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Weekly Blog 5/25-5/29

This Week in Reading….

MONDAY – HOLIDAY, NO SCHOOL

TUESDAY – Complete mini group ‘character autopsies,’ assigned Friday, SWTWC Part 2 Literature Circles – Assignments Due: Part 2 Role Sheets, Reading, Annotation HW: Read and annotate chapters 45-46

WEDNESDAY – Dialectical Journals, Discuss chapters 45-46, Read and annotate chapters 47-48 Assignments Due: none HW: Read and annotate chapter 49

THURSDAY – Dialectical Journals, Discuss chapters 47-50, Read and annotate chapters 50-51 Assignments Due: none HW: Read and annotate chapter 52-53

FRIDAY – Dialectical Journals, Read chapter 54, Discuss final chapters Assignments Due: bell ringers HW: begin working on SWTWC Socratic Seminar questions – will have Monday in class to work on these as well

This Week in ELA….

MONDAY – HOLIDAY, NO SCHOOL

TUESDAY – Grammar Review, The Literary Dinner Party Assignments Due: none HW: The Literary Dinner Party due 5/29

WEDNESDAY – Grammar Review, The Literary Dinner Party Assignments Due: none HW: The Literary Dinner Party due 5/29

THURSDAY – Grammar Review, The Literary Dinner Party Assignments Due: none HW: The Literary Dinner Party due 5/29 (TOMORROW)

FRIDAY – The Literary Dinner Party – actual dinner party today! Assignments Due: place setting, belief questions, food, project write-up

Weekly Blog 5/18-5/22

This Week in Reading:

Monday: Ch. 34-35 Pop Quiz, Discuss chapters 34-35, Read and annotate chapters 36-38

Assignments Due: none HW: read and annotate chapter 39

Tuesday: SWTWC Dialectical Journal, Discuss 36-39, Read and annotate chapters 40-41

Assignments Due: none HW: re-read difficult passages, catch up on meaningful annotation, and diffuse novel vocabulary

Wednesday: SWTWC Dialectical Journal, Discuss chapters 40-41, Read and annotate chapters 42-43

Assignments Due: none  HW: read and annotate chapter 44

Thursday: SWTWC Dialectical Journal, Discuss chapter 44, Part 2 Lit Circle Role Sheets

Assignments Due: PART 2 ANNOTATION CHECK HW: Finish Part 2 Role Sheets if not finished in class.

Friday: Part 2 Kahoot Quiz, Part 2 Literature Circle

Assignments Due: Part 2 reading and role sheets HW: none

This Week in ELA….

Monday – Fri: Grammar Review, The Literary Dinner Party

Assignments Due: “Origami House Project” due on Monday @ beginning of class if not turned in on Friday, and bell ringers are due on Friday  

HW this week: Literary Dinner Party

Weekly Blog 5/11 – 5/15

This Week in Reading…

Monday – Dialectical Journal, SWTWC Part 1 Literature Circle Prep/Role Sheets (Part 1 annotation check today)  Assignments Due: SWTWC Part 1 Annotation  HW: finish lit circle prep

Tuesday – SWTWC Part 1 Kahoot Quiz, Literature Circle Part 1 Assignments Due: Part 1 Role Sheets and Reading HW: read and annotate chapter 25 – 27

Wednesday – Dialectical Journal, discuss chapters 25 – 27, read and annotate chapter 27-28  Assignments Due: none  HW: read and annotate chapter 29

Thursday – Dialectical Journal, Discuss chapters 28-29, Read and annotate chapter 30 -31 Assignments Due: none  HW: read and annotate chapters 32-33

Friday – Dialectical Journal, Discuss chapters 30-33, read and annotate chapter 34  Assignments Due: none   HW: read and annotate chapter 35    ***1st period will miss reading class due to the Survivor Games, but will have a chance to read chapter 34 in ELA class that afternoon.

This Week in ELA….

