Laurie Green » Welcome to Mrs. Green's class! You can email me at lgreen@oc-sd.com.

Welcome to Mrs. Green's class! You can email me at lgreen@oc-sd.com.

8/16-20
Novel Study -- Flying Solo by Ralph Fletcher (cont'd)
We will be focusing on CHARACTER and CONFLICT this week.
Students will conduct Word Work with these and other terms. 
Students will make Text Connections through writing. 
 
8/23-27
Novel Study -- Flying Solo by Ralph Fletcher (cont'd)
Benchmark Tests (AIMS WEB) are Monday.
We will be working with the words DESCRIBE, POINT OF VIEW, ANALYZE and revisiting CONFLICT. 
There will be a CONFLICT Post-Test on Thursday. 
 
8/30-9/1
New Story -- Red Scarf Girl
Writing a Narrative -- Describing disgusting foods and boring moments using vivid details and developing point of view
 
9/7-10
Continuing Red Scarf Girl
We will be revisiting ANALYZE and CHARACTER. Students will analyze PROPAGANDA images from the setting of our story. In addition, they will analyze the text to determine what character types apply to the main character.  We will also work on INTONATION as students practice reading aloud. 
Writing Skills - Showing not telling
 
9/13-17  -- VIRTUAL Parent Teacher Conferences Thursday, 9/16 from 3-5:30PM. Email a teacher to set an appointment
Continuing Red Scarf Girl
We will ANALYZE secondary characters from Ji-Li's family. 
We will also ANALYZE excerpts from the text to select scenes, and highlight details showing the author's feelings in each scene.
SKILLS: analysis, prefixes and suffixes, palindromes, editing/proofreading
WORD WORK: CHARACTER (revisiting), INFER (revisiting), POINT OF VIEW (revisiting)
 
9/20-24
Continuing Red Scarf Girl - Students are completing some independent leveled online tasks through Amplify (our textbook). 
WORD WORK: JUSTIFY, INFER (revisiting), and INTONATION (reading aloud)
We will revisit our choices of dividing the text into scenes, and students will JUSTIFY their choices. They will also use the details they highlighted previously and tell us what they were able to INFER about the author's feelings from these details. 
Students will continue to work with Prefixes and Suffixes, and will have a QUIZ on Friday. 
 
9/27-10/1
Continuing Red Scarf Girl on Amplify - Students are working online to complete tasks that accompany the text that can be read to them if they bring headphones. 
WORD WORK: #11 SUMMARIZE, #12 SUPPORT, #13 FORMULATE
We will revisit and work with #3 DESCRIBE and #5 ANALYZE by producing Explanatory Writing based on observations. 
SKILLS: Finding Main Idea and Supporting Details in nonfiction text
 
10/4-8
Wrapping up Red Scarf Girl on Amplify
WORD WORK: #13 MOOD, #14 FORMULATE (Moved from last week) -- We will also work with TONE -
author's feelings or thoughts about a topic/scene and compare and contrast it with MOOD - reader's feelings/thoughts
 
 
2nd NINE WEEKS
 
10/18-22
Students will review Procedures, Classroom Expectations, and Consequences.
Students will review previously covered content as well as undergo a pre-assessment for Figurative Language and Poetic Devices. 
WORD WORK: Review of first 14 words and other 12 Powerful Words previously covered
Intro to ASSONANCE, HYPERBOLE, PERSONIFICATION, ALLUSION, EUPHEMISM, and VERBAL IRONY
SKILLS/APPLICATION -- Identifying Figurative Language in FICTION, Analyzing a Poem, Identifying Figurative Language in SONG LYRICS, and working within groups to match devices to definitions and examples
11/1 -5
Students will continue to read the works of Edgar Allan Poe. We will be working with Figurative Language such as Assonance, Euphemism, Verbal Irony, Symbol, Allusion, Onomatopoeia, and revisiting Simile and Metaphor
11/8-12
Students will begin argumentative writing. We are going back to "The Tell-Tale Heart". Students will work with a partner to analyze the poem for MOOD and TONE. The kids will EVALUATE the narrator to see if he is reliable or unreliable. They will also prepare for debate with classmates over whether they believe the narrator to be mad or sane. They will work on making claims and supporting them with evidence from the text. 
11/15-19
4-H Speeches are being presented this Friday, 11/19. These are for Extra Credit in ELA this year. 
Students will wrap up studies about Edgar Allan Poe. We will continue to work with Figurative Language, focusing on: SIMILE, METAPHOR, HYPERBOLE, PERSONIFICATION, ALLITERATION, ONOMATOPOEIA, IDIOM, ALLUSION, VERBAL IRONY, SYMBOLISM, AND ANAPHORA. 
11/22-23
We will get into the holiday spirit by traveling back in time to the very first Thanksgiving held in America. We will explore the menu of the first feast, learn a little trivia, and read about the historical event from 1621. Students will also reflect on the things in their lives they are thankful they have. 
Have a restful and peaceful Thanksgiving Break! Come back ready to learn! 
11/29-12/3
We are wrapping up Poetry & Poe with an Argument Writing exercise. WORD WORK: 17. ARGUMENT WRITING -- CLAIM, REASONS, DATA, JOINT/BRIDGE, COUNTERCLAIM, AND REBUTTAL
Some classes will write about current topics and others will focus on the writings of Poe for their piece. We will learn to CITE our evidence found through research that supports our claim. 
12/6-10
We will continue with Argument Writing. Students will read about flavorists and provide support for and against flavoring foods. There will be a Learning Log Quiz. Students will also complete the Middle of the Year Benchmark Test on Wednesday within homeroom. 
Please don't forget about our Field Trip to Bowling World on Monday, 12/13. Forms and money are due ASAP. 
12/13-17
We will review Figurative Language. Students will produce their own poetry about family, holidays, and Christmas. We will be reading about Christmas traditions and sharing stories of our own. 
We are having an Ugly Christmas Sweater contest on Thursday during our holiday celebration. Please remember you must abide by dress code. 
Hope you all have a restful and peaceful break. 
3rd NINE WEEKS
 
