• Welcome to
    Seventh Grade English!
    Ms. Olson    ELA 7, ELA 7 Honors, and AIS 7 

    Room: MS 204      Email: rolson@frankfort-schuyler.org      Phone: (315) 895-7461 ext. 3204
    Office Hours: Monday, Tuesday, Wednesday, Friday 9 am-11 am
    Paper Copies will not be accepted after 6/11. 
    Electronic work will not be accepted after 6/12.
    Giver books, library books, homebase books, textbooks, and teacher supplies (such as scissors, glue, calculators) should be returned to the high school office ASAP.
    Items graded in fourth-marking period include:
     Utopia Project (worth 20% of grade)
    Chapter 1-7 PEELS paragraph (worth 20% of grade)
    Giver Quizzes: 10 total (worth 40% of grade)
    Giver Test (worth 20% of grade)


    All grade information can be found in Parent Portal 




    While school is closed, please see Google Classroom for all work to be completed. If you do not have internet or device access to do so, please contact the main office for hard copies of the work. Thank you.
    Please reference the updated Continuity of Learning Plan, issued April 13.  This document outlines the newest recommendations for student work schedules, including that students should be working for a steady three hour period, splitting time between subjects in accordance with the following:
    Monday: ELA and Art
    Tuesday: Science and Spanish
    Wednesday: Social Studies and Music
    Thursday: Math and FACS
    Friday: PE, Honors, AIS
    Struggling with Google Classroom? Try this handy Parent's Guide to Google Classroom!
    June 1- June 8
    Finish  The Giver (chapters 18-23)
    Chapters 17-18 Quiz
    Chapters 19-20 Quiz
    Chapters 21-23 Quiz
    The Giver Test
    May 25-May 31
    The Giver Chapters 13-18
    -Take the Chapters 13-14 Quiz (Google Form)
    -Take the Chapters 15-16 Quiz (Google Form)

    May 18- 25 
    The Giver Chapter 8-12
    Chapters 8-9 Quiz (Google Forms)
    Chapters 10-12 Quiz (Google Forms)
    May 11- May 17
    The Giver Chapter 5-7
    Chapters 5-7 Quiz (Google Forms)
    Chapters 1-7 PEELS paragraph
    May 4- May 10
    The Giver Chapter 1-4
    Chapters 1-2 and 3-4 Quizzes (Google Forms)
    Chapter videos are included in Google Classroom with questions (questions are a mental check and do not require any written response).
    Live Google Meets chapter readings held at 9:00 am with 10:00 am chapter discussion and question forum to follow.
    April 12- April 30
    Read (minimum) 10 minutes each day
    March 16-April 12
    Lesson Plan: Please note that Daily Writing has changed.  It is now a daily free-write on any (school appropriate) topic of choice! 


    You are living through an unprecedented moment in history—right now! Today, tomorrow, and the days that follow will be captured in history books. Someday, you will share stories with your children and grandchildren about living through this time. Because these days are historical, it is critical that we not let these events pass without capturing how they affect you, your family, your school, and your community. Since you will be “schooling” from home, I will describe here the daily assigned work to be done outside the classroom. Here are your daily writing and reading requirements:

    Daily Writing

    You will be asked to write two pages (or one front and back) a day, capturing your thoughts, questions, comments, and concerns about the events that are unfolding. You may write more if you wish.  I want you to capture this history—your history—any way you’d like.

    UPDATE: I am loosening the reigns WAY WAY WAY back on this one. So long as you are writing, I am happy. Tell me about your friends, your family, your sports, your pets, your hobbies: anything you care about. Teach me a skill. Brag about a talent. Vent about frustrations. This is an open journal. Keep writing each day, but what you choose to write about is up to you! Some of you have already started doing this and have inspired me. Your entries are among the very best ones, so I want others to write about what they know!

    Be creative: Write across genres: poetry, dialogue (just capture a conversation between people), description: zoom in on a moment you experience; discuss songs that capture these events for you; find and respond to charts and graphs worth thinking about. You have full creative license over this work.  Express yourself through song lyrics, vlog (video blogs), art, comics, your own newspaper article.  Do not feel as though you are writing an essay each day.  Instead, use this as a way to get your thoughts and feelings out without fear of judgment.  Perhaps you’d like to make a scrapbook. If so, here are some samples to spur your thinking:


    ○ https://www.pinterest.com/simonsaysstamp/scrapbook-layouts/ Here is another site that shows ways of keeping interesting notebooks: http://www.sharingournotebooks.amylv.com/


    Below are some suggestions for your daily writing, but you do not need to follow them. Feel free to generate your own thinking.

