Grade 7 English Language Arts 1st Quarter

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025 and the Comprehensive Literacy Improvement Plan establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Grade 7 English Language Arts 1st Quarter

How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Using the Curriculum Maps, Grades 6-8 Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those

that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities

for teacher-led small group instruction and literacy stations.

Grade 7 English Language Arts 1st Quarter

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TN English Language Arts State Standards

The TN ELA State Standards:http://www.tn.gov/education/article/english-language-arts-standards

Teachers can access the TN State Standards by clicking on the link.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality. Non-negotiable criteria are Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions.

Grade 7 English Language Arts 1st Quarter

All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentWeeks 1-3Reading Selection(s)Option 1 Option 2 Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski (Lexile 880; informational) The Dinner Party (ATOS 6.7) and The Treasure of Lemon Brown (Lexile 850; fiction) You Are Drinking What? by Paul Kix ((ATOS 9.9; informational) Rikki-tikki-tavi (Lexile 1010) Desalination (informational) (See text complexity measures pgs. 216-217)

Big Question: Does Every Conflict Have a Winner? (Unit 2)

Reading Complex Text

Informational

Option 1RI7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI7.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.RI7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

These standards are constant and should be taught throughout each quarter. Cite Evidence : RL1, RI1 Analyze Content : RL/RI.7.2-9

Informational

Evidence Statements Provides citation of several pieces of textual

evidence to support analysis of what the text says explicitly RI7.1 Provides citation of several pieces of textual

evidence to support analysis of inferences drawnfrom the text RI7.1

Provides a statement of central idea(s) of a text. RI7.2 Provides an analysis of the interactions between

individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI7.3

Reading Selections

Option 1Analyzing Text for Comprehension”Beyond Thirst: The Global Water Crisis” by Kathiann M. Kowalski (Lexile 880; informational) RI7.1, RI7.2, RI7.3http://edutoolbox.org/system/files/rasp_file/ELAG68P3Text1Thirst3.pdf Skills: elements of nonfiction, determining

central ideas, making inferences, strategies for student analysis of texto Glossary of Informational and

Literary Terms http://cdn.scope.scholastic.com/

sites/default/files/uploads_scope/issues/library/pdfs/SCOPE-Library-NonfictionTerms.pdf

http://lizphillips-ela.weebly.com/ uploads/7/0/0/4/7004988/nonfiction_vocabulary.pdf

http://www.bathcsd.org/webpages/ edepartment/literary_terms.cfm

http://www.ode.state.or.us/ teachlearn/subjects/elarts/reading/resources/readingglossary.pdf

http://www.darke.k12.oh.us/ curriculum/la/glossary.pdf

Text Dependent Questionso What big ideas should the reader take

away after reading this text? (Key Ideas and Details)

o Fishman states, “We’ve spent the last hundred years in a kind of aquatic paradise: Our water has been abundant, safe, and cheap.”

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Reading Complex

Texts

Given that abundant means “in large quantities and easily accessible,” what does Fishman mean when he says that abundant, safe, and cheap water has made the last hundred years an “aquatic paradise”? (Craft and Structure)

o Describe connections between the water shortage and recycled water.(Integration of knowledge and ideas)

“You Are Drinking What?” by Paul Kix (ATOS 9.9; informational)RI7.1, RI7.2, RI7.3http://edutoolbox.org/system/files/rasp_file/ELAG68P3Text2DrinkingWhat3.pdf Skills: elements of nonfiction, determining

central ideas, making inferences, strategies for student analysis of text

Text Dependent Questionso The author states, “The process for

recycling wastewater is more rigorous than for “regular” tap water, with 11 stronger filtration.” What evidence is given to support this claim? (Inferences)

o Explain the relationship between desalination and filtration based on the text. (Integration of knowledge and ideas)

“Desalination” (Not rated for complexity)http://edutoolbox.org/system/files/rasp_file/ELAG68P3Text3Desalination3.pdf RI7.1, RI7.2, RI7.3 Skills: determining central ideas, making

inferences, strategies for student analysis of text

Text Dependent Questionso Explain the meaning of desalination.

(Craft and Structure)o According to the text, desalination is the

solution to the global water crisis. What evidence does he use to support this claim? (Inferences)

More Text Dependent Questions

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Reading Complex

Texts

Option 2Literature

RL7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Option 2Literature

Evidence Statements Provides citation of several pieces of textual

evidence to support analysis of what the text says explicitly RL7.1 Provides citation of several pieces of textual

evidence to support analysis of inferences drawnfrom the text RL7.1

Provides an analysis of how particular elements of a story or drama interact. RL7.3

Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in the text. RL7.6

What big ideas should the reader take away after reading this text?

Describe connections between the water shortage and recycled water.

How did the author organize the ideas in this article?

How does your own point of view compare to the author’s on solutions to the water shortage?

How does the theme of this text compare to the theme in “Beyond Thirst: The Global Water Crisis”?

How does the chart for desalination help the reader understand the author’s message?

Additional text selections on waterhttp://odelleducation.com/wp-content/uploads/2013/09/G7-Topic-Repository_Water.pdf

Resources for Student Analysis of Text http://theeducatorsroom.com/2013/04/

teaching-students-how-to-analyze-text/ http://www.exeter.k12.pa.us/cms/lib6/

PA01000700/Centricity/Domain/97/Kline_Dual_Entry_Significance.pdf

http://www.exeter.k12.pa.us/cms/lib6/ PA01000700/Centricity/Domain/97/Kline_Dual_Entry_Text_Saw_Thought.pdf

https://www.bing.com/search? q=five+close+reading+strategies+to+support+common+core&form=EDGNTC&qs=PF&cvid=d984c10918814c9ba452f5738ae55249&pq=five%20close%20reading%20strategies%20to%20support%20common%20core

http://apcentral.collegeboard.com/apc/ public/preap/teachers_corner/45200.html

https://www.quia.com/files/quia/users/ ddolhon/SOAPSyyyA-Strategy-for-Reading-and-Writing.pdf

http://www.lessonplanet.com/lesson-plans/ informational-text?utm_source=bing&utm_medium=cpc&utm_campaign=Language%20Arts%20(Search)&utm_term=informational

