7th Grade ELA:(2019-2020)

Hello everyone!
   I hope all of you are doing well and are enjoying this time away from school.  I am enjoying time at home with my kids, but I do miss all of you!  Now that I am able to access my website from home, I will be putting information on here to help any of you out.  Please do not hesitate to email me for any help or to simply say "Hi!"  I do not know how to upload yet, but I am sending a link that Lafourche Parish sent out to help you from home if you are choosing to do so.

   My school email is jtplaisance@mylpsd.com
   The site for middle school is: https://sites.google.com/mylpsd.net/lafourche-parish-schools/middle-school-6th-through-8th-grade  

    Again, keep safe and hope to see you soon!

Monday, March 9th:  Complete the lesson on "The People Could Fly" (Friday of last week's lesson)-I was out sick last week).

Tuesday, March 10th: Complete a graphic organizer based off of "The People Could Fly" and the Preface written by Elizabeth Keckley.  Write a paragraph explaining the purpose of each of the narrative pieces.
homework: none

Wednesday, March 11th:  Read Chapter 1:  "Where I was Born" by Elizabeth Keckley.  Begin pulling out the positive and negative aspects about slavery that were discussed by Keckley.
homework: none

Thursday, March 12th:  Complete the activity which began on Wednesday.  Discuss imagery as well.  Write a paragraph based off of a writing prompt option that S will be given.
homework: none

Friday, March 13th:  Look over the Preface and Chapter 1-locate quotes about slavery-paraphrase them then answer questions relating to the author's claim about her life as a slave.
homework: none 
 

Monday, March 2nd:  Begin new and last Unit of the year-"Behind the Scenes."  View a video based on the Civil War and read a passage about the effects of it.  Use both to draw conclusions about the texts.
homework:  book projects due tomorrow!

Tuesday, March 3rd:  Read the preface into "Behind the Scenes."  Use sentences to help determine the meaning of words in context.  Discuss and write meanings of words in reading logs.
homework:  Book projects due today!

Wednesday, March 4th:  Reread the preface in order to draw conclusions on the author and her claims.  Answer comprehension questions.
homework: none

Thursday, March 5th:  Read the first half of a folktale, "The People Could Fly." Complete a T-chart based on the character descriptions and answer questions that help with characters and their actions.
homework: none

Friday, March 6th:  Complete the second half of "The People Could Fly."  Finish the T-chart and the character descriptions.
homework: none 

Monday, February 17th:  Complete the CWT theme writing.  Last body paragraph and the conclusion paragraph
homework:  Book projects are due March 3rd!  Complete essay if need be-due Friday, February 21st!

Tuesday, February 18th:  LAT district assessment; grammar test (fragments, run-ons, sentences)
homework:  Book projects are due March 3rd!  Complete essay if need be-due Friday, February 21st!

Wednesday, February 19th:  LAT district assessment; grammar test-writing portion
homework:  Book projects are due March 3rd!  Complete essay if need be-due Friday, February 21st!

Thursday, February 20th:  compare/contrast the movie vs. the novel (The Giver)
homework:  Book projects are due March 3rd!  Complete essay if need be-due Friday, February 21st!

Friday, February 21st:  compare/contrast the second half of the movie to the novel.
homework:  Book projects are due March 3rd!  
Enjoy your Mardi Gras Break!!!!


Monday, February 10th:  Read chapter 19 of the novel.  Determine what release means and analyze Jonas' feelings and perspectives about the community.
homework:  work on book projects

Tuesday, February 11th:  Read chapters 20-21 of the novel.  Write a paragraph based off of the information learned in these two chapters.
homework:  work on book projects

Wednesday, February 12th:  Read the conclusion of the novel, chapters 22-23.  Discuss the theme of the novel, how Jonas changed and grew as a character, and make predictions about what happened to Jonas.
homework:  work on book projects

