grade 7 ela curriculum planning guide 2015-2016 7 ela – curriculum planning guide – 2015-2016...

Grade 7 ELA – Curriculum Planning Guide – 2015-2016

Anderson School District Five 2015-2016

First Nine Weeks

Standards Resources

Reading: Literature

and Informational

Text

7.RL.5.1 Cite multiple examples of textual

evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

7.RL.6.1 Determine one or more themes and analyze the development; provide an

objective summary. 7.RL.7.1 Interpret how a literary text relates to

diverse media with an emphasis on

the effect various media techniques have on ideas, themes, and topics.

7.RL.7.2 Compare and contrast a literary depiction of a time, place, or

character to a historical account of

the same period to understand how authors uses or alter history for

rhetorical effect. 7.RL.8.1 Analyze how setting shapes the

characters and/or plot and how

particular elements of a narrative or drama interact; determine the impact

of contextual influences on setting, plot, and characters.

7.RL.9.1 Determine the figurative and connotative meaning of words and

phrases as they are used in text;

analyze the impact of rhymes and other repetitions of sounds on specific

verses or stanzas of poems or sections of narrative or drama.

7.RL.9.2 Analyze the impact of the author’s

choice of words, word phrases, and conventions on meaning and tone.

7.RL.10.1 Use context clues to determine meanings of a words and phrases.

7.RL.11.1 Analyze how an author develops and contrasts points of view to impact

content, meaning, and style.

7.RL.12.1 Analyze how complex text structures in prose, drama, and poetry

contribute to the development of the theme, setting, or plot.

7.RL.12.2 Analyze the author’s choice of

structures within the text and draw conclusions about how they impact

meaning.

Unit: Introduction to Reading and Writing

Workshop

A. Introduction to reading strategies

B. Introduction to writing process C. Grammar Unit:

1) Parts of Speech 2) Sentence Structures

a) Simple

b) Compound c) Complex

d) Compound-Complex 3) Phrases

a) Prepositional

b) Appositives c) Verbals

i) Participles ii) Gerunds

iii) Infinitives

Collection Unit: Bold Actions, Collection 1 Collections (pages 3-60) Close Reader (pages 3-22)

Anchor Text – “Rogue Wave” page 3

Optional Performance Task Writing Narratives--

Collection 1, Performance Task A: Write a Short Story (pages 53-56)

Text Exemplars from CCSS Appendix B, pp. 77-

81 can be found at the link below. http://www.corestandards.org/assets/Appendix_

B.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_B.pdf



First Nine Weeks

Standards Resources

Reading: Literature

and Informational

Text

cont’d

7.RL.13.1 Engage in whole and small group

reading with purpose and

understanding through teacher modeling and gradual release of

responsibility. 7.RL.13.2 Read independently for sustained

periods of time to build stamina. 7.RL.13.3 Read and respond to grade level text

to become self-directed, critical

readers, and thinkers.

7.RI.4.1 Read grade-level text with purpose and understanding.

7.RI.4.2 Read grade-level prose and poetry

orally with accuracy, appropriate rate, expression, intonation, and phrasing

on successive readings. 7.RI.4.3 Use context to confirm or self-correct

word recognition and understanding,

rereading as necessary. 7.RI.5.1 Cite multiple examples of textual

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

inferences drawn from the text. 7.RI.6.1 Provide an objective summary of a

text with two or more central ideas;

cite key supporting details to analyze their development.

7.RI.7.1 Compare and contrast a text to an audio, video, or multimedia version of

the text, analyzing each medium’s

portrayal of the subject. 7.RI.8.1 Determine figurative, connotative,

and technical meanings of words and phrases used in a text; analyze the

impact of specific words or phrases on meaning and tone.

7.RI.8.2 Determine the impact of text features

and structures that support an author’s ideas or claims.

7.RI.10.1 Determine the author’s perspective or purpose and analyze how the author

distinguishes his/her position from

others. 7.RI.11.1 Determine the impact of text features

and structures on an author’s idea or claim.



First Nine Weeks

Standards Resources

Reading:

Literature

and Informational

Text cont’d

7.RI.11.2 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. 7.RI.12.1 Engage in whole and small group

reading with purpose and understanding.

7.RI.12.2 Read independently for sustained

periods of time. 7.RI.12.3 Read and respond according to task

and purpose to become self-directed, critical readers and thinkers.

7.I.1.1 Develop questions to broaden thinking on a specific idea that frames

inquiry for new learning and deeper understanding.

7.I.2.1 Formulate logical questions based on

evidence, generate explanations, propose and present original

conclusions, and consider multiple perspectives.

7.I.3.1 Develop a plan of action by using appropriate discipline-specific

strategies.

7.I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.

7.I.5.1 Acknowledge and value individual and collective thinking; use feedback from

peers and adults to guide the inquiry

process. 7.I.5.2 Employ past and present learning in

order to monitor and guide inquiry. 7.I.5.3 Assess the processes to revise

strategies, address misconceptions, anticipate and overcome obstacles,

and reflect on completeness of the

inquiry.



First Nine Weeks

Standards Resources

Writing

7.W.3.1a Gather ideas from texts, multimedia,

and personal experience to write

narratives that develop real or imagined experiences or events using

effective techniques, relevant descriptive details, and well-

structured event sequences. 7.W.3.1b Gather ideas from texts, multimedia,


narratives that engage and orient the reader by establishing a context and

point of view and introducing a narrator and/or characters.

7.W.3.1c Gather ideas from texts, multimedia,

and personal experience to write narratives that organize an event

sequence that unfolds naturally and logically.

7.W.3.1d Gather ideas from texts, multimedia,

and personal experience to write narratives that use dialogue, pacing,

and manipulation of time to develop experiences, events, and/or

characters. 7.W.3.1e Gather ideas from texts, multimedia,


narratives that use a variety of transition words, phrases, and clauses

to convey sequence and signal shifts from one time frame or setting to

another.

