English 7                                                                                                                                                                    

This year we will begin implementing the newly approved Next Generation Learning Standards. 

Quarter 1: The overall focus is on reading closely and writing to learn. Students learn to craft  explanatory writing, both short and extended response, and how to use text evidence to support that writing. Reading focus is on reading to learn – determining central idea, analyzing point of view, and reading to find evidence that supports a central claim in their writing. The anchor text for this unit is A Long Walk to Water by Linda Sue Parks , followed with related non fiction pieces to extend our learning into the informational text learning targets.

Quarter 2: The  focus continues to be working with evidence to support answers in both short constructed response as well as extended responses. This quarter, though, students focus on persuasion and argument as well as writing from paired passages. While reading, students trace how parts of text combine to create a central idea, they then learn techniques to evaluate the validity of that idea. Students will begin to explore how bias and stereotype often shade meaning in the media. The anchor text this quarter may include Freak the Mighty by Rodman Philbrick, The Giver by Lois Lowry, or Monster by Walter Dean Myers. This work is supplemented by several non-fiction pieces as well.

Quarter 3: Focus is on understanding different perspectives through analytical reading and writing. Students will trace and analyze the accuracy of themes presented in text- fictional, informational and poetic. The majority of this quarter will focus on close reading to make meaning  and how to answer text dependent questions. Thae anchor texts this quarter are  selected excerpts from  "The Narrative of the Life of Frederick Douglass", poetry focusing on perspectives surrounding the rights due all people, and perhaps excerpts of Witness by Karen Hesse.

Quarter 4: Focus is on reading and research- Screen Time and the Developing Brain- Students explore adolescent brain development  and the effects of entertainment screen  time on the brain  in general, then narrow their focus to the teenage brain. Students will research both potential benefits and risks of screen time on brain development, then they will craft  a final  position paper.

Please know that text selection may change as student strength and weakness are identified. 

Homework: Homework will usually be assigned two or three times a week. Homework assignments always support a learning target introduced in class and is always a part of the next day’s lesson. If homework is not completed, students lose out on valuable practice time, and they also miss a vital part of class the day it is due. Because the work is processed in class and is used to scaffold new learning as it is being processed, students may not turn homework in late, nor may they “make it up” at the end of the quarter. By the conclusion of class time the day it is due, the work has been corrected, revised or otherwise completed and the learning benefit of that work is complete. Homework is most often graded on a “+” or “-“ scale- if it is completed as assigned, full credit is earned; if it is not completed or present in class, 50% credit is earned if completed in a timely manner. The lesson and consequential learning, however, may have been missed.  Homework is clearly posted in the classroom . You may also sign up for text reminders. (text @8933d7 to the number 81010). It’s not a secret!!

Absences: Because of the hands on, constructivist nature of this class, all effort should be taken to ensure consistent attendance.  If a student does miss class, I provide them a summary of what was done in class as well their responsibilities to get caught up. Students should pick up this work from the "Absent? Look Here" folders on the side board upon their return to school and complete their work in a timely manner- within a few days of their return to class. I am available for help with this work.

Infinite Campus/ Parent Portal: This allows you 24/7 access to my grade book. Follow directions at https://www.ktufsd.org/gradesto set up a parent account or log in with your child often to review progress. Your child can log in with his or her 9 digit student code as his username and the first letter of first name, first letter of last name followed by birth month, birth day and birth year. For example the password for Sally Adams with a birthday of December 25, 1968 would be sa122568.  

I am available Mon- Friday during the Academic Support period to assist students with their learning. I am also available Tues- Thurs  to work with your child as needed.

Contact me:    Email: jmoore@ktufsd.org  phone : 874-8404 website:  https://www.ktufsd.org/Domain/985