Vocabulary Story Challenge
Preposition Story Challenge
Students were asked to write a story with all the traditional story features, such as characters, a clear beginning, middle, and end, conflict, etc., but the story could contain no prepositional phrases.
Once the original story was completed, students were to revise by adding prepositional phrases to add life and richness to the narrative.
Prepositions in Children's Books
Prepositions and Prepositional Phrases
Prepositions and Prepositional Phrases
By the end of this chapter, students should be able to pick out prepositional phrases and tell what they describe.
• The woman in the purple hat looked interesting.
in - preposition
hat - object of the preposition
in the purple hat - prepositional phrase
• We traveled through the beautiful mountains.
through - preposition
mountains - object of the preposition
through the beautiful mountains - prepositional phrase
Know the difference between between (2 things) and among (more than 2 things).
• He couldn't choose between rock and jazz.
• He couldn't choose among, rock, jazz, and country.
Know the difference between beside (next to) and besides (in addition to).
• I sat beside the mascot.
• Besides the mascot, fans cheered in the bleachers
Use object pronouns with prepositions: him, her, us, them, and me.
• Between you and me...
• NOT between you and I
Remember the "courtesy" rule.
• Give a smile to Grandma and me.
• NOT: Give a smile to me and Grandma.
Place phrases near the words they modify.
• The man in a striped shirt was holding a remote control.
• NOT: The man was holding a remote control in a striped shirt
• The seventh grade will be looking at and discussing multiple ways to support a position. Each pair of students will be given a randomly selected topic and will need to defend his or her side of the issue -- whether he or she agrees with the position or not.
• Example: Television should not be allowed on a school night - or should it?
• The speech should include a clear statement of belief, at least three points of support with examples, transitions between ideas, and a clear conclusion, restating the belief.
• Voice: Student uses a clear voice so that all audience members can hear the presentation.
• Eye Contact: Student is familiar enough with the information so that he/she can look at the audience from time to time.
• Organization: Student has presented information in a logical sequence, which can easily be followed.
• Subject Matter: Student relies on fact rather than opinion.
• Enthusiasm: Students attempts to show confidence in his or her position through tone of voice, confident body language, a positive attitude about the topic.
Students will practice making a Works Cited page. MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities.
The following sites can help also:
MLA Citation - Last Updated 2018
Transitions and Links
Organizing and Writing Essays
Students will analyze several of pieces of writing, making improvements to increase organization, develop focus, and increase interest level.
They will be looking at and discussing multiple ways to support their positions and make their writing more interesting. We'll be experimenting with varying sentence structure, incorporating figurative language, adding specific details, focusing on action verbs, and using repetition only for effect -- not because of lack of effort. Adding dialogue, quotes, examples, anecdotes, and humor doesn't hurt either.
Students are taking several personality surveys, which pair them up with careers. Some students will be happy about the choices that will be matched to them; others will wish for jobs in other fields. Research will be completed covering several given jobs. What does the job entail? What type of education is needed? How much money could the students make if pursuing the profession?
Students then will write an essay about the jobs, whether or not they thought they would be good at the jobs, and what job they would choose for themselves if given the opportunity.
Catholic Daughters Contest
“Here I am Lord, I Come to Do Your Will” Psalm 40
Doing My Best to Do Good
Essay: Typed. Not to exceed 500 words.
Poetry: Typed. Any style. Not to exceed 8 lines.
Art: Size 8½ x 11. NO LETTERING.
Medium: crayon, markers, ink, paints, charcoal, black or colored pencil, pastels
Computer: Size 8½ x 11 or 8 x 12. NO LETTERING.
Art must be the artist’s own creation and should fill the majority of the page. No clip
art or images imported from web sites.
Photography: Size 8 x 10. Do not add matting. Color or black and white.
Picture must be taken by the contestant — not a computer downloaded image. Cannot be
• All entries must be of contestant’s own imagination and creation.
• Contestants may enter a category only once but may submit entries in multiple categories.
• Theme must be the focus of the creation.
• Entries will not be returned. All material becomes the property of the Catholic Daughters National Court.
• Decisions of the judges are final.
• All entries must be accompanied by an entry form.
• Student names should not be on the submitted work.
Local winners are forwarded to State.
State winners are forwarded to National.
National Prizes: 1st - $100; 2nd - $50; 3rd - $25
Clauses and Complex Sentences
Students are learning about clauses and phrases as well as the punctuation associated with complex sentences. By the end of this short chapter, they should know the following:
- An independent clause has a subject and verb and can stand alone. (He ate pizza.)
- A subordinate (dependent) clause has a subject and verb, but it can't stand alone because it begins with a subordinating conjunction, such as although, because, if, or when. (although she sings well)
- Many phrases starts with a prepositions, such as in, on, by, for, or to. All phrases are missing either the subject or verb. (in the park, with the kids)
- A complex sentence is formed by placing at least one independent clause with at least one subordinate clause. Prepositional phrases are optional. (Because she likes the movies, the DVD was her favorite gift.)
