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7th Grade Language Arts 2010-2011 School Year

EACH SECTION IN ITALICS MUST BE COMPLETED ACCORDING TO THE INDIVIDUAL TEACHER’S PREFERENCES. TEACHERS SHOULD REMOVE THESE DIRECTIONS (IN ALL CAPS WRITING) BEFORE DISTRIBUTION OF COMPLETED SYLLABUS TO STUDENTS. Charlie Smart, csmart@stlucie.k12.fl.us COMPLETED BY INDIVIDUAL TEACHER Phone: (772) 987-6543 Fax: (772) 123-4567 Class Texts: Elements of Literature First Course (Holt, Reinhart, and Winston) Writer’s Choice Grade 7 (Glencoe McGraw-Hill) Novels (Choose two from the suggested novel list below or others you have available to teach the concepts): Freak the Mighty by Rodman Philbrick Holes by Louis Sachar Island of the Blue Dolphins by Scott O'Dell Roll of Thunder, Hear My Cry by Mildred Taylor A Wrinkle in Time by Madeleine L'Engle The Outsiders by S.E. Hinton Hope was Here by Joan Bauer Course Description: Reading, writing, speaking, listening, and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in complexity of materials and tasks and in the students’ independence in the application of skills and strategies.

Learning tasks and materials accommodate the individual needs of students.

Technology is available for students to develop competencies in the language arts. Course Content: The purpose of this course is to provide integrated educational experiences in the language arts strands of reading, writing, listening, viewing, speaking, language, and literature. The content should include, but not be limited to, the following:

Daily Writing Opportunities 1. Essay Writing

Participate in multiple FCAT Writes simulations (in class and school-wide)

Practice the writing process through various examples of expository and persuasive writing

2. Journal Writing

Respond to a given prompt/situation or free, personal writing in an informal collection

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3. Response to Literature

Create formal and/or informal written responses related to a piece of fiction or nonfiction

Daily Reading Opportunities 1. Fiction and Non-Fiction analysis

Practice and enhance reading comprehension through reading, discussing, and responding to various forms of text

2. Class Novel

Read and examine a selected novel through, independent reading, teacher read aloud, and/or literature circles

Construct responses relating to the novel through discussions and various written activities

3. Independent Reading

Practice and enhance reading comprehension through personal selection of a variety of texts

Create personal analysis of selected texts 4. Writing Critique

Build awareness of the writing process through reading and evaluating sample pieces of writing

*NOTE: As we read selected novels in the classroom this year, you may choose to purchase your own, personal copy. Please take note of the novels listed for the year to make your purchases in advance if you choose to do so.

Materials: COMPLETED BY INDIVIDUAL TEACHERS

2 inch binder

Dividers (Labeled: class notes, writing, grammar, vocabulary, graded papers)

marbled composition book

notebook paper

Post-it notes

pens (blue, black, green)

pencils

highlighters

pencil pack

dictionary

thesaurus

Vocabulary Building 1. Word Wall interaction

Participate in building and maintaining personal and class word wall

Demonstrate accurate word usage in daily writing and word mapping activities

Grammar Usage 1. Grammar mini lessons

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Develop knowledge of correct usage of grammar in mini lessons infused with writing opportunities

Demonstrate accurate grammar usage in daily writing Assignments: COMPLETED BY INDIVIDUAL TEACHER

Homework is due at the beginning of class.

All homework and classwork is to be submitted on time and will otherwise result in a deduction of 5 points for each day the assignment is late.

When absent, it is the student’s responsibility to request and make up all missed assignments.

All submitted work should be headed appropriately: Name Date Period

Grading Plan: COMPLETED BY INDIVIDUAL TEACHER

Tests (30% of grade)

Writing Assignments (25% of grade)

Homework/Classwork (20% of grade)

Active Learning/Participation (5% of grade) Classroom Plan: COMPLETED BY INDIVIDUAL TEACHER

Be prompt *There is much for us to do in a short period. Let’s make the most of our time together.

Be prepared *My job is to be ready to teach. Your job is to be ready to learn.

Be respectful *It is NEVER okay to be rude, to ridicule, or to disrespect anyone in anyway.

Be productive *Be an active learner and just do your best. I am here to help you…just ask.

Dress code will be enforced.

