english7

ENGLISH ENRICHMENT ACTIVITIES
7th Grade Blog & Directions	8th Grade Moodle Page
Links & Resources for African Folktales & Fables	8th Grade Blog & Directions
Inland Lakes Paragraph Outline	Links & Resources for Treasure Island
Parts of Speech: Nouns	Treasure Island Quizzes (1-3) & (4-6)
	Inland Lakes 2 Paragraph Essay
Mood & Tone Notes	Inland Lakes 3 Paragraph Essay (coming soon!)
	Mood & Tone Notes
	Book Report Fact Finding Sheet

This Page is Under construction!
check back soon for updates!

State of Michigan Official Website	MI Dept. of Agriculture
Michigan Land Use Institure	MI Dept of labor/economic growth
The Michigan Travel Companion	MI Dept. of History/Arts/Libraries
Michigan Dpt. of Fisheries and Wildlife	MI Dept. of Environmental Quality
Michigan Wildlife Conservancy	Michigan Historic Sites Online
US Geological Survey - Michigan
Great Lakes Circle Tours

7th Grade Student BLOGs

Directions for a BLOG

Weekly Vocabulary Words & Definitions

Inland Lakes Paragraph Outline

Biography Research Project fact sheet

Reflections on I.L. Paragraphs
(working with clinchers statements)

Parts of Speech Notes from Class:		Reading/Literature Notes from Class
Noun Notes	Verb Notes	Notes on Folk Tales (folklore)
Pronoun Notes	Verb Notes part 2 (Tenses)	Notes on Fairy Tales & Fables
Adjective Notes	Verb Notes part 3 (Agreement)

7th Grade Student BLOGS

Directions for a BLOG

BLOG GRADING

BLOG is short for weblogs, which are online journal entries.

The objective in having students BLOG is to give them a chance to publish their opinions on different subjects. By publishing their work that others can see, students take more pride in what they do, compared to it being just another assignment.

1. Click on the Student Blog button or go to http://il7thgrade.blogspot.com

2. Click on the word Comments on the bottom right.

3. Click on Post a Comment located at the bottom of the page.

4. Enter username-il7thgrade

password- bulldogs

5. Click on Sign In.

6. Write or paste your comments. When you have checked your work over for any mistakes click Publish Your Comments.

7. You are now finished. Great Job!

Your BLOG write is similar to a FREEWRITE,
except that it must be in COMPLETE SENTENCES.
It must include BRAINSTORMING & ORGANIZING
(Number them 1-8) of 8 items at the top.
You must also include a TITLE along with
your name as the AUTHOR at the bottom.

GRADING: Scores will be out of 30:
8 points for BRAINSTORMING at top
2 points PER LINE TYPED
(more than 10 COMPLETE lines will be extra credit)
2 points for the TITLE and AUTHOR (you) at bottom
30 points total

8th Grade Student BLOGS

Directions for a BLOG

BLOG GRADING

1. Click on the Student Blog button or go to http://www.mrholes8.blogspot.com

2. Click on the word Comments on the bottom right.

3. Click on Post a Comment located at the bottom of the page.

4. Select the button 'Other' for your identity and then type in your FIRST NAME and LAST INITIAL

5. Write or paste your comments in the box above. When you have checked your work over for any mistakes click Publish Your Comment.

7. You are now finished. Great Job!

The Inland Lakes Paragraph
OUTLINE

The Inland Lakes Paragraph is the basis of our Middle School writing,
and will lead students to the writing expectations of the High School

1. Prewrite
    A. BRAINSTORM
       a. Freewrite, math-write, science-write, etc.
       b. Or List
       c. Or WEB
       d. Or Who, what, where, when, why
    B. ORGANIZE
       a. Outline (very formal)
       b. Or Chronological order
       c. Or Order of IMPORTANCE

2. Writing your paragraph
    A. TOPIC SENTENCE (T.S)
       a. Tells audience what you are going to tell them
       b. Answers the given question or states your opinion
    B. Three SUPPORTS for your Topic Sentence
       a. Your support can be in the form of facts from a book
       b. Or EXAMPLES (also quotes)
       c. Or statistics
    C. At least one PERSONAL LIFE EXPERIENCE (PLE)
            from your lives
       a. Examples of things that happened to you
       b. Stories, personal narratives, examples of things that
             happened to other people
    D. CLINCHER STATEMENT (C.S)
       a. Summarizes the paragraph
       b. Or restates your answer to the question
       c. Or restates your opinion
       d. Many times includes a 'message for life' (a THEME)

At the 7th grade level, students concentrate on understanding and practicing the FORM of the I.L. Paragraph. This is done through the repetition of writing paragraphs and taking Outline quizzes on a weekly basis.

