7th GradeSirius Team

Ms. Anne Larche

ProjectsQuarterly Novel Projects

Parent signature page indicating book selection

Book talks with Mrs. Roohi in the LibraryProject description with timeline of due dates

Projects will always have a description, scoring guide, timeline and a signature line for both student and parent.

All projects are posted on-line

SpellingLists given on WednesdaysStudents tape into their JottersParents can sign and date when students

study for points in the JotterTests on ten words and their definitions are

on ThursdaysSpelling gremlins (commonly misspelled

words) will be given each week in addition to regular spelling.

HomeworkSirius Team policy is for students to turn in

homework at the beginning of the class period. Students are not allowed to go to their lockers to

retrieve homework after the bell has rung. Time spent on homework should be no longer

than one hour of on-task work for all classes.Students may email homework, put it on a

memory stick, or use school computers.Available computers at school: Library at 7:45

a.m., lunch time, and after school until 3:15 p.m. There are also computers in the Business Lab and Team pod.

Grading Progress Reports are available on-line. It is your student’s

responsibility to keep you updated on their work

Policy:

Assignments and assessments are expressed in terms of total points. Checks and zeroes describe the extent of your child’s practice of the skills and concepts and not the mastery thereof. A check does mean that your child has a good grasp of the skill or concept otherwise a check minus or zero would be recorded.

Ninety-percent of the grade is designated to mastery of the content or skill as demonstrated in the assignments and assessments. Ten-percent of the total grade is assigned to neatness, organization, format, and attention to detail, which are valuable skills, demanded in the job market.

The focus is always on personal growth and the mastery of content.

GradingRe-doing Assessments (tests, quizzes, projects,

essays, and assignments) is an exception and not the norm and is, at the teacher’s discretion, allowed in the event that the student clearly doesn’t have mastery of the subject even though a sincere effort to prepare for the test has taken place. Within a week of the assessment’s return students may re-take or re-do the work; otherwise the original grade stands. The higher grade of the two will be recorded.

Occasionally students will be allowed to correct their mistakes and receive half credit for each item they correct. These must be done on their own time. Students must return the original work with the corrections made.

Grading Homework: Homework is listed each day in the classroom on the front board

and is to be recorded in the student planner. Students should review and track their progress and completion of assignments daily. Homework can also be found at www.goldenviewmiddle.org . Once there, select “Teams” then “Sirius” and finally “Larche.” All homework is recorded on the “Calendar” section of the class webpage. Homework can also be emailed to me at larche_anne@asdk12.org , or placed on a memory stick and brought to school.

No homework is assigned on weekends or holidays. Student Papers: Students who don’t put their names on their papers will not be

graded until ownership is established. They will be placed in the periods “Outbox” which is a drawer underneath the in-basket for that class period. It is the student’s responsibility to look for a missing paper and then turn it in properly headed. If left unclaimed after a few weeks, the papers will be discarded.

GradingJotters:Students are expected to work daily in their Jotters. The

daily assignments are posted in the classroom. Once the day is over these daily assignments can be found on-line. If students are absent they are still responsible for work missed.

Each Friday, the Jotters will be evaluated using a scoring sheet and turned in for my review. Students must have their Jotters in the classroom on the day it is due.

Daily Grades:Daily grades are given for participation, on-task

behavior, and preparedness. At the end of the week these grades are totaled and entered into the grade book.

It is possible for students to earn more points than those assigned.

GradingWriting Portfolios:The portfolios are the final versions of the

student writings, reflections on those writings, the student’s progress and goals for each quarter. These are placed in designated crates in individual file folders and are shared during student-led conferences.

LA Curriculumhttp://www.asdk12.org/depts/language_arts/c

urriculum/middle/CG7/7thGrade_LACG.pdf

Exploring the World1. Conflicts and ClashesEnduring Understandings Literature provides opportunities for us to learn

from conflict. Writing about our personal experiences leads to a better understanding of ourselves.

Essential Questions • What can literature teach us about ourselves? • What can we learn from conflict? • In what ways do our experiences shape our lives? • Why share personal experiences through writing?

Conflicts and Clashes Reading Focus: Alaska novel and short selections related to unit

theme. Ongoing self-selected independent reading. Two Old Women (Pre-Reg, Reg, + GT) Call of the Wild (GT) White Fang (GT) Writing Focus: Summary Paragraph and Paragraph Sampler

(narrative, expository, descriptive, persuasive) Terms: topic sentence, supporting details, concluding sentence, writing

purpose, summary, paraphrase, direct and indirect quotations, transitions • Six traits of effective writing (review and apply with focus on boldfaced

traits): ideas, organization, voice, effective word choice, sentence fluency, mechanics

• Writing process (review and apply): prewriting, drafting guidelines, revising/editing techniques, peer response guidelines, and methods of publishing

• Writing conventions (review and apply): sentence structure (simple, compound, complex), capitalization, punctuation, eight parts of speech, and spelling

Grammar Focus: Nouns and Adjectives

Exploring the World2. Myths and MonstersEnduring Understandings Reading ancient myths helps us see connections among

cultures. Evaluating similarities and differences through our writing clarifies our understanding of the world.

