Welcome to 7th grade ELA!

Week of May 22, 2017
  • Finishing Tangerine and preparing for final reading & persuasive writing assessments

Unit 6: Tangerine
Essential Questions:
  • How and why do characters' perspectives change?

Standards Assessed:
  • Reading Literature Standards
  • Writing 7.2 and associated sub-standards

Important Links
Helpful Writing Videos
  • Thesis statements & topic sentences -- help with introducing the main ideas of an essay and each supporting body paragraph
  • Lead-ins -- help with including context and background information for supporting details in writing
  • Concluding sentences -- help with bringing closure to your ideas in a body paragraph
  • Citations -- help with the format for crediting the author in the text of your writing

Class Blog

Thursday, June 1
Students first worked in pairs to give each other feedback on lead-ins and commentary for their persuasive essays. Then, we reviewed the structure of a counterclaim/rebuttal section and evaluated an example (below). For homework, students are creating the works cited entries for their persuasive essays.
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Wednesday, May 31 -- No Class
We reviewed
Tuesday, May 30

Friday, May 26
  1. 10 minutes to complete last 4 boxes of research
  2. 12 minutes to type your evidence into your group's document of evidence/facts for all 3 destinations (shared with you by teacher)
  3. Using persuasive outline to add in topic sentences & 2 pieces of evidence for body paragraphs 1 & 2

Thursday, May 25
III. Research: Gather evidence (facts, experiences, reviews, ratings, prices, etc) for one of the destinations from relevant, credible sources including
Destination, specific sites:
General travel sites
  • TripAdvisor.com
  • TheTravelChannel.com

Wednesday, May 24
Summative reading assessment during class.

Tuesday, May 23
Went over study guide for reading summative (re-linked). Then, students worked in pairs to practice summarizing and interpreting theme with a short story to prep for tomorrow's summative reading assessment.

Monday, May 22
During class, students self-checked the during reading questions for the last pages of Tangerine. Then, they worked in partners to complete a study guide for Wednesday's summative reading assessment. Complete the study guide for homework!

Friday, May 19
During class, we did one more round of analogy sentence practice. Then, we read pp. 266-270 ofTangerine before students took their last Wordly Wise test of the year! For homework, finish & RATE questions for Tangerine.

Thursday, May 18
  1. Bell work: analogy practice.
  2. Summative literary analysis paragraph (W7.2 standards)
  3. Self check reading questions for 252-266
  4. WW 9E & STUDY!!

Wednesday, May 17
We started class with more analogy practice and then corrected WW9B-D. 9E and last Wordly Wise test on Friday! Then, students worked on both evaluating and revising a literary analysis paragraph to prepare for tomorrow's writing piece. First, they read the prompt & rubric criteria for the writing piece. Next, they evaluated a sample paragraph using this criteria independently, with partners, and finally compared against a teacher evaluation. Finally, they used this feedback to directly revise the paragraph (shown below). For homework, complete yellow planning sheet & examine past paragraphs + revisions to make goals for tomorrow!
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Tuesday, May 16
For bell work, we practiced analogy strategies: generating a sentence to show the connection between the two words. Next, we went over yesterday's reading questions for 137-152. Then, students worked in partners to logically organize sentence strips into a paragraph and create the prompt and so what (working backwards to show our mastery of a literary analysis paragraph!).

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Monday, May 15
  1. Went over WW 9B (9C & D due Wed).
  2. Small groups read 130-137 of Tangerine & did RATE responses orally
  3. HW: Read & RATE for 137-152.

Friday, May 12
1. Corrected WW 9A
2. Self-check responses for 170-186
3. Small groups finished part 2 of Tangerine together.
1. Finish part 2 of Tangerine -- No RATE responses
2. Read pp. 203-230 & RATE responses for these pages
3. WW 9B due Mon.

Thursday, May 11
During class, we practiced with using context clues to determine the part of speech and specific meaning of words in context.
  1. Complete context clue practice wkst (both sides!)
  2. Self check responses for 155-170

Wednesday, May 10
Introduced last Worldy Wise lesson: Lesson 9. WW 9A due Friday. Students then took a three-question formative assessment with RL 7.1, self-checked the reading questions from last week, and reviewed quiz/reading questions from last week. We also built on our perspective practice from yesterday by playing a Kahoot with tweets students made & working on "inferring" the tweeter based on what they said.

Tuesday, May 9
Students self-checked the reading questions from the weekend (up to 133). Then, we read pp. 133-137 as a class to practice interpreting characters' perspective and then applying this analysis to create tweets from characters' points of view! For homework, read & RATE responses for 137-155 (wksts in mailbox!).

Friday, May 5
  • Makeups of Greek/Latin root test
1. Finish the summary/theme cartoon & turn in (to your class's basket)
2. Start on reading homework due Tuesday, May 9th -- read pages 97-133 (Monday, Sept. 18 - Tuesday, Sept. 26) and complete RATE responses.

