Key Vocabulary: - DeKalb County School District



GSE 7th Grade English Language Arts Curriculum MapDeKalb Alternative School 2015-2016 School Year753427524130Key Vocabulary:predicting cultural values tragedy genre theme character trait narrator static dynamic flat character round character elements of plot foil imagery internal rhymeend rhyme ballad soliloquy meter stress syllable rhythm free verse unstressed syllable sonnetinferred figurative language irony (situational, dramatic) oxymoron argument claim counterclaim evidence credible valid fallacy transition formal style (APA, MLA) rhetoric persuasion spin author’s purpose audience distortion bias clause (independent/dependent) misplaced modifier dangling modifier sentence structuresimple convention omission redundancy precise wordiness concise reasoning00Key Vocabulary:predicting cultural values tragedy genre theme character trait narrator static dynamic flat character round character elements of plot foil imagery internal rhymeend rhyme ballad soliloquy meter stress syllable rhythm free verse unstressed syllable sonnetinferred figurative language irony (situational, dramatic) oxymoron argument claim counterclaim evidence credible valid fallacy transition formal style (APA, MLA) rhetoric persuasion spin author’s purpose audience distortion bias clause (independent/dependent) misplaced modifier dangling modifier sentence structuresimple convention omission redundancy precise wordiness concise reasoning-381000-519430GSE Standards Addressed:Reading: LiteratureRL.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.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.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. RL.7.5.. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.Reading: InformationalRI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.Writing: Argumentative W.7.1. Write arguments to support claims with clear reasons and relevant evidence. 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.)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.Writing: NarrativeW.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Research to Build and Present KnowledgeW.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.W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).Presentation of Knowledge and IdeasSL.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.Conventions of Standard English L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and UseL.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.00GSE Standards Addressed:Reading: LiteratureRL.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.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.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. RL.7.5.. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.Reading: InformationalRI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.RI.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.Writing: Argumentative W.7.1. Write arguments to support claims with clear reasons and relevant evidence. 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.)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.Writing: NarrativeW.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Research to Build and Present KnowledgeW.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.W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).Presentation of Knowledge and IdeasSL.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.Conventions of Standard English L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.* L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Vocabulary Acquisition and UseL.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.3787422270651Skills AddressedREADINGProve the theme of text by citing evidenceInfer the lesson or moral of the text by underlining supporting detailsDetermine the meaning of words and phrases as they are used in the text Analyze the impact of figurative language on a specific verse or stanza(s) of a poem or a section of a text Analyze how the poems form or structure contributes to the poem’s meaning and or themeEvaluate the author’s point of view by citing evidence from the text.Assess author’s purpose in a text by citing evidence Trace and evaluate and argument while assessing the author’s claims Analyze the interactions between individuals, events, and ideas in a text Writing (Argumentative)Construct a topic, thesis, and idea(s) development using mind maps (graphic organizers)Develop logical argument to prove or disprove a source’s credibility Cite evidence from credible sourceApply routine writing strategies Writing (Narrative)Create dialogue, sensory details, and structured sequence to enhance the narrative’s elements of plot.00Skills AddressedREADINGProve the theme of text by citing evidenceInfer the lesson or moral of the text by underlining supporting detailsDetermine the meaning of words and phrases as they are used in the text Analyze the impact of figurative language on a specific verse or stanza(s) of a poem or a section of a text Analyze how the poems form or structure contributes to the poem’s meaning and or themeEvaluate the author’s point of view by citing evidence from the text.Assess author’s purpose in a text by citing evidence Trace and evaluate and argument while assessing the author’s claims Analyze the interactions between individuals, events, and ideas in a text Writing (Argumentative)Construct a topic, thesis, and idea(s) development using mind maps (graphic organizers)Develop logical argument to prove or disprove a source’s credibility Cite evidence from credible sourceApply routine writing strategies Writing (Narrative)Create dialogue, sensory details, and structured sequence to enhance the narrative’s elements of plot. 37196902317538Essential QuestionsREADING1. How do I determine the central theme of a text? 2. What makes a narrative engaging? 3. How can reading about the courage of real people inform our understanding of determined literary characters?4. What strategies aid in evaluating an author(s) argument and claims? (WRITING Argumentative5. What strategies aid in writing an argument to support claims? ? Narrative6. How do I relate personal or imagined experiences or event to create an engaging narrative? 00Essential QuestionsREADING1. How do I determine the central theme of a text? 2. What makes a narrative engaging? 3. How can reading about the courage of real people inform our understanding of determined literary characters?4. What strategies aid in evaluating an author(s) argument and claims? (WRITING Argumentative5. What strategies aid in writing an argument to support claims? ? Narrative6. How do I relate personal or imagined experiences or event to create an engaging narrative? 