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Classroom Rules and Expectations: Rules and procedures packet 7th Grade 2018.pdf
Topics For The Dinner Table
This page will be regularly updated with what students are doing in class.
Feel free to discuss with them at home!
7th Grade English:
June 11, 2019
Students are preparing for their graded discussion. Students worked on developing discussion questions that will engage their peers, and allows for thoughtful inferences. After, students worked on answering their own questions, and tying them back into the text with a quote. This preparation sheet is to ensure that all students are confident for their discussion tomorrow, and have questions and textual evidence prepared to share.
May 16, 2019
Students have been reading The Outsiders. Students read chapters 1-3. They worked on annotating the first few pages of the novel. They also analyzed passages from the text to determine character traits for the narrator Ponyboy. Today students looked at what differentiates the Greasers from the Socs.
May 8, 2019
Students are continuing to work on their narratives, while implementing various narrative techniques. Students have been reading and completing various revision activities targeting these techniques. For example, students looked at verious hook techniques to begin their narrative, and how to correctly incorporate and punctuate dialogue. Students additionally worked on using sensory details to be more descriptive in their writing.
May 7, 2019
Students are writing about a moment in time, either from their own life, or realistic fiction. Students are working on implementing narrative techniques such as hook, flashback, foreshadowing, suspense, repetition, dialogue, and internal monologue.
May 3, 2019
Students read several examples of narratives. After, students began brainstorming for their own narrative. Once their brainstorming sheet was completed, they reviewed engaging hook techniques.
April 23, 2019
Students reviewed what goes into a great narrative. This includes: a descriptive setting, descriptive and sensory details, varied sentence structure, dialogue and internal dialogue, clear language, and a logical sequence of events. Students then read "All Summer in a Day" and were asked to write a narrative continuing the story from where it left off.
April 22, 2019
Students read an article on fear and how it influences decision-making. Students implemented multiple choice strategies in answering a series of questions related to the article. After, students identified a quote from the article that explains the behavior of the people on Maple Street. Then, students identified a quote from "The Monsters are due on Maple Street" that exemplified their behavior.
April 18, 2019
Students discussed "The Monsters are due on Maple Street." Students discussed who the real monsters were, and if the events of Maple Street could happen today. After, students reviewed tips for answering multiple-choice questions. Students answered multiple-choice questions on the story.
April 17, 2019
Yesterday, students began reading "The Monsters are due on Maple Street." Students noted that this story was written as a commentary on the Cold War. Students read this story looking at signposts, setting, foreshadowing, and the term "mass hysteria." Students completed a tic-tac-toe board that asked them to identify textual evidence and explain their significance. Today, students viewed the television version of this story, and responded to discussion questions.
April 15, 2019
Students discussed scapegoats in the context of WWII, as well as McCarthyism and the Salem witch trials. Students read at least one article and looked at how fear influenced the behavior of the masses. This is leading up to our reading of "The Monsters are due on Maple Street."
April 4, 2019
Students have been working on identifying big ideas and themes within their novels. Students have practiced writing theme statements for passages. Students are preparing for their last discussion tomorrow on theme. They have also been finishing up the four signpost journal responses they were asked to complete throughout the unit. The journals ask students to interact with parts of the text and look closely at why that passage is important.
March 21, 2019
Students worked on analyzing how setting influences the mood of a literary work. Students looked at an excerpt of setting from Dracula. Students identified aspects of the setting and used them to make inferences about the mood. After identifying the mood, students tried to extend the excerpt while maintaining the mood.
March 20, 2019
Today I had students rank the importance of story elements like characters, plot, setting, theme, and conflict. Many students ranked setting low. After, we discussed why setting plays an important role in novels, and especially in our WWII literature circle novels. After discussing the different aspects of setting (time, place, weather, social conditions, and mood), students assigned their group memebers an aspect to identify in their novels for their next discussion.
March 19, 2019
Students met with their groups for their first group discussion. For this discussion, students focused on the main character of their novel. They worked on analyzing this character using S.T.E.A.L. as a reading strategy. Students focused on their character's speech, thoughts, effects on others, actions, and looks as a way of learning more about them. Students reviewed the expectations for the discussion and scored themselves afterwards.
March 14, 2019
Students discussed what they knew about WWII. They viewed a brief overview, and then looked over articles catered to their literature circle choice. This beckground knowledge should help them better understand what happens in their novel.
March 13, 2019
Students previewed the choices for their literature circles. Students read reviews of each novel, so they could assess the pros and cons when making a choice.
