3rd Grade - DePaul University



7th Grade

FOURTH QUARTER LEARNING PRIORITIES

Common Core Literacy Standards Emphasized are Underlined.

Other listed standards are reinforced—have been developed in quarters 1-3.

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as|1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as |

|inferences drawn from the text. |inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its development over the course of the text; |2. Determine two or more central ideas in a text and analyze their development over the course of the text; |

|provide an objective summary of the text. |provide an objective summary of the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, including figurative and |4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and |

|connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on|technical meanings; analyze the impact of a specific word choice on meaning and tone. |

|a specific verse or stanza of a poem or section of a story or drama. | |

|5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.|5. 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. |

|6. Analyze how an author develops and contrasts the points of view of different characters or narrators in|6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her |

|a text. |position from that of others. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of |9. Analyze how two or more authors writing about the same topic shape their presentations of key information by |

|the same period as a means of understanding how authors of fiction use or alter history. |emphasizing different evidence or advancing different interpretations of facts. |

Writing: CCSSW7.8 (CPS Framework Assessment Specification)

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.

NEXT GRADE PREP PRIORITIES

These lists include essentials for preparation for the next grade. Identify content and skills to emphasize from this chart and your assessments. For complete listing of grade level competencies go to .

|READING |Analyze structure, techniques of text |SCIENCE |Scientific method |

|Answer questions with |Compare/contrast |Explain concepts with examples |Data interpretation |

|evidence (CCSS1) |Analyze and infer relationships |Apply concepts to analyze |Core science knowledge |

|Summarize and Synthesize |Explain how to answer questions: analytic, inferential, evaluative |Analyze/evaluate conclusions | |

|(CCSS2) |Paraphrase | | |

|Relate ideas and |Summarize and identify main idea | | |

|information from different |Synthesize | | |

|sources (CCSSR7) |Interpret tone, mood, imagery | | |

| |Analyze theme development | | |

| |Analyze author’s strategies/techniques | | |

| |Extended response | | |

| |Fiction: stories, short stories, novel |SOCIAL STUDIES |US history: post-war through today |

|GENRES |Poems, songs, paintings, drama |Explain concepts with examples |Map interpretation: conflict and change |

| |Non-Fiction: science, social studies; speeches |Apply concepts to analyze | |

|WORD KNOWLEDGE |Root word |MATH |Basic properties associative, communicative, orders of |

|Use/Expand content |Prefix and Suffix |CCSS Practice Standards: |operations of real numbers |

|vocabulary in reading and |Compound word |Analyze problem and solve with persistence |Solve linear equations using addition, multiplication, and |

|writing: math, science, |Dictionary. Glossary, thesaurus |Think quantitatively and abstractly |inverse operations |

|social studies |Multiple meaning words |Work with precision |Domain of independent variables, range of dependent variables |

| |Synonym; Antonym |Look for patterns—and use them |Solve problems written as expressed |

| |Imagery | |Describe how change in one variable affects others |

| | | |Define, use, interpret linear relationships and represent them |

| | | |with graphs and equations |

| | | |Translate algebraic expressions into phrases and sentences, |

| | | |graph inequalities |

| |Expository, narrative, persuasive essay |LEARNING SKILLS |Follow directions |

|WRITING |biography |Identify important information |Work with others |

| |poem |Support ideas with examples |Learning reports |

| |report | |Use graphic organizers |

| |use adjectives, adverbs, clauses to clarify | |Make exhibits and presentations |

| | | |Take notes; summarize notes |

Seventh Grade: Fourth Quarter Learning Priorities Weeks 29-30

| |Week 29 |Week 30 |

|Reading Literature |Analyze how a poem represents the author’s point of view or |Analyze how a text includes the author’s point of view or purpose—how|

|CCSSRL.7.6 . Analyze how an author develops and contrasts the points |purpose—how the idea, theme, or lesson is communicated |the idea, theme, or lesson is communicated through characters, |

|of view of different characters or narrators in a text. | |narrator. Analyze how particular elements of a story or drama |

| | |interact (e.g., how setting shapes the characters or plot). |

|Science |Topic or Inquiry Question: |Topic or Inquiry Question: |

|CCSSRI7.5. Analyze the structure an author uses to organize a text, | | |

|including how the major sections contribute to the whole and to the |Reading: Collect information to respond to a big question. | |

|development of the ideas. | |Reading: Collect information to respond to a big question. |

| | | |

| | | |

| | | |

|Social Science |Topic: |Topic: |

|CCSSRI7.5. Analyze the structure an author uses to organize a text, |BIG question: |BIG question: |

|including how the major sections contribute to the whole and to the |Read: |Read: |

