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Romonica Turner is inviting you to a scheduled Zoom meeting.  TUESDAY

Topic: Turner ELA
Time: Apr 7, 2020 1:30 PM

Join Zoom Meeting
https://zoom.us/j/421549061?pwd=QXh2aUcrT2piVXY1NEVjRWRTKy9JUT09

Meeting ID: 421 549 061
Password: 430431

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If you need an extra resource, please view the Google Classroom Video                         https://youtu.be/SvC3VQ09t18       

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If you need an extra resource, please view the Google Classroom Video                         https://youtu.be/SvC3VQ09t18       

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Also attached is the weekly schedule. This was sent to your email as well.

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Team 7A-7C-SPED MATH and ELA-Digital Learning Plan Final (2)

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How to Submit Assignment Files into Google Classroom

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ZOOM Meeting Today March 26, 2020                                                   Good Morning Students!!                                                                                  I hope everyone is staying safe during this time. Team 7A teachers and I are missing you guys and want to talk to you and see you, so we're doing a ZOOM session tomorrow. This is like a video conference that can only hold 100 people at a time, so we want to see and talk to as many of you as possible. You can use your phone, computer, or tablet. I can't wait to see you tomorrow!                                                                 The log in information is listed below:Erica Fleming is inviting you to a scheduled Zoom meeting.                                                                      Topic: Team 7A Meeting with students                                                 Time: Mar 27, 2020 01:00 PM Eastern Time (US and Canada)           Join Zoom Meeting                                     https://hcbe.zoom.us/j/615268732?pwd=amhKU2VmY1k5R3hHOXVwK1NQVG5CZz09                                                                              Meeting ID: 615 268 732                                                                 Password: 857239                                                     

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ZOOM Meeting Today March 26, 2020                                                   Good Morning Students!!                                                                                  I hope everyone is staying safe during this time. Team 7A teachers and I are missing you guys and want to talk to you and see you, so we're doing a ZOOM session tomorrow. This is like a video conference that can only hold 100 people at a time, so we want to see and talk to as many of you as possible. You can use your phone, computer, or tablet. I can't wait to see you tomorrow!                                                                 The log in information is listed below:Erica Fleming is inviting you to a scheduled Zoom meeting.                                                                      Topic: Team 7A Meeting with students                                                 Time: Mar 27, 2020 01:00 PM Eastern Time (US and Canada)           Join Zoom Meeting                                     https://hcbe.zoom.us/j/615268732?pwd=amhKU2VmY1k5R3hHOXVwK1NQVG5CZz09                                                                              Meeting ID: 615 268 732                                                                 Password: 857239                                                     

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MARCH MADNESS!!! VOTE FOR YOUR FAVORITES HERE:

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MARCH MADNESS!!! VOTE FOR YOUR FAVORITES HERE:

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https://brackets.commoninja.com/bracket/25b5823d-4129-41ff-abba-2d4cac29ada1

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2/28/20             Students were given a study today in preparation for the mid-term next week.  I am also attaching a link to quizlet for students to use to practice.  See below. 

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2/28/20             Students were given a study today in preparation for the mid-term next week.  I am also attaching a link to quizlet for students to use to practice.  See below. 

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https://quizlet.com/490847275/midterm-2020-flash-cards/?new

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Students will be taking the Write Score Assessment today 2/19/20 and tomorrow 2/20/20.  

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Students will be taking the Write Score Assessment today 2/19/20 and tomorrow 2/20/20.  

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We will begin our Historical Fiction Unit Friday.

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2/11/20 - Students are to provide two different words for each suffix along with the meaning for each. They started in class.  It is due tomorrow, 2/12/20.  They will have a test on Friday.

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2/11/20 - Students are to provide two different words for each suffix along with the meaning for each. They started in class.  It is due tomorrow, 2/12/20.  They will have a test on Friday.

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-able………..can do something

-ible……….can do something

-ed…………past tense; has already happened

-er………………..a person who does an action

-ful…………full of

-fy…………..to make

-ing………..present tense; is happening

-ist……………..a person who does an action or believes in a  certain idea

-ize…………to make

-less……….not having

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Students are preparing to write an essay on "Should We colonize and Move to Mars?" They can view the 3 resources below as well research the topic on their own. I have also provided articles in class for them to read and take notes from.

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Mars One's Journey (2011 - 2021)

Humanity has explored Mars since 1960, and we've never been closer. The next logical step for Mars exploration is permanent settlement, where crews that go to Mars stay and build a new society. Humans settling on Mars will inspire us all to make Earth a better place. Technology, scientific understanding, cooperation - is there anything we cannot achieve?

Mars One was founded in 2011 with the goal of sending humans to Mars to stay. Instead of trying to return them, more crews would be sent every two years, establishing a permanent, ever-growing settlement on the Red Planet.

Permanent settlement missions place even higher demands on the crew than a return mission. A first permanent settlement crew would be on Mars for two years before the second crew joins them. They would be able to communicate with friends and family on Earth, but only with time delays. Crew selection, training and testing on Earth would be necessary to make sure they can deal with this. Besides that, they would need to learn all the skills to survive on Mars without support from Earth, other than information. They would need to be able to fix every technical and medical problem, grow food and expand the settlement with hardware for upcoming crews. Crew selection is the biggest challenge of a permanent settlement mission to Mars.

Mars One had a business plan for such a mission to Mars, which can be summarized as monetizing the media value of the adventure of humans going to Mars. The Olympic Games are worth more than $4 billion dollars in broadcasting rights and sponsorships. The 1969 Moon landing is still the TV program with the highest viewership density ever. Imagine the value of a mission to Mars in the current media era. Mars One raised funds by having investors invest in a Mars One media company that held the rights to the mission.

In 2011, Mars One met with aerospace companies around the world to discuss the plan, including SpaceX, Hamilton Sundstrand, ILC Dover, MDA corporation, Paragon Space Development Corporation and Thales Alenia Space. With their feedback, Mars One developed a plan that was feasible, affordable and that had an acceptable risk. In 2012, the plan was announced, later followed by a job vacancy for Mars settlers. More than 200,000 people registered their interest on the Mars One website. More than 10,000 potentials finished the job application process, and Mars One narrowed down the applicants, first to 1058 round 2 candidates and then to 100 round three candidates.

In 2013 and 2014, Mars One had feasibility studies performed by Lockheed Martin, for a first robotic mission and with Paragon Space Development Corporation, for Mars suits and life support systems.

In 2016 Mars One ran out of funds and was unable to continue the selection program and the technical studies. In the years after that, several attempts were made to raise additional funds, but they were unsuccessful.

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Humanity has explored Mars since 1960, and we've never been closer. The next logical step for Mars exploration is permanent settlement, where crews that go to Mars stay and build a new society. Humans settling on Mars will inspire us all to make Earth a better place.

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Source 2: Website to refer to for information for the student's argument essay 

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Source 2: Website to refer to for information for the student's argument essay 

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NASA's real-time portal for Mars exploration, featuring the latest news, images, and discoveries from the Red Planet.

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Source 1: Website to refer to for information for the student's argument essay

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Source 1: Website to refer to for information for the student's argument essay

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NASA's website for all news, images and videos related to Earth science. Your planet is changing. We're on it.

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Complete the final copy of the 1st Argument Essay.  DUE TOMORROW - 1-24-20.
Student have a color coded sample/exemplar essay to use as a guide and a rubric/checklist.

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1/17/20
Students should work on their argumentative essays.  The introduction and 1st body paragraphs are due Tuesday.   We color coded the introduction and 1st body paragraph on an exemplar essay.  They can use it as a guide.

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Students were given a study guide for their ELA Final last Friday 12/13/19.  

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Students were given a study guide for their ELA Final last Friday 12/13/19.  

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12/12/19    - Please study for your vocabulary test given tomorrow. 

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12/12/19    - Please study for your vocabulary test given tomorrow. 

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The Classroom | Empowering Students in Their College Journey

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While it does not sell out arenas or command six-figure deals for its players, debate is a sport in its own right. It is a sport of the intellectual variety. A debate is a formal contest of ideas where two groups with opposing philosophies on a single topic try to persuade a third party, like a judge or a mediator, to agree with them. Many secondary and higher education institutions offer debate programs because debates are an effective and engaging way for students to refine their research skills, argumentation skills and delivery skills.

Debate programs and competitions are a great way for educators and institutions to engage students in thoughtful analysis of a given topic while improving their speaking and listening skills in the process. Although there are different types of debate formats, most debates follow similar rules and use similar techniques.

What Are Debate Rules?

A debate team typically has between three and five members, but three-person teams are the most common. Three-person teams are ideal because they give debaters more experience working with a larger group to enhance negotiation and collaboration skills. Working in three-person teams also gives debaters a chance to practice their debate skills during the preparation process since they will often have to persuade at least one other team member to agree with them on team-based decisions about the debate.

There are two teams opposing each other in a debate competition. The topic of debate is called the motion. The team in favor of the motion is called the proposition or affirmative, and the team arguing against the motion is called the opposition or negative. The burden of proof lies on the proposition, which is why the proposition team both opens and closes the debate. The proposition is charged with the responsibility of proving that the motion is more true than it is false, which makes the proposition's position more challenging because building a strong case for something is harder than looking for holes in the case, which is the responsibility of the opposition.

While the amount of time allotted to each speaking turn varies according to the debate format, the order in which debaters speak is an important part of the debate rules. The first four speeches (two speakers from each side) are also known as constructive speeches because each speaker is constructing or building an argument. Any points or ideas that each side wants the judge or mediator to consider must be presented during the constructive speeches.

The final two speeches are known as the rebuttal speeches, which are designed to summarize the main points for each side while simultaneously trying to poke holes in opposing arguments. If the rebuttal speeches contain any new arguments that have no foundation in the constructive speeches, judges are expected to disregard those arguments when weighing the merits of each side's case.

The debate begins with the first speaker for the proposition making a case for the motion and proceeds with the first speaker for the opposition refuting the proposition's case and introducing new ideas. Each side takes turns presenting their speeches. The speakers in the constructive speeches are responsible for refuting their opponent's case while using evidence and arguments to strengthen their own ideas. The speakers in the rebuttal speeches are charged with summarizing and making sense of the debate in a way that will persuade the judge to vote for their side.

Speeches may be the primary method of supporting an argument in debates, but prepared speeches are generally not allowed. Once the topic is chosen, debate members have a certain amount of time to research and prepare for the debate. While they can take limited notes, debaters must truly comprehend the material so that they can refer to that understanding and combine it with their own original ideas during their speeches. True debate is more than people reading from a script. It is the expression of ideas and information in an authentic manner, which is why prepared speeches have no place in a formal debate.

Guidelines for a Debate Competition

For most debate competitions, two teams compete against each other by presenting opposing arguments on the same topic. Teams are generally given the topic without knowing which side of that topic they will argue. After researching the topic for the allotted time (usually about 20 minutes or so), teams are assigned to a specific side of the argument, and they get ready to present their case.

Debate competitions typically follow the same standard rules that provide for two teams of three to five members arguing for either the proposition or the opposition. There may be additional restrictions about who can debate, such as members who are enrolled in specific programs and are of a certain age.

The guidelines for a debate competition are like those for any regular debate in that they address specific behaviors that are encouraged and those that debaters should avoid. For example, debaters should focus on the evidence and avoid making emotional appeals. Debaters should always be respectful of others, particularly their opponents and the judge. Other guidelines include not talking out of turn, not interrupting an opponent and not falsifying or distorting evidence. Debaters should also always respect the judge's decision about the winner.

The Debate Format

Debates can take on many formats. The most common debate format is the Public Forum, which involves opposing teams arguing a given topic that they had limited time to research. In the Public Forum format, a coin toss usually determines which team will get to choose the side they argue. The other team by default must argue the opposing side of whatever the team that won the coin toss chose. The cases for each side are presented according to the standard rules that provide a set time limit for each speaker to argue his points. Like all debate formats, each side takes turns presenting their arguments.

A Lincoln-Douglas debate is the preferred format for the National Speech & Debate Association. This debate format is named after the Lincoln-Douglas debates of 1858 during the Illinois senatorial campaign. The series of seven debates between democratic senator Stephen Douglas and his republican challenger Abraham Lincoln revolved primarily around the issue of slavery. Instead of using teams like most traditional debate competitions do, this format requires students to debate a given topic on a one-on-one basis. Like Public Forum debates, Lincoln Douglas debates allow limited research time before students take turns presenting their ideas. Each student gives a constructive speech and rebuttal speech and can cross-examine her opponent.

A Policy Debate is designed to challenge students to enhance their research, analytical and delivery skills. The Policy Debate format involves a two-on-two debate that centers on a specific policy question. The affirmative debater must propose a plan to enact a given policy. The negative debater, on the other hand, is responsible for offering reasons why the affirmative side's proposal should be rejected. Students participating in a Policy Debate are given multiple opportunities to cross-examine each other. A judge or sometimes a panel of judges will use the arguments presented to determine a winner.

A Congressional Debate simulates the U.S. legislative process. In the Congressional Debate format, students produce a series of bills and resolutions for debate. Then, in a group setting, debaters take turns delivering speeches for or against the topic. This format requires the appointment of a student to moderate the debate to ensure a smooth flow. Students participating in a Congressional Debate are judged on their knowledge and use of parliamentary procedure in addition to the research, argumentation and delivery skills that other formats assess.

A World Schools Debate involves a more dynamic debating format that combines both rehearsed and unrehearsed topics. This combination of prepared topics with their more impromptu counterparts shifts the focus away from debate theory or procedural arguments and instead emphasizes specified issues. The World Schools Debate format is more interactive than other formats because it gives debaters the freedom to engage each other even during speeches. Strong teamwork and high-quality argumentation are vital components of an effective debate using the World Schools Debate format.

Classroom debate formats are those that can be easily adapted to the unique needs of the organizing teacher and participating students. One example of this is the Full-Class Debate in which the teacher divides the class into two teams that will debate a given topic. A Three-Question Debate focuses arguments to three specific questions related to a single topic and divides the class into two teams to argue each side of the topic. A Small-Group Debate in a classroom looks a lot like a Public Forum Debate in that teams of two to five members take turns presenting their case. A Chain Debate divides the class into two teams but is unique because each debater must either present a new supporting or opposing argument, attack a previously presented argument, defend an attacked argument or extend an existing argument. A Spar Debate ensures wider student engagement by providing students with multiple items from one or more topics that they can debate one-on-one with their peers. Another classroom debate option is the town hall format in which students are assigned specific roles to represent and "citizens" are responsible for voting on the cases presented.

Debate Tips for Students

While most students agree that debate is fun, the process can be nerve-wracking for some students, particularly those who have a fear of public speaking. Fortunately, as with most things in life, practice makes perfect. Students who are debating can enhance their argumentation and delivery skills by adhering to a few simple tips.

One of the most important tips when it comes to debating is to focus on attacking ideas rather than people. Attacking an opponent on a personal level only weakens the argument. Instead, debaters should look for flaws in their opponent's reasoning and call the logic into question rather than the person.

Students should avoid the use of words like "always," "never," "often" or "generally" because they make their arguments more vulnerable to attack from opponents.

If they believe that their opponent is wrong about something, they should point it out in a tactful manner. For instance, instead of simply saying that an opponent is wrong, students should state that their opponent's idea is mistaken and then back that up with support for why the idea is flawed.

Students should not disagree with truths that are obvious or try to exaggerate evidence to suit their case. While it is acceptable to present an opinion, students should be careful to acknowledge that it is just an opinion rather than trying to present that opinion as a fact.

Students should use appropriate tone of voice, maintain their composure throughout the debate and avoid bickering. If students remain focused on supporting their ideas and refuting the ideas of their opponents, they are likely to succeed.

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Debate, in an academic sense, is a disciplined form of arguing toward a person or team of people. A debater must provide a logically structured and reasoned argument concerning a topic with a clear conclusion. The purpose is to persuade the audience that your insight on the topic is the correct way to analyze the ...

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•EQ: What vocabulary do I need to know for argument reading and writing?

•Warm up: Paragraph correction

•Mini-lesson: Argument vocabulary- copy in vocabulary or writing section https://quizlet.com/356673062/argument-quiz-2-flash-cards/

•https://quizlet.com/179399408/argumentative-unit-flash-cards/

•Work session:  1. Argument pre-test

•2. Introduction to argument unit with a look at common text and annotation.

Homework: Bring materials for our STEM lab on 12/12. (clean socks, straws); Read both articles (attached) in preparation for our STEM lessons next week.

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•EQ: What vocabulary do I need to know for

argument reading and writing?

•Warm up: Paragraph correction- Hanukkah; CNN news

•Mini-lesson: Argument vocabulary- copy in vocabulary or writing section https://quizlet.com/356673062/argument-quiz-2-flash-cards/

•https://quizlet.com/179399408/argumentative-unit-flash-cards/

•Work session:  1. Students wrote their Opinion/Argument On-Demand Writing Assessment

•2. Introduction to argument unit with a look at common text and annotation. “Would You Move to Mars?”

Homework: Bring materials for our STEM lab on 12/12. (clean socks, straws)

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Read the following article in preparation for our STEM visit and lab on December 12th...

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Read the following article in preparation for our STEM visit and lab on December 12th...

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We will be annotating this article in class. What do you notice? What should you note? How is the article arranged (text structure)? What features are used?

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Students should complete their essays tonight.  

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Students should complete their essays tonight.  

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They have the Character Analysis outline to complete this. This is the end of unit cumulative assessment.

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Text features and Notice and Notes Signposts Test tomorrow.

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Text features and Notice and Notes Signposts Test tomorrow.

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Your introductions to your chapter should be completed tonight.

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Students will take a test over Text Structures Friday.  They have notes.  We have also practiced identifying them in class. Please see the power-point above.

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We are studying the Nonfiction Notice and Note Signposts. They help students better understand the text they read.

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10/24/19 - Students will test tomorrow over the four types of sentences. STUDY your notes and practice assignments completed in class.

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Finish reading "The Stolen Party" and complete the graphic organizer on the character. Continue studying the four sentence types.

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Students are learning that when they read, they are not just walking on words but grasping the soul of them.  They are writing about their reading.  At the end of the unit, they will write a companion book to the book they are currently reading.

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Students are learning that when they read, they are not just walking on words but grasping the soul of them.  They are writing about their reading.  At the end of the unit, they will write a companion book to the book they are currently reading.

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Students will take their mid-term exams on Friday.  They were given study guides last Friday.  

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Students will take their mid-term exams on Friday.  They were given study guides last Friday.  

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Study on QUIZLET:
https://quizlet.com/_75t0su

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Readers understands texts when they stop and notice and note important parts of a story. Please continue to use these different strategies when reading your own books.

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Students will be quizzed tomorrow on Characterization and Plot. They will also have to punctuate dialogue correctly.  In addition to the practice in class, they have notes.   Please ALWAYS check padlet for resources used in class.   They should also continue to work on their 3rd scene.  They have been working on them in class.

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Students will be quizzed tomorrow on Characterization and Plot. They will also have to punctuate dialogue correctly.  In addition to the practice in class, they have notes.   Please ALWAYS check padlet for resources used in class.   They should also continue to work on their 3rd scene.  They have been working on them in class.

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How To Write Character Dialogue That's Believable!

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Here is some dialogue you might have heard today: "Hey, dude. How are you? "I'm really good. You? "Good, thanks. Gotta go to Language Arts though, ugh." Of course, this kind of dialogue is important. If we didn't say hello and ask people how they are doing, we might lose a lot of

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List of transitional words to help the student paper flow 8/21

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List of transitional words to help the student paper flow 8/21

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The student will have a hard copy as well in their notebooks.

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This video explain the process of using indirect characterization in writing. This will help the student to elaborate the details in their writing.

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Narrative Writing Rubric for Realistic Fiction  8/20.   See previous post for homework due tomorrow.

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Narrative Writing Rubric for Realistic Fiction  8/20.   See previous post for homework due tomorrow.

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The students need to finish writing a three page realistic fiction story in their notebooks. . The story must include the following: characters, setting, conflict/problem, action, and resolution with an emotional or physical ending. The story is due Wednesday, August 21st.

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Today 8/16 We discussed methods of characterization

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Today 8/16 We discussed methods of characterization

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The month of August we are working on writing realistic fiction.

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The month of August we are working on writing realistic fiction.

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The students need to complete their first narrative rough drafts.

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Writing and Telling Great Stories with Jack Gantos

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The month of August we are working on writing realistic fiction.

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The month of August we are working on writing realistic fiction.

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We went to the library on 8/13. Therefore, every student should have at least one fiction novel(book). They are expected to for 30 minutes every night. The reading can be broken up into three 10 minute segments, two 15 segments or 30 minutes straight. By the end of the year they should be able to read 30 minutes straight if the don't already.

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Storyboard links:  Please submit your storyboards to your class period.

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Storyboard links:  Please submit your storyboards to your class period.

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Middle School Survival Guide

Students are completing a Middle School Survival Guide for upcoming 7th graders.  They have been given the option to write a letter, create a brochure or create a story board.  If students choose to do a storyboard, they should click on the appropriate link below for their class.  Each student has a rubric.

Turner 3rd pd.

https://www.storyboardthat.com/quick-login/o/romonic/looked23/29-9d202x783/fdgyl99rb

Turner 4th pd.

https://www.storyboardthat.com/quick-login/o/romonic/looked23/3c-07202xc35/v6itpqx82

Turner 5th pd.

https://www.storyboardthat.com/quick-login/o/romonic/looked23/3a-27202x41c/kwste76bh

Turner 6th pd.

https://www.storyboardthat.com/quick-login/o/romonic/looked23/76-37202x1d5/vuncwpxij

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7TH GRADE ELA STUDY GUIDE FOR SPRING FINAL EXAM

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7TH GRADE ELA STUDY GUIDE FOR SPRING FINAL EXAM

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Know the follow terms below, identify them in lines/sentences and in poetry, and understand the message that the  author is trying to convey.

1.   Metaphor

2.   Alliteration

3.   Simile

4.   Hyperbole

5.   Rhythm

6.   Repetition

7.   Rhyme

8.   Enjambment*

9.   Personification

10.                Onomatopoeia

11.                Imagery

12.                Irony*

The students will have at least three reading comprehension components based on the three major genres nonfiction, fiction, and poetry.

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•Inferior- (in FEAR e or) adjective: of little or less importance

•Banter- (BAN tur) verb:  to tease someone in a friendly way

•Scurry-  (SKUREE) verb:  to move quickly; scamper Think Of:  Hurry

Abominable- (uh BOM uh nuh buhl) adjective:  deserving or causing disgust
Decorum- (de CORE um) noun:  proper behavior

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poetic devices- figurative language powerpoint

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•Inferior- (in FEAR e or) adjective: of little or less importance

•Banter- (BAN tur) verb:  to tease someone in a friendly way

•Scurry-  (SKUREE) verb:  to move quickly; scamper Think Of:  Hurry

Abominable- (uh BOM uh nuh buhl) adjective:  deserving or causing disgust
Decorum- (de CORE um) noun:  proper behavior

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Sentence structure review:
https://quizizz.com/admin/quiz/flashcards/580d01dbe18081560ea82b35?q=%2Fjoin&source=quizModal
Historical fiction genre:
https://quizizz.com/admin/quiz/flashcards/5a2f0193585c251400a5ca8e?q=%2Fjoin&source=quizModal
Active and passive voice:
https://quizizz.com/admin/quiz/flashcards/58be1d7a981d974d18698065?q=%2Fjoin&source=quizModal
Milestone Key terms:
Homework- https://quizizz.com
Code: 638357

PLEASE CONTINUE TO PRACTICE IN PREPARATION FOR MILESTONES

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Flipgrid code: Spmgkt9       "I Am From"...PLEASE get your parents' permission to record your poem for our poetry unit. 

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Flipgrid code: Spmgkt9       "I Am From"...PLEASE get your parents' permission to record your poem for our poetry unit. 

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https://flipgrid.com/spmgkt9

Remember only positive comments.

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poetic devices- figurative language powerpoint

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TPF8NK
 https://newsela.com/quickjoin/#/TPF8NK
6. Continue to study ALL terms below for Milestone review:
MILESTONE REVIEW TERMS:
Study literary terms:
https://quizlet.com/315103161/literary-vocabulary-quiz-1-flash-cards/ 
Poetry terms:
https://quizlet.com/190686651/poetry-terms-flash-cards/ 
Sentence structure:
https://quizlet.com/356675229/grammar-sentence-structure-flash-cards/
Argument terms review: https://quizlet.com/179399408/argumentative-unit-flash-cards/ 
https://quizlet.com/356673062/argument-quiz-2-flash-cards/
more_vert
March 18-22nd
March 18-22nd
Warm up and Mini-Lesson- Copy Daily Dose words in vocabulary section.
Mini-Lesson: 
Then...
1.Type your "I am From" Poem
2. March Madness! Final 4 book voting:
7th Grade | https://tinyurl.com/7final4   | http://tinyurl.com/y5qhx59j
3. Study Daily Dose words- Daily Dose quiz #6- Friday 3/22
4. Flipgrid- "I am From Poem" due Thursday- see posts below for codes and directions.
5. Go to https://newsela.com/read/lib-convo-poetic-meter/id/31065/quiz/0/ 
and take quiz. Code:   TPF8NK
 https://newsela.com/quickjoin/#/TPF8NK
6. Continue to study ALL terms below for Milestone review:
MILESTONE REVIEW TERMS:
Study literary terms:
https://quizlet.com/315103161/literary-vocabulary-quiz-1-flash-cards/ 
Poetry terms:
https://quizlet.com/190686651/poetry-terms-flash-cards/ 
Sentence structure:
https://quizlet.com/356675229/grammar-sentence-structure-flash-cards/
Argument terms review: https://quizlet.com/179399408/argumentative-unit-flash-cards/ 
https://quizlet.com/356673062/argument-quiz-2-flash-cards/

 
March 2019
Powerpoint presentation
Padlet Drive

Flipgrid: "I am From" poem- due by next Thursday 3/21
Flipgrid: "I am From" poem- due by next Thursday 3/21
Share your "I am From" poem on Flipgrid. Respond to at least three other poems. You will also need to print a hard copy of the poem to add to our class collection.
Password: Tigers2018
Your Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/e23ad0bb

Need an example? See attache
 
I am From poem example- Fulton
Word document
Padlet Drive

Poetry presentation rubric- due 3/14; See post below for example
Poetry presentation rubric- due 3/14; See post below for example
 
Poetry_Research_Presentation_rubric.docx
Word document
Padlet Drive

March 13, 2019
March 13, 2019
Pre-test- Poetry
EQ: How can I prepare for our poetry unit? How can I show my research skills?
Poetry presentations due tomorrow. (see rubric and example)
 
Poetry_presentation_example.pptx
Powerpoint presentation
Padlet Drive

March 12, 2019 STEM DAY: GRODAN LAB
March 12, 2019  STEM DAY: GRODAN LAB
ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELAGSE7RI5: We read informational texts and analyze the structure an author uses to organize a text.
ELAGSE7L4: We present claims and findings in short research projects.
ELAGSE7W2: We write informational texts.
ELAGSE7W9: Research- We draw evidence from informational texts to support analysis, reflection, and research.
GRODAN LAB REFLECTION QUESTIONS
1. Prediction: What are the best conditions for growing the plants on Mars- regular soil or Grodan system?
2. Read the three articles. Pay attention to the text features: headings, illustrations, captions, definitions, graphics
3. Take notes as you go. Remember to include facts and keep track of sources.
4. Are the articles informational or argumentative?
5. Write down any unknown vocabulary (Word Gaps).
6. Which article was most challenging?
7. Did your prediction change after reading the articles?
8. Summarize each article into 2-3 paragraphs.
Homework: Continue to review Milestone terms; Review literary terms; Poetry pretest tomorrow; Daily Dose quiz Friday.

Daily Dose- quiz Friday
Daily Dose- quiz Friday
EQ: How does poetry differ from other genres of  reading/ writing?
Warm up: Daily Dose 4
Mini- lesson: Poetry- 

Flocabulary https://www.flocabulary.com/search/?q=poetry ; United Streaming- https://app.discoveryeducation.com/learn/collections/83605a0f-586a-4ada-bb6d-1826aa2fc93b?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation 
Literary terms- simile/ metaphor
https://www.youtube.com/watch?v=pEMPUbPVJis 
Work session:
Poetry practice 
Biography.com- find a poet and write a brief summary of their life and work. Include at least ten facts.
Homework:  Continue to review Milestone terms; Review literary terms
Find a poem you would like to share Thursday and Friday
DAILY DOSE- quiz FRIDAY
Jubilant- (JOO buh luhnt) adjective: very happy and delighted 
Livid- (LIV id) adjective: very angry 
Encumber- (in COME bur) verb: to weigh down, burden 
Erroneous- (ear ROAN e us) adjective: containing an error 
Cantankerous- (con TANK er us) adjective: hard to get along with; ornery  

Vocabulary practice
Vocabulary practice
Increase your vocabulary for our poetry unit and pop culture.
Prizes awarded to those who score the highest! Starbucks Mode earned for the CLASS with the highest average!
http://vocab.com/join/387AZXQ

Book March Madness
Book March Madness
Don't forget to vote in our run-off of BEST BOOK of 2018! Here are the links!
Prizes for the grade who rates the most ;)
7th Grade | http://tinyurl.com/7sweet16 | 
 http://tinyurl.com/y5qhx59j

March 7, 2019
March 7, 2019
EQ: What is a comparative adjective? Superlative adjective?
Warm up: Brainpop
Mini- lesson: Positive, comparative, and superlative adjectives
https://www.youtube.com/watch?v=aSSXkVKbeII 
https://www.youtube.com/watch?v=OKWHura1jdU 
Work session:
Review narrative grades
Information 2
Adjective practice
Kahoot: https://kahoot.it/challenge/0468246 Code:  0468246
Reading practice
Homework: Daily Dose #4 16-20 quiz tomorrow

March 6, 2019
March 6, 2019
EQ: How do I make inference?
Warm up: Inference examples
Mini- lesson: Inference https://www.youtube.com/watch?v=aQbmBzmiRR0 
https://www.flocabulary.com/unit/inferencing/ 
https://www.youtube.com/watch?v=dsQC4nEERYo 
https://www.youtube.com/watch?v=N3r_uS0EPqc 
Work session:
Inference- Quizizz LIVE GAME
Homework: Daily Dose #4 16-20 quiz Friday; Poetry presentations 3/14=3/15; Finish Inference classwork
Want a head start on tomorrow's homework? https://kahoot.it/challenge/0468246  Code:  0468246

February 28, 2019
February 28, 2019
EQ: What are personal, possessive, reflexive, and demonstrative pronouns?
Warm up: Post test and Daily Dose reminders
https://www.youtube.com/watch?v=Zoh8XpfcF-c 
https://www.youtube.com/watch?v=RDVsQWJLlpM 
https://app.discoveryeducation.com/learn/videos/f0d2ca67-ed00-478c-b3fd-63e414a8c33e/ 
Mini- lesson: Reflexive and demonstrative pronouns
Work session:
Pronoun practice
Homework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone; Post test TOMORROW!

Study Materials
Study Materials
Daily Dose quiz 3 tomorrow!
https://quizlet.com/_67okk6 

Post Test Friday
See attached
 
Post Test Friday
Word document
Padlet Drive

February 27, 2019
February 27, 2019
EQ: What is the difference between a subject and object? Direct and indirect object?
Warm up: Narrative practice- on board
Mini- lesson: Subject/ object; direct and indirect objects
https://app.discoveryeducation.com/learn/videos/b108d32f-2d52-4048-8476-b03863ad7db2/ 
https://www.khanacademy.org/humanities/grammar/syntax-sentences-and-clauses/subjects-and-predicates/v/subject-direct-object-and-indirect-object-syntax-khan-academy 
https://www.youtube.com/watch?v=g6im8sM4kc4&t=20s 
Work session:

Exercise 4- Subject and Direct/Indirect Objects

Packet- Direct and Indirect objects; Transitive and Intransitive verbs
uHomework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone and POST TEST FRIDAY.

February 26, 2019
February 26, 2019
EQ: What is a possessive noun? Possessive pronoun? How is it different than plural nouns/prounouns?
Warm up: Daily Dose practice; USA testprep
Possessive nouns- https://www.flocabulary.com/unit/possessive-nouns/ 
https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-pronoun/possessive-and-reflexive-pronouns/v/possessive-pronouns-the-parts-of-speech-grammar 
https://app.discoveryeducation.com/learn/videos/afa92199-bd08-452f-bd15-be648f2b27a5/ 

Mini- lesson: Pronouns, Possessives, and Plurals
Work session:
Possessive pronouns, nouns, and plurals.

Homework: Begin studying terms for Milestone; Pronoun practice; Quizzizz due tomorrow- Code 472335; www.joinquizizz.com

GRODAN LAB RESEARCH TEAM- 7C Contributions
GRODAN LAB RESEARCH TEAM- 7C Contributions
Post to the following padlet your findings about the Grodan lab, growing plants on Mars, and other resources related to our hands-on research. All students should find at least 10 facts to share with the class
Post here: https://padlet.com/tracyfulton03/58dnwpeiobdr

MONDAY 2/25/19
MONDAY 2/25/19
EQ: What is the difference between active and passive voice?
Warm up: Daily Dose #3; Test taking- Flocabulary  https://www.flocabulary.com/unit/active-passive-voice/  
Mini- lesson: Active and passive voice
Work session: CNN NEWS
Submit WRITESCORE ESSAYS.
Review MILESTONE TERMS
BOOK FAIR PREVIEW (10:35, 11:45, 12:55, 2:00)
Active and passive voice
Give out terms for Milestone and Midterms

Homework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone; POST TEST FRIDAY!

QUIZIZZ- SEE BELOW POST
 
Active and passive voice
Word document
Padlet Drive

Monday February 25, 2019
Monday February 25, 2019
Active and passive voice
Homework: QUIZIZZ- 
GAME CODE 
 472335 
 Ask your students to join game with this code at  https://join.quizizz.com 
 
Active and passive voice
Word document
Padlet Drive

MIDTERMS, MILESTONES, and POETRY PRESENTATION
MIDTERMS, MILESTONES, and POETRY PRESENTATION
See attachment for directions and rubric.
Poetry presentations and MIDTERMS will begin 3/13-3/15
Post test on argument- 3/1
Daily Dose quiz 3- 3/1
RESOURCES for POETRY RESEARCH PRESENTATIONS:
https://www.poetryfoundation.org/ 
https://www.biography.com/ 
http://poetry.org/ 
https://www.poemhunter.com/poems/poetry/
 
Poetry_presentation_and_midterm_info_.docx
Word document
Padlet Drive

POETRY PRESENTATION
POETRY PRESENTATION
https://www.poetryfoundation.org/ 
https://www.biography.com/ 
http://poetry.org/ 
https://www.poemhunter.com/poems/poetry/ 
  

   




Homework: 3/4/19
Homework: 3/4/19
EQ: How can I recognize prepositions and prepositional phrases? 
What is the object of a prepositional phrase?
Warm up: Preposition pre-test; Daily Dose #4 16-20
Mini- lesson: preposition song; Flocabulary
Work session:
Preposition practice
Prepositions in songs https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_in_songs/prepositions/102296 
Find a poet/poem you want to share with the class. Create a visual (powerpoint, brochure, or poster) to share with the class on 3/14-3/15 during Midterms.
Homework: Daily Dose quiz 4 Friday; Poetry presentations 3/14-3/15; Quizizz on prepositions
1. Quizizz- Prepositions
GAME CODE
080682
Ask your students to join game with this code at https://join.quizizz.com
2. Study Daily Dose words: bloat, disgruntled, somberly, condemn, ponder- quiz Friday
3. Poetry research- see rubric in post below. Presentations due: 3/14
4. *If you did not finish the song sheet, here are the songs you will need
 “Earth Song”- Michael Jackson
“Heroes”- Wallflowers
Fiona Apple- “Across the Universe”
“Stressed Out”- 21 Pilots
“Lean On”- Major Lazer
“Bloodstream”- Foy Vance
“My Way”- Sinatra
“Sun and Moon”- Above and Beyond
“Dreams”- Cranberries
“Just a Day”- Feeder
“Under Pressure” – Queen
 “Mosh”- Obie Trice
“Insomnia”- Faithless
“Feeling Good”- Muse


February 20-22nd
February 20-22nd
All students will be taking the Writescore assessment this week. It should take two class periods, but you may have some time Friday if needed.
There will be no Daily Dose quiz this week- they will resume next week.
Reminder- progress reports and several things from the office will go home TODAY. Please sign/return the progress report to your homeroom teacher.

A look ahead...
We will be finishing our argument unit next Friday. Students will take a post test on this day (3/1) along with quiz 3 Daily Dose (words 11-15)- see below. We will also begin test prep including more grammar concepts, poetry, and USATestprep practice. Students will begin having review homework nightly in addition to their Daily Dose words... so, be on the lookout! 

No DAILY DOSE quiz for week of 2/11 or 2/20; Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1
No DAILY DOSE quiz for week of 2/11 or 2/20;  Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1
ALOOF: (a LOOF) adjective: distant or not friendly
WAYWARD: (WAY word) adjective: reckless, disobedient
HUMDRUM: (HUM drum) adjective: lacking excitement; boring
DORMANT: (DOOR mant) adjective: not active, sleeping
OUTWIT: (out WIT) verb: to be more clever than someone else; to outsmart


SAMPLE WORKS CITED example
SAMPLE WORKS CITED example
Remember to check Purdue Owl for MLA citation reference: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
Example- see attachment.
 
Works Cited example for competitive sports(1)1
Word document
Padlet Drive

VALENTINE HAIKU
VALENTINE HAIKU
Post your valentine haiku here: https://padlet.com/tracyfulton03/qslbq201uwzh
Please put your name and class period

Reminder-
Haikus are three line poems with the following pattern:
5 syllables
7syllables
5 syllables

Example: 
Hearts represent love (5 syllables)
Love is a beautiful thing (7 syllables)
Valentine's Day love (5 syllables)

REMINDER...
REMINDER...
All competitive sports essays are due by the end of class on Wed. 2/13. If your child is going on the gifted field trip, the deadline was announced ahead of time. If they did not turn it in, our late policy (-10 points every day late) applies. This essay counts as two test grades.

More sources- Competitive Sports
More sources- Competitive Sports
https://newsela.com/text-sets/134472

https://newsela.com/read/sports-outside-the-box/id/48437/

https://www.youtube.com/watch?v=ciM1P_Smpq8


AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11
AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11
https://quizlet.com/16353925/aaawwubbis-word-list-flash-cards/

DAILY DOSE quiz 2: Words 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy 
•Interrogate-(in TARE uh gate) verb: to question 
•Blemish-(BLIM ish) noun: a noticeable imperfection 
•Ambush- (AM bush) verb: to hide and then attack 
•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion 



February 6, 2019
February 6, 2019
•EQ: How can I review for the Milestone?
•Warm up: Connotation/Denotation- quizizz
•Mini-lesson: Video; Coordinate adjectives
•https://www.youtube.com/watch?v=OfxiZdsqGeA 
•https://www.youtube.com/watch?v=rA0a5H-P9Co 
Work session: (Turn in any work not finished yesterday- 
Skills check/ Standard review 2)
•1. Connotation sheet
•2. Coordinate adjective sheet
•3. Phrases and clauses practice
Homework: FINISH any incomplete work
•AWUBIS quiz Friday; Daily Dose 6-10 quiz Friday
•ESSAY due next Wed. 2/13
Coordinate adjective practice- Due by Friday- https://join.quizizz.com
code- 689468

February 5, 2019
February 5, 2019
•EQ: How can I prepare for Milestone testing?
•Warm up: Skills check 1-10
Mini-lesson: Daily Dose 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy 
•Interrogate-(in TARE uh gate) verb: to question 
•Blemish-(BLIM ish) noun: a noticeable imperfection 
•Ambush- (AM bush) verb: to hide and then attack 
•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion 

CNN NEWS
Work session:
•Review Grammar work, Modifiers, and argument practice
•Standard Review 2
Milestone test prep
Homework: DAILY DOSE and AWUBIS words quiz FRIDAY.

**If you struggled with the standard review questions today, please review your notes...here are some you may have missed**
What is a flat character type?
Flat characters are two-dimensional in that they are relatively uncomplicated and do not change throughout the course of a work. By contrast, roundcharacters are complex and undergo development, sometimes sufficiently to surprise the reader.
 
What is an example of a round character?
A round character is a term coined by E.M. Forster and is the direct opposite of a flat character. A round character is extremely realistic, behaving and speaking in a "real life" manner. The character is complex and increases in complexity throughout the story.
 
What is meant when a character is called static?
All characters in a story are either dynamic or static. A static character is one who doesn't undergo any significant change in character, personality or perspective over the course of a story. A dynamic character, in contrast, undergoes a major transition in one or more of these ways.
 
What is a dynamic character in a story?
All characters in a story are either dynamic or static. A static character is one who doesn't undergo any significant change in character, personality or perspective over the course of a story. A dynamic character, in contrast, undergoes a major transition in one or more of these ways.
 
Protagonist- the hero of the story
 
Antagonist- the “villain” of the story

February 4, 2019
February 4, 2019
•EQ: How can I revise and edit my body paragraphs in an argument writing? How can I write a strong conclusion?
•Warm up: Pennies for Patients video
•Put checklist in your notebook- writing section.
•Work session:
Library- directions from Dr. Jackson.
Lab- Continue typing and editing your argument writing.
Homework- AWUBIS quiz Friday. Know ALL subordinate conjunctions for quiz. Daily Dose words- quiz 2. 

January 30, 2019
January 30, 2019
•EQ: How can I improve my argument writing using graphic organizers and source information? How can I prepare for Milestones?
•Warm up: GRAMMAR practice; FLOCABULARY- What makes a credible source? 
•Mini-lesson- 
•Argument videos https://www.youtube.com/watch?v=5ZFIL-A6r08&t=104s 
•https://www.youtube.com/watch?v=LomYIQq_rIY 
Work session:
1.Finish argument and modifier practice. 
Review answers.
READ independently
Time allowing- Discovery Streaming
Graphic organizer and source information.
Homework: Study Daily Dose words for quiz Friday.
*Work on drafting your essay. Due 2/13

📎 What Are the Benefits of Competitive Sports for Youth? | Livestrong.com
 
What Are the Benefits of Competitive Sports for Youth? | Livestrong.com
Any parent knows that young children are filled with energy, eager to run, jump and play. Transferring that natural energy to competitive sports can help keep kids active and healthy as the grow, and other distractions increase that may lead to a more sedentary lifestyle.
LIVESTRONG.COM

January 30, 2019
January 30, 2019
•EQ: How can I improve my argument writing using graphic organizers and source information?
•Warm up: Daily Dose review
Mini-lesson: Graphic organizer and source information.
Work session:
1.Finish argument and modifier practice.
2.Fill out the new graphic organizer.
3.Work on drafting your essay. Due 2/13
Homework: Study Daily Dose words for quiz Friday. Essay due: 2/13

Warm up: Write the sentences in your vocabulary section and answer using the word bank.
Unkempt    absconded    winsome    mortified     deride

1.Which word is a SYNONYM for “pretty” or “pleasant”

2. The robber ___________ with the money after the heist.

3. I was _____________ when I spilled my drink at lunch.

4. After spilling my drink, other students __________ me.

5. The stray animal’s fur was disheveled and it was __________.

TEDTALKS- argument
TEDTALKS- argument
Watch the following videos to gain a better understanding of debate:
https://www.ted.com/playlists/482/talks_to_support_a_healthy_deb

Review this video to help you with your argument essay: due 2/13
https://www.youtube.com/watch?v=IqoBFLEKNc4


Daily Dose quiz #1- Friday 2/1/1
Daily Dose quiz #1- Friday 2/1/1
https://quizlet.com/_60xzif

Daily Dose 1-5- quiz Friday
Daily Dose 1-5- quiz Friday
•Unkempt- not groomed
•Winsome- pretty, charming
•Mortify- to embarrass
•Abscond- to run away and hide (something)
•Deride- to make fun of (someone)

Daily Dose 1-5- quiz Friday
Daily Dose 1-5- quiz Friday
•Unkempt- not groomed
•Winsome- pretty, charming
•Mortify- to embarrass
•Abscond- to run away and hide (something)
•Deride- to make fun of (someone)

January 28, 2018- Monday
January 28, 2018- Monday
•EQ: How does a writer write a well-developed introduction?
Warm up: Sentence structure practice
•Copy anchor chart- Ways to Introduce an Argument- anchor chart
•DAILY DOSE review 1-5; Sentence practice
Work session:
•Drafting argument essay- competitive sports
•6th period- Retest sentence structure
•Homework: Continue to review vocabulary, sentence structure, and drafting your essay. Final copies due: 2/13/19. Quiz Friday- Daily Dose

Learning Progression for Argument Writing
Learning Progression for Argument Writing
 
WritLearnProg_3-9_ARG
PDF document
Padlet Drive

How to Write an Argument...
How to Write an Argument...
 
G7B3_CH_HowWriteArgument (3)
PDF document
Padlet Drive

Ways to Conclude an Argument Writing...
Ways to Conclude an Argument Writing...
Techniques for Powerful Conclusions
• Restate claim and reasons.
• Emphasize why claim and evidence matter.
• Acknowledge the debate surrounding the argument and
situate your claim.
• Let your argument help you to grow a new insight to leave
reader with something new to think about.
 

Samples of three conclusions- which one is better?
Samples of three conclusions- which one is better?

Conclusion 1: “As you can see, middle school tryouts for competitive sports
should end. Join the drama club instead.”
Conclusion 2: “The issue of middle school tryouts is a complex one. There is
no doubt that tryouts are in some ways are a historical tradition. But simply
because something has been the tradition doesn’t make it right. The best
traditions are not those that have been around the longest, but those that make
everyone feel a part of them. And by definition, tryouts exclude some members
of the school. It should be a priority for our school to allow anyone and everyone
to join our teams. A good first step is to help develop our intramural programs.
If you are interested, note the ‘End Sports Tryouts’ flyer on the front hall bulletin
board.”
Conclusion 3: “In summary, middle school tryouts for competitive sports should
be abolished. They are absolutely, 100%, wrong. They cause stress, unhealthy
habits, and exclusion among peers. In today’s world, these problems are only
the beginning, leading to students being medicated for depression, becoming
suicidal, and needing ADHD medication. Try joining an intramural team instead,
and boycott all sports tryouts.”

Checklist for Creating Body Paragraphs
Checklist for Creating Body Paragraphs

____ 7. End your body paragraph by referring back to your
claim and reason.
____ 6. Give and explain another piece of evidence (In
addition [evidence c] . . .).
____ 5. Explain how that evidence supports your reason
(This is important because . . .).
____ 4. Give another piece of evidence (Also [evidence b]
. . .).
____ 3. Explain how that evidence supports your reason
(This shows that . . .).
____ 2. Give the first piece of evidence (For example [evidence
a] . . .).
____ 1. Write the first topic sentence (One reason I think
[claim] is that . . .).

Mentor Essay: Argument 1
Mentor Essay: Argument 1

Friends, classmates, teachers, and administrators of Thomson Middle School:
Imagine this: you’re in ELA class and one day, the teachers says that you can only
stay in the class if your grades are better than your friends’ grades, otherwise you will be cut from the class and won’t be able to study English anymore. How would you feel? Does that sound fair? Fortunately, this doesn’t happen in our regular classes, but it does happen with our sports teams. Because there are tryouts for our sports teams, not everyone can play. That’s just wrong.

While competitive sports at our school are an important tradition and do boost
school spirit, they require kids try out and the teams are small. That means only a small number of kids get the advantages of them. I am proposing that our school should sponsor some intramural and club sports. Intramural sports will make the sports in our school inclusive and fun.

One reason our school needs intramural sports is that they allow everyone in
the school to participate. There aren’t any tryouts for intramural sports. Tryouts lead to cuts, which excludes some students from participating. Let me tell you about my friend, Ryan, who attends another middle school. Ryan lived and breathed basketball. He spent his whole childhood playing it. Every spare moment of his time. Then Ryan had an accident, and hurt his leg. He had to stop playing basketball for a year, and it defeated him. But when he entered 7th grade, his doctor cleared him to play. He was so enthusiastic. He was over the moon. Ryan tried out for the team. But since he hadn’t played or practiced in over a year, he was cut from tryouts. This time Ryan was worse than defeated. He was devastated. Ryan was excluded from the basketball team because of bad luck and bad timing. In intramural sports, anyone who wants to play
simply creates a team, or joins an existing team.

Another reason intramural sports would be a great addition to our school is
because they are fun! According to ESPN, 38% of boys and girls quit competitive sports because they were not having fun. The very origin of the word “sport” means “pleasure” “amuse” and “play.” Intramural sports will put the fun back into sports. People could argue that competition can be fun too, and intramural sports can be competitive without being elite, with tryouts to keep the less good players away. But it would be a nice if some of the sports teams at our school could be all about having fun, and could encourage people to just show up and play in ways where having fun is the whole point.

It’s true, competitive sports do have their good side. For one thing, they are wildly
popular. Just look at how many people go to our football games. My whole family goes to the games and we enjoy yelling our heads off for our team. And last year, when our girls’ basketball team went to the state tournament, that brought about a lot of school spirit. Also, competitive sports have been a tradition at our school for decades. I know this from my own experience because my older siblings and even my mom and uncles played when they went here. But don’t we want all kids to be able to be a part of the sports tradition at this school instead of just a small number? If all kids attend ELA and other subjects, why shouldn’t they all participate in the sports tradition? Offering intramural and club sports teams in addition to the competitive teams will help us to achieve this goal.


Example of an introduction
Example of an introduction

Forcing middle schoolers to try out for competitive sports is hotly contested
because people hold varying opinions on the issue. Some people argue that
tryouts are a time-honored, traditional way to select the best athletes for a
middle school team. Others argue, however, that tryouts for competitive sports
exclude kids from participating on a team, cause students undue stress, and
can lead to unhealthy practices. ryouts for middle
schoolers should be discontinued in favor of other measures.

Ways to Introduce 
Ways to Introduce 
 

Logging into Infinite Campus for students
Logging into Infinite Campus for students
*Will be unavailable to parents and students until after August 15th*
Middle and High School students now have Infinite Campus portal accounts. They will use the same link that parents use to log in: 
https://campus.hcbe.net/campus/portal/houston.jsp
Their username is their student id/lunch number. 
The password format is 
Ex: John Smith, DOB: 01/03/97 = js010397

February 6, 2019
February 6, 2019
•EQ: How can I review for the Milestone?
•Warm up: Connotation/Denotation- quizizz
•Mini-lesson: Video; Coordinate adjectives
•https://www.youtube.com/watch?v=OfxiZdsqGeA 
•https://www.youtube.com/watch?v=rA0a5H-P9Co 
Work session: (Turn in any work not finished yesterday- 
Skills check/ Standard review 2)
•1. Connotation sheet
•2. Coordinate adjective sheet
•3. Phrases and clauses practice
Homework: FINISH any incomplete work
•AWUBIS quiz Friday; Daily Dose 6-10 quiz Friday
•ESSAY due next Wed. 2/13
Coordinate adjective practice- Due by Friday- https://join.quizizz.com
code- 689468

March Madness- Book edition!!!
March Madness- Book edition!!!
We still have almost 2 weeks to nominate books!  Please help me get more nominations.  Students (and you) can nominate as many books as they want until we close nominations on February 1.  High school students have nominated over 240 titles and we only have a little over 40 from middle school.  I know our middle school students are reading – help us get them nominating too!!!
 
Tiny URL:  https://tinyurl.com/msmarchmadness and the QR code is attached!
 

STANDARDS we are focusing on this semester...
STANDARDS we are focusing on this semester...

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what 
•the text says explicitly as well as inferences drawn from the text. 
ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. 
WRITING (W) 
•a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 
•b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.   
ELAGSE7RI6: Determine an author’s point of view or purpose in a text and 
•analyze how the author distinguishes his or her position from that of others.   


ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

January 22, 2019- Tuesday
January 22, 2019- Tuesday
EQ: What is a coalition group and how will they be used in class?
TEACHING POINT: When a researcher is charged with the task of studying a particular topic, one of the first things he/she needs to do is clarify the focal question or subtopic.
•Warm up: USATestprep questions- sentence structure 1-20
•Mini- lesson: Argument checklist
•Daily Dose 1-5
•Work session:
•Coalition groups- Read three more articles on competitive sports; Decide your claim. Add to your pro/con list. Prepare to write your flashdraft with your position statement and thesis statement using the graphic organizer.

Homework: Finish writing your position statement (claim) and thesis statement using your graphic organizer. Daily Dose quiz 1-5 on Friday and RETEST over sentence structure- 1/25.
Extra practice: 

1-18-19
1-18-19
•EQ:  How can I use the Argument checklist to help guide my writing?
Warm up: Punctuate the following:
After throwing a 48-yard “Hail Mary” pass quarterback Doug Flutie won the game for Boston College. 
MLK warm up; https://www.flocabulary.com/unit/week-in-rap-january-22-2016/ 
Mini- lesson: Dangling Modifiers https://www.khanacademy.org/humanities/grammar/syntax-conventions-of-standard-english/dangling-modifiers-and-parallel-structure/v/dangling-modifiers-syntax-khan-academy - handout to put in notebook; GRAMMAR section
Work session: Quizzes- Terms and sentence structure
Closing- MLK video https://app.discoveryeducation.com/learn/collections/4d904dd6-06f4-484d-9a6a-657cca61deaa?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation 
Homework: Continue thinking about your position on competitive sports for next week. Enjoy your 3 day weekend!

MLK speech
MLK speech
What makes Martin Luther King's speech persuasive? What debate qualities does he show as a speaker? As a writer, what figurative language do you hear in the speech?
https://www.youtube.com/watch?v=I47Y6VHc3Ms

January 17, 2019- EQ and Lesson Plan- keep scrolling for anchor charts and homework. Don't forget your test tomorrow!
January 17, 2019- EQ and Lesson Plan- keep scrolling for anchor charts and homework. Don't forget your test tomorrow!
•EQ: How to you “keep your audience with you” when you are debating?
•Teaching point- When making an argument, you need to analyze the evidence in a way that helps your reader stay with you.
•Warm up: Copy “Ways to Analyze Evidence” anchor chart
•Mini- Lesson: Making Quotes Work; Crediting the Source- http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 
•Quotation marks- https://www.flocabulary.com/unit/quotation-marks/

Work session: Practice quiz and crossword
Moves that Pay Off in Arguments
Read 3 more articles about competitive sports. Take notes. Flashdraft a paragraph summarizing what you read. Be sure to credit your sources. Make a WORKS CITED page for your sources using the Citations reference page.
Begin putting your debate together for Competitive Sports.

Homework: Study terms and sentence structure notes on padlet.
More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2
Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12 
QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/
Sentence structure:
https://quizlet.com/_5wcsd9

SENTENCE STRUCTURE:
Simple sentence- A sentence consisting of one independent clause and no dependent clause.
•Example: I like to go to the mall.
Compound sentence- a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions.
•Example: I like to go to the mall, but my friend prefers to go to the movies.
Complex sentence- A sentence with one independent clause and at least one dependent clause.
•After the mall, my friend and I will go to the movies.
Compound-complex sentence- at least one dependent clause and two or more independent clauses.
We went to the movies, but we did not see one because the one we wanted to see was no longer showing.

Ways to Analyze Evidence 1-17-19
Ways to Analyze Evidence 1-17-19
 

Making Quotes Work- 1-17-19
Making Quotes Work- 1-17-19
 

January 16, 2019- Ranking evidence, subordinate conjunctions (AWUBIS), and debate
January 16, 2019- Ranking evidence, subordinate conjunctions (AWUBIS), and debate
•EQ:   How do I sift through my evidence and rank it?    
•Teaching Point- When defending an argument with text evidence, you want to sift through your evidence.
•Warm up: Jackie Robinson “The Early Years”
AWUBIS activity- Write complex sentences using one of your AWUBIS words. USE YOUR NOTES!
•Example: Although it was late, I still needed to study for my quiz on Friday.
•Mini- Lesson: Ranking evidence- anchor chart; Text features: https://www.flocabulary.com/unit/text-features/ 
•FINISH Fox vs. Magpie debate
•Read “Get off the Couch and Play” and listen to Wisdom from a 10 year old about His Head Injury” https://www.nytimes.com/2009/11/29/sports/football/29cohen.html# 
•Re-read articles from homework and form a claim for competitive sports.
Work session: Share in small groups about the 3 articles you read for homework. What can you add to your original Pro/Con list?
Homework: Study for quiz on Friday

1-16-19 Ranking evidence
1-16-19 Ranking evidence
 

LINK to resources for this unit
LINK to resources for this unit
For our class resources for Unit 3, here is a link that includes anchor charts:
http://writing.cajonvalley.net/grade7/assets/unit3.html

In addition, this link includes text sets we will be using in coalition groups AND individual research for your final position paper- 2-13-19. We will have multiple days in the media center, computer lab, and use of the mini-computer cart for students who do not have access at home.

January 15, 2019
January 15, 2019
•EQ: What is important to remember in a debate?
•Teaching Point- When you are debating, you want to state your claim, give reasons to back up that claim, and give evidence to support your reasons. 
•Warm up: Paste “How to Write an Argument” in your notebook
•Mini-lesson: Claims, evidence, and reasons
•Work session:
•1. Copy AWUBIS notes- put in grammar section
•2. Debate- Fox and Magpie- Debate protocol
•3. Read “Get off the Couch and Play” and listen to Wisdom from a 10 year old about His Head Injury” https://www.nytimes.com/2009/11/29/sports/football/29cohen.html# 
•Re-read articles from homework and form a claim for competitive sports.
Homework: Continue to study your terms and sentence structure notes for Friday’s 

JANUARY 14, 2019- also see posts below for homework (read three articles) and other links to study vocabulary for Friday's quiz.
JANUARY 14, 2019- also see posts below for homework (read three articles) and other links to study vocabulary for Friday's quiz.
•EQ: How can I show what I know about argument writing?
•Teaching Point- Bend 1, Session 1- When taking sides in an argument, it is important to weigh the reasons and evidence on both sides. 
•Warm up: Get a #2 pencil for your pretest.
•Pro/Con- Competitive sports
•Work session- Pre-test; scantron- blue side
•Homework: Continue to study terms for your quiz on Friday; Review notes on sentences structure for quiz Friday.

Subordinating conjunctions: AWUBIS
Subordinating conjunctions: AWUBIS
Warm up: 1-15-19: Copy onto the anchor chart given and put in your GRAMMAR section to help you with Friday's quiz.
 
AWUBIS (1)
PDF document
Padlet Drive

January 11, 2019
January 11, 2019
EQ: What are the 5 Notice and Note Nonfiction strategies?
What is a THESIS STATEMENT?
Warm up: Review Notice and Note
Work session:
1. Quiz Notice and Note.
2. Spelling BEE
3. Flocabulary- Thesis statement and vocabulary game.
4. Argument videos
5. Time allowing- CNN NEWS
Homework: Quiz next Friday- 11/18 over ALL terms and sentence structure.

Homework: 1-14-19 Study terms and sentence structure notes for quiz Friday. Choose THREE articles below and form your opinion on competitive sports. Remember to weigh both sides of the issue paying close attention to TEXT EVIDENCE in each article.
Homework: 1-14-19 Study terms and sentence structure notes for quiz Friday. Choose THREE articles below and form your opinion on competitive sports. Remember to weigh both sides of the issue paying close attention to TEXT EVIDENCE in each article.
Competitive Sports Text Set 1
These pop culture text sets attempt to represent not just a topic, but an issue within that topic, and sides of that issue. The text sets present multiple perspectives on an
issue—as well as multiple levels of texts and multiple modalities. Some articles may need to be adapted for lower level readers. Please keep in mind that websites are temporal.
Pushing too hard too young: Take away the fun factor in sports and kids can burn
out
http://www.nbcnews.com/id/4556235/#.Upteg5E0_ol 
Listening to Wisdom From a 10-year-old son about his head injury
http://www.nytimes.com/2009/11/29/sports/football/29cohen.html#
Why I Don’t Want My Kids to Play Team Sports
https://blogs.wsj.com/speakeasy/2013/11/05/why-i-dont-want-my-kids-to-play-team-sports/
Sports: The Benefits of Competitive Athletic Sports Participation in Today’s Sports
Climate
http://www.chicagonow.com/the-athletes-sports-experience-making-a-difference/2010/02/the-benefits-of-competitive-athletic-sports-participation-in-todays-sports-climate/
What are the benefits of competitive sports for youth?
http://www.livestrong.com/article/134568-what-are-benefits-competitive-sportsyouth/
Sports Promote Healthy Weight in Teenagers
http://well.blogs.nytimes.com/2012/07/17/
sports-promote-healthy-weight-in-teenagers/?_r=0
High Cost of Youth Sports
https://www.huffpost.com/entry/high-cost-of-youth-sports_b_3469012
Katie Couric’s Notebook: Kids and Sports

January 10, 2019
January 10, 2019
•EQ: What is a compound-complex sentence?
•What are the 5 Nonfiction Notice and Note reading strategies?
•What are the 3 BIG QUESTIONS?
•What does BHH (Book, Head, Heart) mean?
•Warm up: Copy compound-complex definition
•Mini-lesson: Strategies, 3 Big Questions, BHH
•Work session: Video clip- The Great Debaters
•Review ARGUMENT PROTOCOL
•Copy notes from Mini-lesson.
•Meet with your groups for our debate.
•Prepare your argument and decide your 3-5 best points.

POWERPOINTS for this week: 1-7-19 - 1-11-19
POWERPOINTS for this week: 1-7-19 - 1-11-19
 
ARGUMENT- powerpoint 1-7-19
Powerpoint presentation
Padlet Drive

DEBATE PROTOCOL
DEBATE PROTOCOL
•Argument Talk Protocol
•1. Name the Argument.
•2. Listen and gather evidence for both sides of the argument.
•- You should be able to argue either way.
•- Be alert to juicy quotes and statistics.
•3. Pick a side.
•4. Caucus with your side:
•- What is your BEST evidence?
•- Sort through and weigh your evidence to find the strongest
•- Rehearse your argument.
•5. Face off!
•- Meet your opponent and present your argument...and listen to theirs.
•- You will have one minute each to present your argument.
•6. Repeat back to your opponent the BEST part of their argument.
•- What evidence was most compelling or persuasive?
•7. Caucus with your side again to plan rebuttal.
•- What were the opposition’s strongest arguments and
•how can your side rebut?
•- A rebuttal should not just be a restatement of your initial argument!
•8. Rebuttal with opponent (1 minute).
•9. Options:
•- Flashdraft.
•- Develop a more sophisticated Position C.
•- Chart powerful debate moves and strategies.
•Argumentation Institute Packet
•Copyright 2013, Teachers College Reading and Writing Project

FLIPGRID- 3rd and 6th only
FLIPGRID- 3rd and 6th only
Log in to Flipgrid using the codes below. Use your journal from Monday and your notes from your small group discussions to tell your opinion.
Who is more villainous? Whose betrayal was worse- Fox or Magpie?

Flipcode: Tigers2018
Your code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/53a788a8

Homework: 1-17-19
Homework: 1-17-19
Remember to use the resources below (scroll down until you see them) to study for your test tomorrow over ALL terms and sentence structure. Quizlet is an excellent resource to use to review terms and match definitions.
Also, tonight practice doing MLA citations/Works Cited using your citations sheet as a reference. Play this game: http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 to help you with citations.

Play this game to practice your argument terms in a crossword:
CrosswordHobbyist.com/577218/Argument-terms 

Do this survey:
https://play.kahoot.it/#/k/46e2e942-9ba2-40a8-958b-5d25a5174d4a 

Quizizz argument homework
GAME CODE
035783
Ask your students to join game with this code at https://join.quizizz.com

January 8, 2019
January 8, 2019
•EQ: What is the difference between a clause and a phrase? What is the difference between a simple, compound, complex, or compound-complex sentence?
•What argument terms do we need to know for this unit?
Warm up: Copy definitions of simple, compound, complex, and compound-complex sentences in the GRAMMAR section of your notebook.
Mini-lesson: Sentence structure- FLOCABULARY video; Practice quiz and vocabulary game.
Work session: Complete Lesson 2-4 (both sides) on simple and compound sentences; skip lesson 2-3 
Time allowing- begin defining terms in your writing section from Padlet.
Homework: Quiz Friday- 1/11 over Nonfiction Notice and Note; Quiz next Friday- Notice and note and argument terms. STUDY using QUIZLET- links on Padlet!!!!

Notes from Tuesday- 1/8/19
Simple sentence- A sentence consisting of one independent clause and no dependent clause.
•Example: I like to go to the mall.
Compound sentence- a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions.
•Example: I like to go to the mall, but my friend prefers to go to the movies.
Complex sentence- A sentence with one independent clause and at least one dependent clause.
•After the mall, my friend and I will go to the movies.
Compound-complex sentence- at least one dependent clause and two or more independent clauses.
We went to the movies, but we did not see one because the one we wanted to see was no longer showing.

•A phrase is a small group of words that adds meaning to a sentence. A phrase is not a sentence because it is not a complete idea with a subject, verb and a predicate.
•
•A sentence must have a subject, ( expressed or implied), a verb, and a predicate, which is called a complete thought. 
•
•A clause, on the other hand, contains a subject and a verb, but it may or may not contain a complete thought. An independent clause is a complete thought or sentence on its own. A dependent clause is NOT a sentence and is missing a subject or verb.

📎 GRAMMAR: SENTENCE STRUCTURE Flashcards | Quizlet
 
GRAMMAR: SENTENCE STRUCTURE Flashcards | Quizlet
Start studying GRAMMAR: SENTENCE STRUCTURE. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Nonfiction Notice and Note and ARGUMENT VOCABULARY
Nonfiction Notice and Note and ARGUMENT VOCABULARY
Nonfiction Notice and Note- quiz Friday 1/11
https://www.youtube.com/watch?v=ePiA0NCitxw

More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2

Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12 

QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/

Sentence structure:
https://quizlet.com/_5wcsd9

SPELLING BEE
SPELLING BEE
Our class spelling bee will be on Friday. If you'd like to look at some resources, you may want to check out Scripp's Spelling Bee:
https://grammar.yourdictionary.com/spelling-and-word-lists/scripps-consolidated-word-lists.html 
http://www.spellquizzer.com/Spelling-Lists.htm 

FOX journal
FOX journal
FRIENDSHIP- What is the most important quality in a friendship? State your opinion, give reasons, and explain in a detailed paragraph.

In your opinion, who is more villainous- Fox or Magpie?
•Write a paragraph stating your position, giving reasons from the text and your opinion, and explaining your reasoning.

 

📎 Photo
 

📎 Photo
 

📎 Photo
 

Back to school! ARGUMENT UNIT Monday 7, 2019
Back to school!       ARGUMENT UNIT        Monday 7, 2019
Don't forget your notebook and your nonfiction notice and note bookmarks (or notes). 
Upcoming quizzes- every Friday in January.
 

Argument unit... who's ready? 
Argument unit... who's ready? 
Debate protocol
 

Deadline for companion books was Friday! Email: tracy.fulton@hcbe.net
Deadline for companion books was Friday! Email: tracy.fulton@hcbe.net
 

STUDY GUIDE: ELA FINAL 
STUDY GUIDE: ELA FINAL 
 Dec. 13- Connections finals 
Dec. 14- Connections Day and Companion Books are Due 
Dec. 17- 1, 3, and 5 exams (ELA and SS for SPED) 
Dec. 18- 2, 4, and 6 exams (Math and Sci for SPED) 
Dec. 19- Half day 
Students will be given a multiple choice final with some short constructed responses. Resources will be posted on Padlet as well. Students should know and be able to recognize and apply the following: 
Notice and Note fiction and non-fiction- review your notes 
Define and be able to recognize the following terms: 
Bias 
Cause and effect 
Primary source 
Secondary source 
Evaluate 
Point of view 
Perspective 
Fact 
Opinion 
History writing 
Qualities of historical fiction 
Qualities of historical fiction characters 
Plot in historical fiction

4th and 5th period ONLY! Companion book directions for Ghost and Crossing Jordan
4th and 5th period ONLY! Companion book directions for Ghost and Crossing Jordan
Name: ______________________ Class: ____
Book I am writing about:  ___________________________________________
Companion book directions: You will write five chapters and publish the best of these chapters about your book. Each entry should be 1-2 pages. A few ideas for your chapters are: Characters, Setting, Conflict, Author’s craft, symbolism in your book, your own thoughts, comparing and contrasting characters. You may have other ideas- that is fine too. Let the book guide your entries.
Ask yourself…
* Do I have a plan for my chapters?
* What chapters will need to be written to get at the most important parts of the book?
* Could I include drawings and illustrations to go along with my chapters?
RUBRIC: (5 points per category x 4)
_____ Must have a Cover page with Title of book, picture of book, and your name/class period
_____ Must have a TABLE OF CONTENTS with a minimum of 5 chapters attempted. (You will publish your BEST one). 
_____Your book is organized, neatly typed (Times New Roman, 14 pnt. Font), and double-spaced. You published your BEST chapter and it shows your BEST effort.
_____Your chapters include detailed information with a depth of understanding of the book and text evidence to back up what you say.

December 3rd-4th- LAB Days (SUB)
December 3rd-4th- LAB Days (SUB)

Good morning students and parents!
 I wanted to let you know I am still helping my Mom in the hospital and should return Wed. for our STEM activities. All due dates remain the same, but please allow me the weekend to catch up gradebook. 3rd/6th will be working on companion books. 4th/5th will have some lab activities or will be continuing our 3rd novel, Eleven. I will work with them when I return on completing their written analysis. 4th/5th will have their choice of book. 3rd/6th will use their book club book. Thank you for understanding. 


📎 Photo
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

November 27, 2018
November 27, 2018
•STANDARD: Historical Fiction
•EQ: How can I assess my own writing and make my best even better?
•Warm up: Review from yesterday- Works Cited vocabulary activity
•Mini-lesson: mentor text/read aloud; How to find specific details in your writing. Book club check in- 5-10 minutes.
•Work session: 3rd/6th- Finish your Table of Contents and continue drafting your chapters. Focus on your character’s motivation and conflicts in your book. 
•4th/5th- Decide which book you are writing your companion book about- CROSSING JORDAN or GHOST. 
•Closing: Remind students of missing work- Menu assignments (3rd/6th) and Flipgrids for TedTalks and Documentaries (see Padlet). 4th/5th- begin drafting your table of contents for either CROSSING JORDAN or GHOST.
•Homework: Turn in all late or missing work by FRIDAY! Check Padlet NIGHTLY. 

HOMEWORK GAMES: 1-17-19
HOMEWORK GAMES: 1-17-19
Remember to use the resources below (scroll down until you see them) to study for your test tomorrow over ALL terms and sentence structure. Quizlet is an excellent resource to use to review terms and match definitions.
Also, tonight practice doing MLA citations/Works Cited using your citations sheet as a reference. Play this game: http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 to help you with citations.

Play this game to practice your argument terms in a crossword:
CrosswordHobbyist.com/577218/Argument-terms 

Do this survey:
https://play.kahoot.it/#/k/46e2e942-9ba2-40a8-958b-5d25a5174d4a 

Quizizz argument homework
GAME CODE
035783
Ask your students to join game with this code at https://join.quizizz.com

3rd/6th period only: DOCUMENTARY
3rd/6th period only: DOCUMENTARY
If you chose to watch a documentary related to your historical fiction book or time period, you will need to discuss the following on the Flipgrid below by Friday 11/30 at 5pm to be considered "on time."
In your discussion, you need to tell what you watched, where you watched it (youTube, Netflix, online), summarize the main points in the documentary, and tell how what you learned applies to your book or time period.
Here is the code to get to this FLIPGRID:
*If it asks you for a password- Tigers2018
Your FlipCode is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/25db56dd



3rd/6th period only: TEDTALK FLIPGRID
3rd/6th period only: TEDTALK FLIPGRID
If you chose to do a TEDTALK for your Entree', here is the login information. If you have trouble, you need to come to my learning lunch on Wednesday. This FLIPGRID must be completed by FRIDAY 11/30 by 5pm to be considered "on time."
All you have to do now is share the Grid with your students.
If it asks you for a password: Tigers2018
Your  Flipcode is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/be112932

EXIT TICKET/ Warm up (HOMEWORK if you did not finish)- 11/26/18
EXIT TICKET/ Warm up (HOMEWORK if you did not finish)- 11/26/18
ALL CLASSES!•Please read and answer in the reading section of your notebook.
3rd/6th period- answer ALL questions; 4th/5th period- tell me which book you want to use (CROSSING JORDAN or GHOST or another historical fiction book) and answer questions 4, 5, and 6 below in a journal entry.

1. Write a paragraph reflection on your companion book so far. Do you have your title page? Do you have a Table of Contents?
2. What do you need to do next to make our final deadline- December 12th?
3. What chapters do you need help with?
4. What is your character’s motivation in your book? 
5. What conflicts does your main character have to deal with? 
6. How does the historical time period or society affect your character and their choices?

November 26, 2018
November 26, 2018
•MONDAY: B1, S7 
•EQ: How do writers write information texts about literature by planning sections or chapters that showcase their most insightful, important thoughts about the text? 
•Warm up: FLOCABULARY- Works Cited; text features
•Mini-lesson: Common structures for Informational/Nonfiction texts OR review rubric for companion book
•Work session: 3rd/6th- Students create a table of contents for possible chapters of their companion books; Notebook check; TURN IN MENU choices. Work on your chapters for your companion books.
4th/5th- Choose either CROSSING JORDAN or GHOST to write a companion book about. Focus on characterization, character motivation, conflict, and symbolism.
•Closing: Remind students how to plan a table of contents (use p.72 as a guide) 

November 14, 2018
November 14, 2018
´STANDARD: Historical fiction
´EQ: How can you reflect on what you have read and show what you know about historical fiction?
´Warm up: Get out your notebook and assignments due.
´Work session:
´1. READ- finish your books
´2. Notebook checks: 3rd/6th- Journal entries, timeline, One pager
´4th/5th- Ghost questions/extension activities
´Homework: 3rd/6th- Companion book due 12/12.

