Beechwood High School
7th Grade English Course Syllabus
2016-2017
Instructor: Mrs. Holly Pitts
Room Number: 301
Email:
Course Description and Standards:
Middle level English/Language Arts is designed to present a wide range of reading experiences with print and non-print text for literary, informational, persuasive, and practical purposes. Students use writing to learn and writing to demonstrate learning strategies, as well as the writing process and criteria for effective writing, to write in a variety of forms and for multiple audiences and purposes. Speaking, listening, and observing skills are used to communicate information for a variety of authentic purposes, situations, and audiences. The integration of inquiry skills and technology with the other strands allows students to continue to discover and communicate ideas and information. Course adheres to Kentucky Core Academic Standards requirements.
Course Text:
- Springboard Level 2 (textbook), College Board
- Vocabulary Workshop Level B, Sadlier-Oxford
- Tangerine, novel by: Edward Bloor
- The Outsiders, novel by: S.E. Hinton
The main textbook book selected to teach the course provides an excellent selection of literature works, poetry, newspaper articles, Web sites, and magazines. The course is also supplemented with the vocabulary workbook as well as various novels to be taught throughout the year. Other grammar and reading materials will be used in conjunction with the texts listed above.
Edmodo and Google Classroom (LMS):
These learning management systems will be used to house classroom documents, texts, recordings, student work, vocabulary, etc. digitally. The students will be able to submit work through this system, communicate with me and classmates, and receive grades all in one location. Student will be learning more about this in class.
Web-site Resources:
• www.easybib.com (for citing sources)
• http://beechwoodky.springboardonline.org/ebook/login (for access to our entire Springboard book)
• https://owl.english.purdue.edu/owl/ (writing website)
Course Outline:
First Quarter
Springboard Unit 1: The Choices We Make
• Analyze genres and their organizational structures
• Examine the function of narrative elements
• Apply techniques to create coherence and sentence variety in writing a personal narrative and myth
• Apply revision techniques in preparing drafts for publication
Grammar Review and Sentence Diagramming
• Review parts of speech
• Verb tense
• Analogies
• Punctuating textual support and dialogue
• Pronouns and Antecedents
• Diagramming subjects, action verbs, adjectives/articles, adverbs, direct object complements, and indirect object complements
Vocabulary Workshop Units 1-4
• Vocabulary in context
• Vocabulary for comprehension
• Choosing the right meanings/synonyms/antonyms
• Idioms, denotation, connotation, and classical roots
Two Independent Novels
• Students pick two novels to read for the first quarter based on their ZPD (Zone of Proximal Development determined by STAR testing)
• First novel concepts: main idea, setting, character analysis, and story structure
• Second novel concepts: inference, theme, and point of view
Standardized Assessments
• EXPLORE (English and Reading)
• STAR (Reading)
Second Quarter
Springboard Unit 2: What Influences My Choices?
• Understand how our lives are influenced by media and advertising
• Engage in collaborative discussion
• Write an expository essay
• Identify and analyze the use of appeals, language, and rhetorical devices in informational and argumentative text
• Write an argumentative essay
Grammar
• Revising for cohesion and clarity
• Sentence variety and structure
• Transitions
• Phrases and clauses
• Parallel structure
• Appositives
• Diagramming linking verbs and predicate adjective/nominative complements
Vocabulary Workshop Units 5-8
• Vocabulary in context
• Vocabulary for comprehension
• Choosing the right meanings/synonyms/antonyms
• Proverbs, denotation, connotation, and classical roots
Two Independent Novels
• Students pick two novels to read for the second quarter based on their ZPD (Zone of Proximal Development determined by STAR testing)
• First novel concepts: double-entry journal based on textual annotations, textual evidence, and personal insights
• Second novel concepts: plot structure, symbolism, theme, and tone
Standardized Assessments
• EXPLORE (English and Reading)
• STAR (Reading)
Third Quarter
Springboard Unit 3: Choices and Consequences
• Use textual evidence to support analysis and inferences
• Read Tangerine as a class utilizing various reading strategies
• Write a literary analysis essay based on Tangerine
• Research a topic for social studies and write a research paper in English class using MLA citation
Grammar
• Revising with subordinating clauses
• Revising with coordinating conjunctions
• Active versus passive voice
• Dangling and misplaced modifiers
• Understanding phrases
• Identifying prepositional phrases in sentences
• Diagramming adjectival and adverbial phrases
Vocabulary Workshop Units 9-12
• Vocabulary in context
• Vocabulary for comprehension
• Choosing the right meanings/synonyms/antonyms
• Adages, idioms, denotation, connotation, and classical roots
One Independent Novel
• Students picks one novel to read for the fourth quarter based on their ZPD (Zone of Proximal Development determined by STAR testing
• Plot structure, book talks, character analysis, etc.
