7th Grade Language Arts Syllabus
2020-21 School Year - First Quarter (September 8, 2020 - November 5, 2020)
Teachers
Office Hours
Mr. C. Ehrhard
Mr. S. Durr
[email protected]
[email protected]
Room 305
Daily 10:15-10:45
Room 308
Daily 11:45-12:15
Room 304
Daily 2:15-2:45
Class Web Site
https://cehrhard.wixsite.com/room305
Description
In 7th Grade Language Arts, students will study several novels, including "Long Walk to Water"
(Quarters 1-2) and "Lyddie (Quarter 3)". The year will culminate with students choosing to read one of
the following three books for self-guided literature circle discussions - "The First Rule of Punk",
“Hideout” or "Rash". Students will also read non-fiction texts related to the novels, comparing and
contrasting them when possible. Students will have opportunities to collaborate and discuss the
material, providing reasoning and evidence to support their ideas. Students will write expository and
persuasive essays relating to the novels as well as improve their grammar and writing skills using the
new IEW Writing Program we will be implementing this year. We will also focus on expanding
vocabulary, as well as Greek and Latin roots and how they can be used to identify the meaning of
unknown words in a text.
Expectations and Goals
Goals: Build reading, writing, collaboration and critical thinking skills necessary to be successful in
high school and beyond. Students will also be challenged to expand their vocabulary and improve word
choice in their writing to help make their written expression more clear and interesting.
Expectations: Students are expected to:
●
Check Google Classroom for updates and information/materials for assignments
●
Be on time and present for ALL Google Meet virtual classes
●
Remain engaged and participate during class each day
●
Stay focused during tasks and class discussions/breakout sessions
●
Complete all assignments on time
●
Keep their cameras on during class to help ensure they are focused and engaged
●
Dress like you are going to class (uniform not required) and eat before the session.
●
Mute microphones unless they are called on
●
Never take screenshots or recordings without permission
●
Ask Questions during class, after class or during office hours if they do not understand
something
●
Check Google Classroom to get any missing assignments if you are unable to be in class due to
an emergency. If you are still unsure, ask a friend or email the teacher during office hours.
Grading Policy
For remote learning, assignments should be completed by the end of class, but taking into
consideration that some students may need additional help or time, are due at the end of the day.
Assignments will be considered late after 8am the following morning. Any late assignments not
completed by 8am the following Monday morning will not be accepted and will be assigned a grade of
50%. Our grading scale is as follows:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 50-59
Remote Learning Grading Categories
Attendance/Participation = 20%
Assessments = 30%
Assignments/Classwork = 50%
Daily Schedule
Monday
Tuesday
Wednesday
Thursday
Friday
8:00-8:15
Morning Routine Morning Routine Morning Routine Morning Routine Morning Routine8:15-9:15
Specials Class Specials Class Specials Class Specials Class Specials Class9:15-10:15
Language Arts 305 Language Arts 305 Language Arts 305 Language Arts 305 Language Arts 30510:15-10:45
Office Hours 305 Office Hours 305 Office Hours 305 Office Hours 305 Office Hours 30510:45-11:45
308 Language Arts 308 Language Arts 308 Language Arts 308 Language Arts 308 Language Arts11:45-12:15
308 Office Hours 308 Office Hours 308 Office Hours 308 Office Hours 308 Office Hours12:15-1:15
Lunch/Recess Break Lunch/Recess Break Lunch/Recess Break Lunch/Recess Break Lunch/Recess Break1:15-2:15
304 Language Arts 304 Language Arts 304 Language Arts 304 Language Arts 304 Language Arts2:15-2:45
Office Hours 304 Office Hours 304 Office Hours 304 Office Hours 304 Office Hours 3042:45-3:00
of Day Check-Ins Advisory/End of Day Check-Ins Advisory/End of Day Check-Ins Advisory/End of Day Check-Ins Advisory/End of Day Check-Ins Advisory/EndRequired Materials
•
Chromebook
•
Knowing how to access your Google Classrooms
•
Headphones with mic
•
IEW Binders (provided in materials bag)
•
Red Reading Folder
•
Red Reading Notebook (provided in materials bag)
•
Student Planner (provided in materials bag)
•
Pencils
•
Blue or Black Pens
•
Highlighters
•
Post it Notes
•
Colored Pencils, Crayons or Markers (optional, but will need these when we go back to in person
learning)
Texts (For 1st Quarter Learning)
A Long Walk to Water
by Linda Sue Park (provided in materials bag)
Common Core Support Coach - Reading Comprehension
- I will share copies of texts in Google
Classroom as needed
Vocabulary Workshop
Fix-It Grammar (provided in materials bag)
IEW Writing With Structure and Style Binder (provided in materials bag)
IEW Student Writing Portfolio (on order-copies for 1st quarter are in front pouch of Writing with
Structure and Style Binder)
Tentative Course Schedule (Subject to change)
Week
Topics
Objectives
Assignments
Week 1
● Getting to Know You● Class Rules/Expectations/ Routines
● Breakout Sessions
● Selective Enrollment High School Information
● Greek root “port”
● Review Class Norms and Expectations
● Set up Greek/Latin Roots in Notebooks - create virtual anchor chart
● Writing good Journals and root stories
● Create Word web for “port”
● Discuss Importance of 7th Grade and Selective Enrollment Criteria
● Student Interest Inventory
● “I am” Poem
● Journal
Week 2
● Beginning of the Year Diagnostic Assessments● Vocabulary Unit 1
● Establish student strengths and weaknesses and through diagnostic tests
● “port” story
● Vocabulary - Choosing the Right Word/Synonyms
● Introduction to A Long Walk to Water
● A Long Walk to Water Chapter 1
● Greek root “port”
● Set up reader’s notebook for A Long Walk to Water
● Introduce students to Sadlier resources
● Diagnostic Tests - #’s 1-31
● Vocabulary Pretest
Week 3
● A Long Walk to WaterChapters 2-4
● Culture and Identity
● Vocabulary Unit 1
● Annotations
● Greek root “port”
● How does time, place and culture impact identity? Discuss How does this relate to the novel?
