Wednesday, November 30, 2011

Thursday, December 1, 2011

Self-Starter:  Prepare for spelling test and, if time, read your book-of-the-month club book.
  1. Spelling Test on "extra-" and the words that go with it.  
     Prefix to study:   extra- which means beyond or outside
    Words to learn for the spelling test:
    1.    extraterrestrial
    2.    extraordinary
    3.    extravagant
    4.    extrovert                                   
    You are responsible for learning the prefix and the spelling words.

    Extra Credit:  Learn the underlined parts:
    terra: earth, so extraterrestrial means beyond or outside earth
    ordinem: "order." extra ordinem = "out of order," especially the usual order, so extraordinary means beyond or outside the usual order
    extravagant: vagārī “to wander,” so extravagant means to wander beyond or outside
    vert: turn, so extrovert means to turn beyond or outside
    Just so you know, an extrovert is someone who is turned outside of themselves.
    An introvert is someone who is turned inward. 
    An extrovert is outgoing, and an introvert is shy. 
    _____________________________________________
    Our next spelling test:

    Vocabulary/Spelling #4              Test on December 9, 2011

    Suffix to study:   -ate which means cause, make, operate upon (This suffix makes verbs.)
    Words to learn for the spelling test:
    1.    separate
    2.    create (on state list)
    3.    segregate
    4.    dominate
    No retakes will be available, so study the words and word parts sets as they come. 

    Extra credit for spelling #4 -ate      Learn the underlined portions below:

    1. The se- in separate means "apart."     So separate means to cause to be apart.

    2. The crea- in create means "to make."  So create means cause or operate on to make.

    3.  The "greg" in segregate means "flock."   So segregate means cause to be apart from the flock.

    4.  The "domin" in dominate means "master or control."   So dominate means operate on as (or to) master or control.

    ___________________

  2.  Finish PowerPoint about governments and taking notes.   Learn about types of Governments
    PowerPoint and worksheet   Types of Governments.ppt        FormsofGovernment.doc
 3.   Read chapters 7 and at least part of 8 from The Giver. 

4.   The Ceremony of Twelve. 

Reminders: 
Parent-Teacher Conference today
Book Fair today
Book-of-the-Month Assessment on December 9

You can use this worksheet to make up points when you misspell one of our seventh grade commonly confused words and lose points on an assignment (such as the paragraph post-test):  Commonly Confused Word Make-Up.doc

    Tuesday, November 29, 2011

    Parent Teacher Conference and Book Fair

    Parent-Teacher Conference December 1
                 3:30 to 7:00 or 7:30

    For the Book Fair, or for Christmas gifts, you might want to know that our January Book-of-the-Month will be Historical Fiction, and the February Book-of-the-Month will be nonfiction (single-subject, not how-to).

    See recommendations for  Historical Fiction
    and of  Nonfiction.



    Originally Posted November 22.

    Monday, November 28, 2011

    Tuesday, November 29, 2011

    Self-Starter:  Match up our spelling words.  Find others who have the rest of the word for which you have a part.

    The Giver 
    Read Chapter 6 on your own and play The Giver Game
    More from  The Giver  -- a  taste of the Ceremonies



    Learn about types of Governments
    PowerPoint and worksheet 
    Types of Governments.ppt

    FormsofGovernment.doc

    A1 finished
    A2 got through socialism
    A3 got through authoritarianism
    A4

    Reminders:
    • Spelling test on Thursday (next time), December 1.  Prefix extra- and sample words that use that prefix.
    • Book Assessment on December 9 -- A week from Friday. 
    Should we fence off the river to protect people, or allow them freedom of access to the river?

      What Ms. Dorsey is Reading

      Crossed by Ally Condie (the sequel to Matched)

      Monday, November 21, 2011

      Expand your Verb-edge

      Extra Credit for Term 2, 2011

      Play these games to learn strong verbs for various ways of moving.

