7th Grade Reading & Writing

Remote Learning Schedule – Phase II/Week 7

May 26 – June 2

Students – While the school year didn’t end as we had planned, we appreciate your efforts during this process and wish you all the best in the future. Have a great summer, and we’ll look forward to seeing you in the fall. Come back and visit us! Take care.

Date Tasks Learning Intentions

Tuesday

5/26 • SSR/Independent Reading

• Review Commas & Coordinating Adjectives

• Practice by completing Beach Blanket Errors

• Check the answer keys to see how you did

• Use a comma to separate

coordinate adjectives

Wednesday

5/27 • Read “Atomic Ants”

• For an audio introduction to this story, visit:

www.315stories.com Password: FISSION

• SSR/Independent Reading

• Read and understand a

variety of grade-level text

Thursday

5/28 • Following the prompt guidelines, write an ending

to “Atomic Ants”

• SSR/Independent Reading

• Write narrative with

characters and setting

including figurative

language, dialogue &

transitions

• Bring narrative to a fitted

conclusion

Friday

5/29 • Finish ending, revise & edit

• Use “Punctuating Quotations” handout to ensure

you used dialogue accurately

• Check out the chilling conclusion at:

www.315stories.com Password: FUSION

• Did you meet your reading goal?

• Employ standard English

capitalization, spelling,

punctuation, usage, and

grammar.

Monday

6/1 • Complete Writing a Thematic Statement about

“Atomic Ants”

• Use sample from The Giver as a guide

•

• Determine the theme of a

text and use supporting

evidence to support it

Tuesday

6/2 • Summer Reading!

Commas and Coordinating Adjectives

Coordinating adjectives are adjectives that describe the same noun and are equal in importance. Ask yourself these questions as a way to determine if the adjectives are coordinating adjectives. A. Does the sentence make sense if “and” is added between the adjectives? B. Does the sentence make sense if the adjectives are reversed?

If the answer is yes to these questions, then they are coordinating adjectives. Use a comma between coordinating adjectives. Example 1: He was a sweet, helpful child. These are coordinating adjectives. The sentence sounds sensible if it is written as “He was a sweet and helpful child,” or “He was a helpful, sweet child.”

Example 2: They lived in an old brick house. These are not coordinating adjectives. The sentence sounds awkward if it is written as “They lived in an old and brick house,” or “They lived in a brick old house.”

Directions: Decide if the adjectives below are coordinating adjectives. Rewrite each of the sentences and add commas where they are needed. If the sentence is correct, write correct. 1. We went down the long dirt road. 2. The quiet respectful class listened to the guest speaker. 3. The mighty winter storm howled through the night. 4. They liked the fun surprise party. 5. The choir sang a happy merry song.

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Quotation PunctuationWe use quotation marks to show where a quotation, or the exact words of a speaker, begins and ends. Here are

some basic rules about the punctuation and capitalization of quotations:

1. Quotation marks ALWAYS come in pairs, at the beginning and end of the quotation. If a quote is more than one sentence, use closing quotation marks at the end of the last sentence only.

Example 1: “This is the best pepperoni pizza I’ve ever had,” Shelby said.

Example 2: Marcus exclaimed, “Don’t turn the TV off! This is my favorite show!”

2. A quotation begins with a capital letter. Example: Mrs. Rubin asked, “How long does it take you to get to school in the morning?”

3. If a quoted sentence is divided into two parts by words that tell who is speaking (like he says or I asked), the second part of the quoted sentence begins with a lowercase letter. Example: “I spent 45 minutes on that algebra problem,” Eric said, “but I just couldn’t figure it out.”

4. The quotation’s ending punctuation goes inside the ending quotation marks. Example: The captain announced, “Ladies and gentlemen, we will be landing in Chicago shortly.”

5. A comma separates the quotation from the words that tell who is speaking. When appropriate, a question mark or an exclamation point can be used in place of the comma. Example 1: “I finished my homework,” said Suraj.

Example 2: “Did you finish your homework?” asked Suraj.

Example 3: “My dog ate my homework!” cried Suraj.

6. Use single quotation marks for quotations within quotations. Example: “Did Mrs. Ellis just say, ‘Feel free to chew gum in class’?” whispered Tina. “Or am I crazy?”