48585332208In this unit, students will read and analyze examples of literature from its early beginnings to modern times in order to determine whether it is a reflection or distortion of life. They will gather evidence as they read to support their final essay on this topic. Along the way, they will read folktales, sonnets, excerpts from Shakespeare, rich poetry, animal stories and modern short stories. They will write narratives based on family stories, short responses to questions, a suspense tale, and persuasive/argumentative essays. They will hear and respond to authentic storytellers, radio broadcast and poetry set to music. Students will examine how theme is developed in literature and how point of view can change theme. Students will learn about building suspense and write a short, suspenseful tale. The unit will culminate in a discussion of student-written responses to the essential questions, especially their supported opinion on whether literature is a reflection or a distortion of real life. Note: Many references in this unit are from the McDougal Littell Literature First Course text. 00In this unit, students will read and analyze examples of literature from its early beginnings to modern times in order to determine whether it is a reflection or distortion of life. They will gather evidence as they read to support their final essay on this topic. Along the way, they will read folktales, sonnets, excerpts from Shakespeare, rich poetry, animal stories and modern short stories. They will write narratives based on family stories, short responses to questions, a suspense tale, and persuasive/argumentative essays. They will hear and respond to authentic storytellers, radio broadcast and poetry set to music. Students will examine how theme is developed in literature and how point of view can change theme. Students will learn about building suspense and write a short, suspenseful tale. The unit will culminate in a discussion of student-written responses to the essential questions, especially their supported opinion on whether literature is a reflection or a distortion of real life. Note: Many references in this unit are from the McDougal Littell Literature First Course text. January 04 –March 4 (9 Weeks)Tentative Dates - January 04-December 26 (9 Weeks)Week 1 – 01/04-06Teacher PlanningDay 4W. 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.Anne Frank BrainPopDay 5L.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.Interview with the GiesesWeek 2 – 01/09-13Day 6W. 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.Miep Giese ReadingDay 7RL.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). Anne Frank Life at AuschwitzDay 8RL.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). Anne Frank Life at WesterborkDay 9W. 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.Anne Frank Life at Bergen Belsen.Day 10RL.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). Compare and contrast life at the three concentration camps. Week 3 – 01/16-20Day 11MLK DAYDay 12RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Vocabulary in context Dirk the ProtectorDay 13RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read Dirk the Protector, and answer questions based on targeted passages. Day 14RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Read Dirk the Protector, and answer questions based on targeted passages. . Day 15RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Finish reading Dirk the Protector, and answer questions based on targeted passages. Week 4 – 01/23-27Day 16RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Reading Check: Dirk the ProtectorDay 17RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Identify Cause and Effect: Dirk the Protector Day 18RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Point of view: Dirk the ProtectorDay 19RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Dirk the Protector: Literary SupportDay 20RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitlyTest on Dirk the ProtectorWeek 5 – 01/30-2/03Day 21RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).PowerPoint on FlashbackDay 22RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Pre reading activities for Hatchet by Gary PaulsenRead chapters 1 & 2Explore character and theme as it applies to the topic of survival.Day 23RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read chapters 3 & 4 HatchetContinue to explore Brian’s character by learning about his background. Day 24RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Read chapter 5 Hatchet Students will read summarize Chapter 5. Students will read What Would Peter Do? and pare both texts and infer what Peter would do if he was in Brian’s situation. Day 25RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitlyTest on Chapters 1-5Week 6 – 02/06-10Day 26RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read chapters 6 & 8 HatchetStudents will read Help Me Make it Through the Night – Surviving a Wilderness Emergency and compare both texts Day 27RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read Chapters 9-10 of HatchetSummarize the chapters and identify particular details to determine the theme of the text. Day 28RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read chapters 11 & 13 HatchetStudents will explore the changes in Brian’s character and how those changes drive the plot and develop a theme. Day 29RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Test on Chapters 6-12 Day 30FEBRUARY BREAKWeek 7 – 02/13-17Day 31PRESIDENTS DAYDay 32RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read Chapter 19 and the Epilogue of Hatchet, Gary Paulsen Day 33RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Test on Chapters 13-19 and EpilogueDay 34RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Writing assignment on HatchetDay 35RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitlyElements of Drama – BrainPop Week 8 – 02/20-24Day 36RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Vocabulary on MADOMS Day 37RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Read MADOMS and discuss targeted passages.Day 38RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Finish reading MADOMS and discuss targeted passages. Day 39RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Complete Critical thinking questions on MADOMSDay 40RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly.MADOMS Character ChartWeek 9 – 02/27-3/03Day 41RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Watch the movie MADOMS and compare with the play.Day 42RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Final Exam reviewDay 43RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Final Exam reviewDay 44RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Final ExamDay 45RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitlyFinal Exam ................
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