7th Grade ELA Assignments
- Instructors
- Term
- School Year 2019/20
- Department
- 7th Grade
- Description
-
This course comprises of all English Language Arts assignments for the 2018-19 SY. Subject matter includes grammar, writing, and literature.
Upcoming Assignments
No upcoming assignments.
Past Assignments
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- Study for Unit 5 Test.
- Make sure all drafting/reflecting in the "Essay Draft/Revision" packet is completed.
- Final Essay due (@ Midnight)
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- Prepare for The Giver Test.
- Type up a draft of your argumentative essay WITH the revisions and edits from class.
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- Complete WB pp. 104, 110, & 112.
- Complete the "Draft" pages of the Essay Packet (NOT the last page).
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Study for Lessons 5.2, 5.4-5.8 Quiz.
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Complete the two Giver "Character-Theme Charts" (handouts) from Wednesday's class.
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Complete WB pp. 92-98, EVEN pages ONLY.
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Study for The Giver, Ch. 18-23 Quiz.
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Study for Lessons 5.1, 5.3, & 5.10 Quiz.
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Final STAR Reading Test Date.
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- Answer Ch. 18-23 "Discussion Questions" (Google Form).
- Update "Community Life" charts and/or Ch. 18-23 Vocabulary Logs.
- ALL Groups create Chapter Slides to present in class.
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- Read The Giver, Ch. 20-21.
- Update "Community Life" charts and/or Ch. 18-23 Vocabulary Logs.
- (If necessary) Groups create Chapter Slides to present in class.
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Complete a typed rough draft of your persuasive/argumentative topic. Be sure to include:
- a "hook" to introduce the context for your topic
- a clear, manageable statement of your opinion on the topic
- reasons and evidence for your opinion
- CITED sources after your evidence is given
- transition phrases and clauses (e.g. topic sentences, example, etc.)
- a conclusion paragraph
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- Read The Giver, Chapter 20.
- Complete the "Personal Decisions (Thursday Morning) and Your Conscience" worksheet.
- Complete the Chapters 11-17 Discussion Questions (Google Forms).
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Study for Lesson 18.2 Quiz.
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Prepare for The Giver, Chapters 11-17 Quiz.
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- Read The Giver, Ch. 17.
- Record "Source Sentences" of any vocabulary terms found.
- (If assigned) Create summary and thematic quote slides in your group.
- (If necessary) Keep track of new "Community Life" chart information (worksheet).
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Prepare for Persuasive Speeches (and Defenses).
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- Read The Giver, Ch. 15-16.
- Record "Source Sentences" of any vocabulary terms found.
- (If assigned) Create summary and thematic quote slides in your group.
- (If necessary) Keep track of new "Community Life" chart information (worksheet).
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To practice your Persuasive Speeches in class tomorrow, you'll need to create at least THREE notecards, each with the following information:
- your opinion (on top)
- one reason (different for each notecard)
- at least one piece of CITED evidence to support the reason you give (your experience can only be included as an addition to other evidence)
- (8th Grade mandatory, 7th Grade optional) at least one Rhetorical Device that you will use with the reasoning/evidence to make a persuasive impression on your audience
Your classmates will be asking you questions or countering your points, so you might want to consider counterclaims to your evidence as well.
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- Read The Giver, Ch. 13-14.
- Record "Source Sentences" of any vocabulary terms found.
- (If assigned) Create summary and thematic quote slides in your group.
- (If necessary) Keep track of new "Community Life" chart information (worksheet).
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- Read The Giver, Ch. 11-12.
- Record "Source Sentences" of any vocabulary terms found.
- (If assigned) Create summary and thematic quote slides in your group.
- (If necessary) Keep track of new "Community Life" chart information (worksheet).
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Complete an "outline" of your persuasive topic by filling out all necessary fields on the "What-Why-How?" chart (handout), including:
- one clear, concise, and manageable thesis statement (WHAT you're arguing, exactly)
- at least 3 "categories" of reasoning (for WHY you are so convinced you're right...)
