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Hillcrest Middle School
510 Garrison Road
Simpsonville, SC 29681


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Karen Snipes > 7th Grade Literature Syllabus

7th Grade Literature

Teacher:  Karen Snipes

Room:  300

Phone:  355-6182


Web Address:

Teacher Schedule:            

       1st - 7th Grade Literature

       2nd – 7th Grade Literature

       3rd - Plan

       4th - 7th Grade Literature


       5th – 7th Grade Literature

       6th -  7th Grade Literature


Required Texts

        Prentice Hall Literature, 7th Grade:  Prentice Hall 2007

Additional resources- Novels from the approved list for the school district

Newspapers, magazines, supplemental materials, audio/video components correlated with the curriculum.


Required daily supplies for students


Pencil & Pen (blue or black)

Notebook of your choice with pockets or rings to secure handouts



Course Description

The Language Arts class will encompass the areas of reading, listening, speaking, and writing.


Course Content:  South Carolina English Language Arts Standards for Grade 7:

 (Full version of the standards available at 


Standard 7-1                        The student will read and comprehend a variety of literary texts in print and nonprint formats.

7-1.1                       Analyze literary texts to draw conclusions and make inferences.

7-1.2                       Explain the effect of point of view on a given narrative text.

7-1.3                       Interpret devices of figurative language (including extended metaphor and oxymoron).

7- 1.4                       Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.

7-1.5                       Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

7-1.6                       Analyze a given literary text to determine its theme.

7-1.7                       Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

7-1.8                       Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).

7-1.9                       Read independently for extended periods of time for pleasure.


Standard 7-2                        The student will read and comprehend a variety of informational texts in print and nonprint formats.

7-2.1                       Analyze central ideas within and across informational texts.

7-2.2                       Analyze information within and across texts to draw conclusions and make inferences.

7-2.3                       Identify author bias (for example, word choice and the exclusion and inclusion of particular information).

7-2.4                        Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

7-2.5                       Analyze the impact that text elements (for example, print styles and chapter headings) have on the meaning of a given informational text.

7-2.6                       Analyze information from graphic features (for example, charts and graphs) in informational texts.

7-2.7                       Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.

7-2.8                       Read independently for extended periods of time to gain information.


Standard 7-3                        The student will use word analysis and vocabulary strategies to read fluently.

7-3.1                       Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.2                       Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

7-3.3                       Interpret the meaning of idioms and euphemisms encountered in texts.

7-3.4                       Interpret the connotations of words to understand the meaning of a given text.

7-3.5                       Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)



Standard 7-4                        The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

7-4.1                       Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.

7-4.2                       Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

7-4.3                       Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

7-4.4                       Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)

7-4.5                       Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

7-4.6                       Edit for the correct use of written Standard American English, including

ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)

7-4.7                       Spell correctly using Standard American English.



Standard 7-5                        The student will write for a variety of purposes and audiences.


7-5.1                       Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience.

7-5.2                       Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and the audience.

7-5.3                       Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive). 

7-5.4                       Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.


Standard 7-6                        The student will access and use information from a variety of sources.


7-6.1                       Clarify and refine a research topic.

7-6.2                       Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

7-6.3                       Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.

7-6.4                       Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

7-6.5                       Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.

7-6.6                       Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

7-6.7                       Use a variety of print and electronic reference materials.

7-6.8                       Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and selecting and organizing information.


Course Curriculum (Tentative)


Novels and Literature Selections will be taught throughout the year as models for writing, reviewing reading skills, and enhancing curriculum.


Content and Essential Vocabulary will be taught throughout the year.





Instructional Units (Tentative)

1.        Literary Elements through short stories

7 – 1.2 1.4, 1.5, 1.6, 1.7, 7-4 (all indicators), 7-5.2

1.        Plot

2.        Character

3.        Setting

4.        Theme

5.        Tone


3.        Author’s craft in literary fiction or nonfiction

7-1 (all indicators)





         Figurative language 

          (simile, metaphor,                   personification,  hyperbole)

                Diction (word choice)

                Point of view


                Flashback and foreshadowing



          Literary elements

                Plot       Character   Tone

                Setting  Theme

7.        Drama

7-1.1, 1.3, 1.4, 1.7,1.8, 7-4 (all indicators)


Students will experience the genre of drama through a play taught in class. 











