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A Publication of Complete Curriculum

Gibraltar, MI

©2015 Complete Curriculum

All rights reserved; No part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Publisher or Authorized Agent.

Published in electronic format in the U.S.A. SAMPLE

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Acknowledgments

Complete Curriculum’s K-12 curriculum has been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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TABLE OF CONTENTS AND OBJECTIVES SEVENTH GRADE LANGUAGE ARTS

Lesson 1 Introduction to Note-taking Objective: The student will learn and apply the Cornell notes method. Lesson 2 The Five Senses Objective: The student will identify the five senses and use them in narrative writing. Lesson 3 Sensory Details Objective: The student will successfully create a chart identifying sensory details. The student will utilize the pre-writing chart to create a detailed two paragraph story. Lesson 4 TThe Cremation of Sam McGee by Robert Service Vocabulary Work Objective: The student will complete the vocabulary from The Cremation of Sam McGee to find descriptive words and phrases. Lesson 5 The Cremation of Sam McGee by Robert Service Introduction to Descriptive Language Objective: The student will read The Cremation of Sam McGee for descriptive language. Lesson 6 The Cremation of Sam McGee Descriptive Writing Objective: The student will use The Cremation of Sam McGee as an inspiration to create a description of an extreme experience.

Lesson 7 To Be or Not to Bee Homophones Objective: The student will be able to define a homophone and correctly use commonly misspelled homophones. Lesson 8 Which Make Men Remember by Jack London Strategies for Reading Fiction Objective: The student will learn the strategies for reading fiction and apply them to a Jack London short story, Which Make Men Remember. Lesson 9 Which Make Men Remember by Jack London Summary and Reflections Objective: The student will apply the strategies for reading fiction to the short story by Jack London. The student will demonstrate understanding of plot, foreshadowing, setting and allusions as found in Which Make Men Remember.

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Lesson 10 Creating a Haunted Experience Objective: The student will create a descriptive, narrative piece of writing. This creative writing piece will describe a family’s experience in a haunted castle and tell a story of a night spent in the castle.

Lesson 11 TThe Monkey’s Paw by W. W. Jacobs Objective: The student will read The Monkey’s Paw to discover elements of mystery. The student will be presented with the author’s background and the story’s Vocabulary prior to reading the work.

Lesson 12

The Monkey’s Paw by W. W. Jacobs Objective: The student will actively read The Monkey’s Paw for elements of suspense.

Lesson 13

The Monkey’s Paw by W. W. Jacobs Objective: The student will continue actively reading The Monkey’s Paw. Lesson 14 The Monkey’s Paw By W. W. Jacobs Descriptive Writing Objective: The student will compose a piece of Descriptive Writing using The Monkey’s Paw as a model.

Lesson 15 “Then I Took a Potato Chip and…” Descriptive Writing Objective: The student will create a descriptive story that appeals to the five senses using the prompt provided.

Lesson 16 The Adventure of the Dying Detective By Sir Arthur Conan Doyle The Art of Mystery Objective: The student will learn the elements of a mystery. The student will utilize dictionary skills to define words from The Adventure of the Dying Detective by Sir Arthur Conan Doyle. Lessons 17 and 18 The Adventure of the Dying Detective by Sir Arthur Conan Doyle Objective: The student will actively read The Adventure of the Dying Detective in order to identify the elements of a mystery.

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Lesson 19 Evaluating TThe Adventure of the Dying Detective Objective: The student will apply the elements of mystery to the Sir Arthur Conan Doyle short story, The Adventure of the Dying Detective.

Lessons 20, 21 and 22 Creating a Mystery of Your Own Objective: The student will demonstrate comprehension of elements of mystery by writing a mystery. The student will demonstrate Descriptive Writing. The student will research topics on the Internet to help create a setting for the mystery. Lesson 23 Working with Sentences Objective: The student will utilize technology to explain grammar rules for types of sentences, sentence fragments, run-on sentences and compound sentences. Lessons 24 and 25 Writing Sentences Presentation Objective: The student will create a presentation – either electronically using presentation software or with poster board - of the types of sentences, sentence fragments, run-on sentences, compound subjects, and compound verbs. Lessons 26 — 30 Creating a College Brochure Objective: The student will research careers, find higher institutions of learning to provide training in those careers, investigate three institutions, and choose one institution to advertise and inform the audience with the creation of a brochure.

Lesson 31 Biography and Autobiography Objective: The student will be introduced to biographies and autobiographies. The student will learn how to assess prior knowledge, make connections and inferences. Lesson 32 Who is Florence Nightingale? Objective: The student will actively read a biography about Florence Nightingale.

Lesson 33 Who is Florence Nightingale? Objective: The student will continue to actively read the biography of Florence Nightingale.

Lesson 34 Responding to Literature Objective: The student will learn to effectively respond to literature. The student will construct literature responses using emotional appeal.

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Lessons 35 — 40 TThe Story of My Life by Helen Keller Objective: The student will actively read The Story of My Life by Helen Keller. The student will take effective study notes using Cornell notes. The student will understand Key Vocabulary words related to the story. Lesson 41 Vocabulary Quiz on The Story of My Life Objective: The student will complete a Vocabulary quiz with words from Helen Keller’s life story. Lesson 42 Writing a Research Report: Anne Sullivan Project Objective: The student will conduct research and write a report about Helen Keller’s teacher and companion, Anne Sullivan.

Lesson 43 Writing a Research Report: Anne Sullivan Project Objective: The student will write a rough draft based on research conducted in the previous Lesson.

Lesson 44 Writing a Research Report: Anne Sullivan Project Objective: The student will complete the research report assignment by creating the final draft of the Anne Sullivan project.

Lessons 45 — 50 Autobiography Project Objective: The student will engage in self-reflection to draw conclusions about her life. Reflections will be compiled into a presentation, either digitally or in scrapbook form. Lesson 51 Autobiography Project Presentation Reflective Essay Objective: The student will practice oral skills by presenting the autobiography project to the teacher and others, if possible. The student will compose a reflective essay on his autobiography and Helen Keller’s biography.

Lesson 52 Reviewing the Writing Process Objective: The student will review the writing process. Lesson 53 Nouns and Pronouns Objective: The student will identify and classify nouns and pronouns.

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Lesson 54 Myth or Legend: Stories of the Oral Tradition Objective: The student will identify a legend and a myth by reading descriptions and looking for key elements. Lesson 55 Why is the Sky Blue? Objective: The student will create a myth about a natural phenomenon. Lesson 56 Introduction to TThe Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 57 The Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 58 The Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 59 The Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 60 The Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 61 The Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss the The Legend of Sleepy Hollow and its timeless storyline. Lesson 62 The Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline.

