English 7 is comprised of two classes taken concurrently: Literature and Strategies and Writing Composition

Unit 1: Informational Skills

Student Learning Intentions - I can:

Infer the meaning of a specific phrase, sentence, or passage of a text.  
Use and cite relevant evidence, using paraphrasing and quoting, to support direct statements and the inferences made about the text.  
Determine two or more central ideas in an informative text. 
Analyze the development of the central idea over the course of the text with supporting details (including interactions between individuals, events, and ideas).  
Write an objective summary.  
Write an informative text that introduces a topic, establishes a purpose, and/or answers a prompt; organizes and develops ideas supporting an appropriate organizational structure using relevant and well-chosen factual evidence; uses credible sources of relevant evidence and elaborates on those key points; uses transitional words, phrases, and clauses to connect facts and ideas; uses precise language and specific vocabulary to support my topic and maintain a style appropriate to task, purpose, and audience; establishes and maintains a formal style.; and provides a concluding statement that supports the information or explanation presented.
Plan/Brainstorm to formulate ideas for writing.
Draft writing.
Revise writing for task and purpose as needed (Adding, Removing, Moving and Substituting ideas to strengthen and clarify writing.
Edit writing for precise language, formatting, and conventions (Capitalization, Usage, Punctuation, and Spelling).
Apply feedback to strengthen writing.
Identify and correct misplaced and dangling modifiers in my own writing and other writing samples. 
Explain the function of phrases and clauses and how they are used in a sentence.  
Write a variety of sentences including simple, compound, complex, and compound-complex sentences.  
Expand, combine, or reduce sentences (e.g., adding or deleting modifiers, combining, or breaking up sentences) for meaning or style.  
Use a comma to separate coordinate adjectives in writing. 
Use commas, parentheses, and/or dashes to set apart a phrase or expression.

Unit 2: Argument Skills

Student Learning Intentions - I can:

Infer the meaning of a specific phrase, sentence, or passage of a text.  
Use and cite relevant evidence, using paraphrasing and quoting, to support direct
Determine two or more central ideas in an informative text. 
Analyze the development of the central idea over the course of the text with supporting details (including interactions between individuals, events, and ideas).  
Write an objective summary.  
Formulate research questions.
Evaluate the credibility of sources.
Gather accurate, valid, and relevant information.
Quote, paraphrase, and summarize sources.
Follow a standard format for citations (MLA) to avoid plagiarism.
Include a Works Cited page (MLA).
Compose an effective argument that states a claim with a well-defined point of view and accurately cites evidence to support an argument; develops logical reasons to support and explain claims using credible and relevant evidence; organizes ideas logically using transitional words, phrases, and clauses to connect claims and reasons; acknowledges an opposing claim (counterclaim); provides a concluding statement that follows from and supports the argument presented; uses precise language and specific vocabulary appropriate to task, purpose, and audience.  
Plan/Brainstorm to formulate ideas for writing.
Draft writing.
Revise writing for task and purpose as needed (Adding, Removing, Moving and Substituting ideas to strengthen and clarify writing.
Edit writing for precise language, formatting, and conventions (Capitalization, Usage, Punctuation, and Spelling).
Apply feedback to strengthen writing.
Use context clues to determine the meaning of words and phrases. 
Use common Greek or Latin affixes and roots as clues to the meaning of words.  
Apply knowledge of bases and affixes to spell derivatives correctly.
Identify and correct misplaced and dangling modifiers in my own writing and other writing samples. 
Explain the function of phrases and clauses and how they are used in a sentence.  
Write a variety of sentences including simple, compound, complex, and compound-complex sentences.  
Expand, combine, or reduce sentences (e.g., adding or deleting modifiers, combining, or breaking up sentences) for meaning or style.  
Use a comma to separate coordinate adjectives in writing. 
Use commas, parentheses, and/or dashes to set apart a phrase or expression.

Unit 3: Narrative Skills

Student Learning Intentions - I can:

Infer the meaning of a specific phrase, sentence, or passage of a text.  
Use and cite relevant evidence, using paraphrasing and quoting, to support direct statements and the inferences made about the text.  
Explain stated or implied themes, analyzing their development over the course of texts.
Use details from the text to justify my analysis of thematic statements of a text. 
Write an objective summary of the text.
Write a narrative that develops real or imagined experiences using effective narrative techniques such as dialogue, pacing, description; introduces the reader to the setting, characters, point of view, and narrator; organizes a complete plot structure naturally and logically in the story, including a resolution to the primary conflict; and uses a variety of transitions to show sequence, relationships, and signal shifts from one timeframe or setting to another.
Plan/Brainstorm to formulate ideas for writing.
Draft writing.
Revise writing for task and purpose as needed (Adding, Removing, Moving and Substituting ideas to strengthen and clarify writing.
Edit writing for precise language, formatting, and conventions (Capitalization, Usage, Punctuation, and Spelling).
Apply feedback to strengthen writing.
Use context clues to determine the meaning of words and phrases. 
Use common Greek or Latin affixes and roots as clues to the meaning of words.  
Apply knowledge of bases and affixes to spell derivatives correctly.
Determine meaning of words and phrases as they are used in a text.
Determine the meaning of figurative language as they are used in the text.
Determine the impact of connotation on the meaning of a text.
Analyze the impact of a specific word choice on meaning, tone, or mood, including the impact of repeated use of symbols.
Identify and correct misplaced and dangling modifiers in my own writing and other writing samples. 
Explain the function of phrases and clauses and how they are used in a sentence.  
Write a variety of sentences including simple, compound, complex, and compound-complex sentences.  
Expand, combine, or reduce sentences (e.g., adding or deleting modifiers, combining, or breaking up sentences) for meaning or style.  
Use a comma to separate coordinate adjectives in writing. 
Use commas, parentheses, and/or dashes to set apart a phrase or expression.