Please act appropriately. Do not act in a manner that will warrant a parent phone call, removal from class, or a referral.

Failure to meet class expectations and inappropriate behavior will follow a “3 Strikes” policy:

Strike 1: Warning Strike 2: Seat Moved Strike 3: Lunch Detention and/or Administrative referral

*Serious misconduct will result in immediate Administrative referral. Academic Honesty Policy: Violation of “Academic Honesty Policy” includes willful or deliberate unauthorized use of the work of another person for academic purposes, or inappropriate use of notes, or other material in the completion of an academic assignment or test. In addition to disciplinary responses, the granting of credit for this assignment may be considered null and void.

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COMPLETED BY INDIVIDUAL TEACHER Everyone has the capability to choose his or her own actions.

With each choice follows a reward or a consequence. MAKE EVERY CHOICE A REWARDING ONE!

Course Topics 7th Grade: 1st Quarter

1. Response in writing (on-going) Obtain a writing sample as a baseline assessment (benchmark writing) Understand student response to a given prompt

Code of Conduct

Dress Code

Policy and Procedures

Journal writing-reading response logs Readings: Student Code of Conduct, Student Handbook

2. Review sentence types, fragments and complete sentences Recognize sentence types and fragments

Identify declarative, imperative, interrogative, and exclamatory sentences

Identify fragments

Identify complete sentences Primary Source: Writer’s Choice Grade 7, pp. 357, 500

3. Review study and test-taking skills (on-going) Utilize strategies for test taking and study skills

Note-taking

Highlighting

Summarize

Paraphrase Primary Source: Writer’s Choice units 24, 25

4. Practice of daily conventions, prewriting, journal writing, and the writing process (on-going) Continued practice

Modeling

Cooperative sharing

Journals

Essays Primary Sources: journals, student samples, teacher models

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5. Review the parts of a prompt using Write Traits/ideas, organization, voice, conventions, sentence fluency, word choice (on-going) Understand and write to a given prompt

Topic

Cue Word

Audience

Purpose Primary Source: FCAT workbook

6. Introduce vocabulary (on-going) Use higher level vocabulary to enhance the quality of the writing

Word walls

Bloom’s Verbs Primary Sources: Word wall, Bloom’s Taxonomy Readings; Holes (suggested novel)

7. Review characteristics of the variety of genres (on-going) Identify characteristics and recurring themes (Literature text collection 3)/bravery, friendship, loyalty, good vs. evil

Poetry

Short Story

Fiction

Suggested Reading: “The Runaway,” from Elements of Literature pg. 24; “Rikki-Tikki-Tavi,” from Elements of Literature pg. 2; “The Frog Who Wanted to Be a Singer,” “No Guitar Blues,” Amigo Brothers,” “After Twenty Years,” from Elements of Literature

8. Research writing (10-12 days) Complete various research projects

MLA

APA samples Primary Resources: Elements of Literature pg. 267; media center, internet sources

9. Introduce dramatic literature (on-going) Explore this new genre

Brainstorming

Book walks

Models Primary Sources: “The Dream of Good Fortune,” from Elements of Literature pg. 578 Readings: Island of the Blue Dolphins (suggested novel)

10. Review author’s purpose (on-going) Identify author’s purpose

Entertain

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Persuade

Inform Primary Sources: models, sample essays, student work Readings: “The Skelton Key,” from Elements of Literature pg. 65

11. Continue work on sentence expansion (on-going) Use appropriate word choice

Models

Sample essays

Elaboration Primary Source: Writer’s Choice pp. 367, 500

12. Review structure of paragraph, expository writing, and scoring rubric (on-going) Continue practice

Journals

Models

Rubric

Prompts Primary Sources: Writer’s Choice pg. 194; St. Lucie County Scoring Rubric, models; Elements of Literature pp. 328, 410

13. Introduce and review 5 paragraph essay format (on-going) 1-3-1 format

Introduction

Body

Conclusion

Primary Sources: Writer’s Choice pg. 194; Elements of Literature pp. 328, 410 14. Focus on topic sentences (on-going) Utilize Write Traits’ Ideas

Model

Sample

Primary Sources: Write Traits 15. Implement transitions in writing (on-going) Utilize Write Traits’ Organization

