Sixth
Grade
Regular English
Course Description: Sixth grade Regular English includes weekly
spelling units, the eight parts of speech, capitalizing, punctuation,
usage, the writing
process, sentence combining, and composition with an emphasis on
narrative
paragraphs, descriptive paragraphs, and different forms of poetry. As
time
permits within these units, opportunities for individual and group
projects
will also be implemented.
Resources: Writer’s Choice, Elements of Writing, and Heath
textbooks, Houghton
Mifflin Spelling and Vocabulary textbook and materials, Shurley Method,
various
structured and creative writing methods and techniques, Microsoft Word,
internet
resources, Mind jogger video reviews, grammar games, and misc.
supplemental
materials
I. Regular English First Nine Weeks
A. The Writing
Process
1. to apply the five stages of the writing process
2. to use prewriting techniques to generate a topic
B.
Capitalization
1. to capitalize sentences, quotations, and salutations
2. to capitalize names and titles of people
3. to capitalize geographic places
4. to capitalize other proper nouns
5. to apply capitalization through writing
C. Punctuation
1. to recognize the correct use of three end punctuation marks
2. to recognize the correct use of commas in signaling a pause or
separation
between parts of a sentence
3. to recognize the correct use of commas in compound sentences
4. to recognize and use correctly commas with dates, and addresses
5. to learn the correct use of semicolons and colons
6. to recognize the correct use of quotation marks and italics
7. to recognize the use of the apostrophe in possessive and
contractions
8. to recognize the correct forms of abbreviations for common
titles and names
II. Regular English Second Nine Weeks
A. Subjects,
Predicates,
and Sentences
1. to identify the four kinds of sentences and to punctuate them
correctly
2. to use complete sentences and avoid and correct sentence fragments
3. to identify and use simple and complete subjects and predicates
4. to rewrite questions as statements and identify the normal subject-
predicate word order of sentences
5. to identify compound subjects and predicates
B. Nouns
1. to identify common and proper nouns
2. to identify singular and plural forms of nouns, to spell plural
forms correctly
3. to identify possessive nouns, and to form singular and plural
possessives
correctly
4. to use writing application with nouns
C. Verbs
1. to identify action verbs and linking verbs and be able to
distinguish between
the two
2. to distinguish between main verbs and helping verbs but learn they
work as
a unit
3. to identify between present and past participles
4. to learn the present and past participle forms of some irregular
verbs
5. to use writing application with verbs
D. Descriptive
Writing
1. to use descriptive details to make an unfamiliar place real to
reader
2. to write a description that creates a clear picture for the reader
3. to describe people, places, and things using vivid sensory details
4. to use colorful, effective, language in written and oral description
5. to observe events using all five senses
6. to observe details, ordering details, using transition words
7. to choose descriptive detail using common and proper adjectives
III. Regular English - Third Nine Weeks
A.
Pronouns
1. to identify personal pronouns used as subject pronouns and object
pronouns
2. to identify correct agreement in number and gender between pronouns
and
their antecedents
3. to identify possessive pronouns that are used before a noun or that
stands
alone in a sentence
4. to identify indefinite pronouns and decide whether they are singular
or
plural
5. to use writing application with verbs
B.
Adjectives
1. to identify common adjectives
2. to identify proper adjectives and capitalize them correctly
3. to correctly use article and demonstrative adjectives
4. to distinguish between demonstrative adjectives and demonstrative
pronouns
5. to identify and correctly use the comparative and superlative forms
of
adjectives
6. to use writing application with adjective
C. Narrative
Writing
1. to create a narrative using real-life occurrences
2. to organize, by selecting and sequencing events, a narrative about a
real-
life experience using time order
3. to use dialogue to enhance a narrative
4. to consider purpose and audience when composing or revising a
personal
narrative
5. to develop a narrative about an important real-life experience
IV. Regular English Fourth Nine Weeks
A.
Adverbs
1. to identify and use adverbs that modify verbs and to vary the
position
of these adverbs in a sentence
2. to identify and use adverbs that modify adjectives and other adverbs
3. to distinguish adjectives from adverbs and to use the correct forms
of
adjectives and adverbs
4. to identify double negatives and to avoid using them
5. to use writing application with adverbs
6. to use writing application with adverb
B.
