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© California Department of Education – SBE Approved CA Common Core State Standards Map – Program 2, Grade Seven of 22 Revised: 02/02/2015

A Correlation of

myPerspectives™ English Language Arts

California Edition, ©2017

To the

California Common Core State Standards for

English Language Arts Standards Grade 7


Introduction

This document demonstrates how myPerspectives™ English Language Arts ©2017 meets the California Common Core State Standards for English Language Arts Standards. Correlation references are to the selections in the Student Edition.

myPerspectives™ English Language Arts is a learning environment that focuses on a connected approach to student learning.

Students read texts and engage in activities that inspire thoughtful conversation, discussion, and debate.

Students will encounter authors’ perspectives as they read literature from across time periods and cultures. Students will listen

to the perspectives of their peers through conversations and collaborative activities. And, as students read the literature and

engage in activities in myPerspectives, they will formulate—and defend—their opinions as they develop their own perspectives.

In each unit of study, students will read classic and contemporary fiction and nonfiction texts, and view/listen to media

selections, all related to an Essential Question. Students will use technology to interact with texts and activities, and they can

write directly in their Student Edition to make interaction with texts more meaningful.


Table of Contents

LITERATURE ............................................................................................................................................................. 4 INFORMATIONAL TEXT ............................................................................................................................................. 6 WRITING .................................................................................................................................................................. 9 SPEAKING AND LISTENING .................................................................................................................................... 15 LANGUAGE ............................................................................................................................................................. 19


Publisher: Pearson Program 2: CA CCSS for ELA Program Title: myPerspectives Components: Student Edition

Part 1 – Standards Map for Program 2 Basic ELA/ELD, Kindergarten through Grade Eight Grade Seven – California Common Core State Standards for English Language Arts

This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards, and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.

Standard Standard Language Publisher Citations Meets

Standard Reviewer Comments, Citations, and Questions

Y N LITERATURE Key Ideas and Details

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.

Two Kinds from The Joy Luck ClubDark They Were, and Golden‐Eyed The Last Dog A Christmas Carol: Scrooge and Marley, Act 1 A Christmas Carol: Scrooge and Marley, Act 2

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.

A Christmas Carol: Scrooge and Marley, Act 2 He‐y, Come On Ou‐t! The Grapes of Wrath The Circuit

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

Dark They Were, and Golden‐EyedThe Last Dog A Christmas Carol: Scrooge and Marley, Act 1 A Christmas Carol: Scrooge and Marley, Act 2 Thank You, M’am He‐y, Come On Ou‐t! The Grapes of Wrath





Y N Craft and Structure

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. (See grade 7 Language standards 4–6 for additional expectations.) CA

Two Kinds from The Joy Luck ClubMother to Son/To James Dark They Were, and Golden‐Eyed The Grapes of Wrath

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

A Christmas Carol: Scrooge and Marley, Act 1 A Christmas Carol: Scrooge and Marley, Act 2 Turtle Watchers/Nature Is What I See/The Sparrow

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

Two Kinds from The Joy Luck Club

Integration of Knowledge and Ideas

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).

Radio play‐Dark They Were, and Golden‐Eyed Video‐A Christmas Carol

RL.7.8 (Not applicable to literature) (not applicable to literature)

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 Grapes of Wrath





Y N Range of Reading and Level of Text

Complexity

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.

Two Kinds from The Joy Luck ClubDark They Were, and Golden‐Eyed Radio play‐ Dark They Were, and Golden‐Eyed The Last Dog A Christmas Carol: Scrooge and Marley, Act 1 A Christmas Carol: Scrooge and Marley, Act 2 Video‐A Christmas Carol Thank You, M’am

INFORMATIONAL TEXT

Key Ideas and Details

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.

A Simple Act from An Invisible ThreadMother‐Daughter Drawings Danger! This Mission to Mars Could Bore You to Death! Future of Space Exploration Could See Humans on Mars, Alien Planets Neil deGrasse Tyson on the Future of U.S. Space Exploration After Curiosity from The Story of My Life A Young Tinkerer Builds a Windmill, Electrifying a Nation Unit 5 Small Group Performance Task

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.