Thursday, February 13th:  Begin culminating writing task:  Theme of The Giver.  Brainstorm a theme-select a theme-write a thesis statement based off of the theme selected (this will be as an individual since there are a few themes in the novel).  Write the introduction paragraph of the essay.
homework:  work on book projects

Friday, February 14th:  Gather evidence for body paragraphs.  Write body paragraphs 1 and 2. 
homework: none


Monday, February 3rd:  Writing activity based off of the benefits and risks of living in Jonas' community
homework:  none

Tuesday, February 4th:  Complete comprehension questions and vocabulary context clues practice (I will be out for Beta State Convention).
homework:  none

Wednesday, February 5th:  Complete TP-CASTT on "The Human Activity" if not done; write a paragraph using the common traits between "Imagine," "Utopian Society," and "The Human Abstract" as well as The Giver.  Create a flyer advertising what you envision to be a "perfect world."  (I will be out for Beta State Convention).
homework:  all activities need to be completed by tomorrow!

Thursday, February 6th:  Read chapters 16 and 17 of The Giver.  Compare Jonas' point of view to others in his community.  Answer questions based off of point of view.
homework: none

Friday, February 7th:  Read chapter 18.  Use context clues to help with the meaning of words which also helps the understanding of chapter 18.
homework:  none

Monday, January 27th:  District NWT test
homework:  Illustration project due Wednesday, January 29th

Tuesday, January 28th:  District NWT test
homework:  Illustration project due Wednesday, January 29th

Wednesday, January 29th:  Poetry overview-reviewing skills, terms relating to poetry
homework: none

Thursday, January 30th:  Read the song "Imagine" by John Lennon.  Discuss the connections between the song and The Giver.  Complete an activity called TP-CASTT using the poem "Utopian Society."  Make connections to The Giver.
homework: none

Friday, January 31st:  Read the poem "The Human Abstract."  Complete a TP-CASTT activity on it.  Write a paragraph explaining the common theme that all three poems share with The Giver.
homework: none

Monday-Tuesday, January 20-21st:  NO SCHOOL!

Wednesday, January 22nd:  Read chapter 13 of The Giver.  Complete an illustration project based off of Jonas' changing perspectives of his community
homework: none

Thursday, January 23rd:  Read chapter 14 of The Giver.  Summarize both chapter 13 and chapter 14.  Answer questions relating to The Giver's perspective.
homework: none

Friday, January 24th:  Read chapter 15 of The Giver.  Make a list of comparisons/contrasts.  Write a paragraph in response to Jonas' interactions with The Giver.
homework: none 



Monday, January 13th:  Read chapter 7 of The Giver.  Write a summary of chapters 6 and 7.  Write a list of specific interactions that occur between both chapters
homework:  complete alternate assignment that was given last Thursday when I was out.  Complete summaries if need be.  Due Friday, January 18th.

Tuesday, January 14th:  Read chapter 8 of The Giver.  Answer questions based off of character interactions for this chapter.
homework:  complete alternate assignment that was given last Thursday when I was out.  Complete summaries if need be.  Due Friday, January 18th.

Wednesday, January 15th:  Read chapter 9 of The Giver.  Determine the author's point of view; answer questions relating to the author's point of view in this chapter.
homework:  complete alternate assignment that was given last Thursday when I was out.  Complete summaries if need be.  Due Friday, January 18th.

Thursday, January 16th:  Read chapters 10-11 of The Giver.  Pull out the conflicts that are beginning to occur with Jonas in the novel.  Complete questions related to Jonas and his conflicts.
homework:  complete alternate assignment that was given last Thursday when I was out.  Complete summaries if need be.  Due Friday, January 18th.

Friday, January 17th:  Read chapter 12 of The Giver.  Write a paragraph based off of Jonas and his changing perceptions of the community he lives in.
homework: Enjoy your 4-day weekend!

