Time for Gratitude, Gratefulness, and Giving

Devorah’s Distress: The Night of the Burning and More in the 6th Grade        By: Sam K.

This week in Language Arts, we continued learning about independent clauses and phrases. An independent clause  MUST contain a subject, verb, and complete thought. We learned about how a simple sentence can have added phrases if it only has one independent clause. We also learned that a phrase cannot stand alone as a sentence. We showed our understanding by looking at several sentences, circling the phrases, and putting the independent clause in brackets. For example, if you write, When I went to the store, I saw John. It would look like this (Parenthesis will be used as a circle for this example):

(When I went to the store), [I saw John]

I saw John is the independent clause, as it can stand alone. When I went to the store is a phrase, so it can’t stand alone.

This week, we also continued our new book The Night of the Burning by Linda Press Wulf. In our book, the main character, Devorah, and her younger sister, Nechama, are in Warsaw as part of a group of 200 children being saved by Mr. Isaac Ochberg. Devorah grows to love the owner of a local restaurant, Madame Engel. She help Madame Engel around the kitchen. We also learned during a flashback that when her Uncle Pinchas returned from the war, he was so overwhelmed by the effects of German gases that he died after six days. Within a few months after Pinchas died, Devorah’s father died of stomach swelling. When we return to 1921, the children are getting ready to leave Warsaw. As Madame Engel hands out food, she hugs Devorah. As the boat pulls away, Devorah turns around and screams “Mama!” because she was the closest thing to her mother that she had.

Parts of speech, books, field trips, Seventh grade rocks by: Danny B.

This week we have been reading The Outsiders. We are on chapter four. The Outsiders is about a Greaser named Ponyboy. It takes place in the sixties and is very interesting! On Monday studied for our quiz Tuesday. We did review questions on the Outsiders on Monday, as well. On Tuesday, we took our quiz. Wednesday, we went over our homework and every day we read some of our novel except for Thursday.

Thursday, we had a middle school field trip to MOSH to see the Roman exhibit, we went to Sally Robotics, and we did S.T.E.A.M. activities at the downtown public library.

We have been working on semicolons and colons. Semicolons have three uses.
1. They connect two independent clauses. Here’s an example: Dave writes the books; Joe publishes them.
2. The second rule says semicolons connect to independent clauses using a conjunctive adverb. Here’s an example: Joe has a lot of homework; however, Dave did his homework in advance so he has no work to do.
3. The last use of a semicolon is to connect items in a list with comas. Here’s an example: Joe has lived in Boise, Idaho; Jacksonville, Florida; and Detroit, Michigan.

Colons also have three uses.
1. The first rule introduces a list. Here’s an example: He will need the following items for his sleepover: a tooth brush, toothpaste, a change of clothes, a book, and a phone.
2. The second rule is a colon goes in between two clauses when the second clause introduces an explanation. Here’s an example: I know why you are so moody: you didn’t go to sleep last night.
3. The last rule for colons is: a colon introduces a quote. Here’s an example: The students shouted: “No more homework.”

8th Grade Blogger by: Noam B.

This week in language arts we reviewed about when to use a colon or a semicolon. The rules of a semicolon are: join two independent clauses that are connected and joins two or more items in a series when commas are used. The rules of a colon are: introduce a list and quotations. 

Colon example. John brought the following items on the camping trip: a flashlight, pillow, sleeping bag, a football, and food.

 Semicolon example. There are two choices at this time; you can run away or fight.

This week we started reading a book called To Kill a Mockingbird. This book takes place during the Great Depression. When we read this book, the first chapter wasn’t that good, but the other chapters have been great. To Kill a Mockingbird has intense vocabulary which challenges us on our reading level. For our homework, we have to write context sentences using the vocabulary words that are used in the book. Every couple of weeks we have a test on those vocabulary words. We have a lot of work to do in language arts. I like that we have a lot of work  because next year we are going to high school, and we need to be prepared.


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New Novels in November

 Incredible Independent Clauses in 6th Grade by: Maddie M.

This week in Language Arts, we learned about independent clauses and phrases. An independent clause can stand alone because it has a subject, verb and complete thought. A phrase can’t stand alone. For example, I went to the store and saw my friend. I went to the store is the independent clause and saw my friend is the phrase. We also learned about quotation marks. You use quotation marks if you write someone’s exact words. For example, John said, “I need a glass of water.” You use single quotation marks if you use a quote inside a quote. For example, “George Washington said, ‘I cannot tell a lie’,” Mrs. Teitelbaum said.