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Lesson 63 TThe Legend of Sleepy Hollow by Washington Irving Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 64 The Legend of Sleepy Hollow by Washington Irving Wrap-up Objective: The student will analyze characters, summarize the plot and discuss The Legend of Sleepy Hollow and its timeless storyline. Lesson 65 Cover It Up! Creatively Summarizing The Legend of Sleepy Hollow Objective: The student will create a book cover for The Legend of Sleepy Hollow. The book cover serves as an assessment for The Legend of Sleepy Hollow by requiring the student to summarize the story, illustrate scenes from the story for the front and back covers, give a biography of the author, and provide a critical review of the story. Illustrating scenes from the story causes the student to evaluate events in the story for importance and interest.

Lesson 66 Compare and Contrast Characters Objective: The student will compare and contrast Ichabod and Brom in an essay format.

Lesson 67 The Legend of Sleepy Hollow Compare and Contrast Characters: Essay Response Objective: The student will formulate an essay response to highlight the similarities and differences between Ichabod Crane and Brom Bones.

Lesson 68 Just Capital, Thank You! Objective: The student will learn rules for capitalization in writing and demonstrate knowledge of capitalization rules.

Lesson 69 The Black Cat by Edgar Allan Poe Objective: The student will actively read The Black Cat to identify elements of suspense. Lesson 70 The Black Cat by Edgar Allan Poe Objective: The student will actively read The Black Cat to identify elements of suspense.

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Lesson 71 The Black Cat By Edgar Allan Poe Extra, Extra! Read all about it! Objective: The student’s Vocabulary will be assessed in a formal test. The student will create a plot diagram and write a newspaper article about The Black Cat. Lesson 72 Introduction to Poetry Objective: The student will discover poetry through note-taking and reading. Lesson 73 AAnnabel Lee By Edgar Allan Poe Edgar Allan Poe Biography Objective: The student will actively read Annabel Lee by Edgar Allan Poe and will answer Comprehension Questions following the selection. The student will increase knowledge and appreciation of poetry and figurative language. Lesson 74 Cinquains Objective: The student will discover the format of a cinquain and will create original cinquains. Lesson 75 Haiku Objective: The student will learn about and create examples of a form of Japanese poetry, haiku. Lesson 76 Alliteration Objective: The student will identify and utilize alliteration in a creative writing exercise. Lesson 77 Definition Poetry Objective: The student will create a definition poem to convey meaning. Lesson 78 Ballad Poetry Objective: The student will discover ballads and how they relate to everyday music. Lesson 79 Free Verse Objective: The student will study the genre of free verse and compose an original work. Lesson 80 Diamante Poetry Objective: The student will learn about the form of diamante poetry and create an original piece.

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Lesson 81 Lives of Poets and Paraphrasing Poems Objective: The student will be introduced to several poets by learning about their lives, works and styles. The student will also learn to paraphrase a poem to better understand its meaning

Lesson 82 Song Lyrics Project Objective: The student will paraphrase a favorite song to draw out meaning and demonstrate understanding.

Lesson 83 TTo An Athlete Dying Young by A. E. Housman Objective: The student will actively read To an Athlete Dying Young. The student will demonstrate understanding by paraphrasing the poem.

Lesson 84 The Star Spangled Banner by Francis Scott Key Objective: The student will read The Star Spangled Banner to discover meaning.

Lesson 85 What it Means to be American Objective: The student will compose a written interpretation of being American.

Lesson 86 What it Means to be an American Wrap-up Objective: The student will complete the 250 word written response expressing what America means to him.

Lesson 87 Oh say, what do you really know about the American flag? Objective: The student will create a persuasive brochure about the American flag.

Lesson 88 Verbs Objective: The student will identify types of verbs and use them correctly.

Lesson 89 The Tiger by William Blake Objective: The student will actively read and interpret The Tiger by William Blake. Lesson 90 Practicing Writing Skills Objective: The student will write a five paragraph essay based on a given prompt.

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Lesson 91 The Biography of Jack London Objective: The student will read the biography of Jack London to learn about the author’s style prior to reading the White Fang. Lesson 92 Gold Rush! Objective: The student will discover information about the Alaska Gold Rush.

Lessons 93 WWhite Fang by Jack London Part One: Chapter One Objective: The student will actively read the novel White Fang to draw a conclusion about London’s use of naturalism. This is the core objective for all Lessons 93-123, which are based upon this novel. Lesson 94 White Fang by Jack London Part One: Chapter Two Objective: The student will continue to actively read the novel White Fang and attempt to engage in predictive reading by making an educated guess concerning what the next section will be about based on the title and leading text. Lesson 95 White Fang by Jack London Part One: Chapter Three Objective: The student will continue to actively read the novel White Fang and attempt to engage in predictive reading by performing a contextual Vocabulary exercise. Lesson 96 White Fang Part One Assessment Objective: The student will take the first White Fang Assessment Lesson 97 White Fang by Jack London Part Two: Chapter One Objective: The student will continue to actively read the novel White Fang. Lesson 98 White Fang by Jack London Part Two: Chapter Two Objective: The student will continue to actively read the novel White Fang and attempt to engage in predictive reading by making an educated guess concerning what happens next.

Lesson 99 White Fang by Jack London Part Two: Chapter Three Objective: The student will continue to actively read the novel White Fang and will engage in an “agree/disagree” reading activity.

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TABLE OF CONTENTS AND OBJECTIVES SEVENTH GRADE LANGUAGE ARTS��

Lesson 100 WWhite Fang by Jack London Part Two: Chapter Four Objective: The student will continue to actively read the novel White Fang and will literally illustrate key concepts by making drawings in his notebook to correspond to this Lesson’s Vocabulary words.

Lesson 101 White Fang by Jack London Part Two: Chapter Five Objective: The student will continue to actively read the novel White Fang and will perform another predictive Vocabulary exercise. Lesson 102

White Fang Part Two Assessment Objective: The student will take the second White Fang Assessment.

Lesson 103 White Fang by Jack London Part Three: Chapter One Objective: The student will continue to actively read the novel White Fang and will use a thesaurus to complement her Vocabulary Lessons. Lesson 104 White Fang by Jack London Part Three: Chapter Two Objective: The student will continue to actively read the novel White Fang. Lesson 105 White Fang by Jack London Part Three: Chapter Three Objective: The student will continue to actively read the novel White Fang. Lesson 106 White Fang by Jack London Part Three: Chapter Four Objective: The student will continue to actively read the novel White Fang. Lesson 107 White Fang by Jack London Part Three: Chapter Five Objective: The student will continue to actively read the novel White Fang. Lesson 108 White Fang by Jack London Part Three: Chapter Six Objective: The student will continue to actively read the novel White Fang. Lesson 109 White Fang Part Three Assessment Objective: The student will complete an Assessment on Part Three of White Fang.