LAB DAY 11/9/18
LAB DAY  11/9/18
Warm up: Flocabulary video
LAB-
3rd/6th periods- Work on cover/table of contents for your companion book; Work on your menu choices. See due dates for coming weeks. One pager due next Wed.
4th/5th- READ chapter 17 in CROSSING JORDAN; Work on extension activities for GHOST.
EXTRA TIME? See me for USATestprep login.

ACTIVITY SCHEDULE:
ACTIVITY SCHEDULE:
Holocaust speaker: 2:00-2:45
 

ALL CLASSES- 
ALL CLASSES- 
We will begin using USATestPrep soon. More details to come... very good news for us as a resource! Excellent early prep for Milestones. 

4th/5th period: 11/7/18 - 11/9/18
4th/5th period: 11/7/18 - 11/9/18
11/7- Continue reading Crossing Jordan
11/8- Library
11/9- Computer Lab- Work on Cover, Table of Contents and first chapters for either GHOST or CROSSING JORDAN- your choice. 

3rd/6th period: DUE DATES (see below for details)
3rd/6th period: DUE DATES (see below for details)
5-10 entries in notebook- due 11/2
Timeline due: 11/2
Book finished (at least 1) and one pager due (Test grade)- due 11/14
Menu assignments due: 11/16
Companion books due by: 12/12

ALL CLASS periods: Companion Books- Given out 11/7/18; Due 12/12/18
ALL CLASS periods: Companion Books- Given out 11/7/18; Due 12/12/18
Name:  ______________________  Class:  ____
Companion book directions: You will write and publish five chapters of your choosing about your book club book. Each entry should be 1-2 pages. A few ideas for your chapters are: Characters, Setting, Historical context of your book, Timeline of events, symbolism in your book, your own thoughts, comparing and contrasting characters, conflict, and research. You may have other ideas- that is fine too. Let the book guide your entries. 
Ask yourself…
What entries do I already have that could become a chapter?
Do I have a plan for my chapters?
What chapters would need to be written to get at the most important parts of the book?
Could I include drawings and illustrations to go along with my chapters?
RUBRIC: see attachment.


 
Companion book draft
Word document
Padlet Drive

3rd/6th- When you finish your one pager, Table of Contents, and two chapters of your companion book... DUE by 11/16/18
3rd/6th- When you finish your one pager, Table of Contents, and two chapters of your companion book... DUE by 11/16/18
Name:  ________________________ Class: _____   CIRCLE YOUR CHOICES!

MENU assignments- After you finish your one pager, Table of Contents, and at least two chapters of your companion book, work on these assignments. Due by 11/16 before you leave for break.

All students MUST complete the Appetizer. Choose one Entrée and two Desserts of your choice! Any assignments you complete above the requirements may be considered for extra credit.

Appetizer: ALL students must complete their One Pager by 11/14 (TEST GRADE), a timeline of the history of your book (see padlet for examples)-these can be in your notebook or separate, the cover and table of contents for their companion book with at least 5 chapters, and have at least 5-10 entries about their book club book in their notebook- ½ -1 page for each entry. (These will become chapters for your Companion book)

ENTRÉE: Choose one of the following as part of the research process. 

1.      Watch a documentary related to your book club book or the history behind the time period of your book. Many resources are already listed for you on Padlet. Follow through with a FLIPGRID for this assignment (to be posted next week).
2.      Watch a TEDTALK related to your book or the time period. Summarize your findings, understanding of the main idea, and elaborate with your own thoughts. (Follow up with a FLIPGRID on this assignment- posted next week).
3.      Read at least two articles from credible primary or secondary sources. Summarize your findings, add your own thoughts, and cite your sources using MLA format/Works Cited- see Purdue Owl for correct citation. (This can also help you cite information for your history day project). https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html 

DESSERT: Choose two activities from below-

·         Draw your main character using details from your book. You may use the character sheet from your folder for this grade.
·         Turn the completed chart from your folder.
·         Write 3 haiku poems about your time period or book- Format: 3 line poem with 5 syllables on first line, 7 syllables on second, 5 syllables on last line.
·         Create a 10 question quiz for your book. This may be hand written, or using an app such as Kahoot, quizlet, or quizizz.com.
·         Create a game such as jeopardy for your book with a link to the game. Send it to my email: tracy.fulton@hcbe.net


All American Boys- current event/ culture articles
All American Boys- current event/ culture articles
Police brutality cases involving race:
https://www.biography.com/people/trayvon-martin-21283721
https://www.nytimes.com/2018/06/20/us/pittsburgh-police-shooting.html
Following church shootings- 
https://www.postandcourier.com/church_shooting/two-years-after-the-emanuel-ame-church-shooting-fear-of/article_5087b410-8419-11e7-988b-3f87a4aa62e3.html
Civil War controversy over monuments:
https://www.houstonchronicle.com/news/nation-world/article/150-years-later-schools-are-still-a-battlefield-6367641.php
Colin Kaepernick:
https://www.nytimes.com/2017/09/07/sports/colin-kaepernick-nfl-protests.html

November 6, 2018
November 6, 2018
3rd/6th- Read book club books with the intention of finishing this week.
4th/5th- Read Crossing Jordan through chapter 12. You will work on finishing your GHOST questions and extension activities on Thursday (Library) and Friday (Lab).
For all due dates, see below.

November 5, 2018
November 5, 2018
EQ/Teaching Point:   Readers read for comprehension and understanding. 
Opening: All book club books need to focus on reading today, not writing.
Work Session: Students in 3rd/6th will read their individual book club books; 4th/6th periods will read Chapters 5-8 in CROSSING JORDAN. 
 Share: Last 10 minutes of class, you may allow students to discuss what they read today.   
  Closing: Remind students in 3rd/6th that their One pagers are due 11/14 and FLIPGRID #5 due 11/16. Remind all students to check Padlet nightly. Remind students in 4th/5th that they are to turn in all questions 1-18 for their novel, GHOST by 11/14. Their extension activities are also due 11/14
*Tell students to bring their headphones on Thursday and Friday. Also remind them that newspapers are on sale for $1 all week.

November 2, 2018
November 2, 2018
3rd/6th- BOOK CLUBS- finish your character chart and other chart. Put in your book club folder. READ with a goal of finishing your book by next FRIDAY. You one-pager is due by 11/14. Your FLIPGRID #5 is due by 11/16 (by 5pm).

4th/5th period: Today and Monday we will be reading a new novel, CROSSING JORDAN. A sub will be here, so please be on your best behavior.
FINISH your 18 questions over GHOST. Begin working on your extension activity. Listen to the first 4 chapters of CROSSING JORDAN.  You will continue reading CROSSING JORDAN next week. Your discussion questions on GHOST and your extension activity are due by 11/14. (TEST GRADE)

November 1, 2018
November 1, 2018
EQ: How do characters handle conflict? How does the setting and historical context affect the character?
Warm up: Character chart
Mini-lesson: Conflict/Timeline reminders/Protagonist
Work session: 
Book clubs: Discuss with your group and make journal entries about:
1. What is going on in your book? 
2. What is the historical fiction conflict? 
3. What role does the protagonist play in the conflict? 
4. What is happening that is new? What is the backstory of the conflict?
READ.
Work on timeline/research and journal entries
Homework reminders: Watch the Tedtalks or Documentaries or articles related to your book club book (scroll down to your book club book). *Biography.com, historychannel.com, history.com are all reliable secondary sources.
BOOK SHOULD BE FINISHED with ELA ONE PAGER due by 11/14 and 
FLIPGRID by: 11/16/18. Password: Tigers2018; Flipcode: 2d905515 ; TOPIC LINK: https://flipgrid.com/2d905515

FOR YOUR HISTORY DAY PROJECT... if you need help with MLA formatting, please visit: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html


Writing contest- female students interested in writing about engineering. Deadline- February. Counts as extra assignment or extra credit:
Writing contest- female students interested in writing about engineering. Deadline- February. Counts as extra assignment or extra credit:
https://www.engineergirl.org/108311/2019-contest

Tell Tale Heart- Edgar Allan Poe
Tell Tale Heart- Edgar Allan Poe
Read and listen to the audio version: https://www.youtube.com/watch?v=pntTAXTXWMw
Watch the animated film version- pay attention to the tone/mood. What conflict does this unreliable narrator have with the old man? https://www.youtube.com/watch?v=wDLLHTdVSgU&list=PL4Y2fI04ZM6apz-9rTh9IojarQ2Wrh1Ka

Tuesday October 30, 2018- 3rd/6th periods- First book club book and one pager due 11/14; 4th/5th period: Finish Ghost, discussion questions, and work on extension activity (test grade due 11/14)
Tuesday October 30, 2018-                                                                  3rd/6th periods- First book club book and one pager due 11/14; 4th/5th period: Finish Ghost, discussion questions, and work on extension activity (test grade due 11/14)
Tuesday: Session 3- Conflict, Nonfiction Notice and Note, Timelines- journal entry- check
 Standard: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf 
EQ/Teaching Point: How do your characters in your historical fiction book handle conflict?  
Opening: Non-fiction Notice and note- Absolute or Extreme language https://www.youtube.com/watch?v=ePiA0NCitxw&list=PLY1zK9Hcg0OhWl5mJDQTgRGguKET8G_He                    Conflict- https://www.youtube.com/watch?v=rM5cp_YL77k
Mini-Lesson: Teaching point- Readers, characters- like people- inevitably face different kinds of trouble. You can learn a lot about characters, and from characters, from how they respond to trouble.
Work Session: Book clubs- Anchor chart: Readers of historical fiction ask…What do moments of trouble reveal about the character?
Quickwrite after reading 20-30 minutes: Ask students to do a quick write entry using the thought prompts to generate writing that will take them on their “journey of thought.”
Chart- p. 28 in TC 
 Share: Share in groups what thoughts they generated using these prompts:
-          I used to think… but now I realize.
-          When I started, my first impression of the character was…but now I realize.
-          On the surface, my character seems…but I think that really…
-          This character seems complicated. On the one hand…but on the other hand…
-          This character faces complex troubles, such as…and therefore…
  
Closing: Remind students to stay open to new ideas as they read. Remind them to make writing entries as they read (stop and jots, annotation, quickwrites, summaries- by chapter or about every 3 chapters, character sketches, timelines, etc.) They can also make predictions, use notice and note fiction signposts, chart historical events/ character reactions, and their own ideas. Students can also use the Kyleen Beers “Book, Head, Heart” bookmark to chart their thinking.
 

Monday October 29, 2018 
Monday October 29, 2018  
Monday:   Session 2
Standard: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf
 EQ/Teaching Point:   What is a timeline, and how will I track the events and characters in my historical fiction book club?
Opening: Non-fiction Notice and note- Contrasts and Contradictions
Mini-Lesson: 4th/5th period- How does Ghost handle conflicts? What type of conflicts does he have?
3rd/6th periods- Timeline examples; anchor chart- Reader’s of Historical Fiction Ask… What kind of person the main character is… and what’s going on (events).
What’s new for the character, What is the character’s backstory, what is new that is happening, what is the backstory of the conflict?
Conflict- video clip https://www.youtube.com/watch?v=KrUQsJzXcQk
Work Session – 
3rd/6th period: Reading book club- Group sets reading goals; Writing goals (companion book guidelines and due dates: (Setting, Main character, Pov/perspective, Minor characters, character traits, informational- historical context/significance, conflict, reader opinion, timelines, notice and note)- 
Annotation- coding a text
4th/5th- Finish Ghost and work on discussion questions and extension activity- due 11/14. (Test grade)
 Share-  Read examples from your writing entries.
  Closing:  Homework reminders- Books, questions, and one-pagers are due 11/14
 

STUDY MUSIC
STUDY MUSIC
Need a great app for study music? Have trouble focusing at home to do your work? brain.fm is a great app for focus, meditation, relaxation, and even sleep. They give you 5-10 free sessions...

The Weight of Water book club:
The Weight of Water book club:
Author bio:
https://www.bloomsbury.com/author/sarah-crossan/
History of Poland:
https://www.britannica.com/place/Poland

CONFLICT: Internal vs. External
CONFLICT: Internal vs. External
Watch this:
https://www.youtube.com/watch?v=KrUQsJzXcQk

TIMELINE EXAMPLES
TIMELINE EXAMPLES
Holocaust example:
https://www.historyonthenet.com/holocaust-timeline-2/
World War II timeline:
https://www.history.com/topics/world-war-ii
Ethnic "cleansing":
https://www.history.com/topics/holocaust/ethnic-cleansing
Alcatraz (for Al Capone Does My Shirts)
https://www.nps.gov/alca/learn/historyculture/alcatraz-military-timeline.htm



BOOK CLUBS: FEVER
BOOK CLUBS: FEVER
If you are reading FEVER, please watch this:
"My Wish- Help Me Stop Pandemics"
https://www.ted.com/talks/larry_brilliant_wants_to_stop_pandemics

BOOK CLUB: I AM MALALA
BOOK CLUB: I AM MALALA
If you are reading I AM MALALA, please watch this TEDTALK:
"My Daughter, Malala"
https://www.ted.com/talks/ziauddin_yousafzai_my_daughter_malala
Biography: Malala Yousafzai
https://www.biography.com/people/malala-yousafzai-21362253

Book clubs: Holocaust
Book clubs: Holocaust
If you are reading a book club book that is set during the Holocaust, please watch this TEDTALK: "Behind the lies of Holocaust denial" 
https://www.ted.com/talks/deborah_lipstadt_behind_the_lies_of_holocaust_denial
If you are reading Night, or any other holocaust novel, watch this:
*Disclaimer- graphic images depicting Holocaust*
http://www.oprah.com/own-oprahshow/oprah-visits-auschwitz-with-holocaust-survivor-elie-wiesel-video 

Elie Weisel:
https://www.history.com/this-day-in-history/elie-wiesel-holocaust-survivor-and-best-selling-author-is-born

3rd/ 6th period One Pager- due 11/14
3rd/ 6th period One Pager- due 11/14
https://slideplayer.com/slide/3031333/

 
ELA One Pager
Word document
Padlet Drive

GHOST: A discussion with guiding questions (4th/5th period classes)
GHOST: A discussion with guiding questions (4th/5th period classes)
4th/5th ONLY- GHOST Quizizz: complete by 9:00pm Wednesday 10/24 over chapters 1-5
GAME CODE
912678
Ask your students to join game with this code at https://join.quizizz.com
----------------------------------------------------------------------------------------------------------------------------------------
HOMEWORK: All questions and one extension activity due: 11/14
A Reading Group Guide to
Track, Book One: Ghost
By Jason Reynolds
About the Book
Castle Cranshaw (nicknamed Ghost) learned how fast he could run the night his father was arrested. Running is never something he plans to do, just like he never plans to get into altercations at school. Running just happens. Then, one day, Ghost comes across a practice in the park and decides to race one of the sprinters, a decision that leads him to join Coach Brody’s elite track team: the Defenders. Coach Brody takes a chance on Ghost and gives him a future to run toward, but only if Ghost can learn to let go of the things he’s been running from.

Discussion Questions: All questions will be due with at least one extension activity by 11/14

1. The cover of Ghost includes this question: Running for his life, or from it? Explain the role that running plays in Ghost’s life. Why does he start running? How does his reason for running change?

2. What memory is triggered about Ghost’s dad from the sunflower seeds? How does this flashback help develop Ghost’s character? What other things bring back memories of his father? Are any of his memories positive?

3. Initially, what sport is Ghost interested in playing? Why isn’t he interested in track? What do you think makes him decide to race Lu?

4. Consider the connotations of the word defender. What does it mean to be a defender? Many of the characters in the novel play the role of defenders. Choose a character and explore the ways that they embody the idea of being a defender. Why is this an appropriate name for Coach Brody’s track team?

5. How did Castle get his nickname? Why do you think he likes the name Ghost better than his given name? Which name do you think suits him best: Ghost or Castle? If you gave yourself a nickname, what would it be? Have others given you a nickname? If so, does it properly reflect who you are?

6. How does Coach Brody convince Ghost to join the Defenders? How does he convince Ghost’s mom? How hard is it to balance athletics and academics?

7. Ghost has to deal with bullying at school. Why do you think Brad Simmons picks on Ghost? How does Ghost respond? Instead of fighting, how could Ghost have retaliated?

8. What do you think Ghost means when he says, “I got a lot of scream inside”?

9. What do you think Ghost means when he tells Coach, “I guess the only other person I’m really scared of, maybe . . . is me”? How does Coach respond? Do you think Ghost is hard on himself?

10. Closely read the last few pages of Chapter 5 and the beginning of Chapter 6, making sure to pay attention to the author’s use of figurative language. How does Ghost’s flashback help develop his character and internal conflict?

11. Think about the consequences Ghost faces as a result of his decision to steal a pair of running shoes. Do you think that the way that Coach punishes him is fair? What would the consequences have been if Ghost had been stopped by the police instead? What would the consequences have been if his mother had discovered the theft? What would have happened if Ghost had never been caught? Why might it have been better for him to get caught?

12. In addition to training the Defenders to be competitive runners, Coach also teaches them to work together as a team, helping them learn to be responsible and empathetic. What tactics does he use to teach these life lessons?

13. Consider the way that the author contrasts Glass Manor with Sunny’s neighborhood in Chapter 7. How does this contrast help you understand Ghost?

14. Chapter 8 ends with Ghost saying, “And it felt good to feel like one of the teammates. Like I was there—really, really there—as me, but without as much scream inside.” Why are teams important? Have you ever been a part of a team? If so, how did your experience compare to Ghost’s experience?

15. What leads to Ghost’s decision to steal a pair of running shoes? Why does he feel like stealing is his only option? What are the short- and long-term consequences of his decision? What would you have done if you were in his position? What could Ghost have done instead? What lesson does he learn as a result?

16. At the newbie dinner, what secrets do Patty, Lu, Sunny, and Ghost reveal about themselves? How does this dinner impact their relationships with one another? Why is trust so important in relationships? How can you build trust with others?

17. Gradually, Coach reveals things about his own past to Ghost. What does Ghost find out about Coach’s childhood and relationship with his father? How do these revelations develop Ghost and Coach’s bond?

18. Ghost ends with a cliffhanger. What do you think the outcome of the race will be? This is the first book in the Track series: What conflicts do you think Ghost is going to face in the next book?

Extension Activities (CHOOSE 1 to complete following the conclusion of the novel)-             due 11/14

1. Throughout the novel, Ghost has a number of adults who act as advocates for him: Mr. Charles, Coach, his mom, and even Principal Marshall. Consider the importance of each of these figures in Ghost’s life. Then write an essay or prepare a speech about a trusted adult in your own life. Why do you trust this person?

2. Jason Reynolds uses world records as a framing motif in the novel. Research world records and create a poster about some of the most interesting world records that you find. If you were going to try to break a world record, which one would you attempt?

3. One of Ghost’s heroes is Jamaican runner and Olympic gold medalist, Usain Bolt. Research Bolt’s biography or the biography of another great runner and present your findings to the class either with a traditional report or a multimedia presentation. A list of famous runners in history can be found here: http://www.biography.com/people/groups/track-and-field-athletes. And a contemporary list of runners can be found here: http://rw.runnersworld.com/the50/.

4. When Coach asks Ghost’s mother to let him join the team, Ghost reflects, “I felt like I had seen this in every single sports movie I had ever watched. All of them. Ma’am, your son has potential. If this went like the movies, I was either going to score the game-winning touchdown (which is impossible in track) or . . . die.” As a class, compare Ghost to a classic sports movie (ex. Rudy, Bend It Like Beckham, Miracle, Hoop Dreams, 42, The Bad News Bears, Jim Thorpe—All American). Are there any similarities between the film you watch and Ghost?

5. Work with your physical education department to organize a Ghost-inspired class, trying out some of the training exercises and races. How did this experience enrich your understanding of Reynolds’s novel?

6. One of the central conflicts in the novel involves Ghost’s desire to acquire an expensive pair of running shoes. Research the development of running shoe technology. What types of shoes are on the market? What features are important in a running shoe? Which brands have the highest ratings? If you had to choose one pair of running shoes, which one would you choose? Write a persuasive essay that uses rhetorical appeals to justify your choice.

7. Look back at Chapter Five, paying specific attention to the scene in Everything Sports. Re-write this scene from Tia’s point of view. What do you think happened when she realized that Ghost stole the shoes? How would she have felt when Ghost returned with Coach and apologized? 

8. Coach tells Ghost that he wants to show him, “You can’t run away from who you are, but what you can do is run toward who you want to be.” How does Castle try to run from who he is? What kind of person does he want to be? How has finding his team helped him start to become that person? Try applying Coach’s advice to your own life: What kind of person do you want to be? What could help you become that person?

9. Working with a group, try to translate Ghost into film. Which aspects of the book would translate especially well to film (ex. dialogue, setting, character, conflict)? You may choose to create a book trailer for the novel or adapt a scene in the book into a screenplay and film it.

Guide prepared by Amy Jurskis, English Department Chair at Oxbridge Academy. 

This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.

Homework: Week of October 22-26th
Homework: Week of October 22-26th
3rd/6th period classes:
BOOK CLUBS: (For 3rd and 6th period)
DOING THE WORK YOUR BOOK IS ASKING YOU TO DO

Readers, tonight before you continue reading your shared novel, will you decide on what the most important work is that you need to be doing? Set up the page of your notebook so that you can do some quick jottings as you read, or after you read, in ways that help you do that work.

If you are thinking about the timeline of your protagonist’s life, you might make a timeline. If you are wondering how history intersects with that first timeline, maybe you’ll layer in a historical timeline and consider how these timelines intersect.

If the more important work to be doing right now is to be making a family tree of all the characters in your book, or growing theories about a secondary character, or doing anything else . . . do the work that the book is asking you to do. Be prepared to show your work to your club mates tomorrow.


📎 Photo
 

📎 Photo
 

📎 Photo
 

Jackie Robinson haikus
Jackie Robinson haikus
Write a haiku using information from the Jackie Robinson reading.
5 syllables
7 syllables
5 syllables
Post to Padlet: https://padlet.com/tracyfulton03/ogv4962htwcl

Jackie Robinson- Warm up 10/18/18
Jackie Robinson- Warm up 10/18/18
 

Warm up 10/18
Warm up 10/18
 

Playlist for main character- due tomorrow with FLIPGRID #4- 10/16
Playlist for main character- due tomorrow with FLIPGRID #4-  10/16
See below for FLIPGRID codes.
 
BOOK PLAYLIST
Word document
Padlet Drive

FLIPGRID #4- Character playlist due: 10/16- Tuesday after break!
FLIPGRID #4- Character playlist due: 10/16- Tuesday after break!
If the app says, "Shhhhh, this grid is locked," type in: Tigers2018
Your  Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/fb7ce8f3

MIDTERMS- tomorrow and Thursday
MIDTERMS- tomorrow and Thursday
ELA/Science Midterm- Wednesday
SS/Math- Thursday
*Teachers may begin early. Check with your child if you are unsure*
In ELA, we will test over the literary terms on your study guide, the fiction Notice and Note Signposts, and Direct/Indirect characterization.
See below for the study guide "key" if you missed it in class.
Students will need a #2 pencil tomorrow.
We will also be practicing our narrative techniques by finishing/changing the ending to "Thank You, Ma'am" by Langston Hughes. Some classes still need to finish their STEM/ science fiction vs. science fact lesson, so we will be doing that following the midterm.
3rd/6th period will be doing an extension lesson using building/playdough scenes looking closely at the imagery in "Dark They Were...And Golden-Eyed"- Ray Bradbury.


Study guide key
Study guide key
 

Study guide key
Study guide key
 

Study guide key
Study guide key
 

Study guide key 
Study guide key 
 

Study guide answer key
Study guide answer key
 

Signposts- FICTION
Signposts- FICTION
 

October 1, 2018
October 1, 2018
Students need to finish their study guide for the midterm. We will review correct answers tomorrow, and midterm is on Wednesday during class. We also will be watching part of a documentary on Mars as it relates to the "fact" side of our STEM lesson from last week. 3rd and 6th period need to bring a shoe box (one per group) to work on their building (with playdough) using imagery and close reading skills.
Students will need to complete their next book and activities (Playlist and Flipgrid #4) by October 16th (Tuesday after break).
Students will be on Fall break October 3rd-14th, and will return on October 15th (Monday).

September 28, 2018
September 28, 2018
Students finished reading "Dark They Were, and Golden-Eyed." They took notes and/or sketched out what they were thinking. Students were given a study guide for Midterms with the literary terms, notice and note signposts, and practice questions 1-10 (signposts) and 1-8 Direct & Indirect Characterization. They were also given a "Playlist" sheet for their next book- due 10/9. They are to finish reading their book, complete Flipgrid #4 (not posted yet), and create a playlist for the main character of their book...the songs should relate to the main character's traits, their conflict, or the book's theme.
Students are to bring a shoebox for their playdough building project- it will be done in class and help them focus on imagery and close reading.

SEPTEMBER 26-27th
SEPTEMBER 26-27th
•Warm up: Mars activity
•Work session:
•1. Finish WRITESCORE argument writing.
•2. TEDTALK- "Your Kids Might Live on MARS. Here's How They Will Survive."
•3. MARS DOCUMENTARY: "BBC Can MARS be Colonized?"
•4. READ : “DARK THEY WERE, AND GOLDEN-EYED”- RAY BRADBURY
•5. EXTENSION “STEAM” ACTIVITY- can you build using inference and imagery?
•Homework- FLIPGRID #4 due: 10/9
MIDTERMS: ELA- 

AFTER SUBMITTING YOUR WRITESCORE...
1. Write or draw out ideas about science fiction/science fact about MARS. You may use PAINT 3D, Word/clipart, Wordcloud etc.
•2. “I AM” poem; Type in Office 365, save, share: tracy.fulton@hcbe.net
•3. You may get on www.freerice.com and work on VOCABULARY analogies or
VOCABULARY.com if you already have an account.
•4. Read independent book- realistic fiction OR historical fiction. Next book and flipgrid #4 due: 10/9


School Improvement Plan (SIP)
School Improvement Plan (SIP)
For your information:
http://images.pcmac.org/SiSFiles/Schools/GA/HoustonCounty/ThomsonMiddle/Uploads/Publications/FY17_TMS_School_Goals_and_Actions_Combined.pdf
 
FY17_TMS_School_Goals_and_Actions_Combined (1)
PDF document
Padlet Drive

Logging in to Infinite Campus
Logging in to Infinite Campus
Parents,
Here is a link (it is on Thomson's main page) to guide you in logging into Infinite Campus. This has to be done from a computer (not a phone, Ipad, tablet) before you can check your child's grades.
Here is the link:
http://images.pcmac.org/SiSFiles/Schools/GA/HoustonCounty/ThomsonMiddle/Uploads/Publications/IC_Guide.pdf
 
IC_Guide
PDF document
Padlet Drive

WRITESCORE: Argument
WRITESCORE: Argument
Reminder- Students... you will take your argumentative Writescore assessment on Monday and Tuesday. This is a pre-assessment to show me what you already know about argument. We will take this assessment on computers and you will have 2 full class days to complete it. Please try your best (as always), but don't stress about it. Your results will help me group you and let me know how to teach you best- so please... do your best!
We will resume our realistic fiction reading unit on Friday- continue to read your next fiction book and log your titles as you finish them in the back of your notebook. 
Wednesday and Thursday of next week (9/26 and 9/27) we will be doing some STEM integrated lessons with our Mars mission. You will have different activities for science, math, and social studies. In ELA, we will be posing the question: "When does science-fiction become science fact?" and reading a short story by Ray Bradbury. We will watch video clips to strengthen your background knowledge, read along with the audio recording of the story, and time allowing... be using the details from the story to build what we interpret from our reading. You might want to brush up on your understanding of imagery! You will need ALL your observation and inference skills to interpret meaning from what we are reading. You are in for a treat!!!

"Dark They Were, and Golden Eyed"- Ray Bradbury  
Full text: https://www.northallegheny.org/cms/lib9/PA01001119/Centricity/Domain/916/Dark%20They%20Were%20Story.pdf
Audio recording: https://www.youtube.com/watch?v=_1ncENdgQU8

File: Original plus summarized passages: https://wackerwildcats.org/ourpages/auto/2017/12/10/53596953/MPELA17_SE07_U2A_LIT_Bradbury.pdf

Video clips: 
"Can Mars be Colonized?" BBC Science Universe documentary
https://www.youtube.com/watch?v=aXkR81Xf6Gg
TEDTALK- Stephen Petranek "Your Kids Might Live on Mars. Here's How They Will Survive." https://www.ted.com/talks/stephen_petranek_your_kids_might_live_on_mars_here_s_how_they_ll_survive

Music link: https://www.youtube.com/watch?v=iYYRH4apXDo "Ground Control to Major Tom."



These are the questions you need to answer about your book... due 9/21. If you have trouble on Flipgrid... write them out!
These are the questions you need to answer about your book... due 9/21. If you have trouble on Flipgrid... write them out!
 

Due tomorrow! 9/21
Due tomorrow! 9/21
 

Field Trip Friday
Field Trip Friday
7C  students who are not going will stay back with Mrs. Fulton. We are watching Wonder. 
 

September 18, 2018
September 18, 2018
�STANDARD: Realistic fiction and Notice and Note Signposts
�EQ: How can I apply the fiction Notice and Note signposts?
�Warm up: Study vocabulary
�Work session:
�Vocabulary Quiz
�Read your independent books; Chart your signposts on the sheet provided yesterday.
�Homework: Next book and Flipgrid #3 due 9/21

SUB Plan 9-19-18
SUB Plan 9-19-18
EQ: How can I use inference in fiction and non-fiction texts?
Warm up: (Students may write on ALL materials today) Complete the worksheet on Inference.
Work session:
Read the directions for the Grade 7 Mini-Assessment- “Santorio Santorio and the Thermometer” by Robert Mulcahy. This is a non-fiction piece. Tell students that they are practicing for Writescore assessment (given on computers) next week. Yes, it counts.
They need to read independently and answer questions 1-9. Some questions require them to choose 2 answers. Remind them to read the directions carefully.
Question 10 is a Writing Prompt- it says optional… it IS NOT optional. They may write on the lined paper given. If they write more than that, they may staple loose paper to it. Please have them TURN IN all work- finished or not- so I can see what they did in one class period.


Thursday activity schedule
Thursday activity schedule
 

September 17, 2018
September 17, 2018
EQ: How can I apply the fiction signposts to new texts?
Warm up: Review vocabulary- quiz tomorrow 
Work session:
Read an excerpt from Crash- Jerry Spinelli. Identify the signposts, where they are located, and what they mean to the reader.
Read your independent book- pay attention to any signposts. You will use the chart given in class to keep up with the signposts in your independent books.
Homework: Your next book and Flipgrid #3 is due: 9/21.
Here is the code:
Your Grid Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/75a086

Vocabulary- STUDY FOR QUIZ NEXT WEEK!
Vocabulary- STUDY FOR QUIZ NEXT WEEK!
Posted 9-14-18
Use Quizlet (link below) to study for your next vocabulary quiz. Use the "matching" feature to help you the most!
https://quizlet.com/_57lr5l 

Tough Questions and Again & Again signposts: 9-14-18
Tough Questions and Again & Again signposts: 9-14-18
Tiger Time schedule
EQ: What is a tough question or Again & Again signpost?
Warm up: Video clips
Tough Questions: https://www.youtube.com/watch?v=Hd2UgBjvyAQ
Again and Again: https://www.youtube.com/watch?v=Vn31z6NFSAA
Work session:
Quiz- "Seventh Grade"
Timed writing- 8 minutes
Read your independent books noticing the signposts, conflicts, and characterization.
Homework: Next book due and Flipgrid #3 by 9/21


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September 13, 2018
September 13, 2018
�STANDARD: Realistic fiction and Notice and Note
�EQ: What is a Memory Moment?
https://www.youtube.com/watch?v=DLLjumKKtgs
�EQ: What is a Memory Moment?
Up: https://www.youtube.com/watch?v=wsG2S_1PRnk&list=PLLed1n1Kp25JnEEJuDQvW8zcJzzNgo9zs
Ratatouille: https://www.youtube.com/watch?v=RVd6CnKLPgY&list=PLouRMAo6_Fx06ZXV7egTZiyWPoleAEik1
�Warm up: Tell your neighbor about the best memory you have of a birthday.
�Work session: Copy anchor chart- Memory Moment; video clips (see above)
�Finish questions from yesterday- 20 minutes; p. 26 1-7
�Read your own independent book- reading strategy: 
Somebody, Wanted, But, So, Then
�Homework: Next book finished and Flipgrid #3 done by: 9/21/18


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Words of the Wiser signpost
Words of the Wiser signpost
Definition- see bookmark or anchor chart below.
Video links:
https://www.youtube.com/watch?v=7Po39Il6EaQ
https://www.youtube.com/watch?v=MFkZKyezr4A 
https://www.youtube.com/watch?v=oqhgg6swliE&list=PLTTUc03CyokJ4qKMGs-vy2XcTU9Lu-1WW


Notice and Note fiction signposts
Notice and Note fiction signposts
 

AHA! Moment
AHA! Moment
 

VOCABULARY for realistic fiction:
VOCABULARY for realistic fiction:
Inference- a conclusion reached on the basis of evidence and reasoning. 
 Protagonist - the leading character, hero, or heroine of a drama or other literary work.  
 Antagonist - a person who actively opposes or is hostile to someone or something 
 
Notice and Note Signposts- reading strategies to help you as a reader pay attention to important parts of your book or story.
 
1. Contrast and Contradictions: When you’re reading and a character says or does something that’s opposite (contradicts) what he has been saying or doing all along.  
 
2. Aha Moment: When you are reading and suddenly a character realizes, understands, or finally figures something out. 
 
3. Tough Questions: When you’re reading and the character asks himself a difficult question.  
 
4. Words to the Wiser- When an older and sometimes wiser character gives advice.
 
5. Again and Again- when a word or theme keeps being repeated in the story.
 
6. Memory Moment- otherwise known as a flashback. A character is remembering something from the past.
 
Symbol– something that represents or stands for something 
  Symbolism– The use of symbols to represent a larger idea.  
 Imagery - visually descriptive or figurative language, especially in a literary work 
 Tone-The author’s attitude towards the story. (author uses descriptive words)  
 Mood- The atmosphere in a literary work meant to evoke certain feelings from a reader 
 Melancholy– a feeling of sadness, unhappiness, a gloomy feeling  
 Nostalgic – a yearning for a happy memory of the past; happiness felt in a former place.  

Notice and Note fiction signposts
Notice and Note fiction signposts
 

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Tiger Time schedule
Tiger Time schedule
 

September 11, 2018
September 11, 2018
STANDARD: Notice and Note reading strategies
EQ: What is an AHA! Moment?
Warm up: Copy anchor chart
Mini-lesson: Video clips- AHA! Moment
Notice and note- AHA! Moment notes: https://www.youtube.com/watch?v=ZUuqSKPG_3M&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Tangled example: https://www.youtube.com/watch?v=I2Big6V1_eY&index=2&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Lion King: https://www.youtube.com/watch?v=dZfGTL2PY3E&index=3&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Despicable Me: https://www.youtube.com/watch?v=QSHaERIvFNE&index=4&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
How to Train your Dragon: https://www.youtube.com/watch?v=ooD7WxZVgbc&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph&index=5
Work session:
1. Read your book with an eye for the signposts. 
Pay attention to direct/indirect characterization and internal/external conflict.

Notes:
�Direct Characterization tells the audience what the personality of the character is.
�Example: “She was a large woman with a large purse…”
�
�Indirect characterization: the author SHOWS the characterization by showing the characters actions and speech. The reader must make inference to figure out the indirect characterization. 
�Example: “A tear rolled down Elsa’s cheek.”- the inference is that she is upset or sad.
An author reveals characterization by how the character:

How the character…
S. Peaks
T. Hinks
E. Ffect they have on others
A.ctions
L. ooks

5 Parts of the Plot:
�1. Exposition
�2. Rising action
�3. Climax
�4. Falling action
�5. Resolution

Conflict: The "problem"
�Internal conflict- a problem the character has to deal with within themselves.
�Example: My family is hungry... Do I steal to provide for them?
�
�External conflict- a physical or verbal fight of some sort.
�Example: Two students getting into a fistfight. 

Homework: Next book and Flipgrid #3 due 9/21

Monday 9-10-18
Monday 9-10-18
STANDARD: Nonfiction Notice and Note
EQ: What is a contrast and contradiction?
Warm up: Copy anchor chart for Notice and Note signpost 1 and definition of direct/indirect characterization.
Mini-lesson: Contrasts and Contradictions- "Snack Attack"- https://www.youtube.com/watch?v=reRcVxAWT1g&t=53s
Work session:
1. Read "Thank You Ma'm" p.30 by Langston Hughes. Pay attention to the contrast and contradiction in the story as well as all other narrative techniques.
2. Extra time- Read your own realistic fiction book, record your time in your reading log, and pay attention to the 5 elements of plot, conflict, and resolution. 
3. Turn in your cell story and "I Am" poems- typed. If you have not finished them, finish them at home.
Homework: Next book and Flipgrid #3 due by: 9/21/18

Friday 9-7-18
Friday 9-7-18
EQ: How can I use narrative techniques and apply them to science cell project?
Warm up: Tell your neighbor what you compared your cell to (analogy)
Mini-lesson: Read mentor example of a cell story 
Work session: Write a narrative from the point of view of the cell. Use all the information you already know about the cell to compare it to a factory/building.
"Create a story that a fifth grader could read.  The story should relate the cell to a factory or a city and be interesting and entertaining.  All relevant information, such as how the organelle works, name of the organelle, what you are comparing it to and why.  Color pictures should also be included." 

My organelle is like _____________________________ (a factory or city) because ____________________________________________________________________________________________________________________________________.


Reminders- next book due 9/21 and Flipgrid #3
Homework: If you did not finish writing your story in class, you will need to write it and turn in Monday. If you have not finished typing your "I Am" poem, please do so on your time either at home, in the morning, or during class after you finish your classwork.

Flipgrid #3 
Flipgrid #3 
Finish your book by 9/21/18
 

Part 2 "Wings"
Part 2 "Wings"
 

"Wings"
"Wings"
Part 1
 

Wednesday 9-5-18
Wednesday 9-5-18
STANDARD: Realistic fiction/Reading
EQ: Readers choose books that they are interested in and read deeply across authors, series, and genres to become experts toward more complex books.
Warm up: Answer the questions from yesterday's "Wings" in your notebook
Mini-lesson: Mentor text
Work session:
Reading with a deadline in mind- 9/21/18 next Flipgrid 3 due. 20 minutes reading; 20 minutes writing cell story. 
1. Read your WHOLE book.
2. Pay attention to the parts of the plot.
3. Pay attention to the characterization of the main character (remember S.T.E.A.L.)
4. Pay attention to the author's craft- how do they write? How do they use figurative language? What "craft moves" are you noticing as you read?
5. What goals did your author accomplish- see notebook in writing section for help.

Organelle/cell story- due Friday; Use your project from Phelps to help you. 

Tuesday September 4, 2018
Tuesday September 4, 2018
Reading Bend 1, Session 1: What do good readers know about stories?
Warm up: Review 5 parts of the plot, dialogue rules, and S.T.E.A.L. (how an author reveals character)
Work session:
1. Spoken word/mentor "text" - "Wings"
2. Watch and compare video "Wings"
3. Pay attention to the annotation
4. Quiz- Parts of plot, dialogue/punctuation, and S.T.E.A.L.
Homework: Flipgrid #3 and next book due 9/21
See directions below for flipgrid code...

FLIPGRID #3- DUE by 9/21/18
FLIPGRID #3- DUE by 9/21/18
Students will not be able to answer all the questions for their next book until we review characterization next week... so don't stress...some just like to have them early.
Here is the code:
Your Grid Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/75a086

LATE WORK
LATE WORK
If your child did not turn in their narrative in on time today, they will need to work on them over the 3 day weekend. Our late policy is -10 points every day it is late. I will not get to the gradebook over the weekend, but will catch up some of the missing assignments showing. Please be patient- before I can grade your child's Flipgrid assignments...I have to watch all of them and that takes time. I will get everything fixed by next Friday, but just know it usually takes me 10 days at least to grade final copies of writing. 
I'm so proud of the hard work I've seen. I tried to let the kids know today that we are all a work in progress, so not to worry if they thought they didn't do well... to think of the progress they will make. We are FAR from finished with our writing unit even though they may think they are "finished"... they are not. We always have something to strive for and new skills to master. I really hope to focus more on the progress than just the numerical grade. I want all students to know that we measure progress from draft to draft. We also set specific goals for each of our skills and domains.
Have a TIGER- ific 3 day weekend. See you all bright and early on Tuesday. If you have time tonight, we are going to try to go to Harry Potter trivia (off 96 at Between Friends Cafe')... it starts at 7:00. What house will you be sorted into?

FINAL DRAFTS DUE TOMORROW!
FINAL DRAFTS DUE TOMORROW!
Students- to participate in our Writing Celebration tomorrow, you MUST have a finished copy (either neatly hand written in blue/black ink, front of paper, name/date/class period, WITH your checklist on top or TYPED, 14pt. font, double-spaced, name/date/class period top LEFT HAND corner; Title should be centered)
Your CHECKLIST should be on TOP with your self-check in pencil, a peer check in pen, and then I usually grade in purple or red.
If you are bringing snacks for your class, please see me in homeroom with a sticky note and your name/class period. We will have snacks first, then give feedback using sticky notes for other classes. It will be a fun day to celebrate your hard work.
If your class is extra well-behaved, we may get to visit 8th grade for a bit as they are celebrating their Memoir unit. My challenge to each of you is 100% completion!
Don't forget our KINDNESS MATTERS journal and challenge! Only about 10 days left to beat WRMS in our acts of kindness. Post your picture with your journal (10 things) and don't forget to tag @miguelinspired and @tmskindness5k so we get the credit for your AWESOMENESS!
Good luck finishing your stories... I am SO excited to see your finished efforts!
-Mrs. F.

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8/13/18
8/13/18
 

Teaching point: 8/10
Teaching point:  8/10
Writers get ideas for fiction by paying close attention to the small moments in their own lives.
Yesterday students began putting their notebooks together. Some students still need to get a 3 subject notebook. Today we brainstormed different stories we wished existed in the world, then we wrote scenes for those ideas.
Students should be reading at home (2 hours per week beginning next week). Homeroom time and/or free time can also be used to get in those minutes. They will keep track of their reading in their notebook- the last 10 pages.

How to use Ideas for Fiction: 8/10/18
How to use Ideas for Fiction:      8/10/18
Pay attention to the small moments in your life that could be fictionalized.

Consider places where stories could take place, and then imagine those stories.

Read about current events, blogs, magazines etc. Allow yourself to be inspired by true events that could be fictionalized.

Ask, “What stories do I wish existed in the world?” Let this question lead you to invent a character with traits, struggles, and actions.


Reader/Writer notebook- Today we set up our notebooks... 8/9/18
Reader/Writer notebook- Today we set up our notebooks... 8/9/18
Section 1: WRITING

Table of contents

Table of contents

Syllabus

Heart map

“I AM” poem- leave room to add this...

Character traits

SECTION 2: READING

Table of contents

Table of contents

SECTION 3: Divide into 3 sections 

Table of contents

Table of contents

Count from the back 10 pages- READING LOG

Count back another 15 pages- Label GRAMMAR

The FRONT of section 3 is VOCABULARY


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Narrative On-Demand Writing AssessmentGrades 6-8 August 6, 2018 
Narrative On-Demand Writing AssessmentGrades 6-8  August 6, 2018 
Narrative 
“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best personal narrative, the best small moment story, of a time in your life. This could be a small moment story or it could tell the story of a scene or two. You’ll have 45 minutes to write this true story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.” 
 
In your writing, make sure you: 
•         Write a beginning that gets readers into the world of the story and helps them understand what is going on.
•         Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.
•         Use transition words to help readers understand how the story holds together and when events happened.
•         Write an ending, ideally one that connects to what the story is really about.

CIPA lessons: Cyber safety
CIPA lessons: Cyber safety
In ELA today, we are reviewing our CIPA lessons. Safety is a top concern for us to help protect your kids. My students are watching the following video if you'd like to discuss it with them.
https://www.youtube.com/watch?v=YbaAo2QNIVc

TEAM 7-C August Newsletter
TEAM 7-C August Newsletter
 
August Newsletter- REVISED 2018
Word document
Padlet Drive

Welcome Back! 
Welcome Back! 
Homework #1
Introduce yourself:  https://flipgrid.com/34a69a
Password: Tigers2018
Introduce yourself to Mrs. Fulton.

Homework #2
Summer reading (through August) https://flipgrid.com/d864af
Password: Tigers2018

2018-2019 BELL SCHEDULE
2018-2019 BELL SCHEDULE
 
TMS Schedule 2018-2019 (003)
Word document
Padlet Drive

CIPA lessons
CIPA lessons
Cyber safety
 
7th Grade Cyber Safety
PDF document
Padlet Drive

Bullying information
Bullying information
 
Bullying PowerPoint 2018-2019 training
Powerpoint presentation
Padlet Drive

Sexual harassment information
Sexual harassment information
 
Sexual Harassment Title IX Training for Parents and Middle High School Students 2018-2019 (1)
Powerpoint presentation
Padlet Drive

7th grade survival guide: DUE May 4th
7th grade survival guide: DUE May 4th
Directions: You will write a booklet or brochure for rising 6th graders on how to survive 7th grade gifted classes. Your writing will need to include:

·         Specifics about topics that apply to a 7th grader
·         Tips, tricks, and suggestions for how to survive and thrive as a top student
·         What to do and what NOT to do
·         Advice and suggestions that have helped you this year.
·         Explanations about Tiger Time, lunch schedule, science fair, class projects, and teacher expectations.

Your brochure or booklet needs to show:

·         Your best effort
·         Neatness and creativity
·         Attention to grammar and conventions

favorite
1

“How to” Project: Due May 16th
“How to” Project: Due May 16th
You will choose something you excel at and demonstrate it for the class. You need to choose something that you can explain, teach, and/or demonstrate. If you want the class to participate in creating something, you will need to provide the materials they will need to use. Last year we had presentations such as: rules of soccer, football offense/defense, rules of baseball, comparison/contrast of different activities, “how to” play a certain song on an instrument, “how to” do origami, “how to” juggle afterschool activities and homework… 

Your presentation must include a visual aid of your choosing (Powerpoint, Tri-fold board, handouts for the class, iMovie, YouTube video etc.) You will be working on this some in class, but mostly at home. 

You will be graded on:

Effort, Neatness, accuracy of information, creativity, and presentation. 

*If you do well, this can count as your final. If you are not ready to present when it is your time or you do not score a “4” on the Milestone for ELA, you will be taking a written final during our scheduled final time.


Upcoming Dates
Upcoming Dates
April 26th – Field Trip (all day)
May 4th field day (afternoon) /7th grade day (morning)
May 4th- 7th grade survival guide due- FULTON 
May 11th – Pot Luck (No more Tiger Bucks after this day) (planning)
May 16th- “How to” Project DUE- FULTON
May 18th – PBIS- Celebration

Choose your Own Adventure: Hamlet version
Choose your Own Adventure: Hamlet version

All classes... check out this cool version of Hamlet. You get to choose certain parts of the story like Choose Your Own Adventure!
http://textadventures.co.uk/games/view/l0f1zns6j0ihi73ltcbjoa/hamlet-and-claudius-a-tragedy

FANTASTIC POETRY CAFE
FANTASTIC POETRY CAFE
I am so proud of your behavior and courage in presenting your poems today. What a successful first annual poetry cafe'! You make me proud to be your teacher.
If you didn't get your hot chocolate, I promise we will have it in class next week. If you wanted to present, but didn't get to...you may perform it in class next week as well.
Thank you!
Reminder- some of you still owe me checklists and work!

GREAT JOB during TESTING!!!
GREAT JOB during TESTING!!!
So proud of your efforts during testing. I know we are all relieved to be finished with this part. Remember to study for math tomorrow and Friday. Also, if you are bringing donations for our celebration Friday- please bring them in the morning if possible.
If you are helping with the Donors Choose thank you letters...please bring those tomorrow too so we can get them in the mail.

Don’t forget to write a diamonte poem about Milestones (see post below). If you haven’t turned in all of the handouts from your checklist, do that too.
Thanks scholars!!!

Diamonte poems
Diamonte poems
Write a diamonte poem about Milestone testing. Turn in tomorrow or show me in your notebook.
http://www.readwritethink.org/files/resources/interactives/diamante_poems_2/
2 comments 
 
Anonymous 11mo
I'm not good at the lines and the rhymes it is to complicated😵😵😵😵😱😱😱

Tracy Fulton 11mo
The lines do not have to rhyme in a Diamonte. Look at the examples. 

Checklist of activit
Checklist of activities: Due tomorrow (Friday) by end of class.
No quiz this week. Milestone writing tips and reminders on Friday and Monday. 

Poetry work: 4/9/18
Poetry work: 4/9/18
Today you will be working on Odes, Lyric poetry, and Limericks. There will be no Daily Dose or Stem quizzes this week, but you will be reviewing and checking understanding of many grammar concepts in preparation for Milestone testing.


Reminder- QUIZ FRIDAY- stems 1-25
Reminder- QUIZ FRIDAY- stems 1-25
STUDY STEMS/ROOTS here: Review on quizlet here:  https://quizlet.com/_4ocai0

Sonnet 18- homework due 4/3
Sonnet 18- homework due 4/3
*Students will receive a handout on Shakespeare's Sonnet 18 with notes today in class. They are to complete the matching terms 1-10 on the back using information from the handout and/or their own research to answer. Here is the sonnet:

Sonnet 18: Shall I compare thee to a summer’s day?
BY WILLIAM SHAKESPEARE
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
   So long as men can breathe or eyes can see,
   So long lives this, and this gives life to thee.


STEMS/Root words: Week 2- Quiz Friday
STEMS/Root words: Week 2- Quiz Friday
Review on quizlet here:  https://quizlet.com/_4ocai0
Poetry terms: https://www.flocabulary.com/unit/types-of-poetry/vocab/
(1-25 Highlight)
A-, annu-/anni-, anthro-, anti-, aqua-, archea-, astro-, aud-, auto-, bene-, bibl-, bio-, cardio, carn, ced/ceed, cent, ceph-, chrom-, chron-, cosm, cracy, cred, deca-, demo-, derma

STEMS and ROOT WORDS- quiz Friday 3/23
STEMS and ROOT WORDS- quiz Friday 3/23
Here is a copy of the list if you were absent Monday or need a second copy:
https://www.byrdseed.tv/wp-content/uploads/2014/08/greek-latin-students.pdf

Poetry terms and review
Poetry terms and review
Alliteration, assonance, consonance, complete rhyme, partial rhyme
https://www.flocabulary.com/unit/alliteration-assonance/vocab/
https://www.flocabulary.com/unit/alliteration-assonance/video/
alliteration-noun- the repetition of the same sound at the beginning of words in a phrase or sentence. Example: Peter Piper picked a peck of pickled peppers.

assonance-noun- the repetition of the same vowel sounds inside of words that are close together.
"Go mow the lawn" is an example of a sound device often used in writing called assonance because the words sound similar.

consonant- of or concerning the sounds made by all letters other than "a," "e," "i," "o," "u" and sometimes "y" in English.The sounds /m/ and /f/ are consonant sounds.

Consonance is a stylistic literary device identified by the repetition of identical or similar consonants in neighbouring words whose vowel sounds are different (e.g. coming home, hot foot

Complete rhyme- when words rhyme completely. Examples include if the words have assonance (same vowel sounds). Examples: beat, heat

Partial rhyme- formed by words with similar but not identical sounds. In most instances, either the vowel segments are different while the consonants are identical, or vice versa. Example: "Billy Mack is a detective down in Texas / You know he knows exactly what the facts is" (Steve Miller Band's"Take the Money and Run," 1976)

Internal rhyme- 1.a rhyme created by two or more words in the same line of verse. 





The Odyssey
The Odyssey
Epic poem- a long, narrative poem.
Epic hero- a brave and noble character in an epic poem, admired for great achievements or affected by grand events: Beowulf, an epic hero with extraordinary strength. Examples from the Web for epic hero. He had many qualities of the epic hero, and especially this—that he was the last man in the world to be the epic poet.

In "The Odyssey" by Homer, what traits does Odysseus have in common with Black Panther? How are they both epic heroes?
If they are also protagonists, who are the antagonists?

Black Panther follow up questions for ELA- turn in to turn in tray
Black Panther follow up questions for ELA- turn in to turn in tray
•Discussion questions:
•1. What was your favorite thing about the film, Black Panther?
•2. What role does technology play in the film?
•3. Describe the internal and external conflicts in the film. Use evidence from the movie.
•4. What elements of the plot can you name? What do you think the turning point was?
•5. What informational facts did you see that relate to social studies curriculum?
•6. Why is this film considered historical fiction?
•7. Who is the protagonist? Who is the antagonist?
•8. What is an epic hero?
Black Panther soundtrack: https://www.youtube.com/watch?v=kIZTg9gpTzg&list=PLohYzz4btpaRRBeh9B5xOsTYPHNoegwmU

CNN
CNN
How many nonfiction Notice and Note signposts do you see?
https://www.cnn.com/cnn10

Milestone Jeopardy review
Milestone Jeopardy review
https://jeopardylabs.com/play/midterm-and-milestone-review#.VuAl-Y8lIyY.facebook

Daily Dose practice 66-70
Daily Dose practice 66-70
https://quizlet.com/_4luabb

Homework- Due Thursday 3/15/18
Homework- Due Thursday 3/15/18
Find a photograph that is meaningful to you. It may be on your phone. Write a narrative poem 16-20 lines about the photograph. Be sure to include imagery, description, and figurative language of your choice.

3-14-18 Lesson Plan
3-14-18 Lesson Plan
•STANDARDS: Poetry; grammar- modifiers; personification
•EQ: What is a dangling modifier? How can I identify and use personification correctly in poems?
•Warm up: Grammar and conventions
•Mini-lesson- https://www.youtube.com/watch?v=O_69FzKJnOw 
•https://www.youtube.com/watch?v=-tX34V_XGeQ 
•Dangling modifiers https://www.youtube.com/watch?v=SjunMcrXgE0 
•https://www.youtube.com/watch?v=fYjzhuBn08Q 
•
•Work session: Personification
•https://www.youtube.com/watch?v=8MhJP9eDgaQ 
•https://www.youtube.com/watch?v=3qKFSkEUcdw 
•Personification worksheets
•Homework: Find a photograph that is meaningful to you. It may be on your phone. Write a narrative poem 16-20 lines about the photograph. Be sure to include imagery, description, and figurative language.

Poetry terms- Define and do the color poem in the next post. Due Wednesday 3/14/18
Poetry terms- Define and do the color poem in the next post. Due Wednesday 3/14/18
Look up the following: 
•Rhyme
•Rhythm
•Rhyme Scheme
•End rhyme
•Internal rhyme
•Complete rhyme
•Partial rhyme
•End Rhyme
•The pattern of rhyme that you identify by looking at the last word in  a line of poetry.
Internal Rhyme
When words rhyme within the same line of poetry.
Complete rhyme
When words rhyme exactly.
Partial rhyme
When words almost rhyme; also called approximate rhyme.

Poetry and Daily Dose #66-70
Poetry and Daily Dose #66-70
*Homework from last week- do your 4th Flipgrid
Narrative poetry and historical poems:
"Rosa"- Rita Dove  http://articles.latimes.com/1999/jul/04/books/bk-52719
"Ballad of Birmingham"- Dudley Randall https://www.poetryfoundation.org/poems/46562/ballad-of-birmingham
https://www.youtube.com/watch?v=32Y92U1GxG0 

Homework: 3/13/18- Due Wednesday

1.       Create an account at  https://voicethread.com/- Use your first name and last initial.
2.       Write a poem based upon a color. You must include at least one simile, one metaphor, and one example of personification.
3.       Post your poem on Voicethread and use the share button to share with me: tracy.fulton@hcbe.net

 
DAILY_DOSE_66_70.pptx
Powerpoint presentation
Padlet Drive

April 30, 2018
April 30, 2018
Homework: Poetry Cafe' follow up: If you did not get to share your poem at our Cafe' day, please share it here by Friday using this FLIPGRID link: https://flipgrid.com/b5bcfc

Connotation vs. Denotation:
https://www.youtube.com/watch?v=UHMmrWOXv-A
https://www.youtube.com/watch?v=h4XsgQCX7Hg

Poetry questions: "I Wandered Lonely as a Cloud"
Warm up: Poetry exercise- (15 minutes)

Read the poem, “I Wandered Lonely as a Cloud” to yourself. Listen as we read it together. 

1.     Underline two examples of IMAGERY in each stanza.
2.     Circle any PRONOUNS.
3.     Draw a box around an example of PERSONIFICATION in Stanza 2
4.     Write the RHYME SCHEME for Stanza 1.
5.     Draw a quick sketch/picture around the poem showing you understand the IMAGERY in the poem.
6.     Then, write a ONE SENTENCE SUMMARY of each stanza on the back.


Quiz Thursday; 7th grade survival guide due Friday.
favorite
1

Lesson Plan 3/9/18
Lesson Plan 3/9/18
Students will complete the Daily Dose quiz (they may write on it) and then the simile/metaphor packet (they may also write on it). Then read your independent books when they are finished. Remind them that they need to do Flipgrid #4 by Monday. 

Direct and Indirect objects
Direct and Indirect objects
View the following video from Khan Academy and complete the Direct/Indirect object packet given in class.
https://www.youtube.com/watch?v=OSE3OiRGlgE

Poetry terms
Poetry terms
 
Poetry_terms.pptx
Powerpoint presentation
Padlet Drive

MIDTERM STUDY GUIDE:
MIDTERM STUDY GUIDE: Midterm for ELA- Thursday March 8, 2018
 

MIDTERM STUDY GUIDE P.2
MIDTERM STUDY GUIDE P.2
 

📎 Photo
 

Poetry terms
Poetry terms
Look up definitions for: elegy, haiku, ode, sonnet, narrative, lyric, free verse, and ballad. Write them in your notes. See me for Lesson 3 Poetry practice

Grammar videos
Grammar videos
Phrases and clauses: https://www.youtube.com/watch?v=49EsnvxVQec&t=1s
Dependent and independent clauses: https://www.youtube.com/watch?v=sAo6LbCUAQo
Subjects and predicate: https://www.flocabulary.com/unit/subject-and-predicate/video/


Daily Dose #61-65
Daily Dose #61-65
Here are next week's Daily Dose words. Quiz will be Friday 3/9.
Here is the quizlet link: https://quizlet.com/_4jb1do
 
Daily_Dose_61_65.pptx
Powerpoint presentation
Padlet Drive

MIDTERM DATES
MIDTERM DATES
Here is the schedule for midterms. Mark your calendar. Study guides posted soon:
March 7th- 6th and 7th grade connections exams
March 8th- Language Arts and Social Studies exams
March 9th- Math, Science, and 8th grade connections exams

Phrases and clauses practice
Phrases and clauses practice
Phrases and clauses videos:
https://www.youtube.com/watch?v=kSGMWCq-UHQ
Need extra help?
View the following video:
https://www.youtube.com/watch?v=z45UdL0WTro




"The White Umbrella"- 2/27/18
"The White Umbrella"- 2/27/18
Re-read the following story and answer the questions using evidence from the text. Write in complete sentences by rephrasing from the text-dependent question asked in preparation for Milestone testing.
Here is the link for the online text: http://www.syracusecityschools.com/tfiles/folder716/unit03-WhiteUmbrella.pdf
 | Text-dependent Questions
 1.  In paragraph one, while the narrator’s parents discuss the Lee family, the narrator states, “I remembered how sorry my parents had felt for Mrs. Lee.” (p. 417) Why are they sorry for the Lees? 
 2. When the narrator’s mother went back to work, she didn’t tell either of her daughters. (p. 417) What was the purpose in her trying to hide her job from her daughters?
 3. On page 418, the narrator lies to her piano teacher about getting wet driving in her family’s convertible instead of the truth that she had to walk in the rain.  What did the convertible represent to the narrator?
 4. Why did the author include the details regarding Eugenie’s auburn hair and blue eyes?  What do these details help the reader understand? (p. 418)
 5. The narrator declares that “Watching the way Eugenie carried herself, I sat up, and concentrated so hard on sucking in my stomach…” (p. 418) What is the narrator trying to do? What is the significance of this statement? 
 6. On page 418, the narrator describes the white umbrella: “The umbrella glowed like a scepter.”  What does this simile mean? What does this description show about her feelings?
 7. On page 419 the narrator imagines what she would do if she had a white umbrella. She pictures taking it to school, and offering to take it to Eugenie.  What do her daydreams tell the reader about how the narrator views the white umbrella?
 8. During her daydreams, the narrator imagines asking her mother for an umbrella for Christmas.  She knows that her mother would declare, “Things…All you want is things, just like an American.” (p. 419) What does the narrator think the white umbrella would symbolize to her mother?
 9. After playing piano for her teacher, the narrator states, “See, I told her with my fingers. You don’t have to feel sorry for me.” (p. 419) Why does the narrator believe Miss Crosman feels sorry for her?
 10. After playing for her teacher, the narrator says, “An entire constellation rose in my heart” (p. 419) What does this metaphor show the reader about her feelings?
 11. After the piano lesson, the narrator and her sister wait outside for their mother. (p. 421) Why is their mother late coming to pick them up? 
 12. Even though it is raining, the narrator insists that she and her sister wait outside. Although her sister wants to back go into their teacher’s house, the narrator refuses. (p. 421) Why does the narrator resist going back inside?
 13. The narrator describes the umbrella in this way: “sprang up by itself as if it were alive, as if that were what it wanted to do – as if it belonged in my hands” (p. 422) What does this show about her feelings regarding the umbrella?
 14. After thanking Miss Crosman for giving her the umbrella, the narrator tells her, “I wish you were my mother.” (p. 423) What are some possible reasons the narrator would say such a thing?
 15. When the narrator’s mother arrives to take the girls home, the narrator tries to hide the umbrella from her. (p. 424) Why does she make the decision to do that?
 16. When the sisters were arguing about the hidden umbrella, their mother backs into another car. (p. 425) What is the importance of this event to the story? 
 17. After the car accident, the narrator secretly throws the white umbrella down the sewer. (p. 425) Why does she do that? What does this show about how her feelings have changed?

HOMEWORK REMINDERS; Clauses and Phrases (For the week of 2-26 - 3-2)
HOMEWORK REMINDERS; Clauses and Phrases                                                               (For the week of 2-26 - 3-2)
Rock Eagle vacationers and all other classes... 
1. Please read, study, and prepare to be quizzed on these phrases/clauses upon return to class. 
2. Also, if you did not get a crossword sheet from me on Friday (2-23), see me when you return (homework grade). 
3. There will be a Daily Dose quiz Thursday 3-1 over #31-60. 
4. You also have until Monday (2-26) to finish typing your essays that you began last week (not Writescore- the one on racing fuel). 
5. If you have not updated your Flipgrid for your independent reading, please do so (you should have 2 total now; Here is the link: https://flipgrid.com/6be9b7)
6. We will finish reading and analyzing "The White Umbrella" in class next week; Focus will be on answering text dependent questions with support and text evidence in preparation for Milestone testing.
7. We will also begin having weekly "mini-tests" in preparation for Milestone testing. These test will give me valuable information about what skills your child needs to focus upon. Many times we get the question, "Is it for a grade?" when what I hope my students are asking is..."Is this important?" Yes, this is important! Yes, there will be assessment grades attached to these tests. Some of them will be formative assessments (for me to give feedback). Others will count as classwork and/or test grades. At this point, with the exception of poetry and some grammar concepts, I have covered the majority of our standards that Milestone will cover, so yes- the score matters. As we are practicing assessment, if there are concepts that have not been taught, those questions will be used as "pre-test" items. If you have questions, please email: tracy.fulton@hcbe.net
 
clauses_and_phrases_lesson.ppt
Powerpoint presentation
Padlet Drive

QUIZLET: DAILY DOSE #31-60 Review
QUIZLET: DAILY DOSE #31-60 Review
Review the following words on quizlet to prepare for your quiz next                                  Thursday (3-1). If you did not get your crossword puzzle today, please see me Monday. If you are going on the Rock Eagle Trip, you are still responsible for taking the quiz and completing  the crossword before returning to class. 
https://quizlet.com/271514400/daily-dose-31-60-flash-cards/

Checklist for work 2/26-3/2:
Checklist for work 2/26-3/2:
1. Writescore assessment submitted last Friday
2. Typed essay on racing fuel: typed, printed, shared to email: tracy.fulton@hcbe.net - (Was due Monday 2/26)
3. Phrases/Clauses- review the powerpoint below- quiz this week.
4. Study for Daily Dose quiz Thursday- 3/1 (quizlet link below)
5. Finish crossword Daily Dose #31-60- Homework grade
6. Re-read "The White Umbrella" and answer the text dependent questions using evidence from the text. (A hard copy will also be given)
7. Finished with all above? Practice vocabulary at: www.freerice.com

Tiger Time Schedule
Tiger Time Schedule
 

2-22-18
2-22-18
Writescore testing will be today and tomorrow. Students will have two days to complete this very important assessment of their writing skills. These writings will be scored and returned within time for us to give them feedback for Milestone testing.
In class, students are to finish their essays from last week by Monday morning. They need to finish typing and email and if possible print a copy. Email to: tracy.fulton@hcbe.net
Also, students received Daily Dose review 31-60 last week. They are to write sentences with each of the words and will have a quiz over all words next Thursday (3-1).
In class next week we will be finishing "The White Umbrella" and focusing on text dependent questions and responses in preparation from Milestone testing. In addition, students will resume working in coalition groups and will write an essay on their chosen topics.
Reminders- Ice cream social is next Friday and costs 50 blue cards. Students should turn in their cards to their homeroom teacher.


Quizlet: Daily Dose #56-60
Quizlet: Daily Dose #56-60
https://quizlet.com/_4fstmx

Daily Dose 56-60
Daily Dose 56-60
 
Daily_Dose_56_60.pptx
Powerpoint presentation
Padlet Drive

CNN STUDENT NEWS
CNN STUDENT NEWS
If you missed today's broadcast, here you go:
https://www.cnn.com/cnn10
Also, bring a lemon to class on Monday.

ARGUMENT WRITING: 2-9, 2-10, 2-11
ARGUMENT WRITING: 2-9, 2-10, 2-11
•Standards covered: RI1- reading informational/citation, RI6- author’s point of view, RI8- Trace and evaluate argument and claims, RI9- Analyze how two or more authors writing about the same topic differ, 
7W1- Writing with claims, reasons, and evidence.
Directions: 
1. Warm up: REVIEW DAILY DOSE #45-55 quizlet; TAKE QUIZ
 2. Mini-lesson: Graphic organizers
 3. Work session: WRITESCORE practice- your paper (loose). Read both articles, take notes, and form an opinion on the issue. Then, write an introduction with three reasons that support your position.
4. Go back to the articles- read a second time with the purpose of  using graphic organizers to think through your topics. Do not write on the organizer given, but copy onto your loose paper. This will be turned in with your finished draft. Today you must complete: Compare viewpoints, argument pyramid, sound or not?, claims and evidence, claim cycle. (You do not have to complete Face Off! yet)
5. We will continue writing this on Monday. If you finish all of the above organizers, please continue drafting. We will go through ALL steps of the writing process with this paper. (Pre-write/jot, draft, edit/revise, final copy- blue or black pen, and then TYPED- 12 pnt. Font Times New Roman, double-spaced, with heading: Name, date, class period on top left. Type, save, and email: tracy.fulton@hcbe.net
6. Homework: Continue reading your independent books, taking notes, and add to your Flipgrid before Monday on the independent reading (if you have not yet done so).

TIGER TIME: 2-8-18
TIGER TIME: 2-8-18
TIGER TIME: ENRICHMENT
1.  Read 20 minutes. Book club discussion/ book talk.
2.  GENIUS HOUR- videos and special projects. Illustrate a scene or image from your independent novel.
3.  Plan for next time…


LESSON PLAN: 2-8-18
LESSON PLAN: 2-8-18
STANDARDS: 7W2 WRITING informational, 7W9- Research, 7SL3 Delineate a speaker’s argument
Reading RI6 Author’s point of view and purpose, 7RI8- Trace and evaluate argument and claims
Warm up: Language practice- 1-5 DO NOT WRITE on it! Write in notebook.
Mini-lesson: Postive, comparative, superlative adjectives
Work session: WRITESCORE practice- your paper (loose). Staple and turn in.
Homework: Vocabulary Daily Dose #51-55 quiz Friday


FLIPGRIDS: Have you completed these?
FLIPGRIDS: Have you completed these?
Argument ideas- what are your FIVE ideas for argument topics?
https://flipgrid.com/da65b5

Independent reading: Record your reading on this FLIPGRID. Discuss characters, setting, 5 parts of the plot, conflict (internal or external), and any text connections you might make (text to text, text to self, text to "real world").
https://flipgrid.com/6be9b7

QUESTIONS??? Are you confused about something? Need my help? Have specific questions related to classwork, homework, or grades? Ask me here!
(No random posts please!)
https://flipgrid.com/8b1247

Fox vs. Magpie: This assignment was due last week! Choose a side- who was more villainous- Fox or Magpie? Use text evidence from the story and your own ideas about friendship, betrayal, and loss to help you answer.
https://flipgrid.com/2d6826

Fox: The sequel- YOU are the author! What would you write if you were the author of a sequel to Fox? How would you want the story to end? Will Magpie get out of the desert? Will Magpie find Dog? Will Fox get what he deserves or change (to become a dynamic character?) You control the story...record your ideas and author's craft techniques here:
https://flipgrid.com/e66f98

Writers' Cafe' feedback:
As we begin our new argument unit, I'd like your feedback on our Writers' Cafe' from 1st semester. What would you like to include? How would you like to celebrate our successes with argument protocol and/or our argument writing?
Tell us here for a chance at becoming part of the planning committee!
https://flipgrid.com/8dad55

Good afternoon Paren
Good afternoon Parents!
I wanted to let you know that I finally have blue cards to catch up what I owe your kiddos for great behavior and/or donations to class. If your child is absent today, please have them see me during homeroom when they return. I am resetting the class points today- I didn't want you to think your child lost points...we just reset for the semester.

Again, thank you so much for all donations. We are disinfecting the classroom daily due to increase in cases of viruses, strep, and flu. Thank you for all who checked on me and my daughter. We are slowly getting better, just very low immunity. Also, thank you for keeping your kids home when they are sick...we don't want to keep spreading this around. Love when we share, but NO ONE needs this!
 

Quizlet- #45-55 
Quizlet- #45-55 
https://quizlet.com/266392470/daily-dose-45-55-flash-cards/

Homework- due Monday 3/5/18
Homework- due Monday 3/5/18
Use a dictionary or dictionary.com to make flashcards for the following grammar terms. You may use index cards or your own paper:
 Create Flash Cards OBJECTIVE: Create a set of flash cards that review grammar terms. DIRECTIONS: You will create 10 flash cards. Each flash card will have one of the vocabulary terms below on the front of the card. On the back of the card, you will include the definition of the term and three examples. 

Decorating your flash cards is optional but encouraged. TERMS TO BE COVERED (A SEPARATE CARD SHOULD BE MADE FOR EACH TERM): Compound subject, compound predicate, simple sentence, compound sentence, complex sentence, subordinating conjunction, independent clause, dependent clause, semicolon, and colon – 10 total. 

📎 Photo
 

📎 Photo
 

📎 Document
 
Daily_Dose_51_55.pptx
Powerpoint presentation
Padlet Drive

Quilet review for Daily Dose #46-#50 and past words
Quilet review for Daily Dose #46-#50 and past words
https://quizlet.com/_4dpo1b

Standardized Testing links (for coalition group)
Standardized Testing links (for coalition group)
https://www.theatlantic.com/education/archive/2014/07/why-poor-schools-cant-win-at-standardized-testing/374287/

📎 Daily Dose 36-45 Flashcards | Quizlet
 
Daily Dose 36-45 Flashcards | Quizlet
Start studying Daily Dose 36-45. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Daily Dose for 1-29-18
Daily Dose for 1-29-18
 
Daily Dose 46-50.pptx
Powerpoint presentation
Padlet Drive

2-2-18 Lesson plan
2-2-18 Lesson plan
After taking your Daily Dose quiz...
Read your independent novels (30 min) and write about the following:
1. Characters- how would you characterize the major Characters? What character traits do they have? Use your notes from 1st semester to help you.
2. Setting- what is time and place of your story? Is there more than one Setting?
3. Genre- what genre is your book? It should not be non-fiction for today...
4. Text to text- can you compare this book to anything else you've read? How so? 
5. Text to self- Do you have anything in common with the main character or their Conflict?
6. Text to real world- How does your book relate to the real world? Are there current school, neighborhood, state, federal, or global issues that are represented in your book? 
7. Conflict- describe the conflicts in your book. Are they internal or external conflicts? 
8. 5 parts of plot... where are you in the traditional plot diagram? (Exposition, rising action, climax, falling action, resolution)
9. Argument- Is there a situation or decision your character (or others) make that you agree or disagree with? Write 2-3 paragraphs describing the situation and why you agree or disagree with the character's choices. 
10. Write 2 paragraphs explaining the argumentative article you shared. (Didn't print or share via email? It was a homework grade)

Extra time? Scope magazines are on front table...they need to read argument or debate topics.

Homework: check padlet and make sure all Flipgrids are up to date...

