021717 – Friday – Day 120

It’s going to be a strange Dr. Who today.  For those who are going to hang out, bring your Cougar bucks.  I’ve got snacks.

Welcome to Friday.  Wednesday we did a full review of transitional sentences.  Yesterday, we spent time doing more review.  Today, you should have a pretty good understanding of how to use them correctly.  By the end of the day, you should turn in your daily starters.  You should have completed 5 days of them.  Because we spent so much time reviewing, I expect to see that each one of your transitional sentences 1) starts with a transition 2) includes the main ideas from the first paragraph 3) includes the main ideas from the second sentence.  If your daily starters are not turned in by the end of the period, you may not receive a grade.

Further,  make sure you finish the notes from Wednesday (including the summary) so that I can put it in the guidebook.

After our daily starters, we will return to our ERWC groups.  Remember, in order to stay in groups, we must be functioning well as groups.  Most classes had no problem with this, and I suspect things will go well today also.  We are working on assignment #5 in Google Classroom.  If you finish this, go to Assignment #6.

Make sure the following is complete by the end of the period today:

Week 25 Daily Starters: (Google Classroom – Turn In Today) In these, you will be required to come up with a transitional sentence.  This sentence should connect the two topics in each of the given paragraphs.

If you look at our slideshow, you will notice that I’ve provided you 3 videos that talk about transitions.  If you need to refresh your memory on transitions, I recommend that you look at at least one of these videos.  Make sure you use headphones so that you don’t disturb the class.

Week 25 VocabularyFrayer Models: Just like last week, the new vocabulary words are academic words.  They are words you should know in 7th grade. They often show up in tests and in assignments.

Week 24 Vocabulary Test: (Due today) Everyone needs to take this test.  It will go in the grade book on Friday.

Poetry Terms: (Due-date has been changed to 02/27/17) When we are done with our ERWC, we will be going over poetry.  This video provides detailed explanations of terms you will need to know when we cover our poetry unit.  Please watch this video and take notes.

I will also be looking at ERWC, assignment #4.  Make sure you’ve added your own response, and have responded to at least one other student.  Your responses must be complete.  Keep in mind that simple responses may not be graded.

ERWC: Working in groups of 2, 3, or 4, you will complete assignments #5 and 6. Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  As you go into Classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you should complete independently, and then you will get together with a partner or group to finish).  If you’ve forgotten how to mark up text, I’ve provided the following: Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF

Task #5: Group Discussion

As a group you should discuss the following:

  1. Discuss your predictions.  Which turned out to be right, and which did not?  What helped you or got you confused as you did your first reading?
  2. Which sentence in each section did you find most interesting?  Why?  Did others also choose those sentences?
  3. Compare parts that you found confusing.  Somebody in your group may offer a very brief explanation, but, again, you do not have to figure out the meaning yet.
  4. After you’ve finished your discussion, ask for a flash card.  On this flash card, I want each group member to write his/her name.  Make sure you also include your period.  On this flash card you will write a one to two-sentence summary of the entire article.  What is Deborah king’s message about the impact of celebrities?  Be ready to share your summary sentence with the class.

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain-specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Seating Chart

Morning Announcements

 

021617 – Thursday – Day 119

Welcome to Thursday.  Yesterday we did our review of transitional sentences, so today, I hope to see some of what we learned in our daily starters.  We will begin with those.  It is Thursday, so we should have a total of 4 completed by the end of the period.  Make sure you finish the notes from yesterday (including the summary) so that I can put it in the guidebook.

After our daily starters, we will return to our ERWC groups.  Remember, in order to stay in groups, we must be functioning well as groups.  Most classes had no problem with this, and I suspect things will go well today also.

Many of you have figured out how to use PDF’s with Google Classroom.  You should continue marking up your text.  When you are done, you will go over your work with your classmates (follow the steps in Google Classroom, and on this page).

Week 25 Daily Starters: (Google Classroom – Turn In Tomorrow) In these, you will be required to come up with a transitional sentence.  This sentence should connect the two topics in each of the given paragraphs.

If you look at our slideshow, you will notice that I’ve provided you 3 videos that talk about transitions.  If you need to refresh your memory on transitions, I recommend that you look at at least one of these videos.  Make sure you use headphones so that you don’t disturb the class.

Week 25 VocabularyFrayer Models: Just like last week, the new vocabulary words are academic words.  They are words you should know in 7th grade. They often show up in tests and in assignments.

Week 24 Vocabulary Test: (Due Friday) Everyone needs to take this test.  It will go in the grade book on Friday.

Poetry Terms: (Due Friday) When we are done with our ERWC, we will be going over poetry.  This video provides detailed explanations of terms you will need to know when we cover our poetry unit.  Please watch this video and take notes.

