September 4, 2014
WELCOME TO TEAM INSPIRE
GET READY TO BE INSPIRED
1) Take a seat anyplace in the room where there is a name tag
on the desk. DO NOT TAKE ANYTHING OUT OF YOUR
BOOKBAG YET!
2) Introduce yourself to the people sitting around you if you don’t
know them.
3) Use a marker and write your first name (the name you like
being called by friends and teachers) on both sides of the
piece of oaktag in front of you. [Extra markers are in the
front of the room if you need to borrow one. Please return it
when done.]
4) Place your name card in front of you.
Learning Goals
 Get to know each other
 Review Falcon Yearly Informer
 Understand the layout of the classroom
and expectations
COPY YOUR HOMEWORK
 This will be the first thing you do every day you walk into our
classroom. DO NOT DILLY DALLY.  IN OTHER WORDS….
DON’T WASTE TIME!
 Take out your agenda, find today’s date – September 4th
 Find the book/pencil icon under today’s date, and copy EXACTLY what
it says on the board under ‘Homework.’ NO shortcuts!
 You will be doing the exact same thing in pretty much everyone
of your INSPIRE classes this year!
 There will be a calendar of the A/B schedule on our “What’s
Happening” board in the front of the room, but you should also
keep a copy of one at home on your refrigerator or bulletin
board.
FALCON YEARLY INFORMER
 What you will learn
 Supplies – Monday is Organization Day 
 How will you be graded in this class?
 Late work policy
 Need extra help? Don’t wait till you’re lost! I’m here 
 Email or post your question on the Parking Lot (post-it note)
 DQs = No questions are ever DQs UNLESS they’ve already been
asked, and you just weren’t listening. 
 Things to look forward to this year!
 Expectations
 Signatures – student and parent
Meet Mrs. Stoller
 Teaching 30 years!
 Grades taught = special education (K – 3); third grade, fourth grade,
fifth grade; Supervisor of LAL and SS for a School District; eighth
year in Monroe as a 7th grade LAL teacher.
 Married with three grown children who are all married
themselves.
 Adam – oldest with a little boy named Shai who is 20 months old
 Michelle & Jackie – identical twins who married best friends!
 Michelle – a little girl named Emma who is just 8 days younger than her
cousin, and is expecting another baby in April!
 Jackie – Michelle’s twin sister (is expecting in January)
Shai and Emma
enjoying summer
fun!
Meet Miss Awad
 I am a student at Rutgers University in
New Brunswick—I majored in English
and Political Science, minored in
Education as a Social Science during
my time there
 I kickbox 2-3 times a week—it’s my
favorite workout!
 My favorite book and movie are The
Great Gatsby because I love the 1920s
era
 I am the only girl in my WHOLE
family!—I have two brothers and all
boy cousins
PROCEDURES
 AGENDA = IMPORTANT!!!!!!
 FIRE DRILL PROCEDURE
 CLASSROOM LIBRARY
 How to borrow and return a book
 LATE HOMEWORK POLICY
 Missing homework slips
 Late homework slips
 Can I make up my homework?
 Gone over in class -  (make it up next day – note in gradebook) – H.O.M.
 Not gone over in class – one day – 80% of grade
 Summative Assignments – one day late – 80% of grade. WILL NOT accept after that!




ABSENTEE POLICY
TWILIGHT ZONE = Didn’t get back your papers?
INCOMING/OUTGOING BASKETS
PASSES AND SIGN-OUT PROCEDURES
 Bathroom (hand signal), Lunch
 Not during instruction
 First and last 15 minutes of the period
 Hand Signal – NO HAND RAISING 
PROCEDURES
 CELL PHONES