Tutors Teach Seniors New High‐Tech Tricksfrom Mom & Me & Mom from Silent Spring





Y N 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).

from Mom & Me & Mom from An American Childhood from Silent Spring A Work in Progress A Young Tinkerer Builds a Windmill Electrifying a Nation

Craft and Structure

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. (See grade 7 Language standards 4–6 for additional expectations.) CA

from Silent Spring A Work in Progress

RI.7.5a 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. Analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA

Danger! This Mission to Mars Could Bore You to Death! A Young Tinkerer Builds a Windmill Electrifying a Nation

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.

A Simple Actfrom An Invisible Thread Future of Space Exploration Could See Humans on Mars, Alien Planets A Work in Progress from The Story of My Life

Integration of Knowledge and 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).

Maya Angelou: Learning to Love My Mother Mother‐Daughter Drawings Al Gore speech video Video‐ The Miracle Worker

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

Neil deGrasse Tyson on the Future of U.S. Space Exploration After Curiosity Nobel Speech





Y N 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.

from An Invisible Thread

Range of Reading and Level of Text Complexity

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.

A Simple Actfrom An Invisible Thread Tutors Teach Seniors New High‐Tech Tricks from Mom & Me & Mom Mother‐Daughter Drawings Danger! This Mission to Mars Could Bore You to Death! Future of Space Exploration Could See Humans on Mars, Alien Planets Neil deGrasse Tyson on the Future of U.S. Space Exploration After Curiosity from An American Childhood





Y N WRITING

Text Types and Purposes

W.7.1a Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically. CA

Radio play‐Dark They Were, and Golden‐Eyed Danger! This Mission to Mars Could Bore You to Death! Unit 2 Whole Class Performance Task Unit 2 Small Group Performance Task Video‐A Christmas Carol Unit 4 Whole Class Performance Task

W.7.1b Write arguments to support claims with clear reasons and relevant evidence. Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CA

Radio play‐Dark They Were, and Golden‐Eyed Danger! This Mission to Mars Could Bore You to Death! Unit 2 Small Group Performance Task Video‐A Christmas Carol from Silent Spring Al Gore speech video Unit 4 Whole Class Performance Task

W.7.1c Write arguments to support claims with clear reasons and relevant evidence. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Radio play‐Dark They Were, and Golden‐Eyed Unit 2 Whole Class Performance Task Unit 2 Small Group Performance Task Video‐A Christmas Carol Unit 4 Whole Class Performance Task

W.7.1d Write arguments to support claims with clear reasons and relevant evidence. Establish and maintain a formal style.






Y N W.7.1e Write arguments to support claims with clear

reasons and relevant evidence. Provide a concluding statement or section that follows from and supports the argument presented.


W.7.2a Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic or thesis statement 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. CA

from An Invisible Thread Unit 1 Whole class Performance Task A Christmas Carol: Scrooge and Marley, Act 2 Unit 3 Whole Class Performance Task Unit 3 Small Group Performance Task Unit 5 Whole Class Performance Task

W.7.2b Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

from An Invisible Thread Unit 1 Whole class Performance Task A Christmas Carol: Scrooge and Marley, Act 2 Unit 3 Whole Class Performance Task Unit 3 Small Group Performance Task The Grapes of Wrath The Circuit Unit 5 Whole Class Performance Task

W.7.2c Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

A Christmas Carol: Scrooge and Marley, Act 2 Unit 3 Whole Class Performance Task Unit 5 Whole Class Performance Task





Y N W.7.2d Write informative/explanatory texts to examine a

topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Use precise language and domain-specific vocabulary to inform about or explain the topic.

A Christmas Carol: Scrooge and Marley, Act 2 Unit 3 Whole Class Performance Task The Grapes of Wrath Unit 5 Whole Class Performance Task

W.7.2e Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Establish and maintain a formal style.

A Christmas Carol: Scrooge and Marley, Act 2 The Circuit Unit 5 Whole Class Performance Task

W.7.2f Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Provide a concluding statement or section that follows from and supports the information or explanation presented.

A Christmas Carol: Scrooge and Marley, Act 2 Unit 5 Whole Class Performance Task

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

Two Kinds from The Joy Luck ClubUnit 1 Whole class Performance Task He‐y, Come On Ou‐t!

