Homework for Wednesday

Please read Chapters 20-24 in Chains .

For Monday 12/12

1. Read Chapters 16-20
2. Complete the Book Recommendation form
3. Study for your vocab quiz (this crossword may help)

* remember, you don't have to do the worksheet for homework - we will do that in class on Monday.

Tuesday, 12/6

Today in class we finished up our one-on-one conferences. Students checked their vocabulary worksheets for correct answers and also worked on writing a paragraph on a character using the PIE method.

HW - read chapters 11-16; make flashcards for your vocabulary sheets.

Here is a master vocab list (note it does include Chapters 12-15 which has not been assigned yet)

Weekend Homework

In Class today we went over Direct and Indirect Characterization and how we, as readers, are to infer attributes of characters by what they say, do, think and others' reactions to them. You then filled out a character chart that had you find text that supported what you inferred.

We also met individually (about 1/2 the class) about your in class essay and writing so far in English 7. You should all be so proud! Keep up the good work!

For homework:
1. Finish reading up through Chapter 10 in Chains.
2. Complete the character chart if you didn't finish in class
3. Vocabulary for chapters 1-5
4. (optional) Learning about roman numerals.

Beginning Chains...

To provide some background context for the novel, we are going to embark on a web quest in class today.

Directions: Follow the steps on the provided handout. Answer all questions using complete and logical sentences.

Here are the websites you will need:
#1 http://www.revolutionary-war.net/slavery-and-the-revolutionary-war.html
#2 http://www.gutenberg.org/files/147/147-h/147-h.htm (Read the “Introduction” only.)

Homework - to read pages 3-25 in Chains

For Thursday

Today you had an in-class essay, wrapping up our unit on Tuck Everlasting. I know it was a difficult task, but YOU  DID IT!! WooHoo!

NO HOMEWORK!!
 
We will be starting Laurie Halse Anderson's Chains on Thursday.

Over the weekend

...here's an outline to help organize your thoughts for the in-class essay on Tuesday.

For Tuesday, 11/15

Today we worked on preparing for your in class essay that will occur NEXT Tuesday. You may bring your outline, book marked with passages and a computer. You may borrow a computer from the laptop cart if you do not have one.

Tuck Everlasting Essay topics

for Friday November 4th

Today in class, we are going to:

• review dependent and independent clauses
• review sentence structure
• Learn about Coordinating and Subordinating Conjunctions (ppt in sidebar)
• Review the posters we created on Monday for Tuck Everlasting

Homework:

1. Finish reading Tuck Everlasting (106 -139)
2. Complete pages 2-5 in Punctuation Power #2 booklet (see sidebar)

For Monday, 10/31

Today in class we reviewed our reading in Tuck Everlasting chapters 10-15.

We also learned more "Notice & Note" clues: Words of the Wiser and an Aha Moment. Students had learned about Contrasts & Contradictions and Again and Again last week. These are signposts that alert readers to significant moments in a work of literature and encourage students to read closely.

For homework, students are to read Chapters 16-21 in Tuck Everlasting and then fill out the Notice & Note worksheet, identifying various signposts they notice in the reading. There will be a reading quiz on Monday!

For Thursday

Seeing that we are off to Syracuse Stage's production of Great Expectations on Tuesday, you may not have an opportunity to hand in your essays; therefore, it is due on Thursday.

You do have reading due for Thursday:
1) Please read Tuck Everlasting Chapters 10-15 (pages 50-75).
2) Make sure you annotate passages that show

• a) patterns (again and again) 
• b) contradictions & contrasts

For Tuesday 10/25

Today we reviewed sentence structure and went through some exercises to add variety to our writing. We used sentences from Tuck Everlasting as mentor sentences for our work.

For homework, I want you to go through your "Place your Love" essay, and work on revisions. Focus on the following:

• varying sentence length within each paragraph
• varying sentence beginning within each paragraph
• add detail and imagery to your descriptions - remember when we added adjectives and adverbs to our sentences, how the image just "popped" in our head?!
• use some sentences from Tuck Everlasting to model your sentences.

Make sure your essay is Printed and has the pre-revision draft stapled to it!!

For Friday

Today we reviewed simple sentence structure, and completed several activities in which we wrote our own sentences.

Homework:
In your mini-book, I want you to find other examples of simple, compound and complex sentences in print (magazine, newspaper, book). You should then copy/tape them into your mini book: 3 examples for simple and compound sentences, and 3 examples for complex sentences.

You should also type and print your "Describe the place you love" essay and be ready to work on it on Friday.
 ____________________________________________________________________________________
Refresher...
A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a completed thought.
Joe waited for the train.
"Joe" = subject, "waited" = verb

A compound sentence refers to a sentence made up of two independent clauses (or complete sentences) connected to one another with a coordinating conjunction.
Joe waited for the train, but the train was late.

A complex sentence is made up of an independent clause and one or more dependent clauses connected to it. A dependent clause is similar to an independent clause, or complete sentence, but it lacks one of the elements that would make it a complete sentence.
While he waited at the train station, Joe realized that the train was late.
Joe realized that the train was late while he waited at the train station. 

For Wednesday

Today in class we reviewed our reading that we completed over the weekend (chapter 5-9). we then read the beginning of Chapter 10, looking at the literary elements the author used to create the image of the Tucks' cottage.