Did you brush your teeth this morning?
Did you get dressed this morning?
Did you put on your shoes this morning?
Did you go to the bathroom this morning?
Did you turn off your phone this morning? – MAKE THIS PART OF YOUR
MORNING ROUTINE 
 LAPTOPS
 EBACKPACK, FLASHDRIVE– SAVE…. SAVE….. SAVE
 HONOR SYSTEM
 Caught cheating? Zero for cheater and cheatee
 CLASS TELEPHONE
 Meant for me – NOT for you!
 RESPECT
 Each other
 Teachers
 Visitors
YOUR ROLE AS A 7TH GRADER
 BE READY TO LEARN (Stop, Look, and Listen)
 TAKE GOOD NOTES
 ASK RELEVANT QUESTIONS
 PARTICIPATE – the more you engage in your own learning, the
more you will get out of this classroom!
 REFLECT
 Ask yourself what you didn’t understand
 Seek out assistance until you do understand
 Your INSPIRE teachers are here to help you succeed!
GET TO KNOW EACH OTHER
 Listen to the music and bop to the beat while moving around the
classroom.
 When the music stops, stop where you are and get in the groups
that I yell out and discuss the question posed.
September 5th, 2014
Take out your name placards from
yesterday and place on your desk.
Find your name on the index
cards next to your period. This
will be your new seat until we
change seats again 
Did you hand in
your FYI and
initial by your
name?
Learning Goals
 Student Interest Inventory
 Students will get to know each other
 Creation of Classroom Contract
TELL ME ABOUT YOU
LANGUAGE ARTS SURVEY
Please take the time to carefully fill – out these surveys. I’d like
to find out a little more about who you are as a learner and as an
individual. Before you begin, please write your full name and period
at the top of the page.
THESE ARE DOUBLE-SIDED 
Place them in the middle of your desk cluster (face – up) when
done!
Summer Learning Project
 Review of directions
 Exemplar
 Questions?
 Due Monday!
BALL OF FRIENDSHIP
 Say your name and tell something about yourself – HOLD ONTO A
STRING OF YARN BEFORE TOSSING!
 GENTLY toss the ball of yarn to another student NOT at your table
(unless you have no choice because everyone else at another table has had
a chance)
 This student says his/her name and tells something about him/herself.
 This repeats until everyone holds a piece of yarn.
SOME SHARING IDEAS:
 Share something that you did over the summer
 Share your favorite vacation you went on
 Share one of your most embarrassing moments
 Share your first day jitters (what are you most nervous about this
school year?
A WEB OF LEARNERS
 We are now a web of learners who need each other to create a
learning atmosphere appropriate for learning.
 This can occur through respecting each other, supporting each other,
cooperating, and listening to each other.
 What should this look and sound like in our classroom?
 How can we incorporate these basic principles into our classroom
rules?
 Individually = Post – it note ideas
 Table = Categorize and group similar ideas
 Classroom Contract= The Essential Five
DO NOW
September 8, 2014
What is the purpose of
staying organized in our
daily lives?
[Discuss at your table]
DISCUSSION
How does staying
organized help us be
successful in school?
Learning Goals
Understand the importance
of organization
Summer Learning Project
 Take out your Summer Learning Project.
 Is your name, period, and ELA written on the front?
 Take a rubric from the middle of your table.
 Attach it to the back of your project facing out with a staple.
 Make sure you staple it from the front of your project
 IF you handed in your project on Friday, relax. 
 IF you did not hand in your project on Friday and DO NOT have
it today, take a pink slip from the basket, fill it out, and hand
the pink slip in instead.
 One person from each table, please collect them facing the
same way and hand them into the INCOMING basket for your
period.
Let’s Get Organized
TAKE OUT ALL OF YOUR SUPPLIES
Binder tabs:






