Storm Center Update
7th and 8th Grade Writing
Contact Me!
Email: sstorm@athertonschools.org
Website: www.athertonschools.org
Location: 3354 S Genesee Rd, Burton, MI, United States
Phone: 810-591-9184
Facebook: https://www.facebook.com/sstormathertonschools.org
THANK YOU, PARENT GROUP!!!!
Week of 2/22 through 2/26
MONDAY
1. Go to the site below and LOG IN TO YOUR ACCOUNT.
2. Do the tests below.
3. Take a SCREENSHOT of your results FROM YOUR DASHBOARD. So it will be just one screenshot. I'll show you how.
4. Add your screenshot to Google Classroom
5. Turn your screenshot in by the end of the hour.
6. If you finish early, please review the answers you got wrong to help you understand why your choice was incorrect.
TUESDAY
Textual Analysis #4
1. Make sure you already have a copy of the Google Doc below.
2. The reading is the second link. (I ALSO ADDED A LINK TO VOCABULARY WORDS BELOW FOR THE READING)
3. We will read the text together after we go over the terms used for textual analysis
4. We will work together finding as many examples from the text which illustrate the textual analysis terms on the graphic organizer (you will be typing into the document)
5. Turn in the document by the end of the hour
***** You have been given a link to flash cards for these terms. In addition, the terms are all defined on the graphic organizers with blue links. You are responsible to learn the definitions for these words. A quiz is coming . . . . *****
WEDNESDAY and THURSDAY
Sample PSAT Essays
Below are two types of writing you may do on the PSAT. The first two links require you to use your own opinion to respond to the prompt given. The last link is for a written response where you have to discuss what the writer DOES in his or her piece.
FRIDAY
Friday Freewrite and Tween Tribune
1. Go to the first link below
2. Type in your username and password (given to you in class)
3. Choose "save password"
4. When you get to your "dashboard," click the star button to bookmark the site
5. Follow the instructions for the assigned reading and short quiz
6. When done, please do a free write and submit the free write to the Google
Week of 2/15 through 2/19
MONDAY
No School
TUESDAY
1. Make sure you already have a copy of the Google Doc below.
2. The reading is the second link.
3. We will read the text together after we go over the terms used for textual analysis
4. We will work together finding as many examples from the text which illustrate the textual analysis terms on the graphic organizer (you will be typing into the document)
5. Turn in the document by the end of the hour
***** You have been given a link to flash cards for these terms. In addition, the terms are all defined on the graphic organizers with blue links. You are responsible to learn the definitions for these words. A quiz is coming . . . . *****
WEDNESDAY
1. Make sure you already have a copy of the Google Doc below.
2. The reading is the second link.
3. We will read the text together after we go over the terms used for textual analysis
4. We will work together finding as many examples from the text which illustrate the textual analysis terms on the graphic organizer (you will be typing into the document)
5. Turn in the document by the end of the hour
***** You have been given a link to flash cards for these terms. In addition, the terms are all defined on the graphic organizers with blue links. You are responsible to learn the definitions for these words. A quiz is coming . . . . *****
THURSDAY
1. Make sure you already have a copy of the Google Doc below.
2. The reading is the second link. (I ALSO ADDED A LINK TO VOCABULARY WORDS BELOW FOR THE READING)
3. We will read the text together after we go over the terms used for textual analysis
4. We will work together finding as many examples from the text which illustrate the textual analysis terms on the graphic organizer (you will be typing into the document)
5. Turn in the document by the end of the hour
***** You have been given a link to flash cards for these terms. In addition, the terms are all defined on the graphic organizers with blue links. You are responsible to learn the definitions for these words. A quiz is coming . . . . *****
FRIDAY
Friday Freewrite and Tween Tribune
1. Go to the first link below
2. Type in your username and password (given to you in class)
3. Choose "save password"
4. When you get to your "dashboard," click the star button to bookmark the site
5. Follow the instructions for the assigned reading and short quiz
6. When done, please do a free write and submit the free write to the Google
Week of 2/8 through 2/12
MONDAY
1. Create a Google Doc
2. Write non-stop for 15 minutes (I will time you)
3. Focus on your typing skills as well as your conventions (grammar, spelling, capitalization)
4. Turn your free write in on Google classroom
5. Independently read for the remainder of the hour.
TURN IN THE SCREENSHOTS OF YOUR PRACTICE TESTS IF YOU HAVE NOT DONE SO ALREADY!!!
