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Rattlesnake Hunt
Due Date: 2/8/2018
Subject: Language Arts 7

Rattlesnake Hunt Test

http://teachers.henrico.k12.va.us/elko/green_c/Elko/English/stories/Rattlesnake%20Hunt%20story.pdf

 



Scantron Testing
Due Date: 2/6/2018
Subject: Language Arts 7


Scantron Testing
Due Date: 2/5/2018
Subject: Language Arts 7


EQT Review - 2nd Quarter
Due Date: 12/11/2017
Subject: Language Arts 7

Practice EQT Test:  Click the link below.  Select the length of your test and begin.  

 

 http://lumoslearning.com/llwp/resources/common-core-parcc-practice-tests-and-sample-questions/practice-test.html?cur=551&id=7479

 

Types of Sentences Review:

http://webcache.googleusercontent.com/search?q=cache:2ashGPrKhc4J:classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Simple,%2520Compound,%2520and%2520Complex%2520Sentences%2520in.ppt+&cd=1&hl=en&ct=clnk&gl=us

 

Context Clues Practice:

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-use-context-clues-to-determine-word-meanings-ccss-ela-literacy-l-7-4-a-problems

 

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-ccss-ela-literacy-l-7-4-problems

 

Informational Text:

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-reading-informational-text-problems

 

Textual Evidence:

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-ccss-ela-literacy-rl-7-1-problems

 

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-cite-several-pieces-of-evidence-to-support-textual-analysis-and-inferences-ccss-ela-literacy-ri-7-1-problems

 

Story Elements:

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-analyze-how-story-elements-interact-ccss-ela-literacy-rl-7-3-problems

Practice Test:

https://www.varsitytutors.com/begin-common_core_7th_grade_english_language_arts-reading-literature-problems

 

 

 



CFA
Due Date: 11/16/2017
Subject: Language Arts 7


Zoo Test
Due Date: 11/14/2017
Subject: Language Arts 7

http://stevenliter.com/Reading/zoo.html



Amigo Brothers Test
Due Date: 11/6/2017
Subject: Language Arts 7

 

http://cmsamerican.com/wp-content/uploads/2012/09/Grade-7Amigo-Brothershreader.pdf

 



AR 50%
Due Date: 11/2/2017
Subject: Language Arts 7


Rikki-Tikki-Tavi/Bear Boy Narrative
Due Date: 10/30/2017
Subject: Language Arts 7

Both "Rikki-Tikki-Tavi" and "Bear Boy" tell stories of how wild animals can be very protective of humans.  Write a narrative to tell what happens next in "Rikki-Tikki-Tavi" or "Bear Boy" in which they protect a human again.  Cite textual evidence from the stories to support details in your narrative.

8-10 sentences

Sentence Fluency and Ideas will be graded.

Blue/Black ink in Cursive



Bear Boy
Due Date: 10/27/2017
Subject: Language Arts 7

THe Bear Boy

Joseph Bruchac

Long ago, in a Pueblo village, a boy named Kuo-Haya lived with his father. But his father did not treat him well. In his heart he still mourned the death of his wife, Kuo-Haya’s mother, and did not enjoy doing things with his son. He did not teach his boy how to run. He did not show him how to wrestle. He was always too bust.

As a result, Kuo-Haya was a timid boy and walked about stooped over all of the time. When the other boys raced or wrestled, Kuo-Haya slipped away. He spent much of his time alone.

Time passed, and the boy reached the age when his father should have been helping him get ready for his initiation into manhood. Still Kuo-Haya’s father paid no attention at all to his son.

Vocabulary

timid (tim´ id) adj. shy; fearful

initiation (i nish´ ē ā´ shən) n. process that makes a person a member of a group

One day Kuo-Haya was out walking far from the village, toward the cliffs where the bears lived. Now the people of the village always knew they must stay away from these cliffs, for the bear was a very powerful animal. It was said that if someone saw a bear’s tracks and followed them, he might never come 221 back. But Kuo-Haya had never been told about this. When he came upon the tracks of a bear, Kuo-Haya followed them along an arroyo, a small canyon cut by a winding stream, up into the mesas.1 The tracks led into a little box canyon below some caves. There, he came upon some bear cubs.

mesas (mā´ səz) n. plateaus (or flat-topped hills) with steep sides.

Vocabulary

canyon (kan´ yən) n. long narrow valley between high cliffs

Make Predictions

When they saw Kuo-Haya, the little bears ran away. But Kuo-Haya sat down and called to them in a friendly voice.

