Dear ELA teacher, - Weebly

Dear ELA teacher, Welcome to the DRAFT version of the 2012-2013 BCPS ELA Curriculum Planning Guide. Please note that this is a “living” document and will most likely change as we work our way through it this year. Your suggestions, concerns and ideas are always welcome and the document will be adjusted accordingly as we progress through the year. Curriculum Planning Guide Process: April 24-Unpacking Common Core State Standards (CCSS)

• The Curriculum Team analyzed the CCSS and reflected on the following: o Is it currently taught? Yes, No, Partially o What CCSS skills need to be taught? McGraw Hill produced an excellent

flipbook called “The Common Core-Clarifying Expectations for Teachers & Students” that assisted us in clearly defining the skills that were needed for the CCSS.

o Current Resources? Alignment to current resources that are available o Current Time frame? MP 1-6

May 8 & 16-Created DRAFT Curriculum Planning Guides • Curriculum Guide headings:

o Essential Questions-These are the guiding questions for each unit-the expectation is that students should be able to answer these questions at the end of each unit.

o Unit focus-Reading and Writing genres are embedded; the district has chosen to identify certain genres that will remain a focus at each grade level.

o Time Frame-When should it be taught? o CCSS-What is the Common Core State Standard? o Skills-These are the CCSS skills that students need to know and be able to do. o Assessment-Building Common Assessments, district and state assessments. o Suggested Resources-The focus is on the content that is taught based on the

CCSS’s rather than the resource that is used. This allows the teacher flexibility to teach the content using materials that best meets the needs of the students. Supplemental resources can be used to teach the units.

If you have suggestions, concerns or ideas please email Joan Anderson, [email protected]. These suggestions can be added to future Planning Guides. We hope you have a wonderful 2012-2013 school year!

mailto:[email protected]

Course Title: ELA Grade: 7th Marking Period: 1/2 Year: 2012-2013

1

Essential Questions: 1. What do good readers do? 2. Am I clear about what I just read? How do I know? 3. Author’s choice: Why does it matter? 4. What do good writers do? 5. Writing clearly: What makes a difference? 6. Final product: What does it take? 7. What makes collaboration meaningful? 8. Why do the rules of language matter? 9. Communicating clearly: What does it take?

Unit/Time Frame CCSS Skills Assessment Suggested Resources

Memoir/Autobiography/Biography

Autobiography/Memoir writing 8 Week Unit

Test taking/skills review

READING

INFORMATIONAL

RI.7.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text. RI.7.2- Determine two or more central ideas in a text and analyze their development over the

READING

INFORMATIONAL

- Identify textual evidence

- Identify inference and

explain how it is used to

draw conclusions

- Read closely and find

Right There and

inferential answers

- Analyze author’s words

and determine pieces of

textual evidence that

support explicit and

inferential questions

- Identify central idea

- Identify how author use

of details conveys 2 or

more central ideas

- Tests/Quizzes - Observation - Reading

response journals

Textbook Resources - Homesick (pg. 104) - Barrio Boy (pg. 124) - Fish Cheeks (pg. 134) - Names/Nombres (pg.

144) - A Mason Dixon

Memory (pg. 205) - The Only Girl in the

World for Me (pg. 386)

- The Power of Music (pg. 517)

- Online examples/resources


2


course of the text; provide an objective summary of the text. RI.7.3- Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.4- Determine the

meaning of words and

phrases as they are used in a

text, including figurative,

connotative, and technical

meanings; analyze the

impact of a specific word

choice on meaning and

tone.

- Analyze development of

central ideas throughout

text

- Define summary

- Compose object summary

with key points

- Explain how individuals,

events and ideas effect

one another

- Analyze interactions

between ind., events,

ideas

- Infer how interactions

would change with

changes of individual

elements.

- Distinguish between

literal and figurative

language

- Recognize diff. between

denotative and

connotative meanings

- Recognize words that

have technical meanings

and understand use in

specific texts

- Analyze why authors

choose words and phrases


3


RI.7.5- Analyze the

structure an author uses to

organize a text, including

how the major sections

contribute to the whole and

to the development of the

ideas.

RI.7.6- Determine an

author’s point of view or

purpose in a text and

analyze how the author

distinguishes his or her

position from that of others.

RI.7.10- By the end of the

year, read and comprehend

literary nonfiction in the

grades 6–8 text complexity

band proficiently, with

scaffolding as needed at the

high end of the range.

WRITING

W.7.3- Write narratives to

develop real or imagined

experiences or events using

effective technique,

relevant descriptive details,

- Analyze a text and

determine organizational

structure

- Explain how authors

organize text and how

ind. parts contribute to

overall development of

ideas

- Define P.O.V. as how

author feels about text

- Determine author’s

P.O.V. and purpose

- Analyze how author

distinguishes his/her

position as different from

others

- Recognize when texts are

too easy or difficult

- Choose reading strategies

to help with comprehension

WRITING

- Define narrative and

describe the basic parts of

plot (exposition, rising

action, climax, falling

action, and resolution)


4


and well-structured

event sequences.

a. 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.

b. Use narrative techniques,

such as dialogue, pacing,

and description, to develop

experiences, events, and/or

characters.

c. Use a variety of transition

words, phrases, and clauses

to convey sequence and

signal shifts from one time

frame or setting to another.

d. Use precise words and

phrases, relevant

descriptive details, and

sensory language to capture

the action and convey

experiences

and events.

e. Provide a conclusion that

follows from and reflects on

the narrated experiences or

events.

