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Seventh Grade ELA



Mr. Meyers
ameyers@chittenangoschools.org or 687-2800

 

 
  1. Why did Zeus want to prevent humans from having fire?
  2. After they obtained fire, how did the humans change? What happened to Prometheus?
  3. Why did it take Aegeus so long to recognize his own son? How did Theseus trigger his memory?
  4. Why did Theseus fight the Minotaur?
  5. In what ways are Theseus and Prometheus alike?


aptitude (n.) a natural ability

design (n.) a plan

endow (v.) to provide with a quality or a talent

explicit (adj.) plain, straightforward

humility (n.) lack of pride

implore (v.) to beg

indignant (adj.) filled with indignation

indignation (n.) anger that is a reaction to injustice or something mean 

treachery (n.) willful betrayal of trust or confidence

vengeance (n.) the infliction of punishment in return for an offense


The Eternal Frontier Study Questions
1. Why does the author consider the moon, asteroids, and planets "stepping stones"?
2. What point is the author making about the future by noting the rapid advances of the previous 70 years?
3. What does not restrict human beings, according to the author?
4. What one objection to his argument does L'Amour address?
5. What are some of the benefits that people have reaped from the space program?

The Eternal Frontier Vocabulary
Antidote (n.)- something that prevents the evil

effects of something else, remedy

 

Devastating (adj.)- extremely destructive

 

Incorporate (n.)- to make part of another thing, merge

Impetus (n.)- a force that produces motion or action, impulse

 

Multitude (n.)- a very great number 


The Eternal Frontier

by Louis L’Amour

 

The question I am most often asked is, “Where is the! frontier now?”
The answer should be obvious. Our frontier lies in outer! space.

The moon, the asteroids, the planets, these are mere! stepping stones, where we will test ourselves, learn needful lessons, and grow in knowledge before we attempt those frontiers beyond our solar system. Outer space is a frontier without end, the eternal frontier, an everlasting challenge to explorers not alone of other planets and other solar systems but also of the mind of man.

All that has gone before was preliminary. We have been! preparing ourselves mentally for what lies ahead. Many problems remain, but if we can avoid a devastating war we! shall move with a rapidity scarcely to be believed. In the past seventy years we have developed the automobile, radio, television, transcontinental and transoceanic flight, and the! electrification of the country, among a multitude of other such developments. In 1900 there were 144 miles of surfaced road in the United States. Now there are over 3,000,000. Paved roads and the development of the automobile have gone hand in hand, the automobile being civilized man’s antidote to overpopulation.

What is needed now is leaders with perspective; we need leadership on a thousand fronts, but they must be men and! women who can take the long view and help to shape the outlines of our future. There will always be the nay-sayers, those who cling to our lovely green planet as a baby clings to its mother, but there will be others like those who have taken us this far along the path to a limitless future.

We are a people born to the frontier. It has been a part of our thinking, waking, and sleeping since men first landed on this continent. The frontier is the line that separates the! known from the unknown wherever it may be, and we have a! driving need to see what lies beyond. It was this that brought! people to America, no matter what excuses they may have given themselves or others.

Freedom of religion, some said, and the need for land, a! better future for their children, the lust for gold, or the desire! to escape class restrictions—all these reasons were given. The fact remains that many, suffering from the same needs and restrictions, did not come.

Why then did some cross the ocean to America and not others? Of course, all who felt that urge did not come to America; some went to India, Africa, Australia, New Zealand, or elsewhere. Those who did come to America began almost at once to push inland, challenging the unknown, daring to go beyond the thin line that divides the known and the unknown.! Many had, after landing from the old country, developed good! farms or successful businesses; they had become people of! standing in their communities. Why then did they move on, leaving all behind?

I believe it to be something buried in their genes, some inherited trait, perhaps something essential to the survival of the species.

They went to the edge of the mountains; then theycrossed the mountains and found their way through impassable forests to the Mississippi. After that the Great Plains, the Rocky Mountains, and on to Oregon and California. They trapped fur, traded with Indians, hunted buffalo, ranched with cattle or sheep, built towns, and farmed. Yet the genes lay buried within them, and after a few months, a few years, they moved on. Each science has its own frontiers, the future of our nation and the world lies in research and development, in probing what lies beyond.

A few years ago we moved into outer space. We landed men on the moon; we sent a vehicle beyond the limits of the solar system, a vehicle still moving farther and farther into that limitless distance. If our world were to die tomorrow, that tiny vehicle would go on and on forever, carrying its mighty message to the stars. Out there, someone, sometime, would! know that once we existed, that we had the vision and we! made the effort. Mankind is not bound by its atmospheric! envelope or by its gravitational field, nor is the mind of man! bound by any limits at all.

One might ask—why outer space, when so much remains to be done here? If that had been the spirit of man we would still be hunters and food gatherers, growling over the bones of carrion in a cave somewhere. It is our destiny to move out, to accept the challenge, to dare the unknown. It is our destiny to achieve.

