September 17, 2018

Social Studies 7 this week:
We are continuing our map making process. By Monday all students will have 12x18 watercolor paper and are starting by drawing a final pencil outlines of all land and the latitude and longitude lines we will use in our final version of the map. After pencil, students will trace the continents and lines with extra fine sharpie. By the end of next week, we will start to watercolor the final map.

This coming Friday, each student will take a rivers and mountains of the work geography quiz. Students should use Quizlet and a copy of their world maps to study.

Language Arts 7 this week:
We are typing our writings that will help us complete the problem based story. We will type a quickwrite and various story sketches. We will start by peer editing and responding to these short samples, and work with student feedback to improve the focus of our stories.

Students should start reading the Realistic Fiction Novels 20 minutes a night. We will start a public speaking contest by trying to sell our books to other students in the class. The contest finals will be held in the library in five weeks. Details forthcoming.

September 10, 2018

September 10, 2018

Week Four.. Maps and Antagonists...

This week in all classes, we will start to use the class website as our main source of class information.

We will expand our knowledge in Social Studies 7:

1. How the rotation of the earth affects the seasons and is related to different calendars from around world history.
2. How history has affected maps: and how maps have affected history.
3. 12x18 final map.

In Language Arts 7, we continue to:

1. Antagonist writing and story examination.

For previous weekly updates, go to Mr. Rodgers Blog.

Week 3 - September 4

September 4, 2018

Week Three… Back to School Night on Thursday - 6:30 - 8:30 with Parents only. See you then.

This week in all classes, we will start to use the class website as our main source of class information.

We will expand our knowledge in Social Studies 7:

1. How the rotation of the earth affects the seasons and is related to different calendars from around world history.
2. How history have affected maps: and how maps have affected history.
3. We test some a Medieval test of knowledge, Occam’s Razor, to see if it can figure out some of the basic questions of geography.
4. Practice drawing the world map, in preparation for the 12x18 final map.

In Language Arts 7, we continue to:

1. Write background sketches  of both the protagonist and antagonist as they relate to the conflict, climax, and resolution of a fictionalized personal narrative.

Week of May 7 - 11

Weekly Preview:

SS7 - We will be finishing our individual topic research and start our presentations in our Japan vs. England Unit. Students have been very engaged in their research and working with their partner in the the other team to build criteria for the presentation. Groups will start three group generated presentations/lessons that will teach calligraphy or brush painting, three famous rulers, and three major contributions. Each of these lessons will be worth 3 points awarded to the winning presentation.

Along the way, I will deliver content on the Plague, the Crusades and Inquisition, the Reformation and the Early Scientific Revolution.

We will start to assemble our art booklets, that will include calligraphy and Japanese brush painting.

LA7 - We are reading Outsiders everyday for the next two weeks. We are also engaged in a District Writing Assessment that will take 2.5 class periods this week. We will write an essay comparing Japan and England on three factors.

We will also finish the year with a set of culminating poetry activities and the last Notebook assessment.

Weeks starting April 23 and April 30 - CAASPP state testing and class activities

CAASPP Testing: We have a special schedule for both weeks starting April 23. Students will report to their first period classes M - Thursday. Testing will take place Tuesday - Friday. Make-up testing will take place on Fridays. It is important during these next two weeks that students get to class on time everyday. In order to maximize their testing time. The general rule is that homework will not be assigned the evening before a testing day - so, there will be no homework due Tuesday through Thursday each week. Homework will be due on Friday, assigned for Thursday night.

Testing Schedule HERE

Open House: April 26, 7 - 8:30 pm. I hope to see parents and students during Open House. This is a great opportunity to get an overview of the projects and activities students have been involved this year. I look forward to see everyone in Room 402.

LA7 - Friday, April 27 - Wrinkle in Time Book Project is due. Presentations will be scheduled when projects are collected. All written work will have a final draft peer editing step in class during the April 30 week.