Thursday, May 4
1. Greek/Latin root summative
2.Continue working OYO on summary & theme cartoon project (see below for specific steps)
HW: If in class, 10 minutes working on summary/theme cartoon. If absent, generate Somebody - Wanted - But - So - Then - Finally summary + theme & examples for teacher check tomorrow

Wednesday, May 3
1. Go over RATE responses for 77-89
2. Table groups to read Friday, September 15
  • (readers: narrator, Paul, Dad/Joey, Mom/Mrs. Gates)
3.OYO: Summary and theme cartoon project
  • First - generate Somebody Wanted But So Then Finally in ntbk or on Google doc
  • Second - get teacher check of SWBSTF
  • Third - generate statement of theme + two supporting examples
  • Fourth - get teacher check
  • Fifth - get "cartoon" publisher & create comic for both summary & theme of part one!
HW: 1. Study for Greek & Latin root test! 2. RATE responses for 89-94

Tuesday, May 2
  1. Formative assessment with RL 7.1, RL 7.3, RL 7.4, and RL 7.6
  2. Self-check the RATE responses for 65-77
  3. Make flashcards or foldable for "nym" words
  4. Read pp. 77-89 (up to Fri., Sept. 15) and complete RATE responses in section 1 of ELA notebook (skip #6 for Monday, Sept 11)

Monday, May 1
Went over questions for last week's reading and previewed "perspective" project: texting conversation between two or more characters.

Thursday, April 26-Friday, April 28
Time to read in groups and complete after reading questions in RATE responses.

Tuesday, April 25-Wednesday, April 26
No class due to Aspire testing.

Monday, April 24
Greek/Latin root assessment. Students also worked on tracking the speaker in a text by using given strategies.
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Friday, April 21
During class, we reviewed the responses to the Tangerine comprehension questions. Then, students finished working on their presentation/slides to research content in Tangerine. Finally, they continued reading and tracking their understanding by responding to during reading questions.

Thursday, April 20
Students continued working on research & slides for Tangerine projects. Then, we also began reading the story and practiced using RATE responses to track our comprehension and analysis during reading. We read and answered questions for pages 1-4 (the prologue -- below). For homework, students should read pages 6-17 and answer questions for these dates.
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Wednesday, April 19
Students continued researching and beginning to put together info. into powerpoint format. We went over criteria and examples for organizing research onto a powerpoint (below). Students will continue working on this in class tomorrow.

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Tuesday, April 18
Students received Greek & Latin root "nym/onym/ono" packet for next Monday's assessment. Then, we did some practice with paraphrasing: explaining the meaning of informational texts in our own words. Last, students were divided into groups of three to do some research on natural phenomena & a few other topics to prepare for Tangerine.

Wednesday, April 12
During class, we reviewed response from yesterday's formative assessment with theme. Then, we began pre-reading for our next novel, Tangerine by making predictions about conflict, character, and setting based solely on the front cover.
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Tuesday, April 11
Formative assessment with theme. Then, we reviewed revision & editing targets by evaluating samples of student work with
  • topic sentences
  • concluding sentences (so whats?)
  • format and rules for in-text citations,
For homework, students are revising and either retyping or rewriting their paragraphs.

Monday, April 10
Today we worked on test prep for Aspire. We worked on using the features of the text, especially a synopsis or background tool to support understanding of challenging texts (when provided on test). Then, we worked on breaking down and responding to open response questions in an on-demand, timed setting.
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Friday, April 7
Merten's class did not have class due to choir concert. In Pattee's class, we reviewed some grammar pieces:
  • subject verb agreement
  • comma usage
Then, we continued practicing retelling the important plot info of a story by using the somebody-wanted-but-so-then-finally structure with "Paperman." Students then used their understanding of the story's plot to interpret the theme of the story.

Thursday, April 6
During class, students completed on demand writing piece for "Nadia the Willful." For homework, complete summary (somebody - wanted - but -so - then) of "Nadia the Willful."

Wednesday, April 5
Students received prompt for next on-demand writing piece (tomorrow during class) and began working through prewriting with this piece. They also received their previous on-demand writing piece to review and create writing goals/notes for themselves for tomorrow's writing piece.

Tuesday, April 4
First, we reviewed summary and theme for "For the Birds." Then, students completed the Greek/Latin root assessment with "log" words. Lastly, students worked in pairs on summarizing and interpreting theme of "Presto."

Monday, April 3
We started class by reviewing theme notes. Then, we went over a structure to help with retelling the important plot events of a story: Somebody - Wanted - But - So - Then - Finally (below). We watched "One Man Band" and used the summary structure to help with the retelling of the story and then analyzed characters to interpret theme. For homework, students are working on practicing summarizing and theme skills with "For the Birds."
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Friday, March 31
We started class by analyzing both the mood of "Mother to Son." Takeaways:
  • the mood (feeling) can shift in a poem (work of literature)
  • analyzing & interpreting figurative language can help reader interpret mood (feeling for audience)
Then, we continued practiced interpreting mood by analyzing figurative language in "Firework" by Katy Perry (below). As an exit ticket, students analyzed imagery in MT, 1955 to describe a shift in mood in the story.
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Thursday, March 30
During class, students took notes on imagery, mood, and how to identify, analyze, and interpret figurative language & imagery to interpret the mood, the feeling, of a work of literature. Together, we identified figurative language & images presented in Langston Hughes's poem "Harlem." Then, we analyzed the "connotation" of these comparisons and imagery. Last, we determined and explained the mood of the poem together (sample below). For homework, apply these steps with "Mother to Son."
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Wednesday, March 29
First, we reviewed spelling rules for making plural nouns (below). Then, we cleaned out folders & students received WW Lesson 8 test back. Next, we reviewed definitions for figurative language & Monday's homework. Last, students received Greek/Latin root packet with "log" words for study/homework.