- Engage the reader by

introducing the narrator,

characters, setting, and

starting event

- Use narrative techniques

to develop a storyline

with logical sequencing

of events

- Use descriptive words

and phrases

- Signal changes in time

and place using

transitional words,

phrases and clauses

- Write a logical

conclusion with a sense

of closure

- Completed final copy graded using 6 point rubric


5

Unit/Time Frame CCSS Skills Assessment Suggested Resources LANGUAGE

L.7.2- Demonstrate

command of the

conventions of standard

English capitalization,

punctuation, and spelling

when writing.

a. Use a comma to separate

coordinate adjectives (e.g.,

It was a fascinating,

enjoyable movie but not He

wore an old[,] green shirt).

b. Spell correctly.

L.7.3- Use knowledge of

language and its

conventions when writing,

speaking, reading, or

listening.

a. Choose language that

expresses ideas precisely

and concisely, recognizing

and eliminating wordiness

and redundancy.*

L.7.6- Acquire and use

accurately grade-

appropriate general

academic and domain-

specific words and phrases;

gather vocabulary

knowledge when

LANGUAGE

- Determine when to

capitalize words

- Define coordinate

adjectives and non

coordinate adjectives

- Determine when

adjectives are coordinate

and need to be separated

by commas

- Identify misspelled words

and use resources to

assist with spelling

- Choose words, phrases,

and clauses that express

ideas precisely and

concisely

Recognize and eliminate

areas of

wordiness/redundancy

- Choose words, phrases,

and clauses that express

ideas precisely and

concisely

Recognize and eliminate

areas of



6

Unit/Time Frame CCSS Skills Assessment Suggested Resources considering a word or

phrase important to

comprehension or

expression.

SPEAKING AND

LISTENING

SL.7.1- Engage effectively

in a range of collaborative

discussions (one-on-one, in

groups, and teacher-led)

with diverse partners on

grade 7 topics,

texts, and issues, building

on others’ ideas and

expressing their own

clearly.

a. Come to discussions

prepared, having read or

researched material under

study; explicitly draw on

that preparation by referring

to evidence on the topic,

- Recognize difference

between general

academic words and

phrases and domain-

specific words and

phrases

Acquire and use grade-

appropriate academic and

domain specific

words/phrases to increase

SPEAKING AND LISTENING

- Research/review

materials to be discussed

and determine key

points/central ideas

- Create questions and

locate textual evidence to

contribute to discussion

on given topic

- Define roles and rules for

collaborative discussion

- Come prepared with key

points/text evidence for

discussion

- Track progress of a

discussion and recognize

when off-topic

- Participate in discussion

by posing questions,


7

Unit/Time Frame CCSS Skills Assessment Suggested Resources text, or issue to probe and

reflect on ideas under

discussion.

b. Follow rules for collegial

discussions, track progress

toward specific goals and

deadlines, and define

individual roles as needed.

c. Pose questions that elicit

elaboration and respond to

others’ questions and

comments with relevant

observations and ideas that

bring the discussion back

on topic as needed.

d. Acknowledge new

information expressed by

others and, when warranted,

modify their own views

responding to questions,

and elaborating

- Make relevant

observations and use

ideas to comment

- Review key ideas

presented by others


1

Essential Questions: 1. What do good readers do? 2. Am I clear about what I just read? How do I know? 3. Authors Choice: Why does it matter? 4. What makes a great story? 5. In what ways does creative choice impact an audience? 6. Whose story is it and why does it matter? 7. What do good writer do? 8. What is my purpose and how do I develop it? 9. Writing clearly: What makes a difference? 10. Final product: What does it take? 11. What makes collaboration meaningful? 12. Making meaning from a variety of sources: What will help? 13. Why do the rules of language matter? 14. Communicating clearly: What does it take? 15. When a word doesn’t make sense what can I do? 16. How do I use what I know to figure out what I don’t know?


Mystery

Writing a mystery

Argumentative Writing (Will be reinforced throughout year)

6-8 Weeks

READING LITERATURE

RL.7.1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text. RL.7.2- Determine a theme or

central idea of a text and

analyze its development over

the course of the text; provide

an objective summary of the

text.

READING LITERATURE

- Define and cite

textual evidence

- Define inference

- Right There and On

My Own

- Analyze authors word

- Define theme

- Analyze plot to

determine theme

- Determine key events

over course of text

- Define summary

-Reading Response Journals -Literature Circles -Mystery Genre Assessment -Tests/Quizzes -Classroom Discussions

Textbook Resources - Three Skeleton Key

Novels

- Chasing Vermeer - Westing Game


2


RL.7.3- Analyze how

particular elements of a story

or drama interact (e.g., how

setting shapes the characters

or plot).

RL.7.4- Determine the

meaning of words and phrases

as they are used in a text,

including figurative and

connotative meanings;

analyze the impact of rhymes

and other repetitions of

sounds (e.g., alliteration) on a

specific verse or stanza of a

poem or section of a story or

drama.

RL.7.6- Analyze how an

author develops and contrasts

the points of view of different

characters or narrators in a

text.

- Compose objective

summary/key points

- Identify elements of

story

- Explain how elements

interact

- Recognize how

change to one element

effects other elements

- Define/Identify

figurative language


literal/figurative

language

- Recognize

denotative/connotativ

e language

- Analyze authors use

of rhyme, repetition,

etc.

- Identify 1st, 2

nd, 3

rd,

3rd

limited and 3rd

omniscient P.O.V.

- Author development

of P.O.V.

- Explain why author

chose P.O.V.


3


RL.7.7- Compare and contrast

a written story, drama, or

poem to its audio, filmed,

staged, or multimedia version,

analyzing the effects of

techniques unique to each

medium (e.g., lighting, sound,

color, or camera focus and

angles in a film).

