English 7 Part 1

Course Description:

English 7 Part 1 focuses on the study of grammar, literature, and composition. Students will learn about elements of grammar such as pronouns, clauses, and subjects and predicates. The literature selections focus mainly on short stories to help students gain knowledge regarding literary elements and devices including foreshadowing, point of view, and characterization. Reading selections provide students with the opportunity to improve reading comprehension skills, to develop vocabulary, and to make inferences. Students will compose formal writing assessments including two compare and contrast essays, a fictional narrative, and a persuasive essay.

Course Details:

Course Title (District): English 7 Part 1
Course Title (NCES SCED) : Language Arts (grade 7)
Course Provider : Genesee ISD
Content Provided By : Lincoln Learning Solutions
Online Instructor Provided By : Lincoln Learning Solutions
Standards Addressed : MMC
Academic Terms : Open Entry / Open Exit, Semester
NCES SCED Code :
Subject Area : English Language and Literature
Course Identifier : Language Arts (grade 7)
Course Level : (G) General or Regular
Available Credit :
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How To Enroll:

Email : [email protected]
Phone : 810.591.4401

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Additional Course Information:

Unit 1 Description

In this unit the student will learn about fiction and nonfiction. The student will also explore forms of prose.

Essential Content and Skills
The learner will:

• Demonstrate understanding of various forms of prose: novels, novellas, short stories, and nonfiction.
• Examine the components of a compare-and-contrast essay.
• Review the elements of a good compare-and-contrast essay through a rubric.
• Take notes to reinforce understanding of literary concepts.
• Apply appropriate strategies for reading comprehension: comparing and contrasting text, setting the purpose for reading, activating prior knowledge, and identifying chronological order.
• Choose a topic for a compare-and-contrast essay.
• Define vocabulary terms by writing definitions for: interpret, impact, insight, and significance.
• Take notes to reinforce understanding of the characteristics of short stories.
• Analyze the components of a professional compare-and-contrast essay.
• Compare and contrast characters using a Venn diagram.
• Define vocabulary terms by writing definitions for: bouts, pensively, torrent, dispelled, and frenzied.
• Practice the correct use of common and proper nouns.
• Compare and contrast characters in “Amigos Brothers” using a Venn diagram.
• Examine the components of a compare-and-contrast essay.
• Organize a draft of a compare-and-contrast essay: introduction, body, and conclusion.
• Identify the characteristics of an autobiography and a biography.
• Use a graphic organizer to track chronological order in a text.
• Continue writing a compare-and-contrast essay.
• Define vocabulary terms by writing definitions for: refuge, transition, persecution, and deprivation.
• Use a graphic organizer to track chronological order in a text.
• Identify the correct use of pronouns.
• Revise compare-and-contrast essay using self-evaluation and instructor feedback.
• Recognize the characteristics of a novella while reading “Song of the Trees.”
• Demonstrate understanding of common nouns, proper nouns, and pronouns.
• Revise the compare-and-contrast essay using self-evaluation.
• Recognize the characteristics of a novella while reading “Song of the Trees.”
• Demonstrate the ability to identify adjectives.
• Revise the compare-and-contrast essay using self-evaluation.
• Read, demonstrate understanding of, and respond to an essay.
• Revise the compare-and-contrast essay using rubric.
• Define vocabulary terms by writing definitions for: predominantly, forfeit, resolve, ominous, and bigotry.
• Practice note taking and highlighting: distinguish between essential and non-essential information.
• Review grammar.
• Review lessons 1-9.
• Review Unit 1 vocabulary terms.
• Submit final draft of the compare-and-contrast essay.
Unit 2 DescriptionThe student will read a variety of short stories in this unit. The student will also explore the mechanics of plot and learn how authors develop distinct settings through their use of details that appeal to the five senses.

