Friday/Tuesday, August 29, September 2, 2014

Schedule with Cave Time      Tuesday – Friday with CAVE Time    

          1^st Lunch                                       2^nd Lunch                                       

A1/ B5	8:15-9:30		A1/ B5	8:15-9:30	75 minutes
A2/B6	9:35-10:55		A2/B6	9:35-10:55	80 minutes
CAVETime	11:00-11:30		CAVETime	11:00-11:30	30 minutes
Lunch	11:30-12:00		A3/B7	11:35-12:50	75 minutes
A3/ B7	12:05-1:20		Lunch	12:50-1:20	30 minutes
A4/B8	1:25-2:45		A4/B8	1:25-2:45	80 minutes

Today's Target: 
I can identify seven different kinds of text structures -- using my notes. 

• description/definition
• sequence
• chronological
• cause and effect
• compare/contrast
• problem and solution
• classification

--State Standards Writing 2a, Reading Informational Text 5

1. Turn in your disclosure signature sheet with the VIP form on the back filled out -- to the top wire basket, and have a book out, ready to read.
AND pick up your composition book.
AND  if you just brought your composition book today, bring it to me to have it checked off and to receive your folder/computer number.  Also, if you haven't received points for your composition book, please show it to me so I can record it. 

2. iRead -- Individual Reading Time (15-20 minutes)  

You should be reading your book for the Book-of the-Month (how a character changes) project.

3.  iSpellRight --

Add to your composition book under "Spelling."  page 15

2. your/you’re Is that your jacket? You’re the best!

4.  iWriteRight --  Today you do not have to write down your 

answers!

_____________________ CSI  American Fork Now Investigating:  Conventions in Sentences Investigation Your sentence:                          4. The Schwa was right beside them, but nobody  could see him. Notice everything you can about the above sentence.   It is a correct sentence (I hope), so you are not looking for errors (I hope).  A1: Friday Drawing!

   

5.  Continue Text Structure

Understanding_Text_Structures Revised (2).ppt

Text Structure 3 column notes.docx

Speaking of structures (as in text structures), I just found this news:

"Archaeologists discover 15 structures buried  around Stonehenge"

A1 Finished the PowerPoint.  They will do the following next time.
B5  Finished the PowerPoint.  They will do the following next time.
B6  Finished the PowerPoint.  They will do the following next time.
B7   Needs to identify paragraphs -- white boards and markers.

Wednesday/Thursday, August 27/28, 2014

Today, August 28, is National Bow Tie Day!

1. Hand in disclosure document if you haven't already.

2. Take paragraph test.
After that, if you need to finish the conventions test from last time,  do that.

If you have extra time, you may finish setting up your composition book or read.

3.  Book of the Month assignment
 BoM #1 Character Change.docx, in case you lose yours.    

See this post about Ways Characters Change.

4. Text Structure

Understanding_Text_Structures Revised.ppt
Text Structure 3 column notes.docx

A1 -- Worked through Compare and Contrast
B5 --  Worked through Compare and Contrast
B6 --  Worked through Compare and Contrast
B7 --  Worked through Chronological

Monday/Tuesday, August 25/26, 2014

 B2:  Pledge of Allegiance
       B2:  Media Blitz from Administration and Counseling -- about 10:20  Ms. Elzey

1. Turn in your disclosure signature sheet with the VIP form on the back filled out -- to the top wire basket, and have a book out, ready to read.
AND pick up your composition book.
AND  if you just brought your composition book today, bring it to me to have it checked off and to receive your folder/computer number.

2. iRead -- Individual Reading Time (15-20 minutes) 3. Sign up for your book choice if you haven't yet.  If you have, check to see whether the teacher has approved it. a novel of at least 100 pages  that is at your reading level  and that you haven't read before and that is is not on the DO NOT READ list. Sign up by August 27 (A-Day) or 28 (B-Day.              Watch for Ways a Character Can Change, and how a character in your book changed. Finish your book by September 17 (A-Day), September 18 (B-Day).  4. Receive book orders.   If you don't want them, leave them on your desk for the next class. Class Activation Code: GKLJW  First book order due date:  September 5, 2014.  I'll send in an order as soon as I get $20 or more in orders (combined from all students), and again when I get another $20 or more in orders.  Optional:  If interested, pick up 40 Book Challenge and/or Battle of the Books instructions and chart. (See the wire baskets by the big dictionary on the shelf with the hand-in-wire-baskets.)

