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FAYETTE COUNTY SCHOOLSLANGUAGE ARTS CURRICULUM MAP

SEVENTH GRADE

CCRS CONTENT STANDARDS EVIDENCE OF STUDENT ATTAINMENT RESOURCES

39

41

SEVENTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE

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 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.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Students employ a variety of strategies in writing and/or speaking to establish the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content by:

using context clues to determine meaning (e.g. the overall meaning of a sentence or paragraph, a word's position or function in a sentence)

using Greek and Latin affixes and roots as clues to the meaning of a word

checking reference materials (glossaries, dictionaries, thesauruses) in print or digital format, for the pronunciation, precise meaning of a word, or its part of speech

verifying the determination of the meaning of a word or phrase by using context or by using a dictionary

acquire and use grade-appropriate vocabulary accurately

utilize general academic words and phrases

utilize domain-specific words and phrases

identify and learn about vocabulary that is important to comprehension and/or expression

www.flocabulary.com

www.vocabtest.com/middle school/7thgrade.php

www.internet4classrooms.com

CCRS Text Exemplars, Appendix B (Suggested Reading List)

CCRS Writing Standards, Appendix D

1

http://www.internet4classrooms.com/

http://www.vocabtest.com/middle%20school/7thgrade.php

http://www.vocabtest.com/middle%20school/7thgrade.php

http://www.flocabulary.com/


SEVENTH GRADE

37

25

1

10

38

30

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 moviebut not He wore an old[,] green shirt).

b. Spell correctly.

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.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


Use knowledge of language and its conventions when writing, speaking, reading, or listening.Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

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.

Students, when writing, apply standard capitalization, punctuation, and spelling including:

using commas to separate adjectives

spelling words correctly

use technology to produce and publish writing

use the Internet to produce and publish writing

link to and cite sources use technology to interact and

collaborate with others

Students use writing and/or speaking to:

analyze the meaning of a text by explaining explicit ideas

draw inferences provide several pieces of

textual evidence to support analysis

Students analyze the meaning of a text by:

explaining explicit ideas drawing inferences providing several pieces of


Students, in writing and/or speaking:


Dictionaries, Thesauruses, Word Processing Programs

Global Scholar, My Skills Tutor, STAR, Essays, PowerPoint

www.studentpublishing.comwww.studentreasures.com

www.betterlesson.com(Middle School 5-8 Research Writing and Practices)

www.glencoe.com/sites/common assets/workbooks/language arts/rprw/68rprw.pdf(Grades 6-8)


Elements of Writing textbook

2

http://www.glencoe.com/sites/common%20assets/workbooks/language%20arts/rprw/68rprw.pdf



http://www.betterlesson.com/

http://www.studentreasures.com/

http://www.studentpublishing.com/


SEVENTH GRADE

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24

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 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.

Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; 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 points.

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. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-

express ideas precisely and concisely

Students engage effectively in a range of discussions with a variety of participants, demonstrating the ability to:

be prepared by reading or researching required materials

refer to evidence in order to explore and use ideas gained from preparation

follow rules for collegial discussions

ask questions that draw out more information

make comments that keep discussion on topic

contribute relevant observations and ideas

recognize new information expressed by others

modify own views, if necessary

Students use appropriate eye contact, adequate volume, and clear pronunciation to convey focused, coherent ideas including:

presenting claims and findings emphasizing main points using key details and examples

Students include multimedia components and visual displays to:

clarify claims and findings emphasize main points in

www.fvkasa.org/resources/files/civil-presentation.pdf


www.readwritethink.org/files/resources/printouts/30700 rubric.pdf

Group discussionsDebatesPublic speakingPresentations


3

http://www.readwritethink.org/files/resources/printouts/30700_rubric.pdf



http://www.fvkasa.org/resources/files/civil-presentation.pdf




SEVENTH GRADE

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29

36

7.)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of phrases and clauses in general and their function in specific sentences.

c. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

d. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

presentations.