Samples

Model

Primary Sources: Write Traits 16. Proofreading symbols Recognize and use proofreading symbols in an essay

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Indent

Capitalization

Spelling

Omissions/deletions

Run-ons Primary Sources: Write Traits, Writer’s Choice back cover

17. Review elements of fictional literature (on-going) Recognize the elements

Setting

Plot

Rising Action

Theme

Main Idea

Conflict and Resolution

Primary Readings: Song of the Trees,” from Elements of Literature pg. 28; “The Smallest Dragonboy,” from Elements of Literature pg. 46

18. Analyze elements of fictional literature, recurring themes, and vocabulary (on-going) Use and identify the tools

Descriptive

Idiomatic language

Figurative language

Allusion Primary Source: Elements of Literature xxiv, xxv Skills Page

19. Continue focus on building paragraphs using transitional devices (on-going) Utilize transitional words and phrases

Sequencing of details

Transitional words and phrases Primary Sources: Writer’s Choice pg. 128

20. Work on support, elaboration of details, and sentence variation (on-going) Practice utilizing the tools to strengthen the essay

Models

Samples

Peer examples Primary Sources: Writer’s Choice pp. 501, 367

21. Continue and review expository writing (on-going) Review the elements of expository

Samples

Peer work

1-3-1 essays

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Primary Sources: Writer’s Choice pg. 194; Elements of Literature pp. 672; monthly prompt

22. Locate author’s use of literary devices and word choice (3-4 days) Read to identify devices

Allusions

Figurative language Primary Sources: poetry, personal reading material, magazines, and newspapers

23. Review identifying main idea (on-going) Use text to locate supporting evidence Primary Source: Elements of Literature xxiv Skills Page

Course Topics 7th Grade: 2nd Quarter

1. Continue multi paragraph essays (on-going) Practice and share multi paragraph essays

1-3-1 essays

Persuasive

Expository Primary Sources: Student samples, FCAT anchor sets, models

2. Review sentence variety, support, and elaboration (on-going) Utilize strategies for essay improvement

Modeling

Sharing

Practice Primary Sources: Writer’s Choice pp. 367, 500

3. Ongoing practice of editing and revision (on-going) Continued practice

Partners

Cooperative sharing

Journals

Essays Primary Sources: Writer’s Choice back cover, journals, essays

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4. Review the persuasive essay (on-going) Understand the persuasive argument

Topic

Cue Word

Audience

Purpose

Modeling

Evidence Primary Source: Writer’s Choice pg. 256

5. Review and analyze vocabulary and literary devices (4-5 days) Use vocabulary and devices to enhance the quality of the writing

Sound

Meter

Graphics

Structure Primary Sources: Elements of Literature xxiv Skills Page Readings: Freak the Mighty (suggested novel) Elements of Literature Collection Five (The Runaway, Robert Frost, pg. 25)

6. Interpret a selection and show support with evidence (on-going) Identify characteristics and meaning of a selection

Evidence

Support Primary Sources: Elements of Literature pg. 582; Writer’s Choice pg. 294

7. Continue persuasive writing (on-going) Practice responding to a persuasive prompt

Topic

Cue words

Audience

Purpose Primary Source: District prompts

8. Locate, use, and analyze organizational text (3-5 days) Utilize techniques in analysis of text

Reports

Technical manuals

Table of contents

Headings

Captions

Bold print

Key guide words Primary Source: Elements of Literature xxiii Skills Page

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9. Continue work on study skills (on-going) Use graphic organizers

Two column notes

Highlighting

Summarizing Primary Sources: Writer’s Choice pg. 684

10. Review 1-3-1 format, continue editing and revision (on-going) Continue practice

Models

Samples

Rubric Primary Sources: Rubric, FCAT Anchor sets

11. Review scoring for the FCAT writing assessment (on-going) 1-3-1 format, continued use of rubric

Introduction

Body

Conclusion

Rubric Primary Source: Writer’s Choice pg. 194

12. Compare and contrast informational text Utilize graphic organizers

Newspapers

Magazines

Biographies

Periodicals

Model Primary Sources: Elements of Literature xxiv Skills Page, newspapers, magazines, various biographies

