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A Publication of Complete Curriculum
Gibraltar, MI
©2015 Complete Curriculum
All rights reserved; No part of this publication may be reproduced or transmitted in any form or by
any means without prior permission from the Publisher or Authorized Agent.
Published in electronic format in the U.S.A.
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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.
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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
The Cremation of Sam McGee
Lesson 5
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by Robert Service
Vocabulary Work
Objective: The student will complete the vocabulary from The Cremation of Sam McGee
to find descriptive words and phrases.
The Cremation of Sam McGee
Lesson 6
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The Cremation of Sam McGee
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by Robert Service
Introduction to Descriptive Language
Objective: The student will read The Cremation of Sam McGee for descriptive language.
Descriptive Writing
Objective: The student will use The Cremation of Sam McGee as an inspiration to create a
description of an extreme experience.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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
The 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
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by W. W. Jacobs
Objective: The student will actively read The Monkey’s Paw for elements of suspense.
Lesson 13
The Monkey’s Paw
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by W. W. Jacobs
Objective: The student will continue actively reading The Monkey’s Paw.
Lesson 14
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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.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 19
Evaluating The 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.
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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.
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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.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lessons 35 — 40
The 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.
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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
Writing a Research Report:
Anne Sullivan Project
Objective: The student will write a rough draft based on research conducted in the
previous Lesson.
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Lesson 44
Writing a Research Report:
Anne Sullivan Project
Objective: The student will complete the research report assignment by creating the final
draft of the Anne Sullivan project.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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 The 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
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The 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 58
The Legend of Sleepy Hollow
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Lesson 59
The Legend of Sleepy Hollow
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by Washington Irving
Objective: The student will analyze characters, summarize the plot and discuss The
Legend of Sleepy Hollow and its timeless storyline.
by Washington Irving
Objective: The student will analyze characters, summarize the plot and discuss The
Legend of Sleepy Hollow and its timeless storyline.
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Lesson 60
The 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 61
The Legend of Sleepy Hollow
by Washington Irving
Objective: The student will analyze characters, summarize the plot and discuss the The
Legend of Sleepy Hollow and its timeless storyline.
Lesson 62
The 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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 63
The 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 64
The Legend of Sleepy Hollow
by Washington Irving
Wrap-up
Objective: The student will analyze characters, summarize the plot and discuss The
Legend of Sleepy Hollow and its timeless storyline.
Lesson 65
Cover It Up!
Creatively Summarizing
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The Legend of Sleepy Hollow
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.
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Lesson 66
Compare and Contrast Characters
Objective: The student will compare and contrast Ichabod and Brom in an essay format.
The Legend of Sleepy Hollow
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Lesson 67
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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
Annabel Lee
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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.
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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.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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
To 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.
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Lesson 84
The Star Spangled Banner
by Francis Scott Key
Objective: The student will read The Star Spangled Banner to discover meaning.
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Lesson 85
What it Means to be American
Objective: The student will compose a written interpretation of being American.
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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.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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
White 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.
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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.
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Lesson 95
Lesson 96
White Fang
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White Fang by Jack London
Part One: Chapter Three
Objective: The student will continue to actively read the novel White Fang and attempt
to engage in predictive reading by performing a contextual Vocabulary exercise.
Part One Assessment
Objective: The student will take the first White Fang Assessment
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Lesson 97
White Fang by Jack London
Part Two: Chapter One
Objective: The student will continue to actively read the novel White Fang.
Lesson 98
White Fang by Jack London
Part Two: 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 happens
next.
Lesson 99
White Fang by Jack London
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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 100
White Fang by Jack London
Part Two: Chapter Four
Objective: The student will continue to actively read the novel White Fang and will
literally illustrate key concepts by making drawings in his notebook to correspond to this
Lesson’s Vocabulary words.
Lesson 101
White Fang by Jack London
Part Two: Chapter Five
Objective: The student will continue to actively read the novel White Fang and will
perform another predictive Vocabulary exercise.
Lesson 102
White Fang
Part Two Assessment
Objective: The student will take the second White Fang Assessment.
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Lesson 103
White Fang by Jack London
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.