We also started a book called The Night of the Burning by Linda Press Wulf. It is about a girl named Devorah and her sister Nachama who live in an orphanage in Poland in 1921. It also goes back to their happy life in 1915-1916. They live in a small village with their mother and father. In their orphanage in 1921 they are offered a chance to go to South Africa. Mr. Isaac Ochberg decided to bring 200 children to a safe place in South Africa. This is a great book and I am enjoying it a lot.

It’s All About the Semicolons, Colons, and The Outsiders in 7th Grade by: Courtney C.

  ​This​ ​week​ ​in​ ​language​ ​arts​ ​we​ ​started​ ​our​ ​first​ ​class​ ​novel​ ​called​ ​​The​ ​Outsiders​.​ ​​The​ ​Outsiders​ ​​is​ ​based​ ​in​ ​the​ ​sixties;​ ​it​ ​is​ ​about​ ​a​ ​boy​ ​named​ ​Ponyboy.​ ​Ponyboy​ ​is​ ​a​ ​”greaser”. Ponyboy​ ​is​ ​special​ ​because​ ​he​ ​is​ ​intelligent.​ ​7th​ ​grade​ ​is​ ​currently​ ​reading​ ​chapter​ ​two.

​ ​​ During​ ​the​ ​week​ ​we​ also ​worked​ ​on​ ​commas​ ​and​ ​finished​ ​the​ ​comma​ ​unit.​ ​Also,​ ​we​ ​started​ ​a​ ​new unit on​ ​semicolons and​ ​colons.  

 Rules​ ​for​ ​Semicolons

​ ​​ ​​ ​​ ​​ ​​ ​​ ​The​ ​first​ ​rule​ ​for​ ​semicolons​ ​is​ ​you​ ​can​ ​use​ ​it​ ​to​ ​join​ ​two​ ​independent​ ​clauses.​ ​For​ ​example: Sarah​ ​ate​ ​dinner;​ ​the​ ​dinner​ ​tasted​ ​great!

​ ​​ ​​ ​​ ​​ ​​ ​​ ​The​ ​second​ ​rule​ ​is​ ​connecting​ ​two​ ​independent​ ​clauses​ ​using​ ​a​ ​conjunctive​ ​adverb.​ ​For example:​ ​Sarah​ ​like​ ​science;​ ​however,​ ​Mike​ ​likes​ ​language​ ​arts.  

​ ​​ ​​ ​​ ​​ ​​ ​​ ​The​ ​third​ ​rule​ ​is​ ​​to use​ ​a​ ​semicolon​ ​to​ ​connect​ ​items​ ​in​ ​a​ ​list with commas.​ ​For​ ​example: The student moved to many places including Jacksonville, Florida; Atlanta, Georgia; and Nashville, Tennessee.  

Rules​ ​for​ ​Colons

​ ​​ ​​ ​​ ​​ ​​ ​The​ ​first​ ​rule​ ​is​ ​introducing​ ​a​ ​list​ ​of​ ​things​ ​and/or​ ​items.​ ​For​ ​example:​ ​The packing​ ​list​ ​included the following:​ ​a​ ​sleeping,​ ​a​ ​flashlight,​ ​and​ ​a​ ​pillow.  

​ ​​ ​​ ​​ ​​ ​​ ​​ ​The​ ​second​ ​rule​ ​is to use in between two independent clauses when the second one is summarizing the first.

For example: I know why you didn’t do well on the test: you didn’t study.

       The third rule is using it before introducing a quotation. For example: The American people shouted: “We shall have freedom for every man on this planet.”

Into the Life of Eighth Grade by: Allie B.

This week in eighth grade we learned about the Great Depression to give us background before we read the book To Kill a Mockingbird. So far we have read chapter one of To Kill a Mockingbird, and we answered questions about the chapter. Throughout the week we have also learned vocabulary words from the book. For homework, we take the vocabulary words and write context sentences with them.  In class, we read our sentences aloud skipping the vocabulary word; afterwards, our peers attempt to fill in the blank with the correct word.

