invention - greeley-evans school district 6 / homepage analyze how particular elements of a story or...

Greeley/Evans School District 6

Weld County School District 6

Division of Academic Achievement: Learning Services Department

Revised 7-1-2015 School Year 2015-16 of 39

Content Area English Language Arts Grade Level 7

Course Name/Course Code English 7

Purpose Common Core State Standard with Colorado Academic Standard Code

Priority Standards

Reading Literature (RL)

Reading Informational (RI)

Language (L)

Writing (W)

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CAS.72.1.a.iii)

RL7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CAS.7.2.1.b.ii)

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 an dangles in a film). (CAS.72.1.c.i)

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). (CAS.72.2.a.iii)

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.

(CAS.72.2.b.ii)

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. (CAS.7.2.2.c.iii)

L.7.6 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. (CAS.7.2.3.c)

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 W.7.1-3.) (CAS.7.3.3.d)

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. (Editing for conventions should demonstrate command of Language standards 1-3 up

to and including grade 7.) (CAS.7.3.3.e)

W.7.9

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CAS.7.4.1.c)

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”).

Colorado 21st Century Skills

Critical Thinking and Reasoning: Thinking Deeply,

Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning

Together

Self-Direction: Own Your Learning

Invention: Creating Solutions

Text Complexity

Invention





ELA Grade 7 Year at a Glance Title Pacing Performance Task Suggested Big Idea 21st Century Inquiry Questions

from CAS

Suggested Core Texts

1. Plot Structures & The

Power of Point of View

Reading Priority Standards:

RL.7.3

RL.7.5

Writing Focus:

W.7.3

5 Weeks

Aug. 19-

Sept. 25

1st

Hexter

Narrative Writing:

Two narratives

written from

different points of

view

Common

Assessment 1

The structure of the

plot frames the story.

How would changing the

setting, character, or plot, or

point of view affect the outcome

of a story?

Prentice Hall Literature (PHL) Grade 7

"He-y, Come on Ou-t!" by Shinichi

Hoshi, p. 378

"Amigo Brothers" by Piri Thomas, p.

322

"All Summer in a Day" by Ray

Bradbury, p. 102

2. Characters and Themes


RL.7.3

RL.7.7

Writing Focus:

W.7.5

W.7.9

6 Weeks

Sept. 28-

Nov. 6

2nd

Hexter

Analytical Essay Characters’ words

and actions shape the

theme of the text.

What makes characters come

alive?

What creates conflict? What

resolves it?


"Amigo Brothers" by Piri Thomas PHL

(pp. 320-333)

"Zoo" by Edward Hoch PHL (337-343)

"Third Wish" by Joan Aiken PHL (pp.

312-318)

"After Twenty Years" by O. Henry

PHL (pp 372-377)

"Rikki-tikki-tavi-" by Rudyard Kipling

PHL (pp. 227-245)

3. Understanding the

World Through

Research


RI.7.5

RI.7.9

Writing Focus:

W.7.7

W.7.8

6 Weeks

Nov. 9-

Dec. 15

3rd

Hexter

Research Project

SchoolCity

Assessment

We shape our

environment and our

environment shapes

us. Ancient and

modern day

civilization are better

understood through

research.

How does the author use

language to convey his/her

viewpoint? (For example, pro-

slavery – the words used show a

bias toward owning slaves.)

Scholastic One World One Culture

series of handouts. Scholastic One

World One Culture

4. Reading for Life


RI.7.3

RI.7.9

6 Weeks

Jan. 5-

Feb. 19

Informative/

Explanatory

Writing

Balancing multiple

text types creates a

balanced and

informed reader.

How are multiple sources

valuable when you are learning

new information?


"Discovering a Paper Son" by Byron

Lee, p. 75

"Life Without Gravity" by Robert

Zimmerman, p. 424

http://teacher.scholastic.com/scholasticnews/indepth/one_world/lesson_plans/index.asp?article=lesson1






Writing Focus:

W.7.2

4th

Hexter

Common

Assessment 2

"Conversational Ballgames" by Nancy

Masterson Sakamoto, p. 432

"I am a Native of North America" by

Chief Dan George, p. 444

"Volar: To Fly" by Judith Ortiz Cofer,

p. 452

"Keeping it Quiet," p. 463

"On the Boardwalk," p. 465

5. Communities


RI.7.3

RI.7.5

Writing/Speaking Focus:

W.7.1

6 Weeks

Feb. 22-

Apr. 8

5th

Hexter

Speech/Presentation

Write an Argument

Innovation is built

upon structures that

previously existed.

How can readers distinguish

between facts and an author’s

opinion? Why does this matter?

Commercials showing examples of

ethos, pathos, logos:

1. Emotion--ASPCA commercial

2. Authority--Peyton Manning Mastercard

Commercial

3. Reason--Volkswagon safety

commercial

6. The Power of Language


RL.7.5

RL.7.7

Writing Focus:

W.7.4

W.7.9

6 Weeks

Apr. 11-

May 20

6th

Hexter

Create a poem

using figurative

language and sound

devices.

Language has the

power to influence

others.

How to authors appeal to the

reader’s emotions and beliefs?


Life PHL p. 604 (symbolism)

The Village Blacksmith PHL p. 614

(figurative language, narrative poetry,

characterization)

How I learned English PHL p. 636

(narrative, figurative language)

Talking Points

All highlighted sections of the ELA Standards (in color or grayscale) indicate how the standard changed in that grade level. The highlighted sections depict the increase

in rigor across the grade levels.

The ELA Curriculum Guides follow the standards by grade level; thus, any honors courses in a particular grade level would follow the grade level standards as laid out in

the curriculum guides, with particular attention on diving deeper into all standards, priority and supporting. Honors courses also pay particular attention to 21st Century

Skills (critical thinking and reasoning, information literacy, collaboration, and self-direction and invention) as applied to all priority and supporting standards.

Writing Priority versus Writing Focus. The priority standards in writing for grades 6-12 are W.4 (clear and coherent writing), W.5 (writing process – planning, revising,

editing, rewriting), and W.9 (drawing evidence from literary and informational texts). The writing focus for each unit highlights the priority standards through multiple

types of writing, narrative (W.3), informational/explanatory (W.2), argument (W.1, and the research process (W.7) as identified in the writing standards.





CCSS 7th Grade Standards Prerequisite Reading

Strategy(s)

Prerequisite Reading

Skill(s)

Prerequisite Other

RL.7.1 Cite several pieces of textual evidence to support analysis of what h text says explicitly as well as

inferences drawn from the text.