7.W.3.1f Gather ideas from texts, multimedia, and personal experience to write

narratives that develop and strengthen writing as needed by

planning, revising, and editing building on personal ideas and ideas

from others.

7.W.3.1g Gather ideas from texts, multimedia, and personal experience to write

narratives that use imagery, precise words and phrases, relevant

descriptive details, and sensory

language to capture the action, convey experiences and events and

develop characters.

Resources for Writing Workshop

Introduction—Grammar, Mechanics, Usage,

Content and Development, Organization, Voice, and Spelling

● Use samples of student writing found in Appendix C from the following link

http://www.corestandards.org/assets/Appendix_C.pdf

● National Writing Project: A menu of writing

topics for teaching writing (audience, grammar, responding to writing, style &

rhetoric, specific genres, writing processes, etc.):

http://www.nwp.org/cs/public/print/resourc

e_topic/teaching_writing ● Teaching that Makes Sense: A website

(http://www.ttms.org) with a plethora of downloads consisting of:

➢ “Welcome to Writer’s Workshop”

➢ “The Writing Teacher’s Strategy Guide” “What is Good Writing?”

➢ “Assessing Writers; Assessing Writing” ➢ “An Introduction to the Writing

Process” ➢ “K-12 Student Writing Samples:

Authentic Work Compiled by CCSSI”

➢ and much more! Also posters and handouts for the writing classroom!

● Writing Fix: Excellent resources are provided by northern Nevada’s Writing Project. Here

you can find: Mentor Text Lessons, Writing

Genre Lessons, Writing Process Lessons, etc. Also contains a link to Corbett

Harrison’s “Always Write” website. www.writingfix.com

● Trail of Breadcrumbs: website with teacher writing resources (under “Teaching”):

http://www.trailofbreadcrumbs.net

● BrainPop (your school may have a subscription to this online resource): when

you log in to the website (brainpop.com), choose English. From the next menu,

choose Writing to view the list of topics that

are available. For each topic you can find a video and several activities.



http://www.nwp.org/cs/public/print/resource_topic/teaching_writing




http://www.ttms.org/

http://www.writingfix.com/

http://www.trailofbreadcrumbs.net/



First Nine Weeks

Standards Resources

Writing cont’d

7.W.3.1h Gather ideas from texts, multimedia,


narratives that provide a conclusion that follows from and reflects on

narrated experiences or events.

● Thinking Through Genre (This book may

be in your professional library): Contains

actual unit plans for a variety of reading and writing genres. For a more detailed

description and additional writing process resources, see this website:

http://www.ohiorc.org/record/6028.aspx

Unit Resources

● Teaching Students to Read and Write a Short Story

● Figurative Language Song Notes (PowerPoint)

Language

7.W.4.1a When writing show knowledge of the function of phrases and clauses in

general and their function in specific sentences.

7.W.4.1b When writing choose among simple, compound, complex, and compound-

complex sentences to signal differing

relationships among ideas. 7.W.4.1c When writing use phrases and clauses

within a sentence, recognizing and correcting misplaced and dangling

modifiers.

7.W.5.2a Use a comma to separate coordinate

adjectives. 7.W.5.2b Use a comma after introductory

subordinate clauses.

7.W.6.1 Write routinely and persevere in

writing tasks over short and extended time frames, for a range of domain

specific tasks, and for a variety of purposes and audiences.

● Collections teacher website https://my.hrw.com/dashboard/home#

where you can view additional lesson ideas. Under “Interactive Writing Lessons” you can

find several resources for Narrative Writing by clicking the purple buttons

● Narrative Writing Resources on Writing Fix:

http://writingfix.com/genres/narrative.htm ● A Pearson unit on Personal Narrative

Writing: http://ptgmedia.pearsoncmg.com/imprint_d

ownloads/merrill_professional/images/Perso

onalNarrativeTeachingStrategies.pdf ● The Noyce Foundation Personal Narrative

Unit: http://www.insidewritingworkshop.org/profd

ev/materials/bw_reading.pdf

● LearnZillion Videos: http://learnzillion.com/lessons?utf8=%E2%

9C%93&filters%5Bsubject%5D=ela&query=Personal+narrative&filters%5Bgrade%5D%

5B%5D=6&filters%5Bstrand%5D=&filters%5Bstandard%5D

● ReadWriteThink Grammar Lessons: A menu

of general grammar lessons that would be useful during the writing workshop as well

as throughout the year: http://www.readwritethink.org/search/?sort

_order=relevance&q=Grammar&srchgo.x=-

201&srchgo.y=-223&old_q=&srchwhere=full-site




https://my.hrw.com/dashboard/home

http://writingfix.com/genres/narrative.htm



http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/PersonalNarrativeTeachingStrategies.pdf

http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/PersonalNarrativeTeachingStrategies.pdf

http://ptgmedia.pearsoncmg.com/imprint_downloads/merrill_professional/images/PersoonalNarrativeTeachingStrategies.pdf




http://www.insidewritingworkshop.org/profdev/materials/bw_reading.pdf




http://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=Personal+narrative&filters%5Bgrade%5D%5B%5D=6&filters%5Bstrand%5D=&filters%5Bstandard%5D







http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-201&srchgo.y=-223&old_q=&srchwhere=full-site








First Nine Weeks

Standards Resources

Language cont’d

● Four Level Analysis (Michael Clay

Thompson): These .pdf files provide a short

explanation and examples of this grammar strategy that can be introduced at the

beginning of the year and continued throughout the year (bellringers, daily

practice, etc.): http://www.scgifted.org/4LevelPlus.pdf

● The Magic Lens by Michael Clay Thompson

(most A5 Schools should have a copy of this in their professional library): This is

Thompson’s book that introduces parts of speech and basic grammar concepts using

four-level analysis (above). This is a

comprehensive method of teaching grammar that could be used throughout the

year, but must be introduced in the first few weeks.

