West Cobb Christian Academy
7th Grade Curriculum Overview
2732 Macland Road
Marietta, GA 30064
www.westcobbchristian.org
Our Curriculum
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Bible
Language Arts
Christian Schools International
The Reader’s Journey, Pearson/Prentice Hall, 2009
Writing and Grammar: Writer’s Choice, Glencoe McGraw Hill
Vocabulary: Vocabulary Workshop Level B, Sadler-Oxford, 2005
Novels – (a minimum of 1-2 selections per quarter)
Geography
Math
Science
World Explorer, Prentice Hall
Holt, Rinehart and Winston Course 2 Book
Harcourt Science, Harcourt School Publishers and Science 7, BJU Press
Art, Music, Spanish, Technology/Business, STEMS, Physical Education
Course of Study
Bible
Survey of the Old Testament
Language Arts
For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: Distinguishes between the concepts of theme in literary work
and the author's purpose in an expository text, Interprets a character's traits, emotions, or motivations and gives supporting evidence from a text, Relates a literary work to
information about its setting or historical moment, Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic, Identifies events that
advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s), Analyzes characterization (dynamic and static) in prose and
plays as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters,
Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal
rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole) iii. Graphics (e.g., capital letters, line length, word position), Identifies and
analyzes how an author's use of words creates tone and mood, giving supporting evidence from text, Identifies and analyzes similarities and differences in traditional literature
from different cultures.
For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: Analyzes common textual
features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography), Identifies and uses knowledge of
common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations), Applies knowledge of common organizational
structures and patterns (e.g., logical order, cause and effect relationships, comparison and contrast, transitions), Recognizes and traces the development of the author's argument
for and against an issue, Identifies evidence used to support an argument, Understands and explains the use of a simple device by following technical directions,
Vocabulary: Determines the meaning of unfamiliar words using context clues (e.g. contrast, cause and effect, etc.), Uses knowledge of Greek, Latin, and Anglo-Saxon roots and
affixes to determine the meaning of unfamiliar words, Identifies and explains idioms and analogies in prose and poetry, Determines word meanings through the use of definition,
example, restatement, or contrast.
Fluency: The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in
a way that makes meaning clear to listeners by using letter-sound knowledge to decode written English and using a range of cueing systems (e.g. phonics and context clues) to
determine pronunciation and meaning, Using self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies), and Reading
with a rhythm, flow, and meter that sounds like everyday speech (prosody).
Novels: The student reads a minimum of 40 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject
disciplines. Students will also read 2 classic novels each quarter and create a presentation.
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Read both informational and fictional texts in a variety of genres and modes of discourse
Read technical texts related to various subject areas
Discuss messages and themes from books in all subject areas
Respond to a variety of texts in multiple modes of discourse
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Relate messages and themes from one subject area to messages and themes in another area
Evaluate the merit of texts in every subject discipline
Examine author's purpose in writing
Recognize the features of disciplinary texts
Demonstrate an understanding of contextual vocabulary in various subjects
Use content vocabulary in writing and speaking
Explore understanding of new words found in subject area texts
Explore life experiences related to subject area content
Discuss in both writing and speaking how certain words are subject area related
Determine strategies for finding content and contextual meaning for unknown words
Discussion and Analysis: The student participates in discussions related to the curricular learning in all subject areas; the student Identifies messages and themes from books in all
subject areas, Responds to a variety of texts in multiple modes of discourse, Relates messages and themes from one subject to those in another area, Evaluates the merits of texts in
every subject discipline, Examines the authors' purpose in writing, Recognizes and uses the features of disciplinary texts (e.g. charts, graphs, photos, maps, highlighted
vocabulary).
