Mr.Kochis–7thGradeReading

9/18/17-Day4

ATB:What’sGoingOninThisPicture?

Type 1: After looking closely at the image above, answer the three questions below in one paragraph.

1. What is going on in this picture?

2. What do you see that makes you say that?

3. What more can you find?

Activities:1.WatchtheVideoTheMakingofanEditorialCartoon.

https://www.youtube.com/watch?v=eoZkfIOfnSE

2.Type2.ListfiverequirementsfortheEditorialCartoonProject(Usethe

linkbelowtofindyouranswers.)Handinanswers.

https://nyti.ms/2y0laUa

Obj.1.Analyzeaneditorialcartoon.

2.Explaintherequirementsfortheeditorialcartoonproject.

https://nyti.ms/2eXhU4s

THE LEARNING NETWORK

Our Third Annual Student EditorialCartoon ContestContests

By MICHAEL GONCHAR SEPT. 14, 2017

On The Learning Network, we constantly invite teenagers to write about theiropinions, but it’s only during our annual Editorial Cartoon Contest that we askthem to illustrate those ideas.

With this, our third annual Editorial Cartoon Contest, we are inviting studentsto channel their thoughts into images, with inspiration from New York Timescartoonists like Patrick Chappatte and Heng Kim Song and from our 2015 and2016 winners.

So if you have something to say about President Trump, immigration, fastfashion, football, robots, standardized testing or anything else The Times covers,try making an editorial cartoon that shows us what you think.

As Mr. Chappatte says in the video below, the challenge for a cartoonist is incoming up with good ideas; artistic talent is secondary. So find an issue or topicthat matters to you, either from current events or historical events covered in TheTimes, and make your own cartoon.

When you’re done, use the submission form below to enter the contest by Oct.17. Our judges will then use this rubric (PDF) to select winners for publishing onThe Learning Network.

For detailed rules as well as information about a chance to win a scholarship in arelated contest, see below. And for step-by-step help in analyzing the elements of agood editorial cartoon and creating your own, use this related lesson plan,“Drawing for Change: Analyzing and Making Political Cartoons.”

Contest Rules1. For this contest, we are accepting drawings or illustrations, or a series of

artworks, that offer commentary or criticism about current issues, politicaltopics or historical events covered in The New York Times. Format examplesinclude, but are not limited to, single-panel drawings with captions, sequentialcomic art, illustrations or digitally created drawings.

2. Don’t be afraid to take a stand or have an opinion. Editorial cartoonsillustrate a point, prompt a realization or offer an example. For inspiration, youmay want to look over the winners from 2015 and 2016.

3. Your submission must link to at least one related Times source, but becauseThe Times has been publishing since 1851 and because content from any section orera can be inspiration for your work, that should be easy. If you’re stuck, trysearching; you may be surprised at how much you can find in The Times.

Please remember that NYTimes.com has a digital subscription system in whichreaders have free access to 10 articles each month, but after that you will be askedto become a digital subscriber. However, The Learning Network and all Timesarticles linked from it are free. That means you can use any of the articles we havelinked to on this site without exceeding the 10-article limit. (To learn aboutsubscribing, visit this page.)

4. Please submit only one editorial cartoon per student. If you are submitting aseries of illustrations or panels as your cartoon, be sure that your entry is containedin one image file to be uploaded.

5. To include a caption for your cartoon, wait until your image loads. Then youwill see a new field appear that says, “Write a caption for this file.” You will also beasked to “Add a credit for this file.” Both of these fields are optional.

6. Be original and use appropriate language. Create your cartoon for a well-informed audience, but include enough background information to give context. Becareful not to plagiarize.

7. Submissions must be from students between 13 and 19 years old, althoughstudents can come from anywhere in the world. Feel free to post your name (firstand last names, or first name and last initial) or to use a custom username. If yourcartoon is selected as one of the winners, we will publish this name along with yourcartoon.

8. All entries must be submitted by Oct. 17, 2017, at 11:59 p.m.Eastern. If you have questions about the contest, please post them in thecomments section, and we’ll answer you there.

