Mauldin Middle School
Seventh Grade English Studies
Syllabus
Teacher: Ms. Allison B. Brock and Mr. Baerg
abrock@greenville.k12.sc.us (864-355-6990)
Schedule:
~flex~ (rotating schedule)
2 nd : English GT 3 rd : English Studies
4 th /5 th : related arts
6 th : English GT 7 th : English Studies
Course Description:
This course is designed to meet the needs of students 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 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.
Goals for the students:
1. Develop a sense of themselves as writers and readers, as well as personal writing processes.
2. Develop ways of reading the world like writers, collecting ideas with variety, volume, and thoughtfulness.
3. Develop a sense of thoughtful, deliberate purpose about their work as writers, and a willingness to linger with those purposes.
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 to be published.
Units of Instruction/Timeline
Quarter 1:
Reality Check (unit 1)
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
Take Control (unit 2)
Heartbeat by David Yoo (short story)
The Flight of Icarus by Sally Benson (myth)
Quarter 2:
Take Control (unit 2 continued)
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
Quarter 3:
Inspired by Nature (unit 4)
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
Grammar/Punctuation
Mustang Book #3
Quarter 4:
Game on! (unit 5 continued)
Double Doubles by J. Patrick Lewis (poem)
Narrative Writing
Change Agents (unit 6)
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 Nikkie 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
Novels that may be used in the classroom:
Bearstone by Will Hobbs
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 Christopher Paul Curtis
We Beat the Street by Davis, Sampson, Jenkins (nonfiction)
Gossamer by Lois Lowry
Roll of Thunder, Hear My Cr y by Mildred D. Taylor
A Long Walk to Water by Linda Sue Park
Mustang Book Requirements:
Each quarter students will read 1 Mustang Book (see the list in the library) and complete an assignment for a grade. The library will also have
students participate in a rewards program for students.
24-25 Mustang Book Summaries
Instructional Materials and Resources/Required Texts:
The following materials and resources will be needed to meet the goals and objectives for this class during the school year:
Houghton Mifflin Harcourt textbook/workbook
3 or 5 subject spiral notebook for writing practice and note-taking
Loose-leaf paper and folder
Pencils/pens
colored pencils
highlighters
Students’ Daily Materials for Class:
Students must bring their textbook, Chromebook, Mustang Book, and their ELA folder and spiral notebook to class every day.
Major Assessment/Calculation of Grades:
Quarters:
End Q1 October 11, 2024
End Q2 December 20, 2024
End Q3 March 13, 2025
End Q4 May 23, 2025
Report Cards Issued:
October 21, 2024
January 9, 2025
March 27, 2025
May 23, 2025 (mailed)
Using the following criteria, an average will be determined for each student:
Tests/Writings/Projects (major grades) 50%
Quizzes/Classwork (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
Assessment: (continued)
Writing assignments will be graded according to a rubric. Rubrics will be based on district and state writing rubrics. 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.
Retake Policy
Students may retake tests if their original score does not meet the level of mastery set by the teacher. If they want to go back and do the work prior
to the assessment, they may. Students also have to fill out a RETAKE FORM that they can get from their teacher. They need to set a date with the
teacher to retake their assessment, reflect on their preparation for the initial assessment, and do any work required by the teacher before retaking
the assessment. Retakes are for major grades only.
If a study guide is provided, the student is required to complete the study guide in order to be eligible for a retake.
Students are required to fill out RETAKE FORM.
Students only have two weeks after the initial assessment to fill out their RETAKE FORM and schedule a make-up time and date.
Students only get one opportunity to retake an assessment.
Only the score of the retake will count up to the level of mastery set by the teacher for that specific assignment, NOT an average of the
initial assessment. A grade should represent the most current understanding.
https://docs.google.com/document/d/1gYDlJ2RSRzZDYaO9UU3tM1YzrKmFl7Q3QpmVfqw2i9k/edit?usp=sharing
MMS Late Work Policy
It is important that all students develop responsibility and work to complete all assignments by the due date. We are aware that certain situations
arise that prevent a student from turning in assignments by the assigned due date. Students are expected to turn in all assignments. Teachers will
accept late work for up to 5 days beyond the due date, or the end of the grading period, whichever comes first. Purposely evading or refusing to do
work are exceptions to the late work allowance. These situations may be treated as behavioral and students may receive a consequence. In an
effort to provide every opportunity for students to succeed at Mauldin Middle School, we have created opportunities such as teacher tutoring and
Flex time in our schedule to support student learning.
Make-up Work
Work assigned before the absence or field trip will be due the day the student returns.
Tests assigned before the absence will be taken on the scheduled test date or date arranged with the teacher.
If a student misses a test or quiz while absent, on the first day back, arrangements should be made with the teacher to make up the
assessment within five days.
In general, work is made up before or after school in order not to miss more class time. Arrangements may also be made with the teacher
to make-up assignments during support times such as tutoring times or Flex time. Arrangements should be made with the teacher to
complete this in a timely manner.
Students must be absent at least three days before a request for make-up work to be picked up may be made. Please make requests to
the guidance clerk via phone call at 355-6774.Teachers have the option of emailing work if they so choose. Students are encouraged to
check teacher Google Classroom for assignments during any absence.
Student Records:
The following procedures are used to record student progress:
· Grade book: 3 major and 8 minor assessments. (posted grade is labeled with the name of the assignment and the date)
· Progress Reports: students’ averages are sent home in the middle of the nine weeks for parents to view their child’s progress thus far.
Homework Policy:
Homework will be to finish any classwork and read Mustang Books.
Attendance/Tardy Policy:
The state attendance policy is followed. A student may only miss 10 days of school. Students must be in their seat and ready for class when class
begins. (three tardies to class can result in a lunch detention)
Behavior:
All school and district guidelines apply inside the classroom. Procedures are reviewed with the students during the first week of school in every
classroom. Students will also use the LiveSchool for affirmations and behaviors. Please see the student handbook for matrix and consequences.
Procedures for Non-Instructional Routines:
· Students are to enter the building no earlier than 7:30 A.M. Seventh grade students report to the gym. Students may eat breakfast first and
then report to the gym.
· Students are to walk on the right side of the hall going and coming from lunch. Students are to sit at the designated table during lunch.
·· Fire instruction maps and tornado drill maps are posted in the classroom.
· · Car riders will be dismissed when their number is on the Promethean Board.. Bus riders remain in the seventh period until their bus numbers
are called.
Presentation of Rules and Procedures:
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.
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 of their child’s
language arts class:
· Report cards with final nine-week grades
· Telephone calls concerning behavior and work
· Notes home
· Parent/teacher conferences as needed
· E-mail (abrock@greenville.k12.sc.us)
· School and district webpages
· Voicemail (864-355-6990)
Evaluation and Revision of Syllabus disclaimer:
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