7th Grade Homeschool Curriculum - Seventh Grade Reading / Language Arts - Best Homeschool Curriculum - Cheap Homeschool Curriculum (Affordable)!

Acknowledgments
Complete Curriculum’s K-12 curriculum has been team-developed by a consortium
of teachers, administrators, educational and subject matter specialists, graphic artists
and editors.
In a collaborative environment, each professional participant contributed to ensuring the quality,
integrity and effectiveness of each Compete Curriculum resource was commensurate with the
required educational benchmarks and contemporary standards Complete Curriculum had set
forth at the onset of this publishing program.
SAM
PLE
10-15

TABLE OF CONTENTS AND OBJECTIVES SEVENTH GRADE LANGUAGE ARTS
Lesson 1
Introduction to Note-taking
Objective: The student will learn and apply the Cornell notes method.
Lesson 2
The Five Senses
Objective: The student will identify the five senses and use them in narrative writing.
Lesson 3
Sensory Details
Objective: The student will successfully create a chart identifying sensory details. The
student will utilize the pre-writing chart to create a detailed two paragraph story.
Lesson 4
TThe Cremation of Sam McGee
by Robert Service
Vocabulary Work
Objective: The student will complete the vocabulary from The Cremation of Sam McGee
to find descriptive words and phrases.
Lesson 5
The Cremation of Sam McGee
by Robert Service
Introduction to Descriptive Language
Objective: The student will read The Cremation of Sam McGee for descriptive language.
Lesson 6
The Cremation of Sam McGee
Descriptive Writing
Objective: The student will use The Cremation of Sam McGee as an inspiration to create a
description of an extreme experience.
Lesson 7
To Be or Not to Bee
Homophones
Objective: The student will be able to define a homophone and correctly use
commonly misspelled homophones.
Lesson 8
Which Make Men Remember
by Jack London
Strategies for Reading Fiction
Objective: The student will learn the strategies for reading fiction and apply them to a
Jack London short story, Which Make Men Remember.
Lesson 9
Which Make Men Remember
by Jack London
Summary and Reflections
Objective: The student will apply the strategies for reading fiction to the short story by
Jack London. The student will demonstrate understanding of plot, foreshadowing, setting
and allusions as found in Which Make Men Remember.
SAM
PLE
10-15

Lesson 10
Creating a Haunted Experience
Objective: The student will create a descriptive, narrative piece of writing. This creative
writing piece will describe a family’s experience in a haunted castle and tell a story of a
night spent in the castle.
Lesson 11
TThe Monkey’s Paw
by W. W. Jacobs
Objective: The student will read The Monkey’s Paw to discover elements of mystery. The
student will be presented with the author’s background and the story’s Vocabulary prior to reading
the work.
Lesson 12
The Monkey’s Paw
by W. W. Jacobs
Objective: The student will actively read The Monkey’s Paw for elements of suspense.
Lesson 13
The Monkey’s Paw
by W. W. Jacobs
Objective: The student will continue actively reading The Monkey’s Paw.
Lesson 14
The Monkey’s Paw
By W. W. Jacobs
Descriptive Writing
Objective: The student will compose a piece of Descriptive Writing using The Monkey’s
Paw as a model.
Lesson 15
“Then I Took a Potato Chip and…”
Descriptive Writing
Objective: The student will create a descriptive story that appeals to the five senses using
the prompt provided.
Lesson 16
The Adventure of the Dying Detective
By Sir Arthur Conan Doyle
The Art of Mystery
Objective: The student will learn the elements of a mystery. The student will utilize
dictionary skills to define words from The Adventure of the Dying Detective by Sir Arthur
Conan Doyle.
Lessons 17 and 18
The Adventure of the Dying Detective
by Sir Arthur Conan Doyle
Objective: The student will actively read The Adventure of the Dying Detective in order to
identify the elements of a mystery.
SAM
PLE
10-15
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Lesson 19
Evaluating TThe Adventure of the Dying Detective
Objective: The student will apply the elements of mystery to the Sir Arthur Conan Doyle
short story, The Adventure of the Dying Detective.
Lessons 20, 21 and 22
Creating a Mystery of Your Own
Objective: The student will demonstrate comprehension of elements of mystery by
writing a mystery. The student will demonstrate Descriptive Writing. The student will
research topics on the Internet to help create a setting for the mystery.
Lesson 23
Working with Sentences
Objective: The student will utilize technology to explain grammar rules for types of
sentences, sentence fragments, run-on sentences and compound sentences.
Lessons 24 and 25
Writing Sentences Presentation
Objective: The student will create a presentation – either electronically using presentation
software or with poster board - of the types of sentences, sentence fragments, run-on
sentences, compound subjects, and compound verbs.
Lessons 26 — 30
Creating a College Brochure
Objective: The student will research careers, find higher institutions of learning to
provide training in those careers, investigate three institutions, and choose one institution
to advertise and inform the audience with the creation of a brochure.
Lesson 31
Biography and Autobiography
Objective: The student will be introduced to biographies and autobiographies. The
student will learn how to assess prior knowledge, make connections and inferences.
Lesson 32
Who is Florence Nightingale?
Objective: The student will actively read a biography about Florence Nightingale.
Lesson 33
Who is Florence Nightingale?
Objective: The student will continue to actively read the biography of Florence Nightingale.
Lesson 34
Responding to Literature
Objective: The student will learn to effectively respond to literature. The student will
construct literature responses using emotional appeal.
SAM
PLE
10-15

