Unit 1 part 1 Knowing Who You Are Thank you Mam Short...

Grade 7

Language Arts

Week 2 September 8-12

Term 1 Unit 1 part 1

Knowing Who You Are

" Thank you Mam"

Short Story

Teacher: TÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{Åxw

Student’s Name: __________________

Dear parents,

Please make sure that your son follows this weekly plan and completes all the homework activities for the

week. This plan is a guide for what your son is going to study and do for the week. Please do not hesitate

to contact me ([email protected]) if you have any queries.

Weekly Plan + Homework Assignments

Day Classroom Activities Homework

Satu

rday

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8:5

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1:4

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Orientation Establishing classroom environment Book mapping

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Placement test Meeting standards Learning the language of literature Fiction

Mon

day

7:1

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Reading Fiction Preparing to read: “Seventh Grade” Daily language Skillbuilder Words to know

Words to know worksheet

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0 Reading :Seventh Grade

Vocabulary: context clues p. 1 Spelling: silent e words page 89

Vocabulary book p. 2 ex. B Spelling page 90

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Check homework Grammar: Complete subject and predicate Spelling and Dictation test

Grammar book p.2 ex. A

Note: All homework assignments are due the following day unless specified.

Study the following spelling words: silent e words

use create continue insure survive

believe mature televise confuse value

Dictation: On the first day of school, Victor stood in line half an hour before he came wobbly card table. He was

handed a packet of papers and a computer card on which he listed one elective, French. He already spoke

Spanish and English.

Kingdom Schools – Boys’ Intermediate English Department

Grade 7.1

Weekly Parent Information Letter

Term: 1 Week: 1 Date: Sep. 1-5, 2012

Topic/Theme: Seventh Grade by Gray Soto Genre: Short Story

A sentence is a group of words that expresses a complete thought. Every

complete sentence has two basic parts: a subject and a predicate.

The complete subject includes all the words that tell whom or what the sentence

is about.

Wildlife conservationists monitor endangered animals.

The complete predicate includes the verb and all the words that tell what the

subject is or what the subject does.

Endangered animals need protection.

Identifying Complete Subjects and Complete Predicates

Underline the complete subject once and the complete predicate twice.

EXAMPLE The blue whale needs protection from commercial hunters.

1. The clearing of forests destroys many animals’ habitats.

2. Some animals cannot adapt to new environments.

3. New laws protect the habitat of many threatened animals.

4. American bison became an endangered species in the 1800s.

5. The bison herd is growing once again.

6. Dangerous chemicals in the water and on land poison some types of animals

and birds.

7. National parks provide a safe place for animals to live.

8. The California condor population is getting bigger.

9. Many scientists are working to save the giant panda.

10. The Asiatic lion and the Bengal tiger still face extinction.

11. Endangered animals are the group most in danger of becoming extinct.

12. Threatened animals may be at risk as well.

13. Zoos raise some endangered animals in captivity.

14. Peregrine falcons and Hawaiian geese have been raised successfully this way.

15. Grown animals are released into wildlife refuges or national parks.

16. Pelican Island in Florida was the first federal wildlife refuge in the U. S.

17. The Fish and Wildlife Service helps to preserve endangered animals.

18. The World Wildlife Fund raises money for conservation programs.

19. About 40 kinds of birds became extinct in the last 200 years.

20. Two lost species are the passenger pigeon and the Carolina parakeet.

21. The California grizzly bear could not be saved from extinction.

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GRAMMAR, USAGE, AND MECHANICS BOOK 1

Lesson

1 Complete Subjects and Predicates Teaching

Name Date

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A. Identifying Complete Subjects and Predicates

Draw a vertical line between the complete subject and the complete predicate in

each of the following sentences.

EXAMPLE Several animals | are endangered today.

1. Tropical forests contain more kinds of animals than any other place.

2. Biologists discovered 43 different ants in one tree in South America.

3. A change in the tropical forest affects many species.

4. Many conservationists are worried about the destruction of tropical forests.

5. Pollution harms some types of animals as well.

6. Acid rain kills some animals and fish.

7. State and federal authorities want lower pollution levels.

8. Overhunting in an area changes the animal population.

9. Species often cannot maintain themselves in the face of these problems.

10. Yellowstone National Park is one of the biggest wildlife refuges in the

United States.

B. Using Complete Subjects and Predicates

On the line to the right of each item, write how each group of words could be

used: CS for a complete subject or CP for a complete predicate. Then use each

group of words in a complete sentence, adding a complete subject or complete

predicate as needed.

EXAMPLE a beautiful bird CSA beautiful bird landed on my windowsill.

