7th+Language+Arts

Welcome to 7th grade ELA!


 * Week of May. 7, 2018 **
 * Continuing with //MT, 1955//
 * //[|Quizlet Wordly Wise]//

Essential Questions:
 * Unit 4:**
 * How does the point of view of a story affect the reader's experience?
 * How are characters affected by the choices of others and events they experience?

Standards Assessed:
 * **Reading Literature**: RL 7.1, RL 7.2, RL 7.3, RL 7.6, RL 7.9
 * **Writing: W 7.2** -- expository writing & related sub-standards
 * **Language**: Lang 7.1, Lang 7.2, Lang 7.4, Lang 7.6

**__Important__** __Links__ __** Helpful Writing Videos **__
 * No Red Ink (Grammar Practice) : [|NoRedInk]
 * [|List of Transition Words]
 * 7th Grade Book Blog - [|aacabookblog7.wordpress.com]
 * Wordly Wise Practice Games: []
 * Grammar Practice: []
 * [|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__= During class, we watched an video clip from //Time// that showed the famous picture of Emmett Till's face and body after his death. We discussed why his mother made the choice to show Emmett's body to the world and then made predictions about the trial's verdict. Students then read in groups (some with grandparents!) chapters 15 and beyond.
 * Friday, May 18**

During class, we started reading chapter 14, the trial. Students are taking notes on each character's testimony in a chart that we began filling out together in class.
 * Thursday, May 17**

Students took a formative assessment on last night's reading with chapter 11 and then began reading chapters 12 & 13.
 * Wednesday, May 16**

First, we analyzed some sample student responses about perspective (from yesterday). Students worked on giving feedback to the responses to explain how the response could be moved to a 4. Then, we focused on defining and interpreting mood in visual art, music, and literature.
 * Tuesday, May 15**
 * [|Analyzing art]
 * For **visual art**, we identified **colors**, **brush strokes**, the **main subject & how it is presented.** Then, we analyzed these to interpret the mood by asking: //How are these details intended to make us feel?//
 * For **music**, we identified **instruments** used, **pacing**, and **pitch**. Then, we analyzed these to interpret the mood by asking: //How are these details intended to make us feel?//
 * For **literature**, we identified **descriptive detail,** especially sensory detail, and **juicy words** like adjectives and verbs. Then, we analyze these to interpret the mood by asking: //How are these intended to make us feel?//

During class, we worked on identifying and analyzing characters' STEAL details to interpret and compare their perspectives about a topic. We focused on Hiram and Grampa's perspectives on which character, Emmett and/or R.C., is to blame for the incident at the river.
 * Monday, May 14**

Second period only due to assembly. Students took formative assessment with RL 7.9 and discussed usage of language in text.
 * Friday, May 11**

WW Lesson 7 test -- second to last WW test of year!
 * Thursday, May 10**

During class, we practiced character analysis with Emmett and Hiram by examining their actions. Then, we reviewed setting (notes below) and discussed how authors use dialogue and descriptive detail to create an authentic past. We also practiced identifying and interpreting descriptive details to determine the setting of a passage.
 * Wednesday, May 9**

During class, students took a quick formative assessment with RL 7.3. They analyzed characters' actions in order to intepret character traits. We also practiced using context clues to determine the meaning of words in a sentence or section of text.
 * Tuesday, May 8**

During class, we practiced using Who? What? and Where? questions to create a sequence of events of a chapter. The goal is to show a more thorough, independent understanding of the chapters we read!
 * Monday, May 7**
 * [|Bell Work: self-check WW 7A-C]
 * [|Check sequence of events]

Students will continue using the STEAL acronym to analyze characters in the text (Grampa or RC--students absent on Thursday will make up this lesson!).
 * Friday, May 4**

Students will use the STEAL acronym to make focused, specific character analysis. First, they'll identify STEAL details and then use background knowledge to make inferences about a character in //MT, 1955// named RC Rydell.
 * Thursday, May 3**
 * Says -- what does the character say?
 * Thoughts -- what are the character's thoughts?
 * Effect on others -- how do other characters react to the character?
 * Actions -- what does the character do?
 * Looks -- how is the character described?

Students will work in groups to use strategies to track speakers and identify key events to retell the main sequence of events in a chapter of reading.
 * Wednesday, May 2**

During class, we discussed our research to help understand the historical and social context of our new novel, //MT, 1955.// Then, we began reading and discussing literary elements of the story including We also worked on using strateiges to track speakers (listed on bookmarks!).
 * Tuesday, May 1**
 * [|What was life like for Americans during the 1950s?]
 * point of view: Hiram is the narrator & the story is told in first person
 * the events in the story are being told by an "older" Hiram who is looking back on past events

Students wrapped up their persuasive essays & we introduced a new lesson of WW vocabulary. Then, students worked on some research for our novel: what was life like in America during the 1950s?
 * Monday, April 30**
 * [|Research/Pre-reading]

Summative Greek/Latin root test & wrapping up essays.
 * Friday, April 27**

Students continued working on their persuasive letters. Another lesson on introductions and editing to check for COPS.
 * Thursday, April 26**

During class, students continued working on their persuasive letters. We went over introductions and conclusions in small groups.
 * Wednesday, April 25**

