valley central school district - vcsd.k12.ny.us · outsiders, tuck everlasting ... diagrams,...

Valley Central School District 944 State Route 17K

Montgomery, NY 12549

Telephone Number: (845)457-2400 ext. 18121

Fax Number: (845)457-4254

Middle School ELA Standards Grade 7

Approved by the Board of Education August 14, 2017

Grade 7

Reading Standards (Literary and Informational Text)

7R1

Anchor Standard Key Ideas and Details – Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

KEY CONCEPTS: ➢ Cite several (2 or more)

pieces of text-based evidence

to support analysis of literary

text

➢ Distinguish between implicit

and explicit information

➢ Draw a conclusion from

explicit information, give text

evidence to support it

➢ Draw a conclusion from

implied information, give text


➢ Make a prediction, give text


➢ Make logical inferences drawn

from the text

➢ Cite several pieces of textual

evidence to support analysis of

what the text says explicitly

➢ Cite several pieces of textual

evidence to support inferences

drawn from the text

Grade 6: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical references.

Grade 7: Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.

Grade 8: Cite the textual evidence to strongly support an analysis of what the text says explicitly/implicitly and make logical references.

Time frame: ● Module 1: Unit 1 Unit 2 Unit 3

● Module 2: Unit 1 Unit 2 Unit 3


● Other common unit: A Christmas Carol, Seventh Grade, The

Outsiders, Tuck Everlasting

TYPE TEACHER ACTION STUDENT ACTION ASSESSMENT OPPORTUNITIES

WH O L E

C L A S S

Teacher will present speeches, letters, and articles connected to the Sudanese Civil War, the UFW Movement, Child Labor Laws, Abolitionist Movement and a number of other historical topics. Teacher asks evidence-based questions. These questions will ask students to:

● Infer ● Draw conclusions ● Make predictions

Students will read speeches, letters, and articles connected to the Sudanese Civil War, the UFW Movement, Child Labor Laws, Abolitionist Movement, and a number of other historical topics. Students refer to text and answer evidence-based questions

FA- Students will write and answer questions connected to varying historical texts. FA:Students answer the questions orally and in writing.

Teacher will present images/quotes from a historical time period (i.e. Gallery Walk protocol). Teacher models citation notation (bibliography and citation within a text).

Students will identify what they notice and wonder about each historical picture/quote. Students take notes on bibliography/citation(s). Students use the model to complete graphic organizers which note source pages, etc.

FA- Students will share out what they notice/ what they predict. FA: -Students determine where citations should go and how they should be written.

Teacher will identify and define historical terms connected to the unit.

Students will write down definitions of historical terms.

FA- Students may share out their predictions as they pertain to unit.

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Teacher asks text-based questions connected to the historical period (i.e. the Sudanese Civil War during the A Long Walk to Water unit). Teacher will facilitate and assist students as they work to answer text-dependent questions. Activities could include:

● Chalk talk ● Gallery walks ● Visual thinking

strategies

Students read informational texts and make logical inferences/answer identifying questions Students will find and record textual evidence to support logical conclusions and predictions from explicit and implicit information

FA-Students may share out their responses to the rest of the group SA- The teacher may collect and evaluate students’ responses based on informational texts and their ability to answer inferential, text-based questions. Formative assessment:

● Call on groups/

pairs to share out

answer in class

● Teacher or student

can record answers

on Smartboard or

document camera

for students to add

to/ correct

answers

● Review organizers

completed in class

for accuracy

Teacher will provide graphic organizers based on informational texts (i.e. Venn Diagrams, Gathering Evidence Graphic Organizers, Reader’s Notes, T-charts, Anchor Charts)

Students will work together to fill out the graphic organizers based on an informational text.

FA- Teacher will move about the room and periodically collect/check individual students’ work.

Teacher facilitates text-based group discussions surrounding a historical time period (i.e Gallery Walk and Turn and Talk).

Students participate in text-based discussions surrounding a historical period (i.e. debating the labor laws during Lyddie unit)

SA- The teacher determines the effectiveness of the student-led discussion. The teacher determines if the student research and compiled evidence supports his or her claims.

I ND E P E ND E N T

Teacher created text-based, inquiry short responses and extended responses surrounding a specific time period. Teacher creates text-dependent questions.

Students research and write short and extended responses connected to a historical time period. Students answer text-dependent questions for homework

SA- Using NYS rubric, the teacher determines the students’ ability to select evidence/ make inferences from primary sources. Teacher evaluates students’ text-based answers.

Teacher asks short-response questions based on primary sources. Teacher creates text-dependent, inquiry-based essay questions.

Students read primary sources and answer text-based questions. Students make inferences, pull evidence, and cite said evidence to support their thinking.

FA- Students answer text-based questions in class. SA- Teacher evaluates students’ ability to select evidence/make inferences from primary sources. Teacher evaluates students’ text-dependent essays.

