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First and Last Name ________________________________________ Teacher_______________
7th Grade ELA – May 4 – 8 – Miss Boydstun, Mrs. Daoud, Mrs. Rez-Kersey
Hi students,
We are super excited to see what you are up to this week with poetry. On the school website you’ll find a packet of directions with
examples of your first five types of poems and a reflection. This week, how you spend your work time is really up to you. You are
only sending your teacher your reflection and your Rev it Up work this week. Keep your poems and poetry packet. This will be
important to use in future weeks, and if you send it back to school, you risk not getting it back.
Remember, you don’t have to print the packet if you can view it on a device. You have several options in getting your work back to
your teacher. If you can type in a document, you can share it to us. You can write an email with your answers or reflections as the
body of the message. Or, you can hand-write your work, take a picture, and send it to your teacher. If you can get us your work
remotely, please do!
Your assignments are listed below. You can use the column on the right to check off each assignment as it’s complete. Remember,
aim to spend about 30 minutes a day on English work. If you find that you’re working for 30 minutes and haven’t completed
everything, that’s okay! Come back to it when you finish something else early later in the week or send me an email. We all know
that you are doing the best you can in a tough situation, want what’s best for you, and are here to help!
Monday Rev it up Lesson 5, Days 6 & 7 (Vocab Development Standard). Day 6 is a word organizer asking you to think of events that might make you feel “euphoric” in the top part of the organizer and those that would not make you feel “euphoric” in the bottom half. If you’re doing this by hand, your organizer doesn’t have to look exactly like the page. Day 7’s task is to read the screenplay on page 66 and write the “Rev Up Your Writing” paragraph on page 67, using as many vocab words as possible. Poetry Book Work (Write to Explain Standard). Read the directions on the first page of your poetry book packet. Browse the directions for each of the five types of poems you’ll write this week. If you have time, start to brainstorm for one or two of the poems.
Rev Day 6 ___ Rev Day 7 ___
Tuesday Poetry Book Work. Spend your thirty minutes planning and drafting two or three of your poems. You’ll have time the rest of the week to go back to your work and wrap up your five drafts this week.
Wednesday Rev it up Lesson 5, Days 7 & 9. Your organizer doesn’t have to look like the one on page 68. Move the vocab words from the list into the three sections of the Venn Diagram. For Day 9, write a response to one of the prompts and use as many vocab words as possible.
Rev Day 8 ___ Rev Day 9 ___
Thursday Poetry Book Work. Keep drafting. Be sure to have first drafts of all five poems this week. 5 Poem Drafts_____
Friday Rev it Up Lesson 5 Review. If you don’t have the printout you can number the questions 1-10 (the paragraph with 3 blanks is part of your review!) either on a piece of paper to take a picture and send to your teacher, or in the body of an email. If you have the printout, be sure it gets sent back to school with both your first and last name, and your teacher’s name. Poetry Book Week Reflection. Make sure to fill out the 3-2-1 organizer explaining what you worked on this week! It doesn’t need to look like mine if you’re doing it on your own paper.
Lesson 5 Review ____ Weekly Reflection___
Of the assignments above, you need to turn in your Rev it Up days, your Rev it Up lesson 5 Review, and your Weekly Reflection. Do
NOT turn in your poem drafts!
Have a great week. We are here to answer your questions!
Miss Boydstun Mrs. Daoud Mrs. Rez-Kersey
Poetry Book Instructions
In this packet you’ll find directions for how to write five different types of poems, as well as examples of the poems from
previous years. Some might look familiar; they’re from your scavenger hunt during Week 4. Yes, we used real 7th grade
poems as your examples!
This week write a rough draft of one of each poem type. Next week you’ll get five new poems to write rough drafts of.
The third week, you’ll get the final five, and directions for putting your final drafts together in a poetry book. In the end,
you’ll be asked to send us your ten favorite poems in one book or Word document. If you would like a folder with some
final draft paper to submit your final book to us through the bus, be sure to complete that section of the weekly
reflection.
You do not need to send us your poems this week. Rather, keep track of all your poem drafts in the next three weeks,
and work on writing, revising, and refining them so they create one collection over the weeks.
Each week, you’ll send us a reflection answering 3 questions. That is the only thing you need to turn in each week until
May 29, when your final project is due.
