Grade 7 Daily Log
January 21-24
Monday
Students read "The Treasure of Lemon Brown" in class today.
January 13-17
Monday
We reviewed clauses and phrases today in anticipation Wednesday's exams.
Tuesday
Students worked on exam reviews today.
January 6-10
Monday
We worked collaboratively to examine Walter's life situation at 15-years-old from our novel Bad Boy. Students were grouped and assigned a small portion of text covering pages 119-141. Each group made summarizing statements and identified an emotion Walter felt. We shared our findings verbally. Then we began examining Chapter 13. Students are reading an abridged (shortened) version of this chapter and completing the attached tasks aimed at helping them also review for the exam. This Chapter 13 Assignment is due for tomorrow's class.
Tuesday
Students were given time today to read a 4-chapter chunk of Bad Boy. They began on page 155 and were to finish on page 187. As they read, they provided complete sentence responses to these Reading Marathon Questions. If you do not have your book at home, here is an ONLINE copy you can use.
Wednesday
We finished Bad Boy today in class. As we read, students created written responses to these 5 Closing the Novel Prompts.
Thursday
Students were in pairs today discussing their responses to yesterday's prompts. Both classes made some impressive connections to Walter's life and how his lessons could be applied to our lives. With the second half of class, students worked on the REVIEW for tomorrow's novel test.
Friday
We completed our novel test today. When finished, students began working on their exam reviews.
December 16-20
Monday
Students organized group presentations based on this weekend's readings. We will continued those presentations tomorrow. If you were absent today, you can see your group/tasks below.
Hour 1 Group Tasks
Hour 2 Group Tasks
Tuesday
We finished our presentations today in class. Then we began reading Chapter 6 -Mr. Irwin Lasher. Students are to finish this chapter and complete the Chapter 6 Quotation Practice for homework.
Wednesday
Students read Chapter 7 today in class. In their spirals, they demonstrated proper paragraph creation with the Chapter 7 tasks. Then we began reading Chapter 8. This is to be completed for tomorrow's class. If you do not have your book at home, here is an ONLINE COPY you can use.
Thursday
We worked on paragraph creation today in class. First we identified the four parts of our paragraphs in class: topic sentence, context, direct quotation, and commentary. Students exchanged their written paragraphs from yesterday's Chapter 7 tasks. We used different color highlighters, markers, and pens to label a partner's paragraph parts. With the second half of class, each student in the class was assigned a small portion of Chapter 9 to read out loud. Students practiced their parts, and then they collectively read Chapter 9 out loud. If you do not have your book at home, here is an ONLINE COPY you can use.
Friday
We continued reading out novel in class today. As a class we read all of Chapter 10 "Heady Days at Stuyvesant High" and we began Chapter 11. We read through page 119. If you do not have your book at home, here is an ONLINE COPY you can use.
December 9-13
Monday
We completed a short grammar quiz to begin class today. Then we conducted a series of activities to prepare for our novel Bad Boy. In Hour 1, we read the first few pages of the novel and began mapping out the family connections for Walter Dean Myers. In Hour 2, we will begin the novel tomorrow. 2nd hour students were assigned this DNA Article to academic read and complete responses for homework.
Tuesday
We read Bad Boy through and including Chapter 2 today. For homework, students are to complete this Chapter 1-2 Response Sheet. If you do not have your book at home, here is an ONLINE COPY you can use.
Wednesday
Students were in groups today down in the presentation room. They identified figurative language from Chapter 2 and then practiced their oral reading skills by alternate reading Chapter 3 from Bad Boy. As they read, they stopped three times to complete reading tasks in their spiral notebook. You can see the reading prompts HERE. If you do not have your book at home, here is an ONLINE COPY you can use.
Thursday
Students worked in new groups today as we focused on TONE. They checked each other's spiral notebook work from yesterday and wrote a "teacher response" using a complimentary or disappointing tone. Then we looked at two small scenes from yesterday's reading. First, we read Walter's description of Mrs. Dodson on page 23. We became Walter and wrote a letter to Mrs. Dodson. I demonstrated a letter that had a respectful tone, and I identified the words that created the tone. Then students wrote their own version using a tone they felt Walter would actually use in the story. They identified their tone words. Then we looked at the final scene where Mama gave Walter a beating for his poor report card. Students became Mama and wrote a letter for Walter to read the next morning. What would her tone be like as she reflected on her actions, and how would she explain what she wants for him? Finally, students began reading Chapter 4. After each page, they are to create a summarizing sentence of the most important event from that page. If you do not have your book at home, here is an ONLINE COPY you can use.
Friday
Today we practiced summarizing. How do we determine what should and should not be included in a summary? Using last night's homework, we examined what we included in our summaries. I then provided a series of statement from each page of Chapter 4. Students had to determine if each statement should, or should not, be included in a summary. Then we read Chapter 5 together as a class. If you do not have your book at home, here is an ONLINE COPY you can use. For homework, I assigned the Langston Hughes story "Thank You, Ma'am" with summarizing tasks for homework over the weekend.
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December 2-6
Monday
We practiced accessing, saving, and submitting files on our school system today in preparation of tomorrow's 1 Day Research Challenge.
Tuesday
Students conducted brief research on their assigned "famous person" today. I've attached some directions and information the kids were searching for. Most importantly, students practiced identifying information about why this person is famous. They typed some interesting facts and attached an image to the PowerPoint template. This was intended to be a one-day project where students can identify basic facts and create a one-slide file.
Wednesday
After our class clauses practice, students opened their PowerPoint files from yesterday. They used the remainder of the hour to format their pages in a way that will make it easy for the class to read from the front projector. Here is an example.
