7th grade ela research project

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25 Creative Project Ideas for ELA

• August 21, 2017

For many students, creative projects drive the most learning. The project pulls together their interests and skills with the material, and engagement happens.

Projects make a huge difference in any curriculum.

When I look back on my experience as a student, creative projects are the highlight of every year going all the way back to 4th grade (my leaf collection!). As a teacher, I try to build them into almost every unit.

If you’ve been wanting to do more creative projects, but you’re stuck for ways to get started, this post is for you. I’m going to share five different categories of projects to help you find inspiration. If you need a quick fix of project-based inspiration, I’ve created a printable checklist of thirty-two project ideas within these five categories. Print it out and put it by your computer and it’ll be a LONG time before you run out of ideas! Subscribe below and I’ll send it right along.

#1: Projects based on Modern Media  My school once got rid of sophomore honors English and history.  Students could pursue the honors distinction by completing a portfolio of interdisciplinary projects instead.

Our teaching team needed to invent these projects and roll them out every couple of months. Our first was to have the students do a radio show like This American Life. They chose themes related to our curriculum, each recording an introduction, interviews, stories, and a conclusion. Then they mixed all this with music to produce a podcast. The results were phenomenal.

There are many more ways you could use podcasts.

Students in groups could create a podcast in which they interview guests who are characters from a novel.

You could have students go out and interview people in the real world about topics they care about.

You could come up with an interdisciplinary task, like creating a podcast about the school robotics team or maker space, featuring information, background and interviews that allow students to dive into STEM topics through humanities skills.

Another great way to use modern media as the basis of a project is through video creation. You could start a class Youtube channel covering modern news from the student perspective, then let students create videos every couple of months on a major recent happening. The videos should include commentary, interviews, and related storytelling.

Ask students to create two minute versions of the novel you are reading, either through cartoon animation or short acted scenes.

Participate in a collaborative project with students in another country, producing a video as a class that explores your city and its people and sharing it with your partners, then responding to theirs.

Perhaps your students would enjoy drawing up storyboards for the Netflix version of your latest novel. Or writing a television series proposal they might present to PBS. You get the idea. Once you’re rolling, there are hundreds of ways students could explore material with real depth through the medium of modern media.

#2 Festival Projects Who doesn’t love it when their hard work is truly celebrated? There are many ways to create a festival-based final project.

Have students present creative free choice reading projects at a reading festival. Invite younger students who could use inspiration in their reading choices. Play music. Have food. It doesn’t take much preparation to pull off an engaging festival for your students. Let them help; they’ll buy in more and it’ll be less work for you.

Or make the creation of the festival itself the project. Maybe you’d like to do a transcendentalism festival for a local elementary school. Have students in groups plan activities, make food, create posters, postcards, and booklets to share with the younger kids. Put a pair of students in charge of leading a nature hike and another pair in charge of contacting local news media with a press kit and follow-up materials from the festival itself. Revel in the joy success will bring your students.

Performances lend themselves well to festivals too. Perhaps your students are going to write and act mini one-act plays. Any way you could gather everyone together from all your sections on a Thursday night, inviting parents and administrators to join you? Maybe everyone in your class is going to memorize a poem, could they perform them in the school garden after watching slam poetry clips chosen by the class while your ambiance committee serves smoothies? (I love putting students in committees. They seem to love it too.)

When students have created something outstanding, a festival can simply be a way for them to showcase their work.

Say, for example, you’ve had your students create innovative apps designed to solve the problems of literary characters ( one of my own favorite projects ). Let them present the apps at a class innovation fair, similar to a science fair but with a bookish flavor. Either have students take it in turns to wander or answer questions in front of their displays, or give everyone two minutes with the smart board behind them to present their apps as videos, Prezis, Powerpoints, or powerful speeches.

Thinking about ways to give students an authentic audience and a memorable day amps up engagement so much. I find that festivals get everyone excited, every time.

#3 Interdisciplinary Projects The world is getting more interdisciplinary all the time. If a student wants to be known for great cooking, it’s a good idea for him to be able to take good photos, make videos, write blog posts and run social media if he hopes to write a cookbook someday. Entrepreneurs must be good not only at whatever they hope to build a business around but also at all things media and marketing. Athletes must manage their personal brands and communicate with the news. Historians better be ready to broadcast live for their museum’s Facebook page.

Providing students with ways to mix and match what they are passionate about from multiple disciplines sets them up to be happier later on.

Let’s imagine a project or two you could do with colleagues in several departments at your school.

Art: Ask an art teacher if he or she would consider hosting a gallery show in your school’s display area with work from your students. Then bring the art teacher in as a guest speaker as you introduce a project to represent the nature of one character from a novel through an artistic medium. Imagine a gallery featuring short videos, paintings, drawings, photo essays, murals, and sculptures expressing the nature of Hester Prynne from The Scarlet Letter or Puck from A Midsummer Night’s Dream . Have students write up reflective analysis papers demonstrating how their work represents their careful character analysis, and display these to accompany the art.

History : Talk to a history teacher about some of the important themes of the history curriculum in the year you teach. Choose one major theme and share it with students. Have students begin hunting for news articles, headlines, and images from modern media that connect current events and trends with this powerful theme from their history study. Get permission to create a giant collage somewhere in your school space. Have every student write a paper connecting ten things they find on the wall to the theme, and choose the best to publish and display by the collage for the whole school to read.

Math : Ask students to interview math faculty about exciting math-based careers. Then have them create a newspaper called “Why Math is Cool” to publish and share with younger kids who find math a struggle. Send them out in pairs to research the topics and create elements of the newspaper – comic strips, columns, infographics, articles, advice columns, etc.

When you do an interdisciplinary project, you not only engage your students but you understand them better as students. More interdisciplinary connections may naturally arise, and your newly strengthened relationship with your colleague in another department can only help.

#4 Inhabit a School Space Again, this project provides that all-important piece, the authentic audience. When students know they will be creating a project that many people will see, it makes a big difference to their motivation.

Perhaps your students could exhibit final projects in the school office. Perhaps the culmination of a free choice reading unit could be the creation of a huge book display with recommendation blurbs in the library.

Maybe poetry slam winners could perform as part of a school assembly or at a parent night. Or a photography class could shoot photos of your class performance of Death of a Salesman to display in the entryway of the school.

Is there a dark ugly wall somewhere in your building waiting to be filled with a collage of great literary quotations? Or a mural featuring three important themes from great American novels?

Inhabiting a school space connects your classroom to the community and the community to your classroom.

Image Credit to cheapsurfgear.com

#5 Take part in a Contest or Challenge

If authentic audience is king, competition is queen. Both have great power for motivation, like it or not. Engaging students in the writing process by taking part in a challenge or participating in a competition is an easy win.

Why not try NANOWRIMO (National Novel Writing Month) with your students this year? Can you imagine the feeling of accomplishment that would come with writing a novel as a teenager?

Or build a unit around submitting to a national essay contest ( here’s a list of great ones ) or one in your community.

You could even start a youth writing contest in your city and make your students the judges. What a lesson in good writing it would be to create a rubric and discuss the finalists to determine what pieces are the best! Similarly, you could start a website to publish student writing and make your students the editors and the public relations managers. ___

I hope you’ve found some inspiration for your next project. To borrow a line from Pringles chips, “once you start, you can’t stop!”  

Wish your students could dive into podcasting but wary of the tech? Let me give you the tips, trick, and (easy) tools you need to help students succeed with this engaging, relevant medium. Join over 5,000 other creative teachers when you sign up for Camp Creative: The Easy Roadmap to Student Podcasting. It’s a free three day PD with every resource and tutorial linked straight to your inbox – no need to try to slot a live session into your (very) busy schedule. 

Click here to learn more and sign up.

I’ll help you find the creative ELA strategies that will light up your classroom. Get ready for joyful teaching!

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Project-Based Learning Ideas and Examples for the ELA Classroom

Project-Based Learning , Research Writing , Secondary Literacy , Writing

You might recognize “project-based learning” as a buzzword in education. There is a reason for all the hype surrounding project-based learning. This style of instruction incorporates curriculum with 21st-century skills in a way that is highly engaging for students. If you’re looking for project-based learning ideas for the English Language Arts classroom, this blog post will introduce you to six simple and fun project-based learning examples .

