7th Grade ELA Syllabus
Brian Ruth
7th Grade English Language Arts
[email protected]
Room 105
Course of Study
In 7th Language Arts, we will be writing, reading, speaking, and listening. Throughout the year, we will be focusing on writing in preparation for the state writing assessment you will take as a junior. You will be required to compose and submit multiple work samples. Furthermore, you will be required to read both inside and outside of class. We will read and analyze a wide variety of literature, including short stories, fiction, non-fiction, poetry, and plays. Seventh grade students will specifically study numerous short stories.
Collection 1
Bold Actions
Selections
“Rogue Wave”
Comparing Media: Covering Issues in the News
“The Flight of Icarus”
“Arachne”
“Eleven”
Selected Narrative Essays
Novel: Esperanza Rising (subject to change)
Assessments/Focus
Oral Commentary
Identifying and Citing Textual Evidence
Narrative Essay
Poster Discussion
Writing Practice/Writing Process
Vocabulary
Collection 2
Perception and Reality
Selections
“The People Could Fly”
Selected News Articles
Selected Poems
"Another Place, Another Time"
“Sorry Wrong Number”
Book of Choice for Literature Circles
Assessments/Focus
Explanatory Essay
Opinion Essay
Compare and Contrast
Identifying and Citing Textual Evidence
Fish Bowl Discussion
Sharing Books with the Class
Vocabulary
Collection 3
Nature at Work
Selections
“Mississippi Solo”
“The Tempest”
“Allied with Green”
Selected Poems
Assessments/Focus
Memoir
Poetry Analysis
Vocabulary: Literary Devices
Improvisational Performances
Textual Evidence
Vocabulary
Collection 6
Guided by a Cause
Selections
“Flesh &Blood So Cheap: the Triangle Factory and Its Legacy” (excerpt)
“The Story of the Triangle Factory Fire”
“The Most Daring of (Our) Leaders” (excerpt)
“Speech from the Democratic National Convention”
“Craig Kielburger Reflects on Working Toward Peace”
“It Takes a Child”
“A Poem for my Librarian, Mrs. Long”
Selected Essays
Assessments/Focus
Expository/Personal Essay
Textual Evidence
Conducting Research
Producing and Publishing with Technology
Vocabulary
Song as Poetry
Selections
Poetryfoundation.org
Selected Songs
Selected Poetry
Assessments/Focus
Identifying theme/central idea
Finding the poetry in our lives
Song as Poetry Packet
Classroom Expectations:
Tolerance Expectations
Discrimination of any kind, whether it is related to ethnicity, gender, sexual orientation, religion, age, social class, or mental/physical disability, will not be permitted within my classroom under any circumstances. The consequence for behavior we consider discriminatory will be an immediate referral to the school’s administration.
Behavior Expectations
My classroom is also a respectful, positive, productive place where all students have the opportunity to be successful. To this end, nothing any of us do should interfere with the right of others to learn. In the classroom, we will establish procedures and develop a routines to maintain student success. Furthermore, we will practice our established procedures so everyone has an opportunity to learn them.
Academic Expectations
You are expected to be actively involved in all of the following: vocabulary, grammar, and reading response bell- work/warm-ups; note taking; small and large group discussions; reading (class literature as well as independent reading); writing (short responses and summative assessments); listening to fellow students and myself; and all other activities. You are expected to complete all assignments, work samples, projects, and tests.
Preparedness
I expect you to bring all necessary materials to class every time we meet. You must have a binder for this class. You must also bring a pen/pencil, highlighters, and an independent reading book every time we meet.
Presentation and Saving your Work
All assignments must be neatly written or typed. All work should be neat; crumpled or torn paper is not acceptable. In addition, please do not throw anything away.
Absences
Daily attendance is incredibly important; the learning experiences you miss in the classroom are often impossible to make up. Please note that you will not be able to make up in-class participation points you miss when you are absent. If you are absent, I expect you to make up all assignments. It is imperative that, when you return after an absence, you discuss what you missed with me, a fellow classmate and/or log in to StudentVue for access to all assignments.
Tardiness
Class will begin when the bell rings; please be in your seat at that time. Please check the agenda on the board for the schedule and/or special instructions each day. Tardies are recorded and the school-wide tardy policy will be followed.
Food
Eating snacks are acceptable in class as long as it does not create distractions or messes. This is a privelge that can be taken away at a moments notice.
StudentVue
I will update StudentVue, the student login portion of my Synergy grade book, at least once per week. I encourage my students and their parents/guardians to access StudentVue/ParentVue regularly. Please remember that, as a result of the Credit by Proficiency assessment and grading policies, individual standards will always reflect your ability to demonstrate your understanding of the material. StudentVue will also provide you the opportunity to access classroom documents and assignments.
