Summer Reading List

Grade 5: You will read the book Walk Two Moons by: Carl Green Lexile Level 920 L. Questions about the book will be added to my blog in July. You should be able to answer all questions that are posted. You will be tested in September, when you return to school, on your reading. Please see me if you have any questions.

Grade 6: You will read the Island of the Blue Dolphins by: Scott O'Dell Lexile Level 1000L. Questions about the book will be added to my blog in July. You should be able to answer all questions that are posted. You will be tested in September, when you return to school, on your reading. Please see me if you have any questions.

7th Grade 2016-2017 School Supply List

Welcome Back to the 2016- 2017 School Year!!!


Classroom Supplies 

Every student must have a Gmail account, or access to a Gmail account. Project will be sent to the teachers through Google drive. If a child does not have a gmail account they will not be able to access the google docs. 

Three (3) reams of white computer paper 

Classroom cleaning supplies

Four (4) bottle of hand-sanitizer 

Four  (4) boxes of tissues 

Four (4) rolls of paper towels 

Four (4) containers of disinfecting wipes. 


General supply list 

Two (2) packs of Zip-Lock bags ( quart size)
Three (3) packages of lined index cards. 
Four (4)  packages of Sticky Notes 
Lots of Looseleaf- keep inside a folder, all teachers use L.L. it is your child's job to stay on top of their supply. 
Enough blue and black pens for the year. 
one (1) pack of highlighters 
One (1) pack of color pencils 
Scotch tape 
one (1) scissor 
one (1) ruler 
one (1) pack of glue sticks 
one (1) pack of number two (2) pencils with erasers. 
One (1) pack of Expo Markers 
Book covers for all text and workbooks. 



Reading/Social studies 

4 Marble Notebooks (should have 100 or more sheets).  Spiral Notebooks are not allowed!

4 bottom pocket folders- plastic is more durable (pockets should be on the bottom, not on the side).

Math/ Religion

6 Marble Notebooks (should have 100 or more sheets).  Spiral Notebooks are not allowed!

3 bottom pocket folders- plastic is more durable (pockets should be on the bottom, not on the side).

Science 

1 Marble Notebooks (should have 100 or more sheets).  Spiral Notebooks are not allowed!

1 bottom pocket folders- plastic is more durable (pockets should be on the bottom, not on the side).

ELA 

3 Marble Notebooks (should have 100 or more sheets).  Spiral Notebooks are not allowed!

1 bottom pocket folders- plastic is more durable (pockets should be on the bottom, not on the side).

8th grade Final

GRADE 8: MODULE 1: UNIT 1: Building Background Knowledge:  War Coming Close to Home

·         cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)

·         analyze how specific dialogue or incidents in a plot propel the action, reveal aspects of a character, or provoke a decision. (RL.8.3)

·         use a variety of strategies to determine the meaning of unknown words or phrases (L.8.4)

·         cite text-based evidence that provides the strongest support for my analysis of literary text. (RL.8.1)

·         analyze the impact of word choice on meaning and tone (analogies or allusions). (RL.8.4)

·         can determine the meaning of words and phrases in literary text (figurative, connotative, and technical meanings) (RL.8.4)

·         determine the theme or central ideas of an informational text. (RI.8.2)

Vocabulary

 free verse poetry, stanza, cite evidence, incidents, meaning, tone, gist; lunar, glutinous, foretells, historical fiction, central idea, key incidents, informational text, historical fiction, context, calling card, wary, misread, spurned, tends, ruin, pacify, tumult, time was ripe, swept, asserted, kindled, appealed, to no avail, committed, containing, backed

Module 2B

In this second module, students read and analyze Shakespeare’s A Midsummer Night’s Dream. As with any of Shakespeare’s play, many rich themes are present; in this module, students will focus primarily on the theme of control. Characters in this play are controlled by emotions, other characters, and even magic. They often attempt to manipulate others in a variety of ways. Students will examine why the characters seek control, how they try to control others, and the results of attempting to control others. In Unit 1, students will build background knowledge as they explore the appeal and authorship of Shakespeare. Students will read much of the play aloud in a Drama Circle, and will frequently reread key passages to deepen their understanding. Students will analyze differences between a film version of the play and Shakespeare’s original script.

Module 3b Segregation in the United States 

In this first unit, students begin reading the central text A Mighty Long Way, by Carlotta Walls LaNier. This text builds background knowledge of The Little Rock Nine and provides insights into the personal journey of one of the Nine. Students will trace Carlotta’s journey for justice, as well as her emotional journey to come to terms with her experiences. Each of the three stages of her journey is identified by the title and lyrics of a song from the civil rights era. Students will also begin to build background knowledge of segregation and Jim Crow laws in the United States. The primary and secondary sources students will read include both the court decision and the dissenting opinion in the Supreme Court case Plessy v. Ferguson.

