Oct. 23 - 27

Assignments listed here represent the "Plan" for the week.  Plans of course are subject to change as needed, so this should not be considered the last word on what will take place in class or will be assigned for homework.  When plans do change however, the changes will be reflected here (hopefully by the evening of the day in which they are known to exist).

 

Ott Class Help Pass
clip and use for the week of 10/23

Students who need extra assistance or need to discuss their projects may clip this pass and use it to see me Tuesday - Thursday in the morning before school.

Extra Help is available this week.

Students may use this pass to get help with assigned work
or to discuss Book Projects and Presentations.

Students without passes may not be permitted
to enter the building before school.

All 7th Grade ELA Classes

Monday

  • Students will begin the day with the Monday Grammar Warm-Up focusing on the difference between Two, Too, and To.  This week, will focus on the use and proof of "To"  Students will be introduced to the proof and attempt to use and prove their use of the word in a brief writing response.  Volunteers will share sentences from their writing.  Students will then document their understanding in their Writer's and Reader's Notebooks.

  • Then, we will experience a minilesson on the use of Mood & Tone.

  • The 2nd half of the Block will be committed to WIN time.

Homework: Students should read their independent reading novel for 30 minutes tonight and document their reading on their reading log. Four new Word Work words are also due by the end of the week.

Tuesday

  • Students will begin the day with  review their notes on Mood, Tone, and Suspense and then complete a 1st reading of "The Babysitter."  Students will mark up the text identifying words and phrases that reflect the mood of the story and note that mood in the margins.  Students will then complete the annotation of the story with their cooperative team and complete a summary satement, a thematic statment, and a series of questions that reflect the impacto of the writer's control of the mood of the story to build suspense. Results will be shared and discussed.

  • Finally, students will then review the ABCs of Constructed Response and find the supporting textual evidence to support the observations made in the given student response.

  • The 2nd half of the Block will be committed to WIN time.

Homework: Students should read their independent reading novel for 30 minutes tonight and document their reading on their reading log. Four new Word Work words are also due by the end of the week.

Wednesday - Early Release Day

  • Students will will stay with their homeroms today as they will go to their regularly scheduled specials class.

Homework: Students should read their independent reading novel for 30 minutes tonight and document their reading on their reading log. Four new Word Work words are also due by the end of the week.

Thursday

  • Students will begin class with the Thursday Poetry Warm-Up.  Students will read and annotate "Song of the Witches" by William Shakespeare.  Students will then collaborate to perform a dramatic reading of this poem emphasizing the author's extensive use of the sound devices in this piece.  Students will vote for the best presentations of the poem.

  • Students will then be introduced to "The Monsters Are Due on Maple Street" by Rod Serling.  This exerpt from the original Twilight Zone episode will be experienced orally as students will read along to the oral reading of the screen play and then discuss their observations and note their findings in their cooperative teams.  Results will be discussed as we then look at what students noticed about this narrative format.

  • The 2nd half of the Block will be committed to WIN time.

Homework: Students should read their independent reading novel for 30 minutes tonight and document their reading on their reading log. Four new Word Work words are also due by the end of the week.

Friday

  • Students will begin class the Friday Funny Bone activity.  This is an inferential activity where students examine a Gary Larson cartoon, draw conclusions about it, and construct a possible caption that attempts to not only make sense out of the image, but also make it funny.

  • Students will then experience a breif discussion from yesterday's experience with the screen-play before viewing original Twilight Zone episode in an attempt to extract the main theme of the drama.  We will focus on the last scene and its impact on communicating that theme.

  • The 2nd half of the Block will be committed to WIN time.

Homework: Students should read their independent reading novel for 30 minutes tonight and document their reading on their reading log. Four new Word Work words are also due by the end of the week.