Thursday
After out class clause practice, we explored forms of nonfiction. Last week, students wrote a sample feature story, editorial, and autobiographical piece. Today, I presented actual examples of each. We explored these examples and discussed various differences/similarities. On the last page, students recorded notes about memoir elements. For homework, they are to read the final sample from today's memoir. Our academic read of that final story should focus strictly on identifying elements of memoir.
Friday
We practiced subjects and predicates today. Our next little quiz will happen on Monday. Then we discussed last night's short memoir assignment. Students shared their findings about memoir characteristics in that reading. And finally, students wrote a journal entry where they identified different elements of their family structure. Next week we will begin the memoir Bad Boy by Walter Dean Meyers. Meyers has an interesting family structure. So we will try to map our own trees somewhat before we try to map his tree as described in the opening chapter of the novel. First hour students were assigned this DNA Article to academic read and complete responses for Monday.
November 25-26
Monday
We explored a couple types of nonfiction today. First, students created a feature story focusing on another person in the classroom. Then, each student created an editorial about one element of life here at Bemis Junior High.
Tuesday
Students worked on a short phrases/clauses practice, and then we explored the nonfiction genres autobiography and biography.
November 18-22
Monday
Students worked on their Verb Exit Card today. Most were close to finished by the end of the hour. I also passed out this practice quiz in advance of tomorrow's verb quiz.
Tuesday
Students prepared and then completed a verb quiz today.
Wednesday
Students reviewed the results of their verb quizzes from yesterday. Then they had an opportunity to make changes/corrections to their verb exit cards. We transitioned to essential parts of a sentence after that: subject, predicate, complete thought. Then we began working with these parts.
Thursday
Students completed a number of tasks today aimed at identifying elements of complete sentences. For homework, students are to complte this grammar practice sheet.
Friday
Students worked with partners today to "pinball" their answers from yesterday's grammar activities. Then we began to explore the term genre. To introduce this term, students listened to and identified genres of music. We identified characteristics that make the genres what they are. We then applied that idea to literary genres; each genre has defining characteristics that make it what it is. On Monday, we will begin to explore the characteristics of different forms of nonfiction.
November 11-15
Monday
We continued our work with phrases and verbs today. First we reviewed prepositional phrases, and then we completed a rapid fire class activity aimed at identifying verb phrases. We ended class today with a brief exploration of linking verbs. We will continue this verb work tomorrow.
Tuesday
Snow Day
Wednesday
I passed back several graded assignments today in class. One of those assignments was last week's article about grit. Students told me they did not understand the article well when they turned in those tasks. Today, they watched the actual presentation. They felt they understood the information better actually watching the speaker present. We discussed why it may be easier to understand information that includes body language, rise and fall of voice, emphasis, and pauses. We also had a good discussion about what motivates students for success. After passing back papers, we continued our exploration of verbs. Students identified verb phrases, action, and liking verbs. We will continue these activities tomorrow in class.
Thursday
We worked with partners today in class. Students completed a small task aimed at helping see the difference between fiction and nonfiction. Then I passed back the tests from last week. After that, we continued our verb practice. With a two different partners, students completed this all verb practice.
Friday
Students worked on our grammar book activities today. This is due for Monday's class.
November 4-8
Monday
Students read a short article about grit today. They completed the attached responses. With the remaining time, they finished their tasks from Friday's assignment - "The Story of Prometheus."
Tuesday - NO SCHOOL
Wednesday
Students began their tests today.
Thursday
Students finished their tests today. When done, they began our quick peek at prepositions by completing THESE TASKS from the English grammar text. If unfinished, students brought this book home with them. The assignments are due for tomorrow's class.
Friday
Our focus today was on phrases. We began class today with a review of prepositions, prepositional phrases, and objects of the preposition. This was all part of yesterday's mini lesson on prepositions. We looked at the answers from the grammar book activities, and students completed this follow-up sheet that we corrected and added to our 3-ring binders. Then we began examining verbs. In our spiral notebooks, students listed the three types of verbs: action, helping, and linking. Then we listed the 23 helping verbs in the spiral notebooks and introduced the concepts of verb phrases.
Forms of Be: am, is, are, was, were, be, being, been
M: may, might, must
D: do, does, did
H: have, has, had
CSW: could, should, would
CSW: can shall will
Students memorized this list in class.
October 28-November 1
Monday
Students reviewed elements of direct quotations today in class. We reviewed our quotations practice from last week, and then students were given a short assessment on this skill. They read a short nonfiction piece about Greek mythology and supported a topic statement with textual evidence.
Tuesday
Students created their third argumentative paragraph in class today. They identified a favorite candy they hope to get on Halloween. Then they argued why this was the best candy. Partners helped identify argumentative writing elements. Finally, for homework, students were given this first nonfiction piece from our next text set. This should be prepared for tomorrow's class.
Wednesday
We looked at two different versions of the same myth today: Version 1 and Version 2. Together, we conducted an academic read of the first version. Then students conducted the read individually at their desks. Finally, they began contrasting the two version by providing direct quotations. We will continue this work tomorrow.
Thursday
Students finished their work contrasting stories with supporting quotations in class today.
Friday
We did a quick review of the types of tasks we've focused on throughout the first quarter this year. Then I passed out the final text set for the quarter. Students completed the tasks for this Fire Nonfiction piece, and then they began their academic read of "The Story of Prometheus." They will continue this work on Monday's class in anticipation of our test on Wednesday.
October 21-25
Monday
I was out at an English department meeting today, so we had a guest teacher in the room. Students conducted an academic read of Roald Dahl's "Lamb to the Slaughter" and completed these Plot Elements Response Tasks.
Tuesday
We briefly discussed yesterday's reading selection to start class. Then we dove back into our argumentative writing from Friday's class. On Friday, students addressed a prompt about social media: Is social media helpful or harmful for teenagers. Students identified the keywords from the prompt and created their responses. Today they had to argue the other side! So if they said social media was harmful on Friday, today they had to argue it's helpful. Once they wrote their paragraphs, they labeled the sections and submitted that writing piece to me. In first hour, we were able to get mostly through our first nonfiction article in the next text set. This is to be ready for tomorrow's class. For each paragraph, students placed a star next to two sentences that best summarized the paragraph. Then, in the margin, they used their own wording to create a clarifying sentence.
