Miss Montenieri

Welcome to Ms. Montenieri’s Page! 

This year will be a year focused on learning about equality and what it means to our school community, our Hinsdale community, and the world around us.



English 7 Book Reports – Requirements for your book reports due March 29th

The link below contains all of my weekly worksheets and agendas. You can find all activities in said link:


English 7

English In English 7, students must read and comprehend grade-level fiction and nonfiction texts.  They must also be able to communicate their ideas orally and through written means.  Students read closely, applying reading strategies to draw inferences and analyze texts, and integrate outside knowledge in their reflections and discussions of the texts.  Not only are students required to determine the main ideas of what they read, but they also need to cite textual evidence to support their argument in extended responses.  Understanding author’s craft through studying literary devices, diction, and format is emphasized.  Students are required to participate as members of a literate community, discussing literature and writing, and listening respectfully to others.  This course will address the following: Are students effectively reading and analyzing texts so that they can coherently formulate a summary based off of main ideas?  Can students build and defend a thesis statement that serves as the central focus for an argumentative writing assignment?  Can students make connections to texts through either real-life experiences, media sources, or other texts that they have read and are they able to support those connections with ample evidence?
House of Dies Drear Unit Common Core State Standards (January-March)
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Vocabulary and Grammar Common Core State Standards (year long)
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Writing 7
Writing 7/8Students must be able to effectively develop, write, and analyze the main formats of writing such as arguments, informative texts, and narratives. In their writing, the students are expected to organize and maintain evidence of their writing process, which will enable them to create effective, coherent, pieces of writing while utilizing time management skills. Computers are an integral part of this class and are utilized for research, revision, and publication. There is also an emphasis on oral presentation skills that students learn and acquire by presenting their published work with their peers. This course will address the following questions: How does writing under a variety of genres help to develop whole-student wellness? How does writing engage students in using and developing critical thinking skills? How does writing factor in to inter-curricular fluency?
Expository Writing Common Core State Standards (January-March)
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Media Literacy

Media Literacy Students will observe and analyze the media and the role that it plays in their lives. Over the course of the quarter, students will take a look at various forms of media and how each form conveys a message differently. Students will be asked to analyze messages being transferred to us through media and how our brains respond to such messages. Some forms of media that we will be discussing in class are: newspapers, television, radio, advertisements, Internet, social media, technology, music, literature, and film. Each mini-unit that we cover will focus on a different form of media, and we will discuss how each one impacts our lives on a daily basis. Given an article or a news story, students will be expected to find the main ideas, develop a summary, and base the information that they find on factual evidence as well as their own beliefs. Students will be expected to come to class prepared with whatever items are assigned the night before (homework, summaries, newspaper articles), as these will be the resources that we use to fuel class discussions.  This course will address the following questions: Are students capable of identifying main ideas and concepts in a variety of forms of media?  Are students aware of the messages that are being presented to them on a daily basis, as well as have an understanding of what these messages mean on a larger scale?  Are students able to differentiate between a reliable news source and one that is heavily biased or opinionated?