Grammar

Parts of speech

simple, compound, complex, and compound-complex sentences 

parallel structure 

active and passive voice

the different phrases 

Clauses 

subject verb agreement 

central idea

central character

creating an argument 

dangling and misplaced modifiers 

7th Grade Final Exam Topics

GRADE 7: MODULE 1: UNIT 1: OVERVIEW: Building Background Knowledge: Perspectives in Southern Sudan

·         determine the central ideas of a literary text. (RL.7.2)

·         analyze how an author develops and contrasts the points of view of characters in a literary text. (RL.7.6)

·         can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)

·         recognize, interpret, and make connections in narratives, poetry, and drama, ethically and artistically to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RL.7.11)

·         select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

·         use a variety of strategies to determine the meaning of unknown words or phrases. (L.7.4)

·         produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.7.4)

·         select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)

Vocabulary

 scenario, determine, representation, central ideas, literary text; plains, route, cradle, analyze, develop, contrast, points of view, characters, determine, central ideas, text features; droned, herding, aimless , bush, rebels, infer; flicking, droned , herding, grazing , aimless, halted , backfiring , bush,  rebels, scattered, scrambled, hesitated, scurried, protested, objected

GRADE 7: MODULE 2B: UNIT 1: Reading Closely and Citing Evidence: Stories of Personal Identity Formation

·         objectively summarize a piece of text. (RI7.2)

·         analyze the interactions between individuals, events, and ideas in a text. (RI7.3)

·         analyze the interactions between individuals, events, and ideas in a text. (RI.7.3)

·         analyze the development of a central idea throughout the text. (RI.7.2)

·         can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas. (RI.7.5)

·         cite several pieces of text-based evidence to support an analysis of informational text. (RI,7.1)

·         self-select text based on personal preferences. (RL.7.11a)

Vocabulary

 analysis, central idea, interaction, stereotype; atypical, conception, socialized, exacerbated , structure, central claim, reason, section; “rush of steam,” innit, heinous, “hot under the collar,” fallacy, linguist, Anglo-Saxon, disassociated, quadrative, appropriation, deploy, acronyms

Grammar

·         Function of Nouns, adjectives, and adverbs with in a sentence

·         Sentence variety

·         Clauses

·         Phrases  All phrases

·         Run-on sentences

6th Grade Final Review topics.

Grade 6: Module 1: Unit 1: Building Background Knowledge: Percy Jackson and the Hero’s Journey

·         cite text-based evidence to support an analysis of literary text. (RL.6.1)

·         analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)

·         cite text-based evidence to support an analysis of literary text. (RL.6.1)

·         use a variety of strategies to determine the meaning of unknown words and phrases. (L.6.4)

·         describe how the characters change throughout a literary text. (RL.6.3)

·         analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)

·         cite text-based evidence to support an analysis of literary text. (RL.6.1)

·         characters change throughout a literary text. (RL.6.3)

·         analyze how an author develops a narrator or speaker’s point of view. (RL.6.6)

Vocabulary

 gist, annotate, reflect; prophecy, fate, imprisoned, stunning, dreaded, writhing, best lines, assessment, gist, inference, context clues; dyslexic,  resent, stalk, broad, hallucination , archetype, align; cloven, pursue , pavilion , centaur, caduceus, patron

 MODULE 2B: Voices of Adversity

·         cite text-based evidence to support an analysis of informational text. (RI.6.1)

·         analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)

·         use a variety of strategies to determine word meaning in informational texts. (RI.6.4)

·         use a variety of strategies to determine word meaning in informational text. (RI.6.4)

·         summarize an informational text suing only information from the text. (RI.6.2)

·         write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized.  (W.6.2)

·         interpret figures of speech in context. (L.6.5a)

·         monologue

·         I can distinguish among the connotations (associations) of words with similar denotations (definitions). (L.6.5c)

Vocabulary

manor, obey, lords, peasants, livestock, famines, plagues, honorable, warrior, May Day, infants, maturity, falconry, adversities, feast days, whims, crusade, faith, trade, pilgrims, martyred, perished, atone

Module 3B: Reading Closely and Writing to Learn: Point of View and Perspective

In this unit, students are involved in a study of how an author introduces, illustrates, and elaborates on an idea and how an author conveys his or her point of view. Students will begin reading Mark Kurlansky’s World without Fish, a literary nonfiction text about the causes of and solutions to the problem of fish depletion. 

