Thursday, December 17, 2015

Don't forget to do your Secret Service Project!

Four more class periods after today.

Stargirl Party
Bring your choice of treats.
Bring a ukelele if you have one.
What would Stargirl plan for a party?

Optional: Decorate your desks.
Optional:  Share and eat treats.
Optional:  Play the ukelele (and sing).
Required:  Read from Stargirl.

Desk Contest Awards
Best dressed desk
Silliest
Best fit for the book
At least you tried!

Setting for Stargirl  -- comments from SHMOOP

The name Mica may hold some significance, too. Mica is a very strong mineral that remains stable when exposed to things like electricity, light, and even moisture. Stargirl brings a lot of light to Mica, which raises the question: does the town remain stable, or does it change after encountering her? Is Mica the town as sturdy as Mica the mineral?
http://www.shmoop.com/stargirl/setting.html

Tuesday, December 15, 2015

Five more class periods in this term after today.
Reminder:  You should have your reader's responses written in your composition book. 

Today: Focus on reading Stargirl.
Assignment:  Stargirl Secret Service Project 
Due January 6. 

For Next time: 
Stargirl Party
Bring your choice of treats.
Bring a ukelele if you have one.
What sort of party would Stargirl have? 
There are 29 people (and the teacher!) in this class.

Honestly, I can picture any of you girls as a "Stargirl."

A movie is supposed to come out in 2016 or so with these actors:

Charlie Plummer and Joey King
both born in 1999

Friday, December 11, 2015

Count-Down to End of Term:  7 class periods,  then we are done!

1. Individual Reading

2. Write a brief response in your composition book (Reader Response). 


3. Appointments: Talk about what you just read. ( 10 o'clock appointment)


4. Share what we learned about Vietnam.

5. Begin Stargirl.  -- I heard a ukelele in the lunchroom today!
ukelele music: https://www.youtube.com/watch?v=CI7okSixS1c

Who is the narrator for Stargirl? 

Wednesday, December 9, 2015

Don't forget that this is due today:
Homework -- Click on this link, then on the Download tab: Vietnam War Interview.docx
Interview a person old enough to remember the Vietnam War Era -- about 1961 to 1973 when the U.S. had troops there.
Ask them what they remember about the war (even if they weren't directly involved). What did they hear about it during that time? How did people seem to feel about it? Did it have an effect on life in the area where they grew up? How was that time period different from the times we're living in now?
Due Wednesday, December 9.


1. Individual Reading

2. Write a brief response in your composition book (Reader Response).


3. Appointments: Talk about what you just read. (4 o'clock appointment)

4. Read from Vietnam: I Pledge Allegiance, from page 153 to .

We Love Reading!

Monday, December 7, 2015

1. Individual Reading


2. Write a brief response in your composition book (Reader Response).

Whom do you think is the intended audience for your book? In other words, for what type of person was it written or who would most enjoy it? Why do you think that?

How about our class book about Vietnam? Who is the intended audience and why do you think so??

3. Appointments: Talk about what you just read. (7  o'clock appointment)



4. Read from Vietnam: I Pledge Allegiance, from page 156 to     . 

Don't forget that you have this:Homework --   Click on this link, then on the Download tab: Vietnam War Interview.docx
Interview a person old enough to remember the Vietnam War Era -- about 1961 to 1973 when the U.S. had troops there.
Ask them what they remember about the war (even if they weren't directly involved).  What did they hear about it during that time?  How did people seem to feel about it?  Did it have an effect on life in the area where they grew up?  How was that time period different from the times we're living in now?
Due Wednesday, December 9.

Thursday, December 3, 2015

Happy December!  

1. Individual Reading

2. Appointments: Talk about what you just read. ( 11  o'clock appointment)



3. Read from Vietnam: I Pledge Allegiance, from page 98 to page 126.

4. Homework --   Click on this link, then on the Download tab: Vietnam War Interview.docx
Interview a person old enough to remember the Vietnam War Era -- about 1961 to 1973 when the U.S. had troops there.
Ask them what they remember about the war (even if they weren't directly involved).  What did they hear about it during that time?  How did people seem to feel about it?  Did it have an effect on life in the area where they grew up?  How was that time period different from the times we're living in now?
Due Wednesday, December 9.