● Mechanically Inclined by Jeff Anderson

(book – may be available in your school’s library) This book helps teachers find ways

of making the mechanics of English meaningful to middle school students. Also

has a website: http://www.writeguy.net with downloads for teachers.

● BrainPop (your school may have a

subscription to this online resource): when you log in to the website

www.brainpop.com, choose English. From the next menu, choose Grammar to view the

list of topics that are available. For each

topic you can find a video and several activities.

http://www.scgifted.org/4LevelPlus.pdf



http://www.writeguy.net/


http://www.brainpop.com/



First Nine Weeks

Standards Resources

Communication

7.C.1.1 Prepare for and engage in

conversations to explore complex

concepts, ideas, and texts; share ideas and consider alternate

viewpoints. 7.C.1.2 Participate in discussions; asking

probing questions and share evidence that supports and maintains the focus

of the discussion.

7.C.1.3 Apply effective communication techniques and the use of formal or

informal voice based on audience and setting.

7.C.1.4 Engage in a range of collaborative

discussions about grade appropriate topics; acknowledge new information

expressed by others and when necessary modify personal ideas.

7.C.1.5 Consider new ideas and diverse

perspectives of others when forming opinions regarding a topic, text, or

issue. 7.C.2.1 Gather relevant information from

diverse print and multimedia sources to articulate claims and findings,

emphasizing salient points in a

focused, coherent manner with pertinent descriptions, facts and

details. 7.C.2.2 Analyze and evaluate the credibility of

information and accuracy of findings.

7.C.2.3 Quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation.

7.C.3.2 Utilize multimedia to clarify information and strengthen claims or

evidence.

7.C.4.1 Determine the effectiveness of a speaker’s argument and specific

claims, evaluating the soundness of the reasoning and the relevance and

sufficiency of the evidence.

7.C.4.3a Analyze the presentation to determine how the speaker articulates a clear

message. 7.C.4.3b Analyze the presentation to determine

how the speaker monitors audience

awareness.

Additional Resources:

● Toastmasters: Tips & Techniques for Public

Speaking: www.toastmasters.org ● Video, “How to Give an Awesome

Presentation” - https://www.youtube.com/watch?v=i68a6M

5FFBc#t=13 ● Video, “5 Basic Public Speaking Tips” -

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

5d_lI&list=PL51B13391A176E8F5

http://www.toastmasters.org/

https://www.youtube.com/watch?v=i68a6M5FFBc#t=13




https://www.youtube.com/watch?v=AykYRO5d_lI&list=PL51B13391A176E8F5






First Nine Weeks

Standards Resources

Communication

cont’d

7.C.4.3c Analyze the presentation to

determine how the speaker addresses possible misconceptions

or objections. 7.C.4.3d Analyze the presentation to

determine how the speaker chooses appropriate media.

7.C.4.3e Analyze the presentation to

determine how the speaker uses an appropriate style for the audience.

7.C.5.1 Consider audience when selecting presentation types.

7.C.5.2 Select and employ a variety of craft

techniques to convey a message and impact the audience.



Second Nine Weeks

Standards Resources

Reading:

Literature and

Informational Text




7.RL.6.1 Determine one or more themes and analyze the development; provide

an objective summary. 7.RL.7.1 Interpret how a literary text relates

to diverse media with an emphasis

on the effect various media techniques have on ideas, themes,

and topics. 7.RL.7.2 Compare and contrast a literary

depiction of a time, place, or

character to a historical account of the same period to understand how

authors uses or alter history for rhetorical effect.

7.RL.8.1 Analyze how setting shapes the

characters and/or plot and how particular elements of a narrative or

drama interact; determine the impact of contextual influences on

setting, plot, and characters. 7.RL.9.1 Determine the figurative and

connotative meaning of words and

phrases as they are used in text; analyze the impact of rhymes and

other repetitions of sounds on specific verses or stanzas of poems

or sections of narrative or drama.

7.RL.9.2 Analyze the impact of the author’s choice of words, word phrases, and

conventions on meaning and tone. 7.RL.10.1 Use context clues to determine

meanings of a words and phrases. 7.RL.11.1 Analyze how an author develops and

contrasts points of view to impact

content, meaning, and style. 7.RL.12.1 Analyze how complex text structures

in prose, drama, and poetry contribute to the development of the

theme, setting, or plot.

7.RL.12.2 Analyze the author’s choice of structures within the text and draw

conclusions about how they impact meaning.

Collection Unit:

Perception and Reality, Collection 2

Collections (pages 61-134) Close Reader (pages 25-42) Anchor Text – “The People Could Fly” page 63

Anchor Text – Sorry, Wrong Number page 111

Optional Performance Tasks (Choose one

between Collections 2&3)!: Writing Arguments- Collection 2, Performance Task A: Write an Opinion Essay (pages 127-130)

OR

the Writing Performance Task for

Collection 3---see below)

Collection Unit: Nature at Work, Collection 3 Collections (pages 135-182) Close Reader (pages 45-60)

Anchor Text– from Mississippi Solo page 137 Anchor Text–”Ode to Enchanted Light” and

“Sleeping in the Forest” page 169

Writing Narratives-

Collection 3, Performance Task B “Write a Poetry Analysis”, p. 179-182

Required Novel Grade Level: The Man Who Loved Clowns OR

So Far from the Bamboo Grove

The Man Who Loved Clowns - ● A5 Novel Unit – The Man Who Loved Clowns

● http://poster.4teachers.org/worksheet/view.

php?id=120050

So Far From the Bamboo Grove - ● A5 Novel Unit – So Far From the Bamboo

Grove

● http://www.glencoe.com/sec/writerschoice/litlibrary/pdf/so_far_from_bamboo_grove.pdf

http://poster.4teachers.org/worksheet/view.php?id=120050

http://poster.4teachers.org/worksheet/view.php?id=120050

http://www.glencoe.com/sec/writerschoice/litlibrary/pdf/so_far_from_bamboo_grove.pdf

http://www.glencoe.com/sec/writerschoice/litlibrary/pdf/so_far_from_bamboo_grove.pdf



Second Nine Weeks

Standards Resources

Reading:

Literature and

Informational Text

cont’d





periods of time to build stamina. 7.RL.13.3 Read and respond to grade level

text to become self-directed, critical




orally with accuracy, appropriate rate, expression, intonation, and

phrasing on successive readings. 7.RI.4.3 Use context to confirm or self-

correct word recognition and

understanding, rereading as necessary.

