7th Grade Core Curriculum Standards with Resources and ... · PDF file7th Grade Core Curriculum Standards with Resources and Activities ... syllabication that aid in correct ... and

7th Grade Core Curriculum Standards with Resources and Activities

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.1 (READING)

3.1.7.A Concepts About Print

7.A.1 Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information.

7.A.2 Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text).

3.1.7.B. Phonological Awareness

No additional indicators at this grade level

3.1.7.C.

Decoding & Word Recognition

7.C.1 Distinguish among the spellings of homophones (e.g. cite, site, sight).

A Midsummer Night’s Dream – Understand how Bottom uses malapropisms. Identify them and substitute with the correct word.

A Midsummer Night’s Dream by William Shakespeare

7.C.2 Apply spelling rules and syllabication that aid in correct spelling.

7.C.3 Continue to use structural analysis and context analysis to decode new words.

3.1.7.D Fluency 7.D.1. Read aloud in selected texts

reflecting understanding of the text and engaging the listener.

7.D.2 Read increasingly difficult texts silently with comprehension and fluency.

By second half of the school year, seventh grade will read, Habibi, by Naomi Shihab Nye, with weekly comprehension checks. Students will also read a book of choice (one a month) and be tested by Accelerated Reader.

Habibi by Naomi Shihab Nye

7.D.3 Apply self-correcting strategies to decode and gain meaning from print both, orally and silently.

7.D.4 Reread informational text for clarity. 3.1.7.E.

Reading Strategies (before, during, and after reading)

7.E.1. Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences.

Short Story Unit- Prior to reading “Charles” by Shirley Jackson, students should list behaviors a “naughty” child might do. Share results with class. Following the reading, determine whether or not the student’s prediction was correct.

“Charles” by Shirley Jackson

7.E.2 Use increasingly complex text guides to understand different text structure and organizational patterns (e.g., chronological sequence or comparison and contrast.

Short Story Unit – Compare and contrast science fiction stories by Ray Bradbury and Road Serling.

“Something Wicked This Way Comes” and “All Summer in a Day” by Ray Bradbury. “Time Enough at Last” and “The Prime Mover” by Rod Serling.

3.1.7.F.

Vocabulary and Concept Development

7.F.1 Develop an extended vocabulary through both listening and independent reading.

7.F.2. Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.

7.F.3 Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources

7.F.4 Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

A Midsummer Night’s Dream – While reading this drama, ask class to identify literal and figurative meanings. Compose a list of how the meanings would change if used the opposite way.


3.1.7.G. Comprehension Skills and Response to Text

7.G.1 Speculate about text by generating literal and inferential questions

Poetry Unit – Speculate both aspects while reading a

Refer to poetry selection

variety of poetry. 7.G.2 Distinguish between essential and

nonessential information.

7.G.3 Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts

Night – Discuss tactics Nazi’s used with propaganda posters. Discuss bias crimes as they are found in various newspapers. Discuss past current events from paper.

Night by Elie Weisel

7.G.4 Articulate the purposes and characteristics of different genres.

At the end of the school year, discuss and label all texts read in class. Example – A Midsummer Night’s Dream by William Shakespeare – Comedic Drama and The Pearl by John Steinbeck – Folklore. Create posters to draw positives about each genre.

All texts read in the course of the school year.

7.G.5 Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness.

Night – Create a five paragraph theme essay utilizing three of the four themes discussed. Themes include:


7.G.6 Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors.

7.G.7 Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.

Short Story Unit – Read “After Twenty Years” by O. Henry and discuss reasons why Joe would have his friend meet him, only to betray him. Discuss how

“After Twenty Years” by O. Henry

occupation and morals play a role.

7.G.8 Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding.

Night – While studying the holocaust, analyze children’s poetry from concentration camps, from “I Never Saw Another Butterfly”. Discuss children’s role in war

“I Never Saw Another Butterfly” Children’s Drawings and Poems from Terezin Concentration Camp 1942–1944. By Hana Volavkova (Editor)

7.G.9 Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding.

Short Story Unit- Discuss theme of bravery in Something Wicked This Way Comes by Ray Bradbury. List all characters who exhibited this trait and how.

Something Wicked This Way Comes by Ray Bradbury

7.G.10 Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.

Poetry Unit- Read “Annabel Lee” by Edgar Allen Poe and discuss whether or not it was written for his wife – discuss syllables in name, cause of death, etc.

“Annabel Lee” by Edgar Allen Poe

7.G.11 Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical and stylistic features of text.

Poetry Unit – Read “The Cremation of Sam McGee” and identify the meter used and the sound the poem produces.

“The Cremation of Sam McGee” by Robert Service

7.G.12 Identify and analyze recurring themes across literary works.

