I hope you are fully rested and ready to start the 2010-2011 school year. Back to School Night is coming up September 2nd at 7:00 pm and I am offering extra credit to the students whose families attend. Back to School night is an opportunity to learn the expectations for the year and offers a rare opportunity for teachers and parents to work together. In Social Studies we will begin reading about the the ancient cultures of Mesoamerica, the Maya, Incas, and the Aztecs. The unit will culminate whith the studets conducting research on one the cultures and presenting their research on a poster around September 20th.
In English we will begin reading short stories, focusing on theme, elements of plot and character development. On Sptember 1st or 2nd, we will be taking part in the District Wide Write for which we will write in response to literature. Students should be well rested and ready to write as this provides us with our first writing sample of the year.
In general I find that parents want to know the following:
What do you do for extra credit
I offer sharing their writing in Author's Chair for five points extra credit or sharing their summaries of reading in Social Studies.
Do you allow retesting?
Yes, for one week after the test was given.
Let me know if you have any questions.
Thursday, September 2, 2010
Saturday, January 2, 2010
Happy New Year!
Greeting Parents and Students,
I hope you have all had a nice long rest and are ready to return to school.
In Social Studies we will begin studying Japan. We will follow our usual pattern of creating folders with maps identifying the geography of Japan and its effect on what they ate, how they lived and how they organized their government. There are four sections of the Concept Circles for chapter 12 and in those we will summarize our reading.
In English we will begin revising our response to The Outsiders essays. I look forward to seeing you. I have cut and pasted the rubric for response to literature essays below. Please email any questions to me at cmarshall-smith@scusd.net.
Ms. Marshall
Performance-Based Assessment Scoring Guide for 7th Grade Literature Response SCUSD
6 Exceptional Achievement (exceeds standard)
• Thesis (argument/position) eloquently addresses the topic
• Well-chosen, specific, well-integrated evidence (reading, experience, observations, direct quotes) to support the thesis
• Insightful understanding of the text/topic (writer’s craft, context/background information)
• Cohesive essay organization (includes a developed introduction with effective hook/lead, body, and conclusion with transitions that enhance the fluency of the essay)
• Sentence variety with descriptive language; powerful word choice
• Insignificant mechanical errors (spelling, grammar, capitalization, punctuation) that do not disrupt meaning
• Thought-provoking commentary that artfully supports thesis
• Identifies title and author of piece
5 Commendable Achievement (exceeds standard)
• Thesis (argument/position) clearly addresses the topic
• Well-chosen, specific evidence (reading, experience, observations, direct quotes) to support the thesis
• Clear understanding of the text/topic and its complexities (writer’s craft, context/background information)
• Cohesive essay organization (includes a developed introduction with hook/lead, body, and conclusion with transitions)
• Sentence variety with descriptive language; effective word choice
• Few mechanical errors (spelling, grammar, capitalization, punctuation) that do not interfere with meaning
• Thoughtful commentary explains importance of evidence and supports thesis
• Identifies title and author of piece
4 Adequate Achievement (meets standard)
• Thesis (argument/position) clearly addresses the topic
• Specific evidence (reading, experience, observations, direct quotes) supports the thesis
• Clear understanding of the text/topic (some context/background information provided)
• Logical essay organization (includes a developed introduction, body, and conclusion; may attempt a hook/lead)
• Sentence variety with some descriptive language; word choice is appropriate for audience
• Mechanical errors (spelling, grammar, capitalization, punctuation) do not disrupt the flow of ideas
• Commentary explains how evidence supports thesis
• Identifies title and author of piece
3 Some Evidence of Achievement (approaching standard)
• Thesis (argument/position) mentions topic
• Some evidence (reading, experience, observations) supports the thesis
• Basic understanding of the text/topic
• Basic essay organization (some topic sentences, supporting details, transitions, closing statements)
• Some sentence variety; mostly simple sentences
• Mechanical errors (spelling, grammar, capitalization, punctuation) occasionally disrupt the flow of ideas
• Commentary has some connections to thesis
• Identifies title or author of piece
2 Limited Evidence of Achievement (needs support to meet standard)
• Thesis (argument/position) is unclear or indirectly related to the topic
• Limited evidence (reading, experience, observations)
• Limited understanding of the text/topic
• Limited essay organization (may be missing an introduction, body, or conclusion paragraph)
• Sentences lack clarity and variety
• Mechanical errors (spelling, grammar, capitalization, punctuation) disrupt the flow of ideas
• Limited commentary, mostly plot summary
• Does not identify author or title of piece
1 Minimal Evidence of Achievement (needs support to approach standard)
• No thesis (argument/position)
• Little or no evidence (reading, experience, observations)
• Little or no understanding of the text/topic
• Organization is not essay format (may be a single paragraph)
• Sentences are incomplete, awkward, and/or confusing
• Mechanical errors (spelling, grammar, capitalization, punctuation) make the essay unclear
• No commentary, just plot summary
0 No Evidence or No Response
• Blank, off topic, illegible, written in a language other than English, or unintelligible
I hope you have all had a nice long rest and are ready to return to school.
