2nd Nine Weeks Curriculum

In addition to the reading/literature objectives outlined in the previous post, the Georgia Performance Standards for the next 3 months include these writing and grammar objectives:

Identifies and writes complex, compound-complex sentences

Produces technical writing (business correspondence, instructions and procedures; web pages): (ELA7WIII) Creates and follows an organizing structure appropriate to purpose, audience and context; excludes extraneous and inappropriate information; follows an organizational pattern appropriate to this kind of composition; and applies rules of standard English.

Produces writing (multi-paragraph expository such as description, explanation, comparison-contrast, or problem and solution) (ELA7W2II) Engages the reader by establishing context, creating a speaker’s voice, and developing reader interest; develops a controlling idea; creates an organizing structure; develops topic with supporting details; excludes extraneous and inappropriate details; follows an organizational patter appropriate to this kind of composition; and concludes with a detailed summary linked to the purpose.

Uses the writing process to develop, revise, and evaluate writing (ELA7W4) Plans and drafts independently and resourcefully; takes notes, outlines, summarizes to impose structure on drafts; revises manuscripts to improve organization and consistency within and between paragraphs; and edits for precision and better word-choice.

Demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. (ELA7C1) Identifies and writes correctly punctuated adjective and adverb clauses; identifies and uses verb tenses consistently (simple and perfect); demonstrates correct usage of comparative and superlative adjectives and adverbs; understands comma and semicolon use (with all types of sentences and with split dialogue; and produces final drafts that demonstrate correct spelling, use of punctuation and capitalization.

Reading/Literature Curriculum

Reading and Literature Objectives

I hope you all are enjoying your time away from school this week. On Monday we will pick up the pace a little as we begin the second grading period of the year. We have a large number of Georgia Performance Standards to meet during the next nine school weeks.

A general outline of our planned curriculum follows:

Reading: Unit I of our textbook is Learning from Experience. In the first nine weeks we completed the first section of that unit with fiction selections on “Knowing Who You Are.” We will begin the next grading period with Section 2 of Unit I. This section will feature non-fiction selections on the theme of “Moments of Discovery.” The non-fiction selections will include biographies, autobiographies, essays, informative articles, and interviews. Unit II (Relationships) is also divided into two sections. We will begin this unit around the middle of the next nine-weeks period. The first section uses poetry to illustrate Reaching Out. Section 2 is themed “Facing Choices” and features drama.

Some of the specific reading-proficiency outcomes we expect from the students include (this a general summary of the 7th grade reading objectives as given by the state department of education):

Demonstrates comprehension in literary and informational texts: (ELA7R1)
Distinguishes between theme in a literary work and author’s purpose in expository text; relates literary work to information about its setting or historical moment; analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic; identifies events that advance the plot; analyzes characterization; explains and analyzes the effects of sound, form, figurative language and graphics; notes how an author’s use of words creates tone and mood; notes similarities and differences in traditional literature from different cultures; analyzes common textual features to get information; uses knowledge of common graphic features to draw conclusions and make judgments; applies knowledge of common organizational structures and patterns; can follow an author’s argument for an against an issue; and identifies evidence used to support an argument.

Understands and acquires new vocabulary and uses it correctly in reading and writing (ELA7R2) Determines meaning by context clues; uses roots and affixes to determine meaning; notes and explains idioms and analogies; and determines meaning by definition

Reads aloud accurately familiar material in a way that makes the meaning clear to listeners (ELA7R3) Decodes using letter sounds, phonics and context clues to determine pronunciation and meaning; self-corrects; and reads with rhythm, flow and meter that sounds like everyday speech

Reads a minimum of 25 grade-appropriate books (or about 1,000,000 words). Fictional, informational, technical, variety of genres, variety of subject areas.) (ELA7RC1)

Discusses curricular learning in all subject areas (ELA7RC2) Identifies messages and themes in all subject areas; responds to variety of texts in multiple modes; relates themes from one subject area to another; evaluates merits of texts in all subjects; examines author’s purpose; and uses features of disciplinary texts.

Acquires new vocab in each content area and uses it (ELA7RC3) Understands contextual vocabulary in various subjects; uses content vocabulary in writing and speaking; and explores and understands new words found in subject area texts

Establishes a context for information acquired by reading in subject areas. (ELA7RC4) Explores life experiences related to subject area content; discusses how words and concepts relate to multiple subjects; and determines strategies for finding content and contextual meaning for unfamiliar words or concepts.