102317 – Monday – Day 53

Period 1 Object Writing: We will now change our writing.  Today you will write about the following quote.  What does it say, what does it mean, and why does it matter to you (or for us)?  Expand your thoughts as much as you can.

Period 1, 4, and 5 will begin with 5 Day Grammar for today.  We will then continue working on Assignment #2 of our reading journal (in Classroom) as we read along with the audio of the book.  If we haven’t finished Assignment #4, we will also complete that.  As we evaluate the exposition, we will pay special attention to the setting and the actions of the characters we meet.  We will answer questions about what the setting and character actions reveal about our story.  Most importantly, we are going to catch up with our reading.  

We will also complete Thinking Prompts before we read.  Please copy these into your Reading Journal and title them Assignment #4:

1. Compassion is a key concept to consider when choosing between a highly controlled “peaceful society” and personal freedom. What does “compassion” mean? What part does pain play in compassion? Can people in a society without pain have compassion?
2. What are the advantages of dressing and acting like others? How about dressing differently and acting differently? Do you prefer “sameness” or diversity?
3. Is it more important to you to feel safe, or would you rather have adventure? What are you willing to give up to feel safe? How does being safe or having fun influence your decisions in life?
4. Think of your two saddest memories. If you could erase those memories, would you do so? Explain why or why not.

Vocabulary Practice #1 – There are 99 words you must know in order to completely understand chapter 1 of The Giver.  Here’s your chance to start learning those words. Vocabulary Paragraphs.

Vocabulary that we must know for chapter 1

How to recognize a dystopia – Alex Gendler


Period 3 will begin with 5 Day Grammar for today. We will then continue working on our Reading Journal and begin analyzing our play by examining the exposition.  We need to spend time today looking carefully at the characters we’ve met so far.  Our focus will be on gaining a strong understanding of the main characters and exploring the conflict.  We will look at character actions as indicators of their motives.  We will also discuss the importance of where the play takes place. Most importantly, we are going to catch up with our reading.

 

Food for Thought

First, a survey

There are 58 words that you must know in order to fully understand Act 1 of Inherit the Wind. We should start learning them now.  You have already found 20 words that you need to learn and have added those to your reading journal.

Vocabulary Paragraphs.

Vocabulary that we must know

Learning Goals

My Learning Goals

Our Standards

1. RL.7.1   Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
3. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.  c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.  d. Use precise language and domain-specific vocabulary to inform about or explain the topic.  e. Establish and maintain a formal style.  f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.
5. L.7.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.  a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.  b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).  c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ADVISORY

Morning Announcements

Channel 1

Wednesday  5 Day Grammar

Thursday 5 Day Grammar

102017 – Friday – Day 52

 

Welcome to Friday.  Yesterday we had a sub, and this is what she said about period 4: “Excellent! Everyone participated and completed articles just in time. Can’t express enough how respectful and hardworking they were the entire time.”

Period 1 and 3 were ok.

I hope period 4 brought their snacks.  Remember, you need to share and be kind to each other.  Otherwise, we can’t have another working picnic.  There are still 2 students who will serve detention next Thursday.  Please simply accept your detention with grace.  I don’t want to add more time onto it. 

Periods 1 and 4 will:

  1. Complete Week 11 Vocabulary Test
  2. Completing missing assignments.
  • If you need to make up tests, here are the ones that we have online:

Monsters are Due on Maple Street Handout

 

Week 6 Grammar Test

Week 5 Grammar Test

Week 3 Grammar Test

Elements of Story Part II

Elements of Story Part I

Behavior Test

Reading Logs Due:

Week 7, Week 8, Week 9, Week 10, Week 11

  • If you need to finish the Merlin story, textbooks are also available.  You should answer questions 1-10 at the end of the story.
  • Monsters are Due on Maple Street can be found on page 67 of our text book.  You may use this to complete this assignment.
  • Reading Logs / AR Tests

 

DETENTIONS

The detentions will vary in length.  Those who had their names written down one day will serve one-half hour.  Those who have their names written down twice will serve a full hour.  Each student who will serve detention will be getting notices telling their parents when, where, and why the detention is to be served. Anyone on the detention list is not eligible for the next ukulele drawing. I have to be fair to those students who are doing the right thing. 

What should be done:

Period 5 will

  1. Complete Week 11 Vocabulary Test (those who did not do well with the sub will be completing these on paper).
  2. Student who did well with the sub will be completing missing assignments.  Those who did not do well will be completing a writing assignment.