      Then be able to correctly identify at least five of these words:

      Words in This List

      1. peregrinate: To travel or journey, especially to walk on foot.
      2. traipse: To walk or go aimlessly or idly or without finding or reaching one's goal.
      3. sashay: To glide, move, or proceed easily or nonchalantly.
      4. dawdle: To move slowly, languidly, or dilatorily.
      5. meander: To proceed by or take a winding or indirect course.
      6. saunter: To walk with a leisurely gait; stroll.
      7. trot: To go at a quick, steady pace; move briskly; hurry.
      8. canter: To throw with a sudden jerk.
      9. dash: To move with violence; rush.
      10. lope: To move or run with bounding steps with a long, easy stride.
      11. sprint: To race or move at full speed, especially for a short distance.
      12. mosey: To wander or shuffle about leisurely.
      13. bolt: To make a sudden, swift dash, run, flight, or escape; spring away suddenly.
      14. flee: To run away, as from danger or pursuers; take flight.
      15. flit: To move lightly and swiftly; fly, dart, or skim along.
      16. gallop: To run rapidly by leaps.
      17. skip: To move in a light, springy manner by bounding forward with alternate hops on each foot.
      18. skitter: To go, run, or glide lightly or rapidly.
      19. veer: To alter the direction or course of; turn.
      20. tramp: To tread or walk with a firm, heavy, resounding step.

      Saturday, November 19, 2011

      Tuesday, November 22, 2011

      Self-Starter:
      • 5 minutes to finish and highlight your paragraph comparing one aspect of two holidays (begun and perhaps finished last time
      Finish and highlight your Holiday Paragraph.
      Underline transitions.

      • 7 minutes to trade with the person across from you and grade each other's paragraphs using the rubric
      Test:
      • Paragraph Post-Test
      If you wish to prepare for the Paragraph Post-Test, look over these materials:

      Example of a Holiday Contrast Paragraph

      Paragraph Make-Up Assignment

       

      Topic Sentence: 
      Supporting Details
      1.
      2.
      3.
      Concluding Sentence:


      Sample Paragraph for Candy-Contrast

      Model Paragraphs for Starburst/Jolly Rancher Contrast

      Paragraphs

      Paragraphs -- Let's Make Sure You Understand

      Examples of Comparison and Contrast Paragraphs

      Transition Words for Comparison/Contrast Paragraphs

      More Transition Words I

       ______________________________

      Reading: 

      • The Giver --Chapter 5 and part of 6

      Originally posted 11/15/2011

      Friday, November 18, 2011

      Illustrations for the Prefix extra-

      Extra- means beyond or outside.

      1.    extraterrestrial
      2.    extraordinary
      3.    extravagant
           4.    extrovert   

      "Extra-" means beyond or outside.


      extravagant

      extravagant






      extraterrestrial

      extraterrestrial

      Thursday, November 17, 2011

      Friday, November 18, 2011

      Self-Starter: a. Pick up your composition book and a transition tape-in. Tape it in next under "Notes and Quick-Writes."
      b.  Practice for spelling test.

       
      2. Today:
      Spelling Test on -able, -ible and associated words.


      3. Brainstorm for Holidays and write a contrast paragraph about one aspect of two holidays.
      Add and sign on "Poster" responses for holidays.  


      As directed, write a holiday contrast paragraph in your composition book, right after the transition list in the "Notes and Quick-Writes section.
       

      Writing a practice paragraph: 
      Today's Prompt:
      Think about how one holiday differs from another holiday. Pick one aspect of holidays in general (food, decorations, activities, gifts, reason for the holiday, colors, etc.) and write one paragraph contrasting (showing the differences between) the two holidays. Remember to focus on just one aspect.

      Example of a Holiday Contrast Paragraph


      ___________________________________________

      4. Receive new spelling assignment:

      Vocabulary/Spelling #3              Test on December 1, 2011
       Prefix to study:   extra- which means beyond or outside
      Words to learn for the spelling test:
      1.    extraterrestrial
      2.    extraordinary
      3.    extravagant
      4.    extrovert                                   
      You are responsible for learning the prefix and the spelling words.

      Extra Credit:  Learn the underlined parts.
      terra: earth, so extraterrestrial means beyond or outside earth
      ordinem: "order." extra ordinem = "out of order," especially the usual order, so extraordinary means beyond or outside the usual order
      extravagant: vagārī “to wander,” so extravagant means to wander beyond or outside
      vert: turn, so extrovert means to turn beyond or outside
      Just so you know, an extrovert is someone who is turned outside of themselves.
      An introvert is someone who is turned inward. 
      An extrovert is outgoing, and an introvert is shy. 