Tuesday, March 28
During class, we reviewed how to structure and develop ideas in a paragraph about literary texts. Students evaluated sections of writing from last week's on-demand writing piece and received their paragraphs back. For homework, use feedback to revise and rewrite paragraphs.

Monday, March 27
Test Prep. We went over structure of questions students will encounter on the reading portion of the Aspire test. We read & interpreted figurative language in poetry and worked through an open response together. For homework, practice with figurative language.

Friday, March 17
Wordly Wise Lesson 8 test. No homework over break!

Thursday, March 16
We reviewed selecting appropriate transitions and using lead-ins to provide context for supporting evidence. Then, students worked on an on-demand paragraph to explain how Hiram's perspective changes in MT, 1955.

Wednesday, March 15
Students took a comprehension quiz on chapter 17 (open notes, not open books). Then, we wrapped up our discussion of how Emmett Till's life and death impacted Americans during this time. Finally, in prep for tomorrow's on-demand writing piece, we reviewed selecting and using appropriate transitions and lead-ins.
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Tuesday, March 14
Students took a comprehension quiz on chapter 16 (open notes, not open books). Then, we examined a video about Emmett's funeral and his mother's choice to have an open casket. Lastly, students explored how Emmett's story and the photos of his death impacted members of American society.

Monday, March 13
Corrected WW 8B & C; 8D due Wednesday. Then, we went over some sample homework responses to evaluate effective commentary. Next, we analyze how and why Hiram's perspective on Greenwood has changed over the course of the story. Lastly, we broke into small groups to begin reading chapter 16.

Friday, March 10 - No class due to parent teacher conferences

Thursday, March 9
Grammar review: commonly confused words of buy/by/bye, a lot, and know/no. Then, students took a formative assessment to practice tracking the speaker in dialogue. Lastly, we made predictions about the verdict of the trial and broke into small groups to read chapter 15.

Wednesday, March 8
We started class by corrected WW 8A; 8B & C due Monday. Then, we reviewed and took notes on strategies to track the speaker in a text (below). Lastly, we assigned character roles and continued reading chapter 14 together.
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Tuesday, March 7
We started class with some grammar check ins; No Red Ink sections due Thursday. Then, students worked in partners on analyzing the perspectives of Grampa and Naomi in MT, 1955. Students took a formative assessment on this piece at the end of class.

Monday, March 6
First, we went over WW lesson 8 new words with metacognitive markers. Then, we broke back into groups to practice analyzing and comparing perspectives of characters.

Friday, March 3
Reviewed & took notes on perspective (below). Then, we re-read an editorial in MT, 1955 in order to determine and compare the characters' perspectives on who deserves blame for Emmett Till's murder.
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Thursday, March 2
We reviewed the homework with breaking down prompts, crafting intro statements, and setting up the organization. Then, students worked on applying these skills in last writing assessment of trimester.

Wednesday, March 1
No class due to Ash Wednesday services.

Tuesday, Feb. 28
In-class summative reading assessment with Reading Literature standards.

Monday, Feb. 27
Practice with using context to determine the meaning of unknown words, summarizing, and using commentary to explain the connection between inferences and details from literary texts. Notes on summary below:
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Friday, Feb. 24 -- Stations to practice reading lit. standards!
  1. Station 1/4: practice with summarizing. Watch "La Luna" (on silent) and submit organized, accurate summary on Google Form
  2. Station 2/5: Socrative (UMSELA) to practice context clues with a partner-- type both of your names
  3. Station 3/6: w/teacher -- practice with commentary

Thursday, Feb. 23
Students worked on the casting call poster and then started homework: practice with context clues.

Wednesday, Feb. 22
Returned & went over last Thursday's reading quiz. Another formative assessment on RL 7.9 (historical analysis). Then, students began working on a quick analyzing and interpreting characters project (casting poster).

Tuesday, Feb. 21
Returned & went over WW lesson 7 test. Then, we delved a little further into the historical setting of MT, 1955 by examining newspaper articles focusing on Brown v. Board of Education: the court case that led to desegregation of schools. Students used this information to make predictions about characters' perspectives in the story.
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Thursday, Feb. 15
Lesson 7 WW test (last of Trimester) and continuing to read MT, 1955.

Wednesday, Feb. 15
In class assessment on RL 7.1, RL 7.3, RL 7.4, and RL 7.9. WW 7E & test tomorrow.

Tuesday, Feb. 14
Grammar bell work: editing passage. We also practiced using context clues to determine the meaning of challenging words. For homework, continue reading and new group notes role!
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Monday, Feb. 13
Corrected WW 7C; 7C due Wednesday. We went over the "RATE" strategy to attack and fully answer multi-part questions. Then, students worked in small groups to read chapter 3 of MT, 1955. Last, students revised during reading notes based on teacher-feedback.
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Friday, Feb. 10
Corrected WW7B; 7C due Monday. First, we used our homework to describe life for African Americans during this period in history. Then, we made predictions based off cover of new novel, MT, 1955. Last, we began reading our new novel & practicing taking each type of notes for each chapter. For homework, read chapter 2 & do your assigned DR notes for your group.

Thursday, Feb. 9
Students wrapped up their letters to our US Senators from IL and then worked on some pre-reading for our new novel, Mississippi Trial 1955.

