Wrapping up the year and looking ahead (including summer work)

Wow, what a whirlwind it has been over the last few weeks! The 7th graders have so much to be proud of as they wrapped up Romeo and Juliet, wrote beautifully executed persuasive essays for or against teaching the play to middle schoolers, and, of course, presented their terrific soundtrack projects. If you're on campus this summer, stop by Robinson to see their album covers displayed outside my classroom - they're awesome!

Looking ahead, while everyone has earned a vacation, we expect that students will continue to read and write over the summer. Below are the directions for middle school summer work (rising 6th - 8th). These assignments have been given to the students in hard copy form and discussed at length. Please email me if you have any questions. I look forward to hearing about everyone's summer reading in their thoughtful letter-essays, and I am especially excited about the book poster project, which will be a way for all intermediate and middle school students to share their terrific book recommendations and grow our "to-read someday" lists when we meet again in the fall!

Happy reading!

Cheers,
Mrs. Liu

TCS Middle School Summer Reading 2017

Incoming grade 6

• Read the required novel Stargirl by Jerry Spinelli. (Do not do any of the following projects on Stargirl, however; just be ready for discussion and deep thinking when you get back to school!)

• Read an Intermediate or Teen Nutmeg book from the list of 2018 nominees: Intermediate Nutmeg Nominees for 2018  OR Teen Nutmeg Nominees for 2018.

• Read a biography of a current or historical leader (remember, “leader” is a broad term).
• Write two letter-essays (one will respond to your Nutmeg and the other to your biography choice) based on the following prompts:
• How does the main character change throughout the novel? Give examples of growth throughout the book.
• Why do you think the author chose this title? What connections do you see with the title throughout the work?
• Each entry must be AT LEAST ONE PAGE in length, typed, double spaced.
• Remember that a letter-essay combines solid analysis of your reading with personal reflection in a casual, conversational tone.
• You can choose one prompt per essay or try to tackle both prompts in separate paragraphs in responding to each book - your choice.
• Complete the book poster assignment (listed below) for either of your CHOICE books (not Stargirl).
• All work is due on the first day of school.

Incoming grade 7

• Read the required novel The Outsiders by S.E. Hinton. (Do not do any of the following projects on The Outsiders, however; just be ready for discussion and deep thinking when you get back to school!)
• Read a Teen 2018 Nutmeg Nominee. Teen Nutmeg Nominees for 2018
• Read a Newbery Winner (any year). Newberry Winners from 1922 - Present
• Write two letter-essays (one will respond to your Nutmeg and the other to your Newbery) based on the following prompts:
• How does the main character change throughout the novel? Give examples of growth throughout the book.
• Why do you think the author chose this title? What connections do you see with the title throughout the work?
• Each entry must be AT LEAST ONE PAGE in length, typed, double spaced.
• Remember that a letter-essay combines solid analysis of your reading with personal reflection in a casual, conversational tone.
• You can choose one prompt per essay or try to tackle both prompts in separate paragraphs in responding to each book - your choice.
• Complete the book poster assignment (listed below) for either of your CHOICE books (not The Outsiders).
• All work is due on the first day of school.

Incoming grade 8

• Read the required short story collection, Flying Lessons and Other Stories. (READ ALL OF THE STORIES! Do not do any of the following projects on Flying Lessons and Other Stories, however; just be ready for discussion and deep thinking when you get back to school!)
• Read a Teen 2018 Nutmeg Nominee. Teen Nutmeg Nominees for 2018
• Read March, Book One by John Lewis.
• Write two letter-essays (one will respond to your Nutmeg and the other to March) based on the following prompts:
• How does the main character change throughout the novel? Give examples of growth throughout the book.
• Why do you think the author chose this title for the novel? What connections do you see with the title throughout the work?
• Each entry must be AT LEAST ONE PAGE in length, typed, double spaced.
• Remember that a letter-essay combines solid analysis of your reading with personal reflection in a casual, conversational tone.
• You can choose one prompt per essay or try to tackle both prompts in separate paragraphs in responding to each book - your choice.
• Complete the book poster assignment (listed below) for either of your CHOICE books (not Flying Lessons and Other Stories).
• All work is due on the first day of school.

Book Poster Assignment

Sales are down in the young adult literature section of your local bookstore.  You have been hired to help boost revenue by promoting the best book you read this summer.  The manager of the bookstore has even promised to display your persuasive poster in the front window!