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Lesson 110 WWhite Fang by Jack London Part Four: Chapter One Objective: The student will continue to actively read the novel White Fang. Lesson 111 White Fang by Jack London Part Four: Chapter Two Objective: The student will continue to actively read the novel White Fang. Lesson 112 White Fang by Jack London Part Four: Chapter Three Objective: The student will continue to actively read the novel White Fang. Lesson 113 White Fang by Jack London Part Four: Chapter Four Objective: The student will continue to actively read the novel White Fang. Lesson 114 White Fang By Jack London Part Four Chapter Five Objective: The student will continue to read the novel White Fang; while reading, the student will search for contextual clues that verify the meanings of the Vocabulary words and illustrate White Fang’s intelligence Lesson 115 White Fang by Jack London Part Four: Chapter Six Objective: The student will continue to actively read the novel White Fang. Lesson 116 White Fang Part Four Assessment Objective: The student will complete the fourth White Fang Assessment.

Lesson 117 White Fang by Jack London Part Five: Chapter One Objective: The student will continue to actively read the novel White Fang, and will engage in a predictive Vocabulary exercise. Lesson 118 White Fang by Jack London Part Five: Chapter Two Objective: The student will continue to actively read the novel White Fang.

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Lesson 119 WWhite Fang by Jack London Part Five: Chapter Three Objective: The student will continue to actively read the novel White Fang and will engage in a predictive Vocabulary exercise. Lesson 120 White Fang by Jack London Part Five: Chapter Four Objective: The student will continue to actively read the novel White Fang. Lesson 121 White Fang by Jack London Part Five: Chapter Five Objective: The student will continue to actively read the novel White Fang. Lesson 122 White Fang Part Five Assessment Objective: The student will complete the fifth White Fang Assessment.

Lesson 123 White Fang Culminating Activity Objective: The student will use details from White Fang to draw a conclusion about London’s view of naturalism. This is the core objective for entire novel. Lesson 124 Introduction to Native American Mythology Objective: The student will learn the two types of myth present in Native American lore. Lesson 125 Native American Mythology, Continued Objective: The student will read and identify Native American myths.

Lesson 126 Writing a Myth Objective: The student will choose to create an original trickster myth or creation myth.

Lesson 127 Greek Mythology Objective: The student will be introduced to Greek mythology through a reading about the goddess, Demeter. Lesson 128 Who is Aphrodite? Objective: The student will identify Aphrodite and her identification with nature. Lesson 129 Daedalus and Icarus Objective: The student will read about Daedalus and Icarus and decipher their relationships to nature.

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Lesson 130 Comparing Greek and Native American Mythology Objective: The student will complete a Venn diagram and write a compare and contrast response for Native American myth and Greek myth.

Lesson 131 Conjunction Function Objective: The student will learn how to properly use conjunctions in writing.

Lesson 132 Expository Writing: How-to Essay Objective: The student will create an expository essay telling the reader how to accomplish a certain task.

Lesson 133 Biography of Rudyard Kipling Objective: The student will discover the life of Rudyard Kipling and learn about his writing influences.

Lesson 134 The Jungle Book Story One: Mowgli’s Brothers Objective: The student will begin reading The Jungle Book for comprehension and use basic writing skills to demonstrate understanding. Lesson 135 The Jungle Book Story One: Mowgli’s Brothers Objective: The student will actively read The Jungle Book and begin building a case for comparing and contrasting it with White Fang. Lesson 136 The Jungle Book Story One: Mowgli’s Brothers Objective: The student will begin to analyze Mowgli’s interactions with other members of his social group and compare the characters in the story with people the student knows. Lesson 137 The Jungle Book Story One: Mowgli’s Brothers Wrap-Up Objective: The student will trace Mowgli’s life from Story One and create a timeline.

Lesson 138 The Jungle Book Story Two: Kaa’s Hunting Objective: The student will continue to trace Mowgli’s life and adventures to build a foundation for comparison with White Fang.

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Lesson 139 The Jungle Book Story Two: Kaa’s Hunting Objective: The student will discover more about Mowgli’s character and development and consider Kipling’s themes of honor among friends and respect for all who honor the Law of the Jungle. Lesson 140 The Jungle Book Story Two: Kaa’s Hunting Objective: The student will use Mowgli’s story as a basis for building and understanding character. Lesson 141 The Jungle Book Story Two: Kaa’s Hunting Wrap-Up Objective: The student will demonstrate understanding of events in the story by creating a timeline of Mowgli’s story in Kaa’s Hunting.

Lesson 142 TThe Jungle Book Story Three: Tiger, Tiger! Objective: The student will compare the “civilized” qualities Mowgli possesses to the “civilized”qualities possessed by the villagers. Lesson 143 The Jungle Book Story Three: Tiger, Tiger! Objective: The student will examine and compare Mowgli’s use of strategy to solve problems with the student’s own use of strategy to solve problems. Lesson 144 The Jungle Book Story Three: Tiger, Tiger! Objective: The student will continue to trace Mowgli’s life and growth throughout The Jungle Book. The student will identify Kipling’s underlying theme about the nature of civilization and who embodies it. Lesson 145 The Jungle Book Story Three: Tiger, Tiger! Wrap-Up Objective: The student will examine Mowgli’s life and chart his growth and development.

Lesson 146 Comparing Characters: Mowgli and White Fang Objective: The student will compare and contrast Mowgli and White Fang through respective excerpts from White Fang and Stories One, Two and Three of The Jungle Book that pertain to each of these characters.

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Lesson 147 TThe Jungle Book: Mowgli’s Story

Storyboard Objective: The student will create a storyboard for Mowgli’s life using the timelines created in Lessons 137, 141 and 145.

Lesson 148 Making Choices Objective: The student will write a reflective essay using personal knowledge and experience about making choices.

Lesson 149 Conflict Objective: The student will write a personal narrative about conflict using her own experiences.

Lesson 150 Letter Writing Objective: The student will write a formal letter expressing an opinion.

Lesson 151 Narrative Writing: Making an Effort Objective: The student will apply the key qualities of narrative writing by creating an original work based on a prompt.

Lesson 152 Persuasive Essay Objective: The student will discover persuasive writing and choose a position to defend.

Lesson 153 Adjectives Objective: The student will define an adjective and use adjectives correctly in writing.