Evaluate

Monitor & Clarify

Draw Inferences

Note Details

Cite Evidence

Explicit/Implicit

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.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Fact/Opinion

Make Generalizations

Make Judgments

Theme

Central Idea

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the

characters or plot).

Evaluate

Monitor & Clarify

Question

Story Structure

Character(s)

Draw Inferences


Make Judgments

Note Details

Plot

Resolution

Sequence of Events

Setting

Theme

Episodes

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.

Evaluate

Monitor & Clarify

Word Learning

Strategy

Draw Inferences

Note Details

Theme

Connotation/Denotation

Figurative Language

Tone

RL7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its

meaning.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Draw Inferences


Make Judgments

Note Details

Plot

Setting

Theme

Chapter

Scene

Stanza

RL7.6 Analyze how an author develops and contrasts the points of view of different characters or

narrators in a text.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Author’s Purpose

Point of View

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 an dangles in a film).

Evaluate

Monitor & Clarify

Question

Summarize

Climax

Compare/Contrast

Draw Inferences


Make Judgments

Note Details

Sequence of Events

Dialogue

Foreshadowing

Lighting

Stage directions

No RL.7.8 – Informational only

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.

Evaluate

Monitor & Clarify

Author’s Purpose

Compare/Contrast

Fiction/Nonfiction

Historical Context





Story Structure

Summarize

Draw Inferences


Make Judgments

Note Details

Sequence of Events

Science Fiction

RL.7.10 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.

Complex text

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.

Evaluate

Monitor & Clarify

Draw Inferences

Note Details

Cite Evidence

Explicit/Implicit

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.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Fact/Opinion


Make Judgments

Theme

Central Idea

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).

Evaluate

Monitor & Clarify

Question

Story Structure

Character(s)

Draw Inferences


Make Judgments

Note Details

Plot

Resolution

Sequence of Events

Setting

Theme

Episodes

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.

Evaluate

Monitor & Clarify

Word Learning

Strategy

Draw Inferences

Note Details

Theme

Connotation/Denotation

Figurative Language

Tone

Technical meanings

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.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Draw Inferences


Make Judgments

Note Details

Plot

Setting

Theme

Chapter

Scene

Stanza

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.

Evaluate

Monitor & Clarify

Question

Story Structure

Summarize

Author’s Purpose

Point of View

RI.7.7 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).

Evaluate

Monitor & Clarify

Question

Summarize

Climax

Compare/Contrast

Draw Inferences


Make Judgments

Dialogue

Foreshadowing

Lighting

Stage directions





Note Details

Sequence of Events

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

Evaluate

Monitor & Clarify

Story Structure

Summarize

Fact/Opinion


Make Judgments

Theme

Central Idea

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.

Evaluate

Monitor & Clarify

Story Structure

Summarize

Author’s Purpose

Compare/Contrast

Draw Inferences


Make Judgments

Note Details

Sequence of Events

Fiction/Nonfiction

Historical Context

Science Fiction

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.

Complex text





7th Grade Standards Trace Matrix CC for 7th

P=Priority Standard; S=Supporting Standard

Unit

1

Unit

2

Unit

3

Unit

4

Unit

5

Unit

6

RL.7.1 Cite several pieces of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. S S S

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.

S S S

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). P P

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.

S S S

RL7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. P P

RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. S S S

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 an dangles in a film).

P P

No RL.7.8 – Informational only

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.

S S

RL.7.10 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.

Foundational part of text selection for

each unit.

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. S S S

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.

S S S

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).

P P

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.

S S S

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.

P P

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. S S

RI.7.7 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).

S

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.

S S

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.

P P

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.

Foundational part of text selection for

each unit.

W.7.1 (a,b,c,d,e) Write arguments to support claims with clear reasons and relevant evidence. S

W.7.2 (a,b,c,d,f) Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content.

S

W.7.3 (a,b,c,d,e) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and

well-structured event sequences.

S

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 W.7.1-3.)

P P





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. (Editing for conventions should

demonstrate command of Language standards 1-3 up to and including grade 7.)

P P P P

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.

Technology incorporated into writing

units as determined by each

grade level team.

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.

S

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.

S

W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

c. 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”).

P P P P P P

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.

Writing incorporated into every cycle.

L.7.1 (a,b,c)Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language standards embedded within

DGP, SWI, and WWW

instruction, as well as

authentically within writing

instruction.

L.7.2 (a,b) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3 (a) Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.7.4 (a,b,c,d) 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.

L.7.5 (a,b,c) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.6 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.

P P P P P P

SL.7.1 (a,b,c,d) 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.

Speaking and Listening embedded

within the collaboration and

scaffolding tasks in daily

lessons. 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.

SL.7.3 Delineate a speakers’ argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the

evidence.

S

SL.7.4 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.

S

SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Speaking and Listening embedded

within the collaboration and

scaffolding tasks in daily

lessons.

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7

Language standards 1 & 3 for specific expectations).





7th Grade Unit 1: Plot Structures & The Power of Point of View (6 Weeks – Aug. 19-Sept. 25 - 1st Hexter) Suggested Big Idea The structure of the plot frames the story.

21st Century Inquiry

Question from CAS

How would changing the setting, character, or plot, or point of view affect the outcome of a story?

End of Unit Performance

Task

Narrative Writing: Two narratives written from different points of view

Graduate Competency Seek feedback, self-assess, and reflect on personal learning while engaging with increasingly more difficult texts. (CAS.Reading.7.2.1)

CCSS Reading Priority

Standards

Cross-Content Connections Writing Focus Language/Vocabulary CCSS ELA Supporting

Standards

College & Career

Readiness Connection RL.7.3 PRIORITY

Analyze how particular

elements of a story or drama

interact (e.g., how setting

shapes the characters or plot).

RL7.5 PRIORITY

Analyze how a drama’s or

poem’s form or structure

(e.g., soliloquy, sonnet)

contributes to its meaning.

Literacy Connections

RH.6-8.3

Identify key steps in a text’s

description of a process

related to history/social

studies (e.g., how a bill

becomes law, how interest

rates are raised or lowered).

RST.6-8.2

Determine the central ideas or

conclusions of a text; provide

an accurate summary of the

text distinct from prior

knowledge or opinions.

Mathematical Practice

Connections

1. Make sense of

problems and persevere in

solving them.

When presented with a

problem, I can make a plan,

carry out my plan, and check

its success.

W.7.3

Write 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 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.

W.7.5 PRIORITY

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 Language standards 1-3

up to and including grade 7.)

L.7.6 PRIORITY

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.

