**7th GRADE ENGLISH** Dear Incoming 7th Grade English Students (and Parents),
Welcome! My name is Paul Ghiglieri, and I will be your new 7th grade English teacher
beginning this fall. I want to share with you my enthusiasm and excitement about next year. Your
English curriculum will stand on four pillars to make you a better writer, reader, and speaker. Those
pillars are literature skills, writing proficiency, vocabulary study, and grammar skills.
In order to help you succeed in 7th grade, it is important that your skills in English don’t get
rusty during the summer. This summer packet will help you practice what you’ve learned in English,
since you will be assessed the first week of school. It will also reveal which areas you need to focus
on and review. Please use the CHECKLIST below to keep track of your progress.
MANDATORY SUMMER ENGLISH SKILLS REVIEW
You are responsible for the following work, all due on the first day of school:
1) _____READ Escape Under the Forever Sky by Eve Yohalem.
2) _____ TYPE your answers to all 15 of the Discussion Questions for Escape Under the
Forever Sky in complete sentences. Remember to add a heading to your paper
(name, date, class, assignment). The questions can be found on the next two
pages.
3) _____Make FLASHCARDS for the Literary Elements list (included) and memorize them.
You will hand in your flashcards and be tested the first week of school.
4) _____Complete the 22 grammar worksheets on run-on sentences, fragments,
verbs, and other parts of speech. You will have a grammar assessment the first
week of school.
5) _____Review the Spelling List and Commonly Confused Words List (included) and
MEMORIZE THEM. These are words you should know before entering 7th grade. You will
have a test on these words during the first week of school.
6) _____Practice typing – You will be typing nearly everything in 7th grade, and you need
to be proficient. Aim for 40 words per minute. You will have a writing/typing
assessment to determine your skills during the first week of school.
7) READ as many books as you can to build your fluency and comprehension.
Additional information can be found at our class website on Cleverbees or at yha.org. While it
might be tempting to forget about all school skills over the summer, your efforts over the break
will help start 7th grade on the right foot! I promise that I will spend my summer thinking of
creative ways to make class fun and enjoyable, yet at the same time productive and educational.
For now, have a wonderful summer vacation! I look forward meeting all of you in August!
Paul Ghiglieri (Mr. G)
ESCAPE UNDER THE FOREVER SKY
a novel by
Eve Yohalem
DISCUSSION QUESTIONS • (TYPE ON A SEPARATE SHEET OF PAPER –
ANSWER IN COMPLETE SENTENCES)
1. In the beginning of the novel, Lucy believes her mother cares more about her career than
she does about her. Do you agree with Lucy? Explain in at least 3-5 sentences.
2. Explain the significance of the title, Escape Under the Forever Sky. In your opinion, does
it accurately describe the events and relationships portrayed in the novel? Explain in at
least 3-5 sentences.
3. Lucy has a close relationship with animals. Have you ever had a close relationship with
an animal or pet? What was it about that relationship that made it special? Answer in at
least 3-5 sentences.
4. Explain in at least 3-5 sentences why Lucy feels free to “just be herself” when she is in
the bush. Is there a place that makes you feel that way?
5. Fear guides much of Lucy’s mother’s decisions regarding what Lucy is allowed and not
allowed to do. Consider the incident at the market; though both Lucy and her mother
blame each other, do you believe one of them is right? Explain in at least 3-5 sentences.
6. Do you consider Lucy’s family to be a strong family? In what ways are they similar or
different than your own? Answer each question in at least 3-5 sentences.
7. Early in the novel, Lucy states, “Tana is everything I’m not: calm, patient, beautiful,
charming.” How does Lucy see herself? Do you agree with her view of herself? Explain
in at least 3-5 sentences.
8. What character traits allow Lucy to escape, and ultimately, survive? Do you share any
personality traits that are similar to hers? If so, what are they? Explain in at least 3-5
sentences.
9. What are some of the ways in which living in Ethiopia is different from living in your
country? What are some of the similarities? Explain in at least 4-6 sentences.
10. The curator of the National Museum of Ethiopia tells Lucy, “Nationality (the country you
are from) and religion are just politics. We are all one species.” What do you think he
means by that? Do you agree or disagree? Explain your position in at least 4-6 sentences.
11. Compare Teddy’s life in Guge to his life at school in Addis Ababa. How do these
differences shape him as a person? Though they are poor, his parents insist he receive the
best schooling possible. What do his parents hope to accomplish by ensuring his
education is excellent? Explain in at least 4-6 sentences.