We also have reviewed how to use colons and semicolons. There are three rules for using a semicolon: to join two independent clauses, to join two independent clauses with a transition word, and to separate items in a series that already contain commas. Example: Bob writes the books; Steve publishes them. That sentence is an example of two independent clauses combined with a semicolon. There are three rules for using a semicolon: after a stop and then introduce something, after a stop to introduce a quotation, after a stop to introduce another sentence or a summary. That sentence is an example of a colon.

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Verbs, Commas, Games, Oh MY!

7th Grade by: Yosef B.

In language arts we are going to start a new book called  The Outsiders. The book takes place in the sixties. We learned what news was going in the sixties, what music people liked, what clothes they wore, what movies were popular, and we learned about popular actors to understand more about the book we will read.

In grammar, we are finishing up commas in class and we have a test on Friday. We learned where to add commas. The first comma we learned about is an opener. An opener has a clause that can’t stand alone in the beginning; it has a comma then there is an independent clause. Here is an example:

Grumpy and tired, Steve got out of bed.

A closer is the next primary use of commas and is used when an independent clause is at the beginning of a sentence and has comma followed by a clause that can’t stand alone. Here is an example:

John made dinner, a bowl of spaghetti and meatballs..

A series is the next primary use of commas and is when there is a list of actions separated by commas. Here is an example:

Yosef got out of bed, brushed his teeth, ate breakfast, and went to school.

The next primary use of commas that we learned about is the interrupter. An interrupter has part of a sentence a comma, with something describing or something you can take out, then another comma followed by the end of a clause. Here is an example:

Kane, an amazing driver, drove from Florida to New York.

The last primary comma use is a compound sentence with  FANBOYS  or a coordinating conjunction. For FANBOYS you have to have an independent clause then either for, and, nor, but, or, yet, so followed by a comma and another independent clause. Here is an example:

Yosef got to the fair at 10:00, but he had to leave at 1:00.

8th Grade News by: Austin G.

The Book Thief and the Board Game Projects are Finished!

During these past few weeks in 8th Grade Language Arts, we finished reading The Book Thief by Markus Zusak. We also finished the grammar board game project which we had been working on for most of this quarter. We read part 8, part 9, part 10, and the epilogue of The Book Thief. We split into a silent reading group and a group that read aloud, but for the epilogue, we read together. All of 8th Grade enjoyed reading this book.

We worked on our projects and finished making the board for our board games. Many of us were also waiting for the game pieces for our board games to print out on the 3D printer so we could color them. We tested out each other’s games by playing them and giving them constructive criticism. Then, we all fixed the problems they we were having with our board game. This week, we all wrote a reflection essay about our project. This was an eventful week for 8th grade!

Recent News by Ben D. 

This week in Language Arts, we are preparing to start To Kill a Mockingbird. We have started working on the vocabulary words for Chapter One and Chapter Two by learning the definitions and writing our own context sentences on them. There hasn’t been much going on since our week was only four days long because of parent-teacher conference day. However, we have been reviewing the proper usage of commas this week. In a sentence, a comma indicates a pause, and it can be used to set off an opener, closer, interruptor, get used in a series, and connect independent clauses with a conjunction.

We have also been learning about a new upcoming contest that we could enter in if we wanted to. The goal of the contest is about finding technology-based solutions to problems in the way we are learning in Jewish studies.

From Verb Phrases to Movie Days in 6th Grade by Talia Z.

This week in 6th grade  we did a quiz on the different types of verbs that we have been studying for a while. An example is an action verb: 

For example, “Sally ran furiously down the mountain.” Another example is a helping verb, which helps the verb phrase. Example: “She will run down the mountain.”

Later in the week, we watched Tuck Everlasting, the movie, because we finished reading the book. The thing is, instead of just watching the movie, we had to write all the differences between the book and the movie. Believe me, there were a lot of them!

Some of them included:

Book: Winnie Foster is 11 year old girl. Movie: Winnie Foster is a 17 year old girl.         Book: The book is very short, even though there are thirty something  chapters. Every chapter is very short, only two pages or so. Movie: The movie is more than a hour and a half long.

We also looked up background information about WWI, pogroms, Isaac Ochberg and South African Jewish communities during this time period because we will be starting our next novel study on The Night of the Burning next week.  We will be working on this in our new “Tanach Out of the Box” class called Jewish Literature and in our Language Arts class, as well.