During class, we focused on identifying and adding appropriate transitions to add to these letters. We also reviewed introductory paragraphs and ethos, logos, and pathos.
 * Tuesday, April 24**

Students continued working on drafting their persuasive letters. We also reviewed persuasive appeals: ethos, logos, and pathos and introductory paragraphs.
 * Monday, April 23**

Summative Greek/Latin root test. Students then started to draft their advice letters.
 * Friday, April 20**

During class, students worked in small groups to identify the parts of a sample body paragraph. We used this to create a checklist/outline for the body paragraphs in this essay. Then, we worked together to create a rubric for this writing piece.
 * Thursday, April 19**
 * [|Rubric for advice letter (Merten)]

Students worked in partners to evaluate the relevance of examples that they will use to recommend their parenting philosophy. For homework, they are analyzing a sample paragraph to help reinforce the structure and development of ideas.
 * Wednesday, April 18**


 * Tuesday, April 17**

Students received their role and task: behavioral therapists writing parents advice letters on how to parent! They worked on selecting their overall idea/parenting philosophy and identifying examples from //Tangerine// and personal experience to back up their ideas.

Students analyzed "Dear Abby" letters to prepare for writing their own advice letters to parents.
 * Monday, April 16**

During class, we took notes on foreshadowing, practiced with summarizing, and then "re-read" to identify & analyze details like camera shots, sounds, and events that help "foreshadow" Alma's fate.
 * Thursday, April 12**
 * [|Tangerine Foreshadowing]

No regular classes due to Aspire testing.
 * Monday, April 9 - Wednesday, April 11**

Students received feedback on their essays & breaking down prompts. Then, they took the Greek/Latin root test with "log" words and practiced breaking down prompts again. For homework, write SEAL letter.
 * Friday, April 6**

Students took a practice Aspire essay to prepare for next Tuesday's writing piece.
 * Thursday, April 5**

During class, we went over conclusion paragraphs & bringing closure to an essay by answering the "So What?" We went over going back to & using the prompt to identify the "big picture"/So What question. Then, we analyzed samples of students' work. We also reviewed introductory paragraphs: the 3 parts & broke down an example. Finally, we worked on breaking down prompts and brainstorming ideas.
 * Wednesday, April 4**

Students received the week's Greek/Latin root words: log. Then, during class, we re-read the passage from "Great Expectations" and students did a Socrative. We then reviewed the responses to these questions.
 * Tuesday, April 3**

First period -- no ELA due to assembly. Second period -- we broke into small groups to read & finish //Tangerine//.
 * Friday, March 23**

During class, we examined the opening statement of yesterday's open response questions. We reviewed using RATE to help directly answer questions. We then broke into groups and practiced close reading a practice Aspire passage & doing an open response & sample reading questions.
 * Thursday, March 22**

During class, we discussed symbols in real life and in literature. Students examined different symbols, like the flag or Batman signal, and discussed how the meaning of symbols can differ based on the context. Then, we examined the "symbolic meaning" of "sight"//Tangerine// by Edward Bloor. Students read selected pages to identify who/what was being "seen" and which character could/could not "see." They then wrote an open response reflection on this piece.
 * Wednesday, March 21**

During class, we went over the homework from yesterday, with particular focus on the summary: SWBSTF and evidence to support inferences. Then, students listened to and read a song "Traveling Soldier" as another formative assessment with summary & making/supporting inferences.
 * Tuesday, March 20**

During class, we broke into groups based on homework: some students re-read to clarify details of the Senior Awards Night & some worked on re-reading this section to make & support inferences, summarize, and identify/interpret figurative language.
 * Monday, March 19**

During class, we went over commonly missed questions from yesterday's Wordly Wise test. Then, we went over a formative assessment with summary from "Two Black Cadillacs." Lastly, we broke into groups to read 244-248 to determine the cause of Luis Cruz's death and prove how Paul feels about this news.
 * Thursday, March 15**

Wordly Wise Lesson 6 assessment. We also quickly discussed Monday's reading homework to determine if dad is really mad that Paul missed Erik's last game.
 * Wednesday, March 14**

During class, we went over yesterday's classwork to practice interpreting figurative language. Then, we analyzed the song "Two Black Cadillacs" and made connections between how choices in sound, pacing, and instruments can convey meaning, like mood, just like an author's word choice. We also worked on making inferences based on details presented in the song and asking what's the most important information in a summary.
 * Tuesday, March 13**

During class, we went over a few questions from last Friday's figurative language quiz. Then, we worked on identifying and interpreting figurative language in the weekend's reading of //Tangerine (example below)// as well as summarizing this section.
 * Monday, March 12**

Self-checked WW6 A-C. Then, students took figurative language assessment and started reading homework.
 * Friday, March 9**
 * [|WW6A-C]

During class, we broke into two reading groups and read Monday, November 20th out loud. We worked on identifying and interpreting figurative language as we read, including similes, metaphors, and hyperbole.
 * Thursday, March 8**

During class, we reviewed characteristics of effective writing & essays. In particular, we focused on bringing closure to ideas in an essay by reviewing main ideas and connecting the topic to its real-world importance/relevance. We worked on asking: Students then used this strategy to write conclusion paragraphs.
 * Wednesday, March 7**
 * Why is this topic important in the real world?
 * What problems does it help people solve/overcome?
 * How does it help people solve these problems?