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Lesson 104
White Fang by Jack London
Part Three: Chapter Two
Objective: The student will continue to actively read the novel White Fang.
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Lesson 105
White Fang by Jack London
Part Three: Chapter Three
Objective: The student will continue to actively read the novel White Fang.
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Lesson 106
White Fang by Jack London
Part Three: Chapter Four
Objective: The student will continue to actively read the novel White Fang.
Lesson 107
White Fang by Jack London
Part Three: Chapter Five
Objective: The student will continue to actively read the novel White Fang.
Lesson 108
White Fang by Jack London
Part Three: Chapter Six
Objective: The student will continue to actively read the novel White Fang.
Lesson 109
White Fang
Part Three Assessment
Objective: The student will complete an Assessment on Part Three of White Fang.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 110
White Fang by Jack London
Part Four: Chapter One
Objective: The student will continue to actively read the novel White Fang.
Lesson 111
White Fang by Jack London
Part Four: Chapter Two
Objective: The student will continue to actively read the novel White Fang.
Lesson 112
White Fang by Jack London
Part Four: Chapter Three
Objective: The student will continue to actively read the novel White Fang.
Lesson 113
Lesson 114
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White Fang by Jack London
Part Four: Chapter Four
Objective: The student will continue to actively read the novel White Fang.
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Lesson 115
White Fang by Jack London
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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
Part Four: Chapter Six
Objective: The student will continue to actively read the novel White Fang.
Lesson 116
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White Fang
Part Four Assessment
Objective: The student will complete the fourth White Fang Assessment.
Lesson 117
White Fang by Jack London
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
White Fang by Jack London
Part Five: Chapter Two
Objective: The student will continue to actively read the novel White Fang.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 119
White Fang by Jack London
Part Five: Chapter Three
Objective: The student will continue to actively read the novel White Fang and will
engage in a predictive Vocabulary exercise.
Lesson 120
White Fang by Jack London
Part Five: Chapter Four
Objective: The student will continue to actively read the novel White Fang.
Lesson 121
White Fang by Jack London
Part Five: Chapter Five
Objective: The student will continue to actively read the novel White Fang.
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Lesson 122
White Fang
Part Five Assessment
Objective: The student will complete the fifth White Fang Assessment.
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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.
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Lesson 124
Introduction to Native American Mythology
Objective: The student will learn the two types of myth present in Native American lore.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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.
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Lesson 133
Biography of Rudyard Kipling
Objective: The student will discover the life of Rudyard Kipling and learn about his
writing influences.
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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.
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Lesson 135
The Jungle Book
Story One: Mowgli’s Brothers
Objective: The student will actively read The Jungle Book and begin building a case for
comparing and contrasting it with White Fang.
Lesson 137
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Lesson 136
The Jungle Book
Story One: Mowgli’s Brothers
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.
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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 139
The Jungle Book
Story Two: Kaa’s Hunting
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
Story Two: Kaa’s Hunting
Objective: The student will use Mowgli’s story as a basis for building and understanding
character.
Lesson 142
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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.
The Jungle Book
Story Three: Tiger, Tiger!
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Objective: The student will compare the “civilized” qualities Mowgli possesses to the
“civilized”qualities possessed by the villagers.
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Lesson 143
The Jungle Book
Story Three: Tiger, Tiger!
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.
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Lesson 144
The Jungle Book
Story Three: Tiger, Tiger!
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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 147
The 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.
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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.
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Lesson 152
Persuasive Essay
Objective: The student will discover persuasive writing and choose a position to defend.
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Lesson 153
Adjectives
Objective: The student will define an adjective and use adjectives correctly in writing.
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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
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 values, character, and actions with the student’s values, character, and
actions.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 157
Selections from Narrative of Sojourner Truth
by Olive Gilbert
Objective: The student will continue reading Narrative of Sojourner Truth for
comprehension and analysis.
Lesson 158
Selections from Narrative 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.
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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.
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Lesson 161
Preparing to Write a Research Paper:
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.
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Lesson 162
Preparing to Write a Research Paper:
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
Preparing to Write a Research Paper:
Citing Your Sources
Objective: The student will continue the process of learning to write a research paper.
