river dell regional school district language arts … dell regional school district language arts...

River Dell Regional School District

Language Arts Grade Seven Curriculum

2015

Mr. Patrick Fletcher Superintendent

River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal River Dell High School River Dell Middle School

Mr. William Feldman

Assistant Superintendent of Curriculum and Instruction

Language Arts Committee

Cathy Gaynor Kathryn Pomeroy Kathleen Voorhis Peter LaBarbiera

River Dell Regional School District 2

Language Arts Curriculum Grade Seven

Approved June 2015

Seventh Grade Curriculum Scope and Sequence

Unit Length of Unit

Personal Reading Goal and Responding to Reading 3 Weeks

Writing a Narrative 3 Weeks

Realistic Fiction 4 Weeks

Descriptive Writing 2 Weeks

Science Fiction Genre Study 4 Weeks

Persuasive Reading and Writing 3 Weeks

NJ Ask Test Prep 3 Weeks

Non-Fiction Informational Reading and Writing 3 Weeks



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BY THE END OF SEVENTH GRADE PERSONAL READING GOAL

STANDARDS CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.



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CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

http://www.corestandards.org/ELA-Literacy/L/7/



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teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




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CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or

the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community

building strategies for carrying out different tasks, assignments, and projects

9.1.8.D.3 Use effective communication skills face to face and online interactions

with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering

cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing

individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize

information in order to solve problems and communicate knowledge

BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.

ENDURING UNDERSTANDINGS

Effective readers are aware of their reading habits, strengths and areas in need of improvement. Effective readers employ strategies effectively to improve comprehension.

ESSENTIAL QUESTIONS PRIMARY: What are your personal reading habits? SECONDARY: How can we improve these reading habits?

MODULE ASSESSMENT Students will complete a personal reading goal plan and a reading log. Students will complete on-going vocabulary assessment.

LESSON OBJECTIVES Students will be able to...

identify and use the appropriate reading strategy.

name criteria for an appropriate text.

identify personal strengths and weaknesses as a reader.



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establish and practice effective reading habits.

maintain and examine a reading log.

identify and define elements of story from oral short story readings.

understand how elements of story drive and shape plot and characters.

understand that to improve one’s reading, one must read.

use NoveList database to locate books of interest.

teach elements of fiction: o theme o plot structure o conflict o setting o point of view

MODULE SKILLS Students will be able to...

recognize that personal goals evolve with improvement and achievement.

use multiple sources of information to analyze and assess progress toward goal.

maintain and utilize the student “book bag” created on NoveList.

monitor comprehension.

identify the elements of fiction.

read independently for 30 minutes.

develop expertise through research about a problem and make a claim to

support a solution

work as a contributing member of a team to achieve specific outcomes

show respect for divergent points of view by acknowledging them

recognize how digital media impacts a person’s perspective

show the self-discipline to do your best, reach a goal or perform an

assigned task with good work quality

apply technology to enhance meaning, communication and productivity

RESOURCES

Supplies: Reading and Writing Notebook, Vocabulary Workbook Texts: Teacher choice may include but is not limited to the following in Literature book:

“The Dinner Party” by Mona Gardner

“Duffy’s Jacket” by Bruce Coville

“Charles” by Shirley Jackson;

“Miss Awful” by Arthur Cavanaugh

“Amigo Brothers” by Piri Thomas

“A Rice Sandwich” by Sandra Cisneros

“Girls” by Gary Paulsen

“Zoo” by Edward Hoch

“Mother and Daughter” by Gary Soto Websites: NoveList on school Library webpage Technology:



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As per lessons

Promethean Board and computer

Library Computer Lab Literature: Per student selection Professional References: See professional collection in library

The Reading Zone by Nancie Atwell

Notebook Know-How by Aimee Buckner

That Workshop Book by Samantha Bennet

Mosaic of Thought by Ellin Oliver Keene



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BY THE END OF SEVENTH GRADE RESPONDING TO READING

STANDARDS

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.



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

9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community







BIG IDEAS/COMMON THREADS

To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.

ENDURING UNDERSTANDINGS Writing about reading helps one to explore one’s own thoughts derived from the text.

ESSENTIAL QUESTIONS PRIMARY: Why does one write about what one reads? SECONDARY: How does writing help one become a more acute thinker?

