Passport to 7th Grade ELA by Quarter at a Glance

PH = Prentice Hall Literature
HRW = Holt Elements of Literature (old green lit book with frog on the cover)
OS = Outside Source
**Daybook selections are from 7th grade Daybook only. Activities for all Daybook selections can be found in the pages following each piece and in the corresponding teacher edition pages.
**Unless otherwise noted all selections are located in the textbook.
*Any objection to a specific title should be made to the teacher so an alternative selection can be offered on an independent contract basis. Parents are encouraged to read and to discuss assigned novels with students.
Quarter 1-At a Glance
Vocabulary Focus / Grade Level Stems-# stands for week taught
Week 1 / Ex / out
Week 2 / Demo / people
Week 3 / Meter / measure
Week 4 / Hypo / under
Week 5 / Cide / cut/kill
Week 6 / corp/corpus / body
Week 7 / Ician / person who
Week 8 / Qual / kind or sort
Week 9 / mater/matri / mother
/ Honors and Accelerated Stems from book-The Word Within the Word
List 7-Weeks 1-5 with 6th week as testing week and List 8 Weeks 1-3.
List 7 / Week 1 / numer, fort, osteo, ornith, polis
Week 2 / fus, ego, spir, dia, acr
Week 3 / acro, culp, derm, zo, per
Week 4 / pac, brev, necro, urb, pugn
Week 5 / ecto, plasto, agog, cle, il
Week 6 / Review and test over all 25 in List #7
List 8 / Week 1 / sed, leg, anim, tort, nym
Week 2 / sanct, meta, petr, mir, man
Week 3 / rect, volv, demi, retro, sens
Research Focus / (Introduction - 3rd week JFK model – October thru Winter Break) / We will begin the first step of the research process in line with the district pacing guide. As a whole group we will give the introduction of research including plagiarism, the parent letter, deadlines, glossary using PowerPoint. Then individually, or in smaller amounts we will present the JFK model from the district and teach students to clarify and refine a topic(7-6.1) and how to begin to organize their thoughts and create guiding questions (7-6.5). / Research Outcomes:
· Research Project Parent Letter signed/returned
· Plagiarism Contract signed/returned
· Deadlines for Research Project passed out and explained
· Plagiarism PowerPoint and glossary discussed
· JFK Model
· Clarify and refine a topic
· Organize thoughts
· Create Guiding Questions
Grammar Focus-
All Classes / 7-4.4Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. / 7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. / Identify and correctly use the following:
· present perfect tense
· past perfect tense
· future perfect tense
· predicate adjectives
· ellipses
· parentheses
Writing Focus-
All Classes / Objective 3 – Producing Written Communications in a the form of a Narrative Essay
Use the writing process to create narratives such as personal essay or narrative poems that communicate the significance of an issue of personal importance and use language appropriate for the purpose and the audience. Use prewriting techniques to organize written works. Use revision strategies to improve clarity, tone, voice, and the development of ideas in written works.
7-4.1, 7-4.2 (compound, complex, & compound-complex sentences), 7-4.5, 7-5.2
Writing Assignment Title: "Me as a Writer" / Objective 5 – Understanding and Using Literary Texts – Author’s Craft
Write responses that analyzes the effect of the author’s craft (such as tone and the use of imagery, flashback, foreshadowing, point of view, symbolism, theme, and irony) on the meaning of literary texts. Teacher will use the Constructed Response Rubric and provide evaluative feedback.
7-1.7, 7-4.2 (compound, complex, & compound-complex sentences)
Assignment Title: varies based on Author/story we are currently studying / Objective 7 – Understanding and Using Literary Texts – Compare/Contrast
Create responses demonstrating the ability to compare/contrast ideas within and across literary texts to make inferences through a variety of methods such as drawings, written works, oral presentations, and media productions. Teacher will use Constructed Response Rubric and provide evaluative feedback.
