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Language Arts Curriculum Grade 7

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Grade:  7 Language Arts








Study of literature by genre, including short stories, nonfiction, poetry, novels, and Greek mythology which coincides with an interdisciplinary sixth grade Greek Unit.  Plot, character and setting emphasized.  Study of vocabulary in context and use to demonstrate comprehension.

Students learn to interpret and analyze literature to understand and appreciate different genres.  Critical reading skills developed using reading response journals and class discussions about theme, plot, setting, characterization, style, point of view and tone.  Reading literature includes traditional, environmental, newspapers and primary research documents relating to 18th century America.

Requires students to read and write every day.  Fall term begins with speech writing.  Student writes an original speech which is researched during September and presented at a Middle School Assembly during the eighth grade year.  May write a longer paper at the end of the year that reflects their study in the middle school.



Writing program emphasizes structures to make writing stronger: sentences, verbs and other parts of speech and organization.  Via reading and writing workshop, students write and publish pieces from daily writing exercised, journals and logs helping students analyze books and stories.

Writing workshop focuses on skills and fluency improvement, addressing the writing process, purpose, audience, leads, setting, dialogue, voice and mechanics.  Paragraph development working towards improving five paragraph essay.  Vocabulary and spelling taken from reading material.  Grammar taught through study of parts of speech, sentence and paragraph structure and paragraph development.

Study of literature by genre continues and lays the foundation for more advanced study in high school.  In addition to reading popular adolescent books, students study classic novels and short stories.  Selections of novels are often based on the studies of other classes and the connection between English and social studies are strong.



Spend one term learning/applying research skills in Computer Research Course, gathering information to write research paper in class using word processing.

Study poetry, select own poem for oral presentation, including poet and interpretation information.  Produce “Williamsburg Evening” - recreation of colonial American life using research, public speaking, writing and dramatic skills.

Class discussion, group projects, and writing in response to literature are used to develop understanding.  Includes vocabulary study, the study of grammar, mechanics, and usage.



Each student selects meaningful quotation from The Edge by Howard E. Ferguson and prepares oral presentation for weekly assembly.

Expected to have developed appropriate listening skills as well as being attentive and appreciative of audience.

Reading and writing workshops promote the enjoyment of reading and writing as well as skill development.  Expected to read and write outside of class for at least 30 minutes per day.  Journaling is a part of the reading and writing workshop.



Reading of traditional and adolescent literature outside of class is expected and encouraged.  Silent sustained reading incorporated into school term.

Writing class provides time and direction for students to improve skills.  Writing teachers work with instructors in other disciplines to improve writing across the curriculum.  Produce work that is often addressed both in writing class and in another class.

Expected to set the tone for the Middle School Assemblies, both in the presentation of their speeches and in their modeling of appropriate audience response to speakers.  After each assembly, the eighth grade speaker accepts the congratulations of his or her peers.












Annual objectives are developed to meet the needs of specific students and may include Power of the Pen practice, peer critiques, fluency, grammar, paragraph and essay writing, and poetry workshops.

In the seventh and eighth grade writing class, students continue to improve skills.  Writing teachers work with instructors in other disciplines to improve writing across the curriculum.  Use writing skills to produce quality work in all their classes.  Annual objectives are developed to meet the needs of specific students and may include Power of the Pen practice, peer critiques, fluency, grammar, paragraph and essay writing, and poetry workshops.




Students will read and study a variety of literature.  Encouraged to enjoy popular adolescent literature by reading outside the class.  Silent sustained reading is often incorporated into the school term.

Some of the literature that may be used at the eighth grade level:

The Diary of Anne Frank

A Midsummer’s Night Dream

The Red Badge of Courage

Flowers for Algernon

Of Mice and Men

Huckleberry Finn

Tom Sawyer

The Pearl

A Connecticut Yankee in King Arthur’s Court




Some titles from which selection will be made include:

The Light in the Forest,

Where the Lilies Bloom

Tuck Everlasting

Human Comedy

Roll of Thunder, Hear My Cry

To Kill A Mockingbird


The Plain Dealer

The News Herald

The Wall Street Journal




Teacher:  Linda Brooks

Grade:  7 Language Arts




Readers are writers and writers are readers

To enjoy reading, writing, thinking for life

Develop self-awareness and confidence

Find irresistible power and pleasures of writing language

Become skillful readers and writers

Writing workshop: 