1/5 & 1/10-14/2022
Students will reflect on their own battles with sickness in order to connect to the main character, Schatz, from our short story by Ernest Hemingway, "A Day's Wait." This will be communicated through writing a personal narrative/memoir. 
There will be a Formative Assessment (story test) on Tuesday. This will include Multiple-Choice comprehension questions, Key Term synonym group matching, and two prompts for Written Response. 
WORD WORK -- We will work with these Key Terms: 
absolute, detach, evident, severe, slack
We will work with and review: 
FORMULATE, NARRATIVE/MEMOIR, OBJECTIVE SUMMARY, CONFLICT, RESOLUTION, EXPOSITION, THEME, SYMBOL, INFER, ANALYZE, POINT OF VIEW/PERSPECTIVE
 
1/31 - 2/4/2022
Bellringer: Students will work with unfamiliar/unknown 7th grade level words. This assignment will be given to them on Monday and will be due on Friday. Students will have 10 minutes each day to complete this activity. We will continue reading about Phineas Gage's traumatic brain injury. Students will learn the parts of the brain and what each section controls in the human body. They will work on determining which part of Phineas's brain was injured, where the tamping iron entered his skull, and what parts of his brain were damaged. 
 
2/7 - 11/2022
Bellringer Packet: Students will work with unfamiliar/unknown 7th grade level words. This assignment will be worked on at the beginning of each class this week and are due on Friday. 
Text Time: We are continuing with Phineas Gage's traumatic brain injury tale. Students are learning the different areas of the brain and the function of each. We are examining what scientists and medical professionals gained from Phineas's experience. 
Word Work: Whole Brainers, Phrenologists, abates, anatomy, cadavers, fatal, fermentation, intrigued, irreverent, lurking, transcranial, iron will, iron constitution, deference, vital, interhemispheric, paralysis, genetic disorder
 
2/14-18/2022
Bellringer Packet: Students will work with unfamiliar/unknown 7th grade level words that begin with C. This assignment will be worked on and reviewed in class each day and will be due on Friday. 
Word Work: Students will have a STUDY GUIDE on Wednesday that will be used on Thursday as an ENTRANCE TICKET to participate in STUPID GAME DAY!!! This review will help students prepare for their TEST on Friday over the Phineas Gage story, including key terms and vocab review from the Bellringer Packets. 
 
2/22-25/2022
Bellringer Packet: "D" Words -- Students will work for 10 minutes each day to complete the Bellringer Packet. 
Text Time: We are starting a new story about Frida and Diego, famous artists. We will be evaluating sources and comparing and contrasting these two famous figures from history. 
Word Work: We will be working with new words this week -- predict, plagiarism, and sources
Review: compare/contrast; describe; analyze; explain; paraphrase; evaluate; formulate; summarize
 
4th NINE WEEKS
 
3/21-25/2022
We will be Benchmark Testing Monday to guide instruction for the remainder of the school year and to better prepare the students for the upcoming state testing in April. A s always, please be sure your student has a balanced breakfast and a good night's sleep. 
Bellringer Packet: "H" Words -- Students will have Tuesday, Wednesday, Thursday, and Friday this week to complete this packet. 
Word Work: #21 COMPARE; #22 CONTRAST; #23 CLAUSE; #24 COMPOUND SENTENCE; #25 COMPLEX SENTENCE -- Skill application: Compare and Contrast zebras and guinea pigs; identify dependent and independent clauses; determine whether a sentence is simple, compound, complex, or compound-complex. There will be a QUIZ online Friday. You can find a link to practice at the top of my page. 
 
3/28-4/1/2022
We will continue to work with Compound, Complex, and Compound-complex sentences. We will explore independent and dependent/subordinate clauses. 
Text Time: We will be starting a new story! "There's gold in them thar hills!" We will study about the California Gold Rush, reading nonfiction and fiction passages. 
 
4/4-8/2022
We will be reviewing test-taking strategies, Argumentative Writing, capitalization and spelling proofreading, and evaluating sources. 
Text Time: We will continue to study about the California Gold Rush, reading nonfiction and fiction passages, including some first-hand accounts (primary sources). 
 