1. a delicious picnic lunch ______________

__________________________________________________________________________________________

2. marched down the street ______________

__________________________________________________________________________________________

3. big cities ______________

__________________________________________________________________________________________

4. won the race ______________

__________________________________________________________________________________________ Copyright

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2 GRAMMAR, USAGE, AND MECHANICS BOOK

Lesson

1 Complete Subjects and Predicates More Practice

Name Date

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DAILY LANGUAGE SKILLBUILDER 1

Daily Language SkillBuilder

Proofread the sentences below and write them correctly.

Seventh Grade

1. Victor could of took Spanish, but he knewTeresa was in French class.

2. Michael thought a scowl made him lookmore old and attractiver to girl’s, butVictor didn’t agree.

Thank You, M’am

1. Roger didn’t expect Mrs. Jones’ purse tobe so heavy.

2. Roger might be thinking to hisself thatstealing is wrong.

L A N G U A G E 1

Seventh Grade (page 20)

Literary Analysis SkillBuilder

SettingThe setting of a story is the time and place where the events of the story occur. Itcan include such things as the geographic location, the historical time period, theseason of the year, the specific place, the weather, and the customs of a group ofpeople. A writer may use imagery—words and phrases that appeal to the senses—tohelp readers imagine the setting of the story more clearly.

A. Find details that describe the setting of the story and write them in the chart below.

B. Find details about the setting that appeal to your five senses. Write them in thefollowing chart and explain to which senses they appeal.

UNIT ONE LEARNING FROM EXPERIENCE 9

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Name Date

General Setting Details From Story

Geographic Location

Historical Period

Season

Place

Weather

People

Setting Detail Sensory Image

110 degrees in the shade Sense of touch

Students squirming in their chairs Sense of sight

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SPELLING 89

Lesson

1

Name Date

Silent e words and suffixes Teaching

Lesson Generalization: A suffix is a word ending that changes the use ofa word. When you add a suffix that begins with a vowel to a word that ends witha silent e, drop the e.

A. Complete the following exercise.

1. In the first row, what suffix has been added to base words to form spelling words? _______________

Write the words. _______________________ _______________________

2. In the second row, what suffix has been added to base words to form spelling words? ________________

Write the words. _______________________ _______________________

3. In the third row, what suffix has been added to base words to form spelling words? ________________

Write the words. _______________________ _______________________

4. In the fourth row, what suffix has been added to base words to form spelling words? ________________

Write the words. _______________________ _______________________

5. In the fifth row, what suffix has been added to base words to form spelling words? _______________

Write the words. _______________________ _______________________

6. In the sixth row, what suffix has been added to base words to form spelling words? _______________

Write the words. _______________________ _______________________

7. In the seventh row, what suffix has been added to base words to form spelling words? _______________

Write the words. _______________________ _______________________

8. In the eighth row, what suffix has been added to base words to form spelling words? ________________

Write the words. _______________________ _______________________

9. In the ninth and tenth rows, what suffix has been added to base words to form spelling words?

________________ Write the words. _________________________ _________________________

__________________________ __________________________

B. On a separate sheet of paper, use each of the spelling words in an originalsentence. Underline the spelling word in each sentence.

use + age = usagecreate + ive = creative

continue + ous = continuousinsure + ance = insurance

survive + al = survivalplease + ure = pleasuremature + ity = maturity

believe + able = believabletelevise + ion = televisionconfuse + ion = confusion

store + age = storagenarrate + ive = narrativeridicule + ous = ridiculousignore + ance = ignorance

refuse + al = refusalliterate + ure = literaturesecure + ity = securityvalue + able = valuable

complete + ion = completionrevise + ion = revision

Final silent e words and suffixes More Practice

1. usage 6. pleasure 11. storage 16. literature

2. creative 7. maturity 12. narrative 17. security

3. continuous 8. believable 13. ridiculous 18. valuable

4. insurance 9. television 14. ignorance 19. completion

5. survival 10. confusion 15. refusal 20. revision

A. Write the spelling word that matches each clue and fill in the boxes.

1. a corrected written work

2. disorder

3. delight

4. the condition of full development

5. lack of knowledge

6. story

7. going on without a break

8. foolish

9. easy to believe

10. What spelling word is in the shaded boxes? _______________________

B. Write a paragraph that uses at least 15 words from the spelling list, includingall of the words that are not used in exercise A.

90 SPELLING

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Context Clues Teaching

One way to figure out the meaning of a word that you do not know is bylooking it up in a dictionary. Another way is to look for clues in the words thatsurround it—that is, its context. Consider the word frail. Its dictionary definitionis “delicate; weak and fragile.” You can also figure out the word’s generalmeaning by using context clues. Consider the following sentence:

Weak and tired after a long day, the little girl was in a frail state.

The meaning of the word frail is given in the context clue, “weak and tired.”