What is Project-Based Learning?

To put it simply, project-based learning delivers instruction through hands-on assessment. Students will meet the curriculum standards of the unit while they complete the project. The project will incorporate each learning goal by requiring students to reach the goal in order to solve the problem or finalize the project .

We tend to think about assessments as the final step of a learning path. Instead, project-based learning introduces the assessment near the beginning of a unit ; to complete the assessment, students will be required to approach prerequisite learning goals.

You can assign project-based learning individually or as group work. I like to offer my students the opportunity to work on both types of projects over the course of the semester. I usually start with group PBL assignments . Then, I’ll challenge my students with an individual project-based learning assessment towards the end of the year. I find PBL most successful when I offer student-choice for individual project-based learning assignments.

What are some examples of Project-Based Learning ideas?

Your colleagues may have implemented PBL in their classrooms, especially if they teach STEM subjects. Project-based learning ideas are often associated with technical or scientific design. When people think about PBL, they often think of projects like growing a garden, designing an app, or hatching a chicken egg.

The reality is that project-based learning ideas can apply to almost any activity that connects to the real world . If you’re an ELA teacher , you are probably already implementing real-world learning in some way. You can develop project-based learning ideas grounded in reading, writing, researching, speaking, and listening, like planning a vacation or conducting a mock trial !

Project-Based Learning Ideas for English

Here are some simple and fun project-based learning ideas for English . You can use these ideas in your ELA classroom even if you have no experience with PBL. You can also apply these ideas to middle school ELA and high school English classes :

Conduct a Mock Trial

Moc k trials are an engaging way to explore the legal system and teach argumentative writing . You can conduct a mock trial around any novel or short story that features a character that could be guilty of criminal negligence. Some examples can include Mary Maloney from Roald Dahl’s “ Lamb to the Slaughter ,” Mrs. Price from Sandra Cisneros’ “ Eleven ,” and Sanger Rainsford from “ The Most Dangerous Game .”

Students will be motivated to dive deep into the text to look for evidence to support their arguments; in doing so, they will come to a greater understanding of the story’s underlying message and overarching themes . To prepare for a mock trial, you will need a central accusation along with mock trial roles to assign your students. This mock trial outline includes a slideshow lesson, 30+ role descriptions, an objections cheat sheet, a judge script, a universal rubric, and everything else you need to lead your students through this exciting project-based learning opportunity!

Plan a Vacation

This project-based learning opportunity is perfect for those long winter months! Have students plan a vacation – and practice various forms of writing while they’re at it! This type of project will invite students to explore the world without leaving the classroom.

Students can begin this project by thinking about a place they’d like to visit. The next steps are to use research skills to write an article about the local customs and culture. Students can then plan their daily itinerary and use graphic texts to illustrate their trip timeline or vacation budget. You can even have students practice narrative writing by crafting daily journal entries during their trip! This vacation planning project has everything you need to assign and assess this activity.

“Humans of My Community”

A popular project in secondary school involves having students interview family members to explore their family tree; however, some students may require an approach to interviewing that is more trauma-informed. This is especially true for students’ families who have endured collective hardships or systemic oppression. I find “ Humans of my Community ” to be a perfect alternative. This project-based learning example uses the same interviewing skills listed above and incorporates news article writing – this is especially helpful if you are preparing for the OSSLT .

In addition to speaking and listening, students will need to learn the news article format in order to complete this project. In turn, they will better understand how to read and write news articles. Mondays Made Easy offers a Community Interview Project outline for high school students. This resource includes assignment instructions, graphic organizers for article writing, assessment guidelines, and tools to help students facilitate interviews.

Letter Writing for Real-World Learning

Letter writing is a great way to incorporate real-world learning into almost any novel study or short-story unit . You can do this by using backward design and starting with the major conflict or theme within the novel. Then, consider an organization in your community or geographic area that handles issues related to this topic. When you introduce the novel or short story, you can mention to students that they will write an appeal to this organization.

For example, when my students read I Am Malala , I introduced Amnesty International’s Write for Rights . I selected a person who reflected Malala’s situation in the novel and told students we will be writing and sending letters on their behalf. Students conducted their own research to develop arguments in their letters. Additionally, they applied the lessons and conversations from our novel study to further support the cases in their letters.

Real-World Resource for Research Essays

One way to spice up a research unit is to introduce the concept of a “real-world resource.” A real-world resource can be any medium used to deliver information to the public . Examples include pamphlets, TED Talks, infographics, podcasts, and more. This project-based learning idea is a great opportunity for implementing student choice . Students can select a topic of interest to them to inform their audience.

Of course, in order to inform, students will need to research . You can incorporate teaching MLA format , practicing in-text citations , and other important research skills related to your English Language Arts curriculum. The best part about this PBL assignment is that it shows students the value of research in the real world . Your students will see the parallel between expository and argumentative writing and fields including marketing, broadcasting, media production, hospitality, medicine, health and wellness, and more!

Mondays Made Easy offers a Real-World Resource assignment outline that includes instructions, assessment tools, and student examples. You can use this resource to facilitate this project-based learning idea in your classroom.

Fundraising as a Project-Based Learning Idea

Here’s another way to connect PBL to any novel study or short-story unit. Similar to letter-writing, students can actively apply the story’s conflict and themes to real-world scenarios . You can select a community partnership that supports a cause related to the story you are studying in class.

Students can apply their knowledge of the text to their fundraising initiatives by selecting items of need for fundraising. Additionally, students will need to demonstrate that they are well-versed in their topic to appeal to donors.

I used the following example in my classroom: while we were reading Nancy Mair’s “On Being a Cripple” in my AP Language and Composition class , my students gained an understanding of what it meant to be able-bodied. Then, they invited a local organization supporting students with disabilities to join a fundraising event at our school.

This partnership required students to meet cross-curricular requirements involving letter-writing , event planning , and managing funds . In addition, students gained compassion and understanding for people who are disabled – an important real-world lesson for students attending school in the private sector.

Classroom Debates

You can bring your persuasive writing unit alive by assigning a classroom debate. This project-based learning idea is always a huge hit. Students can begin this assignment by brainstorming different topics of interest . Then, you can assign teams based on student choice .

In order to develop a strong argument , students will need to learn how to develop main points and supporting evidence . They will also learn the value of different types of evidence . Finally, they will practice public speaking and listening as they present their arguments and rebuttals.

Mondays Made Easy offers a Lincoln-Douglas Debate resource that outlines the structure of this classic form of debate. This resource also provides students with graphic organizers to develop their ideas. Additionally, you will receive a moderator script in order to easily facilitate a classroom debate.

Tying it all Together

Project-based learning ideas are not exclusive to STEM subjects. If you’ve been avoiding PBL in your classroom or have not been sure where to start, I promise you’re going to love it! Your students will also enjoy the project-based learning examples featured in this blog post and remember them for years to come.

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5 ENGAGING ELA PROJECTS FOR THE END OF THE YEAR

I can hardly believe it’s almost the end of the 2019-2020 school year. I think it’s safe to say this has been one of the most wild, unexpected, and stressful years ever. Whether you have a few days or a couple weeks left, I wanted to share a few of my favorite mini-units and projects that work well at the end of the year. I hope these ideas help you finish the year strong with your students!

1. SLIDESHOWS THAT DON’T SUCK

Want to end the year on a good note with a fun, memorable mini-unit? “Slideshows That Don’t Suck” is one of my favorite projects ever. It’s purposeful, engaging, and just plain FUN. I designed this project when I was tired of cringing at my students’ font choices and hearing them read their slides word-for-word. I decided to tackle the problem of boring, unappealing presentations once and for all with a creative “Slideshows That Don’t Suck” mini-unit.

To make what could have been a pretty straightforward slideshow assignment fun, I gave my students total choice in topics. Well, choice with one tiny stipulation: Their topics had to be weird, random, ridiculous, boring, or obscure. The weirder, the better. I wanted students to work hard to bring a boring topic to life. I wanted them to curiously pursue the mundane and make it entertaining. My students were thrilled and instantly engaged by this challenge. Their topics included mole rats, milk, shoelaces, rocks, stink bugs, air fresheners, and spam accounts…the list goes on. Even the student who quite literally had completed 0 projects all year successfully delivered a slideshow on chicken wings. 