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RETREAT next week!!

The Best Two Weeks Ever In 8th Grade

By Austin G

Welcome to the 8th grade blog post on what happened these two past weeks! First off, what are we reading? We are reading The Book Thief and we are almost done with it! The Book Thief Is about what life was like for a little girl during life in Nazi Germany, and the story is told by Death. Also in vocab, we are learning difficult words in The Book Thief.

Now for grammar, we are learning about how and where to use commas in sentences.The reason why we are learning about commas is we need to know how to use them in our classes in the future. It will help us read more clearly, write better, and understand text better.

Next is our projects, last week we were just starting to build our “Part of Speech” games and they are even better than Monopoly. We started out was just looking up information for our questions, then making the board game and characters, and finally creating the directions. That is all for the Best Two “Short” Weeks In 8th Grade!





We finally finished our games and wrote reflections about the game process.  Check out our blogs to read our reflections. This past week, we finally finished our book The Book Thief and we got to enjoy watching the movie and eating popcorn on Thursday and Friday in class.

6th Grade by: Evan W

In 6th grade Language Arts, we learned about verbs. There are action verbs: a verb that expresses physical or mental actions, like hit. We’ve also learned about linking verbs:  a verb that connects the subject with words that describe or identify it, like has. There are also helping verbs: a verb that works with the main verb to make a verb phrase, like am. Another word we learned is a verbal; it is a form of verb that does not function as a verb.

We also took a quiz on what we’re doing for verbs; it was just like what our usual verb practice has been everyday, but harder because it was our last one.

We all know a song to the tune of “London Bridge is Falling Down” for all the helping verbs.

We’ve started reading a book called Tuck Everlasting by Natalie Babbitt. It is about this girl named Winnie. She meets a family, the Tucks. They are immortal and they tell her how they’re immortal. They become really good friends. Every time we read Tuck Everlasting we complete a short summary paper with a thought provoking question to make sure we are comprehending it. 

We also took a quiz on what we’re doing for verbs it was just like what our usual verb practice but harder because it was our last one.

Spectacular 7th Grade! by: Anna F.

We have learned a lot over the past three weeks in 7th grade!  As you may know, this year my class is participating in science fair.  To prepare for science fair, our class has to write a research paper.  The first few steps to writing a research paper, as Eva previously said, are to find resources, make citations, make a works cited page, and take notes on the articles you chose.  During the first two days back from Yom Kippur, we finished taking notes on all the articles, wrote our outline for the paper, and for bellwork reviewed the uses of commas.  On Wednesday, we learned how to make in-text citations by writing the first part of your citation, whether it is the author’s last name or the first few words of the title of the article in quotation marks and the page number if it is a magazine article online.

When we returned to school the following week, we learned how to write an introduction for our research paper, looked at examples from previous students, and starting writing it.  At first it was challenging to think of what to write because we couldn’t use personal pronouns, but we all got the hang of it pretty quickly.  We also reviewed some skills such as prefixes and suffixes and analogies.  Lastly, this week, we finished the rough draft of our research papers and reviewed idioms, figurative language, vocabulary squares, and sentence fragments.  Have a great weekend! 

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G’mar Fatima Tova

A Week in the Life of An 8th Grade Language Arts Student by: Abigail F.

This week in 8th-grade language arts we reviewed some of our topics from last year. Last year, we finished off the year with punctuation rules. We have been reviewing semicolon and comma rules. The comma rules include when to use them and the semicolon includes run-on sentences.

Ex.(comma in a series of three or more items)

I want to get apples, pears, and cat food.

Ex. (semicolon in a run-on sentence)

Bob likes steak; Billy likes vegetables.

We also continued reading The Book Thief this week. Currently, Liesel and Rudy are fourteen years old. We are in the middle of World War II and both of Liesel and Rudy’s fathers are about to be shipped off to war.

Next, our board game assignment is to be completed by the end of this week or early next week. We are creating board games about parts of speech assigned to us. We are 3D Printing our game pieces and using Google Draw or making the boards using technology or by hand. For example, one group is doing a chutes and ladders type game while another is making a model of the wall from the television game show, “The Wall”.

Friday is a half day because of Yom Kippur. Have a great weekend!