9. We will use this rubric (PDF) to judge editorial cartoons. The top cartoons,as judged by The Times and professional cartoonists, will be featured on TheLearning Network.

Good luck and have fun. As always, we welcome your questions and commentsin case we have somehow omitted details that might be useful. Let us know how wecan help.

_________

Related OpportunityWe also encourage students in grades 7 through 12 to consider entering their

cartoons into The Scholastic Art and Writing Awards’ Editorial Cartoon category,sponsored by the Herb Block Foundation. Three $1,000 scholarships will beawarded to students who earn National Medals in Editorial Cartoon in the 2018Scholastic Art and Writing Awards. Visit this page for more information.

© 2017 The New York Times Company

Mr.Kochis–7thGradeReading9/19/17Day5ATB:What’sGoingOninThisPicture?

Type 1: After looking closely at the image above, answer the three questions below in one paragraph.

1. What is going on in this picture?

2. What do you see that makes you say that?

3. What more can you find?

https://nyti.ms/2jBEGnI

Activities:1.ReviewStoryElementsandSeventhGrade–CompletetheSeventhGradeStoryElementSheet2.NewYorkTimesEditorialCartoonFillins–Usethelinkbelowtocompletethefillinsheet.https://nyti.ms/2y0laUaObj.1.Inferwhatishappeninginaphotograph.2.Reviewtherequirementsforthefirstquarterproject.

New York Time’s Editorial Cartoon Fill in. On The Learning Network, we constantly invite teenagers to write about their 1.______________, but it’s only during our annual Editorial Cartoon Contest that we ask them to illustrate those ideas. With this, our third annual Editorial Cartoon Contest, we are inviting students to channel their thoughts into 2. _________________, with inspiration from New York Times cartoonists like Patrick Chappatte and Heng Kim Song and from our 2015 and 2016 winners. So if you have something to say about 3. ______________, immigration, fast fashion, football, 4._______________, standardized testing or anything else The Times covers, try making an editorial cartoon that shows us what you think. As Mr. Chappatte says in the video below, the challenge for a cartoonist is in coming up with good 5. _______________; artistic talent is 6. ______________. So find an issue or 7. _________________ that matters to you, either from current events or historical events covered in The Times, and make your own cartoon. When you’re done, use the submission form below to enter the contest by Oct. 17. Our judges will then use this rubric (PDF) to select winners for publishing on The Learning Network. For detailed rules as well as information about a chance to win a scholarship in a related contest, see below. And for step-by-step help in analyzing the elements of a good editorial cartoon and creating your own, use this related lesson plan, “Drawing for Change: Analyzing and Making Political Cartoons.” Contest Rules By PATRICK CHAPPATTE 3:57 1. For this contest, we are accepting drawings or illustrations, or a series of artworks, that offer 8. _________________ or 9. ____________about current issues, political topics or historical events covered in The New York Times. Format examples include, but are not limited to, single-panel drawings with captions, sequential comic art, illustrations or digitally created drawings. 2. Don’t be afraid to take a 10. _______________or have an opinion. Editorial cartoons illustrate a point, prompt a realization or offer an example. For inspiration, you may want to look over the winners from 2015 and 2016. 3. Your submission must 11. __________________ to at least one related Times source, but because The Times has been publishing since 1851 and because content from any section or era can be inspiration for your work, that should be

