T.A.G. Program Reports

Our New Textbook also has T.A.G./Enrichment Activities.
Please Visit www.Go.Hrw.com and type in [SN6 WH5]
to see ch. 5 Enrichment Activities. (Just change the Last Digit
to see Enrichment Activities from other Chapters.
Example: for ch. 13 type [SN6 WH13].

T.A.G./Enrichment Program Reports Archives:

Here are the TAG/Enrichment Activities that we offered during the first quarter and some that we expect to offer during the second. If you have any questions, please contact us by phone (773-0335) or by the E-mail addresses listed below.

TAG students completed a character analysis as the first quarter book report. In the second quarter they will read a classic and evaluate the novel’s merit according to criteria that they have researched. For this, I will enlist the help of Ms. Bernahl in the media center. As they studied short stories during the first quarter, TAG students concentrated on higher level thinking skills such as cause and effect relationships and drawing connections between literature and their own lives. This will continue during the second quarter, and I will also require them to read a few somewhat more demanding selections, such as an edited version of A Christmas Carol. I hope that the writing opportunities offered to all students have afforded TAG students the opportunity to express themselves. District 10 has purchased a subscription to TCR (The Curriculum Resource). It is a website that offers numerous opportunities for challenging research on a variety of topics. During the second quarter students will complete one of these on word origins.

In both pre-algebra and regular math classes, students were offered spreadsheet graph extensions, internet gasoline price comparisons, translation and reflection graphing, and enrichment problem solving within various skill lessons. Other challenges included various coordinate graphing worksheets and Halloween graphics with integers. In pre-algebra classes, students were also offered the following enrichment worksheets to replace various daily problems: “order of operations search” (1-2); “sets” (1-3); “algebraic proofs” (1-4); “solution sets” (1-6); “statistical frequency” (2-1). The ongoing “Bon Voyage” project features various number uses for planning an international trip. Completion of various aspects of this project can replace the easier daily assignment problems.

Upcoming challenges for the second grading quarter will include reconciliation and extensions of “My Checking Account” and another long term project, “Buying My First Car.”

Again, various enrichment worksheets and problem solving opportunities will be offered within skill lessons.

The regular curriculum seemed challenging to most students, including TAG students. There were opportunities to answer higher-level questions on all homework assignments. During the measurement unit TAG students were encouraged to do a quick research project to find out how the metric system came to be. Students that seemed to have a strong understanding of graphing data by hand were asked to create a graph using Excel. There were several labs and quizzes during the density unit that included extensions. There are always questions that I ask during discussion and presentations that are designed to create higher levels of thought. Please let me know if your child is bored in science, that is usually my best indicator that I am not challenging them enough.

Please see the TAG/Enrichment Activities booklet for Social Studies or go to www.dPeel.com for a list of activities. Students worked on completing 10 enrichment cards on topics that go beyond the regular 7^th grade Social Studies Curriculum. They also produced, demonstrated, and assessed a Multimedia Project on the Development of Colonial Unrest (Ch. 5). Next quarter T.A.G. students will work on 10 different activities from their T.A.G. Enrichment Activities Booklet and use available technology to produce a multimedia project on the Early Years of the Republic (Ch. 9). TAG Activities can be found at http://www.team7itasca.com/team7/T.A.G.%20Program.htm .

In the first quarter of Spanish, the children are challenged to go above and beyond in their Yo soy Yo descriptive poem. During the second quarter, the students will be starting portions of a Mi Libro. They will be expected to have creative responses.

Language Arts – Mr. Poremba – mporemba@itasca.k12.il.us

During the last quarter TAG students completed a TCR or computer activity of their choice. During our persuasive essay writing unit, TAG students were encouraged to achieve the “exceeds level” in focus, organization, and support as indicated on the rubric developed by the state of Illinois. Each student learned about the parts of an “exceeds” essay, read examples of these essays, and received feedback from classmates and then from me. Please look over your child’s essay to see which areas are strengths and which are weaknesses. Under the direction of Bridget Willis, my student teacher, the TAG students completed a more demanding Sherlock Holmes Test and were held to a higher standard on their book reports. I encourage all students to continue to develop their talents through regular reading and writing activities during the summer.