As weird and fun as this project sounds, it’s actually a great way to help students practice essential literacy skills. And I promise that you will never have more fun grading their final projects and learning more than you ever wanted to know about the world’s most ridiculous topics! If you want to save yourself some time teaching about slideshows, check out my digital-ready mini-unit. It’s complete with a pacing guide, a gallery walk activity, learning stations, a rubric, and more to make teaching this a breeze!

2. INTERVIEW CHALLENGE

This speaking, listening, and writing activity is a great way to keep students meaningfully engaged at the end of the year. I originally created the interview “challenge” for my journalism students, but then I realized it was too fun and meaningful to not use with my other ELA classes. Students can easily complete this with a peer over the phone/video chatting OR with a family member in their house.

Here’s how it works: The “challenge” requires students to reflect upon a memorable moment and briefly share that moment with a partner. Then, the student creates a list of questions and interviews their partner in order to write a mini-story. The better the questions, the better the answers, and the better the stories. Students will quickly realize that taking the time to craft precise, meaningful questions will be well worth it in the end.

The best part of this writing activity is reading through the final stories.  I always learn so much about my students and what has shaped their lives. For everything you need to teach this challenge from start to finish, check out my newly-updated digital resource.

3. RESUME WRITING

In the mood to teach something so practical that you won’t have to answer the question of “When will we ever use this in real life?” Teaching resume writing is just about as real-life as you can get, and it makes for the perfect end-of-year unit. You’ll feel satisfied knowing your students are leaving your class a little more prepared for the elusive real world.

But learning how to draft a resume and cover letter is about more than practicing real-life writing or becoming an employable job candidate. It’s also about growing as a human being. Writing a resume requires introspection, self-awareness, and reflection. Students will wrestle with the questions of “Who am I?” and “How can I represent what I have to offer on a piece of paper?” It’s intimidating but incredibly worthwhile and rewarding. Plus, you just might get a few excited “I got the job!” emails after teaching it, and there’s nothing better than that!

To learn more, you can read this blog post about how I teach resume writing or check out my student-ready resume writing unit. If you have the time, you can follow up resumes with a cover letter mini-unit or even sneak in some virtual mock interview practice. If your students aren’t quite ready for resumes, you can help them prepare for the real world with a career research project. Any of these options will help your students stay focused on the future, even during the chaos of the end of a wild year.

4. PHOTO JOURNAL

If you are searching for a purposeful project that will engage students without overwhelming them, give them a chance to document life through their own lens with a photo journal/essay assignment. Whether you assign it with journal writing or as a standalone project, a photo journal will help students practice essential skills while they contemplate what it means to live during this new normal. Simply ask students to document their lives, express their emotions, and make sense of the world around them.

A photo journal will look different for every student. Maybe it will be daily self-portraits, snapshots of empty streets, or a collection of the colors of nature. In any case, it will give students a chance to pause, reflect, and be present in the world around them. If you assign a photo journal or photo essay, I highly recommend checking out the app Getty Unshuttered. You can read more about it and find other unique photography project ideas HERE.

5. INDEPENDENT READING

Independent reading is a best-practice classic, and it just makes sense during distance learning. If you haven’t already assigned something like this, it’s the perfect activity to close out the end of the year. Give students choice in selecting their texts, as well as choice in the assignments and activities they do to represent their learning.

If students don’t have access to books, encourage them to download the Scribd app, which offers many ebooks and audiobooks. Currently, they are offering a free 30-day subscription without a credit card/payment information. This is what I would recommend to students. If you don’t mind entering your payment information, you can get a free 60-day trial with this link. For digital independent reading activities, you can check out my Novel Study for Any Novel bundle HERE. (It includes everything from “character Instagram posts” to standards-based writing assessments & rubrics!)

I hope these ideas make your last few days or weeks of school enjoyable, calm, and meaningful. Best of luck as you finish the year, and have a FABULOUS summer break! 🙂

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Differentiated Research Projects in ELA

If you love the idea of assigning differentiated research projects, but find the actual research process daunting, then this post is for you. Research projects can be a time of joy and exploration for your students, so here are my tips for making this something you can enjoy, too. These projects should be something open and accessible to all learners, so differentiation is really important.

Depending on the school, much of the onus of research can fall on the English teacher. Students may be required to write a certain number of pages of a research paper each year, and you may have little to no support from other departments. I certainly hope that you teach in a paradise where you do amazing cross-curricular projects. If you don’t, though, you can still incorporate meaningful research projects into your ELA classroom. Here are some of my favorite ideas.

Research Cubes

I like to introduce research with my 8 th graders with a project that is easily accomplished and can be displayed in the classroom. We do a Research Cube early in the year with the novel The Giver. Students research a utopian community and complete a different task on each side of the cube. This is a differentiated research project because students can write or draw as much or as little as they want on each side of the cube, as long as they accomplish the given task. These tasks are straightforward, such as “include one direct quote and citation”.

                       Click on the image to get this Utopias Research Project.

Research Portfolios

The easiest differentiated research project is, by far, a research portfolio. You can give students a choice of a wide range of topics and ask them to complete a certain number of short tasks. You can assign a different number of tasks according to the level of each student.

I do this project on Careers in a regular classroom (including ESL and SPED learners). Everyone chooses a career and completes two common mini-projects: an overview booklet and a resume for their choice topic. Then, I students choose 2, 3, or 4 additional mini-projects to complete based on their level. All students have a rich and varied portfolio at the end.

Research Speeches

I love giving my students opportunities to practice public speaking, so we always do a research speech. This is generally a 2-3 minute speech on any topic they want, as long as they have research to support their claims. This is a great opportunity for differentiation because you give students a lot of choice in how to proceed. Additionally, you can scaffold their process. I allow any students who want to to “just get started”, and provide mini-lessons and conferencing to help the rest. We brainstorm topics and talk about incorporating sources in a speech. Secondary Sara has some brilliant short research projects in her TpT store, and I’ve used those in both standard and advanced classes.

Final Thoughts for Differentiated Research Projects

The key to differentiated research projects, of course, is student choice. If you can design a good rubric (more about that in this post ), you can grade all students fairly, based on what they are able to complete.

Further Reading...

Grading Interactive Notebooks

Terminus – Digital Breakouts for ELA

Rubrics 101: Improve Communication and Efficiency

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Seasonal Teacher Tips & 13 Free End of Year Gifts for Students

Big 6+ ELA Projects: 7th Grade GLE (Charity)

• 7th Grade GLE (Charity)
• 7th Grade GLE (Invention)
• 7th Grade Exemplars
• 8th Grade GLE (Risk Taker)
• 8th Grade GLE (Holocaust)
• 8th Grade GLE (Human Rights)
• 8th Grade Exemplars
• 9th Grade GLE (Hero)
• 9th Grade GLE (Choices and Consequences)
• 9th Grade GLE (Fatal Flaw)
• 9th Grade GLE (Romeo & Juliet)
• 9th Grade Exemplars
• 10th Grade GLE (Responsibility)
• 10th Grade GLE (Lit Themes & NF)
• 10th Grade Exemplars
• 11th Grade GLE (Social Justice)
• 12th Grade GLE (Moral Courage)
• 12th Grade GLE (Conflict)
• 12th Grade Exemplars
• Proficiency Scales
• Big 6+ Inquiry
• Big 6+ Inquiry Toolbox

Lesson Overview

The goal of this inquiry project is for students to explore charity organizations they can become involved with through volunteering, donations, or sharing information.  Students will present their findings in written and visual formats.  **A visual and speech component are optional.

Look in the Proficiency Scale Tab for Rubric Information

• 7th Grade GLE Lesson Overview (Charity)

This is a collaborative lesson taught by both the classroom teacher and the school librarian. Get in contact with your school librarian early to discuss scheduling and teaching responsibilities.

This lesson plan is a guideline. If you need to make minor adjustments or changes to best suit the needs of your students or the resources in your building, please do so. If you have questions about the curricular requirements, please contact Shelley Erickson or Julie Schik.

At the completion of this lesson, you will need to send two student examples each of a level 2, 3, and 4 project to your curriculum specialist or department head who will in turn submit them to your supervisor.  This can be electronically or as a hard copy.