|development of the ideas. |Write: constructed response to the BIG question. |Write: extended response to the BIG question. |

|Fluency |This week’s read aloud—could be student-written. |This week’s read aloud—could be student-written. |

|Recommended: Model reading/thinking aloud with a poem. | | |

|Word Knowledge |Academic Vocabulary—make glossary and write with words relating to |Academic Vocabulary—make glossary and write with words relating to |

|CCSSRI.7.4 |interpreting literature. |interpreting literature. |

|Writing |Write to support a position—may relate to nonfiction or literature. |Revise to strengthen the position statement with additional or more |

|CCSSW.7.1 . Write arguments to support claims with clear reasons and | |effective evidence. |

|relevant evidence | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

Seventh Grade: Fourth Quarter Learning Priorities Weeks 31-32

| |Week 31 |Week 32 |

|Reading Literature |Compare a history and a story about the same event. Make a time-line, |Analyze two different passages about the same topic: |

|CCSSRL7.9. Compare and contrast a fictional portrayal of a time, |outline, or sequence chart showing how the story unfolds or the history |compare/contrast—could be poem, novel, story, or nonfiction genre. |

|place, or character and a historical account of the same period as |is reported. |(CCSSRL7.9) |

|a means of understanding how authors of fiction use or alter | | |

|history. | | |

|Science |Topic or Inquiry Question: |Topic or Inquiry Question: |

|CCSSRI.7.2 Determine two or more central ideas in a text and | | |

|analyze their development over the course of the text; provide an | | |

|objective summary of the text. |Reading: Locate and list information from different texts to support an |Reading: Locate and list information from different texts to support an |

| |idea or position. |idea or position. |

| | | |

| | | |

| | | |

|Social Science |Topic: |Topic: |

|CCSSRI7.2 Determine two or more central ideas in a text and analyze| | |

|their development over the course of the text; provide an objective|Choose or develop a BIG question, collect information to respond to it. |BIG Question: (May be selected or constructed by students) |

|summary of the text. |Write constructed response. |Reading: Analyze in detail how a key individual, event, or idea is |

| | |introduced, illustrated, and elaborated in a text |

| | |Write extended response. |

|Fluency |This week’s read aloud—could be |This week’s read aloud—could be student-written. |

|Recommended: Model reading/thinking aloud with a poem. |student-written | |

|Word Knowledge |Academic Vocabulary—make glossary and write with words relating to |Academic Vocabulary—make glossary and write with words relating to |

|CCSSRI.7.4 |interpreting literature. |interpreting literature. |

| | | |

|Writing CCSSW.7.2—explanatory |Outline a report on a topic—relate to the content learning. Collect |Write the body of the report outlined in the previous week. |

|Gather relevant information from multiple print and digital |relevant information. | |

|sources, using search terms effectively | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

Seventh Grade: Fourth Quarter Learning Priorities Weeks 33-34

| |Week 33 |Week 34 |

|Reading Literature |Analyze how a nonfiction writer communicates a topic so that you learn ideas |Compare/contrast drama and prose. Decide which is more effective in |

|CCSSRL7.9. Compare and contrast a fictional portrayal of |through the information. (CCSSRI7.5) |communicating a theme or lesson—support your opinion |

|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. | | |

|Science |Topic or Inquiry Question: |Topic or Inquiry Question: |

|CCSSRI7.6. Determine an author’s point of view or purpose| | |

|in a text and analyze how the author distinguishes his or| |Reading: Evaluate the reasons a writer includes information and kinds |

|her position from that of others |Reading: Reading: Evaluate the reasons a writer includes information and kinds of |of statements in an article. |

| |statements in an article. | |

| | | |

| | | |

|Social Science |Topic: |Topic: |

|CCSSRI7.6. Determine an author’s point of view or purpose|BIG Question: |BIG Question: |

|in a text and analyze how the author distinguishes his or|Reading: |Reading: |

|her position from that of others |Evaluate a statement or argument in terms of the information presented to support |Evaluate a statement or argument in terms of the information presented |

| |it |to support it |

| |Writing: Answer the BIG question with logic. |Writing: Answer the BIG question with logic. |

|Fluency |This week’s read aloud--could be student written |This week’s read aloud—could be student-written |

|Recommended: Model reading/thinking aloud with a poem. | | |

|Word Knowledge |Academic Vocabulary—make glossary and write with words relating to interpreting |Academic Vocabulary—make glossary and write with words relating to |

|CCSSRI.7.4 |literature. |interpreting literature. |

| | | |

| | | |

|Writing |Write the introduction and conclusion to the report. Check that the report is |Edit the report—add details, clarify transitions, add illustrations. |

|CCSSW.7.4. Produce clear and coherent writing in which |clearly focused. | |

|the development, organization, and style are appropriate | | |

|to task, purpose, and audience. | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