Collection of Pocket Folders
Do you have a
• Full Name and Period
pencil case for
Distribution of Folders
your morning and
• Label on Folder
afternoon
Distribution of Tabs
binder?
• Label on Tab
• Insert tab on hanging portfolio
• Folder inside hanging folder
Reading
Writing
Grammar
Reference
Weekly Skills
Keep extra blank loose leaf paper
in the back of your binder
Folder in the front of your binder (notices)
Make sure your first and last
name with your Team Inspire is
on every binder and folder that
you have!
We only write in pen in LAL – blue or black ONLY! Green and Purple pens are used for editing ours
and others work only – no red pen!
The KEY to organization is STAYING organized!
Purpose of Parking Lot / Calendar on the Door
Do Now
September 9, 2014
1. Take the short story out from inside your desk.
2. Take a Narrative Task from the Middle of your
table.
Write your heading at the top of the Narrative Task.
Do NOT write on the short story (these are class sets!)
Learning Goals
To write a narrative based upon
a short story using dialogue and
your knowledge of
characterization.
Narrative Prompt
 Today, you will be demonstrating your ability to
respond to a narrative prompt.
 Pre-assessment and doesn’t count!
 Post-assessment to assess your growth which will
count as a grade after you’ve had time to practice
this skill.
 You will have the entire period to complete this task.
 Take out two pieces of loose leaf paper.
 Follow along as I read the prompt to you.
 Any Questions?
Do Now
September 10, 2014
Respond and Discuss
 How did you feel on the first day of seventhgrade? Did you do anything to try and fit in or
impress anyone?
Learning Goals
Define and identify two types of
characterization in works of fiction.
Analyze how an author develops
different characters or narrators in
a text.
Vocabulary
 Elective = optional course or subject
 Conviction = belief
 Sheepishly = in an shy or embarrassed way
 Fluent = be able to write or speak easily or smoothly
 Bigots = narrow-minded / prejudiced people
 Interloper = one who intrudes on another
Characterization
"Seventh Grade“ by Gary Soto is a
story about a young boy’s first day of
seventh grade, and what he does to
impress a girl he likes.
Effective authors such as Gary Soto
help us "see" a character by describing
them either directly or indirectly.
Shared Reading
"Seventh Grade“ by Gary Soto
Our Best Writing Comes From Our
Personal Experiences
Gary Soto uses his experiences in his own writing. In
fact, he has a lot in common with Victor Rodriquez
because he grew up in Fresno, California and likes to
write about the sense of belonging he here. He often
writes for young adults who he knows are also searching
for their own community and their own place.
Essential Question
What is the purpose of understanding the
two different types of characterization?
Characterization is the process by which
the writer reveals the personality of a
character.
Characterization is revealed through direct
characterization and indirect
characterization.
 The author describes directly what the character is
like. He/she tells the audience what the personality of
the character is.
 Example: “The patient boy and quiet girl were both
well mannered and did not disobey their mother.”
 Explanation: The author is directly telling the
audience the personality of these two children. The
boy is “patient” and the girl is “quiet.”
Some words that authors use to
describe characters directly are:
bossy
helpful
scared
brave
honest
happy
careful
kind
neat
friendly
proud
mean
hard-working
shy
nice
funny
wise
angry
 The author shows things that reveal the
personality of a character. There are five
different methods of indirect characterization.
 You can remember them by using the acronym
STEAL (Speech, Thoughts, Effects, Actions,
Looks).
Speech
 What does the character say? How does the character speak?
Thoughts
 What is revealed through the character’s private thoughts and feelings?
Effect on others toward the character.
 What is revealed through the character’s effect on other people? How do
other characters feel or behave in reaction to the character? What do other
characters say or think about the character.
Actions
 What does the character do? How does the character behave?
Looks
 What does the character look like? How does the character dress?
__1 “ I think it works” said Michael.
__ 2 Mr.Bueller shuffled through the papers on his desk.
He smiled and hummed as he sat down to work.
__3 On the way to his homeroom, Victor tried to scowl.
He felt foolish.
__
4
He felt awful. Teresa sat a few desks away, no
doubt thinking he was a fool.
__5 Great rosebushes of red bloomed on Victor`s
cheeks.
S
“ I think it works” said Michael.
E
Mr.Bueller shuffled through the papers on his desk.
He smiled and hummed as he sat down to work.
A
On the way to his homeroom, Victor tried to scowl.
He felt foolish.
T
He felt awful. Teresa sat a few desks away, no
doubt thinking he was a fool.
L
Great rosebushes of red bloomed on Victor`s
cheeks.
1. A. She was rich.
B. She wore a ten carat diamond necklace everywhere she
