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TROTWOOD-MADISON CITY SCHOOLS CURRICULUM MAP Textbook: Houghton Mifflin Collections Series

ELA 7TH GRADE

TOPICS AND

STANDARDS

QUARTER 1

UNIT 1

Unit 1 Theme: BOLD ACTIONS Main Genres: Fiction and Non-Fiction, and Informational Texts READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence. RI 2 Determine central ideas and details. RI 3 Analyze interactions between individuals, events, and ideas. RI 4 Determine the meaning of words and phrases. RI 5 Analyze the structure an author uses to organize a text. RI 6 Determine and author’s point of view or purpose. RI 8 Trace and evaluate an argument. RI 9 Analyze how two or more authors write about the same topic. RL 1 Cite textual evidence. RL 2 Determine a theme and analyze its development. RL 3 Analyze how elements of a story interact. RL 4 Determine the meaning of words and phrases. RL 5 Analyze how a poem’s form contributes to its meaning. WRITING W 1 Write arguments. W 2 Write informative/explanatory texts. W 3 Write narratives. W 4 Produce clear and coherent writing. W 6 Use technology to produce and publish writing. W 7 Conduct short research projects. W 8 Gather information from print and digital sources. SPEAKING AND LISTENING SL 1 Engage in collaborative discussions. SL 2 Analyze main ideas and details presented in diverse media. SL 4 Present claims and findings; use appropriate eye contact, adequate volume, and clear pronunciation. L 1a Explain the function of phrases and clauses. L 1b Choose among simple, compound, complex, and compound-complex sentences. L 2a Use a comma to separate coordinate adjectives. L 4a Use context as a clue to the meaning of a word or a phrase. L 4b Use Greek or Latin affixes and roots as clues to word meanings. L 4c Consult general reference manuals. L 5c Distinguish among connotations of words with similar denotations.

ENDURING UNDERSTANDING Courageous people make bold actions.

ESSENTIAL QUESTIONS

CONTENT BASED How can one determine if there is a need to make a bold action? Why are people fearful of making bold actions?

What classifies an action as bold? SKILLS BASED How do elements in a story interact? Why is it important to understand sentence structure? How does one’s understanding of Greek and Latin affixes and roots assist with word meanings? I CAN STATEMENTS I can identify the themes and main ideas in a text and understand how elements in a story interact. I can describe characters based on speech, actions, and interactions with other characters. I can interpret and explain the meaning of a text by citing specific examples to support assessments of the text. I can determine the meanings of words based off their Greek and Latin affixes and roots.

TIME FRAME CURRICULUM UNITS ASSESSMENT EVIDENCE

OPPORTUNITIES FOR DIFFERENTIATION

RESOURCES/CURRICULUM TEXTBOOK INSTRUCTIONAL PRACTICES

4-5 Weeks

UbD Framework

Formative/Summative

4-7 performance tasks that reach DOK level 4 or 3-5 FATPs / RAFTs At least 1 GRASP per quarter

At least 1 Common Short Cycle per quarter

Academic Vocabulary

Plot Setting Exposition Inferences Textual evidence Conflict External conflict Rising action Suspense

Below Grade Level:

Vocabulary contained

within texts

Skill focused small group

assignments

Audio assistance

Small group discussions

Graphic organizers to

demonstrate content

understanding

Basic comprehension

questions

At or Above Grade Level

Extended responses

Analytical assessments of

texts

Comparison and contrast

to supplemental or

companion texts

Resources Houghton Mifflin Harcourt Collections

Series pgs. 3 - 62

Anchor Texts Short stories Rogue Wave by Theodore Taylor – pg. 3 Poem Icarus’s Flight by Stephen Dobyns – pg. 39 Online News Article Parents of Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life by Paul Harris – pg. 19 Editorial Ship of Fools by Joanna Weiss – pg. 24 TV News Interview Was Abby Too Young To Sail? By CBS News – pg. 28

Performance Tasks

Write a Short Story – pg. 53

Present an Oral Commentary – pg. 57

Additional Tasks:

Journal writing

Comparison and contrast writings

from graphic organizers or other

means of brainstorming

Identify themes and patterns in

reading using graphic organizers

Student-supported readings using

RATS; restate, answer, text

example (cited evidence),

summarize

Figurative language activities

Vocabulary; simile, metaphor,

personification, idiom, hyperbole

Event maps using the Retell Model

Academic Vocabulary

Internal conflicts Climax Resolution 5Ws and H Central idea Supporting details Editorial Opinion Fact Claim Reasons Evidence Counterargument Blog Myth Theme Form Line (poetry) Stanza Alliteration Rhythm Author’s purpose Tone Textual evidence Conclusion