Learning About Science Fair-7th-By:Eva G

This week in language arts we have been learning about science fair requirements.We also learned how to take notes for our research paper. We learned that from each paragraph there is really only one main fact. So, once we know the fact, we have to try to come up with a sentence or two about the fact. We have to paraphrase the information or use our own words. That we we don’t plagiarize. That is why we have http://www.thesaurus.com. It helps us come up with other synonyms and antonyms.  We can only have one fact per note card. We have also been going to the library for lessons how to find appropriate sources, how to do citations for our sources, and how to complete the work cited page. We also reviewed the comma usage rules in grammar.

6th grade

  • We worked on verbs-learning the differences between action,linking and helping verbs

Action Verb~a word used to show an action

Linking Verbs~verbs that indicate a state of being

am is are was were be been being

look smell seem appear taste sound feel

Helping Verbs~a verb that works with a main verb to create a verb phrase

am is are was were be been being have has had do does did can may will

could should might would shall must

We also learned a song to help us remember our helping verbs to the tune of “London Bridge is Falling Down”

We started our personal narratives and will be finishing those next week.  We also will be starting our first class novel, Tuck Everlasting by Natalie Babbitt.

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Horrible Hurricanes Have Passed

8th Grade

The past three weeks have added up to about a week in terms of how much time was spent at school. With Labor day, Hurricane Irma, and Rosh Hashanah creeping toward us, we’ve had more days off than we can count, but sandwiched in between all this time off has been some, if not much, school. During this time, in Language Arts, we fit as much work as we could into these few days, finishing out questions and starting our design for our “Parts of Speech” games, we read a few parts of The Book Thief, and we took a quiz on parts 1 & 2 of the Book Thief’’s vocabulary. 

By: Jack H.

7th Grade is Ready to Go

    This was our third week in 7th grade language arts. We started the week on Tuesday because we had no school on Monday for Labor Day. We learned which form of to/too/two should be used when using them in a sentence. We also continued learning about annotating text, which is putting symbols and comments next to text that means something, so when you come back to it you can know your previous thoughts. We also learned how to identify the prefix and root word of a word. For example in the word submit, sub meaning under or below would be the prefix because it comes before the root word. The root word in submit would be mit meaning to send. So together, sub and mit make the word submit which means to give into a superior force.

Teaching prefixes and suffixes is an important part of building better readers. Whether in the early years or advancing through college, all students can learn prefixes and use that knowledge to become more proficient in language arts. Prefixes, suffixes, and roots are the essential building blocks of all words. Teaching prefixes and suffixes help students understand the meaning behind different vocabulary words and students that learn prefixes have the capabilities of breaking down unfamiliar words into segments that are easily understood, learning new words becomes simpler. It is important to understand that prefixes come at the beginning of a word while suffixes are added at the end. EduNova

  We were off Friday, Monday, Tuesday, and Wednesday for Hurricane Irma; I hope everyone did well and was prepared. When we got back on Thursday we went straight to Mrs. Hallett to start looking at ways to research for science fair and learn how to cite our sources properly. My science fair idea topic is to see the difference in our drinking water when it is without aeration. We also need to write a research paper in Language Arts for science fair. On Friday we took a quiz on prefixes and root words of a word. Well, that’s all for this week folks, but we’ll get back to you in a week.  By: Moe J.

Hi! I’m Daisy and this week I was assigned to do the 7th grade blog post. This was a very short week because we only had two and a half days. On Monday we started the day by doing bell work. Bell work is a little bit of everything-spelling, vocabulary, figurative language and much more. We also got a new vocabulary list. The test is Wednesday, September 27th (if you were wondering). For the vocabulary words we focus on the prefix and root  of the word. So you will notice that all the words have a prefix and root word. Here is the list: derogatory, telephone, universal, destruction, antitoxin and antipathy. 

On Tuesday we started with unit six in grammar. Unit six is about commas. There are five main reasons to use commas.

The first reason is after an opener. Here is an example: Having listened to over an hour of his complaining, Jenna left the room.

The second reason is to set off an interrupter. Here is an example: My knees and shins, bruised and covered with scabs, were a disgusting sight.

The third reason is to set off a closer. An example is: I sat in the corner alone, wishing desperately I had asked someone to dance.