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.7.1

Cite several pieces of textual

evidence to support analysis of what h text says explicitly as well

as inferences 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. RL7.6

Analyze how an author develops

and contrasts the points of view of different characters or

narrators in a text.

W.7.9 PRIORITY 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”).

CCR.R.3

Analyze how and why

individuals, events, and ideas

develop and interact over the

course of a text.

CCR.R.5

Analyze the structure of texts,

including how specific

sentences, paragraphs, and

larger portions of the text

(e.g., a section, chapter,

scene, or stanza) relate to

each other and the whole.





Language

CCSS.L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6

Study and apply grammar (explicit grammar instruction within writing)

Use and understand both general academic and domain-specific vocabulary

(DGP, SWI, WWW)

Speaking and Listening

CCSS.: SL.7.1,S L.7.2, SL.7.3, SL.7.4, SL.7.5, SL.7.6

Engage in collaborative discussions

Present findings

Evaluate a speaker’s claims, rhetoric, and strategy

Incorporate multimedia components

(21st Century Skills=Critical Thinking and Reasoning, Information Literacy,

Collaboration, Self-Direction and Invention)

Suggested Daily Routines –

Beginning of the Period

Suggested Daily Routines – End

of the Period

Writing Instruction Vocabulary

Word Learning Strategies (WLS): re-

teach strategy, use consistently in

class (I do, We do, You do)

Word Within a Word (WWW): Lists

11-20 should be covered throughout

the year. Use teacher discretion on

what word parts to teach when.

Focus on word parts (not on the

specific words)

Specific Word Instruction (SWI): as

determined by teacher

Time in Text (minimum 15 min.):

minimum twice per week Closure/Ticket Out/Reflection

(3 min.): Daily

Content Writing (minimum 15 min.):

twice per week DGP Embedded authentically within

Writing (7 – 10 min.): Daily

o Follow Teacher Guide for

each daily routine

o Be sure to note the Weekly

Focus

Resource:

Word Within a Word

Volume 1 List 11-20 choice of stems at

teacher's discretion.

Content Vocabulary

narrative, exposition, rising action,

climax, falling action, resolution,

mood, tone, theme, conflict, point of

view, central idea

(Teacher discretion for additional

words)

Unit Performance Task 3 Moments in a Lesson &

Suggested Scaffolding Tasks

Suggested Resources Key Concepts

Suggested Formative Assessments:

Fist-to-five check

Ticket out the door

Whip Around the Room

Quick Write

End of Unit Performance Task

Description:

Common Assessment #1 (Narrative)

See Common Assessment 1

Prompt for Common 1

Narrative Writing: After reading

the short story “Eleven” by

Preparing the Learner:

Explicitly teach the standard/learning

outcomes

Model first read with think aloud

Review from previous days as needed

Interacting with the Text:

Multiple purposeful reads of the text

Reading Skill: plot structure,

summarizing, word learning strategies

Analyze how word choice impacts

mood

Title of Anthology or Suggested

Novel

A Long Walk to Water by Linda

Sue Park (Engage)

Short Stories

"He-y, Come on Ou-t!" by

Shinichi Hoshi PHL p. 378

"Amigo Brothers" by Piri

Thomas PHL p. 322

Reading Skills/ Strategies:

Monitor & Clarify

Story Structure

Summarize

Word Learning Strategies

Draw Inferences

Fact/Opinion

theme

plot

characterization (internal/external)





Sandra Cisneros, answer this

prompt: Imagine you are Phyllis

Lopez and write “Eleven” from

Phyllis Lopez’s point of view.

You should consider including

dialogue in your narrative.

Students should not pre-read the text

for the Common Assessment but may

practice a similar prompt with a

different text.

Score using PARCC Narrative Task

Rubric

Annotate the text for central

idea/point of view/plot structure

Extending the Learning:

Connect to standard/learning outcome

Prose Constructed Response

Compare and Contrast previous

readings/synthesize findings

"All Summer in a Day" by Ray

Bradbury PHL p. 102

Nonfiction:

from An American Childhood by

Annie Dillard PHL p. 52

"MK" by Jean Fritz PHL p. 34

Life and Death in Daufer:

Sudan's Refugee Crisis

Continues from Current Events

April 7, 2006 (Engage)

Sudanese Tribes Confront

Modern War by Karl Bick from

Washington Post July 7, 1999

(Engage)

Loss of Cultural Vital Cattle

leaves Dinka Tribe adrift in

Refugee Camps by Stephen

Buckley from Washington Post

August 24, 1997 (Engage)

Additional Resources:

"Rikki-Tikki-Tavi" by Rudyard

Kipling p. 228 (more

challenging)

"The Bear Boy" by Joseph

Bruchac p. 220 (more

accessible)

Note Details (Key)

Other Prerequisites:

Implicit/Explicit

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion





7th Grade Unit 2: Characters and Themes (6 Weeks – Sept. 28- Nov. 6 - 2nd Hexter) Suggested Big Idea Characters’ words and actions shape the theme of the text.


Question from CAS

What makes characters come alive?

What creates conflict? What resolves it?


Task

Analytical Essay

Graduate Competency Effectively use content-specific language, style, tone, and text structure to compose or adapt writing for different audiences and puposes.

(CAS.Reading.7.3.1)


Standards


Standards

College & Career

Readiness Connection RL.7.3 PRIORITY

Analyze how particular

elements of a story or drama

interact (e.g., how setting

shapes the characters or plot).

RL.7.7 PRIORITY

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 an dangles in a

film).


RH.6-8.6

Identify aspects of a text that

reveal an author’s point of

view or purpose (e.g., loaded

language, inclusion or

avoidance of particular facts.)

RST.6-8.6

Analyze the author’s purpose

in providing an explanation,

describing a procedure, or

discussing an experiment in a

text.


Connections

7. Look for and make use of

structure.

I can see and understand how

numbers and spaces are

organized and put together as

parts and wholes.

W.7.5 PRIORITY

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 Language standards 1-3 up to and including grade 7.)

W.7.9 PRIORITY

Draw evidence from literary or informational texts to support

analysis, reflection, and

research.


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”).

L.7.6 PRIORITY



academic and domain-specific

words and phrases; gather

vocabulary knowledge when

considering a word or phrase

important to comprehension

or expression.

RL.7.4






of rhymes and other





RL.7.1


evidence to support analysis

of what h text says explicitly

as well as inferences 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.

RL7.6

Analyze how an author

develops and contrasts the

points of view of different

characters or narrators in a

text.

