MEET YOUR TEACHER

 

 Hi! I am Mrs. Bills and very excited to be part of Clearview's 7th grade team of teachers. More importantly, I am thrilled to be your teacher! This is going to be a fun year full of learning and new adventures and I can't wait to see what the year has in store for us. I want to know all about you but I am going to tell you a few things about me.

 

I was born in Philadelphia, Pa and I am the oldest child. I have graduated from a Catholic High School and I went to Penn State and Temple University. I got my degree in teaching then went onto get my Master's Degree in Educational Administration. My heart though has always been and will always be a Nittany lion. I live in Pilesgrove and have a beautiful Victorian home.

 

I have taught 7th grade for 19 years in Clearview and before that I taught at Delsea as a 7th grade teacher and Logan Township as a 2nd grade teacher. I am married to a wonderful man named Chris for 30 years this September and we have 3 children, all who are grown up now. My favorite part ofmy home is my animals. I have 4 cats, Gerry, Mr. Wiskers, Sassy and Gracie and 1 dog,Roxy who is a pitbull boxer.

 

I am so excited to be your director this year and for you to be part of this AWESOME All Star "cast" we have lined up for room 106. This is going to be a blockbuster year!

 

A few of my favorite things are:

Favorite color- yellow

Favorite season- Fall

Favorite food- lobster and filet mignon

Favorite fast food- Arby's

Favorite drink- Pepsi

Favorite sport- basketball

Favoroite animal- cheetah

Image result for female director clipart

Favorite books- Nonfiction

Favorite group- Aerosmith

Favorite hobby- playing with my grand daughter

 

Remind 101- To: 81010 and in the text area type - @6gdch2. If the 81010 does not work text to  201-345-1390 and type in the text box 6gdch2.

 

 

 

 

All students must come to class with the following items:

3 subject notebook, pencil or pen, (no neon colors, red, pink, green etc), independent reading book, (IRB), a gallon size baggie for book protection, a folder, white-out, and erasers.

 

Google Classroom Codes

 

Period 1-Rainbow Dash -i2usg1

 Period 3-Twilight Sparkle-146v12m

Period 4-Rarity-cgqq50k

 

 

 

I especially like the last one, so import at for teachers to build and maintain a sense of community in their classroom......... Dismissal Checklist - I love this! Maybe give a few more minutes - I love the last item on the list!

 BOOK SWAP COMING IN SEPTEMBER. MORE NEWS TO COME!!

 

 VOCABULARY UNIT 1- VocabularyLevelBUnit1.mp3 

 

 

 

 

Marking Period 1- Coming of Age

 

ANCHOR TEXTS:

 

Extended Text:

Routine Independent Reading: One designated period per week in addition to when time allows and as homework. 

 

Extended Texts: to be determined by classroom teacher from the list below.

 

Extended Texts:

Novels (fiction) -

One of the following will be used for direct instruction

 

  • Tangerine
  • The Adventures of Charlotte Doyle
  • Walk Two Moons
  • Canyons
  • Catherine, Called Birdy
  • Drums, Girls, Dangerous Pie

 

Shorter Texts:

Nonfiction Short Pieces

  • Various asst’d articles that support cultural context and author’s life, coming of age topics for students to make connections to text.  

 

  • Articles to be added in context (i.e. legal blindness, the city of Tangerine, Saint’s Days, sea travel and ships, life on reservation, forensic science, Arizona/New Mexico, pediatric cancer)

 

 

SCOPE articles, stories, and paired text

 

Poetry

  •  “The Rider”
  • “One” by James Berry

 

Anchor text to be determined by teacher as per supervisor approval

 

 

ANCHOR  WRITING TASKS:

 

Writing

  • Routine Writing- journal, reader’s response, writer’s workshop, classwork

 

  • Narrative-

○     Extend a fictional story (4-5 paragraphs)

 

 

 

  • Explanatory/Informative

○     Write an essay (4-5 paragraphs) in which you identify a theme from each text and analyze how each theme is developed.

 

 

 

ANCHOR SL TASKS

 

Speaking/Listening

 

  • Small and whole group discussions
  • Socratic Seminars and Debates

 

  • Novel specific debates to be determined based on anchor text. (i.e. teen issues, coming of age, rites of passage, common struggles)

 

  • How is the conflict in the novel relevant to you in real life?

