Wednesday, July 30, 2014

State Core

Reading: Literature
article about close reading: http://www.scholastic.com/teachers/article/common-core-close-reading-0

Literary Elements from Flocabulary:  https://www.youtube.com/watch?v=c6I24S72Jps&feature=youtu.be&list=PL7460FC5F55D8DE3E


Key Ideas and Details
Reading: Literature Standard 1 
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

textual/text
evidence
analysis
explicit
inference

Reading: Literature Standard 2 
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

theme -- (one word?)
central idea
analyze
objective summary

Reading: Literature Standard 3 
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

[Use passages from the text as evidence.] analyze
elements
story 
drama
setting
characters
plot 

Craft and Structure
Reading: Literature Standard 4 
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

phrases
figurative language  [Personification: https://www.youtube.com/watch?v=8n2FDufJOFw for song ideas  http://www.ereadingworksheets.com/figurative-language/figurative-language-examples/personification-examples/]

[Metaphor and simile, hyperbole, personification: https://www.youtube.com/watch?v=-S-uxMeNnt4
leave off the last one]

connotative
rhyme

repetition (or sound)
alliteration
verse, stanza
poem
story
drama

Reading: Literature Standard 5 
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning

form   --  Form, in poetry, can be understood as the physical structure of the poem: the length of the lines, their rhythms, their system of rhymes and repetition. - See more at: http://www.poetryarchive.org/glossary/form#sthash.UnZ15YzY.dpuf
structure 
soliloquy
sonnet

Reading: Literature Standard 6 
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
[Use passages from the text as evidence.]
develop
contrast 
point of view
character/narrator

Integration of Knowledge and Ideas
Reading: Literature Standard 7 
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

compare
contrast
techniques 
unique
medium

Comparison/Contrast -- http://cdn2.brooklynmuseum.org/education/docs/Tissot_Teacher_Packet.pdf


Reading: Literature Standard 8 
(Not applicable to literature)

Reading: Literature Standard 9 
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

compare 
contrast
fictional
historical
alter

Range of Reading and Level of Text Complexity
Reading: Literature Standard 10 
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

925L–1185L


Reading: Informational Text

article about close reading: http://www.scholastic.com/teachers/article/common-core-close-reading-0
Key Ideas and Details
Reading: Informational Text Standard 1 
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

[details to support conclusions] cite
textual
evidence
analysis
explicit
inference

Reading: Informational Text Standard 2 
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

[text message summary] 
[http://goms.rocklinusd.org/subsites/Scott-Victor/documents/Writing/How%20to%20Write%20a%20summary%20Packet.pdf]

central idea 
objective summary


Reading: Informational Text Standard 3 
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

analyze 
interactions
influence

Craft and Structure
Reading: Informational Text Standard 4 
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

figurative meaning
connotative meaning
technical meaning
specific word choice
meaning
tone


Reading: Informational Text Standard 5 
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

structure
http://learning.blogs.nytimes.com/2011/12/12/compare-contrast-cause-effect-problem-solution-common-text-types-in-the-times/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1

Reading: Informational Text Standard 6 
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

author's point of view
author's purpose
distinguish

Integration of Knowledge and Ideas
Reading: Informational Text Standard 7 
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
compare
contrast

Reading: Informational Text Standard 8 
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

trace
evaluate
argument
claim
sound reasoning
evidence
relevant
sufficient

Reading: Informational Text Standard 9 
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Range of Reading and Level of Text Complexity
Reading: Informational Text Standard 10 
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

925L–1185L


Writing
Text Types and Purposes
Writing Standard 1 
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

claim
alternate or opposing claims

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

logical
relevant
accurate
credible


c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

cohesion
claim
reason
evidence

d.  Establish and maintain a formal style.

formal

e.  Provide a concluding statement or section that follows from and supports the argument presented.

concluding


Writing Standard 2 
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

informative
explanatory

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

definition
classification
comparison/contrast -- 
Comparison/Contrast -- http://cdn2.brooklynmuseum.org/education/docs/Tissot_Teacher_Packet.pdf
cause/effect
http://learning.blogs.nytimes.com/2011/12/12/compare-contrast-cause-effect-problem-solution-common-text-types-in-the-times/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1

definition: the act of making definite, distinct, or clear


b.  Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c.  Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

transitions  

Transition Words II


d.  Use precise language and domain-specific vocabulary to inform about or explain the topic.
e.  Establish and maintain a formal style.

formal style

f.  Provide a concluding statement or section that follows from and supports the information or explanation presented.

concluding statement 


Writing Standard 3 
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a.  Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b.  Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c.  Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.  --

Transition Words II

d.  Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e.  Provide a conclusion that follows from and reflects on the narrated experiences or events.