MODULE ASSESSMENT

Students will keep a reading response journal where they react to all reading they read. Students will have on-going vocabulary assessment.

LESSON OBJECTIVES Students will be able to…

take notes on reading.

respond to text on a personal level.



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respond to text with questions .

analyze text for character motivation and development.

critique text.

learn importance of precise language to convey movement of time.

MODULE SKILLS Students will be able to…

create readable responses to a variety of texts.

choose an appropriate form of response.

identify words that indicate movement of time .


support a solution







RESOURCES

Supplies: Reading and Writing Notebook, Vocabulary Workshop Level B Texts: Mentor writing samples/notebook entries created by teacher Technology:

Promethean board and computer Literature: Student independent Choice Professional References:

Writing Workshop by Ralph Fletcher

Notebook Know-How by Aimee Buckner

Writing About Reading, Janet Angelillo



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BY THE END OF SEVENTH GRADE WRITING A NARRATIVE

STANDARDS




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ENDURING UNDERSTANDINGS All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

ESSENTIAL QUESTIONS PRIMARY: How does a writer compose an interesting narrative? SECONDARY: How do formal testing directions affect my composition?

MODULE ASSESSMENT Students will compose an original ‘on demand’ speculative writing text. Students will have on-going vocabulary assessment.


learn writing strategies to create to develop a narrative story .

learn various appropriate brainstorming strategies.



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learn organizational strategies for composing text.

practice strategies to improve comprehension of speculative prompts to identify task, purpose, and audience.

learn strategies to manage time constraints.

understand New Jersey Holistic Scoring Rubric.

elements of narrative writing and definitions: o event sequences o dialogue o descriptive details and sensory language o point of view


select and utilize a variety of brainstorming strategies.

create a graphic organizer for story composition.

experience an on-demand writing simulation in the classroom.

write narratives that convey an experience and its development over time.


support a solution







RESOURCES

Supplies: Vocabulary Workshop Level B Teacher: The No-Nonsense Guide to Teaching Writing, Nancy Davis Chapters 6 & 7 Thinking Through Genre, Heather Lattimer Technology:

Promethean Board and computer Literature: Student independent Choice



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BY THE END OF SEVENTH GRADE REALISTIC FICTION

STANDARDS CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.



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9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or










ENDURING UNDERSTANDING Characters develop and change as they interact with others in the novel while on their journey. Recognizing how a character’s journey relates to our own enhances the reading experience.

ESSENTIAL QUESTIONS PRIMARY: How does this character’s journey compare to mine? SECONDARY: How do we recognize change and development in characters?

MODULE ASSESSMENT

Students will read an unknown text and identify: character traits at the beginning and end of a story; how and why a character changed. Students will have on-going vocabulary assessment.



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update and revise reading goal plan.

identify the techniques an author uses to communicate characterization: o parts of the novel build the character o importance of dialogue

recognize and consider criteria for inferring: who said it, where are they, who’s around, who was it said to, point of view/perspective.

use past behavior to make thoughtful predictions.

identify character traits and moments of change in what a character: thinks, says, and does.

consider the following about characters: o role in the story…(hero, prodigal son, archetype) o relationship with others o reactions and choices (decisions)

identify and cite multiple textual evidence for conclusions about character.

analyze: sentences, paragraphs, chapters, parts for key details.


increase reading stamina.

maintain reading log and notebook with appropriate responses.

choose and analyze dialogue or scene to draw accurate conclusions about character.

identify character journey and cite text to indicate a change in trajectory and/or development.

recognize key details as parts of the whole text for interpretation.

consider and connect character’s journey in terms of one’s own life.


support a solution







RESOURCES

Supplies:

Classroom novels including: book club books, Freak the Mighty novel and video, The Mighty, and classroom library

Picture book text, Freedom Summer Texts: Teacher choice may include but is not limited to the following:



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Teacher: Mini-Lessons for Literature Circles, Harvey Daniels and Nancy Steineke Short Stories:

“Eleven” by Sandra Cisneros

“The Last Kiss” by Ralph Fletcher

“Thank You, Ma’am” by Langston Hughes

Excerpts from The House on Mango Street by Sandra Cisneros

“The Pin” by Cris Crutcher

“Rikki-Tikki-Tavi” by Rudyard Kipling

“My Name is Maria Isabel” by Alma Flor Ada

“The Hundred Dresses” by Eleanor Estes

“Priscilla and the Wimps” by Richard Peck Short Story Collections:

Sixteen Short Stories, edited by Donald R. Gallo

Visions: Short Stories edited by Donald R. Gallo

Necessary Noise edited by Michael Cart (stories about family relationships) Picture books:

I’m in Charge of Celebrations by Byrd Baylor

Hey World, Here I Am! by Jean Little

True Story of 3 Little Pigs by Jon Sciezka Technology:

Promethean Board and computer Literature: Student choice provided by teacher and student independent novel Professional References: See professional collection in library in addition to:

Shades of Meaning by Donna Santman

Strategies that Work by Anne Goudvis and Stephanie Harvey

Teaching Reading in the Middle School by Laura Robb



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BY THE END OF SEVENTH GRADE DESCRIPTIVE ESSAY

STANDARDS




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ENDURING UNDERSTANDING To compose a well-written descriptive essay means the author must become an authority on the topic.

ESSENTIAL QUESTIONS PRIMARY---What are ways a writer gain ‘authority’ on a topic? SECONDARY---What is the process for writing a descriptive essay?

MODULE ASSESSMENT Composition of descriptive essay about a student-selected topic. Students will have on-going vocabulary assessment.


understand the importance of choosing a topic important to the writer.

demonstrate obtaining “authority status”(research)



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o record sensory and additional details: shape, color, texture, sounds, smells, emotions

o record facts, quotes, examples, and any other important information

understand criteria for evaluating quality of “research” and deciding which to include.

identify types of organizational structures for composition: compare/contrast, cause/effect, classification, and definition.

construct logical and powerful conclusions.

identify parts of text that are in need of revision .

improve grammar: as per needs of students.


create organization system for collecting research.

choose appropriate organizational structure to maximize fluency and clarity.

analyze parts of writing in need of revision work.


support a solution







RESOURCES

Technology: KIA Games Professional References: See professional collection in library

The No-Nonsense Guide to Teaching Writing by Nancy Davis

Assessing Writers by Carl Anderson

Non-Fiction Writing from the Inside-Out by Laura Robb

Making Revision Matter by Janet Angelillo

Mechanically Inclined by Carl Anderson

A Student Handbook for Writing and Learning by Houghton Mifflin Company



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BY THE END OF SEVENTH GRADE SCIENCE FICTION GENRE STUDY

STANDARDS

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



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CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'




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CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




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ENDURING UNDERSTANDINGS Different genres offer different reading experiences for the reader. Book genre can affect the frequency of certain skills used to aid comprehension.

ESSENTIAL QUESTIONS PRIMARY: How does Science Fiction as a genre suggest the possibilities in our life? SECONDARY: How can we identify themes in a novel?

MODULE ASSESSMENT

Students will read an unknown text, identify themes and provide multiple examples from text as support. Students will compose written responses to open-ended questions. Students will have on-going vocabulary assessment.


identify the difference between science fiction and fantasy.

cite examples of the science fiction genre in text.



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define theme .

use process to discover multiple themes in a novel.

define types, and sub-types of conflict.

recognize conflict and the results as an indicator of characterization.

recognize visualization as a important scaffold for making sense of an unknown environment.

use compare/contrast to: o discover key details about a novel setting compared to reader’s life o analyze similar themes in other texts

understand traditional roles of characters in literature.

employ strategies for inferring and using context clues.

read open-ended questions and identify the task.

identify important information in the question: o audience o support required o length o topic

locate and gather text support: facts and examples.

MODULE SKILLS Students will...

identify characteristics of science fiction.

use a self-selected strategy to identify themes in new works of literature.

identify relationship of multiple themes in one text.

identify character role in term of archetype.

pose open-ended questions for discussion.

compose written responses to open-ended questions for reading response o cite text evidence


support a solution







RESOURCES

Supplies:

NJ Holistic Rubric for Open-Ended Questions

Packet of samples for student scoring

Teacher samples for instructional purposes Texts: Teacher choice may include but is not limited to the following:

“Monsters on Maple Street” lit book



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“Future Tense” by Lipsyte in Sixteen Short Stories