ERWC: Working in groups of 2, 3, or 4, you will complete assignments #5 and 6. Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  As you go into Classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you should complete independently, and then you will get together with a partner or group to finish).  If you’ve forgotten how to mark up text, I’ve provided the following: Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF

Task #5: Group Discussion

As a group you should discuss the following:

  1. Discuss your predictions.  Which turned out to be right, and which did not?  What helped you or got you confused as you did your first reading?
  2. Which sentence in each section did you find most interesting?  Why?  Did others also choose those sentences?
  3. Compare parts that you found confusing.  Somebody in your group may offer a very brief explanation, but, again, you do not have to figure out the meaning yet.
  4. After you’ve finished your discussion, ask for a flash card.  On this flash card, I want each group member to write his/her name.  Make sure you also include your period.  On this flash card you will write a one to two-sentence summary of the entire article.  What is Deborah king’s message about the impact of celebrities?  Be ready to share your summary sentence with the class.

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain-specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Seating Chart

Morning Announcements

021517 – Wednesday – Day 118

Yesterday I discovered that the majority of you are struggling with creating transitional sentences in your writing.  Today, we are going to take a detour and go over this very important concept.  You will go to Google classroom, where you will find a new assignment called Cornell Notes: Transitional Sentences.  We will watch a short video and go over a slideshow.  As we do this, you will take notes.

If we finish early enough, then we will go back into groups and work on our ERWC:

Many of you have figured out how to use PDF’s with Google Classroom.  You should continue marking up your text.  When you are done, you will go over your work with your classmates (follow the steps in Google Classroom, and on this page).

Week 25 Daily Starters: (Google Classroom) In these, you will be required to come up with a transitional sentence.  This sentence should connect the two topics in each of the given paragraphs.

If you look at our slideshow, you will notice that I’ve provided you 3 videos that talk about transitions.  If you need to refresh your memory on transitions, I recommend that you look at at least one of these videos.  Make sure you use headphones so that you don’t disturb the class.

Week 25 VocabularyFrayer Models: Just like last week, the new vocabulary words are academic words.  They are words you should know in 7th grade. They often show up in tests and in assignments.

Week 24 Vocabulary Test: Everyone needs to take this test.  It will go in the grade book on Friday.

Poetry Terms: When we are done with our ERWC, we will be going over poetry.  This video provides detailed explanations of terms you will need to know when we cover our poetry unit.  Please watch this video and take notes.

ERWC: Working in groups of 2, 3, or 4, you will complete assignments #5 and 6. Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  As you go into Classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  If you’ve forgotton how to mark up text, I’ve provided the following: Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF

Task #5: Group Discussion

As a group you should discuss the following

  1. Discuss your predictions.  Which turned out to be right, and which did not?  What helped your or got you confused as you did your first reading?
  2. Which sentence in each section did you find more interesting?  Why?  Did others also choose those sentences?
  3. Compare parts that you found confusing.  Somebody in your group may offer a very brief explanation, but, again, you do not have to figure out the meaning yet.
  4. After you’ve finished your discussion, ask for a flash card.  On this flash card, I want each group member to write his/her name.  Make sure you also include your period.  On this flash card you will write a one to two-sentence summary of the entire article.  What is Deborah king’s message about the impact of celebrities?  Be ready to share your summary sentence with the class.

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain-specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Seating Chart

Morning Announcements

021417 – Tuesday – Day 117

Today, we are going to continue with ERWC.  We will begin, however, with our daily starters in Google Classroom.

Week 25 Daily Starters: (Google Classroom) In these, you will be required to come up with a transitional sentence.  This sentence should connect the two topics in each of the given paragraphs.

If you look at our slideshow, you will notice that I’ve provided you 3 videos that talk about transitions.  If you need to refresh your memory on transitions, I recommend that you look at at least one of these videos.  Make sure you use headphones so that you don’t disturb the class.

Week 25 VocabularyFrayer Models: Just like last week, the new vocabulary words are academic words.  They are words you should know in 7th grade. They often show up in tests and in assignments.

Week 24 Vocabulary Test: Everyone needs to take this test.  It will go in the grade book on Friday.

Poetry Terms: When we are done with our ERWC, we will be going over poetry.  This video provides detailed explanations of terms you will need to know when we cover our poetry unit.  Please watch this video and take notes.

