Looming+Deadlines

Looming Deadlines

Topics on upcoming quizzes are added here as we discuss them. Click on files below the current deadline information for topics from past quizzes and tests. You may want to open those files to see what topics to review from past quizzes or tests using Class notes or homework files.

= Next Test Day to be determined = I will add to the list as we introduce new material Pop Quizzes to prepare for test on terms 1-6 below will be Nov 27 and Nov 28 = I. Literary terms on next test will include: = Students received reference sheets on NOV 16 with definitions, explanations, and examples for first 6 terms. Look back in Homework entries for Nov 16 to reprint files if you DID NOT put reference sheet to study from into front of Literature Notes section of your binder as I directed.
 * 1) plot
 * 2) exposition
 * 3) climax
 * 4) conflict
 * 5) list 3 types of external conflict
 * 6) define internal conflict
 * 7) mood
 * 8) tone

II. Reading Comprehension
Be able to create a plot map with paraphrases of ALL significant plot events for
 * "If Cornered, Scream"
 * "The Elevator"

III. Writing
ORQs will ask students to identify a specific INTERNAL and EXTERNAL conflict in the stories we read and explain HOW the outcome of each moves the plot forward. Students will prepare for this by filling in a graphic organizer to be assigned in a packet for homework.

Know the spelling rules for adding the ending "ing" posted in the Nov 26 Homework entry.
= TEST on “”Seventh Grade” by Gary Soto to be split over __Nov 8 and 9.__ =

=Students should ** ACTIVELY review **the following concepts and topics from **notes, class review entries on this site, homework assignments, and readings.**= Know ALL elements from vocabulary cards for the 5 “Build Vocabulary” words from the story “Seventh Grade” (**// elective, scowl, sheepishly, conviction, ferocity //**.) Students must be able to
 * Nov. 8 portion: Vocabualry, affixes, and grammar. **
 * I. Vocabulary: **
 * Identify the **part of speech** for each word as it is used in the text
 * **define** the word as it is used in the story
 * **use it correctly in a sentence** written by the student
 * **fill in the blank as it was used in the text** by the author
 * give examples of situations in which the word would be used, or use words correctly to describe a picture or other prompt given by Mrs. Ready on day of exam.

REVIEW HANDOUTS posted in NOV 1 HW and classnotes entry and review notes in vocabulary section of binder.
 * II. Affixes **

Students must know that:
 * **//Con/com/and col//** are prefixes that mean **//with//** or **//together//**.
 * Students must **know TWO words not on the list** that use the affix “**//con//**” //"**com"**// and **//"col"//** to mean “**//with//**” **jointly** or “//together" (for a total of 6 words). Know what the words mean and be sure the meanings relate to something related to// “**//with//**” "**jointly"** or “**//together".//**
 * Students should have class notes on this from dictionary exercise in class.


 * **//Ity//** and **//tion//** (as in //ferocity// and //conviction//) are common endings for **abstract nouns**.
 * Students should be able to **list at least 2 other nouns** that end in **//“ity” and “tion”//**
 * Know the **difference between abstract nouns and concrete nouns**.
 * Know what **the term MODIFIES** means and be able to draw arrows from adjectives to the nouns they modify in sentences and adverbs to the verbs they modify
 * **Define what an adverb does and be able to use adverbs** as one tool to revise sentences to enhance meaning and add "pizzazz". refer to notes and to reference sheet handed out and reprintable from Nov. 1 HW entry.

Students are also responsible for all other literary terms learned so far this year, (**//plot, theme, alliteration, format, audience, purpose, logos, ethos, pathos//**). I will repeat a few of these terms on this test to check for LONG-TERM retention. Students should be prepared to answer comprehension questions and critical thinking questions about the plot, theme, tone and character traits in the story “Seventh Grade.” Questions will be similar to the questions students answered and reviewed in class for the homework packet done for the story.
 * Test on Nov 9 on "Seventh Grade" story **
 * I. **Literary Terms
 * // TONE: //** __the__ __ author’s attitude toward the story’s subject and its characters. __
 * II. Comprehension **

There will be ** an ORQ **to show students can think deeply about the **themes** in the story, or to show examples of ways the author **creates a believable plot with believable characters**. Students **will be able to use their paraphrasing notes** (PART II of the homework packet) to refer to during the test for specific examples of plot events to support their responses. Students **will NOT be allowed to use the text**.
 * III. Writing **