Task Definition (1)

  Teacher —will assist students with brainstorming areas of interest to help select a charity to research.  (i.e. children, animals, sports, mentoring, homelessness, education, literacy, poverty, physical needs, healthy, hunger, etc.)  Once students have selected an area of interest, they can begin exploring charities that serve that area of interest.  Students will use prior knowledge and exploration to select a charity to explore.  (Selection Sheet Included) Students will answer the inquiry question:  Which Charity would you choose to personally become involved with as a volunteer, to donate to, or to spread the word about? Why?    

Teacher will introduce the requirements for the project.  (See Synthesis & Sharing)

Librarian —can update topic lists based on library specific resources.  Can also introduce online resources if a pre-topic selection exploration activity is desired.

Formative Assessment: Verify all information is recorded on student handouts (can be a visual check or graded assessment)

• Topic Selection Sheet
• List of Possible Charities to Research

Info Seeking/Location & Access (2/3)

With direct instruction from the school librarian (with support from the classroom teacher) on search strategies and recommended resources, students will locate required information about their selected charity:

• How did the charity start?
• How does the charity help those it serves?
• Connection to Omaha--How can someone in Omaha receive aid from this charity?
• How can you become involved with this charity?  (Volunteering, donations, sharing info, etc.)

Possible Sources of information:

• Charity Watch
• Great Non-Profits (Omaha)
• Charity's Website

Formative Assessment:  Consistent and frequent verbal and visual checks with student to assess if they are able to access quality resources.

Use of Information (4)

Teacher will guide students through transferring information into a notes organizer. (TBD by teacher and/or self-selected by students.  Example included).

With direct instruction and support from the school librarian , students will create citations for their sources.  Recommendation to use district subscription to Noodle Tools. 

Formative Assessment:  Visual checks for completion.  And/or, individual conferencing with students to determine if ready to move on to synthesis and sharing.

• Charity Notes Organizer

Synthesis & Sharing (5)

Teacher  will review the requirements for the final project and assist students as necessary.  Products: Each element should combine students’ personal perspective as well as general information about the charity.

• Required:  A written Summary of information learned. The written summary should include a clear introduction, body, and conclusion. The summary should give a detailed description about how the charity began, the work the charity does to support those it serves, the charity’s connection to Omaha, and why this charity would be the ideal one for this student to become involved with either through volunteering, donations, or information sharing. Other information about the charity could be included at the teacher’s discretion. (Sample outline included)
• Optional:  *Visual--An Info Graphic, Informational Flyer, Brochure, or Bookmark that includes 8-10 elements about the charity that describe what the charity does and how people can support the charity.  (sample Newsletter templates included).  *Verbal presentation for the entire class or in small groups.

Formative Assessment: Rough draft feedback.

Summative Assessment: Use provided rubric to grade final product.

• Sample Outline
• Sample Newsletter Templates

Self-Evaluation (6)

Teacher will guide students as they complete the self-evaluation form containing teacher selected items from the form included below.

The self-evaluation can be as brief (one question) or as long as the teacher deems necessary.  This can be a graded or non-graded activity.         

• Self-Evaluation Options

Citation Resources

• Noodletools Noodletools can help you generate MLA citations and a bibliography. Set up your account using your "s" username as your personal ID and your student ID number as your password.
• Purdue Owl Use Purdue Owl's MLA Format and Style Guide for further clarification about citing your sources correctly.
• Noodle Tools

Noodletools provides a format for creating research papers.  It provides an area for notetaking, citation creation, and paper formation.

Guides for using Noodle Tools

• Create an Account
• Quick Guide for Students
• Work with Projects

This 20 minute video gives an overview on how to use NoodleTools.

This video shows how to create a new project.

This video shows how to check the format of your citation.

This video shows how to add a preformatted citation from a database or website.

Source & Citation Helpers

• MLA8 Citation Guide
• MLA8 In-Text Citations Guide
• Checklist for Evaluation Sources
• Source Evaluation ABCD Method
• Citation Information Handout
• Annotated Bibliography How To
• Using Noodle Tools
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Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).

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Grade 7 English Language Arts

Description.

This grades 7 curriculum modules are designed to address CCSS ELA outcomes during a 45-minute English Language Arts block. The overarching focus for all modules is on building students’ literacy skills as they develop knowledge about the world. Taken as a whole, these modules are designed to give teachers concrete strategies to address the “instructional shifts” required by the CCSS.

Structure of a Module

Each module provides eight weeks of instruction, broken into three shorter units. Each module includes seven assessments:

– Six unit-level assessments that almost always are on-demand: students’ independent work on a reading, writing, speaking, or listening task. – One final performance task that is a more supported project, often involving research.

About Downloadable Resources

Grade 7 ELA Curriculum Map : The grade 7 curriculum modules are designed to address CCSS ELA outcomes during a 45-minute English Language Arts block.

Grades 6-8 English Language Arts Curriculum Map : All modules pair literature with rich informational text (including primary source documents and literary nonfiction) on the topic. Informational text and supplemental literature in each module will meet the expected range of quantitative complexity. All modules embed routines related to written argument; argumentation is a particular focus of Module 4. All modules intentionally integrate resources from Odell Education.

Texts from Expeditionary Learning : The texts listed in this document cover Module 1, Module 2A, Module 2B, Module 3A, Module 3B, and Module 4 of the Grades 3-8 English Language Arts curriculum from Expeditionary Learning.

Appendix 1 : Protocols and Resources

Scaffolding Instruction for English Language Learners : The new Scaffolding Instruction for English Language Learners Resource Guides for ELA and Mathematics provide guidance to educators on how to take the curriculum materials on EngageNY and provide additional scaffolds for ELL students according to their level of English language proficiency.

The Grades 3-8 ELA Curriculum Modules, A Look at Assessment Design : This document outlines Expeditionary Learning’s step-by-step process for designing effective assessments aligned to the Common Core State Standards.

Writing in the Modules : While this document focuses on writing, all strands of the ELA standards (reading, writing, speaking and listening, and language) are all tightly interwoven in the modules.

Overview of Research in the NYS Grades 3-8 ELA Modules : The purpose of this document is to highlight how research supports the three ELA shifts that the Common Core requires and meets the standards in Expeditionary Learning Grades 3–8 ELA curriculum.

Helping Students Read Closely : The purpose of this document is to give teachers additional guidance to understand the design of close reading lessons in Expeditionary Learning’s Grades 3-8 ELA curriculum, and also to think about how to modify module lessons or design close reading lessons of their own.

Interventions for Adolescent Readers : This resource package is designed to help school leaders, instructional coaches, general education teachers, special education, and intervention teachers think and plan together about strategic ways to best use additional support time beyond the typical ELA block.

There may be cases when our downloadable resources contain hyperlinks to other websites. These hyperlinks lead to websites published or operated by third parties. UnboundEd and EngageNY are not responsible for the content, availability, or privacy policies of these websites.

• Appendix 1: Protocols and Resources
• Grade 7 ELA Curriculum Map
• Grades 6-8 English Language Arts Curriculum Map
• Helping Students Read Closely
• Interventions for Adolescent Readers
• Show More ...
• Overview of Research in the NYS Grades 3-8 ELA Modules
• Scaffolding Instruction for English Language Learners: Resource Guides for English Language Arts
• Texts from Expeditionary Learning
• The Grades 3-8 ELA Curriculum Modules: A Look at Assessment Design
• Writing in the Modules
• Show Less ...

In This Grade

• module 1: A Long Walk To Water
• module 2A: Working With Evidence: Working Conditions Then And Now
• module 2B: Identity And Transformation: Pygmalion
• module 3: Understanding Perspectives: Slavery—The People Could Fly
• module 4A: Science And Society
• module 4B: Science And Society: Water Is Life
• core proficiencies: Developing Core Proficiencies Curriculum

Related Guides and Multimedia

Our professional learning resources include teaching guides, videos, and podcasts that build educators' knowledge of content related to the standards and their application in the classroom.

There are no related guides or videos. To see all our guides, please visit the Enhance Instruction section here .

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7th Grade ELA Teacher Guide

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Description

North Carolina English Language Arts Standards

Learning Domain: Language

Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; demonstrate proficiency within the 6-8 grammar continuum.

Degree of Alignment: Not Rated (0 users)

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing; demonstrate proficiency within the 6-8 conventions continuum.

Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Standard: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Standard: Determine and/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: context clues, word parts, word relationships, and reference materials.

