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

* * * * * * * * * * * * * * * * * * * * * * * * 

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"