Queen of Peace Middle School

English Language Arts 7

2017-2018

Curriculum Overview:

The English Language Arts curriculum encompasses the experience, study, and appreciation of language, literature, media and communication. All language processes (speaking and listening, reading and viewing, writing and representing) are interrelated and interdependent in that facility in one strengthens and supports the others. Students become confident and competent users through many opportunities to become engaged in Language Arts in a variety of contexts. The curriculum guide specifies that English language arts be taught in an integrated manner so that the interrelationship between and among the language processes will be understood and applied by the students. This integrated approach should be based on students' prior experiences with language and on meaningful activities involving all strands of language arts. The integration of technology is vital in today’s classrooms.

Authorized Resources:

  • Grade 7 English Language Arts: Curriculum Guide (2016)
  • Literacy 7 (Nelson, 2011)
    • Student and Teacher print resources
    • Student and Teacher digital resources
    • Magazines for independent and guided practice (24 issue set)
    • Media Package
    • Selections for modelling and demonstration
  • Write Traits Kit: Grade 7

Novels:

  • Boy in Striped Pajamas (In-Class Novel Study – Term I)
  • Home Child (In-Class Novel Study – Term I)
  • Diary of Anne Frank (In-Class Novel Study – Term II)
  • So B It (In-Class Novel Study – Term II)
  • Independent Novel Study – Term III

**Novels may change**

Course Objectives:

The statements of general learning outcomes are organized in six strands in three groups: Speaking and Listening, Reading and Viewing and Writing and Representing. However, it is important to recognize that these language processes are interrelated and can be developed most effectively as interdependent processes. 

 General Curriculum Outcomes:

  • Speaking and Listening
  1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

      2. Students will be expected to communicate information and ideas effectively and clearly, and              to respond personally and critically.

      3. Students will be expected to interact with sensitivity and respect, considering the situation,                audience, and purpose.

  • Reading and Viewing

      4. Students will be expected to select, read, and view with understanding a range of literature,              information, media, and visual texts.

      5. Students will be expected to interpret, select, and combine information using a variety of                  strategies, resources, and technologies.

      6. Students will be expected to respond personally to a range of texts.

      7. Students will be expected to respond critically to a range of texts, applying their                                understanding of language, form, and genre.

  • Writing and Representing

      8. Students will be expected to use writing and other forms of representation to explore, clarify,            and reflect on their thoughts, feelings, experiences, and learnings; and use their imaginations.

      9. Students will be expected to create texts collaboratively and independently, using a variety of            forms for a range of audiences and purposes.

      10. Students will be expected to use a range of strategies to develop effective writing and                        representing and to enhance their clarity, precision, and effectiveness. 

Yearly Plan (Dates are Tentative)

Unit 1: Step Up

Unit 2: Tech Effects

Unit 3: Mysteries

Unit 4: Fears and Phobias

Unit 5: Send a Message

Unit 6: Make an Impression

 

Unit 1: Step Up (September – October)

Text:  

Nelson Literacy 7

Other Resources: 

-       The Boy in Striped Pajamas (In class Novel)

-       A variety of poems, short stories, and visuals (media)/non-fiction for intensive study plus                  others for extended reading.

Strategy: 

-       Making Connections

-       Develop Ideas-Reading like a writer

-       Listen Effectively

-       Recognize Purpose and Audience

-       Sequence

-       Style

-       Language Conventions

 

Sample Evaluation:

-       Student Autobiography   

-       Student Created Informational Text-Advertisement/Poster

-       Creative Writing – Poem

-       1 - “other ways of representing” assignment (choice chart assignment)

-       1 -  Reading/Response Test (analysis of a prose and a visual selection)

-       Homework/class work

 

Unit 2: Tech Effects (October-November)

Text:  Nelson Literacy 7

Other Resources:

-       The Diary of Anne Frank (Novel Study)

-       A variety of poems, short fiction, and visuals (media)/non-fiction for intensive study plus                  others for extended reading.