7.RI.5.1 Cite multiple examples of textual evidence to support analysis of what


7.RI.6.1 Provide an objective summary of a

text with two or more central ideas; cite key supporting details to

analyze their development. 7.RI.7.1 Compare and contrast a text to an

audio, video, or multimedia version

of the text, analyzing each medium’s portrayal of the subject.

7.RI.8.1 Determine figurative, connotative, and technical meanings of words

and phrases used in a text; analyze the impact of specific words or

phrases on meaning and tone.

7.RI.8.2 Determine the impact of text features and structures that support

an author’s ideas or claims. 7.RI.10.1 Determine the author’s perspective

or purpose and analyze how the

author distinguishes his/her position from others.

7.RI.11.1 Determine the impact of text features and structures on an

author’s idea or claim.



Second Nine Weeks

Standards Resources

Reading:

Literature and

Informational Text

cont’d

7.RI.11.2 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. 7.RI.12.1 Engage in whole and small group




and purpose to become self-directed, critical readers and

thinkers.

7.I.1.1 Develop questions to broaden

thinking on a specific idea that frames inquiry for new learning and

deeper understanding.

7.I.2.1 Formulate logical questions based on evidence, generate explanations,

propose and present original conclusions, and consider multiple

perspectives. 7.I.3.1 Develop a plan of action by using

appropriate discipline-specific

strategies. 7.I.3.2 Examine historical, social, cultural,

or political context to broaden inquiry.

7.I.5.1 Acknowledge and value individual

and collective thinking; use feedback from peers and adults to guide the

inquiry process. 7.I.5.2 Employ past and present learning in


strategies, address misconceptions,

anticipate and overcome obstacles, and reflect on completeness of the

inquiry.



Second Nine Weeks

Standards Resources

Writing

7.W.1.1c Write arguments that support claims

with logical reasoning and relevant

evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text. 7.W.1.1d Write arguments that use an

organizational structure that provides unity and clarity among

claims, reasons, and evidence.

7.W.1.1h Write arguments that establish and maintain a formal style and

objective tone.

7.W.2.1a Write informative/explanatory texts

that introduce a topic clearly, previewing what is to follow.

7.W.2.1b Write informative/explanatory texts that use relevant information from

multiple print and multimedia

sources. 7.W.2.1c Write informative/explanatory texts

that use definition, classification, comparison/contrast, and

cause/effect structures to organize ideas, concepts, and information.

7.W.2.1d Write informative/explanatory texts

that use credible sources. 7.W.2.1e Write informative/explanatory texts

that include formatting, graphics, and multimedia to aid

comprehension.

7.W.2.1f Write informative/explanatory texts that develop the topic with relevant

facts, definitions, concrete details, quotations, or other information and

examples.

7.W.3.1a Gather ideas from texts, multimedia,

and personal experience to write narratives that develop real or

imagined experiences or events using effective techniques, relevant

descriptive details, and well-structured event sequences.

7.W.3.1b Gather ideas from texts, multimedia,

and personal experience to write narratives that engage and orient

the reader by establishing a context and point of view and introducing a

narrator and/or characters.

Novel Units

● The Man Who Loved Clowns ● So Far From the Bamboo Grove

Use skills learned during the informative essay unit to create a research assignment for the

novels done in Reading classes. Examples of performance tasks could be student essay,

brochure, Prezi, PowerPoint, etc.



Second Nine Weeks

Standards Resources

Writing

cont’d

7.W.3.1c Gather ideas from texts, multimedia,


narratives that organize an event sequence that unfolds naturally and

logically. 7.W.3.1d Gather ideas from texts, multimedia,

and personal experience to write narratives that use dialogue, pacing,

and manipulation of time to develop

experiences, events, and/or characters.

7.W.3.1e Gather ideas from texts, multimedia, and personal experience to write

narratives that use a variety of

transition words, phrases, and clauses to convey sequence and

signal shifts from one time frame or setting to another.

7.W.3.1f Gather ideas from texts, multimedia,

and personal experience to write narratives that develop and

strengthen writing as needed by planning, revising, and editing

building on personal ideas and ideas from others.

7.W.3.1g Gather ideas from texts, multimedia,

and personal experience to write narratives that use imagery, precise

words and phrases, relevant descriptive details, and sensory

language to capture the action,

convey experiences and events and develop characters.

7.W.3.1h Gather ideas from texts, multimedia, and personal experience to write

narratives that provide a conclusion that follows from and reflects on

narrated experiences or events.



Second Nine Weeks

Standards Resources

Language

7.W.4.1a When writing show knowledge of

the function of phrases and clauses

in general and their function in specific sentences.

7.W.4.1b When writing choose among simple, compound, complex, and

compound-complex sentences to signal differing relationships among

ideas.

7.W.4.1c When writing use phrases and clauses within a sentence,

recognizing and correcting misplaced and dangling modifiers.

7.W.5.2a Use a comma to separate coordinate adjectives.

7.W.5.2b Use a comma after introductory subordinate clauses.