Writing process

personal expressive

observation descriptive

narrative literacy




Writing workshop:







Risk taking












Grammar / Composition




to feel comfortable composing prose and poetry

to be aware of and use standard English

to enjoy expressing oneself in written form




The ability to:

identify and write basic sentence patterns

identify and use adjectives, adverbs, prepositions, connectives, subordinate clauses, and appositives

use regular and irregular verb forms

generate ideas by brainstorming, and use them to write clearly and concisely

write letters, factual material, creative prose, and poetry

edit written work

summarize and evaluate stories and articles

write and deliver speeches

participate in drama presentations

gather information and synthesize it in writing






to develop an appreciation of good literature

to cultivate a love of reading

to comprehend stories using higher thinking levels

to recognize some of the characteristics of excellent literature




read and identify the features of different types of literature, including mythology, folktales, fantasy, realistic fiction, and poetry

recognize similes, metaphors, personification, foreshadowing, onomatopoeia, idioms, and euphemisms

identify the climax, the plot, the setting, point of view, and the main idea

use the context of the story, base words, and affixes, a dictionary, and thesaurus to determine meanings of words

make predictions, based on informed ideas

use details from the stories to support conclusions

use new vocabulary orally and in writing

use critical thinking to interpret and evaluate the author’s purpose

apply lessons learned in stories to real-life situations

compare and contrast characters








to be aware of spelling patterns

to relate spelling words to reading

to understand the relationship of sound and symbol

to use dictionary skills




The ability to:

correctly spell words with:

regular and variant spellings for vowels and consonants;

consonant blends and digraphs

the schwa sound

inflectional endings (-ed, -ing, -s, -es)

irregular plurals

prefixes and suffixes

contractions, possessives and compound words

proofread written work for spelling errors

use a spelling dictionary and regular dictionary

write sentences using spelling words









to establish an environment that encourages writers

to have the classroom become a community of writers

to share my own excitement about writing

to develop the skills of writing

to provide plenty of time for writing

to provide plenty of time for reading

to give students responsibility for choices

to use conferences to help the student react to his/her own writing




The ability to:

use the skills of writing (prewritng, planning, researching, organizing, drafting, editing and publishing)

take responsibility for choices

react to own writing and diagnose possible writing problems and solve them

correctly use the tools of writing (correct spelling, mechanics and grammar)

make use of resources

respect the written words as the property of the author

share (their) writing to build self-esteem and foster appreciation of others






to help students feel successful and make reading and writing dynamic

to share and enjoy freely all kinds of literature

to laugh and feel our feelings through literature

to react and respond to the ideas of authors

to continue development of reading comprehension and critical analysis

to continue developing interpretation skills

to expand reading, writing and speaking vocabulary

to promote speaking, oral discussion and listening skills




The ability to:

read and identify the features of different types of literature including essays, poetry, folktales, drama, autobiographies

recognize similes, metaphors, personification, foreshadowing, idioms, and euphemisms

identify the following elements in a work of literature: conflict protagonist, antagonist, characterization, setting tone, imagery, symbol, irony, satire plot, theme, moral climax, point of view and main idea

develop interpersonal skills such as making inferences, making predictions, understanding character innovation, discriminating between fact and detail and evaluating author’s purpose

compare and contrast authors’ writing styles

learn and use “new words” from literature selections through use of C. S. D. ( context clues, structural analysis and/or thesaurus)
































to be able to read and enjoy short stories, nonfiction, novels, and poetry

to be able to use literary terminology to analyze a literary work

to be able to understand and critically evaluate the importance of common cultural values that appear in literary works

to become familiar with the characteristics of a variety of literature

to be able to develop analytical and creative writing skills

to be able to develop vocabulary skills




The ability to:

develop and use evaluating, classifying, and generalizing, synthesizing

develop and use alliteration, characterization, connotation, denotation, figurative language, flashback, imagery, inference, irony, metaphors, personification, plot, point of view, rhyme, setting, simile, syntax, theme, tone, foreshadowing

develop and use cause and effect relationship

develop and use main idea

differentiate fact and opinion

compare and contrast

inferring word meaning from context

develop skills in determining word meaning











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