Period 3 will

Complete Week 11 Grammar Test.  We will then continue with our play.

Morning Announcements

Channel 1

 

101917 – Thursday – Day 51

Today there will be a sub.  We know what the expectations are.  We need to get our work done, we need to be respectful.  We need to stay in our seats.  We need a bathroom pass if we want to use the restroom.

Today we will:

  1. Complete our 5 Day Grammar.
  2. You will read 2 articles:
    1. Yes, Harvey shows climate change is real
    2. No, Hurricanes have plagued Texas for a long time
  3. As you read, you will answer questions pertaining to those articles.
  4. You will then watch this video on Climate Change, and you will answer the questions related to the video.

Your work must be legible is I am to grade it. You must also have your name on it. 

The sub will rate each class. Only those that rate as Excellent will earn a reward tomorrow.

The sub will also provide a list of students who ruin the reward opportunity for their peers.

101817 – Wednesday – Day 50

Period 1 Object Writing: Oatmeal

Period 1, 4, and 5 will begin with 5 Day Grammar for today.  We will then continue to work through out book using the audio files to read along.

We will also complete Thinking Prompts before we read.  Please copy these into your Reading Journal and title them Assignment #4:

1. Compassion is a key concept to consider when choosing between a highly controlled “peaceful society” and personal freedom. What does “compassion” mean? What part does pain play in compassion? Can people in a society without pain have compassion?
2. What are the advantages of dressing and acting like others? How about dressing differently and acting differently? Do you prefer “sameness” or diversity?
3. Is it more important to you to feel safe, or would you rather have adventure? What are you willing to give up to feel safe? How does being safe or having fun influence your decisions in life?
4. Think of your two saddest memories. If you could erase those memories, would you do so? Explain why or why not.

Vocabulary Practice #1 – There are 99 words you must know in order to completely understand chapter 1 of The Giver.  Here’s your chance to start learning those words. Vocabulary Paragraphs.

Vocabulary that we must know for chapter 1

How to recognize a dystopia – Alex Gendler


Period 3 will begin with 5 Day Grammar for today. We will then continue working on our Reading .  We’ve been so busy, that we haven’t really focused as much on the characters as I’d like us to have.  We need to spend time today looking carefully at the characters we’ve met so far.  Our focus will be on identifying the main characters and exploring the conflict of the play.  We will look at character actions as indicators of their motives.  We will also discuss the importance of where the play takes place.

First, though, we will use our reading journal to try and figure out these lines from our play:

CATES: It isn’t as simple as that. Good or bad, black or white, night or day. Do you know, at the top of the world the twilight is six months long?
RACHEL: But we don’t live at the top of the world. We live in Hillsboro, and when the sun goes down, it’s dark. And why do you try to make it different?

Food for Thought

First, a survey

There are 58 words that you must know in order to fully understand Act 1 of Inherit the Wind. We should start learning them now.  You have already found 20 words that you need to learn and have added those to your reading journal.

Vocabulary Paragraphs.

Vocabulary that we must know

Learning Goals

My Learning Goals

Our Standards

1. RL.7.1   Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
3. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.  c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.  d. Use precise language and domain-specific vocabulary to inform about or explain the topic.  e. Establish and maintain a formal style.  f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.
5. L.7.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.  a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.  b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).  c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ADVISORY

Morning Announcements

Channel 1

Wednesday  5 Day Grammar

Thursday 5 Day Grammar

101717 – Tuesday – Day 49

In Praise of Pip Assignment

Welcome to Tuesday.  There is supposed to be a sub, so we all know what those behaviors should look like.  No going to the bathroom without a pass.  No walking around.  Be respectful.  Work.  No hitting, no pushing, no shoving, no roasting. Be kind.

Today, you are going to watch In Praise of Pip.  As you watch, you will also pause occasionally in order to complete an assignment.  The assignment will go in the gradebook.  So do your best to complete it.

If you are unable to watch the movie, you will take a grammar test instead.  If you are assigned the grammar test, please do not write on it, as there are not enough copies for all periods.  Use a separate sheet of paper to complete this.

Seating Chart

Week 11 5 Day Grammar / Answer Key

In Praise of Pip Assignment

5 day grammar test week 10

5 day grammar week 10 test answer key

Sub Lesson Plan 101717

Morning Announcements

Channel 1

101617 – Monday – Day 48

Week 8 Grammar Test should have already been completed.