7-1.7, 7-4.4, 7-4.6 (ellipses, parentheses)
Reading Focus / Listed by class type
Grade Level / Genre Focus / Title & Author / Source / Main Skills
Fiction:
Short Stories
And
Narrative Essays / “Three Skeleton Key” by George G. Toudouze
“Rikki-Tikki-Tavi” by Rudyard Kipling
“The Treasure of Lemon Brown” by Walter Dean Meyers
“Seventh Grade” by Gary Soto
“Duffy’s Jacket” by Bruce Coville
A Day’s Wait by Ernest Hemmingway
My First Free Summer-Julia Alverez-Narrative Essay / HRW pg. 64
PH pg. 199
PH pg. 175
PH pg. 250
OS (New HRW pg 6-12)
PH pg. 75
PH pg. 118 / Tone, imagery
Plot development, tone, inference skills
Plot development, flashback, foreshadowing, theme
Character
Plot development, tone
Author’s style
Background information to recognize author’s purpose
Non-Fiction:
Literary non-fiction / “You Can’t Just Walk On By” by Borden Deal
“Rattlesnake Hunt” by Marjorie Kinnan Rawlings
“The Night the Bed Fell” by James Thurber
“Was Tarzan a Three-Bandage Man?” by Bill Cosby / OS
PH pg. 459
PH pg. 477
PH pg. 147 / Suspense
Word choice, inference skills, central idea
Tone, plot development, characters
Word choice, tone, symbolism, inference skills
Honors
“Rising to the Challenge” / Genre Focus / Title & Author / Source
Novels
(a minimum of 2 should be completed) / *The Call of the Wild—Jack London 1120L
or
The Story of My Life—Helen Keller 1150L
or
At Her Majesty’s Request: An African Princess in Victorian England – Walter Dean Myers 1070L (non-fiction)
Poetry
(choose 3 from each quarter) / “The Rider” by Naomi Shihab Nye
“The Highwayman” by Alfred Noyes
“Mother to Son” by Langston Hughes
“Lips” / p. 520
p. 558
p. 543
(GT seminar from ’05-‘06)
Drama (choose 2) / Brian's Song / (located in old lit. book)
Short Works – Non-Fiction
(choose 3 from each quarter) / “Mongoose on the Loose”
“Conversational Ballgames”
“The Eternal Frontier” by Louis L’Amour / p. 219
p. 379
p. 438
Short Works - Fiction (choose 2 from each quarter) / “Perseus” (Mythology)
“Amigo Brothers” by Piri Thomas
“The People Could Fly” by Virginia Hamilton / p. 872
p. 283
p. 914
Informational Texts – (Choose a minimum of 8 different types of informational texts over the course of the year.)
* Must be included in your 8 choices / Essays
Historical documents
Informational trade books
Textbooks / News and Feature articles*
Magazine articles*
Advertisements
Encyclopedia entries / Reviews (book, movie, product)
Journals
Speeches*
Schedules
Recipes
Accelerated
“Rising to the Challenge” / Genre Focus / Title & Author / Source
Novels
(a minimum of 2 should be completed) /

The Old Man and the Sea-Ernest Hemingway 940L

Or
Great Expectations- Charles Dickens 1200L
Poetry
(choose 3 from each quarter) / “Ring Out, Wild Bells”
“The Road Not Taken”
“O Captain! My Captain!”
“’Race’ Politics” / p. 611
p. 704 (also use lessons from William & Mary Persuasion)
p. 706
Daybook
Drama (choose 2) / None this quarter
Short Works – Non-Fiction
(choose 3 from each quarter) / “Always Remember: The Vision of Maya Ying Lin” Biographical Essay from “Sharing in the American Dream” Persuasive Speech from “My Own True Name” Open Letter
“Words to Sit In, Like Chairs” Reflective Essay / p. 473
p. 530
p. 1034
p. 1038
Short Works - Fiction (choose 2 from each quarter) / “Flowers for Algernon”
“Up the Slide”
“The Ninny”
“One Friday Morning” – Langston Hughes / p. 310
p. 174
p. 760, 763
(lessons from William and Mary The 1940s: A Decade of Change)
Informational Texts – (Choose a minimum of 8 different types of informational texts over the course of the year.)
* Must be included in your 8 choices / Essays
Historical documents
Research reports
Contracts
Position papers (for example, persuasive brochures, campaign literature)
Editorials / Letters to the Editor
Informational trade books
Textbooks
News and feature articles*
Magazine articles*
Advertisements / Encyclopedia entries
Reviews (book, movie, product)
Journals
Speeches*
Directions, schedules, and recipes embedded in information texts
PH = Prentice Hall Literature
HRW = Holt Elements of Literature (old green lit book with frog on the cover)
OS = Outside Source
**Daybook selections are from 7th grade Daybook only. Activities for all Daybook selections can be found in the pages following each piece and in the corresponding teacher edition pages.
**Unless otherwise noted all selections are located in the textbook.
*Any objection to a specific title should be made to the teacher so an alternative selection can be offered on an independent contract basis. Parents are encouraged to read and to discuss assigned novels with students
Quarter 2-At a Glance
Vocabulary Focus / Grade Level Stems-# stands for week taught
Week 10 / ec/eco / house
Week 11 / intra/intro / within
Week 12 / phyt / of plants
Week 13 / proto / first
Week 14 / cred / believe
Week 15 / mono / one, alone
Week 16 / poly / many
Week 17 / gen / origin
Week 18 / ic/ical / relating to
/ Honors and Accelerated Stems from book-The Word Within the Word
List 7-Weeks 1-5 with 6th week as testing week and List 8 Weeks 1-3.
