Assignments

Thursday 6/8/17

• Finish The Outsiders
• Introduce The Outsiders Project
  • List of options will be given in class

Wednesday 6/7/17

• Read Chapter 10 together
• Continue working on Dynamic Character Activity (due tomorrow)

Tuesday 6/6/17

• Read chapter 9 in The Outsiders
• Completed Dynamic Characters Activity on paper
• Due by Thursday!

Monday 6/5/17

• Lexile Level Assessment for SDSUSD
• clover.com/in/sdusd

Thursday 6/1/17

1. Finish Group Analysis of "Nothing Gold Can Stay"

• In pairs your will closely read the poem, determine the theme, and make connections to the novel
• Team captains: Make a copy of the document and share with group
• Discuss each question and synthesis (put together) a response that includes all members thinking
• TURN IN LINK TO WORK HERE (only the owner needs to submit; make sure it is in your English Folder!)

2. Read Chapter 7 in The Outsiders

• There will be a reading check quiz tomorrow!

Wednesday 5/31/17

1. Group Analysis of "Nothing Gold Can Stay"

• In pairs your will closely read the poem, determine the theme, and make connections to the novel
• Team captains: Make a copy of the document and share with group
• Discuss each question and synthesis (put together) a response that includes all members thinking

Tuesday 5/30/17

Period 3: Share "My Generation" Soundtracks

1. Review Ch. 5 (share Twitter pages)

2. Read Ch. 6

Thursday 5/25/17

• Read Chapter 5
• Complete Chapter 5 Twitter Review
• Turn in work here

HW- Catch up on missing work; enjoy your long weekend!

Wednesday 5/24/17

1. Catch Up Day:

Have the following completed by tomorrow:

1. Was Johnny Justified? Discussion (1 post and 2 responses)

• on Canvas

2. Conflict in Chapter 3 Activity (Google Doc)

• submit to Canvas

3. Period 3 only- "My Generation" Soundtrack

• Be ready to present tomorrow in small groups

4. Period 4 only- "Meet the Gang" (catch up/add to the Google Slide)

Tuesday 5/23/17

1. Read Chapter 4

2. Participate in Was Johnny Justified Discussion

• Period 3- click here for discussion
• Period 4- click here for discussion

3. Complete Conflict in Chapter 3 Activity

HW- Conflict in Chapter 3 due tomorrow!

Monday 5/22/17

1. Review Chapter 2 of The Outsiders

2. Read Chapter 3

3. Complete Conflict in Chapter 3 Activity

• Link to Chapter 3 (if you need the text to finish the activity)

Period 3- Turn in here

Period 4- Turn in here

Friday 5/19/17

ALL CLASSES TURN IN WEBQUEST HERE!

• Period 3
• Period 4

3rd Period

Directions:

Today you are going to work on a “My Generation Project.” Follow the directions on the Google Slide. Whatever is not finished by the end of the period is HW and is due Monday. Use the link on slide #12 to turn in. This is worth 50 points. Done Early: work on History project!

4th Period

Directions:

Today you are going to read Chapter 2 independently. After finishing the chapter, continue working on “Meet the Gang” for each character we have met. Use the text to support your answers. Turn your work into Canvas when done. Done Early: work on History project!

HW- Work on missing work!

Thursday 5/18/17

Our goal is to read Ch. 2 and continue to make inferences about the characters based on the exposition.

1. Read Ch. 2 in The Outsiders

2. Meet the Gang (make a copy if you don't already have one)

• Complete what you can so far about the characters in the novel

HW- Missing work!! The Outsider WebQuests DUE TOMORROW!

Wednesday 5/7/17

Our goal is to read Ch. 1 and make inferences about the characters based on the exposition.

1. Read Ch. 1 in The Outsiders

2. Meet the Gang (make a copy)

• Complete what you can so far about the characters in the novel

HW- WebQuests due by Friday!!

Monday 5/15/17

Introduction to The Outsiders.

Today we will begin our unit on The Outsiders. We will gather background information to help us better understand the setting (time/place) of the novel. In addition, you will be making a prediction on what the novel will be about.

1. The Outsiders Pre-Reading Activity

• 40 points
• Make a copy and save to English Folder (create "The Outsiders" folder in your English folder.)

Friday 4/28/17

Today we are going to review parts literary devices to prepare for SBAC on Monday.

1. Make a copy of “Literary Devices Review” and follow the directions. You are required to complete 10 slides.

• Worth 50 points
• This is due in Canvas.
  • Period 3
  • Period 4

2. Work on your History Maker Project

Thursday 4/27/17

Warm Up- Quizizz Comma Rules

Classwork:

1. CAASP Practice SBAC

2. Jeopardy Review

HW- Study Types of Writing; Review transitions; Work on No Red Ink (subject/verb)

Wednesday 4/26/17

Warm Up: Quizizz Transitions

Classwork: Today you will create a list of transitions to use in your writing. In addition, we will review KDS Checkpoint on Integrating Knowledge and Ideas. Finally, we will share and critique our constructed responses from the KDS Checkpoint.

1. My Top 5 Transitions

• Make a copy
• Due by tomorrow
• Use your planner as a resource

2. Finish KDS Checkpoint: Integration Knowledge & Ideas

3. Share/Critique Constructed Responses

Tuesday 4/25/17

Warm Up: Quizizz- Fragments & Run On Sentences

Classwork: Today we will practice our final KDS Checkpoint. We will practice integrating two different texts and focus on citing text evidence and evaluating arguments.

1. Go to Illuminate and select KDS Checkpoint Grade 7 Reading Inf: Integration Knowledge and Ideas 2016-2017 SBAC

2. Take the practice test #1-6 (complete the constructed response on Illuminate)

3. Group Review

HW- Study types of writing; work on No Red Ink Subject/Verb Agreement

Monday 4/24/17

Warm Up: Quizizz Dangling/Misplaced Modifiers Review

Period 3 CLASSWORK:

Purpose- We will practice SBAC questions, using evidence to support our thinking. In addition, we will draft a conclusion for an argument essay.

1. KDS Argument Checkpoint

• Go to Illuminate and select KDS Argument Writing
• Complete question #5. You will be writing the conclusion to a student's essay.

2. Continue working on "Oranges" part 3

Period 4 CLASSWORK:

Purpose- We will practice SBAC questions, using evidence to support our thinking. In addition, we will draft a conclusion for an argument essay.

Warm Up: Quizizz Dangling/Misplaced Modifiers Review

1. Review KDS Checkpoint- Writing Informational

2. KDS Argument Checkpoint

• Go to Illuminate and select KDS Argument Writing
• Complete question #5. You will be writing the conclusion to a student's essay.

Friday 4/21/17

Warm Up: Kahoot Figurative Language Review

Period 3 SEMINAR CLASSWORK: Today we are going to review figurative language devices and analyze language in "Oranges."

1. Make a copy of "7th Grade- 'Oranges' Analysis" (save to Narrative Folder)

2. We will listen to the poem together one time through

3. Complete the analysis of "Oranges." Parts 1-3 should be finished by the end of the period. It will be homework if it is not completed.

HW- Work on "Oranges" (if not done in class) and work on No Red Ink (Subject/verb agreement)

Period 4 GATE CLASSWORK: Today we are going to review informational/explanatory writing strategies.

1. Go to Illuminate

2. Choose "Assessments" and select KDS Checkpoint Grade 7 Writing Informational

3. Answer questions #1-6. Be prepared to discuss in groups!

HW- Catch up on missing work and No Red Ink (subject/verb agreement)

Thursday 4/20/17

Warm Up: No Red Ink (Subject/Verb Agreement)

Period 3 SEMINAR CLASSWORK: Today we are going to review informational/explanatory writing strategies.