Students, with some guidance and support from adults and peers, develop and strengthen writing by:

planning revising editing rewriting trying a new approach to best

address purpose and audience are flexible in the use of

development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose

apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)

produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames.

Students, when writing and/or speaking, apply standard grammar and usage including:

understanding parts of speech (phrases, clauses)

varying sentence structures to convey relationships between ideas

using phrases and clauses correctly

https://sites.google.com/a/bismarckr5.org/7th-grade-english/the-writing-process-7

www.paperrater.com


www.studentpublishing.com

www.studentreasures.com



4



http://www.paperrater.com/





SEVENTH GRADE

FIRST SIX WEEKS

9

12

35

40

15

33

A. Short Stories, Composition, Listening, Speaking

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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).

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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 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).

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.


read and actively engage in comprehending appropriately complex stories and poetry

analyze the interaction between individuals, events, and ideas in a text

adapt speech to a variety of contexts and tasks.

demonstrate command of speaking in formal English when indicated or appropriate

interpreting literary allusions in context

interpreting biblical allusions in context

interpreting mythological allusions in context

using the relationship between particular words (synonym/antonym) to better understand each of the words

using the relationship between particular words (analogy) to better understand each of the words

distinguishing among the connotations (associations) of words with similar denotations (definitions)

determine an author's point of view or purpose

analyze how an author distinguishes his/her position from that of others


presenting claims and findings

Prentice Hall Literature



http://quizlet.com/6204352/7th-grade-elements-of-literature-flash-cards




http://www.wikihow.com/Give-a-Presentation-in-Front-of-Your-

5

http://www.wikihow.com/Give-a-Presentation-in-Front-of-Your-Seventh-Grade-Class









SEVENTH GRADE

41

23

24

29

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.


emphasizing main points using key details and examples acquire and use grade-

appropriate vocabulary accurately

utilize general academic words and phrases

utilize domain-specific words and phrases

identify and learn about vocabulary that is important to comprehension and/or expression.

are flexible in the use of development, organization, and style to produce clear and coherent writing appropriate to task, audience, and purpose

apply this skill to a variety of styles of writing (opinion, informative / explanatory, and narrative)

Students, with some guidance and support from adults and peers, develop and strengthen writing by:

planning revising editing rewriting trying a new approach to best

address purpose and audience

With practice and support, students:


Seventh-Grade-Class


www.studentpublishing.comhttp://www.studenttreasures.com

http://www.paperrater.com


6


http://www.studenttreasures.com/

http://www.studenttreasures.com/




SEVENTH GRADE

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36

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of phrases and clauses in general and their function in specific sentences.

c. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

d. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Students include multimedia components and visual displays to:

clarify claims and findings emphasize main points in

presentations.

Students, when writing and/or speaking, apply standard grammar and usage including:

understanding parts of speech (phrases, clauses)

varying sentence structures to convey relationships between ideas

using phrases and clauses correctly



SECOND SIX WEEKS

22A. Narrative WritingWrite narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator, characters, or both; 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 follow from and reflects on the narrated experiences or

Students write a narrative that includes real or imagined experiences or events:

engaging reader establishing the situation introducing narrator or

characters organizing an event sequence

that unfolds naturally using dialogue, pacing, and

description to develop experiences, events, and/or characters

http://owl.english.purdue.edu/owl/resource/685/04

www.greatsource.com/iwrite/students/s_narrative.html


7

http://www.greatsource.com/iwrite/students/s_narrative.html

http://www.greatsource.com/iwrite/students/s_narrative.html




SEVENTH GRADE

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9

8

3

6

2

11

events.

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.

B. Study of the Short Story


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.