**Know**

 * ==**the three parts of the Rhetorical Triangle (file contains basics to know)**==
 * The quiz will ask students to discuss the article "Truth about Grit' and a speech "First Day of School speech" to identify parts of the argument in both pieces that appeal to the **head (logos**), the **heart (pathos**) , and explain how the speaker/writer establishes **credibility (ethos).**
 * **Know FAP refers to Format, Audience, Purpose. REREAD Oct 10 "Class Notes and Homework" page of this site for explanation and review notes you took in Writing Tips section of your binder. Would vocab cards on these help you? Then do them!**
 * **The quiz will also RETEST on __alliteration, theme, plot__ and the affixes //philos//,** //**sophos, in,**// and //**super**//. This is to see what you RETAIN after a week if you did not CRAM for the first quiz. You should only need very brief review for these if you did the hard review last week.

Assessmnet study guide for "How to Train Your Brain to Retain" assessment given October 5.

** QUIZ will measure ** whether you've learned about HOW you can learn for more lasting results this year....  Topics to Review from Class Notes and Homework page of this site include:

I. Concepts to be able to explain = = =II. Literary Term Vocabulary =
 * 1) What is the **"Curve of Remembering and Forgetting"?** What can you do to prepare more effectively for tests and quizzes based on the information the curve shows?
 * 2) What is the **Rule of 8 and 28?** Why should this rule lead you to review information frequently in short chunks, rather than just before a test for a long "cram " session?
 * 3) What is "**Dale's Cone of Experience**?" What are examples of **ACTIVE learning** that you can and WILL do that will help you retain information for the long term and deepen understanding
 * 4) Be able to list at least **10 ways to study and learn for the LONG term**--not just for a test tomorrow.
 * Literary Terms are the tools for discussing literature. Learn these this year, and you will be set for all future ELA classes. **The list doesn't change and the definitions are from the State of Massachusetts glossary all ELA teachers are supposed to use through grade 12. Learn them now and you save LOTS of time in years to come. Each year you will just APPLY these terms at a deeper and deeper level.

=**How I test for understanding of Literary Terms**= > > <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Once a lit term appears on a quiz, you are supposed to KNOW IT FOREVER so I will put words from past units onto future tests to see what you REALLY retain.
 * <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">know all __KEY W__ORDS from the definitions. Key words are the __underlined portions__ of definitions in my reference sheet, in classnotes, and copied into Lit Notes Section of binders. Information that follows the underlined portion of the definition is to help students understand the definition more clearly, but is not required on thequiz or test. Students should be prepared to paraphrase the difintion or give an example on the quiz to PROVE they fully understand each term.
 * <span style="color: #800080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 140%;">**Plot:** //__The sequence of events.__ What happens in a story.//
 * <span style="color: #800080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 140%;">**Theme:** __//A message or timeless truth about life or human nature shown through the events in a story.//__ Use a COMPLETE SENTENCE to identify a theme. (ex: Crash shows the truth about life that "//Accepting differences in others often enriches our own lives and makes us happier."//
 * <span style="color: #800080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 140%;">**alliteration:** __the repetition of initial (first) consonant sound__ in a line.

= III. Vocabulary from readings and class discussion = These vocabulary words are a little different from Literary Terms. These vocabulary words may be interesting words that come up during class or come up in our readings. Besides knowing these meanings for TESTS, I will also expect you to USE these words in your writing and speaking for the rest of the year. Students will create vocabulary study cards for these words as we introduce them.
 * WORDS WILL BE ADDED TO THIS SECTION as we introduce them in class--check back every few days.**
 * 1) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">sequence,
 * 2) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">sequentially
 * 3) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">superficial
 * 4) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">infer
 * 5) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">inference
 * 6) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">insight
 * 7) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">ingenuity
 * 8) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">critical thinking
 * 9) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">artifact (overlap with social studies)

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Affixes: (roots, prefixes, suffixes...)
 * 1) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">in
 * 2) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">philos
 * 3) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">sophos
 * 4) <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">super

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">1. Quiz MAY have some short answer questions and one open response question to show understanding of class reading from "**First Day of School**" speech text. This will depend on how much we cover before next Friday. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Be able to recall and explain specific examples used in the speech to show that having "grit" leads to success.
 * IV. Reading and Writing check **

** ▪ Possible Extra credit: **

 * ====what is //M.O.//====
 * ====what is the difference between **//implying//** and **//inferring//**====
 * ==== What is an ARTIFACT and can you give an example of how to infer from an artifact (overlap with social ** studies) **====