- 2-3 supportive citations PER reason (explaining HOW your reasons are legit)
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Prepare for The Giver, Chapters 6-10 Quiz.
- matching Vocabulary section
- multiple choice AND short answer Plot sections
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- Read The Giver, Chapters 8-10.
- Identify any Signposts and annotate while you read (for class discussion).
- Update your Vocabulary Log and "Community Life" handout.
- (If assigned...) Complete a summary/quote analysis on Google Slides with your group mates for your Chapter.
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- Read The Giver, Chapters 6-7.
- Identify any Signposts and annotate while you read (for class discussion).
- Update your Vocabulary Log and "Community Life" handout.
- (If assigned...) Complete a summary/quote analysis on Google Slides with your group mates for your Chapter.
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Prepare for The Giver, Chapters 1-5 Quiz.
- matching Vocabulary section
- multiple choice AND short answer Plot sections
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Complete an Annotated Bibliography of (minimum) FIVE sources for your persuasive/argumentative topic. Format the Works Cited appropriately (see purdueowl.edu).
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- Read The Giver, Chapters 4-5.
- Identify any Signposts and annotate while you read (for class discussion).
- Update your Vocabulary Log and "Community Life" handout.
- (If assigned...) Complete a summary/quote analysis on Google Slides with your group mates for your Chapter.
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- Read The Giver, Chapters 2-3.
- Identify any Signposts and annotate while you read (for class discussion).
- Update your Vocabulary Log and "Community Life" handout.
- (If assigned...) Complete a summary/quote analysis on Google Slides with your group mates for your Chapter.
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Study for Unit 4 Test.
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Complete a draft of the 5-paragraph argumentative essay on "competitive sports".
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Complete a rough draft of a 5-paragraph essay which argues for/against "children playing competitive sports".
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Complete WB pp. 81-83.
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Study for Lessons 4.2, 4.4-4.6 Quiz.
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*Turn in SIGNED REPORT CARD ENVELOPES if you have not done so already.
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Acquire a copy of "The Giver" for in-class readings.
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Study for Lessons 4.1 & 4.3 Quiz.
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Acquire "The Giver" for class.
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Complete Lesson 16.1 "Review".
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Complete WB pp. 69 and 75.
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Read all online (emailed) resources regarding "competitive sports" and collect one piece of evidence from each article.
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OPTIONAL: In practice of Almsgiving for Lent, bring $1 to class on Friday (to be part of class donation @ Sunday evening Mass).
*Money will collected, saved, and offered at Mass personally by Mr. Ziomek.
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Read enough novels to acquire a total of 20 AR points for the entire Trimester.
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Prepare and deliver Explanatory Speech in front of class.
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Complete Companion Book (for choice novel).
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Notice and Note: Fiction & Nonfiction Signposts Trimester Assignment
- identify and analyze each of the six Fiction Signposts from any fictional text you read.
- identify and analyze each of the five Nonfiction Signposts from any nonfiction text you read (texts should be a periodical of either electronic or paper).
- these findings should be posted on the "ELA" bulletin board in the 7th grade classroom, and they will be marked off periodically: 1 point for a proper Signpost identification and 1 point for an in-depth analysis.
- 22 points total (Test grade).
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Complete ONE 5-paragraph essay draft from your Companion Book.
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Complete ONE 5-paragraph essay draft from your Companion Book.
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Weekly Reading Log Participation Assignment (Literature):
Five days per week, students must read about 30 minutes and record a concise summary of their reading (45 minutes MAXIMUM), while including a prediction, comment, personal question, etc. (see Reading Log).
**Note for Parents: Reading Logs will not be checked daily, but it is necessary that students sign-off on this reading habit for every reading session. For a majority of the Trimester, their reading will be used in conjunction with a long-form information writing assignment that requires analysis.
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Typed onto one single Google Doc, have written:
- at least five draft paragraphs on five separate topics regarding personal novel
- (paragraphs may be in the form of characters/setting descriptions, symbol/theme analysis, C&C, summary, etc.)
- (single paragraph "chapters" will be used to develop 5-paragraph essays next week)
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Bring 2 sources of information on your explanatory topic to class (for a bibliography walkthrough).