Monday – Read and analyze “The Abandoned Farmhouse” by Ted Koozer  Assignments Due: none  HW: none

Tuesday – “Querencia” Origami House Overview, Select character and draft poem  Assignments Due: none  HW: finish poem draft if not finished in class

Wednesday – Writing Groups: Revise and Edit poem drafts; Create Poem Draft 2, work on origami house   Assignments Due: poem rough draft   HW: print any computer images IF you want/need them for origami house; otherwise draw by hand

Thursday – Construct and Illustrate Origami House, write final poem draft inside house Assignments Due: none   HW: complete origami house if not finished in class

Friday – Write essay component of Origami House Project; Revise and Edit in Writing Groups

Assignments Due: none  HW: none (unless you have not used class time well on origami house project!)

Weekly Blog 5/4 – 5/8

MONDAY

READING

• Bell Ringer: SWTWC dialectical journal
• SWTWC Vocabulary Diffusion and Quizlet Practice

Assignments Due: none

HW: read and annotate chapters 15 – 17

ELA

• 1. Journal Prompt- Author’s Style: Complete TPCASTT and SB pg. 286 Reflection Q’s
• 2. “Choices” by Nikki Giovanni inflection marking and oral reading practice – students give individual presentations for a grade
• 3. Something Wicked This Way Comes reading and annotation independently

Assignments Due: begin “Choices” oral reading with inflection marking

HW: 

TUESDAY

No classes will meet today; all 7th graders will be on their “Watershed” science field trip!

Assignments Due: none

HW: read and annotate chapters 17-18

WEDNESDAY

READING

• Bell Ringer – SWTWC Dialectical Journal
• Discussion Questions and Clarifications for chapters 15-18
• Read and annotate chapters 19-20

Assignments Due: none

HW: re-read difficult passages, catch up on annotation and vocabulary diffusion; study Part 1 vocabulary on Quizlet

ELA

• Bell Ringer – SWTWC Vocabulary Sentences/Quizlet Practice
• SB 5.15 “5th Grade Autobiography” – reading, annotating, TPCASTT

Assignments Due: none

HW: none

THURSDAY

READING

• Bell Ringer – SWTWC Dialectical Journal
• Discussion Questions/Clarifications for chapters 19-20
• Read and annotate chapters 21-23

Assignments Due: none

HW: no new reading assigned – please re-read passages for clarification and catch up on annotation and vocabulary work. Practice Part 1 vocabulary on Quizlet

ELA

• Bell Ringer – SB 5.17 “Oranges” by Gary Soto – read, annotate, summarize
• SB 5.18 “Seventh Grade” reading and annotation

Assignments Due: none

HW: none

FRIDAY

READING

• LITERATURE CIRCLE GROUPS ASSIGNED
• Bell Ringer- SWTWC Dialectical Journal
• Discussion Questions/Clarification for chapters 21-23
• Read and annotate ch. 24

Assignments Due: none

HW: no new reading tonight; please re-read difficult passages for clarification, catch up on annotation and vocabulary diffusion; PART 1 ANNOTATION CHECK TOMORROW!

ELA

• Bell Ringer: “Seventh Grade” Summary Paragraph
• Groups – “Seventh Grade” Found Poem

Assignments Due: “Seventh Grade” Found Poem

HW: none

Weekly Blog 4/27-5/1

MONDAY

In Reading….

1. “The Veldt” Socratic Seminar – final round

Assignments Due: Socratic Seminar Questions

HW: graded novel check tomorrow for Something Wicked This Way Comes

In ELA…

1. Journal Prompt: Analysis of Author’s Style – Ray Bradbury

2. Bradbury Video Interview and Discussion

3. Bradbury article

4. Something Wicked This Way Comes Anticipation Guide

Assignments Due: NRI Mastery Check

HW: complete SWTWC Anticipation Guide for tomorrow

TUESDAY

In Reading…

1. Share anticipation guides

2. SWTWC Annotation Notes

3. SWTWC Cast of Characters

4. SWTWC Prologue

Assignments Due: graded novel check today

HW: read chapters 2 and 3 on your own and annotate – use your annotation key and remember to diffuse vocabulary as needed