1. Go to Illuminate

2. Choose "Assessments" and select KDS Checkpoint Grade 7 Writing Informational

3. Answer questions #1-6. Be prepared to discuss in groups!

HW- Work on missing assignments

Period 4 GATE CLASSWORK: Today we are going to practice synthesizing and integrating multiple texts.

1. Go to Illuminate

2. Choose "Assessments" and select KDS Checkpoint Grade 7 Reading Lit: Integration Knowledge and Ideas

• Read each text (2 total) and answer questions #1-4

2. Select # 5 or #6 to write a constructed response to. This will be graded using the SBAC Rubric

• 2= Proficient:
  • Gives sufficient evidence of the ability to justify interpretations of information
  • Includes specific examples that make clear reference to the text
  • Adequately supports examples with clearly relevant information from the text
• 1= Basic:
  • Gives limited evidence of the ability to justify interpretations of information
  • Includes some examples that make clear reference to the text. Supports examples with limited information from the text
• 0= Below Basic
  • A response gets no credit if it provides no evidence of the ability to justify interpretations of information, includes no relevant information from the text, or is vague.

3. Copy/paste Constructed Responses in this Google Form

HW- Work on missing assignments

Wednesday 4/19/17

Warm Up- Constructed Response Kahoot

1. Finish KDS Checkpoint Grade 7 Reading Lit: Integration Knowledge and Ideas

• With a partner, complete the constructed response. Do not press submit because you will be discussing answers in a small group.

2. Copy/paste Constructed Responses in this Google Form

Tuesday 4/18

Warm Up: No Red Ink- Subject Verb Agreement

Schmoop- Subject/Verb Agreement Review (YouTube Video)

Classwork:

1. KDS Checkpoint Grade 7 Reading Lit: Integration Knowledge and Ideas

• With a partner, complete the checkpoint. Do not press submit because you will be discussing answers in a small group.
• Complete the practice questions & constructed response together
  • 
    

2. Copy/paste Constructed Responses in this Google Form

HW- finish constructed responses and work on No Red Ink Subject/Verb Agreement

Monday 4/17

Library- renew/turn in/checkout books!

1. Listening Practice-

• Take notes & complete the Listening Check here

2. Turn in Constructed Responses (period 4 needs to finish)

• Claim- highlight yellow (answer to the prompt)
• Evidence- highlight green (supports your claim, needs to be introduced/cited)
• Commentary- leave blank (2-3 sentences connecting your evidence to your claim!)
• Concluding sentence- highlight blue
• Transitions- BOLD

3. "Pygmalion" SBAC Practice

• Answer questions 1-5 on your own. After, you will collaborate with your tables to determine the correct response to each question as a team.

HW- Turn in any missing work!

Friday 4/14

1. Constructed Responses- Overview & Practice with "Pygmalion"

• Make a copy of "Pygmalion Constructed Response Practice"

2. 7th Grade "Pygmalion" Student Example Rubric- Constructed Response for craft/structure

• Look at the examples with your group and assess your table partner's writing. Would they get a 0, 1, or 2? Why? Complete this after your partner's response.
• TURN IN RESPONSES
  • PERIOD 3
  • PERIOD 4

3. "Pygmalion" Checkpoint Questions- Answer questions 1-5. We will compare answers in small groups. Copy/paste your constructed response in #6 and submit when done at the end of class.

HW- Catch up on No Red Ink; turn in LATE narratives

Thursday 4/13/17

Period 4- Narrative Structure Quiz - click here to take it

1.Turn in Narrative Rubrics

2. No Red Ink (or reading if done)- due by tomorrow!

3. Constructed Responses- Overview & Practice with "Pygmalion"

• Make a copy of "Pygmalion Constructed Response Practice"

HW- Finish constructed response; if not done in class

Wednesday 4/12/17

1. No Red Ink

2. Finalize narratives & turn into Canvas-

• Revise dialogue
• Create a creative title

PERIOD 3- TURN IN HERE

PERIOD 4 TURN IN HERE

• Make sure narratives are color coded (see directions from Tuesday 4/11)
• Make sure dialogue is correctly punctuated
• Have a creative title that reflects your story!

4. Listenwise Listening Assessment

• Listen to the 2 minute audio clip
• Take the 5 question quiz
• Screenshot your results and email to shull@sandi.net

Friday 3/24

Classwork: Today we will be looking closely at the mood, theme, and figurative language. We will use what we learned about writing fiction today for our narratives when we come back from break.

The Pedestrian Close Reading Activity

• Make a copy and save to narrative folder
• Work with a copy, but each person responsible for own document
• Turn into Canvas by Friday 3/24
  • Period 3
  • Period 4

Thursday 3/23

Classwork: Today we will be looking closely at the mood, theme, and connotation/denotation of words used by Bradbury. We will use what we learned about writing fiction today for our narratives when we come back from break.

1. Denotation/Connotation:

• Video 1- Pair/Share- What do you notice about the video?What patterns do you see?
• Video 2: Information about denotation and connotation
• Video 3: More information about denotation and connotation

2. The Pedestrian Close Reading Activity

• Make a copy and save to narrative folder
• Work with a copy, but each person responsible for own document
• Turn into Canvas by Friday 3/24
  • Period 3
  • Period 4

Wednesday 3/22

Classwork: Plot Structure for "The Pedestrian" & Close Reading Questions

1. Plot Structure: You and a partner (or just you) will create a Google Drawing or poster (on paper) of the plot events in "The Pedestrian"

• Make sure you include: exposition, rising action, climax, falling action, and resolution
  • Insert Drawing into Google Doc!

2. Close Reading Questions: (make a copy)

• TURN INTO CANVAS
  • Period 3
  • Period 4

HW- Finish classowrk

Tuesday 3/21

Classwork:

• Today we will review plot structure and literary devices to prepare ourselves to write a narrative
• We will read "The Pedestrian" by Ray Bradbury to practice analyzing plot, theme, characterization, etc.

WARM UP: Copy and save "Literary Devices & Elements of a Short Story" Google Doc

• Study and know these terms by heart
• There will be a quiz when we get back from Spring Break

1. "The Pedestrian" Anticipation Guide

• Make a copy and save to "Narrative" folder

2. Read "The Pedestrian" on Actively Learn

• We will read one time through together
  • Period 3- click here
  • Period 4- click here

3. Plot Structure for "The Pedestrian"

• You and a partner (or just you) will create a Google Drawing or poster (on paper) of the plot events in "The Pedestrian"
• Make sure you include: exposition, rising action, climax, falling action, and resolution
  • TURN INTO CANVAS
    • Period 3
    • Period 4

Monday 3/20/17

Warm Up: Independent Reading

Classwork: Today we will be reviewing argument writing skills to show what we have learned about writing an argument. In pairs, we will work together to answer some questions about writing an argument. After, we will discuss our answers as a class and share our thinking.

1. Group Practice: Writing an Argument

• Go to https://sdusd.illuminatehc.com/login
• Select the "KDS Checkpoint Grade 7 Writing Argumentative 2016-2017 " Assessment
• Answer # 1, 2, 3, 4, & 6 with your partner
• We will complete #5 on our own later today

2. Group Practice- Writing an Effective Conclusion

• Team Captain- make a copy of the assignment and share with team
• complete the activity and turn into Canvas when done
  • Period 3 turn in
  • Period 4 turn in

HW- Turn in any late/missing work ASAP!

Friday

Essays due today!

Self Editing Checklist

• Turn into Canvas when done!
• Period 3: Click here to turn into Canvas
• Period 4: Click here to turn into Canvas

Work on Middle Ages Project if done early

Thursday 3/16/17

Period 3 & 4:

1. Use this time in class to work on your argument essay and/or Mr. Reiff's Life in the Middle Ages Project.

• If done with both assignments, read or work on missing assignments.