To recap –
• Rough draft poems 1-5 May 4-8; send your teacher the reflection
• Rough draft poems 6-10 May 11-15; send your teacher the reflection
• Rough draft poems 11-15 May 18-22; send your teacher your reflection questions
• Choose your favorite 10 to revise and edit
• Neatly print and illustrate or type and add graphics for your final ten poems
• Submit all ten of your poems to your teacher by May 29
** If you want to earn a 4 on this assignment, send us all 15 poems! **
The first five poems you’ll write are -
1. Bio Poem
2. Name Poem
3. Sneaky Poem
4. Everyday Things Poem
5. I Know Poem
You’ll find a page with the directions for each type included in this packet. Each page has some questions or thinking
prompts which might be helpful for you to brainstorm as you’re writing your poems. These are optional, do not need to
be sent to me, and don’t even need to be completed if you already have an idea for your poem. They are meant to help
get your brain thinking!
The reflection questions to answer and send back to me this week are also in this packet. Remember, the only thing
you’re sending to me for your poetry book this week are questions if you have them, and your reflection! Keep your
poems until the final due date when you’ve written them all.
Bio Poem
This poem will be about you. Follow the pattern below to write it. A list of personality traits, strengths,
and qualities are listed below, and can be helpful for Line 2. You do not have to choose one from this
list.
If you choose to include this type of poem in your final draft, your illustration should be of you! You
may use a picture of you or draw a self-portrait to include with your poem.
Pattern:
Line 1: First Name
Line 2: Four Adjectives
Line 3: Son of ___________ or Daughter of _________
Line 4: Who feels ____________
Line 5: Who fears ____________
Line 6: Who would like to see __(an idea, a place, or a wish)___
Line 7: Resident of ________________ (No abbreviations, please!)
Line 8: Last Name
Example:
Abbey
Creative, clever, caring, and cheerful
Daughter of Mike and Christine
Who feels that people shouldn’t be cruel to each other
Who fears criminals and being alone
Who would like to see the world
Resident of Allyn, Washington
Amacher
Possible Adjectives – You may choose your own, or something from this list!
Adaptable
Amiable
Assertive
Brainy
Calm
Chic
Confident
Courageous
Daring
Dynamic
Adventurous
Animated
Attractive
Bright
Caring
Cheerful
Cool
Courteous
Delicate
Eager
Energetic
Excellent
Fantastic
Fun
Genuine
Happy
Humorous
Jolly
Logical
Loyal
Musical
original
Aggressive
Appreciative
Beautiful
Bubbly
Charming
Clever
Cordial
Curious
Dependable
Empathetic
Feminine
Funny
Giving
Helpful
Inquisitive
joyful
Entrepreneurial
Expressive
Friendly
Generous
Handsome
Honest
Inspiring
Kind
Loving
Masculine
Nifty
Pert
Pretty
Receptive
Responsible
sensitive
Sincere
Spontaneous
Tactful
Trusting
Vivacious
Leasing
Prosperous
Reliable
Romantic
Sharp
Smart
Sporty
Talented
Understanding
Warm
lovable
Lucky
Neat
Outgoing
Positive
Quiet
Resourceful
Self-assured
Shy
Spiritual
Super
Terrific
Unique
This one should be about you
and doesn’t have to necessarily
fit your theme. If you can make
references to your theme that’s
great, but it doesn’t have to!
They don’t all have to start with
the same letter! It’s a nice touch,
and one we’d talk about as figurative
language in class, but not necessary!
Name Poem
Directions: Write a poem about your theme using the letters of your first and last name for the first
letter of each line. It may be helpful to revisit your theme notes here. Think about nouns that fit into
your theme, and what story you can tell.
Here are some examples of previous years’ poems-
Alneda Reimer (Theme: Flowers)
As the breeze died down as though it were
Losing its touch, I knelt down on my
New blanket, and admired the
Excellent view of the buttercups and
Dandelions
And violets and orchids
Running through the field in the
Evening was when
I would relax and think of the day’s work
Mending flower necklaces made
Earlier. When the day was over I would
Remember lots of fun memories I made
Noah Coffin (Theme: Space)
Nova explodes
Optical lenses pick up the sight
Astronomers watch in wonder
Heavens ablaze with brilliant light!
Colliding asteroids
out in space
Filled with stars and gas
Flying meteors, asteroids, and comets
In 1.000,000,000 light years we might reach it
No one has reached the far ends of the universe.
Use the blank space on this page or space on your own
paper to jot down some possible topics within your
theme. From there, write down some sentences or
phrases that begin with the letters of your name. Can
you piece them together to tell the story?
Or, try writing some phrases about your theme then
wordsmith them to use the right beginning letters.