went.
2. A. Joe couldn't believe it was already two in the morning; he
didn't want to leave yet.
B. Joe was having fun at the party.
3. A. Dylan thought that reading was boring.
B. No matter what he read, every time Dylan opened a book,
he'd be snoring in five minutes.
1. A. She was rich. D
B. She wore a ten carat diamond necklace everywhere she
went. I
2. A. Joe couldn't believe it was already two in the morning; he
didn't want to leave yet. I
B. Joe was having fun at the party. D
3. A. Dylan thought that reading was boring. D
B. No matter what he read, every time Dylan opened a book,
he'd be snoring in five minutes. I
 A. Ed Johnson scratched his head in confusion as the sales
rep explained Dralco’s newest engine performance diagnostic
computer. The old mechanic hated modern electronics,
preferring the old days when all he needed was a stack of
manuals and a good set of tools.
 B. “That Ed Johnson,” said Anderson, watching the old
mechanic scratch his head in confusion as the sales rep
explained Dralco’s newest engine performance diagnostic
computer. “He hasn’t got a clue about modern electronics.
Give him a good set of tools and a stack of yellowing manuals
with a carburetor needing repair, and he’d be happy as a
hungry frog in a fly-field.”
 A. Ed Johnson scratched his head in confusion as the sales
rep explained Dralco’s newest engine performance diagnostic
computer. The old mechanic hated modern electronics,
preferring the old days when all he needed was a stack of
manuals and a good set of tools. D
 B. “That Ed Johnson,” said Anderson, watching the old
mechanic scratch his head in confusion as the sales rep
explained Dralco’s newest engine performance diagnostic
computer. “He hasn’t got a clue about modern electronics.
Give him a good set of tools and a stack of yellowing manuals
with a carburetor needing repair, and he’d be happy as a
hungry frog in a fly-field.” I
 A. Julie owned a multitude of outfits and accessories, and it
always took her forever to decide which combination might
impress Trent. As usual, she called her sister several times for
advice. After doing so, Julie decided to give the navy blue skirt
with the white sweater a try.
 B. Julie held up six different outfits in front of the mirror and
pondered which would go best with her navy blue shoes,
pastel eye shadow and the diamond earrings she’d already
procured from her overflowing vanity. After ninety minutes of
mixing and matching, and cell-phoning her sister three times
for advice, Julie finally made up her mind. She’d give the navy
blue skirt and white sweater a try, hoping Trent would love it.
 A. Julie owned a multitude of outfits and accessories, and it
always took her forever to decide which combination might
impress Trent. As usual, she called her sister several times for
advice. After doing so, Julie decided to give the navy blue skirt
with the white sweater a try. D
 B. Julie held up six different outfits in front of the mirror and
pondered which would go best with her navy blue shoes,
pastel eye shadow and the diamond earrings she’d already
procured from her overflowing vanity. After ninety minutes of
mixing and matching, and cell-phoning her sister three times
for advice, Julie finally made up her mind. She’d give the navy
blue skirt and white sweater a try, hoping Trent would love it.
I
 On your chart, you will fill in:
Example of a way the character is revealed
 Narrator tells the reader directly (direct characterization)
 What the character says (S)
 What the character thinks (T)
 The character’s effect on others (what other characters say,
think, or do in response to the character)
(E)
 The character’s actions (A)
 The character’s looks
(L)
Page # of example
What you learned about the character from this example
September 11, 2014
Do Now
Review your Cornell Notes on
Characterization and write a
summary of what you learned at
the bottom (Summary).
Work with a partner to complete
the STEAL graphic organizer.
Learning Goals
Review characterization
Define and identify idioms in a text.
Analyze how an author uses idioms
to figuratively describe a character
or situation in a text.
Idioms
 Effective authors often help you "see" a character
or situation by describing them figuratively.
 Idioms are one type of figurative language.
Can you think of others?
IDIOMS IN
“SEVENTH GRADE”
Learning idioms is
a piece of cake
WHAT IS AN IDIOM?
Idioms
refer to a phrase or
expression that cannot be
understood by knowing what
the individual words in the
phrase mean.
WHAT DOES THAT MEAN?
Idioms
are words put
together to make a clever
phrase that means
something other than what
the individual words mean.
For example:
Barking up the
wrong tree
To misunderstand a
situation and
complain to a
wrong person or
blame a wrong
thing
56
Cool as a Cucumber
means being very
calm and relaxed
even in a difficult
situation
TRY THESE ON YOUR OWN…
You got it…a couch potato. It’s
usually someone laying around a
lot!!!
CAN YOU GUESS THIS ONE?
 It’s…
putting your foot in
your mouth.
 It means that you
said something you
shouldn’t have.

