MS. SUCKOW'S HOMEWORK PAGE
7TH GRADE LANGUAGE ARTS
SUBJECT TO CHANGE DAILY!!!!
_____________________________________
FEBRUARY 2012- BLACK HISTORY MONTH
***PERSUASIVE SPEECH ENDING SEGREGATION DUE FRIDAY!!!*** 2/10/12
JANUARY 2012/FEBRUARY 2012
JANUARY 30- February 3
Work on Research for your WebQuest. Final WebQuest is Due February 6, 2012!!! --> On the left margin, you will see a link for the "FINALTITANICWEBQUEST."
You can access the information there! or SEE BELOW!!!
January 23- January 27
JANUARY 26-2012*******RE-WRITE OPEN-ENDED!!!!!
Jan 23-Feb 6
Work on Research for your WebQuest. Final WebQuest is Due February 6, 2012!!! --> On the left margin, you will see a link for the "FINALTITANICWEBQUEST."
You can access the information there! or SEE BELOW!!!
Your newspaper MUST HAVE:
An Editorial (Persuading ship company to build ship differently)--Many factors contributed to the disaster. Your task is to investigate these factors and then offer the Company suggestions about how to reduce the number of casualties if another disaster occurs. Write the company a persuasive letter(s) in the Editorial section of the newspaper. You want the public to know that this COULD HAVE BEEN PREVENTED!
An Article about the Titanic- before it set sail---The Launching of the Titanic-Describe how grand the Titanic is and what a passenger can expect to see. Be sure to include prominent people aboard, prices, destination, dates, factual information, etc. What are people saying about the ship and its construction?Why were so many people wanting to travel on Titanic during its maiden voyage? What does maiden voyage mean? What does it mean to be a first class or third class passenger? Create a "catchy" headline for your story.
An Article the day after the Titanic sank--The Sinking of the Titanic-Imagine you are a newspaper reporter, reporting about the sinking of the Titanic as well as interviewing survivors of the disaster. What do you think some survivors might share with you? Be sure to share all information including deaths, dates, important facts, etc. Create a "sensational" headline for your story that will will make people want to buy your newspaper over a competing newspaper.
Weather Report of the week of the Titanic sailing--Research average temperatures during the middle of April in New York. Create a 5-7 day weather chart for the forecast during the week of the Titanic departing, sailing and sinking.
Timeline of Events--Design a Titanic Time line creating segments for building the ship, launching the ship, the journey, the sinking, and the discovery of the ship wreck in 1985. List details that you feel might be interesting to others.
Map of Entire Journey--Map every leg of Titanic's journey including the:
1) Departure from the shipyard in Belfast, Ireland
2) Launch from Southampton
3) Two stops in Ireland and France
4) Its way across the Atlantic
5) Its final resting place.
This map can be drawn by hand or done on the computer.
Obituaries of a 1st, 2nd and 3rd class passenger--magine you knew three passengers (a first, second and third class) who traveled aboard the Titanic. Write an obituary for each of these three passengers after their death.
A Letter to the newspaper from a survivors perspective--Pretend you were a passenger aboard the Titanic and you survived. Write a letter to the newspaper sharing your entire experience from where you came from, why you are traveling, who you are traveling with, your class, your onboard experience, all the way through the tragic ending. Questions to think about/include: Why has your family decided to travel on this maiden voyage?
Are you a first class passenger, second class passenger or a third class steerage passenger?
Describe life aboard the ship from the perspective of first, second or third class passage. How do your accommodations differ?
Advertisements showing prices of tickets--Be sure to include at least three (3) advertisements for the Titanic.
These advertisements can be to buy tickets, win tickets, advertising various amenities on board, etc. Use your imagination!
An Informative article about icebergs-Write an article informing the public about what icebergs are, where they are found, etc.
Write the article AS IF you were just informing the public about icebergs NOT as if you knew the Titanic hit one and sunk.
Numerous Pictures--Include images throughout your newspaper to make it aesthetically pleasing.
You want the public to buy your paper over everyone else's!
LINKS TO HELP
Newspaper Article
Newspaper articles require a different style of writing from what is used when writing a story. When writing a newspaper article, picture a triangle like the one shown.
The newspaper article has all of the important information in the opening paragraph. This information includes who, what, when, where, why and how. It is written this way because most people do not read an entire newspaper article all the way through. So newspaper writers put the most important information at the beginning.
A typical newspaper article contains five (5) parts:
Headline: This is a short, attention-getting statement about the event.
Byline: This tells who wrote the story.
Lead paragraph: This has ALL the who, what, when, where, why and how in it. A writer must find the answers to these questions and write them into the opening sentence(s) of the article.
