MRS. CARDANO’S 7TH GRADE LANGUAGE ARTS SYLLABUS
Course Description
Students will explore critical thinking across genres, cultures, and time in order to analyze, interpret, and evaluate texts, resources, and ideas that are grade level appropriate and complex. Using these analytical and interpretation skills, students will create precise, cohesive, and mechanically sound work that is expressive, argumentative, and informative in nature.
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core and graduate, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.
Students need opportunities to stretch their reading abilities and experience the satisfaction and pleasure of easy, fluent reading. The general movement during a given school year is toward texts of higher levels of complexity.
Grading
Formal Assignments:(Tests,Drafted Essays, and Projects) 65% of student's grade
Informal Assignments: (Quizzes,Classwork and Homework) 35% of student's grade
Grading Policy
Student progress is assessed in a number of areas: class participation, projects, tests, quizzes, homework, daily classwork, and final draft writings. Maximum points awarded on any assignment are based on the assignment’s relative value. Incomplete work will NOT be accepted! Students must complete all parts of every assignment. Students should call a friend or see Mrs. Cardano before 9:00 AM if there was any confusion about the previous night’s assignment. Late work must be turned in, but will result in a loss of points. Homework is expected to be complete when class begins. Graded homework will receive 10 points off per day late when turned in after this time. Late projects and final draft writing will be penalized 10 points per day late.
Tutoring Times
My tutoring times are Thursdays from 8:00 AM to 8:30 AM. I will need prior notice by parents if you would like your child to stay. Students who attend tutoring should come with a question or explanation about the content with which they need extra help. This is not a time to complete homework or make up work.
Classroom Expectations
Class will follow the guidelines in our Crestdale Discipline Policy. Students are expected to come into class prepared and ready to learn. They should have all appropriate materials (including homework) with them when they walk through the door - they will not be permitted to leave the classroom to retrieve them. Every student has the right to learn in an orderly environment. Students will not disrupt the learning in my classroom.
Independent Reading
Students are to be reading their IRB (Independent Reading Book) for 30 minutes each night (Monday- Thursday). Students are expected to take an active role by completing their reading to the best of their ability and by being prepared to reflect on what they read the next day in class.
In addition to independent reading, students will have vocabulary and other long-term written assignments to complete at home.
Email is my primary means of communication with parents. My email address is [email protected]. You can also email me directly from the Crestdale website or my personal wiki.
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QUARTER 1: Understanding Texts: Literary & Informational
READING LITERATURE:
QUARTER 2: Understanding Writers
PURPOSE, CLAIMS, AUDIENCE:
STYLE:
QUARTER 3: Sources of Information
SOURCES, BIAS, and PROPAGANDA:
RESEARCH WRITING:
Course Description
Students will explore critical thinking across genres, cultures, and time in order to analyze, interpret, and evaluate texts, resources, and ideas that are grade level appropriate and complex. Using these analytical and interpretation skills, students will create precise, cohesive, and mechanically sound work that is expressive, argumentative, and informative in nature.
One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core and graduate, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers.
Students need opportunities to stretch their reading abilities and experience the satisfaction and pleasure of easy, fluent reading. The general movement during a given school year is toward texts of higher levels of complexity.
Grading
Formal Assignments:(Tests,Drafted Essays, and Projects) 65% of student's grade
Informal Assignments: (Quizzes,Classwork and Homework) 35% of student's grade
Grading Policy
Student progress is assessed in a number of areas: class participation, projects, tests, quizzes, homework, daily classwork, and final draft writings. Maximum points awarded on any assignment are based on the assignment’s relative value. Incomplete work will NOT be accepted! Students must complete all parts of every assignment. Students should call a friend or see Mrs. Cardano before 9:00 AM if there was any confusion about the previous night’s assignment. Late work must be turned in, but will result in a loss of points. Homework is expected to be complete when class begins. Graded homework will receive 10 points off per day late when turned in after this time. Late projects and final draft writing will be penalized 10 points per day late.
Tutoring Times
My tutoring times are Thursdays from 8:00 AM to 8:30 AM. I will need prior notice by parents if you would like your child to stay. Students who attend tutoring should come with a question or explanation about the content with which they need extra help. This is not a time to complete homework or make up work.
Classroom Expectations
Class will follow the guidelines in our Crestdale Discipline Policy. Students are expected to come into class prepared and ready to learn. They should have all appropriate materials (including homework) with them when they walk through the door - they will not be permitted to leave the classroom to retrieve them. Every student has the right to learn in an orderly environment. Students will not disrupt the learning in my classroom.
Independent Reading
Students are to be reading their IRB (Independent Reading Book) for 30 minutes each night (Monday- Thursday). Students are expected to take an active role by completing their reading to the best of their ability and by being prepared to reflect on what they read the next day in class.