Teacher creates research project related to historical time periods based on literature discussed in class. Teacher creates open-ended, inferential, short and long answer questions

Students research issues (i.e environmental, foreign policy, U.S. historical progression), create claims, and incorporate evidence to support their claims. Students use text-based evidence in writing assignments, both short and longer, appropriately cited

SA- Teacher evaluates students’ ability to create claims and support those claims with researched evidence. Teacher evaluates quality of students’ evidence in supporting inferential writing

Places we need to fill a gap: Places found within our current curriculum:

● All module units contain numerous writing opportunities and lessons centered around making inferences based on textual information from primary sources

● Students will participate in a research-based, argumentative writing project, which will require them to read and write about print/digital informational articles, encyclopedias,speeches,etc

● On the final exam, students will read and answer a number of inferential questions based on primary sources.

Citing textual evidence and drawing inferences found within our current curriculum:

● All module units contain numerous writing opportunities and lessons centered around text-dependent thinking and questioning.

● Final Exam - various reading excerpts with text-dependent written responses

Grade 7


7R2

Anchor Standard Key Ideas and Details – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

KEY CONCEPTS: ➢ Determine the central idea of

a literary text

➢ Analyze the central ideas

development over the course

of the text

➢ Provide an objective summary

of the text

➢ Differentiate between the big

idea and central idea

➢ Determine the theme of a

literary text

➢ Analyze the theme

development over the course

of the text

➢ Determine two or more central

ideas in an informational text

➢ Analyze the development of a

theme or central idea

throughout the text

Grade 6: Determine a theme or central idea of a text and how it is developed by key supporting details over the course of a text; summarize a text.

Grade 7: Determine a theme or central idea of a text and analyze its development over the course of the text; summarize a text.

Grade 8: Determine one or more themes or central ideas of a text and analyze their development over the course of the text; summarize a text.




● Other common unit: A Christmas Carol, Tuck Everlasting, The

Outsiders, Seventh Grade, Independent Reading


WHO L E

C L A S S

Teacher will present speeches,letters, and articles from opposing viewpoints in order to establish a balanced understanding of a conflict (i.e. the Sudanese Civil War, Cesar Chavez Wrath of Grapes). Teacher will model how to complete a theme/central idea-based Word Web (ex: “Perseverance” in A Long Walk to Water) to better understand theme.

Students will read and analyze opposing viewpoints. Students will complete a Word Web based on a central theme or concept from the text.

FA- Students will read and highlight key pieces of evidence that establish a certain viewpoint. FA: Teacher calls on students to build on the Word Web.

Teacher models how to make evidence-based claims across both sides of an argument.

Students reference teacher model and make their own evidence-based claims.

FA- Teacher monitors student understanding with informal questioning.

Teacher will model the use of a plot diagram to illustrate the cause-effect nature of plot development in a novel or story.

Students will participate in completing the diagram and take notes on their individual copies.

FA: Teacher calls on students

to build on plot diagram and

informally views individual

diagrams.

Teacher will provide model essay which demonstrates development of a theme both in the literary work and the model essay. Teacher facilitates discussions.

Students identify and record elements of essay which identify theme and analyze how essays develop use of literary elements in supporting the theme. Students read and annotate texts and prepare graphic organizers to participate in discussions.

SA: Students participate in text-based, inferential discussions that deal with larger historical themes/central ideas.

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P A I R S

Teacher will present speeches, letters, and articles from opposing viewpoints in order to get a balanced understanding of conflict in the material presented. Teacher provides models of how to identify character traits.

In small groups, students will determine the gists of all sources in order to get a balanced understanding of conflict in the material presented. Students will provide character analyses of fictional characters.

FA- Teacher will monitor students’ progress to ensure understanding of all sources. FA: Teacher calls on students to share their character analyses.

Teacher creates text-based questions that deal with both sides of an argument. Teacher provides students with a Gathering Textual Evidence Note-Catcher.

Students answer questions that evaluate both sides of an argument. Students collect evidence to demonstrate their knowledge of an ongoing theme.

FA-Teacher will monitor students’ progress to ensure understanding of both viewpoints. Students work together to compile thematic evidence from a novel.

Teacher presents protocols in stages of debate. These protocols will help students compile evidence from both

Students will compile evidence and analyze this evidence from opposing viewpoints.

FA- Teacher monitors students’ ability to find evidence from both viewpoints.

viewpoints. Teacher will provide students with incomplete and/or blank plot diagrams for students to complete in pairs or small groups.

Students will collaborate to complete plot diagrams for new readings.

Formative Assessment:

● Teacher calls on students to share their plot diagrams and/or display answers on the SmartBoard

Summative Assessment: ● Teacher may collect

and assess formally completed diagrams to determine students’ understanding of plot structure and its cause-effect relationship

I ND E P E ND E N T

Teacher administers assessments that present both sides of an argument (i.e Northern and Southern Sudan conflict). Teacher provides central idea prompts for given text.

Students answer short and extended response questions connecting to all sources. These sources establish opposing viewpoints. Students identify and record the central idea of the text.

SA- Teacher evaluates students’ ability to analyze opposing viewpoints. FA: Teacher monitors students’ central idea graphic organizers.

Teacher facilitates guided discussion. During this discussion, students debate opposing viewpoints using text-based evidence and inferences. Teacher provides writing prompts to identify elements of plot, character, setting, and theme and analyze how those elements contribute to the development of the theme.