Lesson 154 Introduction to Sojourner Truth Objective: The student will read about the life of Sojourner Truth and make connections to important events of the times in which she lived. The student will analyze, reflect on, and prepare and present a speech about the world in which Sojourner lived.

Lesson 155 Selections from Narrative of Sojourner Truth by Olive Gilbert Objective: The student will read a portion of Olive Gilbert’s narrative, react to it, and compare Sojourner’s early life experiences with his own early life experiences. The student will also write a persuasive letter advocating for change regarding one of the events in Soujourner's early life.

Lesson 156 Selections from Narrative of Sojourner Truth by Olive Gilbert Objective: The student will read a portion of Olive Gilbert’s narrative, react to it, and compare Sojourner’s values, character, and actions with the student’s values, character, and actions.

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Lesson 157 Selections from Narrative of Sojourner Truth by Olive Gilbert Objective: The student will continue reading Narrative of Sojourner Truth for comprehension and analysis. Lesson 158 Selections from NNarrative of Sojourner Truth by Olive Gilbert Objective: The student will complete reading selections from Narrative of Sojourner Truth, respond in writing to the reading, and conduct analysis on it. Lesson 159 Assessment on Sojourner Truth Objective: The student will write an expository essay about the character of Sojourner Truth demonstrating mastery of writing skills, knowledge about Sojourner Truth and analysis of her contributions, personality, and character.

Lesson 160 Preparing to Write a Research Paper: Conducting Research Objective: The student will begin the process of learning to write a research paper. In this Lesson the student will conduct research online or in the library.

Lesson 161 Preparing to Write a Research Paper: Recording and Sorting Information Objective: The student will continue the process of learning to write a research paper. The student will practice reading for information, internalizing the information, evaluating its usefulness and sorting the information.

Lesson 162 Preparing to Write a Research Paper: Creating a Bibliography Objective: The student will continue the process of writing a research paper. The student will learn to create a bibliography.

Lesson 163 Preparing to Write a Research Paper: Citing Your Sources Objective: The student will continue the process of learning to write a research paper. The student will learn how to cite sources when composing the text of a research paper.

Lesson 164 Preparing to Write a Research Paper: Poet Web Search Objective: The student will continue the process of learning to write a research paper. The student will conduct structured research and record and assess information in note form.

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Lesson 165 Preparing to Write a Research Paper: The Writing Process and Outlining Objective: The student will continue the process of learning to write a research paper. The student will learn how to organize and assess ideas and information, and use them to make an outline. Lesson 166 Writing a Research Report: Brainstorming and Choosing a Topic Objective: The student will begin writing a research paper by brainstorming and selecting a famous person as the topic.

Lesson 167 Writing a Research Report: Collecting and Organizing Information Objective: The student will conduct research on the person who will be the subject of the paper. The student will search for information, evaluate the information for usefulness, record the information in the form of notes, gather bibliographic information, and organize the information during the note taking process. Lesson 168 Writing a Research Report: Putting It All Together! Objective: The student will continue the note taking, analysis of information, and organization of material process. The student will create an outline based on the research notes to guide the writing process. Lesson 169 Writing a Research Report: Rough and Final Drafts Objective: The student will combine the research information and original ideas to compose the research paper.

Lesson 170 Creating a Presentation Objective: The student will search for multiple images and graphics and then present them using presentation software.

Lesson 171 Give Me Liberty or Give Me Death! by Patrick Henry Objective: The student will read a speech written by Patrick Henry and create an original speech. Lesson 172 May I, Please? Objective: The student will create a persuasive speech using the elements of persuasion Lessons.

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Lesson 173 Shall I Compare Thee to a Summer’s Day? Objective: The student will review paraphrasing notes from Lesson 82 and apply the technique to William Shakespeare’s work. The student will learn the characteristics of the sonnet. Lesson 174 Hiawatha’s Childhood by Henry Wadsworth Longfellow Objective: The student will actively read Hiawatha’s Childhood and diagram the elements of plot. Lesson 175 Proofreading and Grammar Review Objective: The student will successfully make corrections to a piece of writing using grammar presented in this course. The student will compose an original business letter using correct style and grammar.

Lesson 176 Mythology Review Objective: The student will review the myth writing assignment in Lesson 126 and revise or extend it for an improved example of creative myth writing.

Lesson 177 Reviewing the Genres of Literature Objective: The student will review all genres of literature covered in this course and prepare a presentation teaching those genres to others. Lesson 178 Narrative Writing: Course Work Experience Objective: The student will brainstorm and plan a final writing piece about the experience of seventh grade coursework.

Lesson 179 Narrative Writing: Course Work Experience Objective: The student will complete the review of the learning experiences in this course by completing a narrative essay on work completed during the course.

Lesson 180 Digital Portfolio Objective: The student will select favorite writing pieces from this course and rework them into a digital portfolio.

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Take Off To a Fine Start In Language Arts!

To the Student

Each daily Lesson begins with a question. This isn't a trick question, you can't study for this question, but you do have to think about it before you answer. The more you think, write or talk about your answer, the more relevant the material will become, the more interested you will be in what you are about to learn, and the better you will be able to understand and apply what you are about to learn.

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Seventh Grade Language Arts Common Core Alignment

Complete Curriculum Lesson

Reading: Literature

--Key Ideas and Details

RL.7.1. Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences

drawn from the text.

5, 9, 11‐13, 16‐19, 57‐64, 69‐71,

83, 93‐122, 124, 125, 127‐129, 134‐

140, 142, 144

RL.7.2. Determine a theme or central idea of a text and

analyze its development over the course of the text;

provide an objective summary of the text.

64, 65, 93‐105, 174

RL.7.3. Analyze how particular elements of a story or drama

interact (e.g., how setting shapes the characters or plot).

9, 64, 66, 71, 97, 109, 135, 136,

139--Craft and Structure

RL.7.4. Determine the meaning of words and phrases as

they are used in a text, including figurative and connotative

meanings; analyze the impact of rhymes and other

repetitions of sounds (e.g., alliteration) on a specific verse

or stanza of a poem or section of a story or drama.