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

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

varying transitional words, phrases, and clauses to convey sequence and signal shifts in time or setting

using precise words and phrases

using relevant descriptive details

using sensory language capturing action conveying experiences and

events precisely using a conclusion that follows

from narrated experiences or events

Students, with scaffolding as needed:


Students use writing and/or speaking to analyze the organization of text including:

how the major sections contribute to the whole

how the major sections work together to develop ideas

compare and contrast a historical account and its fictional portrayal

analyze the interaction between elements of a story or drama



http://www.flocabulary.com/7th-grade-vocabulary-word-list



8




SEVENTH GRADE

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. Students use writing and/or

speaking to:

objectively summarize a text analyze the development of a

central idea or theme over the course of a text

objectively summarize a variety of informational texts including an analysis of the development of two or more central ideas over the course of a text


THIRD SIX WEEKS

21

A. Informative/Explanatory Writing

Write informative or 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 or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when 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.

Students create informative/ explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:

clearly introducing the topic previewing what is to follow organizing ideas, concepts, and

information using strategies such as

definition, classification, comparison/contrast, and cause/effect

purposefully included formatting, graphics, and multimedia

fully developing a topic through relevant facts, definitions, concrete details, and quotations

using transitional words, phrases, and clauses to create cohesion and clarify relationships among ideas and concepts

www.studentpublishing.com

www.studentreasures.com



Prentice Hall Literature page R19

9




SEVENTH GRADE

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33

22

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.


Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.





e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

using precise word choice including domain-specific vocabulary

establishing a formal style ending with a relevant and

supportive concluding statement or section

read and actively engage in comprehending appropriately complex informational texts

compare and contrast a text and its audio, video, or multimedia version


presenting claims and findings emphasizing main points using key details and examples







using precise words and

Prentice Hall Literature textbook


Prentice Hall page R19

MLA Handbook



10


SEVENTH GRADE

1

10

16

26

27

28

B. Research



Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

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.

phrases using relevant descriptive

details using sensory language capturing action conveying experiences and




analyze the meaning of a text by explaining explicit ideas

draw inferences provide several pieces of


Students analyze the meaning of a text by:

explaining explicit ideas drawing inferences providing several pieces of


Students use several sources to conduct short research projects that: answer a question developing new questions

based on investigation

Students learn relevant information from multiple credible and accurate print and digital sources by:



http://owl.english.purdue.edu/owl/section/2/

http://www.umuc.edu/library/libhow/mla_examples.cfm


www.youtube.comwww.teachertube.comhttps://www.teachingchannel.org

http://turnitin.com

Prentice Hall Literature pages R25-26

11

http://turnitin.com/

https://www.teachingchannel.org/

https://www.teachingchannel.org/

http://www.teachertube.com/

http://www.youtube.com/





SEVENTH GRADE

13

Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply Grade 7 Reading standards to literature (e.g., “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”).

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.”)

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.

effectively using search terms quoting or paraphrasing data

and conclusions avoiding plagiarism following standard citation

format compare and contrast a

fictional portrayal of a time, place, or character and a historical account of the same time period as a means of understanding how authors of fiction use or alter history

trace and evaluate the argument and specific claims of a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims

use clues in a text and outside resources to determine the figurative, connotative, and/or technical meaning of words and phrases in a text

analyze the impact of word choice on meaning and tone

MLA Handbook


FOURTH SIX WEEKS

20

A. Persuasive/Argumentative Writing

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 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

Students write arguments to support claims with clear reasons, relevant evidence, and:

use an introduction that states the claim and acknowledges opposing claims

use a logical structure for organizing reasons and evidence

use supporting claims with logical reasoning


http://www.roanestate.edu/owl/argument.html

http://grammar.ccc.commnet.edu/

12

http://grammar.ccc.commnet.edu/grammar/composition/argument.htm







SEVENTH GRADE

17

18

14

19

32

argument presented.

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.

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.

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.

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.