Analyze Text/Media Messages
The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will
select and critically analyze messages using rubrics as assessment tools. When responding to visual and oral texts and media (e.g. television, radio, film productions, and electronic
media), the student: Analyzes the effect on the viewer of image, text, and sound in electronic journalism; identifies the techniques used to achieve the effects studied in each
instance, Identifies the techniques used to achieve the effects studied in each instance,
Delivery/Response to Presentations
The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. The student will
select and critically analyze messages using rubrics as assessment tools. When delivering and responding to presentations, the student: Gives oral presentations or dramatic
interpretations for various purposes, Organizes information to achieve particular purposes and to appeal to the background and interests of the audience, Shows appropriate
changes in delivery (e.g. gestures, vocabulary, pace, visuals), Uses language for dramatic effect, Uses rubrics as assessment tools, Responds to oral communications with questions,
challenges, or affirmations, Uses multi-media in presentations.
Writing
Writing Organization
The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides
a satisfying closure; the student Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length and format requirements,
Writes texts of a length appropriate to address the topic or tell the story, Uses traditional structures for conveying information (e.g., chronological order, cause and effect,
similarity and difference, and posing and answering a question), Uses appropriate structures to ensure coherence (e.g., transition elements), Supports statements and claims with
anecdotes, descriptions, facts and statistics, and specific examples,
Writing Genres: Narrative
The student demonstrates competence in a variety of genres: Narrative (fictional, personal, experimental)
* Narrative Writing: Engages readers by establishing and developing a plot, setting, and point of view that are appropriate to the story (e.g., varied beginnings, standard plot line,
cohesive devices, and a sharpened focus).
* Narrative Writing: Creates an organizing structure appropriate to purpose, audience, and context
* Narrative Writing: Develops characters using standard methods of characterization.
* Narrative Writing: Includes sensory details and concrete language to develop plot, setting, and character (e.g., vivid verbs,
descriptive adjectives, and varied sentence structures).
* Narrative Writing: Excludes extraneous details and inconsistencies.
* Narrative Writing: Uses a range of strategies (e.g., suspense, figurative language, dialogue, expanded vocabulary, flashback,
movement, gestures, and expressions, tone, and mood).
* Narrative Writing: Provides a sense of closure to writing.
Writing Genres: Expository
The student demonstrates a competence in a variety of genres:Expository (multi-paragraph expository composition such as description, explanation, comparison and contrast, or
problem and solution)
* Expository Writing: Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader interest.
* Expository Writing: Develops a controlling idea that conveys a perspective on the subject.
* Expository Writing: Creates an organizing structure appropriate to purpose, audience, and context.
* Expository Writing: Develops the topic with supporting details.
* Expository Writing: Excludes extraneous and inappropriate information.
* Expository Writing: Follows an organizational pattern appropriate to the type of composition.
* Expository Writing: Concludes with a detailed summary linked to the purpose of the composition.
Technical Writing
The student demonstrates competence in a variety of genres:Technical(business correspondence, memoranda, emails, letter of inquiry, letters of complaint; instructions and
procedures,lab reports; slide presentations):
* Technical Writing: Creates or follows an organizing structure appropriate to purpose, audience, and context.
* Technical Writing: Excludes extraneous and inappropriate information.
* Technical Writing: Follows an organizational pattern appropriate to the type of composition.
* Technical Writing: Applies rules of standard English.
Writing Genres: Response to Literature
The student demonstrates competence in a variety of genres:Response to Literature
* Response to Literature: Engages the reader by establishing a context, creating a speaker's voice, or otherwise developing reader interest.
* Response to Literature: Demonstrates an understanding of the literary work.
* Response to Literature: Organizes an interpretation around several clear ideas, premises, or images from the original work.
* Response to Literature: Supports a judgment through references to the text and personal knowledge.
* Response to Literature: Justifies interpretations through sustained use of examples and textual evidence from the literary
work.
* Response to Literature: Provides a sense of closure to the writing.
Persuasive Writing
The student demonstrates competence in a variety of genres:Persuasive
*Persuasive Writing: Engages the reader by establishing a context, creating a speaker's voice, and otherwise developing reader
interest.
* Persuasive Writing: States a clear position or perspective in support of a proposition or proposal.
* Persuasive Writing: Describes the points in support of the proposition, employing well-articulated, relevant evidence.
* Persuasive Writing: Excludes information and arguments that are irrelevant.
* Persuasive Writing: Creates an organizing structure appropriate to a specific purpose, audience, and context.
