7th Grade Language Arts - DMPS Secondary Literacy -...

7th Grade Language Arts 2014-2015

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Unit Content Standards Reporting Cluster(s) Content Topics

Year-Long & Supporting Standards

Unit One: Evidence-Based Reading & Writing9 Weeks

Reading Literature 1 Reading Informational Text

1

Analyzing Textual Evidence

Questioning, Inference, and Interpretation

Applications of Language

Mastering Vocabulary

Constructing Writing

Applying Grammar and Mechanics

Comprehending Text

Writing 2 Writing to Explain/Inform

[Reported year-long]

Informative Writing

Reading Literature 5 Analyzing Text Structure

Poetry

Unit Two:Elements of Text9 Weeks

Reading Literature 2 Reading Literature 3

Analyzing Story Elements

Themes and Story Elements

Writing 3 Mastering

Vocabulary Constructing

Writing Applying

Grammar and Mechanics

Comprehending Text

Reading Literature 6 Analyzing Character Point of View

Point of View

Unit Three:Argumentation9 Weeks

Reading Informational Text 6

Analyzing Author Point of View

Purpose Writing 1 Mastering

Vocabulary Constructing

Writing Applying


Comprehending Text


Evaluating Arguments and in Text

Argument and Reasoning



Determining Central Idea

Central Ideas and Text Features

Unit Four:Deeper Reading9 Weeks

Reading Literature 9 Reading Informational Text

9

Integrating Multiple Texts

Literary Comparisons and Source Material

Rhetorical Criticism

Speaking & Listening

Mastering Vocabulary

Constructing Writing

7th Grade Language Arts 2014-2015 Applying


Comprehending Text

Grade Unit 1 Unit 2 Unit 3 Unit 4 Writing

7 3 TopicsOctober 24

2 TopicsJanuary 14

3 TopicsMarch 27

2 TopicsMay 29

Units 1-3March 27

Grade Fall SRI Winter SRI Spring SRI7 September 19 January 16 May 15

Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary

Topic RL7.4, RI7.4

Knowledge: Assessments:

Voca

bula

ry

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

3Proficient

Students demonstrate they have the ability to: Determine the meaning of words and phrases as they are used in a text, including technical

meanings Analyze the impact of a specific word choice on meaning and tone in a text

2 Students demonstrate they have developed the ability to: Acquire and use accurately general academic and domain-specific words and phrases Identify specific words that have an impact on meaning and tone in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Comprehending TextTopic RL7.10,

RI7.10Knowledge: Assessments

:

Text

Co

mpl

exit

y

4 Students demonstrate they have the ability to: Read text at the 1250+ Lexile Level (Advanced)

3Proficient

Students demonstrate they have the ability to: Read text at the 1020-1249 Lexile Level (Proficient)

2 Students demonstrate they have the ability to:

7th Grade Language Arts 2014-2015 Read text at the 840-1019 Lexile Level (Basic)

1 Students demonstrate they have the ability to: Read text at the BR-839 Lexile Level (Below Basic)


Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing

Topic W7.4 Knowledge: Assessments:

Task

, Pur

pose

, and

Au

dien

ce


3Proficient

Students demonstrate they have the ability to: Produce clear and coherent writing in which the development, organization, and style are

appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)

2 Students demonstrate they have developed the ability to: Describe the task, purpose, and audience for a given writing task Produce writing appropriate to task, purpose, and audience using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W7.5 Knowledge: Assessments

:

Revi

se a

nd E

dit


3Proficient

Students demonstrate they have the ability to strengthen writing by: Planning Revising Editing

2 Students demonstrate they have developed the ability to: Plan writing using a template or graphic organizer Revise and edit writing based on teacher and peer feedback

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic W7.6 Knowledge: Assessments

:

Tech

nolo

gy U

se


3Proficient

Students demonstrate they have the ability to use technology, including the internet, to: Produce and publish writing Link to and cite sources Interact and collaborate with others

2 Students demonstrate they have developed the ability to: Demonstrate the features of various technologies (for example, word processor, presentation

software)1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics

Topic L7.1 Knowledge: Assessments:

Gra

mm

ar


3Proficient

Students demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:

Explain the function of subjects, predicates, phrases and clauses in general and their function in particular sentences. [Modified L7.1]

Recognize and correct inappropriate subject-verb agreement [Modified L7.1]2 Students demonstrate they have developed the ability to:

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [Modified L5.1]

Use grammar and usage in isolation1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.