Delineate a speaker’s argument and specific claims, evaluating the soundness of the

use supporting claims with accurate and credible sources

demonstrate a clear understanding of the topic

clarify relationships between claims and reasons with words, phrases, and clauses

use a formal style end with a concluding

statement or section that is related to and supports the argument

trace and evaluate an argument and specific claims

assess the reasoning behind an argument

assess the relevancy of evidence used to support claims

analyze how two or more authors present key information, evidence, and interpretations of facts on a single topic

Students use writing and/or speaking to analyze the organization of text including:

how the major sections contribute to the whole

how the major sections work together to develop ideas


read and actively engage in comprehending appropriately complex informational texts

grammar/composition/argument.htm







13








SEVENTH GRADE

31

30

reasoning and the relevance and sufficiency of the evidence.

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.






During or after listening or viewing, students:

delineate a speaker's argument and specific claims

evaluate soundness of the reasoning

evaluate relevance and sufficiency of evidence

During or after listening or viewing, students:

analyze main ideas and supporting details presented in diverse media formats

explain how the ideas clarify a topic, text, or issue under study.

Students engage effectively in a range of discussions with a variety of participants, demonstrating the ability to:

be prepared by reading or researching required materials

refer to evidence in order to explore and use ideas gained from preparation

follow rules for collegial discussions

ask questions that draw out more information

make comments that keep discussion on topic

contribute relevant observations and ideas

recognize new information expressed by others






14










SEVENTH GRADE

modify own views, if necessary

FIFTH SIX WEEKS

4

5

9

29

35

A. Poetry

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.

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.


B. Composition of Poetry



determine the meaning of words and phrases based on how they are used in a text

understand figurative and connotative meanings

analyze the impact of rhymes and repetitions of sounds as used in a poem


analyze the relationship between the form or structure of a drama or poem and its meaning



With practice and support, students: produce writing for a range of

tasks, purposes, and audiences, including writing in short and/or extended time frames.



Prentice Hall Literature textbookReading List


15


SEVENTH GRADE

30

3

7

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.)

C. Share poetry in group/class settings






D. Study of Drama


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).




analyze the interaction between elements of a story or drama

Students use speaking and/or writing to:

compare and contrast how a written story, drama, or poem compares to its audio, filmed, staged, or multimedia version




http://quizlet.com/16448794/7th-grade-elements-of-drama-flash-cards


www.youtube.comwww.teachertube.com

16

http://www.teachertube.com/

http://www.youtube.com/





SEVENTH GRADE

SIXTH SIX WEEKS

29

20

21

A. Myths, Legends, Fables, and Folk Tales


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 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.

Write informative or 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 or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or

With practice and support, students:


Students write arguments to support claims with clear reasons, relevant evidence, and:

use an introduction that states the claim and acknowledges opposing claims

use a logical structure for organizing reasons and evidence

use supporting claims with logical reasoning

use supporting claims with accurate and credible sources

demonstrate a clear understanding of the topic

clarify relationships between claims and reasons with words, phrases, and clauses

use a formal style end with a concluding

statement or section that is related to and supports the argument

Students create informative/ explanatory pieces to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content by:




17


SEVENTH GRADE

22

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.

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.





e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

clearly introducing the topic previewing what is to follow organizing ideas, concepts, and

information using strategies such as

definition, classification, comparison/contrast, and cause/effect

purposefully included formatting, graphics, and multimedia

fully developing a topic through relevant facts, definitions, concrete details, and quotations

using transitional words, phrases, and clauses to create cohesion and clarify relationships among ideas and concepts

using precise word choice including domain-specific vocabulary

establishing a formal style ending with a relevant and

supportive concluding statement or section







18


SEVENTH GRADE

37

38

35

6

3

9

12

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 moviebut not He wore an old[,] green shirt).

b. Spell correctly.

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.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.


By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6–8 text complexity band proficiently, with scaffolding as needed at


using precise words and phrases

using relevant descriptive details

using sensory language capturing action conveying experiences and



Students, when writing, apply standard capitalization, punctuation, and spelling including:

using commas to separate adjectives

spelling words correctly

Students, in writing and/or speaking:

express ideas precisely and concisely




analyze how an author develops and contrasts different characters' or


CCRS Writing Standards Appendix D


Prentice Hall Literature textbookReading List

19


SEVENTH GRADE

8

17

the high end of the range.