At the 7th grade level, paragraphs will:
* be at least 100 words in length
* have FCA in the top left corner
* have student's name at the top right
* have a TITLE at the top center
* Capitol Letters to begin every sentence
* Punctuation to end each sentence

In the paragraph, students must also:
* include 8 items of Brainstorming
* demonstrate Organization
* include a Personal Life Experience that
is at least 2 sentences long.
* underline the Topic Sentence
* underline the Clincher Statement

The Inland Lakes Paragraph is graded through FCAs, Focal Correction Areas, which are written at the top of the paper.
Each paper will have different FCAs for the writer to concentrate on. This way the developing writers can focus on improving specific writing elements, one at at time.

Mood & Tone Notes

Authors set a TONE or MOOD in literature by conveying an emotion or emotions through words. The way a person feels about an idea, event, or another person can be quickly determined through facial expressions, gestures and in the tone of voice used.

MOOD: (sometimes called atmosphere) the overall feeling of the work

Mood is the emotions that you (the reader) feel while you are reading. Some literature makes you feel sad, others joyful, still others, angry. The main purpose for some poems is to set a mood.

Writers use many devices to create mood, including images, dialogue, setting, and plot. Often a writer creates a mood at the beginning of the story and continues it to the end. However, sometimes the mood changes because of the plot or changes in characters.

Examples of MOODS include: suspenseful, joyful, depressing, excited, anxious, angry, sad, tense, lonely, suspicious, frightened, disgusted

TONE: the way feelings are expressed

Tone is the attitude that an author takes toward the audience, the subject, or the character. Tone is conveyed through the author's words and details. Use context clues to help determine the tone.

In literature an author sets the tone through words. The possible tones are as boundless as the number of possible emotions a human being can have. Has anyone ever said to you, "Don't use that tone of voice with me?" Your tone can change the meaning of what you say. Tone can turn a statement like, " You're a big help!" into a genuine compliment or a cruel sarcastic remark. It depends on the context of the story.

Careful word choice is the key to tone in a piece of writing.

PRONOUN NOTES

A PRONOUN is a WORD that replaces a Noun.

A PRONOUN takes the place of a Noun in sentences when that same Noun is used over and over. It keeps the Noun from becoming redundant (boring because it’s overly used).

An ANTECEDENT is the Noun that the PRONOUN refers to or replaces. All Pronouns have ANTECEDENTS.

All Pronouns MUST AGREE with their Antecedents in Gender (male/female).
Example: Each girl on the team must perform to her best ability.

Pronouns must also agree in Person (1^st, 2^nd, 3^rd person).

Example 1: I don’t like our group’s project.

Example 2: Mike, if you are hungry, eat a snack.

Example 3: The student will pass the class if he does his homework.

Pronouns must also agree in Number (singular/plural).
Example: If parents need childcare services during the assembly, they should contact the school office.

PERSONAL PRONOUNS take the place of Nouns that name persons.

Examples include: I, you, he, she, it, we, they, myself

POSSESSIVE PRONOUNS show ownership or possession. You do not use an apostrophe to make a Pronoun possessive.

Examples include: my, mine, our, his, her, its, their, your

PRONOUNS are only one of the eight parts of speech.

NOUN NOTES

A NOUN is a WORD that NAMES a person, place, thing, or idea.

In sentences, a NOUN may be located in the SUBJECT (what or who the sentence is about)

Example: The student forgot her homework.

A NOUN may also be in the PREDICATE (gives us information about the subject – repeats or renames the subject).

Example: The library is a great place to find information.

COMMON NOUNS name everyday, generic items

Examples include: boat, student, happiness, river.

PROPER NOUNS name specific persons, places, things, or ideas, and are always CAPITOLIZED

Examples include: Taco Bell, Indian River, Mr. Hirsch

SINGULAR NOUNS name only ONE person, place, thing, or idea. These may be common or proper Nouns.

Examples include: dog, cat, house, love, lake

PLURAL NOUNS name TWO OR MORE persons, places, things, or ideas. These may also be common or proper Nouns.

Examples include: boys, rock concerts, hopes and dreams

A Noun is POSSESSIVE when it is showing OWNERSHIP. It will include a ’s if it is Singular, and a s’ if it is plural

Examples include: Student’s face, Family’s home, Girls’ bathroom

NOUNS are only one of the eight parts of speech.