Short Story Unit – Discuss the theme of “be careful what you wish you” found in “The Monkey’s Paw” and “The Third Wish” and “The Necklace”. Discuss how the same theme can be different

Refer to short story selctions

in a variety of short stories. 7.G.14 Compare and contrast the

perspectives of authors in a variety of interdisciplinary works.

7.G.15 Interpret text ideas through journal writing, discussion, and enactment.

A Midsummer Night’s Dream – Write as letter to Quince’s wife, from Quince. Discuss the different problems he is encountering from the actors. Write a journal entry from one of the main characters discussing occurrences that have happened in play.


7.G.16 Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.

Night- Analyze a variety of train schedules from the era and discuss why it be crucial to understand one(example: smuggling Jews out of occupied countries).


7.G.17 Interpret idiomatic expressions. 3.1.7.H Inquiry and Research

7.H.1 Produce written and oral work that demonstrates comprehension of informational materials.

7.H.2 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.

Short Story Unit – Read “The Sniper” by Liam O’Flaherty and discuss past/current issues with the IRA and Catholics and Protestant in Ireland. Discuss how O’Flaherty’s heritage plays a role in his writing.

“The Sniper” by Liam O’Flaherty

7.H.3 Collect materials for a portfolio that reflect possible career choices.

Language Arts Workshop – Discuss possible career opportunities based on interests. Create a poster with three possible choices and share with the class.

Internet Research

7.H.4 Self-select materials appropriately related to a research project.

Language Arts Workshop – Create a research paper about topic of choice. Follow guidelines and timeline provided by teacher.

Library Research Internet Research

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.2 (WRITING)

3.2.7.A Writing as a Process (prewriting, drafting, revising, editing, postwriting)

7.A.1 Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.

Short Story Unit – Following the short story unit, create a short story including all elements (theme, point of view, characters, setting, conflict). A plot chart will also be included. The Pearl- Rewrite The

Short Story Unit The Pearl by John Steinbeck

Pearl as a children’s book. Make sure to include all elements, just make appropriate for school aged children.

7.A.2 Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.

The Pearl – Create journal entries from Kino’s point of view. Discuss how all of his actions have lead to the following consequences. Night – Write a letter from Elie to a friend who is not being relocated to the ghetto. Discuss the new rules being enforced and reactions to these rules.

The Pearl by John Steinbeck Night by Elie Weisel

7.A.3 Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).

A Midsummer Night’s Dream – Prior to writing a five paragraph character analysis essay, brainstorm in small groups all traits held by the following characters: Oberon, Titania, Botton, Quince, Hermia, Helena, Lysadner, Theseua and Demetrius.


7.A.4 Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.

A Midsummer Night’s Dream – After using an outline to create character analysis essay, have students self –correct anfd partner correct draft, using revision sheets provided by teacher.


7.A.5 Demonstrate understanding of a scoring rubric to improve and evaluate writing.

Language Arts Workshop- Use a New Jersy Holistic Scoring Rubric to correct a classmates work. Mark on the rubric where improvements can be made. List suggestions.

Language Arts Workshop

7.A.6 Compose, revise, edit, and publish writing using appropriate word processing software.

A Midsummer Night’s Dream – In class, compose a rough draft of a character analysis. Have a partner correct it and make suggestions. Revise and type.


7.A.7 Reflect on own writing, noting strengths and setting goals for improvement.

Night- After composing theme essay, use a self-guided grading rubric to make improvements.


3.2.7.B Writing as a Product (resulting in a formal product or publication)

7.B.1 Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.

Poetry Unit – Recognize and identify stanzas in poetry. Be very specific in identification (couplet, tercet, quatrain, etc.) Short Story Unit – Use one object to symbolize each short story read and create a poster montage. Attach a sheet of explanation for each item drawn.

Refer to poetry and short story selections.

7.B.2

Write various types of prose, such as short stories, biographies,

Language Arts Workshop –Write a memoir (personal

autobiographies, or memoirs that contain narrative elements.

narrative) discussing a personally important event. Focus on the need for sharing this event (the “so what”). Include dialogue, transitions and new vocabulary. Also, have strong introduction and clincher sentences.

7.B.3 Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page.

Language Arts Workshop – Choose a topic of choice and write a research paper. There will be a timeline so all areas a re submitted on time. Quotations and works cited page must be used correctly (after model)

7.B.4 Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.

Language Arts Workshop – Write a five paragraph persuasive essay arguing the need for or against school uniforms. Write a descriptive essay focusing on a special event. Be sure to include all five senses. Allow 25 minutes to write speculative essays, in order to prepare for state testing.