In ELA…

1. Groups – Vocabulary Diffusion and Annotation Notes

2. SWTWC Chapter 1 whole class reading with modeled annotation

Assignment Due: none

HW: none

WEDNESDAY

In Reading…

1. SWTWC Journal Prompt

2. Discussion and Clarification Questions

3. Chapters 4 and 5 – whole class reading

4. Chapter 6 – Individual Reading/Annotation

Assignments Due: none

HW: no additional reading tonight; please use this time to catch up on annotating/diffusing chapters 1-6

In ELA…

1. SB 5.6 – “What We Choose to Emphasize”

2. SB 5.7 – “Choices” by Nikki Giovanni – TPCASTT

Assignments Due: none

HW: none

THURSDAY

In Reading…

1. SWTWC Journal Prompt

2. Discussion Questions and Clarification Questions

3. Chapters 7 and 8 – Whole Class

4. Chapter 9 – Individual Reading and Annotation

Assignments due – none

HW: read and annotate chapter 10 and 11

In ELA…

1. Bell Ringer – SB pg. 286 #1-3

2. SB pg. 286 #5-7 – Inflection Marking of “Choices” and oral reading practice

3. Work on SWTWC reading/annotation individually; one at a time students will recite “Choices” for me privately for an oral reading grade – this will continue tomorrow as well

Assignments Due: “Choices” inflection marking and oral reading (continues tomorrow)

HW: practice “Choices” to recite for me tomorrow if you didn’t do so in class today

FRIDAY

In Reading…

1. Notes: SWTWC Respond, Analyze, Evaluate Journals

2. Discussion and Clarification Questions

3. Independently read and annotate chapters 12-14

Assignments Due: none

HW: re-read passages from chapters 1-14 which you need clarification on; catch up on annotation and vocabulary diffusion

In ELA…

1. This Week’s SWTWC R.A.E. journal entries – 2 required

2. Revise and Edit journal entries in groups – turn in journal entries

3. Work on re-reading passages from SWTWC chapters 1-14 for clarification; catch up on annotation and vocabulary diffusion – students will be pulled individually throughout class today for their inflection marking/oral reading grade of Nikki Giovanni’s “Choices”

Assignments Due: 2 SWTWC R.A.E. Journal Entries; “Choices” oral reading

HW: none

Excerpt from The Narrative of Frederick Douglass – Question Responses

Here are possible answers for the four “Key Ideas and Details” questions in the margins of pg. 5 and 6 of your “Frederick Douglass” packet:

1) Why does Douglas compare slaves going to the Great House Farm to politicians? How does this comparison contribute to your understanding?

Douglass implies that being a slave selected to work at Great House Farm was similar to being a politician elected to Congress. Just as politicians seek to “please and deceive the people,” slaves tried to be more pleasing to the overseer. In essence, the slaves campaigned to be selected to work at Great House Farm the way politicians campaign to be elected.

2.) What is the contradiction between the meaning and the tone in the slaves’ songs? How could this contradiction confuse an outside observer?

Douglass points out the contrast between the melody of the song and the content of the lyrics. “They would sometimes sing the most pathetic sentiment in the most rapturous tone, and the most rapturous sentiment in the most pathetic tone.” The listener might get a wrong impression of the song, thinking it joyful when, in fact, it is full of sorrow and pain.

3.) How does Douglass’s choice of words help reveal his feelings about the institution of slavery? Which examples of powerful diction best reveal his tone?

Douglass uses a variety of connotative diction to make clear his “hatred of slavery.” Examples might include the following:

• the horrible character of slavery
• a tale of woe
• complaint of souls boiling over with the bitterest anguish
• depressed my spirits
• filled me with ineffable sadness
• found myself in tears
• afflicts me
• deepen my hatred
• soul-killing

4.) According to Douglass, what mistaken conclusion do people make from the singing of slaves? What simile does he use to illustrate his point?

Douglass points out the mistaken conclusion that the songs of slaves are proof of their contentment, because in truth they are a sign of his sorrows. He compares the singing of a slave to that of a castaway stranded on an island, because “the songs of the one and of the other are prompted by the same emotion.” Douglass does not explicitly state what this emotion is, but we can infer loneliness, loss of hope, despair, depression, a desire to keep going despite the insurmountable odds.