Monday, January 6th:  Read a nonfiction article based off of picking names "Picked Baby's Names?  Not so fast in Denmark."  Compare and contrast Denmark's information to Jonas's community.
homework: none

Tuesday, January 7th:  Read Chapter 3 of The Giver.  Complete a split page note activity based off of character interactions.  Write a paragraph based off of information from chapter 3.
homework: none

Wednesday, January 8th:  Read chapter 4.  Discuss "release" and what it means.  Complete questions to help determine point of view by making inferences based off of today's reading.
homework: none

Thursday, January 9th:  Discuss symbolism.  Use chapter 6 to discuss and answer questions about symbolism
homework: none

Friday, January 10th:  Discuss and explain text structure.  Answer questions related to text structure.  Students will go back to chapter 5, read it silently, then answer questions related to text structure.
homework:  none 

Monday, December 16th:  Complete part 2 of Cold Read Task; Complete part 2 of grammar test
homework: complete expository essay by tomorrow if need be

Tuesday, December 17th:  Begin next Unit, The Giver. Begin reading chapter 1.  Look at words and meanings in the pages being read.  Complete an activity based off of word meanings
homework: none

Wednesday, December 18th:  Complete the reading of Chapter 1.  Answer questions relating to the main character's community.  Write a paragraph based off of Jonas' community.
homework: none

Thursday, December 19th:  Read and paraphrase the Preamble of the US with students.  This activity will help to show similarities and differences between the way we live vs. the way the main character, Jonas, lives.
homework: none

Friday, December 20th:  Read chapter 2 of The Giver.  Write a paragraph based off of the interactions between Jonas and other characters
homework:  Have a Very Merry Christmas and a Joyous New Year!  See you in 2020!!!!

Monday, December 9th:  Work on writing the body paragraphs of the explanatory essay.
homework:  work on body paragraphs if need be

Tuesday, December 10th:  Complete the conclusion paragraph; double check the introduction paragraph as well.
homework:  complete any paragraphs not completed

Wednesday, December 11th:  revise essay by adding adjectives into the essay as well as adjusting overused words/phrases, etc.
homework:  complete entire rough draft if need be

Thursday, December 12th:  Use a checklist to complete the editing process.  Write final draft of essay
homework: complete explanatory essay

Friday, December 13th:  Cold Read Task (test) based off of Written in Bone Unit.  Complete grammar test based off of ACT practice (we have been reviewing these skills each day in class since school started through Bell Work.)
homework: none

Monday, December 2nd:  Read chapter 7 of Written in Bone.  Write claims made in this chapter.  Write a list of important information. Write an objective summary of chapter 7.
homework:  If absent due to being sick, work on finishing up narrative story ending dealing with Samuel in Blood on the River.  Due by Friday, December 6th 

Tuesday, December 3rd:  Read chapter 8 of Written in Bone.  Write a list of important details.  Next, write claims made for this chapter.
homework:  If absent due to being sick, work on finishing up narrative story ending dealing with Samuel in Blood on the River.  Due by Friday, December 6th 

Wednesday, December 4th:  Read chapter 9 of Written in Bone.  Write a paragraph based on the role of a forensic artist.  Discuss how this chapter contributes to the central ideas of the entire text
homework:  If absent due to being sick, work on finishing up narrative story ending dealing with Samuel in Blood on the River.  Due by Friday, December 6th 

Thursday, December 5th:  Compare and contrast a video clip entitled "Finding Remains" to the information in chapter 9.  Write a paragraph comparing and a paragraph contrasting the two.
homework:  If absent due to being sick, work on finishing up narrative story ending dealing with Samuel in Blood on the River.  Due by Friday, December 6th 

Friday, December 6th:  Introduce the culminating writing task to students-locate 2 central ideas for the book Written in Bone.  
homework:  If absent due to being sick, work on finishing up narrative story ending dealing with Samuel in Blood on the River.  Due by Friday, December 6th 


Monday, November 18th:  Read chapter 5 of Written in Bone.  Create questions for each sub-heading.  Write down the central idea for each section
homework:  work on finishing rough draft of narrative story dealing with Samuel if need be