7.W.6.1 Write routinely and persevere in writing tasks over short and

extended time frames, for a range of domain specific tasks, and for a

variety of purposes and audiences.


of general grammar lessons that would be

useful during the writing workshop as well as throughout the year:

http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-



Thompson): These .pdf files provide a short explanation and examples of this grammar

strategy that can be introduced at the beginning of the year and continued

throughout the year (bellringers, daily


● http://www.sinclair.edu/centers/tlc/pu ● The Magic Lens by Michael Clay Thompson

(most A5 Schools should have a copy of this

in their professional library): This is Thompson’s book that introduces parts of

speech and basic grammar concepts using four-level analysis (above). This is a

comprehensive method of teaching grammar that could be used throughout the

year, but must be introduced in the first few

weeks. ● Mechanically Inclined by Jeff Anderson

(book – may be available in your school’s library): This book helps teachers find ways

of making the mechanics of English

meaningful to middle school students. Also has a website: http://www.writeguy.net

with downloads for teachers. ● BrainPop (your school may have a

subscription to this online resource): when you log in to the website (brainpop.com),

choose English. From the next menu,

choose Grammar to view the list of topics that are available. For each topic you can

find a video and several activities.











http://www.sinclair.edu/centers/tlc/pu

http://www.sinclair.edu/centers/tlc/pu





Second Nine Weeks

Standards Resources

Communication





probing questions and share evidence that supports and

maintains the focus of the

discussion. 7.C.1.3 Apply effective communication

techniques and the use of formal or informal voice based on audience

and setting.

7.C.1.4 Engage in a range of collaborative discussions about grade appropriate

topics; acknowledge new information expressed by others and

when necessary modify personal

ideas. 7.C.1.5 Consider new ideas and diverse


issue. 7.C.2.1 Gather relevant information from

diverse print and multimedia sources

to articulate claims and findings, emphasizing salient points in a


details.

7.C.2.2 Analyze and evaluate the credibility of information and accuracy of

findings. 7.C.2.3 Quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard

format for citation.

7.C.3.2 Utilize multimedia to clarify information and strengthen claims

or evidence. 7.C.4.1 Determine the effectiveness of a

speaker’s argument and specific

claims, evaluating the soundness of the reasoning and the relevance and

sufficiency of the evidence.



Speaking: www.toastmasters.org ● “Video”: How to Give an Awesome

Presentation: https://www.youtube.com/watch?v=i68a6M

5FFBc#t=13 ● Video: 5 Basic Public Speaking Tips:

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

5d_lI&list=PL51B13391A176E8F5

http://www.toastmasters.org/











Second Nine Weeks

Standards Resources

Communication cont'd

7.C.4.2 Analyze the effectiveness of the

speaker’s use of chronological,

cause/effect, problem/solution, and compare/contrast relationships to

convey messages. 7.C.4.3a Analyze the presentation to

determine how the speaker articulates a clear message.

7.C.4.3b Analyze the presentation to

determine how the speaker monitors audience awareness.

7.C.4.3c Analyze the presentation to determine how the speaker

addresses possible misconceptions






7.C.5.2 Select and employ a variety of craft techniques to convey a message

and impact the audience.



Third Nine Weeks

Standards Resources

Reading: Literature

and Informational

Text




























meaning.

Reading:

Collection Unit 4: Risk and Exploration

Collections pages 185-213 Close Reader pages 63-74

Anchor Text-”Speech by John F. Kennedy” page

185

Collection Unit 5: The Stuff of Consumer

Culture Collections pages 219-262

Close Reader pages 77-86

Anchor Text-”from Life at Home in the Twenty-First Century” page 221

Required Novel

The Giver OR The Watsons Go To Birmingham

The Giver: ● A5 Novel Unit The Giver ● http://www.walden.com/blog/the-giver-7-

creative-classroom-activities ● http://www.washingtonprep.org/apps/downl

oad/NlP2NgVBJ5uE1g6SsqbH21uJBp6SZhPtc

Q9Obu8G7aGyDU5m.pdf/las2gr9.pdf ● http://harringtonlc.org/mann/teacher-

links/the-giver/

The Watsons Go To Birmingham:

● A5 Novel Unit The Watsons Go To Birmingham

● http://www.walden.com/wp-content/uploads/2013/07/watsons_ed_resou

rce_v9_sec2_WebRes_Units1-7.pdf ● http://iqlearnonline.org/pluginfile.php/9431/

mod_resource/content/2/The%20Watsons%

20Go%20to%20Birmingham%20-%20Lit%20Unit.pdf

http://www.walden.com/blog/the-giver-7-creative-classroom-activities

http://www.walden.com/blog/the-giver-7-creative-classroom-activities

http://www.washingtonprep.org/apps/download/NlP2NgVBJ5uE1g6SsqbH21uJBp6SZhPtcQ9Obu8G7aGyDU5m.pdf/las2gr9.pdf




http://harringtonlc.org/mann/teacher-links/the-giver/

http://harringtonlc.org/mann/teacher-links/the-giver/

http://www.walden.com/wp-content/uploads/2013/07/watsons_ed_resource_v9_sec2_WebRes_Units1-7.pdf




http://iqlearnonline.org/pluginfile.php/9431/mod_resource/content/2/The%20Watsons%20Go%20to%20Birmingham%20-%20Lit%20Unit.pdf






Third Nine Weeks

Standards Resources

Reading: Literature

and Informational

Text

cont’d





periods of time to build stamina. 7.RL.13.3 Read and respond to grade level text





orally with accuracy, appropriate rate, expression, intonation, and phrasing

on successive readings. 7.RI.4.3 Use context to confirm or self-correct

word recognition and understanding,

rereading as necessary. 7.RI.5.1 Cite multiple examples of textual

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

inferences drawn from the text. 7.RI.6.1 Provide an objective summary of a

text with two or more central ideas;

cite key supporting details to analyze their development.

7.RI.7.1 Compare and contrast a text to an audio, video, or multimedia version of

the text, analyzing each medium’s

portrayal of the subject. 7.RI.8.1 Determine figurative, connotative,

and technical meanings of words and phrases used in a text; analyze the

impact of specific words or phrases on meaning and tone.

7.RI.8.2 Determine the impact of text features

and structures that support an author’s ideas or claims.