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).

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.

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.

narrators' points of view analyze the interaction

between elements of a story or drama



analyze the interaction between individuals, events, and ideas in a text

Students use writing or speaking to:

compare and contrast a historical account and its fictional portrayal


trace and evaluate an argument and specific claims

assess the reasoning behind an argument

assess the relevancy of evidence used to support claims


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SEVENTH GRADE

SUGGESTED READING LIST:

TITLE AUTHORWhere the Red Fern Grows Wilson RawlsThe Cay Theodore Taylor

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SEVENTH GRADE

Bridge to Terabithia Katherine PatersonMissing May Cynthia RylantHatchet Gary PaulsenSounder William ArmstrongRoll of Thunder, Hear my Cry Mildred D. TaylorJacob, Have I Loved Katherine PatersonTuck Everlasting Natalie BabbittThe Wonderful Wizard of Oz Frank L. BaumHoops Walter Dean MyersEsperanza Rising Pam Munoz RyanHoles Louis SacharIsland of the Blue Dolphins Scott O’DellThe Witch of Blackbird Pond Elizabeth George SpeareMonster Walter Dean MyersFreak the Mighty Rodman PhilbrickA Walk to Remember Nicholas SparksHomecoming Cynthia VoightTears of a Tiger Sharon DraperThe Indian in the Cupboard Lynne Reid BanksThe Adventures of Tom Sawyer Mark TwainDragonwings Laurence YepThe Black Ships Before Troy: The Story of the Illiad Rosemary Sutcliff

SUGGESTED RESOURCES (Narrative):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKRikki-Tikki-Tavi Rudyard Kipling 199Two Kinds from the Joy Luck Club Amy Tan 231Seventh Grade Gary Soto 250

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SEVENTH GRADE

Stolen Day Sherwood Anderson 256Amigo Brothers Piri Thomas 283After Twenty Years O. Henry 324He-y, Come on O-ut! Shinichi Hoshi 328The Lottery Shirley Jackson http://sites.middlebury.edu/individualandthesociety/files/2010/09/

jackson_lottery.pdfThe Lady or the Tiger? Frank R. Stockton http://www.gutenberg.org/cache/epub/396/pg396.htmlAlligator Bailey White 474The Night the Bed Fell James Thurber 477Papa’s Parrot Cynthia Rylant 26The Tale of the Mandarin Ducks Katherine Paterson

SUGGESTED RESOURCES (Short Stories-Nonfiction/Informational):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKLife Without Gravity Robert Zimmerman 372Conversational Ballgames Nancy Masterson

Sakamoto379

I am a Native of North America Chief Dan George 390from In Search of Our Mother’s Gardens

Alice Walker 397

The Eternal Frontier Louis L’Amour 438All Together Now Barbara Jordan 443The Real Story of a Cowboy’s Life Geoffrey C. Ward 452Rattlesnake Hunt Marjorie Kinnan Rawlings 459Yao Ming: NBA Giant is Big in U.S., Bigger in China

Brian Handwerk 498

from An American Childhood Annie Dillard 52Letter on Thomas Jefferson John Adams http://teachingamericanhistory.org/library/document/letter-to-thomas-

jefferson-4/Blood, Toil, Tears, and Sweat Winston Churchill http://www.youtube.com/watch?v=gVg7rnRheK8 (audio)

http://www.winstonchurchill.org/learn/speeches/speeches-of-winston-churchill/92-blood-toil-tears-and-sweat (speech)

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http://www.winstonchurchill.org/learn/speeches/speeches-of-winston-churchill/92-blood-toil-tears-and-sweat

http://www.winstonchurchill.org/learn/speeches/speeches-of-winston-churchill/92-blood-toil-tears-and-sweat

http://www.youtube.com/watch?v=gVg7rnRheK8

http://www.gutenberg.org/cache/epub/396/pg396.html

http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf


SEVENTH GRADE

Travels with Charley: In Search of America

John Steinbeck http://books.google.com/

Harriet Tubman: Conductor on the Underground Railroad

Ann Petry http://www.harpercollins.com/browseinside/index.aspx?isbn13=9780064461818