Students participate in a guided discussion. At this time, students debate opposing viewpoints using text-based evidence and inferences. Students engage in writing prompts to identify elements of plot, character, setting, and theme and analyze how those elements contribute to the development of the theme.

SA- Teacher evaluates students’ discussion points to make sure they maintain their argument. Summative Assessment: Teacher may collect and assess students’ plot,character,setting, and theme- based writing.

Teacher has students summarize the arguments within sources.

Students summarize arguments without opinion or bias.

SA- Teacher evaluated students’ summaries to determine if they can evaluate a source without opinion or bias.

Places we need to fill a gap: Across all modules, students read and analyze opposing viewpoints in order to create balanced, unbiased arguments. Places found within our current curriculum:

● All module units contain numerous writing opportunities and lessons centered around thematic and cause-effect thinking and questioning.

● Quickwrite/Short Responses based on current literature being studied.

Grade 7 Reading Standards (Literary and Informational Text)

7R3

Anchor Standard Key Ideas and Details – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

KEY CONCEPTS:

➢ Analyze the interaction of

literary elements of a story or

drama

➢ Cite textual evidence to

illustrate character traits

➢ Analyze the interactions

between individuals, events,

and ideas in a text

Grade 6: In literary texts, describe how events unfold, as well as how characters respond or change as the plot moves toward a resolution.

Grade 7: In literary texts, analyze how elements of plot are related, affect one another, and contribute to meaning.

Grade 8: In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision.




● Other common unit: A Christmas Carol, The Outsiders, Seventh

Grade


WHO L E

C L A S S

Teacher provides Anchor Charts to identify and characterize events/ideas/people in informational text and analyze the connections among them Teacher provides Anchor Charts that deal with dynamic characters (plotting how the character is changing)

Students add evidence to anchor charts to analyze connections, show character development and that helps to draw inferences.

FA: Teacher calls on students to share their events/ideas/character analysis and make connections.

Teacher will model the plot diagram to illustrate how “turning points” in plot reveal characterization and motivate character choices.

Students will participate in completing the diagram and take notes on their individual copies.

FA: Teacher calls on students

to build a Class Plot Diagram

Anchor Chart and informally

view individual diagrams.

Teacher provides instruction in dynamic/static and main/supporting characters.

Students identify characters as static/dynamic and main/supporting.

FA: Teacher calls on students to build a t-chart of characters as static/dynamic and main/supporting.

SM

Teacher will provide graphic organizers to interpret and

Students will complete graphic organizers to

FA: Teacher calls on students to provide action/events and

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P A I R S

categorize perspectives in informational texts.

identify evidence that suggests a perspective and the main subject’s character development.

dialog that develop character SA: Students will provide character development graphic organizers and charts, listing specific events/dialogue from text

Teacher will provide text-dependent questions and plot diagrams which require students to identify ideas/events/people and analyze how they impact historical events.

In small groups, students will respond to text dependent questions and collaborate to complete plot structure diagrams for new readings.

Formative Assessment: ● Teacher calls on students

to share their narrative structure diagrams and/or display answers on the SmartBoard

● Formative or Summative:

Students will write

constructed responses to

demonstrate

understanding of how

key moments of plot

influence

characterization.

I ND E P E ND E N T

The teacher assigns essays/focus questions that deal with the ways in which characters change over the course of a text (dynamic).

Students write, compile evidence, and analyze the ways in which a character changes over the course of a text.

SA: The teacher evaluates students’ writing for characterization and the ways in which the plot influences a character.

Places found within our current curriculum: ● All module units contain numerous writing opportunities and lessons centered around central

and cause-effect thinking and questioning and making connections across texts. ● A Christmas Carol or The Dying Detective also contains numerous opportunities and lessons

which address this standard in reading and writing. ● Final Exam - reading comprehension passages with questions focusing on plot.

Places found within our current curriculum: ** NOTE! Drama (plays) is a key genre with which to address this standard. Instructors should be sure to connect characterization, motivation and turning points of plot.

Grade 7


7R4

Anchor Standard Key Craft and Structure – Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

KEY CONCEPTS: ➢ Use a variety of strategies to

determine the meaning of

unknown words or phrases

➢ Analyze the impact of rhyming

words on a specific verse or

stanza of a poem

➢ Analyze the impact of

repetition of sounds on a

specific verse or stanza of a

poem

➢ Analyze the impact of rhyming

words on a section of a story


repetition of sounds on a

section of a story

➢ Recognize the tone of an

author's voice in text

➢ Determine connotative

meaning in a text

Grade 6: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings.






● Other common unit: A Christmas Carol, The Outsiders, Tuck

Everlasting, Seventh Grade


WHO L E

C L A S S

Teacher will model how to analyze words with their denoted and connoted meaning using graphic organizers (i.e. Vocabulary Square such as the Frayer Model). Teacher may distribute a sample or demonstrate this on a SmartBoard or document projector.

Students will work as a whole group, completing the graphic organizer, to analyze the key vocabulary word being modeled.