ADJECTIVE NOTES

An ADJECTIVE is a word that describes (or modifies) a noun or pronoun. It often tells color, shape, size, texture, and other details.

An ARTICLE is a type of Adjective used to name a specific noun or pronoun. It typically answers the question "which one?"

Examples of Articles are: a an the

Adjectives can be common or proper. PROPER ADJECTIVES are created from proper nouns and are always capitalized.

Examples include: Japanese, Canadian, French, Martian

There are some words that can be Adjectives or Pronouns, depending on where they occur in a sentence. If they are before a noun, and modify that noun, they are adjectives. If they stand alone in the sentence, they are used as a pronoun.

Examples include: that, these, all, each, both, many, some

A PREDICATE ADJECTIVE follows a form of the be verb (or other linking verb) and describes the subject.

Example: A full moon can be spooky and scary. (spooky and scary describe the noun moon)

The POSITIVE FORM of an Adjective describes a noun or pronoun without comparing it to anyone or anything else.

Example: Tarzan is tough.

The COMPARATIVE FORM of an Adjective compares TWO nouns.

Example: Spiderman is tougher than Tarzan.

The SUPERLATIVE FORM of an Adjective compares THREE OR MORE nouns.

Example: Superman is the toughest of them all!

An Adjective is one of the eight parts of speech.

VERB NOTES

A VERB is a word that shows ACTION or EXISTENCE (state of being)

An ACTION VERB tells what the subject is doing. It names an action.

Examples include: run, play, jump, walk, talk, speak, cause, hit, study, drive, operate, write, listen

A LINKING VERB connects or links a subject to another noun or adjective in the predicate.
Examples include the forms of the verb be: is, are, was, were, am, being, been

Other examples include senses: smell, look, taste, feel, sound, seem, stand, remain, appear

A HELPING VERB helps to form some of the many verb tenses of the main verb.

Examples include: shall, will, should, would, could, have, had, has, is, are, was, were, am, being, been

Verbs have NUMBER, which means they are SINGULAR or PLURAL. A Singular subject needs a Singular Verb. A Plural subject needs a Plural Verb

Examples include: She wonders what her grade is.

They wonder if they will pass the class.

Verbs are one of the eight parts of speech.

VERB NOTES part 2 (VERB TENSES)

A Verb has three principal parts: the PRESENT, the PAST, and the PAST PARTICIPLE. The Past and the Past Participle of regular verbs are formed by adding -ed to the present form of the verb. Some IRREGULAR verbs are formed with different spellings. See p.449 of your WriteSource books for examples.

There are SIX Verb TENSES that are formed from the three parts:

1. a verb is in the PRESENT TENSE when it expresses action (or existence) that is happening now or continually

Examples: The universe is gigantic! He sprints to lunch.

2. a verb is in the PAST TENSE when it expresses action (or existence) that is completed at a particular time in the past.

Examples: She ran to the store. I spoke to the class.

3. a verb is in the FUTURE TENSE when it expresses action that will take place. Example: I will finish my homework.

4. a verb is in the PRESENT PERFECT TENSE when it expresses action that began in the past but continues or is completed in the present. To form this, add has or have to the Past Participle.

Example: I have wondered why lunch is so expensive.

5. a verb is in the PAST PERFECT TENSE when it expression action that began in the past and was completed in the past.

To form this, add had to the Past Participle.

Example: I had hoped to sleep in this morning.

6. a verb is in the FUTURE PERFECT TENSE when it expresses action or existence that will begin in the future and will be completed by a specific time in the future.

To form this, add will have to the Past Participle.

Example: By tonight, I will have eaten the entire box of candy.

VERB NOTES part 3: (AGREEMENT)

A COMPLETE SENTENCE contains a subject and a verb, and expresses a complete thought.

A sentence FRAGMENT is missing either a subject or a verb. Examples:

Thinks bugs are awesome! (missing the subject)

My brother, the pain in the neck. (missing a verb – he did what?)

Subjects and Verbs must AGREE in NUMBER.

A SINGULAR subject needs a singular verb (John likes pizza) ,

and a PLURAL subject needs a plural verb (We like pizza)

Agreement in the PRESENT TENSE requires adding an -s or -es to verbs to make them singular. PERFECT PRESENT TENSE agreement requires has (for singular) or have (for plural):

Alice has eaten pizza. They have eaten pizza.

Agreement in the PAST, PAST PERFECT, FUTURE, or FUTURE PERFECT uses the same verb form for both singular and plural: He had eaten the pizza. They ate the pizza.