      5. If time, read The Giver and play The Giver Game. 
      A1 did not.
      A2 did not.
      A3 did not.
      A4 did not.

      Quotes on Freedom

      We're considering freedom as we read The Giver.
      "Posterity! You will never know how much it cost the present Generation to preserve your Freedom! I hope you will make good use of it. If you do not, I shall repent in Heaven, that I ever took half the Pains to preserve it." - John Adams

      Wednesday, November 16, 2011

      Wednesday, November 16, 2011

      1.  Self-Starter:  In your composition book find the paragraph you wrote last time. Use colored pencils to mark the paragraph:
      Color the topic sentence green.
      Color the supporting details yellow.
      Color the concluding sentence red. 
      Underline at least three transitions.
      If you are missing any of these parts, add them.

      Checking Paragraphs
      Information about paragraphs -- 
      Paragraphs


      If you have extra time, read your distopian book.

       November/December Book-of-the-Month:  Distopian Fiction 
      Our assessment will be on December 9.

      October/November Book-of-the-Month


      2.   Reading The Giver 
      Last time: 
         A1 from  page 14 to page 26
         A2 from page 8, page break to page 20
         A3 from page 8 , page break to page 22, last paragraph
         A4 from top of page 8 to top of page 25

      Today:  Finish reading  Chapter 3 together as a class if needed.
      All read Chapter 4.



      If time, we will play a bit of Sparkle to review and to practice for your spelling test on Friday.


      Reminders:  
      Today the make-up assignment for the paragraph booklet is due.  Paragraph Make-Up Assignment

      Spelling test Friday on -able, -ible

       November/December Book-of-the-Month:  Distopian Fiction 
      Our assessment will be on December 9.

      Saturday, November 12, 2011

      Suffix -able, -ible

      For this test you need to know that the suffix -able, -ible means capable of.
      The test will be on November 18. 

      Your spelling words are agreeable,  expandable, edible, visible, and audible. 
      Each of these men is being agreeable.

      Wouldn't you love to have an expandable bracelet like this?

      The centerpiece is edible. Yum!

      Visible light includes the wavelengths we can see.  Infrared and ultraviolet light are invisible to the human eye.

      When something is audible to us, we can hear it.
      Extra Credit:  Be able to tell what part of speech each of these is.  Hints:  They are all the same part of speech.  What part of speech do  -able and –ible make?

      edible means “capable of being eaten”  
      visible means “capable of being seen”   (extra credit --  Related words include vision and video.)
      audible means “capable of being heard”  (extra credit -- Related words include audience and audio.)

      Thursday, November 10, 2011

      Example of a Holiday Contrast Paragraph

       
      While Christmas and Fourth of July have many differences, the most striking deal with the traditional meal. First, there is the manner in which food is cooked. For example, on the Fourth of July many families take advantage of the nice weather and have an outdoor barbeque. The food is cooked outdoors over hot coals or open flame. In contrast, Christmas dinners are prepared in a cozy kitchen using a multitude of pots, pans and hot ovens. The second major difference is the formality of the meal. For example, on the Fourth of July people are dressed casually and carry around their meal on paper plates. Christmas dinner on the other hand, is presented more formally in the family’s best dishes and in the family’s best dress. Finally, the major difference is the food itself that is served. On Independence Day, a rainbow of salads, coleslaw, and potato chips accompany a main course of hotdogs and hamburgers (or if you’re lucky, steak!). Christmas, however, is famous for slow roasted turkeys, hams, mashed potatoes, and homemade rolls.  In conclusion, these significant differences between the two holidays are what makes each memorable.




      Paragraph Make-Up Assignment

      If you'd like to make-up points from the paragraph booklet, here's what you do:

      1. Pick up a sheet for another paragraph booklet from the folders at the back of the room, or download and print this document: Paragraph booklet one column.doc
      2. Acquire either two different types of cookies or two different types of crackers or a cracker and a cookie.
      3.  Collect words in the word collector on your booklet to describe your two items.



