Email: Kimberly.Miner@browardschools.com
Seventh Grade Center: 754-323-3232Welcome to the new school year!
On this page you will find:
...most class work and homework assignments
...important deadlines
...important websites
...reading log codes
This course was designed to develop the students ability to use, interpret, and appreciate spoken and written English.
Please note: This is not always a complete listing of activities and assignments. Due to unexpected circumstances, assignments may be altered and due dates may be changed. The most current information will always be written on the board in the classroom.
If you are absent, call a classmate for for the most current activity and assignment information.
This list of assignments will be updated at least once per week.
* * * * * * * * * * * READING LOG INFORMATION * * * * * * * * * * *
ALL CLASSES:
---------BEGIN READING LOG "A" ON AUGUST 30th. DUE DATE: Monday, September 13th.
PRINTABLE READING LOGS ARE LOCATED AT:
http://falconcove.net/student/reading/
PLEASE SEE EXPLANATIONS FOR ALL CODES AT THE BOTTOM OF MS. MINER'S SECTION.
REMEMBER, ALL STUDENTS MUST READ A MINIMUM OF 20 MINUTES FIVE NIGHTS PER WEEK, and EACH ENTRY ON THE READING LOG MUST HAVE AN INDIVIDUAL PARENT SIGNATURE for a total of 10 distinct signatures.
Below you will find this week's schedule for language arts.
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PERIODS 1,3,4,6 -- THIS WEEK'S SCHEDULE
Monday, 8/30
Lit. book distribution
Complete a vocabulary chart for the story "Seventh Grade" --
For each word listed below, using a vocabulary improvement strategy chart, students will write the vocabulary term, part of speech, create a personal clue, write the sentence from the story, and write the meaning.
Vocabulary List
1.elective 21
2.scowl 22
3.quiver 22
4.ferocity 22
5.conviction 23
6.linger 23
7.trudge 23
8.portly 23
9.bluff 24
10.sheepishly 25
11.setting
Due: tomorrow
Homework: Summer Novel Project -- Due: Thursday, September 16th
Reading log "A" -- Read five nights for 20 minutes
Tuesday, 8/31
Read the short story "Seventh Grade" by Gary Soto
Clarify events, identify setting, analyze characterization
Wednesday, 9/1
Discussion focus: Setting & characterization
Thursday, 9/2
PICTURE DAY FOR ALL STUDENTS
Test review
Do not forget your self-selected novel for tomorrow's DEAR!
Friday, 8/27
TEST for the story "Seventh Grade" -- Vocabulary, setting, events and characters in the story
DEAR
Have wonderful weekend!
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PERIOD 2 -- THIS WEEK'S SCHEDULE
Monday, 8/30
Lit. book distribution
Complete a vocabulary chart for the story "Seventh Grade" --
For each word listed below, using a vocabulary improvement strategy chart, students will write the vocabulary term, part of speech, create a personal clue, write the sentence from the story, and write the meaning.
Vocabulary List
1.elective 21
2.scowl 22
3.quiver 22
4.ferocity 22
5.conviction 23
6.linger 23
7.trudge 23
8.portly 23
9.bluff 24
10.sheepishly 25
11.setting - 20
Due: tomorrow
Homework: Summer Novel Project -- Due: Thursday, September 16th
Reading log "A" -- Read five nights for 20 minutes
Tuesday, 8/31
Read the short story "Seventh Grade" by Gary Soto
Clarify events, identify setting, analyze characterization
Wednesday, 9/1
Discussion focus: Setting & characterization
Thursday, 9/2
PICTURE DAY FOR ALL STUDENTS
Test review
Do not forget your self-selected novel for tomorrow's DEAR!
Friday, 8/27
TEST for the story "Seventh Grade" -- Vocabulary, setting, events and characters in the story
DEAR
Have a super weekend!
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HOME READING LOG CODES
A -- How does the setting impact the overall plot of the story? Discuss how the main character's surroundings play a part in how the character acts in the story.
B -- How does the title of the story relate to the characters and overall plot? Explain.
C - Identify the main story conflict as one of the following: Character Vs. Character; Character Vs. Itself; Character Vs. Society; Character Vs. Nature. Support your answer by CITING AT LEAST 3 SPECIFIC STORY EVENTS FROM THE TEXT.
D -- Who is the main protagonist in the story? Support your answer by CITING AT LEAST 3 EXAMPLES WHICH SHOW THIS CHARACTERS IS THE PROTAGONIST.
E -- If you had to select one character to be friends with, who would it be and why? Cite at least 2 examples from the story to support your reasons.
F -- Describe how the author organizes the first chapter of your book, (Descriptive, Sequence, Cause/Effect, Compare/Contrast). Why do you think the author chose to organize the chapter in this manner?
G -- Select five words you found in your book which describe one of the main characters in this story. Explain how each of these describes something about the character.
H -- What is the author's overall attitude toward the two main characters in this story? Support your thoughts by citing evidence from the story. (Does the author seem to like one character more than another? Does the author focus more on one character?)
I -- Select two characters with something in common. Discuss what these two characters have in common. Use information from the story.
J -- Select two character who are very different and do not have much in common. Discuss what makes these characters so different. Use information from the story to support your answer.
K -- What is the main idea of the story thus far? Use story detail to support your answer. Hint: Try the SOMEBODY-WANTED-BUT-SO strategy.
L -- If this story needed a new title, what title do you feel would work for this book and why? Support your answer with information from the text.
M -- Who is the main antagonist in this story? Support your answer by citing TWO EXAMPLES WHICH SHOW THIS CHARACTER IS THE ANTAGONIST.
N -- What specific genre is the book you are reading? Explain 3 STORY EVENTS WHICH INDICATE TO YOU THIS IS THE GENRE OF THE BOOK.
0 -- Write a brief letter to the author of this book. Explain your positive and/or negative feelings about the characters and story events. Use examples from the text in your letter.
P -- If you could change one event in the story what would it be and why? How would this change the overall plot of the story?
Q -- Which character in this book has had a positive impact on another character? Describe this character's positive action and how it affected the other character's life.
R -- Would you consider reading another book by this author? explain your reasoning in detail.
S -- Do you feel the main problem of this story is one that someone at Falcon Cove Middle School could be going through at this time? Why or why not?
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