RL.7.10- By the end of the


literature, including stories,

dramas, and poems, in the




high end of the

range.

WRITING




effective technique, relevant

descriptive details, and well-

structured

- Contrast P.O.V. of

various

characters/narrators

- Visualization

- Compare/contrast

mental images while

reading to media

version

- Identify various tech.

used in media/stage

versions

- Analyze tech. used in

media/stage versions

- Recognize when text

is too easy or hard

- Choose reading

strategies to assist

with difficult text

WRITING


describe the basic

parts of plot

(exposition, rising




4


event sequences.

a. 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.

b. Use narrative

techniques, such as

dialogue, pacing, and

description, to

develop experiences,

events, and/or

characters.

c. Use a variety of

transition words,

phrases, and clauses

to convey sequence

and signal shifts from

one time frame or

setting to another.

d. Use precise words

and phrases, relevant

descriptive details,

and sensory language

to capture the action

and convey

experiences

and events.




introducing the

narrator, characters,

setting, and starting

event

- Use narrative

techniques to develop

a storyline with

logical sequencing of

events


and phrases

- Signal changes in

time and place using

transitional words,

phrases and clauses

- Write a logical

conclusion with a

sense of closure


5



events.

W.7.4- Produce clear and

coherent writing in which the

development, organization,

and style are appropriate to

task, purpose, and audience.

(Grade-specific expectations

for writing types are defined

in standards 1–3 above.)

W.7.5- With some guidance

and support from peers and

adults, develop and strengthen

writing as needed by planning,

revising, editing, rewriting, or

trying a new approach,

focusing on how well purpose

and audience have been

addressed.

LANGUAGE

L.7.1- Demonstrate command

of the conventions of standard

English grammar and usage

when writing or speaking.

- Identify writing style

for

task/purpose/audience

- Use

organizational/formatt

ing structures to

develop ideas

- Compose a clear and

logical piece of

writing that

demonstrates

understanding of a

specific writing style

- Use prewriting

strategies

- Recognize that a well-

developed piece of

writing requires

multiple drafts

- Apply revision

strategies

- Edit writing by

checking for errors in

conventions

LANGUAGE

- Define phrase and

clause and state their

function

- Use phrases and


6


a. Explain the

function of phrases

and clauses in general

and their function in

specific sentences.

b. Choose among

simple, compound,

complex, and

compound-complex

sentences to signal

differing relationships

among ideas.

c. Place phrases and clauses

within a sentence, recognizing

and correcting misplaced and

dangling modifiers.*





when writing.

clauses to enhance

writing and/or

speaking

- Identify simple

sentence structures,

compound sentences,

complex sentence

structures, and

compound-complex

sentence structures

- Choose different

sentence structures to

signal differing

relationships among

ideas

- Define misplaced

modifiers and

dangling modifiers

- Identify and correct

misplaced/dangling

modifiers in writing

and/or speaking

- Determine when to

capitalize words

- Define coordinate

adjectives and non


- Determine when

adjectives are

coordinate and need

to be separated by

commas


7



language and its conventions

when writing, speaking,

reading, or listening.

L.7.4- 4. Determine or clarify

the meaning of unknown and

multiple-meaning words and

phrases based on grade 7

reading and content, choosing

flexibly from a range of

strategies.

a. Use context (e.g.,

the overall meaning of

a sentence or

paragraph; a word’s

position or function in

a sentence) as a clue

to the meaning of a

word or phrase.

b. Use common,

grade-appropriate

Greek or Latin affixes

- Identify misspelled

words and use

resources to assist

with spelling

- Choose words,


that express ideas

precisely and

concisely

- Recognize and

eliminate areas of


- Infer meaning of

unknown words using

context clues

- Recognize and define

common Greek/Latin

affixes and roots

- Break down unknown

words into units of

meaning to infer

definition

- Verify inferred

meanings by

consulting reference

materials


8


and roots as clues to

the meaning of a word

(e.g., belligerent,

bellicose, rebel).

c. Consult general and

specialized reference

materials (e.g.,

dictionaries,

glossaries,

thesauruses), both

print and digital, to

find the pronunciation

of a word or

determine or clarify

its precise meaning or

its part of speech.

d. Verify the preliminary

determination of the meaning

of a word or phrase (e.g., by

checking the inferred meaning

in context or in a dictionary).

L.7.5- Demonstrate

understanding of figurative

language, word relationships,

and nuances in word

meanings.

a. Interpret figures of

speech (e.g., literary,

biblical, and

mythological

allusions) in context.

b. Use the relationship

between particular

- Define and identify

figurative language

(simile, metaphor,

hyperbole, etc.)



language

- Recognize word

relationships to

further understand

multiple words



9


words (e.g.,synonym/

antonym, analogy) to

better understand each

of the words.

c. Distinguish among the

connotations (associations) of

words with similar

denotations (definitions) (e.g.,

refined, respectful, polite,

diplomatic, condescending).


accurately grade-appropriate

general academic and domain-


gather vocabulary knowledge

when considering a word or

phrase important to

comprehension or expression.