Cheating and Plagiarism
Cheating and plagiarism will not be tolerated within my classroom. Just don’t do it. If you have any questions about what behavior constitutes cheating and/or plagiarism please see me immediately. If you cheat or plagiarize, you will be referred to the administration.
Grading and Assessment Policies
All credit will be awarded on a Credit by Proficiency (CBP) basis as demonstrated by the individual student on the following national reading, language and speaking and listening Common Core Curriculum Standards:
L.7 English Conventions/Knowledge
L.7.01
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.7.02
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
L.7.03
Use Knowledge of Language and its conventions when writing, speaking, reading, or listening.
L.7.V Vocabulary
L.7.V.04
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
L.7.V.05
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RI.7 Informational Text
RI.7.01
Cite the textual evidence that supports an analysis of a text as well as inferences drawn from the text
RI.7.02
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text
RL.7 Literature
RL.7.01
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
RL.7.02
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
RL.3
Analyze how particular elements of a story or drama interact
RL.5
Analyze how a drama’s or poem’s form or structure contributes to its meaning
SL.7 Speaking/Listening
SL.7.01
Engage effectively in a range of collaborative discussion with divers partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly
SL.7.04
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation
W.7 Writing: Types and Purposes
W.7.01
Write arguments to support claims with clear reasons and relevant evidence
W.7.02
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.7.03
Write narratives to develop real or imagined experiences or events sting effective technique, relevant descriptive details, and well-structured event sequences.
W.7.05
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or teo) for a range of discipline-specific tasks, purposes, and audiences
Overall, 99% of your grade will be based on summative assessments which assess the previously detailed Common Core Standards. These summative assessments will be in the form of a combination multiple choice/essay question test at the end of each unit of study or piece of literature, in-class on-demand writing assessments, projects and various types of discussion.
Make-up Work and ELT
As previously outlined under “absences,” you are responsible for finding out what you missed. If you were absent during a summative assessment, you will have to make up your summative assessment on one of the in-class designated make-up days. After that point, you will lose that opportunity. This does not mean you will automatically fail the class, but it will give you one less opportunity to show proficiency or higher on the assessed standards.
A Final Note to Parent(s)/guardian(s)
Please feel free to contact me about your child at the e-mail address listed at the top of this course syllabus. Additionally, the school district’s student information system, Synergy, is designed to help parents stay in better contact with the school regarding their child’s attendance and progress in class. I would strongly encourage you to utilize this system. Parents and students can also access documents, including notes and assignments on this site.
7th Grade English Language Arts
[email protected]
Room 105
Course of Study
In 7th Language Arts, we will be writing, reading, speaking, and listening. Throughout the year, we will be focusing on writing in preparation for the state writing assessment you will take as a junior. You will be required to compose and submit multiple work samples. Furthermore, you will be required to read both inside and outside of class. We will read and analyze a wide variety of literature, including short stories, fiction, non-fiction, poetry, and plays. Seventh grade students will specifically study numerous short stories.
Collection 1
Bold Actions
Selections
“Rogue Wave”
Comparing Media: Covering Issues in the News
“The Flight of Icarus”
“Arachne”
“Eleven”
Selected Narrative Essays
Novel: Esperanza Rising (subject to change)
Assessments/Focus
Oral Commentary
Identifying and Citing Textual Evidence
Narrative Essay
Poster Discussion
Writing Practice/Writing Process
Vocabulary
Collection 2
Perception and Reality
Selections
“The People Could Fly”
Selected News Articles
Selected Poems
"Another Place, Another Time"
“Sorry Wrong Number”
Book of Choice for Literature Circles
Assessments/Focus
Explanatory Essay
Opinion Essay
Compare and Contrast
Identifying and Citing Textual Evidence
Fish Bowl Discussion
Sharing Books with the Class
Vocabulary
Collection 3
Nature at Work
Selections
“Mississippi Solo”
“The Tempest”
“Allied with Green”
Selected Poems
Assessments/Focus
Memoir
Poetry Analysis
Vocabulary: Literary Devices
Improvisational Performances
Textual Evidence
Vocabulary
Collection 6
Guided by a Cause
Selections
“Flesh &Blood So Cheap: the Triangle Factory and Its Legacy” (excerpt)
“The Story of the Triangle Factory Fire”
“The Most Daring of (Our) Leaders” (excerpt)
“Speech from the Democratic National Convention”
“Craig Kielburger Reflects on Working Toward Peace”
“It Takes a Child”
“A Poem for my Librarian, Mrs. Long”
Selected Essays
Assessments/Focus
Expository/Personal Essay
Textual Evidence
Conducting Research
Producing and Publishing with Technology
Vocabulary
Song as Poetry
Selections
Poetryfoundation.org
Selected Songs
Selected Poetry
Assessments/Focus
Identifying theme/central idea
Finding the poetry in our lives
Song as Poetry Packet
Classroom Expectations:
Tolerance Expectations
Discrimination of any kind, whether it is related to ethnicity, gender, sexual orientation, religion, age, social class, or mental/physical disability, will not be permitted within my classroom under any circumstances. The consequence for behavior we consider discriminatory will be an immediate referral to the school’s administration.
