English Language Arts 7
Course Descriptor
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September & October 2015
1. Independent Novel Study #1
Students were provided with several novel choices and asked to select one (1) to read independently. The attached Paper Bag Book Report is the corresponding at home assignment. DUE: Thursday, October 15. Projects are graded and returned. Three grades were given for this significant project as indicated on the rubric and on Powerschool.
Students were provided with several novel choices and asked to select one (1) to read independently. The attached Paper Bag Book Report is the corresponding at home assignment. DUE: Thursday, October 15. Projects are graded and returned. Three grades were given for this significant project as indicated on the rubric and on Powerschool.
book_in_a_bag_book_report.doc |
2. Fears and Phobias
In class:
(i) we have been reading a variety of selections regarding Fears and Phobias as well as engaging in interesting class discussion. Additionally, we have been focusing on practicing skills of creating summaries. Summarization assessment is graded and returned.
(ii) we have also completed a Listening Assessment. This has been graded and returned to students.
At home:
(iii) Students are expected to create a "Monster" and write a paragraph detailing their creation. DUE: Thursday, October 29th for a brief 1 minute presentation.
create_a_monster.docx |
create_a_monster_rubric_2015-16.docx |
November 2015
3. Poetry
In class:
(i) we have reviewed and discussed various literary terms for Poetry. Students were provided with a handout of literary terms.
(ii) we have studied and practiced different types of poetry: limerick, haiku, cinquain, shape. Students have independently created each type of poem, presented them to the class, and submitted them for review.
(iii) we will have a test on Friday, November 6th, on poetry and summarization. Students will have to identify various types of poetry and will be given another opportunity to summarize an unseen piece of literature.
In class:
(i) we have reviewed and discussed various literary terms for Poetry. Students were provided with a handout of literary terms.
(ii) we have studied and practiced different types of poetry: limerick, haiku, cinquain, shape. Students have independently created each type of poem, presented them to the class, and submitted them for review.
(iii) we will have a test on Friday, November 6th, on poetry and summarization. Students will have to identify various types of poetry and will be given another opportunity to summarize an unseen piece of literature.
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(iv) we have reviewed a film entitled "Monster House" and students will complete a corresponding reading assessment (Format: selected response/multiple).
4. Non-Fiction Recount Activities
A. In class, students were asked to:
1. choose a true personal event or experience that had a positive impact upon them.
2. brainstorm, in jot note form, the story surrounding the event (including: characters, setting, plot, conflict, suspense, humour, climax, resolution).
3. select 8 story details from their list and draw an 8 paneled storyboard explaining the true positive event. Speech bubbles were permitted, but not necessary. Colour was suggested where students thought appropriate.
4. Students shared their work on a voluntary basis.
5. This assignment was a practice activity for our multi-article based Non-Fiction Recount Activity noted below in section B.
Caveat: Students were asked not to disclose a truly private or traumatic experience as this was not the appropriate forum for such matters.
B. In class:
1. we read aloud and discussed 3 articles on Malala Yousafzai.
2. After reading and discussing each article, we organized the events in each article in chronological order.
3. Students were then given 7 classes in which to summarize all articles.
4. Once the students had independently summarized the 3 articles, they then had to compile a final document combining all 3 articles. Among other tasks, students were reminded to write in chronological order, use introductory and closing sentences for each paragraph, write in the past tense, use at least 5 transition words or phrases, and edit so as not to repeat material already mentioned in their final summary.
1. we read aloud and discussed 3 articles on Malala Yousafzai.
2. After reading and discussing each article, we organized the events in each article in chronological order.
3. Students were then given 7 classes in which to summarize all articles.
4. Once the students had independently summarized the 3 articles, they then had to compile a final document combining all 3 articles. Among other tasks, students were reminded to write in chronological order, use introductory and closing sentences for each paragraph, write in the past tense, use at least 5 transition words or phrases, and edit so as not to repeat material already mentioned in their final summary.
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December 2015 & January 2016
5. Novel Study - Home Child (by: Barbara Haworth-Attard)
Image below from: http://www.barbhaworthattard.com/wp-content/uploads/2011/10/HomeChild2.jpg
In class:
1. we are reading the novel aloud, stopping frequently for comprehension checks and class discussion.
2. we are independently preparing responses to the following questions on chapters 1-15 as the basis for future informal speaking activities.
