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Maple: ELA

Woodbury Grade 7 Team Site

About English Language Arts

ELA is a crucial part of everyday life; be it reading a newspaper, writing a letter, enjoying the latest novel, applying to college or applying to the workforce. Some aspect of English Language Arts is used by everyone daily.

This year ELA will consist of writing, reading, vocabulary, and grammar. I understand that some students may find reading and/or writing difficult, but, my hope is that all students will put in their best effort and know that I am here to help. My goal is to teach all students so that they will  ready for the 8th grade.

Below are tabs containing information about our units and the standards that coincide with each unit. 

Please explore all of the Maple and Woodbury resources that are available online with your children to help make this a successful year.  I look forward to working with all of you.

 

Curriculum

We will be studying approximately 7 units of study this year. Please refer to the tabs at the bottom of this page for more in depth descriptions. 

Grammar and vocabulary will be included throughout our units.

The Google Classroom codes are as follows:

Core 1 - qitei2i

Core 2 - u2h3g7u    

Core 3 - sj00ou7    

Core 4 - tzrt0e      

Student's please join your class!!  

ELA

Throughout the year we will be studying all of the Salem School District Standards. I understand that there are a lot of them but, rest assured we will study them all.

We will start the year with our launching unit. Below you will find a list of topics we will study during this unit.

Launching Unit

Grade 7

 

Management Routines

IR

Conferring

Technology

Peer conferencing

Rubrics

Book Talks/Discussion

Writing folders/reading notebooks

Strategies that need to be Taught

Generating Ideas

Abandoning books and/or writing

Peer/Teacher Revisions

Writing strategies

Literary Terms

Respond to reading

Genres

Comprehension strategies

Fluency

Think marks/post its

Expectations

Classroom / Library expectations

Flash draft

Stamina

Student checklist

Norms

In this unit, students will be reading a novel of their choice as we study the following standards:

  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Establish and maintain a formal style.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Explain the function of phrases and clauses in general and their function in specific sentences.
  • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  • Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
  • Spell correctly.
  • Knowledge of Language:
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

In this writing unit, students will be composing a realistic fiction narrative. We will study the following standards: 

  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
  • Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • Establish and maintain a formal style and objective tone.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented.
  • Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

In this unit we will be reading and studying Narrative of the Life of Frederick Douglass.

  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
  • By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
  • Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
  • Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
  • By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
  • Write arguments to support claims with clear reasons and relevant evidence.
  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

In this unit we will be reading and studying the historical fiction novel Lyddie by Katherine Paterson.

  • Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 
  • With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 .)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

 In this unit, students will research a topic of their choice and compose an argument paper. The following standards will be studied:

  • Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
  • Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
  • Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
  • Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

About Me!

My name is Janet Caron and I have been teaching at Woodbury since 2003. I love English Language Arts and the energy of middle schoolers.

My favorite things to do are camping, reading and hanging out with my family. I have 2 children and 3 grandchildren. My husband and I live in Manchester with our German Shepherds; Tala, Lexi and our new puppy Boomer.

I look forward to a successful and enjoyable school year!