Next week, seventh graders will be reporters attending a press conference about Julius Caesar. In preparation for this event, we spent class time today doing some background reading and preliminary research so that the "reporters" would be able to ask pertinent
The initial plan was to move on with My Brother Sam but by popular demand the class wanted to plow ahead with the guest lecture series for grammar. So plow we did.
Today's team presented a lesson on comparing with adjectives. Much fun was had by all.
Yesterday we worked with reading partners to complete the "D&C" for chapter two of My Brother Sam is Dead.
Today we read chapter three of the novel and started the "D&C" with partners.
In our class period after lunch, our two guest lecturers for the day led us in a lesson all about adjectives.
In our first period, table teams collaborated on summaries of My Brother Sam chapter one that incorporated as many of the current vocabulary words as possible. Thinking caps were on!
In our second class period reading partners read chapter two and made active reading notes.
Using the depth and complexity framework, we looked carefully back at chapter one of My Brother Sam is Dead. The students did an incredibly thoughtful job of responding - the framework was very effective in helping them to elevate their thinking beyond just the words on the page to the bigger issues of the story. If this was our first attempt at it, I'm excited to see what comes next!
Today was also the last planning period for the teaching teams to prepare their grammar lessons. Guest lectures begin next week!
Teaching teams researched their topics and continued planning their lesson.
First, we revisited the verbs we buried yesterday and thought about what verbs could likely replace them. These new verbs were recognized and "announced" on bassinet nursery cards - check them out in the hallway outside the classroom.
We also started reading chapter 1 of our next class novel, My Brother Sam is Dead. (What wasn't finished in class is the homework assignment for tonight.)
Finally, teaching teams began planning their grammar lesson. Pairs of students were each assigned one of the six grammar lessons in the unit on Modifiers. These teaching teams are designing introductions to their assigned concepts, notes that their "students" should take, and both class and homework practice options. These lessons will be presented beginning next week.
Today we bid farewell to several expired verbs - verbs which served us well as young, budding writers, but which no longer communicated the depth and complexity of our thinking.
As part of our memorial service, students composed brief eulogies and shared them with grieving classmates. Farewell, dead verbs - we will miss you.
Check in here for updates on what's happening in Ms. A.'s 7th Grade English class.
You might find the following codes on work returned to you for revision. Here's what they mean:
≣ = missing capital
The sentence has a word that needs to be capitalized.
/ = extra capital
There is a capital letter in the sentence that should be lower case.
P = punctuation
There is a punctuation error in the sentence that you SHOULD be able to find and correct.
C = context
The sentence needs more detail/context to show the writer's thinking or the word's meaning.
S/V = subject/verb
The sentence does not have subject-verb agreement. Make sure that you have used a singular verb with a singular subject and a plural verb with a plural subject.
F = fragment
The sentence, as written, is a fragment. Make sure you have a subject and a verb.
RO = run-on
The sentence, as written, is a run-on. You have a variety of options for repairing run-ons.