Mrs. Robin Barry- 7th and 8th grade ELA

 

Hello 7a Families!
Thank you for the basket donations! Our basket sold for $100! 
 
It was a pleasure meeting with the majority of you for parent/ teacher/ student conferences. If you haven’t had an opportunity to sign up for conferences, please email me (rbarry@snacs.org), so that we can set up a time.
 
Please see below for this week’s exciting lesson plans.
 
 
 

Welcome to 7th & 8th Grade English Language Arts

My name is Mrs. Robin Barry and I am extremely excited to join the SNACS team! There are so many reasons why I already feel connected and am eager to work with your students at this amazing school. One, I love working within small school communities,  because I am able to connect with students at a deeper, more personal level. And two, the choice and centers based education, gives all students the opportunity to grow, no matter where they are academically. Three, the diverse curriculum offered throughout the school also helps students find and explore their interests and passions, connect with their peers, while at the same time, they are learning the mandated state standards. My recent work history: For a little over ten years, I taught seventh and eighth (and for a few years ninth) grade English Language Arts at High Desert Montessori Charter School. Before that, I taught high school ELA at Rainshadow Community Charter School. 

My education history : I received my Associate of Arts from Feather River College in Quincy, my Bachelor of Arts, with a focus on English, from Sierra Nevada College in Incline, and my Master of Education, with a focus on curriculum and instruction, from the University of Nevada, Reno. I also had the opportunity of attending the AMI Orientation to Adolescent Studies in Huntsburg, Ohio, which gave me additional insight into the development of the adolescent.

 

Supplies List

  • College Ruled Lined Paper
  • Printer Paper
  • Ticonderoga #2 Pencil packs
  • Colored Pencils
  • Markers
  • Expo Markers (light colors) 
  • Poster Boards

All students must come prepared with:

  • Preferred Writing Utensils (pens, pencils, highlighters, etc.)
  • Homework Folder

Week of November 12th-

The students will continue the Farming, Ranching, and Mining in Nevada unit. This week, the students will be working on their project visuals and creating project bibliographies.  

This week’s must do’s:

  • Daily Journals
  • Current Event #7
  • Project Visual
  • Project Bibliographies
  • Creative Writing

The students will be presenting their Mining, Farming, and Ranching in Nevada projects throughout next week.

Farming, Ranching, Mining in Nevada Project Expectations

Current Event Instructions_

Week of November 4th-

The students will continue the Farming, Ranching, and Mining in Nevada unit. Throughout this unit, the students will be watching videos, reading articles, and researching for student centered interdisciplinary projects. The key lessons will focus on research, plagiarism and citations, and presentation skills.

This week’s must do’s:

  • Daily Journals
  • Current Event #6
  • Lazy Editor (Minecraft)
  • Avoiding Plagiarism worksheet
  • Project bibliography (MLA formatting)
  • 20 project facts

Week of October 28th-

The students will begin their unit focusing on Farming, Ranching, and Mining in Nevada. Throughout this unit, the students will be watching videos, reading articles, and researching for student centered interdisciplinary projects. The key lessons will focus on research, plagiarism and citations, and presentation skills.

This week’s must do’s:

  • Daily Journals 
  • Current Event #5
  • Lazy Editor (Bermuda Triangle)
  • Project Proposal 
  • Project Planner

Week of October 21st-

The students will be using their outlines to write an essay comparing “The Most Dangerous Game” short story and film. On Wednesday and Thursday, the Fox Site will be celebrating Farm, Ranch, and Mining Days; in honor of these days, ELA class will be starting a unit on food. Throughout this unit, the students will be watching videos, reading articles, and researching for student centered projects. The key lessons will focus on research, plagiarism and citations, and presentation skills.

Week of October 14th-

The students will continue to work on their “Most Dangerous Game” compare and contrast essay.

Week of September 30th-

The students will begin the week with Language Usage MAP/NWEA testing.

When the classes have completed the short story analysis, a question packet, and the map creation, they will begin watching Shoedsack and Pichel’s 1932 film “The Most Dangerous Game.” Classes will have a key lesson on outlines, introductions (including thesis statements), and body and conclusion paragraphs. The students’ choice centers will be focused on these concepts throughout the week. The students will write an essay comparing the two mediums- focusing on characters, plot, and theme.

Week of September 23rd-

School will be closed on Thursday, September 26th and Friday, September 27th. Students will continue to MAP/NWEA test this week.

The students will continue reading, analyzing, and identifying figurative language in Richard Connell’s short story “The Most Dangerous Game.” The classes will also create maps to show their understanding of setting and plot within the story. When the classes have completed the analysis, a question packet, and the map creation, they will begin watching Shoedsack and Pichel’s 1932 film “The Most Dangerous Game.” Students will write an essay comparing the two mediums.