Standard: Demonstrate understanding of figurative language and nuances in word meanings.

Standard: Interpret figures of speech in context based on grade 7 reading and content.

Standard: Distinguish among the connotations of words with similar denotations.

Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Domain: Reading: Informational Text

Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Standard: By the end of grade 7, read and understand informational texts within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Standard: 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.

Standard: Analyze the interactions between individuals, events, and ideas in a text.

Standard: Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.

Standard: 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.

Standard: 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.

Standard: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject.

Standard: 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.

Standard: 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.

Learning Domain: Reading: Literature

Standard: By the end of grade 7, read and understand literature within the 6-8 text complexity band proficiently and independently for sustained periods of time. Connect prior knowledge and experiences to text.

Standard: Determine a theme of a text and analyze its development over the course of the text; provide an objective summary of the text.

Standard: Analyze how particular elements of a story or drama interact.

Standard: Determine the meaning of words and phrases as they are used in a text; analyze the impact of rhymes and repetitions of sounds on meaning and tone in a specific line or section of a literary work.

Standard: Analyze how a drama's or poem's (or other literary genre's) form or structure contributes to its meaning.

Standard: Analyze how an author develops and contrasts the perspectives of different characters in a text.

Standard: 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.

Standard: 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.

Learning Domain: Speaking and Listening

Standard: 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.

Standard: 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.

Standard: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Standard: 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.

Standard: Acknowledge new information expressed by others and, when warranted, modify their own views.

Standard: Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

Standard: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Standard: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; adapt speech to a variety of contexts and tasks.

Standard: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Learning Domain: Writing

Standard: Write arguments to support claims with clear reasons and relevant evidence.

Standard: Organize information and ideas around a topic to plan and prepare to write.

Standard: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

Standard: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Standard: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Standard: Establish and maintain a formal style.

Standard: Provide a concluding statement or section that follows from and supports the argument presented.

Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Standard: 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, graphics, and multimedia when useful to aiding comprehension.

Standard: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Standard: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Standard: Provide a concluding statement or section that follows from and supports the information or explanation presented.

Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Standard: 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.

Standard: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Standard: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Standard: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Standard: Provide a conclusion that follows from and reflects on the narrated experiences or events.

Standard: Use digital tools and resources to produce and publish writing, link to and cite sources, and to interact and collaborate with others.

Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Standard: 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.

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7th grade ela projects end of year

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My Standards Story: End of Year Project for Grades 6-10 ELA

End of Year CHOICE RESEARCH PROJECT !!! ELA , Creative Writing, and MORE!

• Google Docs™

End of Year Activity 7th grade that ROCKS

• Easel Activity

7th Grade Math Review Project - PBL - Earn Your Way to the Summer Olympics

• Google Drive™ folder

End of Year ELA Project Choice Board Final Fun Research Project

• Google Slides™

End of the Year Literature/Reading/ ELA ABC Book Project --DIGITAL and PAPER-BASED

Middle School End of the Year Reflections Writing Project

End of the Year Awards

End of Year ~ Advice for Seventh Grade Brochure

Design Your Own School Project for Middle School End-of-the-Year Activity

6th Grade Math Review Project (PBL) - Earn Your Way to the Summer Olympics!

Distance Learning ELA End of the Year Letter Writing Project

Novel Book Report Project -- Bloom Ball Craft Activity

Shark Tank Project : Language Arts Project Based Learning Unit

End of the Year Science ABC Book Project

End of the Year Social Studies ABC book project --DIGITAL and PAPER-BASED

End of Year Activities: Graduation Cap Art Project & Template for Middle School

• Google Apps™

End of Year Activity 6th grade activity that ROCKS!

End of Year “Best Book Project ” - Poster & Speech on Student-Selected Book

Goal Setting | End of the Year Activities

Middle School ELA End of the Year Mega Bundle!

Letter to Myself Time Capsule Project

• Word Document File

End of Year Project for Middle School: Student Autobiography Book Cover

End of the Year Activity: Welcome to the Middle School

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CURRICULUM MAP

How to Avoid Dangling Modifiers | No Nonsense Grammar

Source: PBS Learning Media

Resource Type: Video

Modifiers are phrases, clauses, or even just words that add description. In clear sentences, modifiers are next to target words they are describing. Dangling modifiers are modifiers with no target to describe, which can confuse many readers.

Skill: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Georgia Standard: ELAGSE7.L.1   

ELA | Lesson 17 | Spelling Correctly

Resource Type: Document

Students will learn spelling rules and conventions that pertain to i before e, plurals of nouns ending in y, homophones, and the suffix -tion. They will complete an activity in which they identify and revise misspelled words in sentences.

Skill: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Georgia Standard: ELAGSE7.L.2   

Spread the Word to End the Word Campaign | Move to Include

Resource Type: Video With Support Materials

Spread the Word to End the Word is an educational campaign to increase awareness for the need to respect and inclusion of people with intellectual and developmental disabilities. The initiative is supported by Special Olympics and Best Buddies and numerous other organizations. It promotes using people first accepting language in schools and in the community.

Skills: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

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.

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.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.)

Georgia Standards: ELAGSE7.L.3, ELAGSE7.RL.4, ELAGSE7.SL.4, ELAGSE7.SL.6

Stepping Up: Youth Media Challenge

Inspired by the Stepping Up video series featuring four young people working for real change in their communities, support students who are passionate about an issue and have taken action to share their stories to inspire others. Use the following activity to encourage students to submit video, audio or written pieces to KQED Youth Media Challenge.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.

Georgia Standards: ELAGSE7.L.3, ELAGSE7.W.2, ELAGSE7.W.4, ELAGSE7.W.6

Five Habits to Heal the Heart of Democracy By Parker Palmer | Global Oneness Project

In this article, Parker Palmer presents qualities of citizenship that are essential for sustaining democracy in troubled times. Palmer suggests that we must value our differences, draw inspiration and greater understanding from contradictions, and celebrate the power of community building to restore our democratic society.

Skills: 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.

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.

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.

Georgia Standards: ELAGSE7.L.4, ELAGSE7.RI.4, ELAGSE7.RI.8

Lee and Grant at Appomattox

Students will view a video clip from Ken Burns: The Civil War and analyze the surrender terms, as well as the events leading to Lee’s surrender. Then they will review selections from General Grant’s memoirs. Discussion questions follow, which can be used for general class discussion or individual assessment. Answers to the questions are included.

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.

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.

Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.

Georgia Standards: ELAGSE7.L.4, ELAGSE7.RI.2, ELAGSE7.RI.4, ELAGSE7.RI.5,  ELAGSE7.RI.9   

Political Commentators on Presidential Candidate Behavior | PBS NewsHour

Find out the Trump and Clinton campaigns are faring as we draw closer to election day with this video and educational resources from PBS NewsHour from October 15, 2016.

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Georgia Standards: ELAGSE7.L.4, ELAGSE7.L.5, ELAGSE7.L.6, ELAGSE7.RI.4

Wave of Undocumented Children Challenges Health Care Programs

Update your students on how U.S. organizations are caring for undocumented children that cross the U.S. border with this video and educational materials from PBS NewsHour from August 28, 2014. Check out more teaching resources at PBS NewsHour Extra.

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).

Georgia Standards: ELAGSE7.L.4, ELAGSE7.L.5, ELAGSE7.L.6, ELAGSE7.RI.3, ELAGSE7.RI.5 

Random Sampling: How Many Fish?

Experiment with random sampling methodology using goldfish crackers. This video focuses on making inferences based on a set of data, finding averages, and using a ratio table to demonstrate statistical procedures used by scientists when estimating populations in the real world. This video was submitted through the Innovation Math Challenge, a contest open to professional and nonprofessional producers. This resource is part of the Math at the Core: Middle School Collection.

Skill: Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Georgia Standard: ELAGSE7.L.6   

Surviving Winter

Resource Type: Lesson Plan

In this blended lesson supporting literacy skills, students learn how animals survive the change in conditions that occurs each winter. Students develop their literacy skills as they explore a science focus on varied physical and behavioral adaptations. During this process, they read informational text, learn and practice vocabulary words, and explore content through videos and interactive activities. This resource is part of the Inspiring Middle School Literacy Collection.