7.B.9 Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between

Use guided outlines while writing any type of long term essay (descriptive, personal narrative,

ideas. character analysis, theme essay)

3.2.7.C Mechanics, Spelling, and Handwriting

7.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting

In all areas, have students correct spelling, mechanics and grammar. Have writing be legible.

7.C.2 Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way

7.C.3 Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.

7.C.4 Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas.

7.C.5 Use transition words to reinforce a logical progression of ideas.

A Midsummer Night’s Dream – Use at least one transition in each paragraph. Identify the best choices for each paragraph.


7.C.6 Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

In all essays submitted, have students correct all mistakes.

7.C.7 Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to

In all essays submitted, have students correct all spelling errors by using a

edit written work. dictionary. 7.C.8 Write legibly in manuscript or

cursive to meet district standards In all areas, have students writing be legible.

3.2.7.D

Writing Forms, Audiences, and Purposes (exploring variety of

forms)

7.D.1 Gather, select, and organize information appropriate to a topic, task, and audience.

Language Arts Workshop- Have students uses a “T Chart” to organize pros and cons for a persuasive essay.

7.D.2 Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).

Language Arts Workshop- For an expository essay, have students organize suggestions on the following topic: If you could have four new faces on Mt. Rushmore, who would you pick and why?

7.D.3 Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information

Short Story Unit – After reading “The Goldbug” by Edgar Allen Poe, decide what happened to the boy, based on what student would have personally done.

“The Goldbug” by Edgar Allen Poe

7.D.4 Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.

Poetry Unit – Model self-made poetry after ones previously read in class.(ABAB pattern, AABB pattern, no rhyme, haiku, acrostic, etc.) Identify specific type.

Refer to Poetry Selections

7.D.5 Use narrative and descriptive writing techniques that show

Literature and Language Arts Workshop- While

compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters).

writing speculative prompt, encourage class to use dialogue to enhance writing. Also, use five senses to create a descriptive feel to the writing.

7.D.6 Use primary and secondary sources to understand the value of each when writing a research report.

7.D.7 Write reports based on research and include citations, quotations, and works consulted page

Language Arts Workshop – Choose a topic of choice and write a research paper. There will be a timeline so all areas a re submitted on time. Quotations and works cited page must be used correctly (after model)

7.D.8 Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.

Night – Read an article about Prince Harry wearing the Nazi uniform to a Halloween party. Form an opinion whether or not this was appropriate. Use background knowledge about the holocasut to come to this conclusion


7.D.9 Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.

Literature- When answering all types of questions, use evidence from text to support answers.

7.D.10 State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.

Language Arts Workshop – Write a five paragraph persuasive essay arguing the need for or against school uniforms

7.D.11 Present evidence when writing persuasive essays, examples, and justification to support arguments.

Language Arts Workshop – Write a five paragraph persuasive essay arguing the need for or against school uniforms

7.D.12 Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.

Language Arts Workshop- Use a pro and con chart to identify best point of view for writing a persuasive essay.

7.D.13 Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

7.D.14 Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).

Literature- All writing and tests will be kept in a portfolio over the span of two years to show growth as a writer.

7.D.15 Review scoring criteria of relevant rubrics.

Literature- Always discuss scoring criteria prior to assignments.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.3 (SPEAKING)

3.3.7.A Discussion

7. A.1 Support a position, acknowledging opposing views.

Poetry Unit- Debate whether or not The Grinch Who Stole Christmas is a

The Grinch Who Stole Christmas by Dr. Suess

short story or poem. Use prior knowledge discussed in class to support specified side.

7. A.2 Present ideas and opinions spontaneously in response to a topic or other speakers.

7. A.3 Apply rules for cooperative or whole class debate on a controversial issue

The Giver – Hold a debate on whether or not a Utopian society could happen. Discuss pros and cons.

The Giver by Lois Lowry

7. A.4 Define group roles using consensus to ensure task is understood and completed.

7. A.5 Participate in an informal debate (e.g., small group discussion).

A Midsummer Night’s Dream – Discuss who is responsible for the love madness in the drama- Oberon or Puck.


7.A.6 Respond orally to literature. Daily class discussion. 7.A.7 Participate in class discussions

appropriately Daily class discussion.

3.3.7.B

Questioning (Inquiry) and Contributing

7.B.1 Paraphrase others' comments to clarify viewpoints.

Short Story Unit – In pairs, discuss favorite short story and reasons why. Share findings with the class.

Refer to Short Story List

7.B.2 Question to clarify others' opinions. Short Story Unit – In pairs, discuss favorite short story and reasons why. Share findings with the class.


7.B.3 Talk with others to identify and Short Story Unit- Discuss Refer to Short

explore issues and problems. background of Edgar Allen Poe and how it contributes to his dark nature of story writing.

Story List

7.B.4 Solve a problem or understand a task through group cooperation.