Be sure to do the following when creating your poster:

• “Hook” your audience with a quote or two from the novel.
• Make your poster eye-catching and colorful - earn that spot in the window!
• Use vivid language to sell the story.
• Prominently include the title, author, and genre.
• Target your audience - who would want to read the book and why?  

Be creative, but remember that the substance of your poster is the novel itself.  Don’t get so caught up in your artistry that you forget the purpose of the assignment - to help boost sales at the bookstore!

Rubric

_____/20 “Hook” your audience with a quote or two from the novel.

_____/30 Make your poster eye-catching and colorful - earn that spot in the window!

_____/20 Use vivid language to sell the story.

_____/10 Prominently include the title, author, and genre (and of course, your name)

_____/20 Target your audience - who would want to read the book and why?  

_____/100 TOTAL

Romeo and Juliet - Soundtrack Project Details

Romeo and Juliet Soundtrack Project

Assignment: Create a soundtrack consisting of 10 songs that represent specific moments (scenes) from Romeo and Juliet.

• Written component: Liner notes explaining each song choice based on a theme, character, or tone of Romeo and Juliet
• Visual component: An album cover design that sets the tone for your soundtrack and reflects the greater mood and themes of the play

Timeline: Due in time for in-class presentations on Wednesday, May 31st. You will present 3 of your best songs and liner notes (along with your album cover).

You will be evaluated on the thoughtfulness of your song choices, your ability to explain your thinking with specific citations from the play, the effort demonstrated in your album design, and your presentation to the class.  This assignment will be worth 150 points.

Sample Liner Notes:

"I Gotta Feeling", by The Black Eyed Peas

This song connects with the Capulet's party in Act I. The mood at this point in the play is excited and anticipatory, and so is this song. Benvolio, trying to cheer Romeo up, encourages him to go to the party by saying, "But in that crystal scales let there be weighed/Your lady's love against some other maid/ That I will show you shining at this feast,/And she shall scant show well that now seems best" (I.ii.98-101). Benvolio hopes the party will show Romeo that Rosaline isn't worth all his pathetic moping, and life should be fun. 

A few reminders:

• No songs with explicit lyrics
• No songs from West Side Story or other Romeo and Juliet soundtracks

I am so excited to see your creative thinking (and your knowledge of Shakespeare) at work in this project!

Romeo & Juliet

Over the past few weeks, we have begun our study of Shakespeare and our in-class reading of Romeo and Juliet, which has been a true delight. We kicked things off with a viewing of West Side Story to frontload the basic plot and characters before tackling Shakespearean language. This Oscar winning musical won the hearts of many students, and I've even caught a few dancing in the halls or breaking into one of the many memorable songs from the show. 

Most 7th grade English classes these days take the shape of a theatrical reading, with students choosing parts as we move through the play and discuss characterization and larger themes.  Soon they will begin wrestling with the topics and tones of the play in both persuasive writing and a creative assignment that will ask them to create a soundtrack of ten songs (complete with album cover and liner notes) to reflect ten scenes they want to highlight in Romeo and Juliet. 

I've found two local opportunities for families to appreciate the language and story of this beautiful tragedy outside of class - one this month and one later in the summer - that you should know about. I hope some of you will take advantage of these amazing local resources!

May 20th:
Join Opera Theater of Connecticut on Saturday, May 20, 2017 at 7:00pm as we present the geniuses of Charles Gounod and William Shakespeare in this insightful and innovative blending of the music and verse inspired by the story of two star-crossed lovers “In fair Verona where we lay our scene” with singers and actors. Performed with professional singers and actors at The Andrews Memorial Theater, this exciting presentation is a “must see”!  http://www.operatheaterofct.org/shows/season2017/rnj17/

July 2017:

West Side Story
July 5th – July 30th, 2017
Based on a Conception of Jerome Robbins
With book by Arthur Laurents, Music by Leonard Bernstein, and Lyrics by Stephen Sondheim, this classic musical about teen romance from the opposite side of town in 1950’s New York will make you cheer and make you cry. The Sharks and the Jets reunite for this powerful and gripping ode to Romeo and Juliet. Tonight, Tonight won’t be just any night!

http://www.ivorytonplayhouse.org/our-season/our-2017-season

Determining Author's Purpose

As we discussed in class today, authors have many purposes when they write with an audience in mind. For any particular passage or piece of writing, you can generally classify an author's purpose into one of the following four categories:

1. Description - if a reading passage contains many details about a person, place, or thing, the author's purpose is to describe.
2. Entertainment - if a reading passage is enjoyable to read, tells a personal story, or uses a story to teach a lesson, the author's purpose is to entertain.
3. Persuasion - if a reading passage contains many opinions or tries to get readers to do something, buy something, or believe something, the author's purpose is to persuade.
4. Explanation/information - if a reading passage provides facts about a particular subject or tells readers how to do something, the author's purpose is to explain or inform.

