Ms. Jasmine LaPalme
jlapalme@daltonschool.kr
Embedded Files
7th Grade English
2024-2025
In seventh grade English, students continue to develop their skills in grammar, composition, literature study, reading comprehension, and vocabulary as they are introduced to more complex concepts in these areas. The emphasis for the course is the written and oral communication of ideas. Work will consist of reading, considering essential questions, thinking deeply about reading and writing and completing written responses. Each term students will have a final project that requires investigative thinking, creative or analytical writing, and refinement of the writing process.
Class Supplies
Class Supplies
Chromebook
Writing implements: blue/black and red pen + Pencil and eraser
Single subject spiral notebook (2) - used every day
3-ring binder
Independent reading book (SSR)
Assigned novels
Ghost - Jason Reynolds
Boy - Roald Dahl
Unit 1: Expectations and Standards
Unit 1: Expectations and Standards
Aug. 19 - Sept. 06
For our first unit of the year we will take a quick look at the expectations of the G7 ELA classroom as well as how we read, write, and communicate in the ELA classroom. Starting the year right, knowing what your teacher expects as well as having an idea of your own abilities and goals will benefit the classroom as a whole, as we line up what we need to know and do with what we want to know and do.
Unit 2:
Figurative Language
Unit 2:
Figurative Language
Sept. 09 - Oct. 18
With this unit, we will be refreshing some memories on figurative language as well as rethinking how we can improve our writing through stronger word choice and a better understanding of the English language and all of its idiosyncrasies.
Unit 3: Ghost
Unit 3: Ghost
Oct. 21 - Jan. 23
With this unit, we will be approaching a larger work of fiction and analyze how the author uses figurative language, develops themes, and creates dynamic characters through indirect characterization. We will also look at how these elements fit into a greater narrative arc.
Unit 4: Boy & Memoir Writing
Unit 4: Boy & Memoir Writing
Feb. 03 - Mar. 28
Within this unit, we will look at Boy by Roald Dahl as well as I Am Malala by Malala Yousafzai in how these authors construct compelling, descriptive, yet highly personal memoirs. As we go through these memoirs, we will construct a list of memoir-writing rule that will eventually inform our own written creative non-fiction.
Unit 5:
Research Writing
Unit 5:
Research Writing
Mar. 31 - May 23
In this unit, we will look at how to create a works cited page and in-text citations for research papers. We will explore various sources such as paper books, academic journals, and credible YouTube channels. This unit will help students develop their research skills and teach them how to use sources effectively to support their arguments. Additionally, students will learn how to evaluate the credibility of sources and avoid plagiarism. By the end of the unit, students will have gained the essential skills to write a research paper while using proper MLA formatting for sources and citations.
Unit 6:
Writing with an AI Copilot
Unit 6:
Writing with an AI Copilot
May 26 - Jun. 19
Generative AI is a technology that uses algorithms to create new content, such as images, music, and even text. Through this unit, students will discover AI's capabilities, limitations, and the data sets on which it's trained. As an editor, students will work with AI technologies to create and edit content. Using the skills learned in the research writing unit, students will see how co-authoring their previous work with AI has benefits and pitfalls; students will be required to provide in-text citations and works cited, all done by hand.
Week-by-Week Breakdowns by Section
Week-by-Week Breakdowns by Section
Broad Learning Categories in English
Broad Learning Categories in English
The following broad learning categories represent the broad areas of knowledge and skills within which daily and unit-long learning targets and expectations in English can be organized.
Course Expectations and Policies
Course Expectations and Policies
Student Expectations
Students are expected to... R.I.S.E.
Respect yourself, your peers, your teachers, and the property of the school and your peers. Don't be afraid to encourage one another.
Put forth an honest effort at all times, both inside and outside of class. Have Integrity.
Maintain a Safe learning environment by respecting both your peers' physical space and the variety of ideas that may be presented in class.
Engage in classroom activities and with course material.
Grading Policy
The CDS English Department uses standards based grading to provide more accurate feedback of student performance. The following performance levels are used to convey the level of skill a student has demonstrated in English (refer to image).
Reassessments:
Reassessments are not a given, they are earned. Reassessment opportunities are for those students who have completed the original task by the specified due date. If a student does not complete formative assessments (visible documentation of the students learning journey) in class then reassessment is not possible. In cases of prolonged absences, please refer to the CDS handbook.
Should a student not have given authentic effort on the initial assessment, throughout the learning process, or on formative assessments, a conversation with the student, parent, and/or administrator may be scheduled before the school can consider providing a reassessment.
Following a reassessment, the most recent score on a reassessment is what will be entered into PowerSchool. The old score will be included as either exempt score under the original summative or as a comment.
Reassessment Policy:
Reassessments may range from an individual student to the entire class.
When tasks/assignments are re-assessed, they may be reassessed partially, entirely, or in a different format.
When reassessment is offered, students will be required to take the following steps to earn a reassessment opportunity.
Step 1: Within 3 school days from the assessment being returned, a student must communicate with their teacher concerning their desire to reassess. This communication will be in the form of a Google Form.
Step 2: Student(s) must create a plan in order to attempt an improvement in proficiency. This must be done collaboratively in a mini-conference or on the Google Form. This may include but is not limited to:
Re-teaching or re-learning activities
Correcting or reviewing prior assignments
Correcting or reviewing the original task or assessment
Step 3: A reassessment date will be determined by the teacher and will likely be no more than 1-2 weeks after the form completion. However, this date is at the discretion of the teacher.
There is a threshold to the reassessments to which students are entitled:
Summative Reassessment Threshold: You are able to reassess ONCE given you satisfy the requirements above. If there is a plan to reassess the same learning outcome, then no additional reassessment is necessary.
Formative Reassessment Threshold: You are provided with UNLIMITED formative reassessments as these types of assessments are solely meant for feedback and improving your skills and abilities in English.
Reassessment will not be possible in the following conditions across all content areas.
End-of-course or end of semester exams
Final research papers
Culminating projects/performances at the end of the semester or year
Plagiarism:
The following infographic describing unoriginality by Turnitin.com (updated 2023) summarizes each type of plagiarism that is deemed as a breach of academic integrity. Any instances of plagiarism or academic dishonesty will be subject to the school's academic integrity policy.
Class Supplies
Class Supplies
Chromebook
Writing implements: blue or black and a red pen (I really don’t like pencils)
Single subject spiral notebook - used every day
Folder or binder
Independent reading book (SSR)
Assigned novels
Ghost - Jason Reynolds
Boy - Roald Dahl
Quick Link Policies
Quick Link Policies
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