Informal assessment: ● Call on students in

class discussion

● Students might

demonstrate

understanding by

presenting their

work on the

SmartBoard


completed in class

for accuracy

Teacher will provide a definition of tone, and model locating words and phrases in

Students annotate texts for words and phrases that establish tone.

FA: Teacher calls on students to share annotations.

a text that establish the tone.

Teacher circulates to assess student annotation progress.

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P A I R S

Teacher will monitor students as they analyze words with denoted and connoted meaning using graphic organizers (i.e. Vocabulary Square such as the Frayer Model). Teacher may ask groups to demonstrate this on chart paper, index cards, SmartBoard or document projector.

Students will work in small groups or in partnership to complete given graphic organizers, to analyze new key vocabulary words being modeled.

Formative assessment: ● Call on students in

class discussion

● Students might

demonstrate

understanding by

presenting their

work on the Smart

Board


completed in class

for accuracy

Teacher will provide a number of textual quotes, focusing on tone and word choice, and facilitate class and small group discussions (i.e. Turn and Talk).

Students will have conversations that analyze the impact of word choice on character, plot, and mood on a provided text and document their findings.

FA: Teacher will review what’s been written in each group, indicating students’ effective analyses.

Teacher will provide new text where students will need to use context clues to determine the meaning of key vocabulary.

Students may collaborate to use various context clues to decipher word meaning (sentence/ paragraph construction, scanning for similar words, author’s tone, etc.)

Formative assessment: ● Call on students in

class discussion

● Review answers to

questions

completed in class

for accuracy

I ND E P E ND E N T

Teacher will assign reading passages and questions that focus on theme. The questions will ask students to identify repeated ideas that help the main character progress throughout the text.

The students will identify why the author chose the theme of the text and determine how it relates to the main character.

SA: Teacher will assess students’ ability to identify a theme and determine why the author chose this theme and how it relates to the main character.

Teacher provides text lines for students to identify correct grammatical structure and parts of a sentence.

Students identify tone established based on text excerpts and their understanding of grammatical structure and parts of a sentence.

SA: Teacher assesses students’ ability to identify tone based on grammatical structure and parts of a sentence.

Teacher will provide new text

Students will independently

Formative/ Summative

where students will need to use context clues to determine the meaning of key vocabulary.

use various context clues to decipher word meaning (sentence/ paragraph construction, scanning for similar words, author’s tone, etc.)

assessment: ● Review answers to

questions /

homework to

assess for accuracy

Places we need to fill a gap: ● All module units contain numerous writing opportunities and lessons centered around

interpreting words and phrases as they are used in a text and how those words/phrases can shape meaning and tone.

● Supplemental texts in A Christmas Carol also contains numerous opportunities and lessons which address this standard in reading and writing.

● Final Exam - reading comprehension passages with questions focusing on theme and tone.

Grade 7

Reading Standards (Literary and Informational Text )

7R5

Anchor Standard Craft and Structure – Analyze the structure of texts, including how specific sentences, paragraphs and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

KEY CONCEPTS: ➢ Analyze how a poem's form

or structure contributes to its

meaning.

➢ Analyze the structure an

author uses to organize a

text, including how the major

sections contribute to the

whole and to the

development of the ideas.

Grade 6: In literary texts, analyze how a particular sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure of a text and how it contributes to the development of theme/central ideas, setting, or plot.

Grade 7: In literary texts, analyze how structure, including genre-specific features, contributes to the development of themes and central ideas.

Grade 8: In literary texts, and informational texts, compare and contrast the structures of two or more texts in order to analyze how the differing structure of each text contributes to overall meaning, style, theme or central idea.




● Other common unit:


WH

OL E

C LAS S

Teacher models how a sentence or paragraph affects and develops a key concept within a text. Teacher models how to determine an author’s point of view and how point of view impacts a text’s meaning.

Students will evaluate sections of a text to determine its overall impact on a key concept within a text. Students refer to the model and determine point of view of a text.

FA: Students share the ways in which a section of a text influences a key concept. FA- Students share out what point of view is being used by the author and its impact on a text.

Teacher will demonstrate to students how informational texts are structured, pointing out how information is developed in sentences and paragraphs. Teacher will demonstrate to students how different supplemental texts (narrative vs. informational) are structured, pointing out how information can be taken from both.

Students will annotate supplemental text pieces to illustrate structural differences between informational and narrative genres.


class discussion.

● Review annotations

completed in class for

accuracy.

Teacher will provide several examples of different aspects

Students will annotate supplemental texts to


of non-narrative text, demonstrating how each is structured. (i.e. headings, development of ideas, use of rhetoric, etc.) Teacher will use supplemental texts to illustrate how pieces of a text contribute the meaning of the whole, and the development of the message.

illustrate how each is structured. Students will annotate different supplemental texts to illustrate how a piece/ section of text contributes to the meaning of the whole text.

class discussion

● Review annotations


accuracy

SMAL L

GROUP/

PA I

RS

Teacher provides Anchor Charts requiring students to provide evidence of conflicting/competing perspectives that caused outcomes. Teacher provides Anchor Charts requiring students to provide evidence and interpretation of a character’s point of view and perspective.