Wednesday
In class today, students shared their synthesizing sentences from yesterday's article. Then we read our second nonfiction piece. This one made connections between our self perception and effects of social media. The article focuses on girls, and we shared our opinions about whether the information applies to all people or not. Finally, we began reading Echo and Narcissus. Our aim with this article will be identifying elements of characterization and providing direct textual evidence with quotations. We will finish this story tomorrow.
Thursday
We finished our academic read of Echo and Narcissus today with a focus on characterization. Then we began reviewing rules for pulling direct quotations from the text. We discussed how quotations are used to indicate exact working. We practiced how to "put our heads on a swivel" and look back and forth between our page and the source to verify the wording is accurate. I introduced the term TAG as a way of indicating whose words we're quoting (The narrator said, Echo replied, Narcissus asks). So we began identifying textual support for topic sentences. The first topic sentence we supported today was The author characterizes Echo. Using our reading notes, we found evidence and provided a direct quote for support. For homework, students are to complete the remaining two direct quotes for Echo only. We will finish the remainder of the sheet tomorrow in class.
Friday
What a great day we had today! We checked our quotations from last night's characterization of Echo. Then students worked with a partner to gather textual evidence supporting Narcissus's characterization. Then students really impressed me. They made a series of intelligent inferences to support the case that Echo and Narcissus are joined in death. We quoted the text again and wrapped up or quoting practice sheet for the week.
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October 14-18
Monday
Students worked with two partners today to identify textual evidence supporting three claims about Friday's reading "The Ransom of Red Chief": 1) Bill and Sam are different. 2) The story contains several ironic situations. 3) The author includes humor in the story. They created three examples supporting each statement. Then I passed out our first mythology text set. Students are to academic read our first article "Our Classical Heritage" for tomorrow's class.
Tuesday
Last night, students read very short nonfiction piece introducing out mythology unit. Today, they read additional short nonfiction pieces about mythology and completed a comprehension piece. Creation myths attempted to explain elements of humanity and nature that could not be explained by science at the time. Today, students examined two articles that explain why we have seasons. We have that science today. Tomorrow, they will read a creation myth called "The Origin of the Seasons."
Wednesday
We read "Origin of the Seasons" today in class. Students are to complete the response tasks for tomorrow's class.
Thursday
After collecting last night's homework, we held a class discussion about social media apps the students use regularly. We identified the most popular apps, their functions, and their differences. This is a set up for tomorrow's next text set.
Friday
We continued our discussion about social media apps today in class, and then we transitioned that discussion into an argumentative paragraph. Students were given a prompt. They created a claim, reasoning, counterargument, rebuttal, and a closing sentence. Then they went back and labeled the sections of their paragraph.
October 7-11
Monday
We finished up our work with Rikki-Tikki-Tavi plot elements today. Then we began our next nonfiction/fiction text set. Our next fiction piece is about a small group of lighthouse keepers. In preparation of our story, we read a nonfiction article about the lives of lighthouse keepers called "Sea Girt Lighthouse Citizens Committee." We conducted an academic read together as a class.
Tuesday
Today we began academic reading our fiction story "Three Skeleton Key." As we read, we also stopped to create summarizing sentences. We're continuing to practice active reading for understanding. We got about halfway through the story today, and we're moving toward the climax.
Wednesday
We finished our reading of "Three Skeleton Key" as well as our summarizing sentences. Students then began choosing group roles for the "6 Square" project. They will continue working on this during tomorrow's class.
Thursday
Students worked toward finishing their groups tasks today in class. These should be ready for tomorrow's class.
Friday
Students assembled their 6 block projects today. Then I passed out "The Ransom of Red Chief." We talked about how this story has a higher lexile level than previous readings I've assigned. I read through the first two sections with the class to establish the story's exposition. Then they used the remaining time to conduct their readings. I had these tips on the board while they read. It was very encouraging to see how they were actively working to comprehend the text!
September 30-October 4
Monday
We began our first text set today. Our text sets include nonfiction literature matched with a fiction piece. In anticipation of reading "Rikki-Tikki-Tavi," our classes conducted an academic read about mongooses. We finished the first article in class. For homework, students are to interact with the second (attached) article from the Hawaii Invasive Species Council.
Tuesday
After reviewing last night's reading of our second nonfiction article about mongooses, we began Rudyard Kipling's "Rikki-Tikki-Tavi." Our aim today was to isolate chunks of text at a time for examination. We used this Sequence Summaries page to summarize main events as we read. We also made academic reading notes while we tread to help us keep track of the characters. We finished through line 100 toady in class. Tomorrow, we will finish the story and summaries together.
Wednesday
We finished our summarizing sentences for "Rikki-Tikki-Tavi" today in class. Then we began defining and identifying the plot elements form the story today in class using this Plot Elements PowerPoint. We got as far as the climax today. I will be at a department meeting tomorrow, so we will finish this story on Friday.
Thursday
I was at a department meeting today, so students had a guest teacher. They read "Charles" by Shirley Jackson and completed the attached responses. When finished, they used the back page of their packets to continue the story. Their challenge is to tell what happens when Laurie's mother leaves the meeting with his teacher.
Friday
Today marks the halfway point of Quarter 1. We talked about how students are beginning to settle into to routines and establishing comfort in this school. Students then wrote a short reflection about their achievements, struggles, and transition into junior high school. My plan is to pass Dear Loved One letters out at parent/teacher conferences next week. In hour one only, we finished the plot elements from Rikki-Tikki-Tavi. They are to complete the written response questions for Monday's class. We did not complete this in hour two because we spent part of the hour watching the Henry Ford II Marching Band play through our halls today.