The fourth reason is to separate items in a series. Here is an example: Listening to music, reading books, and painting outdoor scenes are my uncle’s favorite activities.

The last one is when you use a coordinating conjunction and a comma. An example: Gary will turn in his final, or he will flunk the class.

I hope everyone has a great new year! שנה טובה  By: Daisy

Sixth Grade

In language arts this week, we were learning about the different types of nouns. Here are the definition of the types of nouns. A noun is a person, place or thing. A common noun is the name of a group of common objects, for example boys, girls, states. A proper noun is a name used for an individual person, place, or organization, spelled with capital letters. (ex. Jacob, Mrs. Teitelbaum, Florida) A subject is the person or thing that is being discussed, described, or dealt with in a sentence.

Hurricane Irma came and we did not have school on Friday, Monday, Tuesday and Wednesday. On Thursday, the school had no power and some teachers could not drive to school. When we got back, we reviewed our unit on nouns and are starting a verb review. By: Jacob M.

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September Days are Here

Many students shopped for the people affected by Hurricane Harvey in Texas; the items will be delivered this weekend. This was another successful mitzvah project for many of our 6th and 7th grade students.

8th Grade 

This past week in 8th grade Jewish literature class, we started our book The Book Thief  by Markus Zusak (if you want the book I’ll put the Amazon link here ). We are reading it because we are learning about the Holocaust. So far we are still in part one, but I’m enjoying it! It’s about the time of the Holocaust and it’s narrated by Death. Yes, Death! There is a girl named Liesel who moved into a foster home.

For grammar, we are creating games in teams. In my group, our game is on nouns and verbs:  examples of verbs include* run, *drive, *dream. Examples of nouns * school, *house, *book. Our group is still debating on the name for the game. All the games are going to be created based off of a real game or basically creating a game from scratch. We are making these games because we want the younger grades to have fun while learning. Our group’s game is a combination of Parcheesi and Sorry, but the pieces and the rules are going to be a little different.

In vocabulary we are learning the vocab from The Book Thief. We have learned vocabulary from the prologue and part one. The vocab is so rich in this book; there is so much vocabulary like *infamous- bad reputation, *genially- done in a friendly way, *septic- infected with bacteria. I am ready for my test!

That’s all for this week! Thanks for reading, from a trusty 8th grade blogger, Samantha!

The Holy Seven(th Grade)

This week was the second week of school, and you know the saying: “second is the best.” This Week we finished learning all eight parts of speech. Noun, pronoun, verb, adverb, adjective, preposition, conjunction, and interjection. A noun is person place or thing: “Aidan” is a noun. A pronoun is word that can replace a noun: “I” is a pronoun. A verb is an action word: “jump” is a verb. An adverb is a word that modifies a noun: “greatly” is andadverb. I would tell you the rest of the words, but it would take too long, so, on with the show! We also reviewed run-on sentences, independent clauses and phrases.

Another thing we learned this week was annotating text. Annotating text is adding notes to a text or diagram with an explanation to what you think about the text. In class we were annotating text while reading ‘The Dangerous Game”. We would underline, make notes and add symbols to the text so we would have a better understanding and to make Mrs. Teitelbaum happy. By: Aidan K.

Snazzy Second Week of 6th Grade

This week was my second week of the sixth grade.  In language arts we worked a lot on the text structures.  Text structures refer to how the information within a written text is organized.  The different types of text structures include: Chronological order, Compare and Contrast, Cause and effect, Problem and solution, and Description.  Chronological order is the order of how it happened; it is a sequence or time order.  Compare and Contrast is explaining how things are similar and different.  Cause and effect is when one thing or an event leads to another.  Problem and solution is explaining a problem of some kind and how to solve it.  Description is used to describe something.

We also learned about nouns, pronouns, and apostrophes. We had a worksheet to do almost every day when we came in and it taught us about nouns, pronouns, and apostrophes and how they work.  We need to learn about pronouns and nouns for proper grammar.  We need to learn about apostrophes because we want to learn the difference between contractions and possessives. By: Elliana

This week in Language Arts, we finished the elements of a complete sentence, nouns, pronouns, and apostrophes. We watched a slideshow, (made by Mrs. Teitelbaum herself), about 5 different Text Structures. We learned about chronological order, cause and effect, compare and contrast, problem and solution, and description. When you are reading an informal paragraph, you need to look for keywords that signify the type of text structure the author used.