Tuesday, November 19th:  Read Chapter 6 of Written in Bone.  Look at the photographs, diagrams, drawings, captions, etc. along with the material written to help identify the central idea of this chapter.  Write a central idea for each sub-heading. 
homework:  work on finishing rough draft of narrative story dealing with Samuel if need be

Wednesday, November 20th:  Out will be at a PD meeting to work on our 7th grade curriculum.  Students will work on revising, editing, and writing a final draft of the narrative story with Samuel.  Students will be given a checklist to help them finish the narrative story.  From there, students will need to write a final draft.
homework:  complete final draft of narrative story if need be:  Due Friday, November 22nd for a test grade!

Thursday, November 21st:  Read chapter 7 of Written in Bone.  Break down the 3 sections in order to answer questions which will help in writing an objective summary for each.  The first two sections will be completed today.  Section 3 will be completed tomorrow.
homework:  complete final draft of narrative story if need be:  Due tomorrow for a test grade!

Friday, November 22nd:  Complete the reading of section 3, Chapter 7.  Complete the questions relating to section 3, write an objective summary of section 3, and write a central idea for all 3 sections.
homework:  Have a Happy and Joyous Thanksgiving!!!!  See you all in 1 week!!!!

Monday, November 11th:  Complete NWT District test
homework:  complete point of view project by this Friday, November 15th

Tuesday, November 12th:  Writing Narrative Prompt will be given today.  I had to come in late last week, so this lesson was pushed until today.  Brainstorm using narrative chart.  Complete the brainstorming chart.
homework:  complete point of view project by this Friday, November 15th

Wednesday, November 13th:  Write a narrative story ending to Blood on the River.  
homework:  complete point of view project by this Friday, November 15th

Thursday, November 14th:  Continue writing the narrative story ending.  An explanation of "show" vs. "telling" will be used.  From there, students will adjust their narrative stories if needed to ensure they are "showing" what is happening rather than just "telling".
homework:  complete point of view project by this Friday, November 15th

Friday, November 15th:  Complete the narrative story.  Edit and revise by adding in participial phrases.
homework: none

Monday, November 4th:  Complete the character point of view activity based off of perspective
homework: none

Tuesday, November 5th:  Read the poem "Indian"-discuss what contrasting points of view are; paraphrase the poem
homework: none

Wednesday, November 6th:  Look over the meaning of the poem "Indian".  Create a contrasting list based off of what the Indians saw during the Jamestown settlement vs. what the colonists saw.  Write a contrasting paragraph based off of these different perspectives
homework: complete paragraph if need be

Thursday, November 7th:  Writing Narrative Prompt will be given.  Brainstorm using a narrative chart.  Complete the brainstorming information
homework:  none

Friday, November 8th:  NWT District Assessment
homework: none

Monday, October 28th:  Read chapters 19-20 of Blood on the River.  Complete the activity from last week dealing with the perspectives of specific characters in dealing with how they feel towards the Native Americans.
homework:  any paragraph writings not complete, need to be completed by Friday.

Tuesday, October 29th:  Read chapters 21-22 of 

Monday, October 21st:  compare and contrast what has been read in Blood on the River and the Jamestown excerpt (June-July 1607), along with Written in Bone.
homework: none

Tuesday, October 22nd:  Read chapter 14 of Blood on the River.  Work on completing perspective illustration project from Chapter 13.  Add one-two more perspective illustrations based off of chapter 14's reading.
homework: none

Wednesday, October 23rd:  Read chapters 15-16.  Complete a perspective activity sheet based off of selected characters.  Look at these characters and see if their perspectives change and if so, how/why?
homework: none

Thursday, October 24th:  Read chapter 17.  Select 3 character perspectives from this chapter and write a paragraph based on the similarities and differences from each character.
homework: none