Essential Questions• Why is it important to know the origins of our

language? • Why should we study mythology? • Why should we compare and contrast people, places,

and beliefs from around the world? • What role does a thesis statement play in effective

essay writing?

Myths and Monsters Reading Focus: Greek and Roman Mythology Ongoing self-selected independent reading Core Materials: Adventures of Ulysses (Pre-Reg, Reg, + GT) Writing Focus: Expository Essay (Inform/Define) Parts of an essay: introduction, body, conclusion, thesis statement,

transition • Word parts/etymology: origin, root, suffix, prefix • Six traits of effective writing boldfaced traits): ideas,

organization, voice, effective word choice, sentence fluency, mechanics • Writing process (review and apply) • Writing conventions (review and apply): sentence structure (simple, compound, complex), capitalization, punctuation, eight parts of

speech, and spelling,

Exploring the World3. Challenges and ChangeEnduring Understandings Literature explores the many challenges faced by

cultures. Writing is an effective way to inform and persuade others.

Essential Questions • How does literature of different cultures address

similar challenges? • What is the relationship between challenges and

change in literature? • How does my intended audience affect what I

write? • In what ways can writing create change?

Challenges and Change Reading Focus: World Literature (Africa, Australia, Antarctica, Middle East) Ongoing self-selected independent reading The student will know: • ACTIVE comprehension/thinking strategies (review and apply) •

Monitoring comprehension and fix-up strategies (review and apply) • Literary devices (review and apply) • Middle School High Five strategies (review and apply)

Core Materials: (choose from among the supplementary texts) Shabanu (GT) The Return (Reg + GT) The Bread Winner (Pre-Reg) Journey to Jo’burg(Pre-Reg) Waiting for the Rain (Reg) Chain of Fire (Reg + GT) Shipwreck at the Bottom of the World (Shackelton) (GT) The Ear, the Eye, and the Arm (GT)

Challenges and ChangeWriting Focus: Expository Essay with Research (e.g.

compare/contrast; problem/solution; classification) The student will know: • Terms: author’s purpose, audience, formal/informal

language • Six traits of effective writing (review and apply with focus on boldfaced traits): ideas, organization, voice, effective word choice, sentence fluency, mechanics • Writing process (review and apply) Writing conventions (review and apply): sentence structure (simple, compound, complex), capitalization, punctuation, eight parts of speech, and spelling

Grammar Focus: Verbs, Adverbs, and Subject-Verb Agreement

Exploring the World4. Visions and VoiceEnduring Understandings Literature reflects many different points of view.

Through writing, we record and share information. Essential Questions • How do different literary genres reveal diverse

points of view? • Why should we consider other perspectives as we

read? • How does the quality of information we use shape

our final product? • In what ways does technology enhance our writing?

Visions and Voice Reading Focus World Literature (Asia) Poetry Drama Ongoing self-selected independent reading The student will know: • ACTIVE comprehension strategies (review and apply) • Monitoring comprehension

and fix-up strategies (review and apply) • Literary devices (review and apply) • Elements of poetry: rhythm, rhyme, meter, repetition, stanza, verse • Elements of drama: script, act, scene, cast, props, dialogue, stage directions • Middle School High Five strategies (review and apply)

Core Materials: The Old Man and the Sea (GT) Shakespeare (background and comedy adaptations/excerpts) (GT) The Clay Marble (Pre-Reg + Reg) Year of Impossible Goodbyes (Pre-Reg + Reg) Boat to Nowhere (Pre-Reg + Reg) Goodbye Vietnam (Reg) Child of the Owl (Reg) Red Scarf Girl (Reg + GT)

Visions and VoiceWriting Focus: Personal Narrative Poetry The student will knowTerms: personal narrative, autobiography, leads,

chronological order, dialogue, first person point of view, genre

• Six traits of effective writing (review and apply with focus on boldfaced traits): ideas, organization, voice, effective word choice, sentence fluency, mechanics • Writing process (review and apply) • Writing conventions (review and apply): sentence structure (simple, compound, complex), capitalization, punctuation, eight parts of speech, and spelling

Grammar Focus: Verbs, Adverbs, and Subject-Verb

Contacting Sirius Team TeachersEmailPhone messageSchedule a meeting with the team through

our counselor, Ms. Stephanie Asplund742-8250