Seventh Grade Assignments

Study for test, bring in one question about theme and figurative language.
7B: You will be having a  retest this Friday over the following:

• Fiction
• Point Of View
• Character Motivations (STEAL)
  
• Plot
• Making Inferences
  
• Poetry
• figurative language: (what does this simile, personification, metaphor mean?)
  
• Theme
• structure: (line positions, couplets)

7A: You will be having a  retest this Thursday over the following:

• Fiction
• Point Of View
• Character Motivations (STEAL)
  
• Plot
• Making Inferences
  
• Poetry
• figurative language: (what does this simile, personification, metaphor mean?)
  
• Theme
• structure: (line positions, couplets)
  

The Couger Gazzete and work on project and study flashcards

Make flashcards for lesson 8. Read cougar gazette and answer questions.

7A:
Find an example of someone who is not a conformist, some who takes the road less traveled. Write five sentences explaining why you chose them. Also, work on your project.
Your words: acquire, addict, aspire, chorus, conjure, firebrand, gravity, magnetic, mirth, quench, subtle, sullen, toxic, urgent and wary

7B: Study flashcards nightly! Prepare for tests on vocabulary and fiction. Do your reading passage and use good strategies! Work on your project with these words: acquire, addict, aspire, chorus, conjure, firebrand, gravity, magnetic, mirth, quench, subtle, sullen, toxic, urgent and wary

Study your flashcards for the test and read the passage. Use your strategies!

Make and study flashcards for lesson 5 in Buckle Down tonight.
Read the passage and use your strategies!

We will finish lesson 5 in class on Wednesday.
Make and study flashcards for lesson 5 in Buckle Down tonight.
We will have a vocabulary quiz on Wednesday!

Read Assessment 1. Use Strategies and answer all 8 questions with justifications. Ex: I chose _______ because.....
Study/Make Flash Cards over Lesson 1 in your Buckle Down book.
Test over Lesson 1 (Vocab) on Monday!

Reading Passage
Work on your expository composition.

Write final draft about difficult decision you had to make.
Do reading passages: I Was Not Alone and The Time We Climbed Snake Mountain.

7B: Finish your projects and don't be afraid to ask for help. Show your parent the rubric. There are several uploaded on the website.

On Wednesday and Friday, bring your Write Source Skills Book so we can practice with punctuation and combining sentences. Also bring your Buckle Down Book!

Also, please bring copy paper and/or (sharpened) pencils to donate to the class. The class that donates the most by the end of April will earn a cozy free reading day.

7a: Finish your projects and don't be afraid to ask for help. Show your parent the rubric. There are several uploaded on the website.

On Wednesday and Friday, bring your Write Source Skills Book so we can practice with punctuation and combining sentences. Also bring your Buckle Down Book!

Also, please bring copy paper and/or (sharpened) pencils to donate to the class. The class that donates the most by the end of April will earn a cozy free reading day.

7th Grade~Practice Revising 1 Worksheet and bring 4 poems and 3 examples of figurative language!!!
due: 3/7/13

Revising Practice 1 Worksheet and

Bring four poems (two poets) in to class and find 3 examples of figurative language.

Make a thesis statement and outline  

7A:
Do Sensory Language Practice. Do Buckledown pages 60-65. Brainstorm a thesis and write an outline based on the expository writing prompt.

7B: Read “Orpheus and Eurydice” and “Song of Orpheus” pages 652-657 in your Literature book. Answer all six questions written on the side of the text as you read then answer questions 1-7 (page 658) after you read.

7A: Read “Orpheus and Eurydice” and “Song of Orpheus” pages 652-657 in your Literature book. Answer all six questions written on the side of the text as you read then answer questions 1-7 (page 658) after you read.

7B: Read “Prometheus” in your Literature book pages 648-651 and answer all five questions on the side of the text.

7A: Read “Prometheus” in your Literature book pages 648-651 and answer all five questions on the side of the text.

7A: Do your Buckle Down booklets pages 142-146 along with your vocabulary: "Understanding what you read."

7B: Your final drafts to the First Lady are due on Monday along with your vocabulary "Draw the Relationship" and "Understanding What You Read."

I need your final draft letters to the First Lady and your peer editing sheets as well.