Weekly Must Do’s:

  • Daily Journal (minimum 1/2 page)
  • Reading Log (120 minutes)
  • Current Event #4 
  • Ship-Trap-Island Map
  • Question Packet “Most Dangerous Game”

Week of September 16th-

*Students will be MAP/NWEA testing throughout the next two weeks

This week’s objectives:

The students will continue reading, analyzing, and identifying figurative language in Richard Connell’s short story “The Most Dangerous Game.” The classes will also create maps to show their understanding of setting and plot within the story.

Weekly Must Do’s:

  • Daily Journal (minimum 1/2 page)
  • Reading Log (120 minutes)
  • Current Event #3
  • Ship-Trap-Island Map
  • Question Packet “Most Dangerous Game”

Week of September 9th

This week’s objectives:

This week, we will begin a new unit “What Makes for an Interesting Story?” The classes will discuss elements of a short story, literary techniques, and figurative language. The students will work collaboratively to analyze a variety of children’s literature and share with the class their findings. The classes will also read and analyze Richard Connell’s short story “The Most Dangerous Game.”

Weekly Must Do’s:

  • Daily Journal (minimum 1/2 page)
  • Reading Log (120 minutes)
  • Current Event #2
  • Plot Line Sheet
  • Figurative Language Examples

 

Week of September 2nd

This week’s objectives:

This week, we will continue with our unit “All about me.” The students have read examples of incident autobiographies and chronological autobiographies, and now they will create their own. Last week, the students began brainstorming for their narratives or essays and began the beginning stages of the writing process. The students will finish up their first drafts, peer edit one another’s work, and create final drafts throughout the week.

This week, we will also go over the process of reading the news and writing current events. 

Weekly Must Do’s:

  • Daily Journal (minimum 1/2 page)
  • Current Event
  • Final Draft Autobiography/ Incident Autobiography

Week of August 26th

This week’s objectives: 

“All about me”- At the beginning of the week, the students will be creating mini-posters that represent their personal characteristics. Toward the end of the week, the students will begin working on autobiographies; after reading a few examples, the students will begin writing their own personal autobiographical written pieces.

Last week’s homework:

  • Parent/ guardian signature for:
    • Class Syllabus
    • Welcome Letter (7a)
    • Chromebook Use Agreement
  • Complete work not finished during class time
  • Minimum of thirty minutes AR (Accelerated Reader) reading per night- 120 minutes per week

 

**Author’s Debut – Work on drafting your first book toward publishing

 

Week of August 19th

Last week’s objectives: 

“Connecting with the community” -Throughout the week, the classes will be taking the time to get to know one another, create class and community expectations, go over class syllabi, discuss and create choice board activities, choose AR books, write letters to Mrs. Barry, and conduct peer interviews and introductions.

 

English Language Arts Choice Board Options

Must Do’s 

  • Daily Journal
  • Creative Writing
  • Weekly Current Event
  • Edit Center

Possible Can Do’s 

  • Pearson Literature Textbook assignment  -Sidebars Questions & Critical Thinking
  • SBAC Practice/ Test Question Creator
  • Published Book – drafting, editing
  • Student Newspaper
  • Student Literary Art Magazine
  • Student Script Writing 
  • Literature – Picture Response/ Story Board
  • Informational Text 
  • Language – Word of the Day
  • Crossword Puzzles Creation/ Completion
  • Technology – Smart Board – Specific ELA Games
  • Computer – Published Book- first draft due December
  • Figurative Language & Elements of Literature 
  • IPad – Scrabble/ Duolingo
  • Reading/ Vocabulary/ Writing Bingo
  • Jeopardy Question Creation
  • Mad Libs Creation/ Completion
  • AR Reading
  • Project Research/ Creations

*Students will be creating other options throughout the quarter

 

Family Volunteer Needs

We are always in need of family volunteers to support our classroom.  Please consider volunteering or donating in the following ways:

  • Classroom helper (organizing, sorting, copying, etc.)
  • Recess support (extra eyes are always helpful!)
  • Breakfast and lunch support (extra eyes, helping hands, and class clean-up support are helpful!)
  • Editing class books (must have experience)
  • Student Newspaper support (must have experience)
  • Student Literary Arts magazine support (must have experience)
  • Book acquisition (Grass Roots books has free books for teachers – help us get AR-based books for our class)
  • Fundraising Coordinator (support our class and school)
  • Travel Support (help plan and organize learning expeditions for students)
  • Expeditionary Learning Outward Bound Days support (Farm and Ranch, SNACSgiving, Author’s Debut, Field Day, etc.)
  • Special Events support (Harvest festival, spring fling, pancake breakfasts, etc.)
  • Guest speak/present in an area of your expertise (let us know your niche!)
  • Solicit donations (calling/visiting local business seeking donations that support our class needs/events)