Friday, October 25th:  Read chapter 18.  Look at characters and how they look at the Native Americans.  Pull out the necessary information and use this to write a paragraph based on at least 3 different perspectives when it comes to the Native Americans. 
homework: none

Monday, October 14th:  Fall Break

Tuesday, October 15th:  Fall Break/PD Day for Teachers

Wednesday, October 16th:  Create and select a claim-Which has influenced Samuel more, the characters or the setting?  Locate evidence and provide explanations that support the claim selected.
homework:  finish up any claim information needed

Thursday, October 17th:  Make a list of counterclaims-provide the evidence and explain why this counterclaim isn't as valid as the claim selected
homework:  finish up any counterclaim information needed

Friday, October 18th:  Create questions for a debate.  Use the questions to debate claims/counterclaims.  Write a paragraph explaining which had the greater influence on Samuel:  setting or characters.
homework: none

***Due to extending the test to 3 days, we are behind one day.***

Monday, October 7th:  Continue working on the interactions between chapters 9 & 10 of Blood on the River.  Work on the character and setting interactions using the main character Samuel.
homework: none

Tuesday, October 8th:  Complete the interactions between chapters 9-10.  Write a paragraph based off of the interactions found in these chapters
homework: none

Wednesday, October 9th:  Read chapter 11-complete a T-chart on the interactions that the main character Samuel experiences between the setting and other characters
homework: none

Thursday, October 10th:  Read chapter 12-complete a T-chart on the interactions that the main character Samuel experiences between the setting and other characters
homework: none

Friday, October 11th:  Read chapter 13-pull out the different perspectives that are shown in this chapter.  Illustrate at least 3 different perspectives discussed
homework: none


***NOTE***  The RST test was moved in order to help students understand the essay writing process***
***NOTE***  Bell Work and Journals, along with Reading logs will be picked up this Wednesday, October 2nd to be graded for the 1st nine weeks!  This will count for 3 test grades!

Monday, September 30th:  Complete the contrasting paragraph and conclusion paragraph based off of Chapter 4 and the "August-September" excerpt
homework: none

Tuesday, October 1st:  Complete first part of RST District test; brainstorm for the writing
homework: none

Wednesday, October 2nd:  Complete the writing part of the RST District Test
homework: none

Thursday, October 3rd:  Begin reading the historical fiction novel, Blood on the River.  Use part of chapter 9 to look for interactions between the characters and the setting that affect the main character Samuel.
homework: none

Friday, October 4th:  Complete the reading of chapter 9 and 10.  Continue to use the interactions between the characters and setting with Samuel.
homework: none

Monday, September 23rd:  Using the excerpt "August-September 1607", define unknown words, write a claim with support.  Write a paragraph that supports the claim selected
homework:  Book Projects due Thursday!

Tuesday, September 24th:  Use SOAPStone strategy to complete information on Chapter 4 of 
Written in Bone and the excerpt "August-September 1607". This will help to determine similarities and differences between Chapter 4 and the excerpt "August-September 1607".
homework:  Book Projects due Thursday!

Wednesday, September 25th:  Begin compare/contrast essay based off of Chapter 4 and the excerpt (introduction paragraph and body paragraph 1.
homework:  Book Projects due tomorrow!

Thursday, September 26th:  Complete the compare/contrast essay based off of Chapter 4 and the excerpt (body paragraph 2 and conclusion paragraph).
homework: none  ****Book Projects Due Today!!!****

Friday, September 27th:  Begin RST district test
homework: none  

Monday, September 16th:  Read Chapter 3 from Written in Bone.  Locate the Central Idea along with evidence to support it.  Complete the Central Ideas from Chapter 2 (Friday's assignment)
homework:  Work on Book Projects

Tuesday, September 17th:  Complete the Central Idea activity from Chapter 3.  Write a paragraph on the main idea/central idea of Chapter 3
homework:  Work on Book Projects

Wednesday, September 18th:  Using chapters 2-3, complete an activity based on the interactions between individuals, events, and ideas. 
homework:  Work on book projects