The student will learn how to cite sources when composing the text of a research paper.
Lesson 164
Preparing to Write a Research Paper:
Poet Web Search
Objective: The student will continue the process of learning to write a research paper.
The student will conduct structured research and record and assess information in note
form.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
Lesson 165
Preparing to Write a Research Paper:
The Writing Process and Outlining
Objective: The student will continue the process of learning to write a research paper.
The student will learn how to organize and assess ideas and information, and use them to
make an outline.
Lesson 166
Writing a Research Report:
Brainstorming and Choosing a Topic
Objective: The student will begin writing a research paper by brainstorming and selecting
a famous person as the topic.
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Lesson 167
Writing a Research Report:
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.
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Lesson 168
Writing a Research Report:
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
Writing a Research Report:
Rough and Final Drafts
Objective: The student will combine the research information and original ideas to
compose the research paper.
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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.
TABLE OF CONTENTS AND OBJECTIVES
SEVENTH GRADE LANGUAGE ARTS
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.
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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.
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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.
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Lesson 179
Narrative Writing: Course Work Experience
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.
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To the Student
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Take Off To a Fine Start
In Language Arts!
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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.
™
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 5, 9, 11‐13, 16‐19, 57‐64, 69‐71, analysis of what the text says explicitly as well as inferences 83, 93‐122, 124, 125, 127‐129, 134‐
drawn from the text.
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; 64, 65, 93‐105, 174
provide an objective summary of the text.
RL.7.3. Analyze how particular elements of a story or drama 9, 64, 66, 71, 97, 109, 135, 136, interact (e.g., how setting shapes the characters or plot).
139
--Craft and Structure
SA
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 4, 5, 11‐13, 16‐19, 57‐64, 69, 72‐
repetitions of sounds (e.g., alliteration) on a specific verse 74, 94‐107, 109‐122, 127‐129, 134‐
or stanza of a poem or section of a story or drama.
140, 142‐144, 173
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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
--Integration of Knowledge and Ideas
66, 67
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RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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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.
Reading: Informational Text
--Key Ideas and Details
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
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 SA
--Integration of Knowledge and Ideas
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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,
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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,
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RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the 91, 133
evidence is relevant and sufficient to support the claims.
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.
Writing
--Text Types and Purposes
W.7.1. Write arguments to support claims with clear reasons and relevant evidence.
31‐33, 35‐40, 91, 133, 154, 155, 157, 158
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
64, 150, 152, 155
Establish and maintain a formal style.
Provide a concluding statement or section that follows from 64, 150, 152, 155
and supports the argument presented.
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.
SA
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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
27‐30, 34, 132, 159, 168, 169
PL
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain‐specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
27‐30, 34, 159, 168, 169
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27‐30, 34, 132, 159, 168, 169
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.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
10, 14, 15, 20‐22, 90, 126, 149, 151, 178 2, 3, 6, 10, 14, 15, 20‐22, 90, 126, 149, 151, 178
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
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
2, 3, 6, 10, 14, 15, 20‐22, 90, 126, 149, 151
6, 10, 14, 15, 20‐22, 90, 126, 149, 151, 178
--Production and Distribution of Writing
SA
W.7.4. Produce clear and coherent writing in which the 6, 10, 14, 15, 34, 45‐50, 52, 54, 55, development, organization, and style are appropriate to 65, 71, 73‐82, 85, 90, 105, 162, 145‐
task, purpose, and audience. (Grade‐specific expectations 147, 149‐152, 157‐159, 161, 169, for writing types are defined in standards 1–3 above.)
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 21, 43, 44, 52, 86, 90, 132, 145, approach, focusing on how well purpose and audience have 169, 175, 176, 179, 180
been addressed.
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 24‐26, 42, 45, 54, 81, 92, 123, 126, and citing sources.
146, 177
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--Research to Build and Present Knowledge
PL
W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research 42‐45, 81, 87, 90, 92, 107, 108, and investigation.
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 1, 24‐26, 42, 87, 91, 123, 160‐169, citation.
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
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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
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.