* Persuasive Writing: Anticipates and addresses readers' concerns and counter-arguments.
* Persuasive Writing: Provides a sense of closure to the writing.
Writing Genres: Research/Tech
The student demonstrates competence in a variety of genres. The student uses research and technology to support writing; the student
* Research/Tech: Identifies topics; asks and evaluates questions; and develops ideas leading to inquiry, investigation, and
research.
* Research/Tech: Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and
sanctioned format and methodology for citations.
* Research/Tech: Includes research information in different types of produces (compositions, multimedia presentations, graphic
organizers, projects, etc.)
* Research/Tech: Documents sources.
* Research/Tech: Uses electronic media to locate relevant information.
* Research/Tech: The student selects and uses a variety of technology tools to locate, analyze, synthesize, evaluate and/or
apply information to accomplish a content specific task.
Writing Process
The student demonstrates competence in a variety of genres. The student consistently uses the writing process to develop, revise, and evaluate writing; the student Plans and
drafts independently and resourcefully, Uses strategies of notetaking, outlining, and summarizing to impose structure on composition drafts, Revises manuscripts to improve the
organization and consistency of ideas within and between paragraphs, Edits writing to improve word choice after checking the precision of the vocabulary,uses
brainstorming/webbing software in planning, organizing, and prewriting, uses a word processing application to create and edit a document that contains text (words, phrases, and
sentences) and images. (Examples might include journals, reports, cards, calendars, flyers, etc)
Grammar
The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar
in both written and spoken formats. The student identifies and writes simple, compound, and complex, and compound-complex sentences correctly, punctuating properly,
avoiding fragments and run-ons (adding or deleting modifiers, combining or revising sentences), identifies and writes (correctly punctuated) adjective and adverb clauses, uses
standard subject-verb and pronoun-antecedent agreement, conjugates regular and irregular verbs, identifies and uses verb tenses consistently (simple and perfect), demonstrates
correct usage of comparative and superlative forms of adjectives and adverbs, demonstrates appropriate comma and semi-colon usage (compound, complex, and compoundcomplex sentences, and split dialogue), distinguishes differences in meaning and spelling of commonly confused homonyms, produces final drafts/presentations that demonstrate
accurate spelling and the correct use of punctuation and capitalization
Mathematics
Operations with Rational Numbers
Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or
vertical number line diagram.
Describe situations in which opposite quantities combine to make 0.
Understand 𝑝 + 𝑞 as the number located a distance |𝑞| from 𝑝, in the positive or negative direction depending on whether 𝑞 is positive or negative. Show that a
number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
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Understand subtraction of rational numbers as adding the additive inverse, 𝑝 – 𝑞 = 𝑝 + (–𝑞). Show that the distance between two rational numbers on the number line
is the absolute value of their difference, and apply this principle in real-world contexts.
Apply properties of operations as strategies to add and subtract rational numbers.
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations,
particularly the distributive property, leading to products such as (–1)(–1)=1 and the rules for multiplying signed numbers. Interpret products of rational numbers by
describing real-world contexts.
Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If 𝑝 and 𝑞 are
integers then –(𝑝/𝑞) = (–𝑝)/𝑞 = 𝑝/(–𝑞). Interpret quotients of rational numbers by describing real-world contexts.
Apply properties of operations as strategies to multiply and divide rational numbers.
Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
Solve real-world and mathematical problems involving the four operations with rational numbers.
Random sampling to draw inferences
Use random sampling to draw inferences about a population.
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Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a
sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid
inferences.
Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples)
of the same size to gauge the variation in estimates or predictions
Draw informal comparative inferences about two populations.
Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by
expressing it as a multiple of a measure of variability.
Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
Geometry
Draw, construct, and describe geometrical figures and describe the relationships between them.
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of
angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular
pyramids.
Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the
circumference and area of a circle.
Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a
figure.
Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals,
polygons, cubes, and right prisms.
Probability
Investigate chance processes and develop, use, and evaluate probability models.
Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater
likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1
indicates a likely event.
Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict
the approximate relative frequency given the probability.
Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good,
explain possible sources of the discrepancy.
Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events
Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g.,
“rolling double sixes”), identify the outcomes in the sample space which compose the event.
Design and use a simulation to generate frequencies for compound events.
Expressions and Equations
Use properties of operations to generate equivalent expressions.
Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using
tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the
reasonableness of answers using mental computation and estimation strategies.
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Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about
the quantities.
Solve word problems leading to equations of the form 𝑝𝑥+𝑞=𝑟 and (𝑥+𝑞)=𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
Solve word problems leading to inequalities of the form 𝑝𝑥+𝑞>𝑟 or 𝑝𝑥+𝑞<𝑟, where 𝑝, 𝑞, and 𝑟 are specific rational numbers. Graph the solution set of the inequality
and interpret it in the context of the problem.
Ratios and Proportional Numbers
Analyze proportional relationships and use them to solve real-world and mathematical problems.
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
Recognize and represent proportional relationships between quantities.
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing
whether the graph is a straight line through the origin.
Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
Represent proportional relationships by equations.
Explain what a point (𝑥,) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,𝑟) where 𝑟 is the
unit rate.
Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees,
percent increase and decrease, percent error.
Draw, construct, and describe geometrical figures and describe the relationships between them.
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at
a different scale.
Science
Seventh grade students keep records of their observations and use those records to analyze the data they collect. They observe and use observations to explain diversity of living
organisms and how the organisms are classified. They use different models to represent systems such as cells, tissues, and organs. They use what they know about ecosystems to
explain the cycling of matter and energy. They use the concepts of natural selection and fossil evidence in explanations. Seventh graders write instructions, describe observations,
and show information in graphical form. When analyzing the data they collect, seventh graders can recognize relationships in simple charts and graphs and find more than one
way to interpret their findings. The students replicate investigations and compare results to find similarities and differences.
The middle school life science course is designed to give students the necessary skills for a smooth transition from
elementary life science standards to high school biology standards. The purpose is to give all students an overview of common strands in life science including, but not limited to,
diversity of living organisms, structure and function of cells, heredity, ecosystems, and biological evolution. Major concepts studied are Diversity of living organisms, Dichotomous
key/classify (6 Kingdoms), Structure and function of cells, Tissues, organs, and organ systems, Purpose of major human body organ systems, Heredity, genes, and successive
generations, Ecosystems, and Cycling of matter and energy.
Social Studies
Seventh grade is the second year of a two year World Area Studies course. Seventh grade students study Africa and Asia. The goal of this two year course is to acquaint middle
school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to
begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas in
order to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United
States to how other countries answer the basic questions of economics. The history domain focuses primarily on significant events in each region from the twentieth and twentyfirst centuries.
Technology
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The student uses appropriate and accurate terminology when communicating about basic technology components. (Examples might include keyboard, monitor,
mouse, etc.)
The student performs basic care and use of tools. (Examples might include adjusting volume, plugging in headphones, keeping the components clean, using ctrl + alt+
del keys, etc.)
The student connects cables to peripheral devices. (Examples include headphones, printers, digital cameras, and scanner, projection device and other emerging
technologies.)
The student transfers usage skills of one type of software and hardware to another. (Software example might include transferring information between MovieMaker to
iMovie. Hardware example might include using various devices that use the USB port.)
The student detects and corrects a variety of common technology problems. (Examples might include cable connections, computer lock ups or freezes, on-off switch,
mouse needs cleaning, etc.)
The student uses computer-drawing programs to create illustrations and/or picture stories. (Examples might include using KidPix, Paint, AppleWorks, etc.)
The student uses a word processing application to create and edit a document that contains text (words, phrases, and sentences) and images. (Examples might include
journals, reports, cards, calendars, flyers, etc)
The student plans, creates, and analyzes simple multimedia products collaboratively combining visual elements, sounds, and words to communicate concepts.
The student uses technology to create, add, edit, and draw conclusions from information displayed in charts and graphs. (Examples might include using Graph Club,
Excel, etc.)
The student creates basic spreadsheets to organize and display information. (Examples might include using Excel, etc.)