The Lowdown | Do Undocumented Immigrants Pay Taxes? Lesson Plan

President Trump and other officials have characterized undocumented immigrants as a drain on the system, taking advantage of services but contributing little in return. In fact, undocumented immigrants pay billions in taxes each year, including into Social Security, a benefit that few end up receiving. In this lesson, students examine facts about the taxes undocumented immigrants pay and common debates about undocumented immigrants, including whether they place a strain on the economy or contribute to it.

Skills: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Georgia Standards: ELAGSE7.RI.1, ELAGSE7.W.6  

Top 4 Tips To Spot Bad Science Reporting | Above the Noise

In an era of sensationalized news and “alternative facts” it can be hard to figure out what to believe or not. And this is especially true when it comes to science and health news. Crazy claims and sketchy science reporting dilutes the public’s understanding of science, which can have some big consequences, especially when it comes to our health and environment. How can we make solid decisions--like how to vote, what to buy or what can make us sick, if our science news is hyped? Host Myles Bess helps you get above the noise by sharing tips on how to spot bad science reporting. This resource is part of the News and Media Literacy Collection.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Skill: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Georgia Standard: ELAGSE7.RI.1   

Why Is Fake News So Effective?

Resource Type: Interactive Lesson

This interactive lesson, based on the series Breaking Views, frames the controversial issues of fake news and trust in the media with the historical context of yellow journalism and sensationalist reporting. In addition to learning more about how fake news has evolved over the years, students will learn strategies for improving their media literacy and will be able to identify both credible and non-credible news sources. After they complete the lesson students will be better prepared to critically analyze media using the Five Key Questions of media literacy, which will become a point of enduring understanding that young people need in order to be better 21st century digital citizens in an era saturated by information.

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Georgia Standards: ELAGSE7.RI.1, ELAGSE7.RI.3, ELAGSE7.RI.8, ELAGSE7.RI.9, ELAGSE7.W.7   

won't you celebrate with me, by Lucille Clifton

In this video segment from Poetry Everywhere, two-time Pulitzer Prize nominated poet Lucille Clifton reads her poem “won’t you celebrate with me.” Drawing from Whitman, the Bible, and the tradition of the sonnet, the poem invites readers to explore themes of identity, race, and gender.

Skill: 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.

Georgia Standard: ELAGSE7.RI.10   

Adam Savage of Myth Busters on Why Science Matters | Above the Noise

In a special episode of Above the Noise, host Shirin Ghaffary asked the host of the popular TV show MythBusters, Adam Savage, about why he participated in the March for Science in San Francisco on April 22. Savage is a passionate advocate for science. He says that much of the current opposition to science in this country comes from the belief that it’s an “elitist, provocative way of looking at the world. When in fact, it’s just an attempt to look at the world clearly.” In addition to supporting scientists, Savage says it’s also crucial to teach media literacy so that young people learn how to separate fact from fiction in the media.

Skills: 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.

Georgia Standards: ELAGSE7.RI.2, ELAGSE7.RI.3  

Gratitude and the Environment

In this lesson, students discuss the meaning of gratitude and write their personal expressions of gratitude. Students then explore the connection between gratitude and a concern for the environment.

Georgia Standards: ELAGSE7.RI.2, ELAGSE7.RI.3, ELAGSE7.W.2

Water Resource Issues

In this interactive lesson, students learn about water management challenges. Students will hear from water specialists and analyze data concerning the availability and environmental impact of the use of water. They will make an evidence-based argument that supports the sustainability of the resource even with the increase in population.

As the Southwest looks to the future, several questions must be considered regarding a sustainable water supply, including the needs of the environment and riparian protection, the continued discussion of water rights and the means by which the needs of a growing population are met especially with the continued drought cycle. This mini-lesson provides middle schoolers with a brief look at the problems and possible solutions for the water system.

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.

Georgia Standards: ELAGSE7.RI.2, ELAGSE7.RI.3, ELAGSE7.W.7, ELAGSE7.W.8

Why Do Our Brains Love Fake News? | Above the Noise

Ever have an argument with someone, and no matter how many facts you provide, you just can’t get that person to see it your way? One big reason for this is cognitive bias, which is a limitation in our thinking that can cause flaws in our judgement. Confirmation bias is a specific type of cognitive bias that motivates us to seek out information we already believe and ignore or minimize facts that threaten what we believe. Studies show that when people are presented with facts that contradict what they believe, the parts of the brain that control reason and rationality go inactive. But, the parts of the brain that process emotion light up like the Fourth of July. Have your students watch the video and respond to the question in KQED Learn.

Georgia Standards: ELAGSE7.RI.2, ELAGSE7.RI.8  

Comparing and Contrasting - Grassland, Desert, and Forest Elephants

Students use a T-chart to take notes on the similarities and differences among elephants. With partners, they organize their notes and construct a Venn diagram with illustrations.

Skills: 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.

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.

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Georgia Standard: ELAGSE7.RI.5, ELAGSE7.RI.6, ELAGSE7.RL.6

Can You Win an Argument with a Conspiracy Theorist? | Above the Noise

Resource Type: Video With Support Material

A conspiracy theory is a belief that an organization is working in secret to achieve some sinister goal. These theories are nothing new, but with the internet and the rise of social media, conspiracy theories are getting in front of a lot of eyeballs. Have you ever sat down and tried to argue with someone who believes in a conspiracy theory? Watch the latest Above the Noise video to discover why some people believe in conspiracy theories and whether you can change the mind of someone who believes in one. Have your students watch the video and respond to the question in KQED Learn.

Skills: 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.

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).

Georgia Standards: ELAGSE7.RI.6, ELAGSE7.RI.7, ELAGSE7.RI.8

False Equivalence: Why It's so Dangerous | Above the Noise

Not every topic warrants a “both sides” approach. Some viewpoints are simply not backed by empirical evidence or are based on false ideas. Journalists and anyone who works with facts have to be careful not to present them as legit debates. If they do, they are creating a “false equivalence.” False equivalence: what does it mean, and why is it helping to spread misinformation online?

Skills: 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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Georgia Standards: ELAGSE7.RI.8, ELAGSE7.W.7, ELAGSE7.W.8, ELAGSE7.W.9

Identifying "Fake" News | Common Sense Education

What is “fake” news? How do we know it’s false? Use these resources from Common Sense Education to help students investigate the way information is presented so that they can analyze what they read and see on the Web. This resource is part of the News and Media Literacy Collection.

Skill: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.

Georgia Standard: ELAGSE7.RI.9   

Literary Elements and Techniques | Setting

Explore how authors use setting to establish the time, place, and social conditions in which a story takes place in this short animated video from WNET.

Georgia Standard: ELAGSE7.RL.1   

Elements of Poetry

In this interactive lesson, discover how literary techniques like figurative language, imagery, and symbolism contribute to the overall meaning of a poem. Explore how a poet establishes and builds on a theme. Learn how to tell the difference between tone and mood.

Skill: 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.

Georgia Standard: ELAGSE7.RL.10   

"The Raven" | Edgar Allan Poe: Buried Alive

Learn about the story behind Poe’s famous poem, “The Raven,” in this video from the American Masters film Edgar Allan Poe: Buried Alive.

Skill: Determine a theme and/or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Georgia Standard: ELAGSE7.RL.2   

Lorraine Hansberry | A Raisin in the Sun: American Dream Deferred

In this video from the American Masters film Lorraine Hansberry: Sighted Eyes/Feeling Heart, students learn how the play A Raisin in the Sun explores the impact of dreams deferred. Inspired by the famous Langston Hughes poem “Harlem,” Lorraine Hansberry brings the poem to life in the form of the Younger family in 1950s Chicago.

Literary Elements and Techniques | Characterization

Explore characterization and how authors reveal qualities of characters in this short animated video from WNET.

Skill: Analyze how particular elements of a story or drama interact (e.g., how settings shape the characters or plot).

Georgia Standard: ELAGSE7.RL.3   

Skill: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Georgia Standard: ELAGSE7.RL.5   

Our Town 1: The Way We Were

As students explore this pivotal scene from the MASTERPIECE 2003 production of Our Town, they examine the play’s themes about legacy and memory. The Stage Manager, played by Paul Newman, reflects on what should go in the cornerstone of a new bank in Grover’s Corners, a small New Hampshire town in the early 20th century.

Skill: 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).