“Midnight Snack” by Duane in Sixteen Short Stories Picture Books

Harris Burdick by Chris Van Allsburg

The Wreck of the Zephyr by Chris Van Allsburg

The Wretched Stone by Chris Van Allsburg

The Stranger by Chris Van Allsburg

June 29, 1999 by David Wiesner Technology:

Promethean board and computer Literature: Student choice provided by teacher and student independent novel Professional References: See professional collection in library

Speaking Volumes by Barry Gilmore

Reading Reminders by Jim Burke

Engaged in Learning by Kathleen Strickland and James Strickland

Bringing the Outside In: Visual Ways to Engage Readers, Sara Kadjer

Real Reading, Real Writing by Donna Hooker Topping and Roberta Ann McManus



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BY THE END OF SEVENTH GRADE PERSUASIVE READING

STANDARDS




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teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific




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words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or









ENDURING UNDERSTANDINGS PRIMARY---Persuasive text conveys an author’s opinion on a topic. SECONDARY---The purpose of persuasive text and media is to engage the reader to evaluate their thoughts on a topic.

ESSENTIAL QUESTIONS PRIMARY: How does an effective reader prepare to read a persuasive text?

SECONDARY: How does the author’s opinion impact my own thinking and/or deepen my understanding of the topic?

MODULE ASSESSMENT Students will be able to comprehend and identify elements of persuasive text. Students will have on-going vocabulary assessment.


learn strategy for reading persuasive text: o establish author’s position o establish author’s purpose



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o identify key points o identify supporting examples o identify author’s conclusion

compare opposing viewpoints.

learn persuasive techniques writers use to impact reader .

recognize author bias through professional/personal affiliations.

use word connotations to improve inferring ability for unstated agenda.

text structures and organizations common for persuasive text.


identify criteria for evaluating validity of text.

determine difference between ‘what’s important/what’s interesting’.

compose and utilize appropriate graphic organizers to aid comprehension.

identify persuasive techniques in the text.

identify specific organizational structure used in a text.

identify impact various parts of text has on reader.

identify and describe an author’s position on a topic and how it differs from others.


support a solution







RESOURCES

Texts: Upfront (NY Times Junior Magazine); Newsweek; The Record (op-ed section) Video: Commercials Websites: TeenBiz3000.com; Pro/con.org; CQ Researcher; Sirs Technology: NoodleTools Literature: Elements of Literature



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BY THE END OF SEVENTH GRADE PERSUASIVE WRITING

STANDARDS CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



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ENDURING UNDERSTANDINGS The ability to persuade others is dependent on one’s ability to craft and communicate effectively. Using persuasive techniques strategically increases effectiveness of one’s position.

ESSENTIAL QUESTIONS PRIMARY: How does one write persuasively? SECONDARY: How do I incorporate persuasive technique into my writing to make it more effective?

MODULE ASSESSMENT Students will compose a persuasive text on a self-selected persuasive question related to a novel. (The Giver---Is it better to live in a perfect or imperfect world) Students will have on-going vocabulary assessments.


examine effective persuasive writing samples.

learn how to formulate open-ended questions.

identify strategies to collect ideas and select topic.

how to create a ‘thesis statement’.



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identify ideas and knowledge and required.

how to compose persuasive techniques: o rhetorical questions o repetition o questions o counterarguments o conclusion relevant to thesis

use various revision and editing strategies appropriate to class needs.

understand New Jersey Holistic Scoring Rubric for Persuasive Writing.


select question for persuasive writing.

incorporate persuasive techniques into their writing.

compose thesis statement for their text.

research to prove knowledge and ‘authority’ on topic.

convey opinion and understanding of novel citing text support.

select and employ effective revision strategies into text.

employ grammar revision strategies as needed.


support a solution







RESOURCES

Teacher: Writing to Persuade, Karen Caine Thinking Through Genre, Heather Lattimer Writing Workshop: The Essential Guide, Ralph Fletcher and Joan Portalupi The Write Genre, Laurie Jamison Rog and Paul Kropp



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BY THE END OF SEVENTH GRADE NJ ASK TEST PREP

STANDARDS CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



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ENDURING UNDERSTANDINGS Being able to read and write a variety of text on demand is assessed by the state and affects future course work.

ESSENTIAL QUESTIONS PRIMARY: How do I approach the various texts and prompts effectively? SECONDARY: What scaffolds do I know to help me be successful?