SA
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
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Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations 8, 10, 12, 69, 70, 82, 106, 111, 125, and ideas that bring the discussion back on topic as needed. 133, 134, 139, 173
Acknowledge new information expressed by others and, 8, 10, 12, 69, 70, 82, 106, 111, 125, when warranted, modify their own views.
133, 134, 139
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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, 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
SA
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
6, 14, 34, 49, 52, 90, 147, 149, 152, Spell correctly.
175
--Knowledge of Language
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--Vocabulary Acquisition and Use
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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
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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.
Use common, grade‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel ).
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
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
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,
SA
L.7.6. Acquire and use accurately grade‐appropriate general academic and domain‐specific words and phrases; gather 4‐7, 9, 11‐13, 16‐18, 41, 57‐63, 69, vocabulary knowledge when considering a word or phrase 94‐107, 109‐122, 127‐129, 134‐
important to comprehension or expression.
136, 139, 140, 142‐144
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LANGUAGE ARTS — LESSON 1-1
STUDENT MANUAL
Lesson 1
Introduction to Note-taking
Note-taking is as important to learning as reading and writing. To help you see why and
how note-taking can make a difference in how you learn, study and improve your grades,
note-taking will be required throughout this course.
But first, you’ll need to learn how to take notes.
The most convenient format is called Cornell notes. This note-taking system can be used in
every course you take, not just English. In fact, this method is used in most law schools and
medical schools across the country. As you will see, it is simple, yet effective and the format
makes studying easier and much more productive.
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Using the Cornell Method
When you use Cornell notes, you will need to alter your note paper to create spaces for
certain types of information.
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To begin, create a left margin of the paper that is 2 ½ inches wide by drawing a line down
from the top of the page to about 2 inches from the bottom of the page. You now have a
sheet of paper that has 2 columns – one is 2 ½ inches wide and the other is 6 inches wide.
The left column is labeled “Cue Column” – that is where you will write “cues” which are
key words, terms, or concepts being taught. Cues also summarize what your
notes are about.
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The right column is your “Note-taking Column” – this is where you will write down
information your teacher is giving you. Definitions, explanations, key facts or details that
explain the Cue are examples of the type of information to write down.
When your teacher begins on a new topic, skip down a few lines, write the key word or
topic in the Cue column and continue to jot down notes in the Notes column.
Use the bottom 2 inches of the paper as the Summary section. Spend a couple minutes at
the end of class summarizing what your notes on that page are about.
After class, go through your notes and try to add details you recall or rewrite some of the
phrases you wrote down so they are complete sentences. It’s very important to do these
things while the information is still fresh.
STUDENT MANUAL
LANGUAGE ARTS — LESSON 1-2
Here is an example of how your note paper might look if you took notes during a brief
presentation about note-taking:
Let’s practice!
Set up a piece of notepaper for Cornell notes.
Read the explanation below about the writing process. As you read, write down the key
terms, and the explanations on your paper.
SA
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STUDENT MANUAL
LANGUAGE ARTS — LESSON 1-3
The Writing Process
Have you ever felt stuck when trying to write? Trying to find the one perfect idea to write
about can be frustrating and a little scary. There are many different ways to extract that
one perfect idea from the back of your mind. Pre-writing strategies will help you become
more focused with your writing.
One pre-writing strategy is brainstorming. One way to brainstorm is to set a timer for 60
seconds and make a list of everything you are thinking. Brainstorming by making lists gets
all of your thoughts on paper and will allow you to go back and organize your thoughts
before writing.
Another pre-writing strategy is clustering. Cluster mapping, often called webbing, helps
you take one main idea and create categories that “branch” off from the main idea. This
will allow you to organize your thoughts while brainstorming. By using this method, you
may not have to go back to re-order your thoughts.
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Swimming
Sand
Castles
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The
Beach
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Sun
Screen
Beach
Towels
One final strategy that you may use is a writer’s journal. A writer’s journal is a special
notebook that you will set aside to keep special thoughts and experiences written down.
It is your daily journal. You can include your daily thoughts, experiences, imaginary images
or even prompts of your own, for example: My Favorite Songs, or, Interesting People I Saw
Today.