4, 5, 11‐13, 16‐19, 57‐64, 69, 72‐

74, 94‐107, 109‐122, 127‐129, 134‐

140, 142‐144, 173

RL.7.5.. Analyze how a drama’s or poem’s form or structure

(e.g., soliloquy, sonnet) contributes to its meaning. 73, 171, 173, 174

RL.7.6. Analyze how an author develops and contrasts the

points of view of different characters or narrators in a text. 66, 67

--Integration of Knowledge and Ideas

RL.7.7. Compare and contrast a written story, drama, or

poem to its audio, filmed, staged, or multimedia version,

analyzing the effects of techniques unique to each medium

(e.g., lighting, sound, color, or camera focus and angles in a

film). 64,

RL.7.8. (Not applicable to literature)

RL.7.9. Compare and contrast a fictional portrayal of a time,

place, or character and a historical account of the same

period as a means of understanding how authors of fiction

use or alter history. 19,

--Range of Reading and Level of Text Complexity

RL.7.10. By the end of the year, read and comprehend

literature, including stories, dramas, and poems, in the

grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range.

4, 5, 8, 9, 11‐13, 16‐19, 54, 56,‐65,

69‐75, 78‐81, 83, 84, 89, 93‐125,

127‐129, 134‐144, 171, 173, 174

Reading: Informational Text

--Key Ideas and Details

SAMPLE

RI.7.1. Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences

drawn from the text. 32, 33, 35‐40, 91, 133, 155

RI.7.2. Determine two or more central ideas in a text and

analyze their development over the course of the text;

provide an objective summary of the text. 156,

RI.7.3. Analyze the interactions between individuals, events,

and ideas in a text (e.g., how ideas influence individuals or

events, or how individuals influence ideas or events). 133, 146--Craft and Structure

RI.7.4. Determine the meaning of words and phrases as

they are used in a text, including figurative, connotative,

and technical meanings; analyze the impact of a specific

word choice on meaning and tone.

4, 5, 11‐13, 16‐19, 35‐40, 57‐64,

69, 135, 136, 155‐158

RI.7.5. Analyze the structure an author uses to organize a

text, including how the major sections contribute to the

whole and to the development of the ideas. 40,

RI.7.6. Determine an author’s point of view or purpose in a

text and analyze how the author distinguishes his or her

position from that of others. 32,--Integration of Knowledge and Ideas

RI.7.7. Compare and contrast a text to an audio, video, or

multimedia version of the text, analyzing each medium’s

portrayal of the subject (e.g., how the delivery of a speech

affects the impact of the words). 5,

RI.7.8. Trace and evaluate the argument and specific claims

in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims.

91, 133

RI.7.9. Analyze how two or more authors writing about the

same topic shape their presentations of key information by

emphasizing different evidence or advancing different

interpretations of facts. 133,----Range of Reading and Level of Text Complexity

RI.7.10. By the end of the year, read and comprehend

literary nonfiction in the grades 6–8 text complexity band

proficiently, with scaffolding as needed at the high end of

the range.

31‐33, 35‐40, 91, 133, 154, 155,

157, 158

Writing

--Text Types and Purposes

W.7.1. Write arguments to support claims with clear

reasons and relevant evidence.

SAMPLE

Introduce claim(s), acknowledge alternate or opposing

claims, and organize the reasons and evidence logically. 64, 150, 152, 155

Support claim(s) with logical reasoning and relevant

evidence, using accurate, credible sources and

demonstrating an understanding of the topic or text. 64, 150, 152, 155

Use words, phrases, and clauses to create cohesion and

clarify the relationships among claim(s), reasons, and

evidence. 64, 150, 152, 155

Establish and maintain a formal style. 64, 150, 152, 155

Provide a concluding statement or section that follows from

and supports the argument presented.

64, 150, 152, 155

W.7.2. Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant

content.

Introduce a topic clearly, previewing what is to follow;

organize ideas, concepts, and information, using strategies

such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics

(e.g., charts, tables), and multimedia when useful to aiding

comprehension. 27‐30, 34, 132, 159, 161, 168, 169

Develop the topic with relevant facts, definitions, concrete

details, quotations, or other information and examples. 27‐30, 34, 132, 159, 168, 169

Use appropriate transitions to create cohesion and clarify

the relationships among ideas and concepts. 27‐30, 34, 159, 168, 169

Use precise language and domain‐specific vocabulary to

inform about or explain the topic. 27‐30, 34, 132, 159, 168, 169

Establish and maintain a formal style. 34, 132, 159, 168, 169

Provide a concluding statement or section that follows from

and supports the information or explanation presented. 27‐30, 34, 132, 159, 168, 169

W.7.3. Write narratives to develop real or imagined

experiences or events using effective technique, relevant

descriptive details, and well‐structured event sequences.

Engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally and

logically.

10, 14, 15, 20‐22, 90, 126, 149,

151, 178

Use narrative techniques, such as dialogue, pacing, and

description, to develop experiences, events, and/or

characters.

2, 3, 6, 10, 14, 15, 20‐22, 90, 126,

149, 151, 178

SAMPLE

Use a variety of transition words, phrases, and clauses to

convey sequence and signal shifts from one time frame or

setting to another.

6, 10, 14, 15, 20‐22, 90, 126, 149,

151, 178

Use precise words and phrases, relevant descriptive details,

and sensory language to capture the action and convey

experiences and events.

2, 3, 6, 10, 14, 15, 20‐22, 90, 126,

149, 151

Provide a conclusion that follows from and reflects on the

narrated experiences or events.

6, 10, 14, 15, 20‐22, 90, 126, 149,

151, 178--Production and Distribution of Writing

W.7.4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to

task, purpose, and audience. (Grade‐specific expectations

for writing types are defined in standards 1–3 above.)

6, 10, 14, 15, 34, 45‐50, 52, 54, 55,

65, 71, 73‐82, 85, 90, 105, 162, 145‐

147, 149‐152, 157‐159, 161, 169,

178, 180

W.7.5. With some guidance and support from peers and

adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new

approach, focusing on how well purpose and audience have

been addressed.

21, 43, 44, 52, 86, 90, 132, 145,

169, 175, 176, 179, 180

W.7.6. Use technology, including the Internet, to produce

and publish writing and link to and cite sources as well as to

interact and collaborate with others, including linking to

and citing sources.

24‐26, 42, 45, 54, 81, 92, 123, 126,

146, 177--Research to Build and Present Knowledge

W.7.7. Conduct short research projects to answer a

question, drawing on several sources and generating

additional related, focused questions for further research

and investigation.

42‐45, 81, 87, 90, 92, 107, 108,

160, 161, 164‐169, 171

W.7.8. Gather relevant information from multiple print and

digital sources, using search terms effectively; assess the

credibility and accuracy of each source; and quote or

paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for

citation.

1, 24‐26, 42, 87, 91, 123, 160‐169,

171

W.7.9. Draw evidence from literary or informational texts

to support analysis, reflection, and research.

