Dear Incoming 7th Grade English Students, I hope you enjoy your

Dear Incoming 7th Grade English Students,
I hope you enjoy your summer break! I am very eager to begin working with you in
August. You will learn many important concepts and skills that will not only prepare you for
8th grade but also make you a better reader, writer, and learner.
In order to help you maintain the skills you have worked so hard to acquire in 6th
grade, teachers have created summer review packets. These packets are designed to help
you keep your skills fresh, and they will prevent your brain from feeling out of shape when
school resumes in August. Although summer is also meant to be restful and relaxing, it
wasn’t always that way.
Consider this: your school calendar is based on a time long ago when America was a
nation of farmers who needed their children at home plowing the land during planting and
harvest seasons. So instead of swimming in lakes and going to summer camp, most students
were working long hours in the fields of their family farm during months they were not in
school. Some schools even held sessions in the summer and winter so children could be free
to help with spring planting and fall harvest seasons. Basically, the “break” may have been a
break from school work, but it was certainly not a break from farm work. Knowing this,
perhaps we can all appreciate the fact that today’s students and teachers actually have a
far more relaxing break than the teachers and students of our nation’s history.
Many other countries have updated their academic calendars, and while students
still have breaks throughout the year, including some time during the summer, they don’t
go as long without any learning and practicing of their skills. Unfortunately, we have not
updated our calendar, so we have fallen behind as a nation, making it tougher each year for
our students to compete with others around the world to be successful in the 21st century.
Does this mean we should end summer breaks? Of course not! It just means we want to
find a balance between resting our minds and practicing our skills. This is why we have a
summer skills packet – to get the best of both the old and new world and to prepare you
for success in the ever-changing, fast-moving, future world. Even I won’t be sitting around
doing nothing all summer. Some of my favorite hobbies include playing guitar, reading
novels, and writing screenplays. During the school year, I get so busy with preparing and
teaching lessons that it can be difficult to practice these other skills as often as I would
like. Therefore, in between my days of rest and relaxation, I’ll be working on becoming a
better reader and writer just like you. Hopefully, I’ll compose a song or two as well!
**7th GRADE ENGLISH** Dear Incoming 7th Grade English Students (and Parents),
Welcome! My name is Paul Ghiglieri, and I will be your new 7th grade English teacher
beginning this fall. I want to share with you my enthusiasm and excitement about next year. Your
English curriculum will stand on four pillars to make you a better writer, reader, and speaker. Those
pillars are literature skills, writing proficiency, vocabulary study, and grammar and language
mechanics.
In order to help you succeed in 7th grade, it is important that your skills in English don’t get
rusty during the summer. This summer packet will help you review what you’ve learned in English,
since you will be assessed the first week of school in order discover your Language Arts skills. It
will also reveal which areas we need to focus on and improve. Please use the CHECKLIST below to
keep track of your progress.
MANDATORY SUMMER ENGLISH SKILLS REVIEW
You are responsible for the following work, all due on the first day of school:
1) _____READ Escape Under the Forever Sky by Eve Yohalem.
2) _____ TYPE your answers to all of the Discussion Questions for Escape Under the Forever
Sky in complete sentences and add a heading to your paper (name, date, class,
assignment). The questions can be found on the next two pages.
3) _____Make FLASHCARDS and memorize the Literary Elements checklist (included). You
will hand in your flashcards and be assessed the first week of school.
4) _____Complete the grammar worksheets on subjects, run-on sentences, fragments, nouns,
verbs, adjectives, and adverbs. You will have a grammar assessment the first week of
school.
5) _____Memorize the Spelling List and Commonly Confused Words List (included). These are
words you should already know before entering 7th grade. You will have a test on these
words during the first week of school.
6) _____Practice typing – You will typing nearly everything in 7th grade, and you need to be
proficient. Aim for 40 words per minute. You will have a writing/typing assessment to
determine your skills during the first week of school.
7) READ as many books as you can to build your fluency and comprehension.
Additional information can be found at our class website at yha.org. While it might be tempting
to forget about all school skills over the summer, your efforts over the break will help start 7th
grade on the right foot! I promise that I will spend my summer thinking of creative ways to make
class fun and enjoyable, yet at the same time productive and educational. Feel free to cut out the
Active Reading Guide below to use for your summer active reading:
For now, have a wonderful summer vacation! I look forward meeting each and every one of you in
August!