7A: Do your flocabulary lesson D: Fix the mistake. Have your parents sign the note about Independent Reading that is located on the back of your Flocabulary Homework. This will be due on Thursday.
Interview your parents and ask how old they were when they had their first job. What kind of work did they do? This is also due on Thursday for sharing.

Begin your independent reading routine!

Show your parents your syllabus for the unit project. They need to sign your rubric. Projects are due January 22nd (if that is an A day).

7B Read through Chapter 55 of Romiette and Julio and answer all questions!

7A: You were supposed to have read through chapter 45 and answered all questions.

7B
Read through chapter 36 and answer all chapter 30 through 36 questions and do reading benchmark review

Using your articles "A Modern Day Romeo and Juliet with a Twist" make a key words and phrases chart for each paragraph. FIll out all three columns! Then use the chart to write a summary!

7A:
Read through chapter 18 by Friday!
Do Romiette and Julio Packet, focusing on creating graphic organizers for numbers 3 and 5. And also do number 4!
We will have a quiz on Friday.
Study all of your Frayer models for the eight words we've been using. Be sure to know definitions, spelling, related words (ie: intrigue, intriguing, intrigued), synonyms and antonyms!

Fill in Frayer models for generic,lure,etc. Write 8 sentences.FIND THE PATTERN.Book check next Monday.

1. Subject-Verb (Kittens played.)
   
2. Subject-Linking Verb-Predicate Noun (Ann is the secretary.)
3. Subject-Linking Verb-Predicate Adjective (Steve was happy.)
4. Subject-Verb-Direct Object (Lee plays the trombone.)
   Direct object answers the question: "Lee plays what?"
5. Subject-Verb-Indirect Object-Direct Object (Luis gave the puppy a biscuit)
   Indirect objects come before direct objects and answer the question: "Luis gave a biscuit to who or what?" 

Examples of diagrams can be found here.
Examples of useful can be found by clicking numbers 1 (S-V), 16 (S-LV-PN), 21 (S-LV-PA), 7 (S-V-DO), and 12 (S-V-IO-DO). 

For more help on Indirect objects go here.

7B: Have your completed presentation on Tuesday. It should be very visual and broken down to make it easy to explain.We will be presenting over the next few weeks, but you should be ready to present at any time.

7A: Have your completed presentation on Monday. It should be very visual and broken down to make it easy to explain. We will be presenting over the next few weeks, but you should be ready to present at any time.

Bring in a sentence for each vocabulary word. Than circle the subject and underline the verb. 

Finish Frayer Models and Vocabulary Practice Quiz Chapters 5-9

Write your essays and be sure to either print a copy or email one to Ms. Henderson. Bring your 5 paragraph rubrics on Wednesday for an extra point! 

Write your essays and be sure to either print a copy or email one to Ms. Henderson. Bring your 5 paragraph rubrics on Wednesday for an extra point! 

Read through Chapter 8 of Romiette and Julio.

Answer packet page 20 Questions.
Study for the chapter 1-8 quiz on Friday.
Study Frayer spelling and meaning of vocabulary: Intrigue, Anglo, Confide and Flamboyant.

Complete the first draft of your essay.
Complete your outline, if you haven't already, and bring it in on Tuesday for a 75 or on Wednesday for a 50.
Finish your Frayer Models on the words Anglo, confide, flamboyant, and intrigue.

Write an outline for your unit project essay that includes your introductory paragraph.

I. Thesis
II. Topic or Detail # 1
III. Topic or Detail # 1
IV.Topic or Detail # 1
V. Conclusion

If you haven't already: research 3 websites that can add to your understanding of your essay topic. Record the websitem the title and the author. Summarize each one.


Read Ch. 4 & 5 and answer number 1 from page 7. You are searching for persuasive language used to convince people to buy the Scientific Soul Mate System. Put examples of this language in your destiny chart.
Choose either one of the topics and write an introductory paragraph (including a thesis):

How is Romiette's perspective different than Julio's? How are they culturally different? 

OR.

How have they gotten to where they are today? For example, does Julio seem to have many choices in life? Or is he controlled by others? What about Romiette?

7B: Find 3 possible resources that can add to your understanding of your essay topic.  Summarize them and record the following information: website or newspaper title, article title, date or year written, author. 

Write a thesis statement for your essay!

Research three resources that can add to your understanding of your essay topic. Bring in a list of references, summaries of each, and how they will help you write your essay.

