7ELA- Cattes-3rd Hr. Assignments

Follow the directions on the slides. Use the PREWRITE Activity from Friday to help you complete Part D.

Follow the directions on the slides to complete 2 creative post-reading activities.

Follow the directions on the attached doc to plan your final written test of the year. The pdf of The Outsiders is attached.


The writing and planning you do now WILL BE ALLOWED  to use on your final unit test Monday.

Use the pdf text, your plot map, any notes you’ve taken, and everything you remember to help you complete the following reading quizzes!

Ch. 12 End of Novel- Fill out a detailed Plot map for The Outsiders. On the back add detailed character descriptions.


Paper copies were handed out in class. A digital version is attached below if you're working from home. Open with Kami or any pdf viewer or just look at it to make your own on any paper/blank doc.

O.3 Identify plagiarism


Plagiarism is the act of taking another person's work or ideas and presenting them as your own, either accidentally or on purpose. When you use outside sources in your writing, you must be careful to avoid plagiarism. Look at this source:
Kristen Purcell and Lee Rainie, "Americans Feel Better Informed Thanks to the Internet." Published by the Pew Research Center, 8 Dec. 2014:
The vast majority of Americans believe their use of the web helps them learn new things, stay better informed on topics that matter to them and increases their capacity to share ideas and creations with others.


A quote is when you copy a source's exact words. If you quote a source, you must put the words that were copied into quotation marks and cite the original source.

Internet users appreciate how the Internet increases their capacity to share ideas.

Internet users appreciate how the Internet "increases their capacity to share ideas" (Purcell and Rainie).
EX.

Purcell and Rainie state that Internet users appreciate how the Internet "increases their capacity to share ideas."


A paraphrase is when you use an idea from a source and put it into your own words. If you paraphrase a source, you don't need to use quotation marks, but you still need to cite the original source of the idea.

Internet users appreciate the opportunities for both learning and sharing that the Internet offers.
EX.

According to Purcell and Rainie, Internet users appreciate the opportunities for both learning and sharing that the Internet offers.

Internet users appreciate the opportunities for both learning and sharing that the Internet offers (Purcell and Rainie).


There are different rules about how to format citations, such as when to include page numbers for print sources. Check a style guide, such as the Modern Language Association (MLA) Handbook, for a complete list of these rules.

In class, we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally OR USE ANY PAPER to create your own sketchnotes for Ch. 8 & 9. Use the back of the paper used for Ch. 6-7. Split it in the center with Ch. 8 on top and Ch. 9 on the bottom.

Things to include-
Quotes, drawings, symbols, hashtags.
Connect to the book, to your life, other books..

Fill the page with your thinking!!!

In class, we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally OR USE ANY PAPER to create your own sketchnotes for Ch. 6 & 7. Use the back of the paper used for Ch. 2. Split it in the center with Ch. 4 on top and Ch. 7 on the bottom.

Things to include-
Quotes, drawings, symbols, hashtags.
Connect to the book, to your life, other books..

Fill the page with your thinking!!!

To receive credit:

1. Write a thoughtful multi-sentence response.
2. Begin by restating the question.
3. Support your answer with CITED evidence for the chapter of the text.
4. Explain how your cited evidence connects to your answer.
5. Reread your response to make sure it makes sense and take time to edit for grammar and spelling errors. You may you Grammarly to assist you in checking your writing.

*Answers that are not complete sentences, with no evidence will be marked Incomplete and returned for you to correct before any credit given*

*****Rubric attached below and help page for how to include a proper citation. WATCH Mrs. Oles explain the rubric and writing expectations for these responses. *******

Ch. 5 
How is this chapter similar to your experience right now? 
Find & explain a moment in the text that relates the boys being confined to the church to the experience of someone in quarantine.

Coloma Junior High has won a grant that allows you to select a free book to read this summer.

O.1
When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook.
The eighth edition of the MLA Handbook identifies nine core elements for a citation. These elements should always appear in this order:
Author. Title of the source. Title of the container, Other contributors, Version, Number, Publisher, Publication date, Location. Date of access.
If a citation element does not apply to the type of work being cited, or if the information is missing, that element is left out. Here are examples of how these citations can look:

Format 1

Author. Title of the source. Publisher, Publication date.
Example 1

Austen, Jane. Pride and Prejudice. Dover Publications, 1995.



Format 2

Authors. "Title of the source." Title of the container, Publisher, Publication date, Location. Date of access.
Example 2

Gunn, Janelle P., and Lauren E. Owens. "How to Slash Sodium from Your Diet." Livestrong.com, Demand Media, 30 Mar. 2015, www.livestrong.com/blog/slash-sodium-diet/. Accessed on 31 Mar. 2015.




Here is more information about each element:
Author: This is the name (or names) of the work's creator(s). The first author's name is written in last name, first name format (Smith, Jane). If there is a second author, his or her name is written in first name last name format (Smith, Jane, and John Doe).
Title of the source: This is the title of what you are citing, such as the title of a book. If the source is an entire work, the title appears in italics. If the source is part of a larger work or collection, the title appears in quotation marks. This might be the title of an article, essay, poem, short story, or web page.
Title of the container: When applicable, this is the title of the larger work or collection that the source is a part of. It appears in italics. This might be the title of a book or the name of a newspaper, journal, magazine, or website.
Other contributors: These are other people who helped create the work, such as editors or translators. The citation explains the contributor's role (edited by John Doe).
Version: This is usually the work's edition number (9th ed.).
Number: This is usually the volume number, issue number, or both (vol. 10, no. 15).
Publisher: This is the company that published the work. If the work is a website that has the same name as the publisher, the publisher element is usually left out.
Publication date: This is the date when the work was published.
Location: This is the page number(s) (p. 3, pp. 3–5) or web page address where the source was found.
Date of access: This is the date when a web page was viewed. The date of access is optional, but authors often include it in case the web page is changed later.