Students complete Anchor Charts providing evidence of conflicting/competing perspectives. Students complete Anchor Charts providing evidence of a character’s perspective and point of view.

FA: Students share responses with class. Teacher may also collect charts to assess students.

Teacher presents primary or secondary source documents across media which students will analyze for structure and content.

Students will analyze the primary or secondary source documents in pairs or small groups to identify structural decisions of the author and how it contributes to the central idea of the text.

Formative assessment: ● Call on groups/ pairs

to share out answer

in class

● Teacher or student

can record answers

on Smartboard or

document camera for

students to add to/

correct answers

● Review annotated

texts completed in

class for accuracy

I N

DE P EN

DENT

Teacher has students analyze conflicting primary source documents across mediums (cartoon, text i.e. Frederick Douglass Gallery Walk) in order to determine inherent biases within a perspective. Teacher has students compare and contrast conflicting

Students analyze conflicting primary source documents across mediums (cartoon, text i.e. Frederick Douglass Gallery Walk) in order to determine inherent biases within a perspective. Students compare and contrast conflicting quotes,

SA: Teacher evaluates students’ ability to analyze conflicting primary source documents across mediums (cartoon, text i.e. Frederick Douglass Gallery Walk) in order to determine inherent biases within a perspective. SA: Teacher evaluates students’ ability to compare

accounts in order to understand multiple perspectives.

posters, and other texts in order to understand multiple perspectives.

and contrast conflicting quotes, posters, and other texts in order to understand multiple perspectives.

Teacher presents conflicting speeches to determine if the authors are for or against a difficult issue. Teacher provides text-dependent questions and focus questions requiring students to identify and analyze and point of view and perspective and how they contribute to the meaning of text.

Students analyze conflicting speeches to determine if the authors are for or against a difficult issue. Students respond to text dependent questions and focus questions identifying and analyzing point of view and perspective.

SA: Teacher evaluates students’ ability to analyze conflicting speeches and determine if the author is for or against a difficult issue. Teacher evaluates students’ ability to respond to text dependent questions and focus questions.

Teacher provides students with an extended response question at the beginning of the reading of a text. Students will return to this extended response question periodically throughout the text in order to explain how sections of the text might affect the point of view of both reader and author (i.e. Lyddie essay).

Throughout the text, students will write periodically in order to explain how sections of the text might affect the point of view of both reader and author.

SA- Teacher evaluates students’ ability to determine how sections of a text might affect the point of view of both reader and author.

Places we need to fill a gap: Craft and structure analysis found within our current curriculum:

● All module units contain numerous writing opportunities and lessons centered around comparing and contrasting text structures.

● Module 2 contains speeches where students need to analyze how speakers develop central idea as they identify cause and effect

● Final exam has questions requiring students to identify significance of sentences in relation to the whole text and to analyze the cause and effect in text.

Compare/contrast craft and structure found within our current curriculum:


● Anchor charts in Lyddie offer great resources for teaching point of view. ● Final Exam has questions on text passages that require identification and analysis of point of

view and perspective and require students to compare texts. ● “Time Trip” and “Darfur” articles in Module 1 offers resource for “text-to-whole” practice. ● A Long Walk to Water unit offers great opportunities for global point of view contrasting.

Grade 7 Reading Standards (Literary and Informational Text )

7R6

Anchor Standard Craft and Structure – Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of global and diverse texts.

KEY CONCEPTS: ➢ Analyze how an author

develops and contrasts the

points of view of different

characters or narrators in a

text.

➢ Analyze the point of view

in literary text with an

author from a different

culture.

➢ Determine author's

purpose for writing the text.

➢ Determine an author's

point of view or purpose in

informational text.

➢ Analyze how the author

distinguishes his or her

position from that of

others.

Grade 6: Identify the point of view and explain how it is developed and conveys meaning. Explain how an author’s geographic location or culture affects his or her perspective.

Grade 7: In literary texts, analyze how an author develops and contrasts the point of view and the perspectives of different characters or narrators. In informational texts, analyze how the author distinguishes his or her position from that of others.

Grade 8: in literary texts, analyze how the differences between the point of view, perspectives of the characters, the audience, or reader create effects such as mood and tone. In informational texts, analyze how the author addresses conflicting evidence or viewpoints.




● Other common unit: A Christmas Carol

● Seventh Grade


WHO L E

C L A S S

Teacher will present texts with opposing viewpoints. Teacher will model how to contrast points of view (i.e. Nya and Salva in A Long Walk to Water). Teacher demonstrates close reading of key segments of text where authors establish distinct points of view between characters.

Students will annotate supplemental texts to illustrate opposing viewpoints and contrasting points of view. Students will record, highlight and predict with guidance of a teacher and/or graphic organizer as they read.

Informal Assessment: ● Teacher will call on

students to respond to questions about the text.

● Teacher will look at annotations for accuracy.

Teacher models the difference

Students record the

FA- Cold call on students to

between claims, counter-claims, and evidence through the use of supplemental texts.

difference between claims, counter-claims, and evidence through supplemental texts.

share their thinking. FA- Allow students to highlight the claim, counterclaim, and evidence using the SmartBoard, graphic organizer, and model essays.

