1

GREENWOOD INTERNATIONAL SCHOOL 2017 – 2018

English Department

Course Description

Subject : ENGLISH

Title of Course : ENGLISH

Grade Level : 7

Duration : ONE YEAR

Resources :-

NOVELS: Harry Potter and the Sorcerer’s Stone; The Adventures of Sherlock Holmes

HOLT McDOUGAL- Literature grade 7

HOLT :Elements of Language First Course

VOCABULARY WORKSHOP

TEACHER’S HANDOUTS

CLASS JUMP WEBSITE

TEACHER’S WEBSITE

POWERPOINT PRESENTATIONS

AUDIO CDs

WRITING RUBRICS

HANDOUTS ON HARRY POTTER AND THE SORCERER’S STONE AND THE ADVENTURES OF

SHERLOCK HOLMES

SITES

__________________________________________________________________

GOALS:

The students of grade 7 should be able to demonstrate the skills and understanding to master

the Common Core State Standards for the following Strands.

Common Core Readiness Anchor Standards

Reading Literature

Reading Informational Text

Writing

Listening and Speaking

Language

2

READING FLUENCY

1. The student will demonstrate fluency in oral reading by showing expression and acknowledging

punctuation.

2. Enjoy, appreciate and evaluate language.

3. Speak effectively in a wide variety of styles.

4. The student will read aloud to increase accuracy and fluency as well as silent reading.

5. The student will demonstrate fluency during oral presentations applying conventions of grammar

language and spoken English.

COMPREHENSION

1. The students use inference and deduction skills.

2. The students answer guided reading questions.

3. Use background knowledge of subject and related content areas, pre-reading strategies (e.g.,

Pre-viewing, discussing, generating questions), text features, and text structure to make and confirm

complex predictions of content, purpose, and organization of a reading selection.

4. To determine the main idea or essential message in grade-level or higher texts through inferring,

paraphrasing, summarizing, and identifying relevant details

5. To analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order,

argument/support, lists) and text features (main headings with subheadings) and explain their impact on

meaning in text.

WRITING

The students write effectively in a wide variety of styles.

The students write journals/ news articles/timed essays and submission of research assignments.

The students will write in a wide variety of writing styles.

STRATEGIES:-

To progress through the writing process.

To consider audience and purpose.

To evaluate and revise for coherence and unity.

To evaluate and revise for content and organization

To evaluate and organize for clarity and conciseness

APPLICATIONS:-

1. To write narrative texts.

2. To write expository texts.

3. To write persuasive and problem solution essays

4. To write expressive texts.

5. To write descriptive texts.

6. To write correspondence.

7. To write comparison and contrast essays.

3

WRITING LANGUAGE CONVENTIONS:-

To proofread for correct usage.

To proofread for correct verb/pronoun usage.

To proofread for fragments and run-on-sentence.

To proofread for correct spelling.

To proofread for correct punctuation/capitalization.

To proofread for correct manuscript.

VOCABULARY:-

1. To use context clues.

2. To analyze word structure.

3. To use multiple-meaning words.

4. To understand connotation and denotation.

5. To identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

6. To determine the correct meaning of words with multiple meanings in context;

GRAMMAR:-

1. To identify and use nouns

2. To identify and use pronouns

3. To identify and use adjectives

4. To identify and use verbs

5. To identify and use adverbs

6. To identify and use prepositions

7. To identify and use conjunctions

8. To use capitalization correctly.

9. To punctuation correctly

10. To identify and use different types of sentence structure.

11. To use different types of conjunctions.

MEDIA AND TECHNOLOGY SKILLS:-

Conducting an interview and making a documentary movie on a famous leader.

Presenting a multimedia presentation of a famous poetry

Create an ad

Performing a play using one of the given short stories.