7.RI.10.1 Determine the author’s perspective or purpose and analyze how the author

distinguishes his/her position from

others. 7.RI.11.1 Determine the impact of text features

and structures on an author’s idea or claim.



Third Nine Weeks

Standards Resources

Reading:

Literature

and Informational

Text cont’d

7.RI.11.2 Trace and evaluate the argument and







and purpose to become self-directed, critical readers and thinkers.

7.I.1.1 Develop questions to broaden thinking on a specific idea that frames




conclusions, and consider multiple perspectives.


strategies.


7.I.5.1 Acknowledge and value individual and collective thinking; use feedback from

peers and adults to guide the inquiry



strategies, address misconceptions, anticipate and overcome obstacles,

and reflect on completeness of the

inquiry.



Third Nine Weeks

Standards Resources

Writing

7.W.1.1a Write arguments that introduce

claims, acknowledge alternate or

opposing claims, and organize the reasons and evidence logically.

7.W.1.1b Write arguments that use relevant information from multiple print and

multimedia sources. 7.W.1.1c Write arguments that support claims

with logical reasoning and relevant

evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text. 7.W.1.1d Write arguments that use an

organizational structure that provides

unity and clarity among claims, reasons, and evidence.

7.W.1.1e Write arguments that develop the claim providing credible evidence and

data for each.

7.W.1.1f Write arguments that develop and strengthen writing as needed by

planning, revising, editing, and rewriting.

7.W.1.1g Write arguments that paraphrase, quote, and summarize, avoiding

plagiarism and following the standard

format for citation. 7.W.1.1h Write arguments that establish and

maintain a formal style and objective tone.

7.W.1.1i Write arguments that provide a

concluding statement or section that follows from and supports the

argument.

7.W.2.1a Write informative/explanatory texts that introduce a topic clearly,

previewing what is to follow.


multiple print and multimedia sources.

7.W.2.1c Write informative/explanatory texts

that use definition, classification, comparison/contrast, and


Writing:

Collection 4:

Performance Task “Write and Give a Persuasive Speech”, page 215-218


my.hrw.com “Interactive Lessons”:

*Writing Arguments *Using Media in a Presentation

*Using Textual Evidence my.hrw.com “Teacher Resources” (scroll to

“Level Up Tutorials” select “Analyzing

Informational Text”): *Elements of Argument”

*Persuasive Techniques”



Third Nine Weeks

Standards Resources

Writing

cont’d

7.W.2.1d Write informative/explanatory texts

that use credible sources.

7.W.2.1e Write informative/explanatory texts that include formatting, graphics, and

multimedia to aid comprehension. 7.W.2.1f Write informative/explanatory texts

that develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and

examples. 7.W.2.1g Write informative/explanatory texts

that develop and strengthen writing as needed by planning, revising,

editing, and rewriting.

7.W.2.1h Write informative/explanatory texts that paraphrase, quote, and

summarize to avoid plagiarism. 7.W.2.1i Write informative/explanatory texts

that follow a standard format for

citation. 7.W.2.1j Write informative/explanatory texts

that use appropriate transitions to create cohesion and clarify the

relationships among ideas and concepts.

7.W.2.1k Write informative/explanatory texts

that use precise language and domain-specific vocabulary to inform

or explain the topic. 7.W.2.1l Write informative/explanatory texts

that establish and maintain a style

and tone authentic to the purpose. 7.W.2.1m Write informative/explanatory texts

that provide a concluding statement or section that follows and supports

the information or explanation presented.



Third Nine Weeks

Standards Resources

Language

7.W.4.1a When writing show knowledge of

the function of phrases and clauses

in general and their function in specific sentences.

7.W.4.1b When writing choose among simple, compound, complex, and

compound-complex sentences to signal differing relationships among

ideas.

7.W.4.1c When writing use phrases and clauses within a sentence,

recognizing and correcting misplaced and dangling modifiers.

7.W.5.2a Use a comma to separate coordinate adjectives.

7.W.5.2b Use a comma after introductory subordinate clauses.

7.W.6.1 Write routinely and persevere in writing tasks over short and

extended time frames, for a range of domain specific tasks, and for a

variety of purposes and audiences.


my.hrw.com “Interactive Lessons”:

*Writing Informative Texts *Giving a Presentation

*Using Media in a Presentation *Producing and Publishing with Technology

Communication

7.C.1.1 Prepare for and engage in conversations to explore complex



probing questions and share

evidence that supports and maintains the focus of the

discussion. 7.C.1.3 Apply effective communication

techniques and the use of formal or


7.C.1.4 Engage in a range of collaborative discussions about grade appropriate

topics; acknowledge new

information expressed by others and when necessary modify personal

ideas. 7.C.1.5 Consider new ideas and diverse


issue.

Additional Resources: ● Toastmasters: Tips & Techniques for Public

Speaking: toastmasters.org ● Video “How to Give an Awesome


5FFBc#t=13

Video “5 Basic Public Speaking Tips” - https://www.youtube.com/watch?v=AykYRO5d_l

I&list=PL51B13391A176E8F5











Third Nine Weeks

Standards Resources

Communication

cont’d

7.C.2.1 Gather relevant information from

diverse print and multimedia sources

to articulate claims and findings, emphasizing salient points in a


details. 7.C.2.2 Analyze and evaluate the credibility

of information and accuracy of

findings. 7.C.2.3 Quote or paraphrase the data and



7.C.3.2 Utilize multimedia to clarify information and strengthen claims

or evidence.

7.C.4.1 Determine the effectiveness of a speaker’s argument and specific

claims, evaluating the soundness of

the reasoning and the relevance and sufficiency of the evidence.

7.C.4.2 Analyze the effectiveness of the speaker’s use of chronological,


convey messages.

7.C.4.3a Analyze the presentation to determine how the speaker

articulates a clear message. 7.C.4.3b Analyze the presentation to

determine how the speaker monitors

audience awareness. 7.C.4.3c Analyze the presentation to

determine how the speaker addresses possible misconceptions

or objections.

