This course is designed to meet the needs of students at grade-level ability in reading and language arts. Instruction will continue to reinforce foundational skills in reading and provide ample scaffolding for those students whose reading skills are still developing. Writing instruction, vocabulary development, and research skills will be taught in conjunction with the literature studied.
Students in English Strategies will receive individual instruction that includes as much modeling and guided practice as each student needs to be successful. The pace of instruction will vary depending on students’ needs.
Students will study one unit topic with its required focus standards (as mandated in the Greenville County School District curriculum guide) for each quarter. They will practice the writing process and apply it to many different forms of writing. Students will expand oral and written vocabulary and review parts of speech within the structure of language. They will learn to apply this knowledge to their own writing. Students will generate topics and complete purposeful writing.
1. Develop a sense of themselves as writers and readers, as well as a personal writing process
2. Develop ways of reading the world like writers
3. Develop a sense of thoughtful, deliberate purpose about their work as writers
4. Become members of a responsive, literate community
5. Develop ways of reading texts like writers, developing a sense of craft, genre, and form in writing
6. Develop a sense of audience and an understanding of how to prepare writing for publication
Short story collections focusing on story elements
Short story unit with literary skills
Story Elements, characterization
Seventh Grade by Gary Soto (short story)
Mirror Image by Lena Cokely (short story)
Not Everything It Seems by Arnetta Carter (informational text)
Two Legs or One? by Josepha Sherman (folktale)
The Song of Wandering Aengus by W.B. Yeats (poem)
Eldorado by Edgar Allan Poe (poem)
Monster by Walter Dean Myers (screenplay and graphic novel)
Writing: informative essay
Grammar/Punctuation
Mustang Book #1
Novel Study Forged by Fire by Sharon Draper
Writing: process, writing techniques, narrative
Text Dependent Writing (TDW)
Stems
Grammar/Punctuation
Vocabulary development
· Informational Texts/Research/Informational Writing/Non-Fiction Novel
·Non-Fiction Novel- A Long Walk to Water by Linda Sue Park
Non-Fiction Novel- We Beat The Street by The Three Doctors
Drama unit: “A Christmas Carol” by Charles Dickens
Heartbeat by David Yoo (short story)
The Flight of Icarus by Sally Benson (myth)
Rogue Wave by Theodore Taylor (short story)
Women in Aviation by Patricia and Fredrick McKissack (informational text)
The Terror and Wonder of Space (Unit 3)
Martian Metropolis by Meg Thatcher (informational text)
“Challenges for Space Exploration” by Ann Leckie (argument)
What if We Were Alone? by William Stafford (poem)
Seven Minutes of Terror (NASA video)
Humans Need to Explore Outer Space by Claudia Alarcon (argument)
Let Robots Take to the Stars by Eiren Caffall (argument)
Argument Writing
Grammar/Punctuation
Mustang Book #2
· Text dependent writing
· Stems
· Grammar/Punctuation
Vocabulary development
Informational Texts/Research/Argument Writing/Poetry
Allied with Green by Naomi Shihab Nye (short story)
Never Retreat from Eyes Wide Open by Paul Fleischman (argument)
From Mississippi Solo by Eddy Harris (memoir)
The Drought by Amy Helfrich (poem)
Ode to enchanted light by Pablo Neruda (poem)
Sleeping in the Forest by Mary Oliver (poem)
From Trash Talk (video from National Oceanic and Atmospheric Administration)
You’re Part of the Solution (poster)
Game on! (Unit 5)
Ball Hawk by Joseph Bruchac (short story)
Get in the Zone: The Psychology of Video Game Design by Aaron Miller (informational text)
It’s Not Just a Game! By Lori Calabrese (informational text)
From The Crossover by Kwame Alexander (novel excerpt)
Argument Writing
Debates
Grammar/Punctuation
Mustang Book #3