Notice how the first one tells a story
across the whole stanza through each
line. The second is shorter words and
phrases with lines that combine to tell
a story. You can aim for one or the
other!
Sneaky Poem
Directions: This poem will give your reader clues in each line about your subject, and the answer in
the last line. It should be about something within your theme. If your theme is nature, perhaps you
write a Sneaky Poem about mountains, giving clues along the way.
This poem uses parts of speech. Your parts of speech review will be helpful here, or you can do some
research on the parts of speech.
Follow the pattern below for this poem, but be sure to decide on Line 5 first, so you know what you’re
writing about in the other lines!
Line 1 - a noun Line 2 - an adjective and a noun Line 3 - two verbs Line 4 - a thought, phrase, or sentence Line 5 - the subject
Examples –
Fall (By Karla Waldron, whose theme was Nature)
Trees
Windy days
Blowing, whistling
Flowing to the ground.
Leaves.
A Spooky Night (By Jennifer Clifton, whose theme was Holidays)
Costumes
Glowing Jack-O-Lanterns
Only on this night will spirits
rise from their graves
Halloween
Guess! (By Alneda Reimer, whose theme was Flowers)
Flowers
Fragrant orchids
Planting and watering
They come in all varieties
Gardens
I know I want the subject of my
poem to be _________________________
Brainstorm some nouns, or use
your theme planner from week 5
that relate to your subject
Brainstorm some adjectives –
ways to describe those nouns or
your subject
Brainstorm some verbs the
nouns or subject might do
Mix and match these
brainstormed lists to create
words or phrases you can use
for line 4
Everyday Things Poem
Directions: Within your theme, think of a subject that is a common, everyday thing. For instance,
within the theme of sports, a ball would be a common subject. Write a poem about your “everyday
thing” as it relates to your theme. Your poem doesn’t have to rhyme, although you may do so if you
wish. Length of poems can vary from four lines to many – just be creative!
Some examples –
Bees (By Justin Schnirch, whose theme was Nature)
I don’t like bees
They sting, and they bite
They’re not very bright
They give me a fright!
Trees (By Angie Haughton, whose topic was Nature)
Have you ever stopped to wonder
If those trees in your yard have a name?
Or have you always thought to yourself:
“Nah! They’re just the same?”
I feel I should inform you
That they do all have callings
And one way you can tell for sure
In fall, is by their fallings!
I hope you carefully read this poem
and store it in your mind.
Because if you call those trees by name,
They’ll surely think you’re kind!
Use this space to generate a list of topics within your theme, then objects for those topics. For example, if your theme is music, a topic can be singing. Everyday objects dealing with singing might be a microphone, music note, radio, piano…
Topic _______________________________
Objects:
Topic ______________________________
Objects
Topic _______________________________
Objects:
“I Know” Poem
Directions: You will be focusing on your five senses in this poem, so choose a topic within your theme which
will allow you to describe what you see, smell, taste, feel, and hear. Follow the pattern, or a variation of the
pattern, below.
You must use at least three of the five senses and the conversation stanza. Your poem will be at least four
stanzas with four examples of each sense. The example will be helpful for this!
Title
I know ___title________
(4 observations about sound)
I know ___title________
(4 observations about sight)
I know ___title________
(4 observations about taste)
I know ___title________
(4 observations about smell)
I know ___title________
(4 observation about touch/feelings
I know ___title________
(4 conversation bits/things you might say or hear)
I know ___title________
Example: I Know Thanksgiving
I know Thanksgiving
Clinking silverware, football on television, a whirring electric mixer, Aunt Shirley’s laugh.
I know Thanksgiving
The smells of roast turkey, a smoky hearth fire, Grandpa’s pipe, Grandma’s lilac perfume.
I know Thanksgiving
Tangy cranberry sauce, sweet melted marshmallows on yams, creamy pumpkin pie,
apple cider with cinnamon sticks.
I know Thanksgiving
“My, how you’ve grown!”
“The turkey’s done!”
“Pass the gravy, please.”
“Thank you, Lord, for all your blessings.”
I know Thanksgiving.
It would be helpful to first choose a topic then brainstorm several things for the five senses. See what sounds
good together and go from there!
Notice how
these are four
things you
might hear at
Thanksgiving?
They’re not 4
sounds –
they’re 4
things that
make sound.
Notice how these
are four parts of
conversations
you might have,
or four phrases
you might
overhear?