4

SPEAKING SKILLS:-

Conducting an Interview of a Current Female Leader & presenting an audio-visual presentation

Giving an oral presentation of their research project

Reading a progress report and retelling it in one’s own words

Oral presentation of short story

Oral presentation of their personal narratives

Presentation of the poetry reading session as a Rap Song

Debating an issue

_________________________________________________________________

OBJECTIVES : LITERATURE

1. To understand and analyze plot and setting

2. To understand and analyze characterization

3. To understand and analyze point of view

4. To understand and analyze theme

5. To understand and analyze types of irony

6. To understand mood

7. To understand and analyze elements of poetry

8. To analyze different forms and types of poetry

9. To analyze elements of style, including diction, sentence structure, imagery, figurative language, tone,

and mood

10. Analyze historical context

11. To understand elements of drama

12. To understand forms of nonfiction

13. To understand and analyze persuasion

14. To analyze the writer’s purpose

5

Course Description along with the Anchor

Standards for the three Terms

Term 1

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 1

Text Analysis

Workshop:

Plot, Setting

and Character

Plot, Setting

and Character

RL 1, RL 5

“Thank You

M’am”

Suspense and

Foreshadowing

RL3

Identify

Antecedents

and Maintain

Agreement L1

Latin Roots

L4b

Writing

Workshop:

Supporting an

Opinion

Write a

personal

narrative essay

W.7.3.A, W.7.3.C

Reciprocal

Pronouns

L1,L2,L3

“An

American

Childhood”

informational

text – memoir

Text analysis:

Setting in

nonfiction

RI.7.1, RI.7.2, RI.7.3

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 2

Text Analysis

Workshop :

Character and

Point of View

Character and

Point of View

RL1, RL3,

RL6

The

Scholarship

Jacket

First person

point of view

RL6

Make

Inferences

RL1

Context Clues

L4a Use

appositive

phrases L1a

6

Writing

Workshop:

Comparison-

Contrast Essay

Comparison –

Contrast Essay

W2a-f, W4,

W5, W 9a

(RL1), W10

“It Was a

Long Time

Before”

Characterization

in poetry,

strategies for

reading poetry

Use Correct

Verb Tense L1

Similes and

Context Clues

L4a, L5

Writing

Workshop:

Comparison-

Contrast Essay

Comparison –

Contrast Essay

W2a-f, W4,

W5, W 9a

(RL1), W10

Speaking and

Listening

Workshop:

Participating

in a Panel

discussion

Participating in

a panel

discussion

SL1, SL1a,

SL1c, SL4

Term 2

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 3

Text Analysis

Workshop:

Understanding

Theme

Understanding

Theme RL1,

RL2

Amigo

Brothers

Theme and

Setting RL2,

RL3

Compare and

Contrast

Punctuate

Dialogue

Correctly L2,

Latin Roots L4

Writing

Workshop:

Short Story

Write a Short

Story W3a-e,

W4-6, W10

“Homeless”

nonfiction/problem-

solution essay by

Anna Quindlen

Pg.368 – 373

.RL1

. RL3

7

UNIT 4

Text Analysis

Workshop:

Mood and

Style

Mood and

Style RL3,

RL4

“A Day’s Wait”

short story by

Ernest

Hemingway

Mood and

Style RL1,

RL3

Reading

Science

Fiction RL1,

RL3

Understand

Prepositions

L1a, Latin

Roots L4b

Speaking and

Listening

Workshop:

Presenting a

Critique

Presenting a

Critique SL4,

Sl6

“The People

Could Fly” Folk

Tale by Virginia

Hamilton

UNIT 5

Text Analysis

Workshop:

Appreciating

Poetry

Appreciating

Poetry RL4,

RL5

Two Haiku/

Fireflies/

Fireflies in the

Garden

Haiku RL5,

Symbol and

theme RL2,

Ask Questions

RL1, RL4

Understand

Prepositions

L1a, Latin

Roots L4b

“Sleeping in the

Forest” Lyric

poetry by

Identify lyric

poetry and

figurative

language.

RL.7.5, RL.7.4

“Two

Limericks”

humorous

RL.7.1, RL.7.2

8

poetry by

Edward Lear

“Four Skinny

Trees” poem by

Sandra Cisneros

RL.7.6

Term 3

Strand Reading

Literature

Reading

Informational

Text

Writing Speaking and

listening

Language

UNIT 6

Text Analysis

Workshop:

Myths,

Legend, Epics,

and Tales

Myths,

Legends, Epics

and Tales

RL1, RL3, RL

10

Waters of

Gold” Chinese

folk tale by

Laurence Yep

Cultural values

in myths RL1,

Draw

conclusions

about multiple

themes RL2,

Use simple and

compound

sentences L1b,

Academic

Vocbulary L6

Speaking and

Listening

Giving and

Following

Oral

Instructions

Giving and

Flowing Oral

Instructions

SL1a, SL1c,

SL5

UNIT 7

Text Analysis

Workshop:

Biography and

Autobiography

Biography and

Autobiography

RL9

Biography and

Autobiography

RI 1, RI 3

“Eleanor

Roosevelt”

biography by

William Jay

Author’s

purpose and

Theme RI 2, RI

6

Make

Giving and

Flowing Oral

Instructions

SL1a, SL1c,

SL5

9

Inferences RL1

Writing Workshop:

Personal Narrative

Personal

Narrative

W3a-e, W4-5,

W10

“Names/Nombers”

personal essay by

Julia Alvarez

UNIT 8

Text Analysis

Workshop:

Reading for

Information

Reading for

information RI

1, RI 2, RI 5

Great White

Sharks

Evidence in

Informational

Text RI 8

Recognize

author’s bias

RI 6

Giving and

Flowing Oral

Instructions

SL1a, SL1c,

SL5

Speaking and

Listening

Present a

persuasive

speech

Presenting a

persuasive

speech SL3-6

“What do you

know about

sharks?”

Magazine

article by

Sharon Guyup

“Persuasive

Techniques in

Commercials”

TV commercials

on Media Smart

- writing

workshop

“Persuasive

Essay”

W.7.2.A, W.7.2.B

Novels:

Term 1: Harry Potter and the Sorcerer’s Stone

Term 2 & 3: The Adventures of Sherlock Holmes

Content Standard(s):

The student will actively engage in the reading process and read, understand, respond to, analyze, interpret,

evaluate and appreciate a wide variety of fiction, poetic and nonfiction texts.

10

Understanding (s)/goals

Students will understand:

How to approach a work from several different critical perspectives or “lenses”

Demonstrate how literary works reflect cultural/social contexts that shape literature

Respond to a text with support and make connections to previous literature

Read from and respond to a variety of fiction, poetic and nonfiction texts of increasing complexity for

personal enjoyment

Student objectives (outcomes):

Students will be able to:

Respond to literature using ideas and details from the text to support reactions and make literary

connections.

Demonstrate how literary works reflect the historical contexts that shaped them.

Evaluate a literary selection from several critical perspectives.

Assessment:

Class discussions (everyone must add one comment)

Read aloud evidence

Participation and notes from anticipation guide

Written participation on my.hrw.com

1. Grade Distribution:

English Term1 % Term 2 & 3 % Final Exam

Composition/Journals/ Articles 10 10 100 marks examination

Reading Comprehension

Listening Comprehension

5 5 5 5

Reading/Novel 5 10

Spellings 5 5

Grammar w/s 5 10

Research, PBL & Drama 10 10

Listening and Speaking 5 5

Graded Classwork 10 15

Quizzes 20 25

Mid Term Exam 20

Total 100 100

11

2. Students would be graded for completion of any kind of task assigned to them on a scale of:

A+ 5 Excellent/ Outstanding

A 4 ½ Very Good

B 4 Good

C 3 Well Done/ Fair

D 2 ----------

E 1 ----------

Assessment Tools:

1. Homework will be checked for completeness, accuracy, and/or understanding.

2. Class work will be evaluated overall by the teacher.

3. Quizzes are given as needed.

4. Grammar will be assessed as applied to context.

5. Writing skills will be assessed to vocabulary, punctuation, grammar, varied openers and connectives

used.

6. Reading: inference, deduction, skimming and scanning techniques will be used to test level of

understanding. Fluency in reading and comprehending.

7. Pass mark 60.

Unit tests and assessments may consist of multiple-choice, short answers, inference and deduction, oral and

written comprehension tasks, grammar, spellings, short and long writing tasks.

PERFORMANCE AREAS (Skills)

Communication and social skills

Presentation of work

Group and individual performance

Reading poetry

Identify the tone, mood, and emotion conveyed in poems

Making generalizations

Recognizing connections

Finding the Main Idea

Improving fluency & reading rate

Forming opinions

Understanding the listening process

Participating in an oral discussion

Understanding Type Styles, Visuals and Graphics, and page layout.

Creating Print Media.

Holding a debate.

Understanding the techniques of Clear and Distinct Speech

Analyzing Oral Texts

12