As you move on through this course, you will use several pre-writing strategies. You will
find that you like one more than another, but you will also find that your writing is more
focused and organized.
STUDENT MANUAL
LANGUAGE ARTS — LESSON 1-4
Now that you have a little experience with Cornell notes under your belt,
find a newspaper article or magazine article that you are interested in reading. As you read
it, take Cornell notes. When you are finished, submit the article and your notes
to your teacher for assessment. You may use a printed copy of the newspaper or magazine,
or an online version of the article.
Lesson Wrap-Up: Effective note taking will remain an important skill throughout your
educational career. It is an extremely critical skill that you will use from now until you
graduate from college. Using Cornell notes will help you to stay organized and to
write the important information you will need to remember as you outline each new skill.
SA
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Print Form
STUDENT MANUAL
LANGUAGE ARTS — LESSON 2-1
Lesson 2
The Five Senses
An important part of any writing is to make it appealing. One way to make your reader
become emotionally invested is to appeal to the five senses. Your sensory details can
provide you with the most interesting and thoughtful details imaginable.
The sense of sight allows you to paint a picture with words. Some wonderful images
you may have seen are an orange and pink sunset, little children playing, or your family
sitting down together for dinner. Some other images you can paint with words are not so
beautiful, for example, a tornado, a forest fire, or a car accident. All of these images have
specific words which can be used to describe them. These can help you paint a picture with
your words.
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The sense of sound helps you define experiences by using words to describe what you
would hear in the situation. For example, if you are skiing downhill, you would hear the
swoosh, swoosh of the snow crunching underneath your skis. If you are in your backyard
at a family barbeque, you hear the cackle, cackle of laughter as your aunts retell old family
stories.
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Smell is a very important sense that is used to draw in readers. Describing specific events or
foods, or places by smell can lead the reader to create an image of the story. You may write
about the county fair and the sweet, smoky smell of ribs cooking on the grill. You could
describe the smell of pungent pine as your mom cleans the kitchen floor.
By describing taste, the author allows the reader to be right in the situation. The choice
of words you use to convey taste can set the reader’s taste buds tingling. When you write
about the county fair, you can write about the sugary, juicy ribs that fall off the bone as
you bite into them.
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The last sense is touch. Often times you can paint a picture of an item by describing what
it feels like. For example, “The jumbo crocodile’s scales are rough and razor sharp,” clearly
describes the texture of the scales of the crocodile.
As your vocabulary develops and you begin to own more sensory words, your writing will
strengthen and become more appealing to you and others.
STUDENT MANUAL
LANGUAGE ARTS — LESSON 2-2
Complete the following exercises to build your sensory writing skills. Use three
to five sentences in each description.
1. You are walking with your blind uncle. Using the senses of sound and smell,
describe what the ocean is like.
2. Your pen pal in China has never had pizza. Describe in your own words what it
tastes like. Use words that appeal to the sense of taste.
3. You have never felt a cotton ball. Describe what it feels like using words that
appeal to the senses.
4. You have a friend who has never experienced making snow angels. Describe the
experience using sensory words.
5. Describe the sights, sounds, textures, odors, and tastes of eating lunch in a school
cafeteria.
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6. Describe your favorite breakfast using words that appeal to all of the senses.
7. Describe your favorite room using as many sensory words as possible.
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8. Think about the experience of going to see a movie in a theater. Describe the
experience using sensory words.
9. Remember an occasion when you have gone swimming. Describe the scene,
focusing on the sights, sounds, smells, and feel of the water as you went swimming.
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10. Think of your own idea of a place or experience to describe using sensory words.
The place could be a soccer field during a game, a baseball or football game,
church, a restaurant, a vacation experience, or anything else that stimulates your
imagination.
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Lesson Wrap-Up: Look through the writing samples. Notice how authors often appeal to
the senses in their writing. Using clear details makes the piece more interesting and easier
to read. As you continue with this course, look at how each author uses details in their
writing to paint mental pictures.
Print Form
STUDENT MANUAL
LANGUAGE ARTS — LESSON 3-1
Lesson 3
Sensory Details
Today you are going to do pre-writing for a story using sensory details. Please read the
directions and complete the activity.