I’m going to throw in the 3 “Synthesizing Your Understanding” questions from page 7 of your packet for those of you who struggle with determining author’s purpose, message, and tone:

1. The speaker is a man who was born and raised as a slave. This experience gives him a firsthand and authentic perspective on the topic. In addition, Douglass is literate and well-educated, possessing skills that allow him to write eloquently. As a result, the diction and style of the text if both familiar and elevated. He is able to recount his experiences and to reflect on their significance, now that he looks upon the world of slavery without instead of within.

2. Douglass is writing to offer his audience some insight into the experience of slavery. Particularly, Douglass wants to enlighten his audience about two topics: the pride felt by those slaves chosen to work at the Great House Farm, and the purpose and emotion behind the singing of slaves. He points out that contrary to the beliefs of Northerners, the singing of slaves is not evidence of their contentment. Rather, their songs belie their emotions.

3. The excerpt opens with a somewhat straightforward, upbeat tone. The first paragraphs acknowledge the Great House Farm and its respected status by the slaves of Colonel Lloyd. As the piece transitions to the topic of slave songs, a deeper sadness if revealed. Douglass clearly feels horror toward the institution of slavery and anguish at the very thought of the songs of slaves.

Please be sure to review your INB vocabulary and reading notes. GOOD LUCK TOMORROW!

Reread

annotate

diffuse vocabulary

paraphrase text

PROVE YOUR ANSWERS!

Weekly Blog 4/20 – 4/24

Weekly Blog 4/13-4/17

This Week in Reading and ELA…

We will continue our poetry studies this week in both reading and ELA. The following titles will be used for close reading, whole class analysis:

“Yuba City School” by Chitra Banjeree Divakaruni

“The Railway Train” by Emily Dickinson

“Choices” by Nikki Giovanni

“One Art” by Elizabeth Bishop

“Chicago” by Carl Sandberg

On Monday and Tuesday of next week, we will do focused skill and concept reviews for Wednesday’s 7th Grade STAAR Reading Test.

Assignments Due:

• “Choices and Consequences 1-4” will be handed in on Monday after a journal question related these assignments.
• 2 Daily/participation grades will be taken in both classes this week to ensure student participation and monitor comprehension.
• Expository “Good Side of Disappointments” are late as of Monday but accepted until Wednesday
• Next Friday is the deadline for the “Best School Day” +1 revisions.

Major Grades:

• MONDAY – Selection Test with Response to Literature over “The Highwayman” by Alfred Noyes (please bring your annotated text with you to class!)
• WEDNESDAY – Interactive Notebook Check (Copies of all handouts were made available per student request and notice was given on Friday. Students know they have 2 tutorials available to them on Mon/Wed to get any remaining notes they might be missing OR get them from trusted classmates.)

Announcement:

We will be starting our final class novel, Something Wicked This Way Comes by Ray Bradbury, in two weeks after a bit of a breather.Students will need a physical copy of the book for annotation checks. Used copies are available on Amazon for less than $2! Please look for this version:

Weekly Blog 4/6-4/10

This Week in Reading

Monday will be our final Tangerine literature circle! Students will have their Part 3 Kahoot Quiz when they walk in the door (bring your iPads!) and will spend the rest of the period discussing the final part of the novel, sharing their role sheets and journals for the week, and reflecting on the major themes from the book. Assignments Due: Literature circle role sheets and double-entry journals.HW: Choices and Consequences 3 (pg. 207) and 4 (pg. 220) due Thursday along with the previously completed charts 1 and 2

On Tuesday, students will answer and create interpretive and evaluative questions from Tangerine in preparation for a whole-class Socratic Seminar tomorrow. The Socratic Seminar will be a major grade and will come both from their written work and the quality of their participation throughout the discussion. Assignments Due: None HW: `)Complete Socratic Seminar questions if not finished in class! 2) Choices and Consequences 3 (pg. 207) and 4 (pg. 220) due Thursday along with the previously completed charts 1 and 2

On Wednesday, our whole class period will be devoted to the Socratic Seminar. Students will turn in their paperwork after the circle. I will be noting their level of involvement and the quality of their commentary. Assignments Due: Socratic Seminar questions HW: Choices and Consequences 3 (pg. 207) and 4 (pg. 220) due Thursday along with the previously completed charts 1 and 2

On Thursday, students will complete pre-writing and outlining for a “Response to Literature” essay regarding a character’s choices from Tangerine. Please see Springboard pages 224 – 228 for assignment details and the grading rubric. Assignments Due: none HW: complete 4 square outline if not finished in class

On Friday, students will write their “Response to Literature” rough draft. Assignments Due: none HW: finish rough draft if not completed in class.