ERWC: Working in groups of 2, 3, or 4, you will complete assignments #5 and 6. Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  As you go into Classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  If you’ve forgotton how to mark up text, I’ve provided the following: Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF

Task #5: Group Discussion

As a group you should discuss the following

  1. Discuss your predictions.  Which turned out to be right, and which did not?  What helped your or got you confused as you did your first reading?
  2. Which sentence in each section did you find more interesting?  Why?  Did others also choose those sentences?
  3. Compare parts that you found confusing.  Somebody in your group may offer a very brief explanation, but, again, you do not have to figure out the meaning yet.  
  4. After you’ve finished your discussion, ask for a flash card.  On this flash card, I want each group member to write his/her name.  Make sure you also include your period.  On this flash card you will write a one to two-sentence summary of the entire article.  What is Deborah king’s message about the impact of celebrities?  Be ready to share your summary sentence with the class. 

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain-specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Seating Chart

021317 – Monday – Day 116

Happy Monday, folks!  I hope everyone had a nice weekend.  The Gradebooks is pretty much done (though I do have a couple more assignments to put in), and we are going to be moving forward very quickly.  If you have any concerns about your grade you’d better let me know quick.

Today, we are going to continue with ERWC.  We will begin, however, with our daily starters in Google Classroom.

Week 25 Daily Starters: (Google Classroom) In these, you will be required to come up with a transitional sentence.  This sentence should connect the two topics in each of the given paragraphs.

If you look at our slideshow, you will notice that I’ve provided you 3 videos that talk about transitions.  If you need to refresh your memory on transitions, I recommend that you look at at least one of these videos.  Make sure you use headphones so that you don’t disturb the class.

Week 25 VocabularyFrayer Models: Just like last week, the new vocabulary words are academic words.  They are words you should know in 7th grade. They often show up in tests and in assignments.

Week 24 Vocabulary Test: Everyone needs to take this test.  It will go in the grade book on Friday.

Poetry Terms: When we are done with our ERWC, we will be going over poetry.  This video provides detailed explanations of terms you will need to know when we cover our poetry unit.  Please watch this video and take notes.

ERWC: Working in groups of 2, 3, or 4, you will complete assignments #5 and 6.

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain-specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

021017 – Friday – Day 115

It’s Friday! Dr. Who, Season 1, Episode 6.  Bring your snacks or your cougar cash cause this one is going to be weird.

We’ve spent the entire week getting caught up on missing and late work.  Today, some of you will spend a little time getting caught up with last minute assignments.  Most of us will move on.

Those who are caught up with their work should pay attention as I explain how to complete activity #4 successfully.  In this activity, you will want to formulate a response to the given prompt in a Google Doc.  Once you are sure that your response is appropriate and error free, you should copy and paste it into the assignment.

Before you complete this assignment, we need to talk about public forum etiquette, just to make sure you understand how to make yourself look your best publicly.

  1. Complete our Daily Starters in Google Classroom
  2. Week 24 Vocabulary | Frayer Models
  3. Week 23 Vocabulary Test | Week 23 Vocabulary Test Honors
  4. EWRC: Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  See Video Below.   As you go into classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF
  5. There are still a large number of students who have not submitted weeks 22 and 23 daily starters.  They won’t be graded until you submit them.
  6. There are also a number of student who did not complete the work given when we had subs a couple weeks ago.  You should each make sure this gets done, as they require a text book, and we have text books here in class. One of those was “No Guitar Blues,”  the other was “After Twenty Years.”

Due today: Week 23 Frayer Models, Week 23 Reading Logs.  These will go into Triad 3’s grades, so make sure I get them.

Today we will be going to the library.

Extra Credit Assignment

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Announcements

 

020917 – Thursday – Day 114

Welcome to Thursday.  I passed out missing assignments this week, so we should all know what needs to get done.  I want to remind you that those missing assignments are your priority.  The triad ends on Friday.  I need everything turned in by today.  Make sure you are working hard today so that everyone has a chance to finish their work.

Besides the missing assignments, we need to continue with:

  1. Complete our Daily Starters in Google Classroom
  2. Week 24 Vocabulary | Frayer Models
  3. Week 23 Vocabulary Test | Week 23 Vocabulary Test Honors
  4. EWRC: Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  See Video Below.   As you go into classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF
  5. There are still a large number of students who have not submitted weeks 22 and 23 daily starters.  They won’t be graded until you submit them.
  6. There are also a number of student who did not complete the work given when we had subs a couple weeks ago.  You should each make sure this gets done, as they require a text book, and we have text books here in class. One of those was “No Guitar Blues,”  the other was “After Twenty Years.”

Due today: Week 23 Frayer Models, Week 23 Reading Logs.  These will go into Triad 3’s grades, so make sure I get them.

Today we will be going to the library.