O.2
When writing research papers, you will often be asked to follow a particular style guide for your citations. One popular style guide is the Modern Language Association (MLA) Handbook. Look at this source:


Source: The Giver by Lois Lowry, page 24. Published by Houghton Mifflin Company, New York 1993:
Then it was in his hand, and he looked at it carefully, but it was the same apple. Unchanged. The same size and shape: a perfect sphere. The same nondescript shade, about the same shade as his own tunic.



Usually, an in-text citation consists of the author's last name and the page number in parentheses.
The word "nondescript" is used to describe the apple's color (Lowry 24).


If the author is mentioned in the text, do not repeat the name in the citation.
Lowry uses the word "nondescript" to describe the apple's color (24).


Citations should go before any commas or periods, and they should go outside quotation marks.
Jonas sees the apple as a "nondescript shade" (Lowry 24).


Citations should go directly after the facts or ideas that are taken from the source, so they sometimes appear in the middle of a sentence. Citations should not go after your own ideas or analysis.
Jonas sees the apple as a "nondescript shade" (Lowry 24), which hints at the later revelation that color does not exist in Jonas's community.

In class, we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally OR USE ANY PAPER to create your own sketchnotes for Ch. 3 & 4. Use the back of the paper used for Ch. 2. Split it in the center with Ch. 3 on top and Ch. 4 on the bottom.

Things to include-
Quotes, drawings, symbols, hashtags.
Connect to the book, to your life, other books..

Fill the page with your thinking!!!

Ponyboy and Johnny have just woken up at the church on Jay Mountain in Windrixville, OK. They are on the run from the law for the murder of Bob the Soc. Dally has given them $50 and instructions to buy supplies first thing before the story gets out and then don’t leave the church till he comes to give them the all-clear.

Directions: Write out a supply list with your guesses of prices for what they should buy on thor 1 trip to General Store to last them a week. 
Brainstorm a list of activities that the boys might do to pass the time. Add any supplies needed to your list.

KEY IDEA-G.3


In a persuasive essay, an author tries to convince readers to do something or believe something. A persuasive essay usually includes a main claim, supporting claims, and evidence.
The main claim is the author's central argument.
The supporting claims are the reasons that support the author's main claim.
The evidence backs up the supporting claims. Evidence is often information like facts or statistics.
Besides these parts of the essay, an author may use other strategies to persuade readers. For example, the author may introduce an opposing claim or a claim that disagrees with the essay's main claim. The author might explain the opposing claim and give reasons why the opposing claim is weak.
When you read a persuasive essay, consider how it uses supporting claims, evidence, and other strategies. This will help you decide whether the author's argument is reliable and reasonable.


KEY IDEA - G.4
Here are some useful words from the seventh-grade passages in the Trace an argument skill:


alternative-another possibility or option
attribute-to indicate the cause or creator of something
consequently-as a result
indifference-lack of concern or interest
plummet- to fall fast
productive-leading to results

In class, we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally OR USE ANY PAPER to create your own sketchnotes for Ch. 2.

Things to include-
Quotes, drawings, symbols, hashtags.
Connect to the book, to your life, other books..

Fill the page with your thinking!!!

To receive credit:

1. Write a thoughtful multi-sentence response.
2. Begin by restating the question.
3. Support your answer with CITED evidence for the chapter of the text.
4. Explain how your cited evidence connects to your answer.
5. Reread your response to make sure it makes sense and take time to edit for grammar and spelling errors. You may you Grammarly to assist you in checking your writing.

*Answers that are not complete sentences, with no evidence will be marked Incomplete and returned for you to correct before any credit given*

*****Rubric attached below and help page for how to include a proper citation. WATCH Mrs. Oles explain the rubric and writing expectations for these responses. *******

Ch. 1 Question
“I lie to myself all the time. But I never believe me.” What is Ponyboy thinking about?
Have you ever lied to yourself in order to feel better about a problem or situation? Explain.

Follow the tasks listed on the attached slides to help you learn about the setting of The Outsiders before we start reading the novel. 


Wednesday- During class complete Tasks on Slides 3-7. HW if not completed in class.
Thursday- M-Step Day no work assigned
Friday- During class complete Tasks on Slides 8-12. HW if not completed in class. The working link for slide 12 is below.

INTO: Wed- Thursday
1.Review the attached vocabulary lists and complete a QUICK SORT. High light words you know in green. Words you are unsure about in yellow. Words you have no clue what they could be in red. 


2. Using your Red highlighted words first ( then yellow). Create your ingredients using their vocab words’ definitions, antonyms, and synonyms to make a digital Vocab Burger. (Slides 2-5)


3. You will swap burgers and race the clock to correctly assemble their burger menus the quickest. (Work with peers to find vocab burgers you don't have and add them to your menus on slides 7-8)



Watch the attached video to get started digitally!

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

KEY IDEA-


A preposition comes before a noun or pronoun (called the object of the preposition) and connects it to the rest of the sentence. A prepositional phrase is a phrase that begins with a preposition, ends with the object of the preposition, and includes all of the object's modifiers in between.


Steam rose steadily from the enormous geyser.The preposition from connects the object geyser to the rest of the sentence.

Jonah's article about Alaskan oil drilling was incredibly well written.The preposition about connects the object oil drilling to the rest of the sentence.

Remember that prepositions introduce nouns, pronouns, or noun phrases. They do not introduce infinitive phrases or adverbial clauses.


After the show, the dancers greeted their fans.Here, after is a preposition. It connects the object show to the rest of the sentence.

After the show ended, the dancers greeted their fans.Here, after is a conjunction. It introduces an adverbial clause.

Common prepositions include about, above, across, after, against, along, around, beside, between, by, down, during, for, from, in, inside, into, like, near, of, off, on, onto, out, outside, over, through, to, under, up, with, and without.
Some prepositions, like according to, across from, along with, in front of, in spite of, instead of, and far from, consist of more than one word.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

KEY IDEA-

A clause is a group of words that contains both a subject and a predicate.
A clause can function as a complete sentence or combine with other clauses to form compound or complex sentences.