Wednesday, Feb. 8
Corrected WW 7A; 7B due Friday. We worked on our editing skills with COPS today. Students first warmed up with an editing passage and then applied this work to their own letters. Then, we went over the rubric and checklist to prep the letter for publications. Students will have time for final revisions and edits tomorrow when letters are due.

Tuesday, Feb. 7
During class, we covered "call-to-action" and "lead-ins" and students worked on revising to add these pieces to their writing. For homework, create works cited and in-text citations.
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Monday, Feb. 6
During class today, students went over WW Lesson 7 words. Then, we again focused on the counterclaim section of a persuasive argument and broke down this section into explicit parts (see below). For homework, watch video to identify examples of call to action.
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Friday, Feb. 3
Greek & Latin root assessment. Then, students reviewed the counterclaim portion of a persuasive argument and continued drafting their letters both with persuasive analysis and this counterclaim section.

Thursday, Feb. 2
Students worked on drafting letters to IL Senators and adding "persuasive analysis/commentary" to help convince audience of their perspective.

Wednesday, February 1
Students shared their research and began planning their ideas for the persuasive letter to our IL Senators about President Trump's executive order on immigration and refugees. Complete the first side of this worksheet for homework!

Monday, January 30 and Tuesday, January 31
Students began research regarding controversy over President Trump's executive order from last Friday. We worked on identifying key words from main ideas and examining articles for supporting details that relate to and support these points.

Articles for “Pro” side

Articles for “Con” side

Friday, January 27
1. WW Lesson 6 test
2. Read "Digital Pirates" and complete open response ?
3. Complete multiple choice questions for the passage (on 7th HW page)

Thursday, January 26
Today, we continued our practice with analyzing and evaluating the reliability and relevance of online sources (for doing research). Students completed another site evaluation form and then used CARRS acronym to evaluate the source.

Class Practice:
Doing research for controversy about whether or not college athletes should get paid. First, use the website evaluation form to analyze each the site and its home page.
Then, use our "CARRS" Acronym to determine if this would be an effective source to use for either side of the controversy: should college athletes get paid?
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Wednesday, January 25
Corrected WW 6C & 6D; WW Lesson 6 Test & 6E due Friday. Students cleaned out their folder of Seedfolks and older materials/assessments and received their Seedfolks essays back--to be turned in Friday, signed. We continued our work with analyzing websites and will pick up tomorrow.

Tuesday, January 24
Grammar focus: functions of coordinating conjunctions (notes below). For homework due Thursday--complete NRI: Id. Function of FANBOYS. Then, we shifted focus to discussing strategies to make research efficient as well as how to analyze and evaluate sources of information online. Takeaways:
  • Using key words or questions can make online search more focused
  • Analyzing the URL can be one way to determine the credibility of a source
For homework, work through analysis of given website with tan sheet.
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Monday, January 23
Analyzed a sample debate to discuss structure of debate and information to include in each component. Then, we divided up into two groups and students debated whether or not Jill should be able to go see La La Land on Tuesday. Great work, debators!

Friday, January 20
Corrected WW 6B; 6C due Monday. In class assessment on parts of an argument & applying understanding of ethos, logos, and pathos. For homework, debate prep: use info. from prompt to generate reasons & supporting evidence to determine if Jill should go to see movie or not!

Thursday, January 19
First, we reviewed the structure, development, and purpose of a counterclaim, rebuttal section in an argument (below). Students discussed how stating and rebutting against counterclaim can help build the speaker or writer's ethos (credibility). Then, students applied their understanding of argument by organizing, classifying, and analyzing a "deconstructed argument" in pairs. For homework, follow same format!
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Wednesday, January 18
First, we corrected WW6A; 6B due Friday. Then, we reviewed ethos, logos, and pathos homework and discussed strategies to look for these appeals in ads/arguments (below). Finally, we took notes on counterclaim & rebuttal, a way to build ethos in an argument (below). For homework, annotate the sample counterclaim/rebuttal paragraph you glued in your notebook according to directions.
  • Terms for quiz:
    • ethos
    • logos
    • pathos
    • claim
    • counterclaim
    • reason
    • evidence
    • argument
    • rebuttal

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Tuesday, January 17
Grammar target: introduced coordinating conjunctions and FANBOYS acronym. Then, we went over the notes on ethos, logos, and pathos and worked on applying this understanding to classify the persuasive appeals used in advertising (below).
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Friday, January 13
Bell work:
Class work:
  1. Greek & Latin root "pos" test (15 min)
  2. If need to finish video, do so! (link on yesterday's entry below)
  3. partners to meet and share supporting evidence for claim/counterclaim for "Should college athletes get paid?"
  4. Socrative (on your own) -- UMSELA (room code)
  5. HW: guided notes on persuasive appeals -- glue in section 3 of ELA ntbk & WW 6A due next Wed.

Thursday, January 12
During class today, we worked on analyzing information presented in an informational text. Students worked in partners and worked on gathering supporting evidence for a claim by asking: which side of the claim does ___ support and why? while watching the above report from CNN.