Turn in thesis statement, and if you have already, write a better one. Use the four thesis statements we wrote in class, and your ON A WHITE BUS conjunctions to help you turn bad statements into great ones!

7A: Find 3 possible resources that can add to your understanding of your essay topic.  Summarize them and record the following information: website or newspaper title, article title, date or year written, author. 

Write a thesis statement for your essay!

7B: If you haven't already, be sure to turn in your choice of a unit project topic. Explain why it interests you and present 3 unique perspectives on what you have to add, or what you want to learn about the subject.

Also: finish reading Life as We Knew IT.

Choose a unit project topic. Explain why and present three unique perspectives. Read through chapter 19 in LAWKI. We will finish the book next class!

Read through Chapter 19 by Wednesday. We will be studying theses and reading chapters 20 and 21 in class!

Due: You must choose a unit project topic, explain why you’ve chosen it, and present three unique perspectives on it by next class period.

Also, I graded all your homework, but the assignments didn't save in the system. Please shoot me an email with your grade, or bring the work back to school with you.

You should have read through Chapter 18 this weekend. The questions 1-5 are for those chapters. Turn in these questions and the question 6 after reading Chapter 19. All questions are due on Thursday. We will finish reading the book in class!

1.     What types of physical activities are the family participating in? Why are they motivated to do these activities? Would you do these things in their situations?

2.     What types of physical activities is the family participating in? Why are they motivated to do these activities? These are examples of rising action, what could they be leading to? Would you do these things in their position?

3.     On December 10th, Miranda says: "We're all alive. We're all healthy. These are the good times." What is so good about these times? What does this quote show us that Miranda has learned?

4.     On December 11th, Miranda tells Johnny that he is the child that the family is putting their hopes for survival into. What do you predict this statement means about the climax that is on its way?

5.     At the end of chapter 18, Miranda says "I know I'm doing this to myself. We've made it through so far. There's no reason to think we won't survive some more snow. But I have that scared feeling in the pit of my stomach." What literary technique (think about our notes on plot!) is being used here? What do you predict will happen?

6.     During Chapter Nineteen, Miranda must display much responsibility. Is she prepared for this? Looking at past chapters, what has she learned to help her succeed now?

7B: Chapters 14, 15, 16, 17 and 18 are to be read and the questions answered by Monday. In order to manage your time, read twenty pages a day and answer questions as you read. This should take around 30 minutes to 1 hour a day.

Respond to the following questions:

1. What types of physical activities are the family participating in? Why are they motivated to do these activities? These are examples of rising action, what could they be leading to? Would you do these things in their situations?
   
   
2. On December 10th, Miranda says: "We're all alive. We're all healthy. These are the good times." What is so good about these times? What does this quote show us that Miranda has learned?
   
   
3. On December 11th, Miranda tells Johnny that he is the child that the family is putting their hopes for survival into. What do you predict this statement means about the climax that is on its way?
   
   
4. At the end of chapter eighteen, Miranda says "I know I'm doing this to myself. We've made it though so far. There's no reason to think we won't survive some more snow. But I have that scared feeling in the pit of my stomach." What literary technique (think about our notes on plot!) is being used here?
   
   

7A: Chapters 14, 15, 16 are due on Friday.

Respond to the following questions:

1. Has winter changed Miranda's family for the better or the worst? Use details and page numbers.
2. After reading the October 15th entry, what is your opinion on Reverend Marshall? Have you ever met or heard of anyone like this? 
3. Considering the air quality, is skating a healthy or dangerous activity for Miranda? Why? 
4. Why do you think Mrs. Nesbitt is important to the story of Miranda's family?
   

7B: Read Chapters 10, 11, 12, and 13 by Thursday. (Don't worry, we will be reading in class as well).

Chapter ten assignment is BONUS.

You will turn in the following questions:

Chapter Eleven Response:

 

Would you go to school if you were in Miranda’s position? Why or Why not?

 

Chapter Twelve Response

 

Why aren’t they letting pregnant women into Colorado?

 

At the end of Chapter Twelve Miranda said: “Sometimes it’s safer to cry about people you don’t know than to think about people you really love.” How does that relate to the rest of chapter twelve? What has Miranda learned?