Some keywords for Chronological order are: First, second, next, last, finally, and after that.

Some keywords for cause and effect are: Cause, effect, as a result, consequently, so, and because.

Some keywords for compare and contrast are: Similarly, alike, both, different, while, and but.

Some keywords for problem and solution are: Difficult, struggle, upsetting, worry, threat, trouble, answer, did it, solve (ed), possibility, hope, bright spot, future, and silver lining.

Some keywords for Description: Summary, one reason, and also, another reason, for example. Some spatial keywords for description are: next to, by, along, in, above, so forth, and west of. By: Talia

In language arts we learned about the elements of a sentence. A sentence needs a subject (noun) and a verb ( action) and a complete thought. Here is a sample sentence: Sally walked to school. You can make a small sentence that is still a complete thought like this: Sally walked. It’s still a sentence even though it is a short one, because is has a complete thought; Sally was just walking even though we don’t know where she is going. By: Maya

         Lovely Language Arts

This week in Language Arts (week of 9/1/17), we learned Text Structure. Text Structure, is a framework or foundation to a text. There are five types of Text Structure: Chronological, Cause & Effect, Problem & Solution, Compare & Contrast, and Description. Here are two text structures.

Chronological order is the sequence things happen in, in text. It uses words like: first, next, finally, after that, and before. Cause & Effect is another type of text, it tells you what caused an event, and what the consequence is. It uses words like: because, as a result, caused.

We also learned, about apostrophes. (this is an apostrophe: ) . Apostrophes can be used in different ways. The word DON’T contains an apostrophe between the N and the T. The word “don’t” is a contraction, combining DO & NOT. Apostrophes can also be used to show possession. Here is an example sentence: Bailey’s favorite shirt, has ladybugs on it. By: Lily

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An Amazing New Year for Middle School!

The rehearsal and reinforcement steps to establishing procedures is critical. Consistency with expectations of what is to occur with the procedure is equally important.

A Few Posts from 6th Grade

This week was our first week of middle school! In language arts we learned about the different parts of sentences, sentence fragments, and other grammar rules. There are three parts of a sentence: a verb, a subject, and a complete thought. Without one of those, it would be a sentence fragment. A sentence fragment is when you don’t have one of those parts and it cannot stand alone. We also learned parts of speech, procedures, and where everything is located in the room. By: Madelyn M.

This week in 6th grade Language Arts, we learned about how and what you need to make a complete sentence. Complete sentences need to have a subject, a verb, and a complete thought. For example, Jacob went and ate lunch at Hero’s eatery. Jacob is the subject, ate is the verb, and ate lunch at Hero’s Eatery is a complete thought. In class, we also learned about some safety protocols.

Some of the safety protocols we learned about included what to do when there is a fire drill or a code red. When a fire drill alarm goes off we need to line up quickly and we will turn left and go out the main entrance if the double doors are closed we will turn left and go out the back exit. When a code red goes off we will lock the door turn the lights off and go in the bathroom and close the door.     By: Jacob G.

This week in language arts, we learned about the elements of a complete sentence. We did three worksheets that explained to us about the elements of a complete sentence. A verb, subject and a complete thought make up a complete sentence. For example: Bob is running has a verb and a subject. Another example is Bob is walking and jumping to school; it has a verb and a subject. By: Jacob M.

This week was my first week of 6th Grade, and of Middle School. In this post, I will talk about my Language Arts experience. On the first day, we went over supplies. Binders, Books, all that kind of material. We learned about the rules of the classroom, where our lockdown safe room was, how we would get out of the building in a fire.

Over the rest of the week, we reviewed what make a complete sentence. We learned that every sentence must have a subject and a verb. We did a few papers and reviews, and that was what we did this week. By: Sam K.

7th Grade is Back and Intact

This was our first week of school in seventh grade. After a long break, we reviewed some skills from last year in Language Arts class. We reviewed sentence fragments, when to use quotation marks, and commonly confused words. There is a big difference between being bored or a board. We also reviewed parts of speech such as nouns, verbs, adjectives, and conjunctions. We learned about adverbs, prepositions, and interjections. An adverb is a word that describes how or when a person did something. For example, I can swim slowly, quickly, or I can swim tomorrow. An interjection is a phrase that usually stands alone and is often followed by an exclamation point. Ouch! I accidentally poked myself with a pencil!