Using a cluster map, brainstorm all of the ideas you can think of for the word SNOW.
Building
a Snowman
Sledding
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Snow
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Downhill
Skiing
Wearing
Boots
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Good! Now that you have some great words, put them together in a journal entry.
What is the first experience you can remember with snow? If you have never experienced
snow, what would you imagine it is like?
Please write at least two paragraphs describing this experience. Use as many sensory words
as you can.
Now that you have been practicing writing with sensory words, you are ready for a longer
writing assignment. Refer to the ten sensory descriptions you composed for Lesson 2. Select
one, and expand the description to a one page composition on the subject. Be sure to
include all five senses in your writing.
When you have completed the description, review it. Check it for spelling, punctuation,
and grammatical correctness. If possible, ask a peer or your teacher to look it over, also.
Be sure the sentences are complete and express your thoughts accurately. Then, make a
final copy of the writing piece. Submit both copies to your teacher for assessment.
Lesson Wrap-Up: Using sensory words effectively in your writing takes practice. It is
a skill that will greatly enhance your writing, so it is very much worthwhile to develop.
Consciously use sensory words in all of your compositions and watch your writing improve!
PRINT
STUDENT MANUAL
LANGUAGE ARTS — LESSON 4-2
Lesson 4
The Cremation of Sam McGee
by Robert Service
Vocabulary Work
To begin this Lesson, set up your paper for Cornell notes. In the Cue Column, list each
vocabulary word.<4FF-FTTPOGPSJOTUSVDUJPOTPOIPXUPTFUVQZPVSQBQFSGPS$PSOFMMOPUFT>
The Vocabulary words for this Lesson are: Moil; Marge; Mushing; Cremate; Ghastly;
Loathed; Brawn; Derelict; and Hearkened.
SA
In the Note-taking Column, write the definition from the dictionary and an original sentence
using the vocabulary word.
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After you finish your vocabulary list, be creative! Make a crossword puzzle using your
Vocabulary words. Visit puzzle making websites for ideas. If you prefer to draw your own
crossword puzzle using graph paper, you may do that, also. All of the Vocabulary words
must be included in your puzzle. You will need to add words of your own to make the
puzzle work. Use other words from the poem to create a high quality puzzle. It will be fun!
Good luck!
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Lesson Wrap-Up: Finding the meaning of an unknown word prior to reading will help
enhance your understanding of the text. Throughout this course, you will be presented
with Vocabulary words and tests. As you work on the writing portion of this course, try to
incorporate as many Vocabulary words as you can into your writing assignments.
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PRINT
STUDENT MANUAL
LANGUAGE ARTS — LESSON 5-1
Lesson 5
The Cremation of Sam McGee
by Robert Service
Introduction to Descriptive Language
The poem you are going to read in this Lesson is a tale of the bitter cold of Canada’s Yukon
Territory and its consequences for Sam McGee and his friend.
Read the poem carefully, then complete the Reading Comprehension Questions.
Reading Comprehension Questions
SA
What was Sam McGee doing in the Arctic?
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Sam asks the speaker to make him a promise, what is it?
STUDENT MANUAL
LANGUAGE ARTS — LESSON 5-2
Why does the cold weather disagree with Sam McGee?
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Why does the speaker keep his promises? What does he say to let the reader know he
plans to keep his promise?
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What does the speaker find when he opens the furnace door?
STUDENT MANUAL
LANGUAGE ARTS — LESSON 5-3
Give five examples of descriptive language used in the poem which contribute to the
feeling of bitter cold.
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What happens next? What will Sam and the speaker do? Create your own conclusion to
the poem. Add two more stanzas to the poem.
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Lesson Wrap-Up: Choose two Vocabulary words and use them in one or two original
sentences about a character, scene or action in the poem.
STUDENT MANUAL
LANGUAGE ARTS — LESSON 5-4
The Cremation of Sam McGee
By Robert Service
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
The Northern Lights have seen queer sights,
But the queerest they ever did see
Was the night on the marge of Lake Lebarge
I cremated Sam McGee.