THIS IS A LITTLE MORE
DIFFICULT…
Did you guess it? I
bet you did…it’s…
 cat’s got your
tongue.
 It means that you
don’t know what to
say.

It’s Raining Cats and Dogs!!!!
It’s raining cats and dogs means:
a.
a. Cats and dogs are falling from
the sky.
b. It’s raining very hard.
b.
c. It’s not raining much at all.
c.
d. The weather is horrible.
d.
HINT: I can’t go outside because
it’s raining cats and dogs, and I
would get soaked!
Skeletons in Your Closet
Skeletons in your closet means:
a.
a. Your closet is full of skeletons.
b. You are hiding something in your
b.
closet.
c. You have secrets or something
c.
that you don’t want anyone to
know.
d.
d. You are not afraid of anything.
Hint: Why shouldn’t you be able to answer
all of my questions? Don’t tell me you have skeletons
in your closet!
Shake a leg means:
a. A dance move used in the
a.
Shag.
b.
b. Shake your leg to get a
bug off of it.
c. Hurry up!
c.
Hint: We’re going to be late
for the plane if you don’t
shake a leg!
d. You are doing the Hokey
d.
Pokey.
Other Common Idioms
Idiom
Intended Meaning
•To break the ice
•To be the first to say or do
something hoping that others
will join you
•To have a chip on your
shoulder
•Describes a person who is
angry and defensive or who is
always ready to argue or fight
•Hold your horses
•Be patient; wait a minute
•Over the hill
•Old or too old to do
something
•On cloud nine
•Very happy or excited
•Pulling your leg
•Teasing you
Idioms Chart
Illustrating Idioms HW
Do Now
September 12, 2014
Pick up the two handouts from the
cart in the front of the room before
sitting down.
Take out your summer reading
book, independent reading
book, decorated spiral
notebook, idiom homework, two
pieces of loose leaf paper, and
a pen.
Make sure everything else is
off your desk.
Learning Goals
To compare and contrast three
different sources in order to
respond to an argumentative
prompt based upon their summer
reading book, CBS News Video
Clip, and non-fiction article,
“Don’t Just Stand By.”
Argumentative Prompt
 Recent events in America have raised a level of concern
about tolerance. You have reviewed three sources
regarding the effects of bullying. These three sources
provide information to draft your own argument about the
following question:
 Do you agree with this statement, “There is no such thing
as an innocent bystander when it comes to bullying?”
 Write an argumentative essay that addresses the statement
above and supports your position with evidence from ALL
three sources. Be sure to cite textual evidence from each
source.
CBS NEWS
https://www.youtube.com/watch?v=89iFQwaSZSU
You May Begin……
 You will have the remainder of the period to
respond to the prompt to the best of your
ability. This must be completed during class
time.
 Remember to try your best! Show me what
you are capable of doing 
September 15, 2014
Do Now:
• Read and mark the text
on the informational
article on European
Farmers.
European Farming
• Two social classes
• Peasants/serfs (example-The Skiba’s)
• Lords/Priests-owned the farm land
• Taxed the peasants and made them pay for the land they used to farm
• Result peasants always poor
“THE CAT WHO
THOUGHT SHE WAS A
DOG AND THE DOG
WHO THOUGHT HE
WAS A CAT”
BY: ISAAC BASHEVIS
SINGER
Learning Goals
•Analyze literary elements
•Differentiate between
moral and theme
What is Theme?
The theme is the big idea of a story. What
the story means. How it relates to reality
and life in general.
•Theme is inferred-the author does not
just say it.
•Plot, characters, setting, and style all
contribute to building the theme, but are
not found in the theme itself.
Revealing Theme:
Themes can be revealed through a character’s actions:
Themes can be revealed through conflict in the story.
Problem:
Solution:
Theme:
Two friends find
a wallet. One
friend wants to
return it while
the other wants
to keep it.
They return the
wallet and share
a small reward.
Making the
right decisions
can lead to
rewards.
Common Themes:
•True friends are hard to find
•Appearances can be deceiving
•Be yourself
•Love conquers all
•Fear of failure
•Love after death
YouTube Clip
•http://youtu.be/DwIGOfWR
Kpw
What is the Moral of the Story?
Moral is the lesson learned from a story.
These are particularly common in
children’s books or fables. We usually
won’t know what the moral of a story is
until the end, and it often has to do with
our ethical decisions.
Examples:
•Slow and steady wins the race.
•Be happy with what you have.
•Think twice before you act.
•Clothes do not make the man.
•Birds of a feather flock together.
•Be prepared.
•Pride goes before a fall.
Vocabulary:
 Enthralled:
fascinated, charmed
 Afflicted:
received pain or
suffering
Protruded: stuck out,