W.7.3b Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Two Kinds from The Joy Luck ClubUnit 1 Whole class Performance Task The Last Dog Thank You, M’am





Y N W.7.3c Write narratives to develop real or imagined

experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Unit 1 Whole class Performance TaskThe Last Dog

W.7.3d Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

Unit 1 Whole class Performance TaskMother to Son/To James Thank You, M’am

W.7.3e Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Unit 1 Whole class Performance TaskHe‐y, Come On Ou‐t!

Production and Distribution of Writing

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.)

Unit 1 Whole class Performance Task

W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)

Unit 1 Whole class Performance TaskUnit 3 Whole Class Performance Task





Y N W.7.6 Use technology, including the Internet, to

produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Urban Farming Is Growing a Greener Future Unit 4 Whole Class Performance Task

Research to Build and Present Knowledge

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.

Tutors Teach Seniors New High‐Tech TricksDanger! This Mission to Mars Could Bore You to Death! Unit 2 Whole Class Performance Task Neil deGrasse Tyson on the Future of U.S. Space Exploration After Curiosity Unit 2 Small Group Performance Task A Christmas Carol: Scrooge and Marley, Act 2 Urban Farming Is Growing a Greener Future from Silent Spring Eagle Tracking at Follensby Pond Unit 4 Small Group Performance Task The Circuit A Young Tinkerer Builds a Windmill Electrifying a Nation Unit 5 Small Group Performance Task

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.

Urban Farming Is Growing a Greener Future from Silent Spring Eagle Tracking at Follensby Pond A Young Tinkerer Builds a Windmill Electrifying a Nation Unit 5 Small Group Performance Task





Y N W.7.9a Draw evidence from literary or informational

texts to support analysis, reflection, and research. 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”).

The Grapes of WrathThe Circuit

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

from Silent Spring

Range of Writing

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.

The Last Dog





Y N SPEAKING AND LISTENING

Comprehension and Collaboration

SL.7.1a 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. 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.

Radio play‐Dark They Were, and Golden‐Eyed Ellen Ochoa: Director, Johnson Space Center Video‐A Christmas Carol Al Gore speech video Turtle Watchers/Nature Is What I See/The Sparrow The Circuit

SL.7.1b 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. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Unit 1 Small Group Performance TaskRadio play‐Dark They Were, and Golden‐Eyed Ellen Ochoa: Director, Johnson Space Center from An American Childhood Turtle Watchers/Nature Is What I See/The Sparrow Unit 4 Small Group Performance Task

SL.7.1c 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. 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.

Unit 1 Small Group Performance TaskRadio play‐Dark They Were, and Golden‐Eyed Ellen Ochoa: Director, Johnson Space Center Video‐A Christmas Carol from An American Childhood Turtle Watchers/Nature Is What I See/The Sparrow The Circuit A Work in Progress





Y N SL.7.1d 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. Acknowledge new information expressed by others and, when warranted, modify their own views.

Radio play‐Dark They Were, and Golden‐Eyed Ellen Ochoa: Director, Johnson Space Center from An American Childhood Turtle Watchers/Nature Is What I See/The Sparrow The Grapes of Wrath

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.

Tutors Teach Seniors New High‐Tech TricksMaya Angelou: Learning to Love My Mother Radio play‐Dark They Were, and Golden‐Eyed Future of Space Exploration Could See Humans on Mars, Alien Planets A Christmas Carol: Scrooge and Marley, Act 2 Video‐A Christmas Carol Unit 3 Small Group Performance Task Al Gore speech video Unit 4 Small Group Performance Task The Grapes of Wrath A Work in Progress Video‐ The Miracle Worker

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

Unit 4 Whole Class Performance Task





Y N Presentation of Knowledge and Ideas

SL.7.4a Present claims and findings (e.g., argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CA Plan and present an argument that: supports a claim, acknowledges counterarguments, organizes evidence logically, uses words and phrases to create cohesion, and provides a concluding statement that supports the argument presented. CA