7.C.4.3d Analyze the presentation to determine how the speaker chooses

appropriate media. 7.C.4.3e Analyze the presentation to







Fourth Nine Weeks

Standards Resources

Reading: Literature

and Informational

Text




























meaning. 7.RL.13.3 Read and respond to grade level text



Collection Unit: Guided by a Cause,

Collection6

Collections - (pages 263 to 344) Close Reader - (pages 96 to 112)

Anchor Texts: from Flesh & Blood So Cheap: The Triangle Factory Fire and Its Legacy page 265 from The Story of the Triangle Factory Fire

Anchor Text: “Craig Kielburger Reflects on

Working Toward Peace” page 275

Choose a novel to teach or literature circles using the following novels:

● Among the Hidden ● Shipwreck at the Bottom of the World ● The Glory Field ● Percy Jackson and the Lightning Thief

Among the Hidden

● A5 Novel Unit Among the Hidden ● http://lwinliteracy92011.wikispaces.com/file/

view/Among+the+Hidden+Lit.+Focus+Unit.pdf

● http://www.4elementarysolutions.com/v/vspfiles/assets/images/amongthehiddensample

pages.pdf

Shipwreck at the Bottom of the World

● A5 Novel Unit Shipwreck at the Bottom of the World

● http://novelinks.org/pmwiki.php?n=Novels.S

hipwreckAtTheBottomOfTheWorld

The Glory Field ● www.classzone.com/novelguides/litcons/glor

y/guide.cfm ● http://www.bookrags.com/lessonplan/the-

glory-field

Percy Jackson and the Lightening Thief ● A5 Novel Unit Percy Jackson and the

Lightening Thief ● http://www.rickriordan.com/my-

books/percy-jackson/resources/teachers-

guide/lightning-thief-unit.aspx

● http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-

guide.aspx ● http://www.pinterest.com/bmoore0409/the-

lightning-thief

http://lwinliteracy92011.wikispaces.com/file/view/Among+the+Hidden+Lit.+Focus+Unit.pdf



http://www.4elementarysolutions.com/v/vspfiles/assets/images/amongthehiddensamplepages.pdf




http://novelinks.org/pmwiki.php?n=Novels.ShipwreckAtTheBottomOfTheWorld

http://novelinks.org/pmwiki.php?n=Novels.ShipwreckAtTheBottomOfTheWorld

http://www.classzone.com/novelguides/litcons/glory/guide.cfm

http://www.classzone.com/novelguides/litcons/glory/guide.cfm

http://www.bookrags.com/lessonplan/the-glory-field

http://www.bookrags.com/lessonplan/the-glory-field

http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-guide/lightning-thief-unit.aspx




http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-guide.aspx




http://www.pinterest.com/bmoore0409/the-lightning-thief

http://www.pinterest.com/bmoore0409/the-lightning-thief



Fourth Nine Weeks

Standards Resources

Reading:

Literature and

Informational Text

cont’d

7.RI.4.1 Read grade-level text with purpose

and understanding.

7.RI.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate,

expression, intonation, and phrasing on successive readings.

7.RI.4.3 Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

7.RI.5.1 Cite multiple examples of textual evidence to support analysis of what


7.RI.6.1 Provide an objective summary of a

text with two or more central ideas; cite key supporting details to analyze

their development. 7.RI.7.1 Compare and contrast a text to an

audio, video, or multimedia version of

the text, analyzing each medium’s portrayal of the subject.

7.RI.8.1 Determine figurative, connotative, and technical meanings of words and

phrases used in a text; analyze the impact of specific words or phrases

on meaning and tone.

7.RI.8.2 Determine the impact of text features and structures that support an

author’s ideas or claims. 7.RI.10.1 Determine the author’s perspective or

purpose and analyze how the author

distinguishes his/her position from others.

7.RI.11.1 Determine the impact of text features and structures on an author’s idea or

claim. 7.RI.11.2 Trace and evaluate the argument and





understanding. 7.RI.12.2 Read independently for sustained


and purpose to become self-directed,

critical readers and thinkers.



Fourth Nine Weeks

Standards Resources

Reading:

Literature and

Informational Text

cont’d

7.I.1.1 Develop questions to broaden

thinking on a specific idea that frames




conclusions, and consider multiple

perspectives.


strategies.


7.I.3.3 Gather information from a variety of primary and secondary sources and

evaluate sources for perspective,

validity, and bias. 7.I.3.4 Organize and categorize important

information, revise ideas, and report relevant findings.

7.I.4.1 Employ a critical stance to

demonstrate that relationships and

patterns of evidence lead to logical conclusions, while acknowledging

alternative views. 7.I.4.2 Determine appropriate disciplinary

tools and develop a plan to

communicate findings and/or take informed action.

7.I.4.3 Reflect on findings and pose appropriate questions for further

inquiry.

7.I.5.1 Acknowledge and value individual and

collective thinking; use feedback from peers and adults to guide the inquiry


order to monitor and guide inquiry.

7.I.5.3 Assess the processes to revise strategies, address misconceptions,

anticipate and overcome obstacles, and reflect on completeness of the

inquiry.



Fourth Nine Weeks

Standards Resources

Writing

7.W.2.1a Write informative/explanatory texts that introduce a topic clearly,

previewing what is to follow.


multiple print and multimedia sources.

7.W.2.1c Write informative/explanatory texts that use definition, classification,

comparison/contrast, and


7.W.2.1d Write informative/explanatory texts that use credible sources.

7.W.2.1e Write informative/explanatory texts

that include formatting, graphics, and multimedia to aid

comprehension. 7.W.2.1f Write informative/explanatory texts

that develop the topic with relevant

facts, definitions, concrete details, quotations, or other information and

examples. 7.W.2.1g Write informative/explanatory texts

that develop and strengthen writing as needed by planning, revising,

editing, and rewriting.