 

  • Interactive, multi-media Freytag’s diagram plot project (i.e. hyper doc, Tiki Toki, EdPuzzle, BubbleIt)

ANCHOR LANGUAGE TEXTS/TASKS

 

Vocabulary

  • Sadlier Oxford Vocabulary Workshop B
  • Units 1 & 2

 

Grammar

  • Proofreading,
  • capitalization

 

 

Second Marking Period- Memoir

 

 

 

READING TEXTS

WRITING  TASKS

SPEAKING/LISTENING TASKS

LANGUAGE TASKS

ANCHOR TEXTS:

Extended Text:

Routine Independent Reading: One designated period per week in addition to when time allows and as homework. 

 

Extended Texts: To be determined by classroom teacher from the list below.

 

Memoirs (nonfiction) - One of the following will be used for direct instruction

  • Knots in My YoYo String
  • Boy
  • Brown Girl Dreaming (verse)
  • Guts

Shorter Texts:

Fiction Pieces

  • Dahl fictional excerpts
  • Spinelli fictional excerpts
  • Woodson fictional excerpts
  • Paulsen fictional excerpts
  • “Three Century Woman”
  • “A Day’s Wait”

Nonfiction Short Pieces

  • “MK”
  • “An American Childhood”
  • “Fall of the Hindenburg”
  • “Barrio Boy”
  • Glass Castle “Woman on the Street”
  • “The Day I Got Lost”

Drama

  • “A Christmas Carol”/”How Charles Dickens Changed the World” (paired)

SCOPE  articles, stories, and paired text

Poetry

  • “Mother to Son”
  • “How I Learned English”
  • “ The Courage that My Mother Had”
  • “Martin Luther King”
  • “I’m Nobody! Who Are You?”
  • Found Poetry

Possible/optional texts:

Teacher discretion from text lists above, as per supervisor’s approval

 

ANCHOR WRITING TASKS:

Writing

  • Routine Writing  - journal, reader’s response, writer’s workshop, classwork

 

  • Literary Analysis- Compare/Contrast Essay (4-5 paragraphs) In a brief essay

 

  • Compare and Contrast how the characteristics of Fiction and Non-Fiction develop a common theme

 

  • Explanatory/Informative- How does point of view shape the reader’s understanding of the author’s lives and their writing? (4-5 paragraphs)

 

  • Research- Student choice selected from reading to develop understanding of text;
  • Time period of author’s life to include events, people, and setting

ANCHOR SL TASKS

Speaking/Listening

  • Small and whole group discussions
  • Socratic Seminars and Debates

 

  • Weekly Literature Circle Discussions, Book Talk,

 

  • How do memoirs from another place and time relate to me? How do writers craft a personal story?

 

  • Big Question: Do times really change or are we still struggling with the same basic issues? (Fitting in, school, are we doing the right thing, family, etc.)

ANCHOR LANGUAGE TEXTS/TASKS

Vocabulary

  • Sadlier Oxford Vocabulary Workshop B
  • Units 3 & 4

Grammar

  • Subject and predicate, 
  • independent clauses,
  • simple and compound sentences

 

 

 

 

Third Marking Period- Dystopian Communities

 

READING TEXTS

WRITING  TASKS

SPEAKING/LISTENING TASKS

LANGUAGE TASKS

ANCHOR TEXTS:

 

Extended Text: Routine Independent Reading: One designated period per week in addition to when time allows and as homework. 

 

Extended Texts:  to be determined by classroom teacher from the list below

 

Novels (fiction)-

One of the following will be used for direct instruction

  • Hunger Games
  • City of Ember
  • The Testing
  • Z for Zachariah
  • The Maze Runner
  • The Giver (lit circle option/not for direct instruction)

 

Shorter Texts:

Nonfiction Short Pieces

  • “All-Together Now” Barbara Jordan
  • Various articles regarding society, dystopian models,

 

SCOPE articles, stories, and paired text

 

Poetry

  • “Father William”
  • “Jim”
  • “Miracles”

 

Anchor text to be determined at teacher’s discretion as per supervisor’s approval

 

 

 

 

ANCHOR  WRITING TASKS:

 

Writing

  • Routine Writing   - journal, reader’s response, writer’s workshop, classwork

 

  • Literary Analysis- Film vs. Novel  4-5 paragraphs; compare how the point of view develops the characters, plot and theme between a dystopian novel and film

 

  • Research/Explanatory/Informative on societal issues/dystopian society  
  • Lit Circle research, role of government in societies

 

  • Argument:
  • Should the government play more or less of a role in our lives? (4-5 paragraphs)

 

ANCHOR SL TASKS

 

Speaking/Listening

  • Small and whole group discussions
  • Socratic Seminars and Debates: Should the government play more or less of a role in our lives?