Ex. Samantha grew up in a bilingual family, so she can speak two languages fluently.The clause has a subject (she) and a predicate (can speak two languages fluently).
The Hall of Records, which is found behind Mount Rushmore, contains copies of historical United States documents.The clause has a subject (which) and a predicate (is found behind Mount Rushmore).

A phrase is any group of words that function together in a sentence but lack a subject, a predicate, or both.


Ex. We washed the dishes in the sink after dinner.The phrase does not contain a subject.
The new physician at the hospital has been working long hours.The phrase does not contain a predicate.
Robert and Emily took detailed notes during the lecture on microbiology.The phrase contains neither a subject nor a predicate.


An independent clause is a complete thought that can stand alone as a sentence. 


A dependent clause (or subordinate clause) is not a complete thought and cannot stand alone as a sentence.
the oranges on our tree are ripeThe clause can stand alone. It is independent.
after we pick up Kevin from workThe clause cannot stand alone. It is dependent.
A simple sentence is made up of a single independent clause.
Ben and I spent all day relaxing by the pool.
Some simple sentences have introductory phrases, but the introductory phrase is part of the predicate.
In the winter, Ben usually wears his heavy coat.Ben usually wears his heavy coat in the winter.
A compound sentence is made up of two independent clauses joined by a coordinating conjunction such as and, but, or, or so.
We saw the flash of lightning, and seconds later we heard a rumble of thunder.
A complex sentence is made up of an independent clause and a dependent clause. The dependent clause in a complex sentence usually begins with a subordinating conjunction or relative pronoun. Subordinating conjunctions include after, although, as, because, before, if, since, unless, until, when, and while. Relative pronouns include that, which, who, whom, or whose.
If she ever gets the chance, Terri would love to visit the Egyptian pyramids.During his trip to Italy, Tony visited the Trevi Fountain, which is in Rome.
A compound-complex sentence is made up of two or more independent clauses and one or more dependent clauses.
After Samantha left work, she stopped at the bank, and then she went to the gym.
Sometimes a dependent clause in a complex or compound-complex sentence can interrupt an independent clause.
Orcas that are kept in captivity often have bent dorsal fins.

Follow the directions on the attached activities/slides for responding to "Seventh Grade" by Gary Soto.

EE.1 Correct errors with subject-verb agreement

Key Ideas:
The subject and the verb in a sentence or clause must agree in number.


When a subject is singular, use a singular verb. Singular verbs usually end in -s.
Sarah visits her grandmother.Brian teaches art history.

When a subject is plural, use a plural verb. Plural verbs usually do not end in -s.
Kyle and Jessie walk home.Those brownies smell delicious.

Subject-verb agreement is usually determined by the simple subject. Remember that the simple subject and the verb aren't always adjacent.(next to each other)
The excitement of the fans is palpable.The violinists who performed the duet work together quite often.
Some sentences are inverted, meaning the subject follows the verb.
Original: Your blueberry pancakes are here.Inverted: Here are your blueberry pancakes.

Follow the directions on the attached activities/slides for responding to "Seventh Grade" by Gary Soto.


Your copy of this story is attached to last week's "Close Reading" assignment.


Monday- Reread Story and identify idioms, hyperboles, and uses of personification.
Tues & Wed- Work on creating your Art Handout Slides (2-4)  

Follow the directions on the attached activities/slides for responding to "Seventh Grade" by Gary Soto.

GG.5  Is the word an adjective or adverb?
An adjective is a word that describes or modifies a noun or a pronoun. Adjectives often tell what kind or how many.
The apples were delicious.The adjective tells what kind of apples they were.
An adverb is a word that describes or modifies a verb, an adjective, or another adverb. Adverbs often tell how, when, where, to what extent, or to what degree.
Grace ran really quickly.The adverb really tells how quickly Grace ran.
Most adverbs that tell how end in -ly, like the adverb quickly.
You can't always use -ly to tell whether a word is an adjective or an adverb, though.
She arrives soon.Soon is an adverb that doesn't end in -ly.
Fred has a friendly dog.Friendly is an adjective that ends in -ly.




GG.6 Form and use comparative and superlative adjectives

You can use adjectives to compare people, places, or things.
Comparative adjectives compare a thing or group to some other thing or group. They usually end in -er.
Superlative adjectives compare a thing or group of things to the larger group that it is part of. They usually end in -est.
For most one-syllable adjectives, and for two-syllable adjectives that end in -y, the comparative adjective ends in -er. The superlative adjective ends in -est.
Base
Comparative
Superlative
tall
taller
tallest
For most adjectives with more than one syllable, add more to make comparative adjectives. Add most to make superlative adjectives.
Base
Comparative
Superlative
intelligent
more intelligent
most intelligent

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Follow the directions on the attached activities/slides for reading "Seventh Grade" by Gary Soto.

Follow the directions on the attached activities/slides before we read "Seventh Grade" by Gary Soto.

Follow the directions on the attached activities/slides before we read "Seventh Grade" by Gary Soto.

In class we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally OR USE ANY PAPER to create your own sketchnotes for Wonder.

Things to include-
Quotes, drawings, symbols, hashtags.
Connect to the book, to your life, other books..

Fill the page with your thinking!!!

GG.3 Identify adverbs
An adverb is a word that describes or modifies a verb, adjective, or adverb. It tells you how, when, where, to what extent or to what degree.

Some adverbs tell you HOW. These adverbs usually end in -ly.
How well does she play the accordion?
She plays the accordion splendidly.

Some adverbs tell you WHEN.
When will he perform?
He will perform soon.

Some adverbs tell you WHERE.
Where did she go?
She went downstairs.

Some adverbs tell you TO WHAT EXTENT OR DEGREE.
To what extent or degree is he reasonable?
He is not reasonable.

GG.4 Choose between adjectives and adverbs
An adjective is a word that describes or modifies a noun or a pronoun. Adjectives often tell WHAT KIND or HOW MANY.
The apples were DELICIOUS.
The adjective tells what kind of apples they were.

An adverb is a word that describes or modifies a verb, an adjective, or another adverb. Adverbs often tell HOW, WHEN, WHERE, TO WHAT EXTENT, OR TO WHAT DEGREE.