Math- Ms. Kaye- lkaye@itasca.k12.il.us

During the fourth grading quarter, the textbook and enrichment sheets’ topics pertaining to percents and problem solving were: finding the percent one number is of another (9-7); percent puzzle (9-8); compound interest (9-9); finance charges (9-10); Pythagorean theorem (13-4); summation sign (14-1); adding polynomials (14-2). All pre-algebra students took a qualifying test for the annual Lake Park High School’s math contest for middle schools. Three seventh graders qualified and participated in the actual contest, and one other student was an alternate.

Science – Mr. Larsen – clarsen@itasca.k12.il.us

Each homework assignment included a question that was offered as an extension. These were not required just offered. During this quarter students were required to write four poems after completing the unit on weathering and soil formation. The poems had to be limericks and cinquains. One vocabulary word from the unit had to be included in each poem. TAG students were encouraged to use more than one vocabulary word per poem. The year ended with a unit on energy and natural energy resources. Students were required to research, design and build a small solar oven. This activity gave every student especially TAG students a chance to show their talents.

Social Studies – Mr. Peel – dpeel@itasca.k12.il.us

TAG students worked on a Civil War multimedia project and quiz that they demonstrated to the rest of the class. They also completed another 10 enrichment cards this quarter (40+ for the year) on topics that go beyond the regular 7th grade Social Studies Curriculum (please see their Enrichment Activities booklet or go to www.dPeel.com for a list of activities.) Students also completed the TAG Questions (http://www.team7itasca.com/team7/TAG%20Questions.htm ) on each chapter. You can view TAG projects and reports at www.Team7itasca.com. Social Studies updates are on my other website, www.HistoryClassroom.com.

Spanish/World Cultures – Mr. Mathelier – vmathelier@itasca.k12.il.us

In the fourth quarter the tag students finished the fourth part of their Mi Libro. The books are terrific. In world cultures, students finished their Asian calendars and presented them to the class. The are currently working on a create their own country report.

The Stock Market Game^tm. Click Here for Progress Updates (on our school website).
Interdisciplinary Economics utilizing Multiple Intelligences, Engaged Learning, Differentiated Instruction, Authentic Cooperative Learning, and Authentic Assessment ! The Stock Market Game^tm is an example of an interdisciplinary multi-layered activity in which T.A.G. students learn to take it to another level. They learn how to research a stock’s Beta in Value Line, current assets vs. liabilities in the Standard & Poor’s Stock Guide, and P/E ratios online and in the newspaper.
Click Here for a Graphic Representation (on our school website).

Each year, over 12,000 Illinois students (mostly High School) participate in the Economics Competition of the Stock Market Game^tm . (Sponsors are listed in the Gif above.) Statically, with less than 1% of the students in the game, we should win only once every 100 years! Yet, our Team 7 Middle School Students have won 1st, 2nd, or 3rd EIGHTEEN TIMES IN TWENTY YEARS!

"More than just a Game...an Education for LIFE!"
In playing the game, we follow two basic Greenstuff Economics principles:
1. The Egg Basket Rule:
    DIVERSIFY - Get a Cash Reserve in the Bank BEFORE you invest in the market.
2. The P.E.E.L. Principle:
    P.ennies a Day,
    E.ase IN over five or more years,
    E.ase OUT over five or more years, and
    L.earn to practice Patience and DIVERSIFY! (See rule number one.)

Here are the TAG/Enrichment Activities that we offered during the third quarter
and what we plan to offer during the fourth quarter.

TAG students used the discussion questions from a collection of short stories to further develop the reading/writing connection. Students also completed another TCR assignment. This one focused on conflict resolution in a short story. As part of the project, they wrote an original story. They also completed a character analysis as part of their book report. During the last quarter TAG students will complete a TCR activity of their choice. They will also complete a prepared oral reading from A Joyful Noise. During our persuasive essay writing unit at the end of the year, TAG students will strive to achieve the “exceeds level” in focus, organization, and support as indicated on the rubric developed by the state of Illinois .