● Review Annotations/Gist
● Comparing “Lost Boys of Sudan” article to our novel
● Journal ● Read Chapter 2 - Vocab/Notes ● “port” test ● Vocabulary - Antonyms/Completing the Sentence ● Read Chapter 4 - Vocab/Notes
Week 4
● Figurative Language● Greek root “chron/chrono”
● Continue Diagnostic Screening
● A Long Walk to Water Chapter 5
● IEW Unit 1
● Paraphrasing
● Create word web for “chron/chrono”
● Text Dependent Questions
● Paraphrasing
● Review Literary Elements
● Review Test Taking Strategies
● Figurative Language Slide Creation/Presentation
● “Chron/Chrono” Story
● Diagnostic Test - #32-47 ● A Long Walk to Water
Chapter 1-4 Test
● Read Chapter 5 - Vocab/Notes
Week 5
● Figurative Language● A Long Walk to Water Chapter 5 ● Vocabulary Unit 2 ● IEW Unit 1 ● Finish Diagnostic Screening ● Analyzing/annotating the article “Sudanese Tribes Confront Modern War”
● Impact of
Time/Place/Culture on Nya and Salva - Compare points of view
● “Chron/Chrono” Test ● Mid Unit Assessment -
Time/Place Culture’s influence on Identity
● Gist Statements for Excerpt 1 of Article
● Vocabulary - Choosing the Right Word/Synonyms
● Diagnostic Test - #48-54
Week 6
● Figurative Language● Greek root “contra”
● IEW Unit 2
● Vocabulary Unit 2
● Figurative Language Review
● Create Word Web for “contra”
● Enter Screener Results into Socrative
● Analyzing/annotating the article “Sudanese Tribes Confront Modern War”
● Comparing Related Texts (novel and article)
● Figurative Language Test (Socrative)
● Journal
● Vocabulary -
Antonyms/Completing the Sentence
● Short essay based on “Sudanese Tribes Confront Modern War” article
● IXL “Analyzing Informational Text”
Week 7
● Vocabulary Units 2-3● IEW Unit 2
● Greek root “contra”
● A Long Walk to Water Chapter 6
● Theme
● Annotation/analysis of article “Loss of Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps”
● Introduction to Unit 3 Words (Kahoot)
● Identify Common Themes and Theme of Focus for our Novel
● Feedback on Last Week’s Essays - Do’s and Don’ts
● “Contra” Story
● Unit 2 Vocabulary Test ● “Contra” Test
● Read Chapter 6 - Vocab/Notes
● Journal
● Vocabulary - Choosing the Right Word/Synonyms
Week 8
● Traditional Literature● Novel Survival Factors
● Inferencing
● A Long Walk to Water Chapter 7
● Greek root “dict”
● IEW Unit 2
● Vocabulary Unit 3
● Identify Inferences in “The Boy Who Dreamed Too Much
● Create Survival Factor Charts
● Create Word Web for “dict”
● Vocabulary -
Antonyms/Completing the Sentence
● Read Chapter 7 - Vocab/Notes
● Add Survival Factors from Chapters 1-6 to Charts ● Essay based on “Loss of
Culturally Vital Cattle Leaves Dinka Tribe Adrift in Refugee Camps” article
Week 9
● Vocabulary Unit 3● A Long Walk to Water Chapters 8-10
● Point of View
● IEW Unit 2
● Greek root “dict”
● Reread “The Boy Who Dreamed Too Much” focusing on Point of View
● Discuss survival factors from Chapters 6-8, identify evidence and add to survival charts
● Virtual “Take A Stand” Activity
● Unit 3 Vocabulary Test
● “Dict” Story
● Point of View and Critical Thinking Questions for “The Boy Who Dreamed Too Much”
● Read Chapters 8-9 together in class - add Vocab/Notes
● Read Chapter 10 - Vocab/Notes
Week10
● Greek root “dict”
● Overflow from Weeks 1-9 If no overflow:
● IEW Unit 3
● Idioms
● Overflow from Weeks 1-9
If no overflow:
● Create Google Slide for a selected Idiom
● “Dict” Test
● Overflow from Weeks 1-9 If no overflow:
● Unit 1-3 Vocabulary Review Exercises
● Idiom Slide/Presentation
