(DAYS BASED ON 60 MINUTES)resources-cf.toolboxforteachers.com/richland1/ela/2012/... · 2012. 9....
14
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES) PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012 SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON NOTE: WRITING STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD. 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. 7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. 7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). 7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. L.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 differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly. 7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) 7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.) 7-4.7 Spell correctly using Standard American English. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, 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. 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.7.4 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. NOTE: VOCABULARY STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD. 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. 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 specific word choices on meaning and tone. 7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words. 7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.) 7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 7-3.4 Interpret the connotations of words to understand the meaning of a given text. 7-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Composite Writing Matrix.) DATES TAUGHT INDICATORS LESSONS DAYS RESOURCES FIRST NINE WEEKS RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 7-1.1 Analyze literary texts to draw conclusions and make inferences. SL FL NL 7-3.23 2 http://www.slideshare.net/lgroth/drawing-conclusions-powerpoint http://www.readwritethink.org/lesson_images/lesson175/RWT186-1.pdf http://www.casamples.com/downloads/10147s.pdf Reading A-Z.com 7-1.2 Explain the effect of point of view on a given narrative text. SL 2 http://www.readwritethink.org/lessons/lesson_view.asp?id=23 http://www.readwritethink.org/lessons/lesson_view.asp?id=1033 http://www.readwritethink.org/beyondtheclassroom/summer/grades6_8 /FairyTales/ 7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron). FL LG 1 http://74.125.47.132/search?q=cache:RCV2W4TOhwQJ:www.poetryforge .org/lessonplans/metaphorlesson.doc+extended+metaphor+hand outs&cd=7&hl=en&ct=clnk&gl=us http://www.literacynet.org/alaska/extended.html http://www.readingcore.com/pdf/Extended_Metaphor.pdf 7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text. FL LG 3 http://www.readwritethink.org/lessons/lesson_view.asp?id=1050 http://www.readwritethink.org/lesson_images/lesson101/BooklisttoTeac hCharacterization.pdf http://www.readwritethink.org/lesson_images/lesson1050/DynamicStati c.pdf 7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts. LG 3 http://www.readwritethink.org/lessons/lesson_view.asp?id=1129 http://www.localschooldirectory.com/lesson-plans/id/348 http://www.lessonplanspage.com/LAForeshadowingAndItsContributionT oAStorysPlot68.htm
Transcript of (DAYS BASED ON 60 MINUTES)resources-cf.toolboxforteachers.com/richland1/ela/2012/... · 2012. 9....
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
NOTE: WRITING STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
7-4.2 7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
L.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 differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)
7-4.7 Spell correctly using Standard American English.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, 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.
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.7.4 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.
NOTE: VOCABULARY STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
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 specific word choices on meaning and tone.
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
7-3.4 Interpret the connotations of words to understand the meaning of a given text.
7-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Composite Writing Matrix.)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7-1.1 Analyze literary texts to draw conclusions and make inferences.
SL FL
NL 7-3.23
2
http://www.slideshare.net/lgroth/drawing-conclusions-powerpoint http://www.readwritethink.org/lesson_images/lesson175/RWT186-1.pdf http://www.casamples.com/downloads/10147s.pdf Reading A-Z.com
7-1.2 Explain the effect of point of view on a given narrative text.
SL
2
http://www.readwritethink.org/lessons/lesson_view.asp?id=23 http://www.readwritethink.org/lessons/lesson_view.asp?id=1033 http://www.readwritethink.org/beyondtheclassroom/summer/grades6_8
/FairyTales/
7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).
FL LG
1
http://74.125.47.132/search?q=cache:RCV2W4TOhwQJ:www.poetryforge.org/lessonplans/metaphorlesson.doc+extended+metaphor+handouts&cd=7&hl=en&ct=clnk&gl=us
http://www.literacynet.org/alaska/extended.html http://www.readingcore.com/pdf/Extended_Metaphor.pdf
7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.