During the third grading quarter, the textbook and enrichment sheets' topics were irrational numbers (5-1); using rounding to estimate with fractions; magic squares (5-4); adding and fractions (5-5); solving equations involving addition and subtraction (5-6); estimating fractional products (6-2); decimal hunt (6-5); fraction detective (7-1); writing word problems (7-2); finding perimeter (7-4); converting temperatures using a graph (7-8). The "Buying My First Car" project provided extensions in comparison pricing. In the last grading quarter, enrichment sheets will pertain to linear equations, percents, and probability.

Each homework assignment included a question that was offered as an extension. These were not required just offered. During this quarter students were required to complete several labs requiring write-ups. There were extensions built into the write-ups. As a culminating activity to the rock and mineral unit, students were required to write a report. The report included an extension. The extension involved research and understanding different types of mineral extractions. The science fair took place during this quarter; this was a wonderful opportunity for any TAG student to show their stuff.

T.A.G. Students worked on completing 10 enrichment cards on topics that go beyond the regular 7^th grade Social Studies Curriculum (please see their Enrichment Activities booklet or go to www.dPeel.com for a list of activities.) Students also completed the T.A.G. Questions (http://www.team7itasca.com/team7/TAG%20Questions.htm ) on each chapter. Next quarter T.A.G. students will work on 10 different activities from their T.A.G. Enrichment Activities Booklet, complete the T.A.G. Questions, and use available technology to produce a multimedia project (due to ISAT testing, the third quarter multimedia project was moved back to fourth quarter). You can view T.A.G. projects and reports at www.Team7itasca.com, Social Studies updates are on my other website, www.HistoryClassroom.com.

In Spanish, most of the tag students have finished the third part of their Mi Libro and will start the fourth section. Their Spanish statements are a lot more detailed, and their pictures seem to match their statements. In world cultures, students are just starting their Asian calendars and will eventually create their own country report.

Here are the T.A.G./Enrichment Activities that were offered during the second quarter
and what we plan to offer next quarter.
Sincerely,
Seventh Grade Core Teachers

Students completed a TCR assignment comparing folktales across cultural lines. Students were assigned extended response questions and higher level thinking questions as they read class assignments. TAG students read a version of A Christmas Carol condensed by Dickens for public readings. Because we ran out of time before Christmas, I cancelled the essay portion of the assignment. For the upcoming quarter TAG students will use the discussion questions from a collection of short stories to further develop the reading/writing connection. Students will also complete another TCR assignment. This one focuses on conflict resolution in a short story. As part of the project, they will write an original story. The next book report requires TAG students to complete a character analysis.

During the second grading quarter, the textbook and enrichment sheets’ topics were: four fours (3-1); logic problems (3-1); formulas (3-4); area and perimeter (3-5); divisibility (4-1); exponents (4-2); intersection and union of sets (4-3); prime pyramid (4-4); prime number problems (4-4); perfect and imperfect numbers (4-5); greatest common factor problems (4-5); matching equivalent fractions (4-6); GCF, LCM, and ladders (4-7); and dividing powers with different bases (4-8). The “My Checking Account” project’s April transactions of check writing, balancing, and reconciliation offered extensions, as well.

In the third grading quarter, enrichment sheets will pertain to rational numbers, proportions, and percents. The “buying My First Car” project will provide extensions in comparison pricing and creating a “concept car” or selecting a car at Chicago ’s upcoming “Auto Show.”

Each homework assignment included a question that was offered as an extension. These were not required, just offered. During the unit on Earthquakes I offered as an extension the research and building a working model of a seismograph. In place of a test over that unit students were assigned the task of writing the lyrics to a song about earthquakes using seven assigned vocabulary words. TAG students were assigned a similar task; they were required to use more than seven vocabulary words. The culmination of the volcano unit is either to write a report on an active volcano or to put together a short TV type news report on an erupting volcano. The TAG students have the same task but are required to tie in the relationship of plate tectonic boundaries to the volcanic eruption. The science fair will add extra credit points to the third quarter grades and is a great chance for all students especially TAG students to show their stuff.