13. Review elements of literature, use of literary devices, and effect on reader (on-going) Recognize and locate

Character

Setting

Plot

Allusion

Hyperbole

Bandwagon

Emotional response Primary Source: Elements of Literature xxiv, xxv Skills Page Suggested Novel: Hope was Here by Joan Bauer

14. Review research skills

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Recognize Sources and citations (MLA/APA)

Course Topics 7th Grade: 3rd Quarter

1. Implement word choice, ideas, and trait of voice (on-going) Utilize correct word choice and voice to enhance a variety of expressive forms of writing: informal communication, persuasive text, expository writing:

Write Traits

Samples

Student work

Modeling

Literature models Primary Resources: Write Traits, Anchor papers

2. Recognize and use cause and effect in non-fiction (on-going) Utilize the organizational pattern of cause and effect

Models

Student work

Samples Primary Resources: Elements of Literature pp. 356, 434

3. Review author’s purpose (on-going) Identify author’s purpose in literature

Literature model

Samples Suggested Readings: “After Twenty Years,” from Elements of Literature pg. 192; “Madam and the Rent Man,” from Elements of Literature pg. 227

4. Ideas, values, and themes reflect historical literature (on-going) Explain and identify

Literature models

Write Traits Suggested Novels: Roll of Thunder, Hear My Cry and/or Hope was Here Elements of Literature collection six (When the Earth Shakes, Dragonwings)

5. Recognize and use fact/opinion and compare/contrast as organizational patterns (on-going) Utilize these patterns for persuasive writing

Newspapers

Advertisements

Journal Writing

Samples Primary Resources: Writer’s Choice pp. 266, 270

6. Sensory Writing (on-going)

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Utilize and identify sensory writing

Similes

Metaphors

Onomatopoeia Primary Readings: “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out,” from Elements of Literature pg. 257

7. Continue emphasis on elaboration and support (on-going) Use text examples to identify

Peer editing

Modeling

Anchor papers Primary Resources: Write Traits, student samples, journals, models

8. Select non fiction materials for presentations (5-7 days) Use a variety of subject areas from various genres

Historical accounts

Scientific reports

Real world Primary Resources: Newspapers, texts, biographies, magazines

9. Apply grammar skills and conventions in specified writing situations Primary Resources: Writer’s Choice, Selected picture books

Course Topics 7th Grade: 4th Quarter

1. Review figurative language (5 days)

Utilize and identify similes, personification, etc.

Write Traits

Samples

Student work

Modeling

Literature models Primary Resource: Elements of Literature pg. 520

2. Creative writing (10-12 days) Write in a variety of genres/Young Author’s Conference

Myths

Folk Tales

Poetry

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Fables Suggested Readings: “The Highwayman,” from Elements of Literature pg. 340; “Sky Woman,” from Elements of Literature pg. 426; “Dinorella,” from Elements of Literature pg. 568; “The Fox and the Grapes,” Collection 7 in Literature Book: King Midas, Labor of Hercules, Echo and Narcissus, Flight of Icarus from Elements of Literature; A Wrinkle in Time (suggested novel)

3. Review literary themes and compare in various genres (5 days)

Literature models of plays, poems, short stories, novels

Stories

Journals 4. Informational and organizational skills Demonstrate the use of these skills

Charting

Mapping

Summarize

Graphics

Structure

Compare/contrast

Paraphrase Primary Source: Elements of Literature xxiv Skills Page Readings: Freak the Mighty (Suggested novel)

5. Interpret a selection and show support with evidence (on-going) Identify characteristics and meaning of a selection

Evidence

Support Primary Sources: Elements of Literature pg. 582; Writer’s Choice pg. 294

6. Continue persuasive writing (on-going) Practice responding to a persuasive prompt

Topic

Cue words

Audience

Purpose Primary Sources: District prompts

7. Locate, use, and analyze organizational text Utilize techniques in analysis of text

Reports

Technical manuals

Table of contents

Headings

Captions

Bold print

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Key guide words Primary Sources: Elements of Literature xxiii Skills Page

8. Continue work on study skills (on-going) Use graphic organizers

Two column notes

Highlighting

Summarizing Primary Sources: Writer’s Choice pg. 684

9. Review 1-3-1 format, continue editing and revision (on-going) Continue practice

Primary Sources: Writer’s Choice, Write Traits