September 23-27
Monday
I was so impressed with last Friday's grammar quiz! Many of those are hanging in the room right now. Students practiced more "The Writer" statements today, and then they began their Personal Pronoun Exit Card. They will continue working on this tomorrow in class.
Tuesday
Students continued to work on their Personal Pronoun Exit Card in class. This assignment is due for tomorrow's class. We ended today with an introduction of reflexive/intensive pronouns, Students sounded very intelligent today using grammar terminology to explain why themself and theirselves can't be words! We will continue exploring these pronouns, and others, tomorrow.
Wednesday
We continued our exploration of pronouns today. Students identified reflexive/intensive pronouns, interrogative pronouns, demonstrative pronouns, and we began looking at indefinite pronouns. We will wrap these practices up tomorrow in anticipation of a short pronoun assessment on Friday.
Thursday
We finished our exploration into other types of pronouns today. Students practiced indefinite pronoun agreement. When we finished that, I passed out this reference sheet that contains all the pronouns we discussed. On the back, partners tried to identify all the mistakes in the sample writing I provided. Finally, students began working on this Practice Pronoun Quiz in anticipation of our cumulative pronouns quiz tomorrow.
Friday
We completed our All Pronouns quiz today in class. When finished, I gave the students a short reading piece for the weekend.
September 16-20
Monday
We began exploring the functions of personal pronouns today. Together, we made sense of the personal pronoun chart. Students began seeing the reasoning behind some of our formal writing rules. We will continue exploring personal pronoun tomorrow.
Tuesday
Students worked in groups today reviewing pronoun functions. I introduced the term antecedent to the students. Then they used our grammar books to identify pronouns and their antecedents. We will apply these pronoun chart concepts tomorrow in class.
Wednesday
Students worked in groups today practicing functions of pronouns. We began looking at sample sentences and creating "The Writer" statements. For homework, students are to be finished with today's Pronoun Practice/"The Writer" statements.
Thursday
Students spent time in groups today sharing and comparing their answers to last night's work. Then they took a short, 3-point assessment on "The Writer" statements. Finally, they began preparing for tomorrow's quiz by creating answers to these Pronoun Questions.
Friday
After a short review, students took a pronoun quiz today. When finished they conducted an academic reading for "Little Red Hen." To help students know "what to write," I provided these 12 Steps for Academic Reading this story. This work is due for Monday's class.
September 9-13
Monday
Today, students revisited their written responses from "Polly Sits Tight. We discussed the idea of using the text to "support" our answers. Students then took time to add textual evidence in support of their answers. "Then I passed out "Brer Possum's Dilemma." I instructed the students to conduct an academic read of this story. They marked their papers and answered the questions at the end of the story. This is due for tomorrow's class.
Tuesday
Today we worked to recap our academic reading tasks from last week. Students were given an 8x10 sheet of paper and had access to crayons and colored pencils. On their sheets, they were to complete two tasks: First, they were to provide information on the four short stories we've read. For each, identify the title, provide a short summary of the story, and state the moral for each. (These are lessons students can apply to their own lives as they work through their first year of junior high.) Second, students are to create a section detailing what it means to academic read. They can explain why we want to read like this and how we academic read. Identify different strategies we used when approaching our readings last week. We will continue this project during tomorrow's class.
Wednesday
Today we continued working on our Academic Reading Exit Card. For those finishing at home tonight, HERE is the file with the directions. With the last portion of class, I introduced the functions of our 6 main parts of speech:
Nouns name a person, place, thing, or idea.
Pronouns replace nouns and other pronouns.
Adjectives describe nouns and pronouns.
Verbs show action or a state of being.
Adverbs describe adjectives, verbs, and other adverbs.
Prepositions show the relationship between nouns/pronouns and other words.
Thursday
Students examined the functions of our 6 parts of speech, and they filled our boards with examples of nouns and adjectives.
Friday
Students examined the functions of our 6 parts of speech, and they filled our boards with examples of verbs and adverbs. With partners, they completed this parts of speech practice.
September 3-6
Tuesday
Today we welcomed our new 7th grade students, and we reviewed the class syllabus. I am offering extra credit for students who get their syllabus signed and returned for tomorrow's class.
Wednesday
Today we discussed the difference between casual and academic reading and we began practicing strategies for academic reading. We read Aesop's Fable "The Ants and the Grasshopper" and interacted directly on the text. We reacted to the title, author and date. We looked at the image on the page. We looked at how the author created vocabulary notations on the page. We also wrote reactions to the events in the text. We identified cause/effect and conflict/resolution from the story as well. On the bottom of the page students answered and supported answers for the following questions: Who was most wrong? Who struggled more? Who was happiest? Finally, students identified a lesson they can take away from the story.
Thursday
Today we continued our practice of academic reading. We read "The Three Little Pigs" and interacted directly on the text. We reacted to the title, author and date. We looked at the image on the page and made a prediction. We looked at how the author created vocabulary notations on the page. We also wrote reactions to the events in the text. We identified cause/effect and conflict/resolution from the story as well as the author's use of repetition. On the bottom of the page students answered and supported answers for the following questions: How is the number three important in this story? What word, aside from smart, would best describe pig #3? Finally, students identified a lesson they can take away from the story. For homework, students are to demonstrate academic reading for our third story "Polly Sits Tight."
Friday
We looked at last night's homework to start class today. Students did a fine job of interacting with the text. We looked at the central conflict from "Polly Sits Tight." Students identified where in the story the author established the conflict, and we labeled where in the story the author used flashback. I passed out this 4-Question Assignment. Students finished these questions in class in Hour 1. In Hour 2, we had an assembly in the gymnasium, so these questions are to be completed for homework.