Students worked on WebMags^tm.
What is a WebMag^tm? It’s Team7’s unique interactive version of a Student-Created Magazine/Newspaper on the web! Students may also create their own questions which will turn their article into a mini-Web Quest! WebMags^tm were designed to be a T.A.G. Exclusive project like the T.A.G. Enrichment Activities Booklet, the T.A.G. Questions, T.A.G. License Plate History Projects, and the T.A.G. Multimedia Projects. However, since we had no T.A.G. student takers, it was opened up to any student that had an "A" (93% or better) average, and T.A.G. students excelled! You can view their WebMags^tm at http://www.team7itasca.com/team7/WebMag.htm . T.A.G. Students also worked on completing 10 enrichment cards on topics that go beyond the regular 7^th grade Social Studies Curriculum (see their Enrichment Activities booklet or go to www.dPeel.com for a list of activities.) They also completed the T.A.G. Questions on each chapter. Next quarter T.A.G. students will work on 10 different activities from their T.A.G. Enrichment Activities Booklet and use available technology to produce a multimedia project.

In Spanish, most of the tag students have finished the second part of their Mi Libro. Their Spanish statements are a lot more detailed and their pictures seem to match their statements. In world cultures, students finished their Canada brochures. The students had to include in their brochures the price of the flight, hotel, and the difference between the American dollar and Canadian dollar. The students are now working on finding the Modes of Transportation in Europe .

Here are the T.A.G./Enrichment Activities that were offered during the first quarter and what we plan to offer next quarter.

Language Arts – Mr. Poremba – mporemba@itasca.k12.il.us

TAG students worked on the TCR website and completed a word origin study. Ms. Bernahl then filmed their presentations in the studio. Students were assigned extended response questions and higher level thinking questions as they read class assignments. The first book report of the year required TAG students to read a literary classic. For the second quarter on reading assignments students will continue to complete higher-level questions and varied assignments designed to develop their comprehension skills and strengthen the reading-writing connection. For example, TAG students will read a version of A Christmas Carol condensed by Dickens for public readings. Their final product will be a comparison/contrast or cause and effect essay focusing on Scrooge. I will use the State Writing Rubric to grade their essays. TAG students are striving to reach the “exceeds” level on state standards. Students will also complete another TCR assignment. This one focuses on comparing folk tales across cultural lines.

Math- Ms. Kaye- lkaye@itasca.k12.il.us During the first grading quarter, the enrichment sheets’ topics were: sets (1-3); finite sets (1-5); solution sets (1-6); coordinate graphing (1-7); mental math (1-8); histograms (1-10); polar coordinates (2-2); integers in order (2-3); modular arithmetic (2-4); carpeting costs (2-7); and cross-number puzzle with integers (2-8). The Bon Voyage project’s poster and discovery of additional websites related to the project for research were extensions, and the website named “Figure This!” had enrichment activities during the spreadsheet unit.
In the second grading quarter, enrichment sheets will pertain to solving equations, inequalities, and formulas, number theory, and graphs. Further reconciliation of the checkbook and writing checks and balancing the checkbook will be offered. In December or January, another real-life application project will be started.

Science – Mr. Larsen – clarsen@itasca.k12.il.us

Each homework assignment included a question that was offered as an extension. These were not required just offered. During the unit on the Metric System an extension was offered in the form of research, to find proof or disprove that the Metric System was based on the properties and characteristics of water. There were no takers. During the density unit any students grasping the concept quickly will be required to use the Periodic Table of the Elements to identify pure substances based on their density. These and similar extensions will be offered throughout next quarter.

Students worked on completing 10 enrichment cards on topics that go beyond the regular 7^th grade Social Studies Curriculum (see their Enrichment Activities booklet or go to www.dPeel.com for a list of activities.) They also produced, demonstrated, and assessed a Multimedia Project on the Development of Colonial Unrest (Ch. 5). Next quarter T.A.G. students will work on 10 different activities from their T.A.G. Enrichment Activities Booklet and use available technology to produce a multimedia project on the Early Years of the Republic (Ch. 9).