List 8 / Week 4 / fy, ocul, cur, ultra, oid
Week 5 / gest, apt, tact, voc, rid
Week 6 / review and test over all 25 in List #8
List 9 / Week 1 / path, a, nomy, fid, caco
Week 2 / hetero, sci, graph, lat, lith
Week 3 / tract, in, co, phile, ine
Week 4 / ar, hexa, fract, platy, theo
Week 5 / fin, hedron, ambul, ous, topo
Week 6 / Review and test over all 25 in List #9
Research Focus / (Introduction - 3rd week (date TBA) and JFK model – October thru Winter Break) / We will begin the second step of the research process in line with the district pacing guide. / Research Outcomes:Continue research process with step two.
· Annotated Bibliography
· Note Cards
· Thesis Statement
· Editor’s Marks
· MLA Style
· Works Cited
*If time permits, move onto step three – the author’s study
Grammar Focus-
All Classes / 7-4.4Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. / 7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. / Identify and correctly use the following:
Identify and correctly use the following:
·transitive and intransitive verbs
·participles and participial phrases
·verbals and verbal phrases
·gerunds and gerund phrases
· infinitives and infinitive phrases
· ellipses
· parentheses
Writing Focus-
All Classes / Objective 2 – Producing Written Communications in the form of Technical Writing
Create informational pieces such as books, movies, product reviews, and news reports that use language appropriate for a specific audience. Create a multi-paragraph composition that includes a central idea with supporting details and uses appropriate transitions between paragraphs.
7-4.3 (transitions), 7-4.4, 7-4.6 (ellipses & parentheses) ,7-5.1
Assignment Title: Infomational Writing-Book, Movie, Product Review, News Report / Objective 4 – Producing Written Communications in the form of a Persuasive Essay
Use the writing process to create multi-paragraph persuasive pieces such as the letter to the editor or essays that include a stated position with supporting evidence and are aimed at a specific audience. Use complex sentences in a variety of types: simple, compound, complex, and compound complex.
7-4.1, 7-4.2(compound, complex, & compound-complex sentences), 7-4.3, (transitions) 7-4.5, 7-5.4
Assignment Title: "Persuasive Letter to the Editor" / Objective 5 – Understanding and Using Literary Texts – Author’s Craft
Write responses that analyzes the effect of the author’s craft (such as tone and the use of imagery, flashback, foreshadowing, point of view, symbolism, theme, and irony) on the meaning of literary texts. Teacher will use the Constructed Response Rubric and provide evaluative feedback.
7-1.7, 7-4.2 (compound, complex, & compound-complex sentences)
Assignment Title: varies based on Author/story we are currently studying / Objective 6 – Understanding and Using Informational Texts – Compare/Contrast
Create responses demonstrating the ability to compare/contrast theses and ideas within and across informational text to draw conclusions and make inferences through a variety of methods such as drawings, written works, oral presentations, and media productions. Teacher will use Constructed Response Rubric and provide evaluative feedback.
7-2.1, 7-2.4, 7-4.2(compound, complex, & compound-complex sentences), 7-4.5
Reading Focus / Listed by class type
Grade Level / Genre Focus / Title & Author / Source / Main Skills
Novel Study / Refer to the Core Reading List
Non-Fiction:
Expository & non-print / “Mongoose on the Loose” by Larry Luxner
“How to Recognize Venomous Snakes in North America”
“The Fall of the Hindenburg” by Michael Morrison
*Critiques associated with research author study
*Get brochures and pamphlets from doctor offices or welcome centers for additional sources
*Newspapers are also a good source / PH pg. 219
PH pg. 469
PH pg. 17 / Central idea, bias, text elements
Graphic features, print styles, central idea, lack of bias
Central idea, cause and effect, print styles
Honors
“Deciding What
is
Right” / Genre Focus / Title & Author / Source
Novels
(a minimum of 2 should be completed) / A Christmas Carol – Charles Dickens 1080L
or
The Witch of Blackbird Pond -- Elizabeth George Speare 850L
or
Treasure Island—Robert Louis Stevenson 1100L
Poetry
(choose 3 from each quarter) / “Pete at the Zoo”
“Scaffolding”
“Cremation of Sam McGee”
"The Courage that My Mother Had" / p. 47 (Daybook)
p. 53 (Daybook)
p. 563
p. 536
Drama (choose 2) / The Monsters are Due on Maple Street / p. 754
Short Works – Non-Fiction
(choose 3 from each quarter) / “Gettysburg Address”
"Tenochtitlan: Inside the Aztec Capital" / p. 100 (Daybook)
p. 850
Short Works - Fiction (choose 2 from each quarter) / “Popocatepetl and Ixtlaccihuatl”
“Suzy and Leah”
"Demeter and Persephone" / p. 857
p. 103
p. 835
Informational Texts – (Choose a minimum of 8 different types of informational texts over the course of the year.)