Grace ran REALLY quickly.
The adverb REALLY tells how quickly Grace ran.

Most adverbs that tell how end in -LY, like the adverb quickly.
You can't always use -LY to tell whether a word is an adjective or an adverb, though.
She arrives soon.

SOON is an adverb that doesn't end in -LY.

Fred has a FRIENDLY dog.

Friendly is an adjective that ends in -LY.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Using the red textbook p. 286-297 or attached pdf textbook pages

Before Reading- Wednesday-Slides 1-4
Read p. 287(Slides 2 &3 ) w your shoulder partner. Discuss what is prejudice, autobiography, and active reading?
Define the 10 words to know (definitions are at bottom of the page in story pages. 288-297)

During reading-Thursday-Slides 5-7
Take notes of important details
Notice the use of Words to Know
Write a summary of the text.


After reading- Friday- Slide 8Then respond to the What If? Writing Prompt in a complete paragraph response.

Use the Google link below to match the vocabulary word that is the best substitute for each bolded word or phrase.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

GG.1 Identify adjectives

KEY IDEA-
An adjective is a word that describes or modifies a noun or a pronoun.
The faded brown belt hung over the back of the chair.

Ex. Robbie carried several books to the attic.

The words this, that, those, and these are adjectives when they modify a noun or pronoun. They are called demonstrative adjectives.
No, I haven't seen that documentary.

Ex. These photos are from our trip to Tahiti.

An adjective can appear before or after the word it modifies.

Ex. Nell planted the fragile seedlings tenderly. The seedlings were fragile.

Adjectives that come after the word they describe are usually connected by a linking verb, like to be, to seem, to appear, or to look.
Ex. He seemed eager for the mail to arrive.

GG.2 Order adjectives

KEY IDEA
Adjectives are words that tell you about a noun. Often, more than one adjective is used to describe the same noun.
She gave me long red silk roses.

The adjectives long, red, and silk all describe the noun roses.

When more than one adjective is used, the adjectives usually go in a certain order. This table shows that order.
Article Opinion Size Shape Age Color Origin Material Purpose or Qualifier Noun
the flat red brick wall
an old Italian race car
a nice little camping stove
A purpose or qualifier is often considered part of the noun. When you put a purpose or qualifier with a noun, the result is similar to a compound word.
race car camping stove

In class we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally OR USE ANY PAPER to create your own sketchnotes for Wonder.

Things to include-
Quotes, drawings, symbols, hashtags.
Connect to the book, to your life, other books..

Fill the page with your thinking!!!

Grab your independent reading book and follow the directions on each slide!

Work on “ Most Important Things Students Should Learn in School .”

Each day we watch you will make a sketchnotes page to demonstrate your understanding.
Thursday on Front Side
10 facts
2 drawings (simple is ok)
1 quote
fill the page.

Friday on Front Side
5 facts
2 drawings (simple is ok)
1 quote
1 hashtag
fill the page.

Monday
Fill any whitespace you have left with items of your choice.
Turn in Tuesday in class.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Please take a moment to complete for yearbook!

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

1 Compare and contrast in informational texts
KEY IDEA-
Authors often use a compare-contrast text structure to discuss ideas, events, people, or things.
When authors compare, they often use signal words such as in the same way, both, and similarly. These signal words help to show how two subjects or topics are similar.
When authors contrast, they often use signal words such as unlike, on the other hand, or however. These signal words help to show how two subjects or topics are different.

2 Match causes and effects in informational texts
KEY IDEA-
Understanding cause and effect relationships can help you see how events or ideas in a text are connected to one another. Writers use signal words and phrases, like because, as a result of, led to, and consequently, to connect causes with their effects.
The Norman victory at the Battle of Hastings led to many changes in the grammar and vocabulary of the English language.

Cause: The Normans won the Battle of Hastings.
Effect: The grammar and vocabulary of the English language changed.

In many industrial metropolitan areas, it is common to find cases of asthma, bronchitis, and emphysema resulting from long-term exposure to air pollution.

Cause: Long-term exposure to air pollution often occurs in industrial areas.
Effect: It is common to see cases of asthma, bronchitis, and emphysema in these areas.

Monday: choose a woman to research (indicate on slide 2) complete slides 3 & 4.

In this activity, you will research a famous female figure to learn more about her life and how she made an impact on history. The following assignments will help you showcase your research:
Read the Student Directions (on slide 2).
Conduct your research on the famous female figure of your choice.
Complete the Brochure Graphic Organizer (on slides 3 - 4).

Tuesday/Wednesday:
Then, transfer your information to the Brochure Template (on slides 5 - 6).

Thursday/Friday:
Finally, answer the essay question, using the Essay Graphic Organizer (on slides 7 - 11) to guide you. Type your Final Essay (on slide 13) after reviewing the Rubric (on slide 12).

B.1 Match the quotations with their themes
A THEME is a key message or lesson communicated in a story, poem, or play. A single work of literature might have a number of themes, and different parts of the story will highlight different themes.

Usually, works of literature don't openly state their themes. But you can often identify themes by looking at important moments in the text, including dialogue, action, and observations made by the narrator.

For example, look at this quotation from an important moment in Tuck Everlasting:
She was afraid to go away alone. It was one thing to talk about being by yourself, doing important things, but quite another when the opportunity arose.
—Natalie Babbitt, Tuck Everlasting. © 1975

To find the theme, analyze the quotation. What does it suggest about the character's values? What life lessons could be taken from the quotation? Use questions like these to make an inference, or an educated guess:
The character thought leaving home would be easy when she didn't actually have to do it.
Finally, apply the inference to the wider world to find a theme:
It's easier to imagine doing brave things than it is to actually do them.