SPEAKING AND

LISTENING

SL.7.1 Engage effectively in

a range of collaborative


groups, and teacher-led) with

diverse partners on grade 7

topics,

between denotative

and connotative

meanings

- Analyze how

words/phrases that

have similar meanings

can have very

different connotations


between general

academic words and

phrases and domain-

specific words and

phrases

- Acquire and use

grade-appropriate

academic and domain

specific

words/phrases to

increase SPEAKING AND

LISTENING

- Research/review

materials to be

discussed and

determine key




10


Argumentative Writing

texts, and issues, building on

others’ ideas and expressing

their own clearly.

a. Come to

discussions prepared,

having read or

researched material

under study; explicitly

draw on that

preparation by

referring to evidence

on the topic, text, or

issue to probe and


discussion.

b. Follow rules for

collegial discussions,

track progress toward

specific goals and


individual roles as

needed.

c. Pose questions that

elicit elaboration and

respond to others’

questions and

comments with

relevant observations

and ideas that bring

the discussion back on

topic as needed.

d. Acknowledge new




locate textual

evidence to contribute

to discussion on given

topic

- Define roles and rules

for collaborative

discussion

- Come prepared with

key points/text

evidence for

discussion


discussion and

recognize when off-

topic

- Participate in

discussion by posing

questions, responding

to questions, and

elaborating

- Make relevant


my ideas to comment

- Review key ideas

presented by others


11


SL.7.3- Delineate a speaker’s

argument and specific claims,

evaluating the soundness of

the reasoning and the

relevance and sufficiency of

the evidence.

WRITING

W.7.1 Write arguments to

support claims with clear

reasons and relevant evidence.

a. Introduce claim(s),

acknowledge alternate

or opposing claims,

and organize the

reasons and evidence

logically.

b. Support claim(s)

with logical reasoning

and relevant evidence,

using accurate,

credible sources and

demonstrating an

- Identify the side of an

argument a speaker

presents

- Determine the

credibility of a

speaker

- Identify claims

supported by fact vs.

opinion

- Evaluate if a

speaker’s argument is

reasonable

- Determine if a

speaker has provided

enough evidence

WRITING

- Identify topics

debated in society

- Choose a side and

identify reasons for

choice

- Determine credibility

of a source and

accuracy of details

- Support argument

with textual evidence

- Locate

alternate/opposing

claims

- Present argument in

formal style including

introduction,


12

Unit/Time Frame CCSS Skills Assessment Suggested Resources understanding of the

topic or text.

c. Use words, phrases,

and clauses to create

cohesion and clarify

the relationships

among claim(s),

reasons, and evidence.

d. Establish and

maintain a formal

style.

e. Provide a concluding

statement or section that

follows from and supports the

argument presented

supporting details

with transitions and

concluding statement

Course Title: ELA Grade: 7th Marking Period: 4 Year: 2012-2013

1

Essential Questions: 1. What do good researchers do? 2. What is plagiarism and how can it be avoided? 3. Writing clearly: What makes a difference? 4. Final product: What does it take? 5. What do good writers do? 6. What is my purpose and how do I develop it?


Research Report

Informational Text

5-6 Weeks

Argumentative writing (Basic skills should be reinforced)

WRITING

W.7.2- Write

informative/explanatory texts

to examine a topic and

convey ideas, concepts, and

information through the

selection, organization, and

analysis of relevant content.

a. 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;

include formatting

(e.g., headings),

graphics (e.g., charts,

tables), and

multimedia when

WRITING

- Select a topic and

identify and gather

relevant info to share

with audience

- Define common


ing structures and

determine a structure

best suited for

purpose

- Analyze the

information, identify

vocabulary specific to

topic and organize

information

- Present information in

a formal style that

includes introduction

supporting details,

transitions and

conclusion

- Multiple research reports

- Research presentation

- Tests/Quizzes

Writing Resources - Elements of Writing

Textbook Resources-Informational

- Non-fiction (Pg. 121) - An Immigrant in the

United States (Pg. 130) - Buddies Bare Their

Affection for Ill Classmate (Pg. 212)

- When the Earth Shakes (Pg. 434)

- Earthquakes (Pg. 443) - Surviving the Savage

Sea (Pg. 444) - In a Mix of Cultures, an

Olio of Plantings (Pg. 478)

- Oral Storytelling: Making the Winter Shorter (Pg. 657)


2

Unit/Time Frame CCSS Skills Assessment Suggested Resources useful to aiding

comprehension.

b. Develop the topic

with relevant facts,

definitions, concrete

details, quotations, or

other information and

examples.

c. Use appropriate

transitions to create

cohesion and clarify

the relationships

among ideas and

concepts.

d. Use precise

language and

domain-specific

vocabulary to inform

about or explain the

topic.

e. Establish and

maintain a formal

style.

f. Provide a concluding

statement or section that

follows from and supports the

information or explanation

presented.









for


- Use


ing structures to

develop ideas

Research - Citationmachine.net - Easybib.com


3

Unit/Time Frame CCSS Skills Assessment Suggested Resources in standards 1–3 above.)

W.7.5- With some guidance


adults, develop and

strengthen writing as needed

by planning, revising, editing,

rewriting, or trying a new

approach, focusing on how

well purpose and audience

have been addressed.

W.7.6- Use technology,

including the Internet, to

produce and publish writing

and link to and cite sources as

well as to interact and

collaborate with others,

including linking to and citing

sources.


logical piece of

writing that

demonstrates

understanding of a


- Use prewriting

strategies


developed piece of

writing requires

multiple drafts

- Apply revision

strategies

- Edit writing by


conventions

- Identify technology

that will help

compose, edit, and

publish writing

- Choose credible

websites that will help

compose, edit and

publish writing

- Create hyperlinks to

sources and use

technology to cite

sources

- Collaborate with

peers, teachers, and

other experts through


4


W.7.7- Conduct short

research projects to answer a

question, drawing on several

sources and generating

additional related, focused

questions for further research

and investigation.