1-24-18
1-24-18

I am home with my daughter today- virus.
 Students are finishing their debate protocol for Fox vs. Magpie, reading an article on competitive sports, and reading their independent novels. They need to check padlet nightly, finish any missing Flipgrids, and find an argumentative article on a topic of their choice. They may print and turn in or email me the link: tracy.fulton@hcbe.net


QUIZLET REVIEW #36-45
QUIZLET REVIEW #36-45
https://quizlet.com/261504929/daily-dose-36-45-flash-cards/
To help you review for Friday's quiz (1/26

HOMEWORK 
HOMEWORK 
1. Read your book...at least 20 min. Stop and jot...then, respond to the FLIPGRID for independent reading.
2. Find an article that is argumentative. Choose one of the 5 topics you mentioned on your FLIPGRID. Print the article and bring it to class tomorrow (1/23). If you cannot print, please email the link and description to me at: tracy.fulton@hcbe.net


Argument protocol
Argument protocol
 

QUIZ tomorrow 1/19... Daily Dose #36-40
QUIZ tomorrow 1/19... Daily Dose #36-40
Tomorrow we will quiz over Daily Dose 36-40 and work on finishing some things that have been left undone. Students will finish their writing on demand for argument, finish their Scope Scholastic argument about walking and texting, and then we will begin exploring our argument unit and argument protocol. Your child will be watching clips from The Great Debaters- based on a true story so historically relevant.
They also need to think of 5 topics that they believe would make good debate topics. Finally, they need to respond (positive feedback and constructive criticism) to 5 other Flipgrids for both of the new topics (Fox vs. Magpie AND your sequel ideas). By giving feedback in this format, you save us multiple days in class to focus on small group conferencing. This method of teaching is research based and involves the concept of "flipped classroom." Thank you for understanding that we are trying out many techniques to help your child stay focused in class, including using our "tools" for mindfulness (fidgets, squeeze balls, stress-relief tools). It is a project that was student led and I am so proud that they were able to accomplish their goal.


DAILY DOSE: #36-40
DAILY DOSE: #36-40
Review the following terms for your quiz Friday.
 
January 8, 2018- POWERPOINT-revised
Powerpoint presentation
Padlet Drive

CLASS DOJO MESSAGE
CLASS DOJO MESSAGE
Please ask your parents to check all Class Dojo messages.
If you are reading this, remember to tell me "Go Dawgs" in anticipation of the big game on Monday. :)
Also, if you are reading this...and you would like to have a hot chocolate and or coffee day in class, bring a packet of hot chocolate, apple cider, or your favorite K cup (for the Keurig) for next week. If you can donate more coffee cups, snacks, ... blue cards will be given for each item donated. (See Class Dojo for specific details about how many cards per item)

Opinion/Argument On-Demand Writing Assessment Grades 6-8
Opinion/Argument On-Demand Writing Assessment Grades 6-8
(We will write this in class on FRIDAY 1/5/18; 6th period- you will write this on Monday)
Opinion/Argument
“Think of a topic or issue that you know a lot about or that you have strong feelings about. Tomorrow, you will have 45 minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. Use everything you know about essays, persuasive letters and reviews. If you want to find and use information from a book or another outside source, you may bring that with you tomorrow. Please keep in mind that you’ll have 45 minutes to complete this, so you will need to plan, draft, revise and edit in one sitting.”

In your writing, make sure you:
• Write a beginning that gets readers to understand and care about your topic and clearly states your claim.
• Give reasons for your opinion and support those reasons with evidence (details, anecdotes, examples, facts, quotes).
• Organize your writing to best convince your readers of your claim and use transition words (in addition, consequently, for instance) to show how parts fit together.
• Write an ending, ideally one that reminds readers why your opinion is important.
• Acknowledge that there may be other perspectives that disagree with you and address these counterarguments.

LESSON PLAN: 1-4-18
LESSON PLAN: 1-4-18
Plan for Thursday and resources to use:
Read Aloud- Fox by Margaret Brooks

Warm up: Students can write a quickwrite on what qualities are most important in a friendship. Then,

1. Play this first: Video link- background information to “set the scene” https://www.youtube.com/watch?v=CdCLPR0ZzNs
2. Play this second: (student book trailer attention grabber) https://www.youtube.com/watch?v=cQQ1rXIpx08

3. Mini-lesson: Prepositions https://www.youtube.com/watch?v=1KB95CWp7u8 

4. READ ALOUD: Fox- Show this before reading aloud https://www.youtube.com/watch?v=1KPZf1zGrrk

5. Read story aloud. Have students pay attention to the prepositions, author’s craft (use of imagery, dialogue, and figurative language like similes)
6. Student work session:
Students will answer the following questions in paragraph form on their own first:
1. If you were writing a sequel to Fox, what do you think should happen next? Will Magpie find his way back to Dog? What happens to Fox?

2. Who is more villainous in your opinion, Fox or Magpie? Why do you believe this? Use text evidence to show your thoughts.
Skills focus- inferencing, argument- who is more villainous,
EQ: How can I gather evidence to support my position in an argument?
Warm up: Students can write a quickwrite on what qualities are most important in a friendship.
*Mini-lesson: Prepositions and figurative language (simile/metaphor) (10 minutes)
Writing assignment- 15-20 minutes
Students will answer the following questions in paragraph form on their own first:
If you were writing a sequel to Fox, what do you think should happen next? Will Magpie find his way back to Dog? What happens to Fox?

Fox or Magpie? Who is more villainous?
Why do you believe this? Use text evidence to show your thoughts.

Skill revisit- Imagery (how does Margaret Brooks use imagery in the story- strategy “Sketch to Stretch” if needed to scaffold understanding (Seravallo strategy), dialogue (what does the dialogue add to the story?), simile (what examples can you find in the story? What does this figurative language add to the story?), author’s craft (see writer’s notebooks for author’s goals and author’s techniques) https://www.sps186.org/downloads/basic/727581/WritersUseNarrativeTechniques copy.pdf
What goals do you think the author had in mind when writing Fox? http://readingandwritingproject.com/public/themes/rwproject/resources/workshop_materials/06-20-2014/Mary Ehrenworth/NarrativeGoals.pdf

Grammar mini-lesson: Prepositions (review prepositions and students can listen for the prepositions in the story) On Milestone, remember they may not ask just grammar questions, but HOW the author uses this technique and what this adds to the story (Author’s craft). Students should recognize that the prepositions help give the story its structure in different places.
Mini- lesson: Preposition song- (https://www.youtube.com/watch?v=1KB95CWp7u8 )

WORK SESSION and HOMEWORK: you must write and answer two prompts after listening to the story, FOX.
Homework: answer the following 🤬-grids:
Both will count as homework grades:

Fox vs. Magpie: Villain?
https://flipgrid.com/2d6826

Fox: the sequel
http://flipgrid.com/e66f98 


As we begin planning for this unit, continue to add to this list as needed:
Vocabulary to consider for this unit in addition to Daily Dose and Nonfiction Notice and Note: Pro, con, neutral, argument, counterargument, rebuttal, formal vs. informal (tone), evidence, position, Notice and Note signposts, Quoted words, Numbers and stats, Extreme and Absolute language, Word Gaps, Contrasts and Contradictions, voice of authority, personal perspective, emotional appeal, fact, argument protocol

Other resources: Brainstorm list for argument topics- https://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/
 

Review for Post Assessment
Review for Post Assessment
Review our end of unit terms here:
https://quizlet.com/252914102/review-for-final-flash-cards
Review your notes for point of view and perspective. You will be 
re-writing the ending of a historical fiction story from a different character's point of view.
DECADE PROJECT PRESENTATIONS will continue on Monday and Tuesday. Following presentations, students will begin taking their post-assessment (scantron) and post writing assignment. As a reminder- the FINAL is still their DECADE project as stated. However, we must always do pre/post assessments to compare our results with other ELA classes. No worries...don't stress! Study the terms and bring #2 pencils/blue or black ink and loose paper next week.


DAILY DOSE #31-35
DAILY DOSE #31-35
Students defined Daily Dose #31-35 today. 
arduous, fickle, habitually, euphony, implore
Some classes worked on a vocabulary activity using these words. Some classes also watched a video emphasizing how to narrow your search when researching. 6th period (and 3rd/4th tomorrow) will finish a writing assignment from SCOPE about Alcatraz.
Companion books are due this Wednesday 12/13; DECADE PROJECT presentations begin on Thursday- please ask to see your child's green rubric for the day that they are presenting. Presentations will continue on Friday and Monday. Study guides for a brief review of terms will be given later in the week. Standard Review questions will continue to be given in preparation for Milestone testing. Tutoring will continue weekly for students who need it most. I will begin offering additional tutoring afterschool some days during the week after the Christmas break.
Please check Class Dojo for other important information.
Our Winter Wonderland for Language Arts is tonight (12/11) from 6-7pm. Hope to see you there!

Weigh in on the following argumentative topic:
Weigh in on the following argumentative topic:
Read the following source information and form you opinion on this very controversial issue. Use evidence from your source material and your own opinions to form your position on this very debatable issue.
Are you biased? If so, how so? Explain and be ready to discuss at a future date TBA.
 | Should the Government Allow Immigrants Who Are Here Illegally to Become US Citizens?
From:  https://immigration.procon.org/ 
 
 | With over 11 million immigrants in the United States illegally, the issue of illegal immigration continues to divide Americans. 
 Some people say that illegal immigration benefits the US economy through additional tax revenue, expansion of the low-cost labor pool, and increased money in circulation. They contend that immigrants bring good values, have motivations consistent with the American dream, perform jobs that Americans won’t take, and that opposition to immigration stems from racism. 
 
OpponentsofillegalimmigrationsaythatpeoplewhobreakthelawbycrossingtheUSborderwithoutproperdocumentationorbyoverstayingtheirvisasshouldbedeportedandnotrewardedwithapathtocitizenshipandaccesstosocialservices.Theyarguethatpeopleinthecountryillegallyarecriminalsandsocialandeconomicburdenstolaw−abiding,tax−payingAmericans. Opponents of illegal immigration say that people who break the law by crossing the US border without proper documentation or by overstaying their visas should be deported and not rewarded with a path to citizenship and access to social services. They argue that people in the country illegally are criminals and social and economic burdens to law-abiding, tax-paying Americans. 
OpponentsofillegalimmigrationsaythatpeoplewhobreakthelawbycrossingtheUSborderwithoutproperdocumentationorbyoverstayingtheirvisasshouldbedeportedandnotrewardedwithapathtocitizenshipandaccesstosocialservices.Theyarguethatpeopleinthecountryillegallyarecriminalsandsocialandeconomicburdenstolaw−abiding,tax−payingAmericans.

QUIZLET: STUDY for vocabulary for FRIDAY #1-30 DAILY DOSE
QUIZLET: STUDY for vocabulary for FRIDAY #1-30 DAILY DOSE
https://quizlet.com/250133623/daily-dose-1-30-flash-cards/
You may either take the crossword quiz on Friday OR...make your own with a crossword maker. If you choose to make your own, please print a black crossword and one with the key of all 30 words. 

Quiz #26-30 Daily Dose
Quiz #26-30 Daily Dose
Students will take Daily Dose quiz today over #26-30. Next week they will quiz over Daily Dose #1-30 using a crossword puzzle format. 

ARE YOU CHECKING PADLET EVERY NIGHT?
ARE YOU CHECKING PADLET EVERY NIGHT?
Good evening,
This is to check who is actually following directions and checking padlet nightly. If you are reading this, give yourself a pat on the back. I will be asking you a question on Friday about this post...be ready!
In addition to studying your Daily Dose words for Friday's quiz over #26-30...here are some additional literary terms you should know. We will begin reviewing terms from first nine weeks and working on Milestone standard review questions. 
Tomorrow I will leave you Standard review 2 with my sub as well as a SCOPE SCHOLASTIC activity that ties to historical fiction. I will be here in the morning and during tutoring/enrichment, but will be leaving at 8:30...so...if you need me for any reason see me during homeroom.
Here are the terms to review:
 1.Characterization - the creation or construction of a fictional character. (Characters are ordinary real people who did or could have lived in the historical setting.) 
2.Plot - The series of events in a story. (Must be plausible and believable.) 3.Analyze - Typically for purposes of explanation and interpretation 
4.Primary source- in formation that was created at the same time as an event or by a person directly involved in the event. (diaries, speeches, letters, official records, autobiographies) 
5.Secondary source- information from somewhere else by a person not directly involved in the event. (encyclopedias, textbooks, book reports) 
6.Conflict- The struggle between conflicting forces. 
7.Form- the structure or external appearance of a literary work. 
8.Setting -The environment in which a story takes place, including the time period, the location, and the physical characteristics of the surroundings 
 9. Historical Fiction – fictional story that takes place during an actual time in history. 
10. Transitions – A word, phrase, sentence, or series of sentences connecting one part of literary work to another. 
11. Symbol – Something that represents or stands for another thing. 
12. Symbolism – May convey many different meanings and dimensions. (use of symbols to represent a larger idea) 
13. Mood – The atmosphere in a literary work meant to evoke certain feelings from a reader. 
14. Tone – The author’s attitude towards the story and / or the story’s readers 
15. Voice – The individual style in which a certain author writes his or her works. 16. Theme – Life lesson, meaning, or moral about life or human nature. In other words, what the story teaches the reader. 

Happy studying! You can do this! ;)

HOMEWORK- Yes, you have it!!! Week of 11/27-12/1
HOMEWORK- Yes, you have it!!! Week of 11/27-12/1
I wanted to let you know that students do have homework for ELA almost every night. Today students were to define the following Daily Dose terms: dejected, ludicrous, timid, lionize, bamboozle
Quiz Friday 12/1
(Next week's quiz will be reviewing and testing on all words 1-30)

Many students have not finished reading their bookclub book and should be checking it out nightly and returning it during homeroom the next day.
Please ask them to see their TIC TAC TOE boards (all assignments were due by today and some are incomplete/missing/late). Also, ask them to see their green rubric for their COMPANION BOOK and their DECADE PROJECT. (5th period will only do the DECADE PROJECT and other assignments related to Crossing Jordan). Today students were assigned their presentation day for their FINAL and assigned the decade they are to research. All requirements are on the rubric along with the due dates. ALL companion books are due 12/13 (Wed.) and the Decade project presentations will be on 12/14, 12/15, and 12/18- ask your child what day they were assigned.
Any questions, please email: tracy.fulton@hcbe.net or message through Dojo.
THANKS!

DAILY DOSE 26-30 QUIZ 12/1
DAILY DOSE 26-30   QUIZ 12/1
Dejected, ludicrous, timid, lionize, bamboozle
 
Daily Dose 26-30
Powerpoint presentation
Padlet Drive

Examples of Companion books
Examples of Companion books
Check out these companion books:
https://sites.google.com/a/students.halldale.org/ms-raymond-s-website-for-2012-2013/writing-workshop--informational-writing/on-demand-writing/examples-of-companion-book-final-project

DAILY DOSE WORDS 21-25; Quiz Friday 11/17
DAILY DOSE WORDS 21-25; Quiz Friday 11/17
JUBILANT: (JOO buh luhnt) adjective: very happy and delighted
LIVID: (LIV id) adjective: very angry
ENCUMBER: (in COME bur) verb: to weigh down, burden
ERRONEOUS: (ear ROAN e us) adjective: containing an error
CANTANKEROUS: (con TANK er us) adjective: hard to get along with; ornery
Quizlet practice:  https://quizlet.com/240650584/daily-dose-21-25-flash-cards/ 

5th period Only
5th period Only
Crossing Jordan resources:
https://www.teachingbooks.net/tb.cgi?tid=1601
http://peachtree-online.com/wp-content/uploads/2016/10/CrossingJordan.2016.pdf
https://www.youtube.com/watch?v=8gdF3qftz6E


 

Companion book rubric, Tic Tac Toe choices, Decade project and due dates...
Companion book rubric, Tic Tac Toe choices, Decade project and due dates...
Companion book due: 12/13; Decade project presentations 12/14, 12/15, and 12/18- students will sign up for presentation day
 
FINAL RUBRIC Dec 2017
Word document
Padlet Drive

Daily Dose 13-17th; Quiz Friday 11/17
Daily Dose 13-17th; Quiz Friday 11/17
 
DAILY DOSE 21-25 and informational research terms
Powerpoint presentation
Padlet Drive

NEED TEDTALK IDEAS?
NEED TEDTALK IDEAS?
Here are a few that my GENIUS HOUR enrichment group will be discussing:
Amy Tan: "Where Does Creativity Hide?" https://www.ted.com/talks/amy_tan_on_creativity#t-822680
Sir Ken Robinson: "Do Schools 🤬 Creativity?" https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Dan Pink: "The Puzzle of Motivation" https://www.ted.com/talks/dan_pink_on_motivation
Titus Kaphar- "Can Art Amend History?" https://www.ted.com/talks/titus_kaphar_can_art_amend_history
"A Visual History of Social Dance"- Camille Brown: https://www.ted.com/talks/camille_a_brown_a_visual_history_of_social_dance_in_25_moves
"The Danger of a Single Story"- Chimamanda Adichie
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Sir Ken Robinson:  https://www.youtube.com/watch?v=zDZFcDGpL4U


HISTORICAL FICTION RESPONSES- FLIPGRID
HISTORICAL FICTION RESPONSES- FLIPGRID
ALL STUDENTS WILL COMPLETE- https://flipgrid.com/45ce1a- due 11/6/17
See Padlet for more details: This is for your bookclub book, not part of your Tic Tac Toe choices. It is mandatory.
The other FLIPGRIDS are for anyone who chose to do a Documentary, TedTalk, or interview for their Tic Tac Toe board.

PREVIEW OF NEXT WEEK's DAILY DOSE (11/13-11/17)
PREVIEW OF NEXT WEEK's DAILY DOSE (11/13-11/17)
Want to get a "jump start" on next week's words? We are adding 5 Daily Dose words and a few informational/research based words to your vocabulary.
Here is the direct link: https://quizlet.com/_3z9z6g
Don't forget your Flipgrids... see below. ALL students must complete the HISTORICAL FICTION RESPONSE FLIPGRID about your bookclub book: https://flipgrid.com/fulton If you are doing a Documentary or a TedTAlk for your Tic Tac Toe board, there are FLIPGRIDS for you as well (Turn in the written part to the turn in tray). Your second choice is due Monday 11/20 (since we are out this Friday). Questions? email: tracy.fulton@hcbe.net or message through Class Dojo (I cannot check Edmodo from home).

SHOUT OUT!
SHOUT OUT!
The following students turned in their Historical Fiction Responses (about their book club book) early. This FLIPGRID IS DUE MONDAY 11/6 by 5:00 p.m. https://flipgrid.com/fulton 
Proud of the responsibility and "above and beyond" of these students for planning ahead: Walker D., Andrew J., Ethan B., and Langley B.
 

FLIPGRIDS for CHOICE BOARD ACTIVITIES 
FLIPGRIDS for CHOICE BOARD ACTIVITIES 
If you watched a TEDTALK or a DOCUMENTARY, please complete the flipgrids below. You will turn in the written part (your notes, summary, and ideas- in the turn in tray), but follow the prompts to discuss it on FLIPGRID- you have a 5 minute limit.
TEDTALK- https://flipgrid.com/08063d
DOCUMENTARY- https://flipgrid.com/123f0d
HISTORICAL FICTION INTERVIEW: https://flipgrid.com/12b479


Enrichment group
Enrichment group
If your child was not in my enrichment group today, they may still like to see the video on motivation: TED TALK- it can also count for their choice board: 
 https://www.ted.com/talks/dan_pink_on_motivation#t-205969

HOMEWORK: Week of October 31-November 3rd
HOMEWORK: Week of October 31-November 3rd
DAILY your child should be checking PADLET: https://padlet.com/tracy_fulton/freedomwriters
DAILY your child should be writing entries about their BOOKCLUB book (in class).
DAILY your child should be studying our VOCABULARY for DAILY DOSE QUIZZES- every Friday- this week is cumulative: Daily Dose 1-20
WEEKLY your child should be working on their TIC TAC TOE board (orange sheet) where they made their 3 choices- DUE 11/3, 11/10, and 11/17.
IN CLASS your child should be participating in class discussions, staying on task in their BOOKCLUB, and only using "accountable talk" to stay on track with their group. If working alone, students are responsible to check in with me during reading time.
COMPUTER LAB DAYS for research will be 11/3, 11/6, 11/27, 12/4, 12/15, and 12/18. They are responsible to meet our deadlines for the Historical Fiction Mini-Research Project, their Companion Book- Due 12/13, and their DECADE PROJECT (Will present the week of FINALS and count toward the 10% FINAL GRADE)
ORGANIZATION: If your child does not use an agenda, they need to print a monthly calendar to keep track of due dates for team 7-C. Our classes will continue to be more intensive as we approach the end of the year. Level of questioning will be at MILESTONE level to ensure they are prepared in the Spring.
Thank you for all you do to help them be organized and develop the habits they will need for next year...and high school. Grade cutoff is FRIDAY. ALL MISSING WORK must be turned in by then (11/3).
TUTORING- We are continuing our tutoring weekly on Thursdays. Each week we will focus on remediation in some subjects and enrichment in others. My enrichment group will begin GENIUS HOUR this week. See your fall newsletter for more information or browse the website: http://geniushour.wikispaces.com/
Any questions: tracy.fulton@hcbe.net or message through CLASS DOJO.
Also, the school store will be opening on Wednesday for your child to redeem their BLUE CARDS for PBIS. They will also need to save for the monthly celebrations and end of year FIELD DAY. See CLASS DOJO for more information.
THANKS! Have a blessed week! ;)

HISTORICAL FICTION TIC TAC TOE (for 3rd, 4th, and 6th period classes) 5th period- optional extra credit 
HISTORICAL FICTION TIC TAC TOE                                   (for 3rd, 4th, and 6th period classes)                                5th period- optional extra credit 
NAME:  _____________ CLASS: ____
*All students will complete activities 1, 2, 6, AND three other squares of their choice*   Choice #1 due:  Nov. 3rd, Choice #2 due: Nov. 10. Choice #3 due: Nov. 17th
My PADLET:  https://padlet.com/tracy_fulton/freedomwriters
ALL STUDENTS MUST DO: 1, 2, and 6
*1.HISTORICAL FICTION RESEARCH MINI-PROJECT:   Students will research information about the time period for their book club book. Details will be posted for requirements. Some class time will be given in class for the completion of the research.  COMPUTER LAB DAYS: 11/3, 11/6, 11/27, 12/4, 12/15, 12/18  http://www.history.com/ http://channel.nationalgeographic.com | 
*2.HISTORICAL FICTION WRITING COMPANION BOOK DUE: DECEMBER 13th  Details will be given in class. Part of this assignment will be done during class, but some may be completed at home.   Want to see some examples? Check out these teen historical fiction pieces: https://www.teenink.com/fiction/historical_fiction/  STANDARDS COVERED: ELA7L4,L5 (vocabulary); ELA7W7 research, W8- digital resource and credibility; SL4,5,6- present claims using multi-media and appropriate speech/conventions |
* 6: DECADE PROJECT- Part of your FINAL GRADE  Art, History, Science, Fashion, and Culinary cuisine... oh my! Research popular art, science discoveries,  important political events, fashion icons, musicians, and popular cuisine for the culture and/or time period you choose.  Must have a visual display.  My decade is the ___________'s http://www.history.com/
_____________________________________________________________________
Homework choices: Choose 3 of the 6 choices. Due each Friday beginning Nov. 3rd, Nov. 10th, and Nov. 17th:
CHOICE 1  Watch a documentary about a specific time period. Take notes as you watch and summarize your findings. What information was the most significant? Was your documentary from a credible source? After watching the documentary, do you believe it was biased in any way?  http://www.pbs.org/search/?q=documentary    
CHOICE 2  Watch a TED TALK on an issue that is important to you or that relates in some way to the time period in your historical fiction book. Be prepared to discuss your understanding of the key points in the video. What did you learn?  http://www.ted.com/talks  
Choice 3  Write a short collection of poems 3-4 with the same theme as your historical fiction book.  Use details from your book and your research within the stanzas. Any form of poetry is acceptable. They do not have to rhyme.  Need some inspiration? Read some of Naomi Shihab Nye's poetry or check out some others at: https://www.poets.org/   
 Choice 4  Cross-curricular: SS- Revisit topics from Social Studies in a new or interesting way. Take one of the topics you studied last 9 weeks (Est. Of Israel, Conflicts in Middle East 90s-2000, Invasion of Afghanistan, 911, Economics/Government) and create a review game or collage using the vocabulary from your class notebook. You may find notes on these teacher pages: 
 https://padlet.com/erin_peck/class
https://padlet.com/erica_fleming/class
https://padlet.com/bridgett_standring1/class 
Choice 5  Map it! Use   http://mapmaker.nationalgeographic.org/ To map important places and events in your historical fiction book. Your map must have at least 10 details related to your book. This may also be combined with Choice #4     |
 3. Choice 7: HISTORICAL FICTION INTERVIEW  All students will interview a living relative or community member to gain understanding about primary sources and interview skills. They will present their findings by integrating technology (transcription, summary, video and/or pictures)  Rubrics will be given detailing each portion of this assignment. Suggested media use: www.voicethread.com www.padlet.comOther video/movie apps 

 To improve GRAMMAR and VOCABULARY SKILLS, ALL students MUST complete:
Daily Dose quizzes: QUIZ FRIDAY 11/3/17 will cover Daily Dose 1-20
EDMODO SNAPSHOTS
READING LOG ACTIVITIES: Including Flipgrid videos and Edmodo responses (Reading log is not required to be kept during Book Club as students are stopping to jot, write, and analyze their book club book)
DAILY Writing: stop and jots, writing long, analyzing book as they read
QUESTIONS: email- tracy.fulton@hcbe.net or message through Class Dojo. 


Week of October 30- November 3rd
Week of October 30- November 3rd
This week we will be looking at Daily Dose 19 and 20 (condemn and ponder), as well as reviewing Daily Dose 1-18. To make sure your child is comprehending these high frequency words, we will be doing enrichment activities with all 20 words.
Today (Monday) we will be looking at Tone/Mood using Edgar Allen Poe's "Tell-Tale Heart." Do you know the difference?
Video clips: 
https://www.youtube.com/watch?v=wDLLHTdVSgU&t=41s
https://www.youtube.com/watch?v=envukur1q3I&t=153s
https://www.poetryfoundation.org/poets/edgar-allan-poe?gclid=Cj0KCQjwm9vPBRCQARIsABAIQYeF_Sf-Qs9926lnq5x2rHBuD8fQyzoFigJFVFaHg5xnMTm_6_a-eRoaAsywEALw_wcB#about
https://www.youtube.com/watch?v=aeZrRENgXmY

 
DAILY DOSE 19-20 and Tell Tale Heart
Powerpoint presentation
Padlet Drive

ACTIVITY SCHEDULE: Anti-bullying/Anti-drug assembly
ACTIVITY SCHEDULE: Anti-bullying/Anti-drug assembly
Today during connections, all grade levels will get to hear a guest speaker for our Anti-drug/Anti-bullying week. This afternoon, students will have a PEP rally to celebrate our team and in anticipation of tomorrow's 7th grade game at the MAC at 5:00. Come out and celebrate our amazing season!
 

Empty

SHOUT OUT 
SHOUT OUT 
The following students will receive extra credit for their feedback on the Writers' Cafe'. There will be future chances at extra credit if they did not get to do this one. Way to go the extra mile: Ransom, Azaria, Adam, Thomas, Andrew J., Ashton P., and Donovan D.

DAILY DOSE 14-18; Quiz will be 10/27/17
DAILY DOSE 14-18; Quiz will be 10/27/17
Words:
dormant, outwit, bloat, disgruntled, somberly
Daily Dose 14-18; Quiz 14-18
Dormant- adjective: not active, sleeping 
Outwit- verb: to be more clever than someone else; to outsmart 
Bloat- verb: to swell or puff up 
Disgruntled- adjective: unhappy; dissatisfied 
Somberly- adverb: in a depressed manner 
Practice the flashcards and matching: https://quizlet.com/_3wk2vm
 
DAILY DOSE 14-18
Powerpoint presentation
Padlet Drive

FLIPGRID ALERT: HISTORICAL FICTION BOOK CLUB
FLIPGRID ALERT: HISTORICAL FICTION BOOK CLUB
DUE Monday 11/6: https://flipgrid.com/45ce1a
Respond to your HISTORICAL FICTION BOOKCLUB BOOK by sharing your thoughts and observations of your characters, setting, tone/mood, and elements of plot (EXPOSITION, RISING ACTION, CLIMAX (TURNING POINT), FALLING ACTION, RESOLUTION (if you have finished your 1st book). Be sure to say the TITLE and AUTHOR of your book. 

EXTRA CREDIT OPPORTUNITY
EXTRA CREDIT OPPORTUNITY
Give me feedback about the Writers' Cafe' on FLIPGRID: https://flipgrid.com/8dad55
*Extra 100 added to your grade!*

Week of October 16-20th
Week of October 16-20th
Welcome back!
This week we will begin our book club groups in class. Students will be doing all the work in class, so don't expect to see the books at home. We will have some small writing assignments along the way and will be writing a Companion Book as our culminating activity at the end of November/December.
Daily Dose: This week we are studying Daily Dose words 9-13:
Ambush, bedlam, aloof, wayward, humdrum
Here is your quizlet link: https://quizlet.com/_3w14wu

Thursday: We will be doing informational writing for our pre-On Demand for this unit. Students will have 45 minutes to write all they know about a topic of their choosing.

Friday: Quiz over the Notice and Note for non-fiction and the Daily Dose 9-13.
*Still working on grading the realistic fiction. You have gone above and beyond and your stories are lengthy- a GREAT problem to have, but it will take me longer to grade.
EXTRA CREDIT OPPORTUNITY: Flipgrid feedback on Writers' Cafe' https://flipgrid.com/8dad55

 

Coordinate Adjectives
Coordinate Adjectives
Remember our “tests” to see if we need a comma:  “Coordinate adjectives” are adjectives placed next to each other that are equal in importance.
                   Two tests to determine whether adjectives are coordinate are the following:
          1.      See whether “and” can be smoothly placed between them.
          2.      See whether the adjectives’ order can be reversed.

If the “tests” are true, use a comma!
Re-write the sentences below on your own paper and use commas appropriately:
1.We enjoyed the clean crisp smell of the mountain air. 

2. Beth was a student whose intelligent conscientious mind earned her good grades. 
 
 3. Dr. Bean gave us a hard final examination. 
 
 4. She ate the sweet juicy apple with a vengeance. 
 
 5. The awkward shy teenager felt nervous about his first date. 

Welcome back, students! January 4, 2018
Welcome back, students! January 4, 2018
https://goo.gl/images/JkYto8

This week we will begin exploring argument writing using our read aloud book, FOX. We will begin Daily Dose 36-40 next week. Friday we will be doing our On Demand argument writing: Choose a topic of your choice that you can clearly argue one side or the other (see prompt in post below).

*Class Dojo points will also be reset this week.

Homework: answer the following 🤬-grids:
Both will count as homework grades:

Fox vs. Magpie: Villain?
https://flipgrid.com/2d6826

Fox: the sequel
http://flipgrid.com/e66f98

Also, tomorrow will be your Writing On Demand for argument. Bring paper, pencil, and blue or black pen with your writer's notebook to class

 

MIDTERM ALERT: 
MIDTERM ALERT: 
Just letting you know that Midterm grades are posted in Infinite Campus, but will not be finalized until after the break. I will be grading the post reading/writing On Demands,realistic fiction pieces, and will be meeting with my team to analyze our data. Your child's grade may increase once we add in these scores, extra credit (see post below, and for some- make up work.
Overall, I am proud of the progress that I am seeing in class. Ifyour child is struggling with specific skills, or did not do as well asthey had hoped on the exam, please know that these concernswill be addressed in small groups during class and/or during ourtutoring time.
 

Infinite Campus
Infinite Campus
Hey parents,
Just want to give clarification for some of the "flags" that I use in IC.
These are reminders for me (if a student is absent, an assignment is missing a question or not completed in class etc.). I usually mark assignments "Exempt" if a student is absent, for example...then when they return if I don't have work by the due date, then it is marked with an "M" for missing= 0 until it is turned in. If an assignment is late, my teams' policy is -10 for every day that it is late and all assignments must be turned in within the week that they are due (some students will try to give us work a month later...and expect credit). Our expectations for gifted, of course, are higher than most as we know what 8th grade will be expecting.
If you have further questions, please don't hesitate to email me: tracy.fulton@hcbe.net or send me a quick message in Class Dojo. 

EXTRA CREDIT ALERT! 
EXTRA CREDIT ALERT! 
Share your feedback on our Writer's Cafe': https://flipgrid.com/8dad55
 We had a great time sharing and celebrating progress. *Not mandatory, but appreciated. Thanks!

Thank you for turning in your stories on time!
Thank you for turning in your stories on time!
If I am missing your story, please see me in the morning. If you have any issues, please email me: tracy.fulton@hcbe.net
Great job focusing today during our midterms. If you were absent Tuesday or today, please see me during homeroom to make it up.
If you need to finish your post reading/writing from Tuesday, please see me in homeroom.


SHOUT OUTS!!!
SHOUT OUTS!!!
 Congrats to the following students for turning in their realistic fiction early. Remember, it must be shared in Office 365: tracy.fulton@hcbe.net and printed (hard copy). I will be staying today until 4:00 for lab time and the media center is available in the afternoon and in the morning.
Great job showing responsibility:
Savannah McGill, David Wood, Brayden Smith, Annalise Sexton, Zoe Babcock, Lily Lin, Adam O., Donald McKinnon, Raven Dupree, Ransom Tah, Kaito Jitsuhara, Shania Browne, Logan Windham, Ethan Hammack, Zion Miller, Makayla Archibald, Ethan Bulharowski, Diya Patel, Matthew McKenna, Xavier Smith, Emma Collins, Raven Dupree, Andrew Jackson, and Andrew Watts. 
Great job!
Students may turn in their work during homeroom or during class tomorrow before the Midterm.
Who will be next?
 

STUDY GUIDE for MIDTERM next Wednesday 10-4
STUDY GUIDE for MIDTERM next Wednesday 10-4
In addition to your child's realistic fiction piece, we will take a short assessment (33 questions) next Tuesday that will cover the information below. This will also count as their post reading/writing on demand.
 

STORY BLURBS and a New Flipgrid
STORY BLURBS and a New Flipgrid
Write a story blurb for your realistic fiction piece. Then, head on over to https://flipgrid.com/987913 on FLIPGRID and sell us your idea for your story. Due by Monday. Stories that hook us may receive special recognition on our Celebration Day Sept. 5th. Who will be the best Freedom Writer?

UPDATED RUBRIC/CHECKLIST with point values
UPDATED RUBRIC/CHECKLIST with point values
 

SHOUT OUTS!
SHOUT OUTS!
I am so excited by the work and detail I'm seeing in your writing today! We are working on formatting, typing, and saving properly in the computer lab today. Tomorrow's goal is to continue typing, revising, reviewing, and sharing through Office 365.
Monday will be finishing typing and (hopefully) printing a final copy to turn in. Final due date is Tuesday. See orange checklist for details. 

TUTORING: REVIEW TERMS
TUTORING: REVIEW TERMS
QUIZLET: https://quizlet.com/223420317/literary-terms-1-flash-cards/

TUTORING SCHEDULE: We begin tutoring schedule tomorrow. Your child will get their assignment/teacher from homeroom.
TUTORING SCHEDULE: We begin tutoring schedule tomorrow. Your child will get their assignment/teacher from homeroom.
 

Daily Dose mini quiz #2
Daily Dose mini quiz #2
Daily Dose mini quiz 2: 9/29/17
You must know the following words:
Unkempt
Mortify
Abscond
Deride
Gawky
Interrogate
blemish


Plot diagrams
Plot diagrams
There are many ways to plot your story. The plot diagram I gave you in class was due on 9-19, but here are a few other ways you can plan your story (or use them to track what you are reading).
 
PLOT DIAGRAMS & STORY ELEMENTS
Powerpoint presentation
Padlet Drive

WRITING DEADLINES CHECKLIST
WRITING DEADLINES CHECKLIST
 
Realistic fiction checklist and deadlines
Word document
Padlet Drive

Daily Dose 5-8 Week 2 (Posted 9/26)
Daily Dose 5-8 Week 2 (Posted 9/26)
 
Daily Dose 5-8
Powerpoint presentation
Padlet Drive

REMINDER: Return progress reports signed and Title I handbook page...
REMINDER: Return progress reports signed and Title I handbook page...
REMINDER- If your child has not returned the Title I handbookpage in the booklet we sent home, please do so. Congratulationsto the following students for showing responsibility in returningtheir progress reports AND their Title I page. They will receiveDojo points for showing responsibility:
Isaac Bradford, Nadia Jordan, Lily Lin, Donald McKinnon, NazariaMitchell, Dev S. Patel, Christian Pitt, Matthew Ramirez, and Victoria Williams. If yourchild has me for homeroom and their name is not listed...pleasereturn tomorrow. 
Thanks!

DAILY DOSE 5-8 (Week 2 of Daily Dose) Posted: 9/25/17
DAILY DOSE 5-8  (Week 2 of Daily Dose) Posted: 9/25/17
This week we will be looking at 4 new words:
Deride, gawky, interrogate, and blemish.
Your child should be writing these on loose paper and keeping them in a notebook or binder (to save room in their notebooks for writing). We will be looking at analogies this week. For homework tonight, students should practice on the following sites to give them background on the relationships in analogies:
http://www.vocabulary.co.il/analogies/middle-school/6th-8th-grade-analogy-types/
http://www.vocabulary.co.il/analogies/middle-school/middle-school-analogy-match/
Analogies will be included on this week's quiz: 9-29-17 along with our four daily dose words and standard review questions.
Students should also have their drafts ready for their writing by Thursday as we are typing in the computer lab. They have an orange sheet with due dates and a green rubric to help them self-assess. 

Need extra help with sentence structure?
Need extra help with sentence structure?
https://owl.english.purdue.edu/exercises/5/

Quiz tomorrow (Friday 9-22): Daily Dose 1-4, leads, point of view, and dialogue
Quiz tomorrow (Friday 9-22):                                          Daily Dose 1-4, leads, point of view, and dialogue
Study your notes, anchor charts, and all Padlet posts! You will need your writing scenes for your quiz.

Dialogue Rules
Dialogue Rules
Additional resource: https://www.novel-writing-help.com/punctuating-dialogue.html 

NARRATIVE ENDINGS
NARRATIVE ENDINGS
 

Daily Dose, standard review, point of view, and dialogue
Daily Dose, standard review, point of view, and dialogue
Daily Dose is our new approach to vocabulary and standards review. This week your child will have 4 new words. Next week...4 more. Each week will build on the next. Monday we discussed the word unkempt and the standard review discussed personification. Today we looked at the word winsome and the standard review discussed point of view (also our mini-lesson). We also looked at how to stretch our writing scenes with attention to dialogue.

Point of view notes:
Point of view notes:
1st person- from the point of view of the main character. Uses “I”, “my” “me”

2nd person (You): Used in instructional manuals and directions; technical writing.

3rd person limited- the narrator only knows the thoughts and feelings of one character.

3rd person omniscient-  a method of storytelling in which the narrator knows the thoughts and feelings of all of the characters; also known as “all knowing” 

3rd person objective- newspaper articles should be written using the objective point of view if they are "reporting." Opinions are used in editorial writing.

Midterms dates 
Midterms dates 
As we have specifics, we will pass these on:
We will be on regular schedule
October 4- LA, SS, and 1st connection
October 5-Math, Sci, and 2nd connection
Our Writing celebration will be October 5th.
 

Point of view
Point of view
 

LEADS
LEADS
Started Daily Dose 1 today. Plot diagram due tomorrow. Rewrite your lead 2-3 different ways.
 

Dewey Decimal Fun!
Dewey Decimal Fun!
 

PARAGRAPHING 9-14-17
PARAGRAPHING  9-14-17
•Use a NEW PARAGRAPH/ Indent when…

•A very important part needs emphasis
•A new event happens
•A new time
•A new place
•A new character speaks

9-14-17 TRANSITIONS
9-14-17   TRANSITIONS

  SHOWING DIRECTION
 |n the distance To the left/right On the other side
 North, South, East, West   | 
SHOWING PASSING OF TIME
 Then All of a sudden Suddenly
 Afterward, Meanwhile, The next day… ,That night, Last year, Earlier that day, After what seemed like forever…, Until , During, Afterwhile, Previously

Georgia Standards of Excellence
Georgia Standards of Excellence
Do you know your ELA Standards?
https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf
This unit focuses on realistic fiction (reading and writing):
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


Absent 9-13? 
Absent 9-13? 
You need to watch the following Brainpop video clip: https://www.brainpop.com/english/writing/shownottell/
and take this quiz: https://www.brainpop.com/english/writing/shownottell/quiz/print.pdf
Continue to write your scenes using the characters we developed last week. You should have 2 scenes by Thursday (9-14). Vocabulary quiz is still Friday- see notes from last week where we did sentence structure and use notes (and quizlet) below 
Practice on quizlet: https://quizlet.com/_3p0o7x 

Realistic fiction checklist
Realistic fiction checklist
Some of the checklists got cut off by the copier. Here is the original. For now we are writing scenes that may end up (or not) in this final piece. Students should have 2 scenes written by tomorrow. Literary terms quiz is still Friday (as well as our make up library day).
 

Quiz Friday 9-15-17
Quiz Friday 9-15-17
Practice on quizlet: https://quizlet.com/_3p0o7x 
 

📎 Photo
 

📎 Photo
 

9/8/17 FRIDAY
9/8/17 FRIDAY
Copy the warm up and terms in your notes. 
 
Sentence structure and literary terms Powerpoint notes
Powerpoint presentation
Padlet Drive

9/7/17
9/7/17
Today our teaching point was that readers trace character development over time. In a series, authors may reveal the character slowly over the course of the series.
I shared a few ways to "jot" using sticky notes to trace character development. In addition to the resources in the front of their notebooks, students learned today that they can also make connections to themselves, the real world, or other texts. 
T-S Text to self: How do you relate to the events, characters, or feelings of your main character?
T-RW- Text to the "Real World": How does your book relate to the real world? Are there current events, ideas, or themes that connect your book to the real world?
T-T- Text to text: Does your book remind you of another text? Maybe your character is similar to a character from another series. Maybe the theme or events remind you of another text.
Tonight- READING- Add at least one Notice and Note signpost to the handout I gave you. Jot about your character (in your book)- their actions, their traits, their strengths, their flaws.
WRITING-
Continue to think about the story that you will write this unit. Add to your list of characters and continue to write scenes for that character (or another from your list).

What can you do with a "jot?" (Sticky note)
What can you do with a "jot?" (Sticky note)
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

Plotting "The Stolen Party"
Plotting "The Stolen Party"
 

📎 Photo
 

•Warm up: 9/6/17
•Warm up: 9/6/17
Which of the following are examples of compound sentences?
a.He enjoys riding his bike, but I prefer skateboarding.
b.I prefer skateboarding, but he enjoys riding his bike.
c.He enjoys riding his bike; I prefer skateboarding.
d.All of the above

Coordinating Conjunctions: F.A.N.B.O.Y.S.
Coordinating Conjunctions: F.A.N.B.O.Y.S.
 

"The Shapes of Stories"
"The Shapes of Stories"
- Inspired by author, Kurt Vonnegut
 

📎 Photo
 

📎 Photo
 

Flocabulary: Character Traits
Flocabulary: Character Traits
https://www.flocabulary.com/unit/characters/

SCENE BOOT CAMP 8/31/17
SCENE BOOT CAMP 8/31/17
Character traits- who are my characters as people? What are they like? How would I describe them?

 Scene boot camp:

1.Jot a list of character descriptions (at least 5). 
Example from 3rd period: Girl, 15, tall, brown hair/eyes; Internal- deals with anxiety/depression; Setting: School; Problem- parents are getting divorced

2.Choose one of these characters.

3.Give this character a problem. (Internal or external conflict)

4.Put them in a setting that is familiar.

5.Have them interact with at least one other character. Use dialogue and description.

 Scenes:

Scenes are small moments or mini-stories
Include a clear setting that is woven throughout the moment
Have characters who are thinking, talking, acting, or perhaps doing all of those things
Contain a character motivation and obstacle of some sort


📎 Photo
 

📎 Photo
 

What stories do you wish existed in the world?
What stories do you wish existed in the world?
Today we will begin brainstorming ideas for stories we wish existed.
We will also talk about the dangers of the single story: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Homework: Continue thinking about story ideas. Edmodo Snapshot due Friday 9/1. Check with a friend who has completed this task if you are having trouble.

Media Center Day...and a request
Media Center Day...and a request
We do our best to keep the classroom germs free, but with several things already going around we will always need Clorox wipes and hand sanitizer. I've got us covered on tissues for now. 
 It is our library day...so bring those books and remember to check out at least 1 fiction.
 

Notice and note signposts for fiction: www.quizizz.com
Notice and note signposts for fiction: www.quizizz.com
Want to see if your child knows their Notice and Note strategies? 
Log in to http://www.quizizz.com and have them enter code 448533
We will sometimes us this site for warm ups and review.
They also have a bookmark and notes on all of the signposts. These are reading strategies to help your child become a critical thinker and more observant reader.

Watermelon vs. "SEED" IDEAS
Watermelon vs. "SEED" IDEAS
 

For absent students in 3rd, 4th, or 6th period 8/25
For absent students in 3rd, 4th, or 6th period 8/25
Bias- prejudice; strong feelings for or against a group or idea
Boycott- a protest
Candor- honesty
Casualty- death- usually in war
Cause- something you believe in
Characterize- to give a description or attribute to a character
Chronological- in time order
Compel- convince or force to submit
Competent- having sufficient skill or knowledge
Component- a part of
Conclusive- closing, ending; sometimes deals with evidence or "proof"
Concur- to agree with
Condemn- to put down; insult
Confront- to come face to face with; to oppose
Connotation- the feelings and emotions associated with a word; MORE THAN the dictionary definition of a word
Denotation- the literal dictionary definition of a word
Consecutive- in order
Consult- to seek advice from; to ask questions
Contrast- a difference
Copious- many; a lot of something; huge amount

Now, it’s your turn! Write a story with 10 of the words in a way that shows me you understand the definition. You may write on loose paper and turn in on Monday. You should have 10 total, but you may choose to use more if you wish. Underline the words as you use them. 


For absent students in 5th period 8/25
For absent students in 5th period 8/25
ABDICATE- TO GIVE UP
ABRASIVE- TENDENCY TO ANNOY OR a rough surface
ABRUPTLY- quickly
ACKNOWLEDGE- to admit to be true
ACQUIRE- to get or obtain
ADDICT- a person who is obsessed with something
ADEQUATE- enough
ADMONISH- to scold or discipline
AFFILIATION- associated with
AGITATE- to move with great force; to go against
ALLEGE- not proven
ALLOCATE- to set aside for
ALTERNATIVE- "another"; different
AMENDMENT- a change
ANTAGONIZE- to oppose; to make hostile or unfriendly
ATTRIBUTE- a quality
AUTHENTIC- "real"
BAMBOOZLED- deceived; tricked
BELLIGERENT- extremely angry; hostile
BEWILDERED- puzzled or confused

 Now, it’s your turn! Write a sentence with 10of the words in a way that shows me you understand the definition. You may write on loose paper and turn in Monday. Number your sentences. You should have 10. Underline the words as you use them.


Reminder: Vocabulary quiz tomorrow! 
Reminder: Vocabulary quiz tomorrow! 
 3rd, 4th, 6th period: https://quizlet.com/201255094/milestone-vocabulary-2-flash-cards/
5th period: https://quizlet.com/200122961/flashcards

Somebody, Wanted, But, So, Then
Somebody, Wanted, But, So, Then
We used this reading strategy today to help students summarize their independent reading. It works best with fiction, but can even be used in other subjects. 
 

Need more help with sentence structure?
Need more help with sentence structure?
Sentence structure is one thing that is being assessed on the Edmodo snapshot. If you need more help, here is a video...
Compound and complex sentence structure video:
https://www.youtube.com/watch?v=gZ3q8kq1be8

Reading log (blank)
Reading log (blank)
 

Reading Logs and Edmodo Snapshot
Reading Logs and Edmodo Snapshot
I will not print a reading log every week, but you may keep a running list in the back of your composition book (save 4-5 pages for this) or you may print your own from this attachment. I think it is a great idea to keep track of your books as you finish them, not just the minutes so I will post both for you.
Your first Edmodo Snapshot ( think pre-test but for specific skills like spelling, sentence structure, and reading comprehension) is due by next Friday (9/1). It can be done on the computer and should only take 30-35 minutes to complete. It will help me assess your child's skills in those areas and will help me differentiate my lessons for small groups. 
 

Book, Head, Heart (continued)
Book, Head, Heart (continued)
 

Book, Head, Heart...
Book, Head, Heart...
 

Book, Head, Heart
Book, Head, Heart
If you did not conference with me today, I will be checking this on Monday along with your reading log (2 hours). Remember, the "Book" section is where you can summarize, keep track of character/conflict/setting, plot twists etc.
The "Head" (middle) section is for you to record what YOU are thinking as you are reading. The "Heart" section is for you to write down anything you are taking to heart: lessons about life, realizations you have come to after reading, ways that you may have changed/challenged/confirmed your thinking. What is going on the the book? What are you thinking as you read? What are you taking to heart? 
*Kylene Beers/Probst- Book, Head, Heart

 
BHH Graphic w_ Lines-1
PDF document
Padlet Drive

AHA! Moment: Notice and Note signpost
AHA! Moment: Notice and Note signpost
 

Vocabulary for next week:
Vocabulary for next week:
Vocabulary for 8/21-8/25. Quiz #2- 8/25
https://quizlet.com/201255094/milestone-vocabulary-2-flash-cards/
 

📎 Photo
 

📎 Photo
 

Vocabulary goals
Vocabulary goals
Students were introduced to new vocabulary last Friday. These are "high frequency" words that often appear across our curriculum (in many subjects). Your child can review our flashcards for this Friday's quiz here: https://quizlet.com/200122961/flashcards
If you would like to see the entire list, here is a link:
http://www.innovate2educate.co/uploads/1/0/0/2/10025547/grade_7_tier_ii_vocabulary_list_2.pdf
We will also be studying Greek and Latin stems to aid our vocabulary instruction. I will print a hard copy for your child, but here is a link: https://www.byrdseed.tv/wp-content/uploads/2014/08/greek-latin.pdf
(Pay attention to 1-111...the other is an activity we may do later in the year) 

Important papers...
Important papers...
There are many papers coming home today...see Class Dojo for details.
One of the letters is a permission form for you to return concerning the viewing of the solar eclipse next Monday. Permission forms MUST be returned by Thursday of this week (8/17). Please refer all questions to the front office: 478-953-0489. We will have activities planned for that day and will also be extending school hours by approx. 30 minutes. 

📎 MILESTONE VOCABULARY COLUMN 1 Flashcards | Quizlet
 
MILESTONE VOCABULARY COLUMN 1 Flashcards | Quizlet
Start studying MILESTONE VOCABULARY COLUMN 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Friday August 11th
Friday August 11th
Today we will be in the computer lab typing up your "I AM" poems. We will review how to log in to Office 365 and introduce our first vocabulary (quiz next Friday): https://quizlet.com/200122961/flashcards
 
iampoem
PDF document
Padlet Drive

August 10, 2017
August 10, 2017
 Standard:https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf   RL 7.1- cite evidence; RL 7.2- theme/central idea; RL 7.3 analyze elements of story; SL 7.1- Collaborative discussions; FOCUS- fluency and stamina 
EQ: How do we analyze and summarize our stories?
Teaching Point:  Readers form partnerships to set goals and accountability.

Warm up: Read pre-test directions. All you need is a pencil or pen.

 Mini-lesson: Discuss character development, traits, themes, conflict, and reader goals.

Work Session: READING ON DEMAND/Pre-test- 30 m

Partnerships- Review the resources in your notebook and discuss the Book, Head, Heart sheet. What could you add to your reading log?

Closing: Writing suggestion for Writing on Demand (Monday)- heart map

How to annotate
How to annotate
 

Have you completed your Flipgrid?
Have you completed your Flipgrid?
 

Digital literacy
Digital literacy
an infographic

 

Friday Shout Outs
Friday Shout Outs
Congratulations to Donovan Duncan, Nadia Jordan, and Courtney Shaw for sharing your summer reading! I have a surprise for you. Shout out to Ramil Wright for showing responsibility and follow through on your Flipgrid homework. Rewards to you at lunch today

Writing On Demand 8/24
Writing On Demand 8/24
If your child was absent today (8/24) for the Writing On Demand, here is the topic. They need to write make it up at home and spend no more than 45 minutes on it. Here is the prompt I showed the class:

“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best realistic fiction narrative- the best small moment story. You may use your own experiences to help you create this story. This could be a small moment story or it could tell the story of a scene or two. You may write in 1st or 3rd person. You’ll have 45 minutes to write your story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.”
 
 In your writing, make sure you:

• Write a beginning that gets readers into the world of the story and helps them understand what is going on.

• Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.

• Use transition words to help readers understand how the story holds together and when events happened.

• Write an ending, ideally one that connects to what the story is really about.

"I AM" POEM
"I AM" POEM
Tomorrow students will turn in their Coat of Arms/Goal setting sheet (colored) and write their very first narrative "I Am" poem. To get started, they need to think of two adjectives that best describe them. For example: I am creative and unique...I am athletic and witty...this will give the poem its structure. 
 
iampoem
PDF document
Padlet Drive

Homework reminder! DUE: 8/4/17
Homework reminder! DUE: 8/4/17
Homework #1 Flipgrid Introduce Yourself is due tomorrow. Here is the link: https://flipgrid.com/fulton
Also, parents need to connect with me in Class Dojo. An email and/or a cell phone message was sent to you prior to Meet and Greet using the information in Infinite Campus. Email me if you are having issues: tracy.fulton@hcbe.net
Students also need to connect with me in Edmodo. The code changes periodically. It is currently: m38nxc


STUDENT HANDBOOK
STUDENT HANDBOOK
We will continue to review school policies and procedures on Thursday and Friday. Please review carefully and return all signed pages in the folders that went home this afternoon. An explanation of what forms are required is on the front of the packet. Thanks in advance!
 
New_Student_ handbook 2017 PPT
Powerpoint presentation
Padlet Drive

Empty

Edmodo
Edmodo
Join our class using code: zwv758
The code updates weekly...if you have trouble connecting, email: tracy.fulton@hcbe.net
Thanks!
 

Homework #1 Introduce Yourself Due Friday August 4th
Homework #1  Introduce Yourself    Due Friday August 4th
You only have 3 minutes! Tell your first/last name, what class period I have you, something you like to do for fun, and how I can help you in Language Arts. 
https://flipgrid.com/fulton

*If you do not have internet access/video, you will need to make arrangements to complete your flipgrids during homeroom*

 

Flipgrid: Summer reading share!
Flipgrid: Summer reading share!
Only a few students have checked in on our summer reading through our Edmodo group. I don't want you to miss out on the fun and rewards for participating! Trying out this new tech feature, Flipgrid, and I'd love to hear from everyone! Here's the link: https://flipgrid.com/43e38e
You can upload your video chats (similar to RECAP we used during the year,) but a neat way for you to share virtually. Pass it on! I'm working on some surprises for all who join in our fun! Who's going to be first?
 

2017-2018 Students
2017-2018 Students
1. Join recap (see below)
2. Follow our summer reading challenge on Edmodo
3. Do a book talk using Flipgrid...
Having trouble? Email: tracy.fulton@hcbe.net
 

VOCABULARY LIST
VOCABULARY LIST
We will be studying and using the following WORDS TO KNOW weekly:
http://www.innovate2educate.co/uploads/1/0/0/2/10025547/grade_7_tier_ii_vocabulary_list_2.pdf  

Word search
http://thewordsearch.com/puzzle/174272/milestone-vocabulary/ 


VOCABULARY QUIZ #1
VOCABULARY QUIZ #1
Vocabulary quiz column 1 #1-20
https://quizlet.com/200122961/flashcards

Vocabulary quizzes will be given weekly. 



"I AM" POEM
"I AM" POEM

"I Am" poem template: http://freeology.com/wp-content/files/iampoem.pdf                                                    
 

📎 Photo
 

📎 Photo
 

STRATEGIES FOR CLOSE
STRATEGIES FOR CLOSE READING
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

FICTION NOTICE AND NOTE SIGNPOSTS
FICTION NOTICE AND NOTE SIGNPOSTS
 

📎 Document
 
40dde15ca2dfa97be71ca70776a4c485.pdf
PDF document
Padlet Drive

📎 Document
 
2bcaf09831c6e59510c0bdae49621102.pdf
PDF document
Padlet Drive

ELA FRAMEWORK
ELA FRAMEWORK
 

Logging into Infinite Campus for students
Logging into Infinite Campus for students
*Will be unavailable to parents and students until after August 15th*
Middle and High School students now have Infinite Campus portal accounts. They will use the same link that parents use to log in: 
https://campus.hcbe.net/campus/portal/houston.jsp
Their username is their student id/lunch number. 
The password format is 
Ex: John Smith, DOB: 01/03/97 = js010397

Book, Head, Heart
Book, Head, Heart
 

Summer reading group
Summer reading group
If you have not joined our summer reading group, the code is: kb5s8f
This code will lock again after 2 weeks. Email: tracy.fulton@hcbe.net if you have any issues.


MYon READING: FREE s
MYon READING: FREE summer e-books!
Getting Started is Quick and Easy! 
Check out thisshort video with your students for tips on finding and reading great books on myON!  Then follow these simple steps to access the myON platform. 
 
1.    Go to: www.myON.com
2.    Click the Log In Now button and enter the following information:
3.    School Name:  Get Georgia Reading, Georgia   Campaign for Grade Level Reading (Begin typing the     first few letters and select from the drop-down menu.)
          User Name:   houstoncounty
          Password: read
4.    Click onthe "Sign In" button,select a book and start reading!

SUMMER READING GROUP
SUMMER READING GROUP
JOIN our summer reading group using the Edmodo code: xm96ic

 

MYon READING: FREE summer e-books!
MYon READING: FREE summer e-books!
Getting Started is Quick and Easy! 
Check out this short video with your students for tips on finding and reading great books on myON!  Then follow these simple steps to access the myON platform. 
 
1.    Go to: www.myON.com
2.    Click the Log In Now button and enter the following information:
3.    School Name:  Get Georgia Reading, Georgia   Campaign for Grade Level Reading (Begin typing the     first few letters and select from the drop-down menu.)
          User Name:   houstoncounty
          Password: read
4.    Click on the "Sign In" button, select a book and start reading!

Milestone progression: TARGET GOALS
Milestone progression: TARGET GOALS
Reminders: All students brought home progress reports and if they tested at Thomson last year, they also brought home Milestone scores from 6th grade. I just wanted to share the ELA progression that was on the back of your Milestone scores. We aim for all students to be "distinguished" learners. As we start goal setting and aiming for progress, these are the criteria:
 

Informational Writing Checklist (part 2)
Informational Writing Checklist      (part 2)
Here are checklists to help you edit your drafts...presentations begin next Friday! (5/12)
 

Information Writing Checklist
Information Writing Checklist
 

STEM at TMS
STEM at TMS
We are working diligently to become a STEM certified school. Ask us how we are supporting science, technology, engineering, and math standards...
"Explore and discover.  Learn and teach.  Build and share.  It’s what NASA and teachers and parents do.”
Barbara Morgan, Educator Astronaut, Mission Specialist on STS-118
 
IN ELA we will be using our language skills in the area of research, speaking/listening, and integrating technology resources to help your child with 21st century skills building. 
Our readers' and writers' workshop will allow for choice in reading and developing writing skills that carry over into ALL subject areas.
 

Narrative On-Demand Writing Assessment: Tuesday Aug. 8th
Narrative On-Demand Writing Assessment: Tuesday Aug. 8th
Reading On Demand: August 10th

Grades 6-8  Narrative

“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best personal narrative, the best small moment story, of a time in your life. This could be a small moment story or it could tell the story of a scene or two. You’ll have 45 minutes to write this true story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.”

In your writing, make sure you:

• Write a beginning that gets readers into the world of the story and helps them understand what is going on.

• Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.

• Use transition words to help readers understand how the story holds together and when events happened.

• Write an ending, ideally one that connects to what the story is really about.


ARGUMENT PROTOCOL
ARGUMENT PROTOCOL
 

Vocabulary practice
Vocabulary practice
http://vocab.com/join/2M6FJWS
Join this online class for a boost in vocabulary over the summer! We will be using this as an added resource during the year.

Informational writing techniques
Informational writing techniques
 



add 

# data[].attributes.body
TPF8NK
 https://newsela.com/quickjoin/#/TPF8NK
6. Continue to study ALL terms below for Milestone review:
MILESTONE REVIEW TERMS:
Study literary terms:
https://quizlet.com/315103161/literary-vocabulary-quiz-1-flash-cards/ 
Poetry terms:
https://quizlet.com/190686651/poetry-terms-flash-cards/ 
Sentence structure:
https://quizlet.com/356675229/grammar-sentence-structure-flash-cards/
Argument terms review: https://quizlet.com/179399408/argumentative-unit-flash-cards/ 
https://quizlet.com/356673062/argument-quiz-2-flash-cards/
more_vert
March 18-22nd
March 18-22nd
Warm up and Mini-Lesson- Copy Daily Dose words in vocabulary section.
Mini-Lesson: 
Then...
1.Type your "I am From" Poem
2. March Madness! Final 4 book voting:
7th Grade | https://tinyurl.com/7final4   | http://tinyurl.com/y5qhx59j
3. Study Daily Dose words- Daily Dose quiz #6- Friday 3/22
4. Flipgrid- "I am From Poem" due Thursday- see posts below for codes and directions.
5. Go to https://newsela.com/read/lib-convo-poetic-meter/id/31065/quiz/0/ 
and take quiz. Code:   TPF8NK
 https://newsela.com/quickjoin/#/TPF8NK
6. Continue to study ALL terms below for Milestone review:
MILESTONE REVIEW TERMS:
Study literary terms:
https://quizlet.com/315103161/literary-vocabulary-quiz-1-flash-cards/ 
Poetry terms:
https://quizlet.com/190686651/poetry-terms-flash-cards/ 
Sentence structure:
https://quizlet.com/356675229/grammar-sentence-structure-flash-cards/
Argument terms review: https://quizlet.com/179399408/argumentative-unit-flash-cards/ 
https://quizlet.com/356673062/argument-quiz-2-flash-cards/

 
March 2019
Powerpoint presentation
Padlet Drive

Flipgrid: "I am From" poem- due by next Thursday 3/21
Flipgrid: "I am From" poem- due by next Thursday 3/21
Share your "I am From" poem on Flipgrid. Respond to at least three other poems. You will also need to print a hard copy of the poem to add to our class collection.
Password: Tigers2018
Your Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/e23ad0bb

Need an example? See attache
 
I am From poem example- Fulton
Word document
Padlet Drive

Poetry presentation rubric- due 3/14; See post below for example
Poetry presentation rubric- due 3/14; See post below for example
 
Poetry_Research_Presentation_rubric.docx
Word document
Padlet Drive

March 13, 2019
March 13, 2019
Pre-test- Poetry
EQ: How can I prepare for our poetry unit? How can I show my research skills?
Poetry presentations due tomorrow. (see rubric and example)
 
Poetry_presentation_example.pptx
Powerpoint presentation
Padlet Drive

March 12, 2019 STEM DAY: GRODAN LAB
March 12, 2019  STEM DAY: GRODAN LAB
ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELAGSE7RI5: We read informational texts and analyze the structure an author uses to organize a text.
ELAGSE7L4: We present claims and findings in short research projects.
ELAGSE7W2: We write informational texts.
ELAGSE7W9: Research- We draw evidence from informational texts to support analysis, reflection, and research.
GRODAN LAB REFLECTION QUESTIONS
1. Prediction: What are the best conditions for growing the plants on Mars- regular soil or Grodan system?
2. Read the three articles. Pay attention to the text features: headings, illustrations, captions, definitions, graphics
3. Take notes as you go. Remember to include facts and keep track of sources.
4. Are the articles informational or argumentative?
5. Write down any unknown vocabulary (Word Gaps).
6. Which article was most challenging?
7. Did your prediction change after reading the articles?
8. Summarize each article into 2-3 paragraphs.
Homework: Continue to review Milestone terms; Review literary terms; Poetry pretest tomorrow; Daily Dose quiz Friday.

Daily Dose- quiz Friday
Daily Dose- quiz Friday
EQ: How does poetry differ from other genres of  reading/ writing?
Warm up: Daily Dose 4
Mini- lesson: Poetry- 

Flocabulary https://www.flocabulary.com/search/?q=poetry ; United Streaming- https://app.discoveryeducation.com/learn/collections/83605a0f-586a-4ada-bb6d-1826aa2fc93b?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation 
Literary terms- simile/ metaphor
https://www.youtube.com/watch?v=pEMPUbPVJis 
Work session:
Poetry practice 
Biography.com- find a poet and write a brief summary of their life and work. Include at least ten facts.
Homework:  Continue to review Milestone terms; Review literary terms
Find a poem you would like to share Thursday and Friday
DAILY DOSE- quiz FRIDAY
Jubilant- (JOO buh luhnt) adjective: very happy and delighted 
Livid- (LIV id) adjective: very angry 
Encumber- (in COME bur) verb: to weigh down, burden 
Erroneous- (ear ROAN e us) adjective: containing an error 
Cantankerous- (con TANK er us) adjective: hard to get along with; ornery  

Vocabulary practice
Vocabulary practice
Increase your vocabulary for our poetry unit and pop culture.
Prizes awarded to those who score the highest! Starbucks Mode earned for the CLASS with the highest average!
http://vocab.com/join/387AZXQ

Book March Madness
Book March Madness
Don't forget to vote in our run-off of BEST BOOK of 2018! Here are the links!
Prizes for the grade who rates the most ;)
7th Grade | http://tinyurl.com/7sweet16 | 
 http://tinyurl.com/y5qhx59j

March 7, 2019
March 7, 2019
EQ: What is a comparative adjective? Superlative adjective?
Warm up: Brainpop
Mini- lesson: Positive, comparative, and superlative adjectives
https://www.youtube.com/watch?v=aSSXkVKbeII 
https://www.youtube.com/watch?v=OKWHura1jdU 
Work session:
Review narrative grades
Information 2
Adjective practice
Kahoot: https://kahoot.it/challenge/0468246 Code:  0468246
Reading practice
Homework: Daily Dose #4 16-20 quiz tomorrow

March 6, 2019
March 6, 2019
EQ: How do I make inference?
Warm up: Inference examples
Mini- lesson: Inference https://www.youtube.com/watch?v=aQbmBzmiRR0 
https://www.flocabulary.com/unit/inferencing/ 
https://www.youtube.com/watch?v=dsQC4nEERYo 
https://www.youtube.com/watch?v=N3r_uS0EPqc 
Work session:
Inference- Quizizz LIVE GAME
Homework: Daily Dose #4 16-20 quiz Friday; Poetry presentations 3/14=3/15; Finish Inference classwork
Want a head start on tomorrow's homework? https://kahoot.it/challenge/0468246  Code:  0468246

February 28, 2019
February 28, 2019
EQ: What are personal, possessive, reflexive, and demonstrative pronouns?
Warm up: Post test and Daily Dose reminders
https://www.youtube.com/watch?v=Zoh8XpfcF-c 
https://www.youtube.com/watch?v=RDVsQWJLlpM 
https://app.discoveryeducation.com/learn/videos/f0d2ca67-ed00-478c-b3fd-63e414a8c33e/ 
Mini- lesson: Reflexive and demonstrative pronouns
Work session:
Pronoun practice
Homework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone; Post test TOMORROW!

Study Materials
Study Materials
Daily Dose quiz 3 tomorrow!
https://quizlet.com/_67okk6 

Post Test Friday
See attached
 
Post Test Friday
Word document
Padlet Drive

February 27, 2019
February 27, 2019
EQ: What is the difference between a subject and object? Direct and indirect object?
Warm up: Narrative practice- on board
Mini- lesson: Subject/ object; direct and indirect objects
https://app.discoveryeducation.com/learn/videos/b108d32f-2d52-4048-8476-b03863ad7db2/ 
https://www.khanacademy.org/humanities/grammar/syntax-sentences-and-clauses/subjects-and-predicates/v/subject-direct-object-and-indirect-object-syntax-khan-academy 
https://www.youtube.com/watch?v=g6im8sM4kc4&t=20s 
Work session:

Exercise 4- Subject and Direct/Indirect Objects

Packet- Direct and Indirect objects; Transitive and Intransitive verbs
uHomework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone and POST TEST FRIDAY.

February 26, 2019
February 26, 2019
EQ: What is a possessive noun? Possessive pronoun? How is it different than plural nouns/prounouns?
Warm up: Daily Dose practice; USA testprep
Possessive nouns- https://www.flocabulary.com/unit/possessive-nouns/ 
https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-pronoun/possessive-and-reflexive-pronouns/v/possessive-pronouns-the-parts-of-speech-grammar 
https://app.discoveryeducation.com/learn/videos/afa92199-bd08-452f-bd15-be648f2b27a5/ 

Mini- lesson: Pronouns, Possessives, and Plurals
Work session:
Possessive pronouns, nouns, and plurals.

Homework: Begin studying terms for Milestone; Pronoun practice; Quizzizz due tomorrow- Code 472335; www.joinquizizz.com

GRODAN LAB RESEARCH TEAM- 7C Contributions
GRODAN LAB RESEARCH TEAM- 7C Contributions
Post to the following padlet your findings about the Grodan lab, growing plants on Mars, and other resources related to our hands-on research. All students should find at least 10 facts to share with the class
Post here: https://padlet.com/tracyfulton03/58dnwpeiobdr

MONDAY 2/25/19
MONDAY 2/25/19
EQ: What is the difference between active and passive voice?
Warm up: Daily Dose #3; Test taking- Flocabulary  https://www.flocabulary.com/unit/active-passive-voice/  
Mini- lesson: Active and passive voice
Work session: CNN NEWS
Submit WRITESCORE ESSAYS.
Review MILESTONE TERMS
BOOK FAIR PREVIEW (10:35, 11:45, 12:55, 2:00)
Active and passive voice
Give out terms for Milestone and Midterms

Homework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone; POST TEST FRIDAY!

QUIZIZZ- SEE BELOW POST
 
Active and passive voice
Word document
Padlet Drive

Monday February 25, 2019
Monday February 25, 2019
Active and passive voice
Homework: QUIZIZZ- 
GAME CODE 
 472335 
 Ask your students to join game with this code at  https://join.quizizz.com 
 
Active and passive voice
Word document
Padlet Drive

MIDTERMS, MILESTONES, and POETRY PRESENTATION
MIDTERMS, MILESTONES, and POETRY PRESENTATION
See attachment for directions and rubric.
Poetry presentations and MIDTERMS will begin 3/13-3/15
Post test on argument- 3/1
Daily Dose quiz 3- 3/1
RESOURCES for POETRY RESEARCH PRESENTATIONS:
https://www.poetryfoundation.org/ 
https://www.biography.com/ 
http://poetry.org/ 
https://www.poemhunter.com/poems/poetry/
 
Poetry_presentation_and_midterm_info_.docx
Word document
Padlet Drive

POETRY PRESENTATION
POETRY PRESENTATION
https://www.poetryfoundation.org/ 
https://www.biography.com/ 
http://poetry.org/ 
https://www.poemhunter.com/poems/poetry/ 
  

   




Homework: 3/4/19
Homework: 3/4/19
EQ: How can I recognize prepositions and prepositional phrases? 
What is the object of a prepositional phrase?
Warm up: Preposition pre-test; Daily Dose #4 16-20
Mini- lesson: preposition song; Flocabulary
Work session:
Preposition practice
Prepositions in songs https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_in_songs/prepositions/102296 
Find a poet/poem you want to share with the class. Create a visual (powerpoint, brochure, or poster) to share with the class on 3/14-3/15 during Midterms.
Homework: Daily Dose quiz 4 Friday; Poetry presentations 3/14-3/15; Quizizz on prepositions
1. Quizizz- Prepositions
GAME CODE
080682
Ask your students to join game with this code at https://join.quizizz.com
2. Study Daily Dose words: bloat, disgruntled, somberly, condemn, ponder- quiz Friday
3. Poetry research- see rubric in post below. Presentations due: 3/14
4. *If you did not finish the song sheet, here are the songs you will need
 “Earth Song”- Michael Jackson
“Heroes”- Wallflowers
Fiona Apple- “Across the Universe”
“Stressed Out”- 21 Pilots
“Lean On”- Major Lazer
“Bloodstream”- Foy Vance
“My Way”- Sinatra
“Sun and Moon”- Above and Beyond
“Dreams”- Cranberries
“Just a Day”- Feeder
“Under Pressure” – Queen
 “Mosh”- Obie Trice
“Insomnia”- Faithless
“Feeling Good”- Muse


February 20-22nd
February 20-22nd
All students will be taking the Writescore assessment this week. It should take two class periods, but you may have some time Friday if needed.
There will be no Daily Dose quiz this week- they will resume next week.
Reminder- progress reports and several things from the office will go home TODAY. Please sign/return the progress report to your homeroom teacher.

A look ahead...
We will be finishing our argument unit next Friday. Students will take a post test on this day (3/1) along with quiz 3 Daily Dose (words 11-15)- see below. We will also begin test prep including more grammar concepts, poetry, and USATestprep practice. Students will begin having review homework nightly in addition to their Daily Dose words... so, be on the lookout! 

No DAILY DOSE quiz for week of 2/11 or 2/20; Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1
No DAILY DOSE quiz for week of 2/11 or 2/20;  Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1
ALOOF: (a LOOF) adjective: distant or not friendly
WAYWARD: (WAY word) adjective: reckless, disobedient
HUMDRUM: (HUM drum) adjective: lacking excitement; boring
DORMANT: (DOOR mant) adjective: not active, sleeping
OUTWIT: (out WIT) verb: to be more clever than someone else; to outsmart


SAMPLE WORKS CITED example
SAMPLE WORKS CITED example
Remember to check Purdue Owl for MLA citation reference: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
Example- see attachment.
 
Works Cited example for competitive sports(1)1
Word document
Padlet Drive

VALENTINE HAIKU
VALENTINE HAIKU
Post your valentine haiku here: https://padlet.com/tracyfulton03/qslbq201uwzh
Please put your name and class period

Reminder-
Haikus are three line poems with the following pattern:
5 syllables
7syllables
5 syllables

Example: 
Hearts represent love (5 syllables)
Love is a beautiful thing (7 syllables)
Valentine's Day love (5 syllables)

REMINDER...
REMINDER...
All competitive sports essays are due by the end of class on Wed. 2/13. If your child is going on the gifted field trip, the deadline was announced ahead of time. If they did not turn it in, our late policy (-10 points every day late) applies. This essay counts as two test grades.