B.2 Determine the themes of short stories
A THEME is a key message or lesson communicated in a story, poem, or play.
Usually, works of literature don't openly state their themes. To find the theme or lesson of a story, look at the main events, the characters, and the characters' goals. Use these story elements to MAKE INFERENCES, or educated guesses. Why did the characters act the way they did? How did they grow or change?
Then, think about how your inferences apply to the wider world. The story might suggest an observation about people in general. Or, it might give a lesson you can use in your own life. These ideas and morals are themes of the story. When you identify a theme or lesson, you should be able to support it with details from the story.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

In class we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally or use any paper to create your own sketchnotes for Wonder.

Use both Ch. 1 & 2. They are shorter chapters.

Read the attached short story & complete the attached mini quiz. YOU CAN REFER BACK TO THE TEXT WHILE TAKING THE QUIZ.

Narrative Writing: Pick up where the author left off in Part 4, and finish the story. Be sure to include the climax & final resolution for the reader.
>>>For a mystery, the Climax is the reveal or apprehension (capture) of the bad guy.

However, there are often still story arcs to wrap up in the Resolution:
the protagonist might say how they knew or discovered the truth
the authorities might discuss the next steps for the bad guy
the protagonist’s internal/emotional arc is resolved (such as overcoming their self-doubt)
subplots and/or external goals are resolved (such as the protagonist earning the promotion they wanted, etc.)
Altogether, those elements are meant to give readers a satisfying ending to a story that feels complete. Without those additional tidbits, the ending would feel abrupt and leave major arcs hanging.

Today make a plan for how you will wrap up the story. Tomrrow you will type it in NOREDINK.

PP. Capitalization
1 Correct capitalization errors
KEY IDEAS
Capitalize the names of people and pets.
Laura Sparky

Capitalize a title of respect if it is used with a name or as a name. Do not capitalize a title of respect if it is used as a common noun.
President Nixon Dr. Chen
a president the doctor

Capitalize the title of a family member if it is used with a name or as a name. Do not capitalize the title of a family member if it is used as a common noun.
Mommy Uncle Dave
my mother an uncle

Capitalize initials.
J. K. Rowling U.S. DVD FBI

Capitalize the names of months, days of the week, and holidays, including words like Day and Eve.
January Monday New Year's Eve

Capitalize the names of historical events, periods, and documents.
Battle of Bunker Hill Renaissance Magna Carta

Capitalize languages, religions, nationalities, and proper adjectives.
Arabic Hinduism Canadian Italian food

Capitalize the names of places:
Cities, states, countries, and other political divisions
London North Dakota Madison County Mexico

Capitalize Places built by people, such as buildings, bridges, streets, and monuments
Linden High School Golden Gate Bridge The Washington Monument

Capitalize Geographical features, such as bodies of water, mountains, deserts, forests, and continents
Nile River Gobi Desert Antarctica

Capitalize a direction word (north, south, east, west) if it is used as the name of a particular region. Do not capitalize a direction word if it is not used as the name of a region.
the Southwest the North
driving southwest the northern horizon

Do not capitalize a word like the or of, unless it is the first word of the sentence.
the Declaration of Independence the Soviet Union

2 Capitalizing titles
KEY IDEA
In a title, capitalize the first word, the last word, and every important word in between.
The Wind in the Willows James and the Giant Peach

These words are not important in titles:
Articles, a, an, the
Short prepositions, such as at, by, for, in, of, on, to, up
Coordinating conjunctions, such as and, but, or

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Review for completion and quality. Submit when completed.

Congratulations! Your investigative team has been hired to assist Chris (Madeline’s attorney) in releasing Madeline from all charges against her. It will be your job to find any and all evidence to help prove Madeline’s innocence.

Use clues from the story AND the investigator’s report to build your case to complete slide 2
Counterclaims: A good arguer is ALWAYS prepared for the “other side” to oppose (to go against) their claim. Before going to trial, Chris needs you to help him prepare for counterarguments by completing slide 3.

BE SURE TO USE EVIDENCE FROM BOTH the story AND the investigator’s report while writing out COMEPLETE SENTENCE RESPONSES.

In class we got a paper version. If you're working from home you can MAKE A COPY of the file attached below and do it digitally or use any paper to create your own sketchnotes for Wonder.

****This book isn't in traditional chapters so we did the first few mini sections (Listen to first 15 min on audio linked below)

1.Review the vocabulary words & definitions
2. Read the Story (We will do more with this story in a later assignment. This is meant to be your 1st read and instructions to the case)
3. Complete ONE task for EACH of the 8 vocabulary words. You can mix the choices up as long as you do something for each word.

We will work on these today (Steps 1-2) and tomorrow (Step 3) in class.

Key Ideas-
R.1 - Synonyms are words with the same, or nearly the same, meaning.
The words cheerful and buoyant are synonyms—both mean happy or upbeat.

R.2 - Antonyms are words with opposite meanings.
For instance, counterfeit is an antonym of the word real. The word counterfeit means fake or forged.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Wed.
4- Wed
3- Thurs.
2- Thurs.
1- Fri.
Repeat for following week. Review for completion and quality. Submit when completed.

Work on “Season- Sensory Details Writing.”

In class we are using paper copies of the attached slides for our Skectchnotes. If working from home, choose 1 of these Digital Sketchnotes to use, or complete on your own piece of paper.

Directions: As you listen to the first chapter read aloud - draw/sketch your thoughts/connections in each of the boxes provided. FILL THE WHITESPACE!

Possible things to note: setting, characters, quotes, genre, major events, conflicts introduced, things it reminds you of (events in your life, other books, movies, games) there are no rules as long as what you include somehow connects to something in the chapter.

Complete each daily set of ELA Review tasks. Submit at the end of the week. (Yes do Friday too!)

In class we are using paper copies of the attached slides for our Skectchnotes. If working from home use these Digital Sketchnotes.

Directions: As you listen to the first chapter read alouds - draw/sketch your thoughts/connections in each of the boxes provided.

Possible things to note: setting, characters, quotes, genre, major events, conflicts introduced, things it reminds you of (events in your life, other books, movies, games) there are no rules as long as what you include somehow connects to something in the chapter.