Start of school through September Birthdays

5.  Set Up Composition Books   (10 minutes)        (Click here for instructions: Composition Book Set-Up) and  iSpellRight -- Add to your composition book under "Spelling."     1.  its/it's The dog buried its bone. It's alive.

6. iWriteRight: (5 minutes)

  

_____________________ CSI  American Fork Now Investigating:  Conventions in Sentences Investigation Your sentence:                         3. Nick Allen had plenty of ideas, and he knew what to do with them. List everything you observe about the above sentence.   It is a correct sentence (I hope), so you are not looking for errors (I hope).

 7.  iShow-What-I-Know: Pretest on Conventions       (20 minutes+)
           There are forty questions.  Do NOT write on the test paper. 

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40 Book Challenge 








If time:    

 8. Text Structure
Understanding_Text_Structures Revised.ppt
Text Structure 3 column notes.docx


If extra time, we will start on this:  
10.  
On the paper provided,  list all the types of balls you can think of.
Definition of "ball" for our purposes: a solid or hollow sphere or ovoid, especially one that is kicked, thrown, or hit in a game.


11. Beach Ball Text Structure 


Hacky-Sack Champion
https://www.youtube.com/watch?v=_2bPJnNLJNE

Key for Name that Structure

     There are several reasons why so many people attend the Olympia games or watch them on television. One reason is tradition. The name Olympics and the torch and flame remind people of the ancient games. People can escape the ordinariness of daily life by attending or watching the Olympics. They like to identify with someone else’s individual sacrifice and accomplishment. National pride is another reason, and an athlete’s or a team’s hard-earned victory becomes a nation’s victory. There are national medal counts and people keep track of how many medals their country’s athletes have won. 

Cause and Effect








     The Olympic symbol consists of five interlocking rings. The rings represent the five areas—Africa, Asia, Australia, Europe, and North and South America—from which athletes come to compete in the games. The rings are colored black, blue, green, red, and yellow. At least one of those colors is found in the flag of every country sending athletes to compete in the Olympic games. 

Description





     One problem with the modern Olympics is that it has become very big and expensive to operate. The city or country that hosts the games often loses a lot of money. A stadium, pools, and playing fields must be built for the athletic events and housing is needed for the athletes who come from around the world. And all of these facilities are used for only two weeks! In 1984 Los Angeles solved these problems by charging a fee for companies who wanted to be official sponsors of the games. Companies like McDonald’s paid a lot of money to be part of the Olympics. Many buildings that were already built in Los Angeles area were also used. The coliseum where the 1932 games were held was used again and many colleges and universities in the area became playing and living areas.

Problem and Solution




     The modern Olympics is very unlike the ancient Olympic games. Individual events are different. While there were no swimming races in the ancient games, for example, there were chariot races. There were no female contestants and all athletes competed in the nude. Of course, the ancient and modern Olympics are also alike in many ways. Some events, such as the javelin and discus throws are the same. Some people say that cheating, professionalism, and nationalism in the modern games are a disgrace to the Olympic tradition. But according to the ancient Greek writers, there were many cases of cheating, nationalism and professionalism in their Olympics, too.


Comparison/Contrast







     The Olympic games began as athletic festivals to honor the Greek gods. The most important festival was held in the valley of Olympia to honor Zeus, the king of the gods. It was the festival that became the Olympic games in 776 B.C. These games were ended in A.D. 394 by the Roman Emperor who ruled Greece. No Olympic games were held for more than 1,500 years. Then the modern Olympics began in 1896. Almost 300 male athletes competed in the first modern Olympics. In the games held in 1900, female athletes were allowed to compete. The games have continued every four years since 1896 except during World War II and they will most likely continue for many years to come. 

Chronological 

Thursday/Friday, August 21/22, 2014

If you returned your disclosure signature sheet with the VIP form on the back filled out, turn it in at the top wire basket for your class.

1. iRead:  Individual Reading Time --  All are quietly reading.
 Book-of-the-Month Assignment  and begin sign-up --
             Sign up by August 27 (A-Day) or 28 (B-Day.
             Watch for Ways a Character Can Change, and how a character in your book changed.