SS7 - Students will work on their Japan versus England topic projects. Each students has a topic decided with a partner that then set the parameters of the project. Each partner is also assigned to either Japan or England and complete for 1 Extra Credit point based on student judges as to which of the two presentations is better based on several criteria in a class rubric. Presentations will start the May 2.

Week of April 16, 2018

Week of April 16, 2018

SS7 - Students are exploring the beginning elements of the Japan vs. England unit.
By the end of this week, the class will be divided in half, and topics will be assigned.
Students will research, develop a presentation, and activities that they will teach to
the class. Each topic will correspond to a similar topic in each country. Students will
then assess the quality of the lesson, activity and information after each presentation.
As the unit progresses, students will formulate methods to compare and contrast both
Medieval Japanese and English cultures and histories.

Students will also continue to work on their art booklets. The booklet will also
incorporate several samples from English and Japanese art and poetry.

LA7 - Students will write the concluding four part essay about their contro-topics.
We will spend a week editing and revising these drafts in group and individual activities.

Students will also wrap up the Wrinkle in Time project, due Friday, April 27.

LASS7 Rodgers update on March 19, 2018

SS7 - Students are taking the Silk Road test of two other cities that they have studied for the past three weeks. The tests will be given on Thursday. Extra Credit options are built into the tests.

Students will also participated in seven art lessons taught by one student from each city. The collection of art will be bound into a booklet of the Silk Road.

LA7 - Students are preparing their debate notes. Debates for each of the Contro-Topic groups will take place next week. The complete final draft of the research paper and materials created as part of the group will also be due.

We will continue reading a Wrinkle in Time in class

x

Silk Road and Contro Topics after President's Week break.

updated February 26, 2018

SS7 - Students will make presentations and study two other Cities of the Silk Road projects this week and next. Students will participate in an art lesson from each city group.

LA7 - As in Social Studies, the Contro-Topics group project is proceeding along. Students will practice debating their topics with each other, and fill in gaps of information, data, evidence, and reasoning by completing more research in order to edit and revise the group’s first draft that was written before break.

We will continue reading a Wrinkle in Time in class.

Finish the entry and for previous weekly updates, go to Mr. Rodgers Blog.

SS7: Silk Road and LA7: Contro Topic Projects

updated February 12, 2018

SS7 - This week before Presidents Week, we are tying up our Silk Road assignments -
maps, timelines, short reports, art samples, and many other individual assignments that
are being mounted on black background needed to build a tiled wall for each of the
seven Silk Road cities in our Unit. This will allow groups to review finished student
products and information upon the return from vacation. At that point the trimester
will conclude. At the beginning of Trimester 3, students will present their materials,
study two other cities from Timbuktu, Mali to Xian, China and take two of the tests
prepared by each city. Alongside this mode, an artist from each city will teach the
class a traditional artform, that requires students to learn a dance, calligraphy, and i
llustration techniques from one city. View student work HERE

LA7 - As in Social Studies, the Contro-Topics group project is proceeding along. Student groups will write a rough draft of each section of the argumentative text - problem and claim, Affirmative and Opposing support and evidence, as well as a conclusion with questions for further research. Upon returning from vacation, students will practice debating each side of the issue, and work with four pieces of complex evidence to build their reasoning. The final presentations for each group involve debates where each students is randomly assigned to argue either position five minutes before the debate. Besides a debate, each group member must present a discussion of both sides of the issue, and explain the group’s overall conclusion.

For both classes, we are working to create the materials for the week after vacation.

Finish the entry and for previous weekly updates, go to Mr. Rodgers Blog.

Using the Notebook - used in LA7, SS7, Math, and Science classes

I have graded the notebook in class with students and explained the standards based format used on the rubric that categorizes different entries based on the types of process each entry required. 

Here is are active link, from the very top level of the website,  that is regularly displayed in the class that is used as the rubric - entitled Notebook TOC.