Directions: Correct the punctuation and capitalization in the sentences below.

1. “My mom’s favorite movie is The Princess Bride. “actually, I like it a lot too. said Ariella

2. “Could you please tell me where 3rd Street is asked Ed. I’m trying to find the Magnolia Bakery.”

3. “The only way to get there” explained the policewoman “Is to go down Fairfax and then turn left.”

4. “When are you going to show me your art project”? “I’m really looking forward to seeing it”! Mom said.

5. Jake shouted Whoa! That was awesome. He almost broke the bat with that home run.”

6. “If you don’t have anything nice to say” said Mrs. Lewis “then it’s best to not say anything at all.”

7. “Wait until you hear this” Dani exclaimed. Hailey just ran by and said, Free ice cream in the cafeteria until

3:00. Then she disappeared around the corner.

8. Lily chattered, “it’s freezing in here. Can someone turn the heat on”?

®Name: ___________________________________________________ Date: ______________

SKILL: Punctuating Quotations

Writing a Thematic Statement

Title:_____________________________________________________ List some topics that are examined in the book, article, or video and then choose one. (courage, equality, honesty, doing the right thing, dreams, hope, love, acceptance, kindness, differences, family, achievement, fears, friendship, jealousy, peace, being yourself, hard work, never giving up, perseverance, etc.)

_________________ ________________ ________________ ________________ _________________ ________________ ________________ ________________ Write a sentence about what the author thinks about the topic you chose. The author conveys that_____________________________________________________________

Now, find at least two specific events or details from the story that support your thematic statement. Don’t forget to put quotation marks around your event/detail if you’ve taken it word for word. You will also need to put the author’s last name (Patrick Carman) and page number in parentheses following each event/detail. Example: (Carman 115).

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Writing a Thematic Statement

Title: The Giver List some topics that are examined in the book, article, or video and then choose one. (courage, equality, honesty, doing the right thing, dreams, hope, love, acceptance, kindness, differences, family, achievement, fears, friendship, jealousy, peace, being yourself, hard work, never giving up, perseverance, etc.)

Rules Memory Courage Peace Being Yourself Doing the Right Thing Hope Family Write a sentence about what the author thinks about the topic you chose. The author conveys that blindly following rules created and enforced by the government leads to a loss of free will. Now, find at least two specific events or details from the story that support your thematic statement. Don’t forget to put quotation marks around your event/detail if you’ve taken it word for word. You will also need to put the author’s last name and page number in parentheses following each event/detail.

· “Two children—one male, one female—to each family unit. It was very clearly written in the rules” (Lowry 11).

· “Jonas did not want to go back. He didn't want the memories, didn't want the honor, didn't want the wisdom, didn't want the pain. He wanted his childhood again, his scraped knees and ballgames. He sat in his dwelling alone, watching through the window, seeing the children at play, citizens bicycling home from uneventful days at work, ordinary lives free of anguish because he had been selected, as others before him had, to bear their burden. But the Choice was not his. He returned each day to the Annex room” (Lowry 152).

Barta 1

Charlie Barta

Mrs. Stark

Writing and Composition 7

18 May 2020

The Giver Thematic Paragraph

In Lois Lowry’s The Giver, one theme the author conveys is that blindly following

rules created and enforced by the government leads to a loss of freewill. One aspect of

life that the characters lose total control of is family. In the novel, the government

carefully decides who will be married and designs their family units for them. The text

states, “Two children—one male, one female—to each family unit. It was very clearly

written in the rules” (Lowry 11). This illustrates how much control has shifted from the

individual to the leaders. By allowing themselves to be governed so strictly, the people

of Jonas’s community have given up the right to plan their families. Similarly, the ruling

council determines what job each member of the community will have. In the text, when

Jonas reflects on the ordinary work days of others, he wishes to leave his burdensome

job as Receiver but recognizes, “…the choice was not his” (Lowry 152). He continues to

do the work he has been assigned despite the anguish it causes. This shows how much

choice Jonas and the citizens of his community have sacrificed, especially regarding

careers. In conclusion, an obvious and important theme of The Giver is the danger of

government control and its potential to erode the freedom to choose.