Welcome to the 7-2 Language Arts Class Page!
Throughout the year we will be studying vocabulary, elements of literature, language mechanics and grammar, a variety of writing genres, listening and speaking skills, and creative thinking. The first trimester themes will be as follows: Seventh Grade Snapshots,
What's in a Name, and Elements of Storytelling.
In class, during the first two weeks, we will establish our daily routines which begin with the Word of the Day vocabulary study, a MUGS (Mechanics, Usage, Grammar, and Spelling)
editing exercise, or a quickwrite in our journals.
All students must have two properly labeled spirals for class and homework: one a three-subject journal for class notes, MUGS, and vocabulary and the other a one-subject spiral for writing assignments. A two-pocket folder is also required for transporting class handouts.
Labeling should include full name, language arts period, and advisory section on the cover of both the two-pocket travel folder and the three-subject spiral. The Writing spiral includes full name, Writing, language arts period, and advisory section. All labeling should be neat and large, covering over half of the front covers. Permanent markers should be used for all labels.
Don't forget that all rough drafting assignments should be done in pen, and when rough
drafting, write every other line on both sides of the journal sheets for easier revision and editing. We will use our Writing spirals for rough drafting ONLY. The three-subject spiral contains all class and homework exercises.
Please check this webpage frequently for the most up-to-date information on class asssignments. I update the Homework Hotline weekly but try to maintain this page on a daily basis. Below the current assignments, you will find activity and web links that correspond to current literature topics and vocabulary or grammar units. Please use the activities to review vocabulary before each quiz.
Here are the activities and homework assignments for this week:
PLEASE KEEP SCROLLING UNTIL YOU REACH TODAY"S DATE!!!!!!
Trimester 2, 2008
Monday, March 2: No School
Tuesday- Friday: In classes students will be working on paragraph responses to nonfiction article on the chuckwagon. We will review strategies for timed responses , quick prewrites, and using text details as well as personal interpretation and commentary to form strong paragraphs.
Homework: Students should have written two rough draft paragraphs answering the prompts provided on the article handout by Friday. Complete all missing or absent work and submit. Friday is the final day of trimester 2.
Monday, March 9: Students completed sentence combining activities and verified complettion of two rough draft literature response paragraphs on the "Chuckwagon" nonfiction article. Next, students took notes on requirements of the sentence: a subject, a verb, and expresses a complete thought. After reviewing definition of the independent and dependent clause, students completed worksheet 80, identifying sentences and fragments.
Homework: Complete worksheet 82, following handout instructions. Think about and select three favorite childhood toys to web and describe. Bring red books daily until further notice.
Tuesday, March 10: Students completed sentence combining activities and verified last night's homework on fragments. Next, the class took notes on identifying direct objects from the board and we labeled sentences 1-10 on worksheet 27.
Homework: Students are to complete worksheet on direct objects front and back.
Wednesday, March 11: Students completed sentence combining activities and verified last night's homework on direct objects. Next, we corrected the homework assignments on sentence fragments. There will be a graded assignment on fragments in class tomorrow.
Homework: Students should draw and label their favorite childhood toy, using sensory details and facts to help audience visualize all importants parts. Also, students should complete worksheet 29 reviewing direct objects.
Thursday, March 12: Students completed sentence combining practice and then verified homework. In large group we corrected sentence fragment homework sheets and began graded activity on fragments.
Homework: Complete clear and precise sensory labels for toy drawing. You will be giving these details to a partner tomorrow who will then draw your toy without having seen your visual. Be clear and detailed about all parts. Use similes that incorporate familiar objects to explain parts that are unusual or unfamiliar.
Friday, March 13: Students met and shared details with partner on favorite childhood toy. Partners were asked to draw visual guided by authors specific details. Afterward, students examined differences in pictures and shared ideas on how to improve descriptions. Next, we completed graded sentence fragment activity. Finally, students were to complete sentence combining activities 6-10 on
Combining by Inserting Words" worksheet.
Homework: Complete all missing work and sentence combining activities.
Monday, March 16: Students met with partners again to reverse roles and share toy details through speaking and drawing. Next students took notes on indirect objects. We also reviewed the direct object and completed some examples on worksheet 120. Last students worked on sentences 1-4 on Combining Sentences by inserting details worksheet.
Homework: Complete Sentence Combining 1-4 and worksheets 24 on direct objects as well as 120 on indirect objects. Be ready to free write about your favorite childhood toy in class tomorrow.
Tuesday, March 17: In class students verified homework 24 and 120. In a large group, students review four characteristics of direct object using notes and board.
We then corrected worksheet 20 and 24, focusing on identifying S-V-DO pattern.