This Week in ELA

This week in ELA, we will completing several close reading studies of poetry as a lead-in to our 5th Springboard unit. Unit 5 genres are poetry and drama/dramatic monologues. Our poetry close reading will, I hope, bring the kids a deeper appreciation and understanding of the genre and put them in good shape for our upcoming STAAR reading test.

Monday and Tuesday – “The Highwayman”

Wednesday and Thursday – “Yuba City School”

Friday – “The Railway Train”

Assignments Due: there will be no additional assignments due this week, but a daily grade will be taken for each poem lesson.

HW: No homework assigned this week, but students who have not yet achieved their +1 narrative score point and/or have not submitted their expository “Disappointments” essay must do so prior to the end of the six weeks. Please come see me for a writing conference if you need help! Heads-up for next week: I will be taking an NRI mastery grade.

Weekly Blog 3/30-3/3

First and foremost:

For any 6th period student who didn’t pick theirs up, here is your STAAR Writing Prep Checklist which needs to be turned in Monday by all ELA class periods. This is a record of the work you’ve been doing over these past few weeks to prepare for this week’s writing tests. Turning in this checklist signed by a parent will earn you a quiz grade x2.

Next, our STAAR Writing Test Day 1 and Day 2 will be this Monday and Tuesday. Students will take a multiple choice objective revision and editing test and will write 2 essays in different modes from prewriting through final copy. They will have 4 hours each day to work. Good luck, Yak Herd! The odds ARE in your favor 🙂

This Week in Reading…

Monday – writing conferences and mini-lessons

Assignments due: STAAR WRITING PREP CHECKLIST (see top of blog entry for attachment), essay revisions will be accepted up until the 5th week of the six weeks as students work hard to improve their writing

HW: continue STAAR writing test prep; continue reading Tangerine part 3; work on dialectical journals

Tuesday – Foreshadowing and Characterization in film and text using The Sandlot and Tangerine.

Assignments due: SB 3.10

HW: continue reading Tangerine part 3; work on dialectical journals

Wednesday – analyzing tone in text, conflict foldable INB notes, conflict in Tangerine

Assignments due: none

HW: continue reading Tangerine part 3; work on dialectical journals

Thursday – analyzing tone in text, choices and consequences 3 and 4 (with novel annotations)

Assignments due: none

HW: Tangerine part 3 reading; dialectical journals

Friday – Group P.E.E.C. paragraph over open-ended response question – Tangerine, continue/complete choices and consequences 3 and 4, model dialectical journal (type 3)

Assignments due: All 4 SB ‘Choices and Consequences” charts will be cut out/removed and turned in together. Assignment is worth 2 daily grades

HW: Tangerine part 3 reading and journals. Monday is our prep day for final literature circle

This Week in ELA:

Monday – no ELA classes will meet today

Assignments due: continue working on “Best School Day” +1 submissions and expository submissions for a 3 or 4 – you have until the 5th week to achieve your score

HW: STAAR writing prep checklist (see top of this blog for the attachment if your student lost theirs

Tuesday – see Tuesday entry for Reading class

Wednesday – journal prompt, update INB’s, Image Grammar practice on ‘parallel structure’

Assignments due: (see Monday) – no additional assignments due today

HW: none

Thursday – journal prompt, begin SB Unit 5 – 5.1 (unit preview and learning goals), 5.2 “Pantomime”

Assignments due: continue essay revisions and online submission

HW: none

Friday – journal prompt, SB 5.2 continued “drama game”, SB 5.3 “Emotional Choices”

Assignments due: none, but a participation grade will be taken for students’ level of involvement in their group activities

HW: none