During class, students took a Socrative with their notes to help identify and classify examples of figurative language. Then, we broke into groups to continue practicing identifying, classifyig, and explaining examples of figurative language.
 * Tuesday, March 6**
 * [|Identifying & explaining figurative language]

During class, we started examining description and figurative language. Students listened to "I Wandered Lonely as a Cloud" and both sketched and acted out the description of the text. Then, we used this close examation of language to interpret how the author is feeling about the flowers in this poem.
 * Monday, March 5**
 * [|Tone word list]

Greek & Latin root summative with "pos" & "sed, sid, sess."
 * Friday, March 2**

Reading assessment with //Tangerine:// RL 7.1, RL 7.3, and RL 7.6.
 * Thursday, March 1**

Students took part one of the reading assessment on theme & using context clues to determine word meaning.
 * Wednesday, Feb. 28**

During class, we went over the reading study guide questions. Then, students took Greek/Latin root test on "sid/sed/siss" and then worked on either finishing their paragraphs or today's assigned reading pages of//Tangerine//.
 * Tuesday, Feb. 27**

During class, we previewed the goals of & agenda for the rest of the week. Then, students worked in small groups with teachers or peers on a study guide for Wed & Thurday's reading assessments--the best/only way to study is to read & think and ask questions when we go over this piece tomorrow!
 * Monday, Feb. 26**
 * 1) Study Guide
 * 2) Watch & interpret theme of [|"Day & Night"] -- what message is best shown by Day & Night over the course of the story?

Students continued working on their literary analysis paragraphs. We worked through mini lessons on following directions to mark and cite direct quotes, use present tense, and use 3rd person.
 * Friday, February 20**

During class, we started working on our literary analysis paragraphs about either theme or relationships. Students worked hard to organize and develop their ideas in writing.
 * Thursday, February 19**

During class, students worked in pairs to organize a deconstructed paragraph. The goal of this activity was to review the organization and development of a paragraph for tomorrow and Friday's in class paragraph.
 * Wednesday, February 18**

During class, we reviewed lead-ins and commentary by taking notes, did a practice of each together (shown below), and then worked in pairs/with teachers to generate lead-ins and commentary. __Wordly Wise__ Test __Homework__
 * Tuesday, February 17**
 * Friday, February 16**
 * 1) Write bridge sentences for 26-29 on the bubble sheet
 * 2) Bridge sentence is for //original pair only//! ( Ex: #1) hot : cold = Hot is the opposite of cold)
 * 3) Make sure to check work -- last one of trimester!
 * 4) Scan & record score on both bubble sheet & test
 * 5) Staple with bubble sheet on top
 * 1) Choir make up (from yesterday): read tuesday, Sept. 19 (106-112) & answer comp. questions on One Note
 * 2) All: Read Monday, Sept. 20- Tuesday, Sept. 26 (112-133) & comp. questions on One Note

During class, we read Tuesday, September 19 (106-112) in small groups. Then, students worked in pairs to group 27 of the characters we've met so far in the novel!
 * Thursday, February 15**

Abbreviated/no class due to Ash Wednesday services. Students worked in pairs to present the bridge sentences and answers for WW 5D to prepare for the analogy section on Friday's test.
 * Wednesday, February 14**

In class assessment with SWBSTF with short stories. For homework, read Monday, Sept. 18. and answer the comp. questions on One Note. For vocabulary, WW 5D and bridge sentences are due on Wednesday.
 * Tuesday, February 13**


 * Monday, February 1****2**
 * 1) Correct analogy worksheet homework
 * 2) Modify directions for 5D -- for homework, must write sentence to express how original words are connected
 * 3) SWBSTF for //Tangerine Part 1//
 * 4) Independently complete Socrative -- UMSELA
 * 5) Independently check [|Wordly Wise 5A-C]

We had "Writing Wednesday" on a Thursday! Our goal was to develop our ideas about a topic by using specific examples and facts from our own lives. Students selected one-two ideas from last week's "Writing Wednesday" work and worked on "streching" this idea by adding specific evidence: facts & proof, from their own lives.
 * Thursday, February** **8**

During class, students worked on applying their understanding of point of view to interpret narrator's and other character's perspectives in texts. For homework, read & answer questions with //Tangerine//.
 * Wednesday, February 7**

During class, we went over point of view (notes) and went back to //Tangerine// to interpret how we can interpret characters' perspectives and how the narrator can affect the emotions a reader experiences when reading a story.
 * Tuesday, February 6**

During class, we went over the last question of the homework: Does Paul's point of view about himself change? Yes or no and why? by examining and graphing Paul's feelings about himself at two points in the story (below). Then, we identified the point of view of //Tangerine// and discussed pros and cons to Paul being the first person narrator of the story (below).
 * Monday, February 5**



When you are done with your tests, please turn them into your class turn-in bin. You are to work on independent reading and questions (on One Note) with //Tangerine// - Pages 65-77 (Monday, September 8, later Monday, September 11). What you don't finish is homework.
 * Friday, February 2**