SA
Now Sam McGee was from Tennessee, where the cotton blooms and blows.
Why he left his home in the South to roam ‘round the Pole, God only knows.
He was always cold, but the land of gold seemed to hold him like a spell;
Though he’d often say in his homely way that he’d “sooner live in hell”.
M
On a Christmas Day we were mushing our way over the Dawson trail.
Talk of your cold! through the parka’s fold it stabbed like a driven nail.
If our eyes we’d close, then the lashes froze till sometimes we couldn’t see;
It wasn’t much fun, but the only one to whimper was Sam McGee.
PL
And that very night, as we lay packed tight in our robes beneath the snow,
And the dogs were fed, and the stars o’erhead were dancing heel and toe,
He turned to me, and “Cap,” says he, “I’ll cash in this trip, I guess;
And if I do, I’m asking that you won’t refuse my last request.”
E
Well, he seemed so low that I couldn’t say no; then he says with a sort of moan:
“It’s the cursed cold, and it’s got right hold till I’m chilled clean through to the bone.
Yet ‘tain’t being dead — it’s my awful dread of the icy grave that pains;
So I want you to swear that, foul or fair, you’ll cremate my last remains.”
A pal’s last need is a thing to heed, so I swore I would not fail;
And we started on at the streak of dawn; but God! he looked ghastly pale.
He crouched on the sleigh, and he raved all day of his home in Tennessee;
And before nightfall a corpse was all that was left of Sam McGee.
There wasn’t a breath in that land of death, and I hurried, horror-driven,
With a corpse half hid that I couldn’t get rid, because of a promise given; I
t was lashed to the sleigh, and it seemed to say: “You may tax your brawn and brains,
But you promised true, and it’s up to you to cremate those last remains.”
Now a promise made is a debt unpaid, and the trail has its own stern code.
In the days to come, though my lips were dumb, in my heart how I cursed that load.
In the long, long night, by the lone firelight, while the huskies, round in a ring,
Howled out their woes to the homeless snows — O God! how I loathed the thing.
STUDENT MANUAL
LANGUAGE ARTS — LESSON 5-5
And every day that quiet clay seemed to heavy and heavier grow;
And on I went, though the dogs were spent and the grub was getting low;
The trail was bad, and I felt half mad, but I swore I would not give in;
And I’d often sing to the hateful thing, and it hearkened with a grin.
Till I came to the marge of Lake Lebarge, and a derelict there lay;
It was jammed in the ice, but I saw in a trice it was called the “Alice May”.
And I looked at it, and I thought a bit, and I looked at my frozen chum;
Then “Here”, said I, with a sudden cry, “is my cre-ma-tor-eum.”
Some planks I tore from the cabin floor, and I lit the boiler fire;
Some coal I found that was lying around, and I heaped the fuel higher;
The flames just soared, and the furnace roared — such a blaze you seldom see;
And I burrowed a hole in the glowing coal, and I stuffed in Sam McGee.
SA
Then I made a hike, for I didn’t like to hear him sizzle so;
And the heavens scowled, and the huskies howled, and the wind began to blow.
It was icy cold, but the hot sweat rolled down my cheeks, and I don’t know why;
And the greasy smoke in an inky cloak went streaking down the sky.
PL
M
I do not know how long in the snow I wrestled with grisly fear;
But the stars came out and they danced about ere again I ventured near;
I was sick with dread, but I bravely said: “I’ll just take a peep inside.
I guess he’s cooked, and it’s time I looked”;. . . then the door I opened wide.
And there sat Sam, looking cool and calm, in the heart of the furnace roar;
And he wore a smile you could see a mile, and he said: “Please close that door.
It’s fine in here, but I greatly fear you’ll let in the cold and storm —
Since I left Plumtree, down in Tennessee, it’s the first time I’ve been warm.”
Print Form
E
There are strange things done in the midnight sun
By the men who moil for gold;
The Arctic trails have their secret tales
That would make your blood run cold;
The Northern Lights have seen queer sights,
But the queerest they ever did see
Was that night on the marge of Lake Lebarge
I cremated Sam McGee.