 

Chapter Thirteen Response

 

How has Mom and Miranda’s relationship changed? What moments and events have defined their relationship? Are you this close with your mother?

As always: use details and page numbers!

7A: Read Chapters 10, 11, 12, and 13 by Wednesday. (Don't worry, we will be reading in class as well)

Chapter ten assignment is BONUS.

You will turn in the following questions:

Chapter Eleven Response:

 

Would you go to school if you were in Miranda’s position? Why or Why not?

 

Chapter Twelve Response

 

Why aren’t they letting pregnant women into Colorado?

 

At the end of Chapter Twelve Miranda said: “Sometimes it’s safer to cry about people you don’t know than to think about people you really love.” How does that relate to the rest of chapter twelve? What has Miranda learned?

 

Chapter Thirteen Response

 

How has Mom and Miranda’s relationship changed? What moments and events have defined their relationship? Are you this close with your mother?

As always: use details and page numbers!

7B You should read Chapters Eight and Nine and answered the following questions by Tuesday:

Chapter Eight Response

 

Dan, Dad, and Lisa are going West and Samantha has already left for Dallas. Would you stay with your family at home and make do like Miranda’s family has? Or would you leave them behind and grow up fast?

 

Chapter Nine Response:

 

What does it mean to “grow up fast?” Which character has grown up the most since the first chapter? How can you tell?

7A: Read through chapter twenty of Life As We Knew It over the weekend. We will read the final chapter in class together! 

7A: Read chapters 17, 18, 19, and 20 over the weekend. The answers to the following questions are due on Monday. We will read the final chapter in class!

1. What types of physical activities are the family participating in? Why are they motivated to do these activities? These are examples of rising action, what could they be leading to? Would you do these things in their situations?
   
   
2. On December 10th, Miranda says: "We're all alive. We're all healthy. These are the good times." What is so good about these times? What does this quote show us that Miranda has learned?
   
   
3. On December 11th, Miranda tells Johnny that he is the child that the family is putting their hopes for survival into. What do you predict this statement means about the climax that is on its way?
   
   
4. At the end of Chapter Eighteen, Miranda says "I know I'm doing this to myself. We've made it though so far. There's no reason to think we won't survive some more snow. But I have that scared feeling in the pit of my stomach." What literary technique (think about our notes on plot!) is being used here?
   
   
5. In Chapter Nineteen, Miranda has to display much responsibility. Is she prepared for this task? Look back through your book for details. What skills has she learned that help her now?
   

7A: Read chapters 17, 18, 19, and 20 over the weekend. The answers to the following questions are due on Tuesday. We will read the final chapter in class!

1. What types of physical activities are the family participating in? Why are they motivated to do these activities? These are examples of rising action, what could they be leading to? Would you do these things in their situations?
   
   
2. On December 10th, Miranda says: "We're all alive. We're all healthy. These are the good times." What is so good about these times? What does this quote show us that Miranda has learned?
   
   
3. On December 11th, Miranda tells Johnny that he is the child that the family is putting their hopes for survival into. What do you predict this statement means about the climax that is on its way?
   
   
4. At the end of chapter eighteen, Miranda says "I know I'm doing this to myself. We've made it though so far. There's no reason to think we won't survive some more snow. But I have that scared feeling in the pit of my stomach." What literary technique (think about our notes on plot!) is being used here?
   
   
5. During Chapter Nineteen, Miranda has to display much responsibility. What is expected of her? Is she prepared for this task? What has she learned in past chapters to help her succeed now?
   
   

7A You should read Chapters Eight and Nine and answered the following questions by Monday:

Chapter Eight Response

 

Dan, Dad, and Lisa are going West and Samantha has already left for Dallas. Would you stay with your family at home and make do like Miranda’s family has? Or would you leave them behind and grow up fast?

 

Chapter Nine Response:

 

What does it mean to “grow up fast?” Which character has grown up the most since the first chapter? How can you tell?

7A: Read chapters 17, 18, 19, and 20 over the weekend. The answers to the following questions are due on Monday. We will read the final chapter in class!

1. What types of physical activities are the family participating in? Why are they motivated to do these activities? These are examples of rising action, what could they be leading to? Would you do these things in their situations?
   
   
2. On December 10th, Miranda says: "We're all alive. We're all healthy. These are the good times." What is so good about these times? What does this quote show us that Miranda has learned?
   