2. The last 5 minutes of class, complete this form to receive a grade based on work completed in class today.

• Summary of Work Form

See you tomorrow! Any issues with the sub will result in a signed PAC Card and lunch detention.

Wednesday 3/15/17

Period 3: Writing Response Groups: Friends Don't Let Friends Turn in Bad Papers

• We will provide feedback to peers
• We will revise our argument essays using the feedback of our peers

Period 4: Continue drafting & focus on "Using the Words of Others"

• Continue drafting
• Click on "Using the Words of Others" (above) to make sure you are citing evidence correctly

HW- Finish revising paper

Tuesday 3/14/17

Classwork: Today, we will continue working on our argument essays.

Warm Up: Argument Structure Quiz (on paper in class). See me @ lunch or after-school to make up if absent.

Period 3- Using the Words of Others

1. We will review our drafts to check our information is correctly cited. Our goal is to have correctly cited evidence and a balance of direct quotes and paraphrased information.

• We will go through steps 1-4 in class today
• Access the document above or below

2. Color Code Your Essay

• Introduction:
  • Highlight thesis in yellow
  • Underline hook
  • Italicize your background information
• Body Paragraphs 1 & 2:
  • Highlight claims in yellow
  • Highlight evidence in green
  • Leave commentary blank
  • Bold transitions used
  • Highlight concluding sentence in blue
• Body Paragraph 3- Counterargument & Rebuttal
  • Highlight counter-argument in red
  • Highlight rebuttal in orange
  • Highlight evidence in green
  • Leave commentary blank
  • Bold transitions
  • Highlight concluding sentence in blue
• Conclusion
  • Underline your attention keeper

Period 4- Continue drafting

• Argument Structure Checklist
• Use your planner for transitions and argument vocabulary

Monday 3/13 & Friday 3/10/17

Classwork: Today we will continue to write a draft of our essays. We will use our argument outline and the mentor text to develop our introduction, body paragraphs, and conclusion.

Resources:

Argument Structure Checklist

Ms. Hull's Hook Using Mentor Text

HW: Review Argument Structure Checklist

Argument Writing Task- click here

Comparing Evidence Chart- click here

Thursday

Period 3: Draft Day

PERIOD 3:

Classwork: Today we will draft our essays. We will use our outline and the mentor text to develop our introduction, body paragraphs, and conclusion.

Resources:

Argument Structure Checklist

Ms. Hull's Hook Using Mentor Text

Period 4: Hooking Your Reader

Classwork: Today we will be looking at mentor texts to analyze how authors interest their readers (or don't). We will then use their techniques in our argument essays.

1. Go to nearpod.com

2. Access the group lesson using code shown in class

Wednesday 3/8/17

Period 3: Hooking Your Reader

Classwork: Today we will be looking at mentor texts to analyze how authors interest their readers (or don't). We will then use their techniques in our argument essays.

1. Go to nearpod.com

2. Access the group lesson using code: XUWPL

NO HOMEWORK!

Period 4: Outlining

Classwork: Today we will plan our draft of our argument essay. We will create claims and identify evidence we can use to support those claims.

1. Make a copy of "Outline- When is Lying Justified?" and save to English folder

2. Complete step 1 & step 2

HW- Finish outlining essay

Tuesday 3/7/17

Warm Up: No Red Ink- Building Compound/Complex Sentences

Classwork: Today we will formulate a thesis statement for our essay and plan the structure of our argument.

Make a copy of "Outline- When is Lying Justified?" and save to English folder

1. Complete step 1 & step 2

HW- Finish outlining essay

Monday 3/6/17

Warm Up: No Red Ink- Building Compound/Complex Sentences

Classwork: Today we will continue identifying and evaluating evidence we can use to support our positions from the text set. We will also formulate a thesis statement for our essay.

1. Finish identifying and evaluating evidence in "Argument Writing Task"

HW- finish finding evidence

Friday 3/3/17

Warm Up: No Red Ink- Building Compound/Complex Sentences

Classwork: Today we will be selecting a position in response to the argument prompt (When is lying justified?). We will also be identifying and evaluating evidence we can use to support our positions from the text set.

1. Capturing Persuasive Arguments

• Share some arguments with the class

2. Gathering Relevant Evidence

• Directions:

1. Open the “Argument Writing Task” doc
2. Scroll to the bottom to find this chart
3. Copy/paste it to the bottom of your copy of the doc

Thursday 3/2/17

Warm Up: No Red Ink- Building Compound/Complex Sentences

Classwork: We are going to continue planning our argument essay and gather relevant evidence to support our positions on the topic

1. Review rubric discussion questions

2. Begin brainstorming arguments

HW- Catch up on missing work; finish finding evidence (if not done in class)

Wednesday 3/1/17

Finish Comparing Evidence Reflection Post- on Canvas

• Looking at the evidence used in each article, which article do you find more persuasive? Why? What could the other author have done to persuade you more fully? Use 7th grade quality sentences! When done, comment on at least 1 peer's response.
• Turn in Comparing Evidence Chart Google Doc to Canvas

Classwork:

• Today we are going to break down the argument prompt, look at how we will be assessed, and begin brainstorming arguments of our own

Argument Writing Task

• Make a copy & save to English folder

Tuesday 2/28/17

Warm Up:

• No Red Ink- Building Compound & Complex Sentences
  • 10 levels- 50 points- due 3/17 (will have time in class)

Goal: We will identify and assess evidence used to support an author's claim/thesis

• Period 3- Finish Assessing Evidence
• Period 4- Finish "Reading Against the Grain" Presentations & Assess Evidence

Classwork:

1. Work on Comparing Evidence Activity (make a copy & save)

Friday 2/24/17

Warm Up: Independent Reading

Goals: We will work on determining a central idea and analyzing how the central idea is supported. We will also cite evidence to support inferences/thinking about a text.

Classwork:

1. Complete Small Group Analysis of Article 2, 3, or 4 & teach to class

• Today you will "teach" the class about the structure, purpose, use of evidence, and debatable claims in your article

2. Ticket out the Door: click here

• What did you learn about in the article that you did not see the first time?
• List ideas you have about how you may use information from the article in your argument piece?

HW- Catch up on missing work!

Thursday 2/23/17

Warm Up: Independent Reading

Classwork: Continue and complete Small Group Analysis of Article 2, 3, or 4

• Team Captains- Make a copy and share with group:
  • Reading Against the Text Activity
  • Be prepared to "teach" the class about the structure, purpose, bias, etc. in your article

HW- Catch up on any missing work

Wednesday 2/22/17

Classwork: We will continue to practice reading "against the text" and identify evidence that supports the author's claim, along with debatable ideas from the article

1. Practice analyzing Article 1

2. Small Group Analysis of Article 2, 3, or 4 (groups will be assigned in class today)

• Team Captains- Make a copy and share with group:
  • Reading Against the Text Activity

HW- Make up missing work; make sure your Is Lying Justified Chart is turned into Canvas

Tuesday 2/21/17

Warm Up: Coordinate Adjectives & Commas

• Click here for No Red Ink

Classwork:

• Today we will be breaking down assigned author's writing to closely examine points made, examples used, bias, etc.
• You will be "teaching" your assigned article to the class

1. Reading Against the Text- Why?

HW- Catch up on any missing work

Thursday 2/16/17

Goals:

• We will be making inferences about main ideas in Article 4 and citing evidence to support our thinking

Turn in Week 2 30-15-10 Vocabulary on Canvas (under assignments)

• Period 3
• Period 4

1. Take the Week 2 30-15-10 List Quiz

• Period 3
• Period 4

2. Finish Article 4 Thinking Questions (see Wednesday to access the Google Form)

3. Complete the When Is Lying Justified? Chart- All columns should be complete by Tuesday 2/21

• Turn in to Canvas
  • Period 3
  • Period 4

HW- Catch up on missing work; finish chart if not done in class; have a fabulous weekend!

