Hudson Area Schools Course Syllabus
SYLLABUS
1. Course Title: 7th Grade English, Trimester 1
2. Course Description: Students will work on developing their literacy skills through a variety of reading and writing activities. Students will also learn more about the structure of the English language through their study of spelling , vocabulary, and grammar.
3. Credit Hours: 0.5
4. Course Prerequisites: none
5. Course Times: 1st and 5th hour
6. Course Location: Room 207
7. Instructor: Ms. Elaine Lautenschlager, , 448-8912 ext. 207; conference period: 2nd hour
8. Required Text and Other Learning Resources: Writer’s Craft Level 7 (red); Macomb County Curriculum Materials
9. Course Overview: During the first trimester of this course, students will focus on the skills used for the comprehension and analysis of narrative text through two Macomb County Curriculum literature units. Students will develop their independent reading skills by participating in the Accelerated Reader program.
Students will cultivate their writing skills through using all aspects of the writing process: prewriting, development of ideas, revising/editing, and producing a final copy.
Seventh grade-level word lists will be used for increasing spelling and vocabulary skills, and our grammar studies will include learning about superlative adjectives and adverbs, verb tenses, and singular and possessive forms.
10. Course Content Expectations: Content for this course is based on the Grade Level Content Expectations for 7th grade English Language Arts set forth by the Michigan Department of Education. Many of the following benchmarks will be begun in the first trimester and continued in the second trimester of this course. Upon completion of both trimesters of this course, students should be able to do the following:
R.WS.07.01 explain and use word structure, sentence structure, and prediction to aid in decoding and understanding the meanings of words encountered in context.
R.WS.07.02 use structural, syntactic, and semantic analysis to recognize unfamiliar words in context including idioms, analogies, metaphors, similes, knowledge of roots and affixes, major word chunks/rimes, and syllabication.
R.WS.07.03 automatically recognize frequently encountered words in print with the number of words that can be read fluently increasing steadily across the school year.
R.WS.07.04 know the meanings of words encountered frequently in grade-level reading and oral language contexts.
R.WS.07.05 acquire and apply strategies to identify unknown words and construct meaning.
R.WS.07.06 fluently read beginning grade-level text and increasingly demanding texts as the year proceeds.
R.WS.07.07 in context, determine the meaning of words and phrases including cross-cultural expressions, mathematical expressions, scientific procedures, and literary terms using strategies and authentic content-related resources.
R.NT.07.01 identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit.
R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends.
R.NT.07.03 analyze the role of antagonists, protagonists, internal and external conflicts, and abstract themes.
R.NT.07.04 analyze author’s craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.
R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses.
R.CM.07.02 retell through concise summarization grade-level narrative and informational text.
R.CM.07.03 analyze global themes, universal truths, and principles within and across texts to create a deeper understanding by drawing conclusions, making inferences, and synthesizing.
R.CM.07.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.
R.MT.07.01 self-monitor comprehension when reading or listening to text by automatically applying and discussing the strategies used by mature readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing, and engaging in interpretive discussions.
R.MT.07.02 plan, monitor, regulate, and evaluate skills, strategies, and processes for their own reading comprehension by applying appropriate metacognitive skills such as SQP3R and pattern guides.
R.CS.07.01 analyze the appropriateness of shared, individual and expert standards based on purpose, context, and audience in order to assess their own writing and the writing of others.
R.AT.07.01 be enthusiastic about reading and do substantial reading and writing on their own.
W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices(e.g., internal and/or external conflicts, antagonists/protagonists, personification).
W.PR.07.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.
W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast).
W.PR.07.03 revise drafts to reflect different perspectives for multiple purposes and to ensure that content, structure, elements of style and voice, literary devices, and text features are consistent.
W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.
W.PR.07.05 proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.
W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).
W.GR.07.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures including participial phrases; adverbial subordinate clauses; superlative adjectives and adverbs; present, past, future, continuous verb tenses; parentheses; singular and plural possessive forms; and indefinite pronoun referents.
W.SP.07.01 in the context of writing, correctly spell the derivatives of bases and affixes.
W.HW.07.01 write neat and legible compositions.