    Some possibilities for daily writing:

    • Capture how this virus has disrupted your school year—including sporting events, concerts, assemblies, dances.
    • Discuss how your daily life has been disrupted.
    • Share the effect it has had on your friends and family.
    • Respond to any text/ resource about the crisis you find interesting. This might include an article, a broadcast, a Tedtalk, a tweet, a photograph, a podcast, a film, an Instagram (or another online) post, a TikTok video, a political cartoon, a photograph—anything that spurs some thinking about the crisis. If you are interested in this option, but you have trouble getting started, you might want to respond to one or more of the following items:

    ○ Two Woman Fell Sick, One Survived Two Women Fell Sick From the Coronavirus. One Survived.

    ○ 25 songs that matter now: https://www.nytimes.com/interactive/2020/03/11/magazine/best-songs.html?action=click&module=moreIn&pgtype=Article&region=Footer&action=click&module=MoreInSection&pgtype=Article&region=Footer&contentCollection=The%20New%20York%20Times%20Magazine#cover

    ○ Coronavirus explained in a TedTalk: Coronavirus Is Our Future | Alanna Shaikh | TEDxSMU. ○ Political cartoons: Corona News

    ○ A soccer team is trapped: https://www.nytimes.com/2020/03/13/sports/soccer/wuhan-coronavirus-spain-soc cer.html?action=click&module=Editors%20Picks&pgtype=Homepage

    ○ Who will pay the salary of stadium workers? One player steps up. Pelicans Star Zion Williamson Pledges to Pay the Salaries for Staffers of the Smoothie King Center

    ○ Student sent home for profiting on the selling of hand sanitizer: Student Sent Home For Selling Hand Sanitizer By The Squirt To Classmates, Mom Says

    ○ Creating a coronavirus songlist: Rita Wilson Crowdsources Coronavirus 'Quarantunes' Playlist From Her Fans

    ○ Podcast on the Coronavirus: Ologies “Virology (COVID-19) with Dr. Shannon Bennet + various ologists”

    ○ Researchers are using a World of Warcraft scenario to understand COVID-19’s spread: PCGamer article.

    ○ The power of social distancing: https://www.horsesforsources.com/storage/app/media/2020/social%20distancing.png?fbclid=IwAR1dlnfTlkl408TJzbCEXvfY1dzntEl8whsehVGJwG3LZeDK2zn7G5 5jgY0

    ○ Here are the workers most at risk: https://www.nytimes.com/interactive/2020/03/15/business/economy/coronavirusworker-risk.html?action=click&module=Top%20Stories&pgtype=Homepage

    ○ Lots of good info here: https://www.nytimes.com/news-event/coronavirus

    ○ A look at coronavirus through comics: https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a -comic-exploring-the-new-coronavirus

    ○ Is paper money safe? https://www.latimes.com/business/story/2020-03-12/cash-coronavirus

    ○ How can we stop the curve of infection?: https://www.washingtonpost.com/graphics/2020/world/corona-simulator/


    When in doubt, try searching Newsela for your own article!


    These are here if you need help getting started. As the crisis unfolds, you will be able to easily find new sources that encourage reflection. This story changes every day. Do not depend on the teacher to do your thinking for you. Find sources worthy of writing and thinking about.



    You might also want to look at how other people in history captured historical events. Here, for example, is a look at the notebooks of Anne Frank, which has been read by millions of people: https://www.annefrank.org/en/anne-frank/diary/complete-works-anne-frank/

    Again, be creative as you decide how best to chronicle your thinking. What is the best way to capture this historical moment? You decide. Be creative!

    Your daily writing will not be graded. It will not even be read unless you grant permission. So take risks. Be honest. Try to create writing that you will be interested in re-reading years from now. Chronicle your thinking as we navigate these uncertain days/weeks.

    If you do not have a notebook or loose-leaf at home (or if you prefer to type your responses), you may create a Google Doc. I have created an assignment in Google Classroom with a sample one.  Please note, that if you use my Doc, I have access to what you write, even if you do not submit it.  

    That said, if this quarantine is extended, we will create a digital space where we can eventually begin sharing our writing. You will not be asked to share everything you write, but occasionally you will be asked to join the written “conversation.” Each day, as usual, I will be writing alongside you as well. Once we begin, I will be posting my own drafts on Google Classroom.


    Daily Reading

    Find a book to read. Any book that interests you. Your choice. If you left your homebase book in school, there are LOTS of available resources to get a new one.  