In Spanish, the tag students are given extensions on their Mi Libro. They are asked to be more detailed in their sentence structure. In world cultures, students created the five themes of geography and the students were to go above and beyond in their sentences.

CLICK HERE FOR T.A.G. PROJECTS !
50 States – What Famous Document?
“L I C E N S E P L A T E H I S T O R Y”

Dear Parents,
Here are the T.A.G./Enrichment Activities that we offered during the Fourth Quarter.
Please feel free to contact any of us if you have any questions.
Sincerely,
Seventh Grade Core Teachers

Qualified students completed reading extensions during standardized test practice designed to increase reading speed and comprehension. As you know from the letter I sent home with your child, the TAG book report emphasized critical thinking and required students to apply the criteria of a classic to a book that they had chosen to read from online lists and one available from the Peacock Media Center. All students wrote persuasive essays. TAG students tried to achieve the “exceeds” level in focus, support, and organization, and integration (overall quality).

In both pre-algebra and regular math classes, students have been offered various lesson enrichment worksheets, brainteasers, and puzzles. Several regular math students have been working along in the pre-algebra workbook. Some math students did extra credit challenge problems from various lessons as well as open-ended problems while others did various activities in the Math Scholastic magazines. This time, the gifted students participated in the “32^nd Annual Math Contest.”

Students worked on the Social Studies TAG/Enrichment activities. (A complete list of activities is on www.dpeel.com and in your child’s Enrichment Activities Booklet.) Students also worked with their Authentic Cooperative Learning Team to produce, demonstrate, and assess a Student Teacher Project on Ch. 17 – The Union is Tested. Some students chose to use Avid DV Express in the Video Studio to produce a “This Day In History Video.” Click Here for the T.A.G. Rubric

Please visit Mr. Peel’s www.HistoryClassroom.com for more information about assignments, Practice Tests Online!, projects, an interactive virtual tour, and links to other History resources.

There were several enrichment activities offered this quarter. As always there were the critical thinking questions; these are not required but offered at the end of each homework assignment. These require a higher level of understanding and count as extra credit. The main focus of the forth quarter has been the sources and uses of energy. During this unit the students were required to research, design, and build a small solar oven. This assignment gave any TAG student a chance to really show their stuff. The students were also required to design and build a small wind turbine the spun from a very gentle wind. These two projects proved to be very challenging for some.

The fourth quarter Spanish students finished their broadcast videos in the Media Center. Several students went above and beyond and did several extra conjugations. Students were also offered several extensions that tested their usage of ser and estar. Also, several students created power points with their country internet projects.

In world cultures, the students were offered an extension on their “Create their own Country reports.” The students were to develop their own country and describe how it would function. Several students even created several Political and Physical Maps.

Dear Parents,
Here are the T.A.G./Enrichment Activities that were offered during the Third Quarter.
Please visit the TEAM 7 Page on the school website for our most recent report.

Language Arts – Mr. Poremba – mporemba@itasca.k12.il.us
Students have completed writing extensions in Encounters and at times have read more demanding selections. I have held their written responses to a higher standard that emphasizes critical thinking. This was also part of their last book report and will be part of their final report of the year. TAG students have worked on advanced grammar concepts and completed an oral reading of a fairy tale for the rest of the class.

Math- Ms. Kaye- lkaye@itasca.k12.il.us
In both pre-algebra and regular math classes, students have been offered various lesson enrichment worksheets, brainteasers, and puzzles. Several regular math students have been working along in the pre-algebra workbook. Some math students did extra credit challenge problems from various lessons as well as open-ended problems while others did various activities in the Math Scholastic magazines and built 3-dimensional polyhedrons. At times, the gifted students substituted enrichment worksheet problems for certain assigned pre-algebra problems. All students participated in the annual ICTM math contest.