- When the subordinating conjunction is at the beginning of the sentence, a comma is needed between the two clauses. (Although she loves her dog, she adores her cat.)
- When the subordinating conjunction is in the middle of the sentence, a comma is not needed. (She plays with her dog since she loves it so much.)
Writing Children's Stories/ Plays
Students will be writing a short story or play, focusing on character dialogue. Stories should be written with kindergarten or first grade in mind.
• Stories can be written in the form of a book (six or more pages -- large font and
illustrations -- or a puppet show -- shoot for two to three minutes.
• Limit main characters to two to four to eliminate confusion.
• Don’t forget to indent each time a new person speaks.
• If working with a partner on a play, each must contribute equally to all aspects of the
project -- writing, illustrating, creating, acting, etc.
Memorizing Primary Linking Verbs
Students created monsters with their words. Visualizing their creatures, the students added details to their descriptions. The next step was to illustrate the monster, according to their own writing.
To test their power of detail, the description was given to another student to illustrate. Did the drawing match?
Students are writing a couple short character dialogues to practice using quotes. The first set of characters were chosen by chance.
• Don’t forget to indent each time a new person speaks.
• Lines should contain a he said/she said section as that affects punctuation.
• Vary the placement of the he said/she said section. Try to place some at the beginning,
the end, and the middle of the sentences.
• Remember that there are many other word choices other than said. Be specific.
• Make sure that your dialogue makes sense and doesn’t rely on being gross, violent, or
• You may include a bit of narrative to move your dialogue along, but the focus of this
piece should be on the spoken word.
• Check the work of your partner if you have one. If he or she has made an error, nicely
explain how to correct the mistake.
Memory Book Option
Your seventh grade year is going to go down in history -- your personal history! You may choose to make a memory book throughout the year that covers topics from sports and holidays to entertainment, friends, and family. Before the end of the year, you will make a cover for the book and put the pages in order. The cover will be laminated, and the book bound before you take it home.
The best books are detailed and filled with various types of pages. If you have a great idea for a page that I have not made, ask me about it. Maybe we can make your vision a reality.
Pages may be turned in at any time. When you are ready to turn your pages in, fill in the “Look at Me” page, put the completed pages in the left pocket of your two-pocket folder, and turn the packet in the turn-in bin. Do not put your name on each individual page. I will grade what you have turned in, list the grade on your “Look at Me” paper, and then place your folder in the memory book bin for you to pick up next time you have more pages. This way you may look at the pages if you need to, but they won't get too wrinkled over the course of the year.
Pages will count as additional grades in your language arts average. Book pages will be graded for the following: sentence structure, spelling, neatness, and completeness (details). Effort is the main ingredient. Pictures, stickers, bright colors, newspaper clippings, articles, and other additions will make your book much more exciting. Use pen, colored pencil, and/or marker -- not pencil. Take time with the pages and turn them in when you are proud of your work.
If you have any questions, please feel free to ask them. Most of all, have fun making a memory book!
The following are the concepts the class is covering in the mechanics unit:
* beginning capitalization & end punctuation - What are you doing tonight?
* proper nouns - United States, General McCoy, Mars, July
* proper adjectives - Spanish rice, Irish lace
* commas in a compound sentence - Jack went up the hill, and Jill tumbled down.
* commas in a list (series) - The flag is red, white, and blue.
* commas after introductory words - Yes, I am going to the game.
* commas around interrupters - She, however, will not go to the party later.
* commas to set off nouns of direct address - Nancy, are you listening?
* commas setting off appositives - Lois Lowry, the author, wrote an interesting novel.
* commas and capitals in dates addresses, and letters - I have lived in Champaign, Illinois,
for over twenty years.
* quotation marks in dialogue - Lucy yelled, "Are you going with us or not?"
(Remember that dialogue is indented when a new person speaks.)
* titles of short works - "We Are the World"
* Titles of long works are underlined or placed in italics. - The Runaway Bunny The Runaway Bunny
* semicolons - I wanted to go to Italy for years; now I can't wait to return.
* colons - I need to buy the following items: Thanksgiving supplies, napkins, and paper plates.
* abbreviations - IL, MLB, cm, Mon., Rte.
* apostrophes in contractions - can't, shouldn't
* apostrophes in possessive nouns - man's hat, men's hats
* hyphens - There are thirty-five balloons in the room.
* dashes - The Komodo dragon -- a great name for a lizard -- is huge.
* parentheses - The program is on this evening (8:30)
Summer "ing" Poems
Brainstorm the interesting things you did over summer vacation.
Choose a minimum of five moments to highlight.
Begin each phrase with a verb ending in ing.
Take out unimportant words in the phrase (but make sure the phrase still makes sense).
Experiment with your words so they paint a picture.
Write the phrases in an order that makes sense to you.
Surround your "ing" poem with images.
Constructing sand castles, rising out of the cool Atlantic shores
Rescuing seashells from the pounding surf
Gobbling ice cream faster than it can melt