Apply grade 7 Reading standards to literature (e.g.,

“Compare and contrast a fictional portrayal of a time, place,

or character and a historical account of the same period as

a means of understanding how authors of fiction use or

alter history”). 106, 123, 130, 145, 146, 147

Apply grade 7 Reading standards to literary nonfiction (e.g.

“Trace and evaluate the argument and specific claims in a

text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims”). 67, 155--Range of Writing

SAMPLE

W.7.10. Write routinely over extended time frames (time

for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of

discipline‐specific tasks, purposes, and audiences.

11‐13, 45‐50, 54, 55, 90, 92, 107,

108, 123‐126, 130, 132, 137‐139,

143‐152, 155, 157‐169, 171, 178

Speaking and Listening

--Comprehension and Collaboration

SL.7.1. Engage effectively in a range of collaborative

discussions (one‐on‐one, in groups, and teacher‐led) with

diverse partners on grade 7 topics, texts, and issues,

building on others’ ideas and expressing their own clearly.

Come to discussions prepared, having read or researched

material under study; explicitly draw on that preparation by

referring to evidence on the topic, text, or issue to probe

and reflect on ideas under discussion. 12, 69, 82, 111, 133, 139, 173

Follow rules for collegial discussions, track progress toward

specific goals and deadlines, and define individual roles as

needed. 27‐30, 69, 82, 111, 139

Pose questions that elicit elaboration and respond to

others’ questions and comments with relevant observations

and ideas that bring the discussion back on topic as needed.

8, 10, 12, 69, 70, 82, 106, 111, 125,

133, 134, 139, 173

Acknowledge new information expressed by others and,

when warranted, modify their own views.

8, 10, 12, 69, 70, 82, 106, 111, 125,

133, 134, 139

SL.7.2. Analyze the main ideas and supporting details

presented in diverse media and formats (e.g., visually,

quantitatively, orally) and explain how the ideas clarify a

topic, text, or issue under study. 154,

SL.7.3. Delineate a speaker’s argument and specific claims,

evaluating the soundness of the reasoning and the

relevance and sufficiency of the evidence. 172,--Presentation of Knowledge and Ideas

SL.7.4. Present claims and findings, emphasizing salient

points in a focused, coherent manner with pertinent

descriptions, facts, details, and examples; use appropriate

eye contact, adequate volume, and clear pronunciation. 51, 107, 154, 171, 172

SL.7.5. Include multimedia components and visual displays

in presentations to clarify claims and findings and

emphasize salient points. 51, 107, 147, 170, 177

SL.7.6. Adapt speech to a variety of contexts and tasks,

demonstrating command of formal English when indicated

or appropriate. 51, 54, 55, 107, 154, 171,

SAMPLE

Language

--Conventions of Standards English

L.7.1. Demonstrate command of the conventions of

standard English grammar and usage when writing or

speaking.

Explain the function of phrases and clauses in general and

their function in specific sentences. 23,

Choose among simple, compound, complex, and compound‐

complex sentences to signal differing relationships among

ideas. 23‐25, 175

Place phrases and clauses within a sentence, recognizing

and correcting misplaced and dangling modifiers.* 23,

L.7.2. Demonstrate command of the conventions of

standard English capitalization, punctuation, and spelling

when writing. 68, 151, 175

Use a comma to separate coordinate adjectives (e.g., It was

a fascinating, enjoyable movie but not He wore an old[,]

green shirt ). 90, 148, 151

Spell correctly.

6, 14, 34, 49, 52, 90, 147, 149, 152,

175--Knowledge of Language

L.7.3. Use knowledge of language and its conventions when

writing, speaking, reading, or listening. 147, 149, 151, 152, 172, 175

Choose language that expresses ideas precisely and

concisely, recognizing and eliminating wordiness and

redundancy.* 6, 19, 147, 149, 151, 152, 172, 175

--Vocabulary Acquisition and Use

L.7.4. Determine or clarify the meaning of unknown and

multiple‐meaning words and phrases based on grade 7

reading and content , choosing flexibly from a range of

strategies.

Use context (e.g., the overall meaning of a sentence or

paragraph; a word’s position or function in a sentence) as a

clue to the meaning of a word or phrase.

4, 5, 9, 11‐13, 16‐18, 57‐63, 94‐98,

101, 102, 107, 109, 114‐122, 127‐

129, 139, 140, 142, 144, 155, 158

Use common, grade‐appropriate Greek or Latin affixes and

roots as clues to the meaning of a word (e.g., belligerent,

bellicose, rebel ). 35,

Consult general and specialized reference materials (e.g.,

dictionaries, glossaries, thesauruses), both print and digital,

to find the pronunciation of a word or determine or clarify

its precise meaning or its part of speech.

4, 5, 9, 11‐13, 16‐18, 57‐63, 69, 94‐

100, 102‐107, 109‐122, 127‐129,

134‐136, 138, 140, 142, 143, 155‐

158

SAMPLE

Verify the preliminary determination of the meaning of a

word or phrase (e.g., by checking the inferred meaning in

context or in a dictionary).

57‐63, 69, 94‐98, 101, 102, 107,

109, 114‐122, 127‐129, 139, 140,

142, 155, 158

L.7.5. Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., literary, biblical, and

mythological allusions) in context. 72‐74, 76, 80, 83, 89, 135

Use the relationship between particular words (e.g.,

synonym/antonym, analogy) to better understand each of

the words. 56, 82, 89, 172

Distinguish among the connotations (associations) of words

with similar denotations (definitions) (e.g., refined,

respectful, polite, diplomatic, condescending ). 3,

L.7.6. Acquire and use accurately grade‐appropriate general

academic and domain‐specific words and phrases; gather

vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

4‐7, 9, 11‐13, 16‐18, 41, 57‐63, 69,

94‐107, 109‐122, 127‐129, 134‐

136, 139, 140, 142‐144

SAMPLE

Lesson 1 Introduction to Note-taking

Note-taking is as important to learning as reading and writing. To help you see why and how note-taking can make a difference in how you learn, study and improve your grades, note-taking will be required throughout this course.

But first, you’ll need to learn how to take notes.

The most convenient format is called Cornell notes. This note-taking system can be used in every course you take, not just English. In fact, this method is used in most law schools and medical schools across the country. As you will see, it is simple, yet effective and the format makes studying easier and much more productive.

Using the Cornell Method

When you use Cornell notes, you will need to alter your note paper to create spaces for certain types of information.

To begin, create a left margin of the paper that is 2 ½ inches wide by drawing a line down from the top of the page to about 2 inches from the bottom of the page. You now have a sheet of paper that has 2 columns – one is 2 ½ inches wide and the other is 6 inches wide.

