WELCOME TO TEAM INSPIRE

1. September 4, 2014 WELCOME TO TEAM INSPIRE GET READY TO BE INSPIRED 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! Introduce yourself to the people sitting around you if you don’t know them. 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.] Place your name card in front of you.

2. Learning Goals • Get to know each other • Review Falcon Yearly Informer • Understand the layout of the classroom and expectations

3. 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.

4. 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

5. 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)

6. Shai and Emma enjoying summer fun!

7. 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

8. 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 

9. 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

10. 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!

11. 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.

12. Take out your name placards from yesterday and place on your desk. September 5th, 2014 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?

13. Learning Goals • Student Interest Inventory • Students will get to know each other • Creation of Classroom Contract

14. 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!

15. Summer Learning Project • Review of directions • Exemplar • Questions? • Due Monday!

16. 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?

17. 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

18. DO NOW September 8, 2014 What is the purpose of staying organized in our daily lives? [Discuss at your table]

19. DISCUSSION How does staying organized help us be successful in school?

20. Learning Goals • Understand the importance of organization

21. 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.

22. Let’s Get Organized TAKE OUT ALL OF YOUR SUPPLIES • Collection of Pocket Folders • Full Name and Period • Distribution of Folders • Label on Folder • Distribution of Tabs • Label on Tab • Insert tab on hanging portfolio • Folder inside hanging folder Do you have a pencil case for your morning and afternoon binder? Make sure your first and last name with your Team Inspire is on every binder and folder that you have! Binder tabs: • 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) 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

23. Do Now September 9, 2014 Take the short story out from inside your desk. 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!)

24. Learning Goals • To write a narrative based upon a short story using dialogue and your knowledge of characterization.

25. 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?

26. Do Now September 10, 2014 Respond and Discuss • How did you feel on the first day of seventh-grade? Did you do anything to try and fit in or impress anyone?

27. 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.

28. 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

29. 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.

30. Shared Reading "Seventh Grade“ by Gary Soto

31. 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.

32. Direct and Indirect Characterization with… Seventh Grade by Gary Soto

33. Essential Question What is the purpose of understanding the two different types of characterization?

34. Whatischaracterization? Characterization is the process by which the writer reveals the personality of a character. Characterization is revealed through direct characterization and indirect characterization.

35. DirectCharacterization Theauthordescribes directlywhatthecharacterislike. He/she tellsthe 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.”

36. Direct Characterization 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

37. IndirectCharacterization The author showsthings 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).

38. S.T.E.A.L. 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?

39. Write S.T.E.A. or L. oneach line.

40. Write S.T.E.A. or L. oneach line.

41. DirectorIndirectCharacterization? 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.

42. DirectorIndirectCharacterization? 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

43. DirectorIndirectCharacterization? 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.”

44. DirectorIndirectCharacterization? 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

45. DirectorIndirectCharacterization? 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.

46. DirectorIndirectCharacterization? 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

47. Characterization Chart for “Seventh Grade” 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

48. Characterization Chart

49. Do Now September 11, 2014 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.

50. 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.