FL LG
3
http://www.readwritethink.org/lessons/lesson_view.asp?id=1050 http://www.readwritethink.org/lesson_images/lesson101/BooklisttoTeac
hCharacterization.pdf http://www.readwritethink.org/lesson_images/lesson1050/DynamicStati
c.pdf
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG
3
http://www.readwritethink.org/lessons/lesson_view.asp?id=1129 http://www.localschooldirectory.com/lesson-plans/id/348 http://www.lessonplanspage.com/LAForeshadowingAndItsContributionT
oAStorysPlot68.htm
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED)
7-1.6 Analyze a given literary text to determine its theme.
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.
SL FL LG
4 http://www.geocities.com/Athens/Parthenon/9502/theme.html http://learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson_images/lesson800/theme.pdf
7-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).
1
7-1.8 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories).
SL
1
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
SL FL
Daily
http://www.shsu.edu/~txcae/Powerpoints/contectclues1.html http://wserver.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
SL Daily
You Can't Spell the Word Prefix without a Prefix http://www.readwritethink.org/lessons/lesson_view.asp?id=253 Improve Comprehension with a Word Card Game
7-3.3 Interpret the meaning of idioms and
euphemisms encountered in texts. LG Daily http://www.propagandacritic.com/articles/ct.wg.euphemism.html http://www.readwritethink.org/materials/idioms/
7-3.4 Interpret the connotations of words to understand the meaning of a given text.
SL FL
Daily
http://www.readwritethink.org/lessons/lesson_view.asp?id=80 http://leo.stcloudstate.edu/grammar/connotations.html http://docs.google.com/gview?a=v&q=cache:8xuycgsab7cJ:ims.
ode.state.oh.us/ODE/IMS/Lessons/Content/CER_LP_S02 _BC_L08_I02_01.pdf+examples+of+connotations&hl=en&gl=us
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. SL 2
http://owl.english.purdue.edu/owl/resource/673/01/ http://www.georgiastandards.org/DMGetDocument.aspx/6Unit5_Prewriti
ng http://www.readwritethink.org/lessons/lesson_view.asp?id=874 Empowering Writers
7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
FL LG
2
http://owl.english.purdue.edu/owl/resource/573/01/ http://www.kimskorner4teachertalk.com/writing/sixtrait/sentencefluency
/sentencecheck.html http://www.clarion.edu/academic/wc/handoutsentencevariety.htm
7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
FL LG
4
Criterion Online Writing Evaluation http://teachingtoday.glencoe.com/lessonplans/expository-writing-the-
five-paragraph-essay-lesson-plan-2-of-2 Empowering Writers
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
FIRST NINE WEEKS (CONTINUED)
7-4.4 Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)
L.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 differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate
coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
FL Daily
http://grammar.ccc.commnet.edu/grammar/powerpoint.htm http://grammar.quickanddirtytips.com/ http://www.readwritethink.org/lessons/index.asp?grade=3&strand=2&en
gagement=11&display.x=44&display.y=5
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
FL Daily
http://www.readwritethink.org/lessons/index.asp?grade=3&strand=2&engagement=16&display.x=46&display.y=17
http://owl.english.purdue.edu/owl/ http://www.valdosta.edu/folkwriting/pdf/chapter2.PDF (includes two
editing handouts) Empowering Writers
7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)
SL Daily
http://www.readwritethink.org/lessons/lesson_view.asp?id=80 http://www.readwritethink.org/lessons/lesson_view.asp?id=222 http://www.unc.edu/depts/wcweb/handouts/revision.html
7-4.7 Spell correctly using Standard American
English. FL Daily http://www.readwritethink.org/lessons/lesson_view.asp?id=48 Empowering Writers
7-1.1 Analyze literary texts to draw conclusions and make inferences.
