Unit 1 Narrative Conclusion

Good evening parents. Seasons are changing and so are our lessons.  The end of the semester is upon us, and there are a couple of assignments that are due.

  • AC – Mythical Poem Project – due Tuesday, October 8th.  Projects will be presented orally on Tuesday, Thursday and Friday of next week. AC: Criteria for Project
    Students will create a poem that explains a natural phenomenon (a myth). It must contain the following elements:
    o It must contain at least three different examples of figurative language.
    o Sensory details (not just plain details)
    o It must tell a story.
    o It can be free verse, or it can rhyme.
    o It must have a protagonist and an antagonist.
    o At least one example of the figurative language should have dual meanings. (In other words, it can be a metaphor and personification).
    o It can be any length as long as it contains the required elements.
    o This project is due on Tuesday, October 8th.
    o Be prepared to present your myths to the class orally.
    o If you’d like, you can make it a PowerPoint, or it can be presented in another form.
    o You may have a (1) partner. (There are a couple of exceptions where three people are allowed to work together.)
  • Unit 1- Narrative Test
  • Students received a study guide on yesterday in preparation for the summative assessment. We reviewed portions of the guide today. Students also practiced answering sample test questions in class today using the poem “The Walrus and the Carpenter,” by Lewis Carroll.  The study guide and the questions are posted below. Because of copyright laws, I cannot post the poem, but you can easily locate it online. The study guide will be checked and graded on Monday, 10/07/19. Students must make sure that they bring their work to class.
  • Study Guide Name:______________________________________ Per. _____
    Unit 1’s Narrative Test will be given on Wednesday, October 9th.
    Define the following terms and know how to identify them when you read a story.
    1. Plot
    2. Exposition
    3. Rising action
    4. Climax
    5. Falling action
    6. Internal characterization
    7. External characterization
    8. Point of view (speaker’s voice)
    9. Figurative language (List and define at least seven of them.)
    10. Sensory details
    11. Antagonist
    12. Protagonist
    13. Genre
    14. Stanza
    15. Denotation
    16. Connotation
    17. Myth
    18. Symbol
    19. Internal coherence
    20. External coherence
    21. Effective
    22. Character
    23. Dialogue
    24. Reflection
    25. Possessive nouns
    26. Coordinating adjectives

Questions for “The Walrus and the Carpenter.”                  10-4-19

Directions:  Answer the following questions. 
1. What is the theme or moral of this narrative poem?
2. Write one example of personification that you see in the poem.
3. In stanza five, why did the Carpenter shed a bitter tear?
4. In which paragraph do you see an example of alliteration?
5. List an example of a simile found in the poem.
6. List an example of another type of figurative language found in the poem.

Reassessment for students who did not score above 75 on their narrative essays will also continue throughout next week. Students will be given the opportunity to pull up their grades. 

Parents, don’t forget to sign up for Conference Week. We’d love to meet with you.



Here are some note that can assist  you in your understanding of the various types of sentence structures. Why don’t you practice them?

Sentence Structure Practice Note-sheet

• A simple sentence contains one independent clause.
• A compound sentence contains two independent clauses connected by a coordinating conjunction (FANBOYS).
• A complex sentence must have one independent clause and one dependent clause. A dependent clause must begin with a subordinate conjunction.
(Subordinate conjunctions: if, when, while, because, as if, as long as, then, whether, until, whenever, since, before, although…). In other words, the dependent clause leaves you hanging.
I. Directions: Write “S” over each subject and “V” over each verb.
Draw two lines under each verb and one line under each subject.
Then write “I” over the clause if it is independent or “D” over the clause if it is dependent.
Afterwards, identify the correct sentence structure. Is it simple, compound or complex? S=simple; C= compound; CX = complex.

Simple: I like to run the 200 meters race on the track team.
Now let’s add another independent clause to this clause to make it a compound sentence.
Compound: I like to run the 200 meters race on the track team, but I sometimes run the 400.
Now let’s switch things up a bit. Let’s add a subordinate conjunction to the beginning of one of these independent clauses to make a complex sentence.
Complex: Although I like to run the 200 meters race on the track team I sometimes run the 400.
It’s your turn now. Below are two sets of clauses. You are to create compound and complex sentences from these sets of sentences using the same strategies that we used above. First add a coordinating conjunction to crate a compound sentence. Then add a subordinate conjunction to create a complex sentence for each set of sentences.

1. We went to the ball game. My team won.

1.a. ______________________________________________________________________________________________________________________________
1.b. ______________________________________________________________________________________________________________________________

2. The school day is almost over. I have a lot of homework to do tonight.

2.a. ______________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________ __

The Foundation of Writing…is the sentence.