1. we are reading the novel aloud, stopping frequently for comprehension checks and class discussion.
2. we are independently preparing responses to the following questions on chapters 1-15 as the basis for future informal speaking activities.
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3. we completed two (2) in-class multiple choice reading quizzes on the novel.
4. we reviewed the literary device, conflict, and three main types of conflict: internal, external, interpersonal.
5. we thoroughly reviewed all three types of conflict within the novel and students were provided with conflict notes on each chapter.
6. we drafted an essay outline for the novel based on conflict.
7. students will independently write an essay during class time based on conflict within the novel. Students are permitted to bring into the essay test their completed essay outline.
4. we reviewed the literary device, conflict, and three main types of conflict: internal, external, interpersonal.
5. we thoroughly reviewed all three types of conflict within the novel and students were provided with conflict notes on each chapter.
6. we drafted an essay outline for the novel based on conflict.
7. students will independently write an essay during class time based on conflict within the novel. Students are permitted to bring into the essay test their completed essay outline.
home_child_notes_combined_2015.docx |
home_child_conflict_essay_outline.doc |
6. Spelling Bee - Completely Voluntary Activity
- In School List -attached below. Students will be voluntarily tested on Tuesday, January 12/16 and Wednesday, January 13/16.
- In School List -attached below. Students will be voluntarily tested on Tuesday, January 12/16 and Wednesday, January 13/16.
007-2016_seventh_grade_nsb_list.pdf |
2016_rules_for_local_spelling_bees.pdf |
7. Viewing Activity
In class, we viewed the film, Fern Gully. Students then completed a selected response (aka multiple choice) quiz to assess detail and comprehension.
In class, we viewed the film, Fern Gully. Students then completed a selected response (aka multiple choice) quiz to assess detail and comprehension.
8. Listening Activity
In class, students listened to three readings of the fable, "The Tiger Who Would be King" by James Thurber, followed each time by a list of questions. Students wrote their responses and submitted them for listening assessment.
In class, students listened to three readings of the fable, "The Tiger Who Would be King" by James Thurber, followed each time by a list of questions. Students wrote their responses and submitted them for listening assessment.
February 2016
9. Grammar
In class, we began a review of Grammar: nouns, verbs, adjectives, adverbs. Students are completing a variety of grammar activities to strengthen their comprehension and proper usage of grammar.
adverbs-and-adjectives-with-magical-horses_2.rtf |
grammar_notes_adjectives___adverbs.doc |
grammar_notes_nouns.docx |
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10. Making Connections
In class, we are stressing the connections students make when reading a text: text to self connections, text to text connections, text to world connections. (Nelson Literacy, pp.2-29).
We are analyzing making these various connections in the following selections:
- "The Nest" - short story by Robert Zacks, p.3
- "Universal Soldier" - song by Buffy Sainte-Marie, p.10
- "First They Came" - poem by Martin Niemoller, p.11
- "Resisting Hitler" - magazine article by Susan Campbell Bartoletti, p.12
- "Igniting Global Change One Candle at a Time" - Newspaper Article by Craig and Marc Kielburger, p.21
Assessment: On March 4th, students will complete an in-class assessment covering two sections: Grammar and Making Connections.
In class, we are stressing the connections students make when reading a text: text to self connections, text to text connections, text to world connections. (Nelson Literacy, pp.2-29).
We are analyzing making these various connections in the following selections:
- "The Nest" - short story by Robert Zacks, p.3
- "Universal Soldier" - song by Buffy Sainte-Marie, p.10
- "First They Came" - poem by Martin Niemoller, p.11
- "Resisting Hitler" - magazine article by Susan Campbell Bartoletti, p.12
- "Igniting Global Change One Candle at a Time" - Newspaper Article by Craig and Marc Kielburger, p.21
Assessment: On March 4th, students will complete an in-class assessment covering two sections: Grammar and Making Connections.
how_to_write_a_paragraph_about_a_text_to_self_connection_2.docx |
how_to_write_a_paragraph_about_a_text_to_text_2.doc |
how_to_write_a_paragraph_about_a_text_to_world_connection_2.doc |
March 2016
11. Independent Novel Study #2
Students have selected their second novel to read independently from the following list of approved and available novels:
Who is Frances Rain?, Skellig, The City of Ember, The Nine Lives of Travis Keating, Catch Me Once, Catch me Twice, Al Capone Does My Shirts, Awake and Dreaming, Torn Away, Underground to Canada
Students will independently complete a book report on their novel via prezi.com which is due on Monday, March 21st, 2016. The Prezi assignments were presented throughout April.