During class, we reviewed the four question types of QAR -- Question - Answer Relationship. We worked on classifying questions and then using this understanding to help guide how we look back at texts to figure out the correct answer (notes below).
 * Thursday, February 1**



During class, we instituted "Writing Wednesdays" -- days devoted to writing. Teacher modeled how to break down an "On Your Own" prompt and using brainstorming steps to plan out and decide the topic and main ideas of a writing piece. Students then worked on writing about a sport that they play/have played that has affected their lives.
 * Wednesday, January 31**

During class, students re-read characters' word and actions to interpret how Arthur and Erik feel abouto Mike Costello's death (dark, right!). They worked in groups to identify specific words each character said and what they did, then used their schema to interpret that Erik & Arthur are happy about Mike's death. Then, they applied this work with cause and effect independently by reading a passage and answering questions on MasteryConnect for a formative assesment.
 * Tuesday, January 30**

During class, we introduced new Greek & Latin root words with the root "pos." Then, we worked on analyzing cause and effect in a story: how are characters affected by setting? How are characters affected by events? How are characters affected by other characters? by re-reading parts of //Tangerine// and examining textual details.
 * Monday, January 29**

Students took some brief notes about subject and predicate (below). Then, they took a quiz on commonly confused words based on their No Red Ink practice. Last, they worked on revising their reading homework from the previous night or starting practice with identifying subjects and verbs.
 * Friday, January 26**

During class, students reviewed strategies to track a speaker in the text (also written on their //Tangerine// bookmarks). Then, they went over comprehension questions for last night's reading before breaking into small reading groups.
 * Thursday, January 25**

During class, we evaluated sample reponses from last night's homework. Then, we read the prologue of //Tangerine// and worked on writing RATE responses for the questions. For homework, read assigned pages & RATE responses for assigned pages.
 * Wednesday, January 24**

During class, we focused on using RATE to break down and fully answer questions (notes below). Then, students applied this structure when making predictions about Tangerine using just the details and evidence of the cover art.
 * Tuesday, January 23**
 * [|Predictions with RATE & Tangerine]

During class, we went over re-read to identify the most important plot information in a story and create a "SWBSTF" with the stories from Thursday: "Cricket in the Road" and "The Last Cover." Students then received these formative assessments and a grammar quiz back to review. For homework, No Red Ink sections to practice commonly confused words.
 * Monday, January 22**

Students took WW Lesson 4 test during class today. For homework, practice with summarizing with "Feast" -- remember, there can be more than one conflict in a story, so ask "What is the BIG/MAIN problem?"
 * Friday, January 19**

First, we went over & students reviewed feedback on their summaries and theme of "The Scholarship Jacket." Then, students read a story independently and worked on showing their independence with summary (SWBSTF) and interpreting theme
 * Thursday, January 18**

During class, we corrected WW 4D. Then, students worked in pairs or small groups to summarize (SWBSTF) and interpret the theme of "The Scholarship Jacket."
 * W****ednesday, January 17**

During class, we went over multiple choice questions from last Friday's practice Aspire work. Then, students took a formative grammar quiz on commonly missed words (based on the No Red Ink homework). For homework, read "Scholarship Jacket" and complete worksheet.
 * Tuesday, January 16**


 * Friday, January 12**
 * I. Bell Work: 4 minutes to self-check WW4 A-C**
 * [|WW Lesson 4 A-C]
 * II. Classwork**
 * Read passage about Hector & Achilles from //The Illiad//
 * (Formative assessment) Answer questions: 1-6 multiple choice; 7: open response (on paper)
 * submit answers on [|masteryconnect.com/bubblesheet] (**Pattee Class Code**: 612680 ; __Merten Class Code__: 482923) -- Can't remember your student id? Check inside your assignment book or the student id on the bubblesheet of your last Wordly Wise test
 * III. Homework:**
 * Wordly Wise 4D & either 4E or 15 sentences with context clues due Wednesday
 * No Red Ink: ALL commonly confused words sections due Tuesday

MAP Testing -- no regular classes.
 * Thursday, January 11**

Students worked on selecting "appropriate" transition words to link ideas, sentences, and paragraphs in a modified version of "Goldilocks."
 * Wednesday, January 10**

We annotated, evaluated, and revised a conclusion paragraph and worked on editing for COPS.
 * Tuesday, January 9**

Went over Wordly Wise lesson 4 words with thinking markers. Then, we reviewed parts of an introductory paragraph and worked on evaluating and revising a "3" model (below) and editing for capitalization, punctuation, and spelling. Revised model:
 * Monday, January 8**

Edited model:

No regular class.
 * Friday, December 22**

7th graders worked on using the rubric to help evaluate and improve their essays. They have worked so hard on these //Seedfolks// pieces and should be so proud of themselves!
 * Thursday, December 21**

During class, we worked on editing to use commas appropriately and literary present. Students worked on finishing drafting and editing their essays.
 * Wednesday, December 20**

During class, we focused on breaking down conclusion paragraphs and revising to use 3rd person pronouns in our essay to talk about novels. Then, students continued working on drafting their essays and conferencing.
 * Tuesday, December 19**