In addition to independent reading, students will have vocabulary and other long-term written assignments to complete at home.
Email is my primary means of communication with parents. My email address is [email protected]. You can also email me directly from the Crestdale website or my personal wiki.
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QUARTER 1: Understanding Texts: Literary & Informational
READING LITERATURE:
- Components of literary genres - RL.7.3, RL.7.5
- Elements of a story: plot, conflict, setting, character, theme, mood, tone - RL.7.3, RL.7.1
- Character traits and character motivation - RL.7.3, RL.7.1
- Conflict and setting; their impact on characters - RL.7.3
- Foreshadowing, flashback and suspense: contributions to plot - RL.7.3; RL.7.1
- Theme: revealed by imagery, figurative language - RL.7.2, RL.7.4
- Theme: developed by title, plot, characters and setting - RL.7.2, RL.7.3
- Using point of view, perspective of character and narration to interpret and analyze text elements – RL.7.6
- Meaning based on different structures of drama and poetry – RL.7.4
- Context clues to construct meaning of unfamiliar words/phrases (throughout) – RL.7.5, SL.7.1
- Text features and their impact on main idea and understanding – RI.7.5
- Main ideas: developed and delivered through structure – RI.7.5
- Establishing a position: helped by pint of view and purpose – RI.7.6, L.7.1
- Summarizing: significance of objectivity – RI.7.2
- Establishing relationships between ideas, events, and individuals in a text – RI.7.3
- Comparing and contrasting across texts: theme, literary elements, central ideas – RI/RL.7.9
- Examining how two or more authors writing about the same topic shape their presentations of key information differently – RI.7.9
- Historical fiction – how is it created? RL.7.9
- Comparing and contrasting the use of audio, video, and multimedia and their effect on a reader’s understanding of ideas, structure, and elements in a text – RI/RL.7.7
- Impact of word choice on meaning, mood, and tone? (Including figurative language, connotation, and technical words) - RL/RI.7.4
- Developing and supporting inferences – RL/RI.7.1
- Tracing and evaluating arguments to determine specific claims, sound reasoning, relevant evidence, and sufficient support – RI.7.8
- Greek and Latin Roots infused throughout quarter
- Grammar infused throughout quarter
QUARTER 2: Understanding Writers
PURPOSE, CLAIMS, AUDIENCE:
- Establishing claims, determining purpose, and considering audience when writing - W.7.1, W.7.2, W.7.4, W.7.8, W.7.9
- Providing evidence, support and elaboration to validate claims and topics - W.7.1, W.7.2, W.7.8, W.7.9
- Establishing support and counterclaims - W.7.1, W.7.8, W.7.9
- Organizational patterns and use of transitions – W.7.4
STYLE:
- Factors contributing to a writer’s style: author’s background, use of language, sound devices, technique, irony, etc. - W.7.4, W.7.2, W.7.1
- Examining the relationship between author’s purpose, style, and genre - W.7.1, W.7.2, W.7.4, RI.7.6
- Writers employ various techniques and elements to create a distinct style – W.7.4
- Introductions and conclusions - W.7.4, W.7.1, W.7.2
- Using input from peers and others to revise, edit, and publish - W.7.5, W.7.6
- Same as first quarter
QUARTER 3: Sources of Information
SOURCES, BIAS, and PROPAGANDA:
- Primary and secondary sources – W.7.9
- Use of facts and opinions to construct literary nonfiction - RI.7.1, W.7.9
- Recognizing and using factual claims and opinions in a text – RI.7.8
- Persuasive techniques and the use of propaganda - W.7.4, RI.7.6
- Using media and statistical data for support and elaboration - W.7.8, W.7.9, SL.7.5
- Using written and audio, video, or multi-media texts to present ideas - W.7.8, W.7.6
- Impact of author’s bias and perspective on information - RI.7.6, RI.7.9
- Incorporation of narrative elements to provide support and elaboration – W.7.3
- Same as first quarter
RESEARCH WRITING:
- The Big 6 framework - W.7.4, W.7.7, W.7.8, W.7.9
- Developing relevant research questions, using note-taking strategies, and credible sources to explore topics - W.7.7, W.7.8
- Determining the reliability, validity, and usefulness of a source – W.7.8
- Summarizing, paraphrasing, and quoting directly to avoid plagiarism – W.7.6, W.7.8
- Using graphic aids to enhance information – W.7.8, W.7.9
- Determining and using appropriate academic and domain-specific words and phrases - W.7.1, W.7.2, L.7.3
- Using in-text citations and a works cited page to avoid plagiarism – W.7.8
- Judging the effectiveness of one’s own writing – W.7.5
- Same as first quarter