    You are asked to read this book for 30 or more minutes every school day. You are asked to time your reading every day, and to track the time you spend reading on a self-made chart. The chart you create can be hand-written or created digitally, and it might look like this example:



    Pages Read

    Time Spent Reading


    The Hate U Give


    35 minutes


    The Hate U Give


    30 minutes


    The Hate U Give


    40 minutes














    Again, I will create a Google Classroom version of this chart, if you would prefer to update directly on that platform.  I will update my own, so that you can see my reading progress as well. 

    The goal here is 30 minutes a day of sustained, uninterrupted reading. I know that may be difficult for some of you, as you may face interruptions at home and are only used to the 10 minutes from homebase, but it is critical that you do your best to find uninterrupted reading time as a means to building your stamina. Keeping your brain sharp through reading is important for all of your subjects: not just ELA.

    If you do not have a book, you can download one for free from the public library system.

    Start here: https://www.yourcloudlibrary.com

    Then go here: https://ebook.yourcloudlibrary.com/library/AnaheimPublicLibrary/Browse

    If you own a Kindle, here are places you can download free books: https://ebookfriendly.com/download-free-kindle-books/


    Though we may not see each other for awhile, we will combat social distancing by remaining connected to one another. There is strength in community, and it is this strength that will pull us through this event. This moment will pass, so don’t let these days elapse without capturing your thinking and experiences. Capture your history in real time. If you have any questions, comments, or concerns, please do not hesitate to message me on Google Classroom, at my school email rolson@frankfort-schuyler.org, or on the Friends of Rachel Instagram page @fsfriendsofrachel. I will respond daily.



    COVID-19 PEELS Task

    You are living through an unprecedented moment in history—right now! Today, tomorrow, and the days that follow will be captured in history books. Someday, you will share stories with your children and grandchildren about living through this time.

    Document your experience of this moment in PEELS paragraph with the following prompt:

    How will COVID-19 (the Coronavirus pandemic) change our society?


    For your Evidence section, you must include a quote from an article. Any reputable news article may be used for this assignment.  Remember to include the name and author of the article in your PEELS. Feel free to use Newela.com to find an article.  You may also use such major news organizations as NBC, ABC, CNN, Fox News, MSNBC, Associated Press, The New York Times, The Washington Post, USA Today, The Wall Street Journal, Vice News, National Public Radio (NPR), Time, US News and World Report, and The Guardian.




    Sincerely, Ms. Olson

    Adapted from Kelly Gallagher and Penny Kittle. 2020.


    Welcome to 
    Seventh Grade English!
    Ms. Olson 
    ELA 7, ELA 7 Honors, and AIS 7 

    Room: MS 204
    Email: rolson@frankfort-schuyler.org
    Phone: (315) 895-7461 ext. 3204
    What to Expect:
    Next Generation ELA Standards 
    Materials Needed

    Required for all

    1 sturdy folder (no binder required)

    1 marble composition notebook (NOT SPIRAL BOUND; 100 pages, NOT 80)
    Scissors and glue (for home use)
    Glue sticks (to share in class)

    To reduce the amount of supplies required of each student, we will be sharing the following supplies. Please purchase the following.

    For last names ending in:

    A-H: pencils (mechanical or traditional)

    I-Q:  tissues

    R-Z: Sticky notes 

    Suggested: earbuds/ headphones, highlighter, colored pencils

    Check out BookSource.com for a listing of my classroom library!
    Classroom ID: rolson
    Password: Olson204
    Dear families, 

    This year in seventh grade ELA, the students will be reading about some challenging topics, including various forms of abuse, neglect, struggle, and war.  

    Our first unit of study focuses on the text A Long Walk to Water, by Linda Sue Park.  This text deals with the experiences of people in Southern Sudan.  Sudan was engaged in a civil war for many years.  In class and at home, students will be reading accounts of people who were affected by the Sudanese Civil War. 

    In class tomorrow, students will read from the first chapter of A Long Walk to Water, in which there is an account of some violence.  It is not graphic or gruesome, but any time we read about violence in the world, it is important to be extra thoughtful to make sure that everyone feels safe.  We will discuss strategies students can use during a difficult reading (such as taking a break from the reading, talking to an adult or a friend about your thoughts, journaling, or writing a note to the teacher). 

     Later in the year, students will read about:

    Slavery, Abuse, Neglect, Suffering                                   in Narrative of the Life of Frederick Douglass by Frederick Douglass

    Suffering, Isolation, Death, and Choice                           in The Giver by Lois Lowry

    I ask that you please be open to talking with your child about the aforementioned strategies after our discussion tomorrow and offer your support should your child require it.

