Adair, Brandy / Welcome!

My office hours are 12 noon- 1:30 pm every WEDNESDAY.

I can be contacted through Microsoft Teams or email via The Hub- StudentVue.

Please read for AT LEAST ONE HOUR every day.

Monday, May 18, 2020-

Assignment #9
"Four (4) Bright Spots Amid the Gloom of Coronavirus"

Monday, May 11, 2020-

Assignment #8
"Eight Misconceptions About the 1918 Flu: The 'Greatest Pandemic in History' "

Monday, May 4, 2020-

Assignment #7
"Should Schools Require Dress Codes?"

Thursday, April 30, 2020-

Assignment #6
"Should People Play Video Games?"

Monday 27, 2020-

Assignment #5
"When Will Sports Come Back? Here Is What Has To Happen First..."

Thursday, April 23, 2020-

Assignment #4
"The Treasure of Lemon Brown" by Walter Dean Myers
(also the author of "Somewhere in the Darkness") 

Copy and paste the link below for the AUDIO version of "The Treasure of Lemon Brown"

Monday, April 20, 2020-

Two articles assigned-

Assignment #3 
"Student Guide: Five Tips for Online learning"

"Social Distancing Works- Just Ask Monkeys, Ants, and Vampire Bats"

Wednesday, April 15, 2020-
This morning, I  emailed everyone (via The Hub) a new assignment on the following website:

Assignment #2-
"How Old Should Kids Be to Get Phones?"

Monday, April 13, 2020-
Click on the following link to set up an account:

I have emailed your class codes to you via The Hub.

 Assignment #1: 
"The Lion, Jupiter, and the Elephant"

Saturday, April 4, 2020

"The Outsiders" movie will be shown on the AMC channel at 3 pm.
If you haven't seen it yet, please watch it if you have cable tv.

Week of April 6-10, 2020-

Spring Break!! No work will be assigned.

Weeks March 23-April 3, 2020-

My Writing Journal
Day 1- Write a paragraph in which you tell your feelings about the school closure. Be sure to indicate your tone on the line below the paragraph.

Day 2- Write a paragraph in which you tell your feelings about the school closure. Include at least 2 different types of figurative language. (Select from metaphor, simile, and personification.)

Day 3- Write a paragraph on the theme of change as you experience it through engaging in online studies.                                             
Day 4- What does the closed school symbolize to you?

Day 5- This is your opportunity to write freely about your thoughts on being at home and being responsible for staying on task with your assignments. (Whatever you write here must be school appropriate.)

Day 6- Write a paragraph in which you tell your feelings about the school closure. Include at least 2 different types of figurative language. (Select from onomatopoeia, alliteration, and hyperbole.)

Day 7- Write a paragraph in which you tell your feelings about the school closure and its impact on friendships.

Day 8-Being away from school is different, but there are a lot of good things about it. I have learned several things about myself and my desire to learn. (Today’s entry has a positive connotation.)

Day 9- You are engaging in learning from home. Write a paragraph about the setting in which you are learning. How does the setting impact your achievement?

Day 10- In what ways do you think that the school closure has impacted your character? Have you grown? If so, how?

Day 11- How has the school closure impacted your family as a whole?

Day 12- Has the school closure created any conflicts? Explain the type of conflict.

Day 13- Compare and contrast your life as an online student since the school closure and your life as a student before.

Day 14- Write a persuasive letter to the Superintendent, Dr. Walts, urging him to close schools for the rest of the school year or reopen schools on April 14. Provide at least 2 reasons for your position.

Here are all of the standards that we have covered. Every week, I will assign/post work that will be a review of one or more of the following standards:

SOL Objectives covered:

7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations.

a)         Use a variety of strategies to listen actively and speak using agreed upon discussion         rules with awareness of verbal and nonverbal cues.

b)         Clearly communicate ideas and information orally in an organized and succinct   manner.

c)         Ask probing questions to seek elaboration and clarification of ideas.

d)         Participate in collaborative discussions with partners building on others’ ideas.

e)         Make statements to communicate agreement or tactful disagreement with others’ ideas.

f)         Use language and style appropriate to audience, topic, and purpose.        

h)         Work effectively and respectfully within diverse groups.

i)          Exhibit willingness to make necessary compromises to accomplish a goal.

j)          Share responsibility for collaborative work.