Two Kinds from The Joy Luck ClubTutors Teach Seniors New High‐Tech Tricks Maya Angelou: Learning to Love My Mother Unit 1 Small Group Performance Task Danger! This Mission to Mars Could Bore You to Death! Unit 2 Whole Class Performance Task Future of Space Exploration Could See Humans on Mars, Alien Planets Unit 2 Small Group Performance Task A Christmas Carol: Scrooge and Marley, Act 2 Unit 3 Small Group Performance Task from Silent Spring Unit 4 Whole Class Performance Task Unit 4 Small Group Performance Task The Circuit Video‐ The Miracle Worker Unit 5 Small Group Performance Task





Y N SL.7.5 Include multimedia components and visual

displays in presentations to clarify claims and findings and emphasize salient points.

Tutors Teach Seniors New High‐Tech TricksMother‐Daughter Drawings Unit 1 Small Group Performance Task Danger! This Mission to Mars Could Bore You to Death! Future of Space Exploration Could See Humans on Mars, Alien Planets A Christmas Carol: Scrooge and Marley, Act 2 Urban Farming Is Growing a Greener Future Unit 3 Small Group Performance Task from Silent Spring Unit 4 Whole Class Performance Task Turtle Watchers/Nature Is What I See/The Sparrow Unit 4 Small Group Performance Task A Young Tinkerer Builds a Windmill, Electrifying a Nation

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 for specific expectations.)

Unit 3 Small Group Performance TaskUnit 4 Small Group Performance Task





Y N LANGUAGE

Conventions of Standard English

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

A Christmas Carol: Scrooge and Marley, Act 1 Thank You, M’am from An American Childhood Nobel Speech from The Story of My Life

L.7.1b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

The Last DogA Christmas Carol: Scrooge and Marley, Act 2 Unit 3 Whole Class Performance Task

L.7.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Unit 4 Whole Class Performance TaskUnit 4 Whole Class Performance Task

L.7.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

from An Invisible Thread from An American Childhood Unit 5 Whole Class Performance Task

L.7.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Spell correctly.

The Circuit





Y N Knowledge of Language

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

Tutors Teach Seniors New High‐Tech TricksMother to Son/To James Unit 3 Whole Class Performance Task Unit 4 Whole Class Performance Task Turtle Watchers/Nature Is What I See/The Sparrow He‐y, Come On Ou‐t! The Grapes of Wrath

Vocabulary Acquisitions and Use

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. 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.

Tutors Teach Seniors New High‐Tech TricksMother to Son/To James Dark They Were, and Golden‐Eyed Future of Space Exploration Could See Humans on Mars, Alien Planets The Last Dog Thank You, M’am Turtle Watchers/Nature Is What I See/The Sparrow from The Story of My Life

L.7.4b 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. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

Two Kinds from The Joy Luck Clubfrom An Invisible Thread from Mom & Me & Mom Dark They Were, and Golden‐Eyed Danger! This Mission to Mars Could Bore You to Death! Future of Space Exploration Could See Humans on Mars, Alien Planets A Christmas Carol: Scrooge and Marley, Act 1 A Christmas Carol: Scrooge and Marley, Act 2 A Work in Progress from The Story of My Life





Y N L.7.4c 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. 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 or trace the etymology of words. CA

A Christmas Carol: Scrooge and Marley, Act 2 Thank You, M’am He‐y, Come On Ou‐t! The Grapes of Wrath A Young Tinkerer Builds a Windmill Electrifying a Nation

L.7.4d 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. 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).

Ellen Ochoa: Director, Johnson Space Center Urban Farming Is Growing a Greener Future He‐y, Come On Ou‐t! The Grapes of Wrath

L.7.5a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

Dark They Were, and Golden‐Eyed

L.7.5b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

from An American Childhood

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

Mother to Son/To James Unit 4 Whole Class Performance Task Turtle Watchers/Nature Is What I See/The Sparrow





Y N L.7.6 Acquire and use accurately grade-appropriate

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

Two Kinds from The Joy Luck ClubVideo‐A Christmas Carol Eagle Tracking at Follensby Pond Dust bowl history The Grapes of Wrath Video‐ The Miracle Worker

Appendix California Department of Education Posted September 2014

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