Wednesday 2/15

Classwork: -

• Today we will be reading the last article in our text set
• Our goal is to closely read, make inferences, and question the text
• We will also answer thinking questions about the article and will cite evidence to support our thinking

1. Read and annotate Article #4- "Teens Do their Share of Lying" on Kami

2. Discuss annotations

3. Complete the Article 4 Thinking Questions

Prefixes of the Week:

• Electronic version of Week 2 30-15-10 Vocabulary
• Access the notes/definitions here

HW- Work on and study Week 2 30-15-10 Vocabulary

Tuesday 2/14

1. Review Thinking Questions for Article 2 & 3

2. Complete columns C and D in "Exploring Key Concepts—When Is Lying Justified Chart"

HW- Work on and study Week 2 30-15-10 Vocabulary

Monday 2/14

Warm Up:

• Week 2 30-15-10 Vocabulary
  • Because of the wi-fi being down yesterday, you received paper copies of the Week 2 Vocabulary Journal
  • This is due Thursday 2/16 and there will be a quiz as well

Classwork

1. Finish Thinking Questions for Article 2
2. Read and annotate Article 3
3. Answer Thinking Questions for Article 3

HW- Work on and study Week 2 30-15-10 Vocabulary

Friday 2/10/17

1. Prefix Week 1 Quiz- on Canvas

2. Close Read Article 2, "Rejecting All Lies: Immanuel Kant" (page 4 in text set)

• Annotate using Kami and meta cognition sentence starters (see below)

3. Small Group Discussion:

• Answer the Article 2 Thinking Questions (2 total) with your group from yesterday.

Thursday 2/9/17

Warm Up: No Red Ink- Commas for Clarity

Classwork:

• Article 1 Perspective Writing
  • Complete Column B in "When is Lying Justified?" Chart
  • What viewpoint would DePaulo and Cohen have on each of the situations? (rate from their point of view
  • Identify evidence from the article that supports your thinking

HW- Finish 30-15-10 Journal #1 (5 prefixes) and study for quiz tomorrow.

Warm Up: Prefix Kahoot Review

Classwork- All due by end of period (otherwise it becomes homework)

1. When is Lying Justified? Vocabulary Compare and Contrast

• Make a copy and save to When Is Lying Justified Folder
• Complete with a partner in class
• Turn into Google Classroom when done

2. Review Article 1 from yesterday (finish answering Article 1 Thinking Questions)

HW- Study for pre-fix quiz #1; Finish classwork from today (if not done in class)

Tuesday 2/7/17

Warm Up: Independent Reading

Classwork:

1. Finish activity from yesterday

• Go back to "When is Lying Justified?" Chart
• Reread each real-life scenario and decide which of the three kinds of lies each one is. (see image below for example)

2. Read Article 1, "It’s the Truth: Americans Conflicted About Lying"

• We will be annotating and focusing on clarifying and questioning the text using Kami

3. Answer Article 1 Thinking Questions (below)

Monday 2/6/17

Warm Up: Introduce Vocabulary 30-15-10 List

We will be studying the thirty most common prefixes, the fifteen most common roots, and the ten most common suffixes. You will memorize these meanings and be tested over them. Why are we doing this? This is a word attack strategy. The goal is to help you make educated guesses at words by checking out its parts.

Directions: Make a copy of each below and save to English folder

30-15-10 Vocabulary Journal #1 (where you will be adding notes/reviewing)

Student Copy 30-15-10 List (List of all word parts)

30-15-10 Notes (definitions and examples of each word part)

Classwork: Reading for Information: "Lies, Lies, Lies"

1. Make a copy of Text Set- When is Lying Justified? & open with Kami (I will show you in class)
2. Read the article (#1- "The US Political Campaign: Lies, Lies, Lies") and make notes (be able to retell the types of lies and give examples)
3. Use Kami to make comments/annotate

HW- Work on vocabulary

Friday 2/3/17

Goals:

• Make connections between several texts
• Use evidence to support thinking

Agenda:

1. Independent Reading

2. Add an extension

• Today we will be reading on a PDF.
• It will help if you can mark it up and add notes.
• Visit the Chrome WebStore and add KAMI to your browser.

3. Continue "When is Lying Justified?" Chart

• Discuss results in Socrative

Thursday- Begin Argument Unit

CLASSWORK:

1. When is Lying Justified?- Pre-Reading Activity

We will be making connections to key ideas in the central texts for this unit.

Directions:

• Make a copy and save to English Folder (create a "When is Lying Justified?" folder)
• Name it
  • Period Last Name First Name When is Lying Justified?- Pre-Reading Activity
• Begin brainstorming 2 truths and 1 lie about yourself (mix up the order!) We will be getting into small groups afterwards to try to debunk one another's lies
• Complete Activity 2- the reflection after our group discussions
• Turn into Google Classroom when done

2. Begin "Exploring Key Concepts—When Is Lying Justified Chart"

Directions:

• Make a copy and save to English Folder (create a "When is Lying Justified?" folder)
• Name it
  • Period Last Name First Name When is Lying Justified?- Pre-Reading Activity
• Read through each of the 4 real life situations
• In column A, decide & rate how justified the action was (scale of 1-5) and explain your thinking
  • We will be returning to this document throughout the unit, so keep it in your folder

HW- Test Fix-Ups due Friday

Wednesday 2/1

Warm Up: No Red Ink

Period 3- click here

Period 4- click here

1. Benchmark Test Fix-Ups

• We will review the Benchmark and have time today in class to makeup incorrect answers
• You will receive your score with an answer key
• Fix Up Directions: (On a separate piece of paper)
  • For each incorrect answer you will need to write an explanation for why your response was incorrect and explain why the correct answer(s) is/are correct
  • Turn this into me when finished
  • Please write 7th grade quality responses that have detail and explanation in order to receive credit towards your test.

Monday & Tuesday 1/30 & 1/31

1. Finish TED Talks

• Turn in scripts to Google Classroom (20 points)
• Make sure you submitted your TED Talk
  • TED TALK TURN IN AND DISCUSSION

2. Benchmark 2

• Double check answers before submitting!
• Done Early? Read or work on No Red Ink

YOU WILL GET NEW SEATS AFTER THE BENCHMARK

Thursday 1/26/17 & Friday 1/27/17

Creation Day- Today and tomorrow, you will have the period to create your TED Talk. You have some options to capture it through an iPad or computer or live. In class, I will share some apps to use.

Upload your final video file here:

• TED TALK TURN IN AND DISCUSSION
• TURN IN TED TALK SCRIPT ON GOOGLE CLASSROOM

Wednesday 1/25/17

Drafting Day Continued- Draft your outline for your TED Talk. You will have time in both English and History. Your draft should be completed by the time you walk into my class Thursday.

Done Early?

• Check grammar in Grammarly
• Time yourself giving your talk (3-5 minutes max)
• Rehearse so you are comfortable and confident with your words
• Create visuals to go with your talk

HW- FINISH TED TALK BY TOMORROW!

Tuesday 1/24/17

Drafting Day- Draft your outline for your TED Talk. You will have time in both English and History. Your draft should be completed by the time you walk into my class Thursday.

Monday 1/23/17

1. TED Talk - Mentor Texts & Tips

• Make a copy and save to English folder
• We will use what we learn from example TED Talks to help us draft our talks

Opera- Interested in going to the opera? Fill out this form!