Vocabulary
 gist, fish depletion; unravel, cormorants, Industrial Revolution , generation, tendency

eliminated,minuscule dominate interconnected voraciously unforeseen conflict 

Module 4 Building Background Knowledge: Frightful’s Mountain and DDT

In this first unit, students are introduced to the central theme of this module: the delicate balance between human needs and the needs of the natural world. Students launch their reading of Frightful’s Mountain, focusing their learning about the natural world by reading through the perspective of Frightful, a peregrine falcon. Students then begin to analyze informational texts and videos about DDT, a pesticide used widely throughout the world to fight malaria, but banned in the United States in 1972 due to its harmful environmental consequences. In these articles and videos, students to learn to trace and evaluate an author’s argument, claims, and evidence.

Vocabulary 

 sequel, illustrated ; talons , perch , prey , jesses , culvert , predators , tiercel, purpose, research, paraphrase, benefit, harmful consequence; environmentalist, revolutionary 

Grammar 

Parts of speech ( verbs, adjectives, adverbs...) 

prepositional phrases 

simple sentences 

compound sentences

complex sentences 

voice in writing 

finding the gist 

passive and active voice 

making inferences

5th Grade Final Exam Topics

The ELA final Exam will be Monday June 20th. The students will be tested on everything learned throughout the year. It is very important for them to review their notebooks, and past work. If there is a topic on the sheet that a student doesn't have in their notebook it they are to fine a want to copy a classmates.

The year was broken into modules, each module focusing on different works and areas of study.


Module 1 Introduction: Becoming a Close Reader and Writing to Learn: Stories of Human Rights

The rights of citizens in the United States are similar to and different from the right of citizens in other nations of the Western Hemisphere. • Constitutions, rules, and laws are developed in democratic societies in order to maintain order, provide security, and protect individual rights. • Different people living in the Western Hemisphere may view the same event or issue from different perspectives. • The migration of groups of people in the United States, Canada, and Latin America has led to cultural diffusion because people carry their ideas and way of live with them when they move from place to place. • Connections and exchanges exist between and among the peoples of Europe, sub-Saharan Africa, Canada, Latin America, the Caribbean, and the United States. These connections and exchanges include social/cultural, migration/immigration, and scientific/technological. Vocabulary  follow, participate, criteria, skills, human rights, define, summarize, primary source, United Nations, dignity, equal, endowed, reason, conscience, brotherhood Module 2: Researching to Build Knowledge and Teaching Others: Inventions That Changed People’s Lives In this unit, students begin to build background knowledge about the process of scientific inquiry and how new or improved technologies are developed to meet the needs of society. Students begin the unit by reading the graphic novel Investigating the Scientific Method with Max Axiom Super Scientist. As they read, they focus on identifying the steps Max Axiom, the main character, takes to solve a societal problem, as well as analyzing how the visual elements found in a graphic novel support their understanding of complex ideas Vocabulary  technologies, societal needs, structure, visual elements, engage, support, complex, norms, locate, discuss, genre, graphic novel, analyze, splash page, predictions, established criteria, select, close-up image, scenes, sequentially, random, passage (of time), locations Module 3 Considering Perspectives and Supporting Opinions: Balancing Competing Needs in Canada In this first unit, students read The Inuit Thought of It: Amazing Arctic Innovations, by Alootook Ipellie with David MacDonald, to learn about how the native Inuit people of Canada came to settle in the area and the ways they used the resources that were available to meet their basic needs. As students read each section of the book, they will work in small groups to create “resource webs” that help them recognize the relationship between Inuit people and resources from their environment. Vocabulary   visual gist, adapt, resources, available, needs, convey(ed), complex, relationships, determine, independent, criteria; landscape, land bridge, climate, relied Module 4: Building Background Knowledge and Making Inferences: What is A Natural Disaster? This module engages students in a high-interest topic—natural disasters—with a literacy focus on point of view in literature, research, opinion writing, and public speaking. The module integrates science content (about extreme natural events) with a Social Studies focus on the Western Hemisphere and the role of multinational organizations. Vocabulary  natural, disaster, inference, draw, conclusion relationship, concepts, cause, effect, chronological, before, during, after, causal chain of events, context; plates, pressures, interior, upward, results, fault, energy, seismic waves, radiate Grammar Topics you need to review 8 parts of speech types of sentences  phrases  clauses  prepositional phrases Correcting commonly misused words.