Apostrophes Practice

1. Practice 1
http://www.chompchomp.com/hotpotatoes/apostrophes01.htm

2. Practice 2
https://journalism.ku.edu/node/276/take

3.Practice 3
http://www.bbc.co.uk/skillswise/game/en29punc-game-beat-the-clock-apostrophes

4. Practice 4
http://www.softschools.com/quizzes/grammar/apostrophe/quiz602.html

5.  Practice 5
http://www.grammarbook.com/grammar_quiz/apostrophes_1.asp

Binder Check 1- MP2 2015-16

Binder Check 1 MP 2 2015-16
http://www.quia.com/quiz/5605873.html



8th Spelling Test- Week 11
http://www.quia.com/quiz/4499254.html


7th Spelling Test- Week 11
http://www.quia.com/quiz/5592307.html

Week 10 Spelling Tests

10 7th Spelling Quiz
http://www.quia.com/quiz/5081059.html

10 8th Spelling Quiz
http://www.quia.com/quiz/5070399.html

apostrophe practice

http://www.tv411.org/writing/grammar/grammar-and-punctuation

Summary Test/Practice

http://www.shsu.edu/txcae/Powerpoints/prepostest/summarizationpretest2.html

Week 9 Spelling Tests

8th Grade Spelling Test - Week 9
http://www.quia.com/quiz/5070406.html



7th Grade Spelling Test- Week 9
http://www.quia.com/quiz/5038196.html

8th Grade Spelling Test - Week 08
http://www.quia.com/quiz/5037356.html



7th Grade Spelling Test - Week 08
http://www.quia.com/quiz/5011648.html

Subject Verb Agreement Practice

1. You need to use notebook paper for this activity.

https://owl.english.purdue.edu/exercises/5/13/34


2. Just use your paper to write the score for this one.
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm


3. Just use your paper to write the score for this one.
http://www.chompchomp.com/hotpotatoes/sva04.htm

4. Just use your paper to write the score for this one.
http://www.quia.com/quiz/281290.html

Write2Learn

http://wtl.pearsonkt.com/wtl-webapp/index.html#/login/36072

8th Grade Spelling Test -Week 7

07 8th Spelling Quiz
http://www.quia.com/quiz/4997214.html

7th Grade Spelling Test - Week 7

07 7th Spelling Quiz
http://www.quia.com/quiz/5528236.html

Persuasive Techniques Notes- OPEN NOTE QUIZ

http://www.quia.com/quiz/5555085.html

7th Grade Week 06 Test

http://www.quia.com/quiz/4984278.html

8th Grade- Write2Learn

 http://wtl.pearsonkt.com/wtl-webapp/index.html#/login/36072

7th Grade Spelling Test Week 05

http://www.quia.com/quiz/5506180.html

8th Grade Spelling tests -Week 04 and 05

Week 04 Spelling Test

http://www.quia.com/quiz/4973369.html

Week 05 Spelling Test

http://www.quia.com/quiz/4984126.html

Binder Check 1- MP1 and 7th Spelling test

http://www.quia.com/quiz/5505653.html

04 7th Spelling Quiz
http://www.quia.com/quiz/5506064.html

4th Block Kidblog link

kidblog.org/judds-4th-block-7th-grade

kidblog.org/judds-block-2--7th-grade

7th Grade Spelling Week 03 (posted 10/7)

http://www.quia.com/quiz/5497737.html

8th Grade Spelling- Week 3

8th Spelling Quiz Week 3
http://www.quia.com/quiz/4959016.html

7th Grade Spelling Test- Week 02

02 7th Spelling Quiz
http://www.quia.com/quiz/5483982.html

8th Grade Spelling Test- Week 02

8th Grade Spelling Quiz Week 2
http://www.quia.com/quiz/4947784.html

Mrs. Judd's Kidblog Link

1st Block
kidblog.org/judds-block-1-8th


2nd Block
kidblog.org/judds-block-2--7th-grade

4th Block
kidblog.org/judds-4th-block-7th-grade

7th Grade Spelling Test- Week 1

01 7th Spelling Quiz
http://www.quia.com/quiz/5469132.html

8th Grade Spelling Test- Week 1

http://www.quia.com/quiz/4934943.html

HOLES FINAL QUIZ

Final Holes Test: session final holes test
http://www.quia.com/quiz/5361387.html

7TH GRADE SOL REVIEW

ANALOGIES:
untrivia.com/html5/untimed.cfm?qid=102927

http://a4esl.org/q/f/z/zz67fck.htm

DRAWING CONCLUSIONS
http://www.studyzone.org/testprep/ela4/h/inferencesp.cfm

http://web2.uvcs.uvic.ca/elc/studyzone/200/reading/index.htm

http://eslus.com/LESSONS/READING/SCIENCE/SCI2.HTM

FACT AND OPINION
http://www.thatquiz.org/tq/previewtest?S/D/M/S/83811323406681

FIGURATIVE LANGUAGE
http://www.kidsonthenet.org.uk/dragonsville/metaphor1.htm

http://www.quia.com/quiz/270936.html

NONFICTION
http://www.quia.com/jq/47079.html

http://www.harcourtschool.com/activity/road_maps/texas_1.html

MAIN IDEA
http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=1474635207&AP_activityType=6&AP_urlId=120023&AP_continuePlay=true&id=120023

http://www.quia.com/quiz/1169917.html

SYNONYMS/ANTONYMS
http://www.tv411.org/vocabulary/understanding-how-words-work/finding-new-ways-say-something