Lessons 35 — 40
TThe Story of My Life
by Helen Keller
Objective: The student will actively read The Story of My Life by Helen Keller. The student
will take effective study notes using Cornell notes. The student will understand Key
Vocabulary words related to the story.
Lesson 41
Vocabulary Quiz on The Story of My Life
Objective: The student will complete a Vocabulary quiz with words from Helen Keller’s
life story.
Lesson 42
Writing a Research Report:
Anne Sullivan Project
Objective: The student will conduct research and write a report about Helen Keller’s
teacher and companion, Anne Sullivan.
Lesson 43
Objective: The student will write a rough draft based on research conducted in the
previous Lesson.
Lesson 44
Objective: The student will complete the research report assignment by creating the final
draft of the Anne Sullivan project.
Lessons 45 — 50
Autobiography Project
Objective: The student will engage in self-reflection to draw conclusions about her life.
Reflections will be compiled into a presentation, either digitally or in scrapbook form.
Lesson 51
Autobiography Project Presentation
Reflective Essay
Objective: The student will practice oral skills by presenting the autobiography project
to the teacher and others, if possible. The student will compose a reflective essay on his
autobiography and Helen Keller’s biography.
Lesson 52
Reviewing the Writing Process
Objective: The student will review the writing process.
Lesson 53
Nouns and Pronouns
Objective: The student will identify and classify nouns and pronouns.
SAM
PLE
10-15

Lesson 54
Myth or Legend: Stories of the Oral Tradition
Objective: The student will identify a legend and a myth by reading descriptions and
looking for key elements.
Lesson 55
Why is the Sky Blue?
Objective: The student will create a myth about a natural phenomenon.
Lesson 56
Introduction to TThe Legend of Sleepy Hollow
by Washington Irving
Objective: The student will analyze characters, summarize the plot and discuss The
Legend of Sleepy Hollow and its timeless storyline.
Lesson 57
The Legend of Sleepy Hollow
Lesson 58
Lesson 59
Lesson 60
Lesson 61
Objective: The student will analyze characters, summarize the plot and discuss the The
Lesson 62
SAM
PLE
10-15

Lesson 63
TThe Legend of Sleepy Hollow
Lesson 64
Wrap-up
Lesson 65
Cover It Up!
Creatively Summarizing
Objective: The student will create a book cover for The Legend of Sleepy Hollow. The
book cover serves as an assessment for The Legend of Sleepy Hollow by requiring the
student to summarize the story, illustrate scenes from the story for the front and back
covers, give a biography of the author, and provide a critical review of the story. Illustrating
scenes from the story causes the student to evaluate events in the story for importance and
interest.
Lesson 66
Compare and Contrast Characters
Objective: The student will compare and contrast Ichabod and Brom in an essay format.
Lesson 67
Compare and Contrast Characters:
Essay Response
Objective: The student will formulate an essay response to highlight the similarities and
differences between Ichabod Crane and Brom Bones.
Lesson 68
Just Capital, Thank You!
Objective: The student will learn rules for capitalization in writing and demonstrate
knowledge of capitalization rules.
Lesson 69
The Black Cat
by Edgar Allan Poe
Objective: The student will actively read The Black Cat to identify elements of suspense.
Lesson 70
The Black Cat
by Edgar Allan Poe
Objective: The student will actively read The Black Cat to identify elements of suspense.
SAM
PLE
10-15