Georgia Standard: ELAGSE7.RL.7   

Cats - Yesterday and Today

This video segment from Nature provides a background of the history of cats. Over the ages, human beings have viewed cats as both godlike and as demons. In the year 2500 BC in Ancient Egypt, cats were revered and then mummified once they died. These mummies are being studied today.

Skill: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding how authors of fiction use or alter history

Georgia Standard: ELAGSE7.RL.9   

Identifying Different Perspectives - Camilo's Drums

Students watch a video segment about a boy learning how to play various Afro-Caribbean drums and drum styles. They then complete a graphic organizer that illustrates the multiple perspectives presented in the video segments.

Skill: 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.

Georgia Standard: ELAGSE7.SL.1   

Helen Keller | Author, Advocate, and Activist

In a time when opportunities for people with disabilities were few, one young woman who was both blind and deaf became a world-renowned voice for change. To this day many still marvel at the accomplishments and perseverance of author and activist Helen Keller. Through two activities and a short biographical video, students will understand Helen Keller’s accomplishments. Through viewing a video about Helen Keller’s life, examining a 1904 photograph of Keller, and reading excerpts of her autobiography, students will learn about Helen Keller’s commitment to advocating for equal treatment for people with disabilities. The lesson concludes with students choosing a quotation that best represents Keller’s challenges and successes.

Skill: 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.

Georgia Standard: ELAGSE7.SL.2   

The Rhetorical Triangle | Ford's Theatre

Resource Type: Lesson Plan with Videos

By understanding Aristotle’s three elements of persuasive speech—the ancient Greek words ethos, pathos and logos—students will be able to analyze the effectiveness of rhetorical strategies and elements in commercials and speeches. This lesson could be used in grades 5-12. In Lesson Activity Two, there are links to resources that allow the teacher to choose appropriate texts for their students.

Skill: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Georgia Standard: ELAGSE7.SL.3   

Following Directions - Ndakinna Wilderness Project

Students watch a video segment, take notes and follow directions to create both a diagram with captions and a drawing that communicates information about camouflaging.

Skill: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Georgia Standard: ELAGSE7.SL.5   

Why Some Schools Still Insist on Teaching Cursive Writing

Resource Type:

Starting in the 1970s, and under the recent implementation of the Common Core, a former pillar of elementary education has been largely forgotten. But there's a feeling that learning cursive still has value, even in the age of typing and texting. Let your students weigh in on the cursive handwriting debate with this PBS NewsHour video and educational resources from May 9, 2014. For further background and materials to support student understanding of the issue see the Teacher’s Guide, Student Handout, and Informational Text in Support Materials.

Skills: Write arguments to support claims with clear reasons and relevant evidence.

Georgia Standards: ELAGSE7.W.1, ELAGSE7.W.2, ELAGSE7.W.4

Reporting from Multiple Sources - The Roles of Dogs in Three Societies

While watching three videos on dogs' roles in various places on Earth, students will take notes. They will later use these notes to write an essay. They will spend time revising and correcting the essay.

Skill: 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.

Georgia Standard: ELAGSE7.W.10   

Developing Empathy Through Retold Fairy Tales

In this lesson, students watch a video that explores how a Native American saying, “walk a mile in someone else’s moccasins,” relates to the practice of empathy. As a class and in small groups, students examine a well-known fairy tale, Cinderella, to try to “walk a mile” in the shoes of each character.

Skill: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Georgia Standard: ELAGSE7.W.3   

Latino Americans Share Their Experiences

Resource Type: Interactive

Students examine the challenges that three Latino Americans faced and overcame as they achieved success in their careers. This interactive lesson introduces students to playwright Lin-Manuel Miranda, actor Judy Reyes, and astronaut José Hernández through interviews from MARIA HINOJOSA: ONE-ON-ONE. Students ultimately consider how the life experiences and achievements these individuals describe helped shape how they identify as Americans in the 21st-century United States.

Skill: 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.)

Georgia Standard: ELAGSE7.W.4   

Letters to the Next President 2.0 Media Makes

Throughout the spring, KQED Education will host a series of multimedia skill-building activities, called Media Makes, for teachers and students to practice digital media making that facilitates dialogue around critical issues in this election. Find overview and media make resources here.

Skill: 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.

Georgia Standard: ELAGSE7.W.6   

How to Teach Your Students About Fake News - Lesson Plan

Fake news is making news, and it’s a problem. This lesson gives students media literacy skills they need to navigate the media, including how to spot fake news.

Skills: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Georgia Standards: ELAGSE7.W.7, ELAGSE7.W.8

• Grades 6-12
• School Leaders

FREE Poetry Worksheet Bundle! Perfect for National Poetry Month.

50 Ideas, Tricks, and Tips for Teaching 7th Grade

Brilliant ideas from brilliant teachers (like you).

Let’s be honest; seventh grade is a unique year in a child’s (and a teacher’s) life. It takes a special kind of patience to teach middle school—and particularly seventh grade. Look no further than these 50 tricks, ideas, and tips for teaching 7th grade from our community of teachers on the WeAreTeachers Helpline and around the web. And, we’ve organized the list by topic to make it easy to find the tips most relevant to you!

The First Days of School

1. stock up on math supplies.

We’ve gathered all the math supplies you need for the 7th grade classroom.

2. And ELA supplies too!

We’ve got you covered with this list of small but critical middle school English supplies for the classroom.

3. Introduce yourself creatively

There’s nothing quite like the very first moment of the first day of school. You stand at the front of the classroom, looking at all those expectant faces for the very first time. Now’s your chance to introduce yourself to your students, to let them know who you are and what they can expect over the year to come. We love these creative ways to introduce yourself .

4. Connect the middle school years

Seventh graders don’t understand how each year builds on the one before, so you’ll have to make it explicit for them. Use the upcoming year’s syllabi to set goals for summer work. For example, reading four short stories that take place during the Civil War to prepare them for studying the Civil War in eighth grade or, read five science articles to prepare them to work with current events in science class.

5. Start the year with ice breakers and review

“Do a day of getting-to-know-you and then check for prior understanding of content. I teach social studies, so some maps and a quick review of topics they should have been exposed to.” —Beth T.

“I teach seventh grade English and actually had BINGO posted the first day but changed a few to specifics about our city/school. In addition to BINGO, I made a classroom scavenger hunt students completed in groups…Making time for procedures in between is, of course, critical for the year as well.” —Erin B.

Check out these ice breakers that really work!

Tips for Classroom Management

6. don’t assume that yes means yes.

“Asking ‘do you understand?’ is the wrong question when you’re teaching 7th grade. They will always ‘yes’ you to death. Instead, after you have explained what to do, ask five people to tell you what they’re supposed to do. After that’s over, if someone still asks a question, get one of the students to answer the question to the whole class.” —Kym M.

7. Ask questions

Sixth graders (and most middle schoolers, for that matter) aren’t known for offering up their opinions or thoughts as readily as younger students. Come prepared with questions that are easy and fun for kids to answer. Check out our  favorite introduction questions to check in.

8. Don’t assume that they remember (or heard) the directions

“After I give directions, I ask, ‘what are your questions?’ Then, wait time…make them uncomfortable for a minute or two, until someone asks a question…then the questions will flow and you’ll get to see what you need to clarify.” —William W.

9. Teach a growth mindset

Put simply—some people believe that intelligence is fixed, while others think that it’s malleable depending on effort. Identify your students who have a fixed mindset, those who see having to try as a threat to their intelligence, and build a culture that fosters a growth mindset. Check out this interactive quiz and TED Talks to learn more about “fixed” and “growth” mindsets.

10. Get to know your students’ brains

Middle school brains are changing every day. After infancy, this is the time when kids’ brains are growing and reshaping the most. Know what’s happening in your students’ minds by reading books like Age of Opportunity by Laurence Steinberg. As one teacher says, “So many times, I have found myself thinking, “Why did he do that? Why would she take that risk? Didn’t he consider what would happen based on that choice?” Well, now you’ll know.

11. Be specific when giving directions … like very specific!

“The biggest shock for me about teaching 7 th grade was how detailed and specific I needed to be in giving direction. Assume they don’t know anything.” —Tiffany P.

12. Break out all your organization skills

“Be ORGANIZED. Have a procedure for everything.” —Pam W.

