English 7th Grade (Period 7) Assignments

We are going to start reading the Lightning THief this week and we will complete the first four chapters. Each chapters has a variety of guided reading questions and activities that are designed to engage students in a variety of critical thinking skills. Each week, the worksheets will vary. This week we will focus on:

Sequence of Events
Cause/Effect
Character Qualities
Letters to other characters

Most assignments will be during class unless the student does not complete the work. Then, it will be homework.

We are well in the Response To Literature Unit. We will be looking at four main standards:
R 2.4- Trace the development of the author's point of views
R 3.7- Use common literary devices (e.g., symbolism)
R 3.4 - Identify and analyze recurring themes across works
R 3.3 - Analyze characterization as delineated through a characters thoughts, words, actions.

This weeks lesson will be designed around three Greek Myths from the Prentice Hall Literature. We will study the standards by using these stories.
- Phaethon, Son of Apollo
-Demeter and Persephone
- Daedalus and Icarus

See the links to gain access to the activities we will complete in class. This unit will springboard us into the next unit (5 week unit), which will be reinforcing the Response to Literature Standards while reading "The Lightning Thief."

This week, we will prepare for the CST Writing section Response to Literature. We will continue to work on the writing process by using writing prompts that will support the development of the student's writing. Below is the packet and graphic organizer they will use to prepare for their prompts.

Welcome to Second Semester (Spring Semester). We will be finishing prep for the CST Writing Assessment and then we will be starting the third unit in the ELA, which is Response to Literature. In the Response to Literature unit, we will be reading stories, poetry, and articles. Then we will connect to, compare, and dissect the reading, the author, and the ideas.

Over the next few weeks we will continue our dedication to preparing for the CST writing assessment (first week of March). We will continue to practice for either summary, persuasion, response to literature, or narrative. This week we are on working on Persuasion prompts. They will use a graphic organizer called the persuasion pentagon (see the attachment) and the "Persuasion Packet" (see the attachment).

In preparation of the 7th grade California Star Writing Assessment (in March), we will start a four-week "Writing Prompt" practice for the following writing styles:
Narrative
Persuasion
Response To Literature
Summary
Each week, we will have one focus for one of the writing styles. This week, we will focus on Summary writing. Please see the attached packet.

This is the week we will be taking the ELA Assesment. Please Please Pleas Do NOT Be absent!!

We will be working on collecting research and resource information (bibliography) for the next two weeks. Your final draft Research Report will be completed after two full weeks of research and production. This will be the culminating project for the Exposition Unit and will be the final grade on the 20 week report card.

Book Report Final Drafts are Due with the rough draft attached and the reading log attached as well.

ATTENTION ATTENTION!!

Be aware that Audubon teachers will be assigning winter packets for the Core Subject Areas. Each student will be issued a packet with checklists and pacing guides (for the students to complete over the winter recess). They will be due on their first day back to my class after the holiday!! Have a lovely holiday!!

They will have a "Nolan Ryan" fact/opinion jersey due.

They will also paint a portrait (in class if they finish) depicting Nolan Ryan, based on the facts they read from the Prentice Hall article.

The students will be tracing the argument/point of view of the 11 year old author, Jonathan McCoy, in regards to the topic the N-Word. See the speech below. An Essay will be the final assignment.

Book Report Final Draft #1 due. It must be edited and revised in blue or black ink or typed.

Students are being introduced to the various purposes of expository writing and the types of expository reading/writing they will be exposed to over the next ten weeks. Using an interactive worksheet, they took expository notes of a powerpoint presentation on the exposition unit. Now they will write a short essay paraphrasing (which is an expository skill) what they learned. The criteria are included in the PDF below.

Book Report Rough Draft #1 Due. See the criteria below.

Students will be learning about Greek/Latin derivatives (including prefixes, suffixes, and root words).

In class, we will cover prefix/suffix, root word definitions.

In class, we will start brainstorming examples of words that contain the various prefixes/suffixes, root words.

1. The homework will be to continue brainstorming examples of words. Then, they will play a game called "Word Frankenstein" where they piece together different prefixes/suffixes/root words to make up brand new words (real or fake) based on the word meanings. They will log their new words on a worksheet.

2. The second half of their homework is the root/suffix/prefix practice worksheets.

This is not a homework assignment, rather it is a reminder. The students will be taking the district assessment for the Narrative Unit that we are completing. Please make sure your child has eaten a well-balanced breakfast and had a healthy night's sleep. The assessment will close out the first unit "Narrative" and prepare us for the upcoming unit "Expository."

Good Luck! Take your time! Read, Re-Read, Re-Re-Read! Highlight, underline, take column notes!

Students have been guided to collect ten current event articles and ten pictures to match those articles. These should be related to a theme (Peace is the Answer, Save Mother Earth, Preserve Education to preserve our future). We will watch the Marvin Gaye "What's Going On" Youtube video (with pictures related to the topic of War) and we will discuss the lyrics and identify the theme that "War is Not the Answer."

Students will then produce their own "What's Going On?" theme collage by using the articles they have collected.

See the criteria below.

1. Students will complete the figurative language packet:
Cover page
Table of Contents: 2 idioms, 2 similes, 2 metaphors, descriptive paragraph re-write
2 pictures illustrating similes
2 pictures illustrating metaphors
2 pictures illustrating idioms
Re-write the descriptive paragraph by adding 3 idiomatic phrases, 3 metaphors, 3 similies

2. Students will complete the Idiom Flip Book.

After completing the unit on figurative language, the students must draw pictures and label 2 similes, 2 metaphors, and 2 idioms and produce a packet to turn in. The pictures must be colorful.

Students are required to start reading a novel approved by the teacher. They will read 30 minutes a night, Monday-Thursday, and cite a quote and page number related to Setting, Plot, Theme, Character, and Opinion. They will read and log for five weeks and upon completing the book, they will complete a book report.

1. Analogy packet
2. Similie/Metaphor Worksheet

1. Read "After 20 Years" from the Prentice Hall Literature
2. Complete the PH Skills workbook pages 123-125
3. Start the foreshadow/suprise ending clock and include the following details:
Four text citations (with page numbers) that are examples of foreshadowing.
Four examples of what each citation is hinting at for future events in the story.
Title of Story
Title of Activity
Standard: R 3.2
Definition of Foreshadow
What the surprise ending ended up being.