“I will not hurt you,” he said to the bear cubs. “Come and play with me.” The bears walked back out of the bushes. Soon the boy and the bears were playing together. As they played, however, a shadow came over them. Kuo-Haya looked up and saw the mother bear standing above him.

 

“Where is Kuo-Haya?” the people asked his father.

“I do not know,” the father said.

“Then you must find him!”

So the father and other people of the pueblo began to search for the missing boy. They went through the canyons calling his name. But they found no sign of the boy there. Finally, when they reached the cliffs, the best trackers found his footsteps and the path of the bears. They followed the tracks along the arroyo and up into the mesas to the box canyon. In front of a cave, they saw the boy playing with the bear cubs as the mother bear watched them approvingly, nudging Kuo-Haya now and then to encourage him.

The trackers crept close, hoping to grab the boy and run. But as soon as the mother bear caught their scent, she growled and pushed her cubs and the boy back into the cave.

“The boy is with the bears,” the trackers said when they returned to the village.

“What shall we do?” the people asked.

“It is the responsibility of the boy’s father,” said the medicine man. Then he called Kuo-Haya’s father to him.

“You have not done well,” said the medicine man. “You are the one who must guide your boy to manhood, but you have neglected him. Now the mother bear is caring for your boy as you should have done all along. She is teaching him to be strong as a young man must be strong. If you love your son, only you can get him back.”

Vocabulary

approvingly (ə prv´ iɳ lē) adv. with acceptance.

neglected (ni gleckt´ əd) v. failed to take care of

Reading Check

How does Kuo-Haya end up living with the bears?

Every one of the medicine man’s words went into the 222 father’s heart like an arrow. He began to realize that he had been blind to his son’s needs because of his own sorrow.

“You are right,” he said. “I will go and bring back my son.”

Kuo-Haya’s father went along the arroyo and climbed the cliffs. When he came to the bears´ cave, he found Kuo-Haya wrestling with the little bears. As the father watched, he saw that his son seemed more sure of himself than ever before.

“Kuo-Haya,” he shouted. “Come to me.”

The boy looked at him and then just walked into the cave. Although the father tried to follow, the big mother bear stood up on her hind legs and growled. She would not allow the father to come any closer.

So Kuo-Haya’s father went back to his home. He was angry now. He began to gather together his weapons, and brought out his bow and his arrows and his lance.2 But the medicine man came to his lodge and showed him the bear claw that he wore around his neck.

lance (lans) n. long spear.

 

“Those bears are my relatives!” the medicine man said. “You must not harm them. They are teaching your boy how we should care for each other, so you must not be cruel to them. You must get your son back with love, not violence.”

Kuo-Haya’s father prayed for guidance. He went outside and sat on the ground. As he sat there, a bee flew up to him, right by his face. Then it flew away. The father stood up. Now he knew what to do!

Vocabulary

guidance (gīd´ ’ns) n. advice or assistance

“Thank you, Little Brother,” he said. He began to make his preparations. The medicine man watched what he was doing and smiled.

Kuo-Haya’s father went to the place where the bees had their hives. He made a fire and put green branches on it so that it made smoke. Then he blew the smoke into the tree where the bees were. The bees soon went to sleep.

Carefully Kuo-Haya’s father took out some honey from their hive. When he was done, he placed pollen and some small pieces of turquoise3 at the foot of the tree to thank the bees for their gift. The medicine man, who was watching all this, smiled again. Truly the father was beginning to learn.

 

Kuo-Haya’s father traveled again to the cliffs where the bears 223 lived. He hid behind a tree and saw how the mother bear treated Kuo-Haya and the cubs with love. He saw that Kuo-Haya was able to hold his own as he wrestled with the bears.

He came out from his hiding place, put the honey on the ground, and stepped back. “My friends,” he said, “I have brought you something sweet.”

The mother bear and her cubs came over and began to eat the honey. While they ate, Kuo-Haya’s father went to the boy. He saw that his little boy was now a young man.

“Kuo-Haya,” he said, putting his hands on his son’s shoulders, “I have come to take you home. The bears have taught me a lesson. I shall treat you as a father should treat his son.”

“I will go with you, Father,” said the boy. “But I, too, have learned things from the bears. They have shown me how we must care for one another. I will come with you only if you promise you will always be friends with the bears.” The father promised, and that promise was kept. Not only was he friends with the bears, but he showed his boy the love a son deserves.