W.7.8- Gather relevant

information from multiple

print and digital sources,

using search terms

effectively; assess the

credibility and accuracy of

each source; and quote or

paraphrase the data and

conclusions of others while

avoiding plagiarism and

following a standard format

for citation.

technology

- Define research and

how it differs from

other types of writing

- Focus research around

a central question

- Choose several

sources and gather

information

- Analyze information

and determine if it

provides enough

support to answer

question

- Create additional

focused questions that

relate to original topic

to further investigate


5

Unit/Time Frame CCSS Skills Assessment Suggested Resources W.7.9- Draw evidence from

literary or informational texts

to support analysis, reflection,

and research.

b. Apply grade 7 Reading

standards to literary

nonfiction (e.g. “Trace and

evaluate the argument and

specific claims in a text,

assessing whether the

reasoning is sound and the

evidence is relevant and

sufficient to support the

claims”).

W.7.10- Write routinely over

extended time frames (time

for research, reflection, and

revision) and shorter time

frames (a single sitting or a

day or two) for a range of

discipline-specific tasks,

purposes, and audiences.

SPEAKING AND

LISTENING

SL.7.4- Present claims and

findings, emphasizing salient

- Determine the

credibility and

accuracy of a source

by reviewing who,

when and why it was

written

- Use search terms

effectively to gather

info

- Define plagiarism

- Determine when facts

must be quoted

- Avoid plagiarism by

paraphrasing and/or

summarizing info

- Follow a standard

format for citation to

create a bibliography

- Define textual

evidence

- Determine textual

evidence that supports

research

- Compose written

responses and include

textual evidence to

strengthen research

SPEAKING AND

LISTENING

- Recognize that


6

Unit/Time Frame CCSS Skills Assessment Suggested Resources points in a focused, coherent

manner with pertinent

descriptions, facts, details,

and examples; use appropriate

eye contact, adequate volume,

and clear pronunciation.

SL.7.5- Include multimedia

components and visual

displays in presentations to

clarify claims and findings

and emphasize salient points.

SL.7.6- Adapt speech to a

variety of contexts and tasks,

demonstrating command of

formal English when

indicated or appropriate.

different writing tasks

require varied time

frames

- Determine a writing

format/style to fit


- Write for a variety of

reasons (inform,

describe, persuade,

entertain/convey an

experience)

- Determine

important/key points

and emphasize them

when presenting

- Support claims with

pertinent descriptions,

facts, details, and

examples

- Present information in

a logical sequence

using appropriate eye

contact, adequate

volume, and clear

pronunciation

- Identify parts of my

presentation including

claims, findings, and

salient point that

could use clarification


7


LANGUAGE





a. Explain the

function of phrases



specific sentences.

b. Choose among

simple, compound,

complex, and

compound-complex

sentences to signal


among ideas.

c. Place phrases and

clauses within a sentence,

recognizing and correcting

misplaced and dangling

modifiers.*




LANGUAGE

- Clarify information

using media/visual

display

- Identify various

reasons for speaking

(informational,

descriptive, formal,

informal)

- Determine speaking

tasks that require

formal structure

- Compose a formal

speech demonstrating

7th grade language

standards

- Define phrase and


function

- Use phrases and

clauses to enhance

writing and/or


8

Unit/Time Frame CCSS Skills Assessment Suggested Resources punctuation, and spelling

when writing.

a. Use a comma to

separate coordinate

adjectives (e.g., It

was a fascinating,

enjoyable movie but

not He wore an old[,]

green shirt).

b. Spell correctly.

speaking

- Identify simple


compound sentences,

complex sentence

structures, and

compound-complex

sentence structures

- Choose different


signal differing

relationships among

ideas

- Define misplaced

modifiers and

dangling modifiers


misplaced/dangling


and/or speaking

- Determine when to

capitalize words

- Define coordinate

adjectives and non


- Determine when

adjectives are

coordinate and need

to be separated by

commas


words and use

resources to assist

with spelling


9


READING

INFORMATIONAL

RI.7.1- Cite several pieces of

textual evidence to support

analysis of what the text says

explicitly as well as

inferences drawn from the

text.

RI.7.2 Determine two or more

central ideas in a text and

analyze their development

over the course of the text;

provide an objective summary

of the text.

READING

INFORMATIONAL

- Define textual

evidence

- Define inference and

explain how it is used

to draw conclusions

- Read closely and find

Right There and

inferential answers

- Analyze author’s

words and determine

pieces of textual

evidence that support

explicit and

inferential questions

- Define central idea

- Determine how author

use of details conveys

2 or more central

ideas

- Analyze development

of central ideas

throughout text

- Define summary

- b

- Explain how


10


RI.7.3 Analyze the

interactions between

individuals, events, and ideas

in a text (e.g., how ideas

influence individuals or

events, or how individuals

influence ideas or events).

RI.7.4 Determine the

meaning of words and

phrases as they are used in a

text, including figurative,

connotative, and technical

meanings; analyze the impact

of a specific word choice on

meaning and tone.

individuals, events

and ideas effect one

another

- Analyze interactions

between ind., events,

ideas

- Infer how interactions

would change with

changes of individual

elements.


figurative language

(simile, metaphor,

etc.)



language

- Recognize diff.

between denotative

and connotative

meanings

- Recognize words that

have technical

meanings and

understand use in

specific texts

- Analyze why authors

choose words and

phrases


11


RI.7.5 Analyze the structure

an author uses to organize a

text, including how the major

sections contribute to the

whole and to the development

of the ideas.

RI.7.6 Determine an author’s

point of view or purpose in a

text and analyze how the

author distinguishes his or her

position from that of others.