Historical Novel- The Watsons Go To Birmingham by Christopher Paul Curtis
Writing: argument
Text Dependent Writing
Poetry Unit
Grammar/Punctuation
Stems
Vocabulary development
Literary Study/Literary Text Analysis
Sometimes a Dream Needs a Push by Walter Dean Myers (short story)
Craig Kielburger Reflects on Working Toward Peace by Craig Kielburger (personal essay)
From It Takes a Child by Judy Jackson (documentary)
A Poem for My Librarian, Mrs. Long by Nikki Giovanni (poem)
Francis Perkins and the Triangle Factory Fire by David Brooks (informational text)
From Ashes of Roses by Mary Jane Auch (novel excerpt)
A Long Walk to Water by Linda Sue Park (novel)
Mustang Book #4
Grammar/Punctuation
Review for state writing test
William Shakespeare- A Midsummer Nights Dream
Novel-The Watsons Go to Birmingham by Christopher Paul Curtis
Novel-Roll of Thunder Hear My Cry by Mildred Taylor
Novel-The Jungle Books by Rudyard Kipling
Writing: literary analysis with research
Text Dependent Writing
Stems
Grammar/punctuation
Vocabulary application
Note: Since many writing assignments will be based upon the work in another class, such as social studies or literature, the sequence of writing assignments may change to better fit the needs of students and teachers.
Novel Study Forged by Fire by Sharon Draper
Drama unit: “A Christmas Carol” by Charles Dickens
Non-Fiction Novel- A Long Walk to Water by Linda Sue Park
Non-Fiction Novel- We Beat The Street by the Three Doctors
William Shakespeare- A Midsummer Nights Dream
Roll of Thunder Hear My Cry by Mildred Taylor
The Watsons Go to Birmingham by Christopher Paul Curtis
The Jungle Books by Rudyard Kipling
Novel Study Tulsa Burning by Anna Meyers
“Twelfth Night” by William Shakespeare
The Prince and the Pauper by Mark Twain
Mythology and Folktales
Novels with linked descriptions that may be used in the classroom:
Bearstone by Will Hobbs
Forged by Fire by Sharon Draper
A Long Walk to Water by Linda Sue Park
The Devil’s Arithmetic by Jane Yolen
The Girl Who Owned a City by OT Nelson
Hatchet by Gary Paulsen
The Jungle Books by Rudyard Kipling
Long Way from Chicago by Richard Peck
Tulsa Burning by Anna Myers
The Watsons Go to Birmingham by Christoper Paul Curtis
We Beat the Street by Davis, Sampson, Jenkins (nonfiction)
Gossamer by Lois Lowry
Roll of Thunder, Hear My Cry by Mildred D. Taylor
Novels that may be used in the classroom:
Tulsa Burning by Anna Meyers
“Twelfth Night” by William Shakespeare
The Prince and the Pauper by Mark Twain
Gossamer by Lois Lowry
Farewell to Manzanar by Jeanne Houston
The following materials and resources will be needed to meet the goals and objectives for this language arts class during the school year:
Binder for essays with dividers
Paper
Highlighters
Using the following criteria, an average will be determined for each student:
Tests/Writings/Projects (Major grades) 50%
Homework/Quizzes/Bellwork/Classwork/Stems (Minor grades) 50%
Grading Scale for Greenville County School District:
A 100-90
B 89-80
C 79-70
D 69-60
F 59-50
Students may be given homework Monday through Friday. Homework is intended to complement what we are doing in the classroom. Formal assessments will include weekly quizzes, chapter tests, and unit tests. Informal evaluations include observations and class discussions. Practice exercises will be checked on a daily basis. Writing assignments will be graded according to a rubric. Rubrics will be based on the student and class levels, using the SC Ready format. Tests and quizzes will include but are not limited to short answer questions, multiple choice, essay questions, true-false questions, and fill in the blank. Tests and quizzes will vary from class to class based on students' ability levels.
The following procedures are used to record student progress:
· Grade book-All major tests, STEM tests, projects, writings, homework, and quizzes are recorded in the grade book. Each grade is labeled with the name of the assignment and the date.
