PLEASE NOTE:

All future correspondence with regard to classwork and homework has moved to Moodle.stbons.ca for homeroom and here for 7 ELA

Moodle.stbons.ca

IMPORTANT NOTE!

Join us for An Emerald Gala, on Sat, March 21 as we celebrate the 20th Anniversary of the reopening of St. Bon's. Tables of 10 are $1100 with a $250 tax receipt or individual tickets are $125 with a $40 tax receipt. Tickets can be purchased online at https://shop.stbons.ca/shop/events/3

Hello Parents/Guardians,

For this year’s Emerald Gala, Mullock Hall students are responsible for developing a themed gift basket for the silent auction. The Grade 7s have voted for a “Chocolate” themed gift basket. We are asking families to provide gifts/gift card for the basket to be assembled by the Principal’s office. These gifts maybe nice chocolates, cookies, baked goods, gift certificates for goods/services, etc.

We are grateful for whatever you are able to provide us for the gift basket and we thank you in advance.

We are asked to have our grade level basket ready about a week before the Gala (March 21^st).

Thank you,

Milan Parab

__________________________________

IMPORTANT!

PARKING LOT SAFETY

• We have had over 10 complaints this year about unsafe driving on the parking lot.
• The posted speed limit on the parking lot is 10 km/hr. Please ensure anyone who is dropping off your child is obeying this speed limit.
• Our most important priority is the safety and well-being of the students entrusted in our care, however we can only ensure this safety with your cooperation, please.

IMPORTANT NOTE!

On Monday, March 9^th we will be having a salad bar full of delicious fresh Lester farm goodness and Georgetown bread! It will be set up in the Aula so Mullock Hall students can bring $5.00 if they wish to avail of this wonderful service. There will be NO CAFETERIA on this day.

March 5th

Overview

April 3rd

Final Literature Circle

March 30th-April 2nd

Media Analysis

March 27th

Literature Circles

March 23rd-26th

Media Analysis

March 20th

Literature Circle

March 17th-19th

Speeches

March 13th

Literature Circle

March 12th

Science Day

March 9th-11th

Media Analysis

• what is media?
• how is it constructed and deconstructed?
• how does it inform us as consumers?
• analysis of commercials, print, and digital ads

March 6th

Literature Circles

March 5th

Students worked on their speeches and conferenced with the teacher.

March 4th

Students conferenced with the teacher and were offered constructive feedback about their written speeches.

I advised that students should be using transitional words and/or phrases to indicate a change or transition of idea.

Also, students should be at body paragraph 2 of their speech for next class.

We will be moving on to a new topic on Monday, March 9th.

We have a list of dates for students to prepare to present their speeches to the class.

March 17th, 18th, and 19th.

This week our literature circle will be on Friday, March 6th.

February 27th

Students conferenced with the teacher and had their outlines approved for rough drafts.

February 26th

Students worked on their outlines and began developing a first draft of their speeches.

Reminder that we have literature circles on Friday, February 28th.

February 25th

Students worked on developing speech ideas and completing a speech outline in preparation for speeches which will be presented the 2nd week of March.

February 24th

Students had a literature circle completed.

Students need to read more for the next circle on Friday, February 28th.

February 20th

Students had a presentation from the RNC on STRIVE. This presentation addresses violence in teens, especially social media.

We will be working on speech writing on Monday, February 24th.

Reminder: Students will have a literature circle on Tuesday, February 25th.

February 19th

Students were introduced to the speech unit. We looked over our handouts: outlines, sample speeches, transitional words/phrases.

We viewed a speech on youtube from Winston Churchill - "We Shall Fight"

https://www.youtube.com/watch?v=skrdyoabmgA

February 18th

Students worked on their poetry drawings. This is the last class provided. It is due on Friday, February 21st.

We will be starting speeches tomorrow.

February 13th

Students sat in their literature circle group and presented their summary and observational details.

We set Wednesday, February 19th for the next literature circle meeting time. Students need to have their summaries and observations ready for presentation in their groups.

