Monday, April 8, 2013

Learning about The Holocaust


1.  April 8, 2013- I Promised I Would Tell by Sonia Weitz
Paragraph #1
  • Include the title and author.  Provide a brief summary about your book (answering who, what, where, when, why). 
Paragraph #2
  • Reflect personally on the story you read.  Why does it matter?  What did you learn that you did not know before?  What connections can you make?
2.  April 12th-Weekly Reflection
  • This should be at least two paragraphs in length.  What have you learned about the Holocaust?  Provide specific facts and details that we have covered? Please avoid generalizations.   Share your responses to the material, to class discussion. 
 

Monday, April 1, 2013

Glogster Book Project

Glogster Book Project

Assignment:  You will create an interactive book project using Glogster to present your book to the class.  The Glogster will demonstrate your understanding of the book.  You will be assessed on your ability to make inferences, apply your knowledge, your creativity and technology skills to the project. 
1.  Create an account on our class Glogster page:
2.  Complete Graphic organizer thoroughly before your start the project—this is your ticket to begin the project!
3.  Begin creating your Glog! 

Model Glog on The Giver:   Click here to view model Glogster Book Project on The Giver.
Graphic Organizer:  Click here to view Graphic Organizer for Glogster Book Project 
Glog Requirements:   Click here to view Book Project Requirements

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Thursday, March 7, 2013

Using Voice: Creating Opposite Characters

In writing class, we read I am the dog, I am the cat.  Then you came up with two opposite characters with distinctive voices.  Today you will create two Voki characters representing each of your charcters.  Choose the strongest two monologues you wrote for your characters.  Create a Voki for each of those charcters.  When you finish, create a post on your blog and embed your two Vokis. 

Click here to create your own Voki

Tuesday, March 5, 2013

The Call of The Wild

7th graders are about to travel to the Yukon and begin a great adventure with Buck.  Before we actually start reading Jack London's classic novel, The Call of the Wild, we are going to learn a little bit about the Yukon, sled dogs and what it takes to make it rich during the 1800s. 



 The Call of the Wild:  Background Information












Skookum Jim Mason, Dawson Charlie and George Washington Carmack found gold in a tributary of the Klondike River in Canada's Yukon Territory. Their discovery set off one of the greatest gold rushes in history.

All kinds of men (and women too), sold or gave up everything they had, and tried to strike it rich. A few actually did (mostly the early arrivals), some decided to profit from the gold fever of others. Some had to move back to wherever they came from, broke and broken, and many didn't make it at all. The Canadian Mounties (their organization began during this tumultuous time) tried to keep order, but there were scams and hoodlums and all kinds of unsavory characters. You had to watch your back, as well as the weather.

Jack London wrote vividly about life during that time, and the effects the harsh environment and circumstances had on the men and animals who lived through it. Now it's your turn.
(Pic from: University of Washington Libraries, text from http://leckrone321.blogspot.com/2011/05/call-of-wild-webquest.html)

Click here to begin The Call of the Wild web quest. 

If you have trouble getting onto the Web Quest, click here to get to the list of research topics and websites.

Off to the Klondike! The Search for Gold

Tuesday, February 26, 2013

A Day in the Life of Your Shoe

Last night for homework your brainstormed what your shoe would be like if it was a person.  You also create four funny scenes about your shoe.


1.  Today you are going to share some of your stories with your 5:00 partner.
2.  Next, you are going to complete a brainstorming activity using the questions on the site below.  Click here to complete the brainstorming activity.  When you get to the page you will need to scroll down to the Students' Step-by-Step Writer's Instructions.  Complete this writing activity in the Response Section of your R/W Notebook. 

Assignment:  Most of us wear shoes most days, but have you ever thought about what it would be like to be your shoes for a day? Your shoes would have a whole different perspective on your day.   As you write, really try to write as if you were your shoes...make the words sound like your shoes. Ready? 

