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7th GradeCommon Core

Literacy StandardsHandbook

2012-2013 Bentonville Public Schools

Reading Standards for Literature: Key Ideas and DetailsStandard Student develops understanding that-- Student develops the skills to--

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

Citing means using any of the author’s exact words placed in quotation marks

Textual evidence is proof from the text to support an idea

Authors provide multiple pieces of textual evidence to support their ideas

Those ideas may be stated directly in the text Other ideas require inferring Textual evidence is placed in quotation marks Some kind of reference to where the evidence

came from is expected

Properly punctuate quotations with single and double quotes as needed

Identify multiple pieces of evidence that relevantly support an idea directly stated in the text

Identify multiple pieces of evidence that relevantly support an inference

Place quotation marks around evidence Cite origin of quote

RL.7.2Determine 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.

Extended text can have a central idea (chapters, entire book)

Theme is a universal condition and is different from plot

A universal theme can be traced throughout the story

Main idea is different from supporting details Summarizing main ideas requires readers to stand

back from what they read and view the text objectively

Personal opinions and judgments are different from objective statements

Identify main ideas throughout the story to build support for a theme

Use literary elements, such as conflict and resolution to signal theme

Distinguish fact from opinion in own writing Write a summary in student’s own words without

personal opinion or judgments conveying the central idea of text

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

Elements of a story or drama include characterization, setting, plot, theme, and conflict

Characterization reflects the character’s internal state, not the external appearance or temporary emotional state

Authors purposefully use story elements together to create meaning

Characters face a variety of conflicts (man vs. man, man vs. self, etc.); these conflicts produce the character’s change and maturity

Setting (time/place) impact character’s decisions and conflict

Identify story elements and sequence plot events Examine why characters change Identify a variety of conflicts in the text with textual

evidence; connect those conflicts to characterization and how they contribute to a character’s maturity

Determine author’s purpose in using story elements Analyze how setting and conflict work together to

drive the plot

Reading Standards for Literature: Craft and Structure

Standard Student develops understanding that-- Student develops the skills to--RL.7.4Determine 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.

There is difference between connotative and denotative meanings

Word choice impacts the meaning of the text as a whole

Tone is author’s attitude toward the subject Word choice creates the tone Word choice includes figurative language, such as

personification, hyperbole, allusion, idioms, similes, and extended metaphors

Sound devices include repetition (alliteration, anaphora, refrain, assonance, consonance) and rhyme (end and internal rhyme and rhyme scheme)

Sound devices are used purposefully by authors to add to the meaning

Interpret word meanings using contextual clues Identify denotation and connotation of specific words Analyze the importance and purpose of figurative

language used in the text Analyze the importance and purpose of sound

devices used in the text

RL.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Dramas are essentially different from novels, stories, and poems; they depend heavily on dialogue, monologue, and soliloquy, and stage devices

Stage devices include directions, props, lighting changes, sound cues, and set design

Speaker’s tone is conveyed through stage directions and inference

All dramatic elements are essential to understanding and interpreting meaning of dramas

Poems are essentially different from novels, stories, and dramas

Poetic structures include sonnet, free verse, lyric, couplets, quatrains, stanzas, lines

Poets select specific structures to create meaning in a poem

Identify dramatic elements and analyze how they convey meaning

Interpret stage directions and analyze how they convey meaning

Analyze how stage directions convey time and place Identify poetic structures and analyze how they

convey meaning

RL.7.6 Stories are told from different points of view, Identify and analyze point of view, including author’s

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

including first and third person (limited vs. omniscient)

The author purposefully chooses the point of view to create a certain perspective (e.g., 1st person is unreliable and contains bias of the narrator)

Different characters bring different perspectives to the events in the story based on their own character traits and experiences

purpose for selecting that POV Reflect upon certain scenes within a text and

evaluate how their content/style would change if the narrator’s point-of-view shifted to an alternate point-of-view

Analyze and contrast the perspectives of different characters on the same event, focusing on character’s traits and experiences

Reading Standards for Literature: Integration of Knowledge and IdeasStandard Student develops understanding that-- Student develops the skills to--

RL.7.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

Reading a story, drama, or poem is both similar and different from listening to or viewing an audio, video, or live version of the text

Audio versions can include techniques such as volume, pacing, dialect and emphasis for a purpose

Filmed versions include techniques such as sound effects, camera effects, lighting/visual effects, and music for a purpose

Staged versions include stage devices (as in RL.7.5) for a purpose

Determine the similarities and differences between written and audio, filmed, and/or staged versions of the same work

Discuss the benefits of techniques unique to each medium

RL.7.8(Not applicable to literature)RL.7.9Compare and contrast a fictional portrayal of a time, place, or character and a historical accountof the same period as a means of understanding how authors of fiction use or alter history.

The purpose of historical fiction is to entertain readers, whereas the purpose of a factual historical account is to inform readers

Historical fiction is set in a real time period in the past with real and fictional elements working at the same time

Historical fiction authors omit, embellish, or alter the information found in factual text to create a story

These embellished or altered elements can occur

Determine similarities and differences between a factual historical account and a fictional portrayal of the same time, place, or character

Analyze and explain an author’s purpose for fictionalizing elements of history

help move the plot or add entertainment valueRL.7.10/RI.7.10By 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.

Readers use strategies, such as annotating text, discussing, inferring, and making text-to-text connections to comprehend text

Determine when they are not comprehending and making meaning; be able to apply appropriate strategies in order to increase comprehension when faced with difficult text

Read and comprehend texts at Lexile levels 955-1155

Reading Standards for Informational Text: Key Ideas and DetailsStandard Student develops understanding that-- Student develops the skills to--

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

Citing means using any of the author’s exact words placed in quotation marks


Authors provide multiple pieces of textual evidence to support their ideas

Those ideas may be stated directly in the text

Properly punctuate quotations with single and double quotes as needed

Identify pieces of evidence that relevantly supports an idea directly stated in the text

Identify pieces of evidence that relevantly supports an inference

Place quotation marks around evidence Cite origin of quote

Other ideas require inferring Textual evidence is placed in quotation marks Some kind of reference to where the evidence

came from is expected

RI.7.2Determine 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.