SL FL
NL7-3.23
Daily
http://www.testdesigner.com/questions/Making_Inferences_and_Drawing_Conclusions
http://www.slideshare.net/lgroth/drawing-conclusions-powerpoint Reading A-Z.com
7-1.2 Explain the effect of point of view on a given narrative text.
SL
2
http://www.readwritethink.org/beyondtheclassroom/summer/grades6_8/FairyTales/
http://teachers.net/lessons/posts/414.html http://woub.org/readwritetell/pov57.htm
7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).
FL LG
1
http://74.125.47.132/search?q=cache:RCV2W4TOhwQJ:www.poetryforge.org/lessonplans/metaphorlesson.doc+extended+metaphor+handouts&cd=7&hl=en&ct=clnk&gl=us
http://www.literacynet.org/alaska/extended.html http://www.readingcore.com/pdf/Extended_Metaphor.pdf
7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.
FL LG
1
http://www.tcnj.edu/~masciol2/Lesson%2016%20Static%20and%20Dynamic%20Characters.htm
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/round_flat.pdf
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/dynamic_static.pdf
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG
1
http://artsedge.kennedy-center.org/content/2308/ http://74.125.47.132/search?q=cache:Gd0fZJRpCyUJ:teacher.kent.k12.wa.
us/kentridge/rrobertson/documents/teacher_for_a_day_tone_lesson.doc+tone+lesson&cd=1&hl=en&ct=clnk&gl=us
http://www.beaconlearningcenter.com/documents/11612_5193.pdf
7-1.6 Analyze a given literary text to determine its theme.
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.
SL FL LG
2
http://www.geocities.com/Athens/Parthenon/9502/theme.html http://learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson_images/lesson800/theme.pdf
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
SL FL
Daily
http://www.shsu.edu/~txcae/Powerpoints/contectclues1.html http://wserver.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
SL Daily
You Can't Spell the Word Prefix without a Prefix http://www.readwritethink.org/lessons/lesson_view.asp?id=253 Improve Comprehension with a Word Card Game
7-3.3 Interpret the meaning of idioms and
euphemisms encountered in texts. LG 2 http://www.propagandacritic.com/articles/ct.wg.euphemism.html http://www.readwritethink.org/materials/idioms/
ADMINISTER FALL COMMON ASSESSMENT
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
NOTE: WRITING STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
7-4.2 7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
L.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 differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)
7-4.7 Spell correctly using Standard American English.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, 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.
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.7.4 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.
NOTE: VOCABULARY STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
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 specific word choices on meaning and tone.
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
7-3.4 Interpret the connotations of words to understand the meaning of a given text.
7-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Composite Writing Matrix.)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7-1.1 Analyze literary text to draw conclusions and make inferences. SL
FL NL7-3.23
1
http://www.testdesigner.com/questions/Making_Inferences_and_Drawing_Conclusions
http://www.mrmanko.com/DrawingConclusions/DrawingConclusionsWorksheet.doc
Reading A-Z.com
7-1.2 Explain the effect of point of view on a given narrative text.
SL 1
http://www.readwritethink.org/lessons/lesson_view.asp?id=23 http://www.readwritethink.org/beyondtheclassroom/summer/grades6_8
/FairyTales/ http://woub.org/readwritetell/pov57.htm
7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).
FL LG
2
Literary Terms http://www.literacynet.org/alaska/extended.html http://www.readingcore.com/pdf/Extended_Metaphor.pdf
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED)
7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.
FL LG
1
http://www.readwritethink.org/lesson_images/lesson101/BooklisttoTeachCharacterization.pdf
http://www.tcnj.edu/~masciol2/Lesson%2016%20Static%20and%20Dynamic%20Characters.htm
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/round_flat.pdf
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/dynamic_static.pdf
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/conflict.pdf
http://www.readwritethink.org/lesson_images/lesson802/UsingPictureBooks.pdf
http://www.readwritethink.org/lesson_images/lesson802/Booklist.pdf
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG 2
http://www.readwritethink.org/lessons/lesson_view.asp?id=94 http://www.lessonplanspage.com/LAForeshadowingAndItsContributionTo
AStorysPlot68.htm http://www.education-world.com/a_tsl/archives/04-1/lesson026.shtml http://nieonline.com/cftc/pdfs/bushcrosses.pdf http://www.learnnc.org/lp/pages/2916
7-1.6 Analyze a given literary text to determine its themes.