Paul Ghiglieri (Mr. G)
ESCAPE UNDER THE FOREVER SKY
a novel by
Eve Yohalem
DISCUSSION QUESTIONS • • • • • • • • • • • • • • • • • • • • • • • • • • • •
1. In the beginning of the novel, Lucy believes her mother cares more about her career than
she does about her. Do you agree with her assessment? Explain.
2. What about Lucy’s father and his career? Do you believe Lucy’s experience with her
parents is particularly unusual given their responsibilities in the workplace?
3. In what ways do her parents grow and reevaluate their family responsibilities because of
Lucy’s kidnapping?
4. Explain the significance of the title, Escape Under the Forever Sky. In your opinion, does
it accurately describe the events and relationships portrayed in the novel? Explain.
5. Consider Lucy’s relationship with the wild; why does she feel so connected to the
animals there? What does her connection with these animals teach her about relationships
in general?
6. Have you ever had a close relationship with an animal or pet? What was it about that
relationship that made it special?
7. Explain why Lucy feels free to “just be herself” when she is in the bush. Is there a place
that makes you feel that way?
8. What role does Dahnie, the park ranger, play in nurturing Lucy’s commitment and
connection to the wild?
9. Fear guides much of Lucy’s mother’s decisions regarding Lucy’s experiences. Why is
she fearful for Lucy’s safety? Consider the incident at the market; though each of them
blame each other, do you believe one of them is right? Why?
10. Describe your observations of the relationship between Lucy and her mother. Do you
consider them a strong family? In what ways are they similar or different than your own?
11. Early in the novel, Lucy states, “Tana is everything I’m not: calm, patient, beautiful,
charming.” How does Lucy see herself? Do you agree with her self-assessment?
12. How does the time spent working to escape help Lucy come to better understand herself?
Discuss the character traits that allow Lucy to ultimately persevere. Do you share any
personality traits that are similar to hers? If so, what are they?
13. What are some of the ways in which living in Ethiopia is different from living in your
country? What are some of the similarities?
14. Consider the variety of settings for Escape Under the Forever Sky; name the three places
you believe to be most important to the story. Using textual evidence from the book
(actual sentences from the story), explain why you find them to be significant to the
overall story structure.
15. The curator of the National Museum of Ethiopia tells Lucy, “Nationality and religion are
just politics. We are all one species.” What do you think he means by that? Do you agree
or disagree? Explain your position.
16. While discussing Dawit, Tana’s father’s new driver, Lucy tells her friend, “He gives me
the creeps.” What is significant about Lucy’s gut reaction toward her captor? Have you
ever had a similar experience where your felt “warned” by your instincts? How did you
resolve the situation?
17. Compare Teddy’s life in Guge to his life at school in Addis Ababa. How do these
differences shape him as a person? Though they are poor, his parents insist he receive the
best schooling possible. What do his parents hope to accomplish by ensuring his
education is exemplary?
18. Consider how race is portrayed in the novel; in what ways does the author help readers
understand the complexities of racial relationships and expectation throughout the world?
What role does race play in your life?
19. Did you expect Abba and the rest of the villagers to believe Markos or Lucy? Why or
why not?
20. Tana describes what it’s like being a girl in Ethiopia: “Lucy, if you think it is bad to be a
girl here, just imagine what it is like to be a woman. Men are in charge of everything . . .
When I grow up, they will all expect me to behave a certain way just because that is how
it has always been. I hate it.” How does that compare to how girls are treated in your
country?
21. Consider the standoff between Lucy and her captors in the wild; why do you think the
lions surround Lucy? In what ways is this gesture symbolic of Lucy’s connection to
animals?
22. Though the setting of Escape Under the Forever Sky is the country of Ethiopia, there are
many rituals and routines that likely feel similar to those in your own life. Considering
the story, what are the elements that feel most familiar? How do these universal elements
enhance the story?
23. Describe Tana. What makes her such a dynamic character? Does she remind you of
anyone you know? In what ways does her relationship with Lucy help you better
understand her character?
24. Describe Markos, Dawit, and Helena. Though they are all guilty of kidnapping Lucy, do
you find one of them to be more villainous? If so, which one and why?
25. Through the course of the novel, Lucy and her mother learn that the world as they know
will be forever changed. In what ways will it be better or worse for them? Have you had
an experience that reshaped your life? In what ways have you changed due to this
incident?
FOLLOW THE SUGGESTED PLANNING CALENDAR TO AVOID
FEELING OVERWHELMED WITH THE SKILLS REVIEW PRACTICE.
