Mrs. Smauley (Christensen) | Literature and Composition II (7th Grade) 2026-2027
Syllabus
Course Overview
The 7th Grade Literature and Composition class lays a foundation for success in verbal communication, building on a basis of careful review of grammar and writing basics, and leading students to thoughtful analysis and discussion of literary works. The latter endeavor requires practice in listening carefully to others’ comments as well. These skills become the basis for success in the later years of the school’s curriculum. The traits of thoughtful reading and discussion and of careful analytical writing will be reinforced in the 8th grade Literature and Composition class and are also essential components of the high school Humane Letters seminar.
Literature Selection
ISBN CLASSICS TO KEEP Quarter
9780375752513 The Call of the Wild 1
9780486268651 A Christmas Carol 2
9781416590842 The Miracle Worker 3
9781439196717 Julius Caesar 3
9781451673319 Fahrenheit 451 4
Materials Needed EVERYDAY
Lined paper (spiral notebook or loose leaf)
Binder (to store handouts)
Writing utensils of different colors (for annotations)
A copy of the book we are currently reading
Homework Assignments
A typical day’s homework might include seven to ten pages of reading and annotations, depending on the complexity of the text; a twenty–minute review for a test; or twenty minutes of work on a reading or writing assignment. As in any course, the amount of time that a student spends on homework will vary according to the student’s ability and work habits. Twenty minutes is the amount of time that it should take a conscientious student of average ability to complete the given assignment. Students should underline significant passages in their texts and make notes of questions to bring up in class (i.e., annotate). Reading should reflect active engagement with the text in question rather than passive review of an author’s words.
Grading
A successful student is one who shows eagerness to learn, asks thoughtful questions, contributes to class discussions, and works hard to make the material their own. This class is difficult, and it is so intentionally. Described below are several ways in which students are expected to engage with that difficulty in the interest of academic growth:
Seminar– 25%
It is the case that assignments, especially reading assignments, are often more difficult than any single student can be expected to complete on their own. However, they are never harder than what the class as a whole can do working together. It is essential that students participate with the understanding that the difficulty of the class is the way in which students are instructed. Questions, references to the text in question, voicing confusion, and sharing examples of work are all some of the best examples of excellent participation in Seminar.
Seminar Rubric:
10: Excellent
-Preparation: Thoroughly prepared with readings, text annotations, questions and answers.
-Speaking & Ideas: Contributes insightful, text-based ideas clearly and confidently.
-Active Listening: Fully attentive; listens respectfully and builds on others’ points.
-Collaboration: Encourages others; asks questions; fosters group understanding.
9: Strong
-Preparation: Well prepared with good notes and some questions.
-Speaking & Ideas: Shares thoughtful ideas with some text support.
-Active Listening: Listens well; shows understanding by responding to others’ comments.
-Collaboration: Shows group-mindedness; occasionally prompts others.
8: Proficient
-Preparation: Prepared with basic notes or highlighted text.
-Speaking & Ideas: Shares ideas but may lack strong textual support.
-Active Listening: Generally listens; occasionally connects to others’ ideas.
-Collaboration: Participates in group dialogue without disrupting flow.
7: Developing
-Preparation: Some preparation, but notes are limited or unclear.
-Speaking & Ideas: Does not comment.
-Active Listening: Often distracted or not fully engaged in others’ ideas.
-Collaboration: Dominates discussion or stays silent.
6-5: Needs Work
-Preparation: Little or no preparation; lacks text, notes, or questions.
-Speaking & Ideas: Does not contribute.
-Active Listening: Rarely listens or is distracted and having side conversations; not engaged.
-Collaboration: Disruptive or disengaged from group interaction.
Writing – 25%
We will spend copious amounts of time writing. While the bulk of this writing will be classwork, not graded closely, we will write graded essays occasionally. In addition, we will produce three formal essays, each of these graded very closely and many of them checked in conference with the student during prewriting. Writing is an important artifact that the class produces and is the cornerstone of our instruction.
Bell Work – 10%
To strengthen and develop writing fluency and endurance, a daily writing prompt will be assigned to allow time for students to build this persistence and get them thinking about themes and ideas central to class. These will be graded based on completion and not checked for grammatical or writing convention errors.
Reading – 20%
Students will be given assignments both to assess and increase their reading comprehension. The end result of this category ought to be a reasonable reflection of a student’s ability to understand the texts we have read. This category will consist of reading comprehension exercises, reading quizzes, summary practices, and annotation checks.
Grammar – 20%
Students will complete homework, notes, study guides, quizzes, and tests to show their understanding of grammar. They will then apply this knowledge to understanding our texts and strengthening their own writing skills.
Make-Up Policy
If a student is absent for any reason, they are welcome to make up work, with any help desired in tutoring, and submit their work the following Monday. Work can be turned in incomplete and made up for more credit upon communication with me in tutoring, no late work will be accepted.
Tutoring and Extra Help
If you would like assistance in your understanding of concepts, completing your homework assignments, or assistance with your essays, you are welcome to attend my tutoring hours. My regular tutoring hours are Thursday Lyceum and after school until 4:30pm as well as Friday before school at 7:45am and Lyceum in room 205. [Subject to change based on meetings]
Contact Information
Please feel free to email me with any questions or concerns you may have. I can be reached at:
dchristensen@areteprepacademy.org
*Please note that my email address is my maiden name, Christensen, not my married name.