7th Grade Humanities Overview

7th Grade - Ist Interim Overview

2026-2027 School Year

Warm Up Routine:

When you come into the classroom, check the board and make sure your planner is up to date. We will begin with CNN10 and a brief discussion of current events.  

Getting to Know the Routine

The first few weeks will be spent focusing on classroom expectations. We will also go over the basics of the Cornell method for note taking and Harkness method for class discussion, both of which we will use throughout the year. 

Summer Reading

Discussion of The Storm Runner

Book Report Feedback 

Dress as Favorite Character Presentation

Mesoamerica

• Geography Unit: Our geography studies will focus on North and Central America including the features and landforms of those regions along with the natural resources that helped sustain the Mesoamerican cultures. 

• Weekly Annotations: Each week a poem or song related to our studies will be posted in google classroom for students to analyze. The focus will be on literary themes, tone and mood, figurative language, and personal critique.

• Mesoamerican Civilizations: We will study 7 different civilizations from Mesoamerica by focusing on their major achievements, legacy, and influence, their religion and mythology, their way of life, and their downfall. We will use a variety of simulations, activities, and note taking during this unit, all of which will be used in the final overall comparison project.

• The Well of Sacrifice by Chris Eboch: We will read this book together over the course of the interim and use the Harkness method to discuss the reading selections. You will be responsible for:

  • Completing the close read chart analysis while reading

  • Preparing your Harkness prompts and participating in the discussion

  • Completing activities related to the various literary elements as we read

  • Completing a book analysis project at the conclusion of the book.

• Debate: Students will select a debate topic and brainstorm both the pro and con sides of the chosen issue. Preparation will include collaborative work before the class is divided into two groups who will debate the topic using standard debate format.

Humanities Studio

Grammar & Word Study

• Grammar will focus on individual parts of speech and proper usage

• Wordly Wise: We will complete Units 1-5 this interim and the WW1-4 review puzzle. There will be a collaborative practice activity for each unit as well as a vocabulary test.  

Writing Lab 

• Each class period will begin with journal writing followed by a sentence crafting or quick write activity.

• Projects for this interim include: 

  • Rhetoric Skills

  • Mystery CRE prompts

  • Alphabet books

  • Summer reading character presentation.

Independent Reading 

Students will explore reading attitudes and practices to determine their personal reading profile. They will set up their reading portfolio and begin a goal setting and monitoring routine. Each class period will include sustained reading with responsive activities.

7th Grade - 3rd Interim Overview

2026-2027 School Year

Warm Up Routine:

When you come into the classroom, check the board and make sure your planner is up to date. We will begin with CNN10 and a brief discussion of current events.  

Wordly Wise

We will complete Units 11-15 this interim and the WW9-12 review puzzle. 

The Cold War and the Space Race 

• Geography Project: Changing Borders of Europe map activity to look at changing borders during the cold war period.

• Weekly Annotations: Each week a poem or song related to our studies will be posted in google classroom for students to analyze. The focus will be on literary themes, tone and mood, figurative language, and personal critique.

• Countdown by Deborah Wiles: We will read this book together over the course of the interim and use the Harkness method to discuss the reading selections. You will be responsible for:

  • Completing the close read chart analysis while reading

  • Preparing your Harkness prompts and participating in the discussion

  • Completing activities related to the various literary elements as we read

  • Completing a book analysis project at the conclusion of the book.

• The Cold War: We will use simulations, primary source analysis, and note taking to learn about the origins of the Cold War, life during the Cold War, the rise of communism, McCarthyism and the Red Scare, the Cuban Missile Crisis, and the end of the Cold War.

• The Space Race: We will focus on the milestones and achievements of the Space Race, the relationship of the Space Race to the Arms Race of the Cold War, and the African American heroes of the Space Race. 

• Debate: Students will select a debate topic and brainstorm both the pro and con sides of the chosen issue. Preparation will include collaborative work before the class is divided into two groups who will debate the topic using standard debate format.

Humanities Studio

Grammar & Word Study

• Grammar will focus on sentences and punctuation. 

• Wordly Wise: We will complete Units 11-15  this interim and the WW9-12 review puzzle. There will be a collaborative practice activity for each unit as well as a vocabulary test. 

Writing Lab 

• Each class period will begin with journal writing followed by a sentence crafting or quick write activity.

• Projects for this interim include: 

  • Mystery CRE prompts

  • Historical Fiction writing

  • Factual writing for International Night 

  • Individual skills practice

Independent Reading 

Students will engage in daily sustained reading and reflection. There will also be mid and end of interim check-ins to discuss goals and progress.