Since this was our first week of school, we also took our Star Reading tests. These tests help us determine which books are fit for us. To help us keep track of how our reading skills have improved, we take these tests during every quarter of our school year. In class, we are also working on a writing assignment to test our writing skills. Our job was to write down ideas for story topics. If you were going to make up a story, you would have to include the plot, setting, and the main characters. We have had an excellent first week of school, and hopefully we will learn even more as the year progresses. By: Ariel O.

Eighth Grade~A Sentence’s Loose Ends or Quoteception

As we started off our first week of eighth grade, we reviewed the important procedures for a fire drill and a code red (a term used to describe a lockdown). Our teacher, Mrs. Teitelbaum, also told us about some new procedures in the class such as a bathroom signout and more. After we got used to being back and got familiar with everything again, we started to talk about our work.

We started reviewing independent clauses, sentence fragments, and the use of double quotation marks and single quotation marks to make sure the whole class remembered what we worked on in seventh grade. Independent clauses are sentences that include a subject, a verb, and a complete thought such as the sentence, “My mother baked delicious cookies.” whereas “Ran into the wall” is a fragment. We also went over how double quotation marks are used to set off the exact words of what someone said and single quotation marks are used to distinguish a quote within a quote.

Halfway into the week, we started a small group project focusing on parts of speech. Every two students were given a piece of chart paper, a part of speech, and told to create a poster with the part of speech they were given. Nouns, verbs, adjectives, and adverbs, were all split up between the eighth grade but as the first week of eighth grade starts to end, we quickly finished up our parts of speech posters and and completed our review on simple sentences. By: Isa Z.

Posted in 6th grade, 7th grade, 8th grade | 1 Comment

Welcome Back

Welcome back students!  It’s going to be a great year!  We will start our weekly posts this week!  Students, you will be writing the posts based on what we learn in class each week!

8th grade: Weekly assignments have been given

7th grade: Weekly assignments will be given this week

6th grade: Everyone will be creating a blog post for the first week as a practice!


Weekly Homework:

Everyone needs to read a minimum of 100 pages per week.

Vocabulary will be assigned  weekly  based on the grade.  Some of the vocabulary will be based on our novel studies, some will include root words, and some will be SAT prep vocabulary words.  Due dates will be posted on the pages for each specific grade level.

Posted in 6th grade, 7th grade, 8th grade | Leave a comment

Phenomenal February

6th Grade

Our class is continuing to read the book The Giver. We are all enjoying it and anxiously waiting so see what happens with Jonas.  We are learning new words each week that are related to the story.  In grammar, we learned about simple sentences, and now we are working on compound sentences.

On Friday, we wrote essays with topics that related to the novel The Giver.  We will finish them this week, and hopefully finish the book too.

Word of the Week: Thwart (prevent someone from accomplishing something.)

Building a “Book House” for a mitzvah project…

7th Grade

Last week we had a vocabulary review quiz for the Bud, Not Buddy words; the final test on these words will be this Friday. We are continuing to read Bud, Not Buddy by Christopher Paul Curtis. We have just finished chapters thirteen and fourteen.

We are also working on compound sentences. One way to fix a run-on sentence is by using FANBOYS. FANBOYS are coordinating conjunctions that join two independent clauses with a comma (for, and, nor, but, or, yet, and so).  You can also use a semi-colon without a fanboy, or you can just use a period to separate two independent clauses.

Word of the Week: Squalor (a state of being extremely dirty and unpleasant, especially as a result of poverty or neglect.)

8th Grade

Last week the eighth grade continued reading To Kill a Mockingbird. We also continued our lessons on commas. Commas can be used to separate items in a series, set off a closer, set off an interrupter, or set off an opener. Commas can also be used to separate two independent clauses when used with a FANBOY. We had a big vocabulary test on Friday using the words we have learned from To Kill a Mockingbird. Most of us are enjoying the book.  We are waiting to find out what will happen with Boo Radley and also Tom Robinson.

Word of the Week: Apoplectic (overcome with extreme anger).





Mitzvah trip~”Shabbat in a bag”

Posted in 6th grade, 7th grade, 8th grade, Book discussions | Leave a comment