Keep your booklet clean and neat.

Get your booklet on a daily basis.

GRADE GRADE GRADE GRADE 7777

ENGLISH ENGLISH ENGLISH ENGLISH LANGUAGE ARTSLANGUAGE ARTSLANGUAGE ARTSLANGUAGE ARTS

Week Week Week Week 1111 Jan. 26th

–30th

TERM TERM TERM TERM 2222

RIKKIRIKKIRIKKIRIKKI----TIKKITIKKITIKKITIKKI----TAVITAVITAVITAVI

By Rudyard Kipling

Teacher: TÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{ÅxwTÅ|Ç T{Åxw

Student’s Name: __________________

You can make a difference!

Dear parents,

Please make sure that your son follows this weekly plan and completes all the homework activities for the

week. This plan is a guide for what your son is going to study and do for the week. Please do not hesitate

to contact me (aabdulrazeq@kingdomschools.edu.sa) if you have any queries.

Please visit http://aminahmed.pbworks.com so you can browse and download all worksheets and lesson

papers.

Weekly Plan + Homework Assignments

Day Classroom Activities Homework

S

atu

rda

y

Rikki-tikki-tavi Connect to your life.

Build Background.

Words to know

Do page 1.

S

un

day

Rikki-tikki-tavi Listening: Gist

Vocabulary: vocabulary in contecxt

Do page 2.

Mo

nd

ay

Rikki-tikki-tavi Reading: Daily language Skillbuilder Grammar: Varying Sentence Length Literary Analysis: Personification

Do page 3.

Tu

esd

ay

Active Reading: Predicting Literary Analysis: Personification Spelling: doubling final consonants Writing: Character Comparison

Do page 5.

Wedn

esd

ay

Check homework

Spelling and Dictation Test

Note: All homework assignments are due on Wednesday unless specified.

Study the following spelling words: doubling final consonants

1. transmit 5. permit 9. transfer 13. prefer 17. gallop

2. transmitting 6. permitted 10. transferring 14. preference 18. galloping

3. omit 7. admit 11. refer 15. confer 19. orbit

4. omitted 8. admitted 12. referred 16. conference 20. orbiting

Dictation: Rikki-tikki-tavi is a young mongoose. He becomes the house pet of an English family. They

live in colonial India. On his first day in his new home, he meets two cobras named Nag and

Nagaina. They try to bite him. Later, Rikki-tikki kills a small poisonous snake and saves the

boy Teddy. This makes him the family hero.

Welcome back to School!

Kingdom Schools – Boys’ Intermediate English Department

Grade 7IP

Weekly Parent Information Letter

Term: 2 Week: 1 Date: Jan. 26

th –30th

Topic/Theme: Short Story “Rikki-tikki-tavi"

Cop

yrig

ht ©

McD

ouga

l Litt

ell I

nc.

Name Date

Rikki-tikki-tavi (page 121)

Words to Know SkillBuilder

Words to Knowconsolation cower cunningly revive scuttle

A. Fill in each blank with the correct word from the word list.

I'm allergic to the blossoms of most any sort of flower,

So I spend the spring and summer locked inside.

The presence of a tulip is enough to make me .(1)

Do not ask me to be brave, for I have tried!

If I have to go outside, I back into my dwelling,(2)

Just as fast as I can scamper, for I fear each flowery bloom.

If I get too near a blossom, then my eyelids start their swelling,

And my sneezing blows the windows from my room.

B. Fill in each set of blanks with the correct word from the word list. The boxed letterswill spell out the kind of animal a mongoose looks most like.

1. A puppy may do this if it hears an angry voice or thinks it is in trouble. ___ ___ ___ ___

2. After they faint, people must do this before they can stand up again. ___ ___ ___ ___ ___

3. This could be something like a pat on the back or a kind word. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___

4. This is how mice might move when a cat is after them. ___ ___ ___ ___ ___

5. Someone who is trying to fool someone else may behave this way. ___ ___ ___ ___ ___ ___ ___ ___

Secret word:

C. Imagine that you are looking out a window and can see the things that happen inRikki-tikki-tavi’s garden. How would you explain what is going on to someone whocan’t see out the window? Write what you would say to describe something thathappens in the story. Use at least two of the Words to Know.