Wednesday, January 11
During class, we reviewed the homework and then discussed why it is important to be able to distinguish between fact and opinion. Then, we started practicing generating claims, counterclaims, and support for a "controversy" -- should students be required to take gym classes every day?
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Tuesday, January 10
Students received Greek/Latin root vocabulary for this week with "pos" and did a sample definition/visual (below). Then, 7th graders reviewed guided notes about parts of an argument (below) and analyzed sentences to determine the claim (main point, opinion backed up by research) in sentences.
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Monday, January 9
MAP testing.

Friday, January 6
Peer editing and evaluating writing with the rubric. During class, students practiced using the rubric and tools (including notes) to evaluate writing pieces against given/expected criteria. They worked in pairs to evaluate and give specific, action-oriented feedback to peers and then began implementing this feedback. Essays due Monday!
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Thursday, January 5
We focused on using "literary present" to describe and explain ideas about literary texts during class today. Students took notes on and practiced editing to use present tense in their Seedfolks essays. They also received the checklist for this essay to prep for publication (due tomorrow at end of class).
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Wednesday, January 4
We focused on conclusion paragraphs during class today. Students took notes on strategies and parts of a conclusion paragraph (below) and then worked on drafting their conclusion paragraphs.
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Monday, December 19
  1. Link to Conclusion Paragraph (notes on two parts of a conclusion paragraph -- in section 3 of ELA ntbk, include the visual diagram from the video).
During class, we reviewed introductory paragraphs (notes below). Then, students began drafting or evaluating their introductory paragraphs using the notes/given model. For homework, take notes on the conclusion paragraph video (as directed) and then complete side of conclusion paragraph worksheet entitled "practice with conclusions."
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Friday, December 16
During class, we first reviewed notes on concluding sentences (below). Then, students worked on completing drafting of their body paragraphs and began reviewing information about and an example of a strong introductory paragraph to begin drafting this piece. For homework, watch the video & analyze the same introduction paragraph.

Thursday, December 15
During class, we reviewed structure of lead-ins for our Seedfolks essay as well as commentary. Students revised an example of a lead in to meet our criteria and then took notes on the DOs and Don'ts of commentary and generated sentence stems to use for this essay (below).
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Wednesday, December 14
During class, we defined lead-ins, their placement, and purpose in writing. We also identified a structure for how to include a 2.5 sentence lead-in for the Seedfolks essay. For homework, NRI: 4 sections.
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Tuesday, December 13
1. Complete WW test
2. Scan & record scores on both bubble sheet and WW test
3. Staple (bubble sheet on top)
4. Turn into HR's basket.
5. Open your Planning Structure document (outline)
6. Evaluate and add supporting evidence directly on outline
7. Begin drafting your body paragraphs directly on outline

Monday, December 12
No class due to Nutcracker performance. Remember to study for WW Lesson 5 assessment and complete 5E!

Friday, December 9
During class, we reviewed the structure of the body paragraphs for the Seedfolks essays (below). Then, we broke into small groups to review breaking down multi-part prompts and crafting thesis statements that preview all main ideas of an essay and topic sentences that support the thesis and introduce the main ideas of one body paragraph. For homework, students are using the feedback from their formative assessments to revise thesis & topic sentences, type them directly onto the outlines, and then completing a feedback form.
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Thursday, December 8
  1. Click on link: __________'s Planning Structure for Seedfolks Essay
  2. File --> Make a copy of document
  3. Rename document with your name to replace __
  4. Create outline for body paragraph 1 that a) names part b) describes function

Wednesday, December 7
Went over WW 5D with analogies--great job using sentences to explain the relationship (connection) between the words! We reviewed thesis statements/topic sentences based on yesterday's Socrative quiz and students use prewriting steps to plan out main ideas and generate topic sentence/thesis statement for upcoming essay with Seedfolks.

Tuesday, December 6
  • Group Work Google Doc (Remember to make a copy & share with your group members before you start your work!)
During class, we reviewed creating sentences to describe the relationship between words in an analogy. Then, we reviewed more grammar concepts related to capitalization (notes below). Lastly, students began working in groups on analyzing character development in Seedfolks.
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Monday, December 5
Corrected WW 5B & 5C; 5D due Wednesday--make sure to write sentences for analogies. Then, students reviewed the differences between thesis statements and topic sentences (notes below). We practiced breaking down prompts in order to generate the thesis statement--the "blueprint" of the essay. For homework, finish the wkst & make sure NRI is complete for tomorrow!
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Friday, December 2
Conferences -- no school!

Thursday, December 1
We went over comprehension questions for "Gonzalo," "Leona," and "Sam" and continued working on RL 7.3 in Seedfolks and interpreting why characters change in the novel.

Wednesday, November 30
We corrected WW 5A; 5B & 5C are due on Monday. Then, we continued to delve into thinking deeply about story elements by considering cause and effect relationships with "Wendell" in Seedfolks: Why does a character change? What causes a character to "grow?" Students also worked in pairs to interpret the cause of Tio Juan's change in the novel as well.

Tuesday, November 29
First, we reviewed and took notes on basic capitalization rules. Then, we went over the expectations for the reading homework (complete sentences) and reviewed this work. Finally, we began working on interpreting cause and effect relationships, specifically the "root" of characters' growth in Seedfolks.

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Monday, November 28
Went over new lesson of Wordly Wise words -- lesson 5. 5A due Wednesday. Then, we began discussing some of the big picture, essential questions that will guide our reading of our new novel, Seedfolks (below). Finally, we broke into small groups and began reading the text and making inferences about the characters beyond what the text states.