Full Name _______________________________ Teacher ______________
Reflection This Week
Directions: This is the page you’ll fill out and send back to your teacher. You can write your answers to these
questions in an email and send it to me; you can write your answers on a piece of paper and take a picture to
send to me; or, you can send it back in writing on the bus. This is the only thing you need to send this week
for your poetry book.
Reflection 3-2-1
List 3 Things you’re
proud of accomplishing
in your poems this week
List 2 Things you know
you’ll want to go back
and revise as you finalize
a poem from this week.
Write 1 Quick
explanation of your work
this week. What poem
did you like best or
least? How are you
feeling about this
project? What questions
do you have so far?
Your final poetry book will be either emailed to us as one Word document with all ten of your poems and your
illustrations, or hand-written/drawn and sent back to school on the bus.
*Do you want a folder with paper sent by the bus? _____________________
* If yes, what bus route? __________________
Full Name _________________________________________ Teacher ___________________
Show What You Know – Rev it Up! Lesson 5
Read each question. Circle the letter of the best answer.
1. Which smell would probably repulse people
the most?
a. honey
b. perfume
c. skunk spray
d. burnt toast
2. Which activity would you do vigorously?
a. go to sleep
b. play a sport
c. read a book
d. watch TV
3. What might you say after you have an
epiphany?
a. “I don’t understand!”
b. “I’m hungry.”
c. “Now I get it!”
d. “Let’s change the subject.”
4. Select the word that has a similar meaning to
rudimentary.
a. advanced
b. intelligent
c. angry
5. The loud sound of the horn seemed to
_____________ through the ship.
a. agonize
b. exasperate
c. repulse
d. reverberate
I told my brother that his recital would go well, but
he continued to worry about it.
6. Which word would best work as a substitute for
the underlined word?
a. agonize
b. exasperate
c. repulse
d. reverberate
Rocco was very happy when he won a vacation to
the Caribbean.
7. Which word would best work as a substitute for
the underlined words?
a. euphoric
b. exasperated
c. methodical
d. pessimistic
d. simple.
Quiz continues to the next page! Questions 8, 9, and 10 as well as an opportunity to earn a 4!
Full Name _________________________________________ Teacher ___________________
Show What You Know – Rev it Up! Lesson 5
Read the passage below and write the word that fits best in the blanks.
Exasperate methodical epiphany pessimism
“It’ll never work,” said Kyle.
“Why do you say that?” asked Nikki. “I’m tired of your constant (8.) _____________________. You never
think anything will work. It’s really starting to (9.) __________________________ me!”
“Well, what makes you think you can build a robot?” Kyle asked.
“I’ve been working on it for months,” Nikki answered. “I have been very (10). ______________ about
putting it together. I think it’s finally ready!”
“I’ll believe it when I see it,” said Kyle.
Nikki flipped a switch. Nothing happened at first, but before Kyle could say, “I told you so,” the robot
suddenly came to life and started to move! Kyle could only stare in awe as Nikki grinned.
“I knew it would work!” she said.
*****Now, to earn a 4, use at least 8 of the words to create a paragraph or paragraphs on your own paper.
Be sure that the way you use the words really shows what the word means. It is ok to use other forms of the
words in the box above. Underline or highlight each word in the paragraph(s) as you use it to help me find
it. Staple your paper to this test and turn it in.
These are the rubrics for how you will be graded. Vocabulary Rubric for REV It Up (RCC 4 L6)
4 3 2 1
Uses at least 8 of the selection vocabulary words correctly in a
paragraph(s). They must clearly show the meaning of the word. For
example, if the vocabulary word was ‘blue,’ the sentence ‘It was
blue’ does not show meaning. ‘The sky was blue because there
were no clouds’ does show the meaning of the word.
Scores 9 or 10
out of 10 on the
multiple choice
& fill in part of
the test.
Scores 7 or 8 out
of 10 on the
multiple choice &
fill in part of the
test.
Scores 6 or
fewer on the
multiple choice
& fill in part of
the test.
Grammar & Conventions Rubric (RCC7 L1 & L2)
4 3 2 1
*All complete sentences with
interesting variety
*No errors in GUMPS
*Publication quality
*All complete sentences.
*Paragraphs where needed
* A few minor errors in
GUMPS that don’t affect
understanding
*Final copy quality
*Some sentences not
complete
*Some paragraphing
errors
*Many errors in GUMPS
make this hard to read
*Rough draft quality
*Few sentences are complete
*No paragraphing
*Errors in GUMPS make this
very difficult to read
*Work quality is not ready to
be assessed
GUMPS = Grammar, Usage, Mechanics, Punctuation and Spelling