TUESDAY
1. Go to the site below and LOG IN TO YOUR ACCOUNT.
2. Do the tests below. They are ALL very short
3. Take a SCREENSHOT of your results FROM YOUR DASHBOARD. So it will be just one screen shot. I'll show you how.
4. Add your screenshot to Google Classroom
5. Turn your screenshot in by the end of the hour.
6. If you finish early, please review the answers you got wrong to help you understand why your choice was incorrect.
WEDNESDAY
Textual Analysis Practice #1
1. Make sure you already have a copy of the Google Doc below.
2. The reading is the second link.
3. We will read the text together after we go over the terms used for textual analysis
4. We will work together finding as many examples from the text which illustrate the textual analysis terms on the graphic organizer (you will be typing into the document)
5. Turn in the document by the end of the hour
***** You have been given a link to flash cards for these terms. In addition, the terms are all defined on the graphic organizers with blue links. You are responsible to learn the definitions for these words. A quiz is coming . . . . *****
THURSDAY
Textual Analysis Practice #2
1. Make sure you already have a copy of the Google Doc below.
2. The reading is the second link.
3. We will read the text together after we go over the terms used for textual analysis
4. We will work together finding as many examples from the text which illustrate the textual analysis terms on the graphic organizer (you will be typing into the document)
5. Turn in the document by the end of the hour
***** You have been given a link to flash cards for these terms. In addition, the terms are all defined on the graphic organizers with blue links. You are responsible to learn the definitions for these words. A quiz is coming . . . . *****
FRIDAY
PSAT Practice Tests
1. Go to the site below and LOG IN TO YOUR ACCOUNT.
2. Do the tests below. They are ALL very short
3. Take a SCREENSHOT of your results FROM YOUR DASHBOARD. So it will be just one screen shot. I'll show you how.
4. Add your screenshot to Google Classroom
5. Turn your screenshot in by the end of the hour.
6. If you finish early, please review the answers you got wrong to help you understand why your choice was incorrect.
Week of 2/1 through 2/5
MONDAY
Students will begin using the Chromebooks 2 days a week to help them practice typing faster and more accurately as well as to encourage them to edit their work. Today we will do a timed free write on the Chromebooks in order to gauge how much they are able to type in a set time period. Free writes will be turned in on Google Classroom.
TUESDAY
Students will begin a unit focused on preparing them for the PSAT. Today we will do some practice tests together using THIS site.
WEDNESDAY
Students will continue to review what the PSAT writing portion is all about. We will be looking at sample tests and questions online using the Chromebooks. Students will begin learning vocabulary in order to be successful on the PSAT.
THURSDAY
Students will continue doing practice tests in class using THIS site.
FRIDAY
Students will have INDEPENDENT READING timeWeek of 1/25 through 1/29
Week of 1/18 through 1/22
Students were given a tutorial on how to use “Google Classroom.” We will be doing all our work online for the next few weeks (including our final exam).
Students must sign in using their SCHOOL GOOGLE ACCOUNTS
Students went to https://classroom.google.com/
They clicked “add a class”
The code for our class is: ab4kil2
HERE is a tutorial on how to join a class using a class code.
MONDAY
No school
TUESDAY
Students will do the TEXT BASED RARE QUESTION #2 which is found on our Google Classroom. It was due, turned in on Google Classroom, at the end of the hour.
HERE is a tutorial on how to turn in an assignment.
WEDNESDAY
Students will do the TEXT BASED RARE QUESTION #3 which is found on our Google Classroom. It was due, turned in on Google Classroom, at the end of the hour.
HERE is a tutorial on how to turn in an assignment.
THURSDAY
Students will do the TEXT BASED RARE QUESTION #4 which is found on our Google Classroom. It was due, turned in on Google Classroom, at the end of the hour.
HERE is a tutorial on how to turn in an assignment.
FRIDAY
Students will do the TEXT BASED RARE QUESTION #5 which is found on our Google Classroom. It was due, turned in on Google Classroom, at the end of the hour.