Prepositions/Conjunctions/Interjections
1. to identify prepositions of one or more words
2. to identify prepositional phrases and objectives of prepositions
3. to identify the correct object pronoun to follow a preposition
4. to identify prepositional phrases as adjectives or adverbs
5. to distinguish between prepositions and adverbs
6. to identify and distinguish between coordinating and correlative
conjunctions
7. to identify and punctuate interjections correctly and to use
interjections
effectively for expressing strong feelings
8. to use writing application with adverbs
*Throughout the year we will review patterns 3-5, using the
Shurley Method. Also, reading units may be incorporated. If this is
done, the textbook I will be using is The Language of Literature by
McDougal Littell.
Sixth
Grade
Honors English
Course Description: Sixth grade Honors English includes weekly
spelling units, the eight parts of speech, capitalizing, punctuation,
usage, the writing
process, sentence combining, and composition with an emphasis on
narrative
paragraphs, descriptive paragraphs, and different forms of poetry. As
time
permits within these units, opportunities for individual and group
projects
will also be implemented.
Resources: Writer’s Choice, Elements of Writing, and Heath
textbooks, Houghton
Mifflin Spelling and Vocabulary textbook and materials, Shurley Method,
various
structured and creative writing methods and techniques, Microsoft Word,
internet
resources, Mind jogger video reviews, grammar games, and misc.
supplemental
materials
I. Honors English ? First Nine Weeks
A. The Writing
Process
1. to apply the five stages of the writing process
2. to use prewriting techniques to generate a topic
B.
Capitalization
1. to capitalize sentences, quotations, and salutations
2. to capitalize names and titles of people
3. to capitalize geographic places
4. to capitalize other proper nouns
5. to apply capitalization through writing
C. Punctuation
1. to recognize the correct use of three end punctuation marks
2. to recognize the correct use of commas in signaling a pause or
separation
between parts of a sentence
3. to recognize the correct use of commas in compound sentences
4. to recognize and use correctly commas with dates, and addresses
5. to learn the correct use of semicolons and colons
6. to recognize the correct use of quotation marks and italics
7. to recognize the use of the apostrophe in possessive and
contractions
8. to recognize the correct forms of abbreviations for common
titles and names
D.
Descriptive Writing
1. to use descriptive details to make an unfamiliar place real to
reader
2. to write a description that creates a clear picture for the reader
3. to describe people, places, and things using vivid sensory details
4. to use colorful, effective, language in written and oral description
5. to observe events using all five senses
6. to observe details, ordering details, using transition words
7. to choose descriptive detail using common and proper adjectives
II. Honors English ? Second Nine Weeks
A. Subjects,
Predicates,
and Sentences
1. to identify the four kinds of sentences and to punctuate them
correctly
2. to use complete sentences and avoid and correct sentence fragments
3. to identify and use simple and complete subjects and predicates
4. to rewrite questions as statements and identify the normal subject-
predicate word order of sentences
5. to identify compound subjects and predicates
6. to identify simple, compound, and run-on sentence
B. Nouns
1. to identify common and proper nouns
2. to identify singular and plural forms of nouns, to spell plural
forms correctly
3. to identify possessive nouns, and to form singular and plural
possessives
correctly
4. to use writing application with nouns
C. Verbs
1. to identify action verbs and linking verbs and be able to
distinguish between
the two
2. to distinguish between main verbs and helping verbs but learn they
work as
a unit
3. to identify between present and past participles
4. to distinguish between the tense of verb forms (present,
future, past,
present/past prefect, present/past progressive)
5. to learn the present and past participle forms of some irregular
verbs
6. to use writing application with verbs
III. Honors English - Third Nine Weeks
A.
Pronouns
1. to identify personal pronouns used as subject pronouns and object
pronouns
2. to identify correct agreement in number and gender between pronouns
and
their antecedents
3. to identify possessive pronouns that are used before a noun or that
stands
alone in a sentence
4. to identify indefinite pronouns and decide whether they are singular
or
plural
5. to use writing application with verbs
B.
Adjectives
1. to identify common adjectives
2. to identify proper adjectives and capitalize them correctly
3. to correctly use article and demonstrative adjectives
4. to distinguish between demonstrative adjectives and demonstrative
pronouns
5. to identify and correctly use the comparative and superlative forms
of
adjectives
6. to identify and correctly use irregular comparative and superlative
forms
of
adjectives
7. to use writing application with adjectives
C.
Narrative Writing
1. to create a narrative using real-life occurrences
2. to organize, by selecting and sequencing events, a narrative about a
real-
life experience using time order
3. to use dialogue to enhance a narrative
4. to consider purpose and audience when composing or revising a
personal
narrative
5. to develop a narrative about an important real-life experience
IV. Honors English ? Fourth Nine Weeks
A.
