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Welcome to the Language Arts Page! To access this week's lessons, click on your student's grade below. Sixth Grade Seventh Grade Eighth Grade I had a wonderful time in Washington, DC. It was an exhausting week full of activities. Our days began early with breakfast at 6:00am some mornings and activities continued until bed checks at 10:00pm. We visited the Memorial Sites, sat in on a session Congress and ate dinner at the Australian Embassy. We traveled to the Jamestown Settlement, Colonial Williamsburg, Gettysburg and the Eisenhower Farm. In Gettysburg we traveled the route of the 3 day Battle at Gettysburg and ended with a rendition of the Gettysburg address given by President Lincoln. We returned to Washington, DC to visit the Holocaust Museum, the Ford Theater, The International Spy Museum and the Newseum. The students finished the week with a cruise and dinner on the Potomac River. It was a wonderful learning experience for all of us.
Reading 6th Grade -- Daniel's Story by Carol Matas. Daniel's Story -- is a historical fiction about a young boys experience during the Holocaust. The book was written in conjunction with the United States Holocaust Memorial Museum. Websites, activities and projects accompany the book. Student will be completing a novel project over the Holocaust. Please be aware that the Holocaust can be a sensitive and emotional topic in our history. Holocaust Remembrance May 1-2 We will be using the following five Web sites: Please be aware that students should use only the approved sites and should not use a standard Google search or go to other sites without your approval. There are other good and valid sites available but these are the five we will use. Some of them have links and I have looked at the links and they appear to be usable also. 7th Grade -- Activities from Exemplary Lessons from the National Holocaust Museum, Novel Project with a variety of book concerning the Holocaust 8th Grade -- Diary of Anne Frank -- Drama from Literature Book.
English Shurley Method 7th/8th grade students have worked with the following forms of writing in Shurley Method: Narrative writing using a Story Element Outline to begin the writing process: I. Main Idea (problem or situation that needs a solution) II. Setting (When and where the story takes place) III. Characters (Who or what the story is about) IV. Plot (What the characters do or what happens to them) V. Ending (strong ending that brings the story to a close) Descriptive paragraph -- remembering to think about the five senses when writing 5 Paragraph Essay. The students use the following format: Introduction (3 sentences) Topic, Extra information, Enumeration Sentence; Body 1 (3-4 sentences) First point, supporting sentence(s), Body 2 (3-4 Sentences) Second point, supporting sentence(s), Body 3 (3-4 sentences) Third point supporting sentence(s); Conclusion (2-3sentences), general statement, summary sentence. Three-Paragraph Essay--This process helps the students turn the Three-point paragraph into a Three-Paragraph Essay. The following format is used: Introduction (3 sentences) Topic, Extra information, Enumeration Sentence; Body (6-9 sentences) First point, supporting sentence(s), Second point, supporting sentence(s), Third point supporting sentence(s); Conclusion (2 sentences), general statement, summary sentence. In just a few lessons students will learn to take the 3-point/3-papgraph format and turn it into a 5 paragraph paper. Three-point Expository Paragraphs in either first or third person: format follows a 9 sentence pattern: topic sentence, 3-point sentence, 1st point, supporting sentence, 2nd point, supporting sentence, 3rd point, supporting sentence, conclusion sentence. Vocabulary 7/8th grade Unit 13 -- 3/25; Unit 14 -- 3/31; Unit 15 -- 4/7 Review Unit 13, 14, 15 -- 4/21 Unit Review Test 4/29, 4/30 Sadlier-Oxford Vocabulary Workshop. Please remember that students are tested for spelling each week over one unit and after three units they will be tested over vocabulary definitions and usage. There are activities at www.vocabularyworkshop.com to help your student study. They can also download the words and definitions to their mp3player. I think that's really cool. Writing 6th grade has journal entries daily and writing assignments in conjunction with Daniel's Story activities. 7th grade has journal entries and Sadlier-Oxford "How to Write a Research Paper" Study Guide 3rd and 4th quarter. FINAL COPY will be DUE FRIDAY, MAY 9 8th grade will be writing a Past, Present and Future Paper for their graduation display boards. 8th grade--Students will also be working on their Social Issues paper in Religion. Sixth Grade Seventh Grade Eighth Grade