Teacher has students identify and evaluate the purpose of individual arguments. Students will be looking for claim,author’s point of view, reasons to support claim, counter-claim, and substantiated evidence (i.e. Cesar Chavez’s Commonwealth Club Address).

Students identify the desired outcome of the argument. Students read and analyze the effectiveness of each argument. Students will evaluate and annotate for claim,author’s point of view, reasons to support claim, counter-claim, and substantiated/unsubstantiated evidence.

FA- Teacher will circulate the room monitoring student progress as they identify and evaluate the arguments. Teacher may collect annotated texts from students to determine understanding.

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Teacher will have students read and analyze arguments/ counter arguments to identify the purpose and determine the effectiveness of each. Teacher provides Anchor Charts/graphic organizers requiring students to provide evidence and interpretation of a character’s point of view and perspective.

In small groups, students will read and analyze arguments/ counter-arguments to determine the effectiveness of each. Students complete Anchor Charts/graphic organizers providing evidence of a character’s perspective and point of view.

SA- Teacher will collect students’ organizers in order to determine their understanding of argument/ counter-argument. FA: Students share responses with class. Teacher may also collect organizers to assess students.

Teacher will present students with text passages/primary source documents for groups to determine point of view. Teacher provides text-dependent questions on the

In pairs or small groups, students will analyze text passages primary source documents related by a common theme. They will answer text-dependent questions to determine authors’ purposes, points of view and when biases occur. Students work together to answer questions on the

Formative Assessment: ● Teacher will call on

students to answer text-dependent questions. Teacher will evaluate for depth of understanding and accuracy.

● Teacher may review written answers for accuracy and depth of understanding.

FA: Students share response with class; teacher may also

point of view/perspective of the subject in a scene.

point of view/perspective of the subject of a scene.

collect text-dependent worksheets to assess students’ understanding of point of view/perspective of the subject of a scene.

I N D E P E N D E N T

Teacher provides students with new informational texts. Teacher has students analyze the texts claims, counter-claims and authors’ point of view. Teacher provides text-dependent questions and focus questions requiring students to identify and analyze and point of view and perspective and how they contribute to the meaning of text.

Students read new informational texts for the first time. Students will answer questions regarding claims, counter-claims and points of view. Students will support their analyses with the best evidence. Students respond to text dependent questions and focus questions identifying and analyzing point of view and perspective

Formative/ Summative assessments:

● Teacher evaluates students’ ability to read new informational texts and answer text-dependant questions on claims, counter-claims and authors’ points of view.

● Students support analysis with the best evidence.

Teacher evaluates students’ ability to respond to text dependent questions and focus questions.

Teacher will provide students with a research project. For the research project, students will need to investigate both sides of an argument, compile the best evidence, and support their claims with evidence.

Independently, students will evaluate text and additional sources, investigate both sides of an argument, compile the best evidence, and support their claims with factual evidence.

SA- Teacher will evaluate students’ ability to produce a claim, counterclaim, and support their thinking with factual evidence.

Evaluating informational sources and identifying elements of argument found within our current curriculum:

● All module units contain numerous writing opportunities and lessons centered around evaluating informational sources.

● In Module 2, students will analyze speeches for claims, counter-claims and points-of-view (Cesar Chavez’s speeches)

● In Module 3, students will examine primary source documents and evaluate the argument choices of authors (Narrative of the Life of Frederick Douglass)

● Students will evaluate a number of informational texts during A Long Walk to Water and Lyddie.

● Students will research labor laws (i.e.child labor, safety, wages) and complete an

argumentative project. ● On the final exam, students will analyze a reading passage and be required to develop an

argument. Compare/contrast craft and structure found within our current curriculum:


● Final Exam includes questions that assess for students’ ability to identify how authors create theme, point of view, perspective, and argument.

Grade 7


7R7

Anchor Standard Integration of Knowledge and Ideas – Integrate and evaluate content presented in diverse media and formats.

KEY CONCEPTS: ➢ Compare and contrast a text

to an audio, video, or

multimedia version of the

text.


techniques unique to each

medium.

Grade 6: Compare and contrast how different formats, including print and digital media, contribute to the understanding of a subject.

Grade 7: Compare and contrast a written text with audio, filmed, staged, or digital versions in order to analyze the effects of techniques unique to each media and each format’s portrayal of a subject.

Grade 8: Evaluate the advantages and disadvantages of using different media--text, audio, video, stage, or digital--to present a particular subject or idea and analyze the extent to which a production remains faithful to or departs from the written text.




● Other common unit: A Christmas Carol


WHO L E

C L A S S

Teacher will present gallery walks to enrich students’ understanding of a historical time period. Primary sources will include photos, quotes and video.

Students will circulate the Gallery Walk and identify the primary sources that connect with their understanding of a time period.

FA- Teacher will evaluate students’ notes to determine the effectiveness of each medium.

Teacher presents powerful images and quotes that demonstrate opposing viewpoints. This Gallery Walk will develop students’ understanding of a key concept.