Essential Content and Skills
The learner will:

• Analyze the use of literary elements: plot, setting, and conflict.
• Analyze the effect of literary devices: suspense and foreshadowing.
• Identify behaviors of a skilled reader: predicting, visualizing, and summarizing.
• Read a fictional narrative written by a student.
• Identify setting, foreshadowing, and plot while reading “The Dinner Party.”
• Practice visualizing and summarizing while reading.
• Recognize a writer’s style and tone through precise language: verbs.
• Brainstorm ideas for a fictional narrative and complete a web organizer.
• Identify how conflict affects plot.
• Demonstrate understanding of “Rikki-tikki-tavi” by summarizing key story information in a chart.
• Using a chart, create a narrative action plan for writing a fictional narrative.
• Define vocabulary terms by writing definitions for: immensely, cowered, valiant, and consolation.
• Continue summarizing key story information in a chart
• Demonstrate understanding of “Rikki-tikki-tavi” by answering questions.
• Answer questions to identify how conflict affects plot in the story.
• Recognize the literary element: point of view.
• Continue working on a fictional narrative; determine point of view and include dialogue.
• Take notes to reinforce understanding of literary devices: suspense and foreshadowing.
• Read author’s background and begin reading “Three Skeleton Key.”
• Use a graphic organizer to log foreshadowing clues and predictions while reading.
• Submit the first draft of a fictional narrative for a grade.
• Define vocabulary terms by writing definitions for: treacherously, maneuver, hordes, receding, and edible.
• Demonstrate understanding of “Three Skeleton Key” by answering questions after reading.
• Complete the graphic organizer of foreshadowing clues and predictions.
• Identify adverbs in the textbook.
• Evaluate and revise the final draft of the fictional narrative using a rubric and instructor feedback.
• Take notes to reinforce understanding of literary elements: setting and conflict.
• Practice visualizing while reading; take notes of details.
• Evaluate and revise the final draft of the fictional narrative; eliminate repetition and proofread.
• Define vocabulary terms by writing definitions for: crinkling, stubble, caressed, and wafting.
• Read the article “Flea Patrol” by Jessica Cohn.
• Evaluate text organization of newspaper article.
• Using a graphic organizer, demonstrate the ability to distinguish between essential and nonessential information in informational writing.
• Recognize prepositional phrases.
• Define vocabulary terms by writing definitions for: transmitted, application, and rural.
• Demonstrate understanding of the structure and purpose of a textbook.
• Evaluate organization and content of an informative text.
• Revise the draft of a fictional narrative.
• Understand the purpose and structure of an instructional manual.
• Review grammar.
• Review lessons 1-9.
• Review Unit 2 vocabulary terms.
• Submit final draft of the fictional narrative.
Unit 3 DescriptionIn this unit the student will examine how a writer develops a character through the inclusion of traits, and he/she will explore how characterization affects plot. The student will learn how to make inferences while reading and practice making personal connections to a variety of texts. Throughout this unit the student will also write an essay supporting a position—the persuasive essay that is part of the student’s Unit 3 Exam grade.

Essential Content and Skills
The learner will:

• Take notes to reinforce understanding of literary element: characterization.
• Demonstrate understanding of direct and indirect characterization.
• Read tips for making inferences from a text.
• Review the elements of a good persuasive essay.
• Demonstrate understanding of the Gary Paulson story “Girls.”
• Understand and analyze characterization.
• Use an “It Says, I Say, And So…” chart to help make inferences from the text.
• Using guidelines, write the thesis statement and introduction to a persuasive essay.
• Self-question while reading to comprehend how a writer develops character.
• Describe a character’s traits.
• Use a chart to help make inferences from the text.
• Demonstrate understanding of “Seventh Grade” by Gary Soto by answering questions after reading.
• Using guidelines, develop a rough draft of a persuasive essay,
• Define vocabulary terms by writing definitions for: elective, propelled, conviction, lingered, and sheepishly.
• Identify characters, their traits, and their motivations in “That October.”
• Create a chart to log personal connections to a text’s characters and conflicts.
• Review elements of a good persuasive essay.
• Draft a persuasive essay which includes opinion, evidence, persuasive techniques and a call to action.
• Define vocabulary terms by writing definitions for: illegal, convinced, opponents, encounter, and boasting.
• Finish reading “That October.”
• Complete a chart to log personal connections to a text’s characters and conflicts.
• Identify direct objects in given sentences.
• Submit a draft of a persuasive essay.
• Read “The War of the Wall” beginning on page 285 of the textbook.
• Complete a chart of how characters, their motivations, and their actions affect plot.
• Correctly identify prepositional phrases in a textbook exercise.
• Revise the persuasive essay using feedback from the instructor and guidelines from the textbook.
• Define vocabulary terms by writing definitions for: integrated, concentration, liberation, inscription, and dedicate.
• Complete a chart of how characters, their motivations, and their actions affect plot.
• Identify independent and subordinate clauses.
• Continue to revise the persuasive essay using feedback from the instructor and guidelines from the textbook.
• Use a graphic organizer to compare and contrast characters from two stories.
• Revise the persuasive essay.
• Define vocabulary terms by writing definitions for: detached, commenced, and slack.
• Use a graphic organizer to compare and contrast characters from two stories.
• Read the story “Stolen Day” on page 304 in the textbook.
• Revise the persuasive essay.
• Define vocabulary terms by writing definitions for: solemn and wriggled.
• Review previously presented vocabulary.
• Review the different readings assigned in the unit through notes, graphic organizers, and text.
• Review grammar.
• Review lessons 1-9 by reading over notes and assessments.
• Finalize and submit the persuasive essay.
Unit 4 DescriptionIn Unit 4 the student will learn how to locate and analyze elements of theme in multiple texts and distinguish between various points of view. The student will explore cause and effect, locate central themes, and practice making predictions about texts. Additionally, the student will evaluate evidence and arguments and learn about bias and stereotyping.

