Mrs. Garrity's Blog

We begin the 7th Grade year with a short story unit. Students learn that a short story is a brief work of fiction that resembles the novel but generally has a simpler plot and setting. In addition, the short story tends to reveal a character at a crucial moment rather than to develop it through many incidents. The stories included in this unit of study are: "A Man Who Had No Eyes," "The Storyteller," "The Fallen Angel," and "Rikki Tikki Tavi." All of these stories contain elements of classic literature and are excellent examples of the short story. Because some of the stories contain surprise elements, I have requested that students NOT read ahead.

September 1 - 10
Students will read "A Man Who Had No Eyes." written by MacKinlay Kantor. The story begins with a blind man seeking donations from people that he encounters on the street. Due to the surprise elements in the story, I cannot reveal the remainder of the plot. In this study, students will learn about point of view, types of irony, various literary techniques, setting, and mood.

Vocabulary and Comprehension test: On Friday, September 10, students will take the tests for this story.

During the month of September, the 8th Grade students will read three Native American stories: "How Whirlwind Saved Her Cub" (historical fiction), "Where the Girl Saved Her Brother" (legend), and "Blue Winds Dancing" (award-winning essay). In this unit of study, students will become familiar with Native American culture, compare/contrast attitudes and beliefs, become familiar with the development of plot, and learn about various literary techniques.

September 1 - 10
"How Whirlwind Saved Her Cub," introduces students to the Lakota tribe. Students learn that many Native Americans were given baby names at birth, but are renamed when children become young adults. In this story, three people receive new names as a result of brave deeds. After we finished reading the story, the 8th Grade students will discuss the important events that occurred and think about the significance of names.

Vocabulary and Comprehension test: On Friday, September 10, students will take the tests for this story.

ABOUT THE ASSIGNMENT: Each student is to pretend that he/she is a member of a Lakota tribe and think of a name that best suits his/her personality. Some names may reflect special qualities and talents while others emphasize unique physical characteristics. In addition to selecting a name, students must write at least six sentences explaining why this name was given to him/her. The opening sentence should read: "I was given the name . . ." or "My people gave me the name . . ." or "I am called . . ."

Each 7th and 8th Grade student must read an equivalent of 5 books per trimester. To receive credit for these books, students are required to take the corresponding Accelerated Reading tests. Longer books with 250+ pages count as two books. If a book is not on the Accelerated Reading list, Mrs. Funk will provide a form for students to complete. This form must be signed by a parent and also Mrs. Funk. All students must pass at least 3 Accelerated Reading tests each trimester. The deadlines for the 1st Trimester are:

Friday, October 1, 2010 (first 3 books)
Friday, November 5, 2010 (2 more books)

In the fall of 2009, I was selected to be one of the SJF teachers to use a Smart Classroom. This consists of a Think Pad (laptop computer) and ceiling mounted projector. Since that time, I have been busy working on Power Point slide shows that will enhance the presentation of my reading materials.

Welcome to Junior High Reading. Students in 7th Grade are now beginning a two-year-in-depth study of classic literature that includes short stories, legends, essays, novels, plays, poetry, song lyrics, and other literary works. Each selection has been carefully chosen to illustrate important elements in understanding and appreciating the development of plot, point of view, character development, vocabulary, sound devices, and a variety of literary techniques.

When I first began teaching at St. John Fisher in 1991, I found that the material provided in the textbooks didn't delve deeply enough into the subject area to suit the needs of my students. As a result, I decided to create my own supplementary materials designed to stimulate and challenge the minds of my Junior High students. I developed sessions and units of study that contain in-depth background information on a work, analysis of plot development, discussion of the author's literary elements, a complete vocabulary study, numerous activities and discussion ideas, study questions and review sheets, and assessment materials. This material has been assembled together in what I call "study packets." Students will receive a new study packet whenever they begin a new unit of study.