Many students were still weak when identifying verb phrases, so we practiced with 10 sentences on the overhead. Students listed verb phrases and then discussed with partner whether sentences had direct objects.
Homework: Review notes on direct objects; memorize four essential characteristics for graded assignment tomorrow. Play games on website in links.
Wednesday, March 18: In class students completed practice review charts labeling subjects, verbs, and direct objects in model sentences before completing a graded assignment worth 10 points. We reviewed the extra credit diversity essay assignment worth 15 points, which is due in final draft form next Tuesday. In the remaining time students worked on sentence combining by inserting phrases.
Homework: Finish sentence combining worksheet 1-8. Complete worksheet 21 on indirect objects. Label S, V, IO, and DO for each sentence.
Thursday, March 19: In class students verified homework and corrected worksheet 21 sentences 1-10. Next we reviewed the sentence combining activities using phrases and made corrections. Finally we studied the new handout on details that help to express personal emotions and memorable experiences.
Students should memorize the mnemonic device MRS to remember memory, reflective, and sensory details. Students completed the handout activity and then we discussed how each typed of detail could be used in the favorite toy descriptive essay.
Homework: Students are to write using every other line on the fronts and backs of two notebook sheets describing a favorite childhood toy. The writing should include a description of the toy itself, how it appeared in your life, what you did with the toy, why the toy was important in your life or how it helped you to grow, and where it is now. We will be discussing organizational patterns on Monday.
Friday, March 20: In class because of the Springfield trip students were given time in class to work on their toy essays or the extra credit diversity essay for the Ethnic Festival contest.
Monday, March 23: In class students took notes from the overhead on organizational methods for the toy essay including time order, spatial order, and order of importance. We next discussed our upcoming research unit and the need for students to explore and brainstorm possible topic of interest. Finally, students completed an oral review and a graded assignment on sentence combining with single word adjectives.
Homework: Students should complete their toy rough draft and computerize it using size 12 font and double spacing. These drafts will be shared in class tomorrow. For Wednesday, students need to list their top 10 Topics for Research in their writing spirals.
Tuesday, March 24: In class students completed a graded assignment on sentence combining using adjectives and partiiciples. Next, I reviewed the requirements for the toy essay and went over what needs to be done on the peer response sheet.
Together we went over the first four sentences on sentence pattern homework, which is on the back of worksheet 21. The rest of the period, students worked with a partner to complete response sheet on toy essay. Students who had not yet completed a rough draft did not participate; instead, they continued writing.
Homework: Worksheet 9 on direct and indirect objects should be completed for Wed. as well as sentences 1-10 on the back of worksheet 121. Revisions should continue on toy essay adding any details that partners thought were necessary.
Make sure your essay includes all elements listed at the top of response sheet.
Final drafts of toy essay are due on Friday.
Wednesday, March 25: I presented a mini-lesson on "Show Don't Tell" encouraging students to back up telling memory details with specific show examples. Each example should use sensory details and specific nouns, verbs, and adjectives to recreate events about how you used your toy in a variety of locations or situations. Students met with partners to complete response sheet during the rest of the period.
Homework: Work on word choice in essay, replacing vague and overused terms like stuff, thing, anything, everything, good, bad, nice, and awesome. Substitute exact and powerful nouns and verbs for generic ones. Computerize your draft, so it's ready for editing.
Thursday, March 26: Students
Monday, April 6: In class students completed pre-research sheet, listing top 10 topics they would like to research. They also started webbing what they already knew about their final research topic.
Homework: Bring 50 notecards with rubber band to class. Complete Research Report handout sections A,B, and D. Have at least 10 open or closed research questions listed for section D.
Tuesday, April 7: Students received graded quizzes on sentence fragments and direct objects, which we corrected in class. Students rehearsed the linking verb song in class before copying notes on the linking verb into their journals. Finally, we highlighted information on page 320 in the packet and began locating predicate nouns, pronouns, and adjectives on worksheet 26.
Homework: Memorize linking verb song. Bring 50 research notecards with rubberband. Make sure Research handout sections A, B, and D are complete. There must be 10-15 questions listed in section D.
Wednesday, April 8: Students completed sentence combining exercise using appositives as opening activity. Next they copied their homework and reviewed the linking verb song.
We talked about open questions vs. closed questions. Tonight students should create five clear open-ended questions that will guide their research. Open questions require at least a paragraph
answer with facts, details and examples. Closed questions can be answered in a word or phrase; these questions while interesting should be grouped under a larger open-ended question.
Why and How make good open-question beginnings. Students collected questions from peers on their research topic. We studied examples of some linking verbs that can also act as action verbs.