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.
SL FL LG
1 http://learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson_images/lesson800/theme.pdf Reading A-Z.com
7-3.1. Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
SL FL
Daily http://www.shsu.edu/~txcae/Powerpoints/contectclues1.html http://wserver.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
SL Daily
You Can't Spell the Word Prefix without a Prefix http://www.readwritethink.org/lessons/lesson_view.asp?id=253 Improve Comprehension with a Word Card Game
7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. LG 1
http://www.propagandacritic.com/articles/ct.wg.euphemism.html http://www.readwritethink.org/materials/idioms/
7-3.4 Interpret the connotations of words to understand the meaning of a given text.
SL FL
Daily http://www.readwritethink.org/lessons/lesson_view.asp?id=80 http://leo.stcloudstate.edu/grammar/connotations.html
7-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
FL Daily
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices/dynamic_static.pdf
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED)
7-1.1 Analyze literary text to draw conclusions and make inferences. SL
FL NL7-3.23
1
http://www.testdesigner.com/questions/Making_Inferences_and_Drawing_Conclusions
http://www.mrmanko.com/DrawingConclusions/DrawingConclusionsWorksheet.doc
Reading A-Z.com
7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).
FL LG
2 http://www.literacynet.org/alaska/extended.html http://www.readingcore.com/pdf/Extended_Metaphor.pdf
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG 2
http://www.readwritethink.org/lessons/lesson_view.asp?id=94 http://www.lessonplanspage.com/LAForeshadowingAndItsContributionT
oAStorysPlot68.htm http://www.education-world.com/a_tsl/archives/04-1/lesson026.shtml http://nieonline.com/cftc/pdfs/bushcrosses.pdf http://www.learnnc.org/lp/pages/2916
7-1.6 Analyze a given literary text to determine its themes.
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.
SL FL LG
1 http://learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson_images/lesson800/theme.pdf
7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information).
LG NL7-4.35
1
http://jc-schools.net/dynamic/LA/activities/Authors%20Bias%20GLE%200801.5.2.doc http://cee.nd.edu/curriculum/documents/media.pdf http://www.media-awareness.ca/english/resources/educational/lessons/secondary/broadcast_news/bias_news_lesson.cfm
7-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions).
1
7.2-6 Analyze information from graphic features (for example, charts and graphs) in informational texts
SL 1 http://www.nwlincs.org/mtlincs/pilotproject/socialstudies/charts&graphs
.htm
7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.
SL 2
http://www.readwritethink.org/lessons/lesson_view.asp?id=405 http://www.readwritethink.org/lesson_images/lesson405/PropagandaTe
xtList.pdf http://changingminds.org/techniques/propaganda/glittering_generalities.
htm
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
SL FL
Daily http://www.shsu.edu/~txcae/Powerpoints/contectclues1.html http://wserver.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
SL Daily
You Can't Spell the Word Prefix without a Prefix http://www.readwritethink.org/lessons/lesson_view.asp?id=253 Improve Comprehension with a Word Card Game
7-3.3 Interpret the meaning of idioms and
euphemisms encountered in texts. LG 2 http://www.propagandacritic.com/articles/ct.wg.euphemism.html http://www.readwritethink.org/materials/idioms/
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED)
7-3.4 Interpret the connotations of words to
understand the meaning of a given text. SL FL
Daily http://www.readwritethink.org/lessons/lesson_view.asp?id=80 http://leo.stcloudstate.edu/grammar/connotations.html
7-2.1 Analyze central ideas within and across informational texts.