7th Grade - 4th Interim Overview

2026-2027 School Year

Warm Up Routine:

When you come into the classroom, check the board and make sure your planner is up to date. We will begin with CNN10 and a brief discussion of current events.  

Korean and Vietnam Wars 

• Weekly Annotations: Each week a poem or song related to our studies will be posted in google classroom for students to analyze. The focus will be on literary themes, tone and mood, figurative language, and personal critique.

• Geography Project: Our geography studies will focus on Southeast Asia including the features and landforms of those regions along with the natural resources found there.

• Inside Out & Back Again  by Thanhha Lai:  We will read this book together over the course of the interim and use the Harkness method to discuss the reading selections. You will be responsible for:

  • Completing the close read chart analysis while reading

  • Preparing your Harkness prompts and participating in the discussion

  • Completing activities related to the various literary elements as we read

  • Completing a book analysis project at the conclusion of the book.

• The Korean War Unit: We will use simulations, primary source analysis, and note taking to learn about the causes of the Korean War, US involvement in the war, the stalemate and armistice, the DMZ, and the resulting differences between modern North and South Korea.

• The Vietnam War Unit: use simulations, primary source analysis, and note taking to learn about the causes of the Vietnam War, US involvement in the war, the draft, resistance to the war, and the impact of the war on the people and environment of Vietnam.

Humanities Studio

Grammar & Word Study

• Grammar will focus on punctuation and the proper use and placement of modifiers. 

• Wordly Wise: We will complete Units 16-20  this interim and the WW13-16 and WW17-20  review puzzles. There will be a collaborative practice activity for each unit as well as a vocabulary test. We will end with an open book “final” that focuses on using the words from all units in proper context. 

Writing Lab 

• Each class period will begin with journal writing followed by a sentence crafting or quick write activity.

• Projects for this interim include: 

  • Mystery CRE prompts

  • Poetry

  • “The Hill We Climb” genre writing project 

  • Individual skills practice

  • Promotion speeches

Independent Reading 

Students will engage in daily sustained reading and reflection. There will also be mid and end of interim check-ins to discuss goals and progress. At the end of the year, students will update their personal reading profile.

Semester Exam

Final Exam and Semester Grade

At the end of the interim there will be a comprehensive midterm exam that includes information studied in both the first and second interims. You will be given a study guide with the relevant material, and questions on the final will be taken directly from the study guide. You will also be allowed to have one 3x5 flashcard of notes that can be used during the exam. Your grade on the exam will be based on understanding and analysis of the course material as well as writing skills such as grammar and mechanics, sentence fluency and variety, clarity, and supporting details. 

You will also receive a semester grade that is calculated based on the midterm and your two interim grades. The midterm will count as 10% of your overall semester grade, and each interim grade will count as 45%. 

7th & 8th Grade Humanities Studio

Building Readers, Communicators, Thinkers, and Creators

The Humanities Studio complements our Humanities curriculum through individualized instruction in reading, language, writing, and creative expression. Through purposeful practice, authentic projects, and reflection, students develop the skills and confidence to become thoughtful, independent learners.

Studio Philosophy:

Every student enters with unique strengths, interests, and goals. The Humanities Studio combines individualized instruction, authentic learning experiences, and regular reflection to help students strengthen essential skills while taking ownership of their learning.

Studio Goals:

• Develop confidence as readers, communicators, thinkers, and creators

• Build lifelong literacy habits that support success across all subject areas

• Reflect on their individual strengths, interests, and areas for growth

• Set, evaluate, and revise meaningful personal learning goals

• Apply reading, language, and writing skills through authentic learning experiences

• Express ideas creatively through writing, discussion, presentations, and artistic projects

• Take increasing ownership of their learning and personal growth

Independent Reading:  Becoming a Reader

Reading is the foundation of every Humanities experience. Through independent reading, literary analysis, reflection, and discussion, students develop reading stamina, comprehension, confidence, and a positive reading identity. Students learn to think deeply about literature while building the habits of lifelong readers.

Focus: Build the habit of reading.

Grammar & Word Study:  Becoming a Stronger Communicator

Grammar and vocabulary provide the tools needed to communicate ideas clearly and effectively. Through direct instruction, word study, vocabulary development, and individualized skill practice, students strengthen their ability to communicate with precision and confidence in both speaking and writing.

Focus: Build the tools readers, writers, and communicators need.