Lesson 71
The Black Cat
By Edgar Allan Poe
Extra, Extra! Read all about it!
Objective: The student’s Vocabulary will be assessed in a formal test. The student will
create a plot diagram and write a newspaper article about The Black Cat.
Lesson 72
Introduction to Poetry
Objective: The student will discover poetry through note-taking and reading.
Lesson 73
AAnnabel Lee
By Edgar Allan Poe
Edgar Allan Poe Biography
Objective: The student will actively read Annabel Lee by Edgar Allan Poe and will answer
Comprehension Questions following the selection. The student will increase knowledge
and appreciation of poetry and figurative language.
Lesson 74
Cinquains
Objective: The student will discover the format of a cinquain and will create original
cinquains.
Lesson 75
Haiku
Objective: The student will learn about and create examples of a form of Japanese
poetry, haiku.
Lesson 76
Alliteration
Objective: The student will identify and utilize alliteration in a creative writing exercise.
Lesson 77
Definition Poetry
Objective: The student will create a definition poem to convey meaning.
Lesson 78
Ballad Poetry
Objective: The student will discover ballads and how they relate to everyday music.
Lesson 79
Free Verse
Objective: The student will study the genre of free verse and compose an original work.
Lesson 80
Diamante Poetry
Objective: The student will learn about the form of diamante poetry and create an
original piece.
SAM
PLE
10-15

Lesson 81
Lives of Poets and Paraphrasing Poems
Objective: The student will be introduced to several poets by learning about their lives,
works and styles. The student will also learn to paraphrase a poem to better understand its
meaning
Lesson 82
Song Lyrics Project
Objective: The student will paraphrase a favorite song to draw out meaning and
demonstrate understanding.
Lesson 83
TTo An Athlete Dying Young
by A. E. Housman
Objective: The student will actively read To an Athlete Dying Young. The student will
demonstrate understanding by paraphrasing the poem.
Lesson 84
The Star Spangled Banner
by Francis Scott Key
Objective: The student will read The Star Spangled Banner to discover meaning.
Lesson 85
What it Means to be American
Objective: The student will compose a written interpretation of being American.
Lesson 86
What it Means to be an American
Wrap-up
Objective: The student will complete the 250 word written response expressing what
America means to him.
Lesson 87
Oh say, what do you really know about
the American flag?
Objective: The student will create a persuasive brochure about the American flag.
Lesson 88
Verbs
Objective: The student will identify types of verbs and use them correctly.
Lesson 89
The Tiger by William Blake
Objective: The student will actively read and interpret The Tiger by William Blake.
Lesson 90
Practicing Writing Skills
Objective: The student will write a five paragraph essay based on a given prompt.
SAM
PLE
10-15

Lesson 91
The Biography of Jack London
Objective: The student will read the biography of Jack London to learn about the
author’s style prior to reading the White Fang.
Lesson 92
Gold Rush!
Objective: The student will discover information about the Alaska Gold Rush.
Lessons 93
WWhite Fang by Jack London
Part One: Chapter One
Objective: The student will actively read the novel White Fang to draw a conclusion
about London’s use of naturalism. This is the core objective for all Lessons 93-123, which
are based upon this novel.
Lesson 94
White Fang by Jack London
Part One: Chapter Two
Objective: The student will continue to actively read the novel White Fang and attempt
to engage in predictive reading by making an educated guess concerning what the next
section will be about based on the title and leading text.
Lesson 95
Part One: Chapter Three
to engage in predictive reading by performing a contextual Vocabulary exercise.
Lesson 96
White Fang
Part One Assessment
Objective: The student will take the first White Fang Assessment
Lesson 97
Part Two: Chapter One
Objective: The student will continue to actively read the novel White Fang.
Lesson 98
Part Two: Chapter Two
to engage in predictive reading by making an educated guess concerning what happens
next.
Lesson 99
Part Two: Chapter Three
Objective: The student will continue to actively read the novel White Fang and will
engage in an “agree/disagree” reading activity.
SAM
PLE
10-15

Lesson 100
Part Two: Chapter Four
literally illustrate key concepts by making drawings in his notebook to correspond to this
Lesson’s Vocabulary words.
Lesson 101
Part Two: Chapter Five
perform another predictive Vocabulary exercise.
Lesson 102
White Fang
Part Two Assessment
Objective: The student will take the second White Fang Assessment.
Lesson 103
Part Three: Chapter One
Objective: The student will continue to actively read the novel White Fang and will use a
thesaurus to complement her Vocabulary Lessons.
Lesson 104
Part Three: Chapter Two
Lesson 105
Part Three: Chapter Three
Lesson 106
Part Three: Chapter Four
Lesson 107
Part Three: Chapter Five
Lesson 108
Part Three: Chapter Six
Lesson 109
White Fang
Part Three Assessment
Objective: The student will complete an Assessment on Part Three of White Fang.
SAM
PLE
10-15