UNIT ONE LEARNING FROM EXPERIENCE 1

Rikki-tikki-tavi (page 137)

Grammar SkillBuilder: Varying Sentence Length

Key Concept: Writers vary lengths of sentences to add interest to their writing.

Varying Sentence LengthA piece of writing works best when its sentence lengths vary. One short sentence

after another produces choppy writing:

Example: There are many animals in the garden. Some are Rikki’s friends. Others are

his enemies.

Rewritten: There are many animals in the garden. Some are Rikki’s friends, but others

are his enemies.

One long sentence after another may not work well either—the reader may become

bored or confused. This is particularly true when sentences string together one

thought after another:

Example: A mongoose is a mammal that likes to eat poisonous snakes and the one

in this story is called Rikki-tikki.

Rewritten: A mongoose is a mammal that likes to eat poisonous snakes. The one in

this story is called Rikki-tikki.

ActivityRewrite each item as two sentences. Some contain one long sentence to break up;

others have three short sentences, two of which need to be combined.

1. Rikki-tikki was a mongoose and he lived in India and he wanted to kill snakes.

2. There was a snake. It was Karait. Rikki killed it.

3. The wife of the tailorbird distracted Nagaina and Rikki-tikki went into her hole and

smashed her eggs then he took one egg out to tempt her with.

4. Nagaina caught her egg in her mouth. She flew down the path. Rikki-tikki was

right behind her.

5. Rikki followed Nagaina underground. Rikki killed her. Rikki crawled out to rest.

Copyright ©

McD

ougal Litte

ll In

c.

Name Date

4 UNIT ONE LEARNING FROM EXPERIENCE

Cop

yrig

ht ©

McD

ouga

l Litt

ell I

nc.

Lesson18

Name Date

Doubling final consonants Teaching

transmit transmitting confer conference visit visiting

omit omitted differ difference pilot piloted

admit admitted suffer suffered enter entered

permit permitted offer offered alter altered

transfer transferring happen happened murmur murmuring

refer referred gallop galloping labor labored

prefer preference orbit orbiting

Lesson Generalization: A VAC word must have a final accented syllable.Some VAC words have a form in which the accent shifts to a different syllablewhen the suffix is added. For these forms, do not double the final consonant ofthe base word when you add the suffix: con-fer’ con’fer-ence.

A. Say each word aloud.

1. Look at the first word of each word pair. Notice that each word ends in a single vowel/single

consonant combination. In the first eight words, which syllable is accented? ______________________

Which syllable is accented in the last twelve words? ______________________ Write the VAC words.

____________________ ____________________ ____________________ ____________________

____________________ ____________________ ____________________ ____________________

2. What happens to the spelling of a VAC word when ed or ing is added? _________________________Write the VAC words with these suffixes.

____________________ ____________________ ____________________ ____________________

____________________ ____________________

3. Notice that some VAC words have a form in which the accent shifts to a different vowel when thesuffix is added. Remember, do not double the final consonant of these base words when you add thesuffix. What are these two words?

____________________ ____________________

4. What happens to the spelling of words that are not accented on the final syllable? ________________Write these words.

____________________ ____________________ ____________________ ____________________

____________________ ____________________ ____________________ ____________________

____________________ ____________________ ____________________ ____________________

B. On a separate sheet of paper, use the second word from each word pair in anoriginal sentence.

SPELLING 5

Lesson18

Name Date

Cop

yrig

ht ©

McD

ouga

l Litt

ell I

nc.

Doubling final consonants More Practice

2. transmitting 7. referred 12. offered 17. piloted

2. omitted 7. preference 12. happened 17. entered

3. admitted 8. conference 13. galloping 18. altered

4. permitted 9. difference 14. orbiting 19. murmuring

5. transferring 10. suffered 15. visiting 20. labored

A. Each spelling word is divided into two syllables. Say each word aloud andlisten for the accented or stressed syllable. Mark the accented syllable. Then writethe ed and ing forms of each word.