Monday
Students read "The Treasure of Lemon Brown" in class today.
January 13-17
Monday
We reviewed clauses and phrases today in anticipation Wednesday's exams.
Tuesday
Students worked on exam reviews today.
January 6-10
Monday
We worked collaboratively to examine Walter's life situation at 15-years-old from our novel Bad Boy. Students were grouped and assigned a small portion of text covering pages 119-141. Each group made summarizing statements and identified an emotion Walter felt. We shared our findings verbally. Then we began examining Chapter 13. Students are reading an abridged (shortened) version of this chapter and completing the attached tasks aimed at helping them also review for the exam. This Chapter 13 Assignment is due for tomorrow's class.
Tuesday
Students were given time today to read a 4-chapter chunk of Bad Boy. They began on page 155 and were to finish on page 187. As they read, they provided complete sentence responses to these Reading Marathon Questions. If you do not have your book at home, here is an ONLINE copy you can use.
Wednesday
We finished Bad Boy today in class. As we read, students created written responses to these 5 Closing the Novel Prompts.
Thursday
Students were in pairs today discussing their responses to yesterday's prompts. Both classes made some impressive connections to Walter's life and how his lessons could be applied to our lives. With the second half of class, students worked on the REVIEW for tomorrow's novel test.
Friday
We completed our novel test today. When finished, students began working on their exam reviews.
December 16-20
Monday
Students organized group presentations based on this weekend's readings. We will continued those presentations tomorrow. If you were absent today, you can see your group/tasks below.
Hour 1 Group Tasks
Hour 2 Group Tasks
Tuesday
We finished our presentations today in class. Then we began reading Chapter 6 -Mr. Irwin Lasher. Students are to finish this chapter and complete the Chapter 6 Quotation Practice for homework.
Wednesday
Students read Chapter 7 today in class. In their spirals, they demonstrated proper paragraph creation with the Chapter 7 tasks. Then we began reading Chapter 8. This is to be completed for tomorrow's class. If you do not have your book at home, here is an ONLINE COPY you can use.
Thursday
We worked on paragraph creation today in class. First we identified the four parts of our paragraphs in class: topic sentence, context, direct quotation, and commentary. Students exchanged their written paragraphs from yesterday's Chapter 7 tasks. We used different color highlighters, markers, and pens to label a partner's paragraph parts. With the second half of class, each student in the class was assigned a small portion of Chapter 9 to read out loud. Students practiced their parts, and then they collectively read Chapter 9 out loud. If you do not have your book at home, here is an ONLINE COPY you can use.
Friday
We continued reading out novel in class today. As a class we read all of Chapter 10 "Heady Days at Stuyvesant High" and we began Chapter 11. We read through page 119. If you do not have your book at home, here is an ONLINE COPY you can use.
December 9-13
Monday
We completed a short grammar quiz to begin class today. Then we conducted a series of activities to prepare for our novel Bad Boy. In Hour 1, we read the first few pages of the novel and began mapping out the family connections for Walter Dean Myers. In Hour 2, we will begin the novel tomorrow. 2nd hour students were assigned this DNA Article to academic read and complete responses for homework.
Tuesday
We read Bad Boy through and including Chapter 2 today. For homework, students are to complete this Chapter 1-2 Response Sheet. If you do not have your book at home, here is an ONLINE COPY you can use.
Wednesday
Students were in groups today down in the presentation room. They identified figurative language from Chapter 2 and then practiced their oral reading skills by alternate reading Chapter 3 from Bad Boy. As they read, they stopped three times to complete reading tasks in their spiral notebook. You can see the reading prompts HERE. If you do not have your book at home, here is an ONLINE COPY you can use.
Thursday
Students worked in new groups today as we focused on TONE. They checked each other's spiral notebook work from yesterday and wrote a "teacher response" using a complimentary or disappointing tone. Then we looked at two small scenes from yesterday's reading. First, we read Walter's description of Mrs. Dodson on page 23. We became Walter and wrote a letter to Mrs. Dodson. I demonstrated a letter that had a respectful tone, and I identified the words that created the tone. Then students wrote their own version using a tone they felt Walter would actually use in the story. They identified their tone words. Then we looked at the final scene where Mama gave Walter a beating for his poor report card. Students became Mama and wrote a letter for Walter to read the next morning. What would her tone be like as she reflected on her actions, and how would she explain what she wants for him? Finally, students began reading Chapter 4. After each page, they are to create a summarizing sentence of the most important event from that page. If you do not have your book at home, here is an ONLINE COPY you can use.
Friday
Today we practiced summarizing. How do we determine what should and should not be included in a summary? Using last night's homework, we examined what we included in our summaries. I then provided a series of statement from each page of Chapter 4. Students had to determine if each statement should, or should not, be included in a summary. Then we read Chapter 5 together as a class. If you do not have your book at home, here is an ONLINE COPY you can use. For homework, I assigned the Langston Hughes story "Thank You, Ma'am" with summarizing tasks for homework over the weekend.
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December 2-6
Monday
We practiced accessing, saving, and submitting files on our school system today in preparation of tomorrow's 1 Day Research Challenge.
Tuesday
Students conducted brief research on their assigned "famous person" today. I've attached some directions and information the kids were searching for. Most importantly, students practiced identifying information about why this person is famous. They typed some interesting facts and attached an image to the PowerPoint template. This was intended to be a one-day project where students can identify basic facts and create a one-slide file.
Wednesday
After our class clauses practice, students opened their PowerPoint files from yesterday. They used the remainder of the hour to format their pages in a way that will make it easy for the class to read from the front projector. Here is an example.
Thursday
After out class clause practice, we explored forms of nonfiction. Last week, students wrote a sample feature story, editorial, and autobiographical piece. Today, I presented actual examples of each. We explored these examples and discussed various differences/similarities. On the last page, students recorded notes about memoir elements. For homework, they are to read the final sample from today's memoir. Our academic read of that final story should focus strictly on identifying elements of memoir.