As we were establishing our routines for the new school year, we reviewed some elements that are foundational to writing. Here’s a recap of what we did.

  • Students learned the Helping Verb Rap
  • We worked on DOL’s throughout the past two weeks as we reviewed our sentence structures.

8/19/19 – Now we will dive into the Narrative and examine all of its elements. Before long, you will be writing your own stories.

Coming Up Next:

  • Helping Verb Rap Quiz Tuesday for students who have not taken it.
  • Quiz Friday on Narrative Elements
  • Springboard’s “The Scholarship Jacket.”
  • “Five Wise Men.”
  • The elements of a narrative, and the five methods of characterization.


Study Sentence Structure patterns,

the identification of verbs and subjects,

coordinating conjunctions,

subordinating conjunctions,

independent clauses, and

dependent clauses.

  • There will be a Sentence Structure Quiz two weeks from now. Do you know your sentence structures?
  • There will also be a quiz on Friday covering Narrative Elements.

Welcome to the Bengal Blog for the 2019-20 School Year!

I’m excited to be able to teach 7th grade ELA this year! There is so much for the students to learn.  Here is a brief overview of what we will cover this school year.

Tapp Middle School
7th Grade Language Arts Course Syllabus
School Year 2019 – 2020
Phone: 770-222-3758

This syllabus is a guide and is subject to change to accommodate the class and the needs of students.

You may access additional information concerning our class activities, assignments and handouts by logging on to teacher’s blogs.

Michele Johnson2 http://cobblearning.net/m2johnson7ela
Springboard English Language Arts $87.82

Online Access:
Student password (ALL CAPS) = First initial Lunch number # (example N000000#)

1st The Choices We Make Students explore the art of storytelling as readers and writers. They encounter contemporary and classic stories about choices and consequences, and they write about their own real and imagined experiences. Students think figuratively and creatively, and they learn to appreciate the writer’s craft through their study and practice.
2nd What Influences My Choices Students shift to the craft of informing, explaining, and convincing. Students learn to generate ideas through close reading, purposeful research, and productive collaboration.
3rd Choices and Consequences Students explore the idea of choices and consequences through a novel that focuses on one young man’s emerging realizations about himself, his family, and the society he lives in. Tangerine takes Paul Fisher, a visually impaired soccer player, on a personal journey of self-discovery. In this unit, students interpret, analyze, and evaluate a novel in terms of point of view, character, structure, and other key literary elements that create a unique text. Students analyze the choices made by the characters in the novel and relate the concept of choices and consequences to their own lives and the lives of prominent leaders whose choices have made positive impacts on society and the world.
4th How We Choose to Act Students explore a range of contemporary and classic poems, monologues, and dialogues to refine their understanding of how writers use language for effect. Students learn how to take their understanding of the written word and express meaning through vocal and visual delivery.

Grading Weights:

Summative 40% (Embedded Assessments, Tests, Essays, Projects)
Quizzes 30% (Formative Assessments)
Daily Work 25% (Daily Reading and Writing Classwork)
Homework 5% (Other Assignments not done or not completed in class)

***After additional practice, re-assessment opportunities for summative assessments will be available.

Makeup Work Policy:
If a student is absent due to illness (or any other excused absence), work will be accepted according to Cobb County Policy. This allows the student the same number of days that he/she was absent to make up work.

Late work is accepted upon teacher’s discretion and points may be deducted for late assignments.
*Plagiarism and copying are considered cheating. All cheating will result in a zero on the assignment.


September 6, 2019 Cognitive Abilities Test
September 9-16, 2019 Iowa Assessment
April 14-May 11, 2019 Georgia Milestones End of Grade Test

Tutoring Schedule: Monday After School, from 4:30-
5:30, by Appointment

[Addendum for AC Syllabus – The course framework and instructional strategies for this course are differentiated in content, pacing, process skills emphasis, and expectation of student outcomes from the typical 7th grade ELA course. Course content has been designed for mastery and extension of state and district performance standards. The course is appropriate for students who have high achievement and interest in ELA. Tapp Middle School has established criteria and guidelines to identify students who will be successful in this course. Students are placed in this class according to specified indicators of demonstrated exceptional ability and motivation. Students must meet continuation criteria to remain in the class.]

Supply List

  • 1 inch binder with dividers
  • or independent folders/composition notebooks (that students can use to keep up with work throughout the year)
  • Webster’s New Compact Dictionary (w/ over 2,000 new entries)
  • highlighters
  • box of kleenex tissues
  • hand sanitizer (either personal or class bottle)
  • small, personal dry erase board with dry erase markers
  • Pencils, pens, erasers, loose leaf paper
  • a cooperative “I can learn” attitude