Extended text can have multiple central ideas (chapters, entire book)

Particular details of the text convey the central ideas

Text structure and text features can assist readers to identify central ideas because they are developed throughout the text

Summarizing main ideas requires readers to stand back from what they read and view the text objectively

Personal opinions and judgments are different from objective statements

Use text structure and text features to signal central ideas

Trace specific details throughout a text that convey central ideas

Distinguish fact from opinion in text and in a student’s own writing

Write a summary in student’s own words without personal opinion or judgments conveying central ideas in a text

RI.7.3Analyze 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).

Nonfiction text include key individuals, events, or ideas

These elements interact and influence one another

Read closely to analyze relationships among individuals, events, and ideas in a text

Annotate informational text to understand and analyze the interaction of individuals, events, and ideas

Reading Standards for Informational Text: Craft and StructureStandard Student develops understanding that-- Student develops the skills to--

RI.7.4Determine 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.


Word choice impacts the meaning of the text as a whole

Tone is author’s attitude toward the subject Word choice creates the tone Word choice includes figurative language, such as

personification, hyperbole, allusion, idioms,

Interpret word meanings using contextual clues Identify denotation and connotation of specific words Analyze the importance and purpose of figurative

language used in the text Analyze the impact of a specific word choice on

meaning and tone

similes, and extended metaphors

RI.7.5Analyze 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.

Nonfiction text structures include cause/effect, compare/contrast, problem/solution, chronological order, narrative nonfiction, process, classification, definition

Nonfiction can include a variety of text features within the structure, including charts, graphs, bullets, text boxes, subheadings, bold/italicized words, pictures and captions, etc.

Nonfiction text is composed of multiple sections that work together to convey a writer’s overall purpose and meaning

Determine the text structure of a nonfiction piece and evaluate how that structure contributes to the meaning

Identify text features in a nonfiction piece and evaluate how they contribute to the meaning

Explain the relationship between sections of a nonfiction text and how the sections connect to cover a whole topic

RI.7.6Determine 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.

An author has a point of view or perspective about a topic

An author has a purpose for writing An author conveys his/her point of

view/perspective through word choice and tone An author conveys the purpose through text

structure, text features, and elaboration Multiple authors write about the same subject

from different perspectives based on personal opinions, experiences and biases

Evaluate the author’s word choice and tone Determine the author’s point of view or perspective

on the topic Identify the text structure, text features, and

elaboration and determine their role in conveying the author’s purpose

Determine the author’s purpose for writing Evaluate and compare multiple author’s evidence and

opinions on the same topic

Reading Standards for Informational Text: Integration of Knowledge and IdeasStandard Student develops understanding that-- Student develops the skills to--

RI.7.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing eachmedium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

Reading a text is both similar and different from listening to or viewing an audio, video, or live version of the text

Audio versions can include techniques such as volume, pacing, dialect and emphasis for a purpose

Filmed versions include techniques such as sound effects, camera effects, lighting/visual effects, and music for a purpose

Determine the similarities and differences between written, and audio, filmed versions of a text

Discuss the benefits of techniques unique to each medium

RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoningis sound and the evidence is relevant and sufficient to support the claims.

A claim is the author’s belief about a subject An author validates the claim through support in

the text Valid support is based on reasons and evidence To prove the claim, the author needs a sufficient

amount of support A critical reader will evaluate the validity of the

claim and the soundness of its support

Identify the author’s claim and support for that claim Evaluate whether or not the evidence presented is

relevant and sufficient enough to prove the claim

RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of keyinformation by emphasizing different evidence or advancing different interpretations of facts.

Information can take several shapes; authors use similar information but interpreted differently

Multiple authors write about the same subject from different perspectives based on personal opinions, experiences and biases

Identify main idea and key information Determine the author’s purpose for writing Consider ways that authors’ perspectives affect their

interpretation of facts Evaluate and compare multiple author’s evidence and

opinions on the same topic

from Appendix A:

WritingDefinitions of the Standards’ Three Text Types

ArgumentArguments are used for many purposes—to change the reader’s point of view, to bring about some action on thereader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. InEnglish language arts, students make claims about the worth or meaning of a literary work or works. They defendtheir interpretations or judgments with evidence from the text(s) they are writing about.

Informational/Explanatory WritingInformational/explanatory writing conveys information accurately. This kind of writing serves one or more closelyrelated purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept….They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and précis writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes…. Although information is provided in both arguments and explanations, the two types of writing have different aims….In short, arguments are used for persuasion and explanations for clarification.

Narrative WritingNarrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies.

Texts that Blend TypesSkilled writers many times use a blend of these three text types to accomplish their purposes…. Effective studentwriting can also cross the boundaries of type.

Writing Standards: Text Types and PurposesStandard Student develops understanding that-- Student develops the skills to--

W.7.1Write 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.

A claim is the writer’s belief about a subject An effective argument will address opposing

claims/arguments Argument writing is organized by order of

importance (most important reason is often last) A claim must be supported by relevant evidence Support for a claim must be based on credible and

accurate sources that can be cited Transitional words and phrases are used to connect

ideas, reasons, paragraphs, etc. Syntax patterns, repetition, and parallel structure

can be used to create cohesion among points Argument writing is expected to be formal (no text,

slang, etc.) Argument should end with a conclusion that

supports the argument

Write a claim in the form of a thesis statement Organize their writing by order of importance Choose relevant evidence to support your claim

(facts, statistics, direct quotes, etc.) Base evidence on credible sources and cite those

sources within the paragraph Use transitional words and phrases to connect ideas,

reasons, paragraphs, etc. Use repetition of sentence structures, word choice,

and transitional elements to create cohesion Use formal style Write a conclusion that wraps up the argument and

restates the thesis

Standard Student develops understanding that-- Student develops the skills to--W.7.2Write 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.

An informative/explanatory topic must be introduced with a thesis statement that previews the sub points

They must choose a text structure that best conveys their intended ideas

The topic must be developed with relevant facts, definitions, concrete details, quotations, or other information and examples

Transitional words and phrases are used to connect ideas, reasons, paragraphs, etc.

