Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu?lar sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language. 5454650000(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Text Complexity in the Pearson TextbooksShelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. ?The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. ?The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. . The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality.?Non-negotiable criteria are Foundational Skills (as applicable),?Complexity of Texts,?Quality of Texts, and?Text-Dependent Questions. ?All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. ?Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, ?have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasksUsing the Curriculum Maps, Grades 6-8Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements to help.Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.TN State StandardsEvidence StatementsContentWeeks 1-3Reading Selections (Note: selections are very, very short)The Travelers and the Bear, Grasshopper Logic” from Squids Will Be Squids, “The Other Frog Prince”, from The Stinky Cheese Man and Other Fairly Stupid Tales, and “Duckbilled Platypus vs. BeefSnakStik from Squids Will Be Squids Icarus and Daedalus (Greek Myth; 1100 Lexile) and An Ancient Bronze Device Could Be the World’s First Computer, Some Say” (informational article, 1050 Lexile) Popocatepetl and Ixlaccihuatl (Mexican Legend; 870 Lexile; Qualitative measure 4 for all categories) and Social Studies Connection: Tenochtitlan (informational) and “Volcanic Blast, Not Giant Bear Claws, Formed Wyoming's Devils Tower” (informational article); Reading for Information: The Seasons on Earth and What Gives the Sunrise and Sunset its Orange GlowSee text complexity measures on pgs. 912-913 and 934-935Big Question: Community or Individual – Which is more important? (Unit 6)Weeks 1-3Sample MICA Items on RL 7.2, RL 7.3, RL 7.5, RL 7.9, 7.RL.4, and?7.L.5 an exam using the text “The Blameless Prince,” including question IDs 43510, 43931, 43518, 43495, 43497, 43508, and 43515.Reading Complex TextsLiteratureRL7.2 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.RL7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)RL7.5Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaningRL7.9Compare 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 rmationalRI7.2Determine 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.RI7.3Analyze 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).RI7.5Analyze 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.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9 Literature Evidence StatementsProvides a statement of a theme or central idea of a text. Provides an analysis of the development of the theme or central idea over the course of the text.Provides an objective summary of the text. RL/RI7.2Provides an analysis of how particular elements of a story or drama interact. RL7.3Provides an analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI7.3Provides an analysis of how a drama’s or poem’s form or structure contributes to meaning. RL7.5Provides an analysis of 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. RI7.5Provides a comparison and contrast of a fictional portrayal of a time and a historical account of the same period as a means of understanding how authors of fiction use or alter history.Provides a comparison and contrast of a fictional portrayal of a place and a historical account of the same period as a means of understanding how authors of fiction use or alter history.Provides a comparison and contrast of a fictional portrayal of a character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL7.9Prentice Hall Literature – Reading SelectionsUnit 6: Elements of Folk Literature, Determining Theme in Folk Literature, Examining Structure, Theme in Folk Literature, and Story DevelopmentLiterary Analysis Workshop (Note: selections are very, very short)Elements of Folk Literature, Determining Themes in Folk Literature, Examining Structure and Theme RL7.2, RL7.3, RL7.5Skill Focus: elements of folk literature, forms of folk literature, characteristics of folk literature; theme – stated, implied, universalNext Generation Glossary of Informational and Literary termsSee scsliteracy. (found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Close Read: Story Development and Theme RL7.2, RL7.3, RL7.5Model: “The Travelers and the Bear from Aesop’s Fables” (Fable) pg. 907Independent: “Grasshopper Logic” from Squids Will Be Squids, “The Other Frog Prince”, from The Stinky Cheese Man and Other Fairly Stupid Tales, and “Duckbilled Platypus vs. BeefSnakStik from Squids Will Be Squids (Folk Literature) pg. 908After You Read pg. 911: Text Dependent Questions (Key Ideas and Details) Summarize the plot of each story, making sure not to include your own opinions or judgments. (Infer) Which of the stories has a surprise ending?