LASS7 Core Current to date: HERE ; 

Trimester Two through 12/12/17 HERE (grade in LA7 and SS7 categories)

Period 4 class - SS7 only:

Current grade based on: Trimester 2 through 12/12/17 Notebook Entries: HERE (grade in SS7 categories)

SS7 only HERE

Students not only were given a print out of the rubric/checklist, but were given plenty of time in class the week these were peer graded to submit any other entries that may have been completed on loose binder paper.

After student peer graded each other notebooks, I verified each rubric carefully for any mistakes and errors. In several cases, I regraded a number of student notebooks personally from scratch, due to peer student errors. 

Please examine the checklist carefully - each entry follows the rubric and the weekly calendars. Some entries are homework, some are started from in class activities. 

Each entry was classified as follows:

R - Reading Response - read an informational handout, and either answer 1 - 2 questions OR give a 5 point summary. Most of these are worth 5 points, a couple are worth 10 points since they were 2 pages long. Students report HW completion time on these about 15 - 20 minutes for a 5 point assignment; 20 - 30 minutes for a 10 point.

P - Performance/Observation - watch a video and respond. listen to a presentation/watch a film clip. Take notes or answer 1 - 2 questions. similar time frame for 5 and 10 point assignments in this category. 

G - Graphics - draw a sketch of a map from an in class activity. 10 points.

T - Critical Thinking - make connections from a reading with other points started from an in class activity - compare and contrast, respond to an argument. 5 points - 2 entries.

Each of these categories total raw scores for points earned for each entry were divided by 2 and these scores were entered in the grade book as standards based grading. 

The Notebook was also give a grade of 15 points - based on completing directions, organization, legibility, and creativity. Since all four academic classes rely on notebooks, it is essential that each student master the use of the notebook - in its various forms as used in Math, Science, Language Arts, and Social Studies. The notebook entries are very linear and follow the calendars and assignments of each class. They are concrete, in that adding one entry after each new entry, is very simple to understand. Students can easily examine the table of contents and check their own work to see if they have completed each entry. It is a very simple system. Students are required to manage their notebook and make up missing assignments. 

Lower grades in most of these categories reflect not completing various entries - all are listed on the website. Students that miss assignments or do not complete assignments in class MUST rely on the website for directions, readings, and required links in order to complete assignments. Use of the website is absolutely essential - and is regularly displayed in class as the assignments are discussed. The website’s nickname is OXYGEN, and without students cannot succeed in the class. 

Over the past two week, I have accepted missing entries from students and have adjusted their grades for any missing assignments. Most students have found these missing assignments in their folders. Many assignments were stamped in class the day it was due. These stamps indicate the assignment was due on time, and any “missing” entries with stamps were accepted on time without penalty. I sat down with at least 15 students to verify and fix any missing entries that work was submitted. I invite each student to do the same. If an assignment is missing, then it is essential that a student complete missing entries, then credit will be provided.

- Mr. Eliott Rodgers

updated January, 2017

In Social Studies 7 - The Silk Road (China to Africa) - We will examine how civilizations of the Middle Ages interacted with each other through trade, technology, ideas, and the arts. Each students will be assigned one of several cities along trade routes from Timbuktu in Africa, Venice, Istanbul, Baghdad, Samarkand, Xian, and others to examine how cities were supported by trade and technology, as well as track each city’s history and political changes.

In Language Arts 7 - We will start continue the Contro Topics unit. We will form one of seven groups that will each research a shared topic, examine both side of complex arguments, find relevant supporting evidence. Each group member will write supporting pieces that illustrate both sides of the issue, then each member will be randomly assigned to debate the issue as well as present the entire topic to the class.

We will continue into our next novel, A Wrinkle in Time. We will also continue collecting student written poetry in both LA7 and SS7 as we assemble a poetry booklet by the end of March.

Finish the entry and for previous weekly updates, go to Mr. Rodgers Blog.