Friday 1/20/17

1. No Red Ink- set up account

PERIOD 3-click here

Class Code- low pail 85

PERIOD 4- click here

Class Code- nimble chair 26

• Log in with Google
• You will still have to create a username/password
  • Use your iMiddle email as username and same iMiddle password for your password
  • Select your interests (items you want to read about) until the green bar fills up and then click continue
  • EXIT OUT ONCE ACCOUNT IS CREATE- WE WILL TAKE THE DIAGNOSTIC MONDAY

2. Finish researching for Three Ways of Thought TED TALK- Brainstorm & Research

• http://www.sweetsearch.com/ (great search engine for students!)
• Turn in completed research notes on Google Classroom by Monday (I will be checking notes and putting this on your Semester 1 grade)

Thursday 1/19/17

1. Continue working on Three Ways of Thought TED TALK- Brainstorm & Research

• You should have at least 2 sources with notes/quotes completed by the end of the period.

HW- Finish researching (if not done in class) using at least 2 sources; missing work due by tomorrow!

Wednesday 1/18/17

1. Introduce TED TALK- Three Ways of Thinking Edition

2. Work on brainstorming a topic and begin researching

• Make a copy of "Three Ways of Thought TED TALK- Brainstorm & Research" and save to your English Folder

Tuesday 1/17/17

Warm Up: Moby Max Language Assessment

We are going to create a TED Talk that focuses on the the Three Ways of Thought

Today we will dive into the issue of materialism and make connections to the 3 Ways of Thought

1. Make a copy of Three Ways of Thinking in Current Events

2. "You Can Buy Happiness If it's An Experience"- text for today

3. We will read about current issues in the USA and analyze how the three ways could help solve these problems

Friday 1/13/17

1. Moby Max Assessment (10 minutes)

• Take the Language Assessment
• Username and Password are the same
• Same as math account

2. Continue working on Perspective Writing- Three Ways of Thought

HW- Make up any zeroes!

Thursday 1/12/17

Continue working on Perspective Writing- Three Ways of Thought

HW- Make up any zeroes!

Wednesday 1/11/17

Continue working on Perspective Writing- Three Ways of Thought

HW- Make up any zeroes!

Tuesday 1/10/17

Warm Up: Website Credibility Challenge Reflection

• Post response on Canvas and respond to 1 peer.
• 10 points

Classwork:

• Introduction to Three Ways of Thought
• Perspective Writing- Three Ways of Thought in Ancient China
  • (make a copy and put in English Folder - Ancient China)
• Directions: Using your notes and resources on the Confucianism, Taoism, and Buddhism, you will write three entries commenting on current event in America from the perspective of each philosopher.
  • Use evidence from primary sources to support analysis/reflection of America
  • Write an explanatory text to illustrate understanding of Ancient Chinese philosophies
  • Due Friday 1/13. You will have time in Mr. Reiff's class as well to complete the project.

HW: Make up zeroes!

Monday 1/9/17

Warm Up: IXL Z1 or V1- catch up to 80+

1, Website Credibility Challenge

• In your groups, you will put what you've learned to the test
• Team Captains- Make a copy of the document- Website Credibility Challenge- and share with your team
• Work with your group to determine which resources are real and which are fake!

HW: Make up any zeroes

Friday 1/6/17

Warm Up: IXL- Z1- click here

1. Source Credibility- Presentation-

• click link above to follow along as we discuss how to find and use credible sources

Thursday 1/5/17

Warm Up: IXL V1- Verb Tense Shift (10 minutes)

Classwork:

1. Reading Plus

• Complete 2 reading comprehension activities of your choice
• Complete 1 vocabulary activity
• Worth 30 points for completing all three activities

Done Early?

• Work on missing assignments
• Work on History classwork from Mr. Reiff
• Independently read or borrow a Scope/Unfront Magazine
• IXL

Wednesday 1/4/17

Period 3:

1. IXL- Verb Shifts - V1

2. Review Frayer's Vocabulary Activity for: bias, credible, & evaluate

3. How False News Spreads- Slide 9 in "Navigating the Web" Slides Presentation

• We will watch TedEd video clip in class
• Post response to Canvas

Period 4:

1. IXL- Verb Shifts

2. Complete Frayer's Vocabulary Activity for: bias, credible, & evaluate

• When done, turn Navigating the Web assignment into Google Classroom

Tuesday 1/3/17

Welcome Back!

1. New seats

2. Vocabulary Practice- Warm Up on Reading Plus (Read Around)

3. Introduction to Navigating the Web. Before we jump into our next unit, we need to know how to find and assess credible sources to find information.

• Make a copy of Navigating the Web and put in your English Folder
• We will complete slides 1-8 in class today

Learning Goals for Today:

• explain the importance of reliable/credible sources
• define and understand credible, bias, and evaluate to help up assess information/resources

Friday 12/16 & Thursday 12/15

• Analyze Disney's A Christmas Carol
• Film vs. Novel Comparison- In class, you will receive a handout with questions that require you to analyze film vs. text
  • Turn the handout in at the end of the period- you will not have time to watch the entire film; we are focusing on analyzing the scenes with each Ghost (Staves 2, 3, and 4)
• Turn in A Christmas Carol Projects to Google Classroom (email me if you need an extension
• Enjoy the break!

Tuesday 12/13 & Wednesday 12/14

A Christmas Carol Project Options & Descriptions

A Christmas Carol Project Rubric (possible 50 points total)

• Today and tomorrow you will the entire period to work on a project option (click on Google Doc to see ideas and descriptions)
• Project needs to be turned in by Friday 12/16/16

Monday 12/12

1. Review Stave 4

2. Finish A Christmas Carol- Read Stave 5

3. Post- Reading Discussion on Canvas

• Period 3- click here
• Period 4- click here

4. Finish "Scrooge's Ghostly Interactions"

HW:

• Finish "Scrooge's Ghostly Interactions" and turn into Google Classroom
• We will be going to the library tomorrow to check out independent reading books. Bring any books you have (including A Christmas Carol) to return or renew.

Friday 12/9

1. Read Stave 4 on Actively Learn or novella

• As you read, focus on Scrooge and his actions, what is happening to him, and his reactions
• Answer the questions as you read along in Stave 4
• Audio Versions (if you have headphones)
  • Stave 4 (this may not work; make sure you're in your iMiddle Google account)
  • Stave 4 (this is the entire novella, go to 2:34:59 (2 hrs, 24 min and 59 seconds)

2. Continue work on Scrooge's Ghostly Interactions. We will work on this next week as well.

HW: If not done in class, finish Stave 4 by Monday. We will be finishing the novella in class Monday!

Thursday 12/8

1. Work on Scrooge's Ghostly Interactions

2. Begin Stave 4

Wednesday 12/7

1. Finish Stave 3 (begin at paragraph 86) in Actively Learn

2. Work on "Scrooge's Ghostly Interactions" for The Ghost of Christmas Present

HW- Finish Stave 3 (if not done in class)

Tuesday 12/6

1. Continue reading Stave 3

2. Work on "Scrooge's Ghostly Interactions" Chart for Ghost of Christmas Present

Monday 12/5

1. Period 3- Stave 2 Reading Check Quiz

2. Book Fair Preview

3. Start Stave 3

• Reading Focus: How do the setting's details and the description of Ghost of Christmas Present impact the mood?

HW- Period 3-Answer the question in Actively Learn: How do the setting details and the description of Ghost of Christmas Present impact the mood?