Writing Lab:  Becoming a Creator

Writing is where reading, language, history, and creativity come together. Students use the skills developed in Independent Reading and Grammar & Word Study to create authentic work for meaningful purposes and audiences. Through writing workshops, creative projects, revision, publication, and presentation, students develop their own voice while learning that great writing is created through thoughtful practice and reflection.

Focus: Use those tools to create authentic writing and meaningful creative work.

Self Reflection & Goal Setting:  

Throughout all three Studio classes, students regularly reflect on their strengths and areas for growth, set meaningful goals, monitor their progress, and revise those goals throughout the year. This ongoing process helps students develop independence, resilience, and the habits of lifelong learners.

The Humanities Studio Experience

Read. Reflect. Think. Create. Grow.

Grammar & Word Study Overview

Our routine is designed to build strong writing habits through direct grammar instruction, vocabulary development, individual skill practice, and regular application. Students will learn how grammar and word knowledge improve communication and writing  in every subject.

Class Goals:

• Develop confidence using standard English grammar and conventions

• Expand academic vocabulary and word knowledge

• Build strategies for determining the meaning of unfamiliar words

• Learn to monitor personal progress

• Set, evaluate, and revise personal learning goals

• Apply grammar and vocabulary skills consistently in authentic writing

Expectations:

• Be on time for class

• Come prepared with journal and Wordly Wise book

• Begin class independently with daily bellwork

• Complete Wordly Wise exercises before class discussion and vocabulary assessments

• Participate actively in lessons, discussions, and collaborative activities

• Complete targeted individual skill practice 

GRAMMAR 

Students will focus on one grammar concept at a time through direct instruction, guided practice, discussion, and application. Notes and examples will be kept in a grammar journal to serve as a reference throughout the year. Students will practice editing, revising, and applying each skill. Once a concept has been introduced, students will be expected to use it consistently across all of their writing.

INDIVIDUAL SKILL PRACTICE 

Every student has different strengths and areas for growth. Students will spend part of class working on targeted grammar and language skills that best meet their individual needs. These skills will be identified through IXL diagnostics, ERB testing, classroom writing, teacher observations, and personal learning goals. Students will monitor their own progress and celebrate growth throughout the year.

WORD STUDY

Vocabulary instruction focuses on understanding how words work rather than simply memorizing definitions. Students will explore word meanings through context clues, Greek and Latin roots, prefixes, suffixes, figurative language, connotation, denotation, synonyms, antonyms, and word relationships. The goal is to build vocabulary that students can confidently use in both speaking and writing.

WORDLY WISE BOOK WORK

Each unit begins with learning the pronunciation, definitions, and nuances of the vocabulary words. Students will complete the exercises in stages to deepen both understanding and application of the words. Class discussions will focus on how vocabulary is used in authentic contexts and how words relate to one another. The final written exercise for each unit will require students to write complete, grammatically correct sentences using the vocabulary accurately. Vocabulary assessments and review activities will help students monitor their understanding throughout the year.

WORD STUDY ACTIVITIES

In addition to the Wordly Wise workbook, students will participate in a variety of activities that encourage them to analyze, compare, categorize, and apply vocabulary in meaningful ways. Students will work independently and collaboratively to discover patterns within language and use new vocabulary through discussion, writing, and creative application.

HOMEWORK 

Most grammar instruction, skill practice, and classroom activities will be completed during class. Grammar work should only become homework if class time is not used productively or if a student is absent. Students will be given time to begin Wordly Wise assignments during class, but until they become familiar with the pacing and expectations of Wordly Wise, these exercises will need to be completed as homework.

ASSESSMENT 

Assessment is intended to measure growth as well as mastery. Students will receive grades for vocabulary assessments, review activities, and selected written assignments. Grammar instruction emphasizes learning through practice, discussion, revision, and application. Students will also be expected to demonstrate these skills consistently in their writing across all subject areas.

Writing Lab Overview

Our routine is designed to develop confident, capable writers through regular practice, authentic writing experiences, revision, and reflection. Students will write in a variety of genres and for a variety of audiences while learning that strong writing develops through planning, feedback, and revision rather than simply completing a final draft.

Class Goals:

• Develop confidence as a writer

• Build strong writing habits through consistent practice

• Learn to monitor personal writing progress

• Set, evaluate, and revise personal writing goals

• Apply grammar, vocabulary, and rhetorical techniques in authentic writing

• Write effectively for a variety of purposes, audiences, and genres

Expectations:

• Be on time for class

• Come prepared with your writing lab notebook and any project materials

• Begin class independently with the daily journal topic and opening writing activity

• Participate actively in writing workshops, discussions, peer conferences, and revision activities.

• Revise your writing thoughtfully using teacher and peer feedback.

