Welcome to 7th Grade Language Arts class. The 7th Grade curriculum is designed to expose you to many forms of text, reading skills, vocabulary, writing techniques, and grammatical concepts. We will work together to develop your ability to understand texts and think abstractly about what you have read. You will learn to be skilled writers who employ effective written, research, and grammatical techniques while incorporating strong, eloquent language.
Google Classroom: All of our classes will be using Google Classroom as a management system. It will primarily be used for daily classwork and as a communication system between the teacher and the student.
The reading and language arts Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres; author's purpose and craft; composition; and inquiry and research. The strands focus on academic oracy (proficiency in oral expression and comprehension), authentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.
(2) The seven strands of the essential knowledge and skills for English language arts and reading are intended to be integrated for instructional purposes and are recursive in nature. Strands include the four domains of language (listening, speaking, reading, writing) and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency. Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.
HMH, or Houghton Mifflin Harcourt, is an American educational publishing company that produces textbooks, instructional technology materials, assessments, and reference works. This is the textbook that the students will use. Students will be exposed to a variety of written mediums. These include fictional short stories, informational texts, excerpts, and complete works of classic literature, poetry, drama, and expository writing. Our reading textbook covers the following units:
● Unit 1: Taking Action
● Unit 2: Reality Check
● Unit 3: Inspired by Nature
● Unit 4: The Terror and Wonder of Space
● Unit 5: More Than a Game
● Unit 6: Change Agents
Novel Study:
Alone by Megan Freeman (Independent)
Outsiders by S.E. Hinton (Class Novel)
Schooled by Gordon Korman (Class Novel)
Grammar is embedded in all the reading units; however, students will start off the year with a two-week intensive grammar "boot-camp".
Classroom Expectations
1.) Show Respect to All - Our class is a family.
2.) Be mindful of property belonging to others. Do not touch, write, or draw on anything that does not belong to you (books, desks, electronics, boards, bags, teacher materials, etc.).
3.) Students should actively listen and share their knowledge with the class.
4.) Work effectively with classmates and be a team player.
5.) Be on time and be prepared (charged chromebook, English binder)
6.) Per Texas Law, cell phones must be off and put away at all times.
7.) BE KIND to everyone.
** Students can have a personal-size snack to be had within the first 10 minutes of class.
Grading Policy
Summative Assessments (Test and Projects) - 50%
Formative Assessments (Classroom Activities - 40%
Participation - 10%
FSHISD Grading Policy:
Make-up Work
Students shall be permitted to take classroom assessments administered in any class missed because of absence.
● The district shall not impose a grade penalty for make-up work after an absence because of in-school or out of school suspension.
● After a prolonged absence, the teacher has the right to exempt a student from some assignments if the teacher determines that doing so will not negatively affect the student’s ability to master the content or unfairly bias his/her grade.
Late Work
Late work is defined as any assignment that is not submitted on the due date and/or time, with the exception of make-up work due to absences.
● Assignments turned in late are ineligible for reassessment.
● Teachers may deduct 10% from the total grade earned as a late penalty (grade level teams must have the same deduction percentage) for any assignment turned in after the due date. Failing grades due to the application of a late work penalty will not constitute the need for re-teaching. Read the entire policy on the website, under Policy and Procedures.
Cole Cell Phone Policy:
1st offense – Warning (parent email home and notice of OFI after next offense)
2nd offense – OFI (parent email home and notification of phone being taken up after next incident)
3rd offense – After School Detention (confiscation of phone – returned at end of day)
4th offense – ECO 4:00-7:00 (confiscation of phone, held by admin – returned in 24 hours to parent)
5th offense – ISS (confiscation of phone, held by admin – returned in 48 hours to parent)
6th offense – ISS x 2 (confiscation of phone, held by admin – returned in 48 hours to parent)
7th and subsequent offenses will be additional ISS and hold times for device with parent pick-up required.
Repeated violations may result in DAEP placement for persistent misbehavior.
Failure to surrender a device when requested by staff will be considered insubordination and may result in immediate ISS (in school suspension), OSS (out of school suspension) or even DAEP, depending of severity of incident.
Student Commitment
The student commits to recognizing the long-term benefits of active participation.
● I will be persistent in my studies because these courses will be challenging.
● I will organize my time and put forth effort as these courses are time intensive, rigorous and require full commitment.
● In the event that I encounter difficulties with the content, I will follow the 3- Weeks 3-Ways protocol.
Student Understandings
● I understand late work and retests are discouraged. I will work to eliminate this academic behavior throughout the year.
● I recognize plagiarism and cheating are not tolerated. Plagiarism and cheating will result in a zero for the assignment and academic probation. Another incident may result in removal from the course.
● I understand that course changes will be contingent on space availability, extenuating circumstances, and the timing of the request.
● I understand that participation in honors coursework prepares me for college, increases my chances of finishing a college degree in four years and earning a higher college GPA.
● If I fail a grading period and have participated in the 3-Weeks 3-Ways intervention program, or continuously partake in unacceptable behaviors that negatively affect my performance, these will be indicators that I am not properly placed. At this point, I will conference with my teacher and parent to discuss the situation, and I will be removed from the course.
Parent Commitment
The parent commits to supporting student learning in the honors course; by supporting teacher efforts to provide rigorous, quality instruction and by valuing the learning that occurs.
● I will familiarize myself with the course content and requirements.
● I will encourage my child to be prepared for class every day. I will help my child organize his or her time and efforts.
● If my child encounters difficulties with the course content, I will expect my child to participate in the 3-Weeks 3-Ways intervention system. Parent Understandings
● I understand late work and retests are discouraged. I will support my child in eliminating this academic behavior throughout the year.
● I recognize plagiarism and cheating are not tolerated. Plagiarism and cheating will result in a zero and academic probation. Another incident may result in my child’s removal from the course.
● I understand that schedule changes will be contingent on space availability, extenuating circumstances, and the timing of the request.
● If my child fails a grading period, and has participated in the 3-Weeks 3-Ways intervention program, or continuously partakes in unacceptable behaviors that negatively affect his/her performance, these will be indicators that s/he is not properly placed. At this point, a conference with the teacher and my child will be scheduled to discuss the situation, and my child will be removed from the course.
Teacher Commitment
The teacher commits to honors academics by encouraging student participation, planning for student learning, providing rigorous, quality instruction, and offering assistance for struggling students.
● I will teach the course following the curriculum as aligned with the state standards.
● I will provide 3-Weeks 3-Ways Intervention support for students that need it.
● I will teach the course following IEP or 504 requirements as authorized by FSHISD and legal mandate.
● I will provide meaningful, relevant instruction.
● I will give ample opportunities for students to be successful.
● I will provide appropriate tutorial opportunities for students who have difficulty with course content.
● I will keep grades current by ensuring that progress reports and report cards are reflective of each student’s performance and progress.