Lesson 110
Part Four: Chapter One
Lesson 111
Part Four: Chapter Two
Lesson 112
Part Four: Chapter Three
Lesson 113
Part Four: Chapter Four
Lesson 114
White Fang By Jack London
Part Four Chapter Five
Objective: The student will continue to read the novel White Fang; while reading, the
student will search for contextual clues that verify the meanings of the Vocabulary words
and illustrate White Fang’s intelligence
Lesson 115
Part Four: Chapter Six
Lesson 116
White Fang
Part Four Assessment
Objective: The student will complete the fourth White Fang Assessment.
Lesson 117
Part Five: Chapter One
Objective: The student will continue to actively read the novel White Fang, and will
engage in a predictive Vocabulary exercise.
Lesson 118
Part Five: Chapter Two
SAM
PLE
10-15

Lesson 119
Part Five: Chapter Three
engage in a predictive Vocabulary exercise.
Lesson 120
Part Five: Chapter Four
Lesson 121
Part Five: Chapter Five
Lesson 122
White Fang
Part Five Assessment
Objective: The student will complete the fifth White Fang Assessment.
Lesson 123
White Fang
Culminating Activity
Objective: The student will use details from White Fang to draw a conclusion about
London’s view of naturalism. This is the core objective for entire novel.
Lesson 124
Introduction to Native American Mythology
Objective: The student will learn the two types of myth present in Native American lore.
Lesson 125
Native American Mythology, Continued
Objective: The student will read and identify Native American myths.
Lesson 126
Writing a Myth
Objective: The student will choose to create an original trickster myth or creation myth.
Lesson 127
Greek Mythology
Objective: The student will be introduced to Greek mythology through a reading about
the goddess, Demeter.
Lesson 128
Who is Aphrodite?
Objective: The student will identify Aphrodite and her identification with nature.
Lesson 129
Daedalus and Icarus
Objective: The student will read about Daedalus and Icarus and decipher their relationships
to nature.
SAM
PLE
10-15

Lesson 130
Comparing Greek and
Native American Mythology
Objective: The student will complete a Venn diagram and write a compare and contrast
response for Native American myth and Greek myth.
Lesson 131
Conjunction Function
Objective: The student will learn how to properly use conjunctions in writing.
Lesson 132
Expository Writing: How-to Essay
Objective: The student will create an expository essay telling the reader how to
accomplish a certain task.
Lesson 133
Biography of Rudyard Kipling
Objective: The student will discover the life of Rudyard Kipling and learn about his
writing influences.
Lesson 134
The Jungle Book
Story One: Mowgli’s Brothers
Objective: The student will begin reading The Jungle Book for comprehension and use
basic writing skills to demonstrate understanding.
Lesson 135
The Jungle Book
Objective: The student will actively read The Jungle Book and begin building a case for
comparing and contrasting it with White Fang.
Lesson 136
The Jungle Book
Objective: The student will begin to analyze Mowgli’s interactions with other members of
his social group and compare the characters in the story with people the student knows.
Lesson 137
The Jungle Book
Story One: Mowgli’s Brothers Wrap-Up
Objective: The student will trace Mowgli’s life from Story One and create a timeline.
Lesson 138
The Jungle Book
Story Two: Kaa’s Hunting
Objective: The student will continue to trace Mowgli’s life and adventures to build a
foundation for comparison with White Fang.
SAM
PLE
10-15

Lesson 139
The Jungle Book
Objective: The student will discover more about Mowgli’s character and development and
consider Kipling’s themes of honor among friends and respect for all who honor the Law of the
Jungle.
Lesson 140
The Jungle Book
Objective: The student will use Mowgli’s story as a basis for building and understanding
character.
Lesson 141
The Jungle Book
Story Two: Kaa’s Hunting Wrap-Up
Objective: The student will demonstrate understanding of events in the story by creating
a timeline of Mowgli’s story in Kaa’s Hunting.
Lesson 142
TThe Jungle Book
Story Three: Tiger, Tiger!
Objective: The student will compare the “civilized” qualities Mowgli possesses to the
“civilized”qualities possessed by the villagers.
Lesson 143
The Jungle Book
Objective: The student will examine and compare Mowgli’s use of strategy to solve
problems with the student’s own use of strategy to solve problems.
Lesson 144
The Jungle Book
Objective: The student will continue to trace Mowgli’s life and growth throughout The
Jungle Book. The student will identify Kipling’s underlying theme about the nature of
civilization and who embodies it.
Lesson 145
The Jungle Book
Story Three: Tiger, Tiger! Wrap-Up
Objective: The student will examine Mowgli’s life and chart his growth and development.
Lesson 146
Comparing Characters:
Mowgli and White Fang
Objective: The student will compare and contrast Mowgli and White Fang through
respective excerpts from White Fang and Stories One, Two and Three of The Jungle Book
that pertain to each of these characters.
SAM
PLE
10-15