HERE is a tutorial on how to turn in an assignment.
Week of 1/11 through 1/15
Here is the presentation on how to give complete answers using the RARE response strategy. Here is the presentation.
MONDAY
Snow Day
TUESDAY
Snow Day
WEDNESDAY
Students will do independent reading and then write a response to their reading using the RARE format.
THURSDAY
Students will be given a tutorial on how to use “Google Classroom.” We will be doing all our work online for the next few weeks (including our final exam).
Students must sign in using their SCHOOL GOOGLE ACCOUNTS
Students went to https://classroom.google.com/
They clicked “add a class”
The code for our class is: ab4kil2
HERE is a tutorial on how to join a class using a class code.
FRIDAY
Students will do the TEXT BASED RARE QUESTION #1 which is found on our Google Classroom. It was due, turned in on Google Classroom, at the end of the hour.
HERE is a tutorial on how to turn in an assignment.
Week of 1/4 through 1/8
Here is the presentation on how to give complete answers using the RARE response strategy. Here is the presentation.
MONDAY
Students will practice RARE strategy using the following question:
The New Year is often a time in which people make "resolutions" or set goals to improve themselves in the coming year. What are 3 resolutions you will set to work on for the coming year? Include the specific resolutions or goals, why you need to make them (these will be your "reasons"), and HOW YOU WILL ACHIEVE THEM (these will be your examples and evidence). YOU MAY USE "I" IN YOUR RESPONSE.
HERE is the rubric for answers.
TUESDAY through FRIDAY
Students will practice RARE strategy to work through persuasive topics. They will be writing self-based responses.
HERE IS THE LIST OF POSSIBLE TOPICS
Students will choose whichever topics they’d like to write about each day.
HERE is the rubric for answers.
Week of 12/14 through 12/18
Here is the presentation on how to give complete answers using the RARE response strategy. Here is the presentation.
MONDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
We read “About Homelessness” and “Maggie and the Mission” and answered the question on page 26, using the graphic organizer provided.
Presentation on how to give complete answers using the RARE response strategy. Here is the presentation.
TUESDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
WEDNESDAY
Students will have a TEST using the RARE strategy (PART 1).
THURSDAY
Students will have a TEST using the RARE strategy (PART 2).
FRIDAY
Students will have independent reading time.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write arguments to support claims with clear reasons and relevant evidence
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Week of 12/7 through 12/11
Presentation on how to give complete answers using the RARE response strategy. Here is the presentation.
MONDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
HERE and HERE are the readings we will be using today
Here is the Question based on the text. Students must use the RARE strategy to answer: Compare the moods created in "Leaving the Library" and "The Traveler." In your response, use details and examples from both poems that support your answer. Write your answer on your answer document.
TUESDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
We read “Matchmaker” today and answered the question on page 4 using the graphic organizer
WEDNESDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
We read “Should Adoption Records be Open” today and answered the question on page 7 using the graphic organizer
THURSDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
We read “Cyberbullying Crackdown” and answered the question on page 11 using the graphic organizer provided.
FRIDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
We read “Profile of an Actor” and “The Creative Path” and answered the question on page 21, using the graphic organizer provided.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write arguments to support claims with clear reasons and relevant evidence
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Week of 11/30 through 12/4
MONDAY
Students will view a presentation on how to give complete answers using the RARE response strategy. Here is the presentation.
Students will practice the strategy in class today using the questions in the presentation.
TUESDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
HERE is the text we will be using today
Here is the Question based on the text. Students must use the RARE strategy to answer: Explain whether the title helps a reader understand an important idea of this article. In your response, use information from the article that supports your explanation.
WEDNESDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
HERE is the text we will be using today
Here is the Question based on the text. Students must use the RARE strategy to answer: The houseboat headquarters for Chad's team was named The Miracle. Is The Miracle an appropriate name for the houseboat? In your response, use information from the article that supports your answer. Write your answer on your answer document.
THURSDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
HERE and HERE are the readings we will be using today
Here is the Question based on the text. Students must use the RARE strategy to answer: Compare the moods created in "Leaving the Library" and "The Traveler." In your response, use details and examples from both poems that support your answer. Write your answer on your answer document.