STORY ELEMENTS
http://www.quia.com/jg/245140.html

http://www.studyzone.org/testprep/ela4/h/plotp.cfm

PRACTICE TEST
http://web.archive.org/web/20090228093902/http://ritter.tea.state.tx.us/student.assessment/resources/online/2006/grade7/read/7reading.htm

Post-Test/Released Test 2015

http://www.doe.virginia.gov/testing/sol/released_tests/

SRI LINK

http://scholastic-ms:55880/slms/studentaccess

Practice Test

http://www.doe.mass.edu/mcas/2014/retest/nov-items.pdf

Context Clues Interactive Practice

Directions:

1. Go to the following website.
          http://wps.ablongman.com/long_licklider_vocabulary_2/0,6658,416421-,00.html
2. Number your paper in this manner.

Intermediate Passage 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Score_________


3. You will do the same for all 10 Intermediate passages. (You must complete all 10 passages.)

Birminghan, AL- Paired Passage

Birmingham, Alabama

In 1954, the Supreme Court of the United States made a decision that public school segregation was unconstitutional, thus paving the way for desegregation.  A year later, Rosa Parks sat down on a public transportation bus and refused to get up for a white passenger, sparking a citywide bus boycott.  In the next several years, amid much racial unrest, African American students entered Central High School in Little Rock, Arkansas, North Carolina A&T University, and the University of Mississippi.  In August 1963, Martin Luther King, calling for nonviolent equality, gave his “I Have a Dream” speech to more than 250,000 people in the March on Washington. 

During these tumultuous years, the plight of the African American as well as the fear and anger of the white society filled newspapers and magazines, and became the subject in literary circles. Every Civil Rights story or article had a bias, a specific purpose, and an intended audience.  Objectivity was rare. 

In September of 1963, the racial problems exploded, literally, when a bomb blew up on a Sunday morning in a church in Birmingham, Alabama. Four African American girls were killed, crushed by the rubble of the falling building.

The story of the bombing has been told many times in many ways and from many different points of view.  You are about to read two versions of the story.  The first version is a ballad.  A ballad tells a sad story through much dialogue and the interaction of several characters.  The second account of the bombing is a newspaper article written in Chicago, Illinois -- not Birmingham.  As you read the two texts, think about the purpose of each text and the techniques the authors use to accomplish their purposes.

Ballad of Birmingham (Article 1)

Dudley Randall

(On the bombing of a church in Birmingham, Alabama, 1963)

“Mother dear, may I go downtown

Instead of out to play,

And march the streets of Birmingham

In a Freedom March today?”

“No, baby, no, you may not go,

For the dogs are fierce and wild,

And clubs and hoses, guns and jails

Aren’t good for a little child.”

“But, mother, I won’t be alone.

Other children will go with me,

And march the streets of Birmingham

To make our country free.”

“No, baby, no, you may not go,

For I fear those guns will fire.

But you may go to church instead

And sing in the children’s choir.”

She has combed and brushed her night-dark hair,

And bathed rose petal sweet,

And drawn white gloves on her small brown hands,

And white shoes on her feet.

The mother smiled to know her child

Was in the sacred place,

But that smile was the last smile

To come upon her face.

For when she heard the explosion,

Her eyes grew wet and wild.

She raced through the streets of Birmingham

Calling for her child.

She clawed through bits of glass and brick,

Then lifted out a shoe.

“O, here’s the shoe my baby wore,

But, baby, where are you?”

Birmingham Bomb Kills 4 Negro Girls In Church (Abridged)- Article 2

By Claude Sitton 
Special to The New York Times

Birmingham, Ala., Sept. 15--A bomb severely damaged a Negro church today during Sunday school services, killing four Negro girls and setting off racial rioting and other violence in which two Negro boys were shot to death.

The four girls killed in the blast had just heard Mrs. Ella C. Demand, their teacher, complete the Sunday school lesson for the day. The subject was "The Love That Forgives."

During the period between the class and an assembly in the main auditorium, they went to the women's lounge in the basement, at the northeast corner of the church.

The blast occurred at about 10:25 A.M.

Church members said they found the girls huddled together beneath a pile of masonry debris.

The dead were identified by University Hospital officials as:

Cynthia Wesley, 14, the only child of Claude A. Wesley, principal of the Lewis Elementary School, and Mrs. Wesley, a teacher there.

Denise McNair, 11, also an only child, whose parents are teachers.