Adverbs
1. to identify and use adverbs that modify verbs and to vary the
position
of these adverbs in a sentence
2. to identify and use adverbs that modify adjectives and other adverbs
3. to identify and use correctly the comparative and superlative forms
of
adverbs
4. to distinguish adjectives from adverbs and to use the correct forms
of
adjectives and adverbs
5. to identify double negatives and to avoid using them
6. to use writing application with adverbs
B.
Prepositions/Conjunctions/Interjections
1. to identify prepositions of one or more words
2. to identify prepositional phrases and objectives of prepositions
3. to identify the correct object pronoun to follow a preposition
4. to identify prepositional phrases as adjectives or adverbs
5. to distinguish between prepositions and adverbs
6. to identify and distinguish between coordinating and correlative
conjunctions
7. to identify and punctuate interjections correctly and to use
interjections
effectively for expressing strong feelings
8. to use writing application with adverbs
*In addition to reviewing patterns 3-6 using the Shurley Method, I will also include two new patterns 6 and 7. These will be taught throughout the year.
*The sixth grade honors English class will also be responsible for
creating the middle
school yearbook. This will increase added responsibility for
each
student.
7th Grade English
Course Description
Students will expand vocabulary,
improve
spelling skills, and increase their command of the
English language by focusing on the proper use and recognition of the
eight
parts of speech.
Students will express ideas
effectively
in written modes for a variety of purposes and audiences.
Write clear, coherent, and
focused
papers, progressing through the stages of the writing process and
proofread, edit, and revise
writing.
At grade 7, write narrative (story), expository (informative),
persuasive,
reflective,
and descriptive texts of at least 500-750 words demonstrating a command
of
Standard English and the
research,
organization, and drafting strategies outlined in the writing
process. Writing demonstrates an awareness of the audience
(intended
reader) and purpose for
writing.
The student will expand
vocabulary
through word study, literature, and class
discussion.
As time permits opportunities for
journal
entries, oral presentations, and individual and group
projects will also be explored.
Students will also be required to
earn
Accelerated Reader Points.
Resources
Elements of Language (Holt); Spelling Connections (Zaner-Bloser);
Various
video selections; Internet resources.
Key Vocabulary/Terms
analogy
journal
anecdote
main idea
audience
metaphor
autobiography
modes of
writing
bibliography
mood
biography
narrative
chronological order
perspective
conclusion
persuasive
descriptive
point of view
dialogue
prewriting strategies
draft
proofread
edit
publish
expository
reflective
figurative language
revision
graphic organizer
sensory details
imply
simile
introduction
Weatherford Public School Benchmark Targets for 7th Grade Honors English
(References in parenthesis correlate to the Oklahoma PASS Skills.)
First, Second, Third, and Fourth Nine Weeks
Standard 1: Vocabulary - The student will expand vocabulary
through
word study, literature, and class discussion.
The Student will:
Use knowledge of word parts and
word
relationships, as well as context clues (the meaning of the
text around a word), to determine
the
meaning of specialized vocabulary and to understand the
precise
meaning
of grade-level-appropriate words.
1. Words in
Context
- Verify the meaning of a word in its context,
even when its meaning is
not directly stated, through the use of definitions,
restatement,
example, comparison, or contrast.
2. Word
Origins
a. Identify the origins and meanings of foreign words
frequently
used in English and use
these words accurately in speaking and writing.
Example:
Understand and use in
speaking and writing foreign words that
are
often used in English such as lasagna (Italian),
sauerkraut
(German), and déjà vu (French).
b. Use knowledge of Greek and Latin word parts and roots to
determine
the meaning of
subject
area
vocabulary. Example: Analyze the roots,
prefixes,
and suffixes of
subject-area words such as
telescope,
geography, and quadrant.
3. Idioms and
Comparisons
- Identify and explain idioms
and
comparisons, such as
analogies, metaphors, and similes, to infer the literal and figurative
meanings
of phrases.
a. Idioms: expressions that cannot be understood just
by
knowing the meanings of the
words in the expression, such as the
apple
of his eye or beat around the bush.
b. Analogies: comparisons of the similar
aspects
of two different things
c. Metaphors: implies comparisons, such as, the
streetlight
was my security guard.
d. Similes: comparisons that use like or as,
such
as a gentle summer breeze feels like a soft
cotton sheet.
Writing Process - The student will use the writing process to write
coherently.