December 2017

updated December, 2017

In Social Studies 7 - Rise of Islam - We will examine the beginnings of Islam and the rise of the Islamic Empire in the next three weeks. This week, we will connect Judaism, Christianity, and Islam, and draw on their religious similarities and differences.

In Language Arts 7 - This kickoff will take the class back to poetry up to Winter Break, with periodic poetry  assignments throughout the rest of the year in both LA7 and SS7. We will examine the different writers and forms to develop our own voices not just as poets, but as writers. We will focus on great words and great sentences. We will use the six word memoir and expand that to the sestina. We will work with rhyme and rhythm. We will harvest our ideas from our narrative and argumentative writings, as well as from our readings. We will learn to incorporate a few literary elements and rhetorical devices into poetry, and use these elements going forward into our argumentative essay unit.

Finish the entry and for previous weekly updates, go to Mr. Rodgers Blog.

Two days before Thanksgiving: Beginnings of Islam and Poetry Etcetera

In Social Studies 7 - Rise of Islam - We will examine the beginnings of Islam and the rise of the Islamic Empire in the next three weeks. This week, we will connect Judaism, Christianity, and Islam, and draw on their religious similarities and differences. This makes perfect sense, having just completed a discussion of Early Christianity, and how it broke with Judaism, leading to the Canonization of the New Testament under Constantine the Great.

In Language Arts 7 - We will embark in a mini two day seminar of poetry writing and reading. This kickoff will take the class back to poetry up to Winter Break, with periodic assignments in both LA7 and SS7, as we examine the different writers and forms to develop our own voices not just as poets, but as writers. We will focus on great words and great sentences. We will use the six word memoir and expand that to the sestina. We will work with rhyme and rhythm. We will harvest our ideas from our narrative and argumentative writings, as well as from our readings.

Week of November 13, 2017

Trimester Two begins:

Social Studies - Byzantine Empire, Charlemagne, and the Rise of Islam - Wrap up Fall of Roman Empire, Council of Nicea and the New Testament; Foundation of the Catholic Church and the first schisms with the Eastern Orthodox Church. The beginning of Islam.

In Language Arts - Edit Realistic Fiction Story (starting Wednesday). Work on, and practice Stargirl (Novel) groups - Improv Groups, Comic Book Factory, and Stargirl sing-along. Beginning of Poetry unit (That will last two full weeks - a transition unit). Introduce Controversial topics and research (Overlaps with Social Studies).

Week of 1030 - 110917 End of Trimester

Roman Empire Activities - Start Ben Hur this week, starting on Monday. Finish Group Short Reports and Late Republic presentations. Empire Walk - research wall - unit assessment. We will head into Germanic Invasions, Fall of Rome, and Justinian’s expensive attempt to reunify the empire. Next week we will examine the history of Roman Judea, the history of early Christianity, and the writing of the New Testament. We will then wrap up with the split between the Roman Pope and the Eastern Church, followed by the rise of Charlemagne.

In Language Arts students should read Stargirl and FINISH it this week by Friday. For each chapter, students must take take 3 summary notes per chapter in a designated area of the notebook. We will be workshopping and sharing elements of our second draft of our story, and complete it by the end of the week. Next week, we will work on our Stargirl culminating activities, students will join one of the following Stargirl groups: Comic Book Factory, Stargirl Improv group, or Stargirl in Action Group.Next week we will also start a two week transition unit, that will introduce poetry to the rest of the year in both Language Arts and Social Studies.

Week of 102317 - Work this week

This Week:

Roman Empire Activities are under way this week. Each class is broken up into 8 groups, each with an assigned Emperor, and time period map. This set of activities allows students to work in groups every day and get and give help with their team. This is the first step into students working in groups in weeks to come, as well as in larger projects the rest of the year.

In Language Arts students should read Stargirl 20 minutes minimum each night, and take 3 summary notes per chapter in a designated area of the notebook. We are also workshopping our First Draft Story activity, where students will give feedback to different parts of other student stories all week.