8.        Author’s craft in narrative poetry forms of songs, ballads, odes, and epic poetry

7-1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 7-5.2

        Speaker (narrative voice)                          Diction (word choice)

         Imagery                                                    Tone

         Symbolism                                                Allusion

         Irony                                                         Idioms/euphemisms

         Figurative language (simile,  metaphor, personification, hyperbole)

         Extended Metaphor


         Sound devices (alliteration, onomatopoeia)


         Repetition / Refrain

8.        Author’s bias

Students will focus on identifying bias through:

7-2.3, 2.8, 7-4 (all indicators), 7-5.4

         Omission of relevant facts

                Unsupported opinions


                Bandwagon techniques

                Word choice

        Inclusion/exclusion of

           particular information

     Glittering generalities

     Name calling

10. Author’s Craft in literary fiction or nonfiction

7-1 (all indicators), 7-5.1





         Figurative language  (simile, metaphor, personification, hyperbole)

         Extended metaphor



          Diction (word choice)

                Point of view


                Flashback and foreshadowing



          Literary elements

                Plot       Character

                Setting  Theme    Tone



Extended Writing Assignments



                Research product

                Personal Narrative


                Persuasive Letter

Literary Analysis

                Character analysis essay

                Author’s craft – symbolism essay

                Response journal





Evaluation/ Assessment

    Assessments will include tests, quizzes, portfolios, writing assignments, journals, presentations, and projects.

50%        *Major Tests/Projects/Papers                                                          

30%        *Class Work/ Daily Assignments/ Starters/Quizzes

20%        *Homework                        

Assessment will include a variety of multiple choice, short answer and essay.  (PASS-like format)

Assessment of Writing/Projects will include rubrics, point-valued checklists, and objective grading.


*Late Work will be accepted up to 5 days late for reduced credit unless otherwise specified. A grade of zero (0) will be given for any work that is not completed. (See further explanation below)


General Procedures

        School Attendance and Tardy Policy

The school year consists of 180 days.  Students may not miss more than 10 days of a yearlong course or 5 days of a semester course.  An absence in excess of these days may cause a student to fail the course.

       Students are considered tardy to class is not present and prepared to work when the tardy bell rings.

                Discipline guidelines for tardies are as follows:

                                1st           Warning

                                2nd         Warning

                                3rd          Warning

                                4th          Parent Contact/Teacher Detention

                                5th          Referral

Habitual Tardiness will be referred to administration.


Communication with parents

Communication between school and home is a very important element in the education process. Parents receive an initial letter and outline of class requirements during the first week of school.  In addition, progress reports are sent home at the middle, and report cards are sent at the end of each quarter. Phone calls, notes, and conferences are used as needed. Parents are welcome to contact me as needed.  Regular e-mail progress reports will be sent if an e-mail address is provided.

Classroom rules

Enter quietly, take a seat, and begin the “Starter”

Bring necessary materials/ books/homework to class daily


Follow directions

Respect people and property

Follow school rules (Please refer to the Parent/Student Handbook in Agenda)

Students may not leave the classroom once they have entered.  Restrooms and lockers must be done before entering class.

All materials are to be brought in when student arrives.  Students will not be allowed to leave class to get materials.


Late Work

Late work will be accepted within 5 school days of a due date unless otherwise stated in the assignment.  Late work will be assessed for reduced credit.  Some assignments will not be accepted late such as assignments that fall at the end of a quarter or before a long holiday.  Late work grades will be reduced by 5 points for each day late.

Make-up Work Policy

Students are responsible for all make-up work.  Students should schedule a time with me to be advised of work.  All work must be made up within 5 school days upon return to school.  Any work not completed within the five-day limit will be considered late and credit will be reduced.  If work is not completed, a zero (0) will be given.


        Grading Scale

                A             93-100

                B             85-92

                C             77-84

                D             70-76

                F              63-69     (Partial GRP Point Credit)