Essential Content and Skills
The learner will:

• Demonstrate understanding of theme, point of view, and cause and effect.
• Make predictions while reading “Hearts and Hands” by O. Henry.
• Read “Hum,” a story by Naomi Shihab Nye.
• Identify the theme and the topic of the story by constructing a chart of key points within the story.
• Demonstrate understanding of topic and theme by answering questions.
• Identify subjects and predicates.
• Define vocabulary terms by writing definitions for: recourse, solitude, communicative, and quizzical.
• Read “Anteaus” by Borden Deal.
• Identify the elements of theme: cause and effect.
• Demonstrate understanding of an author’s use of cause and effect by using a graphic organizer and by answering questions.
• Identify different types of sentences: declarative, interrogative, imperative, and exclamatory.
• Identify vocabulary terms by writing definitions for: contemplate, flourishing, sterile, and destruction.
• Recognize the omniscient point of view while reading “After Twenty Years” by O. Henry.
• Make predictions and note them while reading.
• Identify sentence fragments.
• Define vocabulary terms by writing definitions for: habitual, dismally, egotism, and simultaneously.
• Make predictions and note them while reading.
• Recognize first-person point of view while reading the story “Bargain” by A.B. Guthrie.
• Identify and revise run-on sentences.
• Define vocabulary terms by writing definitions for: prodded, merchandise, evaporation, and thermometer.
• Read selection “User Friendly,” and identify the theme.
• Chart recurring themes across genres.
• Identify and draw hyperboles within a graphic organizer.
• Define vocabulary terms by writing definitions for: absently and furiously.
• Chart recurring themes across genres.
• Define vocabulary terms by writing definitions for: detain, vainly, unrequited, and intently.
* Chart recurring themes across genres.
* Using the completed chart, begin drafting a compare-and-contrast essay of themes.
• Define vocabulary terms by writing definitions for: suppressing.
• Through reading the textbook, learn to identify an author’s argument.
• Analyze and evaluate evidence while reading a newspaper article.
• Review the elements of a good compare and contrast essay.
• Write a draft of a compare-and-contrast essay.
• Define vocabulary terms by writing definitions for: misrepresentation, consequences, anonymous, alienates, and conviction.
• Review previously presented vocabulary.
• Review the different readings assigned in the unit through notes, graphic organizers, and text.
• Review grammar.
• Review lessons 1-9 by reading over notes and assessments.
• Finalize and submit the compare-and-contrast essay.