Tuesday- Harry Potter and the Sorcerer's Stone Chapter 1
Wednesday- Ghost Chapter 1
Thursday- Dear Martin Chapter 1

V.Context clues

1

Find words using context

2

Determine the meaning of words using synonyms in context

3

Determine the meaning of words using antonyms in context

4

Use context to identify the meaning of a word

Open the shared Google Slide presentation and add your banner from copy and pasting your banner (slide #5) from your assignment from last week.

Follow directions on slides.
Monday: choose person to research complete slides 1 & 2.

Follow the directions on attached slides to conduct a pre-presentation rubric check of your banner and write out a notecard of what you will say out loud during your presentation in class.
If you are working from home on this I will post a link to make a Flipgrid vido/voice recording tomorrow.

Writing strategies
J. Organizing writing
1 Order topics from broadest to narrowest
2 Organize information by main idea
3 Transitions with conjunctive adverbs

Key Idea: 1 Order topics from broadest to narrowest
A topic is the subject or principal focus of your writing. The scope of a topic is the range of ideas that the topic covers. A topic with a broader scope is more general and covers a wider range of ideas. A topic with a narrower scope is more specific and covers a more limited range of ideas.
Topic 1: plays written by William Shakespeare
Topic 2: Romeo and Juliet
Romeo and Juliet is a specific play written by William Shakespeare, so Topic 2 has a narrower scope.


Key Idea: 2 Organize information by main idea
Well-organized writing is made up of sections, like paragraphs or chapters. Each section should have a single topic. To organize your writing, group the details so that every detail in a section is about the same topic.


Key Idea: 3 Transitions with conjunctive adverbs
Conjunctive adverbs are words that connect two sentences or independent clauses and show the relationship between them. Conjunctive adverbs can help readers understand how ideas within a piece of writing relate to one another.
For instance, conjunctive adverbs can
show cause and effect (consequently, therefore, as a result, etc.),
compare or contrast ideas (likewise, however, on the contrary, etc.),
add information (moreover, in addition, furthermore, etc.), or
introduce elaboration (incidentally, for example, in fact, etc.).
To use a conjunctive adverb, consider how the ideas in the text relate to one another and what relationships are suggested by different conjunctive adverbs.
Example: An avid traveler, Sarah visits several foreign countries each year. Consequently, she has accumulated a large collection of souvenirs from around the world.
The conjunctive adverb consequently shows that Sarah's traveling is the reason that she has collected so many souvenirs.

Complete the daily ELA Skills Practice. 1 per day over the week.
1- Mon.
2- Tues.
3- Wed.
4- Thurs.
5- Fri.
Review for completion and quality. Submit when completed.

Work on “Gratitude Journaling Day 3.”

Work on “Gratitude Journaling Day 2.”

Work on “Gratitude Journaling Day 1.”

K.1 Identify thesis statements

Your THESIS STATEMENT is the central claim that you intend to argue in a paper. It tells readers your opinion or position about a topic. A thesis statement is often the answer to a research question, supported with facts.


K.2 Distinguish facts from opinions
A FACT is something that can be proved by research or observation.

Napoleon Bonaparte was shorter than King Louis XVI.
The statement above is a fact. The statement can be proved by researching the height of each man and comparing them.

An OPINION is something that a person believes, thinks, or feels. An opinion cannot be proved.

Napoleon Bonaparte was a better leader than King Louis XVI.
The statement above is an opinion. People can have different ideas about what makes someone a "better" leader, so the statement cannot be proved.

Poet Exploration- Amanda Gorman
Complete # 1-5 on attached Google Doc (3 & 5 should be written in complete sentences use blue for your text color)

Work on “What Would You Make Free? (Augmentative Writing with a thesis statement).”

This March, you'll be given a book of your choosing.
Use the website provided to find a book you'd like to own.

Please select a 1st, 2nd, + 3rd choice (in case your 1st choice is out of stock)

The book must cost $5.86 or less.

Read the informational text on slide 1. Respond on slides 2-4. Slide 2 responses should be in complete sentences with evidence from the text to support your thinking. (TTQA)
Submit when complete.

Use the internet to find a MLK quote. Drop it on our class JamBoard linked below (As a stickynote, textbox or upload a saved photo) and add what you think it means to you or how it can apply to the world today. Add your name. No duplicate quotes.

Complete the daily ELA Skills Practice. 1 per day over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Repeat for following week. Review for completion and quality. Submit when completed.

Follow directions on attached link.

Reminder-
Capitalize Title of Songs
Put Lyrics used in " " Qutation Marks
Use 2 complete sentences to argue your reason why that song represents that section of your life.

Key Idea- When you're writing an argument, you want to consider how someone might argue against your claim. Arguments against your claim are called counterclaims, or counterarguments. Addressing counterclaims makes you appear more fair and balanced as a writer, and it can help you build a stronger argument.

A claim is a statement of a writer's argument, position, or opinion. When you make a claim in a piece of writing, you should also give evidence, or details, to support that claim. Strong evidence should show why your claim is valid or true.
Ex.
Claim: Reinhold Messner is the greatest mountaineer of all time.
Evidence: Reinhold Messner was the first person to successfully climb all fourteen of the world's eight-thousand-meter peaks.

Evidence does not provide strong support if it contradicts or opposes your claim:
Ex. Reinhold Messner does not hold the record for the most successful summits of Mount Everest, which currently stands at twenty-one.

Evidence does not provide strong support if it is off-topic or doesn't address why your claim is true:
Ex. Reinhold Messner was born in northern Italy and spent much of the early part of his life climbing the peaks of the Alps.

Imagine you and your friends have been stranded on a deserted island for
days and have finally been rescued! Everyone wants to be taken directly to a
fast food restaurant to eat! In order for that to happen, you must all agree on
which restaurant it should be.

Fill in the areas provided to make a strong case for the restaurant you believe
would be the best for everyone. You will need 3 Claims/reasons for your choice and 1 counterclaim/your friend's opposing idea against your choice.