Rikki-Tikki-Tavi
Due Date: 10/18/2017
Subject: Language Arts 7

http://www.cs.cmu.edu/~mongoose/rtt.html

 



EQT Review 2017 - 1st Quarter
Due Date: 10/3/2017
Subject: Language Arts 7

 

Short Story Elements

https://www.shsu.edu/~txcae/Powerpoints/prepostest/shotstorypostest.html

https://prezi.com/v5lmr2ojn1ho/elements-of-a-short-story/

 

Theme

https://www.youtube.com/watch?v=qTKnoCWK-wc

 

Summarizing

http://www.shsu.edu/txcae/Powerpoints/prepostest/summarizationpostest2.html

https://www.quia.com/rr/86000.html

 http://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/summarizing-worksheets-and-activities/

 

Central Idea

http://teacher.depaul.edu/Skill-Focused-Readings/Grade%207%20Main%20Idea.pdf

http://www.learningfarm.com/web/practicePassThrough.cfm?TopicID=1125

 

Context Clues

http://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/context-clues-worksheets/

http://www.quia.com/quiz/1449361.html?AP_rand=1547575708

http://www.softschools.com/quizzes/language_arts/using_context_clues/quiz1280.html

 

Plot

https://www.youtube.com/watch?v=N7tD4VR2FWA

https://www.studystack.com/flashcard-248060

 

 

 

 

 

 



AR Goal Day
Due Date: 9/29/2017
Subject: Language Arts 7

Last day for AR!



from An American Childhood Test
Due Date: 9/26/2017
Subject: Language Arts 7

http://patgrade7la.wikispaces.com/file/view/excerpt-from-american-childhood.pdf

 



Lemon Brown questions
Due Date: 9/15/2017
Subject: Language Arts 7



The Treasure of Lemon Brown
Due Date: 9/14/2017
Subject: Language Arts 7

Students will have a test on the short story, "The Treasure of Lemon Brown," on Thursday, September 14.

 

http://www.columbiana.k12.oh.us/teach/edwards_jody/OTHER%20STUFF/The-Treasure-of-Lemon-Brown.pdf

 



CFA - Weeks 1-3 (Tuesday, August 29)
Due Date: 8/29/2017
Subject: Language Arts 7

CFA: Common Formative Assessment

This test will assess students on the objectives taught the first three weeks of school.

6 Traits of Writing

Writing Process

Theme

Central Idea

Objective Summary

Context Clues



mk
Due Date: 8/21/2017
Subject: Language Arts 7

Click on the link below to read "mk."

http://reading-d-b.ockerman.ms.groupfusion.net/modules/locker/files/get_group_file.phtml?gid=575251&fid=15277041

 



Papa's Parrot Test
Due Date: 8/18/2017
Subject: Language Arts 7

Click on the link below to reread the story:

 

http://amity.nfshost.com/files/parrot.pdf

 

 



Writing Traits/Process Test
Due Date: 8/17/2017
Subject: Language Arts 7

Review the writing traits and process by clicking on the link below:

http://kpetersonbpd3.weebly.com/6-traits.html

https://i.pinimg.com/736x/f6/be/d2/f6bed285b431ad3a8b1f4d78aa0bdaec--writing-process-charts-writing-tips.jpg

 

 

 



Letter to Teacher
Due Date: 8/14/2017
Subject: Language Arts 7

Letter to Teacher Assignment                                           

 

Your task is to write me a letter, introducing yourself to me. Your information needs to be as specific as possible. Your letter must be neat and easy to read. Remember to do your best writing; the letter will tell me information about you, but it will also give me a first glance at your writing! Your paragraphs should have at least 4 sentences, but can be more. Your letter should follow this format:

 

          Begin with a salutation:  Dear Mrs. Smith,

 

Paragraph One:  Include information about yourself, (your family, places you have lived, your pets, any travels, jobs, sports, hobbies, unique interests and/or talents, etc.) Be sure to include names and ages where appropriate. Be specific with your information.

 

Paragraph Two:  Include information about you and the subject of language arts. What do you like to read? What movies have you enjoyed? What are your art and music interests? What are your interests outside of academic classes? How do you learn best? What grade do you normally make in language arts?

 

Paragraph Three:  Include information about your goals. These would include goals for this class, for this school year, for all of high school, for life after high school, and for your life’s goal.

 

Finally, end with a closing:  Your student, Sincerely, Yours Truly, etc. Your name should be signed in cursive.

 

 

 



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