February 12th

Students should be working on their poetry activity and completing their literature circle write-ups for tomorrow.

Students who will be away need to provide their groups with their write-ups before they leave.

The Spelling Bee will take place on Thursday, February 13th at 1pm in the Aula Maxima.

Feb 10th-13th

We will be completing poetry assignment and our first literature circle.

Students are responsible to provide any necessary summaries, write-ups, and art work to their respective groups.

February 10th

Students worked on their final poetry assignment. They are to complete a creative expression as an interpretation of a poem we have already studied. Students were given permission to create an illustration, comic, or dramatic presentation of one of the poems.

• The Eagle by Lord Alfred Tenneyson
• Winter by John Constant
• Timothy Winters by Charles Causley
• Sea-Fever by John Masefield
• Mother to Son by Langston Hughes

February 6th

Students worked on the poem, "Mother to Son" by Langston Hughes. Students were asked to annotate the poem and then write a message for the poem and provide 3 examples for support.

Students submitted their poetry assignments.

February 5th

Students finished their poetry assignments.

February 4th

Students started working on their poetry assignments.

The poem is "Sea-Fever" by John Masefield.

The first step we completed was annotating the poem following a series of steps:

• find the rhyme scheme
• how many stanzas and lines?
• underline/highlight the similes, metaphors, and personification.
• provide 3 examples of imagery
• select a mood word
• select a tone word

February 3rd

Students planned their Literature Circle selections and groups.

Literature Circles will meet once per week and have a discussion about the novel each group is reading.

Responsibilities for each member will be:

• reading the assigned sections
• a short paragraph write up detailing the assigned reading section
• noting things of interest in the plot, character, setting, messages, etc.
• share the findings with the group
• completing a group project at the end of the reading

Novel selections are:

• The Hunger Games by Suzanne Collins

Group members:

• James Dawe
• Aidan Greenland
• Jake Holden
• Michael Sweeney
• Nikhil Vankadara
• Cole Walsh
• Landen Walsh

The Diary of Anne Frank

Group members:

• Abigail Chafe
• Claire Goodyear
• Anna Lundrigan
• Charli Morris
• Michael Collins
• Seth Martin

The Ghost Road by Charis Cotter

Group members:

• Sofia Butler
• Lillian Carter
• Claire French
• Sydney Clarke
• Julia McCarthy

Hush: An Irish Princess Tale by Donna Jo Napoli

Group members:

• Jayde Benedict
• Emily White
• Matthew Bailo
• Furey Stone
• Katherine Ni
• Diya Morkar

January 30th

Students participated in the classroom spelling bee and the winners are:

Claire French

Diya Morkar

January 29th

Students shared their homework.

We completed a homework check.

We read the poem, "Smells" by Christopher Morley.

We completed a creative writing activity in which students wrote a 3-line rhyming (tercet) with a rhyme scheme of: aaa, aba, abb, aab

Must use a sensory detail other than olfactory (smell)

Figurative Language is not mandatory

January 28th

Students continued annotated the poem, "Timothy Winters" by Charles Causely.

Students were asked to complete the following activity:

• Select one aspect of the poem that they you would like to analyze:

a. figurative language

b. imagery

c. sound devices

d. structure/rhyme/rhythm

e. tone and mood

Students will provide at least 2 examples from the poem for support.

Students will explain the examples and what is being compared, or how it is effective.

Length: 3/4 of a page

January 16th

Students were assigned to read, "Timothy Winters" by Charles Causley individually.

Next, students were asked to write the situation or story of the poem.

Students were reminded to do the following when writing their response:

• restate the title, author, and form
• restate - in the situation - as part of their written response
• include 3 examples from the poem to support their understanding of the situation.
• 1-2 paragraphs in length

January 15th

Students corrected their homework.

Students read the poem, "Winter" by John Constant and annotated it for situation, imagery, structure, figurative devices, and mood.