(Standard 1)
The student will:
1. Use a
writing
process to develop composition skills. Students are expected to
use
prewriting
strategies, write and revise multiple drafts, edit,
and
share their compositions.
2. Use
details,
examples, reasons, and evidence to develop an idea.
3. Use
spatial,
chronological, and climactic organizational patterns as appropriate to
purpose.
4. Use precise
word
choices, including figurative language, that convey specific meaning
and
tone.
5. Use a
variety
of sentence structures, types, and lengths to contribute to fluency and
interest.
6. Edit for
errors
in Standard English usage, sentence structure, mechanics, and spelling.
First Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using narrative
mode.
(Standard 2)
The student will:
1. Write
narratives
that:
a. Identify a real person, living or not, who has had a special
influence
on other people.
b. Provide a sequence of factual events and communicate the
significance
of the events to the
person.
c. Isolate specific scenes and incidents in times and places
significant
to defining the
person’s influence.
d. Use anecdotes or describe with specific details the sights, sounds,
and
smells of a scene,
and the specific actions, moments, gestures, and feelings of the
person;
use interior
monologue (what a person says silently to self) to
show
the person’s qualities and beliefs.
e. Presents action segment to accommodate changes in time and mood.
2. Write for
different
purposes and to a specific audience or person, adjusting tone and style
as
necessary to make writing interesting.
3. Write
friendly
letters and business letters, and continue to produce other writing
forms
introduced in
earlier
grades.
4. Use
handwriting/penmanship
to copy and/or compose text, in manuscript or cursive, using
correct spacing and formation of letters.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
a. Recognize the principal parts of regular and irregular verbs.
b. Use the principal parts of verbs to form verb tenses.
c. Make subjects and verbs agree.
e. Use nominative, objective, and possessive pronouns correctly.
f. Make pronouns agree with their antecedents.
g. Use correct pronoun reference.
h. Correctly form and use the comparative and superlative forms of
adjectives.
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
a.
Apply the capitalization rules appropriately in writing.
b. Punctuate correctly in writing.
c. Distinguish correct spelling of commonly misspelled words and
homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
d. Write simple, compound, and complex sentences.
Listening – The student will listen for information and for
pleasure.
(Standard 1)
The student will:
1. Listen in
order
to identify and discuss topic, purpose, and perspective.
2. Recognize
and
understand barriers to effective listening (i.e., internal and external
distractions,
personal biases, and conflicting demands).
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Analyze
purpose,
audience, and occasion and consider this information in planning an
effective
presentation or response.
Second Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using descriptive mode. (Standard 2)
The student will:
1. Write
descriptions,
explanations, and comparison and contrast papers that:
a.
State the thesis (position on the topic) or purpose.
b. Explain the situation.
c. Organize the composition clearly and appropriately for the purpose
of
the writing.
d. Provide evidence to support arguments and conclusions.
2. Use
appropriate
essay test-taking and time-writing strategies that:
a. Address and analyze the question (prompt).
b. Use organizational methods required by the prompt.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
a.
Recognize the principal parts of regular and irregular verbs.
b. Use the principal parts of verbs to form verb tenses.
c. Make subjects and verbs agree.
d. Identify direct objects, indirect objects, objects of propositions,
predicate
nominatives, and
predicate
adjectives.
e.
Use nominative, objective, and possessive pronouns correctly.
f. Make pronouns agree with their antecedents.
g. Use correct pronoun reference.
h. Correctly form and use the comparative and superlative forms of
adjectives.
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
a.
Apply the capitalization rules appropriately in writing.
b. Punctuate correctly in writing.
c. Distinguish correct spelling of commonly misspelled words and
homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
d. Write simple, compound, and complex sentences.
Listening – The student will listen for information and for
pleasure.
(Standard 1)
The student will:
1. Listen in
order
to identify and discuss topic, purpose, and perspective.
2. Recognize
and
understand barriers to effective listening (i.e., internal and external
distractions,
personal biases, and conflicting demands).
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Compose a
presentation
with a well-organized introduction, body, and conclusion that is
appropriate for different purposes, audiences, and
occasions.
Third Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using expository mode. (Standard 2)
The student will:
1. Write an
expository
composition that explains a subject or idea.
2. List facts
or
explain a process within the expository composition.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
d. Identify direct objects, indirect objects, objects of propositions,
predicate
nominatives, and
predicate
adjectives.
i. Use prepositional phrases to elaborate written ideas.
j. Identify appositives and appositive phrases.
k. Correctly use conjunctions.
l. Distinguish
commonly
confused words (e.g., there, their, they’re; two, to, too;
accept, except;
affect, effect).