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content%20text%20lesson%20plan&utm_content=Informational%20Text

http://www.longview.k12.wa.us/student %20learning/Reading/TCH%20HOT%20TIPS%20INFORMATIONAL%20TEXT.pdf

http://www.longview.k12.wa.us/student %20learning/Reading/TCH%20HOT%20TIPS%20INFORMATIONAL%20TEXT.pdf

http://www.isbe.net/common_core/pdf/ela- teach-strat-read-text-6-12.pdf

Prentice Hall Literature

Option 2Unit 2: Short Stories – Elements of Short Stories and Analyzing How Elements Interact

Literary Analysis Workshop (RL7.3, RL7.6, RL7.1) Elements of Short Stories RL7.3 Analyzing How Elements Interact RL7.3

o Skill Focus: elements of short story – characters, conflict/resolution, plot, setting, climax , point of view, theme, symbols, foreshadowing

Close Read: Analyzing Story Elements RL7.3, RL.7.6o Skill Focus: elements of short story –

characters, conflict/resolution, plot, setting, climax , point of view, theme, symbols, foreshadowing

o Model: The Dinner Party pg. 205 (ATOS 6.7; ficiton)

o Independent Practice: The Treasure of Lemon Brown (Lexile 850; fiction) pg. 207o Treasure of Lemon Brown unit with

text dependent questionshttp://achievethecore.org/search?q=treasure+of+lemon+brown

After You Read: Text Dependent Questions pg. 215

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contento How is each of the story’s key conflicts

resolved? (Key details)o From what point of view is this story

told? (Author’s Craft and purpose)o Why do you think the author chose this

point of view to tell the story? (Inferences)

Rikki-tikki-tavi (fiction- lexile 1010) (RL7.3, RL7.1) Rikki-tikki-tavi unit with text dependent

questionshttp://achievethecore.org/search?q=rikki+tikki+tavi

Skill Focus – make predictions, plot, character

Before You Read pg. 216o Reading Skill: Make Predictionso Literary Skills: Plot

Critical Thinking/Text Dependent Questions pg. 244o How does Rikki feel about the cobras?

How do they feel about Rikki? (Inferences)

o Using details from the story, compare Rikki’s and the cobras’ personalities. (Inter-textual Connections)

After You Read pg. 245o Reading Skill: Make Predictionso Literary Skills: Plot

Independent Reading Pearson textbook pg. 402

Pearson Online Resourceswww.pearsonsuccessnet.com Diagnostic/Placement Assessments Benchmark and Unit Assessments Unit Resources Common Core Companion Selection audio” Interactive Digital Path” Unit 2 Resources/WorkbookReading Strategies Teaching Author’s Purpose- Going Beyond

Persuade, Inform, and Entertain

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contento http://www.weareteachers.com/blogs/

post/2015/01/09/going-beyond-pie-5-ways-to-teach-students-how-to-find-the-author's-purpose

o http://www.massbay.edu/ uploadedFiles/Admissions_and_Financial_Aid/Enrollment/QUESTIONTYPE.pdf

o https://discovery.app.box.com/s/ miufueuq20za41255nyb

https://www.engageny.org/resource/grades- 6-8-ela-curriculum-appendix-2-graphic-organizers (11 graphic organizers)

Reading Strategies and graphic organizershttp://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf“

(Thinking Strategies for teaching comprehension skills) www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf

(Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)www.ereadingworksheets.com

Resources for Annotation http://www.teachingthecore.com/purposeful-

annotation-close-reading/ http://www.elacommoncorelessonplans.com/

literature-reading-standards/teaching-literary-annotations.html

https://www.google.com/webhp? sourceid=chrome-instant&rlz=1C1AFAB_enUS506US507&ion=1&espv=2&ie=UTF-8#q=teaching%20annotation

Reading strategieshttp://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

Reading strategieshttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentModel Performance for RI7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering)Select statements, ideas, phrases, or chunks of language that cite textual evidence to support analysis of what a text says explicitly as well as of inferences drawn from a familiar simple sentence text in the L1/L2 and supported by labeled pictures of pre- identified inferences

Level 2 (Emerging)Identify multiple simple sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a familiar illustrated text and supported by a list of illustrated pre- identified inferences.

Level 3 (Developing)Identify compound and complex sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from an illustrated text and supported by a graphic organizer with one teacher provided example.

Level 4 (Expanding)Identify discourse with a variety of sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a text supported by a graphic organizer.

Level 5 (Bridging)Identify discourse with a variety of technical and abstract content-area language that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from a text supported by a teacher example.

Language – Vocabulary

L.7.4Determine the meaning of words and phrasesas they are used in a text, including figurative,connotative, and technical meanings; analyze theimpact of a specific word choice on meaning and tone.L.7.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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

These standards are constant and should be taught throughout each quarter. Study and apply vocabulary - L.7.4-6

Language – Vocabulary

Evidence Statements Demonstrates the ability to determine the meaning of

words and phrases as they are used in a text (e.g., figurative, connotative, technical and/or provides an analysis of the impact of specific word choice on meaning and/or tone) L.7.4

Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4b

Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.7.6

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Tier 2 Academic Vocabulary: cite, evidence, compare and contrast

Analyzing Text for Comprehension Beyond Thirst: The Global Water Crisis by

Kathiann M. Kowalski You Are Drinking What? by Paul Kix Desalination Skill Focus: Tier II words

Common Core Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf

Prentice Hall Literature- Pearson Publishing

Literary Analysis WorkshopThe Dinner Party and The Treasure of Lemon Brown (fiction) L.7.6 Skill focus: Acquire and use grade-

appropriate academic and domain-specific words

Introducing the Big Question: Learning Big Question Vocabulary pg. 199

Close Read: Analyzing Story Elements pg. 204 Think Aloud: Vocabulary: Using Context Treasure of Lemon Brown unit (vocabulary

words)http://achievethecore.org/search?q=treasure+of+lemon+brown

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content Vocabulary Development pg. 206, 208,

212, 214

Rikki-tikki-tavi Skill Focus: Latin suffixes – ance or –tion

Making Connections: Vocabulary pg. 226 Vocabulary Development pg. 226, 228,

232, 234, 236, 238, 242 After You Read: Vocabulary pg. 245 Vocabulary Central

www.pearsonsuccessnet.com Rikki-tikki-tavi Unit (vocabulary words)

http://achievethecore.org/search?q=rikki+tikki+tavi

Resources Vocabulary central

www.pearsonsuccessnet.com (tools, activities, and songs for studying vocabulary)

Online Dictionaryhttp://www.wordcentral.com/http://www.dictionary.com

Unit Resources Workbook - Downloads: Editable Presentations and Editable Worksheetswww.pearsononlinesuccess.net.