FRIDAY
Students will continue to practice the RARE strategy.
HERE is the rubric for answers.
HERE is the text we will be using today
Here are the questions we will be answering today:
How does the author use the dinner table conversation to make the characters seem real? In your response, use details from their conversation that make the characters seem real.
2nd question: How does the author create comedy in the passage? In your response, use details from the passage that create comedy.
Week of 11/23 through 11/27
HERE ARE THE ANSWERS FOR ALL THE PARTS OF SPEECH HANDOUTS AND THE 1ST PARTS OF SPEECH TEST
MONDAY
7th grade: Students are sharing their “Seasons” poems
8th grade: students are watching a biography video on Edgar Allan Poe and completing a response handout as they watch
TUESDAY
7th grade: students are watching a video in class today
8th grade: students are watching a biography video on George Washington and completing a response handout as they watch
WEDNESDAY
NO SCHOOL
THURSDAY
NO SCHOOL
FRIDAY
NO SCHOOL
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Week of 11/16 through 11/20
MONDAY
Students will be Independent Reading in their novels, looking for Descriptive Writing examples. They will write 1 page in response to their reading. Students who choose to rewrite their Scary Stories for a better grade will be conferencing with me at this time. NO STUDENT MAY REWRITE FOR A HIGHER GRADE WITHOUT MEETING WITH ME FIRST TO CONFERENCE.
TUESDAY
7th grade:
134 through 137
8th grade: pgs 134 through 137 in Green Book
Respond to a biography (assignment on page 137) using the following biography
http://www.biography.com/people/jimmy-carter-9240013
Interview another person and complete Bio Cube for homework (students are to complete the planning sheet AND the Bio Cube).
WEDNESDAY
7th: work on sensory poems
8th: Finish response to a biography (assignment on page 137) using the following biography
http://www.biography.com/people/jimmy-carter-9240013
Then begin drafting biography off of bio cube
THURSDAY
7th: Complete sensory poems
8th: Finish rough draft of biography
FRIDAY
8th: Complete biography, due at end of hour; Independent Reading
7th: Share sensory poems; Independent Reading
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Week of 11/9 through 11/13
MONDAY
Students will be Independent Reading in their novels, looking for Descriptive Writing examples. They will write 1 page in response to their reading.
TUESDAY
Students will use the hour to write descriptive paragraphs. HERE is the link to the assignment.
WEDNESDAY
Students will continue a descriptive writing unit. We will be using the class text books for assignments. Below are the scanned pages we used today.
We read pages 122 through 125 in both classes. The writing assignments for both class can be found in the notes.
THURSDAY
Students will continue a descriptive writing unit. We will be using the class text books for assignments. Below are the scanned pages we used today.
We read pages 126 through 129 in both classes. Students wrote a full page for the journal writing on page 127, then wrote 1 to 2 paragraphs for the writing exercise on page 129. They also completed the grammar link (1-5) on page 129.
8th GRADE NOTES ARE HERE
7th GRADE NOTES ARE HERE
FRIDAY
Students will continue a descriptive writing unit. We will be using the class text books for assignments. Below are the scanned pages we used today.
We read pages 130 through 133 in both classes. Students wrote a full page for the journal writing on page 131, then wrote 2 paragraphs for the writing exercise on page 133. They also completed the grammar link (1-5) on page 133.
8th GRADE NOTES ARE HERE
7th GRADE NOTES ARE HERE
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Week of 11/2 through 11/6
MONDAY
Students will be Independent Reading in their novels, looking for Descriptive Writing examples. At the end of the hour, students will fill out THIS graphic organizer and turn it in.
TUESDAY
NO SCHOOL
WEDNESDAY
STUDENTS: BRING IN A PICTURE OF SOMEONE AND A PICTURE OF A FAVORITE OBJECT OR ANIMAL (2 PICTURES TOTAL) FOR THURSDAY!
Students will begin a descriptive writing unit. We will be using the class text books for assignments. Below are the scanned pages we used today.
We read pages 110 through 113 and answered all the questions on page 113
Students will also be continuing to review Parts of Speech. We will focus on CONJUNCTIONS today. THIS IS HOMEWORK!