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
a. Apply the capitalization rules appropriately in writing.
b. Punctuate correctly in writing.
c. Distinguish correct spelling of commonly misspelled words and
homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
a.
Correct sentence run-ons and fragments.
b. Correct dangling and misplaced modifiers.
c. Differentiate between dependent and independent clauses.
d. Write simple, compound, and complex sentences.
Listening – The student will listen for information and for
pleasure.
(Standard 1)
The student will:
1. Evaluate
the
spoken message in terms of content, credibility, and delivery.
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Communicate
oral
presentation to the class using appropriate delivery (volume, rate,
enunciation,
and
movement).
Fourth Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using persuasive mode. (Standard 2)
The student will:
1. Write
persuasive
compositions that:
a.
State a clear position or perspective in support of a proposition or
proposal.
b. Describe the points in support of the proposition, employing
well-articulated
evidence, and
effective emotional appeal.
c. Identify and address reader concerns and counterarguments.
2. Write
research
reports that:
a.
Include relevant and focused questions about the topic.
b. Communicate clear and accurate perspectives on the subject.
c. Include evidence and supporting details compiled through the formal
research
process,
including use
of
a card catalog, computer catalog, magazines,
newspapers,
dictionaries,
and other reference books.
d. Document sources with reference notes and a bibliography.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
c. Make subjects and verbs agree.
g. Use correct pronoun reference.
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
a. Apply the capitalization rules appropriately in writing.
b. Punctuate correctly in writing.
c. Distinguish correct spelling of commonly misspelled words and
homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
a. Correct sentence run-ons and fragments.
b. Correct dangling and misplaced modifiers.
c. Differentiate between dependent and independent clauses.
d. Write simple, compound, and complex sentences.
Listening – The student will listen for information and for pleasure.
(Standard
1)
The student will:
1. Identify
the
major ideas and supporting evidence in informative and persuasive
messages.
2. Evaluate
the
spoken message in terms of content, credibility, and delivery.
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Use
level-appropriate
vocabulary in speech (e.g., metaphorical language, sensory details, or
specialized vocabulary).
Grade 7 Honors English
Course Description
Seventh grade honors English provides a more intensive, independent
approach
to the curriculum, so students need to be responsible, self-motivated
learners.
Students will expand vocabulary and improve spelling skills. Students
will
express ideas effectively in written modes for a variety of purposes
and
audiences. Write clear, coherent, and focused papers, progressing
through
the stages of the writing process and proofread, edit, and revise
writing.
At grade 7, write narrative (story), expository (informative),
persuasive,
reflective, and descriptive texts of at least 500-750 words
demonstrating
a command of Standard English and the research, organization, and
drafting
strategies outlined in the writing process. Writing demonstrates
an
awareness of the audience (intended reader) and purpose for
writing.
Enrichment projects include developing the school anthology. As
time
permits opportunities for journal entries, oral presentations, and
individual
and group projects will also be explored. Students will also be
required
to earn Accelerated Reader Points.
Resources
Elements of Language (Holt); Spelling Connections (Zaner-Bloser);
Laying
the Foundation for Pre-AP English Grade 7 (Advanced Placement
Strategies,
Inc.)
Key Vocabulary/Terms
analogy
journal
anecdote
main idea
audience
metaphor
autobiography
modes of writing
bibliography
mood
biography
narrative
chronological order
perspective
conclusion
persuasive
descriptive
point of view
dialogue
prewriting strategies
draft
proofread
edit
publish
expository
reflective
figurative language
revision
graphic organizer
sensory
details
imply
simile
introduction
thesis
Weatherford Public School Benchmark Targets for 7th Grade Honors English
(References in parenthesis correlate to the Oklahoma PASS Skills.)
First, Second, Third, and Fourth Nine Weeks
Reading/Literature: The student will apply a wide range of
strategies
to comprehend, interpret, evaluate, appreciate, and respond to a wide
variety
of texts.
Vocabulary – The student will expand vocabulary through word study,
literature,
and class discussion. (Standard 1)
The student will:
1. Use
knowledge
of word parts and word relationships, as well as context clues (the
meaning
of
the text around a word), to determine the meaning of specialized
vocabulary
and to understand
the precise meaning of grade-level-appropriate words.
2. Study words
in
context, word origins, and idioms and comparisons.
Writing/Grammar/Usage and Mechanics: The student will express
ideas
effectively in written modes for a variety of purposes and audiences.