Thursday, February 14, 2013

Writing an Apology Poem

Writing:  Apology Poems  Click here to use the idea generator.  (You need to scroll to the bottom of the page.)

This Is Just To Say
by William Carlos Williams

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold

Today you'll be writing an Apology poem   You can write an apology poem, but you also can write about being forgiven.

   * The first step is to make a list of five things that you want to apologize for. What did you do that you feel sorry for, or if someone else got blamed for something you did, that could be the topic of your poem.
   * Then next to each item, write down the name or names of the person you are writing this to.
   * When you've chosen the topic and the person for whom it is to be written, write it (or some of it) the top of a piece of paper. 
   * Then plan what you are going to write in each section.
   * In the first section, describe what you did or said. Did you break a window, take a cookie, or were you mean to your best friend?
   * Then in the second section, describe why this was important to that person. Were they saving this item for later, was it a family heirloom, or is it just a part of them or their personality?
   *  In the last section, you will write your apology. You want to describe how you feel and reflect on how that person must feel after this incident happened. Are they still mad at you, did they have to replace the item, or is this the first time they will hear of this incident?  




Monday, February 11, 2013

Writing Class--Week of February 11th

We are finishing up writing Persuasive Letters and Biographical Sketches this week.  Here's what you need to do:

Grade 7:

Persuasive Letter-

1.  Make final corrections to your persuasive letter.  Ms. Casassa should have seen it and corrected it twice!  You want your letter to be error free.  You are trying to make a good impression and persuade your reader to agree to your suggestions!

2.  Print 2 final copies

3.  Hand in all drafts, graphic organizers and copies of your Persuasive letter (put them in the bin).

4.  Put your letter in your addresses envelop, put on a stamp, put letter in the bin!

Poetry-
1.  Look at the different types of poetry you can write on this site:  Poetry for Kids.  Check out this site for ideas on how to write poems as well:  Creative Writing Now!
2.  Choose 2-3 types of poems and write one of your own.  Be sure to follow their model.  All of these poems have a specific structure.  You may write your 1st drafts in your R/W Notebook or on Google Drive (share with me).

Grade 8:

Biographical Sketch

1.  Make final corrections to your Biographical Sketch.  Ms. Casassa should have seen it and corrected it twice!  You want your essay to be error free. Remember you should be revising for sentence fluency on this piece.

2.  Create a Bibliography--Your bibliography should be on a separate page.  Type and center the title Bibliography on top of page.  You need to include all the sites you used for research.  EBSCOhost can provide  its own citation information.   Click here to use EasyBib 

3.  Print 2 final copies

4.  Hand in all drafts, graphic organizers and copies of your Biographical Sketch (put them in the bin).

New piece or Poetry option-
1.  If you have a peice you are already working on you may continue this.  If you need an idea, look at the different types of poetry you can write on this site:  Poetry for Kids

2.  Choose 2-3 types of poems and write one of your own.  Be sure to follow their model.  All of these poems have a specific structure.  You may write your 1st drafts in your R/W Notebook or on Google Drive (share with me).

Thursday, February 7, 2013

Identifying Figurative Language in Poetry

We are going to begin to study how figurative language is used in poetry.  Use these two sites to find definitions of the following poetic terms:  Alliteration, Assonance, Simile, Rhyme

Glossary of Poetic Terms
Shadow Poetry


Look at some poems in the poetry books I have in class.  Read some of the poems and find some that has examples of the poetic terms you just defined.

Looking for more poems?  Try these sites:

Giggle Poetry

poetry4kids

Tuesday, February 5, 2013

Comparing Poetry and Prose

You have read "The Eagle" by Alfred Lord Tennyson and an encyclopedia article about Eagles. Now think about how the poem and prose are similar? How are they different? Create a Venn Diagram using your notes (click here for a copy of What is Poetry? Contrasting Prose and Poetry Worksheet) on the two pieces and knowledge of both genres.

 Click here to create your Venn Diagram. Be sure to print copies for your entire group!