THURSDAY
STUDENTS: YOU NEED A PICTURE OF SOMEONE AND A PICTURE OF A FAVORITE OBJECT OR ANIMAL (2 PICTURES TOTAL) FOR TODAY!
Students will continue to work on a descriptive writing unit. We will be using the class text books for assignments. Below are the scanned pages we used today.
We read pages 114 through 117 in the green book (both classes)and WROTE TWO descriptive passages (see first page of notes). We described a person and an animal or object.
HERE are the notes for today (7 AND 8 GRADE DID THE SAME READINGS TODAY).
Students will also be continuing to review Parts of Speech. We will focus on INTERJECTIONS today. THIS IS HOMEWORK!
FRIDAY
½ DAY
Students will be correcting grammar packets so far. HERE is the link to the answers.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Week of 10/26 through 10/30
MONDAY
Students will continue drafting Scary Stories, using THIS packet as a guide for pre-writing and drafting.
HERE is the rubric for the story.
HERE is a list of spooky vocabulary words to use in the stories.
HERE is a story map to help students plan their stories.
Students will also be continuing to review Parts of Speech. We will focus on VERBS today. THIS IS HOMEWORK!
HERE ARE THE NOTES FOR 10/26 THROUGH 10/29
TUESDAY
Students will complete their first drafts of their Scary Stories by class time on Wednesday, using THIS packet as a guide for pre-writing and drafting.
HERE is the rubric for the story.
HERE is a list of spooky vocabulary words to use in the stories.
HERE is a story map to help students plan their stories.
WEDNESDAY
Students will workshop their first draft of their Scary Stories, going through a peer-edit and begin polishing their work into a final draft. Final drafts are due FRIDAY, OCTOBER 30.
Students will also be continuing to review Parts of Speech. We will focus on ADVERBS today. THIS IS HOMEWORK!
HERE ARE THE NOTES FOR 10/26 THROUGH 10/29
THURSDAY
Students will work on polishing their work into a final draft. Final drafts are due FRIDAY, OCTOBER 30.
Students will also be continuing to review Parts of Speech. We will focus on PREPOSITIONS today. THIS IS HOMEWORK!
HERE ARE THE NOTES FOR 10/26 THROUGH 10/29
FRIDAY
SCARY STORIES ARE DUE!
Students will use the hour to share their work.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Week of 10/19 through 10/23
MONDAY
Independent reading and writing in response to reading time.
TUESDAY
Students will begin crafting Scary Stories, using THIS packet as a guide for pre-writing and drafting. We will work through pages day by day through Thursday.
HERE is the rubric for the story.
HERE is a list of spooky vocabulary words to use in the stories.
HERE is a story map to help students plan their stories.
Students will also be continuing to review Parts of Speech. We will focus on NOUNS today.
HERE are the answers to the Noun Packet for review
HERE ARE THE NOTES FOR TODAY. BOTH PAGE 4 AND THE WHOLE NOUN PACKET ARE HOMEWORK.
WEDNESDAY
Students will begin crafting Scary Stories, using THIS packet as a guide for pre-writing and drafting. We will work through pages day by day through Thursday.
HERE is the rubric for the story.
HERE is a list of spooky vocabulary words to use in the stories.
HERE is a story map to help students plan their stories.
Students will also be continuing to review Parts of Speech. We will focus on PRONOUNS today. THIS IS HOMEWORK!
HERE are the notes for today. Students completed (or finished for homework) through page 6 today, including a detailed drawing of a character and an annotated map of the setting for their stories.
THURSDAY
Students will begin crafting Scary Stories, using THIS packet as a guide for pre-writing and drafting. We will work through pages day by day through Thursday.
HERE is the rubric for the story.
HERE is a list of spooky vocabulary words to use in the stories.
HERE is a story map to help students plan their stories.
Students will also be continuing to review Parts of Speech. We will focus on ADJECTIVES today. THIS IS HOMEWORK!
HERE are the notes for today. Students completed (or finished for homework) through page 7 today, including a detailed STORY MAP for their stories (last page of the packet).
FRIDAY
Students will begin DRAFTING Scary Stories, using THIS packet as a guide.
HERE is the rubric for the story.
HERE is a list of spooky vocabulary words to use in the stories.