Use of grade appropriate

vocabulary

Independent research

using an aspect of the

readings

Study of related

informational text

Discussions surrounding

themes and author’s

purpose

Socratic seminars

Journal writing or

reflective writing

Informational Writing Women in Aviation by Patricia and Frederick McKissack – pg. 43 Close Reader (Short Stories) Big Things Come in Small Packages by Eleanora E. Tate – pg. 18c Finding Your Everest by Robert Medina – pg. 30c Arachne retold by Olivia E. Coolidge – pg. 38c Greek Myth The Flight of Icarus by Sally Benson – pg. 31

Analyze various forms of poetry

Create Greek Gods and Goddesses

Examine Greek and Latin affixes

and roots

Read and respond to or discuss

newspaper articles

Discuss the function of news

(entertainment, information…)

Oral communication strategies

(pace, pitch, eye-contact…)

TOPICS AND

STANDARDS

QUARTER 1

UNIT 2

Unit 2 Theme: PERCEPTION AND REALITY Main Genre: Fiction and Non-Fiction, and Informational Texts READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence. RL 2 Determine a theme and provide a summary. RL 3 Analyze story elements. RL 4 Determine the meaning of words and phrases. RL 4 Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem. RL 5 Analyze how structure contributes to meaning. RL 5 Analyze how a poem’s form contributes to its meaning. RL 10 Read grade 6-8 literature proficiently. RI 1 Cite textual evidence. RI 2 Provide an objective summary of the text. RI 4 Determine the meaning of technical words and phrases; analyze the impact of word choice. RI 5 Analyze structure used to organize a text, including text features.

WRITING W 6 Use technology to publish writing. W 7 Conduct short research projects to answer a question. W 8 Gather relevant information from print and digital sources. W 9 Draw evidence from texts to support analysis, reflection, and research. W 9a Apply grade 7 reading standards to literature. SPEAKING AND LISTENING SL1 Engage in collaborative discussions. SL 2 Analyze the main ideas and supporting details presented in diverse media. SL 4 Present claims and findings logically to accentuate main ideas or themes; use appropriate eye contact, adequate volume and clear pronunciation. SL 5 Integrate multimedia components and visual displays in presentations. SL 6 Adapt speech to a variety of contexts and tasks. L 1a Explain the function of adverb clauses. L 2b use correct spelling. 4a Use common Greek affixes as clues to the meaning of a word. L 4b Use Greek affixes as clues to word meanings. L 4c Consult print and digital reference materials to determine/clarify meaning. 4d Verify the meaning of a word or phrase by checking context. L 5b Use the relationship between particular words to understand each of the words. L 6 Acquire and use accurately domain specific words and phrases. L 6 Gather vocabulary knowledge.

ENDURING UNDERSTANDING Perception are interpretations of reality.

ESSENTIAL QUESTIONS

CONTENT BASED How can one determine the difference between what is perceived to be and what actually is? What is the basis of one’s perceptions? (Beliefs and values) Why is it important to understand the difference between a perception and reality? SKILLS BASED How do readers use text clues to make inferences in an assessment passage? How can inferring and summarizing help readers identify main idea and relevant details? How do readers use prior knowledge to make and confirm predictions?

I CAN STATEMENTS

I can apply correct capitalization, punctuation, and spelling when writing I can use knowledge of language and its conventions when writing, reading, listening and speaking.

I can cite textual evidence.

TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE



4-5 Weeks

UbD Framework

Formative/Summative

Below Grade Level:


within texts


Series pgs. 63 - 134

Performance Tasks

Write an Opinion Essay – pg. 127

4-7 performance tasks

that reach DOK level 4

or 3-5 FATPs / RAFTs

At least 1 GRASP per

quarter

At least 1 Common

Short Cycle per

quarter

Academic Vocabulary Character Plot Narrator First-person point of view Irony Unreliable narrator Speech Argument Claim Reasons Evidence Counterargument Evaluate Persuasive techniques Emotional appeal Figurative language Personification Imagery Paraphrase Summarize Central ideas Details Conclusion