1. Notes- In your Digital Notebooks - Skill Notes- Add the terms & definitions for ARGUMENT, CLAIM, PREMISE, EVIDENCE
2. READ TEXT- A crime has possibly been committed, and you’ve been hired to take on the role of detective to
help figure out what has happened. Using the information from The Bountiful Case report below and
the photographic evidence.
3. WRITE- Complete the Case Report on slide 2 and slide 3.

Work on “Dear 2020/21, .”

Work on “It all started when/free write.”

Class Join Code: Class code: lucky paper 15

Complete the daily ELA Skills Practice. 1 per over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Repeat for following 2 weeks. Submit when completed

Work on “Cook Family Christmas Letter- Fever 1793.”

Read the following play version of Charles Dicken’s A Christmas Carol
https://action.scholastic.com/issues/2017-18/120117/a-christmas-carol.html

Making an Inference
You’ve just read “A Christmas Carol.” Now it’s time to try this activity.
Tip: An inference is something that isn’t stated but can be figured out from clues in the text.

What to do: Imagine that you are Ebenezer Scrooge. Your nephew Fred has some questions about your experiences on Christmas Eve 1843. Make inferences to answer each of the 5 questions attached with at least one complete sentence. Show your typed responses in red/green colored font.

Use the Quizlet flashcards to brush up on the definitions of the 15 words of the day. You should know what they mean and be able to use the word in a sentence correctly.

Vocabulary Quiz -Thursday

H.1 Compare information from two texts
H.2 Compare two texts with different genres
After taking the notes below. Complete the practice on IXL. Smart Score of at least 90 is the goal. Screenshot your score and attach it to this assignment when you are done.

Notes:
-Compare information from two texts
When you study a topic, it's a good idea to read texts from different authors. Think about how the texts are similar and how they are different. The details included in the texts can help you understand the authors' points of view.

-Compare two texts with different genres
Authors sometimes revisit or reinterpret the same topics, themes, and stories as other authors.
The way that authors present ideas often depends on the genre, or text type, they use. Some genres may help to inform, explain, or persuade readers. Other genres may help to entertain readers or show a more personal perspective. Reading texts with different genres can help readers understand different perspectives or gain a more in-depth understanding of a topic.
When you compare texts about the same topic, think about how authors in different genres build on, challenge, or reveal new viewpoints about that topic.

Use the paper copy of the attached document - or make a digital copy of the example one shared below if you are working from home.

Fill in with complete sentences and specific details from your reading.
Bring to class/submit Friday- use as study guide for book quiz on Friday!

On the back of your plot map from yesterday add the list below. For each item include a short description and the importance it plays in the novel.

Complete the daily work for each day- Slide & Chapter Reading

To do Chapter Readings- Choose from the options below:
1. In class reading of paper text
2. Full Book PDF- a personal copy for your Google Drive attached below
3. YouTube Full Book Playlist- Link attached below

F. Analyzing literature
1 Analyze short stories
2 Vocabulary review: Analyze short stories
3 Label the rhyme scheme
After taking the notes below. Complete the practice on IXL. Smart Score of at least 90 is the goal. Screenshot your score and attach it to this assignment when you are done.

Work on “Shifting Paragraphs from Passive to Active Voice.”

Complete the daily ELA Skills Practice. 1 per over the week.
5- Mon.
4- Tues.
3- Wed.
2- Thurs.
1- Fri.
Repeat for following week. Submit when completed

After taking the notes below. Complete the practice on IXL. Smart Score of at least 90 is the goal. Screenshot your score and attach it to this assignment when you are done.

Add the notes below to your Digital ELA Notebook- Skills Notes (Make a new page if needed)

Commas 11/23
Use commas to separate three or more items in a SERIES. Put a comma after each item in the list, except for the last one. The last comma in the list (right before the coordinating conjunction) is called an Oxford comma or serial comma. The serial comma is sometimes considered optional, but most style guides demand it. (IXL requires it)
*Red, white, and blue are the colors of the American flag.
Expressions that consist of pairs of words, such as "thunder and lightning" and "bread and butter," are generally treated as single items.
*College costs typically include tuition, room and board, and textbooks.
In DATES with a day and a year, use a comma after the day. Also use a comma after the year unless the date ends the sentence.
*January 1, 2001, was the first day of this century.
*Mahatma Gandhi was born on October 2, 1869.
When the NAME OF A CITY is used with the name of its state or country, use a comma after the city. Also use a comma after the state or country unless it ends the sentence.
*Chicago, Illinois, is known as the Windy City.
*We've just booked our flight to Athens, Greece.

Work on “Thanksgiving Choice Writing.”

Complete to a 90 Smart Score. Screen shot and attach to this assignment.

IXL -G. Analyzing informational texts
1 Read and understand informational passages
2 Vocabulary review: Read and understand informational passages

Complete to a 90 Smart Score. Screen shot and attach to this assignment.

Complete the daily ELA Skills Practice. 1 per over the week.
5- Mon.
4- Tues.
3- Wed.
4- Thurs.
5- Fri. Submit when completed

Complete to a 90 Smart Score. Screen shot and attach to this assignment.

Add the notes below to your Digital Notebook Skill Notes-
Figures of speech are words or phrases that use language in a nonliteral or unusual way. They can make writing more expressive.
Alliteration is the repetition of sounds at the beginning of nearby words.
What a lucky little lady you are!
An allusion is a brief reference to something or someone well known, often from history or literature.
"I'd better get home before I turn into a pumpkin!" Lila remarked.
An idiom is an expression that cannot be understood literally. Its meaning must be learned.
The assignment was a piece of cake.
A simile uses like or as to compare two things that are not actually alike.
The cat's fur was as dark as the night.
A metaphor compares two things that are not actually alike without using like or as.
The snow formed a blanket over the town.
Onomatopoeia involves using a word that expresses a sound.
The scrambled eggs hit the floor with a splat.
Personification is giving human characteristics to nonhuman things.
The trees danced in the wind.
A pun involves using a word or phrase in a humorous way that suggests more than one meaning.
A great new broom is sweeping the nation.
Verbal irony involves saying one thing but implying something very different. People often use verbal irony when they are being sarcastic.
Olivia seems thrilled that her car keeps breaking down.