Friday 12/2

1. Review classwork from Thursday with substitute

2. Stave 2 Reading Check Quiz

3. Start Stave 3 (we will not finish, but we will continue on Monday)

Thursday 12/1

PERIOD 3:

1. Finish Stave 2 and make sure to answer all questions for Stave 2 in Actively Learn (should've been done for HW).

• Begin on paragraph 108
• Link to audio text of Stave 2 (use your headphones or read independently)

2. Complete the first row, "Stave 2: Ghost of Christmas Past" in Scrooge’s Ghostly Interactions

• Make a copy of the document and add to your A Christmas Carol Folder

3. Letter From Scrooge- - turn into Canvas (you can type it on a Google Doc and copy/paste it to Canvas or type it directly into Canvas- your choice!)

Role: Scrooge

Audience: Ghost of Christmas Past

Format: Letter

Topic: Write a letter to the Ghost of Christmas Past explaining why you’re thankful he took you on a journey to revisit your past. What did you see? How did you feel? How did this trip effect you as a person? What did you learn?

PERIOD 4:

1. Finish Stave 2 and make sure to answer all questions for Stave 2 in Actively Learn (answer in complete, 7th grade quality sentences please).

• Should begin on paragraph 80 (after #4)
• Link to audio text of Stave 2 (use your headphones or read independently)

2. Complete the first row, "Stave 2: Ghost of Christmas Past" in Scrooge’s Ghostly Interactions

• Make a copy of the document and add to your A Christmas Carol Folder
• I will be checking for this to be complete by Friday 12/2 and it will count on P2.

Wednesday 11/30

1. Finish reading Stave 2 and answer questions on Actively Learn (see link from 11/29)

HW-

Period 3: Finish up to #8 in Stave 2 on Actively Learn.

Period 4: Finish #4 in Stave 2 (on Actively Learn) and catch up on #1-3 (if not finished).

Tuesday 11/29

1. Review Mood (Google Slide Presentation)

2. Analyze mood in Stave II

• We will use Actively Learn to annotate and closely read A Christmas Carol. Sign in with your Google account and choose your iMiddle email.
  • Period 3- click here
  • Period 4- click here

3. Continue reading Stave II

• Complete Question #4 in Actively Learn
• What words or phrases are used to describe the boy’s surroundings (highlight them)? What does this suggest about Scrooge’s childhood?

HW:

• Period 3: Finish for HW if not done in class (read paragraphs 22-49 and answer #4)
• Period 4- Finish reading to paragraph 21 and answer #3 in Actively Learn

Monday 11/28

1. Stave 1 Review Questions

• Head over to https://mystudentdashboard.com/#/workspace/w/582de72c2e4efd31d70a38e8 to access the Stave 1 Thinking Questions
• We are testing out a new website called Hapara, so you may want to bookmark the link above

2. Stave 2 Vocabulary - add to existing A Christmas Carol Google Doc

3. Begin Stave 2- work on NoteCatcher (in your English Folder) as we read Stave 2

Link to audio text of Stave 2

Friday 11/18

Stave 1 Review - Kahoot

Thursday 11/17/16

Classwork:

• Finish Stave 1

Wednesday 11/16/16

Warm Up: . IXL R2

Classwork:

• Read Stave 1 and work on NoteCatcher

HW: Test Fix Ups due on Friday 11/18

Tuesday 11/15/16

Warm Up: Review Types of Sentences

1. Review Slide Presentation (I will explain in class)

2. Work on IXL R2

Classwork:

• Begin reading Stave 1 in A Christmas Carol
• Make a copy and work on "Christmas Carol Note Catcher - Reading Through the Text"

Monday 11/14/16

1. A Christmas Carol Vocabulary (make a copy and save to A Christmas Carol Folder)

• Work on for Stave 1

2. Read Stave 1 in class

Thursday 11/10/16

1. Review Benchmark 1

2. Test Fix-ups

• Use this Form to submit corrections (need one submission for each question)
• Link to test- use for test fix ups

3. Discuss A Christmas Carol: What Do You Think?

• Socrative Discussion: ROOM8HULL (all one word)

Wednesday 11/9/16

Here is what needs to get done in class today. See you tomorrow!

1. IXL R1 & R2- get to 80 or higher
2. Complete A Christmas Carol: What Do You Think? (make a copy and save to A Christmas Carol folder)
   1. Fill out if you agree/disagree and your reasoning (should be at least a few sentences explaining your thinking about each statement)
3. Done Early? Independently read, work on Reading Plus, or complete missing English assignments.

Tuesday 11/8/16

Warm Up: Simple, Compound, & Complex Sentences

• 1. Go to Google Classroom to access an EdPuzzle Activity
• 2. Watch the video and answer the embedded questions about simple, compound, and complex sentences
• 3. Work on IXL R1 & R2 ( we will have Wednesday & Thursday as well)

Classwork:

• Wrap up and discuss A Christmas Carol WebQuest (turn into Classroom by tonight!)
• A Christmas Carol: What Do You Think? (make a copy and save to ACC folder)
• We will be thinking about big ideas from the unit and forming claims (opinions) about these ideas. You will participate in a discussion where you share your claims, give examples/evidence. and debate with others. This will help us make connections as we read the texts for our unit on What Does it Take to Be Happy?

Monday 11/7/16

1. Library - return Touching Spirit Bear, checkout A Christmas Carol, and checkout independent reading book(s).

2. Continue A Christmas Carol Webquest (make a copy and save to folder)

We will be reading information about the Victorian Era, which is the setting for the novel, A Christmas Carol. Our goal is to research life during this time period to understand the impact the setting has on the novel.

HW- Catch up on missing work

Friday 11/4/16

Classwork: Period 3

1. Finish Benchmark 1

2. Organization- Clean up English Folders and return novels

• 1. Create a new folder in your English folder called- A Christmas Carol Unit
• 2. Create another folder called- Touching Spirit Bear Unit
• 3. Let's organize our work- move all TSB documents into the Touching Spirit Bear Folder
• 4. Everything we create for our next unit (A Christmas Carol) needs to be inside that folder.

3. Begin A Christmas Carol Webquest (make a copy and save to folder)

We will be reading information about the Victorian Era, which is the setting for the novel, A Christmas Carol. Our goal is to research life during this time period to understand the impact the setting has on the novel.

Classwork: Period 4

1. Finish Benchmark 1

2. Work on missing assignments

3. Reading Plus or Independent Reading

Wednesday & Thursday 11/2/16- 11/3/16

Classwork:

1. TSB Fishbowl Discussion Reflection (turn in when done with the 2 questions about the activity)

2. Benchmark 1

Go to https://sdusd.illuminatehc.com/login and use your ID & AD Password to log-in.

You will have today and tomorrow (Thursday). This is 25 questions and will count towards your grade.

Tuesday 11/1/16

Warm Up: Commas- A5

Classwork:

1. Finish Fishbowl Discussion

2. Fishbowl Reflection

3. Library to return TSB

HW- English Benchmark is tomorrow (Wednesday and Thursday).

Monday 10/31/16

Warm Up: IXL A1- Commas

Classwork:

• Continue Fishbowl Discussions about Touching Spirit Bear (Group 1 will finish and Group 2 will have time to discuss)

Friday 10/28

Warm Up: Work on IXL A2-A4

Classwork:

1. Prepare for Fishbowl Discussion (see yesterday for more information)

2. Fishbowl Discussion- We will have 2 rounds. Group 1 will participate in the discussion first, as Group 2 assesses and listens. Monday, we will switch and continue with Group 2 discussing and Group 1 assessing/listening.

