111717 – Friday – Day 71

Today we will call home for those student who are not completing reading logs.

Pd. 5 – Turkey Trot – Important Information

Reading Logs are Due

If you’ve not completed your Reading Log, we will call home.

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions
PERIOD 1 QUOTE FOR WRITING: THIS ONE IS BY Frederick Douglas:

Period 1, 4, and 5 will begin with MUGSHOTS

TODAY WE WILL GO BACK TO READING OUR NOVEL.
LAST WEEK WE TOOK 2 TESTS:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.


Period 3 will begin with MugShots in Classroom

ASSIGNMENT #4 OF OUR READING JOURNAL: RESPOND TO THIS PROMPT.

What are the motives of Brady and Drummond?  What evidence can you find to support your thoughts?  Please answer in complete sentences and use correct standards for citations.

WE WILL THEN RETURN TO READING OUR PLAY.

Friday, we took these 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

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 News

111617 – Thursday – Day 70

Today we will continue to make phone calls home for those who are not turning in work.

Pd. 5 – Turkey Trot – Important Information

Reading Logs are Due

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions
PERIOD 1 QUOTE FOR WRITING: THIS ONE IS BY Charles Darwin:

Period 1, 4, and 5 will begin with 5 Day Grammar

TODAY WE WILL GO BACK TO READING OUR NOVEL.
LAST WEEK WE TOOK 2 TESTS:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.


Period 3 will begin with 5 Day Grammar

Assignment #4 of our Reading Journal: Respond to this prompt.

What are the motives of Brady and Drummond?  What evidence can you find to support your thoughts?  Please answer in complete sentences and use correct standards for citations.  

WE WILL THEN RETURN TO READING OUR PLAY.

Friday, we took these 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

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 News

111517 – Wednesday – Day 69

Today we will continue to make phone calls home for those who are not turning in work. 

Pd. 5 – Turkey Trot – Important Information

We will also go over test scores and period 1 will go over current grades.

Reading Logs are Due

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions

Today we will make phone calls home for those who are not turning in work.

PERIOD 1 QUOTE FOR WRITING: THIS ONE IS BY Dante Alighieri:

Period 1, 4, and 5 will begin with 5 Day Grammar

TODAY WE WILL GO BACK TO READING OUR NOVEL.
LAST WEEK WE TOOK 2 TESTS:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.


Period 3 will begin with 5 Day Grammar

WE WILL THEN RETURN TO READING OUR PLAY.

Friday, we took these 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

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 News

PERIOD 1 QUOTE FOR WRITING: THIS ONE IS BY Stephen Covey:

Period 1, 4, and 5 will begin with 5 Day Grammar

TODAY WE WILL GO BACK TO READING OUR NOVEL.
LAST WEEK WE TOOK 2 TESTS:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.


Period 3 will begin with 5 Day Grammar

WE WILL THEN RETURN TO READING OUR PLAY.

Friday, we took these 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

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 News

 

 

111417 – Tuesday – Day 68

Pd. 5 – Turkey Trot – Important Information

We will also go over test scores and period 1 will go over current grades.

Reading Logs are Due

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions

Today we will make phone calls home for those who are not turning in work. 

PERIOD 1 QUOTE FOR WRITING: THIS ONE IS BY Stephen Covey:

Period 1, 4, and 5 will begin with 5 Day Grammar

TODAY WE WILL GO BACK TO READING OUR NOVEL.
LAST WEEK WE TOOK 2 TESTS:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.


Period 3 will begin with 5 Day Grammar

WE WILL THEN RETURN TO READING OUR PLAY.

Friday, we took these 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

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 News

 

Battle of the Books

Today we will create Game Show Quizzes using Kahoot,

Quizizz, or Socrative.  You will get into groups of 3 or 4.  The groups should be comprised of students who’ve read different books.  We want your quizzes to represent a variety of book titles and questions.  If possible, you will share your quizzes with your coaches so that we can edit them if and where necessary.

111317 – Monday – Day 67

Pd. 5 – Turkey Trot – Important Information

We will also go over test scores and period 1 will go over current grades.

Reading Logs are Due

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions
PERIOD 1 QUOTE FOR WRITING: THIS ONE IS BY Norman Cousins:

Period 1, 4, and 5 will begin with 5 Day Grammar

TODAY WE WILL GO BACK TO reading our novel.
Last week we took 2 TESTS:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.


Period 3 will begin with 5 Day Grammar

We will then return to reading our play.

Friday, we took these 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

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 News

 

Battle of the Books

Today we will create Game Show Quizzes using Kahoot,

Quizizz, or Socrative.  You will get into groups of 3 or 4.  The groups should be comprised of students who’ve read different books.  We want your quizzes to represent a variety of book titles and questions.  If possible, you will share your quizzes with your coaches so that we can edit them if and where necessary. 

110917 – Thursday – Day 66

Pd. 5 – Turkey Trot – Important Information

We will also go over test scores and period 1 will go over current grades.

Reading Logs are Due

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions
Period 1 Quote for writing: This one is by Winston Churchill

Period 1, 4, and 5 will begin with 5 Day Grammar

We will then take 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

Today we will go back to writing about the characters of our novel – assignment #2 of our Reading log.