Homework:
1) Using the beginning of Chapter 10 as a model, I would like you to write about a place that you love, or are at least familiar. Use your five senses and detailed imagery to convey a sense of your place to the reader.
Remember, Winnie talked about how she felt trapped and regimented by her family's drive to keep their house in order, and this offers a contrast to then what she describes with the Tuck's cottage. Through her description and imagery, one gets a sense of peace, calm and pleasure that Winnie feels when she is there. Make sure that you convey emotion through your description of your place.

• typed, 12 point font, Times New Roman
• double-spaced
• 1 1/2 - 2 pages

This simple checklist, from The Writer’s Little Helper by James V. Smith, Jr., is a concise list of best practices for creating rich imagery that will have your readers clamoring for more.

• Paint the image in small bites. Never stop your story to describe. Keep it going, incorporating vivid images, enlarging the action, and putting the dialogue in context. (A sponge carpet of pine needles covered the trail. It cushioned their soles and absorbed the sounds of their footsteps.)
• Incorporate images into action. 
• Use the tiny but telling detail.
• Choose action-bearing verbs. Cushioned, absorbed, stopped, whispered, pointed, grasped, tore, leaped, tugged, screamed, ran, slapped, stabbed, cursed. These words do so much more than say what is. They indicate first fear, then panic.
• Choose action-bearing non-verbs. Looming is a verb form used as an adjective. Crashing is used as a noun.
• Create an image without saying so.

2) fragments worksheet

for 10/17

For this weekend, I would like you to do the following:
1) Read Tuck Everlasting, pages 22-49. Please annotate, making sure to notice patterns and contradictions.

2) Review the Painless Grammar pdf handout and complete the "Brain ticklers #6" on the last page on a separate sheet of paper.

3)  check out the following link: http://ancienthistory.about.com/od/creationmyths/a/11083199Norse.htm
and learn about the significance of the world tree in Norse mythology.

4) nothing else - that's enough....

Over the long weekend

In class we finished up our posters advertising our fairy tales. They looked great for Parent Night!

Over the long weekend, you are to read pages 3-21 in Tuck Everlasting and finish the handout that I gave you.

For Thursday

Today in class we worked on our posters for our fairy tales, making sure to include the title, author(s), and a visual element that will draw in the audience. We looked at samples (in the sidebar) that showed a variety of advertisements.

We will work on these in class on Thursday.

NO homework - PLEASE get sleep as there were too many sniffles and coughs in the classroom!

Over the weekend

Today in class you took a quiz on plot elements and motifs in fairy tales. Then you had time to either work on your fairy tales or start your reading.

This weekend, you have several things you have to complete:

1) Work on revising and editing your fairy tale. You received the checklist in class on Friday, but there is another copy in the sidebar to the right.

2) Read "The Elephant Pit" and "Puss in Boots" for Tuesday.

Have a great weekend!

For Friday

Great job in working on your fairy tales! Your enthusiasm is amazing and I cannot wait to read them all. Make sure to look over the Fairy Tale Rubric and see how your writing matches up.

Also for Friday, you are to study for our quiz on fairy tales. You will need to know:

• the motifs
• plot elements
• examples from the tales we have read
• Cinderella
• The Cinder Elephant
• The Rough Face Girl
• Lon Po Po
• Little Red Cap

How to study? Look over your notes we took in class - quiz yourself - explain fairy tales and motifs to another - rewrite your notes - complete the motif chart

This Week 9/19

Today we discussed and worked on our fairy tales, using the graphic organizer.

For Homework - continue to work on your fairy tale.

for the Weekend

Today, we took notes on plot structure, practicing the Cornell method of note-taking. We then applied our understanding of the plot elements to "Rough Face Girl," taking note of the exposition, rising action, climax, and resolution. In groups you worked together to identify various motifs in the fairy tales we have read.

For homework:
1) Find a independent book to read.
2) Sleep at least 8 hours.

HW for Thursday, 9/15

1) Read and annotate "Lon Po Po" and "Little Red Cap." Remember to look for and mark motifs within the fairy tale.

2) Please type one paragraph, discussing the following prompt:
*For the fairy tales we have read so far, do you think the moral lessons are still appropriate or applicable for today's youth? Why are these lessons still needed?

In organizing your paragraph, don't forget to write a topic sentence and use examples from the text as support.

Homework over the Weekend

You were great during class today, even though it was last block and SOOOO hot in the room! We learned how to take notes, using the Cornell Method, and then applied our new skill when we learned about motifs in Fairy Tales. 

You should look over your notes and re-write them more neatly and clearly. This will reinforce your understanding of the material. The Fairy Tale PowerPoint is available under "Documents" on the right side of this web page, and you can double-check your notes. 

We read The Rough Face Girl, an Algonquin version of the Cinderella fairy tale. 

Homework:
1) Read "Cinderella" and "The Cinder Elephant". 
2) Complete the Venn Diagram, looking at the similarities and differences b/w the versions. 

HW for Friday, 9/9

Seventh graders, it was such a great class today. Thank you for engaging in the activities so pleasantly!
Please complete the following for Friday:
1) summer work
2) Student survey

Welcome!

This is going to be an exciting year for English 7! I cannot wait to meet all of you.

To the right, under "Important Documents," you will find the English 7 syllabus and other useful materials throughout the year.