Weekly Update - October 15 - grade system moves away from weighted categories to simple 90-80-70 points based system...

I have decided to not use weighted category grades. After much consideration, I am finding that the mathematical limitations of the district wide 90-80-70 grade scales for each Alma gradebook class, do not coalesce with a standards based system that I have been working with using different categories and standalone rubrics for each standard.

I am continuing to work towards a set of standards based systems, but also must adjust my methods of grading by assigning point values to each assignment. Calculating the weighted grade for each category, actually double weighted assignments that already were weighted based on a number of points that each assignments was assigned.

By eliminating weighted categories, it is still possible to set categories, and to assess strengths and weaknesses of each category for each student. However, the total points earned for each assignment will more cleanly reflect the 90-80-70 grade that students and parents understand, and are calculated to reflect higher overall grades for many students.

At the same time, students should continue to be aware that class grades can change from a B to a D if a students does not turn in assignments when they are due. Students can always make up assignments - please ask for clarification, directions, and show me any incomplete work so that I may help you do your best, and correct mistakes before turning work in.

If you have any questions about your grade, and how grades are computed, please send me an email.

Weekly overview, October 9

Weekly overview, October 9

Some comments and quick reminders.

1. You must use the website in order to succeed in this class, find out homework, and get materials in order to complete assignments.
2. At least ⅔ of students report studying for the quiz that we had on October 9. I do wonder what the ⅓ of students… no, let’s not go into that area. I feel it is necessary to help those students who try, and want to succeed. I also will help students do their best, but students must always start with their best foot forward. Some students need additional help, and I am here to help them as well.
3. We will have student - parent - teacher conferences next week. If you would like to have a conference, we can also have a conference in the weeks to come if you did not get a scheduled conference for next week. Students are expected to attend, since they must be empowered to be in charge of their successes and learn from any difficulties they may have.

This week we will continue our in class novel, Stargirl. We will also pursue our narrative writing unit with more fervor, now that our outside novel, Realistic Fiction, presentations are complete. We will learn how to capture the details of reality and use it our fictional writing over the next three weeks.

We will continue our study of Roman History. This week we will read and understand the decline of the Roman Republic before it became an Empire with some student group prentations. We will continue to examine the similarities between Rome and the USA, which will be reflected in our second pocket booklet activity.

For previous weekly updates, go to Mr. Rodgers Blog.

When we have a Substitute Teacher

Weekly overview, October 2

When you have a substitute teacher, class officers, and every students must do everything they can to help the substitute

1. Find all materials, seating charts, class card decks, handouts in class
2. Students must sit in their normal seats and observe all normal class procedures.
3. Students will always be instructed to get a Chromebook, one row at a time to read the week’s assignments for both Language Arts and Social Studies.
4. Student officers will help the substitute teacher conduct the business of the day.
5. All assignments and homework posted on the week calendar will be due as posted.

Your help as members of the classroom helps everyone succeed. Students will help each other and the substitute. Everything you are assigned are the same types of work and activities we have done in the past. It is important that each student make sure that the substitute teacher understands the correct class procedures.

I appreciate the good will of each student to have a great day with the substitute teacher, and make sure that everything is completed on the list. HERE is the sub plan. Refer to the “This Week” calendar for daily events.

Weekly overview, Sept. 24

Part One - Weekly Update

Part Two - Some Helpful Suggestions (email homework relates to this reading).

I. What’s going on in class this week in LASS7 Rodgers:

Class Website

Always review the weekly schedule on the class website.

Projects/Units tab

1. If you miss any notebook entries, please refer to the projects/units tab - Notebook TOC. 
2. Also on the projects/units tab Look out for the Roman Unit page that is taking shape, 
3. and the Stargirl page also taking shape. 
4. Important links for each unit will also appear in the weekly calendar.