INACOL Online Course Quality Standards

Academic Content Standards and Assessments Rating Comments
The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. Fully Met
The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. Fully Met
The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. Fully Met
Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. Fully Met
Multiple learning resources and materials to increase student success are available to students before the course begins. Fully Met
Course Overview and Introduction Rating Comments
Clear, complete course overview and syllabus are included in the course. Fully Met
Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. Fully Met
Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. Fully Met
Legal and Acceptable Use Policies Rating Comments
The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. Fully Met
Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. Fully Met
Privacy policies are clearly stated. Fully Met
Instructor Resources Rating Comments
Online instructor resources and notes are included. Fully Met
Assessment and assignment answers and explanations are included. Fully Met
Instructional and Audience Analysis Rating Comments
Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. Fully Met
Course, Unit and Lesson Design Rating Comments
The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. Fully Met
Instructional Strategies and Activities Rating Comments
The course instruction includes activities that engage students in active learning. Partially Met
The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. Fully Met
The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. Fully Met
The course provides options for the instructor to adapt learning activities to accommodate students’ needs. Fully Met
Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. Fully Met
Communication and Interaction Rating Comments
The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. Fully Met
The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. Fully Met
The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. Fully Met
Resources and Materials Rating Comments
Students have access to resources that enrich the course content. Fully Met
Evaluation Strategies Rating Comments
Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. Fully Met
The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. Fully Met
Feedback Rating Comments
Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. Fully Met
Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. Fully Met
Assessment Resources and Materials Rating Comments
Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. Fully Met
Grading rubrics are provided to the instructor and may be shared with students. Fully Met
The grading policy and practices are easy to understand. Fully Met
Course Architecture Rating Comments
The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. Fully Met
The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. Fully Met
User Interface Rating Comments
Clear and consistent navigation is present throughout the course. Fully Met
Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. Partially Met
Technology Requirements and Interoperability Rating Comments
All technology requirements (including hardware, browser, software, etc...) are specified. Partially Met
Prerequisite skills in the use of technology are identified. Fully Met
The course uses content-specific tools and software appropriately. Fully Met
The course is designed to meet internationally recognized interoperability standards. Fully Met
Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. Fully Met
Accessibility Rating Comments
Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). Fully Met
Data Security Rating Comments
Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). Fully Met
Accessing Course Effectiveness Rating Comments
The course provider uses multiple ways of assessing course effectiveness. Fully Met
The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. Fully Met
Course Updates Rating Comments
The course is updated periodically to ensure that the content is current. Fully Met
Certification Rating Comments
Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. Fully Met
Instructor and Student Support Rating Comments
Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. Fully Met
The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. Fully Met
Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. Fully Met
Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. Fully Met
The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. Fully Met
Students are offered an orientation for taking an online course before starting the coursework. Fully Met

Review Conducted By : Genesee ISD
Date of Review : 08/01/2014

Unit 1: Essential Content and Skills

Explore the various forms of prose, including novels, novellas, short stories, and nonfiction.
Examine the components of a compare/contrast essay.
Apply appropriate strategies for reading comprehension.
Compare and contrast characters in “Amigos Brothers” using a Venn diagram.
Organize a draft of a compare/contrast essay.
Revise the compare/contrast essay using self-evaluation.
Practice note taking and highlighting to distinguish between essential and non-essential information.
Unit 2: Essential Content and Skills

Analyze the use of literary elements including plot, setting, and conflict.
Analyze the effect of literary devices such as suspense and foreshadowing.
Identify how conflict affects plot.
Recognize point of view as a literary element.
Compose, evaluate, and revise the final draft of the fictional narrative using a rubric and instructor feedback.
Evaluate the text organization of a newspaper article.
Demonstrate the ability to distinguish between essential and nonessential information in informational writing.
Unit 3: Essential Content and Skills

Demonstrate an understanding of direct and indirect characterization.
Recognize and analyze characterization.
Develop questions while reading to comprehend how a writer develops character.
Create a chart to log personal connections to a text’s characters and conflicts.
Compose a persuasive essay that includes opinion, evidence, persuasive techniques, and a call to action.
Develop a chart of how characters, their motivations, and their actions affect plot.
Use a graphic organizer to compare and contrast characters from two stories.
Unit 4: Essential Content and Skills

Demonstrate understanding of theme, point of view, and cause and effect.
Demonstrate understanding of an author’s use of cause and effect by using a graphic organizer and by answering questions.
Develop predictions and note them while reading.

Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Open Entry / Open Exit 07/01/2019 12/31/2019 100 $150.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
If you notify the National Network of Digital Schools (NNDS) of cancellation within 30 days of the course enrollment date, you will be receive a 100% refund, less the $25.00 activation fee. No refund will be given after 30 days of the enrollment date. Materials purchases are eligible for a refund only when returned unused within 30 days of the date of the original shipment. Enrollments earning 60% or more of the total course points are considered course completions and will be charged the final 20% payment. Open Entry / Open Exit 07/01/2019 12/31/2019

Highly qualified teachers provide students with quality feedback to expand and support content understanding. Students can also utilize email, Teacher Office Hours, Announcements, and Discussion Boards to contact and interact with their teachers.

School Year Enrollment Count Pass Count Completion Rate Notes
14-15 25 19 76.0% None

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