12. Did you expect Abba and the rest of the villagers to believe Markos or Lucy? Why or
why not? Explain in at least 3-5 sentences.
13. Tana describes what it’s like being a girl in Ethiopia: “Lucy, if you think it is bad to be a
girl here, just imagine what it is like to be a woman. Men are in charge of everything . . .
When I grow up, they will all expect me to behave a certain way just because that is how
it has always been. I hate it.” How does that compare to how girls are treated in your
country? Explain in at least 4-6 sentences.
14. Consider the standoff between Lucy and her captors in the wild; why do you think the
lions surround Lucy? In what ways is this gesture symbolic of Lucy’s connection to
animals? Explain in at least 3-5 sentences.
15. Through the course of the novel, Lucy and her mother learn that the world as they know
will be forever changed. In what ways will it be better or worse for them? Explain in at
least 3-5 sentences. Have you had an experience that reshaped your life? In what ways
have you changed due to this incident? Explain in at least 3-5 more sentences.
FOLLOW THIS SUGGESTED PLANNING CALENDAR TO AVOID
FEELING OVERWHELMED WITH THE SKILLS REVIEW PRACTICE.
Suggested Planning
Week 1: 1) Read Chapters 1-5 of your novel. 2) Complete 4 grammar worksheets. 3) Practice
typing for at least 20 minutes.
Week 2: 1) Read Chapters 6-10 of your novel. 2) Complete 4 grammar worksheets. 3)
Practice typing for at least 20 minutes.
Week 3: 1) Read Chapters 11-15 of your novel. 2) Complete 4 grammar worksheets. 3) Make
flashcards for the literary elements and devices. 4) Practice typing for 20 minutes.
Week 4: 1) Read Chapters 16-20 of your novel. 2) Complete 4 grammar worksheets. 3) Make
flashcards for the Spelling List 4) Make flashcards for the Commonly Confused Words List 5)
Practice typing for at least 20 minutes. 6) Study your flashcards for at least 20 minutes.
Week 5: 1) Read Chapters 21-23 of your novel. 2) Complete 3 grammar worksheets. 3)
Practice typing for at least 20 minutes. 4) Type half of the answers to the literary analysis
questions about the novel. 5) Study your flashcards for at least 20 minutes or practice typing for
20 minutes.
Week 6: 1) Type the last half of the answers to the literary analysis questions about the
novel. 2) Complete 3 grammar worksheets 3) Study your flashcards for at least 20 minutes. 4)
Practice typing for at least 20 minutes. 5) Practice writing all the spelling words and commonly
confused words.
(On the following pages you will find the
list of literary terms and devices. Make
flashcards for these and review them
before the test during the first week of
school. Make sure you review the
Spelling List and Commonly Confused
Words List as Well – you will be
assessed during the first week of
school)
LITERARY TERMS AND DEVICES List
Make flashcards for each and memorize:
Metaphor
A comparison between two seemingly unlike things that does not use the
words “like” or “as.” Examples: Students are sailors on a journey. OR His
stomach tightened into a series of rolling knots.
Simile
A comparison between two seemingly unlike things that does use the words
“like” or “as.” Example: The moon hung like a light bulb in the sky.
Personification
Giving inanimate (not alive) things human characteristics or qualities.
Example: Your homework will rise up and bite you if you put it off.
Alliteration
The repetition of consonant sounds at the beginnings of words in a phrase
or sentence. Example: Mike's mean mother meant well. The consonant
sound made by the letter “m” is repeated.
Imagery
A device that involves using at least one or more of your five senses
(hearing, taste, touch, smell, sight) to make a clear picture of something for
the reader. Example: The bruise on her arm was purple at top, blue at
center, and the size of a dime.
Hyperbole
A figure of speech in which the writer uses exaggeration for emphasis.
Example: I've told you a billion times to clean this room!
Foreshadowing
When a writer gives details that hint at what is to come later in the story.
Flashback
A device that allows the writer to present events that happened before the
time of the current story. Various methods can be used, including
memories, dream sequences, stories told by characters
Onomatopoeia
The imitation of natural sounds in word form. Examples: buzz, roar, woof,
bang, pop, hiss, and sizzle
Setting
The time and place in which a story takes place. Example; In the book
Fever, the story takes place in Pennsylvania in 1793.