7.2       The student will create multimodal presentations both individually and in a group that      effectively communicate ideas.

a)         Select, organize, and create content to complement and extend meaning for a selected      topic.

b)         Use effective verbal and nonverbal communication skills to deliver multimodal   presentations.

c)         Use language and vocabulary appropriate to audience, topic, and purpose.

7.3       The student will examine the elements of media literacy.

a)         Identify persuasive/informative techniques used in media.

e)         Craft and publish audience-specific media messages.     

7.4       The student will read and determine the meanings of unfamiliar words and phrases within            authentic texts.

b)         Use roots, affixes, synonyms, and antonyms to expand vocabulary.

c)         Identify and analyze the construction and impact of figurative language.

d)         Identify connotations.

e)         Use context and sentence structure to determine meanings and differentiate among          multiple meanings of words.

f)         Use word-reference materials to determine meanings and etymology.

g)         Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

7.5       The student will read and demonstrate comprehension of a variety of fictional texts, literary         nonfiction, poetry, and drama.

a)         Describe the elements of narrative structure including setting, character development,      plot, theme, and conflict and how they influence each other.

b)         Identify and explain the theme(s).

c)         Identify cause and effect relationships and their impact on plot.

d)         Differentiate between first and third person point-of-view.

e)         Identify elements and characteristics of a variety of genres.

f)         Compare and contrast various forms and genres of fictional text.

g)         Describe the impact of word choice, imagery, and literary devices including        figurative language in an author’s style.

h)         Compare/contrast details in literary and informational nonfiction texts.

i)          Make inferences and draw conclusions based on the text.

j)          Use reading strategies to monitor comprehension throughout the reading process.

7.6       The student will read and demonstrate comprehension of a variety of nonfiction texts.

a)         Skim materials using text features including type, headings, and graphics to predict         and categorize information.

b)         Identify an author’s organizational pattern using textual clues, such as transitional            words and phrases. 

c)         Make inferences and draw logical conclusions using explicit and implied textual evidence. 

d)         Differentiate between fact and opinion. 

e)         Identify the source, viewpoint, and purpose of texts.      

f)         Describe how word choice and language structure convey an author’s viewpoint.

g)         Identify the main idea.

h)         Summarize text identifying supporting details.

i)          Create an objective summary including main idea and supporting details.

j)          Identify cause and effect relationships.

k)         Organize and synthesize information for use in written and other formats.

l)          Analyze ideas within and between selections providing textual evidence.

m)        Use reading strategies to monitor comprehension throughout the reading process.

7.7       The student will write in a variety of forms to include narrative, expository, persuasive, and         reflective with an emphasis on expository and persuasive writing.

a)         Engage in writing as a recursive process.

b)         Choose intended audience and purpose.

c)         Use a variety of pre-writing strategies to generate and organize ideas.

d)         Organize writing structure to fit form or topic.

e)         Establish a central idea incorporating evidence, while maintaining an organized   structure and a formal style.

f)         Compose a thesis statement for persuasive writing that includes a position.         

g)         Clearly state a position and organize reasons and evidence, using credible sources.

i)          Write multiparagraph compositions with elaboration and unity.

j)          Use transition words and phrases within and between paragraphs.

n)         Revise writing for clarity of content including specific vocabulary and information.

7.8       The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence        structure, paragraphing, and Standard English.

a)         Choose appropriate adjectives and adverbs to enhance writing.

b)         Use pronoun-antecedent agreement to include indefinite pronouns.        

c)         Use subject-verb agreement with intervening phrases and clauses.

d)         Edit for verb tense consistency and point of view.

e)         Use quotation marks with dialogue and direct quotations.

f)         Use correct spelling for commonly used words.

 7.9       The student will find, evaluate, and select appropriate resources to create a research product.

b)         Collect, organize, and synthesize information from multiple sources.

e)         Avoid plagiarism by using own words and follow ethical and legal guidelines for gathering and using information.