Seventh Grade: Fourth Quarter Learning Priorities Weeks 35-36

| |Week 35 |Week 36 |

|Reading Literature |Read two different texts on the same topic or theme or by the same author. Summarize how |Compare and contrast texts in different forms or genres (e.g., stories and|

|CCSSRL7.6 Analyze how an author develops and |they are alike and different. (CCSSRL7.9) |poems; historical novels and fantasy stories) in terms of their approaches|

|contrasts the points of view of different | |to similar themes and topics. (CCSSRL7.9) |

|characters or narrators in a text. | | |

|Science |Topic or Inquiry Question: |Topic or Inquiry Question: |

|CCSSRI 7.9 Analyze how two or more authors writing| | |

|about the same topic shape their presentations of |Compare two different writer’s positions on the same topic |Compare two different writer’s positions on the same topic |

|key information by emphasizing different evidence | | |

|or advancing different interpretations of facts. | |Draw your own conclusion based on that evidence and evidence from another |

| | |source. |

|Social Science |Topic: |Topic: |

|CCSSRI.7.9 Analyze how two or more authors |BIG Question: | |

|writing about the same topic shape their |Reading: Outline two different nonfiction passages, indicating the ideas and most |BIG Question: |

|presentations of key information by emphasizing |important supporting information. | |

|different evidence or advancing different |Contrast the kinds of information and ideas in the two passages. |Reading: Locate information to respond to the question in different |

|interpretations of facts. | |sources. |

| | | |

| | |Combine information from two or more sources to answer the BIG question in|

| | |constructed response. |

|Fluency |This week’s read aloud: |This week’s read aloud: |

|Recommended: Model reading/thinking aloud with a | | |

|poem. | | |

|Word Knowledge |Academic Vocabulary—make glossary and write with words relating to a content area. |Academic Vocabulary—make glossary and write with words relating to a |

|CCSSRI.7.4 | |content area. |

|Writing |Write a position paper. |Write a profile of yourself. |

|CCSSW7.4. Produce clear and coherent writing in | | |

|which the development, organization, and style are| | |

|appropriate to task, purpose, and audience. | | |

|MATH |Focus: |Focus: |

|CCSS Math Practice Standards | | |

|1: analyze problem, then solve it |Key Terms: |Key Terms: |

|2. Reason abstractly and quantitatively | | |

|6: Attend to precision |Assessment: |Assessment: |

Seventh Grade: Fourth Quarter Learning Priorities Weeks 37-38

| |Weeks 37-38 |

|Reading Literature |Recognize Progress |

|Synthesis |Students choose their favorite reading of the year, write an explanation of why it is their favorite, using terms relating to the interpretation of |

| |literature. |

| | |

| |Hold a speech or poetry reading in which students read and interpret their favorite poems, including poems they have written. Organize by theme |

|Science |Organize culminating projects such as: |

|synthesis |Science Expo—students each choose a topic or work in pairs, present the topic with examples they illustrate and summarize. |

| |Science strategies guide: students write a guide to doing science, from observation through conclusion. |

| |Science Careers: Students identify a job they want to do, and explain the science they would use in that job. Career areas can be in food service, |

| |technology, astronomy, health—encourage diversity. |

| |Prepare the Science Learning Yearbook—each student provides a page/section. |

|Social Science |Organize culminating projects such as: |

|synthesis |Outline and write a booklet for younger students about a topic you learned in social science. |

| |Identify a change you want to see in the world in the next 20 years. |

| |Learning Yearbook—each student or groups/pairs of students contribute to a digest of what they have learned this year in social science. |

| |Choose a career in government or community service and explain why you want it and how you will contribute to progress in it. |

|Fluency |Students read aloud their favorite poem, story, drama, speech and explain why they value it. |

|Comprehension, rate, expression | |

|Word Knowledge |Words about progress |

|CCSSRI.7.4 | |

| |Words about possibilities |

|Writing |Write a persuasive speech or poem that communicates a position about an issue. |

|persuasive | |

| |Write a poem, story, or letter with a central message. |

|MATH |Organize culminating projects such as: |

|CCSS Math Practice Standards |Math Know How and Know What—organize a project in which students provide math glossary, definitions and examples of terms, and math “rules” for geometry,|

|1: analyze problem, then solve it |measurement, other areas they need to improve. |

|2. Reason abstractly and quantitatively |Algebra Handbook: Students organize a guide to solving problems with algebraic thinking. |

|6: Attend to precision |Prepare the Math Learning Yearbook—each student provides a page/section. |

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