GREECE CHRISTIAN SCHOOL
ELA 7 SCOPE AND SEQUENCE
Course Goals: To help each student develop strong reading, writing, speaking, and listening skills
through the use of materials that will also help build strong character.
Biblical Principles:
1. Reading of the Bible is important to growth in knowledge and understanding of life and our
responsibilities in it. The results of such reading can be obtained in no other way.
“It is by reading the Bible that we learn to fear the Lord . . . to observe all the words
of this law and these statutes, to turn not aside to the right or to the left, to continue
to be used by the Lord.”
Deuteronomy 17: 19, 20
2. To be effective, reading must include understanding. Only when we really understand can we do
what God says.
34 Give me understanding, and I shall keep your law; Indeed, I shall observe it with my
whole heart.
Psalm 119:34
3. Organized writing and speaking enable us to effectively spread the Gospel to others. God will
guide even in choice of words and the organization of what we say as we permit Him to do so.
4 The Lord God has given Me the tongue of the learned, that I should know how to speak
a word in season to him who is weary. He awakens Me morning by morning, he awakens
My ear to hear as the learned.
Isaiah 50:4
Then the Lord replied: “Write down the revelation and make it plain on tablets so that
a herald may run with it.
Habakkuk 2:2
Curriculum Materials:
Of America II—A Beka Book
Of People—A Beka Book
Themes in Literature—A Beka Book
Elements of Literature—Holt, Rinehart, and Winston
Literature, Red Level—McDougal-Little
Exploring Literature—Ginn Literature Series
Reading Literature—Ginn Literature Series
Grammar and Composition I—A Beka Book
Methodology:
*lecture and classroom discussion
*individual study
*Group activities
Revised 10/30/2014
*pairs work
*writing conferences
*games
*projects
*oral presentations
*video clips
Evaluation:
*Student participation
*class work
*Homework assignments
*Written quizzes and tests
*Short response questions
*Essay questions
*Oral projects
Curriculum for Grade 7
College and Career Readiness Anchor Standards for Reading
The grades 6–12 standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Revised 10/30/2014
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Responding to Literature
11. Respond to literature by employing knowledge of literary language, textual features, and forms to read
and comprehend, reflect upon, and interpret literary texts from a variety of genres and a wide
spectrum of American and world cultures.
College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen
details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate
with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
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 tasks, purposes, and audiences.
Responding to Literature
11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond
to texts through written, digital, and oral presentations, employing a variety of media and genres.
Revised 10/30/2014
College and Career Readiness Anchor Standards for Speaking and
Listening
The grades 6–12 standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills and
understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when indicated or appropriate
Language Skills:
Review punctuation rules
Review parts of speech
Comma Rules: using a comma and a coordinating conjunction to join two simple sentences
Using commas to separate adjectives
Using a comma to avoid misreading or to show omitted words
Using comma pairs to indicate a nonessential element in a sentence (appositives, direct address, and
parenthetical expressions)
Apostrophes
Using apostrophes to form the possessive case of nouns
Using apostrophes with plural and singular nouns
Verbs: regular and irregular
Principal parts of verbs
Verb tenses and verb tense consistency
Subject/verb agreement
Troublesome verbs
Using vivid verbs
Adjectives
Recognizing adjectives
Using adjectives correctly
Using exact and vivid adjectives
Revised 10/30/2014
Adverbs:
Recognizing adverbs
Distinguishing adverbs from adjectives
Using adverbs correctly
Proofreading and editing
Writing Skills:
Research skills
Forming research questions
Using reliable sources
Paraphrasing vs. Plagiarizing
Direct and indirect quotes
Punctuating quotes
Using outlines to organize writing
Citing sources
Works cited page
Writing Essays
Introductions
BAF paragraphs for body paragraphs
Conclusions
Types of Writing:
Responses to literature
Summaries
Opinion essays
Comparison/contrast essays
Literary Reviews
Research Projects
Reading Skills:
Developing the seven habits of effective readers: making connections, visualizing, predicting, asking
questions, determining importance, rereading to clarify; using look backs to locate details
Methods of Characterization—ASTARF
Using ASTARF to identify specific character traits
Reading: Cross curricular literature based on Social Studies Content
American Revolution:
“Footprints” by Henry Wordsworth Longfellow
“from a speech at the Constitutional Convention” Benjamin Franklin
“from the Declaration of Independence” Thomas Jefferson
“Paul Revere and the Minutemen” by Dorothy Canfield Fisher
“Captain Nathan Hale” by Smith Burnham
“Fires at Valley Forge” by Barret H. Clark
Revised 10/30/2014
“Molly Pitcher” by Kate Brownlee Sherwood
“The Boy Patriot” by Robert D. Henry and James M. Lynch, Jr.
Johnny Tremain by Esther Forbes
Westward Expansion:
“The Pioneer” by William B. Ruggles
“Jed Smith—Man of Quiet Courage” by Dorothy Heiderstadt
“Child Pioneer” by Honore Willsie Morrow
‘Keeping House’ by Laura Ingalls Wilder
“Old Sly Eye”
“Prairie Winter” by Rose Wilder Lane
“Antelope” by Laura Ingalls Wilder
Save Queen of Sheba by Louise Moeri
Native American Literature:
“Buffalo Dance” by Cornelia Meigs
“Jinkyswoitmaya” by C. H. Claudy
Various Poems, myths, personal narratives, speeches
“She-ma-sani and Shi-Cheeh” by Peggy Yazzi
“Gone Forever” by Buffalo Bird Woman, Hidatsa
Brother Eagle, Sister Sky: a speech by Chief Seattle
“From Geronimo: His Own Story” Geronimo
Slavery: various autobiographical slave accounts and an independent project
“from the Autobiography of Frederick Douglass”
“A Boy Who Was Traded for a Horse” by James Saxon Childers
“Harriet Tubman: Conductor on the Underground Railroad”
Minty by Alan Shroeder and Jerry Pinkney
“My Furthest-Back Person—The African” by Alex Haley
“Go Down, Moses” Spiritual
“Freedom Walk” by Heather Melchert
Nightjohn by Gary Paulsen
Speaking/Listening:
Public speaking skills—planning for and delivering an effective presentation
Being an listener during public presentations and in class
Revised 10/30/2014