Explanation: After the lead paragraph has been written, the writer must
decide what other facts or details the reader might want to know. The writer must make sure that he/she has enough information to answer any important questions a reader might have after reading the headline and the lead paragraph. This section can also include direct quotes from
witnesses or bystanders.
Additional Information: This information is the least important. Thus, if the news article is too long for the space it needs to fill, it can be
shortened without rewriting any other part. This part can include information about a similar event.
JANUARY 13, 2012- JANUARY 20, 2012
Friday 1/13/12- FINAL DRAFT OF EXPLANATORY ESSAY DUE TUESDAY!!!!!!!
Tuesday 1/17/12- Complete Literature Circle Role (read p 578-579 "from Exploring the Titanic) Complete WORD WIZARD, ILLUSTRATOR and YOUR INDIVIDUAL ROLE (Literary Luminary, Summarizer, Researcher or Questioner)
Wednesday 1/18/12- Complete Literature Circle Role (580-585)
Thursday 1/19/12- Write a journal entry- reflecting on the Four Corners Activity (2-3 paragraphs)
Friday 1/20/12- COMPLETE READING "FROM EXPLORING THE TITANIC"--Keep POST-IT notes as you read!!!!
LITERATURE CIRCLE ROLES
Researcher:
Your job is to dig up some background information on any relevant topic related to your book. This might include :
The geography, weather, culture, or history of the book’s setting
Pertinent information about the author and other related works
Information about the time period portrayed in the book
Information on any topics or events represented in the book
Information on any topics or events that may have influenced the author
Pictures, objects, or materials that illustrate elements of the book
The history and derivation of words or names used in the book
Information about any character that is based on a historical person
This is not a formal research report. The idea is to find some information or material that helps your group understand the book better. Investigate something that really interests you – something that struck you as puzzling or curious while you were reading.
Ways of gathering information:
The introduction, preface, or “about the author” section of the book
Library books and magazines
On-line computer search or encyclopedia
Interviews with people who know the topic
Other novels, nonfiction, or textbooks you’ve read
Vocabulary Enricher/Word Wizard:
The words a writer chooses are an important ingredient of the author’s craft. Your job is to be on the lookout for a few words that have special meaning in today’s reading selection.
Jot down puzzling or unfamiliar words while you are reading. Later, look up the definitions in either a dictionary or some other source.
You may also run across words that stand out somehow in the reading – words that are repeated a lot, used in an unusual way, or are crucial to the meaning of the text. Mark these special words, too, and be ready to share your ideas on their usage to the group.
Note: When discussing vocabulary, you should always refer back to the text in order to examine the word in context.
Word |
Pg. # & Paragraph |
Definition |
Illustrator:
Good readers make pictures in their minds as they read. This is a chance to share some of your own images and visions. Draw some kind of picture related to the reading you have just done. It can be a sketch, cartoon, diagram, flowchart, or stick-figure scene. You can draw a picture of something that happened in your book, or something that the reading reminded you of, or a picture that conveys any idea or feeling you got from the reading. Any kind of drawing or graphic is okay – you can even label things with words if that helps.
Literary Luminary: Your job is to locate a few special sections or quotations in the text for your group to talk over. The idea is to help people go back to some especially interesting, powerful, funny, puzzling, or important sections of the reading and think about them more carefully. Also look for literary devices and make connections to the six elements of fiction. As you decide which passages or paragraphs are worth going back to, make a note why you picked each one and consider some plans for how they should be shared. You can read passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss. Remember, the purpose is to suggest material for discussion.
Page # and Paragraph |
Reason for Picking |
Plan for Discussion |
Questioner/Discussion Director: Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details; your task is to help people talk over the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You can list them below during or after your reading. You may also use some of the general questions below to develop topics to your group.
Summarizer: Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1-2 minute statement that covers the key points, main highlights, and general idea of today’s reading assignment.
JANUARY 2012
4-5 paragraph---JOURNAL ENTRY DUE FRIDAY- RESPOND TO THE QUOTE--> "Education is not filling a bucket but the lighting of a fire." William Yeats
Tuesday, 1/10/12- Complete paragraph 1 if not completed in class!!
Wednesday, 1/11/12- None
Thursday, 1/12/12- Complete paragraphs 2-3
Friday 1/13/12- FINAL DRAFT OF EXPLANATORY ESSAY DUE TUESDAY!!!!!!!