Homework: Quiz over linking verb song. Spelling counts!! Bring 50+ notecard with rubber band
to class and store in locker. Write 5 clear open-ended questions about your topic that will guide your library research.
Thursday, April 9: Students completed review and quiz on listing the linking verbs. Students completed interviews with classmates to learn what others wanted to know about their research topic. The pre-research activities were submitted to the bin with final five research questions.
Monday, April 13: Students completed the last group of sentence combining activities using prepositional phrases. Sentences from both sides of the handout 1/2 should now be completed and submitted to the bin for a total of 41 points. Some students worked on their pre-research handout to complete any missing parts. We also checked in 50 index cards with rubberbands for those who did not have them on the assigned day.
Homework: Students should have all pre-research questions completed and meet in the library to begin the research process.
Tuesday, April 14: Students completed step 2 in the research process by creating search terms for their unique research questions.
Homework: None
Wednesday, April 15: Students completed their search terms handouts and added Boulean symbols to help in the search.
Homework: Thursday is the last day to turn in pre-research handouts and sentence combining activities ( front and back of handout),including 41 total sentences. Search term sheet is also due front and back at the beginning of class on Thursday.
Thursday, April16: During shortened periods due to assembly schedule, Ms. Nelson
reviewed how to evaluate and use web sites. Also, she reviewed the format for filling out the website source card. Students used available time to search for sources.
Homework: Search for sources and complete source cards for each source found.
Complete five source cards and print the pages you intend to use (except for books) from your sources by next Wednesday. Bring any books sources to class next Wednesday. Remember one of the sources must be a print source: magazine, encyclopedia, book, or newspaper.
Complete any missing work or assignments.
Friday, April 17: Students used class time to search databases and other media sources.
Homework: On Wednesday, bring five completed source cards attached to their corresponding printed material or pages that you intend to use in the report. You must have at least one printed source: a book, an encyclopedia, a magazine article or a newspaper article. If your source is a book, you must bring it to class on Wednesday. If no printed sources are available for your topic in local libraries, you may use a magazine or newspaper article from a database since these articles were once in print. Please try to use a variety of sources including database articles, printed materials, and internet websites. You may have more than five sources but not less. All materials should be stapled together and stacked neatly at the beginning of class. Class time will not be given for organizing materials. Each correctly completed source earns 5 points.
Monday, April 20: Students used class time to search databases and other media sources.
Homework: See homework posted for Friday, April 17.
Tuesday, April 21: Students received printed progress reports in class. Last day to turn in late work for the first six weeks is Thursday, April 23. Please attach all work to printed progress report and submit to bin. Students worked throughout period to locate and print sources for their reports.
Homework: Make up all missing work. See homework for Friday, April 17. All source cards should be completed and stapled to printed pages at the beginning of class tomorrow.
Wednesday, April 22: Students checked in their sources and then listened as Ms. Nelson review how to use EasyBib, an online format for creating a works consulted page.
Homework: Use the handout in class to input all information from your five source cards on EasyBib.com Be sure to use correct spelling and capitalization as you enter titles and publishing information. Save but don't print your created page.
We will check your work in class tomorrow. If you are behind in creating five sources, you must catch up ASAP. Also, the last chance to turn in missing work from the first six weeks of this trimester is Monday. You may also receive 5 points extra credit by turning in your printed language arts progress report with a parent signature on Monday.
Thursday, April 23: Students watched mini-lesson on screen by Ms. Nelson as she presented how to highlight printed materials, underlining key words and phrases only. Next, she covered notecards, the next step in the process. After highlighting as they read source materials, students should copy notes of no more than ten words on each notecard. Each card should present notes on one idea only as well as the number of the source where the information originally appeared.
Students used the rest of the period to input and print their work consulted pages using EZBib.com
Homework: Complete and print your works consulted page for Monday. Also, complete any missing work from the research process. Finally, have parents sign your progress report for 5 extra credit points.
Monday, April 27: Students turned in their Works Consulted pages before completing the pilot district tests for reading and response.
Homework: Students should be highlighting all materials they have chosed to use for their reports. They should mark materials that answer their guide questions as well as any interesting information they wish to add. They can also begin filling out notecards which are due in class on Thursday. There is not a set amount but a minimum of 35 is recommended.
Tuesday, April 28: Students received graded Works Consulted pages before working throughout the hour on highlighting sources and creating notecards.
Many students were behind, still working on their homework assignment from Thursday, the Works Consulted page.
Homework: Students must make up all missing work in the research process.
They must complete at least 35 notecards for Thursday. These cards should contain no more than ten words written in phrases not sentences. Each card should contain information on a single idea.