7.W.2.1h Write informative/explanatory texts that paraphrase, quote, and

summarize to avoid plagiarism. 7.W.2.1i Write informative/explanatory texts

that follow a standard format for

citation. 7.W.2.1j Write informative/explanatory texts

that use appropriate transitions to create cohesion and clarify the

relationships among ideas and concepts.

7.W.2.1k Write informative/explanatory texts

that use precise language and domain-specific vocabulary to inform

or explain the topic. 7.W.2.1l Write informative/explanatory texts

that establish and maintain a style

and tone authentic to the purpose. 7.W.2.1m Write informative/explanatory texts

that provide a concluding statement or section that follows and supports

the information or explanation

presented.

Choose One:

Collection 6

Optional: Performance Task A Expository Essay

OR Performance Task B

Personal Essay

OR

Optional as culminating product for novel

or literature circles: Create a Multimedia Presentation:

● PowerPoint

● Prezi http://prezi.com ● Animoto http://animoto.com

● PowToons http://www.powtoon.com ● Blabberize http://blabberize.com

http://prezi.com/

http://animoto.com/

http://www.powtoon.com/

http://blabberize.com/



Fourth Nine Weeks

Standards Resources

Writing

cont’d

7.W.3.1a Gather ideas from texts, multimedia, and personal experience to write

narratives that develop real or

imagined experiences or events using effective techniques, relevant

descriptive details, and well-structured event sequences.

7.W.3.1b Gather ideas from texts, multimedia, and personal experience to write

narratives that engage and orient the

reader by establishing a context and point of view and introducing a

narrator and/or characters. 7.W.3.1c Gather ideas from texts, multimedia,


narratives that organize an event sequence that unfolds naturally and

logically. 7.W.3.1d Gather ideas from texts, multimedia,


narratives that use dialogue, pacing, and manipulation of time to develop

experiences, events, and/or characters.

7.W.3.1e Gather ideas from texts, multimedia, and personal experience to write

narratives that use a variety of

transition words, phrases, and clauses to convey sequence and signal shifts

from one time frame or setting to another.

7.W.3.1f Gather ideas from texts, multimedia,

and personal experience to write narratives that develop and

strengthen writing as needed by planning, revising, and editing

building on personal ideas and ideas from others.

7.W.3.1g Gather ideas from texts, multimedia,

and personal experience to write narratives that use imagery, precise

words and phrases, relevant descriptive details, and sensory

language to capture the action,

convey experiences and events and develop characters.

7.W.3.1h Gather ideas from texts, multimedia, and personal experience to write

narratives that provide a conclusion

that follows from and reflects on narrated experiences or events.



Fourth Nine Weeks

Standards Resources

Language

7.W.4.1a When writing show knowledge of the

function of phrases and clauses in

general and their function in specific sentences.

7.W.4.1b When writing choose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideas.

7.W.4.1c When writing use phrases and clauses

within a sentence, recognizing and correcting misplaced and dangling

modifiers.

7.W.5.2a Use a comma to separate coordinate

adjectives. 7.W.5.2b Use a comma after introductory

subordinate clauses.

7.W.6.1 Write routinely and persevere in

writing tasks over short and extended time frames, for a range of domain

specific tasks, and for a variety of purposes and audiences.


of general grammar lessons that would be

useful during the writing workshop as well as throughout the year:

http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-



Thompson): These .pdf files provide a short explanation and examples of this grammar

strategy that can be introduced at the beginning of the year and continued

throughout the year (bellringers, daily


● The Magic Lens by Michael Clay Thompson (most A5 Schools should have a copy of this

in their professional library): This is

Thompson’s book that introduces parts of speech and basic grammar concepts using

four-level analysis (above). This is a comprehensive method of teaching

grammar that could be used throughout the year, but must be introduced in the first few

weeks.

● Mechanically Inclined by Jeff Anderson (book – may be available in your school’s

library) This book helps teachers find ways of making the mechanics of English

meaningful to middle school students. Also

has a website: http://www.writeguy.net with downloads for teachers.

● BrainPop (your school may have a subscription to this online resource): when

you log in to the website (brainpop.com), choose English. From the next menu,

choose Grammar to view the list of topics

that are available. For each topic you can find a video and several activities.















Fourth Nine Weeks

Standards Resources

Communication





probing questions and share evidence that supports and maintains the focus

of the discussion.

7.C.1.3 Apply effective communication techniques and the use of formal or


7.C.1.4 Engage in a range of collaborative

discussions about grade appropriate topics; acknowledge new information

expressed by others and when necessary modify personal ideas.

7.C.1.5 Consider new ideas and diverse


issue.

7.C.2.1 Gather relevant information from diverse print and multimedia sources

to articulate claims and findings,

emphasizing salient points in a focused, coherent manner with

pertinent descriptions, facts and details.

7.C.2.2 Analyze and evaluate the credibility of

information and accuracy of findings. 7.C.2.3 Quote or paraphrase the data and



7.C.3.2 Utilize multimedia to clarify

information and strengthen claims or evidence.

7.C.4.2 Analyze the effectiveness of the

speaker’s use of chronological,


convey messages.



Speaking: toastmasters.org ● Video “How to Give an Awesome


5FFBc#t=13 Video “5 Basic Public Speaking Tips” -

https://www.youtube.com/watch?v=AykYRO5d_l

I&list=PL51B13391A176E8F5











Fourth Nine Weeks

Standards Resources

Communication cont’d

7.C.4.3a Analyze the presentation to

determine how the speaker

articulates a clear message. 7.C.4.3b Analyze the presentation to

determine how the speaker monitors audience awareness.

7.C.4.3c Analyze the presentation to determine how the speaker

addresses possible misconceptions





7.C.5.1 Consider audience when selecting

presentation types.



grade 7 ela curriculum planning guide 2015-2016 7 ela – curriculum planning guide – 2015-2016...

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