Writing Process - The student will use the writing process to write
coherently.
(Standard 1)
The student will:
1. Use a
writing
process to develop composition skills. Students are expected to
use
prewriting
strategies, write and revise multiple drafts, edit,
and
share their compositions.
2. Use
details,
examples, reasons, and evidence to develop an idea.
3. Use
spatial,
chronological, and climactic organizational patterns as appropriate to
purpose.
4. Use precise
word
choices, including figurative language, that convey specific meaning
and
tone.
5. Use a
variety
of sentence structures, types, and lengths to contribute to fluency and
interest.
6. Edit for
errors
in Standard English usage, sentence structure, mechanics, and spelling.
Visual Literacy: The student will interpret, evaluate, and
compose
visual messages.
Interpret Meaning – The student will interpret and evaluate the various
ways
visual image-makers, including graphic artists, illustrators, and news
photographers,
represent meaning. (Standard 1)
Evaluate Media – The student will evaluate visual and electronic media,
such
as film, as compared with print messages. (Standard 2)
Compose Visual Messages – The student will create a visual message that
effectively
communicates an idea. (Standard 3)
First Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using narrative mode. (Standard 2)
The student will:
1. Write
narratives
that:
1a.
Identify
a real person, living or not, who has had a special influence on other
people.
1b. Provide a
sequence
of factual events and communicate the significance of the events to the
person.
1c. Isolate
specific
scenes and incidents in times and places significant to defining the
person’s
influence.
1d. Use
anecdotes
or describe with specific details the sights, sounds, and smells of a
scene,
and
the specific actions, moments, gestures, and
feelings
of the person; use interior monologue
(what a person says silently to self) to show the person’s qualities
and
beliefs.
1e. Presents
action
segment to accommodate changes in time and mood.
2. Write for
different
purposes and to a specific audience or person, adjusting tone and style
as
necessary to make writing interesting.
3. Write
friendly
letters and business letters, and continue to produce other writing
forms
introduced in
earlier
grades.
4. Use
handwriting/penmanship
to copy and/or compose text, in manuscript or cursive, using
correct spacing and formation of letters.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
1a. Recognize
the
principal parts of regular and irregular verbs.
1b. Use the
principal
parts of verbs to form verb tenses.
1c. Make
subjects
and verbs agree.
1e. Use
nominative,
objective, and possessive pronouns correctly.
1f. Make
pronouns
agree with their antecedents.
1g. Use
correct
pronoun reference.
1h. Correctly
form
and use the comparative and superlative forms of adjectives.
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
2a. Apply the
capitalization
rules appropriately in writing.
2b. Punctuate
correctly
in writing.
2c.
Distinguish
correct spelling of commonly misspelled words and homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
3d. Write
simple,
compound, and complex sentences.
Listening – The student will listen for information and for
pleasure.
(Standard 1)
The student will:
1. Listen in
order
to identify and discuss topic, purpose, and perspective.
2. Recognize
and
understand barriers to effective listening (i.e., internal and external
distractions,
personal biases, and conflicting demands).
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Analyze
purpose,
audience, and occasion and consider this information in planning an
effective
presentation or response.
Second Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using descriptive mode. (Standard 2)
The student will:
1. Write
descriptions,
explanations, and comparison and contrast papers that:
1a. State the
thesis
(position on the topic) or purpose.
1b. Explain
the
situation.
1c. Organize
the
composition clearly and appropriately for the purpose of the writing.
1d. Provide
evidence
to support arguments and conclusions.
2. Use
appropriate
essay test-taking and time-writing strategies that:
2a. Address
and
analyze the question (prompt).
2b. Use
organizational
methods required by the prompt.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
1a. Recognize
the
principal parts of regular and irregular verbs.
1b. Use the
principal
parts of verbs to form verb tenses.
1c. Make
subjects
and verbs agree.
1d. Identify
direct
objects, indirect objects, objects of propositions, predicate
nominatives,
and
predicate adjectives.
1e. Use
nominative,
objective, and possessive pronouns correctly.
1f. Make
pronouns
agree with their antecedents.
1g. Use
correct
pronoun reference.
1h. Correctly
form
and use the comparative and superlative forms of adjectives.
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
2a. Apply the
capitalization
rules appropriately in writing.
2b. Punctuate
correctly
in writing.
2c.
Distinguish
correct spelling of commonly misspelled words and homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
3d. Write
simple,
compound, and complex sentences.
Listening – The student will listen for information and for
pleasure.