Tuesday, December 1, 2015

Happy December!

1. Individual Reading

2. Appointments: Talk about what you just read.   (5 o'clock appointment)

3.  Write -- in your composition book ---

If you were assigned (had to do it) to write a book about a period of history, which period would you pick?  You would have unlimited travel and research expenses.

Read from Vietnam: I Pledge Allegiance, from  page 68.

Tuesday, November 24, 2015

Individual Reading


Read from Vietnam: I Pledge Allegiance, from chapter 6, page 45.

Friday, November 20, 2015

Individual Reading
Write about the setting of your book.  What is the setting (time and place) for your book?
Imagine a different setting.  How would the story be different?


 A  song from the Vietnam Era:  Where Have All the Flowers Gone?
https://www.youtube.com/watch?v=ZgXNVA9ngx8

Read from Vietnam: I Pledge Allegiance, to chapter 6, page 45.

Wednesday, November 18, 2015

 Pick up your composition book.

1. Finish writing your response to The Graveyard Book -- one full page in your composition book.  What did you think?  What interested you or made you wonder?  What comments or questions do you have?

2. Individual Reading

Video about Vietnam:  https://www.youtube.com/watch?v=aoXySB-WlZE

3. Begin reading Vietnam: I Pledge Allegiance.
We left off on page 20.

Coming Next!

We will read the Vietnam books first: Vietnam:  I Pledge Allegiance and Sharpshooter.

http://www.epicreads.com/authors/chris-lynch/60/

Here is the author:

 Some eighth grade classes absconded with our Star Girl books, so we will have to wait for those.

Monday, November 16, 2015

We read from The Graveyard Book from page 279, top of the page --  Chapter 7, part 2, minute 43 to the end.
http://mousecircus.com/videotour2.aspx?VideoID=8

Students are assigned to write their reactions to The Graveyard Book -- in their composition books --one full page .

If time, read individual choice books. 

Tuesday, November 10, 2015

Students handed in their dialogues and their answers to the questions about Jack Frost -- both from last time.

They read their own books,
and we read from The Graveyard Book to page 279, top of the page --  Chapter 7, part 2, minute 43.
http://mousecircus.com/videotour2.aspx?VideoID=8

Friday, November 6, 2015

Announcements and Reminders:

Targets for Today:

Today’s  Agenda: Individual reading time from your own book. Get together with another student and write a dialogue between a main character from his or her book and a main character from yours.  (or) On your own, write a dialogue between a main character from this book and a main character from another book you are familiar with.  What would they have to say to each other?   Have each character say at least five things in the conversation.  This dialogue should show that you understand these books. Example:  Characters from The Giver and The Outsiders Jonas (from The Giver) says, "Hi, Ponyboy, I'm glad to finally meet you.  We've lived so close together on the bookshelf all these years." Ponyboy (from The Outsiders) responds,  "Yah, but isn't it funny that they put dystopian fiction right next to realistic fiction?   Tell me, what is it really like to live way in the future?" Jonas answers him, "Oh, there are some good things, but it's hard to live in a time and place where they don't let you have any real feelings." Ponyboy:  "That would be hard for me.  We greasers feel everything strongly.  The socs might have an easier time.  They're already cold and aloof." Jonas:  "And only a few people can see color.  I had to leave my community to try to help them have the things they were missing." Ponyboy:  "I'd hate not being able to see the color of sunsets.  And I would have missed Cherry's red hair, too.   I left my community, but it was for a very different reason.   I was helping someone -- Johnny, but I was afraid I'd be blamed for Bob's death, too.   I think both you and I were breaking the law when we left our communities, huh?" Jonas:  "You're right, I would have been killed if I'd been caught.  My little brother (sort of) Gabe would have been killed if I hadn't taken him with me when I left." Ponyboy:  "My brothers weren't really in danger while I was gone -- unless the Socs decided to beat them up -- but they were really worried about me." Jonas: "Sounds like we have things in common.  By the way, I think we're pretty close in age, too.  I'm eleven and twelve in my book." Ponyboy: "And I'm fourteen when all that happens to me.  See you around, Jonas." Jonas: "Yes, good-bye, Ponyboy." Individually read from page 234 through page 256 in The Graveyard Book. Then, write a response to these questions: At what point did you realize who Mr. Frost was? Were you surprised?  (I was when I figured it out!) As you look back, what clues were there along the way? Please DO NOT read further. Wait for us to listen to it together next time.