HERE is a story map to help students plan their stories.
We will complete our stories by WEDNESDAY, October 28th.
HERE are the notes for today.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Week of 10/12 through 10/16
TEST ON WEDNESDAY OVER 8 PARTS OF SPEECH! HERE is a STUDY GUIDE
MONDAY
Students will work on grammar practice today, focusing on prepositions.
HERE are the notes for todayTUESDAY
Students will work on grammar practice today, focusing on conjunctions.
HERE are the notes for today
HERE is a link to a Youtube playlist reviewing the parts of speech
WEDNESDAY
Students take a test today over the 8 parts of speech. Those who finish early will have Independent Reading time.
THURSDAY
Students will use the hour to correctly label the parts of speech for 30 or more words within a passage from a novel or other book they are reading (not a grammar book). They will need to re-copy the sentences they are using onto separate paper then label the parts of speech.
HERE are today’s notes.
FRIDAY
*STUDENTS WHO SCORED BELOW A 30/40 ON THE PARTS OF SPEECH TEST MAY RETAKE IT TOMORROW DURING CLASS. THEY WILL THEN HAVE TO MAKE UP THE "WRITING IN RESPONSE TO READING" AS HOMEWORK.
Independent reading and writing in response to reading time.
Week of 10/5 through 10/9
MONDAY
Students will work on grammar practice today, focusing on adjectives.
HERE are the notes for today
TUESDAY
Students will work on grammar practice today, focusing on adjectives and adverbs.
HERE are the notes for today
HERE is a list of adverbs for review
WEDNESDAY
Students reviewed adverbs today and corrected their practice work. They were also given a “cheat sheet” of adverbs, which they may use on Monday’s test (as long as they remember to bring their own copy- which they were given). After we corrected handouts, students were given independent reading time.
HERE are the notes for today.
THURSDAY
Students will work on grammar practice today, focusing on pronouns.
HERE are the notes for today
FRIDAY
Students will work on grammar practice today, focusing on interjections.
HERE are the notes for today
Independent reading and writing in response to reading time.
TEST ON WEDNESDAY OVER 8 PARTS OF SPEECH! HERE is a STUDY GUIDE
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Week of 9/28 through 10/2
7th and 8th Writing
MONDAY
Students began work on a memory map, due tomorrow.
HERE are today’s notes.
TUESDAY
Students will use one location from their memory maps and write a short 3 paragraph reflection on the memory.
HERE are today’s notes.
WEDNESDAY
Students will work on grammar practice today, focusing on parts of speech.
HERE are the notes for today
THURSDAY
Independent reading and writing in response to reading time
FRIDAY
Students will work on grammar practice today, focusing on parts of speech.
HERE are the notes for today
CCSS.ELA-LITERACY.W.7.2 - CCSS.ELA-LITERACY.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.Week of 9/21 through 9/25
7th and 8th Writing
MONDAY
“If you really want to know about me, you should know . . . “ writing prompt
TUESDAY
“I come from . . . .” listing specific sensory memories from our history, focusing on sights, sounds, touches, tastes and smells.
WEDNESDAY
Finish “I come from” prewrite, then begin drafting poem (click for link to handout)
THURSDAY
Return to Monday’s prewrite(If You Really Want to KNow Me . . .) and choose write a letter to your 25 year old self using material you’ve already written. Here is the assignment for the letter. Students will also complete their “I Come From” poems. Here is a resource for adjectives to use on our poems and letters. And here is another, organized by the senses.
FRIDAY
WEEK OF 9/14 THROUGH 9/18
MONDAY
BEGIN 1st ESSAY: “IMPORTANT TO ME”; REVIEW WRITING PROCESS
TUESDAY
PRE-WRITE ESSAY
WEDNESDAY
PRE-WRITE/ROUGH DRAFT
THURSDAY
PEER EDITING ROUGH DRAFTS, REVISING AND EDITING
FRIDAY
WEEK OF 9/7 THROUGH 9/11
MONDAY
NO SCHOOL
TUESDAY
INTRO TO CLASS
WEDNESDAY
TIMED PROMPTS
THURSDAY
TIMED PROMPTS
FRIDAY
TIMED PROMPTS