Throughout a longer work (like the novel or memoir you might be reading for reader's workshop), you might see evidence of all four purposes in various passages.

Your task for your upcoming letter-essay is to find passages within your book and determine if the author's purpose in writing those passages was to describe, entertain, persuade, or explain/inform. Each of your three body paragraphs should have a quote/passage that you introduce and explain with your own interpretation. 

As with previous letter essays, you should also do the following:

*Write a clear introduction that includes the book's title, author, and genre.  Try to include an overarching thesis or argument you’re trying to make about your book that will link the paragraphs that follow.
*Write (at least) three body paragraphs (this time with the focus of author's purpose). Each body paragraph should include a quote that is properly cited with page numbers.
*Write an engaging conclusion that ties up your thinking, makes connections, and includes a rating of the book.
*Double space, 12 point font (ideally Times New Roman, but please just make it readable)

This assignment is due TUESDAY, April 11th. Please reach out if you have any questions.

Online resources to help you find your next great read!

As promised, here are the links for reading resources we checked out today. Remember to talk to your parents before creating any online accounts. 

http://www.goodreads.com -  a social media site for readers! This is a great place to keep track of your reading life by creating "to-read" lists, setting challenges, marking progress, and rating and reviewing books. Even if you don't set up an account, you can go here to check out community reviews of books you might be interested in reading. 

http://www.whatshouldireadnext.com/ - a quick, bare-boned way to get a few suggested titles based on books you've enjoyed before.

https://www.overdrive.com/ - this is an app/resource provided by the excellent Connecticut library system. Anyone with a CT library card can set up an account (select "all LION libraries" when given an option to choose your library); you can then check out up to 10 ebooks at a time, all for free. The ebooks can either be downloaded directly to the Overdrive app or sync with a Kindle/Kindle app.

http://www.amazon.com - even if you're not buying here, it's a great place to "window-shop", read reviews, and see what books might be suggested based on your interests and search history. 

I hope these resources will go a long way in helping you meet your reading goals for the rest of the year!

Writing compound sentences that include a prepositional phrase - a quick tutorial!

Hi, 7th graders.

I'm seeing that there's some confusion with the Word Voyage sentence requirements for Lesson 6. Here are the instructions broken down for you:

1. Write a compound sentence.

2. Properly punctuate that compound sentence using a comma+conjunction or a semicolon.

3. Somewhere within that compound sentence, use a prepositional phrase.

4. Underline at least one prepositional phrase (you'll sometimes have more than one without even trying). 

****************

Here is an example of the right way to do this:

We hiked all day, and then we set up camp at the base of the mountain.

(This sentence has two independent clauses joined by a comma and a conjunction. There are also two prepositional phrases.)

*****************

Here as an example of the wrong way to do this:

At the base of the mountain, we set up camp. 

(Even though this sentence has two prepositional phrases, it does not have two independent clauses, so it is not a compound sentence.)

*****************

Here is a list of common prepositions, should you need it:   http://grammar.ccc.commnet.edu/grammar/preposition_list.htm

If you're feeling confused, remember you can always come see me BEFORE submitting your sentences - I recommend it!

​Happy Word Voyaging! :)

-Mrs. Liu​

Congratulations! (And looking ahead . . . )

Congratulations, 7th graders, on meeting the challenge of the MacLane Recitation with such success. You all have so much to be proud of as we go into the weekend. 

A few reminders as we look ahead to next week:

1. Letter-essay (focused on imagery in your novel) due Monday. You should all have what you need to complete this assignment, including an example paragraph and checklist in your reader's notebook (from class discussion on Wednesday). 

2. The re-take for your first poetry terms quiz will be Tuesday. Keep reviewing the terms.

3. We will continue working on the revision of your winter prompts ("describe your ideal school") on both Tuesday and Thursday in class. The revisions will be due by the end of class on Thursday. If at all possible, bring a device to class on these writing days. 

Get some rest, enjoy the snow, and I'll look forward to reading about the beautiful imagery you've noticed on Monday!

Cheers,

Mrs. Liu