Vocabulary Strategies and graphic organizerso http://learningtasks.weebly.com/

vocabulary-strategies.htmlo http://www.cobbk12.org/cheathamhill/

LFS%20Update/Graphic%20Organizers.htm

Strategieso http://www.readwritethink.org/

classroom-resources/lesson-plans/internalization-vocabulary-through-word-307.html

o http://www.readwritethink.org/ classroom-resources/lesson-plans/spell-word-prefix-without-399.html

o http://www.readwritethink.org/ classroom-resources/lesson-plans/focusing-reader-response-through-837.html

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contento https://www.sophia.org/common-core-

standards/english-language-arts-grade-7

o https://www.engageny.org/resource/ grades-3-8-ela-curriculum-appendix-1-protocols-and-resources

Graphic Organizers https://wvde.state.wv.us/strategybank/

VocabularyGraphicOrganizers.html https://www.readinga-z.com/vocabulary/

vocabulary-graphic-organizers/ http://www.rtsd.org/Page/7825

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

http://www.cobbk12.org/cheathamhill/LFS %20Update/Graphic%20Organizers.htm

Fluency Strategies and Research http://www.xenia.k12.oh.us/userfiles/

251/11%20Alternatives%20to%20_Round%20Robin_%20(and%20_Popcorn_)%20Reading%20_%20Edutopia.pdf

http://www.scholastic.com/teachers/article/5- surefire-strategies-developing-reading-fluency

http:// middleschoolteachertoliteracycoach.blogspot.com/2013/08/5-strategies-to-improve-reading-fluency.html

http://www.dynamicphonics.com/ comprehension.htm

http://www.readingrockets.org/article/fluency- instructional-guidelines-and-student-activities

http://www.k12reader.com/reading-fluency- and-instruction/

http://resources.buildingrti.utexas.org/PDF/ RTS.pdf

http://www.adlit.org/article/27878/ http://www.adlit.org/adlit_101/

improving_literacy_instruction_in_your_school/fluency/

http://ohiorc.org/adlit/inperspective/issue/ 2006-09/Article/feature.aspx

http://coefaculty.valdosta.edu/pgunter/

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentSPEC3020/Reading%20Fluency%20Article%20from%20Beyond%20Behavior.pdf

http://www.cantonschools.org/filestorage/ 184/1296/1568/1641/Reading_Fluency_in_High_School.pdf

Writing to Texts

Writing to Texts

Writing

W7.1Write arguments to support claims with clear reasons and relevant evidence.

W7.1aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W7.1bSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Writing

Evidence StatementsDevelopment of Ideas The student response addresses the prompt and

provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization The student response demonstrates purposeful

coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details

Writing

The Informational/Explanatory Rubrichttp://edutoolbox.org/system/files/rasp_file/InfExpRubric-Gr6-8.pdf

The Argumentative Rubrichttp://edutoolbox.org/system/files/rasp_file/OpArgRubric-Gr6-8.pdf

Teaching the Argumentative Rubric’s Traits The Scoring Guides and Sample Student

Responseso Explanation of terms per trait pgs. 2-3

http://edutoolbox.org/system/files/rasp_file/ELAG6-8-PIII-Item2-DevelopmentAnchor.pdf(free, but must create an account – Freshwater Crisis)

Routine Writing (text-dependent): Text Dependent Questions (see more

questions in the reading section)o Write a summary of the text selection.

Journal entries Daily Language Practice Graphic Organizers - Elements of Nonfiction

Graphic Organizer (Chart)

Analysis (informational/explanatory focus) The writer of “Beyond Thirst: The Global

Water Crisis” introduces a key idea that people all over the world lack access to safe drinking water. Write an essay that analyzes how this key idea influenced the interactions of individuals and/or events.

Analysis (Focus on Argument)“Beyond Thirst: The Global Water Crisis”

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Writing to Texts

“You Are Drinking What?”, and “Desalination” You have read three texts about ways to

address the shortage of clean water, which is a problem for many communities in the world. Write an essay that argues for what you think are the three most important factors to consider when choosing a possible solution for providing clean water. Be sure to support your argument with claims that are developed with clear reasons and relevant evidence from the three texts. Be sure to follow the conventions of standard written English.

Prentice Hall Literature- Pearson Publishing

Routine Writing (text-dependent): Text Dependent Questions Writing About the Big Question After You Read, Journal entries, Summaries,

Daily Language Practice, Graphic Organizers

Analysis (argument) Rikki-tikki-tavi Unit (writing tasks)

http://achievethecore.org/search?q=rikki+tikki+tavi

Writing Workshop: Argument: Response to Literature pg. 302o In a response to literature, the writer

develops an argument that addresses one or more aspects of a literary work. You might use elements of a literary response in a letter to an author, or in a book or movie review.

o Assignment: Using Rikki-tikki-tavi, analyze what it means to you. Include these elements: a strong, interesting focus on an

aspect of the short story a logical and consistent

organization a judgment about the value of the

work sufficient support for your ideas

and claims a concluding statement that

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Writing to Texts

summarizes your argument error-free writing, including correct

verb tenses Use evidence from “Rikki-tikki-tavi” to explain

Kipling’s ideas about the battle of good and evil in Rikki-tikki-tavi and the need for good to triumph. Use evidence from the story to support your argument.

Though Rikki-tikki-tavi is heralded as the savior of both the garden and his human family, he had an aggressive nature. Argue for or against Rikki-ticki-tavi being a bully. Use evidence from the story to support your argument.

Resources https://www.sophia.org/common-core-

standards/english-language-arts-grade-7 http://www.sharemylesson.com/teaching-

resource/grades-7-ela-building-evidence-based-arguments-50028147/

Writing the Informative Essay http://word-crafter.net/CompI/

InformativeEssay.html http://study.com/academy/lesson/informative-

essay-definition-examples-structure.html

Writing the Explanatory Essay http://word-mart.com/html/

explanatory____expository_essa.html https://www.sbcc.edu/clrc/files/wl/

downloads/StructureofaGeneralExpositoryEssay.pdf

Writing Graphic Organizers https://www.eduplace.com/graphicorganizer/ https://wvde.state.wv.us/strategybank/

GraphicOrganizersforWriting.html http://www.dailyteachingtools.com/free-

graphic-organizers-w.html https://www.superteacherworksheets.com/

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contentgraphic-organizers.html

http://edhelper.com/teachers/ graphic_organizers.htm

Compare and Contrast Resources http://writingcenter.unc.edu/handouts/

comparing-and-contrasting/ https://www.sbcc.edu/clrc/files/wl/

downloads/WritingaCompareContrastEssay.pdf

http://www.readwritethink.org/files/resources/ interactives/compcontrast/map.html

http://www.readwritethink.org/files/resources/ interactives/compcontrast/

http://www.readwritethink.org/files/resources/ lesson_images/lesson275/compcon_chart.pdf

http://www.enchantedlearning.com/ graphicorganizers/compareandcontrast/

Argumentative Writing Resources (How to write an argumentative essay)

http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay) http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

(argumentative essay frame) http://www.baltimorecityschools.org/Page/16215’

Language

L7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L7.2Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.