Each breakdown is as enjoyable as a punch to the face.

Complete the skill with a Smart Score of 90 for proficiency.

Incomplete sentences with specific details record 15 Facts about The Yellow Fever Epidemic that ravaged the city of Philadelphia from 179301802.

1.Take notes in your Digital Notebook as we discuss the elements of Historical Fiction.
2. Participate in class discussion. (Read Mrs. Cattes' notes if not in session)
3. Complete the attached JamBoard activity at the bottom of Mrs.Cattes' notes.

Follow the link below to answer #1-5 on the doc attached. Use complete sentences to respond to each question. (TTQA)

We will finish #6-11 after reading Fever 1793.

Work on “Growth Quiz: Sentence- Parts of, Complete/Fragment.”

1.Read the attached article (with a peer?).
2. On your own complete #1-5 after reading in complete sentences.

Respond to the 5 statements attached. Use complete sentences to show your reasoning.

Define these 3 words. Add them to the top of your Anticipation Guide before responding to the 5 Statements.
Bravery-
Independence-
Self-Reliant-

Use Flipgrid to record yourself reading your Spooky Story Final Draft.

While viewing this documentry record 15 facts about the orgins about how the traditions of Halloween started.

Review lesson, take notes in your Digital Notebook under Skills Practice.
Then complete practice for each section.

Read and Respond

Written Response- Full Paragraph
#4 How did the tradition of Halloween begin? Use specific details from the text to explain what you learned in this article.

These questions may help you form a response:
- What was Samhain Eve?
- Why do we carve pumpkins?
- Why do people dress up for Halloween?
- Why is candy (or sweets) typically associated with Halloween?
- How did the tradition spread?

Folklore refers to the fictional stories passed down through generations, often orally, in a particular culture. The folklore of a people often emphasizes the traditional beliefs and values of those people.

As you read the article, ask yourself: what is vampire folklore like in different cultures?

Read Article and Respond to questions 1-4

Complete #5 as a SHORT WRITTEN Response-
How does vampire folklore differ across cultures and history? Use at least THREE examples from the text to support your response.

BEFORE READING THIS TEXT
"Scary" Memories: Before reading, share with a partner one of the times in you life when you've been the most scared. With your partners discuss your experiences and see if there any commonalities.

Analyzing Evidence: While reading, highlight phrases that you agree or disagree with.

Research can lead to conclusions that often represent the sample(Majority), but that there may be individual variations in data points(Outliers).

Complete the attcahed Reading Strategies notes worksheet. The Black Cat by Edgar Allan Poe is a short story that is a study of the psychology of guilt and of our capacity for evil. This story is paired with a Poe favorites: The Raven & The Tell-Tale Heart.

You can choose how to read
1. Video w audio & text attached (use headphones/earbuds or read text w video)
2. Pfd of full text attached

Complete the attcahed Questions #1 -12 Using Complete sentences and evidence from the text to support your thinking.

Sign in with GOOGLE
Read Short Article
Answer 4 attached questions

Read the attached Poem "The Raven" by Edgar Allen Poe

Complete the Guided Reading Questions by referring back to the Poem. Type YOUR responses in BLUE.

Read the attached Poem "The Raven" by Edgar Allen Poe

Complete the Guided Reading Questions by referring back to the Poem. Type YOUR responses in BLUE.

Work on “Short Story- I should have known better....”

Complete the attached practice both pages all tasks.

Work on “I’ve Got a Deal for You.”

1.Use the atached infographic and video to brain storm 20 different words to use in your spooky story now that said is dead. Add them to the Said Grave stone.
2.Copy and paste this slide into your Skills Notes Section of our Digital ELA Notebook.
3.Go through your spooky story and remember Said is Dead. Replace said with vaired tags to add interest to your Spooky Story.

Type your Spooky story here in paragraph format be sure to indent each new paragraph. Think about writing each section of the outline as it’s own paragraph. The rising action will have multiple paragraphs since it should show several problems building to add to the conflict.

Work on “Practice with Sentence Fragments/Clauses.”

Brainstorm and fill out the attached outline to start the writing process for our spooky stories that we will share for parent teacher conferences.

Work on “Parts of Speech Practice.”

Complete the google form Quiz to show that you understand email etiquette based on the 20 tips.

Directions: Use the template email and the rubric on the first slide to compse an email following one of the scenarios attached on second slide. Complete the rubric before submitting. Create a textbook and use X's to show you have completed each item on the rubric.

Complete the 2 attached email tasks be sure to refer to your Email 20 Tips and the part of an email diagram attached.

Paper copies provided in class. If absent, "Make A Copy" of the digital provided below.

Read Seventh Grade by Gary Soto
During reading fill out Reading Strategies Notes examples

After Reading complete
Short Constructed Response Questions 1-5
Writing Exercise

Complete the attached prereading activites

In the Bellringer section of your Digital ELA Notebook-

9/16- What is your favorite book/ reading material?
Why do you like it?
(Paragraph response can include image to support)

Have them identify the errors to refresh their memories
about what you discussed on Day 1.

Fill out the evaluation page with stars and specific reasons for your rating.

Complete the attached task cards. Record emails on slide 1. Work with shoulder partner if in class.

1. Send an email to any teacher with a made up/real question or concern. Save as a draft (or send if a real concern)
2. Watch video linked below- How does this relate to you?
3. Go over Email Etiquette 101 Presentation- taking notes in your ELA Digital Notebook under skills practice tab
4. Complete the Email Etiquette Practice Pages attached-you can type your responses on in a different color ink. Turn in these pages when complete. Finish as HW if not done in class.

Due Friday 9/11

This is your notebook for the year.

9/11- “When I was a boy and I would see scary things in the news, my mother would say to me. ‘Look for the helpers. You will always find people who are helping.” -Mr. Rodgers

What can you/everyday people do to be a helper in a bad situation? (Paragraph response)

Respond with your choice in a complete sentence with an explanation of why.

Be sure to use capitals, end punctuation and reread your submission before turning in.
Only responses done completely will earn points.