Social Studies – Mr. Peel – dpeel@itasca.k12.il.us
Students worked with their Authentic Cooperative Learning Team to produce, demonstrate, and assess a Student Teacher Project on Ch. 9 (Early Years of the Republic). They also completed several more of the Social Studies TAG/Enrichment activities. (Ask to see your child’s Enrichment Activities Booklet or go to www.dpeel.com for a complete list of activities.)
Not all Microsoft Window Movie Maker programs are created equal! Some students had trouble opening the March Movies Project CD’s that I burned, so we’ll be using Avid DV Express in the Video Studio in May to produce the “This Day In History Videos.”
Please visit www.HistoryClassroom.com for more information about upcoming assignments, Practice Tests Online!, projects, and an interactive virtual tour.

Science – Mr. Larsen – clarsen@itasca.k12.il.us
There were several enrichment activities offered this quarter. As always there were the critical thinking questions; these are not required but offered at the end of each homework assignment. These require a higher level of understanding and count as extra credit. All students, especially the TAG students, were encouraged to participate in the Science Fair. This was an excellent opportunity for students “to show their stuff.” The unit covering rocks and minerals concluded with a report, not a chapter test. The guidelines for the report had extensions built into it if a student wished to take advantage of them.

Spanish/World Cultures – Mr. Mathelier – vmathelier@itasca.k12.il.us
The third quarter Spanish students were offered a short story book La Caperucita Roja. One student thus far has read the book and written a summary of the short story.
In world cultures, the students were offered an extension on their Dream Vacation.

Dear Parents,
Here are the T.A.G./Enrichment Activities that were offered during the second quarter.
Please visit the TEAM 7 Page on the school website for our most recent report.

Language Arts – Mr. Poremba – mporemba@itasca.k12.il.us
On reading assignments students have completed higher-level questions and varied assignments designed to develop their comprehension skills and strengthen the reading-writing connection. I have graded their essays and will grade their book reviews using the State Writing Rubric. TAG students are striving to reach the “exceeds” level on state standards. Gifted students and select talented students working with them read a version of A Christmas Carol condensed by Dickens for public readings. Students completed advanced discussion questions that I graded using an adapted version of the rubric introduced on Curriculum Night.

Math- Ms. Kaye- lkaye@itasca.k12.il.us
In both pre-algebra and regular math classes, students have been offered various lesson enrichment worksheets, brain teasers, and puzzles. Several regular math students have been working along in the pre-algebra workbook. Some math students did extra credit challenge problems from various lessons as well as open-ended problems. All students were offered “My Checking Account’s” May-August transactions and check register reconciliation as an extension project for extra credit. At times, the gifted students substituted enrichment worksheet problems for certain assigned pre-algebra problems.

Science – Mr. Larsen – clarsen@itasca.k12.il.us
There were several enrichment activities offered this quarter. As always there were the critical thinking questions; these are not required but offered at the end of each homework assignment. These require a higher level of understanding and count as extra credit. As an extension to the earthquake unit two activities were offered. One was to research, design, and build a small working model of a seismograph. The other was to research earthquake resistant building designs and either do a report, make a model or drawing of what the building might look like and what materials would be used for construction. The volcano unit concluded with a report. As an extension to this report the students could include a paragraph about how the volcano they reported on relates to a plate boundary.

Social Studies – Mr. Peel – dpeel@itasca.k12.il.us
Students worked on the Social Studies T.A.G./Enrichment activities. (Ask to see your child’s Enrichment Activities Booklet or go to www.dpeel.com for a list of activities.) During the first week in February, T.A.G. students will again be working in their Authentic Cooperative Learning Teams using available technology to produce, demonstrate, and assess a Student Teacher Project on Ch. 8 (Close-Up: The Boston Massacre) and/or Ch. 9 (Early Years of the Republic). You can find out more about upcoming assignments, Practice Tests Online, and projects by going to www.HistoryClassroom.com.

Spanish/World Cultures – Mr. Mathelier – vmathelier@itasca.k12.il.us
The second quarter of Spanish students were offered extension in their projects dealing with the verb ir and their holiday calendars.
In world cultures, the students were offered extensions with their Asian calendars.

Mr. Peel's Social Studies

T.A.G./Enrichment Projects & Activities:

T.A.G./Enrichment Program Reports Archives:

Language Arts – Mr. Poremba – mporemba@itasca.k12.il.us

Science – Mr. Larsen – clarsen@itasca.k12.il.us