A. Context Clues in Action

In each sentence below, underline the context clues that help you understandthe general meaning of the italicized word. Write what you think the wordmeans on the first line. Then check your answer using a dictionary.

1. For your persuasive argument to beeffective, you need to convince youraudience with relevant facts, statistics, andexamples.

your definition: ________________________

dictionary definition: ___________________

2. Stop teasing me! Just because you are abetter tennis player doesn’t mean youshould belittle my abilities.

your definition: ________________________


3. Climbing the rocky hill made me falter, and Ialmost fell.

your definition: ________________________


4. The way he lurked in the shadows increasedour suspicion of the stranger.

your definition: ________________________


5. When her two best friends argue, Rachelremains neutral, refusing to take sides.

your definition: ________________________


6. The sweater was of inferior quality—it wastorn and had a missing button.

your definition: ________________________


7. They decided to go out in the boat afterlistening to a favorable weather forecast.

your definition: ________________________


8. It’s hard to resist the temptation of a freshlybaked apple pie on the kitchen counter.

your definition: ________________________


9. I look neat, tidy, and presentable.

your definition: ________________________


10. Your behavior has earned my mistrust; Idon’t have any confidence in you.

your definition: ________________________


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VOCABULARY 1

Lesson

1

Name Date

Context Clues More Practice

effective falter neutral presentable temptationbelittle suspicion inferior favorable mistrust

B. Vocabulary Words in Action

In each sentence, use a word from the vocabulary list above. Make sure the wordyou choose fits the overall meaning of the sentence. Use a dictionary if needed.

1. Jack made a __________________ impression on the other members and was quickly voted into theclub.

2. She gave in easily to __________________, which is why we weren’t sure we could trust her.

3. Tara was careful not to stumble or __________________ during her gymnastics routine.

4. People who think of others as __________________, or beneath them, often find ways to tease or__________________ them.

5. My __________________ about the cookie thief was confirmed when I saw my little brother wiping

the crumbs from his mouth. I always __________________, or doubt, him around his favorite foods!

6. Most of my friends have strong feelings on the issue, but I am __________________.

7. Her years in student government helped make her a capable and __________________ publicspeaker.

8. Combing my hair and washing my face made me look __________________—appropriate to be seenby others.

C. Vocabulary Challenge

Read the following sentences and underline each of the context clues. Then addthe correct vocabulary word to each sentence.

contagious ambitious obligation flaw secretive

1. His goals were __________________, and he knew that it would take hard work and determinationto reach them.

2. I promised to take care of the dog—he is my __________________.

3. The nurse said Amber was __________________ and sent her home from school to keep the otherstudents from getting sick.

4. Being impatient is my worst __________________; it is quite a shortcoming.

5. Because Joy sat quietly in the back of the class, the other students thought she was being

__________________.

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2 VOCABULARY

Lesson

1

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12 UNIT ONE LEARNING FROM EXPERIENCE

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Name Date

Seventh Grade (page 20)

Words to Know SkillBuilder

Words to Knowbluff elective linger quiver sheepishlyconviction ferocity portly scowl trudge

A. Use the context clues to determine which word from the list best completes thesentence. Write the answer in the space provided.

1. Mr. Lucas was a man, but he was light on his feet.

2. Victor tried to that he knew French, but his teacherunderstood that he did not.

3. Knowing that Teresa was nearby, Victor would in thehallway instead of going straight to class.

4. Michael would to impress girls, not because he wasangry.

5. Spanish was an class; on the other hand, math wasrequired.

6. The ballet teacher told Teresa not to , but to walkgracefully.

7. Victor told himself with that Teresa will be his girl thisyear, but deep down he was not sure.

8. When Michael scowled, his upper lip would slightly,although the rest of his face was motionless.

9. When Mr. Bueller asked if anyone knew French, Victor’s hand shot up confidently;but when he is asked to speak it, he looks at the teacher

.

10. Michael’s expression was full of , but when Belindasaw it, she smiled.

B. The following words have more than one meaning: bluff and quiver. Write asentence for each of these words using different meanings than the ones in “Seventh Grade.”

Copyright © McDougal Littell Inc.

WritingWrite a Letter To get students started on this assignment, have themreread this part of the story. Remindstudents to write from the first personpoint-of-view.

Use Writing Transparencies, p. 23, for additional support.

WritingWrite a Letter Put yourself inVictor’s shoes. Write a letterthat Victor might send to agood friend about hisexperience in French class.Remember that he “was tooweak from failure,” “had neverbeen so embarrassed,”“looked sheepishly.” What didVictor learn about himselffrom those feelings? Addressthe one-page letter tosomeone you know, and usethe first-person point of view(“I was so embarrassed todaybecause . . .”). Place your draftin your Working Portfolio.

Unit 1 part 1 Knowing Who You Are Thank you Mam Short...

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