Period 1 Object Writing: Halloween

Period 1, 4, and 5 will begin with 5 Day Grammar for today.  We will then continue working on Assignment #2 of our reading journal (in Classroom) as we read along with the audio of the book.  If we haven’t finished Assignment #4, we will also complete that.  As we evaluate the exposition, we will pay special attention to the setting and the actions of the characters we meet.  We will answer questions about what the setting and character actions reveal about our story.

We will also complete Thinking Prompts before we read.  Please copy these into your Reading Journal and title them Assignment #4:

1. Compassion is a key concept to consider when choosing between a highly controlled “peaceful society” and personal freedom. What does “compassion” mean? What part does pain play in compassion? Can people in a society without pain have compassion?
2. What are the advantages of dressing and acting like others? How about dressing differently and acting differently? Do you prefer “sameness” or diversity?
3. Is it more important to you to feel safe, or would you rather have adventure? What are you willing to give up to feel safe? How does being safe or having fun influence your decisions in life?
4. Think of your two saddest memories. If you could erase those memories, would you do so? Explain why or why not.

Vocabulary Practice #1 – There are 99 words you must know in order to completely understand chapter 1 of The Giver.  Here’s your chance to start learning those words. Vocabulary Paragraphs.

Vocabulary that we must know for chapter 1

How to recognize a dystopia – Alex Gendler


Period 3 will begin with 5 Day Grammar for today. We will then continue working on our Reading Journal and begin analyzing our play by examining the exposition.  We need to spend time today looking carefully at the characters we’ve met so far.  Our focus will be on gaining a strong understanding of the main characters and exploring the conflict.  We will look at character actions as indicators of their motives.  We will also discuss the importance of where the play takes place.

First, though, we will use our reading journal to try and figure out these lines from our play:

CATES: It isn’t as simple as that. Good or bad, black or white, night or day. Do you know, at the top of the world the twilight is six months long?
RACHEL: But we don’t live at the top of the world. We live in Hillsboro, and when the sun goes down, it’s dark. And why do you try to make it different?

Food for Thought

First, a survey

There are 58 words that you must know in order to fully understand Act 1 of Inherit the Wind. We should start learning them now.  You have already found 20 words that you need to learn and have added those to your reading journal.

Vocabulary Paragraphs.

Vocabulary that we must know

Learning Goals

My Learning Goals

Our Standards

1. RL.7.1   Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
3. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.  c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.  d. Use precise language and domain-specific vocabulary to inform about or explain the topic.  e. Establish and maintain a formal style.  f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.
5. L.7.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.  a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.  b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).  c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ADVISORY

Morning Announcements

Channel 1

Wednesday  5 Day Grammar

Thursday 5 Day Grammar

101317 – Friday – Day 47

Reading Logs are Due Today – The TA will collect them from you and begin grading them.

Welcome to Friday.  There is supposed to be a sub, so we all know what those behaviors should look like.  No going to the bathroom without a pass.  No walking around.  Be respectful.  Work.  No hitting, no pushing, no shoving, no roasting.  Be kind.

Today, you are going to watch The Monsters are Due on Maple Street.  As you watch, you will also pause occasionally in order to complete an assignment.  The assignment will go in the gradebook.  So do your best to complete it.

If you are unable to watch the movie, you will take a grammar test instead.  If you are assigned the grammar test, please do not write on it, as there are not enough copies for all periods.  Use a separate sheet of paper to complete this.

Seating Chart

Monsters are Due on Maple Street Handout

5 day grammar test week 10

5 day grammar week 10 test answer key

Sub Lesson Plan 103117

Morning Announcements

Channel 1

101217 – Thursday – Day 46

 

I really missed you guys.  I am glad you are all back.  Today, we are going to get back to reading.  Make sure you pick up a reading log for this week.  I won’t be here tomorrow, but you still need to turn them in.

Week 8 Grammar Test should have already been completed.


Period 1 Object Writing: Your favorite music personality or band

Period 1, 4, and 5 will begin with 5 Day Grammar for today, and 5 day grammar for yesterday.  We will then continue working on Assignment #2 of our reading journal (in Classroom).  If we haven’t finished Assignment #4, we will also complete that.  As we evaluate the exposition, we will pay special attention to the setting and the actions of the characters we meet.  We will answer questions about what the setting and character actions reveal about our story.  You have already found 20 words that you don’t know and have added those to your reading journal.