    If you have any concerns about the content of A Long Walk to Water, the discussion of wartime in our classroom, or any of the topics listed above, please feel free to contact me via email at rolson@frankfort-schuyler.org or by phone at (315) 895-7461 ext. 3204.



    Rachel Olson

    ELA 7 Instructor

    Here are some interesting reads about accepting challenges in school work. The concept is known as "growth mindset" and it's inspiring students, teachers, and schools to embrace challenge in order to take on the more rigorous--but worthwhile--tasks we encounter in school (and in life).

    What is growth mindset? (EdWords)

    Growth mindset definition:

    “A growth mindset is when students understand that their abilities can be developed,” 
    (Dweck, 2014).

    But aren’t some people naturally smarter than others?

    Yes and no. People are born with unique genetic structures, meaning they are initially better than others at different things. However, those with a growth mindset believe that one can always improve, catch up, or even surpass others’ natural talents. This is where teachers play a crucial role in shaping a student’s confidence and outlook on school through productive, continuous feedback. It is crucial that “teachers who understand the growth mindset do everything in their power to unlock that learning,” (Dweck, 2015).

    Do all students share a growth mindset?

    Yes. Carol Dweck, a lead researcher on the topic, states that as humans, we operate in both a fixed and growth mindset.

    How is it possible to operate in both a fixed and growth mindset you ask? Here’s an example: Most humans have a fixed mindset about jumping (unaided) off a cliff. No amount of belief in your ability to fly; no amount of “hard word and practice” (e.g. jumping off a stair, a table, etc.) will prepare you to fly. Knowing that you cannot fly and that no amount of work will change your ability to fly, is a normal, appropriate (life-saving) fixed mindset.

    Dweck goes on to provide a definition for both:

    Fixed Mindset: “In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort.” (Dweck, 2015)

    Growth Mindset: “In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.” (Dweck, 2015)

    Whether a student holds a fixed mindset or growth mindset significantly impacts their learning experience—from elementary school to high school. Students that hold a fixed mindset give up when they can’t solve a problem and admit defeat. This can be detrimental to students’ future efforts and leads to limited student growth. With a growth mindset, students continually work to improve their skills, leading to greater growth and ultimately, success. The key is to get students to tune into that growth mindset.

    Why does it matter, anyway?

    How we interact and encourage students affects their attitudes toward learning. A positive mindset is the difference between a student giving up because they’re “not a math person” and a productive struggle that yields growth. But a growth mindset isn’t just about effort. Dweck writes, “In the fixed mindset, everything is about the outcome. If you fail—or if you’re not the best—it’s all been wasted. The growth mindset allows people to value what they’re doing regardless of the outcome. They’re tackling problems, charting new courses, working on important issues. Maybe they haven’t found the cure for cancer, but the search was deeply meaningful,” (Dweck, 2015).

    "How To Weave Growth Mindset Into School Culture" by: Katrina Schwartz  (Click here for the original article.)


    Adilene Rodriguez admits she has always struggled with academics. Especially in middle school she hated getting up early, found her classes boring and didn’t really see where it was all going. When she started her freshman year at Arroyo High School in San Lorenzo, California, just south of Oakland, she was a shy student who rarely spoke up in class and had little confidence in herself as a scholar.

    Rodriguez is now a senior and her approach to school has changed dramatically over her high school career. She attributes her shift to her freshman science teacher, Jim Clark, who taught the class about growth mindset from the very beginning and backed up the discussion with action.

    “He would tell me, ‘You need to push yourself, that’s how you’re going to grow. Be confident. You’re not always going to be successful on your first tries, but you can get there,’ ” Rodriguez said.

    She didn’t believe him at first; she thought she just wasn’t good at science. But with Clark’s insistence and support, she started participating in class more and struggled through difficult units.

    ‘We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.’High school senior Adeline Rodriguez

    When Clark suggested Rodriguez take AP biology she resisted, scared she’d be unprepared for the challenge. She thought that if she had struggled in freshman biology, there was no way she could hack the tougher course. But Clark convinced her to challenge herself, making the case that no one grows inside their comfort zone. Rodriguez says that class changed her life.

    “It was one of those classes where the bell rings and you don’t want to leave. You want to keep discussing,” Rodriguez said. “And it’s what I want to do now for a career. I really love biology.”

    In the summer between her junior and senior year, Rodriguez even took a college-level genetics class for fun, although she found out later she’d get college credits for it.

    Rodriguez may have found her growth mindset in science class, but she’s applying it to all of her life. Take math, one of her least favorite subjects: “It’s not my strength, but I have to get through it to get to where I want to be,” Rodriguez said. “Sometimes you have to learn to love things you aren’t as good at. It will be hard, but you will get through it.”