Climax
The highest point of tension in a story; usually this occurs when the
protagonist and antagonist have a final showdown.
Protagonist
The main character, usually the “good guy” in a story.
Antagonist
The person or thing that opposes the main character, usually the “bad guy.”
Resolution
This is the ending of the story, when the conflict has been resolved and the
main character has either succeeded or failed in achieving his or her goal.
Conflict
The problem within the story that causes the protagonist & antagonist to
oppose each other. Every conflict is either internal (when a character has a
conflict with himself, like “insecurity”) or external (when a character has a
conflict with someone or something outside of himself). There are 3 major
types of external conflict: character vs. character, character vs. society, and
character vs. nature.
Plot
The sequence of events in a story.
Characterization Characteristics or attributes that define characters and make them seem
real and relatable.
Point of View
The perspective from which a story is told. There are three points of view:
first person (in which I or we serves as the narrator), second person (in
which you serves as the narrator; rarely used) and third person (in which
he, she, they, or it serves as the narrator).
Theme
The story’s main message; what the author is trying to say or imply. For
example: In Sees Behind Trees the author implies that overcoming
challenges is a necessary part of finding your identity. Thus, “Overcoming
challenges is necessary to find your identity” is a theme in the novel.
Theme is stated as a sentence, and it is a universal idea, meaning that it is
not specific to just one story. Instead, a theme can apply to many stories,
poems, films, or songs.
Practice typing the following Spelling Words and study the Commonly Confused Words List.
You will be tested on both the first week of school:
COMMONLY CONFUSED WORDS List
Memorize:
Accept, except
1. Sarah will accept the offer.
2. Samuel liked the house except the basement
Affect, effect
1. The storm will affect the school field trip.
2. The effects will probably disappoint students.
Borrow, lend
1. My friend asked if he could borrow my new book.
2. I will lend it to him this week.
Capital, capitol
1. Sacramento is the capital of California.
2. The reports gathered in front of the capitol building.
Desert, dessert
1. The desert does not receive much rain.
2. Last night we had ice cream for dessert.
It’s, its
1. It’s time to take the dog to the vet.
2. Its shots are due.
Lay, lie
1. Lay the book on the shelf.
2. If you lie down to read, you might fall asleep.
Loose, lose, loss
1. The lion got loose.
2. The zoo cannot lose the lion.
3. It would be a terrible loss.
Passed, past
1. I passed my English test.
2. I spent the past two weeks studying for it.
Peace, piece
1. There was a peace march at the corner.
2. I wrote a story on a piece of paper.
Principal, principle
1. Our school principal is a leader.
2. He thought the most important principle was honesty.
Their, there, they’re
1. Where should the students study for their test?
2. Over there is a good place to study.
3. They’re going to be studying every afternoon.
To, two, too
1. I am going to the store.
2. I would like two cookies.
3. I am going to the movies too.
Weather, whether
1. The weather outside is stormy.
2. I don’t know whether run or walk around the park.
Where, were
1. Where are you going on vacation?
2. They were doing their homework after school.
Whose, who’s
1. Do you know whose phone this is?
2. Who’s calling?
Your, you’re
1. Is your house on the corner?
2. So you’re not going to be home
Right, write
1. This is not the right dress.
2. I love to write book reports.
COMMONLY MISSPELLED WORDS List
Memorize:
1. argument – Let’s not have an argument over these words.
2. believe – I don’t believe that is the correct answer.
3. business – He is going to open his own business.
4. calendar – They bought a new calendar in January.
5. definitely – I definitely want to read that book.
6. different – The girls had on different skirts.
7. embarrass – She doesn’t want to embarrass herself in front of the class.
8. experience – They finished the science experiment.
9. foreign – Their entire family had been to a foreign country.
10. government – Their government had an election.
11. judgment – I will use good judgment and stay out of trouble.
12. learned – I have learned so much this year!
13. license – They had to get a license for their new dog.
14. neighbor – Their neighbor has three apple trees in their yard.
15. privilege – It is a privilege to attend Yavneh.
16. probably – We will probably have a test on these words.
17. receive – I did not receive the message.
18. recommend – I recommend reading that book this summer.
19. restaurant – They went to a restaurant every Sunday for lunch.
20. rhyme – The words cat and dog do not rhyme.
21. schedule – That assignment was not on the schedule.
22. separate – Separate the little rocks from the big rocks.
23. through – I went through my backpack and found my homework.
24. twelve – There are twelve apples on the tree.