Friday
We practiced subjects and predicates today. Our next little quiz will happen on Monday. Then we discussed last night's short memoir assignment. Students shared their findings about memoir characteristics in that reading. And finally, students wrote a journal entry where they identified different elements of their family structure. Next week we will begin the memoir Bad Boy by Walter Dean Meyers. Meyers has an interesting family structure. So we will try to map our own trees somewhat before we try to map his tree as described in the opening chapter of the novel. First hour students were assigned this DNA Article to academic read and complete responses for Monday.
November 25-26
Monday
We explored a couple types of nonfiction today. First, students created a feature story focusing on another person in the classroom. Then, each student created an editorial about one element of life here at Bemis Junior High.
Tuesday
Students worked on a short phrases/clauses practice, and then we explored the nonfiction genres autobiography and biography.
November 18-22
Monday
Students worked on their Verb Exit Card today. Most were close to finished by the end of the hour. I also passed out this practice quiz in advance of tomorrow's verb quiz.
Tuesday
Students prepared and then completed a verb quiz today.
Wednesday
Students reviewed the results of their verb quizzes from yesterday. Then they had an opportunity to make changes/corrections to their verb exit cards. We transitioned to essential parts of a sentence after that: subject, predicate, complete thought. Then we began working with these parts.
Thursday
Students completed a number of tasks today aimed at identifying elements of complete sentences. For homework, students are to complte this grammar practice sheet.
Friday
Students worked with partners today to "pinball" their answers from yesterday's grammar activities. Then we began to explore the term genre. To introduce this term, students listened to and identified genres of music. We identified characteristics that make the genres what they are. We then applied that idea to literary genres; each genre has defining characteristics that make it what it is. On Monday, we will begin to explore the characteristics of different forms of nonfiction.
November 11-15
Monday
We continued our work with phrases and verbs today. First we reviewed prepositional phrases, and then we completed a rapid fire class activity aimed at identifying verb phrases. We ended class today with a brief exploration of linking verbs. We will continue this verb work tomorrow.
Tuesday
Snow Day
Wednesday
I passed back several graded assignments today in class. One of those assignments was last week's article about grit. Students told me they did not understand the article well when they turned in those tasks. Today, they watched the actual presentation. They felt they understood the information better actually watching the speaker present. We discussed why it may be easier to understand information that includes body language, rise and fall of voice, emphasis, and pauses. We also had a good discussion about what motivates students for success. After passing back papers, we continued our exploration of verbs. Students identified verb phrases, action, and liking verbs. We will continue these activities tomorrow in class.
Thursday
We worked with partners today in class. Students completed a small task aimed at helping see the difference between fiction and nonfiction. Then I passed back the tests from last week. After that, we continued our verb practice. With a two different partners, students completed this all verb practice.
Friday
Students worked on our grammar book activities today. This is due for Monday's class.
November 4-8
Monday
Students read a short article about grit today. They completed the attached responses. With the remaining time, they finished their tasks from Friday's assignment - "The Story of Prometheus."
Tuesday - NO SCHOOL
Wednesday
Students began their tests today.
Thursday
Students finished their tests today. When done, they began our quick peek at prepositions by completing THESE TASKS from the English grammar text. If unfinished, students brought this book home with them. The assignments are due for tomorrow's class.
Friday
Our focus today was on phrases. We began class today with a review of prepositions, prepositional phrases, and objects of the preposition. This was all part of yesterday's mini lesson on prepositions. We looked at the answers from the grammar book activities, and students completed this follow-up sheet that we corrected and added to our 3-ring binders. Then we began examining verbs. In our spiral notebooks, students listed the three types of verbs: action, helping, and linking. Then we listed the 23 helping verbs in the spiral notebooks and introduced the concepts of verb phrases.
Forms of Be: am, is, are, was, were, be, being, been
M: may, might, must
D: do, does, did
H: have, has, had
CSW: could, should, would
CSW: can shall will
Students memorized this list in class.
October 28-November 1
Monday
Students reviewed elements of direct quotations today in class. We reviewed our quotations practice from last week, and then students were given a short assessment on this skill. They read a short nonfiction piece about Greek mythology and supported a topic statement with textual evidence.
Tuesday
Students created their third argumentative paragraph in class today. They identified a favorite candy they hope to get on Halloween. Then they argued why this was the best candy. Partners helped identify argumentative writing elements. Finally, for homework, students were given this first nonfiction piece from our next text set. This should be prepared for tomorrow's class.
Wednesday
We looked at two different versions of the same myth today: Version 1 and Version 2. Together, we conducted an academic read of the first version. Then students conducted the read individually at their desks. Finally, they began contrasting the two version by providing direct quotations. We will continue this work tomorrow.
Thursday
Students finished their work contrasting stories with supporting quotations in class today.
Friday
We did a quick review of the types of tasks we've focused on throughout the first quarter this year. Then I passed out the final text set for the quarter. Students completed the tasks for this Fire Nonfiction piece, and then they began their academic read of "The Story of Prometheus." They will continue this work on Monday's class in anticipation of our test on Wednesday.
October 21-25
Monday
I was out at an English department meeting today, so we had a guest teacher in the room. Students conducted an academic read of Roald Dahl's "Lamb to the Slaughter" and completed these Plot Elements Response Tasks.
Tuesday
We briefly discussed yesterday's reading selection to start class. Then we dove back into our argumentative writing from Friday's class. On Friday, students addressed a prompt about social media: Is social media helpful or harmful for teenagers. Students identified the keywords from the prompt and created their responses. Today they had to argue the other side! So if they said social media was harmful on Friday, today they had to argue it's helpful. Once they wrote their paragraphs, they labeled the sections and submitted that writing piece to me. In first hour, we were able to get mostly through our first nonfiction article in the next text set. This is to be ready for tomorrow's class. For each paragraph, students placed a star next to two sentences that best summarized the paragraph. Then, in the margin, they used their own wording to create a clarifying sentence.