   
3. On December 11th, Miranda tells Johnny that he is the child that the family is putting their hopes for survival into. What do you predict this statement means about the climax that is on its way?
   
   
4. At the end of chapter eighteen, Miranda says "I know I'm doing this to myself. We've made it though so far. There's no reason to think we won't survive some more snow. But I have that scared feeling in the pit of my stomach." What literary technique (think about our notes on plot!) is being used here?
   
   
5. In chapter nineteen, Miranda must show a lot of responsibility. Is she prepared for this effort? Looking back, how has she been preparing?
   

 

Life As We Knew It Unit Projects

 

All Final Projects are due on Friday, September 14^th.

If you are a B-Day student turn your projects in during afternoon homeroom. Late work is not accepted, stay in touch via email or by meeting with me before school, after school or during lunch if you have any questions.

 

You have three choices of which topic you would like to explore for your project:

 

1.     Write five diary/journal entries as if you were the main character in a fictional disaster, like Miranda. Include at least one illustration as well as your feelings about what is happening to you. Diary/journal paper is available for you to use in the 7^th grade outboxes. Be sure to turn in all stages of your writing process! You may use the story that you have already pre-written in your notebooks to get you started, create your own situation, or make a story based on one of the following headlines:

 

·      Snowfall Averages Could Reach 27 Feet!

·      Tide Levels Are Rising Daily at a Catastrophic Rate!

·      Confirmed: The Earth Is Moving Closer to the Sun!

·      All Flying Creatures Have Died Out!

·      Water Sources Are Disappearing

Or…

2.     Create a visual model of your own personal shelter in the event that you were affected by a disaster. Use magazine cut-outs, your own drawings, technology, or anything else you can imagine to create a model. Be sure to creatively and attractively answer all the following questions: What would you include in your shelter to keep you alive for a long period of time? Make plans for the shelter, a list of essentials, and a daily schedule. Who will you share your space with?

Or…

3.     Do research on one of the following five comets: Halley’s Comet, Hale-Bopp, Kohoutek, Hyakutake, or McNaught. When was it witnessed?  How did people prepare for its approach and arrival? What effect did its presence have on people? Is it scheduled to arrive again? You may represent this information as an essay, as a creative, visual, and original PowerPoint, or by using any other visual media you can imagine.

7A:

Your homework for Thursday is to read until June 16th in Chapter Six. Before you begin reading, re-read the argument Miranda and her mom had about ice-skating lessons. After reading, make a venn-diagram to compare and contrast the two arguments. How did each begin and end? How did each character respond to each other?

After comparing and contrasting the arguments, answer the following question: Is Miranda's relationship with her mother changing or staying the same? Use quotes from the book to let me know which page each quote comes from. 

7B: Be sure to answer guided questions for Chapter 5 by Tuesday.

Your homework for Thursday is to read until June 16th. Before you begin reading, re-read the argument Miranda and her mom had about ice-skating lessons. After reading, make a venn-diagram to compare and contrast the two arguments. How did each begin and end? How did each character respond to each other?

After comparing and contrasting the arguments, answer the following question: Is Miranda's relationship with her mother changing or staying the same? Use quotes from the book to let me know which page each quote comes from. 

A Day Students: Read chapters 3, 4, 5 and write a detailed response to your reading.  Not only should you summarize, but also add your own predictions. Your summaries should touch on the guided reading questions.
Chapter Three-Five Questions are attached.

Life As We Knew It Unit Projects

 

All seventh grade students, whether B or A day, must submit a written proposal telling me which project you are pursuing, and if you plan on working with someone else by Friday, August 7th. A-day students may turn them into the inbox before school, after school, or during homeroom as a group. You can also turn them into me during lunch or via email.

You are allowed to change your minds on your project proposals.

If you work in groups, I expect your project proposal to say who plans on doing which task.

 

All final Projects are due on Friday, September 14^th. If you are a B-Day student turn your projects in during afternoon homeroom. Late work is not accepted!

 

Where to Start?

 

You have three choices of which topic you would like to explore for your project:

 

1.     Write a short (500 word) disaster story in the form of a diary/journal. You may use the story you may have already pre-written in your notebooks, create your own situation, or make a new story based on one of the following headlines:

 

·      Snowfall Averages Could Reach 27 Feet!