       4.  Write
                1)  a topic sentence which contrasts the two items
                                For example, "Hot chocolate and orange soda provide two very different drinking experiences." 
                2)  three or more supporting detail sentences which contrast the two items
                              For example, if I were contrasting two different drinks such as hot chocolate and orange soda, I could contrast
                      -- the temperature at which people drink them (The hot chocolate is just that -- hot, while soda is best served cold.)
                      -- the feel or texture of each (The hot chocolate smoothly glides through your mouth.  On the other hand, the soda bubbles and fizzes against your lips and in your mouth.)
                     --  the color (My favorite hot chocolate is a rich deep brown topped with clouds of white whipped cream.  Orange soda, in contrast, is a vibrant orange color.)
                    -- how they are served  (A generously sized mug holds the chocolate with whipped cream, but the soda is best from an ice cold and crystal clear glass bottle, just opened.)

               3)  a concluding sentence that sums up and wraps up.
                                 For example:
                                 Though hot chocolate and orange soda are different in temperature, texture, color, and in how they are served, both can quench your desire for a delicious drink.

              4)  Decide on the transitions you will use to make clear relationships between sentences and between ideas.    Transition Words for Comparison/Contrast Paragraphs
             5)  Write the whole paragraph out, including effective transitions.
                       You may use the back of the paper if you need more room for writing.  Clearly indicate it if you have done that.

      6.  Edit your work for capitalization, end punctuation, and spelling (especially your commonly confused words).
          
      7. Make sure your name and class period are on the paper, that you have written all parts of the assignment, and that you have clearly named the types of cookies or crackers you have used for this assignment.

      8.   Hand in by next Wednesday, November 16 for points.

              Hot chocolate and orange soda provide two very different drinking experiences for several reasons.   First, the hot chocolate is just that -- hot, while soda is best served cold.  Next, the hot chocolate smoothly glides through your mouth.  On the other hand, the soda bubbles and fizzes against your lips and in your mouth.  Color is another difference.  My favorite hot chocolate is a rich deep brown topped with clouds of white whipped cream.  Orange soda, in contrast, is a vibrant orange color.  Also, a generously sized mug holds the chocolate with whipped cream, but the soda is best from an ice cold and crystal clear glass bottle, just opened.  Though hot chocolate and orange soda are different in temperature, texture, color, and in how they are served, either can quench your desire for a delicious drink.

      Wednesday, November 9, 2011

      A Challenge to Do the Write Thing

      The Do the Write Thing Challenge offers 7th and 8th grade students an opportunity to examine the impact of youth violence on their lives and to communicate in writing what they think should be done to prevent this type of violence.
      See more at
      http://www.juvenile.utah.gov/writething.html

      Consider writing an entry or more. 

      Monday, November 14, 2011

      Minimal Day

      1. Self-Starter:  In your composition book, right after the last entry under "Notes and Quick-Writes," write the label "To Choose or Not to Choose: Jobs" with today's date, and write at least a half page about this statement:  "It would be easier to have someone tell you your occupation than for you to have to decide."  Write a paragraph or more, using a topic sentence, supporting details, and a conclusion.  Prepare by filling in this outline:


      Topic Sentence:  I do/don't think it would be better and easier to let someone else choose your career.
      Supporting Details
      1.
      2.
      3.
      Concluding Sentence:

      From a stage adaptation of The Giver presented at BYU

      2. Read from The Giver  -- Distopian Fiction
         A1 from  page 14 to page 26
         A2 from page 8, page break to page 20
         A3 from page 8 , page break to page 22, last paragraph
         A4 from top of page 8 to top of page 25


       

       

       

      Paragraph Make-Up Assignment

       

      You can use this worksheet to make up points when you misspell one of our seventh grade commonly confused words and lose points on an assignment:  Commonly Confused Word Make-Up.doc

       


      Minimal Day
      Time Period Minutes
      8:15 – 9:15 1st Period 60 minutes
      9:20 – 10:20 2nd Period/Announcements 60 minutes
      10:20 – 10:45 First Lunch 25 minutes
      10:50 – 11:50 3rd Period 60 minutes
      10:25 – 11:25 3rd Period 60 minutes
      11:25 – 11:50 Second Lunch 25 minutes
      11:55 – 12:55 4th Period 60 minutes
       November/December Book-of-the-Month:  Distopian Fiction 
      Our assessment will be on December 9.