Unit 4: Synthesis

Student Learning Intentions - I can:

Infer the meaning of a specific phrase, sentence, or passage of a text.  
Use and cite relevant evidence, using paraphrasing and quoting, to support direct statements and the inferences made about the text.  
Explain stated or implied themes, analyzing their development over the course of texts.
Use details from the text to justify my analysis of thematic statements of a text. 
Write an objective summary of the text.
Determine two or more central ideas in an informative text. 
Analyze the development of the central idea over the course of the text with supporting details (including interactions between individuals, events, and ideas).  
Write an objective summary.  
Use context clues to determine the meaning of words and phrases. 
Use common Greek or Latin affixes and roots as clues to the meaning of words.  
Apply knowledge of bases and affixes to spell derivatives correctly.
Determine meaning of words and phrases as they are used in a text.
Determine the meaning of figurative language as they are used in the text.
Determine the impact of connotation on the meaning of a text.
Analyze the impact of a specific word choice on meaning, tone, or mood, including the impact of repeated use of symbols.
Plan/Brainstorm to formulate ideas for writing.
Draft writing.
Revise writing for task and purpose as needed (Adding, Removing, Moving and Substituting ideas to strengthen and clarify writing.
Edit writing for precise language, formatting, and conventions (Capitalization, Usage, Punctuation, and Spelling).
Apply feedback to strengthen writing.
Identify and correct misplaced and dangling modifiers in my own writing and other writing samples. 
Explain the function of phrases and clauses and how they are used in a sentence.  
Write a variety of sentences including simple, compound, complex, and compound-complex sentences.  
Expand, combine, or reduce sentences (e.g., adding or deleting modifiers, combining, or breaking up sentences) for meaning or style.  
Use a comma to separate coordinate adjectives in writing. 
Use commas, parentheses, and/or dashes to set apart a phrase or expression.  
Verbally present claims and findings that are relevant and sequenced in a logical order. 
Use descriptions, facts, details, and examples to emphasize key points. 
Use vocabulary appropriate to task, purpose, and audience. 
Use task appropriate volume and clear pronunciation.

District-Adopted Textbook

MyPerpsectives (anthology and online resources)

District-Approved Novels (titles will vary by building)

Across Five Aprils by Irene Hunt
The Adventures of Tom Sawyer by Mark Twain
Brian's Winter by Gary Paulson
The City of Ember by Jeanne DuPrau
Deathwatch by Robb White
Downriver by Will Hobb
The Endless Steppe by Esther Hautzig
Farewell to Manzanar by Jeanne Houston
The Giver by Lois Lowry
The Graveyard Book by Neil Gaiman
The Honest Truth by Dan Gemeinhart
House of the Scorpion by Nancy Famer (Recommended for GT/Honors)
Letters from Rifka by Karen Hesse
A Long Walk to Water by Linda Sue Park
A Monster Calls by Patrick Ness
No Promises in the Wind by Irene Hunt
North to Freedom (I am David) by Anne Holm
Out of the Dust by Karen Hesse
The Outsiders by S.E. Hinton
Red Kayak by Priscilla Cummings
The River by Gary Paulsen
Roll of Thunder Hear My Cry by Mildred Taylor
See You at Harry's by Joanna Knowles
Shane by Jack Schaefer
Sounder by William H. Armstrong
Stargirl by Jerry Spinelli
A Storm too Soon: A Remarkable True Survival Story in 80 Foot Seas by Michael Tougias (Recommended for GT/Honors)
Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert by Mark Aronson (Recommended for GT/Honors)

West Ada School District

Middle School Curriculum

Grades 6-8

6th Grade

Career & Technical Education (CTE)

Dance (IFAA only)

English Language Arts

Math

Music

Physical Education

Science

Social Studies

Theatre

Visual Arts

6th Grade Growth & Development Videos

7th Grade

Career & Technical Education (CTE)

Dance (IFAA only)

English Language Arts

Health

Math

Music

Physical Education

Science

Social Studies

Theatre

Visual Arts

8th Grade

Career & Technical Education (CTE)

Dance (IFAA only)

English Language Arts

Health

Journalism / Publications

Math

Multi-Fitness Education

Music

Physical Education

Recreational Reading and Creative Writing

Science

Social Studies

Theatre

Visual Arts