easy. If you’re stuck, try searching; you may be surprised at how much you can find in The Times. Please remember that NYTimes.com has a digital subscription system in which readers have free access to 10 articles each month, but after that you will be asked to become a digital subscriber. However, The Learning Network and all Times articles linked from it are free. That means you can use any of the articles we have linked to on this site without exceeding the 10-article limit. (To learn about subscribing, visit this page.) 4. Please submit only 12. _________________ editorial cartoon per student. If you are submitting a series of illustrations or panels as your cartoon, be sure that your entry is contained in one image file to be uploaded. 5. To include a 13. ________________ for your cartoon, wait until your image loads. Then you will see a new field appear that says, “Write a caption for this file.” You will also be asked to “Add a credit for this file.” Both of these fields are optional. 6. Be original and use 14. ___________________ language. Create your cartoon for a well-informed audience, but include enough background information to give context. Be careful not to plagiarize. 7. Submissions must be from students between 13 and 19 years old, although students can come from anywhere in the world. Feel free to post your name (first and last names, or first name and last initial) or to use a custom username. If your cartoon is selected as one of the winners, we will publish this name along with your cartoon. 8. All entries must be submitted by 15. ________________, at 11:59 p.m. Eastern. If you have questions about the contest, please post them in the comments section, and we’ll answer you there. 9. We will use this rubric (PDF) to judge editorial cartoons. The top cartoons, as judged by The Times and professional cartoonists, will be featured on The Learning Network.

2 COMMENTS

Good luck and have fun. As always, we welcome your questions and comments in case we have somehow omitted details that might be useful. Let us know how we can help. _________ Related Opportunity We also encourage students in grades 7 through 12 to consider entering their cartoons into The Scholastic Art and Writing Awards’ Editorial Cartoon category, sponsored by the Herb Block Foundation. Three $1,000 scholarships will be awarded to students who earn National Medals in Editorial Cartoon in the 2018 Scholastic Art and Writing Awards. Visit this page for more information.

SeventhGradeStoryElements-ReadthebulleteditemsbelowandidentifyiftheelementsrelatetothePlot,Characters,Conflict,ThemeorSettingofthestory.

• Mrs.Garza

• FrenchClass

• TeresaisimpressedthatVictorcanSpeakFrench.

• Don’tbeafraidtostepoutofyoucomfortzone.

• Teresa

• Mr.Bueller

• Perseverance

• VictortriestobeinTeresa’sFrenchClass

• Victorscowls

• Courage

• MichaelTorres

• JuniorHighSchool

• Love

• Fresno,CA

• PresentDay

• VictorwantsTeresatobehisgirlfriend,buthedoesn’tknowhowtoimpress

her.

• VictorRodriguez

• VictorpretendstospeakFrench

• Mrs.Gaines

• Autumn

• Lovemakesyoudocrazythings.

• VictorGoestotheLibrarytogetFrenchBooks

• Don’tgiveuponthingsthatareimportanttoyou.

• Mr.Belton

Mr.Kochis–7thGradeReading

9/20/17-Day1

ATB:WordoftheDay

Copythedefinitionofthewordbelowandanswerthemultiplechoice

question.

caucus \ˈkȯ-kəs\ verb and noun

verb: meet to select a candidate or promote a policy

noun: a closed political meeting

Where would a caucus be most likely to take place? A. at the top of a lighthouse B. in a sports arena C. at City Hall D. in a museum exhibit

Activities:1.STEAMSurvey–Usethelinkbelowtocompletethesurvey.

https://www.surveymonkey.com/r/NortheastScranton

2.Vocabularyunit1-Copythevocabularywordslistedbelowintoyour

notebook.

abate / abnormal / abrupt / accelerate / affliction / flabbergast / grim / incredulous / notify / perceive / robust / rupture / throb / trivial / wince

3.VocabularyUnit1FlocabularySong

Obj.1.Howcanyouusecontextcluestoidentifythemeaningof

vocabularywords?