Informative/explanatory writing requires precise vocabulary/word choice and domain-specific vocabulary

Syntax patterns, repetition, and parallel structure can be used to create cohesion among points

Informative/explanatory writing is expected to be formal (no text, slang, etc.)

Informative/explanatory writing should end with a conclusion that supports the information and brings closure in a fresh way

Introduce a topic with a hook and a parallel thesis that briefly covers the body paragraph points

Choose a text structure that best conveys their intended idea

Develop the topic using relevant facts, definitions, concrete details, quotations, or other information and examples

Use transitional words and phrases to connect ideas, reasons, paragraphs, etc.

Use precise vocabulary/word choice and domain-specific vocabulary

Use repetition of sentence structures, word choice, and transitional elements to create cohesion

Use formal style End with a conclusion that supports the information

and brings closure in a fresh way

Standard Student develops understanding that-- Student develops the skills to--W.7.3Write 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.

A narrative is built around a conflict and can be mapped on a plot diagram/Freytag Pyramid

A writer chooses a point of view from which to tell the story purposefully

Narrative writing begins with an exposition that orients the reader to the setting and characters

The sequence of events should flow naturally and logically

Writers use narrative techniques such as dialogue, pacing, and description to develop the story and characters

Transitional words and phrases are used to show the progression of time or setting

Relevant details are ones that change the story when removed

Descriptive details and sensory language can be used to “paint the picture” or “explode the moment” for the reader

The conclusion of a narrative ties up the loose ends and brings a satisfying resolution that includes a reflection/implied theme

Build a narrative around a conflict Choose a point of view that best tells the story and

that remains consistent throughout Write a narrative that includes an exposition, rising

action, climax, falling action, and resolution Begin a narrative with an exposition that orients the

reader (e.g., dialogue between two characters, a setting description, action, etc.)

Use transitions to show a natural and logical progression of the story

Use dialogue, pacing, description and relevant details to develop experiences, events, and/or characters

Use sensory language to “paint a picture” and “explode the moment” for the reader

Tie up the loose ends of the story with a satisfying conclusion that includes a reflection/implied theme

Standard Student develops understanding that-- Student develops the skills to--W.7.4Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Clear writing leaves no questions in the reader’s mind

Coherent writing makes sense as one piece Writing should be organized according to task or

purpose(text structures) Style elements include figurative language (as

defined in RL.7.4), sound devices (refer to LTF book), word choice, varied sentence structure

Style should be appropriate to task, purpose, and audience

Develop ideas enough so that readers aren’t left with questions

Organize writing so that it makes sense as one complete piece (rather than a loose collection of events or ideas)

Choose a text structure that fits their purpose or task Include elements of style that are appropriate to the

writing task, purpose, and audience

W.7.5With some guidance and support from peers and adults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions shoulddemonstrate command of Language standards1–3 up to and including grade 7 on page 52.)

Writers interact with others, including teachers and peers, to get helpful feedback

Planning, revising, editing, rewriting, or trying a new approach are integral to the writing process

Writers evaluate their work and try new approaches as needed

Planning includes brainstorming and some form of graphic organizer

Revising includes adding, deleting, or restructuring ideas, details, information, and stylistic devices

Editing includes correcting grammatical errors Good writers revise multiple times

Use a writing rubric or checklist to self- and peer- evaluate writing

Use all steps of the writing process Activate prior knowledge and then prewrite to

develop ideas and to organize those ideas using some form of graphic organizer

Revise, edit, and rewrite as often as needed Try a new approach when their writing isn’t working

W.7.6Use technology, including the Internet, to produce and publish writing as well as to interact andcollaborate with others, including linking to and citing sources

Technology tools are used to produce and publish writing

Technology can be used to enhance the writing process by interacting and collaborating with others

Keyboarding skills are necessary to produce fluent typed pieces

They are expected to be fluent writers, producing longer pieces in one sitting (at least 3 pages)

When using another writers’ words or ideas, it is mandatory that sources are cited in the appropriate format

Use technology tools, such as spell check and grammar check, to polish writing

Use technology tools, such as word processor, blogs, class websites, etc., to publish writing

Type a minimum of three pages in a single sitting Use technology to interact and collaborate with

others in a productive manner Use correct MLA format to publish writing

Writing Standards: Research to Build and Present KnowledgeStandard Student develops understanding that-- Student develops the skills to--

W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questionsfor further research and investigation.

questions can be answered through short research projects

several reliable sources are needed to conduct valid research

self-evaluation is needed to stay on topic throughout the research process

research is an ongoing process that generates more questions in the never-ending quest for knowledge

develop a research question find several reliable sources related to the research

question collect information about the research question self-evaluate as needed to ensure the research is

focused generate further research questions as a result of the

initial inquiry

W.7.8Gather 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.

there is a difference between a source and a search engine

when using a search engine, it is necessary to use key words and Boolean logic (or, and, not)

not all print and digital sources are accurate and reliable

relevant information helps answer the research question

multiple sources are required to validate the reliability and accuracy of information

information should come from a variety of print and digital sources

quotes are taken directly (word-for-word) from the source and are put in quotation marks; they should be used intentionally and must be followed by commentary

paraphrased information should be restated in the student’s own words to avoid plagiarism

plagiarism is copying someone else’s words or ideas without proper citation

When using another writers’ words or ideas, it is mandatory that sources are cited in the appropriate format

choose reliable print and digital sources for research locate information relevant to the research question synthesize information from multiple sources into a

cohesive answer of the research question directly quote and cite impactful information from

texts paraphrase and summarize information that answers

the research question recognize plagiarism Use correct MLA format to cite sources and avoid

plagiarism

W.7.9Draw 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”).