We will also complete Thinking Prompts before we read.  Please copy these into your Reading Journal and title them Assignment #4:

1. Compassion is a key concept to consider when choosing between a highly controlled “peaceful society” and personal freedom. What does “compassion” mean? What part does pain play in compassion? Can people in a society without pain have compassion?
2. What are the advantages of dressing and acting like others? How about dressing differently and acting differently? Do you prefer “sameness” or diversity?
3. Is it more important to you to feel safe, or would you rather have adventure? What are you willing to give up to feel safe? How does being safe or having fun influence your decisions in life?
4. Think of your two saddest memories. If you could erase those memories, would you do so? Explain why or why not.

Vocabulary Practice #1 – There are 99 words you must know in order to completely understand chapter 1 of The Giver.  Here’s your chance to start learning those words. Vocabulary Paragraphs.

Vocabulary that we must know for chapter 1

How to recognize a dystopia – Alex Gendler


Period 3 will begin with 5 Day Grammar for today, and 5 day grammar for yesterday.   We will then start working on our Reading Journal and begin analyzing our play by examining the exposition.  Our focus will be on gaining a strong understanding of the main characters and exploring the conflict.  We will look at character actions as indicators of their motives.  We will also discuss the importance of where the play takes place.

Food for Thought

First, a survey

There are 58 words that you must know in order to fully understand Act 1 of Inherit the Wind. We should start learning them now.  You have already found 20 words that you need to learn and have added those to your reading journal.

Vocabulary Paragraphs.

Vocabulary that we must know

Learning Goals

My Learning Goals

Our Standards

1. RL.7.1   Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
3. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.  c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.  d. Use precise language and domain-specific vocabulary to inform about or explain the topic.  e. Establish and maintain a formal style.  f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.
5. L.7.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.  a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.  b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).  c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ADVISORY

Morning Announcements

Channel 1

Wednesday  5 Day Grammar

Thursday 5 Day Grammar

 

101017 – Tuesday – Day 44

Tuesday, and we’ve got so much do.  Today, we are going to get back to reading.  Make sure you pick up a reading log for this week.

Week 8 Grammar Test should have already been completed.


Period 1 Object Writing: Your favorite music personality or band

Period 1, 4, and 5 will begin with 5 Day Grammar.  We will then continue working on Assignment #2 of our reading journal (in Classroom).  If we haven’t finished Assignment #4, we will also complete that.  As we evaluate the exposition, we will pay special attention to the setting and the actions of the characters we meet.  We will answer questions about what the setting and character actions reveal about our story.  You have already found 20 words that you don’t know and have added those to your reading journal.

We will also complete Thinking Prompts before we read.  Please copy these into your Reading Journal and title them Assignment #4:

1. Compassion is a key concept to consider when choosing between a highly controlled “peaceful society” and personal freedom. What does “compassion” mean? What part does pain play in compassion? Can people in a society without pain have compassion?
2. What are the advantages of dressing and acting like others? How about dressing differently and acting differently? Do you prefer “sameness” or diversity?
3. Is it more important to you to feel safe, or would you rather have adventure? What are you willing to give up to feel safe? How does being safe or having fun influence your decisions in life?
4. Think of your two saddest memories. If you could erase those memories, would you do so? Explain why or why not.

Vocabulary Practice #1 – There are 99 words you must know in order to completely understand chapter 1 of The Giver.  Here’s your chance to start learning those words. Vocabulary Paragraphs.

Vocabulary that we must know for chapter 1

How to recognize a dystopia – Alex Gendler


Period 3 will begin with 5 Day Grammar.  We will then start working on our Reading Journal and begin analyzing our play by examining the exposition.  Our focus will be on gaining a strong understanding of the main characters and exploring the conflict.  We will look at character actions as indicators of their motives.  We will also discuss the importance of where the play takes place.

Food for Thought

First, a survey

There are 58 words that you must know in order to fully understand Act 1 of Inherit the Wind. We should start learning them now.  You have already found 20 words that you need to learn and have added those to your reading journal.

Vocabulary Paragraphs.

Vocabulary that we must know

Learning Goals

My Learning Goals

Our Standards

1. RL.7.1   Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
3. W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.  a. Introduce a topic or thesis statement clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.  b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.  c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.  d. Use precise language and domain-specific vocabulary to inform about or explain the topic.  e. Establish and maintain a formal style.  f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
4. L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt). b. Spell correctly.
5. L.7.4  Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.  a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.  b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).  c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech or trace the etymology of words. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

ADVISORY

Morning Announcements

Channel 1