MyMy ELA Blog

Buffing the Rough

(cleaning up your rough drafts)

• “I think” (in my opinion, personally, I believe) –eliminate
• Hide the question.
• Change words (from cool to awesome, furious instead of mad).
• If you’re bored writing it, your reader will be bored reading it.
• Add figurative language (imagery, onomatopoeia, similes, etc)
• Stayed on topic – re-read the question.
• Read the article/essay backwards.
• Make sure EVERY word belongs (counts).
• Include transition words.
• Editing (spelling, grammar, etc)

“The Highwayman” Scavenger Hunt

Find the answers to the clues.

5 Metaphors (explain what two things are being compared and why

                            for each example)

4 Words that are repeated (do not write the same word four times)

                              What effect does the repetition have on the poem?

3 Similes (explain what two things are being compared and why for

                     each example)

2 Examples of Alliteration (what effect does the alliteration have on

                                                      the poem?)

1 Onomatopoeia (why do you think the poet included this device?)

7th Grade Terms Formative  - Counts as a classwork grade.

Article Response – “Did the punishment fit the crime for the boy who stole?” In your journals.

• Journal Entry – Check Journals Tab

-

Bring two number #2 pencils and a highlighter if you wish to use it while reading. NO PEN WILL BE PERMITTED.

-There is no listening selection!  There are no graphic organizers! 

-Students must write in complete sentences and include multiple pieces of text evidence to support their answers.

-Don’t assume that the lined space provided for constructed response indicates the amount of writing students should provide to respond to the question.

-The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

-Extended constructed response sample questions are designed to assess a student’s ability to write from sources. They will focus primarily on CCLS writing standards. Many will be framed around a central question, and all will reference one or two texts.

In the course of three days they will be given four booklets which will direct them to read multiple, complex texts, answer 63 multiple choice, 8 short response and 2 extended response questions.

On Your Final Copy:

• Underline your claim in the introduction

• Underline two details that support your claim in each of your two body paragraphs

• Underline your analysis (so what?) in your conclusion

Homework: Castle Learning: Deeper Meaning, and Main Idea

In class:

Periods 4 and 9 follow last Thursday’s agenda (Friday snow day)

Periods 3 and 8 – Clean up chapter collections, check notebook

ALL classes need to catch up on the chapter questions.

• Class discussion through chapter 15.

• Add Lady Seymour to your character chart – wealthy (0wns a lot of land, older, kind, intelligent.)

• Answer questions for chapters 7-10, and 11-14. Questions are here under the Chains tab

• Homework: Read chapters 16 and 17

Wednesday: C-Day (claim writing day)

• “Staying Put When Disaster Strikes” Article/Chapter 13 (in journals)

Be sure to include in your response:

-How can Lockton be compared to those people who choose to stay?

-Do you think he is staying for the same reasons?

-Do you agree with Lockton’s choice?

• Leave your journals for grading today!

• Homework: Finish chapters 13-15.

• Don’t forget your “grade boosters.”

• If you didn’t get your low quiz grade signed, you will be getting a phone call home.