Textual evidence is placed in quotation marks Parenthetical citations for each piece of textual

evidence are expected Textual evidence is needed to support research,

analysis, and reflection Analysis requires a close reading of a text to evaluate

author’s ideas and craft Text analysis requires references to the original text

followed by interpretation of its significance (commentary)

Reflection is a personal response to a piece of text Research answers a question related to a text

Identify evidence that relevantly supports an idea directly stated in the text

Identify evidence that relevantly supports the analysis, reflection, or research question

Place quotation marks around evidence Use standard MLA format for parenthetical citations

of quotes Draw evidence from literary or informational texts,

cite that evidence appropriately, and interpret that evidence using commentary

Translate ideas into specified written pieces (analytical, reflective, or both), providing textual evidence with interpretation (commentary)

Evaluate the validity of key details that support claims within informational pieces

Writing Standards: Range of WritingStandard Student develops understanding that-- Student develops the skills to--

W.7.10Write 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.

They are expected to write daily Some writing pieces take several days to complete

while others can be completed in a shorter amount of time

They will write for a variety of purposes, audiences, and tasks

Write daily Write for extended periods of time Write a shorter piece Write for a variety of purposes, audiences, and tasks

Speaking and Listening Standards: Comprehension and CollaborationStandard Student develops understanding that-- Student develops the skills to--

SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.

It is expected that the students will come to class prepared for a class discussion

Prepared includes having read/studied/researched the assigned material, bringing annotated text and/or notes

Class discussion on a topic requires a student to think deeply, analyze, and reflect on the topic, as well as to contribute meaningfully to the discussion

There are rules/guidelines to follow for class discussions, including how and when to speak

Discussions should progress toward goals and products

Discussions can drift off topic and need to be brought back to the main idea by a member of the discussion

Discussions can include different roles/jobs Relevant questions should be asked during the

class discussion Questions should be answered with thoughtful

responses supported by elaboration and detail Posing inferential questions is a key component of

a good discussion Class discussion should include key ideas about the

topic It is important to clarify information presented It is important to consider other perspectives

presented in the discussion and modify one’s own view if appropriate

Come prepared for class discussion with annotated text and/or notes

Analyze and reflect on a given topic Contribute meaningfully to class discussion Use rules/guidelines for class discussions: take turns

speaking, actively listen, contribute meaningful comments, allow everyone to speak, be respectful of others’ opinions, and give constructive feedback

Become comfortable giving oral and written feedback to their peers about the discussion

Perform a variety of roles within a discussion Redirect discussion to the main idea when necessary Ask relevant questions related to class discussion Identify and create various levels of questions,

focusing on inferential questions Answer questions by giving thoughtful responses

backed by elaboration and detail Review key ideas about the topic Paraphrase text or speaker’s words to ensure

understanding Reflect on all perspectives shared and modify own

view when appropriate

Standard Student develops understanding that-- Student develops the skills to--SL.7.2Analyze 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.

Any type of speech or media should have a main idea/point and supporting details

Information can be pulled from multiple formats/sources to create a “big picture” understanding of an idea

Experiencing a topic through a variety of media can help clarify an idea

Determine main idea and supporting details in a variety of media

Use multiple sources in a variety of formats on a single topic to clarify an idea

Interpret the collective information to understand the big picture

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

A claim is the speaker’s belief about a subject A speaker validates the claim through support Valid support is based on sound reasoning and

multiple pieces of credible evidence, not just elaboration of opinions

A critical thinker will pause and evaluate the validity of the claim and its support

Identify the speaker’s claim and support for that claim

Evaluate an speaker’s evidence for sound reasoning and credibility

Determine sufficiency of speaker’s evidence

Speaking and Listening Standards: Presentation of Knowledge and IdeasStandard Student develops understanding that-- Student develops the skills to--

SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Claims and findings should be sequenced in a logical way

Main ideas and themes can be supported by using relevant facts and details

The most effective evidence is focused on the main idea and stands out among other pieces of evidence as strongest and most relevant

Good speaking includes appropriate eye contact, adequate volume, and clear pronunciation

Speakers use tone, volume, and pacing to emphasize the most salient points

Present claims and findings, sequenced in a logical way

Support main ideas and themes with the strongest and most relevant facts and details available

Use appropriate eye contact, adequate volume, and clear pronunciation when speaking

Use tone, volume, and pacing to emphasize the most salient points

SL.7.5Include multimedia components and visual displays inpresentations to clarify claims andfindings and emphasize salient points.

An effective presentation uses multimedia components and visual displays purposefully in order to clarify information

Within a multimedia presentation, salient points should stand out

Use multimedia components and visual displays purposefully to clarify information

Make salient points stand out within a presentation through a variety of methods, including font size and style, animations, isolation, headings, etc.

SL.7.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English whenindicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

It is an expectation to use formal English when appropriate

A speaker’s audience determines appropriate tone and formality

Use formal English when appropriate Evaluate audience and determine appropriate tone

and formality

from Appendix A:

Conventions and Knowledge of LanguageTeaching and Learning the Conventions of Standard EnglishDevelopment of Grammatical Knowledge

Grammar and usage development in children and in adults rarely follows a linear path…. The Standards account for the recursive, ongoing nature of grammatical knowledge in two ways. First, the Standards return to certain important language topics in higher grades at greater levels of sophistication. For instance, instruction on verbs in early elementary school (K–3) should address simple, present, past, and future tenses; later instruction should extend students’ knowledge of verbs to other tenses (progressive and perfect tenses8 in grades 4 and 5), mood (modal auxiliaries in grade 4 and grammatical mood in grade 8) and voice (active and passive voice in grade 8). Second, the Standards identify with an asterisk (*) certain skills and understandings that students are to be introduced to in basic ways at lower grades but that are likely in need of being retaught and relearned in subsequent grades as students’ writing and speaking matures and grows more complex. (See Appendix A, page 30 for an example.)

Vocabulary

Acquiring Vocabulary

Key to students’ vocabulary development is building rich and flexible word knowledge. Students need plentiful opportunities to use and respond to the words they learn through playful informal talk, discussion, reading or being read to, and responding to what is read. Students benefit from instruction about the connections and patterns in language. Developing in students an analytical attitude toward the logic and sentence structure of their texts, alongside an awareness of word parts, word origins, and word relationships, provides students with a sense of how language works such that syntax, morphology, and etymology can become useful cues in building meaning as students encounter new words and concepts.

Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them. While Tier One words are important, they are not the focus of this discussion.

Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable.

Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g., made a part of a glossary).

