7th grade English

USM Main

English 7 Main


Study Guides


Extra Help


Literary Terms

6Traits Writing

ORB Ideas

Victorian Party


     You will be asked to complete various projects throughout the year. Below are brief descriptions of most of them and links to rubrics, requirements and other important information.

Literary Devices Hunt

You will come across many literary terms in your career as a student. In 7th grade English you will need to understand and identify the following definitions whenever you come across them in the literature we read. Please file this list in the “literature” section of your binder.

You will be responsible for committing these definitions to memory and eventually will be quizzed on their meanings, but in order to really understand them you will hunt through various children’s picture books and conduct a “literary device search”. Afterwards you will compile all of your definitions and examples in a small booklet. Please follow these steps:

1.      Read each definition and take a minute to digest it. Then, if necessary, simplify the definition into your own words and jot them below the typed definition.

2.      Then create a page for each literary device by folding a blank piece of printer paper in half. On one half of the paper, write the name of the term and its definition, making sure to put THE DEFINITION IN YOUR OWN WORDS as well as the direct definition if possible. Leave the other side of the paper blank. This is where the example and a possible illustration will go.  

3.      Next go on a hunt for an example of the literary device in the children’s books provided. Neatly copy down the example on the blank side of the paper, making sure that all your writing is facing the same way. If you can’t find an example of the term, create your own example of it and write it directly on your piece of paper under the definition.

4.      If you have time, illustrate the pages of your packet of literary devices or add some sketches to a few of your favorite examples.


September to October
The Giver
by Lois Lowry
The Giver Final Project

Now that you’ve finished reading The Giver, you will complete one of the following culminating projects. You may choose to work with a partner or individually. All projects will be presented to the class during the week of October 9th, 2006. The presentation will also be assessed and included in your final project grade. Most of the work will be done in class during the week of October 2nd, 2006, but it may be necessary for some students to work on these projects outside of class. If you finish early, you will be responsible for keeping busy while the other students work on their projects.

Project options and descriptions


late October
A Christmas Carol
by Charles Dickens
and the Victorian era in England
Historical Context - Victorian Newspaper Project:

     In order to gain an understanding of daily life in Victorian London and prepare for our reading of A Christmas Carol by Charles Dickens, you will spend the next weeks conducting research. Your final goal is to learn a good amount about three events or topics from the time period (1837 – 1901). You will then take that information and create a page from a Victorian newspaper.

Victorian Newspaper rubric

     As we begin reading A Christmas Carol, you will be responsible for vocabulary words from the play. Click on a link below to access the worksheets.

Victorian glossary
Stave 1 vocabulary worksheet
Stave 2 vocabulary worksheet
Stave 3 vocabulary worksheet
Stave 4 vocabulary worksheet
Stave 5 vocabulary worksheet


Parts of Speech Podcasts

     In the coming weeks you and a partner or two will create a short educational podcast. Its purpose is to teach the function of two different parts of speech to a fifth grade audience and it should be no more than three minutes in length.
            In order to be successful it should get and hold the attention of the audience and correctly explain the role of two parts of speech. Please choose one relatively easy part of speech and one more complicated part of speech to teach in your podcast.

Podcast Requirements:

  • it will include photos that you take with a digital camera
  • and audio that you record on one of the six Macs in the Mac lab
  • it should include an introduction, middle and closing as a radio show would
  • it should also include some music loops which are available in the Garage Band program
  • it will be planned, frame by frame, using a storyboard worksheet

1. a digital camera – please bring in one from home if possible
2. notes and other resources that explain the function of two parts of speech
3. story board worksheet which will help you plan how you are going to teach the role of these parts of speech through a podcast
4. props with which to teach such as objects, costumes, white board and dry erase markers or construction paper and markers
5. a Mac computer with Garage Band


Short Stories

After reading and analyzing six short stories, it is your turn to attempt your own!
While all of us have had conflicts with other people, it is often the internal conflict, the conflict with ourselves, within our own minds, which is the most common and also troubling. Because of that, all humans can relate to the internal - man vs. himself conflict. It is our job then, as writers, to take that conflict and hopefully turn it into MATERIAL – journal entries, essays, short stories, narratives, etc!
     Your assignment is to develop a short story in which the conflict is an internal, man vs. himself conflict. You may use a struggle you’ve dealt with, or come up with one on your own, but the main character must be in conflict with himself/herself, similar to Jerry in “Through the Tunnel”, and Rainsford in “The Most Dangerous Game”.  Both of these characters suffered from some sort of inner turmoil because part of them wanted to give up, while another part of their psyche pushed them on. In “The Most Dangerous Game,” after Rainsford realizes how truly terrified he is of Zaroff, he says to himself, “I will not lose my nerve. I will not” (Connell 55).  Similarly, in “Through the Tunnel”, Jerry struggles with the idea of attempting, yet again, to swim through the tunnel while his head is throbbing, his nose is bleeding, and he wants nothing more than to go home. “If he did not do it now, he never would” (Lessing 12).
     As mentioned above, your idea may be based on a personal experience and can develop from your latest journal entry, or you can come up with a completely new idea with completely fictional characters. In either case, just as in “The Most Dangerous Game” and “Through the Tunnel”, the SETTING of your story should be well developed, include rich details and help draw your audience into your story. The more descriptive details the better

Short story outline

Short story rubric

Short story writing tips

Sentence Opening Sheet - for revising


Vocabulary Voicethread
Lizzie Bright and the Buckminster Boy Vocabulary

You are responsible for creating a study aid (flash-card or word-map) for two words from each chapter of the book Lizzie Bright and the Buckminster Boy. I will assign one word from each chapter and you will choose the other. You will not be quizzed on the words until we finish the entire book.

Use the "master lists" below to define the words and determine the page on which they appear.

First period


Second period

Third period

Sixth period

Seventh period
Stories of Surviving:
Night by Elie Wiesel
The Lost Boys of Sudan and the bookThey Poured Fire on Us From the Sky
Forgotten Fire
by Adam Bagdasarian
No Pretty Pictures by Anita Lobel
I Have Lived a Thousand Years by Livia Bitton-Jackson
Parallel Journeys by Eleanor Ayer


Genocide Project -
For your final project you may work with one other student or individually to attempt to provide an answer to the question: “What can we do about genocide?” Choose from the following options or come up with your own idea, but run it by Ms. Reimer before you start working on it.

Option 1: Theme Illustration
Explain one of the themes from the book They Poured Fire on Us from the Sky
through a Windows MovieMaker project that includes historical photographs, statistics about the genocide, short excerpts from the book, and music of your choice.

Option 2 : Build Awareness
Build awareness about genocide and its dangers by creating:

o       a P.S.A. (public service announcement) video or audio

Option 3: Get Involved
Motivate people to get involved in anti-genocide organizations
by creating:

o       a P.S.A.

o       a music video

Links to images are below, separated by topic.

Photographs of Sudan's on-going genocide and re-building southern Sudan:



Photos of Kakuma Refugee Camp:

Art by the Lost Boys of Sudan:


Portraits of many Lost Boys today:

Photographs of the genocide in the Darfur Province:


Other books that may be of interest:
Forgotten Fire
by Adam Bagdasarian
Parallel Journeys
by Eleanor Ayer
Night by Elie Wiesel
No Pretty Pictures by Anita Lobel

Other instances of genocide

Armenian genocide links:
(http://www.theforgotten.org/site/intro_eng.html)  (images can't be copied)

Holocaust links:
Image library

Video library