·      Tide Levels Are Rising Daily at a Catastrophic Rate!

·      Confirmed: The Earth Is Moving Closer to the Sun!

·      All Flying Creatures Have Died Out!

·      Water Sources Are Disappearing

Or…

 

2.     Create a model of your own personal shelter in the event that one of the events listed above, happened to you. Use magazine cut-outs, your own drawings, technology, or anything else you can imagine to represent your shelter visually. Be sure to answer all the following questions: What would you include in your shelter to keep you alive for a long period of time? Make plans for the shelter, a list of essentials, and a daily schedule. Who will you share your space with?

 

Or…

 

3.     Do research on and present information on all of the following five comets. Be sure to answer all these questions for each comet with at least two thoughtful sentences. When was it witnessed?  How did people prepare for its approach and arrival? What effect did its presence have on people? Is it scheduled to arrive again? You may represent this information as an essay, as a creative, visual, and original PowerPoint, or using any other visual media you can imagine.

·      Halley’s Comet


·      Comet Hale-Bopp

·      Comet Kohoutek

·      Comet Hyakutake

·      Comet McNaught

 

 

There is a rubric attached for all basic presentations. Let it guide you!

 

Questions: email Ms. Henderson at [email protected]

Ask me questions before school, after school, or during lunch.

 

Guided Questions Packet

 

7A: Please excuse any confusion on the homework. Destiny informed me that the homework is confusing. So as of Thursday night: You are to read Chapters 3, 4, and 5 by September 10^th. Come to next class having answered the guided reading questions so that you are prepared to discuss these issues in class. 

 

7B: You are to come to class on Friday, September 7^th with a sequence chart of the rising action taking place in Chapters three and four. What is happening? And what do you predict it might lead to? In addition to making the sequence chart, be prepared to discuss the following aspects of your assigned reading.

 

 

Chapter Three

 

1.     Before the asteroid strikes the Moon, what are the biggest concerns in Miranda's life? How do they change in the months that follow?

2.     After the asteroid strikes the Moon, phone, Internet, and television service go out and Miranda says "Civilization had ended." Are we too dependent on electronic gadgets? Would you feel as Miranda does if you could no longer use the gadgets we have come to depend upon in our daily lives?

3.     How did people’s response to the “tornado drill” remind you of the tornado drill you experienced last year?

4.     What changes does Miranda notice about people in the days following the asteroid strike?

5.     What does Miranda experience at the supermarket to make her realize how things have changed for the worse?

 

Chapter Four

1.     Continue keeping track of what has happened all over the United States and the rest of the world so that we can add to our map.

2.     In the beginning of Chapter Four, Miranda says, “Horton has been acting like a maniac for the past couple of days.” How do animals react to natural disasters? Do animals have n natural wisdom or sense about disasters?

3.     Using context clues: How does the loss of offshore oil refineries and oil tankers affect Miranda and her family?

4.     Vocabulary using context clues: After the trip to McDonalds, Mrs. Nesbitt said: “There was rationing during World War Two. That’s probably what they’ll do now. We’ll pool our ration points and we’ll be fine.”  What do you think she means in this situation?  What does it tell us about her relationship with Miranda’s family?

5.     Why do you think Miranda keeps saying that once Matt comes back, everything will be okay?

6.     Mrs. Sanchez mentioned that students would have to start making sacrifices. On a separate sheet of paper, keep track of all the sacrifices that different characters make throughout the book. What happens after Mrs. Sanchez tells all the students about the cancelled activities?

7.     How does Matt’s arrival change Miranda’s house?

Chapter Five

1.     Why do you think that Megan sharing her peanut butter and jelly sandwich bothers Miranda?

2.     Miranda asked herself if she would give up food for Jonny. In this situation would you sacrifice food for someone you love? Who?

3.     Why is Megan starving herself?

4.     What do you think Miranda’s dream about Becky means?

5.     What was Mom’s reaction to the food, blanket, and clothes drive and how didshe surprise Miranda?

6.     On June 10, Miranda couldn’t stop thinking about peanut butter and jelly. Why was she thinking about it so much?

 

B Day Students:

Finish reading Chapter Two.

Using the vocabulary in context sheet that I've attached, bring in a list of five unknown words from Chapter Two.

A Day Students