Thursday 10/27

Warm Up: IXL A4- Commas and Coordinate Adjectives

Commas and Coordinate Adjectives

Classwork:

• Turn in Totem Pole Project
• Introduce TSB Fishbowl Discussion
  • Today we will use class to prepare for a discussion tomorrow about Touching Spirit Bear. We will have the discussion in two separate groups and will assess each other's speaking and listening skills.
• Work on TSB Fishbowl Questions (make a copy and save to English Folder)
  • You can use bullet points
  • Use Cole’s Journey, Double Entry Journals, and the Totem Pole Project to help with your responses and create your own questions for the discussion
  • You will be assessed on the following:
    • 1. Answered questions with evidence from the text
    • 2. Asked questions that were higher level thinking
    • 3. Used an example from personal experience to make a connection or support a claim about the text
    • 4. Expressed AGREEMENT or DISAGREEMENT with another peer’s POV and EXPLAINED WHY

Wednesday 10/26

• Last day to work on TSB Totem Pole Project and Double Entry Journals.
  • TSB Totem Pole Project Paragraphs need to be turned into Google Classroom. The images can be turned into me in class today. Make sure your name is on the back.
  • Double Entry Journals will be used for class activity tomorrow. We will turn them into Classroom after tomorrow.

Done Early? Work on any missing assignments, IXL, or read independently.

HW- Have Totem Pole Project and Double Entry Journals completed by tomorrow.

Tuesday 10/25

Warm Up: Grammar Focus: Commas

IXL A2 & A3

• Comma Rules- NOTES (Google Doc)
  • Make a copy and save to English Folder

Classwork:

1. Complete Totem Pole Project (poster and 3 paragraphs)

2. Work on Double-Entry Journal

HW: Continue working on Double Entry Journals- due Thursday! You will have one more day for the totem pole project!

Monday 10/24/16

Send link to your Totem Pole Project Google Doc- click here

1. Continue working on Totem Pole Project. Turn the paragraph portion of the project into Google Classroom. Turn in the symbol to me during class. This is worth 40 points and will be due by Tuesday.

If done early with project- work on double entry journals.

Make sure your "Cole's Journey" assignment is turned into Google Classroom.

HW: Double Entry Journals need to be complete by Tuesday (1 entry from chapters 11-28)

Friday 10/21/16

1. Complete Cole’s Journey- the end of the novel side. Think about his journey and how he has transformed. Turn this into Google Classroom when done.

2. Start Totem Pole Project (see Google Doc directions below). Use the links on the directions to research potential symbols to draw. I have paper for you with the sub. The written portion will be on a Google Doc. We will have Monday to work on this as well.

HW- Work on Double Entry Journals- due Tuesday!

Thursday 10/20/16

Warm Up: IXL N1-N3

Classwork:

1. Finish TSB! Ch. 26-28

2. End of Novel Reflection Online Chat- click here

HW- Double entry journals are due Monday

Wednesday 10/19/16

Classwork:

1. Complete TSB Chapters 22 and 23 Thinking Questions (we ran out of time in class today, so we will work on this assignment in class tomorrow)

• You may choose to work with a partner or on your own.
• Turn into Google Classroom when done

2. Read Chapter 24

HW- Read Chapter 25 & Catch up on Double Entry Journals

Tuesday 10/18/16

1. IXL- Subjects & Predicates N1, N2, and N3 (80 or higher due by Friday 10/21)

2. Review classwork from yesterday (Ch. 18-20 Reading Check Questions)

3. Review Chapter 21- Pair/Share Discussion

4. Read Chapters 22-23

5. Complete TSB Chapters 22 and 23 Thinking Questions (we ran out of time in class today, so we will work on this assignment in class tomorrow)

• You may choose to work with a partner or on your own.
• Turn into Google Classroom when done

HW- Catch up on Double Entry Journals

Monday 10/17

• You guys have a lot to say about TSB, so I created a backchannel for you to share your thoughts about the events in the novel. Click on our "Touching Spirit Bear" link on this site to access Today's Meet, where you can post thoughts and respond to others comments.

1. Read Chapter 20

2. Complete Ch. 18-20 Reading Check Questions

3. Continue working on double entry journals

Friday 10/14

• You guys have a lot to say about TSB, so I created a backchannel for you to share your thoughts about the events in the novel. Click on our "Touching Spirit Bear" link on this site to access Today's Meet, where you can post thoughts and respond to others comments.

1. Ch. 16-17 Reading Check Quiz- click here

2. Read Chapters 18-19

Thursday 10/13

1. Review Ch. 14

2. Read Chapter 15

3. Argument Discussion: Did Circle Justice Make the Right Decision?

Click here for the assignment.

HW: Read Chapters 16-17

Wednesday 10/12

Period 3:

1. TSB Part 1 Reflection Discussion (on Canvas)

• Canvas (sign in with ID & AD Password). Answer all questions and reply to at least one peer's response. (20 points)

2. Review and Turn in Interview With Cole to Classroom

HW- Read Chapter 14 and work on Double Entry Journals

Period 4:

1. Review and Turn in Interview With Cole to Classroom

2. Read Chapter 14 and 15

HW- Read Ch. 14 and work on Double Entry Journals

Tuesday 10/11/16

Period 3:

1. Review Costa's Levels of Thinking

2. Complete Interview With Cole Activity

HW- Finish answers for Interview With Cole (we will turn into Classroom tomorrow)

Period 4:

1.Complete Interview With Cole Activity and turn into Classroom

2. Justice Group Discussion on Canvas (sign in with ID & AD Password). Answer all questions and reply to at least one peer's response. (20 points)

HW- finish Interview With Cole answers and complete TSB Reflection 1 Post and Peer Response

Monday 10/10/16

Period 3- I will see you Tuesday (you are working with Mr. Reiff for period 3/4 today :)

Period 4 Directions:

1. Read Chapters 12 and 13 (end of part 1)

2. Interview With Cole

• Review Costa's Levels of Thinking: Costa's Levels of Questioning Handout- make a copy and save to English folder
• Interview With Cole- Using what we discussed with Costa's Levels of Thinking, you will create your own interview questions for Cole. Make a copy and complete independently.
• Submit link to work here (first priority!)
• Do not answer the questions yet- we will do that on Tuesday.

3. Work on Double Entry Journal (from yesterday)

• Include at least one entry for each chapter. Include lots of commentary about the passage you picked.

Done Early?

Read independent reading books or Reading Plus. You may also work on Mr. Reiff's project.

Friday 10/7/16

Period 4- I will see you Monday (you are working with Mr. Reiff for period 3/4 today :)

Period 3 Directions:

1. Read Chapters 12 and 13 (end of part 1)

2. Work on Double Entry Journal (from yesterday)

• Include at least one entry for each chapter. Include lots of commentary about the passage you picked.

3. Interview With Cole- make a copy and complete independently. Submit to Google Classroom when done. Do not answer the questions yet- we will do that on Tuesday (for period 3).

Done Early?

Read independent reading books or Reading Plus. You may also work on Mr. Reiff's project.

Thursday 10/6/16

WARM UP: Reading Check Ch. 10

• Go to https://goformative.com/#signup
• Select "Sign up with Google" and enter your Class Code.
• Period 3 Code- JUEK664
• Period 4 Code- YYDG943

1. Library - we will be getting independent reading books today.

2. Read Ch. 11/12

3. Double Entry Journal- make a copy and add to English Folder.

• We will be using this as we continue reading the novel. You will use your entries and reflection during collaborative groups to discuss the novel in detail.
• Submit link to your Double Entry here.

Wednesday 10/5/16

Warm Up: *Turn in Cole's Journey (from yesterday) link here* We will continue this activity once done with the novel.*

1. Interrupted Summary- Chapter 7

2. Read Ch. 8 & 9

• HW- Read Ch. 10

Tuesday 10/4/16

1. Complete the Ch. 6 Reading Check Quiz- click here

2. Work on Cole’s Journey- independently

• Make a copy of the Google Drawing and save to English Folder
• Work on the “beginning” half of the chart. Select evidence from the text to show other’s thoughts about Cole, his emotions, and his actions. Design or select a symbol that represents his personality/traits at the beginning of the novel. Finally, list 2-3 traits.