Lesson 147
TThe Jungle Book: Mowgli’s Story
Storyboard
Objective: The student will create a storyboard for Mowgli’s life using the timelines
created in Lessons 137, 141 and 145.
Lesson 148
Making Choices
Objective: The student will write a reflective essay using personal knowledge and
experience about making choices.
Lesson 149
Conflict
Objective: The student will write a personal narrative about conflict using her own
experiences.
Lesson 150
Letter Writing
Objective: The student will write a formal letter expressing an opinion.
Lesson 151
Narrative Writing: Making an Effort
Objective: The student will apply the key qualities of narrative writing by creating an
original work based on a prompt.
Lesson 152
Persuasive Essay
Objective: The student will discover persuasive writing and choose a position to defend.
Lesson 153
Adjectives
Objective: The student will define an adjective and use adjectives correctly in writing.
Lesson 154
Introduction to Sojourner Truth
Objective: The student will read about the life of Sojourner Truth and make connections
to important events of the times in which she lived. The student will analyze, reflect on,
and prepare and present a speech about the world in which Sojourner lived.
Lesson 155
Selections from Narrative of Sojourner Truth
by Olive Gilbert
Objective: The student will read a portion of Olive Gilbert’s narrative, react to it, and
compare Sojourner’s early life experiences with his own early life experiences. The student
will also write a persuasive letter advocating for change regarding one of the events in
Soujourner's early life.
Lesson 156
by Olive Gilbert
Objective: The student will read a portion of Olive Gilbert’s narrative, react to it, and
compare Sojourner’s values, character, and actions with the student’s values, character, and
actions.
SAM
PLE
10-15

Lesson 157
by Olive Gilbert
Objective: The student will continue reading Narrative of Sojourner Truth for
comprehension and analysis.
Lesson 158
Selections from NNarrative of Sojourner Truth
by Olive Gilbert
Objective: The student will complete reading selections from Narrative of Sojourner
Truth, respond in writing to the reading, and conduct analysis on it.
Lesson 159
Assessment on Sojourner Truth
Objective: The student will write an expository essay about the character of Sojourner
Truth demonstrating mastery of writing skills, knowledge about Sojourner Truth and
analysis of her contributions, personality, and character.
Lesson 160
Preparing to Write a Research Paper:
Conducting Research
Objective: The student will begin the process of learning to write a research paper. In this
Lesson the student will conduct research online or in the library.
Lesson 161
Recording and Sorting Information
Objective: The student will continue the process of learning to write a research paper.
The student will practice reading for information, internalizing the information, evaluating
its usefulness and sorting the information.
Lesson 162
Creating a Bibliography
Objective: The student will continue the process of writing a research paper. The student
will learn to create a bibliography.
Lesson 163
Citing Your Sources
The student will learn how to cite sources when composing the text of a research paper.
Lesson 164
Poet Web Search
The student will conduct structured research and record and assess information in note
form.
SAM
PLE
10-15

Lesson 165
The Writing Process and Outlining
The student will learn how to organize and assess ideas and information, and use them to
make an outline.
Lesson 166
Brainstorming and Choosing a Topic
Objective: The student will begin writing a research paper by brainstorming and selecting
a famous person as the topic.
Lesson 167
Collecting and Organizing Information
Objective: The student will conduct research on the person who will be the subject of the
paper. The student will search for information, evaluate the information for usefulness,
record the information in the form of notes, gather bibliographic information, and
organize the information during the note taking process.
Lesson 168
Putting It All Together!
Objective: The student will continue the note taking, analysis of information, and
organization of material process. The student will create an outline based on the research
notes to guide the writing process.
Lesson 169
Rough and Final Drafts
Objective: The student will combine the research information and original ideas to
compose the research paper.
Lesson 170
Creating a Presentation
Objective: The student will search for multiple images and graphics and then present
them using presentation software.
Lesson 171
Give Me Liberty or Give Me Death!
by Patrick Henry
Objective: The student will read a speech written by Patrick Henry and create an original
speech.
Lesson 172
May I, Please?
Objective: The student will create a persuasive speech using the elements of persuasion
Lessons.
SAM
PLE
10-15