RL.7.9


fictional portrayal of a time,



period as a means of


fiction use or alter history.

CCR.R.3

Analyze how and why



course of a text.

CCR.R.7

Integrate and evaluate content

presented in diverse media

and formats, including

visually and quantitatively, as

well as in words.





Language

CCSS.L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6



(DGP, SWI, WWW)




Present findings








of the Period


Word Learning Strategies (WLS): as

needed


11-20 throughout the year. Use

teacher discretion for which word

roots are applicable. Focus on word

parts (not on the specific words)



Time in Text (minimum 15 min.)

minimal twice per week

Closure/Ticket Out/Reflection

(3 min.): Daily





each daily routine


Focus

Resource:

Word Within a Word



Content Vocabulary

narrative, beliefs, values, perspectives,

mood, tone, theme, characterization,

conflict, identity (individual/group),

attitudes, point of view, perceptions,

figurative language, interpretation





Cold calling

Venn Diagrams

White Boards

Nonexamples


Description:

You have read excerpts from two

different pieces of texts. These

excerpts are from Call of the Wild by

Jack London and Seventh Grade by

Gary Soto. Consider how the main


Connect to question: What creates

conflict? What resolves conflict?

Purpose for Reading (AVID

Resource)

Explicitly teach the standard.

Modeling Reading Strategies and

Skills


Multi-Draft Reading

Charting the Text

Conflict Resolution

Short Stories

"Amigo Brothers" by Piri

Thomas PHL (pp. 320-333)

"Zoo" by Edward Hoch PHL

(pp. 337-343)

"Third Wish" by Joan Aiken

PHL (pp. 312-318)

"After Twenty Years" by O.

Henry PHL (pp. 372-377)


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)


Implicit/Explicit





character in each excerpt react to

incidents that occur. Write an essay

in which you analyze how each

character thoughts and actions reveal

aspects of his personality. You do not

need to compare and contrast the

characters in the two texts. You may

consider each one separately. Be sure

to include evidence from each excerpt

to support your analysis and

understanding. See appendix for

excerpts.

Score using PARCC Research

Simulation and Literary Analysis

Task Rubric

Inferencing

Author's purpose

Theme


Prose Constructed Response

Critical Read and After You Read

activities found after each piece of

text in the Literature book

"Rikki-tikki-tavi-" by Rudyard

Kipling PHL (pp. 227-245)

Nonfiction:

Joyful Noise: Poems for Two

Voices by Paul Fleischman

(Engage)

"Mongoose on the Loose" by

Larry Luxner (pp. 282-287)

"Cobra Fact and Fiction" (p.

234)


Please look in Literature book

for more accessible or

challenging texts in Unit 2 of the

anthology (pp. T22-T24)

Finding Poems for Two Voices

(Engage)Poems for Two Voices

from Peter and the Starcatcher

(Engage)

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion

http://www.poemfarm.amylv.com/2011/12/finding-answers-poem-for-two-voices.html

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/poem_for_two_voices.htm

http://www.lesn.appstate.edu/fryeem/RE4030/Pirates/Peter/poem_for_two_voices.htm





7th Grade Unit 3: Understanding the World through Research (6 Weeks – Nov. 9- Dec. 15 - 3rd Hexter) Suggested Big Idea We shape our environment and our environment shapes us. Ancient and modern day civilization are better understood through research.


Question from CAS

How does the author use language to convey his/her viewpoint?

(For example, pro-slavery – the words used show a bias toward owning slaves.)


Task

Research Project

Graduate Competency Exercise ethical conduct when writing, researching, and documenting sources. (W 7.2, W 7.3, W 7.4, W 7.5, W 7.6)


Standards


Standards

College & Career

Readiness Connection RI.7.5 PRIORITY

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.7.9 PRIORITY

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.


RH.6-8.5

Describe how a text presents

information (e.g.,

sequentially, comparatively,

causally).

RST.6-8.5





whole and to an

understanding of the topic.


Connections


structure.




parts and wholes

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. W.7.9 PRIORITY

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


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”).

L.7.6 PRIORITY







phrase important to


RI.7.4




figurative, connotative, and

technical meanings; analyze

the impact of a specific word

choice on meaning and tone.

RI.7.1


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.

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.7.8

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.

W.7.5 PRIORITY 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 Language standards

1-3 up to and including grade 7.)

CCR.R.5








CCR.R.9


texts address similar themes

or topics in order to build

knowledge or to compare the

approaches the author’s take.





Language

CCSS.L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6



(DGP, SWI, WWW)




Present findings








of the Period



needed

Word Within a Word (WWW):

focus on word parts (not on the

specific words)




minimally twice per week


(3 min.): Daily





each daily routine


Focus

Resource:

Word Within a Word



Content Vocabulary

beliefs, values, perspectives, conflict,

identity (individual/group), attitudes,

point of view, perceptions,

interpretation, synthesis, stereotype,

community, opinion, fact, diversity,

assumptions, bias, credible sources,

myths, culture, civilization.





Quick Writes

Socratic Seminar

Literary Circles


Description:

Teachers have a choice for their PBA:

Choice #1: After analyzing the

materials for One World/One


Prior Knowledge

10/24/7 AVID review

Think/Pair/Share


Interactive Notebook/Writing Journal

Cornell Notes


Novel

Option #1 Culture

Short Stories

I am a Native of North America

PHL pp. 443-448.

The Bear Boy PHL pp. 219-223.

Nonfiction:


Draw Inference

Summarize

Understand Perspective

Synthesizing

Fact/Opinion

Note Details (Key)





Culture via Scholastic, students

will put together a multimedia

product, i.e., Powerpoint, Prezi,

iMovie, about their culture and

present to their classmates.

Choice #2: After reading and

analyzing the unit on myths,

students will create a children's

book over a Greek or Roman god,

mythical creatures of that time

period, famous places.

Examples of Mythology Projects



Task Rubric


Culture Wheel

7 aspects of civilization

Interview friends and family

Scholastic One World One

Culture series of handouts.

Scholastic One World One

Culture

"Not much, just Chillin'" the

secret life of middle (Engage)

schoolers" by Linda Pearlstein

"Team Players" by Erika

Packard (Engage)

"The Border" by Cindy Morand

(Engage)

"Why Couldn't Snow White be

Chinese" by Grace Lin (Engage)

"My Own True Name" by Diane

Gonzales Vertrand (Engage)

"Team Slang: What's Like so

Wrong with Like" by Denise

Winterman (Engage)

"Generation Z Teens Stereotypes

as Lazy and Unaware" by

Julianne Nicoleta (Engage)

"Is Money Affecting Your

Social Status?" by Reinqua

Allen (Engage)


Characteristics of Civilization

Option #2 Greek/Roman Myths

Short Stories:

Icarus and Daedalus PHL pp.