During class, we focused on breaking down introductory paragraphs. First, we reviewed and added to our notes on intro. paragraphs. Then, we broke down and evaluated an example of "3" intro. paragraph before analyzing a model "4" paragraph. Students were prompted to use both notes and models when drafting their intro. paragraphs.
 * Monday, December 18**



Before students took their Wordly Wise tests, we went over how to cite and punctuate direct quotes from the novel in our essay. Students then worked on formatting and punctuating the explicit evidence in their essays after the WW test.
 * Friday, December 15**


 * Thursday, December 14**
 * 1) Draft body paragraphs
 * 2) Watch & guided notes on [|introductory paragraphs] (if having trouble with viewing video, open in Edge)
 * 3) See Mrs. P

During class, we went over concluding sentences to review rather than "copy and paste" the main ideas of a paragraph. Students worked on drafting their body paragraphs during class. During class, we went over lead-ins and commentary. We worked on using the checklist to make sure the lead-ins include all required info. (see below). Then, we went over the goals of commentary and practiced using sentence stems to explain the connection between evidence and main ideas in our own words.
 * Wednesday, December 13**
 * Tuesday, December 12**



First, we corrected WW 3D. 3E or 15 sentences with context clues due on Wednesday! Then, students worked on revising thesis statements and topic sentences, adding evidence to their outlines, and previewing tomorrow's work: lead-ins.
 * Monday, December 11**

Bell work: During class, we examined our prewriting/planning to make sure that our planning clearly focuses on how each character is changed by asking: Does my work state how the character's emotions, perspective, or personality are changed by being in the garden? Students worked in pairs to give/get feedback on their planning and then started working on generating introductory statements. Finish this page on One Note this weekend!
 * Friday, December** **8**
 * [|Self-check Wordly Wise activities A-C]

During class, students worked with their partners to evaluate each other's evidence by asking: 1. Is this evidence from AFTER the character is involved in the garden? 2. Does this evidence show how the character is changed from before being in the garden? Then, students began previewing the prompt and narrowing down characters to select for this writing piece.
 * Thursday, December 7**

During class, we worked on prewriting for the essay with //Seedfolks//. Students are examining details in the text to interpret whether or not a character is impacted (changed) by the garden. Then they're evaluating textual details to interpret which details relate to and help show the character changes after being in the garden.
 * Wednesday, December 6**
 * [|Seedfolks partner work.]
 * --> File "Make a Copy" --> Share with your partner --> Divide up characters

During class, we practiced reviewing ALL summary details in order to interpret a theme that is presented over the course of an entire chapter/story. Then, students took a reading quiz with //Seedfolks// using both their books and questions on One Note to practice with interpreting theme, summarizing, and analyzing how story elements interact.
 * Tuesday, December 5**

During class, we reviewed examining details of a story in order to determine relevant topics and then themes presented by chapters in //Seedfolks//. Partners worked in pairs to review summaries of chapters, identify relevant topics, and ask: What is the author's message about this topic? to interpret themes.
 * Monday, December 4**
 * [|Theme practice]

During class, we practiced using the "Somebody - Wanted - But - So - Then - Finally" strategy to practice identifying the most important information to include in a summary.
 * Thursday, November 30**

Time in the morning to start reading & answering questions for //Seedfolks// on One Note. Field trip today!
 * Wednesday, November 29**

During class, we went over using One Note to keep track of our reading comprehension questions for //Seedfolks//. Then, we discussed how characters are affected by challenges and also analyzed characters' thoughts to make meaning about them. Then, students read "Gonzalo's" chapter to interpret more cause and effect relationships.
 * Tuesday, November 28**

During class, we started our new novel //Seedfolks//. Before beginning, students worked on discussing essential questions about how people (and characters) are affected by the community in which they live, other people, and challenges in their lives. Then, they read "Kim" to determine how challenges affect characters' actions.
 * Monday, November 27**

Students discussed interview skills and practiced interviewing each other to prepare for The Great Thanksgiving Listen.
 * Tuesday, November 21**

Students practiced being "teachers" and evaluated some sample writing pieces. Then, they received their summative essays back and worked on a writing reflection for this piece (especially in preparation for our next essay between Thanksgiving and Xmas).
 * Monday, November 20**

Students listened to Mrs. Wallett & Mrs. Del Toral's interviews to preview and get a clearer idea of their project over Thanksgiving.
 * Friday, November 17**
 * [|AACA Story Corps Community]

Reading literature summative assessment. Decorate your folder for homework!
 * Thursday, November 16**

During class, partners met to finish the study guide. Then, students led the review of answers for questions. For homework, read "All Summer in a Day."
 * Wednesday, November 15**
 * **[|Merten's class answer key for study guide]**

First, students worked in pairs to over questions for "Thank You, Ma'am." We clarified questions as a group. Then, we practiced one RL 7.4a question for the study guide and one question with RL 7.6/RL 7.1 (below). Students broke into groups to practice these skills with //The Boy Who Dared//. First, we practiced editing our writing to use literary present when writing about stories (below). Then, we practiced revising paragraphs to include transition sentences to clearly shift from one point to another within a paragraph (below). Students worked on finishing revising and editing their essays.
 * Tuesday, November 14**
 * Monday, November 13**