Language Standards: Conventions of Standard EnglishStandard Student develops understanding that-- Student develops the skills to--

L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

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

Grammatical conventions and usage effectively communicate meaning

Phrases and clauses are different in form and function

Phrases and clauses can be punctuated differently depending on where they are placed in a sentence

Simple, compound, complex, and compound-complex sentences are different sentence patterns

Sentence patterns are used and punctuated differently to signal relationships among ideas

When phrases and clauses are placed incorrectly within a sentence, meaning is changed.

Use grammatical conventions effectively to communicate meaning

Identify a phrase vs. a clause Determine the function of a phrase or a clause within

a sentence Correctly punctuate phrases and clauses Distinguish among simple, compound, complex, and

compound-complex sentences Select and use the appropriate type of sentence

(simple, compound, complex, compound-complex) to best convey an idea

Punctuate sentence types correctly Use a variety of sentence types to add style and

tone/mood to writing Recognize when a phrase or clause is

misplaced/dangling and correct the error

Standard Student develops understanding that-- Student develops the skills to--L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.

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

b. Spell correctly.

They are expected to use all previously learned/standard capitalization and comma rules (refer to L.5.2 and L.6.2)

Coordinate adjectives both modify the same noun carry the same amount of emphasis (to test for coordinate adjectives, you should be able to reverse the order and insert “and” between them)

Coordinate adjectives are separated by a comma All words should be spelled correctly and that

resources should be used for correct spelling

Use all standard capitalization and previously-learned comma rules correctly in writing

Recognize and test for coordinate adjectives Use a comma to separate coordinate adjectives Use resources to spell all words correctly

Language Standards: Knowledge of LanguageStandard Student develops understanding that-- Student develops the skills to--

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

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Language is used to convey ideas There are shades of meaning (connotation) to

words that must be taken into account when writing, speaking, reading, or listening

Wordiness means an overuse of words or stylistic devices that detract from the overall message

Redundancy means repetition that is not for effect (especially simple words and transitional phrases) that detracts from the overall message

Wordiness and redundancy impede readability

Use language effectively to convey ideas Consider shades of meaning (connotation) and

purposefully select the best word(s) when writing and speaking

Consider shades of meaning (connotation) to evaluate an author’s or speaker’s specific intent/meaning

Use a thesaurus or computerized resources mindfully when revising for word choice

Revise for wordiness or redundancy in writing and speaking

Language Standards: Vocabulary Acquisition and UseStandard Student develops understanding that-- Student develops the skills to--

L.7.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Familiarity with language and its structure aids comprehension

Some words have multiple meanings They can use contextual clues (synonyms,

antonyms, information, definition) to determine the meaning of an unknown word or phrase

They can use an unknown word’s position or function in a sentence (syntax) as a clue to its meaning

Words are made of parts, including prefixes, roots, and/or suffixes that have meaning

Knowing the meaning of word parts can help determine the meaning of an unknown word

Reference materials can aid in determining pronunciation and part of speech and in clarifying meaning

They need to verify an assumed meaning of a word or phrase with the actual meaning

Use multiple meaning words correctly Use contextual clues to determine meaning of

unknown words or phrase Use a word’s position or function as a clue to its

meaning Break a word into parts to determine meaning Use knowledge of prefixes, roots, and suffixes to

determine meaning Use reference materials to determine pronunciation,

part of speech, or a precise meaning

Standard Student develops understanding that-- Student develops the skills to--

L.7.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Figurative language is used purposefully to enhance meaning

Figures of speech can be interpreted through the context of writing

Allusion is a figure of speech that makes an explicit or indirect reference to literary, biblical, or mythological elements

Readers must recognize and draw meaning from a connection between an allusion and the text

There can be a relationship among words that could be used to help determine meaning (synonym/antonym, analogy)


Denotation is a word’s dictionary definition Connotation is an emotional connection associated

with a word

Determine the meaning of figurative language Use of contextual clues to determine the meaning of

figurative language Recognize and understand allusions as they relate to

the text Use relationships among words to help determine

meaning Identify denotation and connotation of specific words Evaluate how connotation affects tone

L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important tocomprehension or expression.

There is a need to learn and use new grade-level-appropriate vocabulary

There is a need to purposefully choose vocabulary relevant to a topic and to the meaning the writer wants to convey

Learn and use new grade-level-appropriate vocabulary

Purposefully choose vocabulary relevant to the topic and meaning the writer wants to convey

Reading Standards for Literature: Key Ideas and DetailsStandard Resources

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

Framed paragraphs

RL.7.2Determine 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.

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

Reading Standards for Literature: Craft and StructureStandard Resources

RL.7.4Determine 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.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Reading Standards for Literature: Integration of Knowledge and IdeasStandard Resources

RL.7.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques uniqueto each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

RL.7.8(Not applicable to literature)RL.7.9Compare and contrast a fictional portrayal of a time, place, or character and a historical accountof the same period as a means of understanding how authors of fiction use or alter history.

Migrant Mother (photo) with “What is Poverty?” essay by Jo Goodwin Parker; tie with a historical account of depression piece

Real-life Helen Keller vs. The Miracle Worker

RL.7.10By 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.

Reading Standards for Informational Text: Key Ideas and DetailsStandard Resources

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

RI.7.2Determine 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.7.3Analyze 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).

Graphic organizers for nonfiction text structures Annotating methods for nonfiction text

Reading Standards for Informational Text: Craft and StructureStandard Resources

RI.7.4Determine 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.

RI.7.5Analyze 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.7.6Determine 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.

Walmart articles—people with disabilities (Suzy) Crystal Bridges Current events

Reading Standards for Informational Text: Integration of Knowledge and IdeasStandard Resources

RI.7.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing eachmedium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoningis sound and the evidence is relevant and sufficient to support the claims.

RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of keyinformation by emphasizing different evidence or advancing different interpretations of facts.

Writing Standards: Text Types and PurposesStandard Resources

W.7.1Write 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.

Standard ResourcesW.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.







Standard ResourcesW.7.3Write narratives to develop real or imagined experiences or events using effective technique,relevant descriptive details, and well-structured event sequences.