These standards are constant and should be

Language

Evidence Statements Distinguish among action, linking, and helping verbs;

incorporate in a sentence. L7.1 Spell correctly words with barely audible syllables such

as different, average, restaurant. L7.2 Determine the most appropriate method to correct a run-

on sentence within context.

Conventions

Note: Grammar instruction should be embedded in the teaching of writing.

Prentice Hall Literature- Pearson PublishingLiterary Analysis Workshop Skill focus

o Sentence parts- subject and predicateo Writing sentences

Rikki-tikki-tavi Skill focus: Verbs- action, linking, helping Integrated Language Arts pg. 278

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contenttaught throughout each quarter. Study and apply grammar - L.7.1-3

o Verbs, The principle part of verbso Reading Applicationo Writing Applicationo Prentice Hall Writing Coach

PHLitOnline.com Integrated Language Skills: Grammar pg. 50

(ELL)

Elements of Language- Holt Publishing Skill focus

o Sentence parts- subject and predicateo Writing sentenceso Verbs- action, linking, helping; The

principle part of verbs

Resources http://factoryschool.com/handbook/

sentences/TypesOfPhrases.htm http://www.chompchomp.com/terms/

phrase.htm http://www.chompchomp.com https://owl.english.purdue.edu/owl/resource/

607/02/ http://www.dailywritingtips.com/coordinate-

and-noncoordinate-adjectives/ http://www.k12reader.com/punctuation/

commas_and_coordinating_adjectives.pdf https://www.sophia.org/common-core-

standards/english-language-arts-grade-7 http://www.readwritethink.org/classroom-

resources/lesson-plans/when-young-literature-language-911.html

www.scsliteracy.weebly.com CC Speaking and Listening

SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.1aCome to discussions prepared, having read or researched material under study; explicitly draw on

Speaking and Listening

Evidence Statements Participate in one-on-one, group and teacher-led

discussions. SL.7.1 Discern which points are relevant to the topic/discussion

SL.7.1a Provide a specific discussion structure, such as Socratic

or Paideia Seminar, for engaging students in collaborative discussions SL 7.1a

Identify the claim a speaker is making and the evidence

Speaking and Listening

Prentice Hall Literature- Pearson Publishing

Activities Exploring the Big Question After You Read Comprehension and Collaboration:

Informal Debate pg. 247o Using evidence from Rikki-tikki-tavi,

defend the actions of either the

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contentthat preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.SL.7.1bFollow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

These standards are constant and should be taught throughout each quarter. Analyze Content : SL.7.2-3 Study and apply grammar : SL.7.6 Conduct Discussions : SL.7.1 Report Findings : SL.7.4-6

that supports the claim Explicitly draw on read and/or researched material by

referring to evidence on the topic, from the text, and/or on the issue. SL.7.1b

Possible Suggestions throughout the quarter:Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings, Socratic Seminar, Fish Bowl

mongoose or the cobras in the story. Explain your position.

Resources https://www.engageny.org/resource/grades-

3-8-ela-curriculum-appendix-1-protocols-and-resources

https://www.sophia.org/common-core- standards/english-language-arts-grade-7

http://betterlesson.com/common_core/ browse/1634/ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i/browse/1634/ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i

http://www.sharemylesson.com/teaching- resource/grades-7-ela-building-evidence-based-arguments-50028147/

Weeks 4-6Reading Selection(s) The Third Wish (fiction-1110 lexile)) Extended Reading Two Kinds from The Joy Luck Club OR Zoo (fiction- 1170 lexile) “Making Over Native American Diets” (1030 lexile) Mongoose on the Loose and Encyclopedia Entry: Indian Grey Mongoose (lexile NR; informational)(See text complexity measures pgs. 308-309, 248-249, 336-337)

Big Question: Does Every Conflict Have a Winner? (Unit 2)Reading Complex

Texts

Literature and Informational

RL7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL7.6

Literature and Informational

Evidence Statements Provides citation of several pieces of textual evidence to

support analysis of what the text says explicitly. Provides citation of several pieces of textual evidence to

support analysis of inferences drawn from the text. RL7.1

Provides a statement of a theme or central idea of a text. Provides an analysis of the development of the theme or

central idea over the course of the text. Provides an objective summary of the text. RL7.2

Provides an analysis of how particular elements of a story or drama interact. RL7.3

Provides an analysis of how an author develops and contrasts the points of view of different characters or

Prentice Hall Literature – Reading Selections

Unit 2: Short StoriesThe Third Wish (fiction-1110 lexile) and A Star is Born (informational) RL7.1(See text complexity measures pgs. 308-309) Third Wish Unit

http://achievethecore.org/search?q=third+wish

Skill Focus: make inferences, conflict and resolution (internal and external conflict), ploto Glossary of Informational and

Literary Terms http://cdn.scope.scholastic.com/

sites/default/files/uploads_scope/issues/library/pdfs/SCOPE-Library-NonfictionTerms.pdf

http://lizphillips-ela.weebly.com/

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Reading Complex

Texts

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

narrators in the text. RL7.6 uploads/7/0/0/4/7004988/nonfiction_vocabulary.pdf

http://www.bathcsd.org/webpages/ edepartment/literary_terms.cfm

http://www.ode.state.or.us/ teachlearn/subjects/elarts/reading/resources/readingglossary.pdf

http://www.darke.k12.oh.us/ curriculum/la/glossary.pdf

Before You Read pg. 309o Reading Skill: Make Inferenceso Literary Analysis: Conflict and

Resolution Critical Thinking pg. 318 - Text Dependent

Questionso How does Mr. Peters get the opportunity

to ask for three wishes? (key details)o Why do you think he does not wish for

riches? (inferences)o Do you think Mr. Peters made the right

decision to help him resolve his internal conflict? Support your response with details from the story. (integration of knowledge and ideas)