Yet we must not forget that along the way to outer space whole industries are springing into being that did not exist! before. The computer age has arisen in part from the space effort, which gave great impetus to the development of computing devices. Transistors, chips, integrated circuits, Teflon, new medicines, new ways of treating diseases, new ways of performing operations, all these and a multitude of other developments that enable man to live and to live better are linked to the space effort. Most of these developments have been so incorporated into our day-to-day life that they are taken for granted, their origin not considered.

If we are content to live in the past, we have no future. And today is the past. 





 

                Sylvia Stout Study Questions

2. How does Silverstein make the garbage so vivid?

 

3. What do you think Sarah Stout’s “awful fate” was?

 

4. What can you infer about Sarah’s parents based on this poem?

        Think about:

        -the chores she had to do

        -her stubbornness

        -the fact that they refused to do Sarah’s job for her

 

6. How are “Jabberwocky” and “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” similar and different? Think about the writers’ purposes, the subject of the poems, and the sound devices the poets use. A Venn diagram may help you organize your ideas.



Vocabulary for The Serial Garden

aggrievedly (adv.)- in a manner suggesting that one has been badly treated

 

chaos (n.)- extreme confusion or disorder

 

convalescing (adj.)- recovering gradually from an illness

 

forage (v.)- to search for what wants or needs, especially for food


gaudy (adj.)- excessively bright and showy

 

incalculable (adj.)- too great to be measured or counted

 

susceptible (adj.)- easily affected or influenced

 

tantalizing (adj.)- arousing interest without satisfying it

 

vigil (n.)- a time of staying awake in order to keep watch or guard something 

 

wan (adj.)- sickly, pale

Vocabulary for Key Item

Accede (v.)- to consent due to outside influence
Circuit (n.)- the path of an electric current, connected electronic elements
Complex (adj.)- consisting of many interconnected parts, intricate (complicated)
Diffidently (adv.)- reserved or restrained in manner
Neurotic (adj.)- having excessive anxiety and emotional upset

March Schedule

Date        Day                Due

3/1/17    Wednesday        Porcupine Necktie-4 

                    (Reading, Study Q’s, Vocab, Quiz)

3/3/17    Friday            Chapters 5-9 

                    (Reading, Study Q’s, Vocabulary, Quiz)

3/6/17    Monday            Chapters 10-13 

                    (Reading, Study Q’s, Vocabulary, Quiz, Writing Assignment 1)

3/7/17    Tuesday            Chapters 14-17 

                    (Reading, Study Q’s, Vocabulary, Quiz)

3/9/17    Wednesday        Chapters 18-21 

                    (Reading, Study Q’s, Vocabulary, Quiz)

3/13/17    Monday            Chapters 22-25 

                    (Reading, Study Q’s, Vocabulary, Quiz, Sunflower Club Report)

3/14/17    Tuesday            Chapters 26-29 

                               (Reading, Study Q’s, Vocabulary, Quiz)

3/15/17    Wednesday        Chapters 30-End 

                    (Reading, Study Q’s, Vocabulary, Quiz, Writing Assignment 2)

3/20/17    Monday        Writing Assignment 3

3/21/17    Tuesday        Vocabulary Review

3/22/17    Wednesday    Stargirl Test Review

3/23/17    Thursday        Stargirl Test

3/28-31    T - Th             ELA State Test

 


Essay Question

59 Both Lewis Latimer and John Deere were determined to succeed. How were their paths to success similar? How were their paths to success different? Use details from both articles to support your response.

In your response, be sure to
• explain how their paths to success were similar
• explain how their paths to success were different

• use details from both articles to support your response






Mr. Meyers' ELA Class

The Language Arts curriculum requires that students cover various elements of the English Language Arts (ELA) Standards known as The Common Core. Each week will focus on a different aspect of the standards. The following activities will be focused on throughout the year:

    • Essay writing: literature, persuasive, synthesis
    • Reading Skills that are aligned with the Common Core State Standards
    • Spelling, vocabulary, grammar
    • Novels

 

Homework

    • Most written assignments can be handed in late (within 3 days) but each day points are deducted.
    • After school and lunch detention will be given to complete owed work.

 

Grading

The grading is as follows: Tests 30%, Quizzes 20%, Classwork 15%, Projects 15%, Homework 20%

 

Expectations

-Students are expected to be on time and in your seat ready to work when the bell rings.

-Students are expected to be prepared for class including: agenda, binder, paper, pen/pencil, and homework. 

-Students are expected to act positively in class so they do not disrupt my teaching or the other students’ learning.

-Students are expected to follow all other rules in the Student Handbook.

 

“If your behavior negatively affects my teaching or somebody’s learning, it is against the rules.”

-Mr. Meyers

 

Contact

The school phone number is 687-2800. My email is ameyers@chittenangoschools.org


Helpful Links:

schoongames.blogspot.com/ - Fun ELA games (Word Category games are Mr. Meyers' favorite)

webster.com - All your dictionary questions answered here
owl.english.purdue.org - Great online site for formatting and grammar

Upcoming Events:

 
 
 


 

Michael A Schiedo, Superintendent
Chittenango Central School District
District Office
1732 Fyler Road
Chittenango, NY 13037

Phone: (315) 687-2840
www.chittenangoschools.org



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