7th Grade

We have finished reading The Hunger Games! This week, we will be watching the movie based on the book and doing a comparison between the two.
In the weeks to come, we will be starting our next novel, The Devil's Arithmetic. 

7th- Poetry Unit

January 16, 2013

In 7th grade Language Arts we are beginning a new unit on Poetry.  Over the next two weeks you should see your child working on different styles of poetry in their spiral or notebook...if they didn't finish in class.  In a couple weeks, they will be using this practice to create their own poetry book.

The following types of poetry may be introduced:

• List Poetry (Describing a favorite vacation location- Focus on the 5 senses)
• Acrostic (Poem that uses their first name)
• Concrete Poetry
• Rhyme-Scheme/Pattern Poem
• Haiku
• Free Verse
• Narrative Poetry

More information will be posted about the project when we begin that portion of the unit.

8th-Utopia Project Update

January 16, 2013
All 8th grade students will receive an updated calendar today or tomorrow, reflecting some minor changes and the absolute, final due date.  Any revision and/or additions to this project must be completed on or before February 15th. 

IMPORTANT: We will NOT be accepting projects until the end of the trimester.

January 14	15 Work Day Typing and Finalize Page #7	16 Work Day Typing and Finalize Page #7	17 Page #7 With illustrations due	18 Introduce Map
January 21 No School (Martin Luther King Jr. Day)	21 Map Due  at the end of Class	22 Graph/Chart Due at the end  of Class	23 Work Day Drafting of the Introduction Page	24 Introduction Page Due at the End of Class
28 No School (Grade Day)	29 About the Author Page (Draft and Type)	30 Table of Contents (Draft and Type)	31 COVER & ILLUSTRATIONS	February 1st Entire Book DONE!!! Turned in
4 NO MORE CLASS TIME WILL BE GIVEN TO THIS PROJECT	5	6	7	8
11 NO MORE CLASS TIME WILL BE GIVEN TO THIS PROJECT	12	13	14	February 15 FINAL DUE DATE FOR ANY REVISIONS OR ADDITIONS TO YOUR PROJECT

7th- Tangerine Assessment Questions

7th grade students have been reading the novel Tangerine by Edward Bloor since November 28th, each day in class.  We will be finishing the novel before Winter Break and completing the final essay assessment.  The students have received the assessment questions, as well as a t-chart to help them gather information as they read.

Tangerine Final Assessment

There are two parts to this assessment.  Use your book while writing each response and remember to back up all of your opinions/arguments with evidence from the book and/or your own life.  Each part needs to be on a separate piece of paper.

PART 1

Author’s Message

What is Edward Bloor’s message about appearance?  Support your argument with evidence from the text.

PART 2

Apply this topic to your own life

Now, write about why this topic (the topic you wrote about for Part 1)  matters in your own world and make your own argument about the topic.  Do you agree or disagree with this message?  Use examples from your own life to defend your argument.

Target 1 (part 1)

7^th Grade Reading/Writing Target:  I can write an interpretation of literary text. (author’s message)

0	1	2	3	3.3
I cannot write an interpretation of literary text.	I can begin to write an interpretation of literary text but I mostly just write the facts from the story.	I can write an interpretation of literary text that is beginning to move beyond just writing the facts.	I can write an interpretation of literary text.	I can write an interpretation and extend my thinking of literary text.

Target 2 (part 1)

7^th Grade Reading/Writing Target: I can cite several pieces of textual evidence to support my interpretation of what the text says explicitly as well as inferences drawn from the text.

0	1	2	3	3.3
I cannot cite the textual evidence that supports an analysis of what the text says explicitly.	I can cite the textual evidence but it does not support my analysis of what the text says explicitly.	I can cite the textual evidence but it does not always support my analysis of what the text says explicitly.	I can cite several pieces of textual evidence to support my interpretation of what the text says explicitly as well as inferences drawn from the text.	I can cite several pieces of textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Target 3 (part 3)

7^th Grade Reading/Writing Target:  I can analyze how a theme or central idea of a text is relevant today by using evidence from the world.

0	1	2	3	3.3
I cannot analyze how a theme or central idea of a text is relevant today.	I can analyze how a theme or central idea of a text is relevant today but do not evidence from the world to support my analysis.	I can analyze how a theme or central idea of a text is relevant today but do not have adequate evidence from the world to support my analysis.	I can analyze how a theme or central idea of a text is relevant today by using evidence from the world.	I can analyze how a theme or central idea of a text is relevant today by using highly effective evidence from the world.

8th- Utopia Project Overview

Utopia Travel Guide

CHALLENGE:  Plan your own Utopia and present it in the form of a travel guide.

BRAINSTORM:  What is important for others to know about your society?

CHARACTERISTIC OPTIONS:

Group 1 (Choose 4):

• Beliefs
• Gender Roles
• Rules/Laws
• Education
• Rights of Individuals
• Type of Government
• Treatment of Various Age Groups
• Family Structure
• Way in which professions are chosen
• Crime Rate and Punishment for Crimes

Group 2 (Choose 2):

• Dining
• Maps
• Sightseeing
• Free Time
• Arts and Entertainment
• Average Climate
• Medical Facilities
• Manner of Dressing
• Creating Families
• Available Transportation
• Parks and Recreation Facilities
• Calendar of Events
• Entertainment
• Celebrations and Rituals

STEP 1: Choose 6 characteristics of your ideal community:

Characteristics from Group 1:

______________________

______________________

______________________

______________________

Characteristics from Group 2:

______________________

______________________

Group 3 (Your Choice):  ______________________

 ****At this point, each student met with their teacher and reviewed their topics.******

Initials _______

Step 2:

Students received time in class to brainstorm ideas about each of their characteristics.  They were asked to list 5-6 details about how each characteristic is represented in your society.

Step 3:

           Students began the drafting process, according to the Utopia Calendar.  Each page of the Travel Guide included the following; Introduction with a strong Lead, Body Paragraphs (2 or 3- depending on topic and details), Conclusion.

Step 4:

          During the drafting process, students were able to set up conference times with their teacher to receive individual feedback before finalizing.  In addition, when the student believed that they were ready to finalize (type) their work, they checked in with their teacher.

Step 5:

         Illustration:  Each page should include a high-quality illustration that the student created.  The illustration should be drawn and colored to fit the topic chosen.

Step 6:

         When the student completes the individual pages, they schedule a conference with their teacher.  At the conference, the student is given direct feedback about their page, so that they can revise and improve their grade immediately....if they choose.

Repeat steps 3-6 until pages are complete.