7-2.2 Analyze information within and across
texts to draw conclusions and make inferences.
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).
SL LG
2
http://www.slideboom.com/presentations/42728/Informational-Text-SPI-0701.6.2-Main-Idea-and-Supporting-Details
Reading A-Z.com http://schools.fwps.org/kilo/teachers/wasl/informational-stemquestion-
doc.pdf http://frankwbaker.com/lesson_plan_is_seeing_believing.htm
7-2.5 Analyze the impact that text elements (for example, print styles and chapter heading) have on the meaning of a given informational text.
1
http://www.readwritethink.org/lessons/lesson_view.asp?id=112 http://readwritethink.org/lessons/lesson_view.asp?id=24 http://www.studyzone.org/testprep/ela4/h/locinfochap2.cfm http://www.readwritethink.org/lesson_images/lesson98/text_chart.pdf http://teachingtoday.glencoe.com/lessonplans/nonfiction-text-features
7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.
SL 2
http://www.nwlincs.org/mtlincs/pilotproject/socialstudies/charts&graphs.htm
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
SL 1
http://owl.english.purdue.edu/owl/resource/673/01/ http://www.readwritethink.org/lessons/lesson_view.asp?id=874 Empowering Writers
7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
FL LG
1
http://owl.english.purdue.edu/owl/resource/573/01/ http://www.gpschools.org/ci/depts/eng/StyleSheet/variety.html http://www.kimskorner4teachertalk.com/writing/sixtrait/sentencefluency
/sentencecheck.html
7-4.3 Create multiple- paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
FL LG
1
Criterion Online Writing Evaluation http://teachingtoday.glencoe.com/lessonplans/expository-writing-the-
five-paragraph-essay-lesson-plan-2-of-2 Empowering Writers
7-5.1 Create informational pieces (for example, book movie, or product reviews and news reports) that use language appropriate for a specific audience.
LG 1
Empowering Writers - Expository
7-5.2 Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of importance and use language appropriate for the purpose and audience.
1
Empowering Writers - Narrative
7-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).
1
7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience.
SL 1
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
SECOND NINE WEEKS (CONTINUED)
7-4.4 Use grammatical conventions of written Standard American English, including the reinforcement of conventions previously taught. (See Instructional Appendix: Composite Writing Matrix.)
L.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 differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate
coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly.
FL 1
http://www.rfwp.com/samples/grammar.pdf http://www.ateg.org/grammar/tips.php http://www.kimskorner4teachertalk.com/grammar/menu.html http://grammar.ccc.commnet.edu/grammar/powerpoint.htm http://grammar.quickanddirtytips.com/
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
FL 1
http://www.englishdiscourse.org/peer.revision.guidelines.html http://www.readwritethink.org/classroom-resources/lesson-plans/once-
upon-fairy-tale-971.html http://www.readwritethink.org/lessons/lesson_view.asp?id=222 http://www.unc.edu/depts/wcweb/handouts/revision.html
7-4.6 Edit for the correct use of written Standard American English, including ellipses and parenthesis. (See Instructional Appendix: Composite Writing Matrix.)
SL 1
http://www.valdosta.edu/folkwriting/pdf/chapter2.PDF (includes two editing handouts)
http://www.readwritethink.org/classroom-resources/lesson-plans/peer-edit-with-perfection-786.html
http://www.kimskorner4teachertalk.com/writing/sixtrait/conventions/punctuation.html
ADMINISTER WINTER COMMON ASSESSMENT
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
NOTE: WRITING STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
7-4.2 7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
L.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 differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)
7-4.7 Spell correctly using Standard American English.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, 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.
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.7.4 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.
NOTE: VOCABULARY STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
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 specific word choices on meaning and tone.
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
7-3.4 Interpret the connotations of words to understand the meaning of a given text.