First, we worked on revising our writing to use 3rd person when writing about literature & in an essay (below). Then, we worked on using given steps & tools to format direct quotes in an essay (below).
 * Friday, November 10**



First, we went over the conclusion notes. Then, students annotated and evaluated a sample conclusion paragraph using the rubric criteria (below). Students then worked on drafting their conclusion paragraphs.
 * Thursday, November 9**

During class, we reviewed the purpose and goals of concluding sentences. We also practiced generating some sample concluding sentences by: 7th graders contineud to work on drafing their body paragraphs.
 * Wednesday, November 8**
 * 1) Examining topic sentence
 * 2) Using wrap up transitions
 * 3) Using relevant synonyms
 * 4) Making sure we reveiw all key ideas.

Students took Lesson 2 WW test. Then, they continued working on the body paragraphs of their essays. For homework: watch & guided notes on a video about concluding sentences and No Red Ink sections for verbs are due on Friday.
 * Tuesday, November 7**

During class, we focused on the commentary portion of literary analysis writing: explaining the connection between supporting evidence and an inference in writing. Students took notes, did some practice, and were given sentence stems to help them with applying this part of the writing to their essays. Then, we also went over analogies and writing bridge sentences to help us with this section (analogies on tomorrow's WW test).
 * Monday, November 6**

During class, we reviewed and worked on drafting lead-ins. We practiced re-reading the pages that contain our supporting details and asking Who? What's happening? Where are the characters? and then using this information to add lead-ins before evidence.
 * Friday, November 3**

During class, students worked on revising introductory statements, including thesis statements and topic sentences. Then, they added their supporting evidence to their outlines (below). Outline for Tri 1 Summative Essay: Steps for class:
 * Thursday, November 2**
 * [|____ 's Outline for BWD Summative Essay]
 * File --> Make a Copy --> Rename with YOUR NAME
 * Fill in the header (look at the comment!)
 * 1) Small group practice with thesis & topic sentences
 * 2) Rewrite thesis & topic sentences directly on planning sheet
 * 3) Resubmit thesis & topic sentences (links below)
 * 4) Add evidence DIRECTLY to your outline
 * 5) Add thesis & topic sentences DIRECTLY to outline
 * 6) Watch & guided notes with [|Lead-ins video]
 * 7) Draft/add lead-ins to your outline for the HOW paragraph ONLY (for your direct quotes ONLY)!

Abbreviated class due to mass. First, use your planning packet to input your draft of the thesis & topic sentences: Then, either:
 * Wednesday, November 1**
 * [|Pattee HR Thesis & Topic Sentences]
 * [|Merten HR Thesis & Topic Sentences]
 * 1) Complete WW 2E or 15 sentences (due tomorrow)
 * 2) [|If WW hw done, independent quizlet review of WW Lesson 2 words]

During class, we reviewed the similarities and differences between thesis statements and topic sentences (notes below). Then, we identified explicit steps to generate thesis statements and topic sentences and practiced writing these intro. statements. Students then worked on applying this understanding to their own essays about //The Boy Who Dared//.
 * Tuesday, October 31**

During class, students reflected on the importance of prewriting by planning out ideas and selecting relevant details to support points. They received their paragraphs about Brother Worbs back and we set goals about selecting evidence based on our scores on the rubric for this criteria. Then, students used evaluation questions to help them independently judge the relevance of their evidence for our essay (questions below).
 * Monday, October 30**

Students checked WW homework and also finished the theme tombstones. Then, we introduced the prompt for the summative writing piece: How and why Helmuth Hubener's views about Hitler and the Nazis changes in //TBWD,// and students began working on independently selecting details to prove how Helmuth's views about his leaders change in the text--complete just chart A (page one!) for homework!
 * Friday, October 27**
 * [|Wordly Wise Lesson 2 (A-C)]

During class, we went over commonly missed questions from the Greek & Latin root test. Then, students worked on creating the theme tombstones for Helmuth Hubener with a quote related to the novel's theme as well as relevant evidence from the text.
 * Thursday, October 26**

First, students took a formative check in with RL 7.1 and //The Boy Who Dared//. Then, partners worked to
 * Wednesday, October 25**
 * 1) evaluate topics and theme
 * 2) use this information to select a relevant well-known quote (brainyquest.com ; thinkexist.com)
 * 3) create a [|"theme tombstone"] for Helmuth Hubener.