RI.7.7 Compare and contrast

a text to an audio, video, or

multimedia version of the

text, analyzing each

- Analyze a text and

determine

organizational

structure

- Explain how authors

organize text and how

ind. parts contribute

to overall

development of ideas

- Define P.O.V. as how

author feels about text

- Determine author’s

P.O.V. and purpose

- Analyze how author

distinguishes his/her

position as different

from others

- Explain how

informational text is

presented in other

formats other than

words

- Compare/Contrast a

text with


12

Unit/Time Frame CCSS Skills Assessment Suggested Resources medium’s portrayal of the

subject (e.g., how the delivery

of a speech affects the impact

of the words).

RI.7.8 Trace and evaluate the

argument and specific claims

in a text, assessing whether

the reasoning is sound and the

evidence is relevant and

sufficient to support the

claims.

RI.7.9 Analyze how two or

more authors writing about

the same topic shape their

presentations of key

information by emphasizing

different evidence or

advancing different

interpretations of facts.

audio/visual/multimed

ia version of same

subject

- Analyze how various

mediums can add or

change way subject is

portrayed

- Identify side of

argument presented

by author

- Determine credibility

of author

- Identify claims

supported by facts vs.

opinions

- Evaluate an argument

using evidence an

author provides and

determine relevance

- Recognize that

authors present info

differently based on

P.O.V.

- Analyze how authors

interpret and

emphasize different

evidence when

writing

- Compare/contrast

how 2 authors

communicate on the

same topic

- Describe how one


13


RI.7.10 By the end of the


literary nonfiction in the




high end of the range.

author’s interpretation

of a topic can be

different from

another’s depending

on facts chosen to

emphasize

- Recognize when texts

are too easy or

difficult

- Choose reading

strategies to help with

comprehension


1

Essential Questions: 1. What do good readers do? 2. Am I clear about what I just read? How do I know? 3. Author’s Choice: Why does it matter? 4. What makes a story “great”? 5. What do good writers do? 6. What’s my purpose and how do I develop it? 7. Writing clearly: What makes a difference? 8. Final product: What does it take? 9. Why do the rules of language matter? 10. Communicating clearly: What does it take? 11. When a word doesn’t make sense, what can I do? 12. How do I figure out what I don’t know?


Myth/Legend 6 Weeks

Writing a myth/legend

Argumentative writing (Basic skills should be reinforced)

READING LITERATURE

RL.7.1- Cite several pieces of



explicitly as well as inferences

drawn from the text.

RL.7.2- Determine a theme or





text.

READING LITERATURE

- Define and cite

textual evidence

- Define inference


My Own


- Define theme

- Analyze plot to

determine theme


over course of text

- Define summary

- Compose objective

summary/key points

- Common Assessment - Published myth

writing - Tests/Quizzes

Textbook Resources - Sky Women (Pg. 426) - The Origin of the

Seasons (Pg. 500) - Orpheus, the Great

Musician (Pg. 512) - Echo and Narcissus

(Pg. 522) - The Flight of Icarus

(530) - The Labors of

Hercules (Pg. 540) - King Midas and the

Golden Touch (Pg. 558)


2


RL.7.3- Analyze how




or plot). RL.7.6- Analyze how an




text.

RL.7.10- By the end of the







high end of the

range.

SPEAKING AND

LISTENING

SL.7.1- Engage effectively in a


story


interact

- Recognize how



- Identify 1st, 2

nd, 3

rd,

3rd

limited and 3rd

omniscient P.O.V.


of P.O.V.


chose P.O.V.


various



is too easy or hard

- Choose reading


with difficult text

SPEAKING AND

LISTENING

- Research/review

materials to be


3


range of collaborative




topics,



their own clearly.

a. Come to


having read or

researched material


draw on that

preparation by



issue to probe and


discussion.

b. Follow rules for



specific goals and


individual roles as

needed.




questions and

comments with




discussed and

determine key



locate textual



topic


for collaborative

discussion


key points/text

evidence for

discussion


discussion and

recognize when off-

topic

- Participate in



to questions, and

elaborating

- Make relevant


my ideas to comment

- Review key ideas

presented by others


4


topic as needed.

d. Acknowledge new




WRITING






structured

event sequences.


the reader by




and/or characters;

organize an event


naturally and

logically.

b. Use narrative

techniques, such as


description, to


events, and/or

characters.

c. Use a variety of

transition words,


to convey sequence

WRITING


describe the basic

parts of plot

(exposition, rising




introducing the



event

- Use narrative


a storyline with


events


and phrases

- Signal changes in


transitional words,

phrases and clauses

- Write a logical

conclusion with a

sense of closure


5

Unit/Time Frame CCSS Skills Assessment Suggested Resources and signal shifts from

one time frame or

setting to another.






and convey

experiences

and events.




events.








in standards 1–3 above.) W.7.5- With some guidance



for


- Use


ing structures to

develop ideas


logical piece of

writing that

demonstrates

understanding of a


- Use prewriting

strategies


6

Unit/Time Frame CCSS Skills Assessment Suggested Resources adults, develop and strengthen






addressed.