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Tuesday, November 22
We recorded the Religion gratitude essay/podcasts! So exciting!

Monday, November 21
We worked on drafting introductions and conclusions for the Religion gratitude essays/podcasts.

Friday, November 18
We worked on drafting and revising the body paragraphs for the Religion gratitude essays.

Thursday, November 17
During class, we went over our last two revision targets:
  1. Revising for formal style
  2. Citing sources accurately & with the correct format
Students worked through a checklist and self-evaluated their work with the rubric that will be used to grade their work. Great work, focus, and effort on this writing piece, 7th graders! Check the 7th HW page for HW!

Wednesday, November 16
During class, we reviewed the notes on and purpose of lead-ins. Then, we went over the homework in order to consider how to go about adding lead-ins before direct quotes:
  1. Identify the direct quote (supporting evidence)
  2. Re-read the section surrounding the quote
  3. Identify the who? when? where? info
  4. Use this info. to generate the lead in (before the direct quote)
Students continued drafting and revising to add/develop lead-ins. For homework, practice with in-text citations and concluding sentences.
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Tuesday, November 15
During class, we reviewed the purpose and parts of commentary for a literary essay. We evaluated samples of commentary and practiced revising an example together. Students worked on applying their understanding of writing targets by drafting their paragraph.
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Monday, November 14
Students worked on breaking down the prompt, brainstorming ideas, and evaluating and selecting relevant evidence for their summative expository writing piece for T1 (below). For homework, make sure to complete both sides of the worksheet!
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Friday, November 11
Bell Work (3 minutes)
Students took summative Greek/Latin root assessment for Trimester 1. Then, we went over WW Lesson 4 assessment--summative for T1 (to be signed by Wednesday). Last, we reviewed the notes about topic sentences & evaluated the four sample topic sentences (below).
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Thursday, November 10
Reading lit. summative with The Boy Who Dared. For homework, practice with topic sentences (watch & take notes on 3 minute video) + evaluate four sample topic sentences. Then, study for Greek & Latin root assessment.

Wednesday, November 9
Went over yesterday's homework (RL 7.3 & RL 7.6) and starting reading pages 131-145 in small groups with more practice of these standards. Reading assessment tomorrow and remember to take notes as it's open book!

Tuesday, November 8
Went over last week's formative assessment with RL 7.3 and RL 7.6 before doing more practice with these reading standards with "Eleven." We'll go over this work tomorrow during class!

Monday, November 7
  1. Correct WW 4E
  2. Lesson 4 WW test
1. Eleven by Sandra Cisneros + write concise, accurate, objective summary in section 2 of ELA notebook
2. Make flashcards for mob, mot, and mov

Friday, November 5
Cubs Madness!

Thursday, November 4
  1. Record "Viewing Questions" to focus watching of Helmuth Hubener documentary
  2. Watch "Truth and Conviction: The Helmuth Hubener Story"
  3. HW: Complete WW 4E & study for WW Lesson 4 test tomorrow

Wednesday, November 2
  1. Correct WW 4C & 4D
  2. Formative assessment with RL 7.1, RL 7.2, RL 7.3, and RL 7.6 (masteryconnect.com/bubblesheet)

Tuesday, November 1
  1. Small group reading of The Boy Who Dared to 131
  2. Add notes to your table's tab (1s=A; 2s = B; 3s=C; 4s=D)

Monday, October 31--Happy Halloween!!
  1. Go over comp. questions for "Sorry, Wrong Number"
  2. Listen to radio drama "Sorry, Wrong Number" to consider: How do stage directions and sounds effects help to heighten and create suspense?

Friday, October 28
  1. Correct 4B; 4C + 4D due next Wednesday
  2. As needed--finish partner paragraphs
  3. Notes on "radio drama, stage directions, and sound effects" + review format of radio drama
  4. Two groups to read "Sorry Wrong Number" + answer comp. questions

Thursday, October 27
  1. Editing passage practice
  2. Breaking down parts of an expository paragraph
  3. Collaborating, drafting, revising, and editing partner paragraphs re: theme in A Bad Case of Stripes
  4. HW: 4B

Wednesday, October 26
  1. Correct WW 4A
  2. Determining theme in "Scholarship Jacket"
  3. Formative theme assessment (masteryconnect.com/bubblesheet)
  4. HW: Read A Bad Case of Stripesand determine theme w/worksheet + WW 4B due Fri.

Tuesday, October 25
  1. Go over theme notes
  2. Story time! -- interpreting theme of "The Poisonous Mushroom"
  3. Socrative check-in
  4. Reading HW: Read pp. 97-break at top of 115 + notes on your group's tab (1s=D; 2s=A; 3s=B; 4s=C) + WW 4A

Monday, October 24
  1. Introduce Lesson 4 WW words
  2. Aspire Reading Lit. Prep with Ms. Strome
  3. HW: Watch theme video & complete guided notes + WW 4A

Friday, October 21
  • Bell Work for Lesson 3 Wordly Wise test
  1. Go over WW 3E -https://quizlet.com/13834631/wordly-wise-3000-book-7-lesson-3-flash-cards/
  2. WW Lesson 3 test
  3. Reading homework: 86 - 97 + notes on your group's tab (1s=D; 2s =A; 3s=B; 4s =C)