915-920.

Demeter and Persephone PHL

pp. 924-930.


Implicit/Explicit

Central Idea

Connotation

Denotation

21st Century Skills

http://www.mistera.blog.greenville.k12.sc.us/files/2011/11/GM-Project-Ideas.pdf



https://www.youtube.com/watch?v=QwK6EsZmaa8&feature=youtu.be





The Voyage from Tales from

the Odyssey PHL pp. 967-971.

Other Resources:

Greek Mythology

Scholastic Mythology lesson

plans

The Greek God Project

Novels:

The Lightning Thief by Rick

Riordan

http://www.greekmythology.com/

http://www.scholastic.com/teachers/collection/myths

http://www.scholastic.com/teachers/collection/myths

http://www.surfturk.com/mythology/greekgodposter.html





7th Grade Unit 4: Reading for Life (6 Weeks – Jan. 5 – Feb. 19. - 4th Hexter) Suggested Big Idea Balancing multiple text types creates a balanced and informed reader.


Question from CAS

How are multiple sources valuable when you are learning new information?


Task

Informative/Explanatory Writing

Graduate Competency Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks.

(CAS.Reading.7.2.2)


Standards


Standards

College & Career


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.7.9 PRIORITY


authors writing about the

same topic shape their

presentations of key

information by emphasizing

different evidence or

advancing different

interpretations of facts.


RH.6-8.9

Analyze the relationship

between a primary and

secondary source on the same

topic.

RST.6-8.9

Compare and contrast the

information gained from

experiments, simulations,

video, or multimedia sources

with that gained from reading

a text on the same topic.


Connections

6. Attend to precision

I can be precise when solving

problems and clear when

communicating my ideas.

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 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. W.7.5 PRIORITY

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 Language

standards 1-3 up to and including grade 7.)

L.7.6 PRIORITY







phrase important to


RI.7.4








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. RI.7.7

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). W.7.9 PRIORITY




a. Apply grade 7 Reading standards

to literature (e.g., “Compare and






history”).








CCR.R.3

Analyze how and why



course of a text.

CCR.R.9


texts address similar themes

or topics in order to build

knowledge or to compare the

approaches the author’s take.





Language

CCSS.L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6



(DGP, SWI, WWW)




Present findings








of the Period



needed



teacher discretion on which roots are

applicable throughout units. Focus on

word parts (not on the specific

words)



Time in Text (minimum 15 min.):

minimum twice per week Closure/Ticket Out/Reflection

(3 min.): Daily


minimum twice per week DGP Embedded authentically within



each daily routine


Focus

Resource:

Word Within a Word



Content Vocabulary

beliefs, values, perspectives, tone,

identity (individual/group), figurative

language, interpretation, text

structure, compare/contrast,

cause/effect, problem/solution,

description, chronological order





Reciprocal Teaching

Think-Pair-Share

Red, Yellow, Green Light

Ticket out the Door


Description:

Common Assessment #2: Literary

Analysis

Prompt for Common 2:


Explicitly teach

standards/learning outcomes

Activate prior knowledge as

necessary

Set purpose for reading

Model skills/strategies as needed


Multiple reads with purpose

Annotating the text for central idea

and supporting evidence


Novel

Short Stories

"A Day's Wait" by Ernest

Hemingway PHL p. 86

Nonfiction:

"Discovering a Paper Son" by

Byron Lee PHL p. 75

"Life Without Gravity" by

Robert Zimmerman PHL p. 424


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)






You have read three texts on the topic

of Chinese parenting styles. All three

texts have an argument about the

Chinese style of parenting. The three

titles are: “Two Kinds,” “Tiger

Mother: Raising Children the Chinese

Way,” and “Why Chinese ‘Tiger

Moms’ are so controlling.” Consider

the argument each author uses

regarding Chinese parenting styles.

Write an essay that analyzes the

strength of the arguments related to

Chinese parenting styles in at least

two of the three pieces of writing.

Remember to use textual evidence to

support your ideas.

Students should not pre-read the text

for the Common Assessment but may

practice a similar prompt with a

different text.



Task Rubric

Student Discussion/Collaboration


Socratic Seminar/Fishbowl

Prose constructed response (twice a

week minimum)

Connect to standards/learning

outcomes

Compare/contrast current text to

previous texts to practice skills like

analysis, evaluation, and synthesis.

"Conversational Ballgames" by

Nancy Masterson Sakamoto

PHL p. 432

"I am a Native of North

America" by Chief Dan George

PHL p. 444

"Volar: To Fly" by Judith Ortiz

Cofer PHL p. 452

"Keeping it Quiet" PHL p. 463

"On the Boardwalk" PHL p. 465


Atlas of East Asia by Dorling

Kindersley PHL p. 73

"The Flat Rock Playhouse"

application PHL p. 155

Crystal Springs Uplands School

Theater contract PHL p. 157

see AVID weekly for additional

resources

www.newsela.com

for struggling students:

www.tweentribune.net

Implicit/Explicit

Central Idea

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion

http://www.newsela.com/





7th Grade Unit 5: Communities (6 Weeks – Feb. 22 – Apr. 8 - 5th Hexter) Suggested Big Idea Innovation is built upon structures that previously existed.


Question from CAS

How can readers distinguish between facts and an author’s opinion? Why does this matter?


Task

Speech/Presentation Write an Argument: Claim (thesis), Data (evidence), Warrant (conclusion/stance on argument)

Graduate Competency Deliver organized and effective oral presentations for diverse audiences and varied purposes. (CAS.Reading.7.1.1)


Standards


Standards

College & Career


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.7.5 PRIORITY





whole and to the development

of the ideas.


RH.6-8.7

Integrate visual information

(e.g., in charts, graphs,

photographs, videos, or maps)

with other information in print

and digital texts.

RST.6-8.7

Integrate quantitative or

technical information

expressed in words in a text

with a version of that

information expressed

visually (e.g., in a flowchart,

diagram, model, graph, or

table).


Connections

5. Use appropriate tools

strategically.

I can use certain tools to help

me explore and deepen my

math understanding.

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 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. W.7.4 PRIORITY

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 W.7.1-3.)

L.7.6 PRIORITY



academic and domain-specific

words and phrases; gather

vocabulary knowledge when

considering a word or phrase

important to comprehension

or expression.