assignments

Audio assistance



demonstrate content

understanding

Basic comprehension

questions


Extended responses


texts


to supplemental or

companion texts


vocabulary



readings

Study of related

informational text



purpose

Socratic seminars

Journal writing or

reflective writing

Anchor Texts Folk Tale The People Could Fly by Virginia Hamilton – pg. 63 Short stories Another Place, Another Time by Cory Doctrow – pg. 93 Poems The Song of Wandering Aengus by W. B. Yeats – pg. 71 Sonnet 43 by William Shakespeare – pg. 74 Magazine Article Magic and the Brain by Susan Martinez-Conde and Stephen L. Macknik – pg.77 Science Article Saving the Lost by Reynaldo Vasquez – pg. 88c Public Art (Media Analysis) Pavement Chalk Art by Julian Beever – pg. 89 Drama Sorry, Wrong Number by Lucille Fletcher – pg. 111 From A Christmas Carol: Scrooge and Marley by Charles Dickens dramatized by Israel Horovitz – pg. 126d Film Clip from, Sorry Wrong Number by Anatole Litvak – pg. 126

Write an Expository Essay – pg. 131

Additional Tasks:

Discussions

Journal writing

Media presentations

Summary writings


Writing extended responses

Comparing and contrasting using

graphic organizers

Vocabulary games




summarize

Academic Vocabulary



Author studies

Novel from A Christmas Carol by Charles Dickens – pg. 126c Graphic Story from A Christmas Carol by Marvel Comics – pg. 126f Close Reader (Short Stories) Heartbeat by David Yoo – pg. 70c

TOPICS AND

STANDARDS

QUARTER 2

UNIT 3

Unit 3 Theme: NATURE AT WORK Main Genres: Fiction, Non-Fiction, and Informational Texts READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence. RI 1 Cite textual evidence; make inferences. RI 2 Determine central idea. RI 3 Analyze the interactions between individuals, events, and ideas. RI 4 Determine the meaning of words and phrases. RL 2 Determine a central idea. RL 3 Analyze how story elements of a story interact. RL 4 Determine the meanings of words and phrases. RL 5 analyze how a soliloquy’s form or structure contributes to its meaning. RL 6 Analyze points of view of narrators in a text. RI 5 Analyze the structure an author uses to organize a text. RL 5 Analyze structure. RL 6 Analyze point of view. WRITING W 1 Write arguments. W 2 Write explanatory texts. W 4 Produce clear and coherent writing. W 7 Conduct short research projects. W 9 Draw evidence from informational texts to support analysis. W 10 Write routinely. SPEAKING AND LISTENING SL 1 Engage effectively in a range of collaborative discussions. SL 4 Present claims and findings in a focused and coherent manner. SL 6 Adapt speech to a variety of contexts and tasks. L 1a Explain the function of phrases. L1 b Choose among compound, complex, and compound-complex sentences to signal differing relationships among ideas. L 3a Choose language that expresses ideas precisely and concisely. L4 b Use Latin affixes and roots. L 4c Consult reference materials to determine pronunciation or clarify meaning. L 5a Interpret figures of speech in context. L6 Acquire and use general academic and domain-specific words.

ENDURING UNDERSTANDING Natural disasters will always be part of our lives and as members of a humane society it is our responsibility to provide whatever aid we can.

ESSENTIAL QUESTIONS CONTENT BASED

How are natural disasters dispersed? Is someone who donates to charity a better person than someone who doesn’t? Why or how do people support agencies such as World Vision? It is a moral obligation of the “haves” to help the “have not’s” of the world. SKILLS BASED How does a graphic organizer help me understand informational text? What skills help a reader make sense of informational text? How does verb tense aid in one’s understanding of texts?

I CAN STATEMENTS I can locate evidence that supports what the text says. I can recognize evidence that supports inferences drawn from the text. I can identify the central idea and supporting details of a text.




4-5 Weeks

UbD Framework

Formative/Summative



Academic Vocabulary

Style Sentence fragments Memoir Personification Figurative language Simile

Below Grade Level:


within texts


assignments

Audio assistance



demonstrate content

understanding

Basic comprehension

questions


Extended responses


texts



Anchor Texts

Memoir from Mississippi Solo by Eddy Harris – pg. 137 Soliloquy from The Tempest by William Shakespeare – pg. 145 Short stories Allied With Green by Naomi Shihab Nye – pg. 149 Expository Essay Big Rock’s Balancing Acts by Douglas Fox – pg. 157

Performance Tasks

Write a Memoir – pg. 175

Write a Poetry Analysis – pg.

