Monday, December 19, 2011
Define, create examples of, and identify and explain examples of:
- the purpose of figurative language
- the difference between the literal and
figurative meanings of words and phrases
Friday, December 16, 2011
Wednesday, December 14, 2011
Wednesday, December 7, 2011
Not only should students understand the meaning of many idioms used in everyday writing and conversation, but it is also important to understand from where idioms originate. By understanding the history behind many common idioms, students will be better able to understand their true meanings.
Wednesday, 12/7/11 – Introduce Project, Choose Partner, Choose Idioms
Thursday, 12/8/11 – ONLY In-Class Work Day (laptops and other materials available in class)
Friday, 12/9/11 to Sunday, 12/11/11 – Finish Project Outside of Class
Monday, 12/12/11 – Gallery Walk of Posters
1. choose a partner with whom to work.
2. be assigned TWO idioms to research.
3. use websites on Ms. Short’s portaportal site to research the meaning of the assigned idioms as well as their origin.
4. create TWO posters. Each poster should contain the idiom, a related picture, its meaning clearly explained, a sentence that correctly uses the idiom, and an explanation of the origin of the idiom.
5. share their idioms during a Gallery Walk on Monday, 12/12/11.
6. complete a chart explaining the meaning of several idioms based on the posters presented by their classmates.
guest access - msshortela
Friday, December 2, 2011
Monday, November 28, 2011
I am as _____________ as a _____________________ because...
I am ____________________ like a ________________ because...
*Please be sure to write your name with your blog entry in order to obtain credit.
Sunday, November 20, 2011
Wednesday, November 9, 2011
As students work through their projects, they should use the checklist below to aid them in completing it.
c Bibliography information for all websites used
c Paraphrased facts
c 5 direct quotes
c All the basic facts + details about your subject
c Bibliography included
c Uses headings and titles
c Neat and organized
c Explains why the person should be memorialized
c Five direct quotes in proper format
c On unlined, white paper
c In color, neat, and clear
c Offers more than one view of the memorial
c Has labels, details, and other information to help the viewer
Genocide Memorial Project
Due: November 16, 2011
As a class, we’ve been reading Four Perfect Pebbles, and discussing how and why we create memorials for people, groups of people, and events. The Holocaust is an event that has many memorials dedicated to it: the United States Holocaust Memorial Museum, numerous books, movies, and poems, as well as many more physical memorials in the form of monuments, statues, and buildings. We might even consider Four Perfect Pebbles to be a memorial to the Holocaust.
Your Task: You and a partner will research a current day or recent genocide and create a memorial for the people affected by that genocide. You will then turn your research into a brochure that will educate your class members about both the genocide and your chosen memorial.
Memorial: You will turn in a drawing of a memorial created by you and your partner. The memorial must be a physical object ( such as a building, a statue, or a monument of some sort), and you should turn in a detailed drawing of that memorial. You must show at least one view of the memorial. It must be in color, on clean, white paper that is at least 8x11 inches.
Brochure: You will turn in a brochure that gives factual information about the genocide that you have researched as well as information about the memorial that you created. You must have both paraphrased facts from your research as well as properly punctuated direct quotations from your sources (at least 5). You should also include a properly formatted bibliography in your brochure. Don’t forget to include headings in your brochure to help readers find information easily.
8x11 inch white paper
Markers, pens, crayons, colored pencils
Research (from the computer)
Note paper for note taking
1. Choose a partner or choose to work independently.
2. Take notes on the genocide that you are researching. Be sure to copy BIBLIOGRAPHY INFORMATION!
3. Decide what person or group of people you will memorialize.
4. Create your memorial: draw your memorial on clean, white paper.
5. Create your brochure: fold white paper in thirds and then write neatly in pen or marker to fill in your research. Save the very back for the bibliography.
Turn in your project with your names on both pieces.
Friday, November 4, 2011
Monday, October 31, 2011
Ms. Short and Ms. Aspden would like to wish their students a happy Halloween. In addition, today is the first day of the second marking period. Students that did not do their best in the first marking period are reminded that today they can get a fresh start and do a better job this marking period. For those that did their best during the first marking period, Ms. Short and Ms. Aspden encourage them to keep up the good work!
Sunday, October 30, 2011
Click on the link below to learn more about the CCAMP program and the students at HW Smith that are involved with it.
Tuesday, October 25, 2011
Friday, October 21, 2011
Who created Hitler Youth?
What was the purpose of Hitler Youth?
Who joined Hitler Youth? Why did they join?
What kinds of things did Hitler Youth do?
How did Hitler Youth affect WWII and the Holocaust?
Who created the propaganda?
What purpose did it serve?
Who did it target?
How did it help the Nazi party?
What were the Nuremberg Laws?
Who did they affect?
What did they prohibit?
What did they force people to do?
Who were they good for?
Who were they bad for?
What are some examples of laws that were included?
Why did the Nazi party create them and how did they help the Nazi party?
Life in the Ghettos:
What were the ghettos? What are some examples of ghettos?
Who lived there?
What were conditions like?
What purpose did they serve for the Nazi party?
How did Jewish people resist the Nazis?
How did non-Jews resist?
What happened in the Warsaw Ghetto?
What other examples are there of resistance?
What was the kindertransport?
Who went on it?
Where did these children go?
How many children were there?
What were they?
How did they get their name?
Who was involved?
What was the outcome?
Why were they held?
Westerbork Transit Camp:
What was a transit camp?
What was it used for?
Where did people go after the transit camps?
How did they get there?
What were conditions like?
What were some other examples of transit camps?
What do we know specifically about Westerbork?
Thursday, October 20, 2011
Wednesday, October 12, 2011
Tuesday, October 11, 2011
- introductory paragraph with a hook and clear thesis statement
- a body paragraph that clearly describes Jose from "Born Worker"
- a body paragraph that clearly describes Tom from Tom Sawyer
- a body paragraph that clearly points out the similarities OR differences between Tom and Jose
- a concluding paragraph that rewords the thesis and points out the major findings
Monday, October 10, 2011
Sunday, October 9, 2011
As seventh graders, our class wrote letters of inquiry to colleges across the country and even abroad. Students were excited to receive letters and other items back from the colleges to which they wrote. Here are a few pics showing a sample of what was sent back to the students.