· Progress Reports-The students’ averages are sent home in the middle of the nine weeks to allow parents to see their child’s progress thus far. Comments and suggestions for improvement are included on the report.
· Suggestions and comments are made on students’ papers to allow the student to see their strengths and weaknesses.
All homework assignments are made to enhance the skill introduced in class that same day. Homework assignments can be made any day of the week depending on the unit of study.
Assigned work that is not handed in by the due date will be recorded in the gradebook as a code of NHI. The code of NHI equates to a score or zero in the gradebook.
Assigned work missed due to an absence will be recorded as MDA in the gradebook. The code of MDA equates to a score of zero in the gradebook.
Students have five (5) school days after returning from an absence to submit missed work.
If a student misses a major assessment while absent, on the first day back, arrangements should be made with the teacher to make up the assessment within five days.
Students are expected to submit all assigned work. Assignments that are not recorded in the gradebook are intentional steps to ensure student mastery of standards.
Students will have the opportunity to retake major assessments; however, essays, projects, and performances that are assigned major assessment grades are not eligible for a retake.
Once grades for the assessment are posted, the student will have five (5) days to complete the school Google Form indicating they intend to retake the assessment.
The teacher will provide a reteaching opportunity and schedule a time for the student to complete the retake.
Students must have completed all minor assessments associated with the instructional unit to complete the retake.
An alternate assessment or revised learning task may be used to demonstrate mastery of the same standards measured by the original assessment.
The highest score will be placed in the gradebook.
All assessments must be completed by the end of the grading period.
Take a seat, complete the bell-ringer and wait for further instructions.
During class: Be an active participant in your learning. Listen, collaborate, and ask questions.
End of class: Stay in your seat until dismissed by the teacher.
Cell phones should be off and secured in backpacks. Violation of the cell phone rule will result in a referral.
Water is permitted in a closed bottle. Straws are not allowed. No other food or drinks may be brought into the classroom.
This year, students will use MagicSchool AI, a generative AI platform designed specifically for education. As tools like ChatGPT and Gemini become standard in the professional world, utilizing MagicSchool prepares students for the future workforce by teaching safe and responsible technology use.
Students will use these tools for real-time feedback and dynamic problem-solving. To ensure appropriate use, teachers retain access to all student chats. MagicSchool strictly protects privacy and does not collect or utilize student data. All AI software, including MagicSchool, complies with GCS Board Policy and Administrative Rule IA.
This course may utilize generative AI tools, such as MagicSchool and Google Gemini, to supplement traditional instruction. Greenville County Schools prioritizes the ethical use of these technologies for brainstorming and self-guided learning.
Critical Thinking First: AI must not replace original thought or coursework.
Academic Integrity: Using AI to complete and submit assignments as original work constitutes plagiarism.
Required Citation: If teacher-approved, all AI use must be properly cited.
Content Awareness: Students must remain vigilant regarding potential biases and inaccuracies in AI-generated content.
Policy Compliance: All AI programs align with GCS Board Policy and Administrative Rule IA.
Rules, class procedures, consequences, and non-instructional routines are discussed at the beginning of the year. Rules, class procedures, and consequences are posted in the room to remind students. We will utilize the MMS Live School Point system.
Communication with Parents:
During the school year, the need for a parent contact may arise. The following are ways parents are contacted and can stay aware:
· Progress reports with mid nine week grade and comments
· Report cards with final nine week grade and comments
· Telephone calls concerning behavior and work
· Notes home
· Parent/teacher conferences as needed
· Parent letter (first week of school)
· E-mail (ncalhoun@greenville.k12.sc.us)
· School and district webpages
· Voice mail (864-355-6685 )
· Lunch detention notifications
The teacher reserves the right to change the sequence of units to relate to current events. The teacher may also decrease or extend the length of a unit to accommodate student learning. The teacher may also add additional information. Thus, the sequence of units may need to be changed for the development of the student.