More sources- Competitive Sports
More sources- Competitive Sports
https://newsela.com/text-sets/134472

https://newsela.com/read/sports-outside-the-box/id/48437/

https://www.youtube.com/watch?v=ciM1P_Smpq8


AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11
AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11
https://quizlet.com/16353925/aaawwubbis-word-list-flash-cards/

DAILY DOSE quiz 2: Words 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy 
•Interrogate-(in TARE uh gate) verb: to question 
•Blemish-(BLIM ish) noun: a noticeable imperfection 
•Ambush- (AM bush) verb: to hide and then attack 
•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion 



February 6, 2019
February 6, 2019
•EQ: How can I review for the Milestone?
•Warm up: Connotation/Denotation- quizizz
•Mini-lesson: Video; Coordinate adjectives
•https://www.youtube.com/watch?v=OfxiZdsqGeA 
•https://www.youtube.com/watch?v=rA0a5H-P9Co 
Work session: (Turn in any work not finished yesterday- 
Skills check/ Standard review 2)
•1. Connotation sheet
•2. Coordinate adjective sheet
•3. Phrases and clauses practice
Homework: FINISH any incomplete work
•AWUBIS quiz Friday; Daily Dose 6-10 quiz Friday
•ESSAY due next Wed. 2/13
Coordinate adjective practice- Due by Friday- https://join.quizizz.com
code- 689468

February 5, 2019
February 5, 2019
•EQ: How can I prepare for Milestone testing?
•Warm up: Skills check 1-10
Mini-lesson: Daily Dose 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy 
•Interrogate-(in TARE uh gate) verb: to question 
•Blemish-(BLIM ish) noun: a noticeable imperfection 
•Ambush- (AM bush) verb: to hide and then attack 
•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion 

CNN NEWS
Work session:
•Review Grammar work, Modifiers, and argument practice
•Standard Review 2
Milestone test prep
Homework: DAILY DOSE and AWUBIS words quiz FRIDAY.

**If you struggled with the standard review questions today, please review your notes...here are some you may have missed**
What is a flat character type?
Flat characters are two-dimensional in that they are relatively uncomplicated and do not change throughout the course of a work. By contrast, roundcharacters are complex and undergo development, sometimes sufficiently to surprise the reader.
 
What is an example of a round character?
A round character is a term coined by E.M. Forster and is the direct opposite of a flat character. A round character is extremely realistic, behaving and speaking in a "real life" manner. The character is complex and increases in complexity throughout the story.
 
What is meant when a character is called static?
All characters in a story are either dynamic or static. A static character is one who doesn't undergo any significant change in character, personality or perspective over the course of a story. A dynamic character, in contrast, undergoes a major transition in one or more of these ways.
 
What is a dynamic character in a story?
All characters in a story are either dynamic or static. A static character is one who doesn't undergo any significant change in character, personality or perspective over the course of a story. A dynamic character, in contrast, undergoes a major transition in one or more of these ways.
 
Protagonist- the hero of the story
 
Antagonist- the “villain” of the story

February 4, 2019
February 4, 2019
•EQ: How can I revise and edit my body paragraphs in an argument writing? How can I write a strong conclusion?
•Warm up: Pennies for Patients video
•Put checklist in your notebook- writing section.
•Work session:
Library- directions from Dr. Jackson.
Lab- Continue typing and editing your argument writing.
Homework- AWUBIS quiz Friday. Know ALL subordinate conjunctions for quiz. Daily Dose words- quiz 2. 

January 30, 2019
January 30, 2019
•EQ: How can I improve my argument writing using graphic organizers and source information? How can I prepare for Milestones?
•Warm up: GRAMMAR practice; FLOCABULARY- What makes a credible source? 
•Mini-lesson- 
•Argument videos https://www.youtube.com/watch?v=5ZFIL-A6r08&t=104s 
•https://www.youtube.com/watch?v=LomYIQq_rIY 
Work session:
1.Finish argument and modifier practice. 
Review answers.
READ independently
Time allowing- Discovery Streaming
Graphic organizer and source information.
Homework: Study Daily Dose words for quiz Friday.
*Work on drafting your essay. Due 2/13

📎 What Are the Benefits of Competitive Sports for Youth? | Livestrong.com
 
What Are the Benefits of Competitive Sports for Youth? | Livestrong.com
Any parent knows that young children are filled with energy, eager to run, jump and play. Transferring that natural energy to competitive sports can help keep kids active and healthy as the grow, and other distractions increase that may lead to a more sedentary lifestyle.
LIVESTRONG.COM

January 30, 2019
January 30, 2019
•EQ: How can I improve my argument writing using graphic organizers and source information?
•Warm up: Daily Dose review
Mini-lesson: Graphic organizer and source information.
Work session:
1.Finish argument and modifier practice.
2.Fill out the new graphic organizer.
3.Work on drafting your essay. Due 2/13
Homework: Study Daily Dose words for quiz Friday. Essay due: 2/13

Warm up: Write the sentences in your vocabulary section and answer using the word bank.
Unkempt    absconded    winsome    mortified     deride

1.Which word is a SYNONYM for “pretty” or “pleasant”

2. The robber ___________ with the money after the heist.

3. I was _____________ when I spilled my drink at lunch.

4. After spilling my drink, other students __________ me.

5. The stray animal’s fur was disheveled and it was __________.

TEDTALKS- argument
TEDTALKS- argument
Watch the following videos to gain a better understanding of debate:
https://www.ted.com/playlists/482/talks_to_support_a_healthy_deb

Review this video to help you with your argument essay: due 2/13
https://www.youtube.com/watch?v=IqoBFLEKNc4


Daily Dose quiz #1- Friday 2/1/1
Daily Dose quiz #1- Friday 2/1/1
https://quizlet.com/_60xzif

Daily Dose 1-5- quiz Friday
Daily Dose 1-5- quiz Friday
•Unkempt- not groomed
•Winsome- pretty, charming
•Mortify- to embarrass
•Abscond- to run away and hide (something)
•Deride- to make fun of (someone)

Daily Dose 1-5- quiz Friday
Daily Dose 1-5- quiz Friday
•Unkempt- not groomed
•Winsome- pretty, charming
•Mortify- to embarrass
•Abscond- to run away and hide (something)
•Deride- to make fun of (someone)

January 28, 2018- Monday
January 28, 2018- Monday
•EQ: How does a writer write a well-developed introduction?
Warm up: Sentence structure practice
•Copy anchor chart- Ways to Introduce an Argument- anchor chart
•DAILY DOSE review 1-5; Sentence practice
Work session:
•Drafting argument essay- competitive sports
•6th period- Retest sentence structure
•Homework: Continue to review vocabulary, sentence structure, and drafting your essay. Final copies due: 2/13/19. Quiz Friday- Daily Dose

Learning Progression for Argument Writing
Learning Progression for Argument Writing
 
WritLearnProg_3-9_ARG
PDF document
Padlet Drive

How to Write an Argument...
How to Write an Argument...
 
G7B3_CH_HowWriteArgument (3)
PDF document
Padlet Drive

Ways to Conclude an Argument Writing...
Ways to Conclude an Argument Writing...
Techniques for Powerful Conclusions
• Restate claim and reasons.
• Emphasize why claim and evidence matter.
• Acknowledge the debate surrounding the argument and
situate your claim.
• Let your argument help you to grow a new insight to leave
reader with something new to think about.
 

Samples of three conclusions- which one is better?
Samples of three conclusions- which one is better?

Conclusion 1: “As you can see, middle school tryouts for competitive sports
should end. Join the drama club instead.”
Conclusion 2: “The issue of middle school tryouts is a complex one. There is
no doubt that tryouts are in some ways are a historical tradition. But simply
because something has been the tradition doesn’t make it right. The best
traditions are not those that have been around the longest, but those that make
everyone feel a part of them. And by definition, tryouts exclude some members
of the school. It should be a priority for our school to allow anyone and everyone
to join our teams. A good first step is to help develop our intramural programs.
If you are interested, note the ‘End Sports Tryouts’ flyer on the front hall bulletin
board.”
Conclusion 3: “In summary, middle school tryouts for competitive sports should
be abolished. They are absolutely, 100%, wrong. They cause stress, unhealthy
habits, and exclusion among peers. In today’s world, these problems are only
the beginning, leading to students being medicated for depression, becoming
suicidal, and needing ADHD medication. Try joining an intramural team instead,
and boycott all sports tryouts.”

Checklist for Creating Body Paragraphs
Checklist for Creating Body Paragraphs

____ 7. End your body paragraph by referring back to your
claim and reason.
____ 6. Give and explain another piece of evidence (In
addition [evidence c] . . .).
____ 5. Explain how that evidence supports your reason
(This is important because . . .).
____ 4. Give another piece of evidence (Also [evidence b]
. . .).
____ 3. Explain how that evidence supports your reason
(This shows that . . .).
____ 2. Give the first piece of evidence (For example [evidence
a] . . .).
____ 1. Write the first topic sentence (One reason I think
[claim] is that . . .).

Mentor Essay: Argument 1
Mentor Essay: Argument 1

Friends, classmates, teachers, and administrators of Thomson Middle School:
Imagine this: you’re in ELA class and one day, the teachers says that you can only
stay in the class if your grades are better than your friends’ grades, otherwise you will be cut from the class and won’t be able to study English anymore. How would you feel? Does that sound fair? Fortunately, this doesn’t happen in our regular classes, but it does happen with our sports teams. Because there are tryouts for our sports teams, not everyone can play. That’s just wrong.

While competitive sports at our school are an important tradition and do boost
school spirit, they require kids try out and the teams are small. That means only a small number of kids get the advantages of them. I am proposing that our school should sponsor some intramural and club sports. Intramural sports will make the sports in our school inclusive and fun.

One reason our school needs intramural sports is that they allow everyone in
the school to participate. There aren’t any tryouts for intramural sports. Tryouts lead to cuts, which excludes some students from participating. Let me tell you about my friend, Ryan, who attends another middle school. Ryan lived and breathed basketball. He spent his whole childhood playing it. Every spare moment of his time. Then Ryan had an accident, and hurt his leg. He had to stop playing basketball for a year, and it defeated him. But when he entered 7th grade, his doctor cleared him to play. He was so enthusiastic. He was over the moon. Ryan tried out for the team. But since he hadn’t played or practiced in over a year, he was cut from tryouts. This time Ryan was worse than defeated. He was devastated. Ryan was excluded from the basketball team because of bad luck and bad timing. In intramural sports, anyone who wants to play
simply creates a team, or joins an existing team.

Another reason intramural sports would be a great addition to our school is
because they are fun! According to ESPN, 38% of boys and girls quit competitive sports because they were not having fun. The very origin of the word “sport” means “pleasure” “amuse” and “play.” Intramural sports will put the fun back into sports. People could argue that competition can be fun too, and intramural sports can be competitive without being elite, with tryouts to keep the less good players away. But it would be a nice if some of the sports teams at our school could be all about having fun, and could encourage people to just show up and play in ways where having fun is the whole point.

It’s true, competitive sports do have their good side. For one thing, they are wildly
popular. Just look at how many people go to our football games. My whole family goes to the games and we enjoy yelling our heads off for our team. And last year, when our girls’ basketball team went to the state tournament, that brought about a lot of school spirit. Also, competitive sports have been a tradition at our school for decades. I know this from my own experience because my older siblings and even my mom and uncles played when they went here. But don’t we want all kids to be able to be a part of the sports tradition at this school instead of just a small number? If all kids attend ELA and other subjects, why shouldn’t they all participate in the sports tradition? Offering intramural and club sports teams in addition to the competitive teams will help us to achieve this goal.


Example of an introduction
Example of an introduction

Forcing middle schoolers to try out for competitive sports is hotly contested
because people hold varying opinions on the issue. Some people argue that
tryouts are a time-honored, traditional way to select the best athletes for a
middle school team. Others argue, however, that tryouts for competitive sports
exclude kids from participating on a team, cause students undue stress, and
can lead to unhealthy practices. ryouts for middle
schoolers should be discontinued in favor of other measures.

Ways to Introduce 
Ways to Introduce 
 

Logging into Infinite Campus for students
Logging into Infinite Campus for students
*Will be unavailable to parents and students until after August 15th*
Middle and High School students now have Infinite Campus portal accounts. They will use the same link that parents use to log in: 
https://campus.hcbe.net/campus/portal/houston.jsp
Their username is their student id/lunch number. 
The password format is 
Ex: John Smith, DOB: 01/03/97 = js010397

February 6, 2019
February 6, 2019
•EQ: How can I review for the Milestone?
•Warm up: Connotation/Denotation- quizizz
•Mini-lesson: Video; Coordinate adjectives
•https://www.youtube.com/watch?v=OfxiZdsqGeA 
•https://www.youtube.com/watch?v=rA0a5H-P9Co 
Work session: (Turn in any work not finished yesterday- 
Skills check/ Standard review 2)
•1. Connotation sheet
•2. Coordinate adjective sheet
•3. Phrases and clauses practice
Homework: FINISH any incomplete work
•AWUBIS quiz Friday; Daily Dose 6-10 quiz Friday
•ESSAY due next Wed. 2/13
Coordinate adjective practice- Due by Friday- https://join.quizizz.com
code- 689468

March Madness- Book edition!!!
March Madness- Book edition!!!
We still have almost 2 weeks to nominate books!  Please help me get more nominations.  Students (and you) can nominate as many books as they want until we close nominations on February 1.  High school students have nominated over 240 titles and we only have a little over 40 from middle school.  I know our middle school students are reading – help us get them nominating too!!!
 
Tiny URL:  https://tinyurl.com/msmarchmadness and the QR code is attached!
 

STANDARDS we are focusing on this semester...
STANDARDS we are focusing on this semester...

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what 
•the text says explicitly as well as inferences drawn from the text. 
ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. 
WRITING (W) 
•a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 
•b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.   
ELAGSE7RI6: Determine an author’s point of view or purpose in a text and 
•analyze how the author distinguishes his or her position from that of others.   


ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

January 22, 2019- Tuesday
January 22, 2019- Tuesday
EQ: What is a coalition group and how will they be used in class?
TEACHING POINT: When a researcher is charged with the task of studying a particular topic, one of the first things he/she needs to do is clarify the focal question or subtopic.
•Warm up: USATestprep questions- sentence structure 1-20
•Mini- lesson: Argument checklist
•Daily Dose 1-5
•Work session:
•Coalition groups- Read three more articles on competitive sports; Decide your claim. Add to your pro/con list. Prepare to write your flashdraft with your position statement and thesis statement using the graphic organizer.

Homework: Finish writing your position statement (claim) and thesis statement using your graphic organizer. Daily Dose quiz 1-5 on Friday and RETEST over sentence structure- 1/25.
Extra practice: 

1-18-19
1-18-19
•EQ:  How can I use the Argument checklist to help guide my writing?
Warm up: Punctuate the following:
After throwing a 48-yard “Hail Mary” pass quarterback Doug Flutie won the game for Boston College. 
MLK warm up; https://www.flocabulary.com/unit/week-in-rap-january-22-2016/ 
Mini- lesson: Dangling Modifiers https://www.khanacademy.org/humanities/grammar/syntax-conventions-of-standard-english/dangling-modifiers-and-parallel-structure/v/dangling-modifiers-syntax-khan-academy - handout to put in notebook; GRAMMAR section
Work session: Quizzes- Terms and sentence structure
Closing- MLK video https://app.discoveryeducation.com/learn/collections/4d904dd6-06f4-484d-9a6a-657cca61deaa?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation 
Homework: Continue thinking about your position on competitive sports for next week. Enjoy your 3 day weekend!

MLK speech
MLK speech
What makes Martin Luther King's speech persuasive? What debate qualities does he show as a speaker? As a writer, what figurative language do you hear in the speech?
https://www.youtube.com/watch?v=I47Y6VHc3Ms

January 17, 2019- EQ and Lesson Plan- keep scrolling for anchor charts and homework. Don't forget your test tomorrow!
January 17, 2019- EQ and Lesson Plan- keep scrolling for anchor charts and homework. Don't forget your test tomorrow!
•EQ: How to you “keep your audience with you” when you are debating?
•Teaching point- When making an argument, you need to analyze the evidence in a way that helps your reader stay with you.
•Warm up: Copy “Ways to Analyze Evidence” anchor chart
•Mini- Lesson: Making Quotes Work; Crediting the Source- http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 
•Quotation marks- https://www.flocabulary.com/unit/quotation-marks/

Work session: Practice quiz and crossword
Moves that Pay Off in Arguments
Read 3 more articles about competitive sports. Take notes. Flashdraft a paragraph summarizing what you read. Be sure to credit your sources. Make a WORKS CITED page for your sources using the Citations reference page.
Begin putting your debate together for Competitive Sports.

Homework: Study terms and sentence structure notes on padlet.
More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2
Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12 
QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/
Sentence structure:
https://quizlet.com/_5wcsd9

SENTENCE STRUCTURE:
Simple sentence- A sentence consisting of one independent clause and no dependent clause.
•Example: I like to go to the mall.
Compound sentence- a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions.
•Example: I like to go to the mall, but my friend prefers to go to the movies.
Complex sentence- A sentence with one independent clause and at least one dependent clause.
•After the mall, my friend and I will go to the movies.
Compound-complex sentence- at least one dependent clause and two or more independent clauses.
We went to the movies, but we did not see one because the one we wanted to see was no longer showing.

Ways to Analyze Evidence 1-17-19
Ways to Analyze Evidence 1-17-19
 

Making Quotes Work- 1-17-19
Making Quotes Work- 1-17-19
 

January 16, 2019- Ranking evidence, subordinate conjunctions (AWUBIS), and debate
January 16, 2019- Ranking evidence, subordinate conjunctions (AWUBIS), and debate
•EQ:   How do I sift through my evidence and rank it?    
•Teaching Point- When defending an argument with text evidence, you want to sift through your evidence.
•Warm up: Jackie Robinson “The Early Years”
AWUBIS activity- Write complex sentences using one of your AWUBIS words. USE YOUR NOTES!
•Example: Although it was late, I still needed to study for my quiz on Friday.
•Mini- Lesson: Ranking evidence- anchor chart; Text features: https://www.flocabulary.com/unit/text-features/ 
•FINISH Fox vs. Magpie debate
•Read “Get off the Couch and Play” and listen to Wisdom from a 10 year old about His Head Injury” https://www.nytimes.com/2009/11/29/sports/football/29cohen.html# 
•Re-read articles from homework and form a claim for competitive sports.
Work session: Share in small groups about the 3 articles you read for homework. What can you add to your original Pro/Con list?
Homework: Study for quiz on Friday

1-16-19 Ranking evidence
1-16-19 Ranking evidence
 

LINK to resources for this unit
LINK to resources for this unit
For our class resources for Unit 3, here is a link that includes anchor charts:
http://writing.cajonvalley.net/grade7/assets/unit3.html

In addition, this link includes text sets we will be using in coalition groups AND individual research for your final position paper- 2-13-19. We will have multiple days in the media center, computer lab, and use of the mini-computer cart for students who do not have access at home.

January 15, 2019
January 15, 2019
•EQ: What is important to remember in a debate?
•Teaching Point- When you are debating, you want to state your claim, give reasons to back up that claim, and give evidence to support your reasons. 
•Warm up: Paste “How to Write an Argument” in your notebook
•Mini-lesson: Claims, evidence, and reasons
•Work session:
•1. Copy AWUBIS notes- put in grammar section
•2. Debate- Fox and Magpie- Debate protocol
•3. Read “Get off the Couch and Play” and listen to Wisdom from a 10 year old about His Head Injury” https://www.nytimes.com/2009/11/29/sports/football/29cohen.html# 
•Re-read articles from homework and form a claim for competitive sports.
Homework: Continue to study your terms and sentence structure notes for Friday’s 

JANUARY 14, 2019- also see posts below for homework (read three articles) and other links to study vocabulary for Friday's quiz.
JANUARY 14, 2019- also see posts below for homework (read three articles) and other links to study vocabulary for Friday's quiz.
•EQ: How can I show what I know about argument writing?
•Teaching Point- Bend 1, Session 1- When taking sides in an argument, it is important to weigh the reasons and evidence on both sides. 
•Warm up: Get a #2 pencil for your pretest.
•Pro/Con- Competitive sports
•Work session- Pre-test; scantron- blue side
•Homework: Continue to study terms for your quiz on Friday; Review notes on sentences structure for quiz Friday.

Subordinating conjunctions: AWUBIS
Subordinating conjunctions: AWUBIS
Warm up: 1-15-19: Copy onto the anchor chart given and put in your GRAMMAR section to help you with Friday's quiz.
 
AWUBIS (1)
PDF document
Padlet Drive

January 11, 2019
January 11, 2019
EQ: What are the 5 Notice and Note Nonfiction strategies?
What is a THESIS STATEMENT?
Warm up: Review Notice and Note
Work session:
1. Quiz Notice and Note.
2. Spelling BEE
3. Flocabulary- Thesis statement and vocabulary game.
4. Argument videos
5. Time allowing- CNN NEWS
Homework: Quiz next Friday- 11/18 over ALL terms and sentence structure.

Homework: 1-14-19 Study terms and sentence structure notes for quiz Friday. Choose THREE articles below and form your opinion on competitive sports. Remember to weigh both sides of the issue paying close attention to TEXT EVIDENCE in each article.
Homework: 1-14-19 Study terms and sentence structure notes for quiz Friday. Choose THREE articles below and form your opinion on competitive sports. Remember to weigh both sides of the issue paying close attention to TEXT EVIDENCE in each article.
Competitive Sports Text Set 1
These pop culture text sets attempt to represent not just a topic, but an issue within that topic, and sides of that issue. The text sets present multiple perspectives on an
issue—as well as multiple levels of texts and multiple modalities. Some articles may need to be adapted for lower level readers. Please keep in mind that websites are temporal.
Pushing too hard too young: Take away the fun factor in sports and kids can burn
out
http://www.nbcnews.com/id/4556235/#.Upteg5E0_ol 
Listening to Wisdom From a 10-year-old son about his head injury
http://www.nytimes.com/2009/11/29/sports/football/29cohen.html#
Why I Don’t Want My Kids to Play Team Sports
https://blogs.wsj.com/speakeasy/2013/11/05/why-i-dont-want-my-kids-to-play-team-sports/
Sports: The Benefits of Competitive Athletic Sports Participation in Today’s Sports
Climate
http://www.chicagonow.com/the-athletes-sports-experience-making-a-difference/2010/02/the-benefits-of-competitive-athletic-sports-participation-in-todays-sports-climate/
What are the benefits of competitive sports for youth?
http://www.livestrong.com/article/134568-what-are-benefits-competitive-sportsyouth/
Sports Promote Healthy Weight in Teenagers
http://well.blogs.nytimes.com/2012/07/17/
sports-promote-healthy-weight-in-teenagers/?_r=0
High Cost of Youth Sports
https://www.huffpost.com/entry/high-cost-of-youth-sports_b_3469012
Katie Couric’s Notebook: Kids and Sports

January 10, 2019
January 10, 2019
•EQ: What is a compound-complex sentence?
•What are the 5 Nonfiction Notice and Note reading strategies?
•What are the 3 BIG QUESTIONS?
•What does BHH (Book, Head, Heart) mean?
•Warm up: Copy compound-complex definition
•Mini-lesson: Strategies, 3 Big Questions, BHH
•Work session: Video clip- The Great Debaters
•Review ARGUMENT PROTOCOL
•Copy notes from Mini-lesson.
•Meet with your groups for our debate.
•Prepare your argument and decide your 3-5 best points.

POWERPOINTS for this week: 1-7-19 - 1-11-19
POWERPOINTS for this week: 1-7-19 - 1-11-19
 
ARGUMENT- powerpoint 1-7-19
Powerpoint presentation
Padlet Drive

DEBATE PROTOCOL
DEBATE PROTOCOL
•Argument Talk Protocol
•1. Name the Argument.
•2. Listen and gather evidence for both sides of the argument.
•- You should be able to argue either way.
•- Be alert to juicy quotes and statistics.
•3. Pick a side.
•4. Caucus with your side:
•- What is your BEST evidence?
•- Sort through and weigh your evidence to find the strongest
•- Rehearse your argument.
•5. Face off!
•- Meet your opponent and present your argument...and listen to theirs.
•- You will have one minute each to present your argument.
•6. Repeat back to your opponent the BEST part of their argument.
•- What evidence was most compelling or persuasive?
•7. Caucus with your side again to plan rebuttal.
•- What were the opposition’s strongest arguments and
•how can your side rebut?
•- A rebuttal should not just be a restatement of your initial argument!
•8. Rebuttal with opponent (1 minute).
•9. Options:
•- Flashdraft.
•- Develop a more sophisticated Position C.
•- Chart powerful debate moves and strategies.
•Argumentation Institute Packet
•Copyright 2013, Teachers College Reading and Writing Project

FLIPGRID- 3rd and 6th only
FLIPGRID- 3rd and 6th only
Log in to Flipgrid using the codes below. Use your journal from Monday and your notes from your small group discussions to tell your opinion.
Who is more villainous? Whose betrayal was worse- Fox or Magpie?

Flipcode: Tigers2018
Your code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/53a788a8

Homework: 1-17-19
Homework: 1-17-19
Remember to use the resources below (scroll down until you see them) to study for your test tomorrow over ALL terms and sentence structure. Quizlet is an excellent resource to use to review terms and match definitions.
Also, tonight practice doing MLA citations/Works Cited using your citations sheet as a reference. Play this game: http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 to help you with citations.

Play this game to practice your argument terms in a crossword:
CrosswordHobbyist.com/577218/Argument-terms 

Do this survey:
https://play.kahoot.it/#/k/46e2e942-9ba2-40a8-958b-5d25a5174d4a 

Quizizz argument homework
GAME CODE
035783
Ask your students to join game with this code at https://join.quizizz.com

January 8, 2019
January 8, 2019
•EQ: What is the difference between a clause and a phrase? What is the difference between a simple, compound, complex, or compound-complex sentence?
•What argument terms do we need to know for this unit?
Warm up: Copy definitions of simple, compound, complex, and compound-complex sentences in the GRAMMAR section of your notebook.
Mini-lesson: Sentence structure- FLOCABULARY video; Practice quiz and vocabulary game.
Work session: Complete Lesson 2-4 (both sides) on simple and compound sentences; skip lesson 2-3 
Time allowing- begin defining terms in your writing section from Padlet.
Homework: Quiz Friday- 1/11 over Nonfiction Notice and Note; Quiz next Friday- Notice and note and argument terms. STUDY using QUIZLET- links on Padlet!!!!

Notes from Tuesday- 1/8/19
Simple sentence- A sentence consisting of one independent clause and no dependent clause.
•Example: I like to go to the mall.
Compound sentence- a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions.
•Example: I like to go to the mall, but my friend prefers to go to the movies.
Complex sentence- A sentence with one independent clause and at least one dependent clause.
•After the mall, my friend and I will go to the movies.
Compound-complex sentence- at least one dependent clause and two or more independent clauses.
We went to the movies, but we did not see one because the one we wanted to see was no longer showing.

•A phrase is a small group of words that adds meaning to a sentence. A phrase is not a sentence because it is not a complete idea with a subject, verb and a predicate.
•
•A sentence must have a subject, ( expressed or implied), a verb, and a predicate, which is called a complete thought. 
•
•A clause, on the other hand, contains a subject and a verb, but it may or may not contain a complete thought. An independent clause is a complete thought or sentence on its own. A dependent clause is NOT a sentence and is missing a subject or verb.

📎 GRAMMAR: SENTENCE STRUCTURE Flashcards | Quizlet
 
GRAMMAR: SENTENCE STRUCTURE Flashcards | Quizlet
Start studying GRAMMAR: SENTENCE STRUCTURE. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Nonfiction Notice and Note and ARGUMENT VOCABULARY
Nonfiction Notice and Note and ARGUMENT VOCABULARY
Nonfiction Notice and Note- quiz Friday 1/11
https://www.youtube.com/watch?v=ePiA0NCitxw

More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2

Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12 

QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/

Sentence structure:
https://quizlet.com/_5wcsd9

SPELLING BEE
SPELLING BEE
Our class spelling bee will be on Friday. If you'd like to look at some resources, you may want to check out Scripp's Spelling Bee:
https://grammar.yourdictionary.com/spelling-and-word-lists/scripps-consolidated-word-lists.html 
http://www.spellquizzer.com/Spelling-Lists.htm 

FOX journal
FOX journal
FRIENDSHIP- What is the most important quality in a friendship? State your opinion, give reasons, and explain in a detailed paragraph.

In your opinion, who is more villainous- Fox or Magpie?
•Write a paragraph stating your position, giving reasons from the text and your opinion, and explaining your reasoning.

 

📎 Photo
 

📎 Photo
 

📎 Photo
 

Back to school! ARGUMENT UNIT Monday 7, 2019
Back to school!       ARGUMENT UNIT        Monday 7, 2019
Don't forget your notebook and your nonfiction notice and note bookmarks (or notes). 
Upcoming quizzes- every Friday in January.
 

Argument unit... who's ready? 
Argument unit... who's ready? 
Debate protocol
 

Deadline for companion books was Friday! Email: tracy.fulton@hcbe.net
Deadline for companion books was Friday! Email: tracy.fulton@hcbe.net
 

STUDY GUIDE: ELA FINAL 
STUDY GUIDE: ELA FINAL 
 Dec. 13- Connections finals 
Dec. 14- Connections Day and Companion Books are Due 
Dec. 17- 1, 3, and 5 exams (ELA and SS for SPED) 
Dec. 18- 2, 4, and 6 exams (Math and Sci for SPED) 
Dec. 19- Half day 
Students will be given a multiple choice final with some short constructed responses. Resources will be posted on Padlet as well. Students should know and be able to recognize and apply the following: 
Notice and Note fiction and non-fiction- review your notes 
Define and be able to recognize the following terms: 
Bias 
Cause and effect 
Primary source 
Secondary source 
Evaluate 
Point of view 
Perspective 
Fact 
Opinion 
History writing 
Qualities of historical fiction 
Qualities of historical fiction characters 
Plot in historical fiction

4th and 5th period ONLY! Companion book directions for Ghost and Crossing Jordan
4th and 5th period ONLY! Companion book directions for Ghost and Crossing Jordan
Name: ______________________ Class: ____
Book I am writing about:  ___________________________________________
Companion book directions: You will write five chapters and publish the best of these chapters about your book. Each entry should be 1-2 pages. A few ideas for your chapters are: Characters, Setting, Conflict, Author’s craft, symbolism in your book, your own thoughts, comparing and contrasting characters. You may have other ideas- that is fine too. Let the book guide your entries.
Ask yourself…
* Do I have a plan for my chapters?
* What chapters will need to be written to get at the most important parts of the book?
* Could I include drawings and illustrations to go along with my chapters?
RUBRIC: (5 points per category x 4)
_____ Must have a Cover page with Title of book, picture of book, and your name/class period
_____ Must have a TABLE OF CONTENTS with a minimum of 5 chapters attempted. (You will publish your BEST one). 
_____Your book is organized, neatly typed (Times New Roman, 14 pnt. Font), and double-spaced. You published your BEST chapter and it shows your BEST effort.
_____Your chapters include detailed information with a depth of understanding of the book and text evidence to back up what you say.

December 3rd-4th- LAB Days (SUB)
December 3rd-4th- LAB Days (SUB)

Good morning students and parents!
 I wanted to let you know I am still helping my Mom in the hospital and should return Wed. for our STEM activities. All due dates remain the same, but please allow me the weekend to catch up gradebook. 3rd/6th will be working on companion books. 4th/5th will have some lab activities or will be continuing our 3rd novel, Eleven. I will work with them when I return on completing their written analysis. 4th/5th will have their choice of book. 3rd/6th will use their book club book. Thank you for understanding. 


📎 Photo
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

November 27, 2018
November 27, 2018
•STANDARD: Historical Fiction
•EQ: How can I assess my own writing and make my best even better?
•Warm up: Review from yesterday- Works Cited vocabulary activity
•Mini-lesson: mentor text/read aloud; How to find specific details in your writing. Book club check in- 5-10 minutes.
•Work session: 3rd/6th- Finish your Table of Contents and continue drafting your chapters. Focus on your character’s motivation and conflicts in your book. 
•4th/5th- Decide which book you are writing your companion book about- CROSSING JORDAN or GHOST. 
•Closing: Remind students of missing work- Menu assignments (3rd/6th) and Flipgrids for TedTalks and Documentaries (see Padlet). 4th/5th- begin drafting your table of contents for either CROSSING JORDAN or GHOST.
•Homework: Turn in all late or missing work by FRIDAY! Check Padlet NIGHTLY. 

HOMEWORK GAMES: 1-17-19
HOMEWORK GAMES: 1-17-19
Remember to use the resources below (scroll down until you see them) to study for your test tomorrow over ALL terms and sentence structure. Quizlet is an excellent resource to use to review terms and match definitions.
Also, tonight practice doing MLA citations/Works Cited using your citations sheet as a reference. Play this game: http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 to help you with citations.

Play this game to practice your argument terms in a crossword:
CrosswordHobbyist.com/577218/Argument-terms 

Do this survey:
https://play.kahoot.it/#/k/46e2e942-9ba2-40a8-958b-5d25a5174d4a 

Quizizz argument homework
GAME CODE
035783
Ask your students to join game with this code at https://join.quizizz.com

3rd/6th period only: DOCUMENTARY
3rd/6th period only: DOCUMENTARY
If you chose to watch a documentary related to your historical fiction book or time period, you will need to discuss the following on the Flipgrid below by Friday 11/30 at 5pm to be considered "on time."
In your discussion, you need to tell what you watched, where you watched it (youTube, Netflix, online), summarize the main points in the documentary, and tell how what you learned applies to your book or time period.
Here is the code to get to this FLIPGRID:
*If it asks you for a password- Tigers2018
Your FlipCode is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/25db56dd



3rd/6th period only: TEDTALK FLIPGRID
3rd/6th period only: TEDTALK FLIPGRID
If you chose to do a TEDTALK for your Entree', here is the login information. If you have trouble, you need to come to my learning lunch on Wednesday. This FLIPGRID must be completed by FRIDAY 11/30 by 5pm to be considered "on time."
All you have to do now is share the Grid with your students.
If it asks you for a password: Tigers2018
Your  Flipcode is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/be112932

EXIT TICKET/ Warm up (HOMEWORK if you did not finish)- 11/26/18
EXIT TICKET/ Warm up (HOMEWORK if you did not finish)- 11/26/18
ALL CLASSES!•Please read and answer in the reading section of your notebook.
3rd/6th period- answer ALL questions; 4th/5th period- tell me which book you want to use (CROSSING JORDAN or GHOST or another historical fiction book) and answer questions 4, 5, and 6 below in a journal entry.

1. Write a paragraph reflection on your companion book so far. Do you have your title page? Do you have a Table of Contents?
2. What do you need to do next to make our final deadline- December 12th?
3. What chapters do you need help with?
4. What is your character’s motivation in your book? 
5. What conflicts does your main character have to deal with? 
6. How does the historical time period or society affect your character and their choices?

November 26, 2018
November 26, 2018
•MONDAY: B1, S7 
•EQ: How do writers write information texts about literature by planning sections or chapters that showcase their most insightful, important thoughts about the text? 
•Warm up: FLOCABULARY- Works Cited; text features
•Mini-lesson: Common structures for Informational/Nonfiction texts OR review rubric for companion book
•Work session: 3rd/6th- Students create a table of contents for possible chapters of their companion books; Notebook check; TURN IN MENU choices. Work on your chapters for your companion books.
4th/5th- Choose either CROSSING JORDAN or GHOST to write a companion book about. Focus on characterization, character motivation, conflict, and symbolism.
•Closing: Remind students how to plan a table of contents (use p.72 as a guide) 

November 14, 2018
November 14, 2018
´STANDARD: Historical fiction
´EQ: How can you reflect on what you have read and show what you know about historical fiction?
´Warm up: Get out your notebook and assignments due.
´Work session:
´1. READ- finish your books
´2. Notebook checks: 3rd/6th- Journal entries, timeline, One pager
´4th/5th- Ghost questions/extension activities
´Homework: 3rd/6th- Companion book due 12/12.

LAB DAY 11/9/18
LAB DAY  11/9/18
Warm up: Flocabulary video
LAB-
3rd/6th periods- Work on cover/table of contents for your companion book; Work on your menu choices. See due dates for coming weeks. One pager due next Wed.
4th/5th- READ chapter 17 in CROSSING JORDAN; Work on extension activities for GHOST.
EXTRA TIME? See me for USATestprep login.

ACTIVITY SCHEDULE:
ACTIVITY SCHEDULE:
Holocaust speaker: 2:00-2:45
 

ALL CLASSES- 
ALL CLASSES- 
We will begin using USATestPrep soon. More details to come... very good news for us as a resource! Excellent early prep for Milestones. 

4th/5th period: 11/7/18 - 11/9/18
4th/5th period: 11/7/18 - 11/9/18
11/7- Continue reading Crossing Jordan
11/8- Library
11/9- Computer Lab- Work on Cover, Table of Contents and first chapters for either GHOST or CROSSING JORDAN- your choice. 

3rd/6th period: DUE DATES (see below for details)
3rd/6th period: DUE DATES (see below for details)
5-10 entries in notebook- due 11/2
Timeline due: 11/2
Book finished (at least 1) and one pager due (Test grade)- due 11/14
Menu assignments due: 11/16
Companion books due by: 12/12

ALL CLASS periods: Companion Books- Given out 11/7/18; Due 12/12/18
ALL CLASS periods: Companion Books- Given out 11/7/18; Due 12/12/18
Name:  ______________________  Class:  ____
Companion book directions: You will write and publish five chapters of your choosing about your book club book. Each entry should be 1-2 pages. A few ideas for your chapters are: Characters, Setting, Historical context of your book, Timeline of events, symbolism in your book, your own thoughts, comparing and contrasting characters, conflict, and research. You may have other ideas- that is fine too. Let the book guide your entries. 
Ask yourself…
What entries do I already have that could become a chapter?
Do I have a plan for my chapters?
What chapters would need to be written to get at the most important parts of the book?
Could I include drawings and illustrations to go along with my chapters?
RUBRIC: see attachment.


 
Companion book draft
Word document
Padlet Drive

3rd/6th- When you finish your one pager, Table of Contents, and two chapters of your companion book... DUE by 11/16/18
3rd/6th- When you finish your one pager, Table of Contents, and two chapters of your companion book... DUE by 11/16/18
Name:  ________________________ Class: _____   CIRCLE YOUR CHOICES!

MENU assignments- After you finish your one pager, Table of Contents, and at least two chapters of your companion book, work on these assignments. Due by 11/16 before you leave for break.

All students MUST complete the Appetizer. Choose one Entrée and two Desserts of your choice! Any assignments you complete above the requirements may be considered for extra credit.

Appetizer: ALL students must complete their One Pager by 11/14 (TEST GRADE), a timeline of the history of your book (see padlet for examples)-these can be in your notebook or separate, the cover and table of contents for their companion book with at least 5 chapters, and have at least 5-10 entries about their book club book in their notebook- ½ -1 page for each entry. (These will become chapters for your Companion book)

ENTRÉE: Choose one of the following as part of the research process. 

1.      Watch a documentary related to your book club book or the history behind the time period of your book. Many resources are already listed for you on Padlet. Follow through with a FLIPGRID for this assignment (to be posted next week).
2.      Watch a TEDTALK related to your book or the time period. Summarize your findings, understanding of the main idea, and elaborate with your own thoughts. (Follow up with a FLIPGRID on this assignment- posted next week).
3.      Read at least two articles from credible primary or secondary sources. Summarize your findings, add your own thoughts, and cite your sources using MLA format/Works Cited- see Purdue Owl for correct citation. (This can also help you cite information for your history day project). https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html 

DESSERT: Choose two activities from below-

·         Draw your main character using details from your book. You may use the character sheet from your folder for this grade.
·         Turn the completed chart from your folder.
·         Write 3 haiku poems about your time period or book- Format: 3 line poem with 5 syllables on first line, 7 syllables on second, 5 syllables on last line.
·         Create a 10 question quiz for your book. This may be hand written, or using an app such as Kahoot, quizlet, or quizizz.com.
·         Create a game such as jeopardy for your book with a link to the game. Send it to my email: tracy.fulton@hcbe.net


All American Boys- current event/ culture articles
All American Boys- current event/ culture articles
Police brutality cases involving race:
https://www.biography.com/people/trayvon-martin-21283721
https://www.nytimes.com/2018/06/20/us/pittsburgh-police-shooting.html
Following church shootings- 
https://www.postandcourier.com/church_shooting/two-years-after-the-emanuel-ame-church-shooting-fear-of/article_5087b410-8419-11e7-988b-3f87a4aa62e3.html
Civil War controversy over monuments:
https://www.houstonchronicle.com/news/nation-world/article/150-years-later-schools-are-still-a-battlefield-6367641.php
Colin Kaepernick:
https://www.nytimes.com/2017/09/07/sports/colin-kaepernick-nfl-protests.html

November 6, 2018
November 6, 2018
3rd/6th- Read book club books with the intention of finishing this week.
4th/5th- Read Crossing Jordan through chapter 12. You will work on finishing your GHOST questions and extension activities on Thursday (Library) and Friday (Lab).
For all due dates, see below.

November 5, 2018
November 5, 2018
EQ/Teaching Point:   Readers read for comprehension and understanding. 
Opening: All book club books need to focus on reading today, not writing.
Work Session: Students in 3rd/6th will read their individual book club books; 4th/6th periods will read Chapters 5-8 in CROSSING JORDAN. 
 Share: Last 10 minutes of class, you may allow students to discuss what they read today.   
  Closing: Remind students in 3rd/6th that their One pagers are due 11/14 and FLIPGRID #5 due 11/16. Remind all students to check Padlet nightly. Remind students in 4th/5th that they are to turn in all questions 1-18 for their novel, GHOST by 11/14. Their extension activities are also due 11/14
*Tell students to bring their headphones on Thursday and Friday. Also remind them that newspapers are on sale for $1 all week.

November 2, 2018
November 2, 2018
3rd/6th- BOOK CLUBS- finish your character chart and other chart. Put in your book club folder. READ with a goal of finishing your book by next FRIDAY. You one-pager is due by 11/14. Your FLIPGRID #5 is due by 11/16 (by 5pm).

4th/5th period: Today and Monday we will be reading a new novel, CROSSING JORDAN. A sub will be here, so please be on your best behavior.
FINISH your 18 questions over GHOST. Begin working on your extension activity. Listen to the first 4 chapters of CROSSING JORDAN.  You will continue reading CROSSING JORDAN next week. Your discussion questions on GHOST and your extension activity are due by 11/14. (TEST GRADE)

November 1, 2018
November 1, 2018
EQ: How do characters handle conflict? How does the setting and historical context affect the character?
Warm up: Character chart
Mini-lesson: Conflict/Timeline reminders/Protagonist
Work session: 
Book clubs: Discuss with your group and make journal entries about:
1. What is going on in your book? 
2. What is the historical fiction conflict? 
3. What role does the protagonist play in the conflict? 
4. What is happening that is new? What is the backstory of the conflict?
READ.
Work on timeline/research and journal entries
Homework reminders: Watch the Tedtalks or Documentaries or articles related to your book club book (scroll down to your book club book). *Biography.com, historychannel.com, history.com are all reliable secondary sources.
BOOK SHOULD BE FINISHED with ELA ONE PAGER due by 11/14 and 
FLIPGRID by: 11/16/18. Password: Tigers2018; Flipcode: 2d905515 ; TOPIC LINK: https://flipgrid.com/2d905515

FOR YOUR HISTORY DAY PROJECT... if you need help with MLA formatting, please visit: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html


Writing contest- female students interested in writing about engineering. Deadline- February. Counts as extra assignment or extra credit:
Writing contest- female students interested in writing about engineering. Deadline- February. Counts as extra assignment or extra credit:
https://www.engineergirl.org/108311/2019-contest

Tell Tale Heart- Edgar Allan Poe
Tell Tale Heart- Edgar Allan Poe
Read and listen to the audio version: https://www.youtube.com/watch?v=pntTAXTXWMw
Watch the animated film version- pay attention to the tone/mood. What conflict does this unreliable narrator have with the old man? https://www.youtube.com/watch?v=wDLLHTdVSgU&list=PL4Y2fI04ZM6apz-9rTh9IojarQ2Wrh1Ka

Tuesday October 30, 2018- 3rd/6th periods- First book club book and one pager due 11/14; 4th/5th period: Finish Ghost, discussion questions, and work on extension activity (test grade due 11/14)
Tuesday October 30, 2018-                                                                  3rd/6th periods- First book club book and one pager due 11/14; 4th/5th period: Finish Ghost, discussion questions, and work on extension activity (test grade due 11/14)
Tuesday: Session 3- Conflict, Nonfiction Notice and Note, Timelines- journal entry- check
 Standard: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf 
EQ/Teaching Point: How do your characters in your historical fiction book handle conflict?  
Opening: Non-fiction Notice and note- Absolute or Extreme language https://www.youtube.com/watch?v=ePiA0NCitxw&list=PLY1zK9Hcg0OhWl5mJDQTgRGguKET8G_He                    Conflict- https://www.youtube.com/watch?v=rM5cp_YL77k
Mini-Lesson: Teaching point- Readers, characters- like people- inevitably face different kinds of trouble. You can learn a lot about characters, and from characters, from how they respond to trouble.
Work Session: Book clubs- Anchor chart: Readers of historical fiction ask…What do moments of trouble reveal about the character?
Quickwrite after reading 20-30 minutes: Ask students to do a quick write entry using the thought prompts to generate writing that will take them on their “journey of thought.”
Chart- p. 28 in TC 
 Share: Share in groups what thoughts they generated using these prompts:
-          I used to think… but now I realize.
-          When I started, my first impression of the character was…but now I realize.
-          On the surface, my character seems…but I think that really…
-          This character seems complicated. On the one hand…but on the other hand…
-          This character faces complex troubles, such as…and therefore…
  
Closing: Remind students to stay open to new ideas as they read. Remind them to make writing entries as they read (stop and jots, annotation, quickwrites, summaries- by chapter or about every 3 chapters, character sketches, timelines, etc.) They can also make predictions, use notice and note fiction signposts, chart historical events/ character reactions, and their own ideas. Students can also use the Kyleen Beers “Book, Head, Heart” bookmark to chart their thinking.
 

Monday October 29, 2018 
Monday October 29, 2018  
Monday:   Session 2
Standard: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf
 EQ/Teaching Point:   What is a timeline, and how will I track the events and characters in my historical fiction book club?
Opening: Non-fiction Notice and note- Contrasts and Contradictions
Mini-Lesson: 4th/5th period- How does Ghost handle conflicts? What type of conflicts does he have?
3rd/6th periods- Timeline examples; anchor chart- Reader’s of Historical Fiction Ask… What kind of person the main character is… and what’s going on (events).
What’s new for the character, What is the character’s backstory, what is new that is happening, what is the backstory of the conflict?
Conflict- video clip https://www.youtube.com/watch?v=KrUQsJzXcQk
Work Session – 
3rd/6th period: Reading book club- Group sets reading goals; Writing goals (companion book guidelines and due dates: (Setting, Main character, Pov/perspective, Minor characters, character traits, informational- historical context/significance, conflict, reader opinion, timelines, notice and note)- 
Annotation- coding a text
4th/5th- Finish Ghost and work on discussion questions and extension activity- due 11/14. (Test grade)
 Share-  Read examples from your writing entries.
  Closing:  Homework reminders- Books, questions, and one-pagers are due 11/14
 

STUDY MUSIC
STUDY MUSIC
Need a great app for study music? Have trouble focusing at home to do your work? brain.fm is a great app for focus, meditation, relaxation, and even sleep. They give you 5-10 free sessions...

The Weight of Water book club:
The Weight of Water book club:
Author bio:
https://www.bloomsbury.com/author/sarah-crossan/
History of Poland:
https://www.britannica.com/place/Poland

CONFLICT: Internal vs. External
CONFLICT: Internal vs. External
Watch this:
https://www.youtube.com/watch?v=KrUQsJzXcQk

TIMELINE EXAMPLES
TIMELINE EXAMPLES
Holocaust example:
https://www.historyonthenet.com/holocaust-timeline-2/
World War II timeline:
https://www.history.com/topics/world-war-ii
Ethnic "cleansing":
https://www.history.com/topics/holocaust/ethnic-cleansing
Alcatraz (for Al Capone Does My Shirts)
https://www.nps.gov/alca/learn/historyculture/alcatraz-military-timeline.htm



BOOK CLUBS: FEVER
BOOK CLUBS: FEVER
If you are reading FEVER, please watch this:
"My Wish- Help Me Stop Pandemics"
https://www.ted.com/talks/larry_brilliant_wants_to_stop_pandemics

BOOK CLUB: I AM MALALA
BOOK CLUB: I AM MALALA
If you are reading I AM MALALA, please watch this TEDTALK:
"My Daughter, Malala"
https://www.ted.com/talks/ziauddin_yousafzai_my_daughter_malala
Biography: Malala Yousafzai
https://www.biography.com/people/malala-yousafzai-21362253

Book clubs: Holocaust
Book clubs: Holocaust
If you are reading a book club book that is set during the Holocaust, please watch this TEDTALK: "Behind the lies of Holocaust denial" 
https://www.ted.com/talks/deborah_lipstadt_behind_the_lies_of_holocaust_denial
If you are reading Night, or any other holocaust novel, watch this:
*Disclaimer- graphic images depicting Holocaust*
http://www.oprah.com/own-oprahshow/oprah-visits-auschwitz-with-holocaust-survivor-elie-wiesel-video 

Elie Weisel:
https://www.history.com/this-day-in-history/elie-wiesel-holocaust-survivor-and-best-selling-author-is-born

3rd/ 6th period One Pager- due 11/14
3rd/ 6th period One Pager- due 11/14
https://slideplayer.com/slide/3031333/

 
ELA One Pager
Word document
Padlet Drive

GHOST: A discussion with guiding questions (4th/5th period classes)
GHOST: A discussion with guiding questions (4th/5th period classes)
4th/5th ONLY- GHOST Quizizz: complete by 9:00pm Wednesday 10/24 over chapters 1-5
GAME CODE
912678
Ask your students to join game with this code at https://join.quizizz.com
----------------------------------------------------------------------------------------------------------------------------------------
HOMEWORK: All questions and one extension activity due: 11/14
A Reading Group Guide to
Track, Book One: Ghost
By Jason Reynolds
About the Book
Castle Cranshaw (nicknamed Ghost) learned how fast he could run the night his father was arrested. Running is never something he plans to do, just like he never plans to get into altercations at school. Running just happens. Then, one day, Ghost comes across a practice in the park and decides to race one of the sprinters, a decision that leads him to join Coach Brody’s elite track team: the Defenders. Coach Brody takes a chance on Ghost and gives him a future to run toward, but only if Ghost can learn to let go of the things he’s been running from.

Discussion Questions: All questions will be due with at least one extension activity by 11/14

1. The cover of Ghost includes this question: Running for his life, or from it? Explain the role that running plays in Ghost’s life. Why does he start running? How does his reason for running change?

2. What memory is triggered about Ghost’s dad from the sunflower seeds? How does this flashback help develop Ghost’s character? What other things bring back memories of his father? Are any of his memories positive?

3. Initially, what sport is Ghost interested in playing? Why isn’t he interested in track? What do you think makes him decide to race Lu?

4. Consider the connotations of the word defender. What does it mean to be a defender? Many of the characters in the novel play the role of defenders. Choose a character and explore the ways that they embody the idea of being a defender. Why is this an appropriate name for Coach Brody’s track team?

5. How did Castle get his nickname? Why do you think he likes the name Ghost better than his given name? Which name do you think suits him best: Ghost or Castle? If you gave yourself a nickname, what would it be? Have others given you a nickname? If so, does it properly reflect who you are?

6. How does Coach Brody convince Ghost to join the Defenders? How does he convince Ghost’s mom? How hard is it to balance athletics and academics?

7. Ghost has to deal with bullying at school. Why do you think Brad Simmons picks on Ghost? How does Ghost respond? Instead of fighting, how could Ghost have retaliated?

8. What do you think Ghost means when he says, “I got a lot of scream inside”?

9. What do you think Ghost means when he tells Coach, “I guess the only other person I’m really scared of, maybe . . . is me”? How does Coach respond? Do you think Ghost is hard on himself?

10. Closely read the last few pages of Chapter 5 and the beginning of Chapter 6, making sure to pay attention to the author’s use of figurative language. How does Ghost’s flashback help develop his character and internal conflict?

11. Think about the consequences Ghost faces as a result of his decision to steal a pair of running shoes. Do you think that the way that Coach punishes him is fair? What would the consequences have been if Ghost had been stopped by the police instead? What would the consequences have been if his mother had discovered the theft? What would have happened if Ghost had never been caught? Why might it have been better for him to get caught?

12. In addition to training the Defenders to be competitive runners, Coach also teaches them to work together as a team, helping them learn to be responsible and empathetic. What tactics does he use to teach these life lessons?

13. Consider the way that the author contrasts Glass Manor with Sunny’s neighborhood in Chapter 7. How does this contrast help you understand Ghost?

14. Chapter 8 ends with Ghost saying, “And it felt good to feel like one of the teammates. Like I was there—really, really there—as me, but without as much scream inside.” Why are teams important? Have you ever been a part of a team? If so, how did your experience compare to Ghost’s experience?

15. What leads to Ghost’s decision to steal a pair of running shoes? Why does he feel like stealing is his only option? What are the short- and long-term consequences of his decision? What would you have done if you were in his position? What could Ghost have done instead? What lesson does he learn as a result?

16. At the newbie dinner, what secrets do Patty, Lu, Sunny, and Ghost reveal about themselves? How does this dinner impact their relationships with one another? Why is trust so important in relationships? How can you build trust with others?

17. Gradually, Coach reveals things about his own past to Ghost. What does Ghost find out about Coach’s childhood and relationship with his father? How do these revelations develop Ghost and Coach’s bond?

18. Ghost ends with a cliffhanger. What do you think the outcome of the race will be? This is the first book in the Track series: What conflicts do you think Ghost is going to face in the next book?

Extension Activities (CHOOSE 1 to complete following the conclusion of the novel)-             due 11/14

1. Throughout the novel, Ghost has a number of adults who act as advocates for him: Mr. Charles, Coach, his mom, and even Principal Marshall. Consider the importance of each of these figures in Ghost’s life. Then write an essay or prepare a speech about a trusted adult in your own life. Why do you trust this person?

2. Jason Reynolds uses world records as a framing motif in the novel. Research world records and create a poster about some of the most interesting world records that you find. If you were going to try to break a world record, which one would you attempt?

3. One of Ghost’s heroes is Jamaican runner and Olympic gold medalist, Usain Bolt. Research Bolt’s biography or the biography of another great runner and present your findings to the class either with a traditional report or a multimedia presentation. A list of famous runners in history can be found here: http://www.biography.com/people/groups/track-and-field-athletes. And a contemporary list of runners can be found here: http://rw.runnersworld.com/the50/.

4. When Coach asks Ghost’s mother to let him join the team, Ghost reflects, “I felt like I had seen this in every single sports movie I had ever watched. All of them. Ma’am, your son has potential. If this went like the movies, I was either going to score the game-winning touchdown (which is impossible in track) or . . . die.” As a class, compare Ghost to a classic sports movie (ex. Rudy, Bend It Like Beckham, Miracle, Hoop Dreams, 42, The Bad News Bears, Jim Thorpe—All American). Are there any similarities between the film you watch and Ghost?

5. Work with your physical education department to organize a Ghost-inspired class, trying out some of the training exercises and races. How did this experience enrich your understanding of Reynolds’s novel?

6. One of the central conflicts in the novel involves Ghost’s desire to acquire an expensive pair of running shoes. Research the development of running shoe technology. What types of shoes are on the market? What features are important in a running shoe? Which brands have the highest ratings? If you had to choose one pair of running shoes, which one would you choose? Write a persuasive essay that uses rhetorical appeals to justify your choice.

7. Look back at Chapter Five, paying specific attention to the scene in Everything Sports. Re-write this scene from Tia’s point of view. What do you think happened when she realized that Ghost stole the shoes? How would she have felt when Ghost returned with Coach and apologized? 

8. Coach tells Ghost that he wants to show him, “You can’t run away from who you are, but what you can do is run toward who you want to be.” How does Castle try to run from who he is? What kind of person does he want to be? How has finding his team helped him start to become that person? Try applying Coach’s advice to your own life: What kind of person do you want to be? What could help you become that person?

9. Working with a group, try to translate Ghost into film. Which aspects of the book would translate especially well to film (ex. dialogue, setting, character, conflict)? You may choose to create a book trailer for the novel or adapt a scene in the book into a screenplay and film it.

Guide prepared by Amy Jurskis, English Department Chair at Oxbridge Academy. 

This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.

Homework: Week of October 22-26th
Homework: Week of October 22-26th
3rd/6th period classes:
BOOK CLUBS: (For 3rd and 6th period)
DOING THE WORK YOUR BOOK IS ASKING YOU TO DO

Readers, tonight before you continue reading your shared novel, will you decide on what the most important work is that you need to be doing? Set up the page of your notebook so that you can do some quick jottings as you read, or after you read, in ways that help you do that work.

If you are thinking about the timeline of your protagonist’s life, you might make a timeline. If you are wondering how history intersects with that first timeline, maybe you’ll layer in a historical timeline and consider how these timelines intersect.

If the more important work to be doing right now is to be making a family tree of all the characters in your book, or growing theories about a secondary character, or doing anything else . . . do the work that the book is asking you to do. Be prepared to show your work to your club mates tomorrow.


📎 Photo
 

📎 Photo
 

📎 Photo
 

Jackie Robinson haikus
Jackie Robinson haikus
Write a haiku using information from the Jackie Robinson reading.
5 syllables
7 syllables
5 syllables
Post to Padlet: https://padlet.com/tracyfulton03/ogv4962htwcl

Jackie Robinson- Warm up 10/18/18
Jackie Robinson- Warm up 10/18/18
 

Warm up 10/18
Warm up 10/18
 

Playlist for main character- due tomorrow with FLIPGRID #4- 10/16
Playlist for main character- due tomorrow with FLIPGRID #4-  10/16
See below for FLIPGRID codes.
 
BOOK PLAYLIST
Word document
Padlet Drive

FLIPGRID #4- Character playlist due: 10/16- Tuesday after break!
FLIPGRID #4- Character playlist due: 10/16- Tuesday after break!
If the app says, "Shhhhh, this grid is locked," type in: Tigers2018
Your  Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/fb7ce8f3

MIDTERMS- tomorrow and Thursday
MIDTERMS- tomorrow and Thursday
ELA/Science Midterm- Wednesday
SS/Math- Thursday
*Teachers may begin early. Check with your child if you are unsure*
In ELA, we will test over the literary terms on your study guide, the fiction Notice and Note Signposts, and Direct/Indirect characterization.
See below for the study guide "key" if you missed it in class.
Students will need a #2 pencil tomorrow.
We will also be practicing our narrative techniques by finishing/changing the ending to "Thank You, Ma'am" by Langston Hughes. Some classes still need to finish their STEM/ science fiction vs. science fact lesson, so we will be doing that following the midterm.
3rd/6th period will be doing an extension lesson using building/playdough scenes looking closely at the imagery in "Dark They Were...And Golden-Eyed"- Ray Bradbury.


Study guide key
Study guide key
 

Study guide key
Study guide key
 

Study guide key
Study guide key
 

Study guide key 
Study guide key 
 

Study guide answer key
Study guide answer key
 

Signposts- FICTION
Signposts- FICTION
 

October 1, 2018
October 1, 2018
Students need to finish their study guide for the midterm. We will review correct answers tomorrow, and midterm is on Wednesday during class. We also will be watching part of a documentary on Mars as it relates to the "fact" side of our STEM lesson from last week. 3rd and 6th period need to bring a shoe box (one per group) to work on their building (with playdough) using imagery and close reading skills.
Students will need to complete their next book and activities (Playlist and Flipgrid #4) by October 16th (Tuesday after break).
Students will be on Fall break October 3rd-14th, and will return on October 15th (Monday).

September 28, 2018
September 28, 2018
Students finished reading "Dark They Were, and Golden-Eyed." They took notes and/or sketched out what they were thinking. Students were given a study guide for Midterms with the literary terms, notice and note signposts, and practice questions 1-10 (signposts) and 1-8 Direct & Indirect Characterization. They were also given a "Playlist" sheet for their next book- due 10/9. They are to finish reading their book, complete Flipgrid #4 (not posted yet), and create a playlist for the main character of their book...the songs should relate to the main character's traits, their conflict, or the book's theme.
Students are to bring a shoebox for their playdough building project- it will be done in class and help them focus on imagery and close reading.

SEPTEMBER 26-27th
SEPTEMBER 26-27th
•Warm up: Mars activity
•Work session:
•1. Finish WRITESCORE argument writing.
•2. TEDTALK- "Your Kids Might Live on MARS. Here's How They Will Survive."
•3. MARS DOCUMENTARY: "BBC Can MARS be Colonized?"
•4. READ : “DARK THEY WERE, AND GOLDEN-EYED”- RAY BRADBURY
•5. EXTENSION “STEAM” ACTIVITY- can you build using inference and imagery?
•Homework- FLIPGRID #4 due: 10/9
MIDTERMS: ELA- 

AFTER SUBMITTING YOUR WRITESCORE...
1. Write or draw out ideas about science fiction/science fact about MARS. You may use PAINT 3D, Word/clipart, Wordcloud etc.
•2. “I AM” poem; Type in Office 365, save, share: tracy.fulton@hcbe.net
•3. You may get on www.freerice.com and work on VOCABULARY analogies or
VOCABULARY.com if you already have an account.
•4. Read independent book- realistic fiction OR historical fiction. Next book and flipgrid #4 due: 10/9


School Improvement Plan (SIP)
School Improvement Plan (SIP)
For your information:
http://images.pcmac.org/SiSFiles/Schools/GA/HoustonCounty/ThomsonMiddle/Uploads/Publications/FY17_TMS_School_Goals_and_Actions_Combined.pdf
 
FY17_TMS_School_Goals_and_Actions_Combined (1)
PDF document
Padlet Drive

Logging in to Infinite Campus
Logging in to Infinite Campus
Parents,
Here is a link (it is on Thomson's main page) to guide you in logging into Infinite Campus. This has to be done from a computer (not a phone, Ipad, tablet) before you can check your child's grades.
Here is the link:
http://images.pcmac.org/SiSFiles/Schools/GA/HoustonCounty/ThomsonMiddle/Uploads/Publications/IC_Guide.pdf
 
IC_Guide
PDF document
Padlet Drive

WRITESCORE: Argument
WRITESCORE: Argument
Reminder- Students... you will take your argumentative Writescore assessment on Monday and Tuesday. This is a pre-assessment to show me what you already know about argument. We will take this assessment on computers and you will have 2 full class days to complete it. Please try your best (as always), but don't stress about it. Your results will help me group you and let me know how to teach you best- so please... do your best!
We will resume our realistic fiction reading unit on Friday- continue to read your next fiction book and log your titles as you finish them in the back of your notebook. 
Wednesday and Thursday of next week (9/26 and 9/27) we will be doing some STEM integrated lessons with our Mars mission. You will have different activities for science, math, and social studies. In ELA, we will be posing the question: "When does science-fiction become science fact?" and reading a short story by Ray Bradbury. We will watch video clips to strengthen your background knowledge, read along with the audio recording of the story, and time allowing... be using the details from the story to build what we interpret from our reading. You might want to brush up on your understanding of imagery! You will need ALL your observation and inference skills to interpret meaning from what we are reading. You are in for a treat!!!

"Dark They Were, and Golden Eyed"- Ray Bradbury  
Full text: https://www.northallegheny.org/cms/lib9/PA01001119/Centricity/Domain/916/Dark%20They%20Were%20Story.pdf
Audio recording: https://www.youtube.com/watch?v=_1ncENdgQU8

File: Original plus summarized passages: https://wackerwildcats.org/ourpages/auto/2017/12/10/53596953/MPELA17_SE07_U2A_LIT_Bradbury.pdf

Video clips: 
"Can Mars be Colonized?" BBC Science Universe documentary
https://www.youtube.com/watch?v=aXkR81Xf6Gg
TEDTALK- Stephen Petranek "Your Kids Might Live on Mars. Here's How They Will Survive." https://www.ted.com/talks/stephen_petranek_your_kids_might_live_on_mars_here_s_how_they_ll_survive

Music link: https://www.youtube.com/watch?v=iYYRH4apXDo "Ground Control to Major Tom."



These are the questions you need to answer about your book... due 9/21. If you have trouble on Flipgrid... write them out!
These are the questions you need to answer about your book... due 9/21. If you have trouble on Flipgrid... write them out!
 

Due tomorrow! 9/21
Due tomorrow! 9/21
 

Field Trip Friday
Field Trip Friday
7C  students who are not going will stay back with Mrs. Fulton. We are watching Wonder. 
 

September 18, 2018
September 18, 2018
�STANDARD: Realistic fiction and Notice and Note Signposts
�EQ: How can I apply the fiction Notice and Note signposts?
�Warm up: Study vocabulary
�Work session:
�Vocabulary Quiz
�Read your independent books; Chart your signposts on the sheet provided yesterday.
�Homework: Next book and Flipgrid #3 due 9/21

SUB Plan 9-19-18
SUB Plan 9-19-18
EQ: How can I use inference in fiction and non-fiction texts?
Warm up: (Students may write on ALL materials today) Complete the worksheet on Inference.
Work session:
Read the directions for the Grade 7 Mini-Assessment- “Santorio Santorio and the Thermometer” by Robert Mulcahy. This is a non-fiction piece. Tell students that they are practicing for Writescore assessment (given on computers) next week. Yes, it counts.
They need to read independently and answer questions 1-9. Some questions require them to choose 2 answers. Remind them to read the directions carefully.
Question 10 is a Writing Prompt- it says optional… it IS NOT optional. They may write on the lined paper given. If they write more than that, they may staple loose paper to it. Please have them TURN IN all work- finished or not- so I can see what they did in one class period.


Thursday activity schedule
Thursday activity schedule
 

September 17, 2018
September 17, 2018
EQ: How can I apply the fiction signposts to new texts?
Warm up: Review vocabulary- quiz tomorrow 
Work session:
Read an excerpt from Crash- Jerry Spinelli. Identify the signposts, where they are located, and what they mean to the reader.
Read your independent book- pay attention to any signposts. You will use the chart given in class to keep up with the signposts in your independent books.
Homework: Your next book and Flipgrid #3 is due: 9/21.
Here is the code:
Your Grid Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/75a086

Vocabulary- STUDY FOR QUIZ NEXT WEEK!
Vocabulary- STUDY FOR QUIZ NEXT WEEK!
Posted 9-14-18
Use Quizlet (link below) to study for your next vocabulary quiz. Use the "matching" feature to help you the most!
https://quizlet.com/_57lr5l 

Tough Questions and Again & Again signposts: 9-14-18
Tough Questions and Again & Again signposts: 9-14-18
Tiger Time schedule
EQ: What is a tough question or Again & Again signpost?
Warm up: Video clips
Tough Questions: https://www.youtube.com/watch?v=Hd2UgBjvyAQ
Again and Again: https://www.youtube.com/watch?v=Vn31z6NFSAA
Work session:
Quiz- "Seventh Grade"
Timed writing- 8 minutes
Read your independent books noticing the signposts, conflicts, and characterization.
Homework: Next book due and Flipgrid #3 by 9/21


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September 13, 2018
September 13, 2018
�STANDARD: Realistic fiction and Notice and Note
�EQ: What is a Memory Moment?
https://www.youtube.com/watch?v=DLLjumKKtgs
�EQ: What is a Memory Moment?
Up: https://www.youtube.com/watch?v=wsG2S_1PRnk&list=PLLed1n1Kp25JnEEJuDQvW8zcJzzNgo9zs
Ratatouille: https://www.youtube.com/watch?v=RVd6CnKLPgY&list=PLouRMAo6_Fx06ZXV7egTZiyWPoleAEik1
�Warm up: Tell your neighbor about the best memory you have of a birthday.
�Work session: Copy anchor chart- Memory Moment; video clips (see above)
�Finish questions from yesterday- 20 minutes; p. 26 1-7
�Read your own independent book- reading strategy: 
Somebody, Wanted, But, So, Then
�Homework: Next book finished and Flipgrid #3 done by: 9/21/18


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Words of the Wiser signpost
Words of the Wiser signpost
Definition- see bookmark or anchor chart below.
Video links:
https://www.youtube.com/watch?v=7Po39Il6EaQ
https://www.youtube.com/watch?v=MFkZKyezr4A 
https://www.youtube.com/watch?v=oqhgg6swliE&list=PLTTUc03CyokJ4qKMGs-vy2XcTU9Lu-1WW


Notice and Note fiction signposts
Notice and Note fiction signposts
 

AHA! Moment
AHA! Moment
 

VOCABULARY for realistic fiction:
VOCABULARY for realistic fiction:
Inference- a conclusion reached on the basis of evidence and reasoning. 
 Protagonist - the leading character, hero, or heroine of a drama or other literary work.  
 Antagonist - a person who actively opposes or is hostile to someone or something 
 
Notice and Note Signposts- reading strategies to help you as a reader pay attention to important parts of your book or story.
 
1. Contrast and Contradictions: When you’re reading and a character says or does something that’s opposite (contradicts) what he has been saying or doing all along.  
 
2. Aha Moment: When you are reading and suddenly a character realizes, understands, or finally figures something out. 
 
3. Tough Questions: When you’re reading and the character asks himself a difficult question.  
 
4. Words to the Wiser- When an older and sometimes wiser character gives advice.
 
5. Again and Again- when a word or theme keeps being repeated in the story.
 
6. Memory Moment- otherwise known as a flashback. A character is remembering something from the past.
 
Symbol– something that represents or stands for something 
  Symbolism– The use of symbols to represent a larger idea.  
 Imagery - visually descriptive or figurative language, especially in a literary work 
 Tone-The author’s attitude towards the story. (author uses descriptive words)  
 Mood- The atmosphere in a literary work meant to evoke certain feelings from a reader 
 Melancholy– a feeling of sadness, unhappiness, a gloomy feeling  
 Nostalgic – a yearning for a happy memory of the past; happiness felt in a former place.  

Notice and Note fiction signposts
Notice and Note fiction signposts
 

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Tiger Time schedule
Tiger Time schedule
 

September 11, 2018
September 11, 2018
STANDARD: Notice and Note reading strategies
EQ: What is an AHA! Moment?
Warm up: Copy anchor chart
Mini-lesson: Video clips- AHA! Moment
Notice and note- AHA! Moment notes: https://www.youtube.com/watch?v=ZUuqSKPG_3M&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Tangled example: https://www.youtube.com/watch?v=I2Big6V1_eY&index=2&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Lion King: https://www.youtube.com/watch?v=dZfGTL2PY3E&index=3&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Despicable Me: https://www.youtube.com/watch?v=QSHaERIvFNE&index=4&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
How to Train your Dragon: https://www.youtube.com/watch?v=ooD7WxZVgbc&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph&index=5
Work session:
1. Read your book with an eye for the signposts. 
Pay attention to direct/indirect characterization and internal/external conflict.

Notes:
�Direct Characterization tells the audience what the personality of the character is.
�Example: “She was a large woman with a large purse…”
�
�Indirect characterization: the author SHOWS the characterization by showing the characters actions and speech. The reader must make inference to figure out the indirect characterization. 
�Example: “A tear rolled down Elsa’s cheek.”- the inference is that she is upset or sad.
An author reveals characterization by how the character:

How the character…
S. Peaks
T. Hinks
E. Ffect they have on others
A.ctions
L. ooks

5 Parts of the Plot:
�1. Exposition
�2. Rising action
�3. Climax
�4. Falling action
�5. Resolution

Conflict: The "problem"
�Internal conflict- a problem the character has to deal with within themselves.
�Example: My family is hungry... Do I steal to provide for them?
�
�External conflict- a physical or verbal fight of some sort.
�Example: Two students getting into a fistfight. 

Homework: Next book and Flipgrid #3 due 9/21

Monday 9-10-18
Monday 9-10-18
STANDARD: Nonfiction Notice and Note
EQ: What is a contrast and contradiction?
Warm up: Copy anchor chart for Notice and Note signpost 1 and definition of direct/indirect characterization.
Mini-lesson: Contrasts and Contradictions- "Snack Attack"- https://www.youtube.com/watch?v=reRcVxAWT1g&t=53s
Work session:
1. Read "Thank You Ma'm" p.30 by Langston Hughes. Pay attention to the contrast and contradiction in the story as well as all other narrative techniques.
2. Extra time- Read your own realistic fiction book, record your time in your reading log, and pay attention to the 5 elements of plot, conflict, and resolution. 
3. Turn in your cell story and "I Am" poems- typed. If you have not finished them, finish them at home.
Homework: Next book and Flipgrid #3 due by: 9/21/18

Friday 9-7-18
Friday 9-7-18
EQ: How can I use narrative techniques and apply them to science cell project?
Warm up: Tell your neighbor what you compared your cell to (analogy)
Mini-lesson: Read mentor example of a cell story 
Work session: Write a narrative from the point of view of the cell. Use all the information you already know about the cell to compare it to a factory/building.
"Create a story that a fifth grader could read.  The story should relate the cell to a factory or a city and be interesting and entertaining.  All relevant information, such as how the organelle works, name of the organelle, what you are comparing it to and why.  Color pictures should also be included." 

My organelle is like _____________________________ (a factory or city) because ____________________________________________________________________________________________________________________________________.


Reminders- next book due 9/21 and Flipgrid #3
Homework: If you did not finish writing your story in class, you will need to write it and turn in Monday. If you have not finished typing your "I Am" poem, please do so on your time either at home, in the morning, or during class after you finish your classwork.