Vanity:
very
extended
proud of one’s
appearance
Console: comfort,
make less sad
 Anguish: great
suffering; agony
CHARACTERS
CONFLICT
SETTING
“The Cat Who Thought She Was a Dog
and the Dog Who Thought He Was a Cat”
By Isaac Bashevis Singer
Pg 6 in PH Book
MORAL/THEME
Closure
IN THE READING
SECTION OF YOUR
BINDER, WRITE DOWN IF
YOU THINK THIS STORY
COULD TAKE PLACE IN
THE PRESENT. EXPLAIN
YOUR REASONING.
Weekly Skills
Goes in the “weekly skills” section of your
binder
Complete both sides on your own at home.
Due: This Friday, September 15th!
Do Now
September 17th
•In the reading section of your binder,
take out your four square graphic
organizer which we started
yesterday.
•Work with your elbow partner to
complete it. Take out your PH book
to help you.
CHARACTERS
CONFLICT
SETTING
“The Cat Who Thought She Was a Dog
and the Dog Who Thought He Was a Cat”
By Isaac Bashevis Singer
Pg 6 in PH Book
MORAL/THEME
September 16th
1.
2.
3.
Take out 1 post-it note
Listen to the rain sounds playing
Consider and write on your post-it
about the following:
•
How would you feel in an
environment where the sun never
shines and it always rains?
Stick your post-it onto the cloud on
the board when you’re finished!
Rain
LEARNING GOAL
Identify
and discuss the
effect that the setting has
on the plot and characters
and plot of a story.
THE SETTING CAN HELP CREATE A
MOOD.

Mood is the atmosphere or feelings created by a
story
Read the poem on the
next slide and identify
how the setting helps create
the
mood.
A FISH IN A SPACESHIP BY KENN
NESBITT
A fish in a spaceship is flying through school.
A dinosaur's dancing on top of a stool.
The library's loaded with orange baboons, in purple tuxedos
with bows and balloons.
The pigs on the playground are having a race while pencils
parade in their linens and lace.
As camels do cartwheels and elephants fly, bananas are
baking a broccoli pie.
A hundred gorillas are painting the walls, while robots on
rockets careen through the halls.
Tomatoes are teaching in all of the classes.
Or maybe, just maybe, I need some new glasses.
What mood do you feel this poem is? Why?
Comical!
The setting is filled with impossible, funny descriptions. For
example dinosaurs dancing on top of a stool.
SHARED READING
“All Summer in a Day”
by: Ray Bradbury
Page 264
THINK-PAIR-SHARE 1
Does “All Summer in a Day” take
place in the past, present or
future? How do you know?
THINK-PAIR-SHARE 2
Illustrate the setting of “All
Summer in a Day” using
adjectives (descriptive words) to
describe the environment which
the story takes place in.
THINK-PAIR-SHARE 3
How does the setting make the characters in
“All Summer in a Day” feel?
Provide an example from the text.
THINK-PAIR-SHARE
4
Investigate why the setting makes
Margot feel more upset than the
other school children feel.
THINK-PAIR-SHARE
5
Describe the mood created by the
setting in “All Summer in a Day”.
How does the setting of this story
make you feel as you read it?
Explain.
September 18, 2014
1.
Take out your homework.
2.
How many types of
figurative language do
you know? Write them
down in the reading
section of your binder and
an example of each one
you know. Be ready to
share out.
3.
While watching the
figurative language
YouTube clip, revise or
add to your do now list.
http://www.youtube.com/watch?v=3K9pd6h9JT0
DO NOW
LEARNING GOALS
 Identify
and discuss the effect that
the setting has on the plot and
characters of a story.
 Evaluate
why authors use figurative
language in their writing.
Example found
in “All Summer
in A Day”
Example
provided
CONTINUED SHARED
READING
“All Summer in a Day”
by: Ray Bradbury
Page 264
CLOSURE
 Why
do authors use figurative
language to describe the setting in
their writing?
September 19th
DO NOW