4/11-14/2022
Students will have a Bellringer Packet: "J Words" that will be due on Thursday this week. 
We will continue reviewing and exploring Argumentative Writing through centers and learning stations. 
This week the three IXL assignments are due: JJ Conjunctions (Score of 90); Z3 Phrases and Clauses (Score of 90); Z4 Types of Sentences (At least an 89)
There will be a test over CONJUNCTIONS, PHRASES/CLAUSES, ARGUMENT WRITING, and TYPES OF SENTENCES on Thursday. This will be completed on Mrs. Green's Schoology page. 
There is NO SCHOOL on Friday for GOOD FRIDAY. 
Please return from your extra long weekend well-rested and be sure to have a hearty breakfast, as TCAP Testing begins when we return. 
 
4/18-22/2022
TCAP Testing for ELA, Monday-Wednesday, with make-ups on Thursday and Friday. 
We will be reading about Dolly Parton, William Kamkwamba, John Muir, and Theodore Roosevelt. We will also explore the site featuring TedTalks videos. 
 
4/25-29/2022
TCAP Testing: Monday - Math; Tuesday - Science; Wednesday - Social Studies. Be sure to get plenty of rest and eat a hearty breakfast in order to do the best on the test! 
This week, students will work on incorporating content-specific vocabulary in their writing. They will also create their own holiday. Lastly, we will continue with our Amplify story about The Gold Rush of the mid-1800s. Students will see first-hand how explorers and settlers experienced the Wild West.
 
5/2-6/2022
We will continue exploring the Wild West during the California Gold Rush (1849-1855). Students will visit websites to learn more about the Gold Rush, specifically the California Gold Rush, will take notes on a self-chosen graphic organizer, and examine the lives and character traits of many prospectors who struck it rich in California. 
KEY TERMS: prospector, boomtown, rocker, placer miner, 49ers, staking claims
NAMES TO KNOW: John Sutter - didn't own the land he was building his sawmill on (where the gold was discovered); James Marshall - building the sawmill for Sutter and discovered the first gold; Levi Strauss - German who brought jeans to America.
 
5/9-13/2022
We are continuing our studies about The Gold Rush of 1849. We will more closely examine the contributions of James W. Marshall, John Sutter, John Bidwell, Levi Strauss, prospectors and  49ers. 
Our key terms are: adobe, agriculture, claim, colony, forty-niners, immigrant, lye, prospector, tailrace, watermill, Ghiradelli, James Marshall, Levi Strauss, and John Sutter. 
We will also be exploring a picture book called Zero to take a look at character, self-image, and adding value to the lives of others. 
 
5/15-20/2022
We are going to dive into Call of the Wild by Jack London. 
The following list contains some of the key terms we will be focusing on. 
1 primitive Chapter I. Into the Primitive. [chapter title] (Chapter 1, paragraph 0 [of 22], sentence 2) tame/wild
2 tidewater Buck did not read the newspapers, or he would have known that trouble was brewing, not alone for himself, but for every tide-water dog, strong of muscle and with warm, long hair, from Puget Sound to San Diego. (Chapter 1, paragraph 2 [of 22], sentence 1)
3 booming Because men, groping in the Arctic darkness, had found a yellow metal, and because steamship and transportation companies were booming the find, thousands of men were rushing into the Northland. (Chapter 1, paragraph 2 [of 22], sentence 2) hostility/conflict; mood; multiple meanings
4 veranda It stood back from the road, half hidden among the trees, through which glimpses could be caught of the wide cool veranda that ran around its four sides. (Chapter 1, paragraph 3 [of 22], sentence 3) mood
5 boughs The house was approached by gravelled driveways which wound about through wide-spreading lawns and under the interlacing boughs of tall poplars. (Chapter 1, paragraph 3 [of 22], sentence 4)
6 interlacing The house was approached by gravelled driveways which wound about through wide-spreading lawns and under the interlacing boughs of tall poplars. (Chapter 1, paragraph 3 [of 22], sentence 4)
7 poplar The house was approached by gravelled driveways which wound about through wide-spreading lawns and under the interlacing boughs of tall poplars. (Chapter 1, paragraph 3 [of 22], sentence 4)
8 arbor There were great stables, where a dozen grooms and boys held forth, rows of vine-clad servants' cottages, an endless and orderly array of outhouses, long grape arbors, green pastures, orchards, and berry patches. (Chapter 1, paragraph 3 [of 22], sentence 6) mood
9 array There were great stables, where a dozen grooms and boys held forth, rows of vine-clad servants' cottages, an endless and orderly array of outhouses, long grape arbors, green pastures, orchards, and berry patches. (Chapter 1, paragraph 3 [of 22], sentence 6)
10 artesian well Then there was the pumping plant for the artesian well, and the big cement tank where Judge Miller's boys took their morning plunge and kept cool in the hot afternoon. (Chapter 1, paragraph 3 [of 22], sentence 7)