      Monday, November 7, 2011

      Thursday, November 10, 2011

      1. Self-Starter:  Word Sort
      2.  Test on the prefix bi-

      3.  Correct test and receive the assignment for your next test.
      Vocabulary/Spelling #2              Test on  November 18
       Suffixes to study:   -able  and -ible which both mean capable of
                                                                                and are used to create adjectives.
      Words to learn for the spelling test:
      1. agreeable                                    3. edible
      2. expandable                                 4. visible
                                                               5. audible    
        
      Extra Credit:  Be able to tell what part of speech each of these is.  Hints:  They are all the same part of speech.  What part of speech do  -able and –ible make?
      edible means “capable of being eaten”  
      visible means “capable of being seen”   (extra credit --  Related words include vision and video.)
      audible means “capable of being heard”  (extra credit -- Related words include audience and audio.)


      4.  Read from The Giver and discuss the Book-of-the-Month assessment --
      See the tab for Book-of-the-Month and/or

      October/November Book-of-the-Month

      4.  The Giver -- Distopian Fiction
         A1 to page 14
         A2 to page 8, page break
         A3 to page 8 , page break
         A4 to page top of 8



      Reminders and Make-Up Work

      Paragraph Make-Up Assignment

      November Book Orders are still available.
      Hints on popular books for this year's gift-giving from Scholastic: http://oomscholasticblog.com/2011/11/we_predict.html

       November/December Book-of-the-Month:  Distopian Fiction 
      Our assessment will be on December 9.




      Tuesday, November 8, 2011

      Self-Starter: Pick up your composition book and an Anticipation Guide.  thoughtfully fill out the Guide and write (next under "Notes and Quickwrites") about the first statement (about memories) what you know and/or think about the statement.  Write one or more paragraphs for 1/2 page or more.


      2. Discuss the statement.
      3.  Look at paragraphs and create a rubric.
        A1 did part of the 5 and all of the 1
        A2 did the 5 and the 1.
        A3 did the 5 and the 1.
        A4 did  5 and the 1.

      4. If time, begin The Giver -- Distopian Fiction
         A1 to page 8
         A2 to  2 or 3
         A3 to page 2
         A4  not started

      Reminder:  Spelling test next time on the prefix bi- which means two or halves.

       "Memories, even your most precious ones, fade surprisingly quickly. But I don’t go along with that. The memories I value most, I don’t ever see them fading."
      -Kazuo Ishiguro

      Sunday, November 6, 2011

      More Second Term Extra Credit

      Syncope (SINK-uh-pee) in grammatical terms, is the shortening of a word by omission of a sound, letter, or syllable from the middle of the word; for example, "ne'er" for never, or "ev'ry" for every. So it's like a contraction for the middle (as opposed to the ends) of the word.   -- Come and tell me about this word (including the word, a definition, and an example) for 3 points of extra credit. 
       
       What to you know about the Constitution?
      Play the game and learn the words.

      Saturday, November 5, 2011

      November/December Book-of-the-Month


      November-December Book-of-the-Month Assessment
      Answer five of these questions about your Book-of-the-Month book.  Don’t forget to use specific details, examples, and description from the book in your answers.

      The Setting:
      What is the setting – place- time?
      What is the setting – government, society, community?
            Why?
             What is good about it?
              What is bad about it?
      The People:
          How do the people live?
      The Rulers:
                Who rules?
      How much power do they have?
      If they live differently from most of the people, how are      their lives different?
      The main character:
      How does the main character find himself/herself in conflict with society?
      Does he or she fight against the society?  How?
      The Theme or Message:
      What  does this book teach about how life could or should be lived?
      --- about what is of value in life?
      --- about how to balance freedom and security?
      --- about what governments should or should not do?

       ______________________
       




      --   UNDER CONSTRUCTION --
       For suggested books and other additional information, see the tab above for Book-of-the-Month.

      As you read, watch for how you learn about what the characters are like, what themes are emphasized in the book, and what the setting is (especially what sort of society/government the people live under).   What do they have that is good and that we might want in our society?  What things that we value have they given up? 