(Standard 1)
The student will:
1. Listen in
order
to identify and discuss topic, purpose, and perspective.
2. Recognize
and
understand barriers to effective listening (i.e., internal and external
distractions,
personal biases, and conflicting demands).
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Compose a
presentation
with a well-organized introduction, body, and conclusion that is
appropriate for different purposes, audiences, and
occasions.
Third Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using expository mode. (Standard 2)
The student will:
1. Write an
expository
composition that explains a subject or idea.
2. List facts
or
explain a process within the expository composition.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
1d. Identify
direct
objects, indirect objects, objects of propositions, predicate
nominatives,
and
predicate adjectives.
1i. Use
prepositional
phrases to elaborate written ideas.
1j. Identify
appositives
and appositive phrases.
1k. Correctly
use
conjunctions.
1l.
Distinguish
commonly confused words (e.g., there, their, they’re; two, to, too;
accept,
except;
affect, effect).
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
2a. Apply the
capitalization
rules appropriately in writing.
2b. Punctuate
correctly
in writing.
2c.
Distinguish
correct spelling of commonly misspelled words and homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
3a. Correct
sentence
run-ons and fragments.
3b. Correct
dangling
and misplaced modifiers.
3c.
Differentiate
between dependent and independent clauses.
3d. Write
simple,
compound, and complex sentences.
Listening – The student will listen for information and for
pleasure.
(Standard 1)
The student will:
1. Evaluate
the
spoken message in terms of content, credibility, and delivery.
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Communicate
oral
presentation to the class using appropriate delivery (volume, rate,
enunciation,
and
movement).
Fourth Nine Weeks
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using persuasive mode. (Standard 2)
The student will:
1. Write
persuasive
compositions that:
1a. State a
clear
position or perspective in support of a proposition or proposal.
1b. Describe
the
points in support of the proposition, employing well-articulated
evidence,
and
effective emotional appeal.
1c. Identify
and
address reader concerns and counterarguments.
2. Write
research
reports that:
2a. Include
relevant
and focused questions about the topic.
2b.
Communicate
clear and accurate perspectives on the subject.
2c. Include
evidence
and supporting details compiled through the formal research process,
including use of a card catalog,
computer
catalog, magazines, newspapers, dictionaries, and
other
reference
books.
2d. Document
sources
with reference notes and a bibliography.
Grammar/Usage and Mechanics – The student will demonstrate appropriate
practices
in writing by applying grammatical knowledge to the revising and
editing
stages of writing. (Standard 3)
The student will:
1. Standard
English
Usage - Demonstrate correct use of Standard English in speaking and
writing.
1c. Make
subjects
and verbs agree.
1g. Use
correct
pronoun reference.
2. Mechanics
and
Spelling – Demonstrate appropriate language mechanics in writing.
2a. Apply the
capitalization
rules appropriately in writing.
2b. Punctuate
correctly
in writing.
2c.
Distinguish
correct spelling of commonly misspelled words and homonyms.
3. Sentence
Structure
– Demonstrate appropriate sentence structure in writing.
3a. Correct
sentence
run-ons and fragments.
3b. Correct
dangling
and misplaced modifiers.
3c.
Differentiate
between dependent and independent clauses.
3d. Write
simple,
compound, and complex sentences.
Listening – The student will listen for information and for pleasure.
(Standard
1)
The student will:
1. Identify
the
major ideas and supporting evidence in informative and persuasive
messages.
2. Evaluate
the
spoken message in terms of content, credibility, and delivery.
Speaking – The student will express ideas and opinions in group or
individual
situations. (Standard 2)
The student will:
1. Use
level-appropriate
vocabulary in speech (e.g., metaphorical language, sensory details, or
specialized
vocabulary).
Grade 7 Literature
Course Description
Seventh grade literature is a semester course, which alternates with
seventh
grade Spanish as a part of the core curriculum. It serves to
introduce
students to a variety of reading genres with an emphasis on
fiction.
Students will achieve proficiency in identification of the basic
elements
of plot as well as application of those elements through written
expression.
Each unit incorporates a reading/writing connection, which includes
strategies
for effective comprehension.