Writing Standards: Production and Distribution of WritingStandard Resources

W.7.4Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.7.5With some guidance and support from peers and adults, develop and strengthen writing as neededby planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions shoulddemonstrate command of Language standards1–3 up to and including grade 7 on page 52.)W.7.6Use technology, including the Internet, to produce and publish writing as well as to interact andcollaborate with others, including linking to and citing sources

Blogs, wikis, etc.

Writing Standards: Research to Build and Present KnowledgeStandard Resources

W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Standard MLA format for margins, font, heading, page numbering, works cited, and parenthetical citations

W.7.8Gather 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.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.



Writing Standards: Range of WritingStandard Resources

W.7.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Standards: Comprehension and CollaborationStandard Resources

SL.7.1Engage 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.





Socratic circles Leveled questions (LTF)

Standard ResourcesSL.7.2Analyze 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.7.3Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Socratic circles

Speaking and Listening Standards: Presentation of Knowledge and IdeasStandard Resources

SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent mannerwith pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5Include multimedia components and visual displays inpresentations to clarify claims andfindings and emphasize salient points.

Power Point Glogster Windows Movie Make Animoto Acapela.tv iMovie

SL.7.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English whenindicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 for specific expectations.)

Language Standards: Conventions of Standard EnglishStandard Resources

L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

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

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

Kilgallon’s Sentence Composing and Grammar for the Middle Level Jeff Anderson’s Mechanically Inclined (AAAWWUBBIS) Pre-AP: loose and periodic (LTF)

Standard ResourcesL.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.

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

b. Spell correctly.

Language Standards: Knowledge of LanguageStandard Resources

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

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

Language Standards: Vocabulary Acquisition and UseStandard Resources

L.7.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Grade-leveled list of Greek or Latin affixes and roots Dictionaries and thesauruses (print and digital) www.snappywords.com Word spectrum

Standard Resources

http://www.snappywords.com/

L.7.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important tocomprehension or expression.

Writing Exemplars: Grade 7

Unit 1: Coming of Age

Essential Question: How is adolescence a unique time that bridges the gap between childhood and adulthood?

Reading (including Spkg/Lstg)(3-5 literary; 1-2 informational; 1 extended literary text)

Writing (routine writing; 4-6 argumentative analyses; 1-2 narratives)

Research/Other(1 research project)

The Outsiders – S.E. Hinton (novel) -RL.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 -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. -RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) -RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text -SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.





-L.7.4a: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. -L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. [Paul Newman & “Nothing Gold Can Stay”]

“Fish Cheeks” – Amy Tan (narrative nonfiction) -RL.7.2: Determine a theme or central idea of a text and analyze its

Narrative – “a moment when you realized you were coming of age” -W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.






-W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) - W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.)

* Framed essay – defending character traits of a character in The Outsiders -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

Research: make a slide about one element of setting from The Outsiders (each student has a different topic to create a class slide show of notes) -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 a: Gather relevant information from multiple print and digital sources, using search terms effectively -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 -SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points

Socratic Circle: “My Papa’s Waltz” -RL.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 -SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by

development over the course of the text; provide an objective summary of the text. -RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) -RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a 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.

“Orange Crush” – Yiyun Li (narrative nonfiction) -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. -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.7.3: 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)

“Eleven” – Sandra Cisneros (short story) -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. -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.

“On Turning Ten” – Billy Collins (poem) -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. -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.

“My Papa’s Waltz” – Theodore Roethke (poem) -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. -RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. -RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

e. Provide a concluding statement or section that follows from and supports the argument presented

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



Routine Writing (quick writes, dialectical journals, etc.) - 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.

Informal argumentative analysis paragraphs: How does the author relate the theme “Coming of Age” in this text? (do this for multiple pieces from unit) -RL.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

referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.



d. Acknowledge new information expressed by others and, when warranted, modify their own views

-SL.7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence

Socratic Circle: “Girl in the Mirror” – Norman Rockwell (painting); c/c to “On Turning Ten” and “Eleven” -RL.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 -SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.



c. Pose questions that elicit

-L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)

Optional: NG article about science of teenage brain “Through the Tunnel”—Doris Lessing (pre-AP

story) “Sister” – Leona Gom (poem)—LTF lesson (big

book—see Michelle or Brenna)

Language StandardsL.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences.

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives b. Spell correctly

L.7.4 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. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views


PACING GUIDE

Dates Reading Pieces (Standards Above) Writing Pieces (Standards Above) Research/Speaking Activities/Assessments/Vocab

5 weeks The Outsiders Narrative & routine writing Research slide for Outsiders setting/present2 weeks “Fish Cheeks” & “Orange Crush” Quick writes (“Fish Cheeks” & “Orange Crush”);

begin framed essay from Outsiders2 weeks “Eleven,” “On Turning Ten,” & “My

Papa’s Waltz”Quick writes on poems;

Finish framed essay from OutsidersSocratic circle about poems and painting

ongoing language standards

**notice language standards in reading pieces

**incorporate language standards into student writing

**Summative Assessments: The Outsiders MC & OR—September 10-21; The Outsiders Framed Essay—October 8-19

Unit 2: Perseverance

Essential Question: How do characters, real and fictional, use words and actions to demonstrate perseverance?

Reading (including Spkg/Lstg)(3-5 literary; 1-2 informational; 1 extended informational

text)

Writing (routine writing; 4-6 informational/explanatory analyses; 1-2 narratives)


Informational Non-Fiction articles on setting of The Miracle Worker: setting the scene for The Miracle Worker; discussion of gender roles; YouTube video of Helen Keller speaking -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.

The Miracle Worker – William Gibson (drama) -RL.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 -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. -RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) -RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. -RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. -RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text -RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film) -RL.7.9 (Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history -L.7.4a: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to

* Framed Essay--How do individuals, real and fictional, use words and actions to demonstrate perseverance? Cite specific details from texts read. (Informational/explanatory analysis) -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





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.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) - W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52.) - W.7.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, including linking to and citing sources -W.7.8 a & c: Gather relevant information from multiple print and digital sources, using search terms effectively…quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation - W.7.9: 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

Research: a person from history who has persevered -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 a & c: Gather relevant information from multiple print and digital sources, using search terms effectively…quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Socratic Circle: Wal-Mart articles -SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.



c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant

the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel) -L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. -L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)

“Helen Keller” – Langston Hughes (poem) -RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. -RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Wal-Mart articles with persuasion – informational -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 claims

“Champion of the World” – Maya Angelou (narrative nonfiction) -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.7.3: 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)

“We Real Cool” (Brooks) & “A Dream Deferred” (Hughes) - poetry -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.,

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”).