Lesson 173
Shall I Compare Thee to a Summer’s Day?
Objective: The student will review paraphrasing notes from Lesson 82 and apply the
technique to William Shakespeare’s work. The student will learn the characteristics of the
sonnet.
Lesson 174
Hiawatha’s Childhood
by Henry Wadsworth Longfellow
Objective: The student will actively read Hiawatha’s Childhood and diagram the elements
of plot.
Lesson 175
Proofreading and Grammar Review
Objective: The student will successfully make corrections to a piece of writing using
grammar presented in this course. The student will compose an original business letter
using correct style and grammar.
Lesson 176
Mythology Review
Objective: The student will review the myth writing assignment in Lesson 126 and revise
or extend it for an improved example of creative myth writing.
Lesson 177
Reviewing the Genres of Literature
Objective: The student will review all genres of literature covered in this course and
prepare a presentation teaching those genres to others.
Lesson 178
Narrative Writing: Course Work Experience
Objective: The student will brainstorm and plan a final writing piece about the
experience of seventh grade coursework.
Lesson 179
Objective: The student will complete the review of the learning experiences in this course
by completing a narrative essay on work completed during the course.
Lesson 180
Digital Portfolio
Objective: The student will select favorite writing pieces from this course and rework
them into a digital portfolio.
SAM
PLE
10-15

Take Off To a Fine Start
In Language Arts!
To the Student
Each daily Lesson begins with a question. This isn't a trick question, you can't study for this
question, but you do have to think about it before you answer. The more you think, write
or talk about your answer, the more relevant the material will become, the more interested
you will be in what you are about to learn, and the better you will be able to understand
and apply what you are about to learn.
™
SAM
PLE
10-15

Seventh Grade Language Arts Common Core
Alignment
Complete Curriculum Lesson
Reading: Literature
--Key Ideas and Details
RL.7.1. Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
5, 9, 11‐13, 16‐19, 57‐64, 69‐71,
83, 93‐122, 124, 125, 127‐129, 134‐
140, 142, 144
RL.7.2. 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.
64, 65, 93‐105, 174

RL.7.3. Analyze how particular elements of a story or drama
interact (e.g., how setting shapes the characters or plot).
9, 64, 66, 71, 97, 109, 135, 136,
139
--Craft and Structure
RL.7.4. 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 (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
4, 5, 11‐13, 16‐19, 57‐64, 69, 72‐
74, 94‐107, 109‐122, 127‐129, 134‐
140, 142‐144, 173
RL.7.5.. Analyze how a drama’s or poem’s form or structure
(e.g., soliloquy, sonnet) contributes to its meaning. 73, 171, 173, 174
RL.7.6. Analyze how an author develops and contrasts the
points of view of different characters or narrators in a text. 66, 67
--Integration of Knowledge and Ideas
RL.7.7. 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). 64,
RL.7.8. (Not applicable to literature)
RL.7.9. Compare and contrast a fictional portrayal of a time,
place, or character and a historical account of the same
period as a means of understanding how authors of fiction
use or alter history. 19,
--Range of Reading and Level of Text Complexity
RL.7.10. 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.
4, 5, 8, 9, 11‐13, 16‐19, 54, 56,‐65,
69‐75, 78‐81, 83, 84, 89, 93‐125,
127‐129, 134‐144, 171, 173, 174
Reading: Informational Text
--Key Ideas and Details
SAM
PLE
10-15

RI.7.1. Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text. 32, 33, 35‐40, 91, 133, 155
RI.7.2. 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. 156,
RI.7.3. 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). 133, 146
--Craft and Structure
RI.7.4. 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.
4, 5, 11‐13, 16‐19, 35‐40, 57‐64,
69, 135, 136, 155‐158
RI.7.5. 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. 40,
RI.7.6. 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. 32,
--Integration of Knowledge and Ideas
RI.7.7. 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). 5,
RI.7.8. 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.
91, 133

RI.7.9. Analyze how two or more authors writing about the
same topic shape their presentations of key information by
emphasizing different evidence or advancing different
interpretations of facts. 133,
----Range of Reading and Level of Text Complexity
RI.7.10. 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.
31‐33, 35‐40, 91, 133, 154, 155,
157, 158

Writing
--Text Types and Purposes
W.7.1. Write arguments to support claims with clear
reasons and relevant evidence.
SAM
PLE
10-15

Introduce claim(s), acknowledge alternate or opposing
claims, and organize the reasons and evidence logically. 64, 150, 152, 155
Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or text. 64, 150, 152, 155
Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and
evidence. 64, 150, 152, 155
Establish and maintain a formal style. 64, 150, 152, 155
Provide a concluding statement or section that follows from
and supports the argument presented.
64, 150, 152, 155

W.7.2. Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant
content.
Introduce a topic clearly, previewing what is to follow;
organize ideas, concepts, and information, using strategies
such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding
comprehension. 27‐30, 34, 132, 159, 161, 168, 169
Develop the topic with relevant facts, definitions, concrete
details, quotations, or other information and examples. 27‐30, 34, 132, 159, 168, 169
Use appropriate transitions to create cohesion and clarify
the relationships among ideas and concepts. 27‐30, 34, 159, 168, 169
Use precise language and domain‐specific vocabulary to
inform about or explain the topic. 27‐30, 34, 132, 159, 168, 169
Establish and maintain a formal style. 34, 132, 159, 168, 169
Provide a concluding statement or section that follows from
and supports the information or explanation presented. 27‐30, 34, 132, 159, 168, 169
W.7.3. Write narratives to develop real or imagined
experiences or events using effective technique, relevant
descriptive details, and well‐structured event sequences.
Engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and
logically.
10, 14, 15, 20‐22, 90, 126, 149,
151, 178
Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters.
2, 3, 6, 10, 14, 15, 20‐22, 90, 126,
149, 151, 178
SAM
PLE
10-15