We will continue working on this poem next class.

January 14th

Students wrote their poetry terms quiz.

Students wrote out a model response for "The Eagle" by Lord Alfred Tennyson.

The activity had students practicing how to explain the effectiveness of the imagery in the poem.

Homework:

Students were asked to select any two examples of figurative devices from the poem and explain what is being compared in each example. Students are to model the opening that we worked on for the first response.

January 10th

Here are our poetic terms for our Poetry Quiz:

allusion

alliteration

assonance

ballad

connotations

consonance

couplet

denotation

dramatic irony

enjambment

epic

form

free verse

hyperbole

imagery

lyric poem

metaphor

mood

onomatopoeia

oxymoron

personification

refrain

repetition

rhyme scheme

end rhyme

internal rhyme

rhythm

simile

stanza

tone

Students also read and examined the poem, "The Eagle" by Lord Alfred Tennyson.

We analyzed it for:

• situation
• imagery
• figurative language
• sound devices
• structure and form
• rhyme and rhythm
• mood
• message

January 9th

Students practiced writing out examples for the poetry terms in order to better understand the definition.

We worked on Allusion, Alliteration, Hyperbole, Metaphor, Personification, and Simile.

We will continue with this next class.

January 8th

Students conferenced with the teacher about their exams.

Students received their poetry terms.

Students will have a poetry terms quiz on January 14th.

Students will have a spelling bee on January 17th.

January 7th

Students reviewed their exams. I will be conferencing with students to help them better understand their exams and where they can improve.

I will be offering students who scored below 80% to work on a question or two to improve their overall mark.

We will be starting poetry this week as well.

Scoring Guide

Project Editing (Group Mark):

• Editing /10 pts
• Sound Effects /5 pts
• Minimum of 3 songs
• Minimum of 6 sound effects

/15 pts

Performance (Individual Mark):

• Volume 5 pts
• Enunciate 10 pts
• Emotional Voice 15 pts
• Reading Fluency 5 pts

/35 pts

SUPPLY LIST

1 binder containing loose-leaf paper or exercise books for notes with dividers

2 packages of loose leaf paper (approximately 250 sheets)

1 English Dictionary (recommended Oxford or Merriam-Webster)

1 thesaurus (recommended Oxford or Merriam-Webster)

1 pack of coloured leads

1 journal

1 pack of highlighters

Grade Seven English Language Arts

Suggested Summer Reading List:

The Great Trouble: A Mystery of London, the Blue Death, and a Boy Called Eel by Deborah Hopkinson

The Unwanteds by Lisa McCann

Girl Online by Zoe Sugg

Longbow Girl by Linda Davies

Resource List:

1 Binder containing loose-leaf paper or exercise books for Notes/ Grammar/ and Vocabulary

2 packages of loose leaf (approx. 250 sheets)

1 English Dictionary (recommend Oxford or Merriam-Webster)

1 Thesaurus (recommend Oxford of Merriam-Webster)

1 package of coloured leads

1 Journal

Suggested Skills List:

Students should practice the following framework for their writing:

• Introductory sentence(s) that includes the title, author, form and question as part of a written response
• Providing examples/quotes from the text
• Connecting and explaining examples/quotes to the assigned task
• Providing an insight or extension of idea
• Closing sentence (by return to thesis statement or summary)

Course Outline

Grade Seven English Language Arts

Provided Texts:

Nelson Literacy 7 Text Book

Nelson Literacy 7 Magazine

The Graveyard Book by Neil Gaiman

The Lion, the Witch, and the Wardrobe by C.S. Lewis

OR

The Breadwinner by Deborah Ellis

Materials Required:

1 Binder containing loose-leaf paper or exercise books for Notes/ Grammar/ and Vocabulary

2 packages of loose leaf (approx. 250 sheets)

1 English Dictionary (recommend Oxford or Merriam-Webster)

1 Thesaurus (recommend Oxford of Merriam-Webster)

1 package of coloured leads

1 Journal