W.AT.07.01 be enthusiastic about writing and learning to write.
S.DS.07.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles. partnerships, or other conversation protocols.
S.DS.07.02 respond to multiple text types in order to anticipate and answer questions, offer opinions and solutions, and to identify personally with a universal theme.
S.DS.07.03 discuss written narratives with a variety of literary and plot devices (e.g., clearly described setting, sequenced events, complex major and minor characters, dialogue, suspense, and specific character actions such as gestures, movements, and expressions).
L.RP.07.02 select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.
L.RP.07.05 respond to multiple text types when listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to anticipate and answer questions; determine personal and universal themes; and offer opinions or solutions.
11. Tentative Course Calendar/Schedule: All aspects of this course—reading, writing, spelling, vocabulary, and grammar—will be taught concurrently.
· Macomb County Curriculum units 1 and 2 will focus on the genre of mystery.
· Stories from the Language of Literature text will occasionally be used to supplement the literature units; these stories will be read in class. Assignments based on these stories will focus on specific reading skills or strategies, and a selection test will be given at a later time.
· Writing assignments will usually correspond to the concepts found within the literature units. Although time in class will be given to work on these assignments, students will be expected to continue to work on them at home. Longer writing assignments will require both a rough draft and final draft, with the final draft being typed or completed in pen.
· A spelling/vocabulary list consisting of 25 words will be assigned every other Monday, with the test being given on the 2nd Friday. This will give students two weeks to study the spellings and definitions of the given words.
· Quizzes over what is being studied in class will be given from time to time.
12. Grading Policy and Rubric: Grades will be determined by straight points (points earned divided by points possible). The final grade will be calculated as follows:
· Accelerated Reader=10%
· Formative assessments=5%
· Summative assessments=65%
· Final exam=20%
The following grade scale will be used:
100 A+ 4.00 77-79 C+ 2.33
93-99 A 4.00 73-76 C 2.00
90-92 A- 3.67 70-72 C- 1.67
87-89 B+ 3.33 67-69 D+ 1.33
83-86 B 3.0 63-66 D 1.00
80-82 B- 2.67 59.45-62 D- .67
13. Course Policies:
Accelerated Reader: Students are required to earn 25 AR points during the trimester. Tests must be taken in my classroom while I am there; students who work with Mr. Adams, Mrs. Curtis, or Mrs. Sholl may take AR tests in those respective rooms.
Turning in work: Unless otherwise noted, homework assignments will be due the following day at the beginning of class. The grade for work that has been turned in one day late without a valid excuse will be reduced by ten percentage points. Any assignments turned in after this time will not be eligible for credit.
Any unacceptable or missing work will have to be redone or completed if mastery of the content expectation was not achieved. Students will be able to retake quizzes and/or tests IF work has been satisfactorily corrected or completed.
Make-Up Work
· If you miss a class, it is your responsibility to check with me immediately upon your return to get the work that you missed.
· Make-up work must be completed in a timely manner. If you missed one day of class, you will be allowed 1 extra day to complete the assignment(s); 2 days of missed class equals 2 extra days, etc.
· Assignments given for prearranged absences are due the day you return, unless otherwise noted.
14. Teacher Responsibilities:
· I will work with you to help you achieve success in this class.
· I will work with you to solve any problems or concerns.
· I will grade and return all work in a timely manner.
· I will show you the same respect you show to me.
15. Student Responsibilities:
· Be prepared! You are expected to bring a pencil/pen, paper, textbook(s), AR book, and any other necessary materials to class every day.
o Students will be allowed 2 hall passes during the trimester.
o Any student exceeding these limits will receive a tardy for each occurrence.
o Students who repeatedly come to class unprepared will begin the RMO process.
· Students are expected to complete all assignments and turn them in on time.
· Assignments are to be done in pencil or blue/black ink. Illegible work will not be accepted.
· Ask questions when you don’t understand something.
· No eating or drinking is allowed in class, except for bottled water.
· Be on time each day.
· Respect school property: desks, textbooks, computers, supplies, etc. Destruction of school property will not be tolerated.
· Respect your peers—no verbal or physical abuse will be tolerated.