After You Read pg. 319o Reading Skill: Make Inferenceso Literary Analysis: Conflict and

Resolution

Two Kinds from The Joy Luck Club (fiction) RL.7.3, RL.7.6(See text complexity measures pgs. 248-249) Two Kinds Unit

http://achievethecore.org/search?q=two+kinds

Skill Focus: make inferences, make predictions, character motives and point of view, conflict and resolution (internal and external conflict)

Before You Read pg. 249o Reading Skill: Make Predictionso Literary Analysis: Character

Critical Thinking pg. 276 - Text Dependent Questions (Two Kinds)

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Informational

RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas

RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or

‘Informational

Evidence Statements Provides an analysis of the structure an author uses to

organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.5

Provides an analysis of how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence. RI.7.9

In what ways does the mother pressure her daughter for change? (key details)

How does the difference in their attitudes create problems? Support your answer with details from the text. (inferences)

After You Read pg. 277o Reading Skill: Make Predictionso Literary Analysis: Character

ORZoo (fiction- 1170 lexile ) RL.7.1, RL.7.2(See text complexity measures pgs. 336-337) Before You Read pg. 337

o Reading Skill: Make Inferenceso Literary Analysis: Theme

Critical Thinking pg. 342 - Text Dependent Questionso What do people of Earth see and do at

the Interplanetary Zoo? (key details)o How do you think Hoch wants readers

to react to the end of the story? (inferences)

o How do humans on Earth react to people from Kann? How do Kaan people react to people from Earth? Compare and Contrast: In a small group, discuss your answers. Identify details from the story that support your ideas. Together, decide what the similarities and differences tell you. (Inter-textual connections)

After You Read pg. 343o Reading Skill: Make Inferenceso Literary Analysis: Theme

Analyzing Expository and Functional TextsReading for Information: Mongoose on the Loose and Encyclopedia Entry: Indian Grey Mongoose ((Not rated for complexity; informational) pg. 282 RI7.5, RI.7.9 “Mongoose on the Loose” Unit at

http://achievethecore.org/file/616 Skill Focus: Understand Text Structure and

Purpose

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contentadvancing different interpretations of facts.

These standards are constant and should be taught throughout each quarter. Cite Evidence : RL1, RI1 Analyze Content : RL/RI.7.2-9

After You Read pg. 287 - Text Dependent Questionso What are two differences between the

structure of a magazine article and the structure of an encyclopedia entry? (text structure)

o What type of information did you find in the encyclopedia entry that was not in the magazine article? (inter-textual connections)

Extended Reading: “Making Over Native American Diets” (theme or central idea) https://newsela.com/articles/nativeamerican-diets/id/5146/

Independent Reading Pearson textbook pg. 402

Resourceswww.pearsonsuccessnet.com Unit Resources Common Core Companion Benchmark and Unit Assessments Common Core Companion – p. 15-27, 28-40,

109-121, 122-128 (graphic organizers and lessons)

https://www.engageny.org/resource/grades- 6-8-ela-curriculum-appendix-2-graphic-organizers (11 graphic organizers)

Reading Strategies and graphic organizershttp://pacehighschool.net/Documents/GraphicOrganizersforReading.pdf“

(Thinking Strategies for teaching comprehension skills) www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf

(Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)www.ereadingworksheets.com

Reading strategieshttp://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

Reading strategies

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contenthttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Level 1 (Entering)Identify words, statements or chunks of language that represent what the text says explicitly as well as inferences drawn using labeled pictures that represent the author’s message.

Level 2 (Emerging)Recognize simple sentences and phrases that cite textual evidence to support analysis and inferences drawn from labeled pictures and/or from simple sentence illustrated texts.

Level 3 (Developing)Identify a series of extended sentences that cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn using teacher provided examples, text clues/sentence patterns

Level 4 (Expanding)Select discourse with a variety of complex sentences that support textual evidence, analysis and inferences drawn from the text with a partner.

Level 5 (Bridging)Distinguish between what the text says explicitly and information one has inferred from a text with rich descriptive discourse and complex sentences with a group

Language – Vocabulary

L7.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L7.6Acquire 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.

These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6

Language – Vocabulary

Evidence Statements Demonstrates the ability to use context (e.g., the overallm

eaning 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. L4.b

FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.6

Provides a statement demonstrating accurate meaning and use of grade‐appropriate general academic words and phrases. L.6

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Tier 2 Academic Vocabulary: argument, claim, reasoning, counter-claim, objective

The Third Wish Skills: Latin prefixes mal- Making Connections: Vocabulary pgs. 310 Vocabulary Development pgs. 310, 312, 314,

316 After You Read: Vocabulary pgs. 319 Third Wish Unit

http://achievethecore.org/search?q=third+wish

Two Kinds from The Joy Luck Club Skills: Latin roots -tract- and -spir- Making Connections: Vocabulary pgs. 258 Vocabulary Development pgs. 258 After You Read: Vocabulary 278 achievethecore.org – “Two Kinds” Unit at

http://achievethecore.org/file/2307OR

Zoo Skills: Latin suffixes – ment Making Connections: Vocabulary pgs. 338 Vocabulary Development pgs. 338 After You Read: Vocabulary pg.343

Reading for Information: Mongoose on the Loose and Encyclopedia Entry: Indian Grey

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentMongoose “Mongoose on the Loose” Unit (vocabulary

words) http://achievethecore.org/file/616 Content Area Vocabulary pg. 282 Vocabulary Development: pg. 286 After You Read pg. 287: Content Area

Vocabulary

Resources Vocabulary central

www.pearsonsuccessnet.com (tools, activities, and songs for studying vocabulary)

Online Dictionaryhttp://www.wordcentral.com/http://www.dictionary.com

Unit Resources Workbook - Downloads: Editable Presentations and Editable Worksheetswww.pearsononlinesuccess.net.