Wednesday, April 29: Ms. Nelson collected late papers and then presented a mini-lesson on organizing note cards and creating outlines. Students used remaining time to work on highlighting and note cards. Students received a handout on outlining format with example provided.
Homework: A minimum of 35 note cards are due at the beginning of class on Thursday. All sources should be read and key words and phrases highlighted.
Thursday, April 30: Students spent the first 10 minutes organizing research materials. We stapled together important handouts and then collated and stapledd sources with source cards. Next, students traded and counted completed note cards. During the rest of the period Ms. Fahey worked with students who have late or missing work, Ms. Nelson checked in highlighting and note cards, and students continued with note taking and organizing note cards into categories.
Homework: Tomorrow will be our last day in the library and the last day students may count on using computer during class. Students should be categorizing note cards. The assigned category should be written in the upper left corner of each card. Next, the cards within each category must be organized logically. Finally, the
five or more main categories must be organized in the order of presentation
selected for the report. When all categories have been organized, students may begin typing the outline, following the format provided on the class handout.
Typed outlines are due in class on Tuesday for 20 points.
Friday, May 30: Students worked on note cards and outlining throughout the period. Ms. Fahey checked in missing work with students who are behind in the research process.
Homework: Over this weekend, it is essential to make up any missing work in the research process. Unless your research and notes are complete, it is impossible for you to move forward with outlining and the rough draft. Please make a special effort to complete all research steps completed in the library by Monday so that
you are ready with a completed, computerized outline on Tuesday. Remember that no more class time will be dedicated to computer research. All futures steps must be completed on your own. Make arrangements to use school computers before school and at lunch if you cannot use a home computer for outlining and drafting your report. See the handout provided in class for upcoming assignments and due dates.
Monday, May 4: Students worked in class on an activity sheet focused on thesis statements, organizing details and outlining. We shared answers and corrected information in class. Students started their homework on combining notes into complete sentences during the remaining minutes.
Homework: Complete worksheet 121-22 combining notes fragments into completed sentences 1-6 only. As assigned last Thursday, students are to have two copies of the completed and typed outline for their report at the beginning of class tomorrow. Use Research Basics and the handout "Tips on Outlines" as you guides. Remember outline entries should be written in phrases--not sentences.
Tuesday, May 5: Students submitted outlines to the bin and verified homework completion on ws
121-22, sentences 1-6. Together students shared answers and corrected mistakes. Next, we went over the homework for tomorrow and students located their handout on creating topic sentences, which is stored in their take-home folder or accordian. Students spent the last half of the period learning about how independent clauses and dependent clauses form complex sentences. We practiced the subordinate conjunction song numerous times in order to help students memorize the signal words.
Homework: Complete sentences 7-12 on worksheet 121-22. Rough drafts of research reports are due on Friday. Students may write them in longhand every other line on notebook paper or computerize double-spaced. Tonight students should create a strong topic sentence for each main point in their outline. The main points are those marked with Roman numerals.
Wednesday, May 6: Students verified and corrected sentences 7-12. We reviewed subordinate conjunctions that signal adverb clauses and sang song
numerous times to enhance memorization. Students completed part of ws 27 in class, locating subordinating conjunctions, adverb clauses, and then adding correct punctuation. Students received two handouts to help with body paragraphs: creating topic sentences, elaboration strategies, and transitions. These handouts were explained before the class began to self-evaluate note cards using rubric slip.
Homework: Complete ws 27. Use topic sentence handout to polish and add variety to last night's topic sentences. Continue writing rough draft of body paragraphs only, which should be ready to share in class on Friday.
Thursday, May 7: Students proofread note cards during first few minutes of class. Partners evaluated note cards guided by rubric handout and guidance from Ms. Fahey. Students practiced the SCadverb song numerous times before self-checking worksheet 27. We reviewed orally dependent and independent clauses and students had time to ask questions about the rough drafting process.
Homework: Complete worksheet 81. Memorize SCadverb song for Friday. Spelling counts.
Complete rough draft of all body paragaphs. Paragraph should be about seven sentences in length and paragraphs should be no fewer than four. The finished report with intro and conclusion should be three to five pages in length when double spaced.
Friday, May 8: Students completed Scadverb quiz and Ms. Fahey demonstrated think alouds for a number of thesis statements.
Homework: Make up all missing work for the research report.
Monday, May 11: In class students worked with adverb clauses, identifying which adverb questions each clause answered about the main clause. Also, students worked on identifying topic sentences in body paragraphs and summarizing main ideas in their own words.