Unit 1 Vocabulary I was a normal kid with a normal life, School during the day, sleep during the night. Until one day, I wasn’t feeling right, My leg was cramped up, feeling real tight. I thought it was unimportant and _1._________________, But my legs were burning, I could feel it, yo. And the pain got so intense, I _2.______________, I flinched, my whole face clenched, I needed to _3._______________ the pain, make it fade, Needed it to go away with no delay. Stumbled on down to the nurse’s office, She thought I was faking, ’cause I do that often. "Nurse, this time I really feel worse, Like a vein in my leg could _4._________________ and burst." Sat and rolled up my pants on my right leg, Almost freaked, ’cause my skin was bright red. Started to panic, head started _5.________________, Beat like a heart beats, steady and hard. And I cried, "My neighbor’s a doctor, I know the guy, Please can you just let him know and _6.___________________ him, ‘Cause my future looks dark and _7.________________. Will I ever play ball in the park again? Please, what’s the number for 9-1-1?" I fainted, thinking that my time had come. You’re gonna need slow-mo to see me, Fast like Flo Jo, you can’t beat me. Hear me coming, "Oh no!" Feel my breeze please, Win all races, this is too easy… Too easy! I could beat a rabbit in a race, Too easy! Quicker than a rat is in a chase. Too easy! See me run a lap, you’ll be amazed. I move with ease with my super speed. I woke in the hospital all alone, Looked at my legs, and thought, "Oh no! What’s my _8.____________________, the cause of my pain? Could my legs be twisted, broken or sprained?" Then I noticed and _9._____________________ that I felt fine, Feeling better and better as I passed time. You know what? I was feeling _10.______________________, Strong like iron, yeah, I’m not lying. And that’s when things got cool, y’all. I got up and I started to move, y’all. Started moving faster, watch me _11.______________________, Go even faster, at a better pace. All of a sudden, it was so _12.________________________, My super duper speed just showed up. I was _13._________________________, couldn’t believe it, Ran out the hospital, I just didn’t need it. Ran on the highway, then in a blur, In a couple seconds, I visited the world.

1.______________________________2.______________________________3.______________________________4.______________________________5.______________________________6.______________________________7.______________________________8.______________________________9.______________________________10.______________________________11.______________________________12.______________________________13.______________________________14.______________________________15.______________________________

Ran to Alaska, waved to a moose, Then ran to Asia, raced a mongoose. Ran to Times Square, had a slice there, Made it back to class with time to spare. Running like a cheetah, you’re slower than rust, I’m ghost like Casper—choke on my dust. True I’m _14.________________, nope I’m not normal, Not average; dude who outperforms whoever Wants to race me, I’ll defeat all, Outrun a Porsche in the Flintstone car. You’ll be _15.__________________________ and surprised, When I run right past your eyes. That’s if you can see me when I pass you by, ’Cause mostly I’m a flash in disguise. You’re gonna need slow-mo to see me, Fast like Flo Jo, you can’t beat me. Hear me coming, "Oh no!" Feel my breeze please, Win all races, this is too easy… Too easy! I could beat a rabbit in a race, Too easy! Quicker than a rat is in a chase. Too easy! See me run a lap, you’ll be amazed. I move with ease with my super speed.

Mr.Kochis–7thGradeReading9/21/17Day2ATB:PicturePrompt

Type 1: Use your imagination to write a one paragraph summary for a short story somehow inspired by the image above. Remember CAPES. https://nyti.ms/2x2q6ep

https://nyti.ms/2w71Sy8

Activities:1.EditorialCartoonProjectRulesQuiz

2.CompleteVocabularyUnit1WordsDefined

3.Unit1VocabularyWorksheets

Obj.1.Writeadefinitionforunit1vocabularywords.

2.Identifysynonymsandantonymsforunit1vocabularywords.

Unit1Vocabulary

WordsDefined

Identifythecorrectvocabularywordforthedefinitionsbelow.

1.______________________________)tomakeorbecomelessinamountorintensity

2_______________________________(notnormal

3.______________________________suddenorunexpected

4.______________________________tospeedup,ortocausetospeedup

5.______________________________thecauseofseriouspainandsuffering,orastateofsuch

suffering

6.______________________________tosurpriseoramazepeopleintoastateofshock

7.______________________________gloomy,harsh,andfrightening

8.______________________________notwillingtobelievesomething

9.______________________________toletsomeoneknow;toinform

10.______________________________tobecomeawareofthroughanyofthesenses,especially

sightorhearing

11.______________________________strongorhealthy

12.______________________________1.tobreakorburst2.theactofbreakingorbursting

13.______________________________topoundorbeatrapidlyorviolently;topulsateorvibrate

14.______________________________ofverylittleimportanceorvalue

15.______________________________tomovebacksudden

Unit1Vocabulary

FixtheMistake

Eachofthesentencesbelowhasamistake.Thewrongvocabularywordshavebeenused,sothesentencesdon’tmakesense.Identifythecorrectvocabularywordinthespaceprovided.