If You Were Absent:

Wednesday, November 4, 2015

Announcements and Reminders:                      There will be a dance this Friday, November 6th.   7th and 8th Grade Dance 2:45 - 4pm. Ms. Dorsey will no longer be doing intervention for Cavetime on Thursdays.  She will instead host the Mock Trial enrichment.                                                 On Friday, Ms. Dorsey will not be here for your class.  Ms. Ward will be taking over, so be on your VERY BEST behavior.  I just might feel like giving you some extra credit if her report about you is positive. Go directly to her classroom --  room 226, right across from the English Writing Lab (Computer Lab), next to Ms. Rees and across from Ms. Ralph.

Targets for Today: I will spend time reading for enjoyment!         Utah State Core Reading: Literature Standard 10              Utah State Core Reading: Literature Standard 2     I will listen and read along as our class reads a shared book.                Utah State Core Reading: Literature Standard 2          Utah State Core Reading: Literature Standard 10      I can recognize text features and discuss why the author/publisher chose           to use them.

Today’s  Agenda: 1.  Individual Reading --          Write a brief response in your composition book (Reader Response)         How would Ms. Dorsey react if you brought the main character with you to school?  What would she think or say?  2.  Discussion:  How would Ms. Dorsey react if you brought the main character with you to school?  What would she think or say?  3. The Graveyard Book -  How do the illustrations and cover art affect your reading of this book?  Or do they? More of Neil Gaiman reading to us! Let's listen to Neil Gaiman read from his novel The Graveyard  last time:   page 217, chapter seven,  minute 5:58  to  page 234, Chapter 7  minute 35:20 times for chapters Chapter 7 part 1  38 minutes left Chapter 7 part 2   70 minutes Chapter 8             25 minutes

If You Were Absent: See above for what we did.

Monday, November 2, 2015

Announcements and Reminders:       There will be a dance this Friday, November 6th.   7th and 8th Grade Dance 2:45 - 4pm. Ms. Dorsey will no longer be doing intervention for Cavetime on Thursdays.  She will instead host the Mock Trial enrichment.  Tuesdays are request days.   This week anyone may come on Tuesday.

Targets for Today: I will spend time reading for enjoyment!         Utah State Core Reading: Literature Standard 10              Utah State Core Reading: Literature Standard 2     I will listen and read along as our class reads a shared book.                Utah State Core Reading: Literature Standard 2          Utah State Core Reading: Literature Standard 10      I can recognize text features and discuss why the author/publisher chose           to use them.

Today’s  Agenda: 1.  Individual Reading --          Write a brief response in your composition book (Reader Response)      How do the illustrations (or cover art) affect your reading of this book?  Or do they? 2.  Discussion:  How do the illustrations affect your reading of this book?  Or do they? 3. The Graveyard Book -  How do the illustrations and cover art affect your reading of this book?  Or do they? More of Neil Gaiman reading to us! Let's listen to Neil Gaiman read from his novel The Graveyard  last time:   chapter six 29:14, page 190 to page 217, chapter seven,  minute 5:58

If You Were Absent: See above.

Thursday, October 29, 2015

Announcements and Reminders:                                                                   You may wear costumes on Friday, but the dress code still applies. Costumes CANNOT include full-face paint, masks, or weapons.

Targets for Today:  I Speaking and Listening Standard 1  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. 2. I can listen effectively, visualize, and comprehend.

Today’s  Agenda: 1. Individual reading. 2. Written Response:  What is/are your main character(s) afraid of?   3. What are you afraid of?   Phobias 4. Short Story -- You are graded on your ability to be a considerate audience. This is a chapter from the book Dandelion Wine.   30 minutes  "The Ravine" by Ray Bradbury Listen to it here:  https://www.youtube.com/watch?v=HCDtak8nu5I ra·vine rəˈvēn/ noun a deep, narrow gorge with steep sides. synonyms: gorge, canyon, gully, couloir;  The 113 steps stairs mentioned in the book Dandeleion Wine at Ray Bradbury Park in Waukegan

If You Were Absent: See above. You can listen to the short story on your own. When you come back to class, come tell me about your reaction to the story.