Suggested Planning
Week 1: 1) Read Chapter 1-5 of your novel. 2) Complete first 6 grammar worksheets in order
to practice identifying subjects, fragments, run-ons, nouns, verbs, adjectives, and adverbs. 3)
Practice typing for at least 20 minutes.
Week 2: 1) Read Chapter 6-10 of your novel. 2) Complete an additional 6 grammar
worksheets in order to practice identifying subjects, fragments, run-ons, nouns, verbs,
adjectives, and adverbs. 3) Practice typing for at least 20 minutes.
Week 3: 1) Read Chapter 11-15 of your novel. 2) Complete an additional 6 grammar
worksheets in order to practice identifying subjects, fragments, run-ons, nouns, verbs,
adjectives, and adverbs. 3) Make flashcards for the literary elements and devices that you need
to study. 4) Practice typing for 20 minutes.
Week 4: 1) Read Chapter 16-20 of your novel. 2) Complete an additional 6 grammar
worksheets in order to practice identifying subjects, fragments, run-ons, nouns, verbs,
adjectives, and adverbs. 3) Practice typing for at least 20 minutes. 4) Study your flashcards for
at least 20 minutes.
Week 5: 1) Read Chapter 21-23 of your novel. 2) Complete an additional 6 grammar
worksheets in order to practice identifying subjects, fragments, run-ons, nouns, verbs,
adjectives, and adverbs. 3) Practice typing for at least 20 minutes. 4) Type half of the answers
to the literary analysis questions about the novel. 5) Study your flashcards for at least 20
minutes or practice typing for 20 minutes.
Week 6: 1) Type the last half of the answers to the literary analysis questions about the
novel. 2) Study your flashcards for at least 20 minutes. 3) Practice typing for at least 20 minutes.
4) Practice writing all the spelling words and commonly confused words.
(On the following pages you will find the lists of literary devices and grammar parts of speech.)
LITERARY TERMS AND DEVICES Checklist
Make flashcards for each and memorize:
Metaphor
A comparison between two seemingly unlike things that does not use the
words “like” or “as.” Examples: Students are sailors on a journey. OR His
stomach tightened into a series of rolling knots.
Simile
A comparison between two seemingly unlike things that does use the words
“like” or “as.” Example: The moon hung like a light bulb in the sky.
Personification
Giving inanimate (not alive) things human characteristics or qualities.
Example: Your homework will rise up and bite you if you put it off.
Alliteration
The repetition of consonant sounds at the beginnings of words in a phrase
or sentence. Example: Mike's mean mother meant well. The consonant
sound made by the letter “m” is repeated.
Imagery
A device that involves using at least one or more of your five senses
(hearing, taste, touch, smell, sight) to make a clear picture of something for
the reader. Example: The bruise on her arm was purple at top, blue at
center, and the size of a dime.
Hyperbole
A figure of speech in which the writer uses exaggeration for emphasis.
Example: I've told you a billion times to clean this room!
Foreshadowing
When a writer gives details that hint at what is to come later in the story.
Flashback
A device that allows the writer to present events that happened before the
time of the current story. Various methods can be used, including
memories, dream sequences, stories told by characters
Onomatopoeia
The imitation of natural sounds in word form. Examples: buzz, roar, woof,
bang, pop, hiss, and sizzle
Setting
The time and place in which a story takes place. Example; In the book
Fever, the story takes place in Pennsylvania in 1793.
Climax
The highest point of tension in a story; usually this occurs when the
protagonist and antagonist have a final showdown.
Protagonist
The main character, usually the “good guy” in a story.
Antagonist
The person or thing that opposes the main character, usually the “bad guy.”
Resolution
This is the ending of the story, when the conflict has been resolved and the
main character has either succeeded or failed in achieving his or her goal.
Conflict
The problem within the story that causes the protagonist & antagonist to
oppose each other. Every conflict is either internal (when a character has a
conflict with himself, like “insecurity”) or external (when a character has a
conflict with someone or something outside of himself). There are 3 major
types of external conflict: character vs. character, character vs. society, and
character vs. nature.
Plot
The sequence of events in a story.
Characterization Characteristics or attributes that define characters and make them seem
real and relatable.
Point of View
The perspective from which a story is told. There are three points of view:
first person (in which I or we serves as the narrator), second person (in
which you serves as the narrator; rarely used) and third person (in which
he, she, they, or it serves as the narrator).