During class, we continued working on using "Somebody - Wants - But - So - Then - Finally" strategy and then analyzing characters to interpret theme (sample below). For the SWBSTF, we really focused on determining the "Wants" by asking: what is driving the character's actions throughout the ENTIRE story? Students worked in pairs to generate a SWBSTF summary for //The Boy Who Dared// and then created a bubble map to describe Helmuth's characteristics & identify topics to interpret theme.
 * Tuesday, October 24**

We first examined Lesson 2 Wordly Wise words to preview words and our background knowledge. Then, students worked in pairs to discuss the theme homework & we debriefed on the first two. Our goal today was to practice selecting the most important information and details to include in a summary of an entire text. Students took guided notes (below) and then we applied the "Somebody - Wanted - But - So - Then - Finally" tool with "Paperman" below. For homework, they are to create a Somebody - Wanted - But - So - Then - Finally summary for "Partly Cloudy."
 * Monday, October 23**

No class due to Holy Fire Retreat. Packet to practice theme due Monday!
 * Friday, October 20**

Students started class by taking a Socrative about theme. We went over these results to review characteristics of theme & examples. Then, they took a formative assessment on this reading skill. Lastly, we worked on reading short scenarios, analyzing characters, identifying relevant topics, and then interpreting big picture messages (or themes) from these pieces (model below)
 * Thursday, October 19**

During class, we reviewed the guided notes on theme. Then, we applied the strategy of interpreting theme by examining characters in "For the Birds" (model below). Our steps:
 * Wednesday, October 18**
 * 1) Create a flow map to show understanding of the story's events & plot
 * 2) Examine character(s) & interpret their traits & ask: How are these characters treated/how do they change in the story?
 * 3) Identify topics that relate to characters
 * 4) Ask: What is the author's message about this topic? to generate a statement of theme.


 * Tuesday, October 17**
 * 1) Greek/Latin root assessment
 * 2) [|Guided notes on theme] -- fill in as you watch!
 * HW: Finish //TWBD (153-165)// + summaries

During class, students worked in small groups or pairs on making and supporting inferences with relevant details. We worked on developing that inner dialogue to be "picky" about the details we're selecting by asking: Does this detail relate to the idea I'm trying to prove? For homework, they are finishing this classwork & studying for the Greek & Latin root summative.
 * Monday, October 16**

Students used their planning homework from last night to generate literary analysis paragraphs about Brother Worbs in //the Boy Who Dared//. For homework, they are reading the second to last section of the story & generating summaries.
 * Friday, October 13**

First, we went over the context clue homework from yesterday. Then, students took guided notes (below) on the structure of a literary analysis paragraph. Then, they worked in partners in order to classify the parts of a model paragraph. For homework, they are doing planning for a formative literary analysis paragraph tomorrow.
 * Thursday, October 12**

Students received Greek/Latin root assessments with "grad/gress" back & we went over this piece. The summative assessment for Greek/Latin root is next Tuesday (fill in the blank). Then, we worked on using context clues to determine the meaning of unknown words in a story by a) skimming through the text to check our understanding b) re-reading the paragraph/sentences before and after the word to identify specific clues.
 * Wednesday, October 11**

First, students took a formative assessment with summary over the section they read over the weekend (101-121). We went over commonly missed questions to clarify understanding. Then, they worked in groups to finish the character classification project. Finally, we went over a formative assessment from last week and worked on making connections between facts presented in informational texts and details authors use in historical fiction stories to convey an authentic past.
 * Tuesday, October 10**

During class, students took the Greek/Latin root assessment with /grad" words. Then, they worked in their groups to finish the classifying & perspective project with characters.
 * Friday, October 6**

Students continued working on the reading project with //The Boy Who Dared.// We added the step of evaluating the relevance of evidence of our evidence, and within groups, students collaborated on evaluating each other's evidence before getting teacher approval and working on their poster.
 * Thursday, October 5**

During class, we began working on a classifying characters project with our class novel, //The Boy Who Dared//. Students are working on interpreting characters' perspectives and supporting inferences with relevant details on this project.
 * Wednesday, October 4**

First, we went over the possessives: a grammar concept and reviewed some class notes (below). Then, students showed their application of close reading skills with a context clue & analyzing how authors create an authentic past formative assessment--way to work hard today 7th graders!
 * Tuesday, Oct. 3**
 * Grammar focus: **[|Possessive]**

First, students received the new Greek/Latin root word list -- assessment on Friday. Then, we went over the context clue practice from last Wednesday. Finally, students met in small groups to read 56-62 & analyze characters' perspectives as well as support their conclusions with relevant details from the text.
 * Monday, Oct. 2**

Students signed up for No Red Ink and, for homework, are completing a No Red Ink pre-assessment (due Tuesday). Then, they took their first Wordly Wise assessment of the year--well done, 7th graders!
 * Thursday, September 28**

Students took a Socrative over last night's reading. Then, we went over context clue strategies to help us determine the meaning of unknown words in context (below). Then, students broke into pairs to practice applying context clue strategies to determine the meaning of unknown words. For homework, complete this worksheet and study for Wordly Wise!
 * Wednesday, September 27**

During class, students took a reading quiz over last night's reading section --they were allowed to use their summaries from last night! Then, students took a pre-assessment on using context clues to determine the meaning of unknown words. For homework, read pages 45-53 & summarize on your Google form.
 * Tuesday, September 26**

During class, students continued to show their understanding of the historical context of this story: Germany during Hitler and the Nazi's control of the government. Students worked in pairs to create word clouds to show their understanding of how antisemitic laws affected the lives of Jewish people during Nazi control of Germany. Then, we went back into the text to examine how the author, Susan Campbell Bartoletti, creates an authentic past by using characters' dialogue and actions to show realistic behaviors of this time.
 * Monday, Sept. 25**
 * [|Link for Word Cloud]