* Must be included in your 8 choices / Essays
Historical documents
Informational trade books
Textbooks / News and Feature articles*
Magazine articles*
Advertisements
Encyclopedia entries / Reviews (book, movie, product)
Journals
Speeches*
Schedules
Recipes
Accelerated
“Coming
of
Age” / Genre Focus / Title & Author / Source
Novels
(a minimum of 2 should be completed) / Nothing But The Truth- Avi NP (non-prose)
Poetry
(choose 3 from each quarter) / “For My Sister Who in the Fifties”
“Blow, Blow, Thou Winter Wind”
“Grandma Ling”
“Salvador, Late or Early” / p. 682
p. 659
p. 689
(GT Seminar)
Drama (choose 2) / A Midsummer Night’s Dream-William Shakespeare
Short Works – Non-Fiction
(choose 3 from each quarter) / from “I Know Why the Caged Bird Sings” Autobiography
“Baseball” Narrative Essay
“The Trouble with Television” Persuasive Essay
From An American Childhood Autobiography / p. 190
p. 453
p. 519
P. 137
Short Works - Fiction (choose 2 from each quarter) / “An Hour with Abuelo”
“The Finish of Patsy Barnes”
“Medicine Bag”
from A Painted House
“Hamadi”
“The White Umbrella” / p. 209
p. 282
p. 390
p. 1056
p. 252
p. 380
Informational Texts – (Choose a minimum of 8 different types of informational texts over the course of the year.)
* Must be included in your 8 choices / Essays
Historical documents
Research reports
Contracts
Position papers (for example, persuasive brochures, campaign literature)
Editorials / Letters to the Editor
Informational trade books
Textbooks
News and feature articles*
Magazine articles*
Advertisements / Encyclopedia entries
Reviews (book, movie, product)
Journals
Speeches*
Directions, schedules, and recipes embedded in information texts
PH = Prentice Hall Literature
HRW = Holt Elements of Literature (old green lit book with frog on the cover)
OS = Outside Source
**Daybook selections are from 7th grade Daybook only. Activities for all Daybook selections can be found in the pages following each piece and in the corresponding teacher edition pages.
**Unless otherwise noted all selections are located in the textbook.
*Any objection to a specific title should be made to the teacher so an alternative selection can be offered on an independent contract basis. Parents are encouraged to read and to discuss assigned novels with students.
Quarter 3-At a Glance
Vocabulary Focus / Grade Level Stems-# stands for week taught
Week 19 / scope / see
Week 20 / frater / brother
Week 21 / liber / free
Week 22 / ology/logy / study of
Week 23 / ist / one who
Week 24 / inter / between
Week 25 / re / again or back
Week 26 / super / above
Week 27 / ver / true
vert / turn
/ Honors and Accelerated Stems from book-The Word Within the Word
List 7-Weeks 1-5 with 6th week as testing week and List 8 Weeks 1-3.
List 10 / Week 1 / ped, mort, carn, psycho, ethno
Week 2 / gen, nat, paleo, curs, crypt
Week 3 / cad, capit, loqu, sacro, uni
Week 4 / ness, alt, ics, iso, vert
Week 5 / ate, cor, ess, muta, fug
Week 6 / Review and test over all 25 in List #10
List 11 / Week 1 / i, jus, lum, ann, apo
Week 2 / sen, sol, bas, rogat, parl
Week 3 / potent, surg, log, gram, cant
Research Focus / (Introduction - 3rd week (date TBA) and JFK model – October thru Winter Break) / We will begin the third step of the research process in line with the district pacing guide. / Research Outcomes: Begin Author’s Study
· Select an author
· Author study timeline
· Discussion forum
· Author’s personal data
· Statement of controlling purpose
· Read biographic information about chosen author
· Read three literary selections by chosen author
· Analysis of author’s craft
· Source information/ evaluations
· Annotated bibliography
· Create and organize note cards
Grammar Focus-
All Classes / 7-4.4Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. / 7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. / Identify and correctly use the following:
Demonstrate mastery of the following:
· coordination
· subordination
· parallelism
· misplaced or dangling modifiers
Comma- Use correctly to separate parenthetical expressions.
Hyphen- Use correctly to prevent confusion with prefixes and suffixes to form an adjective.
Dashes- Use correctly to indicate a sudden break in a sentence.
Brackets- Use correctly with the following:
· to set off an introductory series
· to set of parenthetical material to indicate interrupted speech for emphasis
Writing Focus-
All Classes / Objective 1 – Researching
Create a documented research paper (project for grade level students) with evidence of the entire written process (including continuous teacher feedback), a minimum of 3 valid sources and a Works Cited page. Formal documentation using MLA format with internal citations must be used. See the research document for specific directions for research paper/project for 7th grade students.