Production and Distribution of Writing
Writing Standard 4 
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Writing Standard 5 
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Writing Standard 6 
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research to Build and Present Knowledge

Writing Standard 7 
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
http://www.uen.org/core/languagearts/downloads/CCSSAppendix_A.pdf definition of short research projects - page 43

Writing Standard 8 
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Writing Standard 9 
Draw evidence from literary or informational texts to support analysis, reflection, and research.

a.  Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b.  Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

Range of Writing
Writing Standard 10 
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Speaking and Listening      See this post: Speaking and Listening
Comprehension and Collaboration
Speaking and Listening Standard 1 
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


    a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

    b.  Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

    c.  Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
    d.  Acknowledge new information expressed by others and, when warranted, modify their own views.

    Speaking and Listening Standard 2 
    Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

    Speaking and Listening Standard 3 
    Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

    Presentation of Knowledge and Ideas
    Speaking and Listening Standard 4 
    Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

    salient 


    Speaking and Listening Standard 5 
    Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

    Speaking and Listening Standard 6 
    Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

    Listening:  http://www.civiced.org/60-second-civics


    Language 

    Conventions of Standard EnglishLanguage Standard 1 
    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    a.  Explain the function of phrases and clauses in general and their function in specific sentences.
    b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
    c.  Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

    Language Standard 2 
    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    a.  Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
    b.  Spell correctly.

    Knowledge of Language
    Language Standard 3 
    Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

    Vocabulary Acquisition and Use
    Language Standard 4 
    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

    a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
    b.  Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
    c.  Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
    d.  Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

    Language Standard 5 
    Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    a.  Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
         6th grade - personification
         5th grade -- simile, metaphor
         4th grade -- simile, metaphor
         3rd grade -- literal, nonliteral (idioms such as "take steps")

    allusions:   http://literarydevices.net/allusion/

    Allusion

    Allusions in Lyrics



       

    b.  Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
    c.  Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

    Language Standard 6 
    Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
    Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).


    "You can hook a student's attention if they get their hands dirty (inquiry-based learning); have learning interactions with other students (project- and problem-based learning); or need to perform a specific task (problem- and design-based learning). All these methods are ways -- with their direct discovery, problem-solving, hands-on learning and collaborative methods -- used to keep the embers of passion for learning alive. A love of learning is a key skill for the 21st century."  Source


    http://www.graniteschools.org/depart/teachinglearning/curriculuminstruction/literacyenglishlanguagearts/Documents/Granite%20State%20Core%20ELA%20Curriculum%20Maps/7th%20Grade%20Curriculum%20Map.pdf

    Monday, July 28, 2014

    Random Name Picker

    A1  http://www.classtools.net/random-name-picker/98_PELSaJ


    B5 http://www.classtools.net/random-name-picker/66_aMRY2A

    B6  http://www.classtools.net/random-name-picker/75_QUTkcb

    B7  http://www.classtools.net/random-name-picker/72_54ackN

    Number 1-12 spin:  http://www.classtools.net/random-name-picker/47_FXHRJG


    Classroom Rules



    Classroom Rules

    Own it!  

    1. Be where you’re supposed to be when you’re supposed to be there, doing what you’re supposed to be doing.  
    Important detail: Cell phones should be turned off and put away during class time.    
    Important detail:  We will have quiet, individual reading time and writing time.  It is important for everyone to be reading or writing quietly and not bothering each other.  There will be other times to consult and share.

    2. Be kind. 
    3. Be attentive and responsive.    (No fidget spinners or other nuisance items!)  
    --> Important detail:  We will share our writing.  Sometimes you will be sharing.  Other times you will be respectfully listening to others share.  Showing that you can be a respectful audience is important and part of your grade. 
    4. Be good to the stuff.
      a. Don’t do damage.
      b. Put it where it belongs.

    Some specifics:





               Especially for this classroom:  
                     WE ARE A SCENT-FREE ZONE. 

    -->
      Please avoid using perfume, cologne, and other scented products.  




    At the End of Class
                        You are NOT excused by the bell.  Wait to be excused by the teacher. 


    Not this!
    This! (with a mostly accurate portrait of Ms. Dorsey)



    Drinks and Food
    • I encourage you all to bring to class water in a clear bottle.
          • A hydrated brain learns best.
    • Do not bring food or candy unless I have announced a party. 
    • If I hand out a treat, you may eat it in class.
    • If you have a medical need, you should let me know, and you may eat a snack as needed.


    The bottle above is an extra-cool water bottle, but please bring only see-though bottles.