Additional Tasks:

Journal writing

Comparison and contrast writings

from graphic organizers or other

means of brainstorming






summarize


Vocabulary; simile, metaphor,

personification, idiom, hyperbole

Tone Soliloquy Monologue Imagery Style Theme Narrator First-person point of view Text features Heading Patterns of organization Cause and effect Chronological Central idea Ode Metaphor Lyric poem Speaker Diction


to supplemental or

companion texts


vocabulary



readings

Study of related

informational text



purpose

Socratic seminars

Journal writing or

reflective writing

Poems Ode to enchanted light by Pablo Neruda translated by Ken Krabbenhoft – pg. 169 Sleeping in the Forest by Mary Oliver – pg. 172 Problems With Hurricanes by Victor Hernandez Cruz – pg. 174d Prayer to the Pacific by Leslie Marmon Silko – pg. 174e Tornado at Talladega by Gwendolyn Brooks – pg. 174f Close Reader (Short Stories) From Polar Dream by Helen Thayer – pg. 144c The Hidden Southwest: The Arch Hunters by James Vlahos – pg. 168c

Event maps using the Retell Model

Academic Vocabulary

Read and discuss memoirs

Write analyses of various pieces of

poetry

Monologues (reading, reviewing,

or writing)



Poetry reading, extended

responses, analysis

Author studies

TOPICS AND

STANDARDS

QUARTER 2

UNIT 4

Unit 4 Theme: RISK AND EXPLORATION Main Genre: Oral Presentations READING LITERATURE AND INFORMATIONAL TEXTS RL 1 Cite textual evidence. RL 2 Determine a theme or central idea. RL 4 Determine the meaning of words and phrases. RI 1 Cite textual evidence. RI 4 Determine the meanings of words and phrases. RI 4 Analyze the impact of word choice on meaning and tone. RI 5 Analyze the structure an author uses to analyze texts. RI 6 Determine an author’s point of view or purpose. RI 7 Compare and contrast text a text to an audio, video, or multimedia version of the text. RI 8 Trace and evaluate an argument. RI 8 Assess argument and claims for sound reasoning. WRITING W I Write arguments to support claims. W2 Write informative/explanatory texts. W 4 Produce clear and coherent writing appropriate to purpose and audience. W 7 Conduct short research projects. W 8 Gather relevant information from multiple print/digital sources. W 8 Gather relevant information and paraphrase the data and conclusions. W 9a Draw evidence from literary texts. SPEAKING AND LISTENING

SL 1 Engage effectively in a range of collaborative discussions. S 3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance of the evidence. SL 4 Present claims and findings in a focused, coherent manner. L 1a Explain function of phrases and clauses. L 4 Determine the meaning of unknown words and phrases. L 4a Use context as a clue to the meaning of a word or a phrase. L 4b Use Latin affixes as clues to meaning. L 4c Consult general reference materials. L 4d Verify preliminary determination of the meaning of a word or phrase. L6 Acquire and use grade-appropriate academic vocabulary.

ENDURING UNDERSTANDING

There are positive and negative outcomes when engaging in risk-taking behavior.

ESSENTIAL QUESTIONS CONTENT BASED What can be gained by taking risks? What happens when people don’t take risks? What are some societal risks that individuals should consider? SKILLS BASED What should one consider when constructing an effective oral presentation? How does the use of descriptive words and sensory details improve my communication skills? What skills must one possess in order to communicate effectively?

I CAN STATEMENTS I can deliver an effective oral presentation. I can use context clues to determine the meanings of words and phrases. I can engage effectively in a range of collaborative discussions.

TIME FRAME CURRICULUM UNITS WITH ASSESSMENT EVIDENCE



4-5 Weeks

UbD Framework Formative/Summative

4-7 performance tasks

that reach DOK level 4

or 3-5 FATPs / RAFTs

At least 1 GRASP per

quarter

Below Grade Level:


within texts


assignments

Audio assistance




Anchor Texts

Speech Remarks at the Dedication of the Aerospace Medical Health Center by John F. Kennedy – pg. 185

Performance Tasks

Give a Persuasive Speech – pg. 247

Additional Tasks:

Discussions

Journal writing

Media presentations

Summary writings

At least 1 Common

Short Cycle per

quarter

Academic Vocabulary Argument Reasons Evidence Valid Logical fallacy Paraphrasing Complex (intense) Rely Cause-and-effect Signal (transitional) words Figurative language Imagery Form Line Stanza Line break Pace Mood Rhythm Tone Sensory detail


demonstrate content

understanding

Basic comprehension

questions


Extended responses


texts


to supplemental or

companion texts


vocabulary



readings

Study of related

informational text



purpose

Socratic seminars

Journal writing or

reflective writing

Audio Version President John F. Kennedy’s Remarks in San Antonio, Texas, November 1, 1963 Online Essay Is Space Exploration Worth the Cost? By Joan Vernikos – pg. 192 c Commentary Why Exploring the Ocean is Mankind’s Next Giant Leap by Philippe Cousteau – pg. 193 Science Article Living in the Dark by Cheryl Bardoe – pg. 201 Poem Your World by Georgia Douglas Johnson – pg. 213 Newspaper Article Stinging Tentacles Offer Hint of Ocean’s Decline by Elisabeth Rosenthal – pg. 212c


Writing extended responses

Comparing and contrasting using

graphic organizers

Vocabulary games

Socratic seminars

Adjectives review

Review of persuasive writings

(menus, advertisements,

speeches, etc.)


(pitch, pace, eye contact…)


responses, analysis

Author studies

TOPICS AND

STANDARDS

QUARTER 3

UNIT 5

Unit 5 Theme: THE STUFF OF CONSUMER SCIENCE Main Genres: Non-Fiction and Informational Text READING LITERATURE AND INFORMATIONAL TEXTS RI 1 Cite textual evidence. RI 2 Determine central ideas. RI 3 Analyze interactions between ideas in a text. RI 4 Determine the meaning of words and phrases; determine technical meanings. RI 5 Analyze organizational structure. RI 8 Evaluate specific claims in a text. RL 1 Cite textual evidence. RL 2 Determine theme. RL 3 Analyze story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze how a poem’s form contributes to its meaning.

WRITING W 1b Support claims with logical reasoning and relevant evidence. W 2 Write informative/explanatory texts. W 3 Write narratives to develop imagined experiences or events. W 4 Produce clear and coherent writing. W 6 Use technology to produce and publish writing and link to and cite sources. W 10 Write routinely over extended time frames. SPEAKING AND LISTENING L 2b Spell correctly. L 3a Eliminate redundancy. L 4a Use context as a clue to the meaning of a word or a phrase. L 4d Verify the preliminary determination of word meaning by checking the context and a dictionary. L 4d Verify the preliminary determination of the meaning of a word or phrase. L 5b Use synonym/antonym relationships to understand words. L 6 Acquire and use accurately grade-appropriate words.

ENDURING UNDERSTANDING There are factors that can cause supply and demand to shift.

ESSENTIAL QUESTIONS

CONTENT BASED What is the relationship between supply and demand? How do factors other than price influence demand? How do consumers usually determine if a product is worth buying? SKILLS BASED Why is it necessary to evaluate specific claims in a text? What is meant by fallacious logic and how can writers use fallacious logic to their advantage? How can one avoid redundancy in writing?

I CAN STATEMENTS I can cite textual evidence. I can write arguments to support claims with logical reasoning and relevant facts. I can eliminate redundancy when writing.




4-5 Weeks

UbD Framework

Formative/Summative

4-7 performance tasks that reach DOK level 4

Below Grade Level:


within texts


assignments

Resources Houghton Mifflin Harcourt Collections Series

PG. 219 – 262

Anchor Texts

Performance Tasks

Create a Multimedia Presentation – pg.

259

Additional Tasks:

or 3-5 FATPs / RAFTs At least 1 GRASP per quarter


Academic Vocabulary

Structure Pattern of organization Cause and effect Graphic aids Draw conclusions Style Word choices Tone Inference Superfluity Intangible Form Tradition Stanzas Rhyme scheme Irony Free verse Theme Homophones Setting

Audio assistance



demonstrate content

understanding

Basic comprehension

questions


Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary



readings

Study of related

informational text



purpose

Socratic seminars

Journal writing or

reflective writing

Informational Text from Life at Home in the Twenty-First Century by Jeanne E. Arnold – pg. 221 Always Wanting More from I Want! That by Thomas Hine – pg. 233 Poem Dump by X.J. Kennedy – pg. 241 How Things Work by Gary Soto – pg. 245 Magazine Article Teenagers and New Technology by Andres Padilla-Lopez – pg. 232c Short Story Earth (A Gift Shop) by Charles Yu – pg. 249 He-y, Come On Ou-t! by Shinichi Hoshi – pg. 258c