7-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Composite Writing Matrix.)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7-1.1 Analyze literary text to draw conclusions and make inferences. SL
FL NL7-3.23
1
http://www.testdesigner.com/questions/Making Inferences and Drawing Conclusions
http://www.readwritethink.org/lesson images/lesson175/RWT186-1.pdf http://www.slideshare.net/lgroth/drawing-conclusions-powerpoint Reading A-Z.com
7-1.2 Explain the effect of point of view on a given narrative text.
SL 1
http://www.readwritethink.org/lessons/lesson view.asp?id=23 http://www.readwritethink.org/lessons/lesson view.asp?id-1033 http://www.teachers.net/lessons/posts/414html
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG
1
http://artsedge.kennedy-center.org/content/2308 http://www.readwritethink.org/lessons/lesson view.asp?id-792 http://www.beaconlearningcenter.com/documents/11612 5193.pdf http://www.lessonplanspage.com/LAForeshadowingAnditsContributionTo
AStorysPlot68.htm
7-1.6 Analyze a given literary text to determine its theme.
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.
SL FL LG
1
http://www.geocities.com/Athens/Parthenon/ 9502/theme.html http://www.learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson images/lesson800/theme.pdf
7-2.2 Analyze information within and across texts to draw conclusions and make inferences.
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).
SL
1
http://schools.fwps.org/kilo/teachers/wasl/informational-stemquestion-doc.pdf
http://frankwbaker.com/lesson_ plan_is_ seeing believing.htm Reading A-Z.com
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED)
7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information).
LG NL7-4.35
1
http://www.teachersnetwork.org/dcs/socialstudies/poy_bias.htm http://jc-
schools.net/dynamic/LA/activities/Authors%20Bias%20GLE%200801.5.2.doc
http://cee.nd.edu/curriculum/documents/media.pdf
7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound- complex). FL,
LG 1
http://www.lessonplanspage.com/LARainbowRevisions-CreateSentenceVarietyActivity79.htm
http://owl.english.purdue.edu/owl/resource/573/01/ http://wwwkimskorner4teachertalk.com/writing/sixtrait/sentencefluency/
sentencecheck.html
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix:Composite Writing Matrix.)
FL 1
http://www.readwritethink.org/lessons/lesson_view.asp?id=786 http://www.utexas.edu/cola/progd/wac/highschool/worsheets/hsproofwk
sht/ http:owl.english.purdue.edu/owl/
7-1.1 Analyze literary texts to draw conclusions and make inferences.
SL FL
NL7-3.23
1
http://www.testdesigner.com/questions/Making Inferences and Drawing Conclusions
http://readwritethink.org/lesson images/lesson175/RWT186-1.pdf http://www.slideshare.net/lgroth/drawing-conclusions-powerpoint Reading A-Z.com
7-1.2 Explain the effect of point of view on a given narrative text.
SL 1
http://www.readwritethink.org/lessons/lesson view.asp?id=23 http://www.readwritethink.org/lessons/lesson view.asp?id-1033 http://www.teachers.net/lessons/posts/ 414html
7-1.3 Interpret devices of figurative language including extended metaphor and oxymoron).
FL LG
1
http://74.125.47.132/search?q-cache:RCV2W4TOhwQJ.www.poetryforge.org;lessonplans/metaphorlesson.doc+exteded+metaphor+handouts&cd=7&hi=en&ct=cink&gl=us
http://www.kimskorner4teachertalk.com/readingliterature/literary+elements_devices/dynamic_static.pdf
http://www.literacynet.org/alaska/exteded.html
7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.