In Social Studies we will begin studying Japan. We will follow our usual pattern of creating folders with maps identifying the geography of Japan and its effect on what they ate, how they lived and how they organized their government. There are four sections of the Concept Circles for chapter 12 and in those we will summarize our reading.
In English we will begin revising our response to The Outsiders essays. I look forward to seeing you. I have cut and pasted the rubric for response to literature essays below. Please email any questions to me at cmarshall-smith@scusd.net.
Ms. Marshall
Performance-Based Assessment Scoring Guide for 7th Grade Literature Response SCUSD
6 Exceptional Achievement (exceeds standard)
• Thesis (argument/position) eloquently addresses the topic
• Well-chosen, specific, well-integrated evidence (reading, experience, observations, direct quotes) to support the thesis
• Insightful understanding of the text/topic (writer’s craft, context/background information)
• Cohesive essay organization (includes a developed introduction with effective hook/lead, body, and conclusion with transitions that enhance the fluency of the essay)
• Sentence variety with descriptive language; powerful word choice
• Insignificant mechanical errors (spelling, grammar, capitalization, punctuation) that do not disrupt meaning
• Thought-provoking commentary that artfully supports thesis
• Identifies title and author of piece
5 Commendable Achievement (exceeds standard)
• Thesis (argument/position) clearly addresses the topic
• Well-chosen, specific evidence (reading, experience, observations, direct quotes) to support the thesis
• Clear understanding of the text/topic and its complexities (writer’s craft, context/background information)
• Cohesive essay organization (includes a developed introduction with hook/lead, body, and conclusion with transitions)
• Sentence variety with descriptive language; effective word choice
• Few mechanical errors (spelling, grammar, capitalization, punctuation) that do not interfere with meaning
• Thoughtful commentary explains importance of evidence and supports thesis
• Identifies title and author of piece
4 Adequate Achievement (meets standard)
• Thesis (argument/position) clearly addresses the topic
• Specific evidence (reading, experience, observations, direct quotes) supports the thesis
• Clear understanding of the text/topic (some context/background information provided)
• Logical essay organization (includes a developed introduction, body, and conclusion; may attempt a hook/lead)
• Sentence variety with some descriptive language; word choice is appropriate for audience
• Mechanical errors (spelling, grammar, capitalization, punctuation) do not disrupt the flow of ideas
• Commentary explains how evidence supports thesis
• Identifies title and author of piece
3 Some Evidence of Achievement (approaching standard)
• Thesis (argument/position) mentions topic
• Some evidence (reading, experience, observations) supports the thesis
• Basic understanding of the text/topic
• Basic essay organization (some topic sentences, supporting details, transitions, closing statements)
• Some sentence variety; mostly simple sentences
• Mechanical errors (spelling, grammar, capitalization, punctuation) occasionally disrupt the flow of ideas
• Commentary has some connections to thesis
• Identifies title or author of piece
2 Limited Evidence of Achievement (needs support to meet standard)
• Thesis (argument/position) is unclear or indirectly related to the topic
• Limited evidence (reading, experience, observations)
• Limited understanding of the text/topic
• Limited essay organization (may be missing an introduction, body, or conclusion paragraph)
• Sentences lack clarity and variety
• Mechanical errors (spelling, grammar, capitalization, punctuation) disrupt the flow of ideas
• Limited commentary, mostly plot summary
• Does not identify author or title of piece
1 Minimal Evidence of Achievement (needs support to approach standard)
• No thesis (argument/position)
• Little or no evidence (reading, experience, observations)
• Little or no understanding of the text/topic
• Organization is not essay format (may be a single paragraph)
• Sentences are incomplete, awkward, and/or confusing
• Mechanical errors (spelling, grammar, capitalization, punctuation) make the essay unclear
• No commentary, just plot summary
0 No Evidence or No Response
• Blank, off topic, illegible, written in a language other than English, or unintelligible
Monday, October 12, 2009
Homework update October 12, 2009
Greetings!