Students will participate in a Gallery Walk protocol, which will have students develop their understanding of a key concept.

FA- Teacher will circulate the room, reviewing students’ notes/organizers. Teacher may cold call on students to share their observations.

Teacher will provide the following supplemental documentaries for each module and present to students: -God Grew Tired of Us -Viva La Causa -A&E’s Biography: Frederick Douglass

Students will complete guided notes which requires students to note specific topics presented in the documentary.

Informal assessment: ● Guided notes to

complete during course of documentary.

● Call on students in

class discussion.

● Collect and review

students’ notes.

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Teacher provides students with a reading/writing passage focusing on a current event issue related to the current topic.

Students will evaluate the reading/writing passage on a current issue and determine the ways in which it develops key ideas.

FA- Teacher assesses students’ understanding of reading/writing passages. The teacher cold calls on students to share out key ideas.

Teacher models how to compare and contrast poetry/narrative to determine how each impacts the meaning of a key concept (i.e. Harriet Tubman by Thelma Thompson).

Students compare and contrast poetry/narrative to determine how each impacts the meaning of the effectiveness of repetition and story-telling techniques.

FA: ● Teacher collects

student work to determine how poetry/narrative impacts the meaning of a key concept.

● Call on groups/pairs to share ideas with class.

I ND E P E ND E N T

The teacher presents a number of different mediums (i.e. cartoon,text, photograph) on the same historical topic. The teacher has students evaluate the significance of each item presented.

Students are presented with varying mediums (i.e. cartoon, text, photograph) on the same historical topic. Students evaluate the significance of each item.

SA- Teacher evaluates students’ ability to assess varying mediums (i.e. cartoon, text, photograph) on a historical topic. Teacher assesses students’ ability to identify significance of each item.

Teacher has students compare and contrast poetry/narrative to determine how each impacts the meaning of a key concept (i.e. Harriet Tubman by Thelma Thompson).

Students compare and contrast poetry/narrative to determine how each impacts the effectiveness of repetition and story-telling techniques.

FA: ● Teacher collects

independent student work to determine how poetry/narrative impacts the meaning of a key concept.

Places we need to fill a gap: Evaluating various mediums found within our current curriculum:

● Modules 2 and 3 contain writing opportunities and lessons centered around comparing and contrasting mediums (text, photograph, video).

Films/ other media which could be useful to address this standard:

● A Christmas Carol (drama – Literature textbook)

Grade 7 Reading Standards (Literary and Informational Text)

7R8

Anchor Standard Integration of Knowledge and Ideas – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

KEY CONCEPTS: ➢ Identify the argument and

specific claims in a text.

➢ Evaluate the argument and

specific claims in a text for

sound reasoning and

relevant, sufficient evidence.

Grade 6: Trace and evaluate the development of an argument and specific claims in texts, distinguishing claims that are supported by reasons and relevant evidence from claims that are not.

Grade 7: Trace and evaluate the development of an argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.

Grade 8: Trace and evaluate an argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient and recognizing when irrelevant evidence is introduced.






WHO L E

C L A S S

Teacher models the difference between claims, counter-claims, and evidence using supplemental texts.

Students record the difference between claims, counter-claims, and evidence through supplemental texts.

FA- Cold call on students to share their thinking. FA- Allow students to highlight the claim, counterclaim, and evidence.

Teachers models how to highlight key details within an informational text. The teacher also models how to write gist statements for texts.

Students read a supplemental text, highlight for key details, and create gist notes.

FA- Circulate the room for correct highlighting/gist notes.

Teacher provides students with arguments on the same topic, discriminating between relevant and irrelevant information. Teacher asks students to look for claim,author’s point of view, reasons to support claim, counter-claim, and relevant/irrelevant evidence.

Students read and analyze the effectiveness of each argument. Students evaluate for claim,author’s point of view, reasons to support claim, counter-claim, and relevant/irrelevant evidence.

FA- Teacher will circulate the room monitoring student progress as they evaluate all arguments. Teacher may collect and review supplemental texts to determine understanding.

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Teacher will have students read and analyze arguments/

In small groups, students will read and analyze

SA- Teacher will collect students’ worksheets in order

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counter arguments to determine the effectiveness of each.

arguments/ counter-arguments to determine the effectiveness of each.

to determine their understanding of argument/ counter-argument.

Teacher will provide students with a number of texts on the same or similar subject. Students will evaluate each text for claim, reasons to support claim, counter-claim, and evidence.

Students read and analyze the effectiveness of each argument. Students evaluate for claim, reasons to support claim, counter-claim, and substantiated/unsubstantiated evidence.

SA-Teacher will collect worksheets to determine students’ understanding of argument within texts.

Teacher provides students with a selected topic to debate. Students are instructed to choose a side to defend.

Students take a stand on a given topic and prepare to defend their arguments.

Teacher will facilitate a classroom debate on the given topic.

I ND E P E ND E N T

Teacher provides students with reading passages. Teacher has students draw inferences based on information presented in passages.