March 12, 2019
Students have been working on their Walk Two Moons essay. Today students revised their essay. Students looked over their topic sentences, quote introductions, and analysis.
March 11, 2019
Students went over how to draft a conclusion paragraph. Students worked on their paragraph and then looked over vocabulary words for our next unit. Students used context clues to help define each word.
March 8, 2019
Students reviewed the purpose of a hook and different hook techniques. Students developed a hook for their essays. Students worked on crafting an introduction paragraph.
March 6, 2019
Students reviewed when to use commas in their writing.
March 5, 2019
Students looked over the steps for writing a body paragraph. We reviewed what to include in a topic sentence, as well as the process for analyzing a quote. Students looked at a sample essay to use as a model for their own. After, students began outlining their essay.
February 19, 2019
Students are continuing to work on their close-reading skills. Students annotated a passage and made inferences about characters in Walk Two Moons using evidence to support their claims. After, students looked at vocabulary in context. Students looked at context clues to help define vocabulary words.
February 13, 2019
Students looked at several different claims, quote introductions, citations, and explanations. Students were asked to select the best example of each and discussed why the other examples were not as strong.
Students looked at two different responses to a prompt. Students graded each prompt on how well they executed each category of a rubric. This was done to review with students what they should be aiming for, and avoiding, in their own writing.
After, students selected a prompt to respond to that will be collected and graded.
February 11, 2019
Students read a short poem referenced in Walk Two Moons titled, "the little horse is newlY."
Students thought about how the poem applied to main character of the novel.
After, students began reading chapters 21 and 22. As students read chapter 22, they began filling out a chart comparing and contrasting the experiences of two of the characters.
February 6, 2019
Students reviewed H.O.T. questions. Students practiced creating and answering their own questions to review for their quiz tomorrow.
February 4, 2019
Students read passages and identified point of view. After, students finished a signpost response where they identified a signpost and analyzed it for story elements such as conflict, characterization, foreshadowing, or theme. Students shared their responses and observations before we continued reading.
February 1, 2019
Students identified a signpost from their reading and wrote a brief response. In their response, students are aiming to answer the anchor question, make relevant inferences, and connect the signpost to a story elements such as conflict, characterization, foreshadowing, or theme.
January 28, 2019
Students did a close-reading of page 37 in Walk Two Moons. Students annotated this page for signposts, characterization, conflict, and more. Students made observations, inferences, and predictions. After, students continued reading.
January 24, 2019
Students continued looking at chapter 6 in Walk Two Moons. Students identified examples of S.T.E.A.L. for several characters, and made inferences about each.
January 23, 2019
Students looked closely at Chapter 6 in Walk Two Moons. Students identified signposts, as well as evidence that suggests Sal and Phoebe's moms are unhappy. We will continue our close-reading of this chapter tomorrow, as students analyze several different characters.
January 22, 2019
Students practiced identifying figurative language and sound devices in a short passage. Students read chapters 3 and 4 in Walk Two Moons. While reading, students identified signposts, as well as questions they have. Students made inferences and predictions in response to their questions.
January 21, 2019
Students identified figurative language and sound devices in the first two chapters of Walk Two Moons. After, students discussed the meaning of a "framed narrative" and how it applies to Walk Two Moons.
January 18, 2019
Students began reading Walk Two Moons. As students read, they wrote down descriptions of the different characters and settings. They additionally identified signposts, as well as questions they have. Students made inferences and predictions in response to their questions.
January 14, 2019
Students began drafting their own poems. Students were asked to identify something they are passionate about, and convey that message through a poem. Students are incorporating poetic devices such as imagery, word choice, figurative language, and sound devices into their poems.
January 10, 2019
Students worked in groups creating a poster for the poem they analyzed.
January 9, 2019
Students read, annotated, and analyzed a poem. Students looked at word choice, imagery, symbolism, figurative language, and sound devices.
January 8, 2019
Students discussed the different connotations of words, assessing the different meanings associated with several pairs of words. After, students worked on an independent exploration of poetry. Students looked at a variety of poems, looking at the poetic devices used, and the meaning they can gather from each.
January 7, 2019
Students continued reading and annotating poetry. Students are looking at the poem's structure, as well as poetic devices such as diction, imagery, symolism, figurative language, and sound devices.
January 3, 2019
Students completed differentiated activities based off of their pre-assessment scores. These activities asked students to identify figurative language and sound devices, as well as interpret why an author might use them. After, students worked on writing poems using figurative language and sound devices.
January 2, 2019
Students took notes on figurative language and sound devices. Students walked around the room looking at examples and identifying which elements were being used.