ed ing

1. con fer _______________________ _______________________

2. en ter _______________________ _______________________

3. suf fer _______________________ _______________________

4. trans mit _______________________ _______________________

5. hap pen _______________________ _______________________

6. la bor _______________________ _______________________

7. ad mit _______________________ _______________________

8. dif fer _______________________ _______________________

9. re fer _______________________ _______________________

10. mur mur _______________________ _______________________

11. al ter _______________________ _______________________

12. gal lop _______________________ _______________________

13. vis it _______________________ _______________________

14. or bit _______________________ _______________________

15. pre fer _______________________ _______________________

B. On a separate sheet of paper, use each word in both its ed and ing forms ina complete sentence. Write one sentence for each form.

pilot offer transfer permit omit

6 SPELLING

Rikki-tikki-tavi (page 121)

Active Reading SkillBuilder

PredictingWhen you make predictions, you use what you know to come to someconclusions about what you think will happen. Good readers gather information asthey read and combine it with what they already know to predict events in a story. Asyou read “Rikki-tikki-tavi,” pause after each event listed in column 1 to make aprediction. Write the predictions in column 2 and the events that actually occur incolumn 3.

Cop

yrig

ht ©

McD

ouga

l Litt

ell I

nc.

Name Date

Events

1. Teddy’s parents see Rikki-tikki on Teddy’s pillow. (p. 124)

2. Rikki-tikki meets Nag in thegarden. (p. 125)

3. Rikki-tikki meets Karait in thegarden. (p. 127)

4. Nag sneaks into the houseat night. (p. 129)

5. Darzee’s wife pretends tohave a broken wing. (p. 131)

6. Rikki-tikki is pulled downinto Nagaina’s hole. (p. 133)

Predictions What Actually Happens

UNIT ONE LEARNING FROM EXPERIENCE 7

Cop

yrig

ht ©

McD

ouga

l Litt

ell I

nc.

Name Date

Rikki-tikki-tavi (page 121)

Literary Analysis Skillbuilder

Third-Person Omniscient Point of ViewStories that are told by a narrator who is not a participant in the events of a story aresaid to be in third person point of view. Some third-person narrations only provide thethoughts, feelings, and knowledge of the main character. This is called the third-person limited point of view. On the other hand, some narrators relate the thoughtsand feelings of all the characters, as well as causes and outcomes of events. This iscalled the third-person omniscient, or all-knowing, point of view. Find examples ofKipling’s use of an omniscient narrator in the story and write them in the chart below.

Follow Up: Contrast the omniscient point of view in “Rikki-Tikki-Tavi” with the thirdperson limited point of view in “Seventh Grade.” Why might the authors of each havechosen the point of view they did?

1.

2.

3.

4.

5.

Examples of the Omniscient Narrator Page Number

UNIT ONE LEARNING FROM EXPERIENCE 8

Cop

yrig

ht ©

McD

ouga

l Litt

ell I

nc.

Point of ViewPoint of view is the “angle” from which a story is told.

• First-person point of view shows the action through the eyes of oneof the characters. This character, the narrator, uses the pronouns I, me,my, we, our, and us.

• Second-person point of view has a narrator who uses the pronounyou to address the reader directly.

• Third-person point of view has a narrator who does not take part inthe action of the story and who uses the pronouns he, she, him, her,they, and them when describing the characters.

Recognizing Point of View Read each passage below and identify itspoint of view. Which words help you arrive at your answer?

1. Anne leaned back in her chair one mild October evening and sighed.She was sitting at a table covered with text books and exercises, but theclosely written sheets of paper before her had no apparent connectionwith studies or school work.

Lucy Maud Montgomery, from Anne of Avonlea

2. Uncle Silas he asked a pretty long blessing over it, but it was worth it;and it didn’t cool it a bit, neither, the way I’ve seen them kind ofinterruptions do lots of times.

Mark Twain, from The Adventures of Huckleberry Finn

Changing Point of View Rewrite the following third-person passage fromthe first-person point of view.

The new student paused at the doorway to the classroom,wondering whether it would be possible to make newfriends. It’s not easy, she thought, to meet people wheneveryone here has known each other since kindergarten.

W R I T I N G M I N I - L ESSO N 23

LA07WritingTrans 3/28/00 9:10 PM Page 23

WRITING MINI-LESSON 9

Copyright © McDougal Littell Inc.