3. When done- read Chapters 7 (if you have headphones students may listen to the audio book here.) Otherwise, read independently. Finish for HW if not done in class. We will read Chapter 8 in class tomorrow.

Monday 10/3/16

Motivation Monday- click here for the video and questions

1. Read Chapter 5

2. Review Costa's Levels of Thinking:

Costa's Levels of Thinking Notes

• We are going to be using Costa's Levels of Thinking throughout the school year. It is important for you to better understand texts by thinking critically and asking higher levels of questions. By asking higher levels of questions, you will deepen your knowledge and create connections.
• Make a copy of the notes and save to your English Folder. We will be using these notes all year.

3. Crafting Questions about Touching Spirit Bear (click here to access the Form)

• Using Costa's Levels of Thinking, you will create one question for each level using the novel

4. Begin Chapter 6 (finish for HW if not done in class)

Friday 9/30

Period 3:

1. Ch. 3 Reading Check - Link to Google Form. Answer the questions in complete sentences.

2. Continue work on Reflective Journal Paragraph

3. Read Chapter 4

HW- Finish Reflective Journal Assignment (if not done in class)

Period 4:

1. Continue work on Reflective Journal Paragraph

2. Read Chapter 3

3. Ch. 3 Reading Check - Link to Google Form. Answer the questions in complete sentences.

HW- Finish Reflective Journal Assignment (if not done in class)

Thursday 9/29

Warm Up: Identifying Run-On Sentences (IXL P2)

1. Work on Reflective Journal for Ch. 1-2 (Make a copy and save to English Folder)

• Character Traits (use this as a resource to characterize Cole)
• Constructed Response Rubric- here is how you'll be graded
• Turn in link to work (click here). I will give feedback as you draft your response.

2. Read Chapter 3 (this will be HW if not finished in class)

HW- Read Chapter 3 - there will be a reading check quiz. Reflective Journal Response will be due on Monday.

Wednesday 9/28

1. Review Ch. 1 Thinking Questions & turn into Google Classroom

2. Read Ch. 2 of Touching Spirit Bear

3. Work on Reflective Journal for Ch. 1-2 (Make a copy and save to English Folder)

HW- Period 3-Finish Part 1 of Reflective Journal Ch. 1-2 (if not done in class)

Tuesday 9/27

1. Grammar Focus: Complete Sentences:

• Make a copy & save to English Folder
• We will review notes together and then work on IXL Level P1

2. Read Ch. 1 of Touching Spirit Bear

• We will read this in class
• Chapter 1 Thinking Questions (answer these after reading Ch. 1 in class. Make a copy and place in your English Folder)

Monday 9/26

Motivation Monday #3 (YouTube Video)- "Grit- The Power of Passion and Perseverance"

As we watch, actively listen to the speaker's message. You will be journaling about the following:

Explain what GRIT is. Reflect on Angela Duckworth's message. What stood out to you? What do you agree with or disagree with?

1. Finish "Aboriginal Laws" Article

We will discuss the main idea of the article

2. Read Ch. 1 of Touching Spirit Bear

• We will read this in class
• Chapter 1 Thinking Questions (answer these after reading Ch. 1 in class. Make a copy and place in your English Folder)

HW- Complete IXL H1 & L1

Friday 9/23/16

Warm Up: IXL I.1- Capitalizing Titles (Score 80% or higher)

1. Aboriginal Laws" Article

We will read the article on Aboriginal laws. As we read, we will be practicing the skill of paraphrasing and determining the main idea.

2. Checkout Touching Spirit Bear

Thursday 9/22/16

1.Identifying Patterns & Concepts in Touching Spirit Bear- Word Splash

We are continuing our work on the Word Splash. Today you and your partner(s) will look through the words/definitions and find patterns between the words. You will group these in a table on the Google Doc.

Wednesday 9/21/16

1. Introduction to Touching Spirit Bear- Word Splash

Make a copy of this document and share with your group. You will submit this to Google Classroom when done.

Tuesday 9/20/16

Warm Up: IXL Capitalization H.1.

Flocabulary- Capitalization Review Video

1. Wrap up Theme Posters- turn into Google Classroom when done. Be sure to submit BOTH your poster and the Google Doc Write Up.

HW- Finish Treasure of Lemon Brown Theme Poster (if not finished in class)

Friday 9/16/16

1. Complete/Discuss Close Reading Questions

2. Introduce & work on Theme Poster for "The Treasure of Lemon Brown"

We will be working on this activity in class today & Monday

RUBRIC

Thursday 9/15/16

Period 3

1. Warm Up- Vocabulary Practice

Complete the Yes-No-Why activity above and turn into Google Classroom when finished

2. Finish close reading question with partner

3. Discuss close reading questions

Period 4:

1. Finish Reading - "The Treasure of Lemon Brown"

2. Complete the 3-2-1 Summary of Lemon Brown

3. Begin Close Reading Questions- one person will open, copy, and share with partner.

Directions: With a partner, answer the questions in complete, 7th grade quality sentences. Explain your thinking and use evidence to support your answers. Collaboratively work together on each question- using your own color to show your contribution. Be sure to discuss ideas aloud first and come up with a synthesized (combined) answer before typing a response.

Wednesday 9/14/16

1. Warm Up- Look for your period below:

Period 3: 3-2-1 Summary of Lemon Brown

Period 4: Vocabulary Practice

2. Close Read- "The Treasure of Lemon Brown." Open and make a copy of the text (if you haven't already done so). Save to your English Folder.

3. Close Reading Questions- one person will open, copy, and share with partner.

Directions: With a partner, answer the questions in complete, 7th grade quality sentences. Explain your thinking and use evidence to support your answers. Collaboratively work together on each question- using your own color to show your contribution. Be sure to discuss ideas aloud first and come up with a synthesized (combined) answer before typing a response.

Tuesday 9/13/16

Period 3:

1. Work on The Treasure of Lemon Brown Vocabulary

2. Read "The Treasure of Lemon Brown." Open and make a copy of the text. Save to your English Folder.

Period 4:

• Open and make a copy of "The Treasure of Lemon Brown Activities- 2016"
• Put this in your English Folder
• We will complete the Free Write and work on understanding vocabulary terms from the text

1. "The Treasure of Lemon Brown" Pre-Reading Free-Write

2. "The Treasure of Lemon Brown" Vocabulary- using context clues practice

3. Read "The Treasure of Lemon Brown." Open and make a copy of the text. Save to your English Folder.

Monday 9/12/16

1. Motivation Monday Journal Response (prompt above)

• Create a new Google Doc in your English Folder
• Title it:
  • Period Last Name First Name English Journal
  • EXAMPLE: 3 Hull Stephanie English Journal
• Share your journal with me at- shull@imiddlesd.com
• We will be using this journal ALL YEAR!

2. Publish/Submit Extended Metaphor Poems (we will be sharing our poems in class on Wednesday)

3. Introduction to "The Treasure of Lemon Brown"

• Open and make a copy of "The Treasure of Lemon Brown Activities- 2016"
• Put this in your English Folder
• We will complete the Free Write and work on understanding vocabulary terms from the text

Friday 9/9/16

Ready, Set, Revise:

1. Show, not Tell Mini Lesson

• Link to Show, Not Tell Mini Lesson

2. Continue drafting and/or revising your poem

• Think about expanding phrases/lines to add sensory details about emotions, images, details, etc.
• Try to use 5 senses, similes, personification, and metaphors

3. Turn in final drafts to Google Classroom

• Make sure to review the checklist before submitting:

1. Creative title

2. Organized into stanzas

3. A clear extended metaphor that relates to some part of yourself

4. Sensory details and figurative language to "show" the reader, not just tell

*Add images to enhance your message*

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