Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

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1 Renaissance Middle School 7155 Hall Road Fairburn, Georgia Phone: Fax: Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: ( ) Instructional Syllabus Teachers: T. Beard address K. Evans address N. Jones address S. Patterson address Textbook: Prentice Hall Writing Coach, (Pearson Education, Inc. 2012) $20.97 Prentice Hall Literature (Pearson Education, Inc. 2012) - $85.97 COURSE DESCRIPTION: The seventh grade language arts curriculum continues to emphasize the integration of vocabulary, literature, reading strategies, composition, oral language skills, research and grammar. Literature, media and technology experiences become increasingly analytical as students study the elements of the short story, novel, drama, poetry, essay, autobiography, and other fiction and nonfiction genres. The emphasis on becoming strategic readers, critical viewers and effective communicators continues. Students learn to evaluate their own learning. The thematic approach invites students to discover the triumph and tragedy of human experience. Themes include universal concepts such as loyalty and camaraderie. COURSE STANDARDS: Reading Literary Common Core Standards Key Ideas and Details ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC7RL2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. ELACC7RL3: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot). Craft and Structure ELACC7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (alliteration) on a specific verse or stanza of a poem or section of a story or drama.

2 ELACC7RL5: Analyze how a drama s or poem s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. ELACC7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Integration of Knowledge and Ideas ELACC7RL7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film. ELACC7RL8: (Not applicable to literature) ELACC7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history. Range of Reading and Level of Text Complexity ELACC7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Informational Common Core Standards Key Ideas and Details ELACC7RI1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC7RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. ELACC7RI3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Craft and Structure ELACC7RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. ELACC7RI5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. ELACC7RI6: Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Integration of Knowledge and Ideas ELACC7RI7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). ELACC7RI8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. ELACC7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts. Range of Reading and Level of Text Complexity ELACC7RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

3 Writing Text Types and Purposes ELACC7W1: Write arguments to support claims with clear reasons and relevant evidence. ELACC7W2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. ELACC7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Production and Distribution of Writing ELACC7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) ELACC7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade7.) ELACC7W6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Research to Build and Present Writing ELACC7W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. ELACC7W8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ELACC7W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing ELACC7W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening Comprehension and Collaboration ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. ELACC7SL2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. ELACC7SL3: Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Presentation of Knowledge and Ideas ELACC7SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

4 ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ELACC7SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) Language Conventions of Standard English ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language ELACC7L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vocabulary Acquisition and Use ELACC7L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. ELACC7L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELACC7L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. SPECIAL PROJECTS: Students will be required throughout the school year to complete various types of projects related to the course curriculum. All projects will count for twenty percent of the student s grade. Students are subject to lose a letter grade for each day a project is late. MATERIALS: Students are required bring to class every day the following items: grammar book, language arts binder, loose leaf paper, black/ blue ink pens, red pens, pocket dictionary/ thesaurus, composition book, agenda book, homework. GRADING SCHEME: This class will adhere to Fulton County Grading Policy that consists of the following grading scale: A 90 and above B C F Below 70* NG No Grade INC Incomplete *by state rule any grade below 70 is failing. The final grade* in this class will be determined using the following

5 formula/criteria: Tests % Quizzes % Performance Tasks/Projects % Homework % Class Work % Students are expected to adhere to the rules and policies of Renaissance Middle School and Fulton County as stated in the RMS Student Handbook/Agenda and the Fulton County s Guidelines for Student Behavior. Homework: It is the policy of Renaissance Middle School to assign homework as a reinforcement of concepts learned in class; however, it is up to the discretion of the individual teacher as to whether it is assigned daily or over the weekend. Evaluation of homework may consist of detailed grading, generalized checking, or a combination of both techniques. Recovery Process: FCBOE policy on Grading and Reporting (IHA) provides for the recovery process at the middle school level. B. Provision for Improving Grades 1. Opportunities designed to allow students to recover from a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. 2. Teachers will determine when and how students with extenuating circumstances may improve their grades. Scheduled Help Sessions: The teacher will be available, during specified times, to assist students who are experiencing difficulty. It is imperative, however, that students requiring assistance give the teacher 24 hour notice. Opportunity to accelerate can be requested prior to school and after school; however, if assistance is requested during after school hours, it is the parent s responsibility to provide transportation. Teacher/Parent Communication: An open line of communication is encouraged between teachers and parents. Parental visits are encouraged; however, it is the policy of Renaissance Middle School that all visitors must report to the office before going to other parts of the building. A Visitors Pass will be issued as evidence that this procedure has been followed. Absence/Make-Up Procedures: Upon returning to school following an absence, it is the student s responsibility to contact the teacher(s) to request make-up work. Make-up work must be completed by the student within the time specified by the teacher. At Renaissance Middle School, the student will given the same amount of time to make up the work as the student was absent unless other arrangements are mutually agreed upon. The student will receive the actual grade on the make-up work if the absence was excused. Make-up for unexcused absences may be reduced by 10 points. Make-up work submitted late may receive a failing grade. (FCBOE Policy JBD)

6 7th Grade Language Arts Instructional Syllabus Signature Sheet All basic texts are loaned to students for their use during the school year. These books are the property of the Fulton County Board of Education. Textbooks are expected to be kept clean and handled carefully. It is the responsibility of the student to keep up with and to protect all books. Failure to return books at the end of the school year or upon withdrawal will result in the collection of a lost or damaged book fee. Report cards, transcripts, and other records may be held until the book is returned or the fee has been paid. Each student has been provided with a copy of this syllabus. The syllabus should be signed by a parent/guardian, shown to the teacher for verification, and retained in the student s portfolio/notebook. By signing this syllabus, I m agreeing that I understand the criteria and requirements for this class. Parent s name (please print) Date Parent/Guardian Signature Student s name (please print) Date Student s Signature

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