• Keeping Track of Classwork

    All assignments and expectations will be visible and organized in the Classwork tab on Google Classroom. Follow this link to view the weekly agendas. These are excellent tools for staying in sync with the class when absent. These weekly agendas will be posted in the stream on Google Classroom.

    An even better way of keeping track of assignments is to use Google Calendar and the assignments feature in Google Classroom. Check out my video below that demonstrates how to use Google's features to help stay organized. This is a great tool that works with all classes, not just my class.

    Also below, you will see a calendar that includes past and current assignments. If you click an assignment, it takes you to the actual assignment in Google Classroom (but this only works if you are logged in as a student who is in the class).

  • Below, you will see links to the live calendars for my three classes. Any assignments posted to Google Classroom will be visible in these calendars.

    Block 1/3

    Block 4/5

    Block 9/10

  • Parents:  Please make sure you have accepted my invitation to your student's Google Classroom. Contact me if you need assistance.

     

    Supplies:  

    You do not need any specific supplies for this class on a day-to-day basis. Generally speaking, all you need to bring to class is your Chromebook and a pencil or pen.

    Additional Suggested General Supplies:

    • two-pocket folder 
    • Post-it notes
    • highlighter
    • colored pencils/pens

     

    Resources:

    Class read-aloud texts, mentor texts, short stories, poems, essays, and supplemental materials as indicated by the curriculum

    Glencoe Language Arts Grammar and Composition Handbook

    Sadlier Vocabulary Workshop

    Sadlier Grammar for Writing

    iReady

    Common Lit

    Google Classroom

    Google Calendar

    NJSLA Released Tools and Models

    Independent Reading Choices

     

  • Course Description:

    This course offers an advanced track of learning for seventh-grade students who have demonstrated a strong ELA foundation and whose performance, based on a well-rounded variety of criteria, indicates that they already exceed or are in a strong position to exceed the seventh-grade ELA standards. 

    Although there are only four main units of this course (which are aligned to the four marking periods), each unit includes four areas of focus that are often woven together: reading, writing, vocabulary, and grammar. A variety of modes, genres, and forms will be included in each unit to provide a well-rounded learning experience.

    In each unit, a variety of extra credit tasks will be offered for students who wish to reinforce certain skills in this unit or to explore useful skills that are not included in this unit. These voluntary assignments will serve as opportunities for students to take some control over their learning experiences by allowing them to pursue their own interests and personal needs.

    Teachers will place an emphasis on developing autonomy, encouraging effective collaboration, inspiring inventiveness, and building writing stamina. Students will regularly analyze the craft of great authors and imitate the strategies that they discover.

     

    Unit 1 Title: The Thoughtful Reader

    Unit Summary: The purpose of this unit is to encourage a deeper level of observation as a reader which will allow for expressing more mature concepts through writing pieces and discussions. It will prepare students for the more in-depth nature of the advanced course.

    Students will focus on mostly fiction and some nonfiction as listed under “Core Instructional and Supplemental Materials” in the course's curriculum. A great deal of effort will be dedicated to establishing effective study habits, strategic thinking, and analytical writing.

    By the end of this unit, students will demonstrate the application of standards through multiple-choice reading assessments and analytical writing pieces.

     

    Unit 2 Title: The Creativity of Nonfiction

    Unit Summary: The purpose of this unit is to help students be more perceptive to the craft of writing by paying attention to how authors use certain writing strategies to serve their purposes in writing. As students become more perceptive in this way, this unit will not only enhance their comprehension abilities, but it will also inspire their imitation of professional authors within their own writing.

    Students will focus on a variety of nonfiction modes and forms including essays and a literary nonfiction historical book. Since this is such a nonfiction-heavy unit, fiction options will be included through alternative opportunities such as independent reading, extra credit assignments, and small group instruction.

    By the end of this unit, students will demonstrate the application of standards through multiple-choice reading assessments and analytical writing pieces.

     

    Unit 3 Title:  The Universal Appeal of Great Literature

    Unit Summary: The purpose of this unit is to identify the universal appeals of great literature and to analyze how authors develop such appeals. By studying elements of folk literature, students will discover the literary intersections across human civilization.

    Students will mostly focus on folk literature fiction, but there will also be an emphasis on nonfiction. Nonfiction-based activities will help students understand folk literature more deeply by providing historical background knowledge. Also, students will study the similarities and differences that they see between fiction and nonfiction.

    By the end of this unit, students will demonstrate the application of standards through multiple-choice reading assessments, analytical writing pieces, and research tasks.

     

    Unit 4 Title: The Skillful Writer

    Unit Summary: The purpose of this unit is to build upon and showcase the skills that have been acquired this year. Through an emphasis of modeling, imitation, and invention, the goal is to establish an environment of contagious creativity. 

    Students will focus on showcasing their writing by applying the skills they have noticed in great writing throughout the year. First, they will write an original narrative. Then, they will write a literary analysis essay based on a peer’s narrative. Students will read and discuss exemplar texts that will serve as writing role models. Also, the completion of a variety of comparative literature activities will help students continue to build specific reading skills.

    By the end of this unit, students will demonstrate the application of standards through multiple-choice reading assessments, narrative writing, and analytical writing.