1.Ilurchedforwardinmyseatasthetruckcametoarobusthalt._______________________________________

2.Withoutmyglasses,Ifoundittoughtoabatewhattheteacherhadwrittenupontheblackboard.

_________________________________________

3.IwassomewhatabruptwhenYutriedtoconvincemethedogreallyhadeatenherhomework.

_________________________________________

4.Sarahalwaysfreaksoutabouthergradeseventhough,inmyopinion,thedifference

betweenanA-andaB+isprettyabnormal.

__________________________________________

5.Tonyturnsthebassupsoloudinhiscarthatthewholestreetflabbergastswhenhedrivesby.

___________________________________________

6.Astheeffectsofthemedicinekickedin,myheadacheslowlywinced.____________________________________

7.IwasnotifiedwhenIheardJanellesing;Ican’tbelieveshethinksshecanwinthetalentshowwiththatlousyvoice!

____________________________________________

8.TheballoonthrobbedwhenZoepokeditwithhersharpfingernails._____________________________________

9.Don’tforgettoperceivethecoachifyou’replanningongoingwithustowatchthetennis

tournamentnextweek.______________________________________

10.Marcuswasstruckwithastrangeaccelerationthatcausedhimtobreakoutinanextremelyitchyrash.

________________________________________

Unit1Vocabulary

11.Ithinkmydogmighthavebeenabusedathislasthome;everytimeIreachdowntopet

him,heruptures.

_____________________________________________

12.Whenmysisterfirststarteddriving,shehadacrazyhabitofafflictingwhenshemeanttohitthebrakes.

_______________________________________________

13.Grandpalooksmuchmoreincredulousnowthatheexercisesregularly.

_______________________________________________

14.Ourheroistrappedinthejunglewithoutacompassorwater;hissituationislooking

trivial.

_________________________________________________

15.DoesitseemlikeTerrencehasagrimnumberofkoalabearpostersinhisbedroom?

__________________________________________________

ThinkingCreatively

Answereachquestionbelow.Don’tbeafraidtothinkcreatively.

1.Whatisanabnormaltalentthatyouwishyouhad?

_________________________________________________________________________________________

2.Describeasituationinwhichyoulearnedsomethingthatmadeyoufeelflabbergasted.

_________________________________________________________________________________________

3.Whatisonethingpeopledothatmakesyouwince?

_________________________________________________________________________________________

4.Amysteriousvoicecallstosay,“Ihavetonotifyyouthatyourlifeisindanger.”

Whathappensnext?

_________________________________________________________________________________________

5.Whatisthemosttrivialthingyoucanthinkof?

_________________________________________________________________________________________

Unit1Vocabulary

PicktheWinner

Circlethewordthatbestfitsintothesentence.

1.Rionknowsalotof(trivialORincredulous)factsaboutrealitytelevisionshows.

2.Themanscreamedwhenhesawthe(robustORgrim)expressiononthemonster’sface.

3.Ialways(accelerateORwince)whenIheartheearsplittingsoundoffingernailsona

chalkboard.

4.Thelibrarycalledto(notifyORperceive)youthatyouhaveanoverduebook.

5.Istubbedmytoethismorninganditstill(abatesORthrobs).

Unit1Vocabulary

UnderstandingWhatYouRead

Readthepassagebelow.Thenanswerthequestions.