 

  • Discuss, analyze, and present effectiveness of media messages in small groups and whole class- present research on media bias and  government control

 

  • Class discussion, small group, to class,  (This is not a research project/assessment. These are mini research to develop context and understanding of text.)

ANCHOR LANGUAGE TEXTS/TASKS

 

Vocabulary

  • Sadlier Oxford Vocabulary Workshop B
  • Units 5&6

 

Grammar

  • subordinate clauses, complex sentences

     

 

 

Fourth Marking Period- Short Stories/Poetry

READING TEXTS

WRITING  TASKS

SPEAKING/LISTENING TASKS

LANGUAGE TASKS

ANCHOR TEXTS:

 

Extended Text:

Routine Independent Reading-One designated period per week in addition to when time allows and as homework. 

 

Extended Texts:

Short Stories-fiction

One of the following will be used for direct instruction

 

  • “After Twenty Years” O’Henry
  • “Man from the South” by Roald Dahl/Hitchcock Presents/Tales of the Unexpected
  • “Lamb to the Slaughter” by Roald Dahl/Hitchcock Presents/Tales of the Unexpected
  • “Dip in the Pool” by Roald Dahl/Hitchcock Presents
  • “Hey, You Down There” by Harold Rolseth/
  • “Thanksgiving” Amazing Stories
  • “Nightmare at 20,000 Feet” by Richard Matheson/Twilight Zone

 

Shorter Texts:

Nonfiction Short Pieces

  • Article of the Week- IZZIT.ORG, NewsELA, ReadTheory.Org

 

  • Biography of short story authors

 

Drama-

  • “Sorry, Wrong Number”

 

SCOPE  articles, stories, and paired text

 

Poetry

  • “If” by Rudyard Kipling by Emily Dickinson
  • Asst’d other various titles

 

 

Anchor text to be determined at teacher discretion per supervisor’s approval

 

 

 

ANCHOR  WRITING TASKS:

 

Writing

  • Routine Writing: journal, reader’s response, writer’s workshop, classwork

 

  • Routine writing as part of journal and classwork at teacher’s discretion:
    • Narrative Extension writing task.
    • Theme Analysis- from two or more texts.
    • Literary Analysis.

 

 

  • Compare/Contrast short story vs. film. Student choice, select one short story and film from the unit. Compare and contrast how the point of view shapes the reader’s understanding of the text.

 

  • Explanatory/Informative- response to article of the week. Question is text specific based on article and focus in 2-3 paragraphs.

 

 

  • Research: assign figurative language elements. Students research and select a poem to analyze for figurative language and present to class.

 

ANCHOR SL TASKS

 

Speaking/Listening

  • Small and whole group discussions
  • Project Based presentations focusing on use of multi-media and visual displays-Book Talk presentation/Book Trailer for Independent Reading Book

 

 

ANCHOR LANGUAGE TEXTS/TASKS

 

Vocabulary

  • Sadlier Oxford Vocabulary Workshop B
  • Units 7&8

 

Grammar

  • comma rules, homophones
  •  

  • Mathematical Practices and Motivating Students
  • English Rules | Grammar Rules | Punctuation and ...

    www.grammarbook.com/english_rules.asp

    English rules with examples about grammar, punctuation and capitalization provided by The Blue Book of Grammar and Punctuation.

    • Rule 1. Use commas to separate words and word groups in a simple series of three or …

    • The apostrophe is a punctuation mark used to mark omissions and possessives of nouns …

    • Quotation marks are punctuation marks used in pairs to set off speech, a quotation, a …

    • It's no accident that a semicolon is a period atop a comma. Like commas, semicolons …

    • Capitalization is the writing of a word with its first letter as an upper case and the …

    • Being able to find the right subject and verb will help you correct errors concerning 

     

    Image result for cut directorImage result for cut director