Wednesday
In class today, students shared their synthesizing sentences from yesterday's article. Then we read our second nonfiction piece. This one made connections between our self perception and effects of social media. The article focuses on girls, and we shared our opinions about whether the information applies to all people or not. Finally, we began reading Echo and Narcissus. Our aim with this article will be identifying elements of characterization and providing direct textual evidence with quotations. We will finish this story tomorrow.
Thursday
We finished our academic read of Echo and Narcissus today with a focus on characterization. Then we began reviewing rules for pulling direct quotations from the text. We discussed how quotations are used to indicate exact working. We practiced how to "put our heads on a swivel" and look back and forth between our page and the source to verify the wording is accurate. I introduced the term TAG as a way of indicating whose words we're quoting (The narrator said, Echo replied, Narcissus asks). So we began identifying textual support for topic sentences. The first topic sentence we supported today was The author characterizes Echo. Using our reading notes, we found evidence and provided a direct quote for support. For homework, students are to complete the remaining two direct quotes for Echo only. We will finish the remainder of the sheet tomorrow in class.
Friday
What a great day we had today! We checked our quotations from last night's characterization of Echo. Then students worked with a partner to gather textual evidence supporting Narcissus's characterization. Then students really impressed me. They made a series of intelligent inferences to support the case that Echo and Narcissus are joined in death. We quoted the text again and wrapped up or quoting practice sheet for the week.
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October 14-18
Monday
Students worked with two partners today to identify textual evidence supporting three claims about Friday's reading "The Ransom of Red Chief": 1) Bill and Sam are different. 2) The story contains several ironic situations. 3) The author includes humor in the story. They created three examples supporting each statement. Then I passed out our first mythology text set. Students are to academic read our first article "Our Classical Heritage" for tomorrow's class.
Tuesday
Last night, students read very short nonfiction piece introducing out mythology unit. Today, they read additional short nonfiction pieces about mythology and completed a comprehension piece. Creation myths attempted to explain elements of humanity and nature that could not be explained by science at the time. Today, students examined two articles that explain why we have seasons. We have that science today. Tomorrow, they will read a creation myth called "The Origin of the Seasons."
Wednesday
We read "Origin of the Seasons" today in class. Students are to complete the response tasks for tomorrow's class.
Thursday
After collecting last night's homework, we held a class discussion about social media apps the students use regularly. We identified the most popular apps, their functions, and their differences. This is a set up for tomorrow's next text set.
Friday
We continued our discussion about social media apps today in class, and then we transitioned that discussion into an argumentative paragraph. Students were given a prompt. They created a claim, reasoning, counterargument, rebuttal, and a closing sentence. Then they went back and labeled the sections of their paragraph.
October 7-11
Monday
We finished up our work with Rikki-Tikki-Tavi plot elements today. Then we began our next nonfiction/fiction text set. Our next fiction piece is about a small group of lighthouse keepers. In preparation of our story, we read a nonfiction article about the lives of lighthouse keepers called "Sea Girt Lighthouse Citizens Committee." We conducted an academic read together as a class.
Tuesday
Today we began academic reading our fiction story "Three Skeleton Key." As we read, we also stopped to create summarizing sentences. We're continuing to practice active reading for understanding. We got about halfway through the story today, and we're moving toward the climax.
Wednesday
We finished our reading of "Three Skeleton Key" as well as our summarizing sentences. Students then began choosing group roles for the "6 Square" project. They will continue working on this during tomorrow's class.
Thursday
Students worked toward finishing their groups tasks today in class. These should be ready for tomorrow's class.
Friday
Students assembled their 6 block projects today. Then I passed out "The Ransom of Red Chief." We talked about how this story has a higher lexile level than previous readings I've assigned. I read through the first two sections with the class to establish the story's exposition. Then they used the remaining time to conduct their readings. I had these tips on the board while they read. It was very encouraging to see how they were actively working to comprehend the text!
September 30-October 4
Monday
We began our first text set today. Our text sets include nonfiction literature matched with a fiction piece. In anticipation of reading "Rikki-Tikki-Tavi," our classes conducted an academic read about mongooses. We finished the first article in class. For homework, students are to interact with the second (attached) article from the Hawaii Invasive Species Council.
Tuesday
After reviewing last night's reading of our second nonfiction article about mongooses, we began Rudyard Kipling's "Rikki-Tikki-Tavi." Our aim today was to isolate chunks of text at a time for examination. We used this Sequence Summaries page to summarize main events as we read. We also made academic reading notes while we tread to help us keep track of the characters. We finished through line 100 toady in class. Tomorrow, we will finish the story and summaries together.
Wednesday
We finished our summarizing sentences for "Rikki-Tikki-Tavi" today in class. Then we began defining and identifying the plot elements form the story today in class using this Plot Elements PowerPoint. We got as far as the climax today. I will be at a department meeting tomorrow, so we will finish this story on Friday.
Thursday
I was at a department meeting today, so students had a guest teacher. They read "Charles" by Shirley Jackson and completed the attached responses. When finished, they used the back page of their packets to continue the story. Their challenge is to tell what happens when Laurie's mother leaves the meeting with his teacher.
Friday
Today marks the halfway point of Quarter 1. We talked about how students are beginning to settle into to routines and establishing comfort in this school. Students then wrote a short reflection about their achievements, struggles, and transition into junior high school. My plan is to pass Dear Loved One letters out at parent/teacher conferences next week. In hour one only, we finished the plot elements from Rikki-Tikki-Tavi. They are to complete the written response questions for Monday's class. We did not complete this in hour two because we spent part of the hour watching the Henry Ford II Marching Band play through our halls today.