Extra Credit Assignment

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Announcements

020817 – Wednesday – Day 113

Welcome to Wednesday.  The library is done, and now we have to get back to other things.  I passed out missing assignments yesterday.  I want to remind you that those are your priority.  The triad ends on Friday.  I need everything turned in by Thursday. Some of you had to call home yesterday to let your parents know about your missing assignments.  Others may still need to call today.

Besides the missing assignments, we need to continue with:

  1. Complete our Daily Starters in Google Classroom
  2. Go to the Library for books and AR testing. Remember, we must be on our best behavior at the library.  We will go, ger our books, take our tests, and then return quietly to the class.  If you need to print any assignments, ask the librarian nicely.   Please be respectful of her library.
  3. Week 24 Vocabulary | Frayer Models
  4. Week 23 Vocabulary Test | Week 23 Vocabulary Test Honors
  5. EWRC: Prior to testing we started with Marking Up the Text.  We are going to get back to that.  You will complete this using Google Classroom.  See Video Below.   As you go into classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text  Marking up Google Classroom text in PDF
  6. Slideshow

Due today: Week 23 Frayer Models, Week 23 Reading Logs.  These will go into Triad 3’s grades, so make sure I get them. 

Today we will be going to the library.

Extra Credit Assignment

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Announcements

020717 – Tuesday – Day 112

 

Battle of the Books

Well, it’s Tuesday.  Did you realize that this triad ends on Friday?  That means all your work must be turned in and graded.  For many of you, there’s still a lot to get done.  We are going to spend a lot of time this week completing missing work.  Don’t forget that you owe me AR tests.  Aside from this, we will also continue with our ERWC.  This, as you know, will lead to the writing of an essay.  I want each of you to be ready for that.  Today we will:

  1. Complete our Daily Starters in Google Classroom
  2. Go to the Library for books and AR testing. Remember, we must be on our best behavior at the library.  We will go, ger our books, take our tests, and then return quietly to the class.  If you need to print any assignments, ask the librarian nicely.   Please be respectful of her library. 
  3. Week 24 Vocabulary | Frayer Models
  4. Week 23 Vocabulary Test | Week 23 Vocabulary Test Honors
  5. EWRC: Prior to testing we started with Marking Up the Text.  We are going to get back to that.  As you go into classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text
  6. Slideshow

Due today: Week 23 Frayer Models, Week 23 Reading Logs.

Today we will be going to the library.

Extra Credit Assignment

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.

020617 – Monday – Day 111

Happy Monday.  I hope everyone had a nice weekend.  This is now week 24 of our year.  This week we will continue with our ERWC.  This, as you know, will lead to the writing of an essay.  I want each of you to be ready for that.  Today we will:

  1. Complete our Daily Starters in Google Classroom
  2. Week 24 Vocabulary | Frayer Models
  3. Week 23 Vocabulary Test | Week 23 Vocabulary Test Honors
  4. EWRC: Prior to testing we started with Marking Up the Text.  We are going to get back to that.  As you go into classroom, you will find several assignments ready for you to tackle.  You should look for assignments 2, 3A, 3C, 3D, and Assignment #5 (the first part of which you complete independently, and then you will get together with a partner or group to finish).  There is also a survey that should have been done, and which we will go over.  Video Resources (You must use headphones.  If you are found on a non-class-related video, you will lose your Chromebook) Annotating, More Annotating  Marking up the Text
  5. Slideshow

Due today: Week 23 Frayer Models, Week 23 Reading Logs.  

Tomorrow we will be going to the library.

Priority Standard(s)

1. RI.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. RI.7.2 DETERMINE two or more central ideas in a text and ANALYZE their development over the course of the text; PROVIDE an objective summary of the text.
3. RI.7.8 TRACE and EVALUATE the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
4. W.7.1 WRITE arguments to SUPPORT claims with clear reasons and relevant evidence.
a. INTRODUCE claim(s), ACKNOWLEDGE alternate or opposing claims, and ORGANIZE the reasons and evidence logically.
b. SUPPORT claim(s) with logical reasoning and relevant evidence, USING accurate, credible
sources and DEMONSTRATING an understanding of the topic or text.
c. USE words, phrases, and clauses to CREATE cohesion and CLARIFY the relationships among claim(s), reasons, and evidence.
d. ESTABLISH and MAINTAIN a formal style.
e. PROVIDE a concluding statement or section that follows from and SUPPORT the argument presented.
5. L.7.3 USE knowledge of language and its conventions when writing, speaking, reading, or listening.
a. CHOOSE language that expresses ideas precisely and concisely, RECOGNIZING and ELIMINATING wordiness and redundancy.*
6. L.7.6 ACQUIRE and USE accurately grade-appropriate general academic and domain specific words and phrases; GATHER vocabulary knowledge when considering a word or phrase important to comprehension or expression.