Formative Testing Formative Testing allows students to practice taking the Kansas Assessments and gives teachers the assessment results. From this information teachers can see areas that need more intense focus and extra practice. Students took Formative Test last January 14-15 according to the test results the following are standards that will need extra focus: 6th Grade 6.1.3.1 Context clues;6.1.4.9 uses paraphrasing and organizational skills to summarize (states main idea, main events, important details); 6.1.4.10 Identifies main idea, supporting details, and theme; 6.1.4.11 author's purpose; 6.1.4.6 analyzes text structure (sequence, problem/solution, compare/contrast, description, cause/effect); 6.1.3.5 Figurative Language (metaphors, similes, analogies) 7th Grade 7.1.4.6 analyzes text structure (sequence, problem/solution, compare/contrast, description, cause/effect); 7.1.4.10 Identifies main idea, supporting details, and theme; 7.2.1.3 Identifies major and minor elements of the plot; 7.1.4.2 text features (titles, graphs, maps, table of contents, boldface, italics, headings, glossary); 7.1.4.14Author's position; 7.1.3.4 figurative language (similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms); 7.1.4.7 compares/contrasts (characters' traits, viewpoints, motives); 7.1.4.11 relationship between author's style and purpose for writing 8th Grade 8.1.4.14Author's position; 8.2.1.3 Identifies major and minor elements of the plot; 8.1.4.11 literary device (foreshadow, flashback, irony, symbolism, tone, mood); 8.1.3.4 figurative language (similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms); 8.1.3.3 root words, prefix, suffix; 8.1.4.5 inference and drawing conclusions; 8.2.1.1 describes different aspects of character (physical traits, personality traits, motives); 8.1.4.7 compares and contrasts varying aspects of text (character traits, cause -effect, themes) focus standards from formative testing in October are below. If you are concerned about your child's score feel free to contact me. After reviewing the data from last year's Kansas Assessment and the formative testing taken last week, I will be sharing which standards would be top priority. Although we will teach all the necessary curriculum and will make sure that students receive instruction on all the standards, there are a few that we will spend extra time working on. The following standards will need extra focus: 6th Grade High priority 6.1.4.15 Distinguishes between fact and opinion; 6.2.1.3 Identifies major and minor events related to conflict in a story; 6.1.4.6 analyzes text structure (sequence, problem/solution, compare/contrast, description, cause/effect) Medium priority 6.1.4.9 uses paraphrasing and organizational skills to summarize (states main idea, main events, important details); 6.1.4.10 Identifies main idea, supporting details, and theme; 6.1.4.11 author's purpose Low priority 6.1.4.8 cause-effect; 6.1.4.5 inference and drawing conclusions; 6.2.1.1 identifies major and minor characters; 6.2.1.2 identifies and describes setting Other standards 6.1.3.1 Context clues (students struggles with this on the formative testing this year but did not struggle with this on the Kansas Assessment last year) 7th Grade High priority 7.1.4.14Author's position; 7.2.1.3 Identifies major and minor elements of the plot; Medium priority 7.1.4.6 analyzes text structure (sequence, problem/solution, compare/contrast, description, cause/effect); 7.1.4.10 Identifies main idea, supporting details, and theme; 7.2.1.2 identifies and describes setting; 7.1.4.15 distinguishes between fact and opinion; 7.1.3.4 figurative language (similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms); 7.1.3.5 denotation and connotation Low priority 7.1.4.8 cause-effect; 7.1.4.5 inference and drawing conclusions; 7.1.4.2 text features (titles, graphs, maps, table of contents, boldface, italics, headings, glossary); 7.1.4.7 compares/contrasts (characters' traits, viewpoints, motives) 8th Grade High priority 8.1.4.14Author's position Medium priority 8.1.4.6 analyzes text structure (sequence, problem/solution, compare/contrast, description, cause/effect); 8.1.4.9 uses paraphrasing and organizational skills to summarize (states main idea, main events, important details); 8.2.1.3 Identifies major and minor elements of the plot; 8.1.4.11 literary device (foreshadow, flashback, irony, symbolism, tone, mood); 7.1.3.4 figurative language (similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms) Low priority 8.1.3.3 root words, prefix, suffix; 8.1.4.5 inference and drawing conclusions; 8.2.1.1 describes different aspects of character (physical traits, personality traits, motives); 8.1.4.8 cause-effect
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