Narrative Bio-Poem (on a historical person who has persevered) -W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.






- W.7.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, including linking to and citing sources -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. -SL.7.5:

Compare/Contrast Malcolm X and Martin Luther King Jr. speeches – -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






observations and ideas that bring the discussion back on topic as needed.



Various scenes from The Miracle Worker movie -RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film)

Optional: Kindergarten article (see Michelle) vs. “Charles” (in the Lit. Book) -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)

alliteration) on a specific verse or stanza of a poem or section of a story or drama. -RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

“I Have a Dream” – King (text, audio, video) -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.7.4: 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 -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 ideas -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) -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 claims -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 speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence -L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending)Malcolm X speech: “The Ballot or the Bullet” (excerpt) -RI.7.9: Analyze how two or more authors writing about the same topic shape their presentation of key information by emphasizing different evidence or advancing different interpretations of facts -RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is


Routine Writing (quick writes, dialectical journals, etc.) - 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.

Informal informational/explanatory analyses: How does perseverance influence the outcome in both

“We Real Cool” and “A Dream Deferred”? How do the structure and syntax of “We Real Cool”

contribute to the perception of the characters in the poem?

Open responses about The Miracle Worker

relevant and sufficient to support claims

Optional: Painting—The Pool Players—Jacob Lawrence

(paired with “We Real Cool”) Painting—The Problem We All Live With—

Norman Rockwell (paired with “A Dream Deferred”)

Language StandardsL.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal different relationships among ideas.


L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

L.7.4 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. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination fo the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

PACING GUIDE


5 weeks Informational articles about setting & characters of The Miracle Worker; read play;

“Helen Keller” poem

The Miracle Worker open responses & quick writes

Walmart articles—read & Socratic circles

2 weeks “Champion of the World,” “We Real Cool,” & “A Dream Deferred”

2 analysis paragraphs;Begin perseverance essay

Begin research of person who persevered

2 weeks “I Have a Dream” & “The Ballot or the Bullet” speeches

Finish perseverance essay;Narrative bio-poem

Comparison/contrast of speeches

Present bio-poem

**Summative Assessments: The Miracle Worker MC & OR—November 12-20; Perseverance Essay—December 3-14

Unit 3: Survival

Essential Question: How do people, both real and fictional, survive in times of strife and struggle?

Reading (including Spkg/Lstg)(3-5 literary; 1-2 informational; 1 extended informational text)

Writing (including Language)(routine writing; 4-6 informational/explanatory analyses; 1-2 narratives)


“Sea Devil”—Arthur Gordon (short story) -RL.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. -RL.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. -RL.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). -RL. 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. -L.7.5 c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

“To Build a Fire”—Jack London (short story) -RL.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. -RL.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. -RL.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). -RL.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.

“Traveling Through the Dark”—William Stafford (poem) -RL.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. -RL.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. -RL. 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. -L.7.5 c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite,

Informal informational/explanatory analyses: How does the poem “Traveling through the Dark”

fit into the theme of “Survival”? How do the choices made by the man in “To Build a

Fire” lead to his demise? Open response writing related to optional pieces

-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. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

“How to Survive 7th Grade” manual with text features (done in Publisher) -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.



c. (through text features) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

e. Establish and maintain a formal style. -W.7.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, including linking to and citing sources

Research Assignment: combined with narrative writing assignment (journal based on facts) -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: Draw evidence from literary or informational texts to support analysis, reflection, and research.



diplomatic, condescending).

Survival Manual (from Michelle) paired with Bear Grylls clips -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.7.5: 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

Children of the Great Depression—Russell Freedman (extended nonfiction) -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.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). -RI.7.5: 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. -(c/c to Migrant Mother photos) RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing eachmedium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). -(compared to Out of the Dust excerpts) RL.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.

Great Depression variety of reading pieces (from Brenna) -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.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). -RI.7.5: 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

Research Journal from point of view of a Great Depression person studied (narrative plus research) -W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.





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

-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: 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”).

d. 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”).

Routine Writing: dialectical journal of significant quotes from “Sea

Devil” (from Michelle) quick writes annotation & summary of “To Build a Fire” (from

Brenna) -W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting

Socratic Circles: “Traveling Through the

Dark” poem -SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.





-SL.7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. -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. -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 and 3 on page 52 for specific expectations.)

-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). -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. -RL.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. -RL.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. -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.

Migrant Mothers photographs—Dorothea Lange (Library of Congress website from Michelle) & “Awakening a Nation’s Conscience” released Benchmark item packet -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.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). -RI.7.7: 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).

Optional: “Beyond the Limits: A Woman’s Triumph on

Everest” (lit book, p. 281) “The Lottery”—Shirley Jackson “Ozymandias”—Percy Bysshe Shelley Woodsong excerpts—Gary Paulsen “What is Poverty?”—Jo Goodwin Parker Clips from Bear Grylls (Man vs. Wild) Aron Ralston materials (“Desperate Days in

Bluejohn Canyon”—interview with Tom Brokaw) Out of the Dust—Karen Hesse (excerpts)

or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language StandardsL.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal different relationships among ideas.



L.7.4 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. c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination fo the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

PACING GUIDE


2.5 weeks “Sea Devil” & “To Build a Fire” “Traveling Through the Dark”

Dialectical journals; quick writes“TBAF” analysis paragraph, plus

annotation & summary;“TTTD” analysis paragraph

“Traveling Through the Dark” Socratic Circle

2.5 weeks Bear Grylls clips & Survival Manual;

Optional piece about surviving in the wild

7th Grade Survival Manual;Open response about optional piece

2 weeks Children of the Great Depression;Variety of Depression reading pieces

(from Brenna)

Quick writes Begin research of Great Depression era

2 weeks Migrant Mothers; “Awakening a Nation’s Conscience”; optional

pieces if time

Research Journal

**Summative Assessments: Survival Manual—January 28-February 8; Children of the Great Depression MC & OR—February 11-22

Unit 4: Science Fiction

Essential Question: How does science fiction interact with scientific truth?