FL LG
1
http://www.readwritethink.org/lessons/lesson_view.asp?id=1050 http://www.readwritethink.org/lesson_lesson101/BooklisttoTeachCharact
erization.pdf http://www.kimskorner4teachertalk.com/readingliterature/literary_eleme
nts_devices/round_flat.pdf
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG 2
http://artsedge.kennedy-center.org/content/2308 http://www.readwritethink.org/lessons/lesson view.asp?id-792 http://www.beaconlearningcenter.com/documents/11612 5193.pdf http://www.lessonplanspage.com/LAGoreshadowingAnditsContributionTo
AStorysPlot68.htm
7-1.6 Analyze a given literary text to determine its theme.
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.
SL FL LG
1
http://www.geocities.com/Athens/Parthenon/ 9502/theme.html http://www.learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson images/lesson800/theme.pdf
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes with texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
SL Daily
http://www.readwritethihk.org/lesson/lesson_view.asp?id=253 Improve Comprehension with a Word Card Game You Can’t Spell the Word Prefix without a Prefix www.readwritethink.org/.../spell-word-prefix-without-399.html
7-3.3 Interpret the meaning of idioms and
euphemisms encountered in texts. LG 1 http://www.propagandacritic.com/articles/ct.wg.euphemism.html http://www.readwritethink.org/materials/idioms/
7-3.4 Interpret the connotations of words to understand the meaning of a given text. SL
FL Daily
http://www.www.readwritethink.org/lessons/lesson_view.asp?id=80 http://leo.stcloudstate.edu/grammar/connotations/html http://docs.google.com/gview?a=v&q=cache:8xuycgsab7cJ:ims.
7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).
FL LG
1
Just for Fun. Language at Play http://www.literacynet.org/alaska/extended. html http://www.readingcore.com/pdf/Extended.Metaphor.pdf
http://www.kimskorner4teachertalk.com/readingliterature/literary+elements_devices/dynamic_static.pdf
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
THIRD NINE WEEKS (CONTINUED)
7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text
LG FL
1
http://www.readwritethink.org/lessons/lesson.view.asp?id=1050 http://www.kimskorner4teachertalk.com/readingliterature/literary_eleme
nts_devices(dynamic_static.pdf http://www.kimskormer4teachertalk.com/readingliterature;literary_eleme
nts-devices/confict.pdf
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, and foreshadowing, symbolism, and irony) on the meaning of literary texts.
LG 2
http://www.readwritethink.org/lessons/lesson_ view.asp?id=94 http://www.learning.org/lp/pages/2916 http://www.readwritethink.org/lessons/lesson_ view.asp?id=792
7-1.6 Analyze a given literary text to determine its theme
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.
SL FL LG
1
http://www.geocities.com/Athens/Parthenon/ 9502/theme.html http://www.learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson images/lesson800/theme.pdf Reading A-Z.com
7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.
SL
1
http://www.nwlincs/pilotproject/socialstudies/ charts&graphs.htm
ADMINISTER SPRING COMMON ASSESSMENT
http://www.kimskorner4teachertalk.com/readingliterature/literary_elements_devices(dynamic_static.pdf
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
NOTE: WRITING STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
7-4.2 7-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).
7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.
L.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 differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). b. Spell correctly.
7-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)
7-4.6 Edit for the correct use of written Standard American English, including ellipses and parentheses. (See Instructional Appendix: Composite Writing Matrix.)
7-4.7 Spell correctly using Standard American English.
SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, 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.
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.7.4 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.
NOTE: VOCABULARY STANDARDS/INDICATORS SHOULD BE TAUGHT THROUGHOUT THE MARKING PERIOD.
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.
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 specific word choices on meaning and tone.
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
7-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)
7-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.
7-3.4 Interpret the connotations of words to understand the meaning of a given text.
7-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Composite Writing Matrix.)
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
Fourth Nine Weeks RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
7-1.1 Analyze literary text to draw conclusions and make inferences. SL
FL NL7-3.23
REV
IEW A
S NEC
ESSAR
Y
http://www.testdesigner.com/questions/Making_Inferences_and_Drawing_Conclusions
http://www.mrmanko.com/DrawingConclusions/DrawingConclusionsWorksheet.doc
Reading A-Z.com
7-1.2 Explain the effect of point of view on a given narrative text.