Flipgrid #3 
Flipgrid #3 
Finish your book by 9/21/18
 

Part 2 "Wings"
Part 2 "Wings"
 

"Wings"
"Wings"
Part 1
 

Wednesday 9-5-18
Wednesday 9-5-18
STANDARD: Realistic fiction/Reading
EQ: Readers choose books that they are interested in and read deeply across authors, series, and genres to become experts toward more complex books.
Warm up: Answer the questions from yesterday's "Wings" in your notebook
Mini-lesson: Mentor text
Work session:
Reading with a deadline in mind- 9/21/18 next Flipgrid 3 due. 20 minutes reading; 20 minutes writing cell story. 
1. Read your WHOLE book.
2. Pay attention to the parts of the plot.
3. Pay attention to the characterization of the main character (remember S.T.E.A.L.)
4. Pay attention to the author's craft- how do they write? How do they use figurative language? What "craft moves" are you noticing as you read?
5. What goals did your author accomplish- see notebook in writing section for help.

Organelle/cell story- due Friday; Use your project from Phelps to help you. 

Tuesday September 4, 2018
Tuesday September 4, 2018
Reading Bend 1, Session 1: What do good readers know about stories?
Warm up: Review 5 parts of the plot, dialogue rules, and S.T.E.A.L. (how an author reveals character)
Work session:
1. Spoken word/mentor "text" - "Wings"
2. Watch and compare video "Wings"
3. Pay attention to the annotation
4. Quiz- Parts of plot, dialogue/punctuation, and S.T.E.A.L.
Homework: Flipgrid #3 and next book due 9/21
See directions below for flipgrid code...

FLIPGRID #3- DUE by 9/21/18
FLIPGRID #3- DUE by 9/21/18
Students will not be able to answer all the questions for their next book until we review characterization next week... so don't stress...some just like to have them early.
Here is the code:
Your Grid Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/75a086

LATE WORK
LATE WORK
If your child did not turn in their narrative in on time today, they will need to work on them over the 3 day weekend. Our late policy is -10 points every day it is late. I will not get to the gradebook over the weekend, but will catch up some of the missing assignments showing. Please be patient- before I can grade your child's Flipgrid assignments...I have to watch all of them and that takes time. I will get everything fixed by next Friday, but just know it usually takes me 10 days at least to grade final copies of writing. 
I'm so proud of the hard work I've seen. I tried to let the kids know today that we are all a work in progress, so not to worry if they thought they didn't do well... to think of the progress they will make. We are FAR from finished with our writing unit even though they may think they are "finished"... they are not. We always have something to strive for and new skills to master. I really hope to focus more on the progress than just the numerical grade. I want all students to know that we measure progress from draft to draft. We also set specific goals for each of our skills and domains.
Have a TIGER- ific 3 day weekend. See you all bright and early on Tuesday. If you have time tonight, we are going to try to go to Harry Potter trivia (off 96 at Between Friends Cafe')... it starts at 7:00. What house will you be sorted into?

FINAL DRAFTS DUE TOMORROW!
FINAL DRAFTS DUE TOMORROW!
Students- to participate in our Writing Celebration tomorrow, you MUST have a finished copy (either neatly hand written in blue/black ink, front of paper, name/date/class period, WITH your checklist on top or TYPED, 14pt. font, double-spaced, name/date/class period top LEFT HAND corner; Title should be centered)
Your CHECKLIST should be on TOP with your self-check in pencil, a peer check in pen, and then I usually grade in purple or red.
If you are bringing snacks for your class, please see me in homeroom with a sticky note and your name/class period. We will have snacks first, then give feedback using sticky notes for other classes. It will be a fun day to celebrate your hard work.
If your class is extra well-behaved, we may get to visit 8th grade for a bit as they are celebrating their Memoir unit. My challenge to each of you is 100% completion!
Don't forget our KINDNESS MATTERS journal and challenge! Only about 10 days left to beat WRMS in our acts of kindness. Post your picture with your journal (10 things) and don't forget to tag @miguelinspired and @tmskindness5k so we get the credit for your AWESOMENESS!
Good luck finishing your stories... I am SO excited to see your finished efforts!
-Mrs. F.

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8/13/18
8/13/18
 

Teaching point: 8/10
Teaching point:  8/10
Writers get ideas for fiction by paying close attention to the small moments in their own lives.
Yesterday students began putting their notebooks together. Some students still need to get a 3 subject notebook. Today we brainstormed different stories we wished existed in the world, then we wrote scenes for those ideas.
Students should be reading at home (2 hours per week beginning next week). Homeroom time and/or free time can also be used to get in those minutes. They will keep track of their reading in their notebook- the last 10 pages.

How to use Ideas for Fiction: 8/10/18
How to use Ideas for Fiction:      8/10/18
Pay attention to the small moments in your life that could be fictionalized.

Consider places where stories could take place, and then imagine those stories.

Read about current events, blogs, magazines etc. Allow yourself to be inspired by true events that could be fictionalized.

Ask, “What stories do I wish existed in the world?” Let this question lead you to invent a character with traits, struggles, and actions.


Reader/Writer notebook- Today we set up our notebooks... 8/9/18
Reader/Writer notebook- Today we set up our notebooks... 8/9/18
Section 1: WRITING

Table of contents

Table of contents

Syllabus

Heart map

“I AM” poem- leave room to add this...

Character traits

SECTION 2: READING

Table of contents

Table of contents

SECTION 3: Divide into 3 sections 

Table of contents

Table of contents

Count from the back 10 pages- READING LOG

Count back another 15 pages- Label GRAMMAR

The FRONT of section 3 is VOCABULARY


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Narrative On-Demand Writing AssessmentGrades 6-8 August 6, 2018 
Narrative On-Demand Writing AssessmentGrades 6-8  August 6, 2018 
Narrative 
“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best personal narrative, the best small moment story, of a time in your life. This could be a small moment story or it could tell the story of a scene or two. You’ll have 45 minutes to write this true story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.” 
 
In your writing, make sure you: 
•         Write a beginning that gets readers into the world of the story and helps them understand what is going on.
•         Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.
•         Use transition words to help readers understand how the story holds together and when events happened.
•         Write an ending, ideally one that connects to what the story is really about.

CIPA lessons: Cyber safety
CIPA lessons: Cyber safety
In ELA today, we are reviewing our CIPA lessons. Safety is a top concern for us to help protect your kids. My students are watching the following video if you'd like to discuss it with them.
https://www.youtube.com/watch?v=YbaAo2QNIVc

TEAM 7-C August Newsletter
TEAM 7-C August Newsletter
 
August Newsletter- REVISED 2018
Word document
Padlet Drive

Welcome Back! 
Welcome Back! 
Homework #1
Introduce yourself:  https://flipgrid.com/34a69a
Password: Tigers2018
Introduce yourself to Mrs. Fulton.

Homework #2
Summer reading (through August) https://flipgrid.com/d864af
Password: Tigers2018

2018-2019 BELL SCHEDULE
2018-2019 BELL SCHEDULE
 
TMS Schedule 2018-2019 (003)
Word document
Padlet Drive

CIPA lessons
CIPA lessons
Cyber safety
 
7th Grade Cyber Safety
PDF document
Padlet Drive

Bullying information
Bullying information
 
Bullying PowerPoint 2018-2019 training
Powerpoint presentation
Padlet Drive

Sexual harassment information
Sexual harassment information
 
Sexual Harassment Title IX Training for Parents and Middle High School Students 2018-2019 (1)
Powerpoint presentation
Padlet Drive

7th grade survival guide: DUE May 4th
7th grade survival guide: DUE May 4th
Directions: You will write a booklet or brochure for rising 6th graders on how to survive 7th grade gifted classes. Your writing will need to include:

·         Specifics about topics that apply to a 7th grader
·         Tips, tricks, and suggestions for how to survive and thrive as a top student
·         What to do and what NOT to do
·         Advice and suggestions that have helped you this year.
·         Explanations about Tiger Time, lunch schedule, science fair, class projects, and teacher expectations.

Your brochure or booklet needs to show:

·         Your best effort
·         Neatness and creativity
·         Attention to grammar and conventions

favorite
1

“How to” Project: Due May 16th
“How to” Project: Due May 16th
You will choose something you excel at and demonstrate it for the class. You need to choose something that you can explain, teach, and/or demonstrate. If you want the class to participate in creating something, you will need to provide the materials they will need to use. Last year we had presentations such as: rules of soccer, football offense/defense, rules of baseball, comparison/contrast of different activities, “how to” play a certain song on an instrument, “how to” do origami, “how to” juggle afterschool activities and homework… 

Your presentation must include a visual aid of your choosing (Powerpoint, Tri-fold board, handouts for the class, iMovie, YouTube video etc.) You will be working on this some in class, but mostly at home. 

You will be graded on:

Effort, Neatness, accuracy of information, creativity, and presentation. 

*If you do well, this can count as your final. If you are not ready to present when it is your time or you do not score a “4” on the Milestone for ELA, you will be taking a written final during our scheduled final time.


Upcoming Dates
Upcoming Dates
April 26th – Field Trip (all day)
May 4th field day (afternoon) /7th grade day (morning)
May 4th- 7th grade survival guide due- FULTON 
May 11th – Pot Luck (No more Tiger Bucks after this day) (planning)
May 16th- “How to” Project DUE- FULTON
May 18th – PBIS- Celebration

Choose your Own Adventure: Hamlet version
Choose your Own Adventure: Hamlet version

All classes... check out this cool version of Hamlet. You get to choose certain parts of the story like Choose Your Own Adventure!
http://textadventures.co.uk/games/view/l0f1zns6j0ihi73ltcbjoa/hamlet-and-claudius-a-tragedy

FANTASTIC POETRY CAFE
FANTASTIC POETRY CAFE
I am so proud of your behavior and courage in presenting your poems today. What a successful first annual poetry cafe'! You make me proud to be your teacher.
If you didn't get your hot chocolate, I promise we will have it in class next week. If you wanted to present, but didn't get to...you may perform it in class next week as well.
Thank you!
Reminder- some of you still owe me checklists and work!

GREAT JOB during TESTING!!!
GREAT JOB during TESTING!!!
So proud of your efforts during testing. I know we are all relieved to be finished with this part. Remember to study for math tomorrow and Friday. Also, if you are bringing donations for our celebration Friday- please bring them in the morning if possible.
If you are helping with the Donors Choose thank you letters...please bring those tomorrow too so we can get them in the mail.

Don’t forget to write a diamonte poem about Milestones (see post below). If you haven’t turned in all of the handouts from your checklist, do that too.
Thanks scholars!!!

Diamonte poems
Diamonte poems
Write a diamonte poem about Milestone testing. Turn in tomorrow or show me in your notebook.
http://www.readwritethink.org/files/resources/interactives/diamante_poems_2/
2 comments 
 
Anonymous 11mo
I'm not good at the lines and the rhymes it is to complicated😵😵😵😵😱😱😱

Tracy Fulton 11mo
The lines do not have to rhyme in a Diamonte. Look at the examples. 

Checklist of activit
Checklist of activities: Due tomorrow (Friday) by end of class.
No quiz this week. Milestone writing tips and reminders on Friday and Monday. 

Poetry work: 4/9/18
Poetry work: 4/9/18
Today you will be working on Odes, Lyric poetry, and Limericks. There will be no Daily Dose or Stem quizzes this week, but you will be reviewing and checking understanding of many grammar concepts in preparation for Milestone testing.


Reminder- QUIZ FRIDAY- stems 1-25
Reminder- QUIZ FRIDAY- stems 1-25
STUDY STEMS/ROOTS here: Review on quizlet here:  https://quizlet.com/_4ocai0

Sonnet 18- homework due 4/3
Sonnet 18- homework due 4/3
*Students will receive a handout on Shakespeare's Sonnet 18 with notes today in class. They are to complete the matching terms 1-10 on the back using information from the handout and/or their own research to answer. Here is the sonnet:

Sonnet 18: Shall I compare thee to a summer’s day?
BY WILLIAM SHAKESPEARE
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
   So long as men can breathe or eyes can see,
   So long lives this, and this gives life to thee.


STEMS/Root words: Week 2- Quiz Friday
STEMS/Root words: Week 2- Quiz Friday
Review on quizlet here:  https://quizlet.com/_4ocai0
Poetry terms: https://www.flocabulary.com/unit/types-of-poetry/vocab/
(1-25 Highlight)
A-, annu-/anni-, anthro-, anti-, aqua-, archea-, astro-, aud-, auto-, bene-, bibl-, bio-, cardio, carn, ced/ceed, cent, ceph-, chrom-, chron-, cosm, cracy, cred, deca-, demo-, derma

STEMS and ROOT WORDS- quiz Friday 3/23
STEMS and ROOT WORDS- quiz Friday 3/23
Here is a copy of the list if you were absent Monday or need a second copy:
https://www.byrdseed.tv/wp-content/uploads/2014/08/greek-latin-students.pdf

Poetry terms and review
Poetry terms and review
Alliteration, assonance, consonance, complete rhyme, partial rhyme
https://www.flocabulary.com/unit/alliteration-assonance/vocab/
https://www.flocabulary.com/unit/alliteration-assonance/video/
alliteration-noun- the repetition of the same sound at the beginning of words in a phrase or sentence. Example: Peter Piper picked a peck of pickled peppers.

assonance-noun- the repetition of the same vowel sounds inside of words that are close together.
"Go mow the lawn" is an example of a sound device often used in writing called assonance because the words sound similar.

consonant- of or concerning the sounds made by all letters other than "a," "e," "i," "o," "u" and sometimes "y" in English.The sounds /m/ and /f/ are consonant sounds.

Consonance is a stylistic literary device identified by the repetition of identical or similar consonants in neighbouring words whose vowel sounds are different (e.g. coming home, hot foot

Complete rhyme- when words rhyme completely. Examples include if the words have assonance (same vowel sounds). Examples: beat, heat

Partial rhyme- formed by words with similar but not identical sounds. In most instances, either the vowel segments are different while the consonants are identical, or vice versa. Example: "Billy Mack is a detective down in Texas / You know he knows exactly what the facts is" (Steve Miller Band's"Take the Money and Run," 1976)

Internal rhyme- 1.a rhyme created by two or more words in the same line of verse. 





The Odyssey
The Odyssey
Epic poem- a long, narrative poem.
Epic hero- a brave and noble character in an epic poem, admired for great achievements or affected by grand events: Beowulf, an epic hero with extraordinary strength. Examples from the Web for epic hero. He had many qualities of the epic hero, and especially this—that he was the last man in the world to be the epic poet.

In "The Odyssey" by Homer, what traits does Odysseus have in common with Black Panther? How are they both epic heroes?
If they are also protagonists, who are the antagonists?

Black Panther follow up questions for ELA- turn in to turn in tray
Black Panther follow up questions for ELA- turn in to turn in tray
•Discussion questions:
•1. What was your favorite thing about the film, Black Panther?
•2. What role does technology play in the film?
•3. Describe the internal and external conflicts in the film. Use evidence from the movie.
•4. What elements of the plot can you name? What do you think the turning point was?
•5. What informational facts did you see that relate to social studies curriculum?
•6. Why is this film considered historical fiction?
•7. Who is the protagonist? Who is the antagonist?
•8. What is an epic hero?
Black Panther soundtrack: https://www.youtube.com/watch?v=kIZTg9gpTzg&list=PLohYzz4btpaRRBeh9B5xOsTYPHNoegwmU

CNN
CNN
How many nonfiction Notice and Note signposts do you see?
https://www.cnn.com/cnn10

Milestone Jeopardy review
Milestone Jeopardy review
https://jeopardylabs.com/play/midterm-and-milestone-review#.VuAl-Y8lIyY.facebook

Daily Dose practice 66-70
Daily Dose practice 66-70
https://quizlet.com/_4luabb

Homework- Due Thursday 3/15/18
Homework- Due Thursday 3/15/18
Find a photograph that is meaningful to you. It may be on your phone. Write a narrative poem 16-20 lines about the photograph. Be sure to include imagery, description, and figurative language of your choice.

3-14-18 Lesson Plan
3-14-18 Lesson Plan
•STANDARDS: Poetry; grammar- modifiers; personification
•EQ: What is a dangling modifier? How can I identify and use personification correctly in poems?
•Warm up: Grammar and conventions
•Mini-lesson- https://www.youtube.com/watch?v=O_69FzKJnOw 
•https://www.youtube.com/watch?v=-tX34V_XGeQ 
•Dangling modifiers https://www.youtube.com/watch?v=SjunMcrXgE0 
•https://www.youtube.com/watch?v=fYjzhuBn08Q 
•
•Work session: Personification
•https://www.youtube.com/watch?v=8MhJP9eDgaQ 
•https://www.youtube.com/watch?v=3qKFSkEUcdw 
•Personification worksheets
•Homework: Find a photograph that is meaningful to you. It may be on your phone. Write a narrative poem 16-20 lines about the photograph. Be sure to include imagery, description, and figurative language.

Poetry terms- Define and do the color poem in the next post. Due Wednesday 3/14/18
Poetry terms- Define and do the color poem in the next post. Due Wednesday 3/14/18
Look up the following: 
•Rhyme
•Rhythm
•Rhyme Scheme
•End rhyme
•Internal rhyme
•Complete rhyme
•Partial rhyme
•End Rhyme
•The pattern of rhyme that you identify by looking at the last word in  a line of poetry.
Internal Rhyme
When words rhyme within the same line of poetry.
Complete rhyme
When words rhyme exactly.
Partial rhyme
When words almost rhyme; also called approximate rhyme.

Poetry and Daily Dose #66-70
Poetry and Daily Dose #66-70
*Homework from last week- do your 4th Flipgrid
Narrative poetry and historical poems:
"Rosa"- Rita Dove  http://articles.latimes.com/1999/jul/04/books/bk-52719
"Ballad of Birmingham"- Dudley Randall https://www.poetryfoundation.org/poems/46562/ballad-of-birmingham
https://www.youtube.com/watch?v=32Y92U1GxG0 

Homework: 3/13/18- Due Wednesday

1.       Create an account at  https://voicethread.com/- Use your first name and last initial.
2.       Write a poem based upon a color. You must include at least one simile, one metaphor, and one example of personification.
3.       Post your poem on Voicethread and use the share button to share with me: tracy.fulton@hcbe.net

 
DAILY_DOSE_66_70.pptx
Powerpoint presentation
Padlet Drive

April 30, 2018
April 30, 2018
Homework: Poetry Cafe' follow up: If you did not get to share your poem at our Cafe' day, please share it here by Friday using this FLIPGRID link: https://flipgrid.com/b5bcfc

Connotation vs. Denotation:
https://www.youtube.com/watch?v=UHMmrWOXv-A
https://www.youtube.com/watch?v=h4XsgQCX7Hg

Poetry questions: "I Wandered Lonely as a Cloud"
Warm up: Poetry exercise- (15 minutes)

Read the poem, “I Wandered Lonely as a Cloud” to yourself. Listen as we read it together. 

1.     Underline two examples of IMAGERY in each stanza.
2.     Circle any PRONOUNS.
3.     Draw a box around an example of PERSONIFICATION in Stanza 2
4.     Write the RHYME SCHEME for Stanza 1.
5.     Draw a quick sketch/picture around the poem showing you understand the IMAGERY in the poem.
6.     Then, write a ONE SENTENCE SUMMARY of each stanza on the back.


Quiz Thursday; 7th grade survival guide due Friday.
favorite
1

Lesson Plan 3/9/18
Lesson Plan 3/9/18
Students will complete the Daily Dose quiz (they may write on it) and then the simile/metaphor packet (they may also write on it). Then read your independent books when they are finished. Remind them that they need to do Flipgrid #4 by Monday. 

Direct and Indirect objects
Direct and Indirect objects
View the following video from Khan Academy and complete the Direct/Indirect object packet given in class.
https://www.youtube.com/watch?v=OSE3OiRGlgE

Poetry terms
Poetry terms
 
Poetry_terms.pptx
Powerpoint presentation
Padlet Drive

MIDTERM STUDY GUIDE:
MIDTERM STUDY GUIDE: Midterm for ELA- Thursday March 8, 2018
 

MIDTERM STUDY GUIDE P.2
MIDTERM STUDY GUIDE P.2
 

📎 Photo
 

Poetry terms
Poetry terms
Look up definitions for: elegy, haiku, ode, sonnet, narrative, lyric, free verse, and ballad. Write them in your notes. See me for Lesson 3 Poetry practice

Grammar videos
Grammar videos
Phrases and clauses: https://www.youtube.com/watch?v=49EsnvxVQec&t=1s
Dependent and independent clauses: https://www.youtube.com/watch?v=sAo6LbCUAQo
Subjects and predicate: https://www.flocabulary.com/unit/subject-and-predicate/video/


Daily Dose #61-65
Daily Dose #61-65
Here are next week's Daily Dose words. Quiz will be Friday 3/9.
Here is the quizlet link: https://quizlet.com/_4jb1do
 
Daily_Dose_61_65.pptx
Powerpoint presentation
Padlet Drive

MIDTERM DATES
MIDTERM DATES
Here is the schedule for midterms. Mark your calendar. Study guides posted soon:
March 7th- 6th and 7th grade connections exams
March 8th- Language Arts and Social Studies exams
March 9th- Math, Science, and 8th grade connections exams

Phrases and clauses practice
Phrases and clauses practice
Phrases and clauses videos:
https://www.youtube.com/watch?v=kSGMWCq-UHQ
Need extra help?
View the following video:
https://www.youtube.com/watch?v=z45UdL0WTro




"The White Umbrella"- 2/27/18
"The White Umbrella"- 2/27/18
Re-read the following story and answer the questions using evidence from the text. Write in complete sentences by rephrasing from the text-dependent question asked in preparation for Milestone testing.
Here is the link for the online text: http://www.syracusecityschools.com/tfiles/folder716/unit03-WhiteUmbrella.pdf
 | Text-dependent Questions
 1.  In paragraph one, while the narrator’s parents discuss the Lee family, the narrator states, “I remembered how sorry my parents had felt for Mrs. Lee.” (p. 417) Why are they sorry for the Lees? 
 2. When the narrator’s mother went back to work, she didn’t tell either of her daughters. (p. 417) What was the purpose in her trying to hide her job from her daughters?
 3. On page 418, the narrator lies to her piano teacher about getting wet driving in her family’s convertible instead of the truth that she had to walk in the rain.  What did the convertible represent to the narrator?
 4. Why did the author include the details regarding Eugenie’s auburn hair and blue eyes?  What do these details help the reader understand? (p. 418)
 5. The narrator declares that “Watching the way Eugenie carried herself, I sat up, and concentrated so hard on sucking in my stomach…” (p. 418) What is the narrator trying to do? What is the significance of this statement? 
 6. On page 418, the narrator describes the white umbrella: “The umbrella glowed like a scepter.”  What does this simile mean? What does this description show about her feelings?
 7. On page 419 the narrator imagines what she would do if she had a white umbrella. She pictures taking it to school, and offering to take it to Eugenie.  What do her daydreams tell the reader about how the narrator views the white umbrella?
 8. During her daydreams, the narrator imagines asking her mother for an umbrella for Christmas.  She knows that her mother would declare, “Things…All you want is things, just like an American.” (p. 419) What does the narrator think the white umbrella would symbolize to her mother?
 9. After playing piano for her teacher, the narrator states, “See, I told her with my fingers. You don’t have to feel sorry for me.” (p. 419) Why does the narrator believe Miss Crosman feels sorry for her?
 10. After playing for her teacher, the narrator says, “An entire constellation rose in my heart” (p. 419) What does this metaphor show the reader about her feelings?
 11. After the piano lesson, the narrator and her sister wait outside for their mother. (p. 421) Why is their mother late coming to pick them up? 
 12. Even though it is raining, the narrator insists that she and her sister wait outside. Although her sister wants to back go into their teacher’s house, the narrator refuses. (p. 421) Why does the narrator resist going back inside?
 13. The narrator describes the umbrella in this way: “sprang up by itself as if it were alive, as if that were what it wanted to do – as if it belonged in my hands” (p. 422) What does this show about her feelings regarding the umbrella?
 14. After thanking Miss Crosman for giving her the umbrella, the narrator tells her, “I wish you were my mother.” (p. 423) What are some possible reasons the narrator would say such a thing?
 15. When the narrator’s mother arrives to take the girls home, the narrator tries to hide the umbrella from her. (p. 424) Why does she make the decision to do that?
 16. When the sisters were arguing about the hidden umbrella, their mother backs into another car. (p. 425) What is the importance of this event to the story? 
 17. After the car accident, the narrator secretly throws the white umbrella down the sewer. (p. 425) Why does she do that? What does this show about how her feelings have changed?

HOMEWORK REMINDERS; Clauses and Phrases (For the week of 2-26 - 3-2)
HOMEWORK REMINDERS; Clauses and Phrases                                                               (For the week of 2-26 - 3-2)
Rock Eagle vacationers and all other classes... 
1. Please read, study, and prepare to be quizzed on these phrases/clauses upon return to class. 
2. Also, if you did not get a crossword sheet from me on Friday (2-23), see me when you return (homework grade). 
3. There will be a Daily Dose quiz Thursday 3-1 over #31-60. 
4. You also have until Monday (2-26) to finish typing your essays that you began last week (not Writescore- the one on racing fuel). 
5. If you have not updated your Flipgrid for your independent reading, please do so (you should have 2 total now; Here is the link: https://flipgrid.com/6be9b7)
6. We will finish reading and analyzing "The White Umbrella" in class next week; Focus will be on answering text dependent questions with support and text evidence in preparation for Milestone testing.
7. We will also begin having weekly "mini-tests" in preparation for Milestone testing. These test will give me valuable information about what skills your child needs to focus upon. Many times we get the question, "Is it for a grade?" when what I hope my students are asking is..."Is this important?" Yes, this is important! Yes, there will be assessment grades attached to these tests. Some of them will be formative assessments (for me to give feedback). Others will count as classwork and/or test grades. At this point, with the exception of poetry and some grammar concepts, I have covered the majority of our standards that Milestone will cover, so yes- the score matters. As we are practicing assessment, if there are concepts that have not been taught, those questions will be used as "pre-test" items. If you have questions, please email: tracy.fulton@hcbe.net
 
clauses_and_phrases_lesson.ppt
Powerpoint presentation
Padlet Drive

QUIZLET: DAILY DOSE #31-60 Review
QUIZLET: DAILY DOSE #31-60 Review
Review the following words on quizlet to prepare for your quiz next                                  Thursday (3-1). If you did not get your crossword puzzle today, please see me Monday. If you are going on the Rock Eagle Trip, you are still responsible for taking the quiz and completing  the crossword before returning to class. 
https://quizlet.com/271514400/daily-dose-31-60-flash-cards/

Checklist for work 2/26-3/2:
Checklist for work 2/26-3/2:
1. Writescore assessment submitted last Friday
2. Typed essay on racing fuel: typed, printed, shared to email: tracy.fulton@hcbe.net - (Was due Monday 2/26)
3. Phrases/Clauses- review the powerpoint below- quiz this week.
4. Study for Daily Dose quiz Thursday- 3/1 (quizlet link below)
5. Finish crossword Daily Dose #31-60- Homework grade
6. Re-read "The White Umbrella" and answer the text dependent questions using evidence from the text. (A hard copy will also be given)
7. Finished with all above? Practice vocabulary at: www.freerice.com

Tiger Time Schedule
Tiger Time Schedule
 

2-22-18
2-22-18
Writescore testing will be today and tomorrow. Students will have two days to complete this very important assessment of their writing skills. These writings will be scored and returned within time for us to give them feedback for Milestone testing.
In class, students are to finish their essays from last week by Monday morning. They need to finish typing and email and if possible print a copy. Email to: tracy.fulton@hcbe.net
Also, students received Daily Dose review 31-60 last week. They are to write sentences with each of the words and will have a quiz over all words next Thursday (3-1).
In class next week we will be finishing "The White Umbrella" and focusing on text dependent questions and responses in preparation from Milestone testing. In addition, students will resume working in coalition groups and will write an essay on their chosen topics.
Reminders- Ice cream social is next Friday and costs 50 blue cards. Students should turn in their cards to their homeroom teacher.


Quizlet: Daily Dose #56-60
Quizlet: Daily Dose #56-60
https://quizlet.com/_4fstmx

Daily Dose 56-60
Daily Dose 56-60
 
Daily_Dose_56_60.pptx
Powerpoint presentation
Padlet Drive

CNN STUDENT NEWS
CNN STUDENT NEWS
If you missed today's broadcast, here you go:
https://www.cnn.com/cnn10
Also, bring a lemon to class on Monday.

ARGUMENT WRITING: 2-9, 2-10, 2-11
ARGUMENT WRITING: 2-9, 2-10, 2-11
•Standards covered: RI1- reading informational/citation, RI6- author’s point of view, RI8- Trace and evaluate argument and claims, RI9- Analyze how two or more authors writing about the same topic differ, 
7W1- Writing with claims, reasons, and evidence.
Directions: 
1. Warm up: REVIEW DAILY DOSE #45-55 quizlet; TAKE QUIZ
 2. Mini-lesson: Graphic organizers
 3. Work session: WRITESCORE practice- your paper (loose). Read both articles, take notes, and form an opinion on the issue. Then, write an introduction with three reasons that support your position.
4. Go back to the articles- read a second time with the purpose of  using graphic organizers to think through your topics. Do not write on the organizer given, but copy onto your loose paper. This will be turned in with your finished draft. Today you must complete: Compare viewpoints, argument pyramid, sound or not?, claims and evidence, claim cycle. (You do not have to complete Face Off! yet)
5. We will continue writing this on Monday. If you finish all of the above organizers, please continue drafting. We will go through ALL steps of the writing process with this paper. (Pre-write/jot, draft, edit/revise, final copy- blue or black pen, and then TYPED- 12 pnt. Font Times New Roman, double-spaced, with heading: Name, date, class period on top left. Type, save, and email: tracy.fulton@hcbe.net
6. Homework: Continue reading your independent books, taking notes, and add to your Flipgrid before Monday on the independent reading (if you have not yet done so).

TIGER TIME: 2-8-18
TIGER TIME: 2-8-18
TIGER TIME: ENRICHMENT
1.  Read 20 minutes. Book club discussion/ book talk.
2.  GENIUS HOUR- videos and special projects. Illustrate a scene or image from your independent novel.
3.  Plan for next time…


LESSON PLAN: 2-8-18
LESSON PLAN: 2-8-18
STANDARDS: 7W2 WRITING informational, 7W9- Research, 7SL3 Delineate a speaker’s argument
Reading RI6 Author’s point of view and purpose, 7RI8- Trace and evaluate argument and claims
Warm up: Language practice- 1-5 DO NOT WRITE on it! Write in notebook.
Mini-lesson: Postive, comparative, superlative adjectives
Work session: WRITESCORE practice- your paper (loose). Staple and turn in.
Homework: Vocabulary Daily Dose #51-55 quiz Friday


FLIPGRIDS: Have you completed these?
FLIPGRIDS: Have you completed these?
Argument ideas- what are your FIVE ideas for argument topics?
https://flipgrid.com/da65b5

Independent reading: Record your reading on this FLIPGRID. Discuss characters, setting, 5 parts of the plot, conflict (internal or external), and any text connections you might make (text to text, text to self, text to "real world").
https://flipgrid.com/6be9b7

QUESTIONS??? Are you confused about something? Need my help? Have specific questions related to classwork, homework, or grades? Ask me here!
(No random posts please!)
https://flipgrid.com/8b1247

Fox vs. Magpie: This assignment was due last week! Choose a side- who was more villainous- Fox or Magpie? Use text evidence from the story and your own ideas about friendship, betrayal, and loss to help you answer.
https://flipgrid.com/2d6826

Fox: The sequel- YOU are the author! What would you write if you were the author of a sequel to Fox? How would you want the story to end? Will Magpie get out of the desert? Will Magpie find Dog? Will Fox get what he deserves or change (to become a dynamic character?) You control the story...record your ideas and author's craft techniques here:
https://flipgrid.com/e66f98

Writers' Cafe' feedback:
As we begin our new argument unit, I'd like your feedback on our Writers' Cafe' from 1st semester. What would you like to include? How would you like to celebrate our successes with argument protocol and/or our argument writing?
Tell us here for a chance at becoming part of the planning committee!
https://flipgrid.com/8dad55

Good afternoon Paren
Good afternoon Parents!
I wanted to let you know that I finally have blue cards to catch up what I owe your kiddos for great behavior and/or donations to class. If your child is absent today, please have them see me during homeroom when they return. I am resetting the class points today- I didn't want you to think your child lost points...we just reset for the semester.

Again, thank you so much for all donations. We are disinfecting the classroom daily due to increase in cases of viruses, strep, and flu. Thank you for all who checked on me and my daughter. We are slowly getting better, just very low immunity. Also, thank you for keeping your kids home when they are sick...we don't want to keep spreading this around. Love when we share, but NO ONE needs this!
 

Quizlet- #45-55 
Quizlet- #45-55 
https://quizlet.com/266392470/daily-dose-45-55-flash-cards/

Homework- due Monday 3/5/18
Homework- due Monday 3/5/18
Use a dictionary or dictionary.com to make flashcards for the following grammar terms. You may use index cards or your own paper:
 Create Flash Cards OBJECTIVE: Create a set of flash cards that review grammar terms. DIRECTIONS: You will create 10 flash cards. Each flash card will have one of the vocabulary terms below on the front of the card. On the back of the card, you will include the definition of the term and three examples. 

Decorating your flash cards is optional but encouraged. TERMS TO BE COVERED (A SEPARATE CARD SHOULD BE MADE FOR EACH TERM): Compound subject, compound predicate, simple sentence, compound sentence, complex sentence, subordinating conjunction, independent clause, dependent clause, semicolon, and colon – 10 total. 

📎 Photo
 

📎 Photo
 

📎 Document
 
Daily_Dose_51_55.pptx
Powerpoint presentation
Padlet Drive

Quilet review for Daily Dose #46-#50 and past words
Quilet review for Daily Dose #46-#50 and past words
https://quizlet.com/_4dpo1b

Standardized Testing links (for coalition group)
Standardized Testing links (for coalition group)
https://www.theatlantic.com/education/archive/2014/07/why-poor-schools-cant-win-at-standardized-testing/374287/

📎 Daily Dose 36-45 Flashcards | Quizlet
 
Daily Dose 36-45 Flashcards | Quizlet
Start studying Daily Dose 36-45. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Daily Dose for 1-29-18
Daily Dose for 1-29-18
 
Daily Dose 46-50.pptx
Powerpoint presentation
Padlet Drive

2-2-18 Lesson plan
2-2-18 Lesson plan
After taking your Daily Dose quiz...
Read your independent novels (30 min) and write about the following:
1. Characters- how would you characterize the major Characters? What character traits do they have? Use your notes from 1st semester to help you.
2. Setting- what is time and place of your story? Is there more than one Setting?
3. Genre- what genre is your book? It should not be non-fiction for today...
4. Text to text- can you compare this book to anything else you've read? How so? 
5. Text to self- Do you have anything in common with the main character or their Conflict?
6. Text to real world- How does your book relate to the real world? Are there current school, neighborhood, state, federal, or global issues that are represented in your book? 
7. Conflict- describe the conflicts in your book. Are they internal or external conflicts? 
8. 5 parts of plot... where are you in the traditional plot diagram? (Exposition, rising action, climax, falling action, resolution)
9. Argument- Is there a situation or decision your character (or others) make that you agree or disagree with? Write 2-3 paragraphs describing the situation and why you agree or disagree with the character's choices. 
10. Write 2 paragraphs explaining the argumentative article you shared. (Didn't print or share via email? It was a homework grade)

Extra time? Scope magazines are on front table...they need to read argument or debate topics.

Homework: check padlet and make sure all Flipgrids are up to date...

1-24-18
1-24-18

I am home with my daughter today- virus.
 Students are finishing their debate protocol for Fox vs. Magpie, reading an article on competitive sports, and reading their independent novels. They need to check padlet nightly, finish any missing Flipgrids, and find an argumentative article on a topic of their choice. They may print and turn in or email me the link: tracy.fulton@hcbe.net


QUIZLET REVIEW #36-45
QUIZLET REVIEW #36-45
https://quizlet.com/261504929/daily-dose-36-45-flash-cards/
To help you review for Friday's quiz (1/26

HOMEWORK 
HOMEWORK 
1. Read your book...at least 20 min. Stop and jot...then, respond to the FLIPGRID for independent reading.
2. Find an article that is argumentative. Choose one of the 5 topics you mentioned on your FLIPGRID. Print the article and bring it to class tomorrow (1/23). If you cannot print, please email the link and description to me at: tracy.fulton@hcbe.net


Argument protocol
Argument protocol
 

QUIZ tomorrow 1/19... Daily Dose #36-40
QUIZ tomorrow 1/19... Daily Dose #36-40
Tomorrow we will quiz over Daily Dose 36-40 and work on finishing some things that have been left undone. Students will finish their writing on demand for argument, finish their Scope Scholastic argument about walking and texting, and then we will begin exploring our argument unit and argument protocol. Your child will be watching clips from The Great Debaters- based on a true story so historically relevant.
They also need to think of 5 topics that they believe would make good debate topics. Finally, they need to respond (positive feedback and constructive criticism) to 5 other Flipgrids for both of the new topics (Fox vs. Magpie AND your sequel ideas). By giving feedback in this format, you save us multiple days in class to focus on small group conferencing. This method of teaching is research based and involves the concept of "flipped classroom." Thank you for understanding that we are trying out many techniques to help your child stay focused in class, including using our "tools" for mindfulness (fidgets, squeeze balls, stress-relief tools). It is a project that was student led and I am so proud that they were able to accomplish their goal.


DAILY DOSE: #36-40
DAILY DOSE: #36-40
Review the following terms for your quiz Friday.
 
January 8, 2018- POWERPOINT-revised
Powerpoint presentation
Padlet Drive

CLASS DOJO MESSAGE
CLASS DOJO MESSAGE
Please ask your parents to check all Class Dojo messages.
If you are reading this, remember to tell me "Go Dawgs" in anticipation of the big game on Monday. :)
Also, if you are reading this...and you would like to have a hot chocolate and or coffee day in class, bring a packet of hot chocolate, apple cider, or your favorite K cup (for the Keurig) for next week. If you can donate more coffee cups, snacks, ... blue cards will be given for each item donated. (See Class Dojo for specific details about how many cards per item)

Opinion/Argument On-Demand Writing Assessment Grades 6-8
Opinion/Argument On-Demand Writing Assessment Grades 6-8
(We will write this in class on FRIDAY 1/5/18; 6th period- you will write this on Monday)
Opinion/Argument
“Think of a topic or issue that you know a lot about or that you have strong feelings about. Tomorrow, you will have 45 minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. Use everything you know about essays, persuasive letters and reviews. If you want to find and use information from a book or another outside source, you may bring that with you tomorrow. Please keep in mind that you’ll have 45 minutes to complete this, so you will need to plan, draft, revise and edit in one sitting.”

In your writing, make sure you:
• Write a beginning that gets readers to understand and care about your topic and clearly states your claim.
• Give reasons for your opinion and support those reasons with evidence (details, anecdotes, examples, facts, quotes).
• Organize your writing to best convince your readers of your claim and use transition words (in addition, consequently, for instance) to show how parts fit together.
• Write an ending, ideally one that reminds readers why your opinion is important.
• Acknowledge that there may be other perspectives that disagree with you and address these counterarguments.

LESSON PLAN: 1-4-18
LESSON PLAN: 1-4-18
Plan for Thursday and resources to use:
Read Aloud- Fox by Margaret Brooks

Warm up: Students can write a quickwrite on what qualities are most important in a friendship. Then,

1. Play this first: Video link- background information to “set the scene” https://www.youtube.com/watch?v=CdCLPR0ZzNs
2. Play this second: (student book trailer attention grabber) https://www.youtube.com/watch?v=cQQ1rXIpx08

3. Mini-lesson: Prepositions https://www.youtube.com/watch?v=1KB95CWp7u8 

4. READ ALOUD: Fox- Show this before reading aloud https://www.youtube.com/watch?v=1KPZf1zGrrk

5. Read story aloud. Have students pay attention to the prepositions, author’s craft (use of imagery, dialogue, and figurative language like similes)
6. Student work session:
Students will answer the following questions in paragraph form on their own first:
1. If you were writing a sequel to Fox, what do you think should happen next? Will Magpie find his way back to Dog? What happens to Fox?

2. Who is more villainous in your opinion, Fox or Magpie? Why do you believe this? Use text evidence to show your thoughts.
Skills focus- inferencing, argument- who is more villainous,
EQ: How can I gather evidence to support my position in an argument?
Warm up: Students can write a quickwrite on what qualities are most important in a friendship.
*Mini-lesson: Prepositions and figurative language (simile/metaphor) (10 minutes)
Writing assignment- 15-20 minutes
Students will answer the following questions in paragraph form on their own first:
If you were writing a sequel to Fox, what do you think should happen next? Will Magpie find his way back to Dog? What happens to Fox?

Fox or Magpie? Who is more villainous?
Why do you believe this? Use text evidence to show your thoughts.

Skill revisit- Imagery (how does Margaret Brooks use imagery in the story- strategy “Sketch to Stretch” if needed to scaffold understanding (Seravallo strategy), dialogue (what does the dialogue add to the story?), simile (what examples can you find in the story? What does this figurative language add to the story?), author’s craft (see writer’s notebooks for author’s goals and author’s techniques) https://www.sps186.org/downloads/basic/727581/WritersUseNarrativeTechniques copy.pdf
What goals do you think the author had in mind when writing Fox? http://readingandwritingproject.com/public/themes/rwproject/resources/workshop_materials/06-20-2014/Mary Ehrenworth/NarrativeGoals.pdf

Grammar mini-lesson: Prepositions (review prepositions and students can listen for the prepositions in the story) On Milestone, remember they may not ask just grammar questions, but HOW the author uses this technique and what this adds to the story (Author’s craft). Students should recognize that the prepositions help give the story its structure in different places.
Mini- lesson: Preposition song- (https://www.youtube.com/watch?v=1KB95CWp7u8 )

WORK SESSION and HOMEWORK: you must write and answer two prompts after listening to the story, FOX.
Homework: answer the following 🤬-grids:
Both will count as homework grades:

Fox vs. Magpie: Villain?
https://flipgrid.com/2d6826

Fox: the sequel
http://flipgrid.com/e66f98 


As we begin planning for this unit, continue to add to this list as needed:
Vocabulary to consider for this unit in addition to Daily Dose and Nonfiction Notice and Note: Pro, con, neutral, argument, counterargument, rebuttal, formal vs. informal (tone), evidence, position, Notice and Note signposts, Quoted words, Numbers and stats, Extreme and Absolute language, Word Gaps, Contrasts and Contradictions, voice of authority, personal perspective, emotional appeal, fact, argument protocol

Other resources: Brainstorm list for argument topics- https://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/
 

Review for Post Assessment
Review for Post Assessment
Review our end of unit terms here:
https://quizlet.com/252914102/review-for-final-flash-cards
Review your notes for point of view and perspective. You will be 
re-writing the ending of a historical fiction story from a different character's point of view.
DECADE PROJECT PRESENTATIONS will continue on Monday and Tuesday. Following presentations, students will begin taking their post-assessment (scantron) and post writing assignment. As a reminder- the FINAL is still their DECADE project as stated. However, we must always do pre/post assessments to compare our results with other ELA classes. No worries...don't stress! Study the terms and bring #2 pencils/blue or black ink and loose paper next week.


DAILY DOSE #31-35
DAILY DOSE #31-35
Students defined Daily Dose #31-35 today. 
arduous, fickle, habitually, euphony, implore
Some classes worked on a vocabulary activity using these words. Some classes also watched a video emphasizing how to narrow your search when researching. 6th period (and 3rd/4th tomorrow) will finish a writing assignment from SCOPE about Alcatraz.
Companion books are due this Wednesday 12/13; DECADE PROJECT presentations begin on Thursday- please ask to see your child's green rubric for the day that they are presenting. Presentations will continue on Friday and Monday. Study guides for a brief review of terms will be given later in the week. Standard Review questions will continue to be given in preparation for Milestone testing. Tutoring will continue weekly for students who need it most. I will begin offering additional tutoring afterschool some days during the week after the Christmas break.
Please check Class Dojo for other important information.
Our Winter Wonderland for Language Arts is tonight (12/11) from 6-7pm. Hope to see you there!

Weigh in on the following argumentative topic:
Weigh in on the following argumentative topic:
Read the following source information and form you opinion on this very controversial issue. Use evidence from your source material and your own opinions to form your position on this very debatable issue.
Are you biased? If so, how so? Explain and be ready to discuss at a future date TBA.
 | Should the Government Allow Immigrants Who Are Here Illegally to Become US Citizens?
From:  https://immigration.procon.org/ 
 
 | With over 11 million immigrants in the United States illegally, the issue of illegal immigration continues to divide Americans. 
 Some people say that illegal immigration benefits the US economy through additional tax revenue, expansion of the low-cost labor pool, and increased money in circulation. They contend that immigrants bring good values, have motivations consistent with the American dream, perform jobs that Americans won’t take, and that opposition to immigration stems from racism. 
 
OpponentsofillegalimmigrationsaythatpeoplewhobreakthelawbycrossingtheUSborderwithoutproperdocumentationorbyoverstayingtheirvisasshouldbedeportedandnotrewardedwithapathtocitizenshipandaccesstosocialservices.Theyarguethatpeopleinthecountryillegallyarecriminalsandsocialandeconomicburdenstolaw−abiding,tax−payingAmericans. Opponents of illegal immigration say that people who break the law by crossing the US border without proper documentation or by overstaying their visas should be deported and not rewarded with a path to citizenship and access to social services. They argue that people in the country illegally are criminals and social and economic burdens to law-abiding, tax-paying Americans. 
OpponentsofillegalimmigrationsaythatpeoplewhobreakthelawbycrossingtheUSborderwithoutproperdocumentationorbyoverstayingtheirvisasshouldbedeportedandnotrewardedwithapathtocitizenshipandaccesstosocialservices.Theyarguethatpeopleinthecountryillegallyarecriminalsandsocialandeconomicburdenstolaw−abiding,tax−payingAmericans.

QUIZLET: STUDY for vocabulary for FRIDAY #1-30 DAILY DOSE
QUIZLET: STUDY for vocabulary for FRIDAY #1-30 DAILY DOSE
https://quizlet.com/250133623/daily-dose-1-30-flash-cards/
You may either take the crossword quiz on Friday OR...make your own with a crossword maker. If you choose to make your own, please print a black crossword and one with the key of all 30 words. 

Quiz #26-30 Daily Dose
Quiz #26-30 Daily Dose
Students will take Daily Dose quiz today over #26-30. Next week they will quiz over Daily Dose #1-30 using a crossword puzzle format. 

ARE YOU CHECKING PADLET EVERY NIGHT?
ARE YOU CHECKING PADLET EVERY NIGHT?
Good evening,
This is to check who is actually following directions and checking padlet nightly. If you are reading this, give yourself a pat on the back. I will be asking you a question on Friday about this post...be ready!
In addition to studying your Daily Dose words for Friday's quiz over #26-30...here are some additional literary terms you should know. We will begin reviewing terms from first nine weeks and working on Milestone standard review questions. 
Tomorrow I will leave you Standard review 2 with my sub as well as a SCOPE SCHOLASTIC activity that ties to historical fiction. I will be here in the morning and during tutoring/enrichment, but will be leaving at 8:30...so...if you need me for any reason see me during homeroom.
Here are the terms to review:
 1.Characterization - the creation or construction of a fictional character. (Characters are ordinary real people who did or could have lived in the historical setting.) 
2.Plot - The series of events in a story. (Must be plausible and believable.) 3.Analyze - Typically for purposes of explanation and interpretation 
4.Primary source- in formation that was created at the same time as an event or by a person directly involved in the event. (diaries, speeches, letters, official records, autobiographies) 
5.Secondary source- information from somewhere else by a person not directly involved in the event. (encyclopedias, textbooks, book reports) 
6.Conflict- The struggle between conflicting forces. 
7.Form- the structure or external appearance of a literary work. 
8.Setting -The environment in which a story takes place, including the time period, the location, and the physical characteristics of the surroundings 
 9. Historical Fiction – fictional story that takes place during an actual time in history. 
10. Transitions – A word, phrase, sentence, or series of sentences connecting one part of literary work to another. 
11. Symbol – Something that represents or stands for another thing. 
12. Symbolism – May convey many different meanings and dimensions. (use of symbols to represent a larger idea) 
13. Mood – The atmosphere in a literary work meant to evoke certain feelings from a reader. 
14. Tone – The author’s attitude towards the story and / or the story’s readers 
15. Voice – The individual style in which a certain author writes his or her works. 16. Theme – Life lesson, meaning, or moral about life or human nature. In other words, what the story teaches the reader. 

Happy studying! You can do this! ;)

HOMEWORK- Yes, you have it!!! Week of 11/27-12/1
HOMEWORK- Yes, you have it!!! Week of 11/27-12/1
I wanted to let you know that students do have homework for ELA almost every night. Today students were to define the following Daily Dose terms: dejected, ludicrous, timid, lionize, bamboozle
Quiz Friday 12/1
(Next week's quiz will be reviewing and testing on all words 1-30)

Many students have not finished reading their bookclub book and should be checking it out nightly and returning it during homeroom the next day.
Please ask them to see their TIC TAC TOE boards (all assignments were due by today and some are incomplete/missing/late). Also, ask them to see their green rubric for their COMPANION BOOK and their DECADE PROJECT. (5th period will only do the DECADE PROJECT and other assignments related to Crossing Jordan). Today students were assigned their presentation day for their FINAL and assigned the decade they are to research. All requirements are on the rubric along with the due dates. ALL companion books are due 12/13 (Wed.) and the Decade project presentations will be on 12/14, 12/15, and 12/18- ask your child what day they were assigned.
Any questions, please email: tracy.fulton@hcbe.net or message through Dojo.
THANKS!

DAILY DOSE 26-30 QUIZ 12/1
DAILY DOSE 26-30   QUIZ 12/1
Dejected, ludicrous, timid, lionize, bamboozle
 
Daily Dose 26-30
Powerpoint presentation
Padlet Drive

Examples of Companion books
Examples of Companion books
Check out these companion books:
https://sites.google.com/a/students.halldale.org/ms-raymond-s-website-for-2012-2013/writing-workshop--informational-writing/on-demand-writing/examples-of-companion-book-final-project

DAILY DOSE WORDS 21-25; Quiz Friday 11/17
DAILY DOSE WORDS 21-25; Quiz Friday 11/17
JUBILANT: (JOO buh luhnt) adjective: very happy and delighted
LIVID: (LIV id) adjective: very angry
ENCUMBER: (in COME bur) verb: to weigh down, burden
ERRONEOUS: (ear ROAN e us) adjective: containing an error
CANTANKEROUS: (con TANK er us) adjective: hard to get along with; ornery
Quizlet practice:  https://quizlet.com/240650584/daily-dose-21-25-flash-cards/ 

5th period Only
5th period Only
Crossing Jordan resources:
https://www.teachingbooks.net/tb.cgi?tid=1601
http://peachtree-online.com/wp-content/uploads/2016/10/CrossingJordan.2016.pdf
https://www.youtube.com/watch?v=8gdF3qftz6E


 

Companion book rubric, Tic Tac Toe choices, Decade project and due dates...
Companion book rubric, Tic Tac Toe choices, Decade project and due dates...
Companion book due: 12/13; Decade project presentations 12/14, 12/15, and 12/18- students will sign up for presentation day
 
FINAL RUBRIC Dec 2017
Word document
Padlet Drive

Daily Dose 13-17th; Quiz Friday 11/17
Daily Dose 13-17th; Quiz Friday 11/17
 
DAILY DOSE 21-25 and informational research terms
Powerpoint presentation
Padlet Drive

NEED TEDTALK IDEAS?
NEED TEDTALK IDEAS?
Here are a few that my GENIUS HOUR enrichment group will be discussing:
Amy Tan: "Where Does Creativity Hide?" https://www.ted.com/talks/amy_tan_on_creativity#t-822680
Sir Ken Robinson: "Do Schools 🤬 Creativity?" https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Dan Pink: "The Puzzle of Motivation" https://www.ted.com/talks/dan_pink_on_motivation
Titus Kaphar- "Can Art Amend History?" https://www.ted.com/talks/titus_kaphar_can_art_amend_history
"A Visual History of Social Dance"- Camille Brown: https://www.ted.com/talks/camille_a_brown_a_visual_history_of_social_dance_in_25_moves
"The Danger of a Single Story"- Chimamanda Adichie
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Sir Ken Robinson:  https://www.youtube.com/watch?v=zDZFcDGpL4U


HISTORICAL FICTION RESPONSES- FLIPGRID
HISTORICAL FICTION RESPONSES- FLIPGRID
ALL STUDENTS WILL COMPLETE- https://flipgrid.com/45ce1a- due 11/6/17
See Padlet for more details: This is for your bookclub book, not part of your Tic Tac Toe choices. It is mandatory.
The other FLIPGRIDS are for anyone who chose to do a Documentary, TedTalk, or interview for their Tic Tac Toe board.

PREVIEW OF NEXT WEEK's DAILY DOSE (11/13-11/17)
PREVIEW OF NEXT WEEK's DAILY DOSE (11/13-11/17)
Want to get a "jump start" on next week's words? We are adding 5 Daily Dose words and a few informational/research based words to your vocabulary.
Here is the direct link: https://quizlet.com/_3z9z6g
Don't forget your Flipgrids... see below. ALL students must complete the HISTORICAL FICTION RESPONSE FLIPGRID about your bookclub book: https://flipgrid.com/fulton If you are doing a Documentary or a TedTAlk for your Tic Tac Toe board, there are FLIPGRIDS for you as well (Turn in the written part to the turn in tray). Your second choice is due Monday 11/20 (since we are out this Friday). Questions? email: tracy.fulton@hcbe.net or message through Class Dojo (I cannot check Edmodo from home).

SHOUT OUT!
SHOUT OUT!
The following students turned in their Historical Fiction Responses (about their book club book) early. This FLIPGRID IS DUE MONDAY 11/6 by 5:00 p.m. https://flipgrid.com/fulton 
Proud of the responsibility and "above and beyond" of these students for planning ahead: Walker D., Andrew J., Ethan B., and Langley B.
 

FLIPGRIDS for CHOICE BOARD ACTIVITIES 
FLIPGRIDS for CHOICE BOARD ACTIVITIES 
If you watched a TEDTALK or a DOCUMENTARY, please complete the flipgrids below. You will turn in the written part (your notes, summary, and ideas- in the turn in tray), but follow the prompts to discuss it on FLIPGRID- you have a 5 minute limit.
TEDTALK- https://flipgrid.com/08063d
DOCUMENTARY- https://flipgrid.com/123f0d
HISTORICAL FICTION INTERVIEW: https://flipgrid.com/12b479


Enrichment group
Enrichment group
If your child was not in my enrichment group today, they may still like to see the video on motivation: TED TALK- it can also count for their choice board: 
 https://www.ted.com/talks/dan_pink_on_motivation#t-205969

HOMEWORK: Week of October 31-November 3rd
HOMEWORK: Week of October 31-November 3rd
DAILY your child should be checking PADLET: https://padlet.com/tracy_fulton/freedomwriters
DAILY your child should be writing entries about their BOOKCLUB book (in class).
DAILY your child should be studying our VOCABULARY for DAILY DOSE QUIZZES- every Friday- this week is cumulative: Daily Dose 1-20
WEEKLY your child should be working on their TIC TAC TOE board (orange sheet) where they made their 3 choices- DUE 11/3, 11/10, and 11/17.
IN CLASS your child should be participating in class discussions, staying on task in their BOOKCLUB, and only using "accountable talk" to stay on track with their group. If working alone, students are responsible to check in with me during reading time.
COMPUTER LAB DAYS for research will be 11/3, 11/6, 11/27, 12/4, 12/15, and 12/18. They are responsible to meet our deadlines for the Historical Fiction Mini-Research Project, their Companion Book- Due 12/13, and their DECADE PROJECT (Will present the week of FINALS and count toward the 10% FINAL GRADE)
ORGANIZATION: If your child does not use an agenda, they need to print a monthly calendar to keep track of due dates for team 7-C. Our classes will continue to be more intensive as we approach the end of the year. Level of questioning will be at MILESTONE level to ensure they are prepared in the Spring.
Thank you for all you do to help them be organized and develop the habits they will need for next year...and high school. Grade cutoff is FRIDAY. ALL MISSING WORK must be turned in by then (11/3).
TUTORING- We are continuing our tutoring weekly on Thursdays. Each week we will focus on remediation in some subjects and enrichment in others. My enrichment group will begin GENIUS HOUR this week. See your fall newsletter for more information or browse the website: http://geniushour.wikispaces.com/
Any questions: tracy.fulton@hcbe.net or message through CLASS DOJO.
Also, the school store will be opening on Wednesday for your child to redeem their BLUE CARDS for PBIS. They will also need to save for the monthly celebrations and end of year FIELD DAY. See CLASS DOJO for more information.
THANKS! Have a blessed week! ;)

HISTORICAL FICTION TIC TAC TOE (for 3rd, 4th, and 6th period classes) 5th period- optional extra credit 
HISTORICAL FICTION TIC TAC TOE                                   (for 3rd, 4th, and 6th period classes)                                5th period- optional extra credit 
NAME:  _____________ CLASS: ____
*All students will complete activities 1, 2, 6, AND three other squares of their choice*   Choice #1 due:  Nov. 3rd, Choice #2 due: Nov. 10. Choice #3 due: Nov. 17th
My PADLET:  https://padlet.com/tracy_fulton/freedomwriters
ALL STUDENTS MUST DO: 1, 2, and 6
*1.HISTORICAL FICTION RESEARCH MINI-PROJECT:   Students will research information about the time period for their book club book. Details will be posted for requirements. Some class time will be given in class for the completion of the research.  COMPUTER LAB DAYS: 11/3, 11/6, 11/27, 12/4, 12/15, 12/18  http://www.history.com/ http://channel.nationalgeographic.com | 
*2.HISTORICAL FICTION WRITING COMPANION BOOK DUE: DECEMBER 13th  Details will be given in class. Part of this assignment will be done during class, but some may be completed at home.   Want to see some examples? Check out these teen historical fiction pieces: https://www.teenink.com/fiction/historical_fiction/  STANDARDS COVERED: ELA7L4,L5 (vocabulary); ELA7W7 research, W8- digital resource and credibility; SL4,5,6- present claims using multi-media and appropriate speech/conventions |
* 6: DECADE PROJECT- Part of your FINAL GRADE  Art, History, Science, Fashion, and Culinary cuisine... oh my! Research popular art, science discoveries,  important political events, fashion icons, musicians, and popular cuisine for the culture and/or time period you choose.  Must have a visual display.  My decade is the ___________'s http://www.history.com/
_____________________________________________________________________
Homework choices: Choose 3 of the 6 choices. Due each Friday beginning Nov. 3rd, Nov. 10th, and Nov. 17th:
CHOICE 1  Watch a documentary about a specific time period. Take notes as you watch and summarize your findings. What information was the most significant? Was your documentary from a credible source? After watching the documentary, do you believe it was biased in any way?  http://www.pbs.org/search/?q=documentary    
CHOICE 2  Watch a TED TALK on an issue that is important to you or that relates in some way to the time period in your historical fiction book. Be prepared to discuss your understanding of the key points in the video. What did you learn?  http://www.ted.com/talks  
Choice 3  Write a short collection of poems 3-4 with the same theme as your historical fiction book.  Use details from your book and your research within the stanzas. Any form of poetry is acceptable. They do not have to rhyme.  Need some inspiration? Read some of Naomi Shihab Nye's poetry or check out some others at: https://www.poets.org/   
 Choice 4  Cross-curricular: SS- Revisit topics from Social Studies in a new or interesting way. Take one of the topics you studied last 9 weeks (Est. Of Israel, Conflicts in Middle East 90s-2000, Invasion of Afghanistan, 911, Economics/Government) and create a review game or collage using the vocabulary from your class notebook. You may find notes on these teacher pages: 
 https://padlet.com/erin_peck/class
https://padlet.com/erica_fleming/class
https://padlet.com/bridgett_standring1/class 
Choice 5  Map it! Use   http://mapmaker.nationalgeographic.org/ To map important places and events in your historical fiction book. Your map must have at least 10 details related to your book. This may also be combined with Choice #4     |
 3. Choice 7: HISTORICAL FICTION INTERVIEW  All students will interview a living relative or community member to gain understanding about primary sources and interview skills. They will present their findings by integrating technology (transcription, summary, video and/or pictures)  Rubrics will be given detailing each portion of this assignment. Suggested media use: www.voicethread.com www.padlet.comOther video/movie apps 

 To improve GRAMMAR and VOCABULARY SKILLS, ALL students MUST complete:
Daily Dose quizzes: QUIZ FRIDAY 11/3/17 will cover Daily Dose 1-20
EDMODO SNAPSHOTS
READING LOG ACTIVITIES: Including Flipgrid videos and Edmodo responses (Reading log is not required to be kept during Book Club as students are stopping to jot, write, and analyze their book club book)
DAILY Writing: stop and jots, writing long, analyzing book as they read
QUESTIONS: email- tracy.fulton@hcbe.net or message through Class Dojo. 


Week of October 30- November 3rd
Week of October 30- November 3rd
This week we will be looking at Daily Dose 19 and 20 (condemn and ponder), as well as reviewing Daily Dose 1-18. To make sure your child is comprehending these high frequency words, we will be doing enrichment activities with all 20 words.
Today (Monday) we will be looking at Tone/Mood using Edgar Allen Poe's "Tell-Tale Heart." Do you know the difference?
Video clips: 
https://www.youtube.com/watch?v=wDLLHTdVSgU&t=41s
https://www.youtube.com/watch?v=envukur1q3I&t=153s
https://www.poetryfoundation.org/poets/edgar-allan-poe?gclid=Cj0KCQjwm9vPBRCQARIsABAIQYeF_Sf-Qs9926lnq5x2rHBuD8fQyzoFigJFVFaHg5xnMTm_6_a-eRoaAsywEALw_wcB#about
https://www.youtube.com/watch?v=aeZrRENgXmY

 
DAILY DOSE 19-20 and Tell Tale Heart
Powerpoint presentation
Padlet Drive

ACTIVITY SCHEDULE: Anti-bullying/Anti-drug assembly
ACTIVITY SCHEDULE: Anti-bullying/Anti-drug assembly
Today during connections, all grade levels will get to hear a guest speaker for our Anti-drug/Anti-bullying week. This afternoon, students will have a PEP rally to celebrate our team and in anticipation of tomorrow's 7th grade game at the MAC at 5:00. Come out and celebrate our amazing season!
 

Empty

SHOUT OUT 
SHOUT OUT 
The following students will receive extra credit for their feedback on the Writers' Cafe'. There will be future chances at extra credit if they did not get to do this one. Way to go the extra mile: Ransom, Azaria, Adam, Thomas, Andrew J., Ashton P., and Donovan D.

DAILY DOSE 14-18; Quiz will be 10/27/17
DAILY DOSE 14-18; Quiz will be 10/27/17
Words:
dormant, outwit, bloat, disgruntled, somberly
Daily Dose 14-18; Quiz 14-18
Dormant- adjective: not active, sleeping 
Outwit- verb: to be more clever than someone else; to outsmart 
Bloat- verb: to swell or puff up 
Disgruntled- adjective: unhappy; dissatisfied 
Somberly- adverb: in a depressed manner 
Practice the flashcards and matching: https://quizlet.com/_3wk2vm
 
DAILY DOSE 14-18
Powerpoint presentation
Padlet Drive

FLIPGRID ALERT: HISTORICAL FICTION BOOK CLUB
FLIPGRID ALERT: HISTORICAL FICTION BOOK CLUB
DUE Monday 11/6: https://flipgrid.com/45ce1a
Respond to your HISTORICAL FICTION BOOKCLUB BOOK by sharing your thoughts and observations of your characters, setting, tone/mood, and elements of plot (EXPOSITION, RISING ACTION, CLIMAX (TURNING POINT), FALLING ACTION, RESOLUTION (if you have finished your 1st book). Be sure to say the TITLE and AUTHOR of your book. 

EXTRA CREDIT OPPORTUNITY
EXTRA CREDIT OPPORTUNITY
Give me feedback about the Writers' Cafe' on FLIPGRID: https://flipgrid.com/8dad55
*Extra 100 added to your grade!*

Week of October 16-20th
Week of October 16-20th
Welcome back!
This week we will begin our book club groups in class. Students will be doing all the work in class, so don't expect to see the books at home. We will have some small writing assignments along the way and will be writing a Companion Book as our culminating activity at the end of November/December.
Daily Dose: This week we are studying Daily Dose words 9-13:
Ambush, bedlam, aloof, wayward, humdrum
Here is your quizlet link: https://quizlet.com/_3w14wu

Thursday: We will be doing informational writing for our pre-On Demand for this unit. Students will have 45 minutes to write all they know about a topic of their choosing.

Friday: Quiz over the Notice and Note for non-fiction and the Daily Dose 9-13.
*Still working on grading the realistic fiction. You have gone above and beyond and your stories are lengthy- a GREAT problem to have, but it will take me longer to grade.
EXTRA CREDIT OPPORTUNITY: Flipgrid feedback on Writers' Cafe' https://flipgrid.com/8dad55

 

Coordinate Adjectives
Coordinate Adjectives
Remember our “tests” to see if we need a comma:  “Coordinate adjectives” are adjectives placed next to each other that are equal in importance.
                   Two tests to determine whether adjectives are coordinate are the following:
          1.      See whether “and” can be smoothly placed between them.
          2.      See whether the adjectives’ order can be reversed.

If the “tests” are true, use a comma!
Re-write the sentences below on your own paper and use commas appropriately:
1.We enjoyed the clean crisp smell of the mountain air. 

2. Beth was a student whose intelligent conscientious mind earned her good grades. 
 
 3. Dr. Bean gave us a hard final examination. 
 
 4. She ate the sweet juicy apple with a vengeance. 
 
 5. The awkward shy teenager felt nervous about his first date. 

Welcome back, students! January 4, 2018
Welcome back, students! January 4, 2018
https://goo.gl/images/JkYto8

This week we will begin exploring argument writing using our read aloud book, FOX. We will begin Daily Dose 36-40 next week. Friday we will be doing our On Demand argument writing: Choose a topic of your choice that you can clearly argue one side or the other (see prompt in post below).

*Class Dojo points will also be reset this week.

Homework: answer the following 🤬-grids:
Both will count as homework grades:

Fox vs. Magpie: Villain?
https://flipgrid.com/2d6826

Fox: the sequel
http://flipgrid.com/e66f98

Also, tomorrow will be your Writing On Demand for argument. Bring paper, pencil, and blue or black pen with your writer's notebook to class

 

MIDTERM ALERT: 
MIDTERM ALERT: 
Just letting you know that Midterm grades are posted in Infinite Campus, but will not be finalized until after the break. I will be grading the post reading/writing On Demands,realistic fiction pieces, and will be meeting with my team to analyze our data. Your child's grade may increase once we add in these scores, extra credit (see post below, and for some- make up work.
Overall, I am proud of the progress that I am seeing in class. Ifyour child is struggling with specific skills, or did not do as well asthey had hoped on the exam, please know that these concernswill be addressed in small groups during class and/or during ourtutoring time.
 

Infinite Campus
Infinite Campus
Hey parents,
Just want to give clarification for some of the "flags" that I use in IC.
These are reminders for me (if a student is absent, an assignment is missing a question or not completed in class etc.). I usually mark assignments "Exempt" if a student is absent, for example...then when they return if I don't have work by the due date, then it is marked with an "M" for missing= 0 until it is turned in. If an assignment is late, my teams' policy is -10 for every day that it is late and all assignments must be turned in within the week that they are due (some students will try to give us work a month later...and expect credit). Our expectations for gifted, of course, are higher than most as we know what 8th grade will be expecting.
If you have further questions, please don't hesitate to email me: tracy.fulton@hcbe.net or send me a quick message in Class Dojo. 

EXTRA CREDIT ALERT! 
EXTRA CREDIT ALERT! 
Share your feedback on our Writer's Cafe': https://flipgrid.com/8dad55
 We had a great time sharing and celebrating progress. *Not mandatory, but appreciated. Thanks!

Thank you for turning in your stories on time!
Thank you for turning in your stories on time!
If I am missing your story, please see me in the morning. If you have any issues, please email me: tracy.fulton@hcbe.net
Great job focusing today during our midterms. If you were absent Tuesday or today, please see me during homeroom to make it up.
If you need to finish your post reading/writing from Tuesday, please see me in homeroom.


SHOUT OUTS!!!
SHOUT OUTS!!!
 Congrats to the following students for turning in their realistic fiction early. Remember, it must be shared in Office 365: tracy.fulton@hcbe.net and printed (hard copy). I will be staying today until 4:00 for lab time and the media center is available in the afternoon and in the morning.
Great job showing responsibility:
Savannah McGill, David Wood, Brayden Smith, Annalise Sexton, Zoe Babcock, Lily Lin, Adam O., Donald McKinnon, Raven Dupree, Ransom Tah, Kaito Jitsuhara, Shania Browne, Logan Windham, Ethan Hammack, Zion Miller, Makayla Archibald, Ethan Bulharowski, Diya Patel, Matthew McKenna, Xavier Smith, Emma Collins, Raven Dupree, Andrew Jackson, and Andrew Watts. 
Great job!
Students may turn in their work during homeroom or during class tomorrow before the Midterm.
Who will be next?
 

STUDY GUIDE for MIDTERM next Wednesday 10-4
STUDY GUIDE for MIDTERM next Wednesday 10-4
In addition to your child's realistic fiction piece, we will take a short assessment (33 questions) next Tuesday that will cover the information below. This will also count as their post reading/writing on demand.
 

STORY BLURBS and a New Flipgrid
STORY BLURBS and a New Flipgrid
Write a story blurb for your realistic fiction piece. Then, head on over to https://flipgrid.com/987913 on FLIPGRID and sell us your idea for your story. Due by Monday. Stories that hook us may receive special recognition on our Celebration Day Sept. 5th. Who will be the best Freedom Writer?

UPDATED RUBRIC/CHECKLIST with point values
UPDATED RUBRIC/CHECKLIST with point values
 

SHOUT OUTS!
SHOUT OUTS!
I am so excited by the work and detail I'm seeing in your writing today! We are working on formatting, typing, and saving properly in the computer lab today. Tomorrow's goal is to continue typing, revising, reviewing, and sharing through Office 365.
Monday will be finishing typing and (hopefully) printing a final copy to turn in. Final due date is Tuesday. See orange checklist for details. 

TUTORING: REVIEW TERMS
TUTORING: REVIEW TERMS
QUIZLET: https://quizlet.com/223420317/literary-terms-1-flash-cards/

TUTORING SCHEDULE: We begin tutoring schedule tomorrow. Your child will get their assignment/teacher from homeroom.
TUTORING SCHEDULE: We begin tutoring schedule tomorrow. Your child will get their assignment/teacher from homeroom.
 

Daily Dose mini quiz #2
Daily Dose mini quiz #2
Daily Dose mini quiz 2: 9/29/17
You must know the following words:
Unkempt
Mortify
Abscond
Deride
Gawky
Interrogate
blemish


Plot diagrams
Plot diagrams
There are many ways to plot your story. The plot diagram I gave you in class was due on 9-19, but here are a few other ways you can plan your story (or use them to track what you are reading).
 
PLOT DIAGRAMS & STORY ELEMENTS
Powerpoint presentation
Padlet Drive

WRITING DEADLINES CHECKLIST
WRITING DEADLINES CHECKLIST
 
Realistic fiction checklist and deadlines
Word document
Padlet Drive

Daily Dose 5-8 Week 2 (Posted 9/26)
Daily Dose 5-8 Week 2 (Posted 9/26)
 
Daily Dose 5-8
Powerpoint presentation
Padlet Drive

REMINDER: Return progress reports signed and Title I handbook page...
REMINDER: Return progress reports signed and Title I handbook page...
REMINDER- If your child has not returned the Title I handbookpage in the booklet we sent home, please do so. Congratulationsto the following students for showing responsibility in returningtheir progress reports AND their Title I page. They will receiveDojo points for showing responsibility:
Isaac Bradford, Nadia Jordan, Lily Lin, Donald McKinnon, NazariaMitchell, Dev S. Patel, Christian Pitt, Matthew Ramirez, and Victoria Williams. If yourchild has me for homeroom and their name is not listed...pleasereturn tomorrow. 
Thanks!

DAILY DOSE 5-8 (Week 2 of Daily Dose) Posted: 9/25/17
DAILY DOSE 5-8  (Week 2 of Daily Dose) Posted: 9/25/17
This week we will be looking at 4 new words:
Deride, gawky, interrogate, and blemish.
Your child should be writing these on loose paper and keeping them in a notebook or binder (to save room in their notebooks for writing). We will be looking at analogies this week. For homework tonight, students should practice on the following sites to give them background on the relationships in analogies:
http://www.vocabulary.co.il/analogies/middle-school/6th-8th-grade-analogy-types/
http://www.vocabulary.co.il/analogies/middle-school/middle-school-analogy-match/
Analogies will be included on this week's quiz: 9-29-17 along with our four daily dose words and standard review questions.
Students should also have their drafts ready for their writing by Thursday as we are typing in the computer lab. They have an orange sheet with due dates and a green rubric to help them self-assess. 

Need extra help with sentence structure?
Need extra help with sentence structure?
https://owl.english.purdue.edu/exercises/5/

Quiz tomorrow (Friday 9-22): Daily Dose 1-4, leads, point of view, and dialogue
Quiz tomorrow (Friday 9-22):                                          Daily Dose 1-4, leads, point of view, and dialogue
Study your notes, anchor charts, and all Padlet posts! You will need your writing scenes for your quiz.