Carol Robertson, 14, whose parents are teachers and whose grandmother, Mrs. Sallie Anderson, is one of the Negro members of a biracial committee established by Mayor Boutwell to deal with racial problems.

Addie Mae Collins, 14, about whom no information was immediately available.

The blast blew gaping holes through walls in the church basement. Floors of offices in the rear of the sanctuary appeared near collapse. Stairways were blocked by splintered window frames, glass and timbers.  Chief Police Inspector W. J. Haley said the impact of the blast indicated that at least 15 sticks of dynamite might have caused it.

                                                                                                                                                                   

1.  In Dudley Randall’s “The Ballad of Birmingham,” the relationship of mother and daughter

    A.     Highlights the natural speech patterns and dialogue of an African American family.

    B.     Is heightened by the use of rhyme and song-like rhythm   

    C.     Develops the theme of ironic and irreversible loss

    D.    Allows the poet to withhold important information until later in the poem

2.  The purpose of “Birmingham Bomb Kills 4 Negro Girls In Church” is

   A.     To give an obituary for the four girls killed in the bombing.

   B.     To explain the racial tensions that the city of Birmingham was facing in 1963.

   C.     To highlight the irony between the title of the Sunday school lesson,  
   The Love That Forgives,” and the death of the children.

   D.    To present an objective account of the events surrounding the event.

3.  The best example of a similarity between the two texts is that

      A.     Both texts have characters that propel the story:  the mother and daughter in the ballad and the list of four girls in the news article.

       B.     Both texts present a story using facts and emotions.

       C.     Both texts explore the irony of the bombing:  the ballad explores the personal irony of the family while the news article explores the public irony of the current, historic situation.

       D.    Both texts seek to create strong emotion in their readers.

4.  Based on the facts provided in both articles, what can be inferred about the event?

       A.  It was foreseen.

       B.  It was unforeseen.

       C.  It was during a time of peace in our country.

       D.  People were not surprised.

5. The point of view of the first article is

            A. first person

            B. second person

            C. third person limited

            D. third person omniscient

"The Creation" by James Weldon Johnson- Comparative Analysis

The poem entitled, "The Creation" is a retelling of the first story in the Bible- Genesis 1:1-3. It was written by James Weldon Johnson, writer, song writer, professor of literature, journalist, lawyer and diplomat.

Part 1  
Read this chapter from the Bible. Consider how James Weldon Johnson's poem is similar to and different from the narrative in the Bible.  Create a Venn Diagram comparing the poem and the Bible.  Find at least 3 ways in which they are similar and 3 ways in which they are different.

Genesis 1 New International Version (NIV)

The Beginning

1 In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the surface of the deep, and the Spirit of God was hovering over the waters.

3 And God said, “Let there be light,” and there was light. 4 God saw that the light was good, and he separated the light from the darkness. 5 God called the light “day,” and the darkness he called “night.” And there was evening, and there was morning—the first day.

6 And God said, “Let there be a vault between the waters to separate water from water.” 7 So God made the vault and separated the water under the vault from the water above it. And it was so. 8 God called the vault “sky.” And there was evening, and there was morning—the second day.

9 And God said, “Let the water under the sky be gathered to one place, and let dry ground appear.” And it was so. 10 God called the dry ground “land,” and the gathered waters he called “seas.” And God saw that it was good.

11 Then God said, “Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it, according to their various kinds.” And it was so.12 The land produced vegetation: plants bearing seed according to their kinds and trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was morning—the third day.

14 And God said, “Let there be lights in the vault of the sky to separate the day from the night, and let them serve as signs to mark sacred times, and days and years, 15 and let them be lights in the vault of the sky to give light on the earth.” And it was so.16 God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17 God set them in the vault of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.

20 And God said, “Let the water teem with living creatures, and let birds fly above the earth across the vault of the sky.” 21 So God created the great creatures of the sea and every living thing with which the water teems and that moves about in it, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, “Be fruitful and increase in number and fill the water in the seas, and let the birds increase on the earth.” 23 And there was evening, and there was morning—the fifth day.

24 And God said, “Let the land produce living creatures according to their kinds: the livestock, the creatures that move along the ground, and the wild animals, each according to its kind.” And it was so. 25 God made the wild animals according to their kinds, the livestock according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good.

26 Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals,[a] and over all the creatures that move along the ground.”

          27     So God created mankind in his own image,
    in the image of God he created them;
    male and female he created them.

28 God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground.”

29 Then God said, “I give you every seed-bearing plant on the face of the whole earth and every tree that has fruit with seed in it. They will be yours for food. 30 And to all the beasts of the earth and all the birds in the sky and all the creatures that move along the ground—everything that has the breath of life in it—I give every green plant for food.” And it was so.

31 God saw all that he had made, and it was very good. And there was evening, and there was morning—the sixth day.

Part 2

Write an outline for a  5- paragraph essay comparing and contrasting the two. Use this website to help you. 

http://web2.uvcs.uvic.ca/courses/elc/Sample/Advanced/wt/wt_15c.htm