Vocabulary Strategies and graphic organizerso http://learningtasks.weebly.com/

vocabulary-strategies.htmlo http://www.cobbk12.org/cheathamhill/

LFS%20Update/Graphic%20Organizers.htm

Strategieso http://www.readwritethink.org/

classroom-resources/lesson-plans/internalization-vocabulary-through-word-307.html

o http://www.readwritethink.org/ classroom-resources/lesson-plans/spell-word-prefix-without-399.html

o http://www.readwritethink.org/ classroom-resources/lesson-plans/focusing-reader-response-through-837.html

o https://www.sophia.org/common-core- standards/english-language-arts-grade-7

o https://www.engageny.org/resource/ grades-3-8-ela-curriculum-appendix-1-protocols-and-resources

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Graphic Organizers https://wvde.state.wv.us/strategybank/

VocabularyGraphicOrganizers.html https://www.readinga-z.com/vocabulary/

vocabulary-graphic-organizers/ http://www.rtsd.org/Page/7825

http://www.fcrr.org/curriculum/PDF/G4-5/45VPartThree.pdf

http://www.cobbk12.org/cheathamhill/LFS %20Update/Graphic%20Organizers.htm

Fluency Strategies and Research http://www.xenia.k12.oh.us/userfiles/

251/11%20Alternatives%20to%20_Round%20Robin_%20(and%20_Popcorn_)%20Reading%20_%20Edutopia.pdf

http://www.scholastic.com/teachers/article/5- surefire-strategies-developing-reading-fluency

http:// middleschoolteachertoliteracycoach.blogspot.com/2013/08/5-strategies-to-improve-reading-fluency.html

http://www.dynamicphonics.com/ comprehension.htm

http://www.readingrockets.org/article/fluency- instructional-guidelines-and-student-activities

http://www.k12reader.com/reading-fluency- and-instruction/

http://resources.buildingrti.utexas.org/PDF/ RTS.pdf

http://www.adlit.org/article/27878/ http://www.adlit.org/adlit_101/

improving_literacy_instruction_in_your_school/fluency/

http://ohiorc.org/adlit/inperspective/issue/ 2006-09/Article/feature.aspx

http://coefaculty.valdosta.edu/pgunter/ SPEC3020/Reading%20Fluency%20Article%20from%20Beyond%20Behavior.pdf

http://www.cantonschools.org/filestorage/ 184/1296/1568/1641/Reading_Fluency_in_High_School.pdf

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentPearson Online Resources Vocabulary Central

www.pearsonsuccessnet.com Vocabulary Workshop – Word Origins, p.

392-393 Common Core Companion – p. 347-348

(graphic organizers and lessons) Morphology Vocabulary Assessment

(exemplar vocabulary assessment) http://tn.pbslearningmedia.org/resource/1d8653b4-11bb-444d-b3e5-3c4e1a540f7c/academic-vocabulary-in-the-common-core-middle-school-english-language-arts/

Writing to Texts

Writing

W.7.1Write arguments to support claims with clear reasons and relevant evidence.W.7.1.aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1.bSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.W.7.1.eProvide a concluding statement or section that follows from and supports the argument presented.

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

Writing

Evidence StatementsDevelopment of Ideas The student response addresses the prompt and

provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization The student response demonstrates purposeful

coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language The student response establishes and maintains an

effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary.

Knowledge of Language and Conventions The student response demonstrates command of the

conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Writing

The Argumentative Rubrichttp://edutoolbox.org/system/files/rasp_file/OpArgRubric-Gr6-8.pdf

Teaching the Argumentative Rubric’s Traits The Scoring Guides and Sample Student

Responseso Explanation of terms per trait pgs. 2-3

http://edutoolbox.org/system/files/rasp_file/ELAG6-8-PIII-Item2-DevelopmentAnchor.pdf

Prentice Hall Literature- Pearson Publishing

Routine Writing (text dependent questions) Text Dependent Questions Writing About the Big Question After You Read , Journal entries, Summaries,

Daily Language Practice, Graphic Organizers, Other Resources

Analysis (Focus on Argument) In Third Wish, argue how the story elements

(plot- characters, setting, and conflict) reveal the theme of the story. State your position and cite evidence from the text to support your ideas.

Writing: Argument pg. 361 – Write a letter to the editor of a local newspaper as a response to “Zoo”. Take a position about whether zoo animals should live in natural habitats instead

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Writing to Texts

Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details

of cages. First, consider both sides of the issue and list at least one reason in support of each one. Then, choose which position to support. As you draft, state and support your position. Consult credible sources to find logical reasons and evidence that will convince readers to take your side. Email your letter to the editor of a newspaper.

Write an argumentative essay comparing and contrasting information presented in “Mongoose on the Loose” and “Indian Grey Mongoose.” Argue how the texts present information in different ways. Draw evidence from the passages to support your analysis.(Develop your topic with relevant, well-chosen facts, concrete details, or other information and examples. Demonstrate command of the conventions of Standard English, capitalization, punctuation, and spelling in your response.)

Narrative Writing Workshop – Narrative text: Short

Story pg. 364 Narrative text: Journal Entry from “Two

Kinds” pg. 279 Narrative text pg.335: Write an anecdote or

brief story that tells what might have happened if the ending of the story you read were different. If you read “The Third Wish,” write an anecdote about what might have happened if Mr. Peters had not turned Leita back into a swan.

Resources The Narrative Rubric

http://edutoolbox.org/system/files/rasp_file/2012TCAP_WA_Narrative_Rubric.pdf

Pearson Onlinewww.pearsonsuccessonline.comCommon Core Companion – p. 202-213, 225-231 (graphic organizers and lessons)

https://www.sophia.org/common-core- standards/english-language-arts-grade-7

http://www.sharemylesson.com/teaching- resource/grades-7-ela-building-evidence-

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Writing to Texts

Writing to Texts

based-arguments-50028147/

Argumentative Writing Resources (How to write an argumentative essay)

http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay) http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

(argumentative essay frame) http://www.baltimorecityschools.org/Page/16215’

Language

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

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

L.3Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Includes a.)

These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.7.1-3

Language

Evidence Statements Distinguish among action, linking, and helping verbs;

incorporate in a sentence. L7.1 Distinguish among specific types of phrases (i.e., noun,

verb, adjective, prepositional, appositive , verbal phrases--infinitive, participial, and gerund, and absolute. L7.1a

Demonstrate correct usage of phrases--verb phrases and prepositional phrases--as a singular component to a sentence. L7.1a

Spell correctly words with barely audible syllables such as different, average, restaurant. L7.1b

Recognize and use a variety of sentence patterns L3 Identify and use appropriate language to address

audience L3 Express ideas precisely and concisely L3.

Conventions

Note: Grammar instruction should be embedded in the teaching of writing.