Use a variety of transition words, phrases, and clauses to
convey sequence and signal shifts from one time frame or
setting to another.
6, 10, 14, 15, 20‐22, 90, 126, 149,
151, 178
Use precise words and phrases, relevant descriptive details,
and sensory language to capture the action and convey
experiences and events.
2, 3, 6, 10, 14, 15, 20‐22, 90, 126,
149, 151
Provide a conclusion that follows from and reflects on the
narrated experiences or events.
6, 10, 14, 15, 20‐22, 90, 126, 149,
151, 178
--Production and Distribution of Writing
W.7.4. 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.)
6, 10, 14, 15, 34, 45‐50, 52, 54, 55,
65, 71, 73‐82, 85, 90, 105, 162, 145‐
147, 149‐152, 157‐159, 161, 169,
178, 180
W.7.5. 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.
21, 43, 44, 52, 86, 90, 132, 145,
169, 175, 176, 179, 180

W.7.6. 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.
24‐26, 42, 45, 54, 81, 92, 123, 126,
146, 177
--Research to Build and Present Knowledge
W.7.7. Conduct short research projects to answer a
question, drawing on several sources and generating
additional related, focused questions for further research
and investigation.
42‐45, 81, 87, 90, 92, 107, 108,
160, 161, 164‐169, 171
W.7.8. 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.
1, 24‐26, 42, 87, 91, 123, 160‐169,
171
W.7.9. Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Apply grade 7 Reading standards to literature (e.g.,
“Compare and contrast a fictional portrayal of a time, place,
or character and a historical account of the same period as
a means of understanding how authors of fiction use or
alter history”). 106, 123, 130, 145, 146, 147
Apply grade 7 Reading standards to literary nonfiction (e.g.
“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”). 67, 155
--Range of Writing
SAM
PLE
10-15

W.7.10. 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.
11‐13, 45‐50, 54, 55, 90, 92, 107,
108, 123‐126, 130, 132, 137‐139,
143‐152, 155, 157‐169, 171, 178
Speaking and Listening
--Comprehension and Collaboration
SL.7.1. Engage effectively in a range of collaborative
discussions (one‐on‐one, in groups, and teacher‐led) with
diverse partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or researched
material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion. 12, 69, 82, 111, 133, 139, 173
Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as
needed. 27‐30, 69, 82, 111, 139
Pose questions that elicit elaboration and respond to
others’ questions and comments with relevant observations
and ideas that bring the discussion back on topic as needed.
8, 10, 12, 69, 70, 82, 106, 111, 125,
133, 134, 139, 173
Acknowledge new information expressed by others and,
when warranted, modify their own views.
8, 10, 12, 69, 70, 82, 106, 111, 125,
133, 134, 139
SL.7.2. 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. 154,
SL.7.3. Delineate a speaker’s argument and specific claims,
evaluating the soundness of the reasoning and the
relevance and sufficiency of the evidence. 172,
--Presentation of Knowledge and Ideas
SL.7.4. 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. 51, 107, 154, 171, 172
SL.7.5. Include multimedia components and visual displays
in presentations to clarify claims and findings and
emphasize salient points. 51, 107, 147, 170, 177
SL.7.6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate. 51, 54, 55, 107, 154, 171,
SAM
PLE
10-15

Language
--Conventions of Standards English
L.7.1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
Explain the function of phrases and clauses in general and
their function in specific sentences. 23,
Choose among simple, compound, complex, and compound‐
complex sentences to signal differing relationships among
ideas. 23‐25, 175
Place phrases and clauses within a sentence, recognizing
and correcting misplaced and dangling modifiers.* 23,
L.7.2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing. 68, 151, 175
Use a comma to separate coordinate adjectives (e.g., It was
a fascinating, enjoyable movie but not He wore an old[,]
green shirt ). 90, 148, 151
Spell correctly.
6, 14, 34, 49, 52, 90, 147, 149, 152,
175
--Knowledge of Language
L.7.3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening. 147, 149, 151, 152, 172, 175
Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.* 6, 19, 147, 149, 151, 152, 172, 175
--Vocabulary Acquisition and Use
L.7.4. 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.
Use context (e.g., the overall meaning of a sentence or
paragraph; a word’s position or function in a sentence) as a
clue to the meaning of a word or phrase.
4, 5, 9, 11‐13, 16‐18, 57‐63, 94‐98,
101, 102, 107, 109, 114‐122, 127‐
129, 139, 140, 142, 144, 155, 158
Use common, grade‐appropriate Greek or Latin affixes and
roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel ). 35,
Consult general and specialized reference materials (e.g.,
dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify
its precise meaning or its part of speech.
4, 5, 9, 11‐13, 16‐18, 57‐63, 69, 94‐
100, 102‐107, 109‐122, 127‐129,
134‐136, 138, 140, 142, 143, 155‐
158
SAM
PLE
10-15

Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in
context or in a dictionary).
57‐63, 69, 94‐98, 101, 102, 107,
109, 114‐122, 127‐129, 139, 140,
142, 155, 158
L.7.5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context. 72‐74, 76, 80, 83, 89, 135
Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of
the words. 56, 82, 89, 172
Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., refined,
respectful, polite, diplomatic, condescending ). 3,
L.7.6. 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.
4‐7, 9, 11‐13, 16‐18, 41, 57‐63, 69,
94‐107, 109‐122, 127‐129, 134‐
136, 139, 140, 142‐144
SAM
PLE
10-15

Lesson 177
Reviewing the Genres of Literature
In this course, you have studied several genres of literature: mystery, poetry,
historical fiction, autobiography, biography, memoir, informational writing, legends and
mythology.
Review your course materials and highlight all of the different genres you have studied.
After you find an example of each genre, create an electronic presentation that will teach
someone else what you have learned.
Your presentation must include:
Title slide (introduction on material presented)
The slides for each genre will include one slide giving a definition of the genre, one slide
highlighting the elements of the genre, and once slide giving an example of the genre.
Conclusion slide (This slide will explain why you think so many different genres have
developed.)
Lesson Wrap-Up: You have now reviewed all of the genres covered in this course. Did
you have a favorite? Talk with your teacher about books that you can read that would be
in your favorite genre. You can also use the Internet or your local library to help you find
one.
STUDENT MANUAL LANGUAGE ARTS — LESSON 177-1
SAM
PLE
10-15

Lesson 178
How did I perform in this course and was it up to my highest standard? Your work during
this course has been wide ranging and mind opening. Your skills have grown and your
knowledge is expanded. This Lesson will provide you with an opportunity to reflect and
describe your experiences in this course.
Using the guidelines for narrative writing from Lesson 151, create a brainstorm
centered on the following questions or statements:
What did I learn from this course?
What did I like the most?
What would I like to see changed?
I feel that I performed up to or below my standard.
How can I grow educationally for my next course?
Make sure that you use a bubble chart map, or other pre-writing strategy, to help you plan
and organize your thoughts.
Use specific examples from previous Lessons for support in your writing. You still need
one topic sentence and two supports for each paragraph. Go through the entire writing
process: brainstorm, rough draft, edit, final draft.
At the end of Lesson One 178, you should be finished with your rough draft. Editing the
rough draft and creating the final draft will be completed in Lesson 179.
Lesson Wrap-Up: Consider your work to-date: which assignments do you feel best about?
Where could you use more improvement? What steps will you take to strengthen those
areas of study?
SAM
PLE
10-15
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Lesson 179
This Lesson is dedicated to completing the narrative essay you began in Lesson 178. Read
your work again. Make changes to help its clarity, detail, and accurate reflection of what
you want to express. Be sure to correct errors of spelling, grammar, and punctuation.
Make sure all of the paragraphs have topic sentences and are amply supported with
sentences explaining or expanding your topic sentence.
When you are sure the essay reflects your best work, use a computer with word processing
software to type your paper.
Lesson Wrap-Up: Much of what you have learned will carry over into 8th grade
Language Arts and beyond. Which exercises have helped you the most? Why?
SAM
PLE
10-15
Print Form

Lesson 180
Digital Portfolio
It’s time to show off your knowledge!
Look back through all of the writing assignments completed in this course. Choose four
favorites! Choose works that display your best quality. If they are handwritten, edit them
and type them into a document on your computer.
Create a cover sheet and cut and paste all of your works into one document. You may wish
to include pictures to illustrate your work. You now have a digital copy of your best work
to use to compare with your future work!
Lesson Wrap-Up: Point out to your teacher the aspects (or components) of your portfolio
you find most significant or of which you are most proud.
This course has led you through a myriad of genres, Lesson types, and styles. Take your new
Language Arts knowledge and skills with you as you continue your education.
SAM
PLE
10-15
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