Thursday, October 20
  1. Go over "Scholarship Jacket" point of view practice
  2. More practice with analyzing point of view in The Boy Who Dared
  3. Point of view quiz (masteryconnect.com/bubblesheet)

Wednesday, October 19
Went over 3D; 3E + test Friday. Then, we worked on applying understanding of point of view with RL 7.6. We broke down multi-part questions, and analyzed details to infer characters' perspectives (example below).
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Tuesday, October 18
During class today, we practiced determining point of view: 1st person, 2nd person, 3rd person omniscient, 3rd person limited, 3rd person objective. For homework, some application of this point of view work by reading "The Scholarship Jacket" and answering "Day 1" questions -- side one only!
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Monday, October 17
Corrected WW 3B; 3C. 3D due on Wednesday. Then, we took some notes on tense: present progressive and present perfect progressive (below). For homework, No Red Ink grammar work. We went over reading assessments from a week ago, and then students took a formative assessment on RL 7.9. For homework, watch video & take notes in section 2 of ELA notebook.

Friday, October 14--Holy Fire Retreat

Thursday, October 13
Students wrapped up the character-relationship projects for The Boy Who Dared. Then, we visited the graphs of Chrysanthemum's feelings about her name in order to analyze and explain why her feelings change. We identified that the main conflict (character v. character) causes her feelings to change over the course of the story. For homework, read up to 86 (infinite sign) and take notes on your same assigned question!
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Wednesday, October 12
Corrected WW3A; 3B & 3C are due on Monday. Students continued working with their partners on the character project in The Boy Who Dared. For homework, read & track Chrysanthemum's feelings about her name (4 additional plot points)!
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Tuesday, October 11
Returned & went over Greek & Latin root assessments. Then, introduced lesson 3 WW words -- 3A due tomorrow. We also went over the "determining conflict" homework from last Thursday before beginning a partner activity with identifying relationship between Helmuth and various characters in The Boy Who Dared.

Friday, October 7
Bell Work: Quizlet for "grad/gress"
Students took the "grad/gress" Greek/Latin root assessment. Then, they worked on some grammar practice with NoRedInk (specifics on the wiki). We broke into small reading groups to continue The Boy Who Dared. For homework, read up to p. 62 & take notes on your assigned question on your class's note tracker!

Thursday, October 6
Socrative to review the four types of conflict. Then, students created wordless skits to apply their understanding of each type of conflict. For homework, more practice with identifying the type of conflict presented in a pictures, passages, and a Pixar short film. Remember, Greek & Latin root test tomorrow!

Wednesday, October 5
During class, we first over WW tests & analogy sentences. Next, students took a formative reading assessment with pages 41-45 of TBWD. For homework, watch & take notes on the video (posted on wiki) and make corrections/revisions to your reading notes (check teacher notes!)

Tuesday, October 4
Students worked on some grammar with No Red Ink (identifying complete subjects 2). Then, we spent time examining the informational rubric used to grade the "Hitler's Rise to Power" paragraphs. Students evaluated a model paragraph and then used this tool to self-evaluate their own writing before comparing it to the teacher-graded version of their work. For homework, students are revising and editing these paragraphs to turn in.
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Monday, October 3
Passed out Greek/Latin root "grad/gress" & new format for visuals--copy the definition & generate a related visual. In Mrs. Merten's class, we split into groups and read/discussed The Boy Who Dared starting at page 25. For homework, finish reading up to p. 41 (for Mutti's sake) and record your details. Remember: new questions today: 1s=B; 2s=C; 3s=D; 4s=A.

Friday, September 30
We reviewed 2E & students took their Wordly Wise test. We also went over reading, identifying, and analyzing details related to Question C for the notes: how does the author create an authentic past (example below). For homework, read up to the break at page 25 & take notes on your question (remember: include all details that apply to your question!)
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Thursday, September 29
Bell work: more practice with analogies. We checked in about the DRN tool and worked to problem-solve some kinks. Then, we worked on discussing question "C" of the during reading notes, "How does the author create an authentic past?" by doing research on Anti-Semitism and Anti-Semitic laws at this time. Students identified "interesting/horrifying" laws and analyzed the impact these pieces would have on Jewish people.
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Wednesday, September 28
Bell work: more practice with analogies and corrected WW 2D; 2E & test on Friday. We clarified the structure of The Boy Who Dared.
  • present day = italics text
  • flashback past = regular text
Then, we began reading and filling in notes in our group note-taking tool. For homework, read pages 5-11 and complete notes for your designated question.

Tuesday, September 27
Bell work: more practice with analogies. First, we wrapped up our discussion of the purpose and effects of flashback with Slumdog Millionaire (notes below). Then, students worked with their table groups to discuss the propaganda posters they reviewed for homework. For homework, make at least 4 predictions based on details from the cover in your ELA notebook and complete the top part (ONLY!) of the worksheet.
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Monday, September 26
Corrected WW 2B & 2C; 2D due Wednesday (remember to follow the directions about adding sentences for 6-10!) We also corrected the analogy practice homework. Lastly, we took notes to define flashback and its purposes in literature (notes below). We began watching a clip from Slumdog Millionaire to examine an example of flashback and evaluate its purposes both on the story and audience. For homework, examine the propaganda and analyze the effect on the German people.
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Friday, September 23
No Class

Thursday, September 22
At the beginning of class, we reviewed how to approach analogies. Students practiced making sentences that show the relationship between the two words in the original pair. Then, we worked on selecting the pair of words that shares the same relationship by substituting the given options in the same sentence (example below). Next, students used the notes from their video in order to write an on-demand expository paragraph to explain which three events were most influential in Hitler's rise to power in Germany.
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Wednesday, September 21
We corrected WW 2A; 2B & 2C are both due Monday. Then, we continued our research on the setting of The Boy Who Dared. We reviewed the research/answers from the video, then analyzed the cause and effect relationship of how each event helped lead to Hitler's rise to power in Germany. For homework, complete the After Reading sections: 1. "How did this event help Hitler?" on worksheet and 2. the timeline.