RI.7.4








SL.7.3

Delineate a speakers’ argument

and specific claims, evaluating the soundness of the reasoning

and the relevance and sufficiency

of the evidence.

SL.7.4

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.

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.

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.7.8

Trace and evaluate the argument and


whether the reasoning is sound and the

evidence is relevant and sufficient to

support the claims.

W.7.9 PRIORITY




a. Apply grade 7 Reading standards

to literature (e.g., “Compare and






history”).








CCR.R.3

Analyze how and why



course of a text.

CCR.R.5





(e.g., a section, chapter, scene,

or stanza) relate to each other

and the whole





Language

CCSS.L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6



(DGP, SWI, WWW)




Present findings








of the Period



needed



teacher discretion for which word

roots are applicable. Focus on word

parts (not on the specific words)




minimally twice per week


(3 min.): Daily





each daily routine


Focus

Resource:

Word Within a Word



Content Vocabulary

ethos, pathos, logos, tone, validity of an

argument, author's perspective,

author's purpose, text structure,

relevant, sufficient, word choice





Short Constructed Response

White Boards

Whip Around

Fist to Five

Ticket out the Door

End of the Unit Performance Task

Description:

Choose one topic from the list

below that interests you. Decide


Connecting to Question

Purpose for Reading

Modeling Reading Strategies and

Skills

Background Knowledge

Questioning to initiate discussion


Analyze words choice

Analyze whether or not claim is

sufficiently supported by evidence.

Analyze how presentations of same

topic differ from authors


Novel:

Excerpts from The Narrative of

Frederick Douglass (ENGAGE

NY)

Nonfiction

"On the Death of Martin Luther

King" by Robert Kennedy

1. www.americanrhetoric.com/spee

ches/rfkonmlkdeath.html


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)


Implicit/Explicit

Central Idea

http://www.americanrhetoric.com/speeches/rfkonmlkdeath.html

http://www.americanrhetoric.com/speeches/rfkonmlkdeath.html





where you stand on the claim. Write

an argument utilizing logos, pathos,

and ethos in your writing. Please

provide findings you have

discovered in your research of the

topic. Be sure to use textual

evidence in your essay.

Is animal testing justified?

Is the death penalty appropriate?

Should schools allow BYOD?

Is global warming an issue?

Does ISS/OSS do any good in

middle schools?

What impact does social

networking and social

networking sites have on

children?

Is the rating system for video

games fair?

Is television an effective tool in

building the minds of children?

Do school uniforms make school

a more effective place to learn?

Is drug testing athletes justified?



Task Rubric

Analyze how structure contributes to

the whole text

Analyze whether evidence is sound,

relevant, and sufficient

Present speeches


Grading example speeches using a

rubric

Students find an inspiring speech

2. www.fordham.edu/halsall/mod/1

964wallace.html

"All Together Now" by Barbara

Jordan PHL (pp. 494-496)

"Keeping It Quiet" PHL (pp.

463-464)

"On the Boardwalk" PHL (pp.

465-466)

Malala articles (teacher

preference) GTS

The Ballet and the Bullet by

Malcolm X The Civil Right's

Movement: Fraud, Sham, and

Hoax by George C. Wallace


The People Could Fly by

Virginia Hamilton (Engage)

picture book

"The Slave Trade," "Abolition,"

and "Fredrick Douglass" from

Freedom: A History of US.

(Engage)

"Renaissance Man" by Scott

Kirkwood (Engage)

Test Your Awareness

Commercials showing examples

of ethos, pathos, logos:

1. Emotion--ASPCA commercial

2. Authority--Peyton Manning

Mastercard Commercial

3. Reason--Volkswagon safety

commercial

"I Have a Dream Speech" by

Martin Luther King

Connotation

Denotation

Figurative Language

Tone

Analogy

Allusion

http://www.fordham.edu/halsall/mod/1964wallace.h

http://www.fordham.edu/halsall/mod/1964wallace.h

http://www.edchange.edu/multicultural/speeches/malcolm_x_ballot.html

http://www.pbs.org/wgbh/americanexperience/features/primary-resources/lbj-wallspeech/



http://www.youtube.com/watch?v=Ah6qcgoay4





Kid President Prep Talk

Ashton Kutcher speech from

Teen Choice Awards

Kevin Durant's MVP Award

Acceptance Speech 2013-2014

Season

Best of Malala's U.N.

Speech/Malala's U.N. Speech

highlights





7th Grade Unit 6: The Power of Language (6 Weeks – Apr. 11 – May 20 - 6th Hexter) Suggested Big Idea Language has the power to influence others.


Question from CAS

How do authors appeal to the reader’s emotions and beliefs?


Task

Create a poem using figurative language and sound devices

Graduate Competency Write with a clear focus, coherent organization, sufficient elaboration, and detail. (CAS.Reading.7.3.2)


Standards


Standards

College & Career

Readiness Connection RL7.5 PRIORITY

Analyze how a drama’s or

poem’s form or structure

(e.g., soliloquy, sonnet)

contributes to its meaning.

RL.7.7 PRIORITY


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).


RH.6-8.5

Describe how a text presents

information (e.g.,

sequentially, comparatively,

causally).

RST.6-8.5





whole and to an

understanding of the topic.


Connections


structure.




parts and wholes

W.7.4 PRIORITY

Produce clear and coherent

writing in which the

development, organization,

and style are appropriate to

task, purpose, and audience.

W.7.9 PRIORITY

Draw evidence from literary

or informational texts to

support analysis, reflection,

and research.


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”).

L.7.6 PRIORITY







phrase important to


RL.7.4






of rhymes and other





RL.7.1


evidence to support analysis

of what h text says explicitly

as well as inferences 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.

RL7.6

Analyze how an author

develops and contrasts the

points of view of different

characters or narrators in a

text.

RL.7.9


fictional portrayal of a time,



period as a means of


fiction use or alter history.

CCR.R.5








CCR.R.7

Integrate and evaluate content

presented in diverse media

and formats, including

visually and quantitatively, as

well as in words.





Language

CCSS.L.7.1, L.7.2, L.7.3, L.7.4, L.7.5, L.7.6



(DGP, SWI, WWW)




Present findings








of the Period



needed

Word Within a Word (WWW):

focus on word parts (not on the

specific words) lists 11-20 at




Time in Text minimum 15 min

twice per week. Time in text can be

as often as daily.


(3 min.): Daily

Content Writing minimum of 15

minutes twice a week. Writing can

happen daily.