Strategy

-       Ask Questions

-       Organize Ideas

-       Deliver Presentations

-       Evaluate Media Text

-       Narrative

-       Style

-       Language Conventions

 

Sample Evaluation:       

-       Student Created Informational text using technology (Rant, podcast, PowerPoint)

-       Creative Writing – Narrative Essay

-       1 “other ways of representing” assignment (choice chart assignment

-       1 Reading/Response Test (analysis of a prose and a visual selection)

-       Homework/class work

 

Unit 3:  Mysteries (November-January)

 

Text:  Nelson Literacy 7

Other Resources:

-       A variety of poems, short fiction, and visuals (media)/non-fiction for intensive study plus                  others for extended reading.

 

Strategy:      

-       Make Inferences

-       Add Voice to Informational Writing

-       Make Inferences While Listening

-       Create a Comic

-       Generalization

-       Style

-       Language Conventions

 

Sample Evaluation:       

-       Student Created Informational text based on Novel study (Body Bio)- will also fulfill “Other            Ways of Representing” requirement.

-       Creative Writing – Creation of a summary of Alternate ending or a sequel to the novel (essay            500-750 words/2page comic strip/dramatic piece/etc.)

-       1 Reading/Response Assessment (analysis of the novel – example: visualizing characters’                physical characteristics and comparing novel to film).

-       Homework/class work

 

Unit 4:  Fears and Phobias (January-February)

 

Text:  Nelson Literacy 7  

Other Resources:

-       So B It (In-Class Novel Study)

-       A variety of poems, short fiction, and visuals (media)/non-fiction for intensive study plus                  others for extended reading.

Strategy:         

-       Summarize

-       Improve Word Choice

-       Listen to Improve Understanding

-       Analyze Point of View

-       Nonfiction Recount

-       Style

-       Language Conventions

 

Sample Evaluation:

-       Student Created text - book blogs (summaries of novels) / Graphic Organizers (p.178)

-       Creative Writing – Sequenced Text Writing as a process (ex. Instructions for a task)

-       1 Reading/Response Assessment (Demand Piece)

-       Homework/class work

 

Unit 5:  Send a Message (February-March)

Text:  Nelson Literacy 7

Other Resources:

-       A variety of poems, short fiction, and visuals (media)/non-fiction for intensive study plus                  others for extended reading.

 Strategy:         

-       Synthesize (Reading)

-       Improve Fluency

-       Synthesize (Listening)

-       Analyze Media Elements

-       Cause and Effect

-       Style

-       Language Conventions

 

Sample Evaluation:       

-       Student Created text - Persuasive Speech

-       Creative Writing –   Ad Script/ Storyboard for ad

-       Other Ways of Representing Student created TV ad/infomercial

-       1 Reading/Response Assessment (Demand Piece)

-       Homework/class work

 

Unit 6: Make an Impression (April-June)

 

Text:  Nelson Literacy 7

 Other Resources:

-       A variety of poems, short fiction, and visuals (media)/non-fiction for intensive study plus                  others for extended reading.

 

Strategy:         

-       Evaluate Texts

-       Revise and Edit

-       Communicate Effectively

-       Create Public Service Announcement

-       Problem/Solution

-       Style

-       Language Conventions

 

Sample Evaluation:       

-       Evaluating text -  research project

-       Creative Writing –   essay and backboard

-       Other Ways of Representing – backboard/model

-       Communication- interview

-       Homework/class work – language conventions and styles 

Assessment and Evaluation:

Assessment in this course is governed by the Assessment and Evaluation Policy of the Newfoundland and Labrador English School District.

 

Students will be assessed in the following strands, with the following breakdown per strand:

 

            Speaking                                                                                          15%

 

            Listening                                                                                          15%

 

            Reading                                                                                            16%

 

            Viewing                                                                                             16%

 

            Writing                                                                                              14%

 

            Representing                                                                                     14%

 

There will also be a Final Exam in June that will be worth 10% of the yearly grade.