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Complete the summary paragraph started in class.
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Choose a topic for an explanatory speech. (Answer one of the questions below.)
- (teaching a skill) How do you ____?
- (explaining a step-by-step process) What are the steps to ____?
- (cause/effect reasoning for history or science) Why does/did ____ happen?
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Study for the Unit 3 Test.
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Weekly Reading Log Participation Assignment (Literature):
Five days per week, students must read about 30 minutes and record a concise summary of their reading (45 minutes MAXIMUM), while including a prediction, comment, personal question, etc. (see Reading Log).
**Note for Parents: Reading Logs will not be checked daily, but it is necessary that students sign-off on this reading habit for every reading session. For a majority of the Trimester, their reading will be used in conjunction with a long-form information writing assignment that requires analysis.
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Study for Lessons 3.13-3.16 Quiz.
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STAR Reading Test date
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Complete WB pp. 64 and 66.
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Complete WB pp. 60-63.
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- Read Johnny Tremain, Chapter 4.
- Answer all Chapter 4 Comprehension Questions.
- (If applies) Be prepared to deliver Descriptive speech in class.
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Weekly Reading Log Participation Assignment (Literature):
Five days per week, students must read about 30 minutes and record a concise summary of their reading (45 minutes MAXIMUM), while including a prediction, comment, personal question, etc. (see Reading Log).
**Note for Parents: Reading Logs will not be checked daily, but it is necessary that students sign-off on this reading habit for every reading session. For a majority of the Trimester, their reading will be used in conjunction with a long-form information writing assignment that requires analysis.
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Reading Log Check:
- Have your reading and your Reading Log complete for ALL 10 weekdays (30 min/day, Jan. 14-Jan. 28).
- Have "creative notes" made in your Writer's Journals (15 minutes/day) for each reading session.
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Complete WB pp. 54 and 56.
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Reading Log Check:
- Have your reading and your Reading Log complete for ALL weekdays (30 min/day, Jan. 14-Jan. 21).
- Have "creative notes" made in your Writer's Journals (15 minutes/day) for each reading session.
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Study for Nonfiction Signposts Test.
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Complete WB p. 50 and 52
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Companion Book Progress
- Read personal novel for 30 minutes.
- Add Day 2 summary AND relate/comment/predict/question to your Reading Log.
- Spend 15 minutes adding creative notes to your Writer's Journal.
Descriptive Speech Progress
- research TWO sources for ONE of your speech subtopics and add ALL info to your prewriting "cluster."
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(If not already done in class Friday...)
- Read your personal novel for at least 30 minutes.
- Analyze the part you've read by writing "creative notes" for about 15 minutes regarding any story elements that appear to be important to the overall story (especially how story elements interact--how setting affects characters, how setting affects plot, symbolism, changes in character actions, etc.)
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Study for (English) Lessons 3.1-3.4 Quiz.
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Choose (and bring to class) your choice novel for the Trimester. (This book will be used daily in class for Silent Sustained Reading (SSR) and/or as Homework for the Trimester's daily Reading Log.)
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Identify and analyze one nonfiction "Quoted Words" signpost from one of the assigned Newsela articles (online).
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Identify and analyze one nonfiction "Extreme Language" signpost from one of the assigned Newsela articles (online).
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Complete WB Lessons 3.3-3.4 (not "Challenges").
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Identify and analyze one nonfiction "Contrast and Contradiction" signpost from one of the assigned Newsela articles (online).
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Accelerated Reader Assignment (Trimester 1)
- Read AR-eligible books and pass their corresponding tests on the renlearn 380 website.
- Collect 20 total AR points by the due date.
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- Find, describe, and analyze all six of the Notice and Note "sign posts"
- use sticky notes to describe and analyze the sign posts you find
- post the sticky notes to the "Sign Post" wall in the 7th Grade classroom
- (use the questions on the wall to help you analyze the sign posts you find)
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Revise, edit, and publish (for "Language" assessment grading) a full-length:
- (7th Grade) 4-scene Realistic Fiction Narrative
- (8th Grade) Argumentative Essay on a chosen topic
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Study for Lord of the Flies Test. The three sections include:
- Literary Vocabulary (e.g. symbolism, allegory, theme, plot, etc.)