Journal writing


writings from graphic organizers

or other means of brainstorming



Student-supported readings

using RATS; restate, answer,

text example (cited evidence),

summarize


Event maps using the Retell

Model

Academic Vocabulary

Read and respond to newspaper

articles (economics sections)

Create advertisements


(pitch, pace, eye contact…)


responses, analysis

Author studies

TOPICS AND

STANDARDS

Unit 6 Theme: GUIDED BY A CAUSE Main Genres: Non-Fiction and Informational Text READING LITERATURE AND INFORMATIONAL TEXTS

QUARTER 3

UNIT 6

RI 1 Cite textual evidence. RI 2 Determine central ideas. RI 3 Analyze interactions between ideas in a text. RI 4 Determine the meaning of words and phrases; determine technical meanings. RI 5 Analyze organizational structure. RI 6 Determine author’s point of view or purpose. RI 7 Compare and contrast a text to an audio, video, or multimedia version. RI 8 Evaluate specific claims in a text. RI 9 Analyze how authors shape presentations. RL 1 Cite textual evidence. RL 2 Determine theme. RL 3 Analyze story elements. RL 4 Determine the meaning of words and phrases. RL 5 Analyze how a poem’s form contributes to its meaning. RL 6 Analyze points of view of different characters or narrators. WRITING W 1 Write arguments to support claims. W 1b Support claims with logical reasoning and relevant evidence. W 2 Write informative/explanatory texts. W 3 Write narratives to develop imagined experiences or events. W 4 Produce clear and coherent writing. W 6 Use technology to produce and publish writing and link to and cite sources. W 9 Draw evidence from literary and historical texts to support analysis, reflection, and research. W 9a Apply Grade 7 Reading standards to literature. W 10 Write routinely over extended time frames. SPEAKING AND LISTENING SL 1 Engage in collaborative discussions. SL 2 Analyze the main ideas and supporting details presented in diverse media. SL 3 Delineate a speaker’s argument and claims. SL 4 Present claims and findings. SL 5 Include multimedia and visuals in presentations. SL 6 Adapt speech to contexts and tasks. L 1a Explain the function of phrases and clauses. L 1c Place phrases and clauses within a sentence. L 2b Spell correctly. L 3a Eliminate redundancy. L 4a Use context as a clue to the meaning of a word or a phrase. L 4c Consult reference materials to determine or clarify meaning. L 4d Verify the preliminary determination of the meaning of a word or phrase. L 5 Demonstrate understanding of figurative language. L 5b Use synonym/antonym relationships to understand words. L 6 Acquire and use accurately grade-appropriate words. L 6 Acquire and use general academic words and phrases.

ENDURING UNDERSTANDING Some things are worth fighting for.

ESSENTIAL QUESTIONS

CONTENT BASED What is worth fighting for? How does the evaluation of past events help us to make future decisions? What causes change over time? SKILLS BASED How can one determine the central idea of a text? Why is it important to evaluate specific claims in a text? What are some strategies for producing clear and coherent writing?

I CAN STATEMENTS I can evaluate specific claims in a text. I can write arguments to support claims with logical reasoning and relevant facts. I can produce clear and coherent writing.

I can determine the central idea of a text.




4-5 Weeks

UbD Framework

Formative/Summative



Academic Vocabulary

Point of view Author’s perspective Primary sources Chronological order Secondary sources Narrator Third-person limited Historical fiction Metaphor Dialogue Infer Dramatic irony Simile Perspective Graphic aid Opinion Tone Central ideas Allusions Mood

Below Grade Level:


within texts


assignments

Audio assistance



demonstrate content

understanding

Basic comprehension

questions


Extended responses

Analytical assessments

of texts

Comparison and

contrast to

supplemental or

companion texts

Use of grade

appropriate vocabulary



readings

Study of related

informational text



purpose

Resources Houghton Mifflin Harcourt Collections Series

PG. 263 - 341

Anchor Texts Historical Writing from Flesh and Blood So Cheap:The Triangle Fire and Its Legacy by Albert Marrin- pg. 265 from “The Most Daring of (Our) Leaders” by Lynne Olson- pg. 282d Speech Speech to the Democratic National Convention by John Lewis – pg. 282f Historical Novel from Uprising by Margaret Peterson Haddix – pg. 283 Short Story Doris is Coming by ZZ Packer – pg. 306c Train Time by D’Arcy McNickle – pg. 327 Personal Essay Craig Kielburger Reflects on Working Toward Peace by Craig Kielburger – pg. 307 Documentary Clip from It Takes a Child by Judy Jackson – pg. 317 Newspaper Article Difference Maker: John Bergmann and Popcorn Park by David Karas – pg. 320c