Homework: Complete worksheet 82 on adverb clauses. Read and highlight essay packet, targeting new and essential information in fragment form. On the handout with sample intros and conclusions, star five introductions and three possible conclusion structures that might work with your research topic. Finally, write an introduction and conclusion for your rough draft. Bring your work to class for revision activities tomorrow.
Tuesday, May 12: In class students went over homework self-correcting sheet 82 on adverb clauses. Students practiced finding topic sentences in paragraphs and writing main ideas in their own words. Next, we talked about unity in body paragraphs before students used example paragraphs to located off-topic sentences that destroyed unity. Students checked in rough drafts of research report introduction, body and conclusion.
Homework: Complete sentence combining worksheet using adverb clauses, sentences 1-7. Begin revision of body paragraphs, checking for strong topic sentences and eliminating in off-topic details that don't prove topic sentence.
Wednesday, May 13: 7-1 field trip to Brookfied Zoo.
Homework: Complete title page using format shown in Research Basics.
Complete any missing work on rough draft. Show draft to adult for feedback.
Due to field trip, title page and outline revisions due on Friday rather than Thursday. Outlines and revision will be discussed in class on Thursday.
Thursdayl,l May14: In class students went over homework sentences 1-7 and participated in a review on adverb clauses, scadverbs, and complex sentence structure before completing an oral review on combining sentences with adverb clauses. Afterwards, students completed a 15 point graded assignment on locating and combining sentences with adverb clauses. Students received marked outlines for correction.
Homework: Complete title page according to format on p24 in Research Basics and make corrections on outlines before final evaluation in class tomorrow. The outline should include all specific details that you intend to use in final draft written in paraphrased fragments only. Use the checklist from class to help you revise and earn maximum points on Friday.
Friday, May 15: In class students reviewed the format for the Title Page, which contains the title and heading for the research report. Students copied diagram of page into notes. We began a peer evaluation of the outline, using a checklist provided in class.
Homework: Complete any missing steps in the research report process. Those who haven't computerized their rough drafts should do so. Computerize title page for Monday and bring to class.
Monday, May 18: In class students completed peer evaluations of title page using a checklist provided in class. We also finished the peer evaluations of outlines begun on Friday. Finally, student questions about report and format were answered.
Homework: Final paper due Wednesday, May 20, including computerized title page, outline, final draft, and works consulted. Make corrections and computerize title page, outline, and works consulted page so that they are ready to go by Wednesday. Revise rough draft polishing thesis statement in introduction and topic sentences in body. Make sure all sentences in body paragraphs work to explain and prove topic sentences, using an interesting variety of detailsl, facts, and examples.
Tuesday, May 19: In class students submitted evaluation sheets on title page and outline to the bin. We spent the rest of the period talking about revision methods for the final draft. First, students copied "dead" or vague words that they should try to eliminate, substituting each with a more vivid noun or action verb when possible. Next, students reviewed transitions, which should be added to show relationships and provide fluency between ideas. Last students began the revision worksheet, which requires students to verify that their reports include attention-getters and thesis statement in the introduction; topic sentences and a variety of elaboration details connected by transitions in the body; and a satisfying summary
statement along with either a question still to be answered or a challenge for the audience in the conclusion.
Homework: Students should revise and computerize the final draft of their research report. When complete there is a final checklist to complete on the back of the handout on transitions we used in class today. If checklist is complete, students should assemble in order the title page, outline, final draft, and works consulted page, stapling the the assembled elements in the upper left corner. No report covers are needed. Students will turn in rough drafts as well but in a separate bin. Students in period 2 will complete the revision homework but have been given a day's extension on completion of the final report.
Wednesday, May 20: Students were given time to organize and staple the four elements of their final research reports while I checked in red grammar books. The students then checked in the four required items in final report and placed them in bin. Students who did not turn in reports were told to call home and as many as space allowed were sent to the library. Students also checked in rough draft elements: title page, outline, rough report, and works consulted, placing stapled packet in bin. We discussed orally how we would like to share reports.
Homework: Students are allowed to add visuals or present report information in a new format while sharing findings with class on Friday. All additions should be complete by Friday.
Students should check their status using the online gradebook and complete any missing research steps. Also, they should bring money for the Book Fair on Thursday.
Thursday, May 21: Students were given time to work on sentence combining homework while I checked in red grammar books. I took a status of the class concerning research reports, collecting any late work and sending some students with unfinished reports to the library.
Finallyl, students were given Book Fair money/slips based on accumulated AR points before we
headed to the commons for book browsing and purchases.
Homework: Students should complete sentences 1-10 on the Adverb Clause handout, combining simple sentences pairs into complex sentences. Students put stars before numbered sentences that should begin with Scadverbs. Also, students should print their report once more in order to share with their classmates on Friday.
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