DGP Embedded authentically within

Writing (7 – 10 min.): Daily o Follow Teacher Guide for each

daily routine

o Be sure to note the Weekly Focus

Resource:

Word Within a Word



Content Vocabulary

sound devices, mood, tone, theme,

characterization, conflict, figurative

language, annotation





Think, Pair, Share

Ticket out the Door

Classroom Discussion


Description:

Chose one picture from the list

below. Create a poem, telling the

story of the photo from the

perspective of the person in the

photo. The poem must include two

sound devices from the list below.

Alliteration


Review of poetry/drama vocabulary

Review of narrative elements

Background knowledge


Interactive Notebook

Socratic Discussions

Literary Circles/reciprocal teaching


Gallery Walk of finished products

School-wide presentations


Novel

Poetry

Anthology

Life PHL p. 604 (symbolism)

The Village Blacksmith PHL p.

614 (figurative language,

narrative poetry,

characterization)

How I learned English PHL p.

636 (narrative, figurative

language)


Monitor & Clarify

Story Structure

Summarize


Draw Inferences

Fact/Opinion

Note Details (Key)


Implicit/Explicit

Central Idea

Connotation





Repetition

Assonance

Onomatopeia

Rhyme

Students must use two literary

devices from the list below:

Metaphor

Simile

Personification

Symbolism

Hyperbole

Assonance

Annabel Lee PHL p. 668

(narrative)

Stopping by Woods on a Snowy

Evening PHL p. 678 (rhyme,

symbolism)


The Old Guitarist by Picasso

Persistence of Memory (some

adult themes)

Comparing poetry

Annotating Poetry - Village

Blacksmith

Casey at the Bat (narrative)

If We Must Die by Claude

McKay (Engage)

The Negro Speaks the Rivers by

Langston Hughes (Engage)

Black Woman by Georgia

Douglass Johnson (Engage)

Slaveships by Lucile Cliffton

(Engage)

Harriet Tubman by Eloise

Greenfield (Engage)

We Wear the Masks by Paul

Laurence Dunbar (Engage)

Drama

A Christmas Carol PHL p. 740

The Monsters are Due on Maple

Street PHL p. 834

Pygmalion (EngageNY) *Some

language

Denotation

Figurative Language

Tone

Analogy

Allusion

http://www.pablopicasso.org/old-guitarist.jsp#prettyPhoto

http://www.authenticsociety.com/about/ThePersistenceOfMemory_Dali

https://www.youtube.com/watch?v=aWjoCre1UKg

https://www.youtube.com/watch?v=ulYJv6B9K4o

https://www.youtube.com/watch?v=ulYJv6B9K4o

http://www.authenticsociety.com/Images/Atoms/Art/Painting/persistence_of_memory_dali_lowestres.jpg

http://www.gutenberg.org/files/3825/3825-h/3825-h.htm





Score using the PARCC Research


Task Rubric





Appendices

PARCC Condensed Scoring Rubric for Prose Constructed Response Items

Grades 6-11 (revised July 29, 2014)*

Research Simulation Task and Literary Analysis Task

Construct Measure Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension of Key

Ideas and Details

The student response

demonstrates full

comprehension of ideas

stated explicitly and

inferentially by providing

an accurate analysis and

supporting the analysis

with effective and

convincing textual

evidence.


demonstrates


stated explicitly and/or


a mostly accurate

analysis, and supporting

the analysis with

adequate textual

evidence.


demonstrates basic




a generally accurate

analysis and supporting

the analysis with basic

textual evidence.


demonstrates limited




a minimally accurate

analysis and supporting

the analysis with limited

textual evidence.


demonstrates no


by providing inaccurate

or no analysis and little

to no textual evidence.

Writing

Written Expression


addresses the prompt

and provides effective

and comprehensive development of the

claim or topic that is

consistently

appropriate to the task

by using clear and

convincing reasoning

supported by relevant

textual evidence;

demonstrates

purposeful coherence,

clarity, and cohesion,

making it easy to



and provides mostly

effective development

of the claim or topic

that is mostly

appropriate to the

task, by using clear

reasoning supported by

relevant textual evidence;

demonstrates

coherence, clarity, and

cohesion, making it

fairly easy to follow



and provides some

development of the

claim or topic that is

somewhat appropriate to the

task, by using some

reasoning and text-

based evidence;

demonstrates some

coherence, clarity,

and/or cohesion,

making the writer’s

progression of ideas



and develops the claim

or topic and provides

minimal development

that is limited in its

appropriateness to the

task by using limited

reasoning and text-

based evidence; or

is a developed, text-

based response with

little or no awareness of the prompt;


coherence, clarity,

and/or cohesion,

making the writer’s


is undeveloped and/or

inappropriate to the

task;

lacks coherence,

clarity, and cohesion;





follow the writer’s

progression of ideas;

establishes and

maintains an effective

style, attending to the

norms and conventions

of the discipline

the writer’s


establishes and

maintains a mostly

effective style, while

attending to the norms

and conventions of the

discipline.

usually discernible

but not obvious;

has a style that is

somewhat effective,

generally attending to

the norms and

convention of the

discipline

progression of ideas

somewhat unclear;

has a style that has

limited effectiveness,

with limited

awareness of the

norms of the

discipline.

has an inappropriate

style, with little to no

awareness of the

norms of the

discipline.

Writing

Knowledge of Language

and Conventions

The student response to

the prompt demonstrates

full command of the

conventions of standard

English at an appropriate

level of complexity.

There may be a few

minor errors in

mechanics, grammar, and

usage, but meaning is

clear.



some command of the




There may be errors in


usage that occasionally

impede understanding,

but the meaning is

generally clear.



limited command of the






usage that often impede

understanding.



no command of the


English. Frequent and

varied errors in


usage impede

understanding.

PARCC Rubric (2014). Retrieved from https://www.parcconline.org/sites/parcc/files/Grade%206-11%20July%2029%20Rubric%20Final.pdf





Condensed Scoring Rubric for Prose Constructed Response Items

Grades 6-11 (Revised July 29, 2014)*

Narrative Task (NT)

Construct

Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing

Written

Expression


is effectively developed

with narrative elements

and is consistently

appropriate to the task;

demonstrates purposeful

coherence, clarity, and

cohesion, making it easy

to follow the writer’s


establishes and maintains

an effective style,

attending to the norms and

conventions of the

discipline.


is mostly effectively

developed with narrative

elements and is mostly

appropriate to the task

demonstrates coherence,

clarity, and cohesion,

making it fairly easy to

follow the writer’s


establishes and maintains

a mostly effective style,

while attending to the

norms and conventions of

the discipline.


is developed with some

narrative elements and is

somewhat appropriate to the task;

demonstrates some

coherence, clarity, and/or

cohesion, making the

writer’s progression of

ideas usually discernible

but not obvious;

has a style that is

somewhat effective,

generally attending to the

norms and conventions of

the discipline.


is minimally developed

with few narrative

elements and is limited in

its appropriateness to

the task;


coherence, clarity, and/or

cohesion, making the

writer’s progression of

ideas somewhat unclear;

has a style that has

limited effectiveness,

with limited awareness of

the norms of the

discipline.


is undeveloped and/or

inappropriate to the task;

lacks coherence, clarity,

and cohesion;

has an inappropriate

style, with little to no

awareness of the norms of

the discipline.