Performance Tasks

Write an Expository Essay – pg. 337

Write a Personal Essay – pg. 341

Additional Tasks:

Journal writing


writings from graphic organizers

or other means of brainstorming



Student-supported readings

using RATS; restate, answer,

text example (cited evidence),

summarize


Event maps using the Retell

Model

Academic Vocabulary

Read and respond to newspaper

articles (economics sections)

Create advertisements

Read and respond to personal

essays

Research causes in need of

support and place personal

value on those causes

Characterization Traits Flashback Imagery

Socratic seminars

Journal writing or

reflective writing

Poem A Poem for My Librarian, Mrs. Long by Nikki Giovanni – pg. 321

TOPICS AND

STANDARDS

QUARTER 4

Focus: TESTING PREPARATION Exams: NWEA (MAP), AIR, CAP This quarter, teachers should place heavy focus on test preparation. 10 Things You Should Do:

Explore online resources that support testing strategies.

Review State of Ohio Testing Blueprints

Use test preparation sites to review sample questions with students.

Become familiar with testing rules and regulations.

In TBT groups, discuss testing needs, review rules, and devise test prep exam samples for students to obtain maximum practice with all types of test questions.

Refer to ODE’s website for testing updates.

Provide parents with testing resources and materials.

Review the year’s content to ensure students’ full understanding.

Help students to make cross-curricular connections.

Explore supplemental material that compliments genres and reinforces skills.

Begin to explore the next grade level’s content (vertical alignment). Test Preparation Resource Links:

Get to know NWEA https://www.nwea.org/

NWEA on Vimeo (videos) NWEA Warm Up Video

https://vimeo.com/nwea http://warmup.nwea.org/

MAP for Primary Grades Warm Up http://warmup.nwea.org/warmup_start_educators_mpg.html

AIR Practice Tests https://login1.cloud2.tds.airast.org/student/V178/Pages/LoginShell.aspx?c=Ohio_PT

ODE Test Practice http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests

About CAP http://www.shaker.org/Downloads/CAP%20Brochure%20Jan%202014.pdf

Testing Blueprints (Ohio) http://oh.portal.airast.org/ocba/resources/?section=5-general

https://www.nwea.org/

https://vimeo.com/nwea

http://warmup.nwea.org/

http://warmup.nwea.org/warmup_start_educators_mpg.html

https://login1.cloud2.tds.airast.org/student/V178/Pages/LoginShell.aspx?c=Ohio_PT

https://login1.cloud2.tds.airast.org/student/V178/Pages/LoginShell.aspx?c=Ohio_PT

http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests

http://education.ohio.gov/Topics/Testing/Ohios-State-Test-in-ELA-Math-Science-SocialStudies/Sample-test-items-and-practice-tests

http://www.shaker.org/Downloads/CAP%20Brochure%20Jan%202014.pdf

http://oh.portal.airast.org/ocba/resources/?section=5-general

7th GRADE WRITING RUBRIC

Ideas & Content (Ideas) Organization Style (Voice, Word Choice, Fluency) Language Conventions

6 E

xc

ee

ds

Sta

nd

ard

s

Stays on the topic (Does not ramble or repeat) Includes main idea(s) with 4 or more well developed supporting details Includes in depth information and exceptionally supporting details, that are fully developed Creates clear/vivid images for reader that go beyond the obvious or predictable Uses original ideas that reflect insight

Shows mastery of multiple paragraph form Has an engaging introduction and satisfying conclusion Has a clear sequence that enhances meaning with a beginning, middle, and end Uses effective, varied, and thoughtful transitions between sentences and paragraphs Use of pacing is well controlled

Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding and adding energy and depth Uses original, unique, authoritative and/or interesting voice Uses purposeful and varied sentence beginnings which add variety and energy Has complete, complex sentences varying in length and structure Uses literary devices very effectively Has fluent writing with cadence

Few or no errors in capitalization

4

Few or no errors in punctuation

Few or no errors in subject and verb agreement

Few or no errors in the spelling of grade-level-appropriate words

5 E

xc

ee

ds

Sta

nd

ard

s

Stays on the topic (Does not ramble or repeat)