Theme
The story’s main message; what the author is trying to say or imply. For
example: In Sees Behind Trees the author implies that overcoming
challenges is a necessary part of finding your identity. Thus, “Overcoming
challenges is necessary to find your identity” is a theme in the novel.
Theme is stated as a sentence, and it is a universal idea, meaning that it is
not specific to just one story. Instead, a theme can apply to many stories,
poems, films, or songs.
Practice typing the following Spelling Words and study the Commonly Confused Words List.
You will be tested on both the first week of school:
COMMONLY CONFUSED WORDS Checklist
Memorize:
Accept, except
1. Sarah will accept the offer.
2. Samuel liked the house except the basement
Affect, effect
1. The storm will affect the school field trip.
2. The effects will probably disappoint students.
Borrow, lend
1. My friend asked if he could borrow my new book.
2. I will lend it to him this week.
Capital, capitol
1. Sacramento is the capital of California.
2. The reports gathered in front of the capitol building.
Desert, dessert
1. The desert does not receive much rain.
2. Last night we had ice cream for dessert.
It’s, its
1. It’s time to take the dog to the vet.
2. Its shots are due.
Lay, lie
1. Lay the book on the shelf.
2. If you lie down to read, you might fall asleep.
Loose, lose, loss
1. The lion got loose.
2. The zoo cannot lose the lion.
3. It would be a terrible loss.
Passed, past
1. I passed my English test.
2. I spent the past two weeks studying for it.
Peace, piece
1. There was a peace march at the corner.
2. I wrote a story on a piece of paper.
Principal, principle
1. Our school principal is a leader.
2. He thought the most important principle was honesty.
Their, there, they’re
1. Where should the students study for their test?
2. Over there is a good place to study.
3. They’re going to be studying every afternoon.
To, two, too
1. I am going to the store.
2. I would like two cookies.
3. I am going to the movies too.
Weather, whether
1. The weather outside is stormy.
2. I don’t know whether run or walk around the park.
Where, were
1. Where are you going on vacation?
2. They were doing their homework after school.
Whose, who’s
1. Do you know whose phone this is?
2. Who’s calling?
Your, you’re
1. Is your house on the corner?
2. So you’re not going to be home
Right, write
1. This is not the right dress.
2. I love to write book reports.
COMMONLY MISSPELLED WORDS Checklist
Memorize:
1. argument – Let’s not have an argument over these words.
2. believe – I don’t believe that is the correct answer.
3. business – He is going to open his own business.
4. calendar – They bought a new calendar in January.
5. definitely – I definitely want to read that book.
6. different – The girls had on different skirts.
7. embarrass – She doesn’t want to embarrass herself in front of the class.
8. experience – They finished the science experiment.
9. foreign – Their entire family had been to a foreign country.
10. government – Their government had an election.
11. judgment – I will use good judgment and stay out of trouble.
12. learned – I have learned so much this year!
13. license – They had to get a license for their new dog.
14. neighbor – Their neighbor has three apple trees in their yard.
15. privilege – It is a privilege to attend Yavneh.
16. probably – We will probably have a test on these words.
17. receive – I did not receive the message.
18. recommend – I recommend reading that book this summer.
19. restaurant – They went to a restaurant every Sunday for lunch.
20. rhyme – The words cat and dog do not rhyme.
21. schedule – That assignment was not on the schedule.
22. separate – Separate the little rocks from the big rocks.
23. through – I went through my backpack and found my homework.
24. twelve – There are twelve apples on the tree.
Try to go out and get a copy of your summer novel,
Forever Sky,
Escape Under the
by Eve Yohalem. Please remember to download the summer review
packet when it is available online in June. Also, please show this note to your parents
and bring it back signed to me by Monday, June 11th, so that I know you and your
parents are aware of the summer review assignment. I have separated the review
packet into small pieces to be done over the course of 6 weeks. I recommend following the
schedule to keep the perfect balance of fun and skill practice. Remember, even with the
summer review skills packet to complete, you’re still enjoying more fun and relaxation than
most kids did less than a two-hundred years ago. I look forward to meeting you and being
impressed by how well you’ve maintained your reading and writing skills over the break.
Sincerely,
Paul Ghiglieri (Mr. G)
--------CUT OFF AND ATTACH BOTTOM PORTION WITH SIGNATURE-------------------
My child, ______________________________, and I understand that we need to
download the summer review packet during the first two weeks of June and complete all of
the assigned activities before the start of school in August.
___________________________
___________________________
Student Signature
Parent Signature
Returning this handout by June 11th will start you out with an A+ in homework for 7th
grade!