Writing

Knowledge of

Language and

Conventions



full command of the




There may be a few

minor errors in


usage, but meaning is

clear.



some command of the






usage that occasionally

impede understanding,

but the meaning is

generally clear.



limited command of the






usage that often impede

understanding.



no command of the


English. Frequent and

varied errors in


usage impede

understanding.






Note:

The reading dimension is not scored for elicited narrative stories.

The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing.

Tone is not assessed in grade 6.

Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people,

developing characters’ personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing

a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to

the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be

assessed are expressed in grade-level standards 3 for writing.

A response is considered unscoreable if it cannot be assigned a score based on the rubric criteria. For unscoreable student responses, one of the following condition codes will be

applied.

Coded Responses:

A=No response

B=Response is unintelligible or undecipherable

C=Response is not written in English

D=Off-topic

E=Refusal to respond

F=Don’t understand/know

*This rubric is subject to further refinement based on research and study.






Six Types of Scaffolding Definitions

Modeling: Providing Students clear examples of what is requested of them for imitation

Examples:

* Modeling Language for Text Discussion

I think this means… This part reminds me of the time…

I agree with… I also think… I have the same opinion as…

* Showing finished products

Bridging: Activating prior knowledge and experiences to build or weave in new knowledge and understanding

Examples:

* Think-Pair-Share

* Anticipatory Guide

Contextualization: Embedding academic language and concepts in a sensory environment, thus clarifying them

Examples:

* Videos

* Art Work

* Music

* Poems

* Photographs

Schema Building: Assisting students in identifying and organizing clusters of concepts that are interconnected

Helping students build connections between prior knowledge and experiences and content and language to be learned

Examples:

* Graphic organizers (Double Entry Journal)

* Think-Pair-Share

* Gallery Walk





Metacognitive Development: Fostering metacognition and learner autonomy through the explicit teaching of strategies

Helping students reflect on and monitor learning and performance

Examples:

* Clarifying Bookmark

* Self-Assessment

* Gallery Walk

Text Representation: Asking students to transform the linguistic constructions they have found in on genre into forms used in another genre

Examples:

* Collaborative Poster

* Mind Map

* Post Cards

* Facebook Pages





6 Types of Scaffolding ELD Interactive Tasks (see

Resources on Schoology)

Modeling __Sentence Starters __Sentence Formats __Finished Product

Bridging __ Anticipatory Guide __Think-Pair-Share __KWL __Vocabulary Knowledge

Metacognitive Development

__Clarifying Bookmark __Self-Assessment

Schema Building __Focus Questions __Double Entry Journal __Sequence of Events __Compare/Contrast Matrix __Charting Informational (Main

Idea)

Text Representation

__ Talking Head __Post Card __Collaborative Poster __Mind Mirror

Contextualization __Artifacts __Pictures __Viewing with a purpose (video

clips)

Incorporate Gradual Release Model : ___I DO ____WE DO _____ YOU DO (with collaboration)

_____YOU DO (independent)





QTEL Tasks AVID

Strategies

Scaffolds:

Purpose

Moments of a Lesson

Preparing Interacting

with

Text/Concept

Extending

the Learning

Sentence

Starters/Sentence

Frames

Sentence

Templates

Modeling X X X

Showing Finished

Product

Showing Exemplar Modeling X

Think-Pair-Share Jigsaw (Home &

Expert Group)

Bridging X X

KWL Inside/Outside

Circles

Bridging X X

Anticipatory Guide Bridging X

Viewing with a

Focus

Bridging X

Graphic Organizers Double Entry

Journal

Schema Building X

Compare/Contrast

Matrix

Focus Question Schema Building X

Sequence of Events

Chain

Essential Question Schema Building X

Reading with a

Focus

Dialectical Journal Schema Building X

Reciprocal

Teaching

Learning Log Schema Building X

Quick-Write Schema Building X X

Round-Robin Analyzing

Rhetorical Devices

Template

Schema Building X X





Reaching a

Consensus

Schema Building X

Sort and Label Schema Building X

Novel Ideas Only Schema Building X X

Three-Step

Interview

Schema Building X

Carousel Schema Building X

Clarifying

Bookmark

Pausing to Connect

Ideas to the Text

Metacognition

Development

X

Self-Assessment Marking the Text Metacognition

Development

X

Narrative

Construction

Charting the Text Metacognition

Development

X

Summarizing the

Text Template

Metacognition

Development

X X

QTEL Tasks AVID

Strategies

Scaffolds:

Purpose

Moments of a Lesson

Preparing Interacting

with

Text/Concept

Extending

the Learning

In Our own Words Cornell Notes Metacognition

Development

X

Literary Device

Matrix

Writing in the

Margins

Metacognition

Development

Vocabulary Review

Jigsaw

Analyzing an

Author’s Evidence

Template

Metacognition

Development

X

Dyad Reading:

Question-Answer

Relationship

Crafting an

Argument

Statement

Template

Metacognition

Development

X

Find the Tie Say, Do, Mean

Exercise

Metacognition

Development

X





How Writers

Accomplish Their

Goals

Metacognition

Development

X

Speech Analysis Metacognition

Development

X

Jigsaw Sequencing

Reading Group

Metacognition

Development

X

Artifacts Connecting Visuals

to Surrounding

Text

Contextualization X X

Pictures Contextualization X X

Visuals Contextualization X X

Video Clips Contextualization X X

Images Contextualization

Post Card One-Page Report:

Poster Activity

Text Representation X

Mind Mirror Text Representation X

Collaborative

Poster


Era Envelope Text Representation X X

Reading in Four

Voices

Text Representation X X

Jigsaw Reading Text Representation X

Role Play and

Mixer


Reader’s Theatre Text Representation X

Essay Text Representation X

invention - greeley-evans school district 6 / homepage analyze how particular elements of a story or...

Documents