In English we have finished writing short stories and are celebrating with a lengthy Authors' chair. In the process of writing our stories we have learned the elements of plot including protagonist, antagonist, conflicts, climax, resolution and falling action.
In Social Studies we have turned in our folders of Middle America work and are off to Africa where we will study Ghana and Mali.
Homework is being done in the following pattern:
Monday: English: the proofreading side of The Review for the week, which is usually green. This week it is Review 8 and is focused on comparisons and superlatives.
Social Studies: Vocabulary definitions from the reading and summary of the section we read that day. October 13th it will be Chapter 5, Section 1.
Tuesday: English: The skill side of the homework sheet.
Social Studies: Vocabulary and summary of what we read, which this week will be Chapter 5, Section 2 of the Social Studies text.
Wednesday: English: Reading log of what we read in S.Q.U.I.R.T.
Social Studies: Vocabulary and summary of Chapter 5, Section 2.
Thursday: English: Writing log: Using the 17 Ways To Get Ideas For Writing, choose one idea, do it and write about it.
Friday: Usually no homework unless otherwise specified.
Hope this is helpful. Please feel free to comment.
Ms. Marshall
In English we have finished writing short stories and are celebrating with a lengthy Authors' chair. In the process of writing our stories we have learned the elements of plot including protagonist, antagonist, conflicts, climax, resolution and falling action.
In Social Studies we have turned in our folders of Middle America work and are off to Africa where we will study Ghana and Mali.
Homework is being done in the following pattern:
Monday: English: the proofreading side of The Review for the week, which is usually green. This week it is Review 8 and is focused on comparisons and superlatives.
Social Studies: Vocabulary definitions from the reading and summary of the section we read that day. October 13th it will be Chapter 5, Section 1.
Tuesday: English: The skill side of the homework sheet.
Social Studies: Vocabulary and summary of what we read, which this week will be Chapter 5, Section 2 of the Social Studies text.
Wednesday: English: Reading log of what we read in S.Q.U.I.R.T.
Social Studies: Vocabulary and summary of Chapter 5, Section 2.
Thursday: English: Writing log: Using the 17 Ways To Get Ideas For Writing, choose one idea, do it and write about it.
Friday: Usually no homework unless otherwise specified.
Hope this is helpful. Please feel free to comment.
Ms. Marshall
Tuesday, September 29, 2009
Homework
September 29, 2009
English:
English:
Bring your S.Q.U.I.R.T. book and Source Book for reading tomorrow.
Complete the Analogies with "K" spelling patterns.
Friday Focus words for spelling which are: Imagine, Through, Piece, All Ready, Attention, Finally, Lively
Social Studies:
Due Thursday,October 1st: Typed draft of the two paragraphs and illustrations for your culture and area of research. Extra credit will be given to the group who goes first and oral presentations will begin October 5Th.
Thursday, August 20, 2009
Welcome to 2009 in Room 28
Greetings Students and Parents:
I hope that you have enjoyed your summers. During my vacation, I went to Yosemite and hiked to the top of Glacier Point, and took part in a Triathlon in Seattle with my daughter, and took a fiction writing course on-line through UCLA. I plan to do all three again because it was all good.
I am rested and ready to go back to writing, reading and studying cultures of the Middle Ages. This is my first blog site and I encourage you (parents and students) to write back to me.
We will begin our studies with the Mayas, the Incas and the Aztecs after which we will hop over to Africa, swing through Europe , land again in India and finish in Asia. We will need another summer vacation after all of that. In English we will read novels that match the countries we study and the art of writing persuasive, response to literature, short stories, memoirs and expository essays. We have a lot to do, so let's get started.
Ms. Marshall
I hope that you have enjoyed your summers. During my vacation, I went to Yosemite and hiked to the top of Glacier Point, and took part in a Triathlon in Seattle with my daughter, and took a fiction writing course on-line through UCLA. I plan to do all three again because it was all good.
I am rested and ready to go back to writing, reading and studying cultures of the Middle Ages. This is my first blog site and I encourage you (parents and students) to write back to me.
We will begin our studies with the Mayas, the Incas and the Aztecs after which we will hop over to Africa, swing through Europe , land again in India and finish in Asia. We will need another summer vacation after all of that. In English we will read novels that match the countries we study and the art of writing persuasive, response to literature, short stories, memoirs and expository essays. We have a lot to do, so let's get started.
Ms. Marshall
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