Standardized Assessments
• EXPLORE (English and Reading)
• STAR (Reading)
Fourth Quarter
Springboard Unit 4
• Increase textual analysis skills across genres
• Improve oral fluency and presentation skills
• Analyze poetry
• Write a narrative poem
• Collaborate on a Shakespearean performance
Grammar
• Varying syntax for effect
• Punctuating clauses
• Diagramming compound sentences
Vocabulary Workshop Units 13-15
• Vocabulary in context
• Vocabulary for comprehension
• Choosing the right meanings/synonyms/antonyms
• Idioms, denotation, connotation, and classical roots
One Independent Novel
• Students picks one novel to read for the fourth quarter based on their ZPD (Zone of Proximal Development determined by STAR testing)
• Socratic seminar planning and discussion – students write generic, open-ended questions and participate in a group discussion based on their independent novel
Standardized Assessments
• EXPLORE (English and Reading)
• STAR (Reading)
Methods of Assessments:
· 30%Summative Assessments (unit tests, major projects/writing assignments, grammar and vocabulary unit tests)
· 25%Formative Assessments (reading, writing, and vocabulary quizzes)
· 25%Classwork
· 20%Homework
Grading Scale:
Percent / Letter Grade92% – 100% / A
84% – 91% / B
76% – 83% / C
70% – 75% / D
0% – 69% / F
Classroom Expectations:
1. BE SAFE.
- There should be no talking during morning, afternoon, or any other announcements. We all need to listen to important information that is being given.
2. BE RESPECTFUL.
- Respect yourself, classmates, and me.
- We will be doing a lot of class discussion, partner and group work. You will have plenty of opportunities to speak, but please do not talk while I’m talking or your classmates are presenting information. It is rude and the number one way for you to earn a detention.
3. BE RESPONSIBLE.
- You will need to come prepared to class with your binder, planner, required reading material, and pen or pencil.
- All assignments MUST be turned in on-time, or you will not receive credit and could earn an academic detention after school.
*For all other school related rules, please refer to the Student Handbook.
Consequences for not Meeting Classroom Expectations
· 1st Consequence – Verbal warning and / or parent contact (phone call or e-mail)
· 2nd Consequence – Detention
· 3rd Consequence – Referral to the administration
Depending on the severity of the classroom disruption or behavior, the teacher may bypass consequences listed above.
Academic Dishonesty and Attendance Policy:
*These expectations are clearly laid out in the Student Handbook.
- Absences: Make-up work will be given to all students, but only the students with excused absences will receive an academic grade without penalty. The student has one day per day absent to turn in the work. Make-up work will remain a “0” until absence is excused. It is the student’s responsibility to see me or contact a classmate about what was missed. If a test or quiz needs to be made up, the student is responsible for setting up a time after school to take the missed assessment.
Required Materials:
• 2 inch binder
• Loose leaf paper in the binder
• pencils, pens, and highlighters
• a tablet or laptop (if the student has one – if not, there will be a few to use in the classroom)
• 2nd and 3rd period students ONLY – a box of tissues
• 4th and 6th period students ONLY – sanitizing wipes
Note to Parents:
It is my goal that all my students be successful in my class. I will assist your child in any way that I can. However, I alone cannot assure success. Please encourage your child in assuming responsibility for his/her learning. The students will always have an independent novel or book I have assigned them to read. They should be reading at least 30 minutes a day. Please encourage them to this as much as possible at home on their own or with you.
Also, I will communicate with you weekly via e-mail based on what’s due that week. I will also use a free texting service called Remind 101. I will ask your child to sign up for an account and you as a parent are encouraged to do so as well. Please enter this number in the “To:” field – 81010 (my phone wouldn’t accept the number, so I dialed (424)-400-7082) and in the “message:” field - @ k793g
It should text you back letting you know that you are enrolled in Mrs. Pitts’ class.
Thank you,
Mrs. Pitts
Parents and Students,
Please sign and return to Mrs. Pitts by Friday, August 26, 2016. It is a required document for student files.
Thank you,
Mrs. Pitts
We the parent/guardian(s) and the student, have fully read, understood, and agree to abide by these expectations.
Period ____
Print Student name Student’s signature Date
Print Parent/Guardian Parent/Guardian’s signature Date
Name