LANGUAGE





a. Explain the

function of phrases



specific sentences.

b. Choose among

simple, compound,


developed piece of

writing requires

multiple drafts

- Apply revision

strategies

- Edit writing by


conventions

- Analyze writing to

determine if

audience/purpose

have been full

addressed

- Prepare multiple

drafts using revisions

and editing

LANGUAGE

- Recognize when

revising, editing, and

rewriting are not

enough and try new

approach - Define phrase and


function

- Use phrases and

clauses to enhance

writing and/or

speaking

- Identify simple


compound sentences,


7

Unit/Time Frame CCSS Skills Assessment Suggested Resources complex, and

compound-complex

sentences to signal


among ideas.


clauses within a sentence,

recognizing and correcting

misplaced and dangling

modifiers.*





when writing.

a. Use a comma to

separate coordinate

adjectives (e.g., It was

a fascinating,

enjoyable movie but


green shirt).

b. Spell correctly.

complex sentence

structures, and

compound-complex

sentence structures

- Choose different


signal differing

relationships among

ideas

- Define misplaced

modifiers and

dangling modifiers


misplaced/dangling


and/or speaking

- Determine when to

capitalize words

- Define coordinate

adjectives and non


- Determine when

adjectives are

coordinate and need

to be separated by

commas


words and use

resources to assist

with spelling


8






a. Choose language that

expresses ideas precisely and

concisely, recognizing and

eliminating wordiness and

redundancy.*

L.7.4- Determine or clarify

the meaning of unknown and





strategies.



a sentence or




to the meaning of a

word or phrase.

b. Use common,

grade-appropriate




- Choose words,


that express ideas

precisely and

concisely

- Recognize and

eliminate areas of


- Infer meaning of

unknown words using

context clues


common Greek/Latin

affixes and roots


words into units of

meaning to infer

definition

- Verify inferred

meanings by


materials


9

Unit/Time Frame CCSS Skills Assessment Suggested Resources (e.g., belligerent,

bellicose, rebel).



materials (e.g.,

dictionaries,

glossaries,

thesauruses), both



of a word or



its part of speech.

d. Verify the preliminary





L.7.5- Demonstrate



and nuances in word

meanings.



biblical, and

mythological


figurative language

(simile, metaphor,

hyperbole, etc.)



language

- Recognize word

relationships to

further understand

multiple words


10

Unit/Time Frame CCSS Skills Assessment Suggested Resources allusions) in context.


between particular




of the words.



words with similar










phrase important to



between denotative

and connotative

meanings

- Analyze how

words/phrases that


can have very



between general

academic words and

phrases and domain-

specific words and

phrases

- Acquire and use

grade-appropriate

academic and domain

specific

words/phrases to

increase


1

Essential Questions: 1. What do good readers do? 2. Am I clear about what I just read? How do I know? 3. Author’s choice: Why does it matter? 4. What makes a story a “great” story? 5. In what ways does creative choice impact an audience? 6. Whose story is it, and why does it matter? 7. In what ways does creative choice impact an audience?


Poetry/Drama 6 week

Argumentative Writing (Basic skills

should be reinforced)

READING LITERATURE

RL.7.1 Cite several pieces of



explicitly as well as inferences

drawn from the text.

RL.7.2 Determine a theme or





text.

RL.7.3 Analyze how




or plot).

READING LITERATURE

- Define and cite

textual evidence

- Define inference


My Own


- Define theme

- Analyze plot to

determine theme


over course of text

- Define summary

Compose objective

summary/key points


story


interact

- Recognize how

- Test/Quizzes - Reading Response

Journals - Published Poetry

Booklet - Poetry common

assessment

Textbook Resources Poetry

- The Runaway (Pg. 24) - Sir Kinsley the Brave

(Pg. 60) - Immigrants (Pg. 140) - I’m Nobody (Pg. 168) - Madam and the Rent

Man (Pg. 226) - Sarah Cynthia Sylvia

Stout (Pg. 257) - Jabberwocky (Pg.

339) - The Highway (Pg.

340) - Annabel Lee (Pg. 350) - Gold (Pg. 393) - My Father is a Simple

Man (Pg. 398) - Mama is a Surprise

(Pg. 400) - As I Gaze Upon My

Father (Pg. 402)


2


RL.7.4 Determine the

meaning of words and phrases

as they are used in a text,

including figurative and

connotative meanings;

analyze the impact of rhymes

and other repetitions of

sounds (e.g., alliteration) on a

specific verse or stanza of a

poem or section of a story or

drama.

RL.7.5 Analyze how a drama

or poem’s form or structure

(e.g., soliloquy, sonnet)

contributes to its meaning.

RL.7.6 Analyze how an





- Define/Identify

figurative language


literal/figurative

language

- Recognize

denotative/connotativ

e language

- Analyze authors use

of rhyme, repetition,

etc.

- Recognize diff.

between

form/structure in

stories/drama/poems

- Analyze structure of

drama in relation to

meaning

- Analyze

form/structure of

poem in relation to

meaning

- Identify 1st, 2

nd, 3

rd,

3rd

limited and 3rd

omniscient P.O.V.

- The Creation (Pg. 420) - Maggie and Milly (Pg.

460) - The Desert (Pg. 462) - I Am of the Earth (Pg.

464) - Early Song (Pg. 465)

Drama - Brian’s Song (Pg. 273)


3



text.

RL.7.7 Compare and contrast

a written story, drama, or

poem to its audio, filmed,

staged, or multimedia version,

analyzing the effects of

techniques unique to each

medium (e.g., lighting, sound,

color, or camera focus and

angles in a film).

RL.7.9 Compare and contrast

a fictional portrayal of a time,

place, or character and a

historical account of the same

period as a means of

understanding how authors of

fiction use or alter history.

R.7.10 By the end of the year,

read and comprehend



of P.O.V.


chose P.O.V.


various


- Visualization

- Compare/contrast

mental images while

reading to media

version

- Identify various tech.

used in media/stage

versions

- Analyze tech. used in

media/stage versions

- Define historical

fiction

- Compare/contrast

fictional portrayal of

character, setting, etc.

to historical account

- Analyze how authors

use or alter facts to

develop story


is too easy or hard

- Choose reading


4






high end of the

range.