My Email address: Ksuckow@rahway.net
UPCOMING TESTS AND PROJECTS
****LATE ASSIGNMENTS ARE NOT ACCEPTED**** (With the exception of illness or prior arrangements)
DUE JANUARY 3, 2012--NEWSPAPER ASSIGNMENT
SYLLABUS 2011-2012
Ms. Suckow
Language Arts
Room 315
ksuckow@rahway.net
Course Overview:
Welcome to 7th Grade Language Arts. This year, we will be covering manydifferent areas ranging from writing essays, open-ended questions, grammar,literature, one novel, and NJ ASK review. Again, welcome, and I am lookingforward to a positive and exciting school year!!
Grading Policy
Homework: 25%
Homework is given daily unless specified otherwise (may be given on weekends).
All missed homework due to absence must be made up to receive credit.
Assessments: 50%
Tests will be announced (essays can be considered tests)
Quizzes may be announced or unannounced
Projects/Presentations will be announced.
Graded Assignments/ Journal Entries/ Class work / Participation: 25%
All students will be expected to participate on a daily basis.
Notebook –Periodic notebook checks
Do Now
Class Work
Class Discussion
Preparation
Behavior
Journal entries will be completed in class as well as at home.
Certain writing assignments given in class will count as a graded assignment.
Graded assignments are only done in class except for Study Island assignments.
GradingSystem for Grades 6-8
A 90-100 Excellent
B 80-89 Good
C 70-79 Average
D 63-69 Passing
F 50-62 Failing
***Extra Help:
Extrahelp will be offered on as needed basis. Extra help will be at 7:45A.M.-8:25A.M.or after school with notice. Students must obtain a pass from mefor extra help. Therefore, the responsibility is on you, the student, to obtainsuch a pass to attend extra help.
CLASSROOM POLICIES &PROCEDURES
In our classroom,we are a community of learners and leaders. As such, all classroom rules arebased on mutual respect and the desire to treat others as we would like to betreated ourselves. In addition to allformal school wide rules, Ms. Suckow’s rules apply to all students while inour classroom. They are as follows:
Follow directions THE FIRST TIME THEY ARE GIVEN.
Respect all people, their property and school property.
Be on time! Students will be completing the DO NOW when the bell rings!
Follow all procedures and rules in the student handbook.
Be prepared! This includes having all materials (pen/pencil, notebook, textbook, homework, etc.)
If You Choose to Break a Rule
First Time: Verbal Warning
SecondTime: Teacher Detention (15 minutes – Can be before or after school – Studentand parent will be given 24 hour notice as to when a teacher detention will beserved. Not showing up for a teacher detention may result in having to serve aCentral Detention).
Third Time: Referral and phone callhome
Attendance
Students are responsible for all assignments (class work assignments, homeworkassignments, projects, presentations, etc, missed during an absence). If astudent is absent from class, it is their responsibility to get theinformation that was covered during their absence. Students are expected totake all tests and announced quizzes on their assigned date. If a student isabsent the day a test is given, they are expected to take a make-up test ormake-up announced quiz within three days upon their return. Students absent for an unannounced quizwill NOT be given a make-up quiz and their grade will not be affected if absent for an unannounced quiz.
Studentswill be given a sufficient amount of time allotted by the teacher to make upany missed work for an EXCUSEDabsence.
Homework Policy
Homework is given on a daily basis unless specified otherwise by the teacher. Studentsare responsible for handing in homework assignments when they are due. Under NO circumstances will late homework be accepted (If a student isabsent, they will be able to turn in any missed homework assignments to receivecredit). Failure to hand in homework when it is due will result in thestudent receiving a zero. Homework is posted on [ http://www.rahway.net/ ]www.rahway.net.Simply click the link for Rahway Middle School, then click the link for staffassignments, and then click onto the name of the teacher that you want.Homework can also be accessed by typing in the following link: http://mail.rahway.net/~ksuckow.
Keepin mind that homework is SUBJECT TOCHANGE and you should check your child's agenda book on a daily basis.
Contact with Home
Anytime the teacher feels that it is necessary for a student's parent or guardianto be contacted in regard to behavior or school work (positives and negatives),the teacher shall not hesitate to do so.
Materials Needed for Language Arts
- Three subject notebook,journal (can be a one subject book or composition book), folder, post-it notes,highlighters, Pen (Blue or Black ink only) – ents MUST have a pen inclass!!!! NO PENCIL!!!
Textbooks
Studentsare assigned textbooks in the classroom and they are responsible for keepingthem in good condition. Lost/damaged books must be paid for by thestudent. It is suggested that students keep protective covers on books.All novels, unless noted otherwise, will be provided to the student by the teacher/school. The student is also responsible foreach novel that he/she receives. All novels must be returned or paid for by thestudent.
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