11. Independent Novel Study #2
Students have selected their second novel to read independently from the following list of approved and available novels:
Who is Frances Rain?, Skellig, The City of Ember, The Nine Lives of Travis Keating, Catch Me Once, Catch me Twice, Al Capone Does My Shirts, Awake and Dreaming, Torn Away, Underground to Canada
Students will independently complete a book report on their novel via prezi.com which is due on Monday, March 21st, 2016. The Prezi assignments were presented throughout April.
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March and April 2016
12. Turning Points
The Turning Points program is a national objective focusing on the individual student and how a personal experience has changed them.
In class, students have individually worked through the Turning Points workbook in preparation for drafting and editing a Turning Points essay. Students have also viewed and discussed the turning points of various characters in the film, "Remember the Titans". All student essays will be graded.
Assessment: Turning Points essay (due April 11th, 2016)
Students may volunteer to submit their essays to the Turning Points program. Deadline: April 11th, 2016
12. Turning Points
The Turning Points program is a national objective focusing on the individual student and how a personal experience has changed them.
In class, students have individually worked through the Turning Points workbook in preparation for drafting and editing a Turning Points essay. Students have also viewed and discussed the turning points of various characters in the film, "Remember the Titans". All student essays will be graded.
Assessment: Turning Points essay (due April 11th, 2016)
Students may volunteer to submit their essays to the Turning Points program. Deadline: April 11th, 2016
April and May 2016
13. In class novel analysis - Silverwing by: Kenneth Oppel
In class, we have been reading aloud the novel, Silverwing, by Kenneth Oppel, stopping for frequent discussion, comprehension, and connection. Students have been completing the discussion questions in the booklet provided to them. It is imperative that students come to class each day with both their novel and question booklet. Work not completed in class is assigned as homework.
At home, students are expected to complete the related "Reading Response Journal" which allows them to make independent connections between themselves and the novel.
Silverwing Assessments:
(1) Question Booklet DUE: Wednesday, May 18
(2) Quiz: Wednesday, May 18
(3) Journal Booklet DUE: Friday, May 20
13. In class novel analysis - Silverwing by: Kenneth Oppel
In class, we have been reading aloud the novel, Silverwing, by Kenneth Oppel, stopping for frequent discussion, comprehension, and connection. Students have been completing the discussion questions in the booklet provided to them. It is imperative that students come to class each day with both their novel and question booklet. Work not completed in class is assigned as homework.
At home, students are expected to complete the related "Reading Response Journal" which allows them to make independent connections between themselves and the novel.
Silverwing Assessments:
(1) Question Booklet DUE: Wednesday, May 18
(2) Quiz: Wednesday, May 18
(3) Journal Booklet DUE: Friday, May 20
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May 2016
14. Poetry
In class, we have been reading aloud poems from our poetry booklet, discussing and completing our booklet. Work not completed in class will be completed at home. This booklet contains a glossary of terms in the back, as well as excellent practice for the ELA 7 exam.
14. Poetry
In class, we have been reading aloud poems from our poetry booklet, discussing and completing our booklet. Work not completed in class will be completed at home. This booklet contains a glossary of terms in the back, as well as excellent practice for the ELA 7 exam.
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June 2016
15. Short Story Unit
In class, we have been reading aloud short stories from our short story booklet, discussing and completing our booklet. Work not completed in class will be completed at home. This booklet contains a glossary of terms in the front, as well as excellent practice for the ELA 7 exam.
15. Short Story Unit
In class, we have been reading aloud short stories from our short story booklet, discussing and completing our booklet. Work not completed in class will be completed at home. This booklet contains a glossary of terms in the front, as well as excellent practice for the ELA 7 exam.
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16. FINAL EXAM: Wednesday, June 15th at 12 noon - 2 hour exam
ela_7_final_exam_study_guide.docx |
EXAM: The "prompt" for the Demand Writing /Essay section of the ELA 7 exam will be given in class on the week of June 13 and a brainstorming session will occur in class around it.
english_language_arts_7_-_practice_exam_-_2016.docx |
english_language_arts_7_-_2016_key.docx |