Behavior Expectations
My classroom is also a respectful, positive, productive place where all students have the opportunity to be successful. To this end, nothing any of us do should interfere with the right of others to learn. In the classroom, we will establish procedures and develop a routines to maintain student success. Furthermore, we will practice our established procedures so everyone has an opportunity to learn them.
Academic Expectations
You are expected to be actively involved in all of the following: vocabulary, grammar, and reading response bell- work/warm-ups; note taking; small and large group discussions; reading (class literature as well as independent reading); writing (short responses and summative assessments); listening to fellow students and myself; and all other activities. You are expected to complete all assignments, work samples, projects, and tests.
Preparedness
I expect you to bring all necessary materials to class every time we meet. You must have a binder for this class. You must also bring a pen/pencil, highlighters, and an independent reading book every time we meet.
Presentation and Saving your Work
All assignments must be neatly written or typed. All work should be neat; crumpled or torn paper is not acceptable. In addition, please do not throw anything away.
Absences
Daily attendance is incredibly important; the learning experiences you miss in the classroom are often impossible to make up. Please note that you will not be able to make up in-class participation points you miss when you are absent. If you are absent, I expect you to make up all assignments. It is imperative that, when you return after an absence, you discuss what you missed with me, a fellow classmate and/or log in to StudentVue for access to all assignments.
Tardiness
Class will begin when the bell rings; please be in your seat at that time. Please check the agenda on the board for the schedule and/or special instructions each day. Tardies are recorded and the school-wide tardy policy will be followed.
Food
Eating snacks are acceptable in class as long as it does not create distractions or messes. This is a privelge that can be taken away at a moments notice.
StudentVue
I will update StudentVue, the student login portion of my Synergy grade book, at least once per week. I encourage my students and their parents/guardians to access StudentVue/ParentVue regularly. Please remember that, as a result of the Credit by Proficiency assessment and grading policies, individual standards will always reflect your ability to demonstrate your understanding of the material. StudentVue will also provide you the opportunity to access classroom documents and assignments.
Cheating and Plagiarism
Cheating and plagiarism will not be tolerated within my classroom. Just don’t do it. If you have any questions about what behavior constitutes cheating and/or plagiarism please see me immediately. If you cheat or plagiarize, you will be referred to the administration.
Grading and Assessment Policies
All credit will be awarded on a Credit by Proficiency (CBP) basis as demonstrated by the individual student on the following national reading, language and speaking and listening Common Core Curriculum Standards:
L.7 English Conventions/Knowledge
L.7.01
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
L.7.02
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
L.7.03
Use Knowledge of Language and its conventions when writing, speaking, reading, or listening.
L.7.V Vocabulary
L.7.V.04
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies
L.7.V.05
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RI.7 Informational Text
RI.7.01
Cite the textual evidence that supports an analysis of a text as well as inferences drawn from the text
RI.7.02
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting and plot; provide an objective summary of the text
RL.7 Literature
RL.7.01
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text
RL.7.02
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text
RL.3
Analyze how particular elements of a story or drama interact
RL.5
Analyze how a drama’s or poem’s form or structure contributes to its meaning
SL.7 Speaking/Listening
SL.7.01
Engage effectively in a range of collaborative discussion with divers partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly
SL.7.04
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation
W.7 Writing: Types and Purposes
W.7.01
Write arguments to support claims with clear reasons and relevant evidence
W.7.02
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
W.7.03
Write narratives to develop real or imagined experiences or events sting effective technique, relevant descriptive details, and well-structured event sequences.
W.7.05
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
W.7.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or teo) for a range of discipline-specific tasks, purposes, and audiences
Overall, 99% of your grade will be based on summative assessments which assess the previously detailed Common Core Standards. These summative assessments will be in the form of a combination multiple choice/essay question test at the end of each unit of study or piece of literature, in-class on-demand writing assessments, projects and various types of discussion.
Make-up Work and ELT
As previously outlined under “absences,” you are responsible for finding out what you missed. If you were absent during a summative assessment, you will have to make up your summative assessment on one of the in-class designated make-up days. After that point, you will lose that opportunity. This does not mean you will automatically fail the class, but it will give you one less opportunity to show proficiency or higher on the assessed standards.
A Final Note to Parent(s)/guardian(s)
Please feel free to contact me about your child at the e-mail address listed at the top of this course syllabus. Additionally, the school district’s student information system, Synergy, is designed to help parents stay in better contact with the school regarding their child’s attendance and progress in class. I would strongly encourage you to utilize this system. Parents and students can also access documents, including notes and assignments on this site.