Students read passages for the first time. Students will answer questions that require logical inferencing. Students will support inferences with evidence.

Teacher evaluates students’ ability to read new, informational texts and create logical inferences. Students support inferences with evidence.

Teacher will provide students with a research project. For the research project, students will need to investigate both sides of an argument, select appropriate evidence to support their claim.

Independently, students will evaluate texts, investigate both sides of an argument, and select appropriate evidence, to support their claim.


Evaluating informational sources and identifying elements of argument found within our current curriculum:

● All module units contain numerous writing opportunities and lessons centered around evaluating informational sources.

● In the Lyddie module, students will examine primary source documents and evaluate the argument choices of authors (child labor, safety, wages).

● Students will evaluate a number of informational texts during Modules 1-3. ● Students will research a challenging topic (i.e. child labor, safety, wages) and write

argumentative papers.

Grade 7


7R9

Anchor Standard Integration of Knowledge and Ideas – Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of lenses and perspectives.

KEY CONCEPTS: ➢ 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.

➢ Analyze how authors of fiction use or alter

history based on my comparison of a fictional

and historical account of the same time, place,

or character.

➢ Select evidence from informational texts to

support analysis, reflection, and research.

➢ Select evidence from literary texts to support

analysis, reflection, and research.

➢ Annotate text to track important ideas.

➢ Contrast how multiple authors emphasize

evidence or interpret facts differently when

presenting information on the same topic.

➢ Use experience and knowledge of language

and logic, as well as culture, to think

analytically, address problems creatively, and

advocate persuasively

Grade 6: Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.

Grade 7: Use established criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.

Grade 8: Choose and develop criteria in order to evaluate the quality of texts. Make connections to other texts, ideas, cultural perspectives, eras, and personal experiences.






WHO L E

C L A S S

Teacher will provide informational text or other media which provides cultural background for novels or drama.

Students will read, highlight key details, and write gist statements on supplementary texts.

FA- Teacher will cold call on students to share their gist statements.

Teacher will create a gallery walk to enrich students’ understanding of a historical time period.

Students will circulate the gallery walk, listening/reading primary sources, writing down thoughts and interpretations, and discussing the items displayed.

FA- Teacher will circulate the room, discuss materials with students, and assess their understanding of the historical time period.

Teacher will model how to find credible sources, how to incorporate credible

Students will record how to find credible sources, how to incorporate credible evidence

FA- Teacher will circulate the room, assessing students’ ability to find credible

evidence into one’s writing, and how to differentiate between relevant and irrelevant claims.

into one’s writing, and how to differentiate between relevant and irrelevant claims.

sources, incorporate credible evidence into one’s writing, and determine the difference between relevant and irrelevant claims.

After a first read of a new text, teacher models analysis to determine theme.

● Define theme

● Point out the

difference between

text’s subject and

theme

● Use Five W’s to

determine theme

● Point out clues that

make a connection

to the theme

● Provide additional

pieces of texts with

common theme to

practice

identification

Students will:

● Record definitions in

notebook or on

organizers.

● Identify the

connection between

the text and theme.

● Choose a theme for

the text and explain

why they chose it

using relevant

evidence.

Informal assessment:

● Call on students in

class discussion.

● Review written

classwork for

accuracy.

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Teacher will have students read and analyze arguments/ counter arguments to determine the effectiveness of each.

In small groups, students will read, analyze and document the arguments and counter-arguments to determine the effectiveness of each.

SA- Teacher will collect students’ written response in order to determine their understanding of argument/ counter-argument.

Teacher will facilitate student-led debates.

Students will participate in debates. During these debates, students will argue their points using sound inferences and supported evidence.

SA- Teacher will evaluate the effectiveness of each student-led argument.

With a known text, teacher should conduct a “second read”, focusing students’ attention to finding theme within the text.

In pairs or small groups, students will complete a second read of the passage to identify the theme. Students will record the

Formative assessment:

● Call on groups/ pairs

to share out answer

in class.

Teacher should circulate the room, aiding students in identifying the theme.

theme. Students will collaborate to write an explanation of the theme and why the author chose to include this message.



accuracy.

I ND E P E ND E N T

Teacher will provide students with conflicting arguments. Using these conflicting primary sources across mediums (cartoon, text), students will make logical inferences regarding each side and assess inherent biases within primary sources.

Independently, students will evaluate conflicting primary sources, make logical inferences regarding each side of an argument, and assess inherent biases within primary sources.

SA- Teacher will evaluate students’ ability to make logical inferences regarding each side of an argument and biases.

Teacher will provide students with a research assignment. For the research assignment, students will need to investigate both sides of an argument, compile evidence, and support their claims with evidence.

Independently, students will evaluate text, investigate both sides of an argument, compile evidence, and support their claims with evidence.


Evaluating informational sources found within our current curriculum: ● All module units contain numerous writing opportunities and lessons centered around

comparing and contrasting information sources. ● All units of study require students to read and analyze supplementary materials in order to

better understand the time period (i.e. Northern and Southern Sudan Conflict / Industrial Revolution / The Abolitionist Movement).

Themes found within current curriculum: Modules 1-3 - perseverance

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