How to be a Great Public Speaker
7th graders will be learning about Jackie Robinson through an excerpt from his autobiography. Students will also be exposed to Jim Crow laws and segration. After our multiple lessons, assignments and other work, we will conclude the lesson by watching the film '42'
A permission slip is being sent home and must be signed by a parent/guardian in order for students to be allowed to watch the film in class.
The permission slip is attached.
Hyperbole Writing Instructions Handout
Jackie Robinson Project due March 10, 2016
The Pearl Final Week Preview
Monday: Complete Chapter 5, complete summary, complete chapter 3 and 4 review WS and character pyramid.
Tuesday: Complete Chapter 6 (Novel finished), complete summary, complete chapter 5 & 6 review WS
Wednesday: Test on The Pearl, book report review assigned (due Friday), continue with steps 4-6 of The Pearl booklet project (due Friday).
Thursday and Friday: Watch The Pearl.
Friday: Book report review, The Pearl Booklet project and summary worksheet DUE
7th Grade Core Novel, The Pearl by John Steinbeck
As of today, Monday March 21st, the 7th graders have begun the undertaking of John Steinbeck's novel The Pearl. The literary piece will be our primary focus for the next 2 weeks.
We will be reading and working from the novel exclusively, with the culmination project assignment due on Friday April 1, 2016. All assignments can be turned in early.
All assignments must be completed and turned in on time to receive scoring credit. No late assignments will be accepted, and no make up assignments will be allowed.
Preliminary ResearchDirections: Research the following questions, remember to cite your source(s).
1. Who was Jim Crow?
2. How many Jim Crow laws existed?
3. How many states enforced Jim Crow laws?
4. List the states that enforced Jim Crow laws (You may use state abbreviations).
5. When did Jim Crow laws first appear? When were they abolished?
6. Find 9 examples of actual Jim Crow laws from 9 different states. Include the name of the state to which it belonged.
Research and Citation
Research Task ListDirections: Research and complete the following sections. Cite the sources of your information. Utilize edu, .org, and .gov websites whenever possible. Answers are to be handwritten on a separate sheet of paper(s) in complete sentences.
Due Thursday Feb 2nd.
Section 1: Vocabulary
1. Find and write the meaning of the following list of twelve vocabulary words. Cite your source(s).
2. List the names of three famous American abolitionists during the 19th century? Cite your source(s).
3. Research the Fugitive Slave Act of 1850. In your own words, explain what it is, how it works, what it means, etc... (1-2 paragraphs). Cite your source(s).
4. Research Anthony Burns (1834-1862). Answer the following series of questions about him. Cite your source(s).
Immigrant Kids Project due Tuesday Nov 15
"Give me your tired, your poor,
Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!"
Immigrant Kids Project (20 points)
Immigrant Kids by Russell Freedman is an example of informative nonfiction. Immigrant Kids gives primary and secondary source accounts of people who immigrated to Ellis Island near the turn of the 20th century. For more than 125 years, immigrants have come to America in search of an opportunity for a better life for themselves and their families. Immigrants have also come to America and have been encountered with prejudice and discrimination. Some were able to overcome the many challenges and prospered, while others could not and suffered the bitterness of heartbreak and disappointment. There are literally tens of millions of immigrant stories out there. In this project, you will have an opportunity to let their voice be heard, or be the voice for them.
1. Conduct further research on immigration through Ellis Island. Details should include:
a. The years of operation.
b. The total number of immigrants who entered.
c. All the countries of origin for the incoming immigrants and the total numbers.
d. Information about the jobs and daily lives of Ellis Island employees.
e. Health and medical services on the Island and other relevant and interesting information.
f. Final composition is to be 4-5 paragraphs typed in size 12 font.
2. Research immigration to Angel Island. Details should be similar to the Ellis Island research, with the exception of where the immigrants came from.
(You may also choose to conduct research comparing and contrasting the two immigration ports).
3. Research and report on the current process it takes for an immigrant to become a United States citizen. Include primary source documents (printed off resource websites). Furthermore, explore the issue of illegal immigration today, and provide facts about current day illegal immigration statistics in your project. Final composition report should be 4-5 paragraphs.
4. Conduct research from primary sources who immigrated to the United States through Ellis Island. Find direct quotes that represent their experiences. Put together a creative artistic piece with primary source quotes, pictures and other relevant items to be added to this visual project. The final piece should be visually stunning with designs, decor and drawings. Be creative and masterful. Must be completed on a poster board.
5. Trace your family history and put together a family history tree. This can be styled in many ways, and should include copies of actual documents, pictures, passports, relationship connections, or other memories, relics, etc... People, places and things are mandatory. Your family can help you with this choice, and please be sure to ask for permission, and take care of any artifacts provided to you. You can scan or make copies in place of original primary source artifacts. This project must be completed on a large poster board size template and well organized.
6. Interview someone who actually immigrated to the United States. The interview needs to be video recorded. The interview should be no less than 10 questions but no more than 20. You must develop your own original interviewer/reporter questions for your project. Remember to get the WHO, WHAT, WHEN, WHERE, WHY and HOW.
Be sure to keep the questions relevant to the immigration experience, and the immigrants first hand (primary source) experiences.
(If you are interviewing a non English speaker, be sure to have a translator, or you may translate. You may also add easily visible subtitles to the video).
Projects will be reviewed and considered for classroom sharing.
Project due date: _______________________________________________________________
Be sure to cite any extended research you perform, for instance speaking to someone for information,
There are many great resources to consider for this project. Here are some starting points in your journey.
Page 230: Answer the following question on a Google Doc and share with teacher.
#1 (with all 3 bullet points), 2, 3, 4, 6, 7. Indicate on your Google Doc which project option you are selecting.
Creative Writing Proper Heading (Harris Burdick)
On the top center portion of page 1 where your creative writing story will begin, organize and write your heading as follows:
Title of story as given to you from Harris Burdick
Your First and Last name
The complete date month-day-year
Your class period number
Mysteries of Harris Burdick Creative Story Writing
Final draft due on Monday October 31st
The Monsters Are Due on Maple Street
Textbook Anthology: Page 429 # 1 with all bullet points, 2, 3, 4, 7 and 8.
Page 430 Vocabulary #1-10 (Question and Answer)
Writing to the White House (Homeless)
Go to: www.whitehouse.gov
9/11 Hero Letter
September 11, 2001 Casualties
Post Test Assignment for Friday September 2, 2016
1. Visit and explore the 2 links attached to the teacher website.
2. Read the poem Monday's Child at least 2-3 times.
3. Research your weekday of birth.
4. Read the descriptions of the kind of child you are/will be and read the other child description days of the week.
5. Open a Google Doc and answer the following questions:
I. What day of the week were you born?
II. What part of your child's description do you agree with?
III. What part of your child's description do you disagree with?
IV. Overall, do you feel the description about you is mostly accurate or mostly inaccurate? Explain the reasons why.
V. Which other child description day do you feel best describes you well. Explain your reasons why.
VI. Visit 5-7 other students in the class who know you fairly well. Share with them what child of the week description you are, and have them write a short 2-3 sentence note on your document that explains whether they agree or disagree with your child's birth day
description and their reason(s) why. Commenting students must also type their full name next to their opinions. Document is due by 9p.m. Friday evening
VII. Share your document with teacher at email@example.com
Point of View (POV) Letters
Writing challenge: A P.O.V. letter from one character to another character. Must incorporate 7 of the words to know from story, and BODY of letter must be 77 words long.
Select 2 letter options from Seventh Grade: