

week of 1/16

LEARNING TARGETS

  • Identify elements of argument in a text.
  • Analyze the thesis (or claim), audience, purpose and occasion in a text.
  • Identifying ad evaluating an author’s use of reasons to support a claim.
  1. As a class, in groups, the students will utilizing what they are learning to write their class argumentative model essay.
  2. Answer text-dependent questions.
  3. Come to class prepared to discuss topics and concepts learned.
January 11

3rd Quarter week of 1/2 & 1/8

Welcome back …  We are going to be working on the second part to Unit 2 in Springboard.

LEARNING TARGETS

  • Identify the knowledge and skills needed to complete Embedded Assessment 2 – Write Argumentative Essay successfully and reflect on prior learning that supports the knowledge and skills needed.

  • Examine the essential components and organizational structure of a successful essay of argumentation.

    Argumentative ppt-2ad1rg6

    We will be embarking on writing a class argumentative essay:

    • š1st Period –  Magazine advertisements send unhealthy signals to young womenš2nd Period – I’m old enough to babysit

      š3rd Period – We shouldn’t have to pay for internet access

      š6th Period – School days should start later

      š7th Period –  Pets should be allowed in school

    • Your child should be researching their topic and come prepared to discuss / debate about their classroom topic.
  • Read Essay “America the Not-So-Beautiful” on page 130 in Springboard
    • Answer the text-dependent questions
December 13

Week of December 11th

This week we are focusing on the writing process for the Explanatory Essay.

  • Students will apply planning and organization to ensure the purpose and audience are addressed in their writing.

Scoring Criteria

Exemplary

Proficient

Emerging

Incomplete

Ideas

The essay

  • presents a topic with a clearly stated and insightful controlling idea

  • supports the topic with specific and relevant facts, evidence, details, and examples to guide understanding of main ideas

  • skillfully combines ideas from several sources.

The essay

  • presents a topic with a controlling idea

  • supports the topic with facts, evidence, details, and examples that guide the reader’s understanding of the main ideas

  • combines ideas accurately from several sources.

The essay

  • presents a topic with an unfocused controlling idea

  • contains insufficient or vague facts, evidence, details, and examples that confuse the reader’s understanding of the main ideas

  • uses ideas from limited sources.

The essay

  • presents an unclear or vague topic with no controlling idea

  • contains few facts, evidence, details, or examples

  • cites few or no sources or misstates ideas from sources.

Structure

The essay

  • leads with an effective, engaging introduction

  • effectively sequences ideas and uses meaningful transitions to create cohesion and clarify relationships

  • provides an insightful conclusion that follows from and supports the explanation presented.

The essay

  • presents a clear and focused introduction

  • sequences ideas and uses transitions to create coherence

  • provides a conclusion that connects the larger ideas presented in the essay.

The essay

  • contains an underdeveloped and/or unfocused introduction

  • presents disconnected ideas and limited use of transitions

  • contains an underdeveloped or unfocused conclusion.

The essay

  • contains a vague, unfocused introduction

  • presents little, if any, commentary and no use of transitions

  • contains a vague and/or no conclusion.

Use of Language

The essay

  • uses precise diction deliberately chosen to inform or explain the topic

  • uses a variety of sentence structures to enhance the explanation

  • demonstrates technical command of the conventions of standard English.

The essay

  • uses appropriate diction to inform or explain

  • uses a variety of sentence structures

  • demonstrates general command of conventions; minor errors do not interfere with meaning.

The essay

  • uses informal diction that is not appropriate to inform or explain

  • shows little or no variety in sentence structure

  • demonstrates limited command of conventions; errors interfere with meaning.

The essay

  • uses informal diction that is inappropriate for the purpose

  • shows no variety in sentence structure

  • demonstrates limited command of conventions; errors interfere with meaning.

STUDENTS WHO RECEIVED A GRADE BELOW 70, WILL HAVE A RETAKE ON THE GRAMMAR – SIMPLE, COMPOUND, COMPLEX QUIZ ON FRIDAY! 
They must correct mistakes on initial quiz and practice utilizing the links in my grammar section below!
December 5

Week of December 4th

We are presently working on the Summative Assessment  – Explanatory Essay (IN CLASS)

  1. The students have received a handout on 5 Great Hooks – to assist with writing their introductory paragraph.
  2. The students must utilize their Springboard textbook as a source of evidence from the informational text read (those pages are listed on prior posts).
  3. The students are also required to have one (1) additional outside individual research source to cite in their essay.

GRAMMAR FOCUS – Quiz on Friday!

Simple, Compound, Complex sentences will be the grammar focus.

Notes have been taken – additional help can be located on blog in Grammar Section.

Handouts have been given as practice for quiz.