3rd Grade - DePaul University



7th Grade 4TH QUARTER LEARNING PRIORITIES

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

|well as inferences drawn from the text. |as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its development over the course of the |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. |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 meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., |connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. |

|alliteration) on 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 |5. Analyze the structure an author uses to organize a text, including how the major sections contribute |

|meaning. |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 |6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his |

|narrators in a text. |or her position from that of others. |

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

|8. (Not applicable to literature) |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. |

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

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

|history. | |

Writing: CPS Framework Assessment Specification

CCSSW7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

1. CCSS.ELA-Literacy.SL.7.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

2. CCSS.ELA-Literacy.SL.7.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

3. CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

4. CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

• CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

• CCSS.ELA-Literacy.SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas

• CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

• CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)

Seventh Grade: FOURTH QUARTER Learning Priorities Weeks 30-31

| |Week 30 |Week 31 |

|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 |

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

|points of view of different characters or narrators in a text. |Poem Reader's Questions |characters, narrator. Analyze how particular elements of a |

| | |story or drama interact (e.g., how setting shapes the |

| | |characters or plot). |

|Science |Analyze how a nonfiction writer explains a topic—developing a |Analyze how a nonfiction writer explains a topic—developing a |

|CCSSRI7.5. Analyze the structure an author uses to organize a |central idea and supporting ideas and making a claim about the |central idea and supporting ideas and making a claim about the |

|text, including how the major sections contribute to the whole |topic. |topic. |

|and to the development of the ideas. |Nonfiction Passage Questions | |

| | |Make your own claim about the topic, supporting it with |

| | |evidence from the text. |

|Social Science |Analyze how a nonfiction writer explains a topic—developing a |Analyze how a nonfiction writer explains a topic—developing a |

|CCSSRI7.5. Analyze the structure an author uses to organize a |central idea and supporting ideas and making a claim about the |central idea and supporting ideas and making a claim about the |

|text, including how the major sections contribute to the whole |topic. |topic. |

|and to the development of the ideas. |Nonfiction Passage Questions | |

| | |Make your own claim about the topic, supporting it with |

| | |evidence from the text. |

|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|Academic Vocabulary—make glossary and write with words relating|

|CCSSR.7.4 |to interpreting poetry |to interpreting literature. |

|Writing |Write a guide to writing nonfiction—based on reading nonfiction|Add dialogue to a story—expanding the story but maintaining the|

|CCSSW4. Write to meet criteria for effective communication. | |characters’ identities/traits. |

|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 32-33

| |Week 32 |Week 33 |

|Reading Literature |Compare and contrast a history and a work of historical fiction |Compare and contrast a history and a work of historical fiction |

|CCSSRL7.9. Compare and contrast a fictional portrayal of a |about the same time period. How do the writer’s choices represent |about the same time period. What techniques do the writers share? |

|time, place, or character and a historical account of the same|different purposes? |Which are different? |

|period as a means of understanding how authors of fiction use | | |

|or alter history. | | |

|Science NONFICTION Learning |Use structure of the text to Identify main idea and supporting ideas|Identify strategies a nonfiction writer uses to support ideas. |

|CCSSRI.7.2 Determine two or more central ideas in a text and |in a passage. |Summarize the passage and write a note to the author about the |

|analyze their development over the course of the text; provide|Identify the strongest evidence to support them. |effective use of strategies. |

|an objective summary of the text. |Then summarize the passage. | |

|Social Science NONFICTION |Use structure of the text to Identify main idea and supporting ideas|Identify strategies a nonfiction writer uses to support ideas. |

|CCSSRI7.2 Determine two or more central ideas in a text and |in a passage. |Summarize the passage and write a note to the author about the |

|analyze their development over the course of the text; provide|Identify the strongest evidence to support them. |effective use of strategies. |

|an objective summary of the text. |Then summarize the passage. | |

|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 |

|CCSSR.7.4 |interpreting literature. |interpreting literature. |

| | | |

|Writing |Analyze the kinds of information and examples a nonfiction writer |Use the list of steps to start to organize information to support |

|CCSSW.7.8 Research to write about a topic. |uses—then make a list of steps to take to write nonfiction. |ideas about a topic. |

|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 34-35

| |Week 34 |Week 35 |

|Reading Literature |Compare and contrast two different texts with a similar theme. |Compare/contrast drama and prose. Decide which is more effective|

|CCSSRL7.9. Compare and contrast a fictional portrayal of a |What similar or different strategies do the writers use to |in communicating a theme or lesson—support your opinion |

|time, place, or character and a historical account of the same |communicate? How are the elements different—setting, plot, | |

|period as a means of understanding how authors of fiction use |characters? | |

|or alter history. | | |

|Science |Identify opinions or claims in nonfiction. |Compare two different writers’ explanation of the same topic. |

|CCSSRI7.6. Determine an author’s point of view or purpose in a |Evaluate the evidence provided. |Evaluate the kinds of evidence/examples they provide. Identify |

|text and analyze how the author distinguishes his or her | |any opinions or bias included in each. |

|position from that of others | | |

|Social Science |Identify opinions or claims in nonfiction. |Compare two different writers’ explanation of the same topic. |

|CCSSRI7.6. Determine an author’s point of view or purpose in a |Evaluate the evidence provided. |Evaluate the kinds of evidence/examples they provide. Identify |

|text and analyze how the author distinguishes his or her | |any opinions or bias included in each. |

|position from that of others | | |

|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 |Academic Vocabulary—make glossary and write with words relating |

|CCSSR.7.4 |to interpreting literature. |to interpreting literature. |

| | | |

| | | |

|Writing |Organize a report/exhibit/booklet on a topic that does not |Write the report/exhibit/booklet. Include illustrations with |

|CCSSW.7.4. Produce clear and coherent writing in which the |include your own opinions. |captions. |

|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 36-37

| |Week 36 |Week 37 |

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

|CCSSRL7.6 Analyze how an author develops and contrasts the points|same author. Summarize how they are alike and different. |stories and poems; historical novels and fantasy stories) in terms |

|of view of different characters or narrators in a text. |(CCSSRL7.9) |of their approaches to similar themes and topics. (CCSSRL7.9) |

|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 key information by emphasizing|Compare two different writer’s positions on the same topic |Compare two different writer’s positions on the same topic |

|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 writing about the |BIG Question: | |

|same topic shape their presentations of key information by |Reading: Outline two different nonfiction passages, indicating |BIG Question: |

|emphasizing different evidence or advancing different |the ideas and most important supporting information. | |

|interpretations of facts. |Contrast the kinds of information and ideas in the two passages.|Reading: Locate information to respond to the question in different|

| | |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 word list—words about traits that |Make word list—words that are important to collaborating to make |

|CCSSR.7.4 |enable individuals to succeed. |progress |

|Writing |“Publish” your report/booklet/exhibit. |Write your biography—using words from your list of traits about |

|CCSSW7.4. Produce clear and coherent writing in which the | |succeeding and about collaborating. |

|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 38-39

| |Weeks 38-39 |

|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 possibilities |

|CCSSR.7.4 | |

|Writing |Write a persuasive speech or poem to inspire students. |

|persuasive | |

|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” |

|1: analyze problem, then solve it |for geometry, 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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