Alice will eat the pizza. The Students will have eaten the pizza

COMPOUND subjects (connected by the word and) are plural and require plural verbs. Examples:

Alice and Todd love pizza. Neither Alice nor Todd like anchovies.

When the subject is separated from the verb by words or phrases, you must check carefully to see that they agree.

John, as well as Alice and Todd, likes pizza.

(John is the subject, not Alice and Todd)

In the kitchen is the new pizza, hot from the oven.

(the subject is pizza, not kitchen or oven)

Subject must agree even if AFTER (or SPLITTING) the verb.

Is the pizza here? Are the students hungry?

Has John eaten the pizza yet? Have the students eaten yet?

FOLK TALE (FOLKLORE) NOTES

A FOLK TALE is a story passed down from generation to generation by word of mouth. Folk tales originated with peoples who could neither read nor write, and so they told stories about legendary characters, adventures, role models, and heroes. They are not based on true events.

FOLK TALES may include the following elements:
1. A character called a TRICKSTER who relies on brains and cleverness to overcome a more powerful opponent.

2. Teaching why or how something occurs in the world

3. Using PERSONIFICATION (giving human traits to animals or non-human characters)

4. Displaying human values and cultural heritage

5. Passing on knowledge or wisdom to younger generations: the ‘moral’ of the story

Fairy Tales & Fables Notes

Fairy Tales and Fables are stories that include these typical elements:
* usually short, simple stories or poems
* mysterious and fantastic events, magic, and even wishes
* animals with unusual abilities, or using personification
* other imaginary or magical creatures (and/or monsters)
* the storyteller’s purpose is to teach a moral or lesson
* not always a positive (or good) ending

Fables are ancient literary forms found in most cultures.
They are short, simple stories or poems, usually with animal 
characters, that specifically teaches a lesson.  The moral is usually STATED at the 
end of the fable as a wise saying or teaching.

Fable characters are often animals that act like humans and illustrate 
human failings and weaknesses.

Most Traditional Fairy Tales include old-fashioned details and 
elements.  
Modern Fairy Tales include details and concerns related to contemporary 
life.

Biography Research: REQUIRED ITEMS	Biography Research: You CHOOSE 4 of the following ITEMS:
Your character's name
Your character's family (spouse, parents, chilren, siblings)
Your character's date of birth	Did this person make any major mistakes or bad decisions? If so, what were they and how would you have chosen and acted differently if you were in their shoes?
Your character's date of death (if applicable)	An older person or mentor is often very important in shaping the lives of gifted people by providing guidance and encouragement. To what extent was this true of your character? Explain.
What your character did for a living	Many people act out of a 'code' or set of beliefs which dictate choices. It may be religion or politics or a personal philosophy. To what extent did your person act by a code or act independently of any set of beliefs? Were there times when the code was challenged and impossible to follow?
Describe TWO ways how the person's life was admirable	What human qualities were most influential in shaping the way this person lived and influenced his or her times?
What are the TWO most important lessons you or any other young person might learn from the way this person lived?	Was your person a "hero"? Why or why not? How is a hero different from a celebrity?
Describe TWO ways in which the person's life was remarkable.	Which personal quality or character trait proved the most troubling and difficult?
Name TWO perople you would recommend should read this book, and explain why you chose each person.	Which personal quality or character trait was teh most beneficial to your person's life?
Describe TWO reasons WHY this person was important enough to have a book written about him or her.	Some People say you can judge the quality of a person's life by the enemies they make. Do you think this is true of your person's life? Explain why or why not.

I.L. Paragraph Reflections (working with clincher statements)

Your group’s task today is to look over your I.L. Paragraphs and to REFLECT on your writing.

You will need 5 of your I.L. Paragraphs from which you will choose 5 different Clincher Statements. Try to choose at least TWO that you thing you’ve written very well, and at least ONE that needs more work.

On a separate piece of paper, write out 5 different CLINCHER STATEMENTS, skipping two lines between each, and please number them.

Next to each Clincher Statement, write down the TOPIC of the paragraph in 5 words or less.
Next to each TOPIC you’ve written, write down 3 short details about that topic. These may be adjectives, facts, or other details that describe the topic.
Now rewrite each Clincher Statement (in the second half of your paper) so that it includes the THREE short details about your topic. Use commas between each detail. Number these (1A, 2A, 3A, 4A, 5A). Skip two lines between each again, please
Circle the best Clincher Statement you’ve written. Write TWO reasons why it is the best C.S.
Write a TOPIC SENTENCE (in the 2 blank lines between each) to match up with each Clincher you’ve re-written.