13. Create a foolproof lesson plan

“You need a foolproof lesson plan (one that you’ll love to teach and they’ll love to participate in) to pull out of the air during high-stress times.” —Lisa A. 

Here are five we love for the days when you’re seriously exhausted.

14. Try flipping your class

Try teaching a flipped class with Flipgrid . You and your students can record videos that kids can watch at home or in a small group/center. You can use the classroom time for working with students.

15. Develop your own style

“The classroom management system that ends up working for you is likely very different from the management system that works for every other teacher in your building. I made the mistake my first two years of trying to emulate a teacher who screams all the time…what ended up working for me was a more positive tone and having a concrete system of behavior grades that students could see and check. Experiment and try everything until you hone in on what works for you.” — Lillie M. quoted in Education Week

16. Talk Positive

“Aim to make more than half of what you say positive and enjoyable to listen to. If everything you say is consistently harsh, punitive, or nasty, humans of all ages are far less likely to listen.” — Lillie M. quoted in  Education Week

17. Laugh (and laugh some more)

“My best advice after teaching 7 th grade for 13 years is to have some fun with the kids and laugh every single day!” —Tammy S.

Tips for Language Arts

18. give students choice in literature circles.

Seventh graders love literature circles, and they encourage strong discussion and ownership over reading. Build choice into your literature circles by providing them with a few novel choices and a blank calendar to plan out their reading. Check out our book lists here  and  here  for middle grade books we love.

19. Introduce over 50 short stories

It can be a challenge to get middle schoolers interested in reading. The thought of tackling a thick novel can be overwhelming, especially during distance learning.  Short stories are always a great choice .

20. Include poetry

It can be hard to know which poems will spur your middle and high schoolers into deep, meaningful discussion and which will leave them yawning! So we asked experienced teachers to share their favorite poems that always get a reaction, even from teens.  Check out the list of poems here .

21. Deck out your classroom library with seating

“I use the camping chairs and my kids love them.” —Martha C.

“I got pillows from thrift stores, cheap pillowcases, and made my own covers. I let my students sit on the floor or lay under their desks to write and read if they feel the need.” —Linda W.

“Get camp chairs, you can get quite a collection for cheap and they take up little space when folded up.” —Deanna J.

22. Make writing explicit

Teach seventh grade students how to write clearly by assigning them to write a simple essay—how to make a peanut butter and jelly sandwich. Then, try to follow each set of directions. The results might not surprise you (the essays won’t be easy to follow), but your students will take the lesson to heart.

23. Don’t skip the daily read aloud

Seventh graders do like to be read to; in fact reading to them can inspire them to explore new genres and share a common reading experience. This read aloud list from Read Aloud America suggests titles like Boy by Roald Dahl and My Side of the Mountain by Jean Craighead George.

24. Adjust the reading level for current events

“ NEWSELA has current events articles that span a variety of topics. Students are able to adjust the Lexile to the appropriate (or close) level.” —Kimberly W.

25. Differentiate reading instruction and keep pace

“Let them choose from several books with similar themes rather than having everyone in the class read the same book at the same time. Give them assessment options (such as tic-tac-toe boards), so they can choose. Don’t spend forever on the same book (i.e., 6-week units) because most will finish the reading the first day or so and be bored when the book is still being picked apart a month later.” — Kristy W.

26. Get flexible with annotation

Annotation is a difficult skill, but 7 th graders need to master and internalize it. Have them use plastic covers to practice annotation in different kinds of books—the classics, textbooks, and even magazines.

27. Host a Socratic Seminar

Socratic seminar is a way for students to both engage in and reflect on deep discussion. Here’s a guide to Socratic seminars from ReadWriteThink .

Tips for Math

28. use math manipulatives.

“Get some manipulatives, like fraction circles, pattern blocks, power solids, geoboards, playing dice, spinners, etc.”  —Gayle H.

29. Build a digital escape room!

Digital escape rooms provide students with a way to challenge, review, and compete. It’s a more exciting way to do  math.

30. Blow their minds

It’s easy (too easy) to catch middle schoolers off-guard and surprise them. Blogger 7th Grade English uses curveball questions like: “When the day after tomorrow is yesterday, this day will be as far from Friday as this day was from Friday when the day before yesterday was tomorrow. What day is it?” to catch his students off guard and really make them think.

31. Gamify math

“Using Kahoot! in my middle school math class has helped to gamify content, practice vocabulary, and serves as a fun way to review.” —Erika

32. Get practical

Make math applicable for seventh grade students by bringing in lessons like scaling up candy wrappers and using Barbie to teach proportional reasoning .

Tips for Social Studies

33. teach the branches of government.

More than ever, our country is examining the laws that were put in place to protect and guide us. It can be overwhelming, however, to explain exactly how that works. To help you give your lesson plans a boost,  we’ve put together this list of resources  that help teach kids about the branches of government.

34. Use Instagram

Embrace the selfie culture (kind of). These tips for teaching 7th grade using Instagram (like creating a historical figure’s account) will make them learn and smile.

35. Use online learning

There are some amazing websites out there for teaching social studies lessons.  Check out our 50+ favorites .

Tips for Science

36. conduct appropriate science experiments.

Kids of every age love hands-on science! Teachers do, too, because the learning is a lot more meaningful when students see concepts in action.  This roundup of seventh grade science experiments  and activities has a little something for everyone—from biology and ecology to physics and chemistry.

37. Pull up a science website

Science is exciting. Unfortunately, students can find the lessons a little dry. Whether you’re in the classroom or teaching online, finding the right resources can bring these complex concepts to life! To help you get started,  here’s a list of the best science websites for middle school .

38. Use virtual field trips

Middle schoolers want to learn all they can about the world, but a field trip a week just isn’t in the cards. Try our top virtual field trips !

39. Help students develop research skills

Seventh graders are developing the research skills they’ll use in high school and beyond. Help them ask authentic questions, complete useful prewriting, narrow their purpose, and share their work with these tips from the Middle School Teacher to Literacy Coach blog.

40. Turn science into a challenge

When you’re teaching science, “stress that the goal isn’t to make the lab experiment ‘work’ but to work collaboratively and problem solve together. Teach students how to ask questions and watch them figure out how to find answers.” —Laurie P. 

41. Mix up your science instruction

“Do a rotation of lectures and notes with videos, labs, other labs. Do mini labs that last 15 minutes and longer labs that last class periods or multi-day project. That way, they don’t get bored and neither do you.” —Kathie N .

Tips for Projects and Grading

42. use a plagiarism checker.

Don’t fret over those essays! Use a plagiarism checker to make sure everyone’s writing is unique.

43. Schedule class time for projects

“Seventh graders need more direct instruction and in-class work time when it comes to projects.” —Tesha L.

44. Divide projects into chunks

“I found it helpful to provide students with project worksheets that divided the project into stages. Each stage has its own deadline.” —Candy J.

45. Use mini-rubrics to keep students on track

“I recommend mini-rubrics along for each section along with strong guiding questions.” —Lindi E.

46. Consider pre-research

“With some groups, I needed to do pre-research for them to narrow down the scope of information to filter. I simply found quality resources, printed and organized them into a bundle and gave them to students.” —Linda E.

47. Hold students accountable

It’s inevitable that you’ll get unacceptable work from your students. Combat that by stapling redo slips to work that is a far cry from A-material. Students have to rethink their work, fix it, and return. This and more teaching 7th grade tips on  Panicked Teacher .

Tips for the Arts

48. get on stage.

“Go to the MTI ( Music Theatre International ) website. You can buy what’s called a Showkit that has everything you need to do a show, and a great guide for first-time directors. I am directing the first show at my school, although I’ve directed community shows. Make sure you communicate well with parents and get them involved! It’s a great thing for kids!” —Beverly B.

49. Teach thesis

A song’s chorus is similar to a research paper’s thesis—it’s what the singer wants the listener to take away, no matter what. Connect chorus and thesis with this series of lessons, you’ll capture your musical students.

50. Get crafty.

Even seventh graders like to make crafts like duct tape hearts for Valentine’s Day, flower pens for Mother’s Day, or 3-D shape flipbooks in math. Even better if crafts overlap with other concepts!

Do you have any great tips for teaching 7th grade? Share them in the comments below!

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7th grade reading & vocabulary

Unit 1: trailblazing women, unit 2: mysteries of the past, unit 3: living tongues.