    Rodriguez has also taken a whole new approach to class participation. She now sees that when she participates, she’s helping shape the direction of the class. She recognizes that it’s hard for teenagers to speak up and risk being wrong in front of their peers — she always worried about being judged for getting the wrong answer — but when that brave student speaks up, it empowers everyone.

    “Don’t be afraid to be the first one, because you can make that change in someone else and that would be awesome,” Rodriguez said.

    Perhaps most importantly, the growth mindset Rodriguez has learned at Arroyo will be a big help to her when she leaves high school.

    “I’m a senior, I’m going to go out into the real world soon, by myself,” she said. “We’re not always going to have teachers or friends or parents to depend on. And sometimes you will make mistakes on your own, and knowing how to grow from that has really helped me.”



    Rodriguez is the product of four years of messaging from her high school teachers. The Health and Medicine Academy, a small learning community within Arroyo High, has been pioneering a focused approach to teaching growth mindset that starts with Strong Start, a summer institute that incoming ninth-graders are highly encouraged to attend.

    “We’ll purposefully try to put them in situations where they’ll be uncomfortable, and yet not feel vulnerable — it’s a kinda fine line we walk — and then provide opportunities for them to work their way through it and find some success,” Clark said.

    Students deconstruct how working through something challenging felt. Returning sophomores lead the program, many of whom the ninth-graders know from middle school, and who have already been through a year of practicing growth mindset themselves.

    Students also talk about the definitions of fixed and growth mindsets and then talk through various challenges from each perspective. When the school year starts, those lessons continue in the classroom. Every teacher in the Health and Medicine Academy has read Carol Dweck’s book, “Mindset,” and has discussed how to implement it in their classrooms. The school has moved to standards-based grading to emphasize that mistakes are part of learning and that understanding will come.

    “It just reinforces the fact that understanding the first time you hear something isn’t the goal,” Clark said. “Smart isn’t being right fast. It’s working through things and understanding things eventually.”

    Clark brought the idea of growth mindset to Arroyo after a chance encounter with Dweck at a conference. The idea that intelligence grows with effort is one that comes naturally to him as a teacher because of his experiences as a basketball coach. Now, he’s trying to get students to approach academics with the same dedication to practice and risk-taking that they bring to sports or other extracurriculars.

    “At the end of the day we’re trying to create successful kids, some of whom will grow up to do science and some of whom won’t,” Clark said. “But if they can take what they learn in our classrooms and apply it somewhere else, that’s kind of what we’re here for.”

    ‘When you believe it, they believe. If I didn’t believe this, they wouldn’t buy what I’m selling.’Arroyo health teacher India Rodgers

    He’s clear that his job is to teach science, but it’s also his job to nurture the individuals he teaches.

    The kids at Arroyo often have a lot of challenges outside the classroom. Many of these students will be the first in their families to go to college. Clark knows this and it makes him even more passionate about growth mindset.

    “Redefining smart as something that’s more effort-based than genetics-based has opened the door for kids,” Clark said. “They don’t feel like they’re behind other kids any longer because they feel that their future is in their own hands, and if they just work through their problems they’re going to be OK.”



    The multiyear effort to infuse growth mindset into every class is paying off in a big way for students like Rodriguez, and in smaller ways for all students. Health teacher India Rodgers said she notices slight behavior changes in her freshmen first: Quiet but competent kids speak up more and struggling kids receive help from peers more readily.

    She also knows that for some kids, the message can take awhile to penetrate. She says students have come back to her years later after having an experience that finally drove the concept home. It’s also tough for some kids to transfer the idea that “it’s OK to fail” to the academic subjects students find most difficult.

    “It’s really easy to start with my stuff, and then I try to use what they can do here and help them in other classes,” Rodgers said. Students discuss a lot of life issues in her class, so she often has strong relationships with them. She uses those to help them shift their mindsets about classes like math.

    She also tries hard to model a growth mindset to her students by being open about her own struggles as a parent and a teacher.

    “They’re not used to teachers apologizing,” Rodgers said. “But I tell them I’m going to make mistakes all the time. And I think showing that helps them realize they can actually make mistakes.”

    When teachers and administrators say they want kids to have a growth mindset, the school environment has to back up that rhetoric. At Arroyo, the emphasis on growth mindset came alongside a shift to standards-based grading. Kids can see that mistakes along the way aren’t negatively affecting them and keep working to master the concepts.

    “When you believe it; they believe,” Rodgers said. “If I didn’t believe this, they wouldn’t buy what I’m selling.”