• Complete projects to the best of your ability and meet established deadlines.

Daily Writing:

Students will begin each class with a journal entry followed by either a sentence craft activity, or quick write. These short writing experiences help develop stamina, fluency, creativity, observation, and confidence while providing opportunities to practice newly learned writing skills. Students are encouraged to take risks, experiment with ideas, and write regularly without worrying about creating a perfect first draft.

Writing Process:

Writing Lab follows a workshop model in which students move through the complete writing process: brainstorming, planning, drafting, revising, editing, publishing, and reflecting. Throughout the year, students will write informative, narrative, persuasive, analytical, and creative pieces while learning that revision is an essential part of becoming a stronger writer. To encourage thoughtful writing and meaningful revision, nearly all stages of the writing process (including brainstorming, planning, drafting, revising, editing, and conferencing) will be completed by hand using pencil and paper. Computers will be used only after the writing has been thoroughly revised and edited to prepare the final published copy.

Writing Projects:

Throughout the year, students will complete several major writing projects that allow them to write for authentic audiences and meaningful purposes. Projects include informative, historical, narrative, poetic, analytical, and creative writing experiences. Each project emphasizes research when appropriate, organization, revision, presentation, and publication while giving students opportunities to demonstrate creativity and personal voice.

Rhetoric and Writer’s Craft:

Students will study how effective writers communicate ideas through organization, word choice, sentence structure, figurative language, rhetorical devices, and author's purpose. These techniques will be explored in class and then incorporated into students' own writing throughout the year. Because every writer develops at a different pace, students will also spend time strengthening individual writing skills identified through classroom writing, teacher conferences, personal reflection, and assessments. This combination of direct instruction, guided practice, and individual goal setting helps students become more confident, effective writers while monitoring their own growth throughout the year.

Writing Notebook:

Students will maintain a writing notebook containing journal entries, sentence craft, and quick write entries, lesson notes, pre-writing and planning notes, reflections, etc. The notebook provides evidence of growth over time and allows students to see how their writing develops through revision, practice, and feedback.

Homework:

Students will be given ample class time to complete every stage of the writing process, including brainstorming, drafting, revising, editing, conferencing, and publishing. Writing projects and activities are in-class activities only and should not become homework. Students who need additional time may choose to continue working during study hall, Homework Club, or before or after school while the teacher is available. Any work completed outside of class should be viewed as an opportunity to extend learning rather than as a regular expectation.

Assessment:

Assessment is intended to measure growth as well as mastery. Students will be evaluated on the writing process as well as the finished product. Planning, revision, participation in conferences, thoughtful reflection, and improvement are all important parts of becoming a successful writer. Major writing projects will include project-specific expectations and rubrics, while daily writing will emphasize participation, effort, and growth rather than perfection.

Independent Reading Overview

Our routine is designed to balance choice, enjoyment, building good habits, self-reflection, and accountability with targeted skills related to reading comprehension and literary analysis. 

Class Goals:

• Develop a positive reading identity

• Build consistent independent reading habits

• Learn to monitor personal reading progress

• Set, evaluate, and revise personal reading goals

• Practice literary analysis through authentic reading

Expectations:

• Be on time for class

• Come prepared with reading materials and reading journal

• You will spend 25-30 minutes of silent reading followed by 10-15 minutes of reflection and completing your reading journal.  This time is for reading and reflection - it is not a study hall 

• Be prepared to share your reading journal and discuss your current read at any time

READING IDENTITY

Students will learn more about who they are as readers by reflecting on their reading attitudes, habits, preferences, and experiences. They will explore their strengths and challenges with a focus on building reading stamina, confidence, and comprehension. 

INDIVIDUAL GOAL SETTING

Students will reflect on their reading identity in order to set goals for themselves and monitor their progress. They will determine their personal area for growth, plan for obstacles, and revise or update goals as they move forward.  

SELECTING BOOKS

Students are encouraged to read books they genuinely enjoy. You may choose any reading material that has your parent or guardian's approval and is appropriate for school. If a book isn't the right fit after giving it a fair chance, it's okay to choose another. Please respect your classmates by not sharing books or content that may be inappropriate for school. If you do not bring your own book from home, you can borrow a book from the library or the classroom. You should already have made your selection before the beginning of class. 

READING PORTFOLIO

Students will build a reading portfolio that includes their daily reading journal entries, a reading log, and their recommendations. This will be where they document their reading identity and attitudes, keep track of their goals and progress, and check their progress on formal reading assessments so they can track their growth over time. 

Students will only be assessed on participation, growth, and engagement.