SL
http://www.readwritethink.org/lessons/lesson view.asp?id=23 http://www.readwritethink.org/lessons/lesson view.asp?id-1033 http://www.teachers.net/lessons/posts/ 414html Reading A-Z.com
7-1.4 Analyze an author’s development of the conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.
FL LG
http://www.readwritethink.org/lessons/lesson_view.asp?id=1050 http://www.readwritethink.org/lesson_lesson101/BooklisttoTeachCharact
erization.pdf http://www.kimskorner4teachertalk.com/readingliterature/literary_eleme
nts_devices/round_flat.pdf
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, fore-shadowing, symbolism, and irony) on the meaning of literary texts.
LG
http://artsedge.kennedy-center.org/content/2308 http://www.readwritethink.org/lessons/lesson view.asp?id-792 http://www.beaconlearningcenter.com/documents/11612 5193.pdf http://www.lessonplanspage.com/LAGoreshadowingAnditsContributionTo
AStorysPlot68.htm
GRADE 7 ENGLISH LANGUAGE ARTS - INSTRUCTIONAL PACING GUIDE (DAYS BASED ON 60 MINUTES)
PROPERTY OF RICHLAND COUNTY SCHOOL DISTRICT ONE © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION JUNE 2012
SL = STRATEGY LESSON FL = FUNDAMENTAL LESSON LG = DISTRICT LESSON GUIDE NL – ENI NATIONAL STRATEGY LESSON
DATES TAUGHT
INDICATORS LESSONS DAYS RESOURCES
Fourth Nine Weeks (continued)
7-1.6 Analyze a given literary text to determine its theme.
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.
SL FL LG
REV
IEW A
S NEC
ESSAR
Y
http://www.geocities.com/Athens/Parthenon/ 9502/theme.html http://www.learningtogive.org/lessons/unit106/lesson1.html#lesson http://www.readwritethink.org/lesson images/lesson800/theme.pdf Reading A-Z.com
7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.
SL FL
http://www.shsu.edu/~txcae/Powerpoints/contectclues1.html http://wserver.scc.losrios.edu/~langlit/reading/contextclues/intro1.htm
7-6.1 Clarify and refine a research topic. 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.
LG
REV
IEW A
S NEC
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RWT Lesson Plans: Picture Books as Framing Texts http://www.big6.com/files/Big6_Evaluation.pdf http://library.ust.hk/guides/research/topic.html RWT Lesson Plans: Folktale Frenzy
7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.
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.
RWT Lesson Plans: Exploring Plagiarism, Copyright, and Paraphrasing http://www.oakland.k12.mi.us/resources/media/evalwebresource.pdf http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/70dd752
35e3f99e9852569c30068b6ab?OpenDocument http://library.duke.edu/research/plagiarism/cite/directquote.html http://owl.english.purdue.edu/owl/resource/563/01/
7-6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.
SL
REV
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S NEC
ESSAR
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RWT Lesson Plans: Wading Through the Web Noodle Tools http://owl.english.purdue.edu/owl/resource/557/01/ http://owl.english.purdue.edu/owl/resource/560/01/ http://owl.english.purdue.edu/owl/resource/557/06/ http://owl.english.purdue.edu/handouts/research/ http://www.readwritethink.org/lessons/lesson_view.asp?id=1062
7-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
7-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations.
7-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.
7-6.7 Use a variety of print and electronic reference materials.
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.
RWT Lesson Plans: Wading Through the Web SCDISCUS http://owl.english.purdue.edu/owl/resource/544/01/
7-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and selecting and organizing information.
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.
NOTE: THIS INSTRUCTIONAL GUIDE IS BUILT TO ASSIST IN PROVIDING TIME FOR REVIEW AND REMEDIATION FOR STATE ASSESSMENT.