TheManWhoWalkedThroughtheSky

OnAugust13,1974,peopleinNewYorkCitywereflabbergastedtoseeamanwalking

acrossa3/4-inch-widewire1,368feetabovethem.For45minutes,FrenchcitizenPhilippe

Petitcapturedtheattentionofanincredulouscityashewalked,bounced,sat,andlaiddown

onahighwirestretchedbetweenthetwintowersoftheWorldTradeCenter.Amazingly,

Petithadplannedandexecutedhisstuntwithoutnotifyinganyoneinthecity—including

thepolice.Assoonashesteppedoffthewire,thepoliceabruptlyputhiminhandcuffsand

tookhimtojail.Peoplearoundtheworldwereleftwondering,“WhoisPhilippePetit,and

howdidheaccomplishhisspectacularfeat?”WhenPetitwasreleasedfromjailafewhours

later,hesharedhisstorywiththepress.TheseedsofthestunthadbeenplantedwhenPetit

wasafflictedbyatoothacheatage18.Whilesittinginthedentist’soffice,hecameacrossan

articleabouttheWorldTradeCenter,whichwasjustbeingbuilt.Assoonashesawthe

pictureofthetowers,theaccomplishedwirewalkerknewthathewouldhavetowalk

betweenthemsomeday.Herippedthearticlefromthemagazineandleftthedentist’soffice.

Althoughhistoothcontinuedtothrobfordaysafterward,Petitwashappytohavefoundhis

life’sdream.Forthenextsixyears,PetitlearnedeverythinghecouldabouttheWorldTrade

Center.Hebuiltateamtohelphimplanthetechnicaldetailsofthewalk.Themost

importantpartoftheplanwasmakingsuretheirmeasurementswereprecise;onetrivial

mistakeinthelayingofthewirecouldleadtogrimconsequences.Thenightbeforethe

walk,Petit’steamsnuckuptothetopflooroftheWorldTradeCenter.Theystayedawake

allnight,workingunderthecoverofdarkness.Finally,at7:15a.m.,Petit’ssixyeardream

becameareality.Onthestreetsbelow,thousandsofpeoplestoppedtogapeupatthe

abnormalscene.Forthosewhowereluckyenoughtoseeit,Petit’sstuntremainsan

incrediblemomentinNewYorkCityhistory.

1.HowdidthepeopleofNewYorkrespondtoPetit’swalk?

(A)Theywereangry.

(B)Theywereuninterested.

(C)Theywereamazed.

(D)Theywerefrightened.

2.WhydidthepolicearrestPetitafterhisstunt?

(A)Petithadnotgottenpermissiontowalkacrossthetowers.

(B)Petitwasstayinginthecountryillegally.

(C)Petithadarrangedthearresttodrawattentiontohisstunt.

(D)Petithadnottakenpropersafetyprecautions.

3.HowmuchtimedidPetitspendplanninghiswalk?

(A)Onenight

(B)Twoyears

(C)Sixyears

(D)18year

4.Readthissentencefromthepassage:

“TheseedsofthestunthadbeenplantedwhenPetitwasafflictedbyatoothacheatage18.”

Theauthormeansthat,whilesufferingfromatoothache,

(A)Petitfirstdecidedtobecomeastreetperformer.

(B)Petitfeltasifaplantweregrowinginhismouth.

(C)Petitfirstthoughtaboutwalkingacrossthetowers.

(D)Petitdecidedtotakeupgardening.

5.Readthissentencefromthepassage:

“Assoonashesawthepictureofthetowers,theaccomplishedwirewalkerknewthathe

wouldhave

towalkbetweenthemsomeday.”Basedonthissentence,youcantellthat

(A)Petithadwalkedonwiresbetweenotherbuildingsinthepast.

(B)Petitdecidedtolearnhowtowalkonwiresafterseeingthepictureofthetowers.

(C)Petithadheardofthetwintowersbeforehesawapictureofthem.

(D)Petitlearnedhowtowalkonwiresbeforeseeingthepictureofthetowers.

Mr.Kochis–7thGradeReading9/22/17Day3ATB:What’sGoingOninThisGraph?

Type 1: After looking closely at the image above, answer the three questions below.

• What do you notice? • What do you wonder? • What’s going on in this graph?

https://nyti.ms/2yboaNB

Activities:1.QuizletFlocabularyUnit1Practice

https://quizlet.com/_3qp4r3 2.VocabularyUnit1DefinitionQuiz

3.FlocabularyUnit1Worksheets

Obj.1.Interpretthemeaningofagraph.

2.Illustratethemeaningofvocabularywords.