Reading (including Spkg/Lstg)(3-5 literary; 1-2 informational; 1 extended informational text)

Writing (including Language)(routine writing; 4-6 argumentative analyses; 1-2 narratives)


The Illustrated Man (excerpts)—Ray Bradbury -RL.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. -RL.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. -RL.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). -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.

“The Fun They Had”—Isaac Asimov (short story) -RL.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. -RL.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. -RL.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). -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.

We, Robot—Mark Stephen Meadows (extended nonfiction 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. -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.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). -RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. -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

Informal informational/explanatory analyses: How is this science fiction story grounded in scientific

truth? (based on any story read in unit) How does Whitman view science? (based on poem) Compare and contrast various characters, conflicts,

use of literary devices, themes in Illustrated Man stories

-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. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Research Argumentative Essay Letter (for or against one side of research topic) -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 stylee. Provide a concluding statement or section that follows from and

supports the argument presented -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. -RI.7.8 (handout to trace argument) 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.

Research Assignment: research both sides of a science-related issue -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. -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. -SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Socratic Circle Topic:

-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.

“When I Heard the Learn’d Astronomer”—Walt Whitman (poem) -RL.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. -RL.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. -RL.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). -RL. 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. -RL.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.

Nonfiction Science Articles from Websites: www.hubblesite.org http://www.pbs.org/wgbh/nova/sciencenow/cosmic/

2011/02/the-next-big-thing.html (Nova Science Now: The Next Big Thing)

http://www.pbs.org/wgbh/nova/tech/maynard-nanotech-au.html (Nova Science Now: The Dangers of Nanotechnology)

-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). -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.

Creative Science Fiction Story (alternate ending or continuing chapter)—based on sci-fi story read in unit -W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.






Routine Writing: Summary, main idea, fact/opinion writings based on

Robot extended text

Language StandardsL.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences. b. Choose among simple, compound, complex, and compound-complex sentences to signal different relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.



L.7.4 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. c. Consult general and specialized reference materials (e.g.,

pair songs “Rocketman” by Elton John and “Space Oddity” by David Bowie (c/c lyrics) -SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led)with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.




d. Acknowledge new information expressed by others and, when

http://www.pbs.org/wgbh/nova/tech/maynard-nanotech-au.html


http://www.pbs.org/wgbh/nova/sciencenow/cosmic/2011/02/the-next-big-thing.html


http://www.hubblesite.org/

Optional: Sci-fi poems from

http://eyetothetelescope.com/archives/002issue.html “All Summer in a Day”—Ray Bradbury The Monsters Are Due on Maple Street & parallel YouTube

video about terrorism Star Wars archetype materials (from Michelle) A Wrinkle in Time—Madeline L’Engle (excerpts) “True Love”—Isaac Asimov (short story) Music: Gustav Holst The Planets

dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

warranted, modify their own views.

-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 speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

PACING GUIDE


2 weeks The Illustrated Man excerpts Quick writes; 2 informational analysis paragraphs

1 week “The Fun They Had”; Individual research articles

Begin research of science-related issue

3 weeks We, Robot Framed research analysis (graphic organizer)

2 weeks Optional pieces;Whitman poem

Creative sci-fi story Socratic circle with song lyrics

As needed throughout quarter Nonfiction science articles from websites

**Summative Assessments: The Illustrated Man MC & OR—March 11-29; Research Argument Essay—April 22-May 3

http://eyetothetelescope.com/archives/002issue.html

1st Quarter Texts 2nd Quarter Texts 3rd Quarter Texts 4th Quarter Texts

The Outsiders – S.E. Hinton (novel—750L)

“Fish Cheeks” – Amy Tan (narrative nonfiction)

“Orange Crush” – Yiyun Li (narrative nonfiction)

“Eleven” – Sandra Cisneros (short story)

“On Turning Ten” – Billy Collins (poem)

“My Papa’s Waltz” – Theodore Roethke (poem)

Informational Non-Fiction articles on setting of The Miracle Worker; YouTube video of Helen Keller speaking

The Miracle Worker – William Gibson (drama)

“Helen Keller” – Langston Hughes (poem)

Wal-Mart articles with persuasion – informational

“Champion of the World” – Maya Angelou (narrative nonfiction)

“We Real Cool”--Brooks & “A Dream Deferred”--Hughes (poetry)

“I Have a Dream” – King (text, audio, video)

“The Ballot or the Bullet”—Malcolm X (speech excerpt)

“Sea Devil”—Arthur Gordon (short story)

“To Build a Fire”—Jack London (short story)

“Traveling Through the Dark”—William Stafford (poem)

Survival Manual paired with Bear Grylls video clips

Children of the Great Depression—Russell Freedman (extended nonfiction—1170L)

Great Depression variety of reading pieces

Migrant Mothers photographs—Dorothea Lange (Library of Congress website) & “Awakening a Nation’s Conscience” (released Benchmark item packet)

The Illustrated Man (excerpts—680L)—Ray Bradbury

“The Fun They Had”—Isaac Asimov (short story)

We, Robot—Mark Stephen Meadows (extended nonfiction text)

“When I Heard the Learn’d Astronomer”—Walt Whitman (poem)

Nonfiction Science Articles from Websites: www.hubblesite.orghttp://www.pbs.org/wgbh/nova/sciencenow/cosmic/2011/02/the-next-big-thing.html (Nova Science Now: The Next Big Thing)http://www.pbs.org/wgbh/nova/tech/maynard-nanotech-au.html (Nova Science Now: The Dangers of Nanotechnology)

*Denotes corresponding teaching ideas found in the Gates Foundation maps at www.commoncore.org/maps.

http://www.commoncore.org/maps







http://www.hubblesite.org/

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