The left column is labeled “Cue Column” – that is where you will write “cues” which are key words, terms, or concepts being taught. Cues also summarize what your notes are about.

The right column is your “Note-taking Column” – this is where you will write down information your teacher is giving you. Definitions, explanations, key facts or details that explain the Cue are examples of the type of information to write down.

When your teacher begins on a new topic, skip down a few lines, write the key word or topic in the Cue column and continue to jot down notes in the Notes column.

Use the bottom 2 inches of the paper as the Summary section. Spend a couple minutes at the end of class summarizing what your notes on that page are about.

After class, go through your notes and try to add details you recall or rewrite some of the phrases you wrote down so they are complete sentences. It’s very important to do these things while the information is still fresh.

STUDENT MANUAL LANGUAGE ARTS — LESSON 1-1

SAMPLE

Here is an example of how your note paper might look if you took notes during a brief presentation about note-taking:

Let’s practice!

Set up a piece of notepaper for Cornell notes.

Read the explanation below about the writing process. As you read, write down the key terms, and the explanations on your paper.


SAMPLE

The Writing ProcessHave you ever felt stuck when trying to write? Trying to find the one perfect idea to write about can be frustrating and a little scary. There are many different ways to extract that one perfect idea from the back of your mind. Pre-writing strategies will help you become more focused with your writing.

One pre-writing strategy is brainstorming. One way to brainstorm is to set a timer for 60 seconds and make a list of everything you are thinking. Brainstorming by making lists gets all of your thoughts on paper and will allow you to go back and organize your thoughts before writing.

Another pre-writing strategy is clustering. Cluster mapping, often called webbing, helps you take one main idea and create categories that “branch” off from the main idea. This will allow you to organize your thoughts while brainstorming. By using this method, you may not have to go back to re-order your thoughts.

One final strategy that you may use is a writer’s journal. A writer’s journal is a special notebook that you will set aside to keep special thoughts and experiences written down. It is your daily journal. You can include your daily thoughts, experiences, imaginary images or even prompts of your own, for example: My Favorite Songs, or, Interesting People I Saw Today.

As you move on through this course, you will use several pre-writing strategies. You will find that you like one more than another, but you will also find that your writing is more focused and organized.

The Beach

SandCastlesSwimming

SunScreen

BeachTowels


SAMPLE

Now that you have a little experience with Cornell notes under your belt, find a newspaper article or magazine article that you are interested in reading. As you read it, take Cornell notes. When you are finished, submit the article and your notes to your teacher for assessment. You may use a printed copy of the newspaper or magazine, or an online version of the article.

Lesson Wrap-Up: Effective note taking will remain an important skill throughout your educational career. It is an extremely critical skill that you will use from now until you graduate from college. Using Cornell notes will help you to stay organized and to write the important information you will need to remember as you outline each new skill.


SAMPLE

Lesson 2 The Five Senses

An important part of any writing is to make it appealing. One way to make your reader become emotionally invested is to appeal to the five senses. Your sensory details can provide you with the most interesting and thoughtful details imaginable.

The sense of sight allows you to paint a picture with words. Some wonderful images you may have seen are an orange and pink sunset, little children playing, or your family sitting down together for dinner. Some other images you can paint with words are not so beautiful, for example, a tornado, a forest fire, or a car accident. All of these images have specific words which can be used to describe them. These can help you paint a picture with your words.

The sense of sound helps you define experiences by using words to describe what you would hear in the situation. For example, if you are skiing downhill, you would hear the swoosh, swoosh of the snow crunching underneath your skis. If you are in your backyard at a family barbeque, you hear the cackle, cackle of laughter as your aunts retell old family stories.

Smell is a very important sense that is used to draw in readers. Describing specific events or foods, or places by smell can lead the reader to create an image of the story. You may write about the county fair and the sweet, smoky smell of ribs cooking on the grill. You could describe the smell of pungent pine as your mom cleans the kitchen floor.

By describing taste, the author allows the reader to be right in the situation. The choice of words you use to convey taste can set the reader’s taste buds tingling. When you write about the county fair, you can write about the sugary, juicy ribs that fall off the bone as you bite into them.

The last sense is touch. Often times you can paint a picture of an item by describing what it feels like. For example, “The jumbo crocodile’s scales are rough and razor sharp,” clearly describes the texture of the scales of the crocodile.

As your vocabulary develops and you begin to own more sensory words, your writing will strengthen and become more appealing to you and others.


SAMPLE

Complete the following exercises to build your sensory writing skills. Use three to five sentences in each description.

1. You are walking with your blind uncle. Using the senses of sound and smell, describe what the ocean is like.

2. Your pen pal in China has never had pizza. Describe in your own words what it tastes like. Use words that appeal to the sense of taste.

3. You have never felt a cotton ball. Describe what it feels like using words that appeal to the senses.

4. You have a friend who has never experienced making snow angels. Describe the experience using sensory words.

5. Describe the sights, sounds, textures, odors, and tastes of eating lunch in a school cafeteria.

6. Describe your favorite breakfast using words that appeal to all of the senses.

7. Describe your favorite room using as many sensory words as possible.

8. Think about the experience of going to see a movie in a theater. Describe the experience using sensory words.

9. Remember an occasion when you have gone swimming. Describe the scene, focusing on the sights, sounds, smells, and feel of the water as you went swimming.

10. Think of your own idea of a place or experience to describe using sensory words. The place could be a soccer field during a game, a baseball or football game,

church, a restaurant, a vacation experience, or anything else that stimulates your imagination.

Lesson Wrap-Up: Look through the writing samples. Notice how authors often appeal to the senses in their writing. Using clear details makes the piece more interesting and easier to read. As you continue with this course, look at how each author uses details in their writing to paint mental pictures.


SAMPLE

Lesson 3 Sensory Details

Today you are going to do pre-writing for a story using sensory details. Please read the directions and complete the activity.

Using a cluster map, brainstorm all of the ideas you can think of for the word SNOW.

Good! Now that you have some great words, put them together in a journal entry.What is the first experience you can remember with snow? If you have never experienced snow, what would you imagine it is like?

Please write at least two paragraphs describing this experience. Use as many sensory words as you can.

Now that you have been practicing writing with sensory words, you are ready for a longer writing assignment. Refer to the ten sensory descriptions you composed for Lesson 2. Select one, and expand the description to a one page composition on the subject. Be sure to include all five senses in your writing.

When you have completed the description, review it. Check it for spelling, punctuation, and grammatical correctness. If possible, ask a peer or your teacher to look it over, also. Be sure the sentences are complete and express your thoughts accurately. Then, make a final copy of the writing piece. Submit both copies to your teacher for assessment.

