Daily Homework Assignments

October 6 - 10

Assignments listed here represent the "Plan" for the week. Plans of course are subject to change as needed, so this should not be considered the last word on what will take place in class or will be assigned for homework. When plans do change however, the changes will be reflected here (hopefully by the evening of the day in which they are known to exist).

Book Project Presentations Continue

Ott Class Help Pass
clip and use for the week of 10/6

Mr. Ott is available at 7:45 in the morning this week on on the following days:

Monday - Thursday

Students may use this pass to get help with assigned work or to discuss Book Projects and Presentations.

Students without passes will not be permitted
to enter the 7th Grade Hall.

Language Arts Classes

Monday

After the scheduled book project presentation, students will begin the class with an introduction to the DOG sentence of the week. We will complete step one of the five step process of breaking it down into almost all of its grammatical components.
Students will then read "The Dinner Party" by Mona Gardner independently. Over the next few weeks, students will be developing an expository essay analyzing this story. Today we simply read it and begin to figure it out.
Students will respond to their initial reading of the story by beginning a graphic organizer that is designed to draw their attention towards significant elements of the plot. The concept of irony plays a significant role in this story, and students will attempt to identify the irony that emerges at the end of the story.
The story will then be read orally and student observations discussed. We will focus on the need to read this story multiple times in order to determine exactly how the author is using the interaction between the given characters to make her point.

Homework: Students should reread "The Dinner Party" and complete the SWBS statements for the given characters in the story.

Tuesday

Wildcat Day!

7th Graders do not attend their academic schedule today.

Wednesday

After the scheduled book project presentation, students will begin the class completing Step 2 of the DOG process examining sentence parts and phrases that can be found within this week's sentence.
Student volunteers will share their responses to the SWBS activity that was assigned for homework and the story will be read once again before student teams examine the roles that each of the characters play in the story and their relationship to the author's point.
Results of the team discussions are shared and discussed.

No Homework Assigned

Thursday

After the scheduled book project presentation, students will begin the class completing Step 3 of the DOG process for the weekly sentence identifying clauses and sentence type.
Students are introduced to the Dinner Party Literary Analysis assignment, and the difference between the Author's Point and the Student Writer's Point about how the author uses the characters to make her point is discussed.
Students read and highlight portions of a similar literary analysis written in response to "The Lorax" by Dr. Seuss, identifying the writers use of Major and Minor support. The relationship between that support and the parts of the essay are noted.
Students are then started on the homework assignment of deconstructing the essay.

Homework: Students use the graphic organizer on the reverse of sample essay to break it down into the points that were planned into the paper. They should use the color guide to help.

Friday

Teacher Workday

Students enjoy the day off.

After the scheduled book project presentation, students will begin the class with an introduction to the DOG sentence of the week. We will complete step one of the five step process of breaking it down into almost all of its grammatical components.

After the scheduled book project presentation, students will begin the class completing Step 2 of the DOG process examining sentence parts and phrases that can be found within this week's sentence.

Student volunteers will share their responses to the SWBS activity that was assigned for homework and the story will be read once again before student teams examine the roles that each of the characters play in the story and their relationship to the author's point.

Results of the team discussions are shared and discussed.

After the scheduled book project presentation, students will begin the class completing Step 3 of the DOG process for the weekly sentence identifying clauses and sentence type.

Students are introduced to the Dinner Party Literary Analysis assignment, and the difference between the Author's Point and the Student Writer's Point about how the author uses the characters to make her point is discussed.

Students read and highlight portions of a similar literary analysis written in response to "The Lorax" by Dr. Seuss, identifying the writers use of Major and Minor support. The relationship between that support and the parts of the essay are noted.

Students are then started on the homework assignment of deconstructing the essay.

Teacher Workday