Find your seat, copy your homework, and take out
your Weekly Skills homework.
Take a laptop and open up a search engine.
Type in the address bar:

http://criterion.ets.org

Follow the directions on your Student Access
Guide for “Registering As A Student”

Choose the security question – “Favorite book”

Answer = Stargirl
OR
Warp Speed

Before you click Submit…. Write down your Username
and password on your handout!
Continuation
 Now,
follow the directions for “Logging In
As A Student”
 Place
this Guide in the Reference Section
of Your Binder

Table of Contents:
 Page
4 – Criterion Information
Independent Reading
Project
Take out your book for your project!
Don’t have one – GET ONE 
Use the handout provided and fill-in the following
information:
1. Name (first and last)
2. Title of the book
3. Author of the book
4. Number of pages
5. Genre
Study Island Benchmark

IF… you need to finish the Benchmark, type in
the address bar: www.studyisland.com and
login to Study Island using your username and
password which is at the front of your agenda.
Continue until you finish!

IF…. You are done with Study Island, take this
time to quietly read your novel for your
independent reading project.
IF TIME
 We
will check your Weekly Skills
homework. If we run out of time, we will
go over it together on Monday 
September 22nd
Do Now
Finish off your graphic
organizer on Figurative
Language from last week with
a partner if you didn’t get a
chance to finish yet!
You will find it on page four of
the reference section of your
binder.
Then,,,,Read the iPod
Project directions to
yourself.
Write down any
questions you might
have at this time
about the project.
Example
found in “All
Summer in A
Day”
Example
provided
• Understand that the elements of
literature are relevant to our lives
beyond literature.
• Analyze elements of story by
completing an Independent
Reading Project.
•What do songs
have to do with
books???
What is one thing
that every movie
releases when the
movie comes out?
THE SOUNDTRACK!
Songs are played
throughout every movie.
Music represents and
helps express all of the
emotions, feelings, and
moments in our lives.
Books are the same as movies!
Think about it: when you read a
book, you can fast forward, rewind,
pause, and play whenever you
want, wherever you want.
Now you are becoming the Music
Director, and you are going to
create a soundtrack for your book!
Your job is to pick songs that
represent key parts of your book.
- One for the beginning
- One for the middle
- one for the end
- *These are songs the character
would listen to at a certain moment
to motivate them, or make them
think, or feel a certain way.
Music Directors don’t just throw into a
movie any song at any place in the
movie they feel like. They must explain
to the Movie Director why they want to
use a specific song, at a specific time.
They need to show the exact lines in
the script of when they want to play
the song and explain why.
You will be doing the
same thing. You will
provide the exact spot
in the story where the
song would be played.
(textual evidencequote and page #)
In addition, you will
provide several lines of
the song lyrics to
demonstrate how perfect
and relevant your song
choice is to that specific
moment in the story.
Additionally, you will also
be choosing your book’s
theme song. This would be
the song played during the
beginning/end of the
movie. It should give the
reader a sense of the
movie’s lesson or big idea.
Finally, think about the
sequel to your book.
What would be a song
that your main character
would listen to 1, 5, or
10 years after your book
has ended???
For each song, you will create a
PowerPoint slide with the following
information:
• Song title and artist
• Selected excerpt of relevant song lyrics
• Textual evidence to support song choice from
novel (with page #)
• Explanation of song choice and textual
evidence
For example:
• Textual Evidence:
• “I want to do something, right here, right
now, to shame them, to make them
accountable, to show the Capitol that
whatever they do or force us to do there
is a part of every tribute they can't own.
That Rue was more than a piece in their
Games. And so am I.” (p. 224).
• “Roar” by Katy Perry
• Song Lyrics:
• You held me down, but I got up (HEY!)
Already brushing off the dust
You hear my voice, you hear that sound
Like thunder gonna shake the ground
You held me down, but I got up (HEY!)
Get ready ’cause I’ve had enough
I see it all, I see it now
Explanation:
• In the middle of the novel, Katniss would listen
to “Roar” by Katy Perry on her iPod because
she finally realized that if she wanted to win
the Hunger Games and stay alive, she had to
play smart. The Capitol expected a poor girl,
like Katniss from District 12, to lose right away,
but she stood up to them and showed them she
was a fighter, and they weren’t in charge of her
fate. She’s more than just a piece in the games.
She realized that she needs to stand up to the
Capitol and show them she is more than this
competition.
Other Examples:
“How To Save a Life”- The Fray
• Katniss was so upset when Rue died. Even though she
didn’t know the challengers before the games, she felt
like Rue and a few others were her friends and didn’t
want to see them die. She wanted to help them.
Lyrics:
• Where did I go wrong? I lost a friend
Somewhere along in the bitterness
And I would have stayed up with you all night
Had I known how to save a life
Need to Know
• Due Date:
November 3rd!
• Presentations –
November 3, 4, 5
• Plan – Calendar
• Work Backwards
iPod Playlist
• Directions:
• Lyrics
• Connect to lyrics to
character (beg.,
middle, end)
• PPT or Google Slides–
music, graphics,
transitions, animations
• Planning Sheet
• Rubric
http://www.google.com/slides/about/
INTRODUCTION
ACADEMIC VOCABULARY
 Cover
Sheet – behind Weekly Skills tab
 Blue Sheet – Weeks one and two
 Blue Sheet – Read the two boxes
 White Sheet – Complete one day at a
time – [Typical Week Schedule]
 Day
One = Monday
 Day Two = Tuesday
 Day Three = Wednesday
 Day Four = Thursday
ASSESSMENTS
ACADEMIC VOCABULARY
 Formative
Assessment – every other week
on two weeks’ worth of vocabulary
 Why?