Lesson Wrap-Up: Using sensory words effectively in your writing takes practice. It is a skill that will greatly enhance your writing, so it is very much worthwhile to develop. Consciously use sensory words in all of your compositions and watch your writing improve!

Snow

SleddingBuilding

a Snowman

WearingBoots

DownhillSkiing


SAMPLE

Lesson 4 The Cremation of Sam McGee by Robert Service Vocabulary Work

To begin this Lesson, set up your paper for Cornell notes. In the Cue Column, list each vocabulary word.��

The Vocabulary words for this Lesson are: Moil; Marge; Mushing; Cremate; Ghastly; Loathed; Brawn; Derelict; and Hearkened.

In the Note-taking Column, write the definition from the dictionary and an original sentence using the vocabulary word.

After you finish your vocabulary list, be creative! Make a crossword puzzle using your Vocabulary words. Visit puzzle making websites for ideas. If you prefer to draw your own crossword puzzle using graph paper, you may do that, also. All of the Vocabulary words must be included in your puzzle. You will need to add words of your own to make the puzzle work. Use other words from the poem to create a high quality puzzle. It will be fun! Good luck!

Lesson Wrap-Up: Finding the meaning of an unknown word prior to reading will help enhance your understanding of the text. Throughout this course, you will be presented with Vocabulary words and tests. As you work on the writing portion of this course, try to incorporate as many Vocabulary words as you can into your writing assignments.


SAMPLE

Lesson 5 The Cremation of Sam McGee by Robert Service

Introduction to Descriptive Language

The poem you are going to read in this Lesson is a tale of the bitter cold of Canada’s Yukon Territory and its consequences for Sam McGee and his friend.

Read the poem carefully, then complete the Reading Comprehension Questions.

Reading Comprehension Questions

What was Sam McGee doing in the Arctic?

Sam asks the speaker to make him a promise, what is it?


SAMPLE

Why does the cold weather disagree with Sam McGee?

Why does the speaker keep his promises? What does he say to let the reader know he plans to keep his promise?

What does the speaker find when he opens the furnace door?


SAMPLE

Give five examples of descriptive language used in the poem which contribute to the feeling of bitter cold.

Lesson Wrap-Up: Choose two Vocabulary words and use them in one or two original sentences about a character, scene or action in the poem.

What happens next? What will Sam and the speaker do? Create your own conclusion to the poem. Add two more stanzas to the poem.


SAMPLE

Now Sam McGee was from Tennessee, where the cotton blooms and blows. Why he left his home in the South to roam ‘round the Pole, God only knows.

He was always cold, but the land of gold seemed to hold him like a spell;Though he’d often say in his homely way that he’d “sooner live in hell”.

On a Christmas Day we were mushing our way over the Dawson trail. Talk of your cold! through the parka’s fold it stabbed like a driven nail.

If our eyes we’d close, then the lashes froze till sometimes we couldn’t see;It wasn’t much fun, but the only one to whimper was Sam McGee.

And that very night, as we lay packed tight in our robes beneath the snow, And the dogs were fed, and the stars o’erhead were dancing heel and toe,

He turned to me, and “Cap,” says he, “I’ll cash in this trip, I guess;And if I do, I’m asking that you won’t refuse my last request.”

Well, he seemed so low that I couldn’t say no; then he says with a sort of moan: “It’s the cursed cold, and it’s got right hold till I’m chilled clean through to the bone.

Yet ‘tain’t being dead — it’s my awful dread of the icy grave that pains;So I want you to swear that, foul or fair, you’ll cremate my last remains.”

A pal’s last need is a thing to heed, so I swore I would not fail;And we started on at the streak of dawn; but God! he looked ghastly pale.

He crouched on the sleigh, and he raved all day of his home in Tennessee;And before nightfall a corpse was all that was left of Sam McGee.

There wasn’t a breath in that land of death, and I hurried, horror-driven, With a corpse half hid that I couldn’t get rid, because of a promise given; I

t was lashed to the sleigh, and it seemed to say: “You may tax your brawn and brains,But you promised true, and it’s up to you to cremate those last remains.”

Now a promise made is a debt unpaid, and the trail has its own stern code. In the days to come, though my lips were dumb, in my heart how I cursed that load.

In the long, long night, by the lone firelight, while the huskies, round in a ring,Howled out their woes to the homeless snows — O God! how I loathed the thing.


The Cremation of Sam McGeeBy Robert Service

There are strange things done in the midnight sun By the men who moil for gold;

The Arctic trails have their secret tales That would make your blood run cold;

The Northern Lights have seen queer sights, But the queerest they ever did see

Was the night on the marge of Lake Lebarge I cremated Sam McGee.SAMPLE

And every day that quiet clay seemed to heavy and heavier grow; And on I went, though the dogs were spent and the grub was getting low;

The trail was bad, and I felt half mad, but I swore I would not give in;And I’d often sing to the hateful thing, and it hearkened with a grin.

Till I came to the marge of Lake Lebarge, and a derelict there lay;It was jammed in the ice, but I saw in a trice it was called the “Alice May”.

And I looked at it, and I thought a bit, and I looked at my frozen chum;Then “Here”, said I, with a sudden cry, “is my cre-ma-tor-eum.”

Some planks I tore from the cabin floor, and I lit the boiler fire; Some coal I found that was lying around, and I heaped the fuel higher;

The flames just soared, and the furnace roared — such a blaze you seldom see;And I burrowed a hole in the glowing coal, and I stuffed in Sam McGee.

Then I made a hike, for I didn’t like to hear him sizzle so; And the heavens scowled, and the huskies howled, and the wind began to blow. It was icy cold, but the hot sweat rolled down my cheeks, and I don’t know why;

And the greasy smoke in an inky cloak went streaking down the sky.

I do not know how long in the snow I wrestled with grisly fear; But the stars came out and they danced about ere again I ventured near;

I was sick with dread, but I bravely said: “I’ll just take a peep inside.I guess he’s cooked, and it’s time I looked”;. . . then the door I opened wide.

And there sat Sam, looking cool and calm, in the heart of the furnace roar; And he wore a smile you could see a mile, and he said: “Please close that door.

It’s fine in here, but I greatly fear you’ll let in the cold and storm —Since I left Plumtree, down in Tennessee, it’s the first time I’ve been warm.”

There are strange things done in the midnight sun By the men who moil for gold;

The Arctic trails have their secret tales That would make your blood run cold;

The Northern Lights have seen queer sights, But the queerest they ever did see

Was that night on the marge of Lake Lebarge I cremated Sam McGee.


SAMPLE

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