Dialogue Rules
Dialogue Rules
Additional resource: https://www.novel-writing-help.com/punctuating-dialogue.html 

NARRATIVE ENDINGS
NARRATIVE ENDINGS
 

Daily Dose, standard review, point of view, and dialogue
Daily Dose, standard review, point of view, and dialogue
Daily Dose is our new approach to vocabulary and standards review. This week your child will have 4 new words. Next week...4 more. Each week will build on the next. Monday we discussed the word unkempt and the standard review discussed personification. Today we looked at the word winsome and the standard review discussed point of view (also our mini-lesson). We also looked at how to stretch our writing scenes with attention to dialogue.

Point of view notes:
Point of view notes:
1st person- from the point of view of the main character. Uses “I”, “my” “me”

2nd person (You): Used in instructional manuals and directions; technical writing.

3rd person limited- the narrator only knows the thoughts and feelings of one character.

3rd person omniscient-  a method of storytelling in which the narrator knows the thoughts and feelings of all of the characters; also known as “all knowing” 

3rd person objective- newspaper articles should be written using the objective point of view if they are "reporting." Opinions are used in editorial writing.

Midterms dates 
Midterms dates 
As we have specifics, we will pass these on:
We will be on regular schedule
October 4- LA, SS, and 1st connection
October 5-Math, Sci, and 2nd connection
Our Writing celebration will be October 5th.
 

Point of view
Point of view
 

LEADS
LEADS
Started Daily Dose 1 today. Plot diagram due tomorrow. Rewrite your lead 2-3 different ways.
 

Dewey Decimal Fun!
Dewey Decimal Fun!
 

PARAGRAPHING 9-14-17
PARAGRAPHING  9-14-17
•Use a NEW PARAGRAPH/ Indent when…

•A very important part needs emphasis
•A new event happens
•A new time
•A new place
•A new character speaks

9-14-17 TRANSITIONS
9-14-17   TRANSITIONS

  SHOWING DIRECTION
 |n the distance To the left/right On the other side
 North, South, East, West   | 
SHOWING PASSING OF TIME
 Then All of a sudden Suddenly
 Afterward, Meanwhile, The next day… ,That night, Last year, Earlier that day, After what seemed like forever…, Until , During, Afterwhile, Previously

Georgia Standards of Excellence
Georgia Standards of Excellence
Do you know your ELA Standards?
https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf
This unit focuses on realistic fiction (reading and writing):
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


Absent 9-13? 
Absent 9-13? 
You need to watch the following Brainpop video clip: https://www.brainpop.com/english/writing/shownottell/
and take this quiz: https://www.brainpop.com/english/writing/shownottell/quiz/print.pdf
Continue to write your scenes using the characters we developed last week. You should have 2 scenes by Thursday (9-14). Vocabulary quiz is still Friday- see notes from last week where we did sentence structure and use notes (and quizlet) below 
Practice on quizlet: https://quizlet.com/_3p0o7x 

Realistic fiction checklist
Realistic fiction checklist
Some of the checklists got cut off by the copier. Here is the original. For now we are writing scenes that may end up (or not) in this final piece. Students should have 2 scenes written by tomorrow. Literary terms quiz is still Friday (as well as our make up library day).
 

Quiz Friday 9-15-17
Quiz Friday 9-15-17
Practice on quizlet: https://quizlet.com/_3p0o7x 
 

📎 Photo
 

📎 Photo
 

9/8/17 FRIDAY
9/8/17 FRIDAY
Copy the warm up and terms in your notes. 
 
Sentence structure and literary terms Powerpoint notes
Powerpoint presentation
Padlet Drive

9/7/17
9/7/17
Today our teaching point was that readers trace character development over time. In a series, authors may reveal the character slowly over the course of the series.
I shared a few ways to "jot" using sticky notes to trace character development. In addition to the resources in the front of their notebooks, students learned today that they can also make connections to themselves, the real world, or other texts. 
T-S Text to self: How do you relate to the events, characters, or feelings of your main character?
T-RW- Text to the "Real World": How does your book relate to the real world? Are there current events, ideas, or themes that connect your book to the real world?
T-T- Text to text: Does your book remind you of another text? Maybe your character is similar to a character from another series. Maybe the theme or events remind you of another text.
Tonight- READING- Add at least one Notice and Note signpost to the handout I gave you. Jot about your character (in your book)- their actions, their traits, their strengths, their flaws.
WRITING-
Continue to think about the story that you will write this unit. Add to your list of characters and continue to write scenes for that character (or another from your list).

What can you do with a "jot?" (Sticky note)
What can you do with a "jot?" (Sticky note)
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

Plotting "The Stolen Party"
Plotting "The Stolen Party"
 

📎 Photo
 

•Warm up: 9/6/17
•Warm up: 9/6/17
Which of the following are examples of compound sentences?
a.He enjoys riding his bike, but I prefer skateboarding.
b.I prefer skateboarding, but he enjoys riding his bike.
c.He enjoys riding his bike; I prefer skateboarding.
d.All of the above

Coordinating Conjunctions: F.A.N.B.O.Y.S.
Coordinating Conjunctions: F.A.N.B.O.Y.S.
 

"The Shapes of Stories"
"The Shapes of Stories"
- Inspired by author, Kurt Vonnegut
 

📎 Photo
 

📎 Photo
 

Flocabulary: Character Traits
Flocabulary: Character Traits
https://www.flocabulary.com/unit/characters/

SCENE BOOT CAMP 8/31/17
SCENE BOOT CAMP 8/31/17
Character traits- who are my characters as people? What are they like? How would I describe them?

 Scene boot camp:

1.Jot a list of character descriptions (at least 5). 
Example from 3rd period: Girl, 15, tall, brown hair/eyes; Internal- deals with anxiety/depression; Setting: School; Problem- parents are getting divorced

2.Choose one of these characters.

3.Give this character a problem. (Internal or external conflict)

4.Put them in a setting that is familiar.

5.Have them interact with at least one other character. Use dialogue and description.

 Scenes:

Scenes are small moments or mini-stories
Include a clear setting that is woven throughout the moment
Have characters who are thinking, talking, acting, or perhaps doing all of those things
Contain a character motivation and obstacle of some sort


📎 Photo
 

📎 Photo
 

What stories do you wish existed in the world?
What stories do you wish existed in the world?
Today we will begin brainstorming ideas for stories we wish existed.
We will also talk about the dangers of the single story: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Homework: Continue thinking about story ideas. Edmodo Snapshot due Friday 9/1. Check with a friend who has completed this task if you are having trouble.

Media Center Day...and a request
Media Center Day...and a request
We do our best to keep the classroom germs free, but with several things already going around we will always need Clorox wipes and hand sanitizer. I've got us covered on tissues for now. 
 It is our library day...so bring those books and remember to check out at least 1 fiction.
 

Notice and note signposts for fiction: www.quizizz.com
Notice and note signposts for fiction: www.quizizz.com
Want to see if your child knows their Notice and Note strategies? 
Log in to http://www.quizizz.com and have them enter code 448533
We will sometimes us this site for warm ups and review.
They also have a bookmark and notes on all of the signposts. These are reading strategies to help your child become a critical thinker and more observant reader.

Watermelon vs. "SEED" IDEAS
Watermelon vs. "SEED" IDEAS
 

For absent students in 3rd, 4th, or 6th period 8/25
For absent students in 3rd, 4th, or 6th period 8/25
Bias- prejudice; strong feelings for or against a group or idea
Boycott- a protest
Candor- honesty
Casualty- death- usually in war
Cause- something you believe in
Characterize- to give a description or attribute to a character
Chronological- in time order
Compel- convince or force to submit
Competent- having sufficient skill or knowledge
Component- a part of
Conclusive- closing, ending; sometimes deals with evidence or "proof"
Concur- to agree with
Condemn- to put down; insult
Confront- to come face to face with; to oppose
Connotation- the feelings and emotions associated with a word; MORE THAN the dictionary definition of a word
Denotation- the literal dictionary definition of a word
Consecutive- in order
Consult- to seek advice from; to ask questions
Contrast- a difference
Copious- many; a lot of something; huge amount

Now, it’s your turn! Write a story with 10 of the words in a way that shows me you understand the definition. You may write on loose paper and turn in on Monday. You should have 10 total, but you may choose to use more if you wish. Underline the words as you use them. 


For absent students in 5th period 8/25
For absent students in 5th period 8/25
ABDICATE- TO GIVE UP
ABRASIVE- TENDENCY TO ANNOY OR a rough surface
ABRUPTLY- quickly
ACKNOWLEDGE- to admit to be true
ACQUIRE- to get or obtain
ADDICT- a person who is obsessed with something
ADEQUATE- enough
ADMONISH- to scold or discipline
AFFILIATION- associated with
AGITATE- to move with great force; to go against
ALLEGE- not proven
ALLOCATE- to set aside for
ALTERNATIVE- "another"; different
AMENDMENT- a change
ANTAGONIZE- to oppose; to make hostile or unfriendly
ATTRIBUTE- a quality
AUTHENTIC- "real"
BAMBOOZLED- deceived; tricked
BELLIGERENT- extremely angry; hostile
BEWILDERED- puzzled or confused

 Now, it’s your turn! Write a sentence with 10of the words in a way that shows me you understand the definition. You may write on loose paper and turn in Monday. Number your sentences. You should have 10. Underline the words as you use them.


Reminder: Vocabulary quiz tomorrow! 
Reminder: Vocabulary quiz tomorrow! 
 3rd, 4th, 6th period: https://quizlet.com/201255094/milestone-vocabulary-2-flash-cards/
5th period: https://quizlet.com/200122961/flashcards

Somebody, Wanted, But, So, Then
Somebody, Wanted, But, So, Then
We used this reading strategy today to help students summarize their independent reading. It works best with fiction, but can even be used in other subjects. 
 

Need more help with sentence structure?
Need more help with sentence structure?
Sentence structure is one thing that is being assessed on the Edmodo snapshot. If you need more help, here is a video...
Compound and complex sentence structure video:
https://www.youtube.com/watch?v=gZ3q8kq1be8

Reading log (blank)
Reading log (blank)
 

Reading Logs and Edmodo Snapshot
Reading Logs and Edmodo Snapshot
I will not print a reading log every week, but you may keep a running list in the back of your composition book (save 4-5 pages for this) or you may print your own from this attachment. I think it is a great idea to keep track of your books as you finish them, not just the minutes so I will post both for you.
Your first Edmodo Snapshot ( think pre-test but for specific skills like spelling, sentence structure, and reading comprehension) is due by next Friday (9/1). It can be done on the computer and should only take 30-35 minutes to complete. It will help me assess your child's skills in those areas and will help me differentiate my lessons for small groups. 
 

Book, Head, Heart (continued)
Book, Head, Heart (continued)
 

Book, Head, Heart...
Book, Head, Heart...
 

Book, Head, Heart
Book, Head, Heart
If you did not conference with me today, I will be checking this on Monday along with your reading log (2 hours). Remember, the "Book" section is where you can summarize, keep track of character/conflict/setting, plot twists etc.
The "Head" (middle) section is for you to record what YOU are thinking as you are reading. The "Heart" section is for you to write down anything you are taking to heart: lessons about life, realizations you have come to after reading, ways that you may have changed/challenged/confirmed your thinking. What is going on the the book? What are you thinking as you read? What are you taking to heart? 
*Kylene Beers/Probst- Book, Head, Heart

 
BHH Graphic w_ Lines-1
PDF document
Padlet Drive

AHA! Moment: Notice and Note signpost
AHA! Moment: Notice and Note signpost
 

Vocabulary for next week:
Vocabulary for next week:
Vocabulary for 8/21-8/25. Quiz #2- 8/25
https://quizlet.com/201255094/milestone-vocabulary-2-flash-cards/
 

📎 Photo
 

📎 Photo
 

Vocabulary goals
Vocabulary goals
Students were introduced to new vocabulary last Friday. These are "high frequency" words that often appear across our curriculum (in many subjects). Your child can review our flashcards for this Friday's quiz here: https://quizlet.com/200122961/flashcards
If you would like to see the entire list, here is a link:
http://www.innovate2educate.co/uploads/1/0/0/2/10025547/grade_7_tier_ii_vocabulary_list_2.pdf
We will also be studying Greek and Latin stems to aid our vocabulary instruction. I will print a hard copy for your child, but here is a link: https://www.byrdseed.tv/wp-content/uploads/2014/08/greek-latin.pdf
(Pay attention to 1-111...the other is an activity we may do later in the year) 

Important papers...
Important papers...
There are many papers coming home today...see Class Dojo for details.
One of the letters is a permission form for you to return concerning the viewing of the solar eclipse next Monday. Permission forms MUST be returned by Thursday of this week (8/17). Please refer all questions to the front office: 478-953-0489. We will have activities planned for that day and will also be extending school hours by approx. 30 minutes. 

📎 MILESTONE VOCABULARY COLUMN 1 Flashcards | Quizlet
 
MILESTONE VOCABULARY COLUMN 1 Flashcards | Quizlet
Start studying MILESTONE VOCABULARY COLUMN 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Friday August 11th
Friday August 11th
Today we will be in the computer lab typing up your "I AM" poems. We will review how to log in to Office 365 and introduce our first vocabulary (quiz next Friday): https://quizlet.com/200122961/flashcards
 
iampoem
PDF document
Padlet Drive

August 10, 2017
August 10, 2017
 Standard:https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf   RL 7.1- cite evidence; RL 7.2- theme/central idea; RL 7.3 analyze elements of story; SL 7.1- Collaborative discussions; FOCUS- fluency and stamina 
EQ: How do we analyze and summarize our stories?
Teaching Point:  Readers form partnerships to set goals and accountability.

Warm up: Read pre-test directions. All you need is a pencil or pen.

 Mini-lesson: Discuss character development, traits, themes, conflict, and reader goals.

Work Session: READING ON DEMAND/Pre-test- 30 m

Partnerships- Review the resources in your notebook and discuss the Book, Head, Heart sheet. What could you add to your reading log?

Closing: Writing suggestion for Writing on Demand (Monday)- heart map

How to annotate
How to annotate
 

Have you completed your Flipgrid?
Have you completed your Flipgrid?
 

Digital literacy
Digital literacy
an infographic

 

Friday Shout Outs
Friday Shout Outs
Congratulations to Donovan Duncan, Nadia Jordan, and Courtney Shaw for sharing your summer reading! I have a surprise for you. Shout out to Ramil Wright for showing responsibility and follow through on your Flipgrid homework. Rewards to you at lunch today

Writing On Demand 8/24
Writing On Demand 8/24
If your child was absent today (8/24) for the Writing On Demand, here is the topic. They need to write make it up at home and spend no more than 45 minutes on it. Here is the prompt I showed the class:

“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best realistic fiction narrative- the best small moment story. You may use your own experiences to help you create this story. This could be a small moment story or it could tell the story of a scene or two. You may write in 1st or 3rd person. You’ll have 45 minutes to write your story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.”
 
 In your writing, make sure you:

• Write a beginning that gets readers into the world of the story and helps them understand what is going on.

• Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.

• Use transition words to help readers understand how the story holds together and when events happened.

• Write an ending, ideally one that connects to what the story is really about.

"I AM" POEM
"I AM" POEM
Tomorrow students will turn in their Coat of Arms/Goal setting sheet (colored) and write their very first narrative "I Am" poem. To get started, they need to think of two adjectives that best describe them. For example: I am creative and unique...I am athletic and witty...this will give the poem its structure. 
 
iampoem
PDF document
Padlet Drive

Homework reminder! DUE: 8/4/17
Homework reminder! DUE: 8/4/17
Homework #1 Flipgrid Introduce Yourself is due tomorrow. Here is the link: https://flipgrid.com/fulton
Also, parents need to connect with me in Class Dojo. An email and/or a cell phone message was sent to you prior to Meet and Greet using the information in Infinite Campus. Email me if you are having issues: tracy.fulton@hcbe.net
Students also need to connect with me in Edmodo. The code changes periodically. It is currently: m38nxc


STUDENT HANDBOOK
STUDENT HANDBOOK
We will continue to review school policies and procedures on Thursday and Friday. Please review carefully and return all signed pages in the folders that went home this afternoon. An explanation of what forms are required is on the front of the packet. Thanks in advance!
 
New_Student_ handbook 2017 PPT
Powerpoint presentation
Padlet Drive

Empty

Edmodo
Edmodo
Join our class using code: zwv758
The code updates weekly...if you have trouble connecting, email: tracy.fulton@hcbe.net
Thanks!
 

Homework #1 Introduce Yourself Due Friday August 4th
Homework #1  Introduce Yourself    Due Friday August 4th
You only have 3 minutes! Tell your first/last name, what class period I have you, something you like to do for fun, and how I can help you in Language Arts. 
https://flipgrid.com/fulton

*If you do not have internet access/video, you will need to make arrangements to complete your flipgrids during homeroom*

 

Flipgrid: Summer reading share!
Flipgrid: Summer reading share!
Only a few students have checked in on our summer reading through our Edmodo group. I don't want you to miss out on the fun and rewards for participating! Trying out this new tech feature, Flipgrid, and I'd love to hear from everyone! Here's the link: https://flipgrid.com/43e38e
You can upload your video chats (similar to RECAP we used during the year,) but a neat way for you to share virtually. Pass it on! I'm working on some surprises for all who join in our fun! Who's going to be first?
 

2017-2018 Students
2017-2018 Students
1. Join recap (see below)
2. Follow our summer reading challenge on Edmodo
3. Do a book talk using Flipgrid...
Having trouble? Email: tracy.fulton@hcbe.net
 

VOCABULARY LIST
VOCABULARY LIST
We will be studying and using the following WORDS TO KNOW weekly:
http://www.innovate2educate.co/uploads/1/0/0/2/10025547/grade_7_tier_ii_vocabulary_list_2.pdf  

Word search
http://thewordsearch.com/puzzle/174272/milestone-vocabulary/ 


VOCABULARY QUIZ #1
VOCABULARY QUIZ #1
Vocabulary quiz column 1 #1-20
https://quizlet.com/200122961/flashcards

Vocabulary quizzes will be given weekly. 



"I AM" POEM
"I AM" POEM

"I Am" poem template: http://freeology.com/wp-content/files/iampoem.pdf                                                    
 

📎 Photo
 

📎 Photo
 

STRATEGIES FOR CLOSE
STRATEGIES FOR CLOSE READING
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

FICTION NOTICE AND NOTE SIGNPOSTS
FICTION NOTICE AND NOTE SIGNPOSTS
 

📎 Document
 
40dde15ca2dfa97be71ca70776a4c485.pdf
PDF document
Padlet Drive

📎 Document
 
2bcaf09831c6e59510c0bdae49621102.pdf
PDF document
Padlet Drive

ELA FRAMEWORK
ELA FRAMEWORK
 

Logging into Infinite Campus for students
Logging into Infinite Campus for students
*Will be unavailable to parents and students until after August 15th*
Middle and High School students now have Infinite Campus portal accounts. They will use the same link that parents use to log in: 
https://campus.hcbe.net/campus/portal/houston.jsp
Their username is their student id/lunch number. 
The password format is 
Ex: John Smith, DOB: 01/03/97 = js010397

Book, Head, Heart
Book, Head, Heart
 

Summer reading group
Summer reading group
If you have not joined our summer reading group, the code is: kb5s8f
This code will lock again after 2 weeks. Email: tracy.fulton@hcbe.net if you have any issues.


MYon READING: FREE s
MYon READING: FREE summer e-books!
Getting Started is Quick and Easy! 
Check out thisshort video with your students for tips on finding and reading great books on myON!  Then follow these simple steps to access the myON platform. 
 
1.    Go to: www.myON.com
2.    Click the Log In Now button and enter the following information:
3.    School Name:  Get Georgia Reading, Georgia   Campaign for Grade Level Reading (Begin typing the     first few letters and select from the drop-down menu.)
          User Name:   houstoncounty
          Password: read
4.    Click onthe "Sign In" button,select a book and start reading!

SUMMER READING GROUP
SUMMER READING GROUP
JOIN our summer reading group using the Edmodo code: xm96ic

 

MYon READING: FREE summer e-books!
MYon READING: FREE summer e-books!
Getting Started is Quick and Easy! 
Check out this short video with your students for tips on finding and reading great books on myON!  Then follow these simple steps to access the myON platform. 
 
1.    Go to: www.myON.com
2.    Click the Log In Now button and enter the following information:
3.    School Name:  Get Georgia Reading, Georgia   Campaign for Grade Level Reading (Begin typing the     first few letters and select from the drop-down menu.)
          User Name:   houstoncounty
          Password: read
4.    Click on the "Sign In" button, select a book and start reading!

Milestone progression: TARGET GOALS
Milestone progression: TARGET GOALS
Reminders: All students brought home progress reports and if they tested at Thomson last year, they also brought home Milestone scores from 6th grade. I just wanted to share the ELA progression that was on the back of your Milestone scores. We aim for all students to be "distinguished" learners. As we start goal setting and aiming for progress, these are the criteria:
 

Informational Writing Checklist (part 2)
Informational Writing Checklist      (part 2)
Here are checklists to help you edit your drafts...presentations begin next Friday! (5/12)
 

Information Writing Checklist
Information Writing Checklist
 

STEM at TMS
STEM at TMS
We are working diligently to become a STEM certified school. Ask us how we are supporting science, technology, engineering, and math standards...
"Explore and discover.  Learn and teach.  Build and share.  It’s what NASA and teachers and parents do.”
Barbara Morgan, Educator Astronaut, Mission Specialist on STS-118
 
IN ELA we will be using our language skills in the area of research, speaking/listening, and integrating technology resources to help your child with 21st century skills building. 
Our readers' and writers' workshop will allow for choice in reading and developing writing skills that carry over into ALL subject areas.
 

Narrative On-Demand Writing Assessment: Tuesday Aug. 8th
Narrative On-Demand Writing Assessment: Tuesday Aug. 8th
Reading On Demand: August 10th

Grades 6-8  Narrative

“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best personal narrative, the best small moment story, of a time in your life. This could be a small moment story or it could tell the story of a scene or two. You’ll have 45 minutes to write this true story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.”

In your writing, make sure you:

• Write a beginning that gets readers into the world of the story and helps them understand what is going on.

• Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.

• Use transition words to help readers understand how the story holds together and when events happened.

• Write an ending, ideally one that connects to what the story is really about.


ARGUMENT PROTOCOL
ARGUMENT PROTOCOL
 

Vocabulary practice
Vocabulary practice
http://vocab.com/join/2M6FJWS
Join this online class for a boost in vocabulary over the summer! We will be using this as an added resource during the year.

Informational writing techniques
Informational writing techniques
 



add 

# data[].attributes.body
TPF8NK
 https://newsela.com/quickjoin/#/TPF8NK
6. Continue to study ALL terms below for Milestone review:
MILESTONE REVIEW TERMS:
Study literary terms:
https://quizlet.com/315103161/literary-vocabulary-quiz-1-flash-cards/ 
Poetry terms:
https://quizlet.com/190686651/poetry-terms-flash-cards/ 
Sentence structure:
https://quizlet.com/356675229/grammar-sentence-structure-flash-cards/
Argument terms review: https://quizlet.com/179399408/argumentative-unit-flash-cards/ 
https://quizlet.com/356673062/argument-quiz-2-flash-cards/
more_vert
March 18-22nd
March 18-22nd
Warm up and Mini-Lesson- Copy Daily Dose words in vocabulary section.
Mini-Lesson: 
Then...
1.Type your "I am From" Poem
2. March Madness! Final 4 book voting:
7th Grade | https://tinyurl.com/7final4   | http://tinyurl.com/y5qhx59j
3. Study Daily Dose words- Daily Dose quiz #6- Friday 3/22
4. Flipgrid- "I am From Poem" due Thursday- see posts below for codes and directions.
5. Go to https://newsela.com/read/lib-convo-poetic-meter/id/31065/quiz/0/ 
and take quiz. Code:   TPF8NK
 https://newsela.com/quickjoin/#/TPF8NK
6. Continue to study ALL terms below for Milestone review:
MILESTONE REVIEW TERMS:
Study literary terms:
https://quizlet.com/315103161/literary-vocabulary-quiz-1-flash-cards/ 
Poetry terms:
https://quizlet.com/190686651/poetry-terms-flash-cards/ 
Sentence structure:
https://quizlet.com/356675229/grammar-sentence-structure-flash-cards/
Argument terms review: https://quizlet.com/179399408/argumentative-unit-flash-cards/ 
https://quizlet.com/356673062/argument-quiz-2-flash-cards/

 
March 2019
Powerpoint presentation
Padlet Drive

Flipgrid: "I am From" poem- due by next Thursday 3/21
Flipgrid: "I am From" poem- due by next Thursday 3/21
Share your "I am From" poem on Flipgrid. Respond to at least three other poems. You will also need to print a hard copy of the poem to add to our class collection.
Password: Tigers2018
Your Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/e23ad0bb

Need an example? See attache
 
I am From poem example- Fulton
Word document
Padlet Drive

Poetry presentation rubric- due 3/14; See post below for example
Poetry presentation rubric- due 3/14; See post below for example
 
Poetry_Research_Presentation_rubric.docx
Word document
Padlet Drive

March 13, 2019
March 13, 2019
Pre-test- Poetry
EQ: How can I prepare for our poetry unit? How can I show my research skills?
Poetry presentations due tomorrow. (see rubric and example)
 
Poetry_presentation_example.pptx
Powerpoint presentation
Padlet Drive

March 12, 2019 STEM DAY: GRODAN LAB
March 12, 2019  STEM DAY: GRODAN LAB
ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
ELAGSE7RI5: We read informational texts and analyze the structure an author uses to organize a text.
ELAGSE7L4: We present claims and findings in short research projects.
ELAGSE7W2: We write informational texts.
ELAGSE7W9: Research- We draw evidence from informational texts to support analysis, reflection, and research.
GRODAN LAB REFLECTION QUESTIONS
1. Prediction: What are the best conditions for growing the plants on Mars- regular soil or Grodan system?
2. Read the three articles. Pay attention to the text features: headings, illustrations, captions, definitions, graphics
3. Take notes as you go. Remember to include facts and keep track of sources.
4. Are the articles informational or argumentative?
5. Write down any unknown vocabulary (Word Gaps).
6. Which article was most challenging?
7. Did your prediction change after reading the articles?
8. Summarize each article into 2-3 paragraphs.
Homework: Continue to review Milestone terms; Review literary terms; Poetry pretest tomorrow; Daily Dose quiz Friday.

Daily Dose- quiz Friday
Daily Dose- quiz Friday
EQ: How does poetry differ from other genres of  reading/ writing?
Warm up: Daily Dose 4
Mini- lesson: Poetry- 

Flocabulary https://www.flocabulary.com/search/?q=poetry ; United Streaming- https://app.discoveryeducation.com/learn/collections/83605a0f-586a-4ada-bb6d-1826aa2fc93b?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation 
Literary terms- simile/ metaphor
https://www.youtube.com/watch?v=pEMPUbPVJis 
Work session:
Poetry practice 
Biography.com- find a poet and write a brief summary of their life and work. Include at least ten facts.
Homework:  Continue to review Milestone terms; Review literary terms
Find a poem you would like to share Thursday and Friday
DAILY DOSE- quiz FRIDAY
Jubilant- (JOO buh luhnt) adjective: very happy and delighted 
Livid- (LIV id) adjective: very angry 
Encumber- (in COME bur) verb: to weigh down, burden 
Erroneous- (ear ROAN e us) adjective: containing an error 
Cantankerous- (con TANK er us) adjective: hard to get along with; ornery  

Vocabulary practice
Vocabulary practice
Increase your vocabulary for our poetry unit and pop culture.
Prizes awarded to those who score the highest! Starbucks Mode earned for the CLASS with the highest average!
http://vocab.com/join/387AZXQ

Book March Madness
Book March Madness
Don't forget to vote in our run-off of BEST BOOK of 2018! Here are the links!
Prizes for the grade who rates the most ;)
7th Grade | http://tinyurl.com/7sweet16 | 
 http://tinyurl.com/y5qhx59j

March 7, 2019
March 7, 2019
EQ: What is a comparative adjective? Superlative adjective?
Warm up: Brainpop
Mini- lesson: Positive, comparative, and superlative adjectives
https://www.youtube.com/watch?v=aSSXkVKbeII 
https://www.youtube.com/watch?v=OKWHura1jdU 
Work session:
Review narrative grades
Information 2
Adjective practice
Kahoot: https://kahoot.it/challenge/0468246 Code:  0468246
Reading practice
Homework: Daily Dose #4 16-20 quiz tomorrow

March 6, 2019
March 6, 2019
EQ: How do I make inference?
Warm up: Inference examples
Mini- lesson: Inference https://www.youtube.com/watch?v=aQbmBzmiRR0 
https://www.flocabulary.com/unit/inferencing/ 
https://www.youtube.com/watch?v=dsQC4nEERYo 
https://www.youtube.com/watch?v=N3r_uS0EPqc 
Work session:
Inference- Quizizz LIVE GAME
Homework: Daily Dose #4 16-20 quiz Friday; Poetry presentations 3/14=3/15; Finish Inference classwork
Want a head start on tomorrow's homework? https://kahoot.it/challenge/0468246  Code:  0468246

February 28, 2019
February 28, 2019
EQ: What are personal, possessive, reflexive, and demonstrative pronouns?
Warm up: Post test and Daily Dose reminders
https://www.youtube.com/watch?v=Zoh8XpfcF-c 
https://www.youtube.com/watch?v=RDVsQWJLlpM 
https://app.discoveryeducation.com/learn/videos/f0d2ca67-ed00-478c-b3fd-63e414a8c33e/ 
Mini- lesson: Reflexive and demonstrative pronouns
Work session:
Pronoun practice
Homework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone; Post test TOMORROW!

Study Materials
Study Materials
Daily Dose quiz 3 tomorrow!
https://quizlet.com/_67okk6 

Post Test Friday
See attached
 
Post Test Friday
Word document
Padlet Drive

February 27, 2019
February 27, 2019
EQ: What is the difference between a subject and object? Direct and indirect object?
Warm up: Narrative practice- on board
Mini- lesson: Subject/ object; direct and indirect objects
https://app.discoveryeducation.com/learn/videos/b108d32f-2d52-4048-8476-b03863ad7db2/ 
https://www.khanacademy.org/humanities/grammar/syntax-sentences-and-clauses/subjects-and-predicates/v/subject-direct-object-and-indirect-object-syntax-khan-academy 
https://www.youtube.com/watch?v=g6im8sM4kc4&t=20s 
Work session:

Exercise 4- Subject and Direct/Indirect Objects

Packet- Direct and Indirect objects; Transitive and Intransitive verbs
uHomework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone and POST TEST FRIDAY.

February 26, 2019
February 26, 2019
EQ: What is a possessive noun? Possessive pronoun? How is it different than plural nouns/prounouns?
Warm up: Daily Dose practice; USA testprep
Possessive nouns- https://www.flocabulary.com/unit/possessive-nouns/ 
https://www.khanacademy.org/humanities/grammar/parts-of-speech-the-pronoun/possessive-and-reflexive-pronouns/v/possessive-pronouns-the-parts-of-speech-grammar 
https://app.discoveryeducation.com/learn/videos/afa92199-bd08-452f-bd15-be648f2b27a5/ 

Mini- lesson: Pronouns, Possessives, and Plurals
Work session:
Possessive pronouns, nouns, and plurals.

Homework: Begin studying terms for Milestone; Pronoun practice; Quizzizz due tomorrow- Code 472335; www.joinquizizz.com

GRODAN LAB RESEARCH TEAM- 7C Contributions
GRODAN LAB RESEARCH TEAM- 7C Contributions
Post to the following padlet your findings about the Grodan lab, growing plants on Mars, and other resources related to our hands-on research. All students should find at least 10 facts to share with the class
Post here: https://padlet.com/tracyfulton03/58dnwpeiobdr

MONDAY 2/25/19
MONDAY 2/25/19
EQ: What is the difference between active and passive voice?
Warm up: Daily Dose #3; Test taking- Flocabulary  https://www.flocabulary.com/unit/active-passive-voice/  
Mini- lesson: Active and passive voice
Work session: CNN NEWS
Submit WRITESCORE ESSAYS.
Review MILESTONE TERMS
BOOK FAIR PREVIEW (10:35, 11:45, 12:55, 2:00)
Active and passive voice
Give out terms for Milestone and Midterms

Homework: Daily Dose quiz 3- Friday; Begin studying terms for Milestone; POST TEST FRIDAY!

QUIZIZZ- SEE BELOW POST
 
Active and passive voice
Word document
Padlet Drive

Monday February 25, 2019
Monday February 25, 2019
Active and passive voice
Homework: QUIZIZZ- 
GAME CODE 
 472335 
 Ask your students to join game with this code at  https://join.quizizz.com 
 
Active and passive voice
Word document
Padlet Drive

MIDTERMS, MILESTONES, and POETRY PRESENTATION
MIDTERMS, MILESTONES, and POETRY PRESENTATION
See attachment for directions and rubric.
Poetry presentations and MIDTERMS will begin 3/13-3/15
Post test on argument- 3/1
Daily Dose quiz 3- 3/1
RESOURCES for POETRY RESEARCH PRESENTATIONS:
https://www.poetryfoundation.org/ 
https://www.biography.com/ 
http://poetry.org/ 
https://www.poemhunter.com/poems/poetry/
 
Poetry_presentation_and_midterm_info_.docx
Word document
Padlet Drive

POETRY PRESENTATION
POETRY PRESENTATION
https://www.poetryfoundation.org/ 
https://www.biography.com/ 
http://poetry.org/ 
https://www.poemhunter.com/poems/poetry/ 
  

   




Homework: 3/4/19
Homework: 3/4/19
EQ: How can I recognize prepositions and prepositional phrases? 
What is the object of a prepositional phrase?
Warm up: Preposition pre-test; Daily Dose #4 16-20
Mini- lesson: preposition song; Flocabulary
Work session:
Preposition practice
Prepositions in songs https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_in_songs/prepositions/102296 
Find a poet/poem you want to share with the class. Create a visual (powerpoint, brochure, or poster) to share with the class on 3/14-3/15 during Midterms.
Homework: Daily Dose quiz 4 Friday; Poetry presentations 3/14-3/15; Quizizz on prepositions
1. Quizizz- Prepositions
GAME CODE
080682
Ask your students to join game with this code at https://join.quizizz.com
2. Study Daily Dose words: bloat, disgruntled, somberly, condemn, ponder- quiz Friday
3. Poetry research- see rubric in post below. Presentations due: 3/14
4. *If you did not finish the song sheet, here are the songs you will need
 “Earth Song”- Michael Jackson
“Heroes”- Wallflowers
Fiona Apple- “Across the Universe”
“Stressed Out”- 21 Pilots
“Lean On”- Major Lazer
“Bloodstream”- Foy Vance
“My Way”- Sinatra
“Sun and Moon”- Above and Beyond
“Dreams”- Cranberries
“Just a Day”- Feeder
“Under Pressure” – Queen
 “Mosh”- Obie Trice
“Insomnia”- Faithless
“Feeling Good”- Muse


February 20-22nd
February 20-22nd
All students will be taking the Writescore assessment this week. It should take two class periods, but you may have some time Friday if needed.
There will be no Daily Dose quiz this week- they will resume next week.
Reminder- progress reports and several things from the office will go home TODAY. Please sign/return the progress report to your homeroom teacher.

A look ahead...
We will be finishing our argument unit next Friday. Students will take a post test on this day (3/1) along with quiz 3 Daily Dose (words 11-15)- see below. We will also begin test prep including more grammar concepts, poetry, and USATestprep practice. Students will begin having review homework nightly in addition to their Daily Dose words... so, be on the lookout! 

No DAILY DOSE quiz for week of 2/11 or 2/20; Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1
No DAILY DOSE quiz for week of 2/11 or 2/20;  Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1
ALOOF: (a LOOF) adjective: distant or not friendly
WAYWARD: (WAY word) adjective: reckless, disobedient
HUMDRUM: (HUM drum) adjective: lacking excitement; boring
DORMANT: (DOOR mant) adjective: not active, sleeping
OUTWIT: (out WIT) verb: to be more clever than someone else; to outsmart


SAMPLE WORKS CITED example
SAMPLE WORKS CITED example
Remember to check Purdue Owl for MLA citation reference: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
Example- see attachment.
 
Works Cited example for competitive sports(1)1
Word document
Padlet Drive

VALENTINE HAIKU
VALENTINE HAIKU
Post your valentine haiku here: https://padlet.com/tracyfulton03/qslbq201uwzh
Please put your name and class period

Reminder-
Haikus are three line poems with the following pattern:
5 syllables
7syllables
5 syllables

Example: 
Hearts represent love (5 syllables)
Love is a beautiful thing (7 syllables)
Valentine's Day love (5 syllables)

REMINDER...
REMINDER...
All competitive sports essays are due by the end of class on Wed. 2/13. If your child is going on the gifted field trip, the deadline was announced ahead of time. If they did not turn it in, our late policy (-10 points every day late) applies. This essay counts as two test grades.

More sources- Competitive Sports
More sources- Competitive Sports
https://newsela.com/text-sets/134472

https://newsela.com/read/sports-outside-the-box/id/48437/

https://www.youtube.com/watch?v=ciM1P_Smpq8


AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11
AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11
https://quizlet.com/16353925/aaawwubbis-word-list-flash-cards/

DAILY DOSE quiz 2: Words 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy 
•Interrogate-(in TARE uh gate) verb: to question 
•Blemish-(BLIM ish) noun: a noticeable imperfection 
•Ambush- (AM bush) verb: to hide and then attack 
•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion 



February 6, 2019
February 6, 2019
•EQ: How can I review for the Milestone?
•Warm up: Connotation/Denotation- quizizz
•Mini-lesson: Video; Coordinate adjectives
•https://www.youtube.com/watch?v=OfxiZdsqGeA 
•https://www.youtube.com/watch?v=rA0a5H-P9Co 
Work session: (Turn in any work not finished yesterday- 
Skills check/ Standard review 2)
•1. Connotation sheet
•2. Coordinate adjective sheet
•3. Phrases and clauses practice
Homework: FINISH any incomplete work
•AWUBIS quiz Friday; Daily Dose 6-10 quiz Friday
•ESSAY due next Wed. 2/13
Coordinate adjective practice- Due by Friday- https://join.quizizz.com
code- 689468

February 5, 2019
February 5, 2019
•EQ: How can I prepare for Milestone testing?
•Warm up: Skills check 1-10
Mini-lesson: Daily Dose 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy 
•Interrogate-(in TARE uh gate) verb: to question 
•Blemish-(BLIM ish) noun: a noticeable imperfection 
•Ambush- (AM bush) verb: to hide and then attack 
•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion 

CNN NEWS
Work session:
•Review Grammar work, Modifiers, and argument practice
•Standard Review 2
Milestone test prep
Homework: DAILY DOSE and AWUBIS words quiz FRIDAY.

**If you struggled with the standard review questions today, please review your notes...here are some you may have missed**
What is a flat character type?
Flat characters are two-dimensional in that they are relatively uncomplicated and do not change throughout the course of a work. By contrast, roundcharacters are complex and undergo development, sometimes sufficiently to surprise the reader.
 
What is an example of a round character?
A round character is a term coined by E.M. Forster and is the direct opposite of a flat character. A round character is extremely realistic, behaving and speaking in a "real life" manner. The character is complex and increases in complexity throughout the story.
 
What is meant when a character is called static?
All characters in a story are either dynamic or static. A static character is one who doesn't undergo any significant change in character, personality or perspective over the course of a story. A dynamic character, in contrast, undergoes a major transition in one or more of these ways.
 
What is a dynamic character in a story?
All characters in a story are either dynamic or static. A static character is one who doesn't undergo any significant change in character, personality or perspective over the course of a story. A dynamic character, in contrast, undergoes a major transition in one or more of these ways.
 
Protagonist- the hero of the story
 
Antagonist- the “villain” of the story

February 4, 2019
February 4, 2019
•EQ: How can I revise and edit my body paragraphs in an argument writing? How can I write a strong conclusion?
•Warm up: Pennies for Patients video
•Put checklist in your notebook- writing section.
•Work session:
Library- directions from Dr. Jackson.
Lab- Continue typing and editing your argument writing.
Homework- AWUBIS quiz Friday. Know ALL subordinate conjunctions for quiz. Daily Dose words- quiz 2. 

January 30, 2019
January 30, 2019
•EQ: How can I improve my argument writing using graphic organizers and source information? How can I prepare for Milestones?
•Warm up: GRAMMAR practice; FLOCABULARY- What makes a credible source? 
•Mini-lesson- 
•Argument videos https://www.youtube.com/watch?v=5ZFIL-A6r08&t=104s 
•https://www.youtube.com/watch?v=LomYIQq_rIY 
Work session:
1.Finish argument and modifier practice. 
Review answers.
READ independently
Time allowing- Discovery Streaming
Graphic organizer and source information.
Homework: Study Daily Dose words for quiz Friday.
*Work on drafting your essay. Due 2/13

📎 What Are the Benefits of Competitive Sports for Youth? | Livestrong.com
 
What Are the Benefits of Competitive Sports for Youth? | Livestrong.com
Any parent knows that young children are filled with energy, eager to run, jump and play. Transferring that natural energy to competitive sports can help keep kids active and healthy as the grow, and other distractions increase that may lead to a more sedentary lifestyle.
LIVESTRONG.COM

January 30, 2019
January 30, 2019
•EQ: How can I improve my argument writing using graphic organizers and source information?
•Warm up: Daily Dose review
Mini-lesson: Graphic organizer and source information.
Work session:
1.Finish argument and modifier practice.
2.Fill out the new graphic organizer.
3.Work on drafting your essay. Due 2/13
Homework: Study Daily Dose words for quiz Friday. Essay due: 2/13

Warm up: Write the sentences in your vocabulary section and answer using the word bank.
Unkempt    absconded    winsome    mortified     deride

1.Which word is a SYNONYM for “pretty” or “pleasant”

2. The robber ___________ with the money after the heist.

3. I was _____________ when I spilled my drink at lunch.

4. After spilling my drink, other students __________ me.

5. The stray animal’s fur was disheveled and it was __________.

TEDTALKS- argument
TEDTALKS- argument
Watch the following videos to gain a better understanding of debate:
https://www.ted.com/playlists/482/talks_to_support_a_healthy_deb

Review this video to help you with your argument essay: due 2/13
https://www.youtube.com/watch?v=IqoBFLEKNc4


Daily Dose quiz #1- Friday 2/1/1
Daily Dose quiz #1- Friday 2/1/1
https://quizlet.com/_60xzif

Daily Dose 1-5- quiz Friday
Daily Dose 1-5- quiz Friday
•Unkempt- not groomed
•Winsome- pretty, charming
•Mortify- to embarrass
•Abscond- to run away and hide (something)
•Deride- to make fun of (someone)

Daily Dose 1-5- quiz Friday
Daily Dose 1-5- quiz Friday
•Unkempt- not groomed
•Winsome- pretty, charming
•Mortify- to embarrass
•Abscond- to run away and hide (something)
•Deride- to make fun of (someone)

January 28, 2018- Monday
January 28, 2018- Monday
•EQ: How does a writer write a well-developed introduction?
Warm up: Sentence structure practice
•Copy anchor chart- Ways to Introduce an Argument- anchor chart
•DAILY DOSE review 1-5; Sentence practice
Work session:
•Drafting argument essay- competitive sports
•6th period- Retest sentence structure
•Homework: Continue to review vocabulary, sentence structure, and drafting your essay. Final copies due: 2/13/19. Quiz Friday- Daily Dose

Learning Progression for Argument Writing
Learning Progression for Argument Writing
 
WritLearnProg_3-9_ARG
PDF document
Padlet Drive

How to Write an Argument...
How to Write an Argument...
 
G7B3_CH_HowWriteArgument (3)
PDF document
Padlet Drive

Ways to Conclude an Argument Writing...
Ways to Conclude an Argument Writing...
Techniques for Powerful Conclusions
• Restate claim and reasons.
• Emphasize why claim and evidence matter.
• Acknowledge the debate surrounding the argument and
situate your claim.
• Let your argument help you to grow a new insight to leave
reader with something new to think about.
 

Samples of three conclusions- which one is better?
Samples of three conclusions- which one is better?

Conclusion 1: “As you can see, middle school tryouts for competitive sports
should end. Join the drama club instead.”
Conclusion 2: “The issue of middle school tryouts is a complex one. There is
no doubt that tryouts are in some ways are a historical tradition. But simply
because something has been the tradition doesn’t make it right. The best
traditions are not those that have been around the longest, but those that make
everyone feel a part of them. And by definition, tryouts exclude some members
of the school. It should be a priority for our school to allow anyone and everyone
to join our teams. A good first step is to help develop our intramural programs.
If you are interested, note the ‘End Sports Tryouts’ flyer on the front hall bulletin
board.”
Conclusion 3: “In summary, middle school tryouts for competitive sports should
be abolished. They are absolutely, 100%, wrong. They cause stress, unhealthy
habits, and exclusion among peers. In today’s world, these problems are only
the beginning, leading to students being medicated for depression, becoming
suicidal, and needing ADHD medication. Try joining an intramural team instead,
and boycott all sports tryouts.”

Checklist for Creating Body Paragraphs
Checklist for Creating Body Paragraphs

____ 7. End your body paragraph by referring back to your
claim and reason.
____ 6. Give and explain another piece of evidence (In
addition [evidence c] . . .).
____ 5. Explain how that evidence supports your reason
(This is important because . . .).
____ 4. Give another piece of evidence (Also [evidence b]
. . .).
____ 3. Explain how that evidence supports your reason
(This shows that . . .).
____ 2. Give the first piece of evidence (For example [evidence
a] . . .).
____ 1. Write the first topic sentence (One reason I think
[claim] is that . . .).

Mentor Essay: Argument 1
Mentor Essay: Argument 1

Friends, classmates, teachers, and administrators of Thomson Middle School:
Imagine this: you’re in ELA class and one day, the teachers says that you can only
stay in the class if your grades are better than your friends’ grades, otherwise you will be cut from the class and won’t be able to study English anymore. How would you feel? Does that sound fair? Fortunately, this doesn’t happen in our regular classes, but it does happen with our sports teams. Because there are tryouts for our sports teams, not everyone can play. That’s just wrong.

While competitive sports at our school are an important tradition and do boost
school spirit, they require kids try out and the teams are small. That means only a small number of kids get the advantages of them. I am proposing that our school should sponsor some intramural and club sports. Intramural sports will make the sports in our school inclusive and fun.

One reason our school needs intramural sports is that they allow everyone in
the school to participate. There aren’t any tryouts for intramural sports. Tryouts lead to cuts, which excludes some students from participating. Let me tell you about my friend, Ryan, who attends another middle school. Ryan lived and breathed basketball. He spent his whole childhood playing it. Every spare moment of his time. Then Ryan had an accident, and hurt his leg. He had to stop playing basketball for a year, and it defeated him. But when he entered 7th grade, his doctor cleared him to play. He was so enthusiastic. He was over the moon. Ryan tried out for the team. But since he hadn’t played or practiced in over a year, he was cut from tryouts. This time Ryan was worse than defeated. He was devastated. Ryan was excluded from the basketball team because of bad luck and bad timing. In intramural sports, anyone who wants to play
simply creates a team, or joins an existing team.

Another reason intramural sports would be a great addition to our school is
because they are fun! According to ESPN, 38% of boys and girls quit competitive sports because they were not having fun. The very origin of the word “sport” means “pleasure” “amuse” and “play.” Intramural sports will put the fun back into sports. People could argue that competition can be fun too, and intramural sports can be competitive without being elite, with tryouts to keep the less good players away. But it would be a nice if some of the sports teams at our school could be all about having fun, and could encourage people to just show up and play in ways where having fun is the whole point.

It’s true, competitive sports do have their good side. For one thing, they are wildly
popular. Just look at how many people go to our football games. My whole family goes to the games and we enjoy yelling our heads off for our team. And last year, when our girls’ basketball team went to the state tournament, that brought about a lot of school spirit. Also, competitive sports have been a tradition at our school for decades. I know this from my own experience because my older siblings and even my mom and uncles played when they went here. But don’t we want all kids to be able to be a part of the sports tradition at this school instead of just a small number? If all kids attend ELA and other subjects, why shouldn’t they all participate in the sports tradition? Offering intramural and club sports teams in addition to the competitive teams will help us to achieve this goal.


Example of an introduction
Example of an introduction

Forcing middle schoolers to try out for competitive sports is hotly contested
because people hold varying opinions on the issue. Some people argue that
tryouts are a time-honored, traditional way to select the best athletes for a
middle school team. Others argue, however, that tryouts for competitive sports
exclude kids from participating on a team, cause students undue stress, and
can lead to unhealthy practices. ryouts for middle
schoolers should be discontinued in favor of other measures.

Ways to Introduce 
Ways to Introduce 
 

Logging into Infinite Campus for students
Logging into Infinite Campus for students
*Will be unavailable to parents and students until after August 15th*
Middle and High School students now have Infinite Campus portal accounts. They will use the same link that parents use to log in: 
https://campus.hcbe.net/campus/portal/houston.jsp
Their username is their student id/lunch number. 
The password format is 
Ex: John Smith, DOB: 01/03/97 = js010397

February 6, 2019
February 6, 2019
•EQ: How can I review for the Milestone?
•Warm up: Connotation/Denotation- quizizz
•Mini-lesson: Video; Coordinate adjectives
•https://www.youtube.com/watch?v=OfxiZdsqGeA 
•https://www.youtube.com/watch?v=rA0a5H-P9Co 
Work session: (Turn in any work not finished yesterday- 
Skills check/ Standard review 2)
•1. Connotation sheet
•2. Coordinate adjective sheet
•3. Phrases and clauses practice
Homework: FINISH any incomplete work
•AWUBIS quiz Friday; Daily Dose 6-10 quiz Friday
•ESSAY due next Wed. 2/13
Coordinate adjective practice- Due by Friday- https://join.quizizz.com
code- 689468

March Madness- Book edition!!!
March Madness- Book edition!!!
We still have almost 2 weeks to nominate books!  Please help me get more nominations.  Students (and you) can nominate as many books as they want until we close nominations on February 1.  High school students have nominated over 240 titles and we only have a little over 40 from middle school.  I know our middle school students are reading – help us get them nominating too!!!
 
Tiny URL:  https://tinyurl.com/msmarchmadness and the QR code is attached!
 

STANDARDS we are focusing on this semester...
STANDARDS we are focusing on this semester...

ELAGSE7RI1: Cite several pieces of textual evidence to support analysis of what 
•the text says explicitly as well as inferences drawn from the text. 
ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence. 
WRITING (W) 
•a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. 
•b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.   
ELAGSE7RI6: Determine an author’s point of view or purpose in a text and 
•analyze how the author distinguishes his or her position from that of others.   


ELAGSE7L6: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

January 22, 2019- Tuesday
January 22, 2019- Tuesday
EQ: What is a coalition group and how will they be used in class?
TEACHING POINT: When a researcher is charged with the task of studying a particular topic, one of the first things he/she needs to do is clarify the focal question or subtopic.
•Warm up: USATestprep questions- sentence structure 1-20
•Mini- lesson: Argument checklist
•Daily Dose 1-5
•Work session:
•Coalition groups- Read three more articles on competitive sports; Decide your claim. Add to your pro/con list. Prepare to write your flashdraft with your position statement and thesis statement using the graphic organizer.

Homework: Finish writing your position statement (claim) and thesis statement using your graphic organizer. Daily Dose quiz 1-5 on Friday and RETEST over sentence structure- 1/25.
Extra practice: 

1-18-19
1-18-19
•EQ:  How can I use the Argument checklist to help guide my writing?
Warm up: Punctuate the following:
After throwing a 48-yard “Hail Mary” pass quarterback Doug Flutie won the game for Boston College. 
MLK warm up; https://www.flocabulary.com/unit/week-in-rap-january-22-2016/ 
Mini- lesson: Dangling Modifiers https://www.khanacademy.org/humanities/grammar/syntax-conventions-of-standard-english/dangling-modifiers-and-parallel-structure/v/dangling-modifiers-syntax-khan-academy - handout to put in notebook; GRAMMAR section
Work session: Quizzes- Terms and sentence structure
Closing- MLK video https://app.discoveryeducation.com/learn/collections/4d904dd6-06f4-484d-9a6a-657cca61deaa?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation 
Homework: Continue thinking about your position on competitive sports for next week. Enjoy your 3 day weekend!

MLK speech
MLK speech
What makes Martin Luther King's speech persuasive? What debate qualities does he show as a speaker? As a writer, what figurative language do you hear in the speech?
https://www.youtube.com/watch?v=I47Y6VHc3Ms

January 17, 2019- EQ and Lesson Plan- keep scrolling for anchor charts and homework. Don't forget your test tomorrow!
January 17, 2019- EQ and Lesson Plan- keep scrolling for anchor charts and homework. Don't forget your test tomorrow!
•EQ: How to you “keep your audience with you” when you are debating?
•Teaching point- When making an argument, you need to analyze the evidence in a way that helps your reader stay with you.
•Warm up: Copy “Ways to Analyze Evidence” anchor chart
•Mini- Lesson: Making Quotes Work; Crediting the Source- http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 
•Quotation marks- https://www.flocabulary.com/unit/quotation-marks/

Work session: Practice quiz and crossword
Moves that Pay Off in Arguments
Read 3 more articles about competitive sports. Take notes. Flashdraft a paragraph summarizing what you read. Be sure to credit your sources. Make a WORKS CITED page for your sources using the Citations reference page.
Begin putting your debate together for Competitive Sports.

Homework: Study terms and sentence structure notes on padlet.
More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2
Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12 
QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/
Sentence structure:
https://quizlet.com/_5wcsd9

SENTENCE STRUCTURE:
Simple sentence- A sentence consisting of one independent clause and no dependent clause.
•Example: I like to go to the mall.
Compound sentence- a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions.
•Example: I like to go to the mall, but my friend prefers to go to the movies.
Complex sentence- A sentence with one independent clause and at least one dependent clause.
•After the mall, my friend and I will go to the movies.
Compound-complex sentence- at least one dependent clause and two or more independent clauses.
We went to the movies, but we did not see one because the one we wanted to see was no longer showing.

Ways to Analyze Evidence 1-17-19
Ways to Analyze Evidence 1-17-19
 

Making Quotes Work- 1-17-19
Making Quotes Work- 1-17-19
 

January 16, 2019- Ranking evidence, subordinate conjunctions (AWUBIS), and debate
January 16, 2019- Ranking evidence, subordinate conjunctions (AWUBIS), and debate
•EQ:   How do I sift through my evidence and rank it?    
•Teaching Point- When defending an argument with text evidence, you want to sift through your evidence.
•Warm up: Jackie Robinson “The Early Years”
AWUBIS activity- Write complex sentences using one of your AWUBIS words. USE YOUR NOTES!
•Example: Although it was late, I still needed to study for my quiz on Friday.
•Mini- Lesson: Ranking evidence- anchor chart; Text features: https://www.flocabulary.com/unit/text-features/ 
•FINISH Fox vs. Magpie debate
•Read “Get off the Couch and Play” and listen to Wisdom from a 10 year old about His Head Injury” https://www.nytimes.com/2009/11/29/sports/football/29cohen.html# 
•Re-read articles from homework and form a claim for competitive sports.
Work session: Share in small groups about the 3 articles you read for homework. What can you add to your original Pro/Con list?
Homework: Study for quiz on Friday

1-16-19 Ranking evidence
1-16-19 Ranking evidence
 

LINK to resources for this unit
LINK to resources for this unit
For our class resources for Unit 3, here is a link that includes anchor charts:
http://writing.cajonvalley.net/grade7/assets/unit3.html

In addition, this link includes text sets we will be using in coalition groups AND individual research for your final position paper- 2-13-19. We will have multiple days in the media center, computer lab, and use of the mini-computer cart for students who do not have access at home.

January 15, 2019
January 15, 2019
•EQ: What is important to remember in a debate?
•Teaching Point- When you are debating, you want to state your claim, give reasons to back up that claim, and give evidence to support your reasons. 
•Warm up: Paste “How to Write an Argument” in your notebook
•Mini-lesson: Claims, evidence, and reasons
•Work session:
•1. Copy AWUBIS notes- put in grammar section
•2. Debate- Fox and Magpie- Debate protocol
•3. Read “Get off the Couch and Play” and listen to Wisdom from a 10 year old about His Head Injury” https://www.nytimes.com/2009/11/29/sports/football/29cohen.html# 
•Re-read articles from homework and form a claim for competitive sports.
Homework: Continue to study your terms and sentence structure notes for Friday’s 

JANUARY 14, 2019- also see posts below for homework (read three articles) and other links to study vocabulary for Friday's quiz.
JANUARY 14, 2019- also see posts below for homework (read three articles) and other links to study vocabulary for Friday's quiz.
•EQ: How can I show what I know about argument writing?
•Teaching Point- Bend 1, Session 1- When taking sides in an argument, it is important to weigh the reasons and evidence on both sides. 
•Warm up: Get a #2 pencil for your pretest.
•Pro/Con- Competitive sports
•Work session- Pre-test; scantron- blue side
•Homework: Continue to study terms for your quiz on Friday; Review notes on sentences structure for quiz Friday.

Subordinating conjunctions: AWUBIS
Subordinating conjunctions: AWUBIS
Warm up: 1-15-19: Copy onto the anchor chart given and put in your GRAMMAR section to help you with Friday's quiz.
 
AWUBIS (1)
PDF document
Padlet Drive

January 11, 2019
January 11, 2019
EQ: What are the 5 Notice and Note Nonfiction strategies?
What is a THESIS STATEMENT?
Warm up: Review Notice and Note
Work session:
1. Quiz Notice and Note.
2. Spelling BEE
3. Flocabulary- Thesis statement and vocabulary game.
4. Argument videos
5. Time allowing- CNN NEWS
Homework: Quiz next Friday- 11/18 over ALL terms and sentence structure.

Homework: 1-14-19 Study terms and sentence structure notes for quiz Friday. Choose THREE articles below and form your opinion on competitive sports. Remember to weigh both sides of the issue paying close attention to TEXT EVIDENCE in each article.
Homework: 1-14-19 Study terms and sentence structure notes for quiz Friday. Choose THREE articles below and form your opinion on competitive sports. Remember to weigh both sides of the issue paying close attention to TEXT EVIDENCE in each article.
Competitive Sports Text Set 1
These pop culture text sets attempt to represent not just a topic, but an issue within that topic, and sides of that issue. The text sets present multiple perspectives on an
issue—as well as multiple levels of texts and multiple modalities. Some articles may need to be adapted for lower level readers. Please keep in mind that websites are temporal.
Pushing too hard too young: Take away the fun factor in sports and kids can burn
out
http://www.nbcnews.com/id/4556235/#.Upteg5E0_ol 
Listening to Wisdom From a 10-year-old son about his head injury
http://www.nytimes.com/2009/11/29/sports/football/29cohen.html#
Why I Don’t Want My Kids to Play Team Sports
https://blogs.wsj.com/speakeasy/2013/11/05/why-i-dont-want-my-kids-to-play-team-sports/
Sports: The Benefits of Competitive Athletic Sports Participation in Today’s Sports
Climate
http://www.chicagonow.com/the-athletes-sports-experience-making-a-difference/2010/02/the-benefits-of-competitive-athletic-sports-participation-in-todays-sports-climate/
What are the benefits of competitive sports for youth?
http://www.livestrong.com/article/134568-what-are-benefits-competitive-sportsyouth/
Sports Promote Healthy Weight in Teenagers
http://well.blogs.nytimes.com/2012/07/17/
sports-promote-healthy-weight-in-teenagers/?_r=0
High Cost of Youth Sports
https://www.huffpost.com/entry/high-cost-of-youth-sports_b_3469012
Katie Couric’s Notebook: Kids and Sports

January 10, 2019
January 10, 2019
•EQ: What is a compound-complex sentence?
•What are the 5 Nonfiction Notice and Note reading strategies?
•What are the 3 BIG QUESTIONS?
•What does BHH (Book, Head, Heart) mean?
•Warm up: Copy compound-complex definition
•Mini-lesson: Strategies, 3 Big Questions, BHH
•Work session: Video clip- The Great Debaters
•Review ARGUMENT PROTOCOL
•Copy notes from Mini-lesson.
•Meet with your groups for our debate.
•Prepare your argument and decide your 3-5 best points.

POWERPOINTS for this week: 1-7-19 - 1-11-19
POWERPOINTS for this week: 1-7-19 - 1-11-19
 
ARGUMENT- powerpoint 1-7-19
Powerpoint presentation
Padlet Drive

DEBATE PROTOCOL
DEBATE PROTOCOL
•Argument Talk Protocol
•1. Name the Argument.
•2. Listen and gather evidence for both sides of the argument.
•- You should be able to argue either way.
•- Be alert to juicy quotes and statistics.
•3. Pick a side.
•4. Caucus with your side:
•- What is your BEST evidence?
•- Sort through and weigh your evidence to find the strongest
•- Rehearse your argument.
•5. Face off!
•- Meet your opponent and present your argument...and listen to theirs.
•- You will have one minute each to present your argument.
•6. Repeat back to your opponent the BEST part of their argument.
•- What evidence was most compelling or persuasive?
•7. Caucus with your side again to plan rebuttal.
•- What were the opposition’s strongest arguments and
•how can your side rebut?
•- A rebuttal should not just be a restatement of your initial argument!
•8. Rebuttal with opponent (1 minute).
•9. Options:
•- Flashdraft.
•- Develop a more sophisticated Position C.
•- Chart powerful debate moves and strategies.
•Argumentation Institute Packet
•Copyright 2013, Teachers College Reading and Writing Project

FLIPGRID- 3rd and 6th only
FLIPGRID- 3rd and 6th only
Log in to Flipgrid using the codes below. Use your journal from Monday and your notes from your small group discussions to tell your opinion.
Who is more villainous? Whose betrayal was worse- Fox or Magpie?

Flipcode: Tigers2018
Your code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/53a788a8

Homework: 1-17-19
Homework: 1-17-19
Remember to use the resources below (scroll down until you see them) to study for your test tomorrow over ALL terms and sentence structure. Quizlet is an excellent resource to use to review terms and match definitions.
Also, tonight practice doing MLA citations/Works Cited using your citations sheet as a reference. Play this game: http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 to help you with citations.

Play this game to practice your argument terms in a crossword:
CrosswordHobbyist.com/577218/Argument-terms 

Do this survey:
https://play.kahoot.it/#/k/46e2e942-9ba2-40a8-958b-5d25a5174d4a 

Quizizz argument homework
GAME CODE
035783
Ask your students to join game with this code at https://join.quizizz.com

January 8, 2019
January 8, 2019
•EQ: What is the difference between a clause and a phrase? What is the difference between a simple, compound, complex, or compound-complex sentence?
•What argument terms do we need to know for this unit?
Warm up: Copy definitions of simple, compound, complex, and compound-complex sentences in the GRAMMAR section of your notebook.
Mini-lesson: Sentence structure- FLOCABULARY video; Practice quiz and vocabulary game.
Work session: Complete Lesson 2-4 (both sides) on simple and compound sentences; skip lesson 2-3 
Time allowing- begin defining terms in your writing section from Padlet.
Homework: Quiz Friday- 1/11 over Nonfiction Notice and Note; Quiz next Friday- Notice and note and argument terms. STUDY using QUIZLET- links on Padlet!!!!

Notes from Tuesday- 1/8/19
Simple sentence- A sentence consisting of one independent clause and no dependent clause.
•Example: I like to go to the mall.
Compound sentence- a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions.
•Example: I like to go to the mall, but my friend prefers to go to the movies.
Complex sentence- A sentence with one independent clause and at least one dependent clause.
•After the mall, my friend and I will go to the movies.
Compound-complex sentence- at least one dependent clause and two or more independent clauses.
We went to the movies, but we did not see one because the one we wanted to see was no longer showing.

•A phrase is a small group of words that adds meaning to a sentence. A phrase is not a sentence because it is not a complete idea with a subject, verb and a predicate.
•
•A sentence must have a subject, ( expressed or implied), a verb, and a predicate, which is called a complete thought. 
•
•A clause, on the other hand, contains a subject and a verb, but it may or may not contain a complete thought. An independent clause is a complete thought or sentence on its own. A dependent clause is NOT a sentence and is missing a subject or verb.

📎 GRAMMAR: SENTENCE STRUCTURE Flashcards | Quizlet
 
GRAMMAR: SENTENCE STRUCTURE Flashcards | Quizlet
Start studying GRAMMAR: SENTENCE STRUCTURE. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Nonfiction Notice and Note and ARGUMENT VOCABULARY
Nonfiction Notice and Note and ARGUMENT VOCABULARY
Nonfiction Notice and Note- quiz Friday 1/11
https://www.youtube.com/watch?v=ePiA0NCitxw

More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2

Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12 

QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/

Sentence structure:
https://quizlet.com/_5wcsd9

SPELLING BEE
SPELLING BEE
Our class spelling bee will be on Friday. If you'd like to look at some resources, you may want to check out Scripp's Spelling Bee:
https://grammar.yourdictionary.com/spelling-and-word-lists/scripps-consolidated-word-lists.html 
http://www.spellquizzer.com/Spelling-Lists.htm 

FOX journal
FOX journal
FRIENDSHIP- What is the most important quality in a friendship? State your opinion, give reasons, and explain in a detailed paragraph.

In your opinion, who is more villainous- Fox or Magpie?
•Write a paragraph stating your position, giving reasons from the text and your opinion, and explaining your reasoning.

 

📎 Photo
 

📎 Photo
 

📎 Photo
 

Back to school! ARGUMENT UNIT Monday 7, 2019
Back to school!       ARGUMENT UNIT        Monday 7, 2019
Don't forget your notebook and your nonfiction notice and note bookmarks (or notes). 
Upcoming quizzes- every Friday in January.
 

Argument unit... who's ready? 
Argument unit... who's ready? 
Debate protocol
 

Deadline for companion books was Friday! Email: tracy.fulton@hcbe.net
Deadline for companion books was Friday! Email: tracy.fulton@hcbe.net
 

STUDY GUIDE: ELA FINAL 
STUDY GUIDE: ELA FINAL 
 Dec. 13- Connections finals 
Dec. 14- Connections Day and Companion Books are Due 
Dec. 17- 1, 3, and 5 exams (ELA and SS for SPED) 
Dec. 18- 2, 4, and 6 exams (Math and Sci for SPED) 
Dec. 19- Half day 
Students will be given a multiple choice final with some short constructed responses. Resources will be posted on Padlet as well. Students should know and be able to recognize and apply the following: 
Notice and Note fiction and non-fiction- review your notes 
Define and be able to recognize the following terms: 
Bias 
Cause and effect 
Primary source 
Secondary source 
Evaluate 
Point of view 
Perspective 
Fact 
Opinion 
History writing 
Qualities of historical fiction 
Qualities of historical fiction characters 
Plot in historical fiction

4th and 5th period ONLY! Companion book directions for Ghost and Crossing Jordan
4th and 5th period ONLY! Companion book directions for Ghost and Crossing Jordan
Name: ______________________ Class: ____
Book I am writing about:  ___________________________________________
Companion book directions: You will write five chapters and publish the best of these chapters about your book. Each entry should be 1-2 pages. A few ideas for your chapters are: Characters, Setting, Conflict, Author’s craft, symbolism in your book, your own thoughts, comparing and contrasting characters. You may have other ideas- that is fine too. Let the book guide your entries.
Ask yourself…
* Do I have a plan for my chapters?
* What chapters will need to be written to get at the most important parts of the book?
* Could I include drawings and illustrations to go along with my chapters?
RUBRIC: (5 points per category x 4)
_____ Must have a Cover page with Title of book, picture of book, and your name/class period
_____ Must have a TABLE OF CONTENTS with a minimum of 5 chapters attempted. (You will publish your BEST one). 
_____Your book is organized, neatly typed (Times New Roman, 14 pnt. Font), and double-spaced. You published your BEST chapter and it shows your BEST effort.
_____Your chapters include detailed information with a depth of understanding of the book and text evidence to back up what you say.

December 3rd-4th- LAB Days (SUB)
December 3rd-4th- LAB Days (SUB)

Good morning students and parents!
 I wanted to let you know I am still helping my Mom in the hospital and should return Wed. for our STEM activities. All due dates remain the same, but please allow me the weekend to catch up gradebook. 3rd/6th will be working on companion books. 4th/5th will have some lab activities or will be continuing our 3rd novel, Eleven. I will work with them when I return on completing their written analysis. 4th/5th will have their choice of book. 3rd/6th will use their book club book. Thank you for understanding. 


📎 Photo
 

📎 Photo
 

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November 27, 2018
November 27, 2018
•STANDARD: Historical Fiction
•EQ: How can I assess my own writing and make my best even better?
•Warm up: Review from yesterday- Works Cited vocabulary activity
•Mini-lesson: mentor text/read aloud; How to find specific details in your writing. Book club check in- 5-10 minutes.
•Work session: 3rd/6th- Finish your Table of Contents and continue drafting your chapters. Focus on your character’s motivation and conflicts in your book. 
•4th/5th- Decide which book you are writing your companion book about- CROSSING JORDAN or GHOST. 
•Closing: Remind students of missing work- Menu assignments (3rd/6th) and Flipgrids for TedTalks and Documentaries (see Padlet). 4th/5th- begin drafting your table of contents for either CROSSING JORDAN or GHOST.
•Homework: Turn in all late or missing work by FRIDAY! Check Padlet NIGHTLY. 

HOMEWORK GAMES: 1-17-19
HOMEWORK GAMES: 1-17-19
Remember to use the resources below (scroll down until you see them) to study for your test tomorrow over ALL terms and sentence structure. Quizlet is an excellent resource to use to review terms and match definitions.
Also, tonight practice doing MLA citations/Works Cited using your citations sheet as a reference. Play this game: http://www.citationgame.org/play.php?s%5B%5D=MLA&r=10 to help you with citations.

Play this game to practice your argument terms in a crossword:
CrosswordHobbyist.com/577218/Argument-terms 

Do this survey:
https://play.kahoot.it/#/k/46e2e942-9ba2-40a8-958b-5d25a5174d4a 

Quizizz argument homework
GAME CODE
035783
Ask your students to join game with this code at https://join.quizizz.com

3rd/6th period only: DOCUMENTARY
3rd/6th period only: DOCUMENTARY
If you chose to watch a documentary related to your historical fiction book or time period, you will need to discuss the following on the Flipgrid below by Friday 11/30 at 5pm to be considered "on time."
In your discussion, you need to tell what you watched, where you watched it (youTube, Netflix, online), summarize the main points in the documentary, and tell how what you learned applies to your book or time period.
Here is the code to get to this FLIPGRID:
*If it asks you for a password- Tigers2018
Your FlipCode is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/25db56dd



3rd/6th period only: TEDTALK FLIPGRID
3rd/6th period only: TEDTALK FLIPGRID
If you chose to do a TEDTALK for your Entree', here is the login information. If you have trouble, you need to come to my learning lunch on Wednesday. This FLIPGRID must be completed by FRIDAY 11/30 by 5pm to be considered "on time."
All you have to do now is share the Grid with your students.
If it asks you for a password: Tigers2018
Your  Flipcode is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/be112932

EXIT TICKET/ Warm up (HOMEWORK if you did not finish)- 11/26/18
EXIT TICKET/ Warm up (HOMEWORK if you did not finish)- 11/26/18
ALL CLASSES!•Please read and answer in the reading section of your notebook.
3rd/6th period- answer ALL questions; 4th/5th period- tell me which book you want to use (CROSSING JORDAN or GHOST or another historical fiction book) and answer questions 4, 5, and 6 below in a journal entry.

1. Write a paragraph reflection on your companion book so far. Do you have your title page? Do you have a Table of Contents?
2. What do you need to do next to make our final deadline- December 12th?
3. What chapters do you need help with?
4. What is your character’s motivation in your book? 
5. What conflicts does your main character have to deal with? 
6. How does the historical time period or society affect your character and their choices?

November 26, 2018
November 26, 2018
•MONDAY: B1, S7 
•EQ: How do writers write information texts about literature by planning sections or chapters that showcase their most insightful, important thoughts about the text? 
•Warm up: FLOCABULARY- Works Cited; text features
•Mini-lesson: Common structures for Informational/Nonfiction texts OR review rubric for companion book
•Work session: 3rd/6th- Students create a table of contents for possible chapters of their companion books; Notebook check; TURN IN MENU choices. Work on your chapters for your companion books.
4th/5th- Choose either CROSSING JORDAN or GHOST to write a companion book about. Focus on characterization, character motivation, conflict, and symbolism.
•Closing: Remind students how to plan a table of contents (use p.72 as a guide) 

November 14, 2018
November 14, 2018
´STANDARD: Historical fiction
´EQ: How can you reflect on what you have read and show what you know about historical fiction?
´Warm up: Get out your notebook and assignments due.
´Work session:
´1. READ- finish your books
´2. Notebook checks: 3rd/6th- Journal entries, timeline, One pager
´4th/5th- Ghost questions/extension activities
´Homework: 3rd/6th- Companion book due 12/12.

LAB DAY 11/9/18
LAB DAY  11/9/18
Warm up: Flocabulary video
LAB-
3rd/6th periods- Work on cover/table of contents for your companion book; Work on your menu choices. See due dates for coming weeks. One pager due next Wed.
4th/5th- READ chapter 17 in CROSSING JORDAN; Work on extension activities for GHOST.
EXTRA TIME? See me for USATestprep login.

ACTIVITY SCHEDULE:
ACTIVITY SCHEDULE:
Holocaust speaker: 2:00-2:45
 

ALL CLASSES- 
ALL CLASSES- 
We will begin using USATestPrep soon. More details to come... very good news for us as a resource! Excellent early prep for Milestones. 

4th/5th period: 11/7/18 - 11/9/18
4th/5th period: 11/7/18 - 11/9/18
11/7- Continue reading Crossing Jordan
11/8- Library
11/9- Computer Lab- Work on Cover, Table of Contents and first chapters for either GHOST or CROSSING JORDAN- your choice. 