Notebooks will be collected this week, five or six a day in a random manner until all notebooks are graded. Grades for five key entries, will be awarded - two for SS7. The notebook will be graded as a whole as a major writing category grade in LA7

SS7 - Beginning the Roman Unit: Review of foundations of Rome - Etruscans, Greeks, Republican government, Patricians and  Plebians, Senate and Assemblies, Equestrian  Class, Roman Censor, 12 Tablets, Civil Rights. Punic Wars. Our unit will then jump to the collapse of the Republic next week, followed by the Julius Caesar debate. We will survey key emperors, and major shifts in the empire, before examining some of its later weaknesses, division and Fall of the West. Along the way, we will examine the religions of the day, look at the birth of Christianity and its eventual rise in the East and West. We will also look at powerful women’s issues, concrete and Roman Architecture, trade, how the Parthians (Persians) viewed Rome, and examine the life of Cicero. We will develop a class wide historical atlas of the rise and fall of Rome, discuss the canonization of the New Testament and cover early Christian schisms. Along the way, we will evaluate some great Sword and Sandal film classic clips from the 1950s and 1960s - Spartacus, Ben Hur, I Claudius (BBC), and Cleopatra to examine the accuracy of some common conceptions of Roman History, along with a brief discussion of Shakespeare’s play, Julius Caesar.

LA7

We will continue reading the in class novel, Stargirl. Students will receive directions on our first speaking contest to take place the week of October 2 in class based on the completion of our outside Realist Fiction novel assigned the end of August. The final round of the contest will take place on Wednesday, October 4, in the library and judged by Mr. R, Ms. King, and Ms. Merrill. We will continue writing entries in our notebook based on Stargirl that will be used to help us develop a personal narrative piece and a record keeping system for our second class pocket book that will start at the end of the week. Details to come.

(homework question sent in email follows from this section below):

II. Some helpful suggestions 

for completing assignments and getting help: A couple more suggestions to doing your best.

Give me Five!

1. When you think you are finished with an assignment:

• Reread the directions to make sure you did everything needed to fully complete the assignment. Finish what you did not cover.
• Reread your work. 
• Correct any mistakes.
• Add details that you know you can add that will improve the assignment.
• Fix any parts of  the assignment where you know you cut corners or did not do very well on. 

2. Put a star next to your best part of the assignment.

1. At the bottom of the front page of the assignment, write down any questions that you would like to ask about the assignment before turning the assignment in.

Things to do before starting an assignment

1. Find the listing for the assignment on the website. Refer to any in class directions or handouts.
2. Read the directions completely. Highlight any directions that need rereading for better understanding.
3. Gather ALL of the necessary materials before starting the assignment.
4. Do all of the required reading before attempting to reply to the activity prompt, questions, or activity sequence. (Usually the reading will make the directions much clearer).

How to ask for help 

1. Always bring your work in progress to class so the teacher or friend can see where you need help.
2. Reread the directions.
3. Always sketch out or plan what you think you are bring asked to do if you are not completely sure. Sometimes this step will help you understand the directions.
4. Highlight specific elements of the directions that you need help with. 
5. Email a friend and/or the teacher if at home with your specific questions.
6. If in class, 

• ask a neighbor what they are doing with this assignment during the appropriate work session.
• ask the teacher the specific questions that you have.
• Make sure you get the help you need from the teacher before you walk away. Never walk away if you do not understand after asking for help.

7. If you still need help, then schedule additional time to meet with the teacher - recess, lunch, after school, or during advisory.

1. If you need more time, you can ALWAYS turn in an assignment (does not apply to quizzes or tests) late, with a small penalty, if you need to redo part of or all of an assignment. 

• BUT if you can show a good effort of the work, the penalty may be waived for one day in order to make corrections. Always bring work to class in order to get help with good feedback.
• It is always better, for your own complete learning and class performance to redo and do an assignment better, that to turn in a poor or misunderstood effort. The grading penalty is usually less than an improved assignment.