Thursday, September 19th:  Develop a claim with support for Chapter 4.  Write down evidence to support this claim.  Write a summary.  This will be used with another text.
homework:  Work on book projects

Friday, September 20th:  Read "August-September 1607"-create a claim.  Write down evidence to support this claim.  Write a summary.
homework: none  

Monday, September 9th:  We are completing Friday's lesson.  Out was out for a meeting.
homework: none

Tuesday, September 10th:  connotative meanings and text structure of the poem "Ode to the Virginian Voyage"
homework: none

Wednesday, September 11th:  complete connotative meanings and text structure of the poem "Ode to the Virginian Voyage"
homework: none

Thursday, September 12th:  Central Idea/evidence to support based off of the sections (1-3) of Chapter 2, Written in Bone
homework: none

Friday, September 13th:  complete central idea/evidence to support activity-sections (4-5) of Chapter 2, Written in Bone
homework: none

Wednesday, September 4th:  Write an objective summary of chapter 1-Written in Bone
homework: complete RACES assignment from A Series of Unfortunate Events-This is a test grade!

Thursday, September 5th:  Read a poem based off of Jamestown-define unknown words-paraphrase each stanza, through line 30
homework: none

Friday, September 6th:  Complete the reading of the poem-define unknown words-paraphrase each stanza, through line 72.  Write a summary of the entire poem
homework: none 

Monday, August 26th:  Begin reading chapter 1 of Written in Bone.  Introduce words that will be connected to the informational text-complete an activity based off of these words; complete the setting/character interaction movie
homework:  ***Students are coming home with 2 papers- 1st is  based off of their 1st nine weeks informational book project (due Thursday, September 27th); 2nd is a letter explaining the cost and care of Written in Bone.  Please sign and return to me.  Thanks!

Tuesday, August 27th:  Draw conclusions and word meanings using text evidence based off of Chapter One in Written in Bone. 
homework:  Return letter signed if not turned in. 

Wednesday, August 28th:  Look back into chapter one to pull out the different text structures that appear in this chapter.  Use sticky notes in order to gather the information along with specific evidence
homework: none

Thursday, August 29th:  Look back into chapter one to pull out information on author's craft/style.  Use sticky notes to help show the craft in this chapter.
homework: none

Friday, August 30th:  Complete a reading log writing based off of text structure and author's craft; complete RACES on writing topic given based off of A Series of Unfortunate Events. 
homework: none

Monday, August 19th:  Use RACES strategy to help with answering questions
homework: complete any activity sheets from last week not completed-This will be all picked up for a test grade!

Tuesday, August 20th:  Practice using the RACES strategy on a short passage.  Each section will be completed after each has been modeled
homework: complete any activity sheets from last week not completed-This will be all picked up for a test grade!-Due tomorrow, August 21st!

Wednesday, August 21st:  Using the central idea passage from last week, "Commander Suni," students will be guided on how to properly write a paragraph after using the RACES strategy.  Next, on their own, students will complete RACES along with a paragraph using a short passage.
homework:  complete today's activity if not completed

Thursday, August 22nd:  Using character/setting interaction, students will  watch the first half of "A Series of Unfortunate Events."  These interactions will help set up a RACES question t be answered tomorrow.
homework: none

Friday, August 23rd:  Given the RACES question, students will view the remainder of the movie to obtain the rest of the answer for their RACES question.  Complete the RACES question
homework: none

Monday, August 12th:  Review and practice objective summary writing
homework: none

Tuesday, August 13th:  determine word meanings of unknown words; analyze how words help out the tone of a text (review strategies)
homework: Complete word choice/tone activity (article based on cicadas)

Wednesday, August 14th:  Review text structure (review activity)
homework: none

Thursday, August 15th:  Interactions between individuals, events, and ideas (review lesson)
homework: none

Friday, August 16th:  Central Idea activity
homework: none