3rd/6th period: DUE DATES (see below for details)
3rd/6th period: DUE DATES (see below for details)
5-10 entries in notebook- due 11/2
Timeline due: 11/2
Book finished (at least 1) and one pager due (Test grade)- due 11/14
Menu assignments due: 11/16
Companion books due by: 12/12

ALL CLASS periods: Companion Books- Given out 11/7/18; Due 12/12/18
ALL CLASS periods: Companion Books- Given out 11/7/18; Due 12/12/18
Name:  ______________________  Class:  ____
Companion book directions: You will write and publish five chapters of your choosing about your book club book. Each entry should be 1-2 pages. A few ideas for your chapters are: Characters, Setting, Historical context of your book, Timeline of events, symbolism in your book, your own thoughts, comparing and contrasting characters, conflict, and research. You may have other ideas- that is fine too. Let the book guide your entries. 
Ask yourself…
What entries do I already have that could become a chapter?
Do I have a plan for my chapters?
What chapters would need to be written to get at the most important parts of the book?
Could I include drawings and illustrations to go along with my chapters?
RUBRIC: see attachment.


 
Companion book draft
Word document
Padlet Drive

3rd/6th- When you finish your one pager, Table of Contents, and two chapters of your companion book... DUE by 11/16/18
3rd/6th- When you finish your one pager, Table of Contents, and two chapters of your companion book... DUE by 11/16/18
Name:  ________________________ Class: _____   CIRCLE YOUR CHOICES!

MENU assignments- After you finish your one pager, Table of Contents, and at least two chapters of your companion book, work on these assignments. Due by 11/16 before you leave for break.

All students MUST complete the Appetizer. Choose one Entrée and two Desserts of your choice! Any assignments you complete above the requirements may be considered for extra credit.

Appetizer: ALL students must complete their One Pager by 11/14 (TEST GRADE), a timeline of the history of your book (see padlet for examples)-these can be in your notebook or separate, the cover and table of contents for their companion book with at least 5 chapters, and have at least 5-10 entries about their book club book in their notebook- ½ -1 page for each entry. (These will become chapters for your Companion book)

ENTRÉE: Choose one of the following as part of the research process. 

1.      Watch a documentary related to your book club book or the history behind the time period of your book. Many resources are already listed for you on Padlet. Follow through with a FLIPGRID for this assignment (to be posted next week).
2.      Watch a TEDTALK related to your book or the time period. Summarize your findings, understanding of the main idea, and elaborate with your own thoughts. (Follow up with a FLIPGRID on this assignment- posted next week).
3.      Read at least two articles from credible primary or secondary sources. Summarize your findings, add your own thoughts, and cite your sources using MLA format/Works Cited- see Purdue Owl for correct citation. (This can also help you cite information for your history day project). https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html 

DESSERT: Choose two activities from below-

·         Draw your main character using details from your book. You may use the character sheet from your folder for this grade.
·         Turn the completed chart from your folder.
·         Write 3 haiku poems about your time period or book- Format: 3 line poem with 5 syllables on first line, 7 syllables on second, 5 syllables on last line.
·         Create a 10 question quiz for your book. This may be hand written, or using an app such as Kahoot, quizlet, or quizizz.com.
·         Create a game such as jeopardy for your book with a link to the game. Send it to my email: tracy.fulton@hcbe.net


All American Boys- current event/ culture articles
All American Boys- current event/ culture articles
Police brutality cases involving race:
https://www.biography.com/people/trayvon-martin-21283721
https://www.nytimes.com/2018/06/20/us/pittsburgh-police-shooting.html
Following church shootings- 
https://www.postandcourier.com/church_shooting/two-years-after-the-emanuel-ame-church-shooting-fear-of/article_5087b410-8419-11e7-988b-3f87a4aa62e3.html
Civil War controversy over monuments:
https://www.houstonchronicle.com/news/nation-world/article/150-years-later-schools-are-still-a-battlefield-6367641.php
Colin Kaepernick:
https://www.nytimes.com/2017/09/07/sports/colin-kaepernick-nfl-protests.html

November 6, 2018
November 6, 2018
3rd/6th- Read book club books with the intention of finishing this week.
4th/5th- Read Crossing Jordan through chapter 12. You will work on finishing your GHOST questions and extension activities on Thursday (Library) and Friday (Lab).
For all due dates, see below.

November 5, 2018
November 5, 2018
EQ/Teaching Point:   Readers read for comprehension and understanding. 
Opening: All book club books need to focus on reading today, not writing.
Work Session: Students in 3rd/6th will read their individual book club books; 4th/6th periods will read Chapters 5-8 in CROSSING JORDAN. 
 Share: Last 10 minutes of class, you may allow students to discuss what they read today.   
  Closing: Remind students in 3rd/6th that their One pagers are due 11/14 and FLIPGRID #5 due 11/16. Remind all students to check Padlet nightly. Remind students in 4th/5th that they are to turn in all questions 1-18 for their novel, GHOST by 11/14. Their extension activities are also due 11/14
*Tell students to bring their headphones on Thursday and Friday. Also remind them that newspapers are on sale for $1 all week.

November 2, 2018
November 2, 2018
3rd/6th- BOOK CLUBS- finish your character chart and other chart. Put in your book club folder. READ with a goal of finishing your book by next FRIDAY. You one-pager is due by 11/14. Your FLIPGRID #5 is due by 11/16 (by 5pm).

4th/5th period: Today and Monday we will be reading a new novel, CROSSING JORDAN. A sub will be here, so please be on your best behavior.
FINISH your 18 questions over GHOST. Begin working on your extension activity. Listen to the first 4 chapters of CROSSING JORDAN.  You will continue reading CROSSING JORDAN next week. Your discussion questions on GHOST and your extension activity are due by 11/14. (TEST GRADE)

November 1, 2018
November 1, 2018
EQ: How do characters handle conflict? How does the setting and historical context affect the character?
Warm up: Character chart
Mini-lesson: Conflict/Timeline reminders/Protagonist
Work session: 
Book clubs: Discuss with your group and make journal entries about:
1. What is going on in your book? 
2. What is the historical fiction conflict? 
3. What role does the protagonist play in the conflict? 
4. What is happening that is new? What is the backstory of the conflict?
READ.
Work on timeline/research and journal entries
Homework reminders: Watch the Tedtalks or Documentaries or articles related to your book club book (scroll down to your book club book). *Biography.com, historychannel.com, history.com are all reliable secondary sources.
BOOK SHOULD BE FINISHED with ELA ONE PAGER due by 11/14 and 
FLIPGRID by: 11/16/18. Password: Tigers2018; Flipcode: 2d905515 ; TOPIC LINK: https://flipgrid.com/2d905515

FOR YOUR HISTORY DAY PROJECT... if you need help with MLA formatting, please visit: https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html


Writing contest- female students interested in writing about engineering. Deadline- February. Counts as extra assignment or extra credit:
Writing contest- female students interested in writing about engineering. Deadline- February. Counts as extra assignment or extra credit:
https://www.engineergirl.org/108311/2019-contest

Tell Tale Heart- Edgar Allan Poe
Tell Tale Heart- Edgar Allan Poe
Read and listen to the audio version: https://www.youtube.com/watch?v=pntTAXTXWMw
Watch the animated film version- pay attention to the tone/mood. What conflict does this unreliable narrator have with the old man? https://www.youtube.com/watch?v=wDLLHTdVSgU&list=PL4Y2fI04ZM6apz-9rTh9IojarQ2Wrh1Ka

Tuesday October 30, 2018- 3rd/6th periods- First book club book and one pager due 11/14; 4th/5th period: Finish Ghost, discussion questions, and work on extension activity (test grade due 11/14)
Tuesday October 30, 2018-                                                                  3rd/6th periods- First book club book and one pager due 11/14; 4th/5th period: Finish Ghost, discussion questions, and work on extension activity (test grade due 11/14)
Tuesday: Session 3- Conflict, Nonfiction Notice and Note, Timelines- journal entry- check
 Standard: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf 
EQ/Teaching Point: How do your characters in your historical fiction book handle conflict?  
Opening: Non-fiction Notice and note- Absolute or Extreme language https://www.youtube.com/watch?v=ePiA0NCitxw&list=PLY1zK9Hcg0OhWl5mJDQTgRGguKET8G_He                    Conflict- https://www.youtube.com/watch?v=rM5cp_YL77k
Mini-Lesson: Teaching point- Readers, characters- like people- inevitably face different kinds of trouble. You can learn a lot about characters, and from characters, from how they respond to trouble.
Work Session: Book clubs- Anchor chart: Readers of historical fiction ask…What do moments of trouble reveal about the character?
Quickwrite after reading 20-30 minutes: Ask students to do a quick write entry using the thought prompts to generate writing that will take them on their “journey of thought.”
Chart- p. 28 in TC 
 Share: Share in groups what thoughts they generated using these prompts:
-          I used to think… but now I realize.
-          When I started, my first impression of the character was…but now I realize.
-          On the surface, my character seems…but I think that really…
-          This character seems complicated. On the one hand…but on the other hand…
-          This character faces complex troubles, such as…and therefore…
  
Closing: Remind students to stay open to new ideas as they read. Remind them to make writing entries as they read (stop and jots, annotation, quickwrites, summaries- by chapter or about every 3 chapters, character sketches, timelines, etc.) They can also make predictions, use notice and note fiction signposts, chart historical events/ character reactions, and their own ideas. Students can also use the Kyleen Beers “Book, Head, Heart” bookmark to chart their thinking.
 

Monday October 29, 2018 
Monday October 29, 2018  
Monday:   Session 2
Standard: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf
 EQ/Teaching Point:   What is a timeline, and how will I track the events and characters in my historical fiction book club?
Opening: Non-fiction Notice and note- Contrasts and Contradictions
Mini-Lesson: 4th/5th period- How does Ghost handle conflicts? What type of conflicts does he have?
3rd/6th periods- Timeline examples; anchor chart- Reader’s of Historical Fiction Ask… What kind of person the main character is… and what’s going on (events).
What’s new for the character, What is the character’s backstory, what is new that is happening, what is the backstory of the conflict?
Conflict- video clip https://www.youtube.com/watch?v=KrUQsJzXcQk
Work Session – 
3rd/6th period: Reading book club- Group sets reading goals; Writing goals (companion book guidelines and due dates: (Setting, Main character, Pov/perspective, Minor characters, character traits, informational- historical context/significance, conflict, reader opinion, timelines, notice and note)- 
Annotation- coding a text
4th/5th- Finish Ghost and work on discussion questions and extension activity- due 11/14. (Test grade)
 Share-  Read examples from your writing entries.
  Closing:  Homework reminders- Books, questions, and one-pagers are due 11/14
 

STUDY MUSIC
STUDY MUSIC
Need a great app for study music? Have trouble focusing at home to do your work? brain.fm is a great app for focus, meditation, relaxation, and even sleep. They give you 5-10 free sessions...

The Weight of Water book club:
The Weight of Water book club:
Author bio:
https://www.bloomsbury.com/author/sarah-crossan/
History of Poland:
https://www.britannica.com/place/Poland

CONFLICT: Internal vs. External
CONFLICT: Internal vs. External
Watch this:
https://www.youtube.com/watch?v=KrUQsJzXcQk

TIMELINE EXAMPLES
TIMELINE EXAMPLES
Holocaust example:
https://www.historyonthenet.com/holocaust-timeline-2/
World War II timeline:
https://www.history.com/topics/world-war-ii
Ethnic "cleansing":
https://www.history.com/topics/holocaust/ethnic-cleansing
Alcatraz (for Al Capone Does My Shirts)
https://www.nps.gov/alca/learn/historyculture/alcatraz-military-timeline.htm



BOOK CLUBS: FEVER
BOOK CLUBS: FEVER
If you are reading FEVER, please watch this:
"My Wish- Help Me Stop Pandemics"
https://www.ted.com/talks/larry_brilliant_wants_to_stop_pandemics

BOOK CLUB: I AM MALALA
BOOK CLUB: I AM MALALA
If you are reading I AM MALALA, please watch this TEDTALK:
"My Daughter, Malala"
https://www.ted.com/talks/ziauddin_yousafzai_my_daughter_malala
Biography: Malala Yousafzai
https://www.biography.com/people/malala-yousafzai-21362253

Book clubs: Holocaust
Book clubs: Holocaust
If you are reading a book club book that is set during the Holocaust, please watch this TEDTALK: "Behind the lies of Holocaust denial" 
https://www.ted.com/talks/deborah_lipstadt_behind_the_lies_of_holocaust_denial
If you are reading Night, or any other holocaust novel, watch this:
*Disclaimer- graphic images depicting Holocaust*
http://www.oprah.com/own-oprahshow/oprah-visits-auschwitz-with-holocaust-survivor-elie-wiesel-video 

Elie Weisel:
https://www.history.com/this-day-in-history/elie-wiesel-holocaust-survivor-and-best-selling-author-is-born

3rd/ 6th period One Pager- due 11/14
3rd/ 6th period One Pager- due 11/14
https://slideplayer.com/slide/3031333/

 
ELA One Pager
Word document
Padlet Drive

GHOST: A discussion with guiding questions (4th/5th period classes)
GHOST: A discussion with guiding questions (4th/5th period classes)
4th/5th ONLY- GHOST Quizizz: complete by 9:00pm Wednesday 10/24 over chapters 1-5
GAME CODE
912678
Ask your students to join game with this code at https://join.quizizz.com
----------------------------------------------------------------------------------------------------------------------------------------
HOMEWORK: All questions and one extension activity due: 11/14
A Reading Group Guide to
Track, Book One: Ghost
By Jason Reynolds
About the Book
Castle Cranshaw (nicknamed Ghost) learned how fast he could run the night his father was arrested. Running is never something he plans to do, just like he never plans to get into altercations at school. Running just happens. Then, one day, Ghost comes across a practice in the park and decides to race one of the sprinters, a decision that leads him to join Coach Brody’s elite track team: the Defenders. Coach Brody takes a chance on Ghost and gives him a future to run toward, but only if Ghost can learn to let go of the things he’s been running from.

Discussion Questions: All questions will be due with at least one extension activity by 11/14

1. The cover of Ghost includes this question: Running for his life, or from it? Explain the role that running plays in Ghost’s life. Why does he start running? How does his reason for running change?

2. What memory is triggered about Ghost’s dad from the sunflower seeds? How does this flashback help develop Ghost’s character? What other things bring back memories of his father? Are any of his memories positive?

3. Initially, what sport is Ghost interested in playing? Why isn’t he interested in track? What do you think makes him decide to race Lu?

4. Consider the connotations of the word defender. What does it mean to be a defender? Many of the characters in the novel play the role of defenders. Choose a character and explore the ways that they embody the idea of being a defender. Why is this an appropriate name for Coach Brody’s track team?

5. How did Castle get his nickname? Why do you think he likes the name Ghost better than his given name? Which name do you think suits him best: Ghost or Castle? If you gave yourself a nickname, what would it be? Have others given you a nickname? If so, does it properly reflect who you are?

6. How does Coach Brody convince Ghost to join the Defenders? How does he convince Ghost’s mom? How hard is it to balance athletics and academics?

7. Ghost has to deal with bullying at school. Why do you think Brad Simmons picks on Ghost? How does Ghost respond? Instead of fighting, how could Ghost have retaliated?

8. What do you think Ghost means when he says, “I got a lot of scream inside”?

9. What do you think Ghost means when he tells Coach, “I guess the only other person I’m really scared of, maybe . . . is me”? How does Coach respond? Do you think Ghost is hard on himself?

10. Closely read the last few pages of Chapter 5 and the beginning of Chapter 6, making sure to pay attention to the author’s use of figurative language. How does Ghost’s flashback help develop his character and internal conflict?

11. Think about the consequences Ghost faces as a result of his decision to steal a pair of running shoes. Do you think that the way that Coach punishes him is fair? What would the consequences have been if Ghost had been stopped by the police instead? What would the consequences have been if his mother had discovered the theft? What would have happened if Ghost had never been caught? Why might it have been better for him to get caught?

12. In addition to training the Defenders to be competitive runners, Coach also teaches them to work together as a team, helping them learn to be responsible and empathetic. What tactics does he use to teach these life lessons?

13. Consider the way that the author contrasts Glass Manor with Sunny’s neighborhood in Chapter 7. How does this contrast help you understand Ghost?

14. Chapter 8 ends with Ghost saying, “And it felt good to feel like one of the teammates. Like I was there—really, really there—as me, but without as much scream inside.” Why are teams important? Have you ever been a part of a team? If so, how did your experience compare to Ghost’s experience?

15. What leads to Ghost’s decision to steal a pair of running shoes? Why does he feel like stealing is his only option? What are the short- and long-term consequences of his decision? What would you have done if you were in his position? What could Ghost have done instead? What lesson does he learn as a result?

16. At the newbie dinner, what secrets do Patty, Lu, Sunny, and Ghost reveal about themselves? How does this dinner impact their relationships with one another? Why is trust so important in relationships? How can you build trust with others?

17. Gradually, Coach reveals things about his own past to Ghost. What does Ghost find out about Coach’s childhood and relationship with his father? How do these revelations develop Ghost and Coach’s bond?

18. Ghost ends with a cliffhanger. What do you think the outcome of the race will be? This is the first book in the Track series: What conflicts do you think Ghost is going to face in the next book?

Extension Activities (CHOOSE 1 to complete following the conclusion of the novel)-             due 11/14

1. Throughout the novel, Ghost has a number of adults who act as advocates for him: Mr. Charles, Coach, his mom, and even Principal Marshall. Consider the importance of each of these figures in Ghost’s life. Then write an essay or prepare a speech about a trusted adult in your own life. Why do you trust this person?

2. Jason Reynolds uses world records as a framing motif in the novel. Research world records and create a poster about some of the most interesting world records that you find. If you were going to try to break a world record, which one would you attempt?

3. One of Ghost’s heroes is Jamaican runner and Olympic gold medalist, Usain Bolt. Research Bolt’s biography or the biography of another great runner and present your findings to the class either with a traditional report or a multimedia presentation. A list of famous runners in history can be found here: http://www.biography.com/people/groups/track-and-field-athletes. And a contemporary list of runners can be found here: http://rw.runnersworld.com/the50/.

4. When Coach asks Ghost’s mother to let him join the team, Ghost reflects, “I felt like I had seen this in every single sports movie I had ever watched. All of them. Ma’am, your son has potential. If this went like the movies, I was either going to score the game-winning touchdown (which is impossible in track) or . . . die.” As a class, compare Ghost to a classic sports movie (ex. Rudy, Bend It Like Beckham, Miracle, Hoop Dreams, 42, The Bad News Bears, Jim Thorpe—All American). Are there any similarities between the film you watch and Ghost?

5. Work with your physical education department to organize a Ghost-inspired class, trying out some of the training exercises and races. How did this experience enrich your understanding of Reynolds’s novel?

6. One of the central conflicts in the novel involves Ghost’s desire to acquire an expensive pair of running shoes. Research the development of running shoe technology. What types of shoes are on the market? What features are important in a running shoe? Which brands have the highest ratings? If you had to choose one pair of running shoes, which one would you choose? Write a persuasive essay that uses rhetorical appeals to justify your choice.

7. Look back at Chapter Five, paying specific attention to the scene in Everything Sports. Re-write this scene from Tia’s point of view. What do you think happened when she realized that Ghost stole the shoes? How would she have felt when Ghost returned with Coach and apologized? 

8. Coach tells Ghost that he wants to show him, “You can’t run away from who you are, but what you can do is run toward who you want to be.” How does Castle try to run from who he is? What kind of person does he want to be? How has finding his team helped him start to become that person? Try applying Coach’s advice to your own life: What kind of person do you want to be? What could help you become that person?

9. Working with a group, try to translate Ghost into film. Which aspects of the book would translate especially well to film (ex. dialogue, setting, character, conflict)? You may choose to create a book trailer for the novel or adapt a scene in the book into a screenplay and film it.

Guide prepared by Amy Jurskis, English Department Chair at Oxbridge Academy. 

This guide has been provided by Simon & Schuster for classroom, library, and reading group use. It may be reproduced in its entirety or excerpted for these purposes.

Homework: Week of October 22-26th
Homework: Week of October 22-26th
3rd/6th period classes:
BOOK CLUBS: (For 3rd and 6th period)
DOING THE WORK YOUR BOOK IS ASKING YOU TO DO

Readers, tonight before you continue reading your shared novel, will you decide on what the most important work is that you need to be doing? Set up the page of your notebook so that you can do some quick jottings as you read, or after you read, in ways that help you do that work.

If you are thinking about the timeline of your protagonist’s life, you might make a timeline. If you are wondering how history intersects with that first timeline, maybe you’ll layer in a historical timeline and consider how these timelines intersect.

If the more important work to be doing right now is to be making a family tree of all the characters in your book, or growing theories about a secondary character, or doing anything else . . . do the work that the book is asking you to do. Be prepared to show your work to your club mates tomorrow.


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📎 Photo
 

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Jackie Robinson haikus
Jackie Robinson haikus
Write a haiku using information from the Jackie Robinson reading.
5 syllables
7 syllables
5 syllables
Post to Padlet: https://padlet.com/tracyfulton03/ogv4962htwcl

Jackie Robinson- Warm up 10/18/18
Jackie Robinson- Warm up 10/18/18
 

Warm up 10/18
Warm up 10/18
 

Playlist for main character- due tomorrow with FLIPGRID #4- 10/16
Playlist for main character- due tomorrow with FLIPGRID #4-  10/16
See below for FLIPGRID codes.
 
BOOK PLAYLIST
Word document
Padlet Drive

FLIPGRID #4- Character playlist due: 10/16- Tuesday after break!
FLIPGRID #4- Character playlist due: 10/16- Tuesday after break!
If the app says, "Shhhhh, this grid is locked," type in: Tigers2018
Your  Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/fb7ce8f3

MIDTERMS- tomorrow and Thursday
MIDTERMS- tomorrow and Thursday
ELA/Science Midterm- Wednesday
SS/Math- Thursday
*Teachers may begin early. Check with your child if you are unsure*
In ELA, we will test over the literary terms on your study guide, the fiction Notice and Note Signposts, and Direct/Indirect characterization.
See below for the study guide "key" if you missed it in class.
Students will need a #2 pencil tomorrow.
We will also be practicing our narrative techniques by finishing/changing the ending to "Thank You, Ma'am" by Langston Hughes. Some classes still need to finish their STEM/ science fiction vs. science fact lesson, so we will be doing that following the midterm.
3rd/6th period will be doing an extension lesson using building/playdough scenes looking closely at the imagery in "Dark They Were...And Golden-Eyed"- Ray Bradbury.


Study guide key
Study guide key
 

Study guide key
Study guide key
 

Study guide key
Study guide key
 

Study guide key 
Study guide key 
 

Study guide answer key
Study guide answer key
 

Signposts- FICTION
Signposts- FICTION
 

October 1, 2018
October 1, 2018
Students need to finish their study guide for the midterm. We will review correct answers tomorrow, and midterm is on Wednesday during class. We also will be watching part of a documentary on Mars as it relates to the "fact" side of our STEM lesson from last week. 3rd and 6th period need to bring a shoe box (one per group) to work on their building (with playdough) using imagery and close reading skills.
Students will need to complete their next book and activities (Playlist and Flipgrid #4) by October 16th (Tuesday after break).
Students will be on Fall break October 3rd-14th, and will return on October 15th (Monday).

September 28, 2018
September 28, 2018
Students finished reading "Dark They Were, and Golden-Eyed." They took notes and/or sketched out what they were thinking. Students were given a study guide for Midterms with the literary terms, notice and note signposts, and practice questions 1-10 (signposts) and 1-8 Direct & Indirect Characterization. They were also given a "Playlist" sheet for their next book- due 10/9. They are to finish reading their book, complete Flipgrid #4 (not posted yet), and create a playlist for the main character of their book...the songs should relate to the main character's traits, their conflict, or the book's theme.
Students are to bring a shoebox for their playdough building project- it will be done in class and help them focus on imagery and close reading.

SEPTEMBER 26-27th
SEPTEMBER 26-27th
•Warm up: Mars activity
•Work session:
•1. Finish WRITESCORE argument writing.
•2. TEDTALK- "Your Kids Might Live on MARS. Here's How They Will Survive."
•3. MARS DOCUMENTARY: "BBC Can MARS be Colonized?"
•4. READ : “DARK THEY WERE, AND GOLDEN-EYED”- RAY BRADBURY
•5. EXTENSION “STEAM” ACTIVITY- can you build using inference and imagery?
•Homework- FLIPGRID #4 due: 10/9
MIDTERMS: ELA- 

AFTER SUBMITTING YOUR WRITESCORE...
1. Write or draw out ideas about science fiction/science fact about MARS. You may use PAINT 3D, Word/clipart, Wordcloud etc.
•2. “I AM” poem; Type in Office 365, save, share: tracy.fulton@hcbe.net
•3. You may get on www.freerice.com and work on VOCABULARY analogies or
VOCABULARY.com if you already have an account.
•4. Read independent book- realistic fiction OR historical fiction. Next book and flipgrid #4 due: 10/9


School Improvement Plan (SIP)
School Improvement Plan (SIP)
For your information:
http://images.pcmac.org/SiSFiles/Schools/GA/HoustonCounty/ThomsonMiddle/Uploads/Publications/FY17_TMS_School_Goals_and_Actions_Combined.pdf
 
FY17_TMS_School_Goals_and_Actions_Combined (1)
PDF document
Padlet Drive

Logging in to Infinite Campus
Logging in to Infinite Campus
Parents,
Here is a link (it is on Thomson's main page) to guide you in logging into Infinite Campus. This has to be done from a computer (not a phone, Ipad, tablet) before you can check your child's grades.
Here is the link:
http://images.pcmac.org/SiSFiles/Schools/GA/HoustonCounty/ThomsonMiddle/Uploads/Publications/IC_Guide.pdf
 
IC_Guide
PDF document
Padlet Drive

WRITESCORE: Argument
WRITESCORE: Argument
Reminder- Students... you will take your argumentative Writescore assessment on Monday and Tuesday. This is a pre-assessment to show me what you already know about argument. We will take this assessment on computers and you will have 2 full class days to complete it. Please try your best (as always), but don't stress about it. Your results will help me group you and let me know how to teach you best- so please... do your best!
We will resume our realistic fiction reading unit on Friday- continue to read your next fiction book and log your titles as you finish them in the back of your notebook. 
Wednesday and Thursday of next week (9/26 and 9/27) we will be doing some STEM integrated lessons with our Mars mission. You will have different activities for science, math, and social studies. In ELA, we will be posing the question: "When does science-fiction become science fact?" and reading a short story by Ray Bradbury. We will watch video clips to strengthen your background knowledge, read along with the audio recording of the story, and time allowing... be using the details from the story to build what we interpret from our reading. You might want to brush up on your understanding of imagery! You will need ALL your observation and inference skills to interpret meaning from what we are reading. You are in for a treat!!!

"Dark They Were, and Golden Eyed"- Ray Bradbury  
Full text: https://www.northallegheny.org/cms/lib9/PA01001119/Centricity/Domain/916/Dark%20They%20Were%20Story.pdf
Audio recording: https://www.youtube.com/watch?v=_1ncENdgQU8

File: Original plus summarized passages: https://wackerwildcats.org/ourpages/auto/2017/12/10/53596953/MPELA17_SE07_U2A_LIT_Bradbury.pdf

Video clips: 
"Can Mars be Colonized?" BBC Science Universe documentary
https://www.youtube.com/watch?v=aXkR81Xf6Gg
TEDTALK- Stephen Petranek "Your Kids Might Live on Mars. Here's How They Will Survive." https://www.ted.com/talks/stephen_petranek_your_kids_might_live_on_mars_here_s_how_they_ll_survive

Music link: https://www.youtube.com/watch?v=iYYRH4apXDo "Ground Control to Major Tom."



These are the questions you need to answer about your book... due 9/21. If you have trouble on Flipgrid... write them out!
These are the questions you need to answer about your book... due 9/21. If you have trouble on Flipgrid... write them out!
 

Due tomorrow! 9/21
Due tomorrow! 9/21
 

Field Trip Friday
Field Trip Friday
7C  students who are not going will stay back with Mrs. Fulton. We are watching Wonder. 
 

September 18, 2018
September 18, 2018
�STANDARD: Realistic fiction and Notice and Note Signposts
�EQ: How can I apply the fiction Notice and Note signposts?
�Warm up: Study vocabulary
�Work session:
�Vocabulary Quiz
�Read your independent books; Chart your signposts on the sheet provided yesterday.
�Homework: Next book and Flipgrid #3 due 9/21

SUB Plan 9-19-18
SUB Plan 9-19-18
EQ: How can I use inference in fiction and non-fiction texts?
Warm up: (Students may write on ALL materials today) Complete the worksheet on Inference.
Work session:
Read the directions for the Grade 7 Mini-Assessment- “Santorio Santorio and the Thermometer” by Robert Mulcahy. This is a non-fiction piece. Tell students that they are practicing for Writescore assessment (given on computers) next week. Yes, it counts.
They need to read independently and answer questions 1-9. Some questions require them to choose 2 answers. Remind them to read the directions carefully.
Question 10 is a Writing Prompt- it says optional… it IS NOT optional. They may write on the lined paper given. If they write more than that, they may staple loose paper to it. Please have them TURN IN all work- finished or not- so I can see what they did in one class period.


Thursday activity schedule
Thursday activity schedule
 

September 17, 2018
September 17, 2018
EQ: How can I apply the fiction signposts to new texts?
Warm up: Review vocabulary- quiz tomorrow 
Work session:
Read an excerpt from Crash- Jerry Spinelli. Identify the signposts, where they are located, and what they mean to the reader.
Read your independent book- pay attention to any signposts. You will use the chart given in class to keep up with the signposts in your independent books.
Homework: Your next book and Flipgrid #3 is due: 9/21.
Here is the code:
Your Grid Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/75a086

Vocabulary- STUDY FOR QUIZ NEXT WEEK!
Vocabulary- STUDY FOR QUIZ NEXT WEEK!
Posted 9-14-18
Use Quizlet (link below) to study for your next vocabulary quiz. Use the "matching" feature to help you the most!
https://quizlet.com/_57lr5l 

Tough Questions and Again & Again signposts: 9-14-18
Tough Questions and Again & Again signposts: 9-14-18
Tiger Time schedule
EQ: What is a tough question or Again & Again signpost?
Warm up: Video clips
Tough Questions: https://www.youtube.com/watch?v=Hd2UgBjvyAQ
Again and Again: https://www.youtube.com/watch?v=Vn31z6NFSAA
Work session:
Quiz- "Seventh Grade"
Timed writing- 8 minutes
Read your independent books noticing the signposts, conflicts, and characterization.
Homework: Next book due and Flipgrid #3 by 9/21


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September 13, 2018
September 13, 2018
�STANDARD: Realistic fiction and Notice and Note
�EQ: What is a Memory Moment?
https://www.youtube.com/watch?v=DLLjumKKtgs
�EQ: What is a Memory Moment?
Up: https://www.youtube.com/watch?v=wsG2S_1PRnk&list=PLLed1n1Kp25JnEEJuDQvW8zcJzzNgo9zs
Ratatouille: https://www.youtube.com/watch?v=RVd6CnKLPgY&list=PLouRMAo6_Fx06ZXV7egTZiyWPoleAEik1
�Warm up: Tell your neighbor about the best memory you have of a birthday.
�Work session: Copy anchor chart- Memory Moment; video clips (see above)
�Finish questions from yesterday- 20 minutes; p. 26 1-7
�Read your own independent book- reading strategy: 
Somebody, Wanted, But, So, Then
�Homework: Next book finished and Flipgrid #3 done by: 9/21/18


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Words of the Wiser signpost
Words of the Wiser signpost
Definition- see bookmark or anchor chart below.
Video links:
https://www.youtube.com/watch?v=7Po39Il6EaQ
https://www.youtube.com/watch?v=MFkZKyezr4A 
https://www.youtube.com/watch?v=oqhgg6swliE&list=PLTTUc03CyokJ4qKMGs-vy2XcTU9Lu-1WW


Notice and Note fiction signposts
Notice and Note fiction signposts
 

AHA! Moment
AHA! Moment
 

VOCABULARY for realistic fiction:
VOCABULARY for realistic fiction:
Inference- a conclusion reached on the basis of evidence and reasoning. 
 Protagonist - the leading character, hero, or heroine of a drama or other literary work.  
 Antagonist - a person who actively opposes or is hostile to someone or something 
 
Notice and Note Signposts- reading strategies to help you as a reader pay attention to important parts of your book or story.
 
1. Contrast and Contradictions: When you’re reading and a character says or does something that’s opposite (contradicts) what he has been saying or doing all along.  
 
2. Aha Moment: When you are reading and suddenly a character realizes, understands, or finally figures something out. 
 
3. Tough Questions: When you’re reading and the character asks himself a difficult question.  
 
4. Words to the Wiser- When an older and sometimes wiser character gives advice.
 
5. Again and Again- when a word or theme keeps being repeated in the story.
 
6. Memory Moment- otherwise known as a flashback. A character is remembering something from the past.
 
Symbol– something that represents or stands for something 
  Symbolism– The use of symbols to represent a larger idea.  
 Imagery - visually descriptive or figurative language, especially in a literary work 
 Tone-The author’s attitude towards the story. (author uses descriptive words)  
 Mood- The atmosphere in a literary work meant to evoke certain feelings from a reader 
 Melancholy– a feeling of sadness, unhappiness, a gloomy feeling  
 Nostalgic – a yearning for a happy memory of the past; happiness felt in a former place.  

Notice and Note fiction signposts
Notice and Note fiction signposts
 

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Tiger Time schedule
Tiger Time schedule
 

September 11, 2018
September 11, 2018
STANDARD: Notice and Note reading strategies
EQ: What is an AHA! Moment?
Warm up: Copy anchor chart
Mini-lesson: Video clips- AHA! Moment
Notice and note- AHA! Moment notes: https://www.youtube.com/watch?v=ZUuqSKPG_3M&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Tangled example: https://www.youtube.com/watch?v=I2Big6V1_eY&index=2&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Lion King: https://www.youtube.com/watch?v=dZfGTL2PY3E&index=3&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
Despicable Me: https://www.youtube.com/watch?v=QSHaERIvFNE&index=4&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph
How to Train your Dragon: https://www.youtube.com/watch?v=ooD7WxZVgbc&list=PLTbBjCZ_Vpzul187TQZx6ebH6pn0X47ph&index=5
Work session:
1. Read your book with an eye for the signposts. 
Pay attention to direct/indirect characterization and internal/external conflict.

Notes:
�Direct Characterization tells the audience what the personality of the character is.
�Example: “She was a large woman with a large purse…”
�
�Indirect characterization: the author SHOWS the characterization by showing the characters actions and speech. The reader must make inference to figure out the indirect characterization. 
�Example: “A tear rolled down Elsa’s cheek.”- the inference is that she is upset or sad.
An author reveals characterization by how the character:

How the character…
S. Peaks
T. Hinks
E. Ffect they have on others
A.ctions
L. ooks

5 Parts of the Plot:
�1. Exposition
�2. Rising action
�3. Climax
�4. Falling action
�5. Resolution

Conflict: The "problem"
�Internal conflict- a problem the character has to deal with within themselves.
�Example: My family is hungry... Do I steal to provide for them?
�
�External conflict- a physical or verbal fight of some sort.
�Example: Two students getting into a fistfight. 

Homework: Next book and Flipgrid #3 due 9/21

Monday 9-10-18
Monday 9-10-18
STANDARD: Nonfiction Notice and Note
EQ: What is a contrast and contradiction?
Warm up: Copy anchor chart for Notice and Note signpost 1 and definition of direct/indirect characterization.
Mini-lesson: Contrasts and Contradictions- "Snack Attack"- https://www.youtube.com/watch?v=reRcVxAWT1g&t=53s
Work session:
1. Read "Thank You Ma'm" p.30 by Langston Hughes. Pay attention to the contrast and contradiction in the story as well as all other narrative techniques.
2. Extra time- Read your own realistic fiction book, record your time in your reading log, and pay attention to the 5 elements of plot, conflict, and resolution. 
3. Turn in your cell story and "I Am" poems- typed. If you have not finished them, finish them at home.
Homework: Next book and Flipgrid #3 due by: 9/21/18

Friday 9-7-18
Friday 9-7-18
EQ: How can I use narrative techniques and apply them to science cell project?
Warm up: Tell your neighbor what you compared your cell to (analogy)
Mini-lesson: Read mentor example of a cell story 
Work session: Write a narrative from the point of view of the cell. Use all the information you already know about the cell to compare it to a factory/building.
"Create a story that a fifth grader could read.  The story should relate the cell to a factory or a city and be interesting and entertaining.  All relevant information, such as how the organelle works, name of the organelle, what you are comparing it to and why.  Color pictures should also be included." 

My organelle is like _____________________________ (a factory or city) because ____________________________________________________________________________________________________________________________________.


Reminders- next book due 9/21 and Flipgrid #3
Homework: If you did not finish writing your story in class, you will need to write it and turn in Monday. If you have not finished typing your "I Am" poem, please do so on your time either at home, in the morning, or during class after you finish your classwork.

Flipgrid #3 
Flipgrid #3 
Finish your book by 9/21/18
 

Part 2 "Wings"
Part 2 "Wings"
 

"Wings"
"Wings"
Part 1
 

Wednesday 9-5-18
Wednesday 9-5-18
STANDARD: Realistic fiction/Reading
EQ: Readers choose books that they are interested in and read deeply across authors, series, and genres to become experts toward more complex books.
Warm up: Answer the questions from yesterday's "Wings" in your notebook
Mini-lesson: Mentor text
Work session:
Reading with a deadline in mind- 9/21/18 next Flipgrid 3 due. 20 minutes reading; 20 minutes writing cell story. 
1. Read your WHOLE book.
2. Pay attention to the parts of the plot.
3. Pay attention to the characterization of the main character (remember S.T.E.A.L.)
4. Pay attention to the author's craft- how do they write? How do they use figurative language? What "craft moves" are you noticing as you read?
5. What goals did your author accomplish- see notebook in writing section for help.

Organelle/cell story- due Friday; Use your project from Phelps to help you. 

Tuesday September 4, 2018
Tuesday September 4, 2018
Reading Bend 1, Session 1: What do good readers know about stories?
Warm up: Review 5 parts of the plot, dialogue rules, and S.T.E.A.L. (how an author reveals character)
Work session:
1. Spoken word/mentor "text" - "Wings"
2. Watch and compare video "Wings"
3. Pay attention to the annotation
4. Quiz- Parts of plot, dialogue/punctuation, and S.T.E.A.L.
Homework: Flipgrid #3 and next book due 9/21
See directions below for flipgrid code...

FLIPGRID #3- DUE by 9/21/18
FLIPGRID #3- DUE by 9/21/18
Students will not be able to answer all the questions for their next book until we review characterization next week... so don't stress...some just like to have them early.
Here is the code:
Your Grid Code is 152774 and here is a direct link to the Grid:
https://flipgrid.com/152774
Also, here is a direct link to this new Topic:
https://flipgrid.com/75a086

LATE WORK
LATE WORK
If your child did not turn in their narrative in on time today, they will need to work on them over the 3 day weekend. Our late policy is -10 points every day it is late. I will not get to the gradebook over the weekend, but will catch up some of the missing assignments showing. Please be patient- before I can grade your child's Flipgrid assignments...I have to watch all of them and that takes time. I will get everything fixed by next Friday, but just know it usually takes me 10 days at least to grade final copies of writing. 
I'm so proud of the hard work I've seen. I tried to let the kids know today that we are all a work in progress, so not to worry if they thought they didn't do well... to think of the progress they will make. We are FAR from finished with our writing unit even though they may think they are "finished"... they are not. We always have something to strive for and new skills to master. I really hope to focus more on the progress than just the numerical grade. I want all students to know that we measure progress from draft to draft. We also set specific goals for each of our skills and domains.
Have a TIGER- ific 3 day weekend. See you all bright and early on Tuesday. If you have time tonight, we are going to try to go to Harry Potter trivia (off 96 at Between Friends Cafe')... it starts at 7:00. What house will you be sorted into?

FINAL DRAFTS DUE TOMORROW!
FINAL DRAFTS DUE TOMORROW!
Students- to participate in our Writing Celebration tomorrow, you MUST have a finished copy (either neatly hand written in blue/black ink, front of paper, name/date/class period, WITH your checklist on top or TYPED, 14pt. font, double-spaced, name/date/class period top LEFT HAND corner; Title should be centered)
Your CHECKLIST should be on TOP with your self-check in pencil, a peer check in pen, and then I usually grade in purple or red.
If you are bringing snacks for your class, please see me in homeroom with a sticky note and your name/class period. We will have snacks first, then give feedback using sticky notes for other classes. It will be a fun day to celebrate your hard work.
If your class is extra well-behaved, we may get to visit 8th grade for a bit as they are celebrating their Memoir unit. My challenge to each of you is 100% completion!
Don't forget our KINDNESS MATTERS journal and challenge! Only about 10 days left to beat WRMS in our acts of kindness. Post your picture with your journal (10 things) and don't forget to tag @miguelinspired and @tmskindness5k so we get the credit for your AWESOMENESS!
Good luck finishing your stories... I am SO excited to see your finished efforts!
-Mrs. F.

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8/13/18
8/13/18
 

Teaching point: 8/10
Teaching point:  8/10
Writers get ideas for fiction by paying close attention to the small moments in their own lives.
Yesterday students began putting their notebooks together. Some students still need to get a 3 subject notebook. Today we brainstormed different stories we wished existed in the world, then we wrote scenes for those ideas.
Students should be reading at home (2 hours per week beginning next week). Homeroom time and/or free time can also be used to get in those minutes. They will keep track of their reading in their notebook- the last 10 pages.

How to use Ideas for Fiction: 8/10/18
How to use Ideas for Fiction:      8/10/18
Pay attention to the small moments in your life that could be fictionalized.

Consider places where stories could take place, and then imagine those stories.

Read about current events, blogs, magazines etc. Allow yourself to be inspired by true events that could be fictionalized.

Ask, “What stories do I wish existed in the world?” Let this question lead you to invent a character with traits, struggles, and actions.


Reader/Writer notebook- Today we set up our notebooks... 8/9/18
Reader/Writer notebook- Today we set up our notebooks... 8/9/18
Section 1: WRITING

Table of contents

Table of contents

Syllabus

Heart map

“I AM” poem- leave room to add this...

Character traits

SECTION 2: READING

Table of contents

Table of contents

SECTION 3: Divide into 3 sections 

Table of contents

Table of contents

Count from the back 10 pages- READING LOG

Count back another 15 pages- Label GRAMMAR

The FRONT of section 3 is VOCABULARY


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Narrative On-Demand Writing AssessmentGrades 6-8 August 6, 2018 
Narrative On-Demand Writing AssessmentGrades 6-8  August 6, 2018 
Narrative 
“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best personal narrative, the best small moment story, of a time in your life. This could be a small moment story or it could tell the story of a scene or two. You’ll have 45 minutes to write this true story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.” 
 
In your writing, make sure you: 
•         Write a beginning that gets readers into the world of the story and helps them understand what is going on.
•         Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.
•         Use transition words to help readers understand how the story holds together and when events happened.
•         Write an ending, ideally one that connects to what the story is really about.

CIPA lessons: Cyber safety
CIPA lessons: Cyber safety
In ELA today, we are reviewing our CIPA lessons. Safety is a top concern for us to help protect your kids. My students are watching the following video if you'd like to discuss it with them.
https://www.youtube.com/watch?v=YbaAo2QNIVc

TEAM 7-C August Newsletter
TEAM 7-C August Newsletter
 
August Newsletter- REVISED 2018
Word document
Padlet Drive

Welcome Back! 
Welcome Back! 
Homework #1
Introduce yourself:  https://flipgrid.com/34a69a
Password: Tigers2018
Introduce yourself to Mrs. Fulton.

Homework #2
Summer reading (through August) https://flipgrid.com/d864af
Password: Tigers2018

2018-2019 BELL SCHEDULE
2018-2019 BELL SCHEDULE
 
TMS Schedule 2018-2019 (003)
Word document
Padlet Drive

CIPA lessons
CIPA lessons
Cyber safety
 
7th Grade Cyber Safety
PDF document
Padlet Drive

Bullying information
Bullying information
 
Bullying PowerPoint 2018-2019 training
Powerpoint presentation
Padlet Drive

Sexual harassment information
Sexual harassment information
 
Sexual Harassment Title IX Training for Parents and Middle High School Students 2018-2019 (1)
Powerpoint presentation
Padlet Drive

7th grade survival guide: DUE May 4th
7th grade survival guide: DUE May 4th
Directions: You will write a booklet or brochure for rising 6th graders on how to survive 7th grade gifted classes. Your writing will need to include:

·         Specifics about topics that apply to a 7th grader
·         Tips, tricks, and suggestions for how to survive and thrive as a top student
·         What to do and what NOT to do
·         Advice and suggestions that have helped you this year.
·         Explanations about Tiger Time, lunch schedule, science fair, class projects, and teacher expectations.

Your brochure or booklet needs to show:

·         Your best effort
·         Neatness and creativity
·         Attention to grammar and conventions

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“How to” Project: Due May 16th
“How to” Project: Due May 16th
You will choose something you excel at and demonstrate it for the class. You need to choose something that you can explain, teach, and/or demonstrate. If you want the class to participate in creating something, you will need to provide the materials they will need to use. Last year we had presentations such as: rules of soccer, football offense/defense, rules of baseball, comparison/contrast of different activities, “how to” play a certain song on an instrument, “how to” do origami, “how to” juggle afterschool activities and homework… 

Your presentation must include a visual aid of your choosing (Powerpoint, Tri-fold board, handouts for the class, iMovie, YouTube video etc.) You will be working on this some in class, but mostly at home. 

You will be graded on:

Effort, Neatness, accuracy of information, creativity, and presentation. 

*If you do well, this can count as your final. If you are not ready to present when it is your time or you do not score a “4” on the Milestone for ELA, you will be taking a written final during our scheduled final time.


Upcoming Dates
Upcoming Dates
April 26th – Field Trip (all day)
May 4th field day (afternoon) /7th grade day (morning)
May 4th- 7th grade survival guide due- FULTON 
May 11th – Pot Luck (No more Tiger Bucks after this day) (planning)
May 16th- “How to” Project DUE- FULTON
May 18th – PBIS- Celebration

Choose your Own Adventure: Hamlet version
Choose your Own Adventure: Hamlet version

All classes... check out this cool version of Hamlet. You get to choose certain parts of the story like Choose Your Own Adventure!
http://textadventures.co.uk/games/view/l0f1zns6j0ihi73ltcbjoa/hamlet-and-claudius-a-tragedy

FANTASTIC POETRY CAFE
FANTASTIC POETRY CAFE
I am so proud of your behavior and courage in presenting your poems today. What a successful first annual poetry cafe'! You make me proud to be your teacher.
If you didn't get your hot chocolate, I promise we will have it in class next week. If you wanted to present, but didn't get to...you may perform it in class next week as well.
Thank you!
Reminder- some of you still owe me checklists and work!

GREAT JOB during TESTING!!!
GREAT JOB during TESTING!!!
So proud of your efforts during testing. I know we are all relieved to be finished with this part. Remember to study for math tomorrow and Friday. Also, if you are bringing donations for our celebration Friday- please bring them in the morning if possible.
If you are helping with the Donors Choose thank you letters...please bring those tomorrow too so we can get them in the mail.

Don’t forget to write a diamonte poem about Milestones (see post below). If you haven’t turned in all of the handouts from your checklist, do that too.
Thanks scholars!!!

Diamonte poems
Diamonte poems
Write a diamonte poem about Milestone testing. Turn in tomorrow or show me in your notebook.
http://www.readwritethink.org/files/resources/interactives/diamante_poems_2/
2 comments 
 
Anonymous 11mo
I'm not good at the lines and the rhymes it is to complicated😵😵😵😵😱😱😱

Tracy Fulton 11mo
The lines do not have to rhyme in a Diamonte. Look at the examples. 

Checklist of activit
Checklist of activities: Due tomorrow (Friday) by end of class.
No quiz this week. Milestone writing tips and reminders on Friday and Monday. 

Poetry work: 4/9/18
Poetry work: 4/9/18
Today you will be working on Odes, Lyric poetry, and Limericks. There will be no Daily Dose or Stem quizzes this week, but you will be reviewing and checking understanding of many grammar concepts in preparation for Milestone testing.


Reminder- QUIZ FRIDAY- stems 1-25
Reminder- QUIZ FRIDAY- stems 1-25
STUDY STEMS/ROOTS here: Review on quizlet here:  https://quizlet.com/_4ocai0

Sonnet 18- homework due 4/3
Sonnet 18- homework due 4/3
*Students will receive a handout on Shakespeare's Sonnet 18 with notes today in class. They are to complete the matching terms 1-10 on the back using information from the handout and/or their own research to answer. Here is the sonnet:

Sonnet 18: Shall I compare thee to a summer’s day?
BY WILLIAM SHAKESPEARE
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date;
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm'd;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
   So long as men can breathe or eyes can see,
   So long lives this, and this gives life to thee.


STEMS/Root words: Week 2- Quiz Friday
STEMS/Root words: Week 2- Quiz Friday
Review on quizlet here:  https://quizlet.com/_4ocai0
Poetry terms: https://www.flocabulary.com/unit/types-of-poetry/vocab/
(1-25 Highlight)
A-, annu-/anni-, anthro-, anti-, aqua-, archea-, astro-, aud-, auto-, bene-, bibl-, bio-, cardio, carn, ced/ceed, cent, ceph-, chrom-, chron-, cosm, cracy, cred, deca-, demo-, derma

STEMS and ROOT WORDS- quiz Friday 3/23
STEMS and ROOT WORDS- quiz Friday 3/23
Here is a copy of the list if you were absent Monday or need a second copy:
https://www.byrdseed.tv/wp-content/uploads/2014/08/greek-latin-students.pdf

Poetry terms and review
Poetry terms and review
Alliteration, assonance, consonance, complete rhyme, partial rhyme
https://www.flocabulary.com/unit/alliteration-assonance/vocab/
https://www.flocabulary.com/unit/alliteration-assonance/video/
alliteration-noun- the repetition of the same sound at the beginning of words in a phrase or sentence. Example: Peter Piper picked a peck of pickled peppers.

assonance-noun- the repetition of the same vowel sounds inside of words that are close together.
"Go mow the lawn" is an example of a sound device often used in writing called assonance because the words sound similar.

consonant- of or concerning the sounds made by all letters other than "a," "e," "i," "o," "u" and sometimes "y" in English.The sounds /m/ and /f/ are consonant sounds.

Consonance is a stylistic literary device identified by the repetition of identical or similar consonants in neighbouring words whose vowel sounds are different (e.g. coming home, hot foot

Complete rhyme- when words rhyme completely. Examples include if the words have assonance (same vowel sounds). Examples: beat, heat

Partial rhyme- formed by words with similar but not identical sounds. In most instances, either the vowel segments are different while the consonants are identical, or vice versa. Example: "Billy Mack is a detective down in Texas / You know he knows exactly what the facts is" (Steve Miller Band's"Take the Money and Run," 1976)

Internal rhyme- 1.a rhyme created by two or more words in the same line of verse. 





The Odyssey
The Odyssey
Epic poem- a long, narrative poem.
Epic hero- a brave and noble character in an epic poem, admired for great achievements or affected by grand events: Beowulf, an epic hero with extraordinary strength. Examples from the Web for epic hero. He had many qualities of the epic hero, and especially this—that he was the last man in the world to be the epic poet.

In "The Odyssey" by Homer, what traits does Odysseus have in common with Black Panther? How are they both epic heroes?
If they are also protagonists, who are the antagonists?

Black Panther follow up questions for ELA- turn in to turn in tray
Black Panther follow up questions for ELA- turn in to turn in tray
•Discussion questions:
•1. What was your favorite thing about the film, Black Panther?
•2. What role does technology play in the film?
•3. Describe the internal and external conflicts in the film. Use evidence from the movie.
•4. What elements of the plot can you name? What do you think the turning point was?
•5. What informational facts did you see that relate to social studies curriculum?
•6. Why is this film considered historical fiction?
•7. Who is the protagonist? Who is the antagonist?
•8. What is an epic hero?
Black Panther soundtrack: https://www.youtube.com/watch?v=kIZTg9gpTzg&list=PLohYzz4btpaRRBeh9B5xOsTYPHNoegwmU

CNN
CNN
How many nonfiction Notice and Note signposts do you see?
https://www.cnn.com/cnn10

Milestone Jeopardy review
Milestone Jeopardy review
https://jeopardylabs.com/play/midterm-and-milestone-review#.VuAl-Y8lIyY.facebook

Daily Dose practice 66-70
Daily Dose practice 66-70
https://quizlet.com/_4luabb

Homework- Due Thursday 3/15/18
Homework- Due Thursday 3/15/18
Find a photograph that is meaningful to you. It may be on your phone. Write a narrative poem 16-20 lines about the photograph. Be sure to include imagery, description, and figurative language of your choice.

3-14-18 Lesson Plan
3-14-18 Lesson Plan
•STANDARDS: Poetry; grammar- modifiers; personification
•EQ: What is a dangling modifier? How can I identify and use personification correctly in poems?
•Warm up: Grammar and conventions
•Mini-lesson- https://www.youtube.com/watch?v=O_69FzKJnOw 
•https://www.youtube.com/watch?v=-tX34V_XGeQ 
•Dangling modifiers https://www.youtube.com/watch?v=SjunMcrXgE0 
•https://www.youtube.com/watch?v=fYjzhuBn08Q 
•
•Work session: Personification
•https://www.youtube.com/watch?v=8MhJP9eDgaQ 
•https://www.youtube.com/watch?v=3qKFSkEUcdw 
•Personification worksheets
•Homework: Find a photograph that is meaningful to you. It may be on your phone. Write a narrative poem 16-20 lines about the photograph. Be sure to include imagery, description, and figurative language.

Poetry terms- Define and do the color poem in the next post. Due Wednesday 3/14/18
Poetry terms- Define and do the color poem in the next post. Due Wednesday 3/14/18
Look up the following: 
•Rhyme
•Rhythm
•Rhyme Scheme
•End rhyme
•Internal rhyme
•Complete rhyme
•Partial rhyme
•End Rhyme
•The pattern of rhyme that you identify by looking at the last word in  a line of poetry.
Internal Rhyme
When words rhyme within the same line of poetry.
Complete rhyme
When words rhyme exactly.
Partial rhyme
When words almost rhyme; also called approximate rhyme.

Poetry and Daily Dose #66-70
Poetry and Daily Dose #66-70
*Homework from last week- do your 4th Flipgrid
Narrative poetry and historical poems:
"Rosa"- Rita Dove  http://articles.latimes.com/1999/jul/04/books/bk-52719
"Ballad of Birmingham"- Dudley Randall https://www.poetryfoundation.org/poems/46562/ballad-of-birmingham
https://www.youtube.com/watch?v=32Y92U1GxG0 

Homework: 3/13/18- Due Wednesday

1.       Create an account at  https://voicethread.com/- Use your first name and last initial.
2.       Write a poem based upon a color. You must include at least one simile, one metaphor, and one example of personification.
3.       Post your poem on Voicethread and use the share button to share with me: tracy.fulton@hcbe.net

 
DAILY_DOSE_66_70.pptx
Powerpoint presentation
Padlet Drive

April 30, 2018
April 30, 2018
Homework: Poetry Cafe' follow up: If you did not get to share your poem at our Cafe' day, please share it here by Friday using this FLIPGRID link: https://flipgrid.com/b5bcfc

Connotation vs. Denotation:
https://www.youtube.com/watch?v=UHMmrWOXv-A
https://www.youtube.com/watch?v=h4XsgQCX7Hg

Poetry questions: "I Wandered Lonely as a Cloud"
Warm up: Poetry exercise- (15 minutes)

Read the poem, “I Wandered Lonely as a Cloud” to yourself. Listen as we read it together. 

1.     Underline two examples of IMAGERY in each stanza.
2.     Circle any PRONOUNS.
3.     Draw a box around an example of PERSONIFICATION in Stanza 2
4.     Write the RHYME SCHEME for Stanza 1.
5.     Draw a quick sketch/picture around the poem showing you understand the IMAGERY in the poem.
6.     Then, write a ONE SENTENCE SUMMARY of each stanza on the back.


Quiz Thursday; 7th grade survival guide due Friday.
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Lesson Plan 3/9/18
Lesson Plan 3/9/18
Students will complete the Daily Dose quiz (they may write on it) and then the simile/metaphor packet (they may also write on it). Then read your independent books when they are finished. Remind them that they need to do Flipgrid #4 by Monday. 

Direct and Indirect objects
Direct and Indirect objects
View the following video from Khan Academy and complete the Direct/Indirect object packet given in class.
https://www.youtube.com/watch?v=OSE3OiRGlgE

Poetry terms
Poetry terms
 
Poetry_terms.pptx
Powerpoint presentation
Padlet Drive

MIDTERM STUDY GUIDE:
MIDTERM STUDY GUIDE: Midterm for ELA- Thursday March 8, 2018
 

MIDTERM STUDY GUIDE P.2
MIDTERM STUDY GUIDE P.2
 

📎 Photo
 

Poetry terms
Poetry terms
Look up definitions for: elegy, haiku, ode, sonnet, narrative, lyric, free verse, and ballad. Write them in your notes. See me for Lesson 3 Poetry practice

Grammar videos
Grammar videos
Phrases and clauses: https://www.youtube.com/watch?v=49EsnvxVQec&t=1s
Dependent and independent clauses: https://www.youtube.com/watch?v=sAo6LbCUAQo
Subjects and predicate: https://www.flocabulary.com/unit/subject-and-predicate/video/


Daily Dose #61-65
Daily Dose #61-65
Here are next week's Daily Dose words. Quiz will be Friday 3/9.
Here is the quizlet link: https://quizlet.com/_4jb1do
 
Daily_Dose_61_65.pptx
Powerpoint presentation
Padlet Drive

MIDTERM DATES
MIDTERM DATES
Here is the schedule for midterms. Mark your calendar. Study guides posted soon:
March 7th- 6th and 7th grade connections exams
March 8th- Language Arts and Social Studies exams
March 9th- Math, Science, and 8th grade connections exams

Phrases and clauses practice
Phrases and clauses practice
Phrases and clauses videos:
https://www.youtube.com/watch?v=kSGMWCq-UHQ
Need extra help?
View the following video:
https://www.youtube.com/watch?v=z45UdL0WTro




"The White Umbrella"- 2/27/18
"The White Umbrella"- 2/27/18
Re-read the following story and answer the questions using evidence from the text. Write in complete sentences by rephrasing from the text-dependent question asked in preparation for Milestone testing.
Here is the link for the online text: http://www.syracusecityschools.com/tfiles/folder716/unit03-WhiteUmbrella.pdf
 | Text-dependent Questions
 1.  In paragraph one, while the narrator’s parents discuss the Lee family, the narrator states, “I remembered how sorry my parents had felt for Mrs. Lee.” (p. 417) Why are they sorry for the Lees? 
 2. When the narrator’s mother went back to work, she didn’t tell either of her daughters. (p. 417) What was the purpose in her trying to hide her job from her daughters?
 3. On page 418, the narrator lies to her piano teacher about getting wet driving in her family’s convertible instead of the truth that she had to walk in the rain.  What did the convertible represent to the narrator?
 4. Why did the author include the details regarding Eugenie’s auburn hair and blue eyes?  What do these details help the reader understand? (p. 418)
 5. The narrator declares that “Watching the way Eugenie carried herself, I sat up, and concentrated so hard on sucking in my stomach…” (p. 418) What is the narrator trying to do? What is the significance of this statement? 
 6. On page 418, the narrator describes the white umbrella: “The umbrella glowed like a scepter.”  What does this simile mean? What does this description show about her feelings?
 7. On page 419 the narrator imagines what she would do if she had a white umbrella. She pictures taking it to school, and offering to take it to Eugenie.  What do her daydreams tell the reader about how the narrator views the white umbrella?
 8. During her daydreams, the narrator imagines asking her mother for an umbrella for Christmas.  She knows that her mother would declare, “Things…All you want is things, just like an American.” (p. 419) What does the narrator think the white umbrella would symbolize to her mother?
 9. After playing piano for her teacher, the narrator states, “See, I told her with my fingers. You don’t have to feel sorry for me.” (p. 419) Why does the narrator believe Miss Crosman feels sorry for her?
 10. After playing for her teacher, the narrator says, “An entire constellation rose in my heart” (p. 419) What does this metaphor show the reader about her feelings?
 11. After the piano lesson, the narrator and her sister wait outside for their mother. (p. 421) Why is their mother late coming to pick them up? 
 12. Even though it is raining, the narrator insists that she and her sister wait outside. Although her sister wants to back go into their teacher’s house, the narrator refuses. (p. 421) Why does the narrator resist going back inside?
 13. The narrator describes the umbrella in this way: “sprang up by itself as if it were alive, as if that were what it wanted to do – as if it belonged in my hands” (p. 422) What does this show about her feelings regarding the umbrella?
 14. After thanking Miss Crosman for giving her the umbrella, the narrator tells her, “I wish you were my mother.” (p. 423) What are some possible reasons the narrator would say such a thing?
 15. When the narrator’s mother arrives to take the girls home, the narrator tries to hide the umbrella from her. (p. 424) Why does she make the decision to do that?
 16. When the sisters were arguing about the hidden umbrella, their mother backs into another car. (p. 425) What is the importance of this event to the story? 
 17. After the car accident, the narrator secretly throws the white umbrella down the sewer. (p. 425) Why does she do that? What does this show about how her feelings have changed?

HOMEWORK REMINDERS; Clauses and Phrases (For the week of 2-26 - 3-2)
HOMEWORK REMINDERS; Clauses and Phrases                                                               (For the week of 2-26 - 3-2)
Rock Eagle vacationers and all other classes... 
1. Please read, study, and prepare to be quizzed on these phrases/clauses upon return to class. 
2. Also, if you did not get a crossword sheet from me on Friday (2-23), see me when you return (homework grade). 
3. There will be a Daily Dose quiz Thursday 3-1 over #31-60. 
4. You also have until Monday (2-26) to finish typing your essays that you began last week (not Writescore- the one on racing fuel). 
5. If you have not updated your Flipgrid for your independent reading, please do so (you should have 2 total now; Here is the link: https://flipgrid.com/6be9b7)
6. We will finish reading and analyzing "The White Umbrella" in class next week; Focus will be on answering text dependent questions with support and text evidence in preparation for Milestone testing.
7. We will also begin having weekly "mini-tests" in preparation for Milestone testing. These test will give me valuable information about what skills your child needs to focus upon. Many times we get the question, "Is it for a grade?" when what I hope my students are asking is..."Is this important?" Yes, this is important! Yes, there will be assessment grades attached to these tests. Some of them will be formative assessments (for me to give feedback). Others will count as classwork and/or test grades. At this point, with the exception of poetry and some grammar concepts, I have covered the majority of our standards that Milestone will cover, so yes- the score matters. As we are practicing assessment, if there are concepts that have not been taught, those questions will be used as "pre-test" items. If you have questions, please email: tracy.fulton@hcbe.net
 
clauses_and_phrases_lesson.ppt
Powerpoint presentation
Padlet Drive

QUIZLET: DAILY DOSE #31-60 Review
QUIZLET: DAILY DOSE #31-60 Review
Review the following words on quizlet to prepare for your quiz next                                  Thursday (3-1). If you did not get your crossword puzzle today, please see me Monday. If you are going on the Rock Eagle Trip, you are still responsible for taking the quiz and completing  the crossword before returning to class. 
https://quizlet.com/271514400/daily-dose-31-60-flash-cards/

Checklist for work 2/26-3/2:
Checklist for work 2/26-3/2:
1. Writescore assessment submitted last Friday
2. Typed essay on racing fuel: typed, printed, shared to email: tracy.fulton@hcbe.net - (Was due Monday 2/26)
3. Phrases/Clauses- review the powerpoint below- quiz this week.
4. Study for Daily Dose quiz Thursday- 3/1 (quizlet link below)
5. Finish crossword Daily Dose #31-60- Homework grade
6. Re-read "The White Umbrella" and answer the text dependent questions using evidence from the text. (A hard copy will also be given)
7. Finished with all above? Practice vocabulary at: www.freerice.com

Tiger Time Schedule
Tiger Time Schedule
 

2-22-18
2-22-18
Writescore testing will be today and tomorrow. Students will have two days to complete this very important assessment of their writing skills. These writings will be scored and returned within time for us to give them feedback for Milestone testing.
In class, students are to finish their essays from last week by Monday morning. They need to finish typing and email and if possible print a copy. Email to: tracy.fulton@hcbe.net
Also, students received Daily Dose review 31-60 last week. They are to write sentences with each of the words and will have a quiz over all words next Thursday (3-1).
In class next week we will be finishing "The White Umbrella" and focusing on text dependent questions and responses in preparation from Milestone testing. In addition, students will resume working in coalition groups and will write an essay on their chosen topics.
Reminders- Ice cream social is next Friday and costs 50 blue cards. Students should turn in their cards to their homeroom teacher.


Quizlet: Daily Dose #56-60
Quizlet: Daily Dose #56-60
https://quizlet.com/_4fstmx

Daily Dose 56-60
Daily Dose 56-60
 
Daily_Dose_56_60.pptx
Powerpoint presentation
Padlet Drive

CNN STUDENT NEWS
CNN STUDENT NEWS
If you missed today's broadcast, here you go:
https://www.cnn.com/cnn10
Also, bring a lemon to class on Monday.

ARGUMENT WRITING: 2-9, 2-10, 2-11
ARGUMENT WRITING: 2-9, 2-10, 2-11
•Standards covered: RI1- reading informational/citation, RI6- author’s point of view, RI8- Trace and evaluate argument and claims, RI9- Analyze how two or more authors writing about the same topic differ, 
7W1- Writing with claims, reasons, and evidence.
Directions: 
1. Warm up: REVIEW DAILY DOSE #45-55 quizlet; TAKE QUIZ
 2. Mini-lesson: Graphic organizers
 3. Work session: WRITESCORE practice- your paper (loose). Read both articles, take notes, and form an opinion on the issue. Then, write an introduction with three reasons that support your position.
4. Go back to the articles- read a second time with the purpose of  using graphic organizers to think through your topics. Do not write on the organizer given, but copy onto your loose paper. This will be turned in with your finished draft. Today you must complete: Compare viewpoints, argument pyramid, sound or not?, claims and evidence, claim cycle. (You do not have to complete Face Off! yet)
5. We will continue writing this on Monday. If you finish all of the above organizers, please continue drafting. We will go through ALL steps of the writing process with this paper. (Pre-write/jot, draft, edit/revise, final copy- blue or black pen, and then TYPED- 12 pnt. Font Times New Roman, double-spaced, with heading: Name, date, class period on top left. Type, save, and email: tracy.fulton@hcbe.net
6. Homework: Continue reading your independent books, taking notes, and add to your Flipgrid before Monday on the independent reading (if you have not yet done so).

TIGER TIME: 2-8-18
TIGER TIME: 2-8-18
TIGER TIME: ENRICHMENT
1.  Read 20 minutes. Book club discussion/ book talk.
2.  GENIUS HOUR- videos and special projects. Illustrate a scene or image from your independent novel.
3.  Plan for next time…


LESSON PLAN: 2-8-18
LESSON PLAN: 2-8-18
STANDARDS: 7W2 WRITING informational, 7W9- Research, 7SL3 Delineate a speaker’s argument
Reading RI6 Author’s point of view and purpose, 7RI8- Trace and evaluate argument and claims
Warm up: Language practice- 1-5 DO NOT WRITE on it! Write in notebook.
Mini-lesson: Postive, comparative, superlative adjectives
Work session: WRITESCORE practice- your paper (loose). Staple and turn in.
Homework: Vocabulary Daily Dose #51-55 quiz Friday


FLIPGRIDS: Have you completed these?
FLIPGRIDS: Have you completed these?
Argument ideas- what are your FIVE ideas for argument topics?
https://flipgrid.com/da65b5

Independent reading: Record your reading on this FLIPGRID. Discuss characters, setting, 5 parts of the plot, conflict (internal or external), and any text connections you might make (text to text, text to self, text to "real world").
https://flipgrid.com/6be9b7

QUESTIONS??? Are you confused about something? Need my help? Have specific questions related to classwork, homework, or grades? Ask me here!
(No random posts please!)
https://flipgrid.com/8b1247

Fox vs. Magpie: This assignment was due last week! Choose a side- who was more villainous- Fox or Magpie? Use text evidence from the story and your own ideas about friendship, betrayal, and loss to help you answer.
https://flipgrid.com/2d6826

Fox: The sequel- YOU are the author! What would you write if you were the author of a sequel to Fox? How would you want the story to end? Will Magpie get out of the desert? Will Magpie find Dog? Will Fox get what he deserves or change (to become a dynamic character?) You control the story...record your ideas and author's craft techniques here:
https://flipgrid.com/e66f98

Writers' Cafe' feedback:
As we begin our new argument unit, I'd like your feedback on our Writers' Cafe' from 1st semester. What would you like to include? How would you like to celebrate our successes with argument protocol and/or our argument writing?
Tell us here for a chance at becoming part of the planning committee!
https://flipgrid.com/8dad55

Good afternoon Paren
Good afternoon Parents!
I wanted to let you know that I finally have blue cards to catch up what I owe your kiddos for great behavior and/or donations to class. If your child is absent today, please have them see me during homeroom when they return. I am resetting the class points today- I didn't want you to think your child lost points...we just reset for the semester.

Again, thank you so much for all donations. We are disinfecting the classroom daily due to increase in cases of viruses, strep, and flu. Thank you for all who checked on me and my daughter. We are slowly getting better, just very low immunity. Also, thank you for keeping your kids home when they are sick...we don't want to keep spreading this around. Love when we share, but NO ONE needs this!
 

Quizlet- #45-55 
Quizlet- #45-55 
https://quizlet.com/266392470/daily-dose-45-55-flash-cards/

Homework- due Monday 3/5/18
Homework- due Monday 3/5/18
Use a dictionary or dictionary.com to make flashcards for the following grammar terms. You may use index cards or your own paper:
 Create Flash Cards OBJECTIVE: Create a set of flash cards that review grammar terms. DIRECTIONS: You will create 10 flash cards. Each flash card will have one of the vocabulary terms below on the front of the card. On the back of the card, you will include the definition of the term and three examples. 

Decorating your flash cards is optional but encouraged. TERMS TO BE COVERED (A SEPARATE CARD SHOULD BE MADE FOR EACH TERM): Compound subject, compound predicate, simple sentence, compound sentence, complex sentence, subordinating conjunction, independent clause, dependent clause, semicolon, and colon – 10 total. 

📎 Photo
 

📎 Photo
 

📎 Document
 
Daily_Dose_51_55.pptx
Powerpoint presentation
Padlet Drive

Quilet review for Daily Dose #46-#50 and past words
Quilet review for Daily Dose #46-#50 and past words
https://quizlet.com/_4dpo1b

Standardized Testing links (for coalition group)
Standardized Testing links (for coalition group)
https://www.theatlantic.com/education/archive/2014/07/why-poor-schools-cant-win-at-standardized-testing/374287/

📎 Daily Dose 36-45 Flashcards | Quizlet
 
Daily Dose 36-45 Flashcards | Quizlet
Start studying Daily Dose 36-45. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Daily Dose for 1-29-18
Daily Dose for 1-29-18
 
Daily Dose 46-50.pptx
Powerpoint presentation
Padlet Drive

2-2-18 Lesson plan
2-2-18 Lesson plan
After taking your Daily Dose quiz...
Read your independent novels (30 min) and write about the following:
1. Characters- how would you characterize the major Characters? What character traits do they have? Use your notes from 1st semester to help you.
2. Setting- what is time and place of your story? Is there more than one Setting?
3. Genre- what genre is your book? It should not be non-fiction for today...
4. Text to text- can you compare this book to anything else you've read? How so? 
5. Text to self- Do you have anything in common with the main character or their Conflict?
6. Text to real world- How does your book relate to the real world? Are there current school, neighborhood, state, federal, or global issues that are represented in your book? 
7. Conflict- describe the conflicts in your book. Are they internal or external conflicts? 
8. 5 parts of plot... where are you in the traditional plot diagram? (Exposition, rising action, climax, falling action, resolution)
9. Argument- Is there a situation or decision your character (or others) make that you agree or disagree with? Write 2-3 paragraphs describing the situation and why you agree or disagree with the character's choices. 
10. Write 2 paragraphs explaining the argumentative article you shared. (Didn't print or share via email? It was a homework grade)

Extra time? Scope magazines are on front table...they need to read argument or debate topics.

Homework: check padlet and make sure all Flipgrids are up to date...

1-24-18
1-24-18

I am home with my daughter today- virus.
 Students are finishing their debate protocol for Fox vs. Magpie, reading an article on competitive sports, and reading their independent novels. They need to check padlet nightly, finish any missing Flipgrids, and find an argumentative article on a topic of their choice. They may print and turn in or email me the link: tracy.fulton@hcbe.net


QUIZLET REVIEW #36-45
QUIZLET REVIEW #36-45
https://quizlet.com/261504929/daily-dose-36-45-flash-cards/
To help you review for Friday's quiz (1/26

HOMEWORK 
HOMEWORK 
1. Read your book...at least 20 min. Stop and jot...then, respond to the FLIPGRID for independent reading.
2. Find an article that is argumentative. Choose one of the 5 topics you mentioned on your FLIPGRID. Print the article and bring it to class tomorrow (1/23). If you cannot print, please email the link and description to me at: tracy.fulton@hcbe.net


Argument protocol
Argument protocol
 

QUIZ tomorrow 1/19... Daily Dose #36-40
QUIZ tomorrow 1/19... Daily Dose #36-40
Tomorrow we will quiz over Daily Dose 36-40 and work on finishing some things that have been left undone. Students will finish their writing on demand for argument, finish their Scope Scholastic argument about walking and texting, and then we will begin exploring our argument unit and argument protocol. Your child will be watching clips from The Great Debaters- based on a true story so historically relevant.
They also need to think of 5 topics that they believe would make good debate topics. Finally, they need to respond (positive feedback and constructive criticism) to 5 other Flipgrids for both of the new topics (Fox vs. Magpie AND your sequel ideas). By giving feedback in this format, you save us multiple days in class to focus on small group conferencing. This method of teaching is research based and involves the concept of "flipped classroom." Thank you for understanding that we are trying out many techniques to help your child stay focused in class, including using our "tools" for mindfulness (fidgets, squeeze balls, stress-relief tools). It is a project that was student led and I am so proud that they were able to accomplish their goal.


