Week 28: February 25th-March 1st

This week was a short one, and it really flew by!  The students and I are enjoying reading Wednesday Wars and learning a little Shakespeare language to help prepare them for the future and to get more out of the novel.  Our Shakespeare Insult day was a lot of fun and it was awesome to see the students master such complex language.  I've also been pleased at how well the students are doing with writing their own poetry and learning poetry terms.  Being able to express yourself through writing is a great skill and I am surrounded by very talented student authors!  Our vocabulary work and poetry analysis practice will certainly help students prepare for our CRT tests which will be at the end of the month.

I am doing a bit of a flipped classroom with our novel.  A flipped classroom is where students do some preparation work before instruction happens the next day. Additionally, in our Common Core Standards, students need to practice coming to class prepared for discussion.  So, you will see your students coming home once a week with a chapter from the novel to read at home.  It is vitally important they get this reading completed before the next day of school.  I'll try to send home reading on weekends so students can have a couple of days to read.  This can count for their daily reading.  They will bring home a chapter summary and guided reading questions to help their comprehension.  If they are absent or lose their reading, I have everything posted on the blog on the left side under "Wednesday War Novel".  I've also told students that there will be a quiz on their home reading.  Please encourage them to stay on top of the reading or I'm afraid they will start to fall behind.

Students were also asked to select a Novel Project and have told me what they would like to do.  I'll hand our rubrics/instructions for their projects, which are due on March 8th.  I asked all students to show parents/guardians the assignment sheet, but I'll post the link here if you want to view it.  I have many options so students can get excited about a project.  The 50 point projects will be done mainly in class, the 100 point projects will need to be outside of class. I can't wait to see how the students portray their understanding of the novel in a variety of ways.

Novel Assignment Sheet

Just a reminder, if students are going to be gone, they need to meet with me before or after school as soon as they return so they can catch up.  I am doing daily assignments with this unit, so it may be easy to fall behind. I can give work in advance with a few day's notice.  I cannot provide advance work when a student asks me in the middle of class they day before they leave.  I am always available at least an hour before or after school and am willing to help your student catch up.  Just let me know :).

Thank you for the continued support.  It's truly a privilege to teach such talented, fun, hard-working students!  Please email or call me if you have any questions or concerns.

Monday, Feb. 25^th

*Wk. 27 Reading/Planner Check

*Quiz on Ch.5

*Discuss Ch. 5

*Handout Project Rubrics/Instructions

*Culture Slideshow

Tuesday, Feb. 26th

 *Poetry Bellwork: Alliteration & Personification

*Chapter 6

Wednesday, Feb. 27^th

*Bellwork: Author’s Purpose

*Finish Chapter 6

*Library Day

 AM/PM Reading Club

Thursday, Feb. 28th

*Poetry Bellwork: Hyperbole & Allusion

*Chapter 7

Friday, March 1st

*Utah in News

*Random Student

*Chapter 7

*Gecko Time

 Chapter 8 will be sent home to read. 

Utah in the News

These students need to be prepared to present on Friday, March 1st.

1st: Victoria Riggs (Monday), Mallory Richey, Nate Reber, Krystal Powell

2nd: Emily Stewart, Shantel Sotomayor, Michael Salazar

3rd: Jessica Watkins (2 on Monday), Tanner Ward (Monday) Zane Pendleton, Emily Schumacher, McKenzie Rose

5th: Brooks Sampson, Keston Rich, Allie Parr 

6th: Lupe Baca (2), Kameron Webster (2 on Monday), Alberto Venegas, Sydney Swan, Brooklyn Tuttle

Common Core Standards Covered in "Wednesday War" Unit

As a parent myself, it's nice to know how the curriculum my children learn are hitting the Common Core and preparing them for testing, the next grade and life.  Here is what the "Wednesday War"/Poetry unit are covering for your student, all the activities I ask the students to do tie into these Core Standards. 

Reading Standards

• CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
• CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
• CCSS.ELA-Literacy.RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning
• CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Writing Standards

• CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
• CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 here.)

Speaking and Listening Standards

• CCSS.ELA-Literacy.SL.7.1 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.
• CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
• CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
• CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
• Language Standards

• CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.