3.3.7.C Word Choice 7.C.1 Paraphrase, illustrate, clarify, and/or

expand on a topic or idea. The Pearl- Pearl Envisions- Illustrate what students would do with Kino’s new found fortune.

The Pearl by John Steinbeck

7.C.2 Develop and use advanced vocabulary related to a topic.

Vocabulary Study – Use past vocabulary words as a guide for using better vocabulary in essays.

Vocabulary

7.C.3 Use language that stimulates an audience's interest.

Literature- As a class, discuss thesis statements and create one together. Discuss importance of grabbing the audiences attention.

7.C.4 Incorporate varied sentence structure and correct grammar

In all essays submitted, have students vary sentence structure and correct grammatical errors.

3.3.6.D Oral Presentation 7.D.1 Use writing to prompt discussion and

enhance planning of formal and informal presentations.

7.D.2 Use visual aids, media, and/or technology to support oral communication.

7.D.3 Give oral presentations to different audiences for various purposes, such as summaries of books and articles,

Book Review- Give an oral presentation reviewing the book read and give a brief

narratives, and persuasive topics. summary. 7.D.4 Acknowledge the audience with eye

contact and use appropriate verbal responses to clarify questions and inquiries.

Language Arts Workshop – Public Speaking Unit – Explanatory and extemporaneous speeches.

7.D.5 Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery

Language Arts Workshop- Have students provide positive criticism after speeches.

7.D.6 Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations.


7.D.7 Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others.


7.D.8 Read aloud with fluency In all areas of Literature. STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS. Standard Strand Behavioral Objectives Activities/Assessment Resources

3..4 (LISTENING)

3.4.7.A

Active Listening

7.A.1 Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one or small group).

Short Story Unit- Read “Seventh Grade” by Gary Soto in groups of three.

“Seventh Grade” by Gary Soto

7.A.2 Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy.

Short Story Unit- Have students actively listen as teacher reads a variety of stories aloud.


7.A.3 Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message.


7.A.4 Recognize persuasive techniques and credibility in oral communication.

Night – Watch Adolf Hitler’s speeches and discuss crowds readiness to follow because of his ability to address an audience.


7.A.5 Listen to determine a speaker’s purpose, attitude, and perspective.

7.A.6 Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions


6.A.7 Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.


3.4.7.B Listening Comprehension 7.B.1 Interpret a speaker's verbal and

nonverbal messages, purposes, and perspectives.

7.B.2 Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Night – Use audio cassettes to read story as a whole group.


7.B.3 Critique information heard or viewed

7.B.4 Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric).


7.B.5 Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions.


7.B.6 Make inferences based on an oral report or presentation.


STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES. Standard Strand Behavioral Objectives Activities/Assessment Resources 3.5 (VIEWING AND MEDIA LITERACY)

3.5.7.A

Constructing Meaning

7.A.1 Analyze aspects of print and electronic texts that support the

author's point of view, opinion, or attitude.

7.A.2 Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions.

Short Story Unit- Watch the following stories on video – “The Lonely” “The Goldbug” “Time Enough at Last” “To Build a Fire” “The Gift of the Magi”

“The Lonely” by Rod Serling “The Goldbug” by Edgar Allen Poe “Time Enough at Last” by Rod Serling “To Build a Fire” by Jack London “The Gift of the Magi” by O.Henry

7.A.3 Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages

Poetry Unit- Read “The Cremation of Sam McGee” and “Sarah Cynthia Sylvia Snout” for humor.

“The Cremation of Sam McGee” by Robert Service “Sarah Cynthia Sylvia Stout” by Shel Siverstein

7.A.4 Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic.

3.5.7.B Visual and Verbal Messages 7.B.1 Analyze and compare the pros

and cons of visual and verbal advertising.

7.B.2 Evaluate media messages for credibility.

7.B.3 Develop criteria/rubric to judge the effectiveness of visual and verbal presentations.

7.B.4 Make inferences based upon the content of still images.

Language Arts Workshop –Speculative Writing Prompts

7.B.5 Compare and contrast media sources, such as film and book versions of a story.

The Short Story Unit- Use a venn diagram to compare and contract videos to text.


3.5.7.C

Living with Media

7.C.1 Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric).

7.C.2 Analyze media content for emotional effect on audience.

The Short Story Unit- After reading “The Tell Tale Heart” discuss the effect it would have on the audience.

“The Tell Tale Heart” by Edgar Allen Poe

7.C.3 Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information.

The Short Story Unit- Create a power point presentation on any author discussed in unit.


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7th Grade Core Curriculum Standards with Resources and ... · PDF file7th Grade Core Curriculum Standards with Resources and Activities ... syllabication that aid in correct ... and