Period 3 will begin

with 5 Day Grammar

We will then take 2 tests:

Classroom Expectations (Behavior Test) (You must get 100% on this test.  Take it until you get that score.)

Week 14 5 Day Grammar Test

We will also complete new Index Cards.

Today we will go back to writing about our characters – Assignment 2 of our Reading Journal.

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 News

110817 – Wednesday – Day 65

Using our class time effectively

  1. Enter quietly
  2. Daily Starter: Agenda, 5 Day Grammar (Pd. 1 Only – Object Writing)
  3. Listen for Instructions

Period 1 Quote for writing:

Period 1, 4, and 5 will begin with 5 Day Grammar

Today we will go back to reading our novel.


Period 3 will begin with 5 Day Grammar for today.

We will continue reading our Play.

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 News

 

5 Day Grammar

 

 

5 Day Grammar

110717 – Tuesday – Day 64

Period 1 Quote for writing:

Period 1, 4, and 5 will begin with 5 Day Grammar.

Today, we will review class rules for this Trimester.

You will need paper and a writing utensil.  

Citing Text from a Novel

What I will need in order to complete this assignment:

  1. I must have read at least some of the book.  The class has read beyond chapter 8.  If I am not there, then I must catch up ASAP.  I should start reading immediately. 
  2. I must have created the reading journal in Google Classroom.  We did this together as a class, and have been working on it off and on for several weeks.  If I don’t have this done, then, I’ve simply not been working with the class.  I cannot disturb the teacher in the middle of class to fix this.  I will have to see him either before or after school (when he is available) to get caught up.
  3. I must have paid attention in class as we practiced this on three different occasions.  If I was gone because of illness or suspension or because I could not behave in class, I cannot expect the teacher to go over the entire three days of lessons again just for me during class-time.  I will have to see him either before or after school (when he is available).  If I was here for even one of those days, then I should have done my work with my classmates, and so, I can use the examples that we created together to help guide me in completing this assignment. 

Today, we will return to Assignment #2.

Explain what we know about Asher, Jonas’ mom, his dad, and Lily.  You should have at least 2 claims per character.  Each claim must follow the format below (just like we did together many times this last week).

The Steps to Completing Your Paragraphs:

  1. Make a claim.  What do you know about the character?
  2. Introduce your quote.  What is happening when the quote occurs, who is speaking, why are they saying what they are saying?
  3. Insert your quote, use correct punctuation.
  4. Explain what your quote suggests, proves, or why it is there.
  5. Explain what you meant in the previous sentence above–clarify the point you are trying to make.

We will also finish the prompts below: 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 (Skip Mugshot). We will continue with our play and our reading journals.  I’d like to work in assignment #2, and I’d like to get to assignment #5.

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

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5 Day Grammar

 

110617 – Monday – Day 63

Today is a Guest-Teacher day.  We have discussed expectations for the class.  Make sure you are on your best behavior.  The class will be graded as Horrible, Ok, or Excellent.  Excellent classes will have a working picnic this week.

If you haven’t turned in your reading logs for last week, make sure you do so today.  You know how those can start to really hurt your grade once you start to miss turning them in. 

Remember that you should not be out of your seat without permission.  If you need to use the bathroom, you will need a bathroom pass.

Bathroom Pass

If you don’t have a bathroom pass, please don’t ask.

Make sure you are sitting in the correct seat.  The Guest-Teacher has the seating chart and will be taking roll using that seating chart.  If you are not where you are supposed to be, you will be marked absent.

Seating Charts

Today we will:

  1. Complete 5 Day Grammar.  You can find this on your handout.  You will complete this on a separate sheet of paper.  Make sure your work is neat and legible, or you will not receive credit.
  2. Read The Smallest Dragonboy on page 119 of our textbook.  Answer questions 1, 2, 3, 4, 5, 6, 9, and 10 (IQIA).

ADVISORY

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110317 – Friday – Day 62

Today is a Guest-Teacher day.  We have discussed expectations for the class.  Make sure you are on your best behavior.  The class will be graded as Horrible, Ok, or Excellent.  Excellent classes will have a working picnic next week.

This is how you are doing so far:

Remember that you should not be out of your seat without permission.  If you need to use the bathroom, you will need a bathroom pass.

Bathroom Pass

If you don’t have a bathroom pass, please don’t ask.

Make sure you are sitting in the correct seat.  The Guest-Teacher has the seating chart and will be taking roll using that seating chart.  If you are not where you are supposed to be, you will be marked absent.

Seating Charts

Today we will:

  1. Complete 5 Day Grammar Test Week 13.  Make sure your work is neat and legible, or you will not receive credit.  You will have 15 minutes to complete this test.  Test answers can be found here.
  2. Once you are done with the test, turn it in so that it can be graded.  You will then read the short story, Yeh-Shen on page 250 of our text book.  Make sure you begin on page 250 so that you get an understanding of the background for this story.  When you are done, you will complete the Reading Check questions (1-5) on page 256 using IQIA (Include Question in Answer), as well as questions 7 and 8.

ADVISORY

Morning Announcements

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