A Night to Remember Walter Lord http://freepdfdb.org/pdf/walter-lord-a-night-to-remember-81112268.htmlVincent Van Gogh: Portrait of an Artist

Jan Greenburg http://books.google.com/books/about/Vincent_Van_Gogh.html?id=dEV03zPAmEoC

Preamble & First Amendment of the U.S. Constituiton

U.SA. http://www.archives.gov/exhibits/charters/constitution_transcript.html

SUGGESTED RESOURCES (Drama):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKA Christmas Carol Israel Horovitz 697from Grandpa and the Statue Arthur Miller 786My Head is Full of Starshine Peg Kehret 791The Monsters are Due on Maple Street

Rod Serling 754

A Doll’s House Henrik Ibsen http://www.gutenberg.org/files/15492/15492-h/15492-h.htmSorry, Wrong Number Louise Fletcher http://www.youtube.com/watch?v=dCCsZwpkXcs (radio show)

http://www.youtube.com/movie/sorry-wrong-number (movie link)

SUGGESTED RESOURCES (Poetry):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKThe Rider Naomi Shihab Nye 520Seal William Jay Smith 522Winter Nikki Giovanni 527Haiku Buson 523Forsythia Mary Ellen Solt 528Haiku Matsuo Basho 529Life Naomi Long Madgett 536

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http://www.youtube.com/movie/sorry-wrong-number

http://www.gutenberg.org/files/15492/15492-h/15492-h.htm


SEVENTH GRADE

The Courage that My Mother Had Edna St. Vincent Millay 537Mother to Son Langston Hughes 543The Village Blacksmith Henry Wadsworth

Longfellow544

Fog Carl Sandburg 547The Highwayman Alfred Noyes 558The Cremation of Sam McGee Robert Service 563How I Learned English Gregory Djanikian 567Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out

Shel Silverstein 582

Annabel Lee Edgar Allan Poe 598I’m Nobody Emily Dickinson 601Stopping by Woods on a Snowy Evening

Robert Frost 608

Miracles Walt Whitman 620In Just E.E. Cummings 622The Road Not Taken Robert Frost http://www.bartleby.com/119/1.htmlDreams Langston Hughes http://www.poets.org/viewmedia.php/prmMID/16075Chicago Carl Sandburg http://carl-sandburg.com/chicago.htmOranges Gary Soto http://rauschreading09.pbworks.com/f/%22Oranges%22+by+Gary+Soto.pdfThe Book of Questions Pablo Neruda http://www.poemhunter.com/poem/from-the-book-of-questions/

SUGGESTED RESOURCES (Myths, Legends, Fables, Folktales):

TITLE AUTHOR PAGE NUMBER (OF TEXTBOOK) OR LINKIcarus and Daedalus 828Demeter and Persephone 835Perseus 872Percy-Us Brings the Gawgon’s Head

Lloyd Alexander 877

Sun and Moon in a Box Alfonso Ortiz & Richard Erdoes

894

How the Snake Got Poison Zora Neale Hurston 901

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http://www.poets.org/viewmedia.php/prmMID/16075

http://www.bartleby.com/119/1.html


SEVENTH GRADE

All Stories are Anansi’s Harold Courlander 921The Fox Outwits the Crow William Cleary 932The Fox and the Crow Aesop 934Aesop’s Fables http://www.gutenberg.org/cache/epub/28/pg28.htmlFolktales for Children http://www.worldoftales.com/folktales.htmlThe Black Ships Before Troy: The Story of the Illiad

Rosemary Sutcliff http://books.google.com/books/about/Black_Ships_Before_Troy.html?id=PPJSEZMZuL0C

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http://www.worldoftales.com/folktales.html

http://www.gutenberg.org/cache/epub/28/pg28.html

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