SPEAKING AND

LISTENING

SL.7.1 Engage effectively in a

range of collaborative




topics,



their own clearly.

a. Come to


having read or

researched material


draw on that

preparation by



issue to probe and


discussion.

b. Follow rules for




with difficult text

SPEAKING AND

LISTENING

- Research/review

materials to be

discussed and

determine key



locate textual



topic


for collaborative

discussion


key points/text

evidence for

discussion


discussion and

recognize when off-

topic

- Participate in



to questions, and


5


specific goals and


individual roles as

needed.




questions and

comments with




topic as needed.

d. Acknowledge new




SL.7.2 Analyze the main ideas

and supporting details

presented in diverse media

and formats (e.g., visually,

quantitatively, orally) and

explain how the ideas clarify a

topic, text, or issue under

study.

LANGUAGE

L.7.1 Demonstrate command




elaborating

- Make relevant


my ideas to comment

- Review key ideas

presented by others

- Identify main ideas

and supporting details

presented in a variety

of media formats

- Explain how ideas

found in media clarify

meaning

LANGUAGE

- Define phrase and


function

- Use phrases and

clauses to enhance


6


a. Explain the

function of phrases



specific sentences.

b. Choose among

simple, compound,

complex, and

compound-complex

sentences to signal


among ideas.


clauses within a

sentence, recognizing

and correcting

misplaced and

dangling modifiers.*

L.7.2 Demonstrate command




when writing.

a. Use a comma to

separate coordinate

adjectives (e.g., It was

a fascinating,

enjoyable movie but


green shirt).

writing and/or

speaking

- Identify simple


compound sentences,

complex sentence

structures, and

compound-complex

sentence structures

- Choose different


signal differing

relationships among

ideas

- Define misplaced

modifiers and

dangling modifiers


misplaced/dangling


and/or speaking

- Determine when to

capitalize words

- Define coordinate

adjectives and non


- Determine when

adjectives are

coordinate and need

to be separated by

commas

-Identify misspelled

words and use resources to

assist with spelling


7


b. Spell correctly

L.7.3 Use knowledge of




a. Choose language

that expresses

ideas precisely and

concisely,

recognizing and

eliminating

wordiness and

redundancy.*

L.7.4 Determine or clarify the

meaning of unknown and





strategies.



a sentence or




to the meaning of a

word or phrase.

b. Use common,

grade-appropriate



- Choose words,


that express ideas

precisely and

concisely

- Recognize and

eliminate areas of


- Infer meaning of

unknown words using

context clues


common Greek/Latin

affixes and roots


words into units of

meaning to infer

definition

- Verify inferred

meanings by


materials


8



(e.g., belligerent,

bellicose, rebel).



materials (e.g.,

dictionaries,

glossaries,

thesauruses), both



of a word or



its part of speech.

d . Verify the preliminary





L.7.5 Demonstrate



and nuances in word

meanings.



biblical, and

mythological

allusions) in context.


between particular


figurative language

(simile, metaphor,

hyperbole, etc.)



language

- Recognize word

relationships to

further understand

multiple words



9





of the words.



words with similar




L.7.6 Acquire and use






phrase important to


WRITING

W.7.3 Write narratives to




between denotative

and connotative

meanings

- Analyze how

words/phrases that


can have very



between general

academic words and

phrases and domain-

specific words and

phrases

- Acquire and use

grade-appropriate

academic and domain

specific

words/phrases to

increase

comprehension and

expression

WRITING


describe the basic

parts of plot

(exposition, rising


10



structured

event sequences.


the reader by




and/or characters;

organize an event


naturally and

logically.

b. Use narrative

techniques, such as


description, to


events, and/or

characters.

c. Use a variety of

transition words,


to convey sequence

and signal shifts from

one time frame or

setting to another.






and convey

experiences

and events.




introducing the



event

- Use narrative


a storyline with


events


and phrases

- Signal changes in


transitional words,

phrases and clauses

- Write a logical

conclusion with a

sense of closure


11


e. Provide a

conclusion that follows from

and reflects on the narrated

experiences or events.

W.7.4 Produce clear and







in standards 1–3 above.)

W.7.5 With some guidance


adults, develop and strengthen






addressed.


for


- Use


ing structures to

develop ideas


logical piece of

writing that

demonstrates

understanding of a


- Use prewriting

strategies


developed piece of

writing requires

multiple drafts

- Apply revision

strategies

- Edit writing by


conventions

- Analyze writing to

determine if


12


W.7.6 Use technology,

including the Internet, to

produce and publish writing

and link to and cite sources as

well as to interact and

collaborate with others,

including linking to and citing

sources.

W.7.10 Write routinely over

extended time frames (time

for research, reflection, and

audience/purpose

have been full

addressed

- Prepare multiple

drafts using revisions

and editing

- Recognize when

revising, editing, and

rewriting are not

enough and try new

approach

- Identify technology

that will help

compose, edit, and

publish writing

- Choose credible

websites that will help

compose, edit and

publish writing

- Create hyperlinks to

sources and use

technology to cite

sources

- Collaborate with

peers, teachers, and

other experts through

technology

- Recognize that

different writing tasks

require varied time


13


revision) and shorter time

frames (a single sitting or a

day or two) for a range of

discipline-specific tasks,

purposes, and audiences.

frames

- Determine a writing

format/style to fit


- Write for a variety of

reasons (inform,

describe, persuade,

entertain/convey an

experience)

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