Prentice Hall Literature- Pearson Publishing

The Third Wish Skills: Adjectives – compound and

coordinate Integrated Language Arts pg. 334

o Reading Applicationo Writing Applicationo Prentice Hall Writing Coach

Zoo Skill: Adverbs Integrated Language Arts pg. 360

o Reading Applicationo Writing Applicationo Prentice Hall Writing Coach

Two Kinds Skill: The Principle Parts of Verbs Integrated Language Arts pg. 278

o Reading Applicationo Writing Applicationo Prentice Hall Writing Coach

Elements of Language- Holt Publishing Adjectives – compound and coordinate Adverbs Verbs- action, linking, helping, verb phrases Sentence parts- subject and predicate

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content Writing sentences Wordiness and Conciseness of Language”

o “Improving Sentence Style” pgs. 468-469.

o “Varying Sentence Structure” pgs. 471-472

Speaking and Listening

SL. 7.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.1aCome 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.SL.7.1bFollow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

These standards are constant and should be taught throughout each quarter. Analyze Content : SL.7.2-3 Study and apply grammar : SL.7.6 Conduct Discussions : SL.7.1 Report Findings : SL.7.4-6

Speaking and Listening

Evidence Statements Participate in group discussions using Accountable Talk.

SL.7.1 Contribute to discussions by building on others’ ideas and

using specific wording to express thoughts and opinions. SL.7.1

Support ideas and opinions with specific textual evidence. SL.7.1

Organize ideas in the most effective order for an oral presentation. SL.7.6

Match verbiage to the appropriate context and task, using informal speech only in small-group, peer-to-peer interaction. SL.7.6

Speaking and Listening

Possible Suggestions throughout the quarter:Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

Prentice Hall Literature- Pearson Publishing

Activity Presentation of Ideas – Write a news story

based on the selection you read. pg. 335

Resources How to write a news story

http://www.mediacollege.com/journalism/news/write-stories.html

How to write a news storyhttps://www.embl.de/aboutus/communication_outreach/writing_news_story.pdf

Writing a news articlehttp://www.wikihow.com/Write-a-News-Article

Group roles and responsibilitieshttps://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

Classroom talkhttp://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

Accountable Talkhttp://ifl.pitt.edu/index.php/educator_resources/accountable_talk

Accountable Talk Toolkit

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contenthttp://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

Accountable Talk Teacher moveshttp://wg.serpmedia.org/accountable_talk.html

Accountable Language Stemshttp://www.dlenm.org/lacosecha2014/Handouts/Wiencek/AccountableTalkFeaturesandLanguageStems.pdf

Weeks 7-9Reading Selection(s) Geeks: How Two Lost Boys Rode the Internet Out of Idaho by Jon Katz (1070 lexile; informational)

o “Once Unhip Instrument Is Now Cool” (Lexile 1110; informational)o “Smartphones? Tablets? Laptops? Some Prefer Noisy Old Machines" (1120 lexile; informational)o “The Minecraft Miracle: Teachers Tell Students to Go Play a Video Game” (1090 lexile; informational)

Big Question: Where do you fit in?

Reading Complex

Texts

Informational

RI.7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.R.I.7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.RI.7.6Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

These standards are constant and should be taught throughout each quarter. Cite Evidence : RL1, RI1 Analyze Content : RL/RI.7.2-9

Informational

Evidence Statements Provides a statement of central idea(s) of a text.

(RI7.2) Provides an analysis of the development of central

idea(s) over the course of the text.(RI7.2) Provides an objective summary of a text.(RI7.2) Provides an analysis of the interactions between

individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).(RI7.3)

Provides an analysis of 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.(RI7.5)

Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text.(RI7.6)

Provides an analysis of how the author distinguishes his or her position from that of others.(RI7.6)

Reading Selections

Extended text – Informational

Elements of Nonfiction/Analyzing Structure and Relationships in Literary Nonfiction/Determining Central Ideas in Nonfiction

Geeks: How Two Lost Boys Rode the Internet Out of Idaho by Jon Katz (1070 lexile) See Geeks Unit Skill Focus: fact/opinion, main idea and supporting

details, author’s purpose for writing, central idea, make inferences and draw conclusions

Text Dependent Questionso What comparison does Katz make between

computers and cars?(key details)o Jesse says, “The Net is my safety. It’s my

community. It’s not a substitute for life for me. It is life." How does this play into daily decisions that Jesse and Eric make? (Inferences)

o Jon Katz has a notion of parenting. How is this different from the world in which Jesse and Eric live? (opinions/arguments)

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Independent Reading Pearson textbook pg. 402

Resources Study Guide, summary, chapters 1-4 questions

http://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780767906999&view=tg

Study Guide, summary, chapter 5-8 questionshttp://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780767906999&view=tg

Study Guide for Introduction and Chapters 9-11http://www.randomhouse.com/highschool/catalog/display.pperl?isbn=9780767906999&view=tg

(teacher’s guide of summary and themes) http://prezi.com/ioj1zc5kqsjo/geeks-how-two-lost-boys-rode-the-internet-out-of-idaho/

Language – Vocabulary

L.7.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.4dVerify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

These standards are constant and should be taught throughout each quarter. Study and apply vocabulary - L.7.4-6

Language – Vocabulary

Evidence Statements Demonstrates the ability to use context (e.g., the ove

rallmeaning 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. (RL7.4)

Provides a statement demonstrating accuratemeaning and use of grade‐appropriate generalacademic words and phrases.(RL7.6)

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Tier 2 Academic Vocabulary: objective, summary

Geeks: How Two Lost Boys Rode the Internet Out of IdahoSee Geeks Unit.

Strategies (see resources for links) PAVE Frayer Model Vocabulary Relay Word Sorts Concept Cubes Semantic Maps Vocabulary Bingo Marzano’s six steps for direct vocabulary instruction Word Wizards Verbal and Visual Word Association

Resources Word meaning graphic organizers

http://www.sanjuan.edu/webpages/gguthrie/files/vocab%20card%20templates%20(4%20the%20same%20to%20print%20small).pdf

(vocabulary and reading strategies) http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentVocabularyBuilding.aspx

(20 vocabulary lesson ideas)-http://ebi.missouri.edu/wp-content/uploads/2012/10/Vocabulary-Lesson-Classroom-Ideas.pdf

Writing

W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2.bDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2cUse appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2dUse precise language and domain-specific vocabulary to inform about or explain the topic.W.7.2eEstablish and maintain a formal style.W.2.fProvide a concluding statement or section that follows from and supports the information or explanation presented.

Writing

Evidence StatementsDevelopment of Ideas The student response addresses the prompt and

provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

Organization The student response demonstrates purposeful

coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

Clarity of Language The student response establishes and maintains an

effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary.