Resources
The Language of Literature (McDougal Littell); Roll of Thunder, Hear My
Cry
(novel); various sources for poetry
Key Vocabulary/Terms
alliteration
limerick
analogy
main idea
analyze
metaphor
autobiography
mood
biography
mystery
character
myth
climax
nonfiction
comprehension
onomatopoeia
conflict
personification
context clue
plot
dialect
poetry
essay
point of view
fable
predict
fantasy
resolution
fiction
rhyme
figurative language
rhythm
folk tale
science fiction
foreshadowing
setting
genre
simile
hyperbole
summarize
idiom
summary
imagery
symbolism
inference
theme
irony
Weatherford Public School Benchmark Targets for 7th Grade Literature
(References in parenthesis correlate to the Oklahoma PASS Skills.)
Reading/Literature: The student will apply a wide range of
strategies
to comprehend, interpret, evaluate, appreciate, and respond to a wide
variety
of texts.
Vocabulary – The student will expand vocabulary through word study,
literature,
and class discussions. (Standard 1)
Fluency – The student will identify words rapidly so that attention is
directed
at the meaning of the text. (Standard 2)
Comprehension/Critical Literacy – The student will interact with the
words
and concepts in the text to construct an appropriate meaning. (Standard
3)
Literature – The student will read, construct meaning, and respond to a
wide
variety of literary forms. (Standard 4)
Research and Information – The student will conduct research and
organize
information. (Standard 5)
Writing/Grammar/Usage and Mechanics: The student will express
ideas
effectively in written modes for a variety of purposes and audiences.
Modes and Forms of Writing – The student will write for a variety of
purposes
and audiences using reflective mode. (Standard 2)
The student will write reflective papers that accomplish one of these
purposes:
1. Express the individual’s insight into conditions or situations.
2. Compare a scene from a work of fiction with a lesson learned from
experience.
3. Complete a self-evaluation on a class performance.
The student will write responses to literature that:
1. Develop interpretations that show careful reading, understanding,
and
insight.
2. Organize the interpretation around several clear ideas, premises, or
images
for the literary work.
3. Justify interpretation through sustained use of examples and
evidence
from the text.
The student will write summaries of reading material that:
1. Include the main ideas and most significant details.
2. Use the student’s own words, except quotations.
3. Reflect underlying meaning, not just the superficial details.
Visual Literacy: The student will interpret, evaluate, and
compose
visual messages.
Interpret Meaning – The student will interpret and evaluate the various
ways
visual image-makers, including graphic artists, illustrators, and news
photographers,
represent meaning. (Standard 1)
Evaluate Media – The student will evaluate visual and electronic media,
such
as film, as compared with print messages. (Standard 2)
Compose Visual Messages – The student will create a visual message that
effectively
communicates an idea. (Standard 3)
First and Third Nine Weeks
I. Classical Mythology/Folk Tales/Fables
A. Identify specific details and cause and effect relationships
B. Characterize cultural aspects of myths
C. Examine similarities/differences among myths, folk tales, and fables
D. Identify the significance of oral tradition to the above genres
II. Fiction
A. Identify the structure or a short story
B. Identify direct and indirect methods of characterization
C. Examine elements of foreshadowing and suspense
D. Examine the use of dialogue as a technique to develop plot and
characters
E. Develop original dialogue, story endings, etc. as written responses
F. Compare the use of narrative viewpoint with limited third person and
omniscient
point of view
G. Write creative responses via the reading log
H. Compare themes of short stories with other works of literature
(poems,
myths, novels)
III. Nonfiction
A. Reading for information via magazine and newspaper articles
B. Examine excerpts of autobiographies
C. Examine excerpts of biographies
D. Read essay samples
E. Separate facts from opinion
F. Evaluate author’s purpose within various nonfiction pieces
Second and Fourth Nine Weeks
I. Poetry
A. Identify and analyze poetic devices
B. Examine different forms of poetry
C. Identify sensory imagery within poetry
D. Analyze themes in poetry
E. Develop original poetry using techniques/models studied
II. Science Fiction
A. Examine traits of fantasy/truth within science fiction
B. Identify key authors/works within this genre
C. Compare written work with video interpretation of work
III. Drama
A. Compare structure of plays with other works of literature
B. Identify specific details and cause and effect relationships in plays
C. Predict probable outcomes in plays
D. Identify the use of dialect and gestures as methods of
characterization
IV. Roll of Thunder, Hear My Cry Novel Unit
A. Examine various works/styles/themes of minority authors
B. Compare short works of fiction and poetry with novel
C. Recognize vocabulary within the context of a novel
D. Identify the characteristics of historical fiction and the role of
“setting”
within a novel
E. Trace the structure of plot within a novel
F. Examine prejudice and initiation into adulthood as themes
G. Provide personal response to reading through reading log
H. Make predictions based on context clues