Finish your book by September 17 (A-Day), September 18 (B-Day). 

On those days you will complete an assignment about how a character or characters changed through the course of the story.

See this post about Ways Characters Change.

Optional: 
     40  Book Challenge
     Battle of the Books



2. iWriteRight: CSI A1-#1/B-Day #2

A1:

_______________________

CSI  American Fork



Now Investigating:  Conventions in Sentences Investigation 

List everything that you notice about this sentence: 

"My sweat smells like peanut butter."

 from Wendy Mass, Jeremy Fink and the Meaning of Life

Sample observations:

This sentence has quotation marks at the ends.  That means someone is speaking.

It begins with a capital letter.

It ends with a period.

The verb is "smells."

The subject is sweat.

Is "like peanut butter" a simile?   (Actually it may be  literal instead of figurative, so would not be a simile.  His sweat may really smell like peanut butter.)

B5, 6, 7:

List everything that you notice about this sentence: 

"My hair wakes up stupid."

-- Tony Johnson, Any Small Goodness (2003)

August 22:  It's Friday!  Time for a drawing!

3. iShow-What-I-Know: Pretest on Main Idea and Supporting Details
           There are ten questions.  Do NOT write on the test paper. 


4. Media Center (30 Minutes)  -- Introduction to the Media Center
A1/B5: 9:05
B6: 10:40
B7: 12:40

In our media center, you'll meet. . .

Mrs. Jones, our media specialist

Mrs. Bird, media assistant

While you were gone. . . .

If you're absent, you might want to read this poem about what happened while you were gone:
http://www.loc.gov/poetry/180/013.html

Bell Schedule for the first two weeks

Tuesday – Friday without CAVE Time

      1^s Lunch                                          2^nd Lunch

A1/ B5	8:15-9:40		A1/ B5	8:15-9:40	85 minutes
A2/B6	9:45-11:15		A2/ B6	9:45-11:15	90 minutes
Lunch	11:15-11:45		A3/ B7	11:20-12:45	85 minutes
A3/ B7	11:50-1:15		Lunch	12:45-1:15	30 minutes
A4 /B8	1:20-2:45		A4/B8	1:20-2:45	85 minutes

Updated 8/20/2013

Tuesday/Wednesday, August 19/20, 2014

See this post for needed supplies:

Welcome to the 2014-2015 School Year

See this post for classroom basic rules: 

Classroom Rules

See this post for our state core for Seventh Grade Language Arts: 

State Core

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Today's Activities:

1. Find your assigned seat. 

2. iRead:   For today only, read your disclosure document and answer the questions on the quiz.
Use close reading, skimming, and scanning.  Read, skim, scan.

Remember to return your disclosure signatures, and to fill out the VIP form on the back.
You will receive points for the disclosure signatures and for the VIP form.

[Label your composition book with your name (first and last), period, and the number the teacher gives to you.]

3. iWrite:  What do students do that makes a classroom a better place to be?
What do students do that makes a classroom a worse place to be?

If you have your composition book, write this on the last page.
If you do not yet have your composition book, write this on a sheet of lined paper.

makes this a better place to be	makes this a worse place to be

If you have written in your composition book, you may now put it away in your numbered 
crate folder at the back of the room. 

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

4. iShow-What-I-Know: Pretest on Text Structure

Do Not Write on the Tests!

Utah State Core: 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. 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.    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.

A1 completed the above activities.


_______________________

CSI  American Fork



Now Investigating:  Conventions in Sentences Investigation 

List everything that you notice about this sentence: 

"My sweat smells like peanut butter."

 from Wendy Mass, Jeremy Fink and the Meaning of Life

Sample observations:
This sentence has quotation marks at the ends.  That means someone is speaking.
It begins with a capital letter.
It ends with a period.
The verb is "smells."
The subject is sweat.
Is "like peanut butter" a simile?   (Actually it may be  literal instead of figurative, so would not be a simile.  His sweat may really smell like peanut butter.)

B5, B6, and B7  did CSI.
B6 also listened to part of "King Tut."

If time:
iWriteRight:  CSI American Fork
Chapter 1 from How They Croaked:  "King Tut"