Capi

taliz

atio

n an

d Pu

nctu

atio

n


3Proficient

Students demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:

Use a comma to separate coordinate adjectives (for example, It was a fascinating, enjoyable movie but not He wore an old [,] green shirt)

2 Students demonstrate they have developed the ability to: Use conventions in isolation Use capitalization conventions, including in titles of people and titles of works


7th Grade Language Arts 2014-2015UNIT ONE: Evidence-Based Reading and Writing 9 weeks

Organizing Principles: A unit organized around short text pieces, both fiction and non-fiction, with particular emphasis on poetry. Informative writing efforts begin in this unit and carry through the third unit, with the bulk of initial instruction living in Unit 1.

Overview of Unit MaterialsTextbook Resources Commonly Used Full-Length

TextsUncommonly Used Full-

Length TextsSupplemental Material

Material is drawn from McDougal Littel Grade 7 Literature Book ©2008 and ©2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long StandardsMastering Vocabulary Constructing Writing Applying Grammar and

MechanicsComprehending Text

Story-specific vocabulary from short stories and full-length texts read throughout the unit

Writing tasks that support Analyzing Textual Evidence

Writing tasks that support Writing to Explain/Inform

Writing tasks that support Analyzing Text Structure

Revision of significant tasks

[PENDING] Fall SRI administered during this unit.


Topic Scales (3 clusters, 3 topics)Reporting Cluster: Analyzing Textual Evidence

Topic RL7.1, RI7.1

Knowledge: Notes:

Que

stio

ning

, Inf

eren

ce,

and

Inte

rpre

tati

on


3Proficient

Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly, as well as to support

inferences drawn from the text2 Students will recognize or recall:

Specific vocabulary such as: Cite, explicit, inference, textual evidence

Students demonstrate they have developed the ability to: Describe what a text says explicitly Draw logical inferences from the text


Reporting Cluster: Analyzing Text StructureTopic RL7.5 Knowledge: Notes:

Poet

ry


3Proficient

Students demonstrate they have the ability to: Analyze how a poem’s form contributes to its meaning

2 Students will recognize or recall:Specific vocabulary such as:

Form, meaningStudents demonstrate they have developed the ability to:

Describe the form of a poem1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

7th Grade Language Arts 2014-2015Writing to Explain/Inform

Topic W7.2 Knowledge: Notes:

Info

rmat

ive

Wri

ting


3Proficient

Students demonstrate they have the ability to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. These texts:

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 Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples Use appropriate transitions to create cohesion and clarify the relationships among ideas and

concepts Use precise language and domain-specific vocabulary to inform about or explain the topic Establish and maintain a formal style Provide a concluding statement or section that follows from and supports the information or

explanation presented.2 Students will recognize or recall:

Specific vocabulary such as: Cause/effect, clarify, comparison/contrast, concluding statement, formal style,

informative/explanatory, organization, precise, supporting details, topic sentence, transitionStudents will perform basic processes, such as:

Identify the characteristics of a model informative/explanatory writing piece Generate a list of details from relevant information related to a topic Write a topic sentence Write a paragraph with supporting details Write a concluding sentence Use transitions to link sentences and ideas Identify formal style



Supporting Scales (Not Reported)Applications of Language


Anal

yzin

g La

ngua

ge


3Proficient

Students demonstrate they have the ability to: Interpret figures of speech (examples: literary, biblical, and mythological allusions) in text Use the relationship between particular words (examples: synonym, antonym, analogy) to better

understand each of the words Distinguish among the connotations/associations of words with similar denotations/definitions

(examples: refined, respectful, polite, diplomatic, condescending) in text2 Students will perform basic processes, such as:

Identify figures of speech in text Identify the relationship between particular words

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic L7.3 Knowledge: Assessments

:

Lang

uage

Co

nven

tion

s


3Proficient

Students use knowledge of language and its conventions when writing, speaking, reading, or listening to:

Choose language that expresses ideas precisely and concisely2 Students demonstrate they have developed the ability to:

Identify and eliminate wordiness and redundancy1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

7th Grade Language Arts 2014-2015UNIT TWO: Elements of Text 9 weeks

Organizing Principles: A good unit for novel study, this unit could also be the focus of continued work in shorter fiction pieces. Students could be given the opportunity to construct brief narrative pieces during this unit to demonstrate their understanding of story elements.










Story-specific vocabulary from short stories and full-length texts read throughout the unit

Writing tasks that support Analyzing Story Elements

Writing tasks that support Analyzing Character Point of View


[PENDING] Winter SRI administered by the end of this unit.


Topic Scales (2 clusters, 2 topics)Reporting Cluster: Analyzing Story Elements

Topic RL7.2, RL7.3

Knowledge: Notes:

Them

es a

nd S

tory

Ele

men

ts


3Proficient

Students demonstrate they have the ability to: Analyze how particular elements of a story or drama interact (example: how setting shapes the

characters or plot) Analyze the development of a theme over the course of a text and cite textual evidence to support

analysis2 Students will recognize or recall:

Specific vocabulary such as: Development, theme, interact, plot, setting, internal conflict, external conflict

Students demonstrate they have developed the ability to: Determine theme of a fiction text Identify the basic elements of a story or drama (examples: main characters, setting, stages of plot,

types of conflict)1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Reporting Cluster: Analyzing Character Point of ViewTopic RL7.6 Knowledge: Notes:

Poin

t of

Vie

w


3Proficient

Students demonstrate they have the ability to: Analyze how an author develops and contrasts the points of view of different characters or

narrators in a text2 Students will recognize or recall:

Specific vocabulary such as: Contrast, develop, narrator, story’s point of view, character’s point of view

Students demonstrate they have developed the ability to: Describe the differences in the points of view of characters and narrators in a text



Supporting Scales (Not Reported)Writing 3


Nar

rati

ve W

riti

ng


3Proficient

Students demonstrate they have the ability to write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences that:

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.

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

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

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

Provide a conclusion that follows from and reflects on the narrated experiences or events2 Students will perform basic processes, such as:

Planning and organizing a narrative Describing the use of narrative techniques such as dialogue, pacing, and description, and the use of

transition words, phrases, and clauses1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

7th Grade Language Arts 2014-2015UNIT THREE: Argumentation 9 weeks

Organizing Principles: A unit focused on how argument works and is successfully made, this unit has many opportunities for larger project-driven work, from research to presentations, but all things work in service of argument, claims, and the idea of sufficient evidence.










Article-specific vocabulary from short passages and full-length texts read throughout the unit

Writing tasks that support Evaluating Arguments in Text

Writing tasks that support Analyzing Author Point of View

Writing tasks that support Determining Central Idea

[PENDING] Any student without 2 SRI scores by this point should take the test between February 15th and March 15th

7th Grade Language Arts 2014-2015 Revision of significant tasks


Topic Scales (3 clusters, 3 topics)Reporting Cluster: Analyzing Author Point of View

Topic RI7.6 Knowledge: Notes:

Purp

ose


3Proficient

Students demonstrate they have the ability to: Analyze how an author distinguishes his or her point of view in a text from that of others


Bias, distinguishStudents demonstrate they have developed the ability to:

Determine an author’s point of view in a text Determine an author’s purpose in a text


Reporting Cluster: Evaluating Arguments in TextTopic RI7.8 Knowledge: Notes:

Argu

men

t an

d Re

ason

ing


3Proficient

Students demonstrate they have the ability to: Evaluate the argument and specific claims in a text by assessing whether the evidence provides

sufficient support for the claims2 Students will recognize or recall:

Specific vocabulary such as: Argument, claim, evaluate, sufficient support

Students demonstrate they have developed the ability to: Trace the arguments and reasoning in a text Identify examples of opinion in a text and the words that signal an opinion


7th Grade Language Arts 2014-2015Reporting Cluster: Determining Central Idea

Topic RI7.2, RI7.5

Knowledge: Notes:

Cent

ral I

deas

and

Tex

t Fe

atur

es


3Proficient

Students demonstrate they have the ability to: Provide an objective summary of a text Analyze the development of a central idea over the course of a text and cite textual evidence to

support analysis Analyze the text features an author uses to organize a text, including how the text features

contribute to the whole and to the development of ideas2 Students will recognize or recall:

Specific vocabulary such as: Central idea, development, summarize, organize, text features

Students demonstrate they have developed the ability to: Determine the central idea of a text Identify important details and events in a text Describe the text features of a given non-fiction text



Supporting Scales (Not Reported)Writing 1


Argu

men

tati

ve W

riti

ng


3Proficient

Students demonstrate they have the ability to write arguments to support claims with clear reasons and relevant evidence that:

Introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically

Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text

Use words, phrases, and clauses to create cohesion and clarify relationships among claims, reasons, and evidence

Establish and maintain a formal style Provide a concluding statement or section that follows from and supports the argument presented

2 Students will perform basic processes, such as: Identify the characteristics of a model argument


7th Grade Language Arts 2014-2015UNIT FOUR: Deeper Reading 9 weeks

Organizing Principles: An open unit, Unit 4 can be the home of a novel study with text rich in complex language or a place for further work on non-fiction. The focus is on an analysis of how multiple texts approach similar content in different ways. This unit also provides some opportunities for speaking and presentation, if those skills have not yet been given a place to shine over the course of the year.










Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

Writing tasks that support Integrating Multiple Texts


[PENDING] Spring SRI administered during this unit.


Topic Scales (1 cluster, 2 topics)Reporting Cluster: Integrating Multiple Texts

Topic RL7.9 Knowledge: Notes:

Lite

rary

Com

pari

sons

an

d So

urce

Mat

eria

l


3Proficient

Students demonstrate they have the ability to: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of

the same period Analyze how authors of fiction use or alter history


Alter, historical account, historical fiction, portrayalStudents demonstrate they have developed the ability to:

Describe how fictional and historical accounts portray a time, place, or character1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Topic RI7.9 Knowledge: Notes:

Rhet

oric

al C

riti

cism


3Proficient

Students demonstrate they have the ability to: Analyze how authors writing about the same topic present key information by emphasizing different

evidence or interpretations of facts2 Students will recognize or recall:

Specific vocabulary such as: Key information, interpretation, source

Students demonstrate they have developed the ability to: Describe the way two different authors present the same information in a text



Supporting Scales (Not Reported)Speaking & Listening

Topic S7.2, S7.3

Knowledge: Assessments:

Eval

uate

Pre

sent

ed

Info

rmat

ion


3Proficient

Students demonstrate they have the ability to: Explain how the main ideas and supporting details presented in diverse media and formats (example:

visually, quantitatively, orally) clarify a topic, text, or issue under study Evaluate a speaker’s argument and specific claims, the soundness of reasoning, and the relevancy

and sufficiency of the evidence2 Students will perform basic processes, such as:

Identify main ideas and supporting details presented in diverse media and formats Describe a speaker’s argument and specific claims

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic S7.4 Knowledge: Assessment

s:

Spee

ch W

riti

ng


3Proficient

Students demonstrate they have the ability to: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent

descriptions, facts, details, and examples

2 Students will perform basic processes, such as: Write a speech

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Topic S7.5 Knowledge: Assessment

s:

Pres

enta

tion

and

D

eliv

ery


3Proficient

Students demonstrate they have the ability to use proper oral presentation techniques: Use appropriate eye contact, adequate volume, and clear pronunciation Include multimedia components and visual displays in presentations to clarify claims and findings and

emphasize salient points2 Students will perform basic processes, such as:

Use visual aids for presentation Identify the elements of effective presentations


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