Tuesday, September 20
During Class:
Students took "mob, mov, mot" Greek and Latin root assessment. Then, we continued the research for our upcoming historical fiction novel by defining key figures, terms, and places. We also began watching a video to answer an essential question: How did Hitler rise to power in Germany during the 1920s-30s? For homework, watch the video (link on homework page) and complete the packet--do NOT do After Reading parts.
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Monday, September 19
During class, we read the fictional picture book Jackie's Bat to identify specific details the author uses to create an authentic description of Jackie Robinson's experience as the first African American in the MLB. Then, we reviewed the informational text breakdown worksheet for the "Helmuth Hubener" article to clarify our understanding of the information presented in the text. The goal for tonight is to apply our understanding of the reading and create a "Fakebook" page of a "likely" profile for Helmuth Hubener that connects to details you learned about him through reading. (example w/Jackie Robison below).
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Friday, September 16
We continued practicing strategies and tools to break down informational text including "picky annotating" and using the Informational Text Breakdown worksheet to identify key information and summarize an article. For homework, students will practice "picky annotating" and using the "ITB" independently.

Thursday, September 15
We did a quick game/activity with the Greek & Latin root sentences. Then, we took some brief notes to review the genre of historical fiction (below). We then started to do some research of our own to practice analyzing historical fiction. We identified and examined informational text features (especially headings) to make predictions about the content and purpose of a text. Lastly, we worked on being "picky" when we annotate the text by marking ONLY the most important words/phrases when we read. For homework, finish reading & "picky" annotating the "Jackie Robinson" article.
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Wednesday, September 14
"Dream Job"

Today, we went over homework with QAR questions and students took a quiz to practice this skill. We also practiced applying our understanding of the Greek and Latin root words by creating sentences with content clues. For homework, create sentences for "mov, mot" words 1-5 and complete the given sections of NRI.

Tuesday, September 13

We started our new vocabulary unit with Greek and Latin root words: "mob, mov, mot." For homework, complete visuals & explanations for words (example below). Then, we continued practicing with identifying and generating question types with the story "A Crooked Election." For homework, finish reading, classifying, and answering the questions.
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Monday, September 12
Grammar practice: we took notes on subjects and then worked on identifying complete subjects in small groups & with NoRedInk. For homework, complete No Red Ink: identifying complete subjects. Then, Ms. Strome modeled asking and answering the four types of questions with The Girl with the Brave Heart. For homework, students should read A Bad Case of Stripes and generate 6 questions (one of each and two choice!).

Friday, September 9

Thursday, September 8
We evaluated some homework questions from yesterday (to practice the skill of evaluating!). Then, we shifted gears to another reading strategy: asking questions. Seventh graders began taking notes on types of questions (below) and should complete this piece for homework. Remember: Exercise 1E and lesson 1 test tomorrow!
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Wednesday, September 7
Corrected WW 1C & 1D. WW lesson 1 test on Friday. We wrapped up our review with connections with a Socrative and went over a new reading strategy: evaluation. We briefly took notes and then reviewed a sample evaluation from the summer book blogging! For homework, practice evaluating using "Partly Cloudy."
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Tuesday, September 6
We went over the analogy practice & visualization homework from last week. Then, we continued on with reviewing active reading strategies by introducing, taking notes, and practicing with making connections during reading. For homework, read/watch Freedom on the Menu & record at least 6 different connections.
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Friday, September 2
Corrected WW B and went over directions for C & D (due Wednesday). Then, instead of continuing with active reading strategies, we took quick notes on analogies (below) and worked on a strategy to help solve these word puzzles: write a sentence that uses the two words. If unfinished, this practice is homework.
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Thursday, September 1
We continued reviewing active reading strategies. First, we corrected the predictions worksheet and took notes to explain why predicting helps someone be an active reader. Then, we focused on the visualizing strategy, took notes on why this is an active reading strategy, and practice with "Stopping by Woods on a Snowy Evening." For homework, practice this strategy with the two poems.
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Wednesday, August 31
Corrected WW 1A. We also did a quick "visualize" activity with Wordly Wise words to introduce a new study strategy--read the definition & draw a picture that represents the word/definition. We discussed the meaning of "Active Reading" today and practiced the active reading strategy of making predictions (model question below).
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Tuesday, August 30th
No class due to MAP testing.

Monday, August 29th
Ms. Dohan's HR did not have ELA today (we'll make it up tomorrow and you'll get your Wordly Wise books then too!) Mrs. Merten's HR received and labeled books for the year: Wordly Wise and notebooks. We also went over the Wordly Wise schedule & lesson 1 words--1A due on Wednesday. Then, we did a quick "Making Connections" activity to connect with our new classes!
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