September 23-27
Monday
I was so impressed with last Friday's grammar quiz! Many of those are hanging in the room right now. Students practiced more "The Writer" statements today, and then they began their Personal Pronoun Exit Card. They will continue working on this tomorrow in class.
Tuesday
Students continued to work on their Personal Pronoun Exit Card in class. This assignment is due for tomorrow's class. We ended today with an introduction of reflexive/intensive pronouns, Students sounded very intelligent today using grammar terminology to explain why themself and theirselves can't be words! We will continue exploring these pronouns, and others, tomorrow.
Wednesday
We continued our exploration of pronouns today. Students identified reflexive/intensive pronouns, interrogative pronouns, demonstrative pronouns, and we began looking at indefinite pronouns. We will wrap these practices up tomorrow in anticipation of a short pronoun assessment on Friday.
Thursday
We finished our exploration into other types of pronouns today. Students practiced indefinite pronoun agreement. When we finished that, I passed out this reference sheet that contains all the pronouns we discussed. On the back, partners tried to identify all the mistakes in the sample writing I provided. Finally, students began working on this Practice Pronoun Quiz in anticipation of our cumulative pronouns quiz tomorrow.
Friday
We completed our All Pronouns quiz today in class. When finished, I gave the students a short reading piece for the weekend.
September 16-20
Monday
We began exploring the functions of personal pronouns today. Together, we made sense of the personal pronoun chart. Students began seeing the reasoning behind some of our formal writing rules. We will continue exploring personal pronoun tomorrow.
Tuesday
Students worked in groups today reviewing pronoun functions. I introduced the term antecedent to the students. Then they used our grammar books to identify pronouns and their antecedents. We will apply these pronoun chart concepts tomorrow in class.
Wednesday
Students worked in groups today practicing functions of pronouns. We began looking at sample sentences and creating "The Writer" statements. For homework, students are to be finished with today's Pronoun Practice/"The Writer" statements.
Thursday
Students spent time in groups today sharing and comparing their answers to last night's work. Then they took a short, 3-point assessment on "The Writer" statements. Finally, they began preparing for tomorrow's quiz by creating answers to these Pronoun Questions.
Friday
After a short review, students took a pronoun quiz today. When finished they conducted an academic reading for "Little Red Hen." To help students know "what to write," I provided these 12 Steps for Academic Reading this story. This work is due for Monday's class.
September 9-13
Monday
Today, students revisited their written responses from "Polly Sits Tight. We discussed the idea of using the text to "support" our answers. Students then took time to add textual evidence in support of their answers. "Then I passed out "Brer Possum's Dilemma." I instructed the students to conduct an academic read of this story. They marked their papers and answered the questions at the end of the story. This is due for tomorrow's class.
Tuesday
Today we worked to recap our academic reading tasks from last week. Students were given an 8x10 sheet of paper and had access to crayons and colored pencils. On their sheets, they were to complete two tasks: First, they were to provide information on the four short stories we've read. For each, identify the title, provide a short summary of the story, and state the moral for each. (These are lessons students can apply to their own lives as they work through their first year of junior high.) Second, students are to create a section detailing what it means to academic read. They can explain why we want to read like this and how we academic read. Identify different strategies we used when approaching our readings last week. We will continue this project during tomorrow's class.
Wednesday
Today we continued working on our Academic Reading Exit Card. For those finishing at home tonight, HERE is the file with the directions. With the last portion of class, I introduced the functions of our 6 main parts of speech:
Nouns name a person, place, thing, or idea.
Pronouns replace nouns and other pronouns.
Adjectives describe nouns and pronouns.
Verbs show action or a state of being.
Adverbs describe adjectives, verbs, and other adverbs.
Prepositions show the relationship between nouns/pronouns and other words.
Thursday
Students examined the functions of our 6 parts of speech, and they filled our boards with examples of nouns and adjectives.
Friday
Students examined the functions of our 6 parts of speech, and they filled our boards with examples of verbs and adverbs. With partners, they completed this parts of speech practice.
September 3-6
Tuesday
Today we welcomed our new 7th grade students, and we reviewed the class syllabus. I am offering extra credit for students who get their syllabus signed and returned for tomorrow's class.
Wednesday
Today we discussed the difference between casual and academic reading and we began practicing strategies for academic reading. We read Aesop's Fable "The Ants and the Grasshopper" and interacted directly on the text. We reacted to the title, author and date. We looked at the image on the page. We looked at how the author created vocabulary notations on the page. We also wrote reactions to the events in the text. We identified cause/effect and conflict/resolution from the story as well. On the bottom of the page students answered and supported answers for the following questions: Who was most wrong? Who struggled more? Who was happiest? Finally, students identified a lesson they can take away from the story.
Thursday
Today we continued our practice of academic reading. We read "The Three Little Pigs" and interacted directly on the text. We reacted to the title, author and date. We looked at the image on the page and made a prediction. We looked at how the author created vocabulary notations on the page. We also wrote reactions to the events in the text. We identified cause/effect and conflict/resolution from the story as well as the author's use of repetition. On the bottom of the page students answered and supported answers for the following questions: How is the number three important in this story? What word, aside from smart, would best describe pig #3? Finally, students identified a lesson they can take away from the story. For homework, students are to demonstrate academic reading for our third story "Polly Sits Tight."
Friday
We looked at last night's homework to start class today. Students did a fine job of interacting with the text. We looked at the central conflict from "Polly Sits Tight." Students identified where in the story the author established the conflict, and we labeled where in the story the author used flashback. I passed out this 4-Question Assignment. Students finished these questions in class in Hour 1. In Hour 2, we had an assembly in the gymnasium, so these questions are to be completed for homework.