       Collect data: quotes, descriptive and other details, examples,

      Compare the society in your book with our own contemporary American society

      type of government
      who rules
      How much power do they have?
      lives of the rulers (the people in charge)
      types of rules governing the society

      What are the supposed goals of the government?
      Many distopian societies are attempting to create some kind of perfect society by eliminating problems that we experience in our current society.  What was this distopian society trying to do, and how successful are they?  What problems have they created in the attempt?

      How much freedom do the people have?
      everyday lives of the people

      Wednesday, November 2, 2011

      Friday, November 4, 2011

      1. Write about candy!  See Wednesday, November 2, 2011.

      Last time:  
      A1 received candies, made booklets, got into assigned groups, collected  words,   got started on topic sentence

      A2 got into groups, made booklets

      A3  got into groups,  viewed/helped with model paragraph

      A4  got into groups, viewed, noticed things about a model paragraph

      This time you will receive candy (a Jolly Rancher and a Starburst), if you didn't last time.

      -- create a  small booklet, folded out of one sheet of paper

      -- collect adjectives to use

      -- create a contrast paragraph step-by-step focusing on differences between the two candies

       Students will work in small groups, helping each other,  and will have about twenty minutes to complete the activity. 


      Sample Paragraph for Candy-Contrast

      Added 11-7-11: 

      Model Paragraphs for Starburst/Jolly Rancher Contrast

      At this link you'll find paragraphs that were written by students on November 4, 2011.

       

      2. Computer Lab 211 --
      Select a narrative prompt to write about.  Write your best essay or story.
      You may submit and final submit as many times as you wish.

      My Access for November 4

       


      Reminders:
      1.  Today November book orders are due.
      If you'd like to order Scholastic Books online, and benefit our classroom, go to http://pcool.scholastic.com/parentordering/login.jsp register, and enter code GKLJW.
      2.  Spelling test on November 10!  See the links below:

      Wednesday, November 2, 2011

      Prefix bi-

      3.  Another note:  Our school PTSA book fair will be held  November 29-30 and December 1.  Parents, be sure to stop by during the Parent Teacher Conference on December 1st.

       

      Great Opportunity to Enter a Contest and to Earn Extra Credit

      The Letters About Literature Contest is sponsored by the Center for the Book in the Library of Congress
      in partnership with Target.  If you decide to write and enter a letter, you could show it to me for possible extra credit.

      Yours would be a letter written from you to a very favorite author -- living or dead.  See the instructions at the links below for more details. 

      There is also a prompt for writing the letters on MyAccess:
      Letters About Literature    (The links on the prompt are outdated.)

      Here are links to use to learn more about the contest:
      www.lettersaboutliterature.org
      At this site they give you lots of great instruction for successfully writing a letter to an author. 
       or
      http://www.lettersaboutliterature.org/how_to_enter

      Sample Paragraph for Candy-Contrast


       To contrast is to point out differences.

      Students used a chart to collect words (especially adjectives) to use in their paragraphs:  Below is an example of word collecting:
      One Kind:  M&M Both
      Tasty
      Letters on it
      Colorful
      Candy shell
      Another Kind:  Skittle

      chocolaty
      M
      Subdued colors

       Soft, smooth center
      velvety


      Fruity
      S
      Vibrant colors

       Chewy

      Write legibly.   








      2b)  Peer review 



      We wrote, revised, and edited.  Thanks for revision and editing help!
      Candy Contrast Paragraph

      The Skittle and M&M that I hold in my hand both have a candy shell and are tasty, but they have several differences.  First of all, the M&M is chocolate on the inside, but the Skittle is fruity inside.  A second difference is that while the M&M is a subdued brown, the Skittle is a vibrant orange color.   After I get through the candy shell, my M&M is smooth, while the Skittle is chewy.  I enjoy both candies even though they are very different.

       

       Then we color-coded the paragraph for topic sentence, evidence and explanation (details), and concluding sentence.  We also bolded transitions.

      The Skittle and M&M that I hold in my hand both have a candy shell and are tasty, but they have several differences.  First of all, the M&M is chocolate on the inside, but the Skittle is fruity inside.  A second difference is that while the M&M is a subdued brown,  the Skittle is a vibrant orange color.    After I get through the candy shell, my M&M is smooth, while the Skittle is chewy.  I enjoy both candies even though they are very different from each other.