MODULE ASSESSMENT Students will compose a variety of writing prompts including: explanatory, expository, speculative, persuasive, and/or interpret quote. Students will take a sample NJ ASK reading test: persuasive, fiction, or non-fiction. Students will have on-going vocabulary assessments.


examine sample tests and prompts to learn format

take steps to take for correctly reading a writing prompt

use various brainstorming strategies

use various organization technique for writing

examine rubrics involved in writing



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employ strategies for answering multiple choice questions

use literary terms: main idea, author purpose, text structure,


correctly identify rubric scores for writing samples

employ writing brainstorming strategies and organizational strategies in simulated testing session

include textual evidence for support in writing

explain how they would solve a potential issue while answering multiple choice


support a solution







RESOURCES

Supplies: NJ Writing Rubrics, Sample Prompts, Sample Reading Texts, NJ Ask Binder Picture books (for memoir-ish type prompts)

When I Was Young in the Mountains by Cynthia Rylant

Wilfred Gordon McDonald Partridge by Mem Fox

My Rotten Red-Headed Older Brother by Patricia Polacco

Owl Moon by Jane Yolen Short Stories

“The Circuit” by Jiminez in America Street Short Text

Little by Little by Jean Little Video: **Power Point** Tricks and Traps of the NJ Ask and Standardized Tests Websites: NJ Department of Education Technology: Promethean Board and computer Professional References: See library professional collection

Time for Meaning by Randi Bomer

Lessons that Change Writers by Nancy Atwell

Writing to the Prompt, Janet Angelillo

Texts and Tests: Teaching Study Skills Across the Content Areas by Rona Flippo



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BY THE END OF SEVENTH GRADE NON-FICTION INFORMATIONAL READING

STANDARDS




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ENDURING UNDERSTANDINGS

Being able to read non-fiction effectively provides a person access to knowledge.

ESSENTIAL QUESTIONS PRIMARY: How does one effectively read non-fiction? SECONDARY: What strategies should I know to become an independent reader?

MODULE ASSESSMENT

Compare and contrast two non-fiction texts on the same topic. Students will have on-going vocabulary assessments.


learn strategies for reading non-fiction text.



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examine how an author constructed his/her introduction and concluding paragraphs.

understand that word choice impacts meaning and tone of text for the reader.

identify the details and examples an author uses to support a point of view.


read and understand a variety of non-fiction texts.

take notes or highlight main ideas in a non-fiction text.

analyze non-fiction text in short constructed responses with guided teacher questions and self-generated questions.

determine an author’s point of view and evaluate the validity of the non-fiction text.

compare and contrast a text to a ‘multi-media’ version of the text.


support a solution







RESOURCES

Supplies: Martin Luther King, written speech, Martin Luther King delivering speech



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BY THE END OF SEVENTH GRADE NON-FICTION INFORMATIONAL WRITING

STANDARDS

CCSS.ELA-Literacy.RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



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ENDURING UNDERSTANDINGS Non-fiction writing is an important life-skill for communication.

ESSENTIAL QUESTIONS PRIMARY: What steps does a writer take to write a non-fiction piece?

SECONDARY: How does the presentation of text affect the reader’s ability to understand the text?

MODULE ASSESSMENT Students will compose a non-fiction text on a self-selected topic in a multi-media format. Students will have on-going vocabulary assessments.


learn organizational strategies for composing explanatory text.

learn various and appropriate brainstorming strategies.

learn strategies for including information and examples in a explanatory/information text.

identify parts of text that are in need of revision, eg. transition words and expressions.



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learn how to productively search an internet search engine and criteria to evaluate the validity of website.

generate questions to focus research .

distinguish between a quote and a paraphrase.

learn punctuation rules for citation.

understand the various strategies for formulating explanatory/information introducing and concluding paragraphs.


select and utilize a variety of brainstorming strategies.

correctly incorporate quote and paraphrase.

include multiple sources and pictures to enhance text.

correctly revise text.

create and use graphic organizer for explanatory/information text.

write an informative/explanatory text in a clear and coherent presentation.

participate in peer and teacher writing conferences.


support a solution







RESOURCES

Supplies: Writing samples from NJ ASK, Writing Notebook Websites: As per librarian Technology: Use of Promethean Board and computer, Library computers Professional References: Librarian for lessons on research, plagiarism and citation

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