Shows understanding of multiple paragraph form Includes dynamic, vivid or challenging words, enhancing meaning and clarifying understanding

Few or no run-on sentences or sentence fragments

Includes main idea(s) with 4 or more developed supporting details

Has an inviting introduction and conclusion Uses original, unique, authoritative and/or interesting voice

Indention of paragraphs all of the time

In depth information and exceptional supporting fully developed details

Has a clear sequence with a beginning, middle, and end

Has a variety of complete, complex sentences

Creates clear/vivid images for reader Uses original ideas

Uses effective and varied transitions between sentences and paragraphs

Uses literary devices effectively Has fluent writing

4 M

ee

ts

Sta

nd

ard

s

Stays on the topic (Does not ramble or repeat)

Show understanding of multiple paragraph form

Includes some dynamic, vivid or challenging words Most capitalization is correct Indention of paragraphs all of the time

3

Includes main idea(s) with 3 or more developed supporting details

Has an effective introduction and conclusion Uses literary devices Uses original, unique, authoritative and/or interesting voice

Most sentences contain correct punctuation Most sentences use appropriate verb tense

Creates images for reader Has a clear sequence with a beginning, middle, and end

Uses complete, complex sentences Has fluent writing

Most sentences have correct subject and verb agreement

Uses effective transitions between sentences and paragraphs

Uses complete, complex sentences Has very fluent writing

Most grade-level words are spelled correctly Writing has few or none run-on sentences or sentence fragments

3 B

elo

w S

tan

dard

s.

Stays on the topic (Seldom rambles or repeats) Includes main idea(s) with 2 or more developed supporting details

Shows understanding of paragraph form Has an identifiable introduction and conclusion Has a logical progression of main ideas and supporting details--has a beginning, middle, and end Attempts transitions between sentences and paragraphs

Uses basic vocabulary appropriately Attempts to use literary devices Demonstrates an awareness of audience Uses simple effective sentence patterns

Some capitalization is correct Some sentences have correct punctuation Some sentences have correct subject and verb agreement Some grade-level-appropriate words spelled correctly Writing may have some run-on sentences or sentence fragments Indention of paragraphs most of the time

2

2 B

elo

w

Sta

nd

ard

s.

Stays mostly focused on the topic (Rambling and/or repeating information)

Shows some understanding of paragraphs forms Lacks introduction and/or conclusion Has limited sequence of events (May include only one of the elements: beginning, middle, or end) Attempts few transitions

Uses basic vocabulary appropriately most of the time

Includes some ideas with relevant details

Demonstrates little awareness of audience

1 B

elo

w

Sta

nd

ard

s

Stays minimally focused on topic (Has unrelated, fragmented, or unfinished details)

Does not attempt paragraph form Lacks introduction and/or conclusion Has limited sequence of events (May include only one of the elements: beginning, middle, or end) Attempts no transitions

Uses limited basic vocabulary, uses some words inappropriately Attempts simple sentence patterns but not understandable Demonstrates little or no awareness of audience

Many errors in capitalization Punctuation is missing or incorrect Many errors in subject and verb agreement Many errors in the spelling Writing has many run-on sentences or fragments Indention of paragraphs is non-existent

1

7th GRADE ELA MAP NOTES

1. The time frame of 4-5 weeks has been set to guide your pacing while allowing flexibility and autonomy for ELA teams to effectively engage students in the needed content.

2. The Collections Series is the ELA foundational text. Supplemental texts (novels) may be used, but must be approved by the District’s Curriculum Review Committee.

3. Academic vocabulary has been noted on the maps, but there are other critical vocabulary words found within both the Collections textbook and the Close Reader that should be explored.

4. In addition to the provided Essential Questions and I Can Statements, teachers of ELA either as determined by TBTs or individually must construct Enduring Understandings and Big Ideas for each unit.

5. Performance Task samples should be placed in students’ data folders and should be readily available for review by the School Principal, Curriculum Team, Team Leaders, Instructional Coaches, Parents, and all other stakeholders by request.

6. WRITING RUBRICS: 7TH GRADE COMMON CORE - http://www.mswholeschools.org/files/Maharrey.Handout.Grades_7-8_Elkgrove_Rubrics.pdf

7. Use 8th grade writing rubrics for advanced students. (There are many online.)

http://www.mswholeschools.org/files/Maharrey.Handout.Grades_7-8_Elkgrove_Rubrics.pdf

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