- Identifying and Analyzing Symbols from Lord of the Flies
- Plot Comprehension questions
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Complete Ch. 11-12 Comprehension Questions.
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Read the rest of Lord of the Flies, Ch. 7.
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Be ready to take the STAR Reading Test (in class).
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- Finish reading Lord of the Flies, Ch. 6.
- Finish the "Collaborative Annotation Response Sheet 4" (email/share answers with partner from class).
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On an index card, make note of your story's:
- overall protagonist GOAL
- Scene 1 PLACE and OBSTACLE
- Scene 2 PLACE and OBSTACLE
- Scene 3 PLACE and OBSTACLE
- Scene 4 PLACE and OBSTACLE
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Prepare for "Notice and Note" Test. (Ensure that you can identify all sign posts and use self-inquiry in a short story you've never read before.)
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Study for Unit 2 English Test.
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Complete WB pp. 25-26, 29-30
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Finish reading Lord of the Flies, Chapter 3.
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Complete a rough draft of your realistic fiction narrative, paying attention to:
- including evidence of your characters' traits in the story
- building tension throughout the plot
- using summary to pass useless parts of time, or skipping "time" from scene to scene
- using transition words (e.g. all of a sudden, afterward, meanwhile, etc.) to keep a clear and cohesive narrative going
- properly organizing and punctuation dialogue sections
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Complete WB pp. 23, 25.
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- Finish reading the rest of Lord of the Flies, Chapter 3.
- Make note of any "sign posts" you might find in your reading; and post it to the bulletin board.
- Copy notes for "juxtaposition" from class (or a friend's notebook).
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Complete English WB pp. 19-21.
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Write a one-sentence summary of your whole narrative plot (compound sentence--okay).
"Coming soon to book stores is a story about..."
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Study for Lord of the Flies, Chapters 1-2 Quiz.
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Study for Unit 1 Test.
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Study for "Notice and Note" matching Quiz.
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Complete all of the following assignments (if not done in class, 10/1):
- glue Chapter 2 summary chunks into notebook, in order; match analysis phrases
- fill out (1-2 bullets per box) the "Character Journal" chart
- read the "Ch. 2 Close Reading" passage (handout) and fill out "Collaborative Annotation Sheet 2" (Google Docs, shared)
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Study for English Lessons 1.5-1.6b Quiz.
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Complete WB pp. 15-18.
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- Finish reading Lord of the Flies, Chapter 2
- identify and mark one "Words of the Wiser" moment, and one "Tough Question" in Ch. 2
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Complete WB pp. 9-14.
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Finish your Google Doc Character Pre-writing T-charts on any/all characters you want to use for a story. You are "finished" when you have the following traits on your charts:
- internal personality traits, feelings, skills, smarts, etc. matched with...
- ...external examples of what this character might do to SHOW their internal traits.
- 1-3 character flaws (MOST IMPORTANT FOR STORY)
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- Finish reading Lord of the Flies, Chapter 1.
- Answer all "BIG IDEAS" questions (Google Doc). (Remember to use the RACER structure for your last response.)
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- Develop 3 characters by listing traits, goals, and flaws.
- Practice writing a compelling scene by writing at least 3 "trial" scenes involving your characters.
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- Study for English Lessons 1.1-1.4 Quiz.
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- (If necessary) Answer the first 2 columns of the "Observation-Matrix" Doc from class.
- (If necessary) Create two more story ideas: (1) from an idea of a story/character that YOU would like to read about and (2) from an idea that comes out of a social issue that matters to you (e.g. kid that overcomes bullying; kid that faces discrimination; kid who is lonely; etc.)
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Purchase a copy of Lord of the Flies.
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Using only a notecard with 20 words or less, students must speak between 1:30 and 2:00 minutes, elaborating on three surprises that they personally experienced or heard about over the summer.