Life
Academic Classes
Assessments
Prefixes, Suffixes, Word Roots = help you
understand words you’ve never
encountered!
MODEL
ACADEMIC VOCABULARY
 Day

Watch me and follow along 
 Day

One
Two
On your own 
 Do
Now
Tuesday = Day Three
 Do
Now
Wednesday = Day Four
REVIEW
ACADEMIC VOCABULARY
Every Friday
 We will review Monday – Thursday’s Do
Now. Correct if mistake made = this is
your study guide for assessments every
other week.
 ALL
Academic Vocabulary and definitions
can be found on my webpage under
Academic Vocabulary
Be Responsible
WEEKLY SKILLS
 Short



Week
Monday night = 2 days
Tuesday night = 2 days
Wednesday in class = Review and grade
 Out
of 20 points
 More than two answers…


One wrong – mark correct
Two or more wrong – incorrect
 Responsibility

– Be A Learner NOT A Slacker
Dictionaries, Thesaurus, www.wordcentral.com,
google, ‘Shift F7’
Questions?
CLOSURE



Questions about Project?
Is your calendar marked in your agenda?
Make sure you work backwards!
Look at calendars on my door periodically
and in student agendas – due date.
Come to school tomorrow with possible lyrics for
planning sheet for iPod Music Playlist Project.
Don’t forget your books! You WILL get a chance
to work on your project tomorrow!
September 23rd
Do
Now
Academic
Vocabulary
Day Three concept
Learning Goals
 Understand
that the elements of
literature are relevant to our lives
beyond literature.
 Analyze elements of story by completing
an Independent Reading Project.
Use the remainder
of the period to
read independently
or work on your
planning sheet if
you brought in lyrics
from home for your
iPod Music Playlist.
Don’t forget for tomorrow!
 Weekly
Skills due tomorrow!
 Come
to school tomorrow with possible
lyrics for your planning sheet.
 Don’t
forget your books!
September 24th
Do
Now
Academic
Vocabulary
Day Four conceptualize
Learning Goals
 Understand
that the elements of
literature are relevant to our lives
beyond literature.
 Analyze elements of story by completing
an Independent Reading Project.
Weekly Skills
Academic Vocabulary
 Review


Correct your answers as we go over them.
Ask questions if you don’t understand!
 Review


academic vocabulary for this week
weekly skills for this week
Exchange papers – Green or Purple pen (Initials)
Grading:
 Correct
if multiple answers are possible and student
only missed one; Wrong if multiple answers are
possible and student missed more two or more.
 Number
Correct / 20 = Collect
ex> 17/20
Use the remainder
of the period to
read independently
or work on your
planning sheet if
you brought in lyrics
from home for your
iPod Music Playlist.
But…. Don’t forget to
read 