During class, students self-checked their Wordly Wise homework. Then, we analyzed propaganda posters and a children's story related to antisemitism: discrimination towards Jewish people based on religion. For homework, students are examining Anti-semitic laws and actions and analyzing how these pieces would impact the lives of Jewish people at this point in history.
 * Friday, Sept. 22**
 * [|Self-check WW homework A, B, C]
 * [|Propaganda]

First, we reviewed a quiz on interpreting perspective and using specific details to support our inferences. Then, we broke into small groups to continue practicing intepreting characters' perspectives and identifying relevant textual evidence to support these ideas.
 * Thursday, Sept. 21**

First, we reviewed the difference between dialogue and narration. Then, we went over strategies to track speakers in a text (below) to support our comprehension during whole group and individual reading. Last, we practiced summarizing a present section before students broke into groups to read & summarize.
 * Wednesday, Sept. 20**

During class, we took a few notes on perspective (below). Then, we practiced analyzing a text to infer characters' perspective. Our process: We practiced by reviewing //Freedom on the Menu// to interpret, support, and Great Aunt Gertie's perspective. Then, students worked on applying this with analyzing characters' perspectives in //The Boy Who Dared.//
 * Tuesday, Sept. 19**
 * 1) Identify character
 * 2) Identify character's STEAL details: says - thoughts - effect on others - actions - looks
 * 3) Examine & interpret these details to ask: How does the character feel about based on these details.



During class, we introduced the first lesson's Wordly Wise words and reviewed completing exercises A-C. We then shared predictions about //The Boy Who Dared// based on the front and back covers. Then, we read pages 3-5 in order to determine the structure of the story and began tracking our understanding by recording summaries of past and present sections.
 * Monday, September 18**
 * [|The Boy Who Dared During Reading Notes]
 * regular text = past
 * //italics text = present//

During class, we wrapped up our discussion about the purpose of flashback in //Slumdog Millionaire.// Then, we passed out Wordly Wise materials in preparation for the first lesson we will start next week. After that, students worked on making predictions about plot, characters, conflict, and setting based on the details including text, pictures, and colors of the cover of //The Boy Who Dared//. For homework, they should finish making 6 new predictions & related details.
 * Friday, September 15**

First, we went over expectations for timelines and students' homework is to redo timelines to meet requirements. Then, we took notes on flashback & their purposes in a text (below). Lastly, we watched a clip from //Slumdog Millionaire// that includes some flashbacks to analyze their purpose in the story.
 * Thursday, September 14**

First, we went over the viewing guide for the video. Then, we worked on analyzing how each event helped Hitler in his quest and rise to power in Germany. For homework, students are creating a timeline with the information from the video to use as a visual resource while we read our first class novel, //The Boy Who Dared.//
 * Wednesday, September 13**

During class, we finished up with our character traits activity from yesterday. Then, we began doing some research for our first novel, //The Boy Who Dared//. We defined some key terms and then began watching a 9 minute video to answer the question: How did Hitler rise to power? (For homework, complete the during viewing questions--no After Watching work!)
 * Tuesday, September 12**

During class, we reviewed the notes on characterization and then students used this information to SHOW rather than tell character traits by generating details like characters' dialogue, actions, how others respond to characters, thoughts, and description to evoke this trait. For homework, playposit video!
 * Monday, September 11**

7th graders took the "mot, mob, mov" Greek & Latin root test. Then, we corrected last night's homework with determining the type of conflict. Link above is for homework!
 * Friday, September 8**
 * [|Characters/Characterization Video (take guided notes on yellow paper!)]

Students took a Socrative as a check in on their understanding of the four types of conflict. Then, partners self-checked their class/homework from yesterday and continued practice with determining conflict types. Last, we went over the homework for and format for tomorrow's Greek & Latin root test.
 * Thursday, Sept. 7**
 * [|Answer Key: Conflict]

During class, we went over the options C & D for the Greek & Latin root assignment due tomorrow. Then, students self-checked their notes with the work below and worked in partners to apply their understanding of the different types of conflict. Step 1: Check notes (below) Step 2: Determining Conflict -- in Reading section of ELA ntbk (link below notes!)
 * Wednesday, September 6**

Step 2: [|Link] to Determining Conflict Practice

During class, we took notes on inferences (below). Then, we practiced making inferences and supporting these ideas with specific, relevant details from the text. For homework, cut & glue yellow notes in Reading section + complete the guided notes by watching video on the 7th HW page.
 * Tuesday, September 5**

Students worked in groups to review notes about Multiple Intelligences. Then, they "acted out." charades style each intelligence. Lastly, we introduced the week's Greek & Latin root vocabulary lesson and previewed the two options for the first assignment.
 * Friday, September 1**

Grammar practice for bell work. Then, students took a survey to determine their strengths according to Gardner's Multiple Intelligences. For homework, they are taking guided notes with a video to learn more about each type of intelligence.
 * Thursday, August 31**

Baseline expository essay during class. Students worked really hard during the 35 minute on-demand essay!
 * Wednesday, August 30**

Grammar-related bell work. Mrs. Pattee shared her goals for ELA and we practiced breaking down prompts and brainstorming ideas for an on-demand writing piece tomorrow--just a communication tool, not taken for a grade!
 * Tuesday, August 29**