DAILY DOSE: #36-40
DAILY DOSE: #36-40
Review the following terms for your quiz Friday.
 
January 8, 2018- POWERPOINT-revised
Powerpoint presentation
Padlet Drive

CLASS DOJO MESSAGE
CLASS DOJO MESSAGE
Please ask your parents to check all Class Dojo messages.
If you are reading this, remember to tell me "Go Dawgs" in anticipation of the big game on Monday. :)
Also, if you are reading this...and you would like to have a hot chocolate and or coffee day in class, bring a packet of hot chocolate, apple cider, or your favorite K cup (for the Keurig) for next week. If you can donate more coffee cups, snacks, ... blue cards will be given for each item donated. (See Class Dojo for specific details about how many cards per item)

Opinion/Argument On-Demand Writing Assessment Grades 6-8
Opinion/Argument On-Demand Writing Assessment Grades 6-8
(We will write this in class on FRIDAY 1/5/18; 6th period- you will write this on Monday)
Opinion/Argument
“Think of a topic or issue that you know a lot about or that you have strong feelings about. Tomorrow, you will have 45 minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. Use everything you know about essays, persuasive letters and reviews. If you want to find and use information from a book or another outside source, you may bring that with you tomorrow. Please keep in mind that you’ll have 45 minutes to complete this, so you will need to plan, draft, revise and edit in one sitting.”

In your writing, make sure you:
• Write a beginning that gets readers to understand and care about your topic and clearly states your claim.
• Give reasons for your opinion and support those reasons with evidence (details, anecdotes, examples, facts, quotes).
• Organize your writing to best convince your readers of your claim and use transition words (in addition, consequently, for instance) to show how parts fit together.
• Write an ending, ideally one that reminds readers why your opinion is important.
• Acknowledge that there may be other perspectives that disagree with you and address these counterarguments.

LESSON PLAN: 1-4-18
LESSON PLAN: 1-4-18
Plan for Thursday and resources to use:
Read Aloud- Fox by Margaret Brooks

Warm up: Students can write a quickwrite on what qualities are most important in a friendship. Then,

1. Play this first: Video link- background information to “set the scene” https://www.youtube.com/watch?v=CdCLPR0ZzNs
2. Play this second: (student book trailer attention grabber) https://www.youtube.com/watch?v=cQQ1rXIpx08

3. Mini-lesson: Prepositions https://www.youtube.com/watch?v=1KB95CWp7u8 

4. READ ALOUD: Fox- Show this before reading aloud https://www.youtube.com/watch?v=1KPZf1zGrrk

5. Read story aloud. Have students pay attention to the prepositions, author’s craft (use of imagery, dialogue, and figurative language like similes)
6. Student work session:
Students will answer the following questions in paragraph form on their own first:
1. If you were writing a sequel to Fox, what do you think should happen next? Will Magpie find his way back to Dog? What happens to Fox?

2. Who is more villainous in your opinion, Fox or Magpie? Why do you believe this? Use text evidence to show your thoughts.
Skills focus- inferencing, argument- who is more villainous,
EQ: How can I gather evidence to support my position in an argument?
Warm up: Students can write a quickwrite on what qualities are most important in a friendship.
*Mini-lesson: Prepositions and figurative language (simile/metaphor) (10 minutes)
Writing assignment- 15-20 minutes
Students will answer the following questions in paragraph form on their own first:
If you were writing a sequel to Fox, what do you think should happen next? Will Magpie find his way back to Dog? What happens to Fox?

Fox or Magpie? Who is more villainous?
Why do you believe this? Use text evidence to show your thoughts.

Skill revisit- Imagery (how does Margaret Brooks use imagery in the story- strategy “Sketch to Stretch” if needed to scaffold understanding (Seravallo strategy), dialogue (what does the dialogue add to the story?), simile (what examples can you find in the story? What does this figurative language add to the story?), author’s craft (see writer’s notebooks for author’s goals and author’s techniques) https://www.sps186.org/downloads/basic/727581/WritersUseNarrativeTechniques copy.pdf
What goals do you think the author had in mind when writing Fox? http://readingandwritingproject.com/public/themes/rwproject/resources/workshop_materials/06-20-2014/Mary Ehrenworth/NarrativeGoals.pdf

Grammar mini-lesson: Prepositions (review prepositions and students can listen for the prepositions in the story) On Milestone, remember they may not ask just grammar questions, but HOW the author uses this technique and what this adds to the story (Author’s craft). Students should recognize that the prepositions help give the story its structure in different places.
Mini- lesson: Preposition song- (https://www.youtube.com/watch?v=1KB95CWp7u8 )

WORK SESSION and HOMEWORK: you must write and answer two prompts after listening to the story, FOX.
Homework: answer the following 🤬-grids:
Both will count as homework grades:

Fox vs. Magpie: Villain?
https://flipgrid.com/2d6826

Fox: the sequel
http://flipgrid.com/e66f98 


As we begin planning for this unit, continue to add to this list as needed:
Vocabulary to consider for this unit in addition to Daily Dose and Nonfiction Notice and Note: Pro, con, neutral, argument, counterargument, rebuttal, formal vs. informal (tone), evidence, position, Notice and Note signposts, Quoted words, Numbers and stats, Extreme and Absolute language, Word Gaps, Contrasts and Contradictions, voice of authority, personal perspective, emotional appeal, fact, argument protocol

Other resources: Brainstorm list for argument topics- https://learning.blogs.nytimes.com/2015/02/05/301-prompts-for-argumentative-writing/
 

Review for Post Assessment
Review for Post Assessment
Review our end of unit terms here:
https://quizlet.com/252914102/review-for-final-flash-cards
Review your notes for point of view and perspective. You will be 
re-writing the ending of a historical fiction story from a different character's point of view.
DECADE PROJECT PRESENTATIONS will continue on Monday and Tuesday. Following presentations, students will begin taking their post-assessment (scantron) and post writing assignment. As a reminder- the FINAL is still their DECADE project as stated. However, we must always do pre/post assessments to compare our results with other ELA classes. No worries...don't stress! Study the terms and bring #2 pencils/blue or black ink and loose paper next week.


DAILY DOSE #31-35
DAILY DOSE #31-35
Students defined Daily Dose #31-35 today. 
arduous, fickle, habitually, euphony, implore
Some classes worked on a vocabulary activity using these words. Some classes also watched a video emphasizing how to narrow your search when researching. 6th period (and 3rd/4th tomorrow) will finish a writing assignment from SCOPE about Alcatraz.
Companion books are due this Wednesday 12/13; DECADE PROJECT presentations begin on Thursday- please ask to see your child's green rubric for the day that they are presenting. Presentations will continue on Friday and Monday. Study guides for a brief review of terms will be given later in the week. Standard Review questions will continue to be given in preparation for Milestone testing. Tutoring will continue weekly for students who need it most. I will begin offering additional tutoring afterschool some days during the week after the Christmas break.
Please check Class Dojo for other important information.
Our Winter Wonderland for Language Arts is tonight (12/11) from 6-7pm. Hope to see you there!

Weigh in on the following argumentative topic:
Weigh in on the following argumentative topic:
Read the following source information and form you opinion on this very controversial issue. Use evidence from your source material and your own opinions to form your position on this very debatable issue.
Are you biased? If so, how so? Explain and be ready to discuss at a future date TBA.
 | Should the Government Allow Immigrants Who Are Here Illegally to Become US Citizens?
From:  https://immigration.procon.org/ 
 
 | With over 11 million immigrants in the United States illegally, the issue of illegal immigration continues to divide Americans. 
 Some people say that illegal immigration benefits the US economy through additional tax revenue, expansion of the low-cost labor pool, and increased money in circulation. They contend that immigrants bring good values, have motivations consistent with the American dream, perform jobs that Americans won’t take, and that opposition to immigration stems from racism. 
 
OpponentsofillegalimmigrationsaythatpeoplewhobreakthelawbycrossingtheUSborderwithoutproperdocumentationorbyoverstayingtheirvisasshouldbedeportedandnotrewardedwithapathtocitizenshipandaccesstosocialservices.Theyarguethatpeopleinthecountryillegallyarecriminalsandsocialandeconomicburdenstolaw−abiding,tax−payingAmericans. Opponents of illegal immigration say that people who break the law by crossing the US border without proper documentation or by overstaying their visas should be deported and not rewarded with a path to citizenship and access to social services. They argue that people in the country illegally are criminals and social and economic burdens to law-abiding, tax-paying Americans. 
OpponentsofillegalimmigrationsaythatpeoplewhobreakthelawbycrossingtheUSborderwithoutproperdocumentationorbyoverstayingtheirvisasshouldbedeportedandnotrewardedwithapathtocitizenshipandaccesstosocialservices.Theyarguethatpeopleinthecountryillegallyarecriminalsandsocialandeconomicburdenstolaw−abiding,tax−payingAmericans.

QUIZLET: STUDY for vocabulary for FRIDAY #1-30 DAILY DOSE
QUIZLET: STUDY for vocabulary for FRIDAY #1-30 DAILY DOSE
https://quizlet.com/250133623/daily-dose-1-30-flash-cards/
You may either take the crossword quiz on Friday OR...make your own with a crossword maker. If you choose to make your own, please print a black crossword and one with the key of all 30 words. 

Quiz #26-30 Daily Dose
Quiz #26-30 Daily Dose
Students will take Daily Dose quiz today over #26-30. Next week they will quiz over Daily Dose #1-30 using a crossword puzzle format. 

ARE YOU CHECKING PADLET EVERY NIGHT?
ARE YOU CHECKING PADLET EVERY NIGHT?
Good evening,
This is to check who is actually following directions and checking padlet nightly. If you are reading this, give yourself a pat on the back. I will be asking you a question on Friday about this post...be ready!
In addition to studying your Daily Dose words for Friday's quiz over #26-30...here are some additional literary terms you should know. We will begin reviewing terms from first nine weeks and working on Milestone standard review questions. 
Tomorrow I will leave you Standard review 2 with my sub as well as a SCOPE SCHOLASTIC activity that ties to historical fiction. I will be here in the morning and during tutoring/enrichment, but will be leaving at 8:30...so...if you need me for any reason see me during homeroom.
Here are the terms to review:
 1.Characterization - the creation or construction of a fictional character. (Characters are ordinary real people who did or could have lived in the historical setting.) 
2.Plot - The series of events in a story. (Must be plausible and believable.) 3.Analyze - Typically for purposes of explanation and interpretation 
4.Primary source- in formation that was created at the same time as an event or by a person directly involved in the event. (diaries, speeches, letters, official records, autobiographies) 
5.Secondary source- information from somewhere else by a person not directly involved in the event. (encyclopedias, textbooks, book reports) 
6.Conflict- The struggle between conflicting forces. 
7.Form- the structure or external appearance of a literary work. 
8.Setting -The environment in which a story takes place, including the time period, the location, and the physical characteristics of the surroundings 
 9. Historical Fiction – fictional story that takes place during an actual time in history. 
10. Transitions – A word, phrase, sentence, or series of sentences connecting one part of literary work to another. 
11. Symbol – Something that represents or stands for another thing. 
12. Symbolism – May convey many different meanings and dimensions. (use of symbols to represent a larger idea) 
13. Mood – The atmosphere in a literary work meant to evoke certain feelings from a reader. 
14. Tone – The author’s attitude towards the story and / or the story’s readers 
15. Voice – The individual style in which a certain author writes his or her works. 16. Theme – Life lesson, meaning, or moral about life or human nature. In other words, what the story teaches the reader. 

Happy studying! You can do this! ;)

HOMEWORK- Yes, you have it!!! Week of 11/27-12/1
HOMEWORK- Yes, you have it!!! Week of 11/27-12/1
I wanted to let you know that students do have homework for ELA almost every night. Today students were to define the following Daily Dose terms: dejected, ludicrous, timid, lionize, bamboozle
Quiz Friday 12/1
(Next week's quiz will be reviewing and testing on all words 1-30)

Many students have not finished reading their bookclub book and should be checking it out nightly and returning it during homeroom the next day.
Please ask them to see their TIC TAC TOE boards (all assignments were due by today and some are incomplete/missing/late). Also, ask them to see their green rubric for their COMPANION BOOK and their DECADE PROJECT. (5th period will only do the DECADE PROJECT and other assignments related to Crossing Jordan). Today students were assigned their presentation day for their FINAL and assigned the decade they are to research. All requirements are on the rubric along with the due dates. ALL companion books are due 12/13 (Wed.) and the Decade project presentations will be on 12/14, 12/15, and 12/18- ask your child what day they were assigned.
Any questions, please email: tracy.fulton@hcbe.net or message through Dojo.
THANKS!

DAILY DOSE 26-30 QUIZ 12/1
DAILY DOSE 26-30   QUIZ 12/1
Dejected, ludicrous, timid, lionize, bamboozle
 
Daily Dose 26-30
Powerpoint presentation
Padlet Drive

Examples of Companion books
Examples of Companion books
Check out these companion books:
https://sites.google.com/a/students.halldale.org/ms-raymond-s-website-for-2012-2013/writing-workshop--informational-writing/on-demand-writing/examples-of-companion-book-final-project

DAILY DOSE WORDS 21-25; Quiz Friday 11/17
DAILY DOSE WORDS 21-25; Quiz Friday 11/17
JUBILANT: (JOO buh luhnt) adjective: very happy and delighted
LIVID: (LIV id) adjective: very angry
ENCUMBER: (in COME bur) verb: to weigh down, burden
ERRONEOUS: (ear ROAN e us) adjective: containing an error
CANTANKEROUS: (con TANK er us) adjective: hard to get along with; ornery
Quizlet practice:  https://quizlet.com/240650584/daily-dose-21-25-flash-cards/ 

5th period Only
5th period Only
Crossing Jordan resources:
https://www.teachingbooks.net/tb.cgi?tid=1601
http://peachtree-online.com/wp-content/uploads/2016/10/CrossingJordan.2016.pdf
https://www.youtube.com/watch?v=8gdF3qftz6E


 

Companion book rubric, Tic Tac Toe choices, Decade project and due dates...
Companion book rubric, Tic Tac Toe choices, Decade project and due dates...
Companion book due: 12/13; Decade project presentations 12/14, 12/15, and 12/18- students will sign up for presentation day
 
FINAL RUBRIC Dec 2017
Word document
Padlet Drive

Daily Dose 13-17th; Quiz Friday 11/17
Daily Dose 13-17th; Quiz Friday 11/17
 
DAILY DOSE 21-25 and informational research terms
Powerpoint presentation
Padlet Drive

NEED TEDTALK IDEAS?
NEED TEDTALK IDEAS?
Here are a few that my GENIUS HOUR enrichment group will be discussing:
Amy Tan: "Where Does Creativity Hide?" https://www.ted.com/talks/amy_tan_on_creativity#t-822680
Sir Ken Robinson: "Do Schools 🤬 Creativity?" https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Dan Pink: "The Puzzle of Motivation" https://www.ted.com/talks/dan_pink_on_motivation
Titus Kaphar- "Can Art Amend History?" https://www.ted.com/talks/titus_kaphar_can_art_amend_history
"A Visual History of Social Dance"- Camille Brown: https://www.ted.com/talks/camille_a_brown_a_visual_history_of_social_dance_in_25_moves
"The Danger of a Single Story"- Chimamanda Adichie
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Sir Ken Robinson:  https://www.youtube.com/watch?v=zDZFcDGpL4U


HISTORICAL FICTION RESPONSES- FLIPGRID
HISTORICAL FICTION RESPONSES- FLIPGRID
ALL STUDENTS WILL COMPLETE- https://flipgrid.com/45ce1a- due 11/6/17
See Padlet for more details: This is for your bookclub book, not part of your Tic Tac Toe choices. It is mandatory.
The other FLIPGRIDS are for anyone who chose to do a Documentary, TedTalk, or interview for their Tic Tac Toe board.

PREVIEW OF NEXT WEEK's DAILY DOSE (11/13-11/17)
PREVIEW OF NEXT WEEK's DAILY DOSE (11/13-11/17)
Want to get a "jump start" on next week's words? We are adding 5 Daily Dose words and a few informational/research based words to your vocabulary.
Here is the direct link: https://quizlet.com/_3z9z6g
Don't forget your Flipgrids... see below. ALL students must complete the HISTORICAL FICTION RESPONSE FLIPGRID about your bookclub book: https://flipgrid.com/fulton If you are doing a Documentary or a TedTAlk for your Tic Tac Toe board, there are FLIPGRIDS for you as well (Turn in the written part to the turn in tray). Your second choice is due Monday 11/20 (since we are out this Friday). Questions? email: tracy.fulton@hcbe.net or message through Class Dojo (I cannot check Edmodo from home).

SHOUT OUT!
SHOUT OUT!
The following students turned in their Historical Fiction Responses (about their book club book) early. This FLIPGRID IS DUE MONDAY 11/6 by 5:00 p.m. https://flipgrid.com/fulton 
Proud of the responsibility and "above and beyond" of these students for planning ahead: Walker D., Andrew J., Ethan B., and Langley B.
 

FLIPGRIDS for CHOICE BOARD ACTIVITIES 
FLIPGRIDS for CHOICE BOARD ACTIVITIES 
If you watched a TEDTALK or a DOCUMENTARY, please complete the flipgrids below. You will turn in the written part (your notes, summary, and ideas- in the turn in tray), but follow the prompts to discuss it on FLIPGRID- you have a 5 minute limit.
TEDTALK- https://flipgrid.com/08063d
DOCUMENTARY- https://flipgrid.com/123f0d
HISTORICAL FICTION INTERVIEW: https://flipgrid.com/12b479


Enrichment group
Enrichment group
If your child was not in my enrichment group today, they may still like to see the video on motivation: TED TALK- it can also count for their choice board: 
 https://www.ted.com/talks/dan_pink_on_motivation#t-205969

HOMEWORK: Week of October 31-November 3rd
HOMEWORK: Week of October 31-November 3rd
DAILY your child should be checking PADLET: https://padlet.com/tracy_fulton/freedomwriters
DAILY your child should be writing entries about their BOOKCLUB book (in class).
DAILY your child should be studying our VOCABULARY for DAILY DOSE QUIZZES- every Friday- this week is cumulative: Daily Dose 1-20
WEEKLY your child should be working on their TIC TAC TOE board (orange sheet) where they made their 3 choices- DUE 11/3, 11/10, and 11/17.
IN CLASS your child should be participating in class discussions, staying on task in their BOOKCLUB, and only using "accountable talk" to stay on track with their group. If working alone, students are responsible to check in with me during reading time.
COMPUTER LAB DAYS for research will be 11/3, 11/6, 11/27, 12/4, 12/15, and 12/18. They are responsible to meet our deadlines for the Historical Fiction Mini-Research Project, their Companion Book- Due 12/13, and their DECADE PROJECT (Will present the week of FINALS and count toward the 10% FINAL GRADE)
ORGANIZATION: If your child does not use an agenda, they need to print a monthly calendar to keep track of due dates for team 7-C. Our classes will continue to be more intensive as we approach the end of the year. Level of questioning will be at MILESTONE level to ensure they are prepared in the Spring.
Thank you for all you do to help them be organized and develop the habits they will need for next year...and high school. Grade cutoff is FRIDAY. ALL MISSING WORK must be turned in by then (11/3).
TUTORING- We are continuing our tutoring weekly on Thursdays. Each week we will focus on remediation in some subjects and enrichment in others. My enrichment group will begin GENIUS HOUR this week. See your fall newsletter for more information or browse the website: http://geniushour.wikispaces.com/
Any questions: tracy.fulton@hcbe.net or message through CLASS DOJO.
Also, the school store will be opening on Wednesday for your child to redeem their BLUE CARDS for PBIS. They will also need to save for the monthly celebrations and end of year FIELD DAY. See CLASS DOJO for more information.
THANKS! Have a blessed week! ;)

HISTORICAL FICTION TIC TAC TOE (for 3rd, 4th, and 6th period classes) 5th period- optional extra credit 
HISTORICAL FICTION TIC TAC TOE                                   (for 3rd, 4th, and 6th period classes)                                5th period- optional extra credit 
NAME:  _____________ CLASS: ____
*All students will complete activities 1, 2, 6, AND three other squares of their choice*   Choice #1 due:  Nov. 3rd, Choice #2 due: Nov. 10. Choice #3 due: Nov. 17th
My PADLET:  https://padlet.com/tracy_fulton/freedomwriters
ALL STUDENTS MUST DO: 1, 2, and 6
*1.HISTORICAL FICTION RESEARCH MINI-PROJECT:   Students will research information about the time period for their book club book. Details will be posted for requirements. Some class time will be given in class for the completion of the research.  COMPUTER LAB DAYS: 11/3, 11/6, 11/27, 12/4, 12/15, 12/18  http://www.history.com/ http://channel.nationalgeographic.com | 
*2.HISTORICAL FICTION WRITING COMPANION BOOK DUE: DECEMBER 13th  Details will be given in class. Part of this assignment will be done during class, but some may be completed at home.   Want to see some examples? Check out these teen historical fiction pieces: https://www.teenink.com/fiction/historical_fiction/  STANDARDS COVERED: ELA7L4,L5 (vocabulary); ELA7W7 research, W8- digital resource and credibility; SL4,5,6- present claims using multi-media and appropriate speech/conventions |
* 6: DECADE PROJECT- Part of your FINAL GRADE  Art, History, Science, Fashion, and Culinary cuisine... oh my! Research popular art, science discoveries,  important political events, fashion icons, musicians, and popular cuisine for the culture and/or time period you choose.  Must have a visual display.  My decade is the ___________'s http://www.history.com/
_____________________________________________________________________
Homework choices: Choose 3 of the 6 choices. Due each Friday beginning Nov. 3rd, Nov. 10th, and Nov. 17th:
CHOICE 1  Watch a documentary about a specific time period. Take notes as you watch and summarize your findings. What information was the most significant? Was your documentary from a credible source? After watching the documentary, do you believe it was biased in any way?  http://www.pbs.org/search/?q=documentary    
CHOICE 2  Watch a TED TALK on an issue that is important to you or that relates in some way to the time period in your historical fiction book. Be prepared to discuss your understanding of the key points in the video. What did you learn?  http://www.ted.com/talks  
Choice 3  Write a short collection of poems 3-4 with the same theme as your historical fiction book.  Use details from your book and your research within the stanzas. Any form of poetry is acceptable. They do not have to rhyme.  Need some inspiration? Read some of Naomi Shihab Nye's poetry or check out some others at: https://www.poets.org/   
 Choice 4  Cross-curricular: SS- Revisit topics from Social Studies in a new or interesting way. Take one of the topics you studied last 9 weeks (Est. Of Israel, Conflicts in Middle East 90s-2000, Invasion of Afghanistan, 911, Economics/Government) and create a review game or collage using the vocabulary from your class notebook. You may find notes on these teacher pages: 
 https://padlet.com/erin_peck/class
https://padlet.com/erica_fleming/class
https://padlet.com/bridgett_standring1/class 
Choice 5  Map it! Use   http://mapmaker.nationalgeographic.org/ To map important places and events in your historical fiction book. Your map must have at least 10 details related to your book. This may also be combined with Choice #4     |
 3. Choice 7: HISTORICAL FICTION INTERVIEW  All students will interview a living relative or community member to gain understanding about primary sources and interview skills. They will present their findings by integrating technology (transcription, summary, video and/or pictures)  Rubrics will be given detailing each portion of this assignment. Suggested media use: www.voicethread.com www.padlet.comOther video/movie apps 

 To improve GRAMMAR and VOCABULARY SKILLS, ALL students MUST complete:
Daily Dose quizzes: QUIZ FRIDAY 11/3/17 will cover Daily Dose 1-20
EDMODO SNAPSHOTS
READING LOG ACTIVITIES: Including Flipgrid videos and Edmodo responses (Reading log is not required to be kept during Book Club as students are stopping to jot, write, and analyze their book club book)
DAILY Writing: stop and jots, writing long, analyzing book as they read
QUESTIONS: email- tracy.fulton@hcbe.net or message through Class Dojo. 


Week of October 30- November 3rd
Week of October 30- November 3rd
This week we will be looking at Daily Dose 19 and 20 (condemn and ponder), as well as reviewing Daily Dose 1-18. To make sure your child is comprehending these high frequency words, we will be doing enrichment activities with all 20 words.
Today (Monday) we will be looking at Tone/Mood using Edgar Allen Poe's "Tell-Tale Heart." Do you know the difference?
Video clips: 
https://www.youtube.com/watch?v=wDLLHTdVSgU&t=41s
https://www.youtube.com/watch?v=envukur1q3I&t=153s
https://www.poetryfoundation.org/poets/edgar-allan-poe?gclid=Cj0KCQjwm9vPBRCQARIsABAIQYeF_Sf-Qs9926lnq5x2rHBuD8fQyzoFigJFVFaHg5xnMTm_6_a-eRoaAsywEALw_wcB#about
https://www.youtube.com/watch?v=aeZrRENgXmY

 
DAILY DOSE 19-20 and Tell Tale Heart
Powerpoint presentation
Padlet Drive

ACTIVITY SCHEDULE: Anti-bullying/Anti-drug assembly
ACTIVITY SCHEDULE: Anti-bullying/Anti-drug assembly
Today during connections, all grade levels will get to hear a guest speaker for our Anti-drug/Anti-bullying week. This afternoon, students will have a PEP rally to celebrate our team and in anticipation of tomorrow's 7th grade game at the MAC at 5:00. Come out and celebrate our amazing season!
 

Empty

SHOUT OUT 
SHOUT OUT 
The following students will receive extra credit for their feedback on the Writers' Cafe'. There will be future chances at extra credit if they did not get to do this one. Way to go the extra mile: Ransom, Azaria, Adam, Thomas, Andrew J., Ashton P., and Donovan D.

DAILY DOSE 14-18; Quiz will be 10/27/17
DAILY DOSE 14-18; Quiz will be 10/27/17
Words:
dormant, outwit, bloat, disgruntled, somberly
Daily Dose 14-18; Quiz 14-18
Dormant- adjective: not active, sleeping 
Outwit- verb: to be more clever than someone else; to outsmart 
Bloat- verb: to swell or puff up 
Disgruntled- adjective: unhappy; dissatisfied 
Somberly- adverb: in a depressed manner 
Practice the flashcards and matching: https://quizlet.com/_3wk2vm
 
DAILY DOSE 14-18
Powerpoint presentation
Padlet Drive

FLIPGRID ALERT: HISTORICAL FICTION BOOK CLUB
FLIPGRID ALERT: HISTORICAL FICTION BOOK CLUB
DUE Monday 11/6: https://flipgrid.com/45ce1a
Respond to your HISTORICAL FICTION BOOKCLUB BOOK by sharing your thoughts and observations of your characters, setting, tone/mood, and elements of plot (EXPOSITION, RISING ACTION, CLIMAX (TURNING POINT), FALLING ACTION, RESOLUTION (if you have finished your 1st book). Be sure to say the TITLE and AUTHOR of your book. 

EXTRA CREDIT OPPORTUNITY
EXTRA CREDIT OPPORTUNITY
Give me feedback about the Writers' Cafe' on FLIPGRID: https://flipgrid.com/8dad55
*Extra 100 added to your grade!*

Week of October 16-20th
Week of October 16-20th
Welcome back!
This week we will begin our book club groups in class. Students will be doing all the work in class, so don't expect to see the books at home. We will have some small writing assignments along the way and will be writing a Companion Book as our culminating activity at the end of November/December.
Daily Dose: This week we are studying Daily Dose words 9-13:
Ambush, bedlam, aloof, wayward, humdrum
Here is your quizlet link: https://quizlet.com/_3w14wu

Thursday: We will be doing informational writing for our pre-On Demand for this unit. Students will have 45 minutes to write all they know about a topic of their choosing.

Friday: Quiz over the Notice and Note for non-fiction and the Daily Dose 9-13.
*Still working on grading the realistic fiction. You have gone above and beyond and your stories are lengthy- a GREAT problem to have, but it will take me longer to grade.
EXTRA CREDIT OPPORTUNITY: Flipgrid feedback on Writers' Cafe' https://flipgrid.com/8dad55

 

Coordinate Adjectives
Coordinate Adjectives
Remember our “tests” to see if we need a comma:  “Coordinate adjectives” are adjectives placed next to each other that are equal in importance.
                   Two tests to determine whether adjectives are coordinate are the following:
          1.      See whether “and” can be smoothly placed between them.
          2.      See whether the adjectives’ order can be reversed.

If the “tests” are true, use a comma!
Re-write the sentences below on your own paper and use commas appropriately:
1.We enjoyed the clean crisp smell of the mountain air. 

2. Beth was a student whose intelligent conscientious mind earned her good grades. 
 
 3. Dr. Bean gave us a hard final examination. 
 
 4. She ate the sweet juicy apple with a vengeance. 
 
 5. The awkward shy teenager felt nervous about his first date. 

Welcome back, students! January 4, 2018
Welcome back, students! January 4, 2018
https://goo.gl/images/JkYto8

This week we will begin exploring argument writing using our read aloud book, FOX. We will begin Daily Dose 36-40 next week. Friday we will be doing our On Demand argument writing: Choose a topic of your choice that you can clearly argue one side or the other (see prompt in post below).

*Class Dojo points will also be reset this week.

Homework: answer the following 🤬-grids:
Both will count as homework grades:

Fox vs. Magpie: Villain?
https://flipgrid.com/2d6826

Fox: the sequel
http://flipgrid.com/e66f98

Also, tomorrow will be your Writing On Demand for argument. Bring paper, pencil, and blue or black pen with your writer's notebook to class

 

MIDTERM ALERT: 
MIDTERM ALERT: 
Just letting you know that Midterm grades are posted in Infinite Campus, but will not be finalized until after the break. I will be grading the post reading/writing On Demands,realistic fiction pieces, and will be meeting with my team to analyze our data. Your child's grade may increase once we add in these scores, extra credit (see post below, and for some- make up work.
Overall, I am proud of the progress that I am seeing in class. Ifyour child is struggling with specific skills, or did not do as well asthey had hoped on the exam, please know that these concernswill be addressed in small groups during class and/or during ourtutoring time.
 

Infinite Campus
Infinite Campus
Hey parents,
Just want to give clarification for some of the "flags" that I use in IC.
These are reminders for me (if a student is absent, an assignment is missing a question or not completed in class etc.). I usually mark assignments "Exempt" if a student is absent, for example...then when they return if I don't have work by the due date, then it is marked with an "M" for missing= 0 until it is turned in. If an assignment is late, my teams' policy is -10 for every day that it is late and all assignments must be turned in within the week that they are due (some students will try to give us work a month later...and expect credit). Our expectations for gifted, of course, are higher than most as we know what 8th grade will be expecting.
If you have further questions, please don't hesitate to email me: tracy.fulton@hcbe.net or send me a quick message in Class Dojo. 

EXTRA CREDIT ALERT! 
EXTRA CREDIT ALERT! 
Share your feedback on our Writer's Cafe': https://flipgrid.com/8dad55
 We had a great time sharing and celebrating progress. *Not mandatory, but appreciated. Thanks!

Thank you for turning in your stories on time!
Thank you for turning in your stories on time!
If I am missing your story, please see me in the morning. If you have any issues, please email me: tracy.fulton@hcbe.net
Great job focusing today during our midterms. If you were absent Tuesday or today, please see me during homeroom to make it up.
If you need to finish your post reading/writing from Tuesday, please see me in homeroom.


SHOUT OUTS!!!
SHOUT OUTS!!!
 Congrats to the following students for turning in their realistic fiction early. Remember, it must be shared in Office 365: tracy.fulton@hcbe.net and printed (hard copy). I will be staying today until 4:00 for lab time and the media center is available in the afternoon and in the morning.
Great job showing responsibility:
Savannah McGill, David Wood, Brayden Smith, Annalise Sexton, Zoe Babcock, Lily Lin, Adam O., Donald McKinnon, Raven Dupree, Ransom Tah, Kaito Jitsuhara, Shania Browne, Logan Windham, Ethan Hammack, Zion Miller, Makayla Archibald, Ethan Bulharowski, Diya Patel, Matthew McKenna, Xavier Smith, Emma Collins, Raven Dupree, Andrew Jackson, and Andrew Watts. 
Great job!
Students may turn in their work during homeroom or during class tomorrow before the Midterm.
Who will be next?
 

STUDY GUIDE for MIDTERM next Wednesday 10-4
STUDY GUIDE for MIDTERM next Wednesday 10-4
In addition to your child's realistic fiction piece, we will take a short assessment (33 questions) next Tuesday that will cover the information below. This will also count as their post reading/writing on demand.
 

STORY BLURBS and a New Flipgrid
STORY BLURBS and a New Flipgrid
Write a story blurb for your realistic fiction piece. Then, head on over to https://flipgrid.com/987913 on FLIPGRID and sell us your idea for your story. Due by Monday. Stories that hook us may receive special recognition on our Celebration Day Sept. 5th. Who will be the best Freedom Writer?

UPDATED RUBRIC/CHECKLIST with point values
UPDATED RUBRIC/CHECKLIST with point values
 

SHOUT OUTS!
SHOUT OUTS!
I am so excited by the work and detail I'm seeing in your writing today! We are working on formatting, typing, and saving properly in the computer lab today. Tomorrow's goal is to continue typing, revising, reviewing, and sharing through Office 365.
Monday will be finishing typing and (hopefully) printing a final copy to turn in. Final due date is Tuesday. See orange checklist for details. 

TUTORING: REVIEW TERMS
TUTORING: REVIEW TERMS
QUIZLET: https://quizlet.com/223420317/literary-terms-1-flash-cards/

TUTORING SCHEDULE: We begin tutoring schedule tomorrow. Your child will get their assignment/teacher from homeroom.
TUTORING SCHEDULE: We begin tutoring schedule tomorrow. Your child will get their assignment/teacher from homeroom.
 

Daily Dose mini quiz #2
Daily Dose mini quiz #2
Daily Dose mini quiz 2: 9/29/17
You must know the following words:
Unkempt
Mortify
Abscond
Deride
Gawky
Interrogate
blemish


Plot diagrams
Plot diagrams
There are many ways to plot your story. The plot diagram I gave you in class was due on 9-19, but here are a few other ways you can plan your story (or use them to track what you are reading).
 
PLOT DIAGRAMS & STORY ELEMENTS
Powerpoint presentation
Padlet Drive

WRITING DEADLINES CHECKLIST
WRITING DEADLINES CHECKLIST
 
Realistic fiction checklist and deadlines
Word document
Padlet Drive

Daily Dose 5-8 Week 2 (Posted 9/26)
Daily Dose 5-8 Week 2 (Posted 9/26)
 
Daily Dose 5-8
Powerpoint presentation
Padlet Drive

REMINDER: Return progress reports signed and Title I handbook page...
REMINDER: Return progress reports signed and Title I handbook page...
REMINDER- If your child has not returned the Title I handbookpage in the booklet we sent home, please do so. Congratulationsto the following students for showing responsibility in returningtheir progress reports AND their Title I page. They will receiveDojo points for showing responsibility:
Isaac Bradford, Nadia Jordan, Lily Lin, Donald McKinnon, NazariaMitchell, Dev S. Patel, Christian Pitt, Matthew Ramirez, and Victoria Williams. If yourchild has me for homeroom and their name is not listed...pleasereturn tomorrow. 
Thanks!

DAILY DOSE 5-8 (Week 2 of Daily Dose) Posted: 9/25/17
DAILY DOSE 5-8  (Week 2 of Daily Dose) Posted: 9/25/17
This week we will be looking at 4 new words:
Deride, gawky, interrogate, and blemish.
Your child should be writing these on loose paper and keeping them in a notebook or binder (to save room in their notebooks for writing). We will be looking at analogies this week. For homework tonight, students should practice on the following sites to give them background on the relationships in analogies:
http://www.vocabulary.co.il/analogies/middle-school/6th-8th-grade-analogy-types/
http://www.vocabulary.co.il/analogies/middle-school/middle-school-analogy-match/
Analogies will be included on this week's quiz: 9-29-17 along with our four daily dose words and standard review questions.
Students should also have their drafts ready for their writing by Thursday as we are typing in the computer lab. They have an orange sheet with due dates and a green rubric to help them self-assess. 

Need extra help with sentence structure?
Need extra help with sentence structure?
https://owl.english.purdue.edu/exercises/5/

Quiz tomorrow (Friday 9-22): Daily Dose 1-4, leads, point of view, and dialogue
Quiz tomorrow (Friday 9-22):                                          Daily Dose 1-4, leads, point of view, and dialogue
Study your notes, anchor charts, and all Padlet posts! You will need your writing scenes for your quiz.

Dialogue Rules
Dialogue Rules
Additional resource: https://www.novel-writing-help.com/punctuating-dialogue.html 

NARRATIVE ENDINGS
NARRATIVE ENDINGS
 

Daily Dose, standard review, point of view, and dialogue
Daily Dose, standard review, point of view, and dialogue
Daily Dose is our new approach to vocabulary and standards review. This week your child will have 4 new words. Next week...4 more. Each week will build on the next. Monday we discussed the word unkempt and the standard review discussed personification. Today we looked at the word winsome and the standard review discussed point of view (also our mini-lesson). We also looked at how to stretch our writing scenes with attention to dialogue.

Point of view notes:
Point of view notes:
1st person- from the point of view of the main character. Uses “I”, “my” “me”

2nd person (You): Used in instructional manuals and directions; technical writing.

3rd person limited- the narrator only knows the thoughts and feelings of one character.

3rd person omniscient-  a method of storytelling in which the narrator knows the thoughts and feelings of all of the characters; also known as “all knowing” 

3rd person objective- newspaper articles should be written using the objective point of view if they are "reporting." Opinions are used in editorial writing.

Midterms dates 
Midterms dates 
As we have specifics, we will pass these on:
We will be on regular schedule
October 4- LA, SS, and 1st connection
October 5-Math, Sci, and 2nd connection
Our Writing celebration will be October 5th.
 

Point of view
Point of view
 

LEADS
LEADS
Started Daily Dose 1 today. Plot diagram due tomorrow. Rewrite your lead 2-3 different ways.
 

Dewey Decimal Fun!
Dewey Decimal Fun!
 

PARAGRAPHING 9-14-17
PARAGRAPHING  9-14-17
•Use a NEW PARAGRAPH/ Indent when…

•A very important part needs emphasis
•A new event happens
•A new time
•A new place
•A new character speaks

9-14-17 TRANSITIONS
9-14-17   TRANSITIONS

  SHOWING DIRECTION
 |n the distance To the left/right On the other side
 North, South, East, West   | 
SHOWING PASSING OF TIME
 Then All of a sudden Suddenly
 Afterward, Meanwhile, The next day… ,That night, Last year, Earlier that day, After what seemed like forever…, Until , During, Afterwhile, Previously

Georgia Standards of Excellence
Georgia Standards of Excellence
Do you know your ELA Standards?
https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf
This unit focuses on realistic fiction (reading and writing):
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


Absent 9-13? 
Absent 9-13? 
You need to watch the following Brainpop video clip: https://www.brainpop.com/english/writing/shownottell/
and take this quiz: https://www.brainpop.com/english/writing/shownottell/quiz/print.pdf
Continue to write your scenes using the characters we developed last week. You should have 2 scenes by Thursday (9-14). Vocabulary quiz is still Friday- see notes from last week where we did sentence structure and use notes (and quizlet) below 
Practice on quizlet: https://quizlet.com/_3p0o7x 

Realistic fiction checklist
Realistic fiction checklist
Some of the checklists got cut off by the copier. Here is the original. For now we are writing scenes that may end up (or not) in this final piece. Students should have 2 scenes written by tomorrow. Literary terms quiz is still Friday (as well as our make up library day).
 

Quiz Friday 9-15-17
Quiz Friday 9-15-17
Practice on quizlet: https://quizlet.com/_3p0o7x 
 

📎 Photo
 

📎 Photo
 

9/8/17 FRIDAY
9/8/17 FRIDAY
Copy the warm up and terms in your notes. 
 
Sentence structure and literary terms Powerpoint notes
Powerpoint presentation
Padlet Drive

9/7/17
9/7/17
Today our teaching point was that readers trace character development over time. In a series, authors may reveal the character slowly over the course of the series.
I shared a few ways to "jot" using sticky notes to trace character development. In addition to the resources in the front of their notebooks, students learned today that they can also make connections to themselves, the real world, or other texts. 
T-S Text to self: How do you relate to the events, characters, or feelings of your main character?
T-RW- Text to the "Real World": How does your book relate to the real world? Are there current events, ideas, or themes that connect your book to the real world?
T-T- Text to text: Does your book remind you of another text? Maybe your character is similar to a character from another series. Maybe the theme or events remind you of another text.
Tonight- READING- Add at least one Notice and Note signpost to the handout I gave you. Jot about your character (in your book)- their actions, their traits, their strengths, their flaws.
WRITING-
Continue to think about the story that you will write this unit. Add to your list of characters and continue to write scenes for that character (or another from your list).

What can you do with a "jot?" (Sticky note)
What can you do with a "jot?" (Sticky note)
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

Plotting "The Stolen Party"
Plotting "The Stolen Party"
 

📎 Photo
 

•Warm up: 9/6/17
•Warm up: 9/6/17
Which of the following are examples of compound sentences?
a.He enjoys riding his bike, but I prefer skateboarding.
b.I prefer skateboarding, but he enjoys riding his bike.
c.He enjoys riding his bike; I prefer skateboarding.
d.All of the above

Coordinating Conjunctions: F.A.N.B.O.Y.S.
Coordinating Conjunctions: F.A.N.B.O.Y.S.
 

"The Shapes of Stories"
"The Shapes of Stories"
- Inspired by author, Kurt Vonnegut
 

📎 Photo
 

📎 Photo
 

Flocabulary: Character Traits
Flocabulary: Character Traits
https://www.flocabulary.com/unit/characters/

SCENE BOOT CAMP 8/31/17
SCENE BOOT CAMP 8/31/17
Character traits- who are my characters as people? What are they like? How would I describe them?

 Scene boot camp:

1.Jot a list of character descriptions (at least 5). 
Example from 3rd period: Girl, 15, tall, brown hair/eyes; Internal- deals with anxiety/depression; Setting: School; Problem- parents are getting divorced

2.Choose one of these characters.

3.Give this character a problem. (Internal or external conflict)

4.Put them in a setting that is familiar.

5.Have them interact with at least one other character. Use dialogue and description.

 Scenes:

Scenes are small moments or mini-stories
Include a clear setting that is woven throughout the moment
Have characters who are thinking, talking, acting, or perhaps doing all of those things
Contain a character motivation and obstacle of some sort


📎 Photo
 

📎 Photo
 

What stories do you wish existed in the world?
What stories do you wish existed in the world?
Today we will begin brainstorming ideas for stories we wish existed.
We will also talk about the dangers of the single story: https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
Homework: Continue thinking about story ideas. Edmodo Snapshot due Friday 9/1. Check with a friend who has completed this task if you are having trouble.

Media Center Day...and a request
Media Center Day...and a request
We do our best to keep the classroom germs free, but with several things already going around we will always need Clorox wipes and hand sanitizer. I've got us covered on tissues for now. 
 It is our library day...so bring those books and remember to check out at least 1 fiction.
 

Notice and note signposts for fiction: www.quizizz.com
Notice and note signposts for fiction: www.quizizz.com
Want to see if your child knows their Notice and Note strategies? 
Log in to http://www.quizizz.com and have them enter code 448533
We will sometimes us this site for warm ups and review.
They also have a bookmark and notes on all of the signposts. These are reading strategies to help your child become a critical thinker and more observant reader.

Watermelon vs. "SEED" IDEAS
Watermelon vs. "SEED" IDEAS
 

For absent students in 3rd, 4th, or 6th period 8/25
For absent students in 3rd, 4th, or 6th period 8/25
Bias- prejudice; strong feelings for or against a group or idea
Boycott- a protest
Candor- honesty
Casualty- death- usually in war
Cause- something you believe in
Characterize- to give a description or attribute to a character
Chronological- in time order
Compel- convince or force to submit
Competent- having sufficient skill or knowledge
Component- a part of
Conclusive- closing, ending; sometimes deals with evidence or "proof"
Concur- to agree with
Condemn- to put down; insult
Confront- to come face to face with; to oppose
Connotation- the feelings and emotions associated with a word; MORE THAN the dictionary definition of a word
Denotation- the literal dictionary definition of a word
Consecutive- in order
Consult- to seek advice from; to ask questions
Contrast- a difference
Copious- many; a lot of something; huge amount

Now, it’s your turn! Write a story with 10 of the words in a way that shows me you understand the definition. You may write on loose paper and turn in on Monday. You should have 10 total, but you may choose to use more if you wish. Underline the words as you use them. 


For absent students in 5th period 8/25
For absent students in 5th period 8/25
ABDICATE- TO GIVE UP
ABRASIVE- TENDENCY TO ANNOY OR a rough surface
ABRUPTLY- quickly
ACKNOWLEDGE- to admit to be true
ACQUIRE- to get or obtain
ADDICT- a person who is obsessed with something
ADEQUATE- enough
ADMONISH- to scold or discipline
AFFILIATION- associated with
AGITATE- to move with great force; to go against
ALLEGE- not proven
ALLOCATE- to set aside for
ALTERNATIVE- "another"; different
AMENDMENT- a change
ANTAGONIZE- to oppose; to make hostile or unfriendly
ATTRIBUTE- a quality
AUTHENTIC- "real"
BAMBOOZLED- deceived; tricked
BELLIGERENT- extremely angry; hostile
BEWILDERED- puzzled or confused

 Now, it’s your turn! Write a sentence with 10of the words in a way that shows me you understand the definition. You may write on loose paper and turn in Monday. Number your sentences. You should have 10. Underline the words as you use them.


Reminder: Vocabulary quiz tomorrow! 
Reminder: Vocabulary quiz tomorrow! 
 3rd, 4th, 6th period: https://quizlet.com/201255094/milestone-vocabulary-2-flash-cards/
5th period: https://quizlet.com/200122961/flashcards

Somebody, Wanted, But, So, Then
Somebody, Wanted, But, So, Then
We used this reading strategy today to help students summarize their independent reading. It works best with fiction, but can even be used in other subjects. 
 

Need more help with sentence structure?
Need more help with sentence structure?
Sentence structure is one thing that is being assessed on the Edmodo snapshot. If you need more help, here is a video...
Compound and complex sentence structure video:
https://www.youtube.com/watch?v=gZ3q8kq1be8

Reading log (blank)
Reading log (blank)
 

Reading Logs and Edmodo Snapshot
Reading Logs and Edmodo Snapshot
I will not print a reading log every week, but you may keep a running list in the back of your composition book (save 4-5 pages for this) or you may print your own from this attachment. I think it is a great idea to keep track of your books as you finish them, not just the minutes so I will post both for you.
Your first Edmodo Snapshot ( think pre-test but for specific skills like spelling, sentence structure, and reading comprehension) is due by next Friday (9/1). It can be done on the computer and should only take 30-35 minutes to complete. It will help me assess your child's skills in those areas and will help me differentiate my lessons for small groups. 
 

Book, Head, Heart (continued)
Book, Head, Heart (continued)
 

Book, Head, Heart...
Book, Head, Heart...
 

Book, Head, Heart
Book, Head, Heart
If you did not conference with me today, I will be checking this on Monday along with your reading log (2 hours). Remember, the "Book" section is where you can summarize, keep track of character/conflict/setting, plot twists etc.
The "Head" (middle) section is for you to record what YOU are thinking as you are reading. The "Heart" section is for you to write down anything you are taking to heart: lessons about life, realizations you have come to after reading, ways that you may have changed/challenged/confirmed your thinking. What is going on the the book? What are you thinking as you read? What are you taking to heart? 
*Kylene Beers/Probst- Book, Head, Heart

 
BHH Graphic w_ Lines-1
PDF document
Padlet Drive

AHA! Moment: Notice and Note signpost
AHA! Moment: Notice and Note signpost
 

Vocabulary for next week:
Vocabulary for next week:
Vocabulary for 8/21-8/25. Quiz #2- 8/25
https://quizlet.com/201255094/milestone-vocabulary-2-flash-cards/
 

📎 Photo
 

📎 Photo
 

Vocabulary goals
Vocabulary goals
Students were introduced to new vocabulary last Friday. These are "high frequency" words that often appear across our curriculum (in many subjects). Your child can review our flashcards for this Friday's quiz here: https://quizlet.com/200122961/flashcards
If you would like to see the entire list, here is a link:
http://www.innovate2educate.co/uploads/1/0/0/2/10025547/grade_7_tier_ii_vocabulary_list_2.pdf
We will also be studying Greek and Latin stems to aid our vocabulary instruction. I will print a hard copy for your child, but here is a link: https://www.byrdseed.tv/wp-content/uploads/2014/08/greek-latin.pdf
(Pay attention to 1-111...the other is an activity we may do later in the year) 

Important papers...
Important papers...
There are many papers coming home today...see Class Dojo for details.
One of the letters is a permission form for you to return concerning the viewing of the solar eclipse next Monday. Permission forms MUST be returned by Thursday of this week (8/17). Please refer all questions to the front office: 478-953-0489. We will have activities planned for that day and will also be extending school hours by approx. 30 minutes. 

📎 MILESTONE VOCABULARY COLUMN 1 Flashcards | Quizlet
 
MILESTONE VOCABULARY COLUMN 1 Flashcards | Quizlet
Start studying MILESTONE VOCABULARY COLUMN 1. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Quizlet

Friday August 11th
Friday August 11th
Today we will be in the computer lab typing up your "I AM" poems. We will review how to log in to Office 365 and introduce our first vocabulary (quiz next Friday): https://quizlet.com/200122961/flashcards
 
iampoem
PDF document
Padlet Drive

August 10, 2017
August 10, 2017
 Standard:https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-7-Standards.pdf   RL 7.1- cite evidence; RL 7.2- theme/central idea; RL 7.3 analyze elements of story; SL 7.1- Collaborative discussions; FOCUS- fluency and stamina 
EQ: How do we analyze and summarize our stories?
Teaching Point:  Readers form partnerships to set goals and accountability.

Warm up: Read pre-test directions. All you need is a pencil or pen.

 Mini-lesson: Discuss character development, traits, themes, conflict, and reader goals.

Work Session: READING ON DEMAND/Pre-test- 30 m

Partnerships- Review the resources in your notebook and discuss the Book, Head, Heart sheet. What could you add to your reading log?

Closing: Writing suggestion for Writing on Demand (Monday)- heart map

How to annotate
How to annotate
 

Have you completed your Flipgrid?
Have you completed your Flipgrid?
 

Digital literacy
Digital literacy
an infographic

 

Friday Shout Outs
Friday Shout Outs
Congratulations to Donovan Duncan, Nadia Jordan, and Courtney Shaw for sharing your summer reading! I have a surprise for you. Shout out to Ramil Wright for showing responsibility and follow through on your Flipgrid homework. Rewards to you at lunch today

Writing On Demand 8/24
Writing On Demand 8/24
If your child was absent today (8/24) for the Writing On Demand, here is the topic. They need to write make it up at home and spend no more than 45 minutes on it. Here is the prompt I showed the class:

“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best realistic fiction narrative- the best small moment story. You may use your own experiences to help you create this story. This could be a small moment story or it could tell the story of a scene or two. You may write in 1st or 3rd person. You’ll have 45 minutes to write your story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.”
 
 In your writing, make sure you:

• Write a beginning that gets readers into the world of the story and helps them understand what is going on.

• Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.

• Use transition words to help readers understand how the story holds together and when events happened.

• Write an ending, ideally one that connects to what the story is really about.

"I AM" POEM
"I AM" POEM
Tomorrow students will turn in their Coat of Arms/Goal setting sheet (colored) and write their very first narrative "I Am" poem. To get started, they need to think of two adjectives that best describe them. For example: I am creative and unique...I am athletic and witty...this will give the poem its structure. 
 
iampoem
PDF document
Padlet Drive

Homework reminder! DUE: 8/4/17
Homework reminder! DUE: 8/4/17
Homework #1 Flipgrid Introduce Yourself is due tomorrow. Here is the link: https://flipgrid.com/fulton
Also, parents need to connect with me in Class Dojo. An email and/or a cell phone message was sent to you prior to Meet and Greet using the information in Infinite Campus. Email me if you are having issues: tracy.fulton@hcbe.net
Students also need to connect with me in Edmodo. The code changes periodically. It is currently: m38nxc


STUDENT HANDBOOK
STUDENT HANDBOOK
We will continue to review school policies and procedures on Thursday and Friday. Please review carefully and return all signed pages in the folders that went home this afternoon. An explanation of what forms are required is on the front of the packet. Thanks in advance!
 
New_Student_ handbook 2017 PPT
Powerpoint presentation
Padlet Drive

Empty

Edmodo
Edmodo
Join our class using code: zwv758
The code updates weekly...if you have trouble connecting, email: tracy.fulton@hcbe.net
Thanks!
 

Homework #1 Introduce Yourself Due Friday August 4th
Homework #1  Introduce Yourself    Due Friday August 4th
You only have 3 minutes! Tell your first/last name, what class period I have you, something you like to do for fun, and how I can help you in Language Arts. 
https://flipgrid.com/fulton

*If you do not have internet access/video, you will need to make arrangements to complete your flipgrids during homeroom*

 

Flipgrid: Summer reading share!
Flipgrid: Summer reading share!
Only a few students have checked in on our summer reading through our Edmodo group. I don't want you to miss out on the fun and rewards for participating! Trying out this new tech feature, Flipgrid, and I'd love to hear from everyone! Here's the link: https://flipgrid.com/43e38e
You can upload your video chats (similar to RECAP we used during the year,) but a neat way for you to share virtually. Pass it on! I'm working on some surprises for all who join in our fun! Who's going to be first?
 

2017-2018 Students
2017-2018 Students
1. Join recap (see below)
2. Follow our summer reading challenge on Edmodo
3. Do a book talk using Flipgrid...
Having trouble? Email: tracy.fulton@hcbe.net
 

VOCABULARY LIST
VOCABULARY LIST
We will be studying and using the following WORDS TO KNOW weekly:
http://www.innovate2educate.co/uploads/1/0/0/2/10025547/grade_7_tier_ii_vocabulary_list_2.pdf  

Word search
http://thewordsearch.com/puzzle/174272/milestone-vocabulary/ 


VOCABULARY QUIZ #1
VOCABULARY QUIZ #1
Vocabulary quiz column 1 #1-20
https://quizlet.com/200122961/flashcards

Vocabulary quizzes will be given weekly. 



"I AM" POEM
"I AM" POEM

"I Am" poem template: http://freeology.com/wp-content/files/iampoem.pdf                                                    
 

📎 Photo
 

📎 Photo
 

STRATEGIES FOR CLOSE
STRATEGIES FOR CLOSE READING
 

📎 Photo
 

📎 Photo
 

📎 Photo
 

FICTION NOTICE AND NOTE SIGNPOSTS
FICTION NOTICE AND NOTE SIGNPOSTS
 

📎 Document
 
40dde15ca2dfa97be71ca70776a4c485.pdf
PDF document
Padlet Drive

📎 Document
 
2bcaf09831c6e59510c0bdae49621102.pdf
PDF document
Padlet Drive

ELA FRAMEWORK
ELA FRAMEWORK
 

Logging into Infinite Campus for students
Logging into Infinite Campus for students
*Will be unavailable to parents and students until after August 15th*
Middle and High School students now have Infinite Campus portal accounts. They will use the same link that parents use to log in: 
https://campus.hcbe.net/campus/portal/houston.jsp
Their username is their student id/lunch number. 
The password format is 
Ex: John Smith, DOB: 01/03/97 = js010397

Book, Head, Heart
Book, Head, Heart
 

Summer reading group
Summer reading group
If you have not joined our summer reading group, the code is: kb5s8f
This code will lock again after 2 weeks. Email: tracy.fulton@hcbe.net if you have any issues.


MYon READING: FREE s
MYon READING: FREE summer e-books!
Getting Started is Quick and Easy! 
Check out thisshort video with your students for tips on finding and reading great books on myON!  Then follow these simple steps to access the myON platform. 
 
1.    Go to: www.myON.com
2.    Click the Log In Now button and enter the following information:
3.    School Name:  Get Georgia Reading, Georgia   Campaign for Grade Level Reading (Begin typing the     first few letters and select from the drop-down menu.)
          User Name:   houstoncounty
          Password: read
4.    Click onthe "Sign In" button,select a book and start reading!

SUMMER READING GROUP
SUMMER READING GROUP
JOIN our summer reading group using the Edmodo code: xm96ic

 

MYon READING: FREE summer e-books!
MYon READING: FREE summer e-books!
Getting Started is Quick and Easy! 
Check out this short video with your students for tips on finding and reading great books on myON!  Then follow these simple steps to access the myON platform. 
 
1.    Go to: www.myON.com
2.    Click the Log In Now button and enter the following information:
3.    School Name:  Get Georgia Reading, Georgia   Campaign for Grade Level Reading (Begin typing the     first few letters and select from the drop-down menu.)
          User Name:   houstoncounty
          Password: read
4.    Click on the "Sign In" button, select a book and start reading!

Milestone progression: TARGET GOALS
Milestone progression: TARGET GOALS
Reminders: All students brought home progress reports and if they tested at Thomson last year, they also brought home Milestone scores from 6th grade. I just wanted to share the ELA progression that was on the back of your Milestone scores. We aim for all students to be "distinguished" learners. As we start goal setting and aiming for progress, these are the criteria:
 

Informational Writing Checklist (part 2)
Informational Writing Checklist      (part 2)
Here are checklists to help you edit your drafts...presentations begin next Friday! (5/12)
 

Information Writing Checklist
Information Writing Checklist
 

STEM at TMS
STEM at TMS
We are working diligently to become a STEM certified school. Ask us how we are supporting science, technology, engineering, and math standards...
"Explore and discover.  Learn and teach.  Build and share.  It’s what NASA and teachers and parents do.”
Barbara Morgan, Educator Astronaut, Mission Specialist on STS-118
 
IN ELA we will be using our language skills in the area of research, speaking/listening, and integrating technology resources to help your child with 21st century skills building. 
Our readers' and writers' workshop will allow for choice in reading and developing writing skills that carry over into ALL subject areas.
 

Narrative On-Demand Writing Assessment: Tuesday Aug. 8th
Narrative On-Demand Writing Assessment: Tuesday Aug. 8th
Reading On Demand: August 10th

Grades 6-8  Narrative

“I’m really eager to understand what you can do as writers, so before you do anything else, please spend today writing the best personal narrative, the best small moment story, of a time in your life. This could be a small moment story or it could tell the story of a scene or two. You’ll have 45 minutes to write this true story. You will only have this one period, so you’ll need to plan, draft, revise and edit in one sitting. Write in a way that shows off all that you know about narrative writing.”

In your writing, make sure you:

• Write a beginning that gets readers into the world of the story and helps them understand what is going on.

• Use details (dialogue, description) to show exactly what happened in the story and how characters were thinking and feeling.

• Use transition words to help readers understand how the story holds together and when events happened.

• Write an ending, ideally one that connects to what the story is really about.


ARGUMENT PROTOCOL
ARGUMENT PROTOCOL
 

Vocabulary practice
Vocabulary practice
http://vocab.com/join/2M6FJWS
Join this online class for a boost in vocabulary over the summer! We will be using this as an added resource during the year.

Informational writing techniques
Informational writing techniques
 



add 

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Test Friday

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NAME:  __________________________________ CLASS:  ____

POETRY PRESENTATION PROJECT

Directions: As an introduction to Poetry, you will follow the directions below to complete your poetry project.  You will present your project on Friday, March 22, the Friday BEFORE Spring Break. This presentation will count as a Major grade.

Step 1: Go to Mrs. Eliopolo’s padlet and view the list of poems and poets

Step 2: Find a poet you like- one who you think represents you, your style, or your beliefs. Sign up for that specific poet with Mrs. Eliopolo. (She will update her Padlet to let you know which poets are still available.)

Step 3: Research about the poet using the. Type a brief biography of their life, their poems, their style, and their contribution to literature. Do not just print from your source! Summarize your findings and paraphrase (put the information in your own words). You MUST include your source (reference) on your visual aid.

Step 4: Read and study one of this poet’s poems. Print it off. What message do you think the poet is trying to convey with the poem?

Step 5: Create a visual aid for your presentation. This can be anything of your choosing: Poster, Powerpoint, Prezi, iMovie, voicethread.com... be creative and have fun with it.

Step 6: Present your visual aid to the class by reading your summary and the poem you have chosen. You will finish with your own thoughts about the poem and the poet’s contribution to literature. Why should we study this poet?

RUBRIC: (25 points each x4)= 100 points

Presentation- You will present your presentations to the class on Friday, March 22. Presentations should not be longer than 5-8 minutes- so practice getting your time right. You will be scored on your fluency (how well you read the poem), your volume (can we hear you clearly), your pronunciation (practice how to say unfamiliar words), and how much you can tell us about the poet and poem.

Biography links:

https://www.poets.org/

Note: Use the link after the poets’ name if they have *** after their name

Meghan Holcomb Snow by David Berman

Captures a narrative in miniature with a creative structure.

2. Deer Hit by Jon Loomis

Students won’t soon forget this poem, both for the story and the sensory details.

3. Eating Poetry by Mark Strand

Read this poem to discuss the meaning beyond the literal words on the page.

4. Fire and Ice by Robert Frost

Frost doesn’t hold back with this poem, an ideal one for discussion and debate.

5. Having a Coke With You by Frank O’Hara

Teach this poem for how O’Hara uses references or for the humor.

6. That Sure Is My Little Dog by Eleanor Lerman

Lehman engages with popular culture and an irreverent tone.

7. Mother to Son by Langston Hughes

A politically charged poem that still rings true today, Hughes’ poetry, but particularly Mother to Son, is timeless.

8. Another Reason Why I Don’t Keep a Gun in the House by Billy Collins

Any student who’s ever felt annoyed or had to put up with daily frustrations will relate to this poem.

Bre'anna Johnson: The Rose That Grew From Concrete by Tupac Shakur***

The late artist created a clear connection between the rhythm and deeper meaning of poetry and rap.

https://www.biography.com/people/tupac-shakur-206528

10. Beethoven by Shane Koyczan***

This poem is a biography in verse that connects Beethoven’s story to the universal.

https://www.poetryfoundation.org/poets/shane-koyczan

11. Oranges by Gary Soto

Soto’s poem about trying to impress a girl shows what small moments reveal about ourselves, and how those moments embed themselves in our memories.

12. Still I Rise by Maya Angelou

A political, uplifting, call to action that students should read right when they’re starting to define the mark they can have on the world.

13. And the Ghosts by Graham Foust

An example of just what one line can do.

14. So You Want to Be a Writer by Charles Bukowski

Sheds light on the writing process, with a sense of humor and a tongue-in-cheek challenge.

15. This Is Just to Say by William Carlos Williams

This poem leaves lots of space for inference, which leads to great discussion.

16. Do Not Go Gentle Into That Good Night by Dylan Thomas

A solid work for teaching poetry elements (repetition, rhyme scheme …).

17. We Real Cool by Gwendolyn Brooks

This fun, quirky poem captures the mood of teenagers and leaves a lot to talk about.

18. Daddy by Sylvia Plath

Plath rarely minces words and this is no exception—this poem is stuffed full of deeper meaning.

19. I died for Beauty, but was scarce by Emily Dickinson

Dickinson is so good at creating mood, this time about reflection.

20. Annabel Lee by Edgar Allan Poe

A ghost story wrapped up in a poem, another Poe classic.

21. Ode to a Large Tuna in the Market by Pablo Neruda

The rest of the poem is as humorous as the title, and it’s fun to dissect and analyze how Neruda writes about everyday objects, like the tuna on ice.

22. A Total Stranger One Black Day by E. E. Cummings

Use this poem to teach ways to approach point of view.Classroom Ideas

https://www.weareteachers.com/24-must-share-poems-for-middle-school-and-high-school/

EXAMPLE PROJECT

Tom Wayman’s Biography

(Biography) Poet Tom Wayman lives in British Columbia which is in Canada. He was born in 1945. Neither of his parents were poets. In 1966, he received a scholarship for writing to University of California. He is a teacher and he has written many poems.

(Poems) He has won many awards for the many poems he has written. One of his poems is “Did I Miss Anything?”

(Style) He likes poems that are about people’s jobs.

(Contribution to Literature) He helps other poets by editing their poems.

(My favorite Tom Wayman poem) I love this poem because it’s sarcastic! As I read, I can picture the student asking the teacher if they missed anything. I can picture in my mind the teacher looking sarcastically at the student and telling them that “No, you didn’t miss anything…well, just EVERYTHING!”

(Poem’s Message) I think the message is that if you miss a day of class or work you miss a lot!

(Visual Aid)  (See the "Tom Wayman" Power Point Below)

(Why study this poem?) I studied this poem because I love sarcasm! (I think my students know that…lol.). I want to think about this poem the next time a student comes up to me and asks if they missed anything while they were absent. I want to share it with the other teachers and watch them as they laugh. I want to put it up in the office and watch other adults read it and begin to laugh.

POEM

Did I Miss Anything?

Nothing. When we realized you weren’t here

we sat with our hands folded on our desks

in silence, for the full two hours

Everything. I gave an exam worth

40 percent of the grade for this term

and assigned some reading due today

on which I’m about to hand out a quiz

worth 50 percent

Nothing. None of the content of this course

has value or meaning

Take as many days off as you like:

any activities we undertake as a class

I assure you will not matter either to you or me

and are without purpose

Everything. A few minutes after we began last time

a shaft of light suddenly descended and an angel

or other heavenly being appeared

and revealed to us what each woman or man must do

to attain divine wisdom in this life and

the hereafter

This is the last time the class will meet

before we disperse to bring the good news to all people  on earth.

Nothing. When you are not present

how could something significant occur?

Everything. Contained in this classroom

is a microcosm of human experience

assembled for you to query and examine and ponder

This is not the only place such an opportunity has been gathered

but it was one place

And you weren’t here

—Tom Wayman

References

https://justaddstudents.com/12-poems/
http://www.tomwayman.com/bio/

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EQ: How does poetry differ from other genres of  reading/ writing?

Warm up: Daily Dose 4

Mini- lesson: Poetry-

Flocabulary https://www.flocabulary.com/search/?q=poetry ; United Streaming- https://app.discoveryeducation.com/learn/collections/83605a0f-586a-4ada-bb6d-1826aa2fc93b?utm_campaign=Curated_Collections&utm_medium=Search_Banner&utm_source=DiscoveryEducation

Literary terms- simile/ metaphor

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

Work session:

Poetry practice

Biography.com- find a poet and write a brief summary of their life and work. Include at least ten facts.

Homework:  Continue to review Milestone terms; Review literary terms

Find a poem you would like to share Thursday and Friday

DAILY DOSE- quiz FRIDAY
Jubilant- (JOO buh luhnt) adjective: very happy and delighted

Livid- (LIV id) adjective: very angry

Encumber- (in COME bur) verb: to weigh down, burden

Erroneous- (ear ROAN e us) adjective: containing an error

Cantankerous- (con TANK er us) adjective: hard to get along with; ornery

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Be sure to study these terms for your test on Friday.

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EQ: How can I recognize prepositions and prepositional phrases?

What is the object of a prepositional phrase?

Warm up: Preposition pre-test; Daily Dose #4 16-20

Mini- lesson: preposition song; Flocabulary

Work session:

Preposition practice

Prepositions in songs https://en.islcollective.com/resources/printables/worksheets_doc_docx/prepositions_in_songs/prepositions/102296

Find a poet/poem you want to share with the class. Create a visual (powerpoint, brochure, or poster) to share with the class on 3/14-3/15 during Midterms.

Homework: Daily Dose quiz 4 Friday; Poetry presentations 3/14-3/15; Quizizz on prepositions

1. Quizizz- Prepositions
GAME CODE

080682

Ask your students to join game with this code at https://join.quizizz.com
2. Study Daily Dose words: bloat, disgruntled, somberly, condemn, ponder- quiz Friday
3. Poetry research- see rubric in post below. Presentations due: 3/14
4. *If you did not finish the song sheet, here are the songs you will need
“Earth Song”- Michael Jackson

“Heroes”- Wallflowers

Fiona Apple- “Across the Universe”

“Stressed Out”- 21 Pilots

“Lean On”- Major Lazer

“Bloodstream”- Foy Vance

“My Way”- Sinatra

“Sun and Moon”- Above and Beyond

“Dreams”- Cranberries

“Just a Day”- Feeder
“Under Pressure” – Queen
“Mosh”- Obie Trice
“Insomnia”- Faithless
“Feeling Good”- Muse

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Parents...Students can finish typing their essays over the weekend and submit them on Monday. My email address is romonica.turner@hcbe.net

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Parents...Students can finish typing their essays over the weekend and submit them on Monday. My email address is romonica.turner@hcbe.net

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Study for your Daily Dose Test that will be given Friday.
Don't forget to submit your Argument Essays by Friday.  Be sure to reference your argument rubric before submitting.
Practice identifying Active and Passive Voice

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No DAILY DOSE quiz for week of 2/11 or 2/20;  Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1

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No DAILY DOSE quiz for week of 2/11 or 2/20;  Daily Dose 11-15: Week of 2/25-3/1- QUIZ #3 on 3/1

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ALOOF: (a LOOF) adjective: distant or not friendly
WAYWARD: (WAY word) adjective: reckless, disobedient
HUMDRUM: (HUM drum) adjective: lacking excitement; boring
DORMANT: (DOOR mant) adjective: not active, sleeping
OUTWIT: (out WIT) verb: to be more clever than someone else; to outsmart

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Active and passive voice
Homework: QUIZIZZ-

GAME CODE

472335

Ask your students to join game with this code at  https://join.quizizz.com

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AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11

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AWUBIS practice- QUIZ TOMORROW- FRIDAY 2/11

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https://quizlet.com/16353925/aaawwubbis-word-list-flash-cards/

DAILY DOSE quiz 2: Words 6-10
•Gawky- (GAW ke) adjective: awkward, clumsy

•Interrogate-(in TARE uh gate) verb: to question

•Blemish-(BLIM ish) noun: a noticeable imperfection

•Ambush- (AM bush) verb: to hide and then attack

•Bedlam-(BED lem) noun: a scene of uproar and noisy confusion

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https://newsela.com/text-sets/134472

https://newsela.com/read/sports-outside-the-box/id/48437/

https://www.youtube.com/watch?v=ciM1P_Smpq8

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•Unkempt- not groomed

•Winsome- pretty, charming

•Mortify- to embarrass

•Abscond- to run away and hide (something)

•Deride- to make fun of (someone)

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https://quizlet.com/_60xzif

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•Unkempt- not groomed

•Winsome- pretty, charming

•Mortify- to embarrass

•Abscond- to run away and hide (something)

•Deride- to make fun of (someone)

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For our class resources for Unit 3, here is a link that includes anchor charts:
http://writing.cajonvalley.net/grade7/assets/unit3.html

In addition, this link includes text sets we will be using in coalition groups AND individual research for your final position paper- 2-13-19. We will have multiple days in the media center, computer lab, and use of the mini-computer cart for students who do not have access at home.

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Remember to study for the quiz that will be given tomorrow on the Notice and Note Signposts. Also click on the quizlet link below to practice identifying sentence structures.

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Nonfiction Notice and Note and ARGUMENT VOCABULARY

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Nonfiction Notice and Note and ARGUMENT VOCABULARY

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Nonfiction Notice and Note- quiz Friday 1/11
https://www.youtube.com/watch?v=ePiA0NCitxw

More terms for Friday quiz- 1/18:
https://quizlet.com/_5wcqp2

Nonfiction Notice and Note- just the signposts:
https://quizlet.com/_5wcp12

QUIZLET practice- quiz Friday 1/18
https://quizlet.com/179399408/argumentative-unit-flash-cards/

Sentence structure:
https://quizlet.com/_5wcsd9

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Argumentative Unit - Vocabulary Review Quizlet

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Students are allowed to work on their companion books at home.  We will spend 2 days in the computer lab typing the chapters for the companion books.

Each chapter of the the companion book should be written in the form of a mini-essay.  Please see the formula we discussed in class, below.

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Students received the rubric for their companion book.  Please see below.  

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Students received the rubric for their companion book.  Please see below.  

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Inference- a conclusion reached on the basis of evidence and reasoning.

Protagonist - the leading character, hero, or heroine of a drama or other literary work.

Antagonist - a person who actively opposes or is hostile to someone or something

Notice and Note Signposts- reading strategies to help you as a reader pay attention to important parts of your book or story.

1. Contrast and Contradictions: When you’re reading and a character says or does something that’s opposite (contradicts) what he has been saying or doing all along.

2. Aha Moment: When you are reading and suddenly a character realizes, understands, or finally figures something out.

3. Tough Questions: When you’re reading and the character asks himself a difficult question.

4. Words to the Wiser- When an older and sometimes wiser character gives advice.

5. Again and Again- when a word or theme keeps being repeated in the story.

6. Memory Moment- otherwise known as a flashback. A character is remembering something from the past.

Symbol– something that represents or stands for something
Symbolism– The use of symbols to represent a larger idea.

Imagery - visually descriptive or figurative language, especially in a literary work

Tone-The author’s attitude towards the story. (author uses descriptive words)

Mood- The atmosphere in a literary work meant to evoke certain feelings from a reader

Melancholy– a feeling of sadness, unhappiness, a gloomy feeling

Nostalgic – a yearning for a happy memory of the past; happiness felt in a former place.

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8/8/18 -    Hello parents. Welcome to TMS 7th grade.

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8/8/18 -    Hello parents. Welcome to TMS 7th grade.

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In this unit students will write a Realistic Fiction story.  Today they created a heart map to generate ideas for writing.  Some did not in class and will finish this assignment tomorrow, so they will need to think of ideas to add to their maps.