Knowledge of Language and Conventions The student response demonstrates command of

the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter:writing sentences, essay organization and structure,thesis statement, writing paragraphs, performance tasks

Writing

Geeks: How Two Lost Boys Rode the Internet Out of IdahoSee Geeks Unit.

The Informational/Explanatory Rubrichttp://edutoolbox.org/system/files/rasp_file/InfExpRubric-Gr6-8.pdf

Teaching the Informational/Explanatory Rubric’s Traits The Scoring Guides and Sample Student

Responseso Explanation of terms per trait pgs. 2-3

http://edutoolbox.org/system/files/rasp_file/ELAG6-8-PIII-Item2-DevelopmentAnchor.pdf

Routine Writing (text dependent questions) Text Dependent Questions Journal entries, Summaries, Daily Language

Practice, Graphic Organizers, Other Resources

Analysis (inform/explain) There is a phrase in popular psychology called a

"geographical cure." It's the notion that if you have problems, you can move away from them. Jesse and Eric move away from Idaho, but discover many of their social problems were brought along. Discuss how each grows up, becomes more outgoing, searches for healing rather than just running away.

Jesse credits Mr. Brown and The Geek Club for saving his life. What are the elements of the Geek Club that make it so powerful? How does it give the boys something that they lacked before? What do they take from it and use in their lives thereafter?

What important details are given by the author Jon

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements ContentWriting to

Texts

Writing to Texts

Katz which informs you that Jesse and Eric have or have not changed since moving from Idaho to Chicago? Write a short essay explaining changes for Jesse and Eric explaining your stance. Cite specific evidence from the text.

Assessment/Performance TaskSkill: Analyze Characters’ Points of View - Task 2: Literature, p. 400

Resources www.elacommoncorelessonplans.com

(reading, writing, language, speaking and listening activities)

Writing the Informative Essay http://word-crafter.net/CompI/InformativeEssay.html http://study.com/academy/lesson/informative-

essay-definition-examples-structure.html

Writing the Explanatory Essay http://word-mart.com/html/

explanatory____expository_essa.html https://www.sbcc.edu/clrc/files/wl/downloads/

StructureofaGeneralExpositoryEssay.pdf

Writing Graphic Organizers https://www.eduplace.com/graphicorganizer/ https://wvde.state.wv.us/strategybank/

GraphicOrganizersforWriting.html http://www.dailyteachingtools.com/free-graphic-

organizers-w.html https://www.superteacherworksheets.com/graphic-

organizers.html http://edhelper.com/teachers/

graphic_organizers.htmLanguage

L.7.1Demonstrate command of the conventions of

Language

Evidence Statements Distinguish among specific types of phrases( i.e.,

Conventions

Note: Grammar instruction should be embedded in the teaching of writing.

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contentstandard English grammar and usage when writing or speaking.L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

These standards are constant and should be taught throughout each quarter. Study and apply grammar - L.7.1-3

noun, verb, adjective, prepositional, appositive , verbal phrases--infinitive, participial, and gerund, and absolute. L7.1a

Demonstrate correct usage of phrases--verb phrases and prepositional phrases--as a singular component to a sentence. L7.1a

Identify the function of a prepositional phrase as an adverb phrase or adjective phrase. L7.1a

Geeks: How Two Lost Boys Rode the Internet Out of IdahoSee Geeks Unit.

Elements of Language- Holt Publishing Prepositions and Prepositional phrases Compound Subjects and Predicates

Speaking and Listening

SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.1cPose 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.SL.7.1dAcknowledge new information expressed by others and, when warranted, modify their own views.

These standards are constant and should be taught throughout each quarter. Analyze Content : SL.7.2-3 Study and apply grammar : SL.7.6 Conduct Discussions : SL.7.1 Report Findings : SL.7.4-6

Speaking and Listening

Evidence Statements Select the most appropriate behaviors for

participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority).

Possible Suggestions throughout the quarter:Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

Speaking and Listening

Geeks: How Two Lost Boys Rode the Internet Out of IdahoSee Geeks Unit.

ActivityPerformance Task #4 pg. 401 – Analyze and Develop theme (Third Wish, Zoo, or Two Kinds) Write a brief

narrative in which you develop the theme of a story from this unit in a different way. Read your story aloud to a group of classmates.

Resources Group roles and responsibilities

https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

Classroom talkhttp://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

Accountable Talkhttp://ifl.pitt.edu/index.php/educator_resources/accountable_talk

Accountable Talk Toolkithttp://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

Accountable Talk Teacher moveshttp://wg.serpmedia.org/accountable_talk.html

Accountable Language Stemshttp://www.dlenm.org/lacosecha2014/Handouts/Wiencek/AccountableTalkFeaturesandLanguageStems.pdf

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Content

Research Project

Research

W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Research

Evidence Statements Organize ideas in the most effective order for an oral

presentation. Distinguish between a summary and a critique. Identify the main idea and supporting details in text. Determine the most effective methods for engaging

an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

Research

Geeks: How Two Lost Boys Rode the Internet Out of IdahoSee Geeks Unit.

Activities In Geeks, there is a school shooting in Colorado at

Columbine High School where kids who are outsiders just like Jesse and Eric kill several students, a teacher, and themselves at their school. Research the incident of Columbine High School and explain how cultures of cliques, bullying, video games, and being an outsider played a role in this tragic event. In this report, have students explain how Jesse and Eric parallel to Eric Harris and Dylan Klebold. Explain Jesse’s reaction to Columbine and if he is justified in his reaction.

Resources www.leostcloudstate.edu (research help)

Two KindsResearch and Technology: Build and Present Knowledge pg. 279 Write an outline that provides background.

Research traditional Chinese beliefs and customs about the relationship between parents and children.

o Pearson Online www.pearsonsuccessnet.com

Unit 2 Resources pg. 91

ZooResearch and Technology: Build and Present Knowledge pg. 361 Create a poster based on the story you read. Your

poster should focus on a zoo in your town, city, or state. Provide zoo hours, admission fees, special exhibits, and the animals you would recommend others visit. Follow these steps to complete the assignment:o Identify the topic of your poster. Then, jot

down questions to guide your research.o Develop a search plan. Then, use the internet

Grade 7 English Language Arts 1st Quarter

First Quarter TN State Standards , Evidence Statements Contentand library resources to conduct your research. Use photos, drawings, and diagrams to illustrate your poster.

o Present your poster and research to the class. Add music or sound effects to emphasize key points.o Pearson Online

www.pearsonsuccessnet.com Unit 2 Resources pg. 194