(Arguments) Why does Grasshopper call his History assignment “small”?“Icarus and Daedalus” (Greek Myth; 1100 Lexile) See text complexity measures on pgs. 912-913 RL7.2, RL7.3, RL7.5Skill Focus: cause and effect, characteristics of a mythNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 913Reading Skill: Cause and EffectLiterary Analysis: MythCritical Thinking: Text Dependent Questions pg. 920(Key Details and Details) Where is Daedalus when the story begins? (Infer) In what ways was Daedalus show how clever he is?(Integration of Knowledge and Ideas – Argument) Does Daedalus hare any responsibility for Icarus’s fall? Why or why not?After You Read pg. 921Reading Skill: Cause and EffectLiterary Analysis: Myth Extended Reading-Informational Text: “An Ancient Bronze Device Could Be the World’s First Computer, Some Say” (1050 Lexile) RI7.2, RI7.5 Dependent Questions – (Vocabulary) Read the sentence from the article. “Decades would pass before scientists realized that the unassuming bronze was the biggest treasure of all.” (Craft and Structure) What is the BEST replacement for “unassuming” as it is used in the above sentence? (a. homely, b. humble, c. secret, d. significant)(Vocabulary) Which set of words BEST matches how the perspectives of the Antikythera Mechanism change from the beginning of the article to the end? (a. analog, inspired, elaborate, focused, traditionalb. useless, amazing, fluctuating, astronomical, revolutionaryc. impressive, dangerous, encrusted, operational, famousd. unimportant, sophisticated, complex, accurate, mysterious)“Popocatepetl and Ixlaccihuatl” (Mexican Legend) and Social Studies Connection: Tenochtitlan (informational; 870 Lexile; Qualitative measure 4 for all categories) See text complexity measures on pgs. 934-935; RL7.2, RL7.3, RL7.5, RL7.9Skill Focus: cause and effect, literary analysis: legend and factNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 935Reading Skill: Cause and EffectLiterary Analysis: Legend and FactCritical Thinking pg. 954: Text Dependent Questions(Key Ideas and Details) Why does Popo refuse to become emperor and rule in Tenochitlan? (Infer) Based on this legend, what traits do you think the Aztecs admired? (Intertextual Connections) What lesson does the legend suggest? Can this lesson be applied in modern times? Provide evidence to support your answer. After You Read pg. 955Reading Skill: Cause and EffectLiterary Analysis: Legend and FactExtended Reading-Informational Text: “Volcanic Blast, Not Giant Bear Claws, Formed Wyoming's Devils Tower” (1060 Lexile) RI7.2, RI7.5 Text Dependent Questions – (Key Ideas and Details) There are two central ideas expressed in the article. What are they?(Infer) Write an objective summary of the article. Analyze Cause-and-Effect Organization in Expository TextsReading for Information: “The Seasons on Earth” and “What Gives the Sunrise and Sunset its Orange Glow?” RI7.3, RI7.5 Skill Focus: Analyze Cause and Effect OrganizationAfter You Read pg. 965: Text Dependent Questions(Craft and Structure) Compare the cause-and-effect organization of the textbook article and the question-and-answer text. In which text do you find the cause-and-effect relationships more clearly identified? (Infer) Which text cites more effects resulting from a single cause? Explain. ResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook – p. 81-87, 176-182 (graphic organizers and lessons) Map of Mesoamerica , photo of the Aztec Capital Aztec Capital City of Tenochtitlan Instructional Strategies Series: Cause and EffectI , Cause and Effect Resources on Folk Literature Video: Text Structure, Cause and Effect That Refuse to Die and Trust WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaningLevel 1 (Entering) Identify how one or two highlighted phrases or simple sentences in a section of an illustrated drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning by matching them to an Illustrated glossary of key terms/words in the L1 or L2.Level 2 (Emerging) Recognize how sections of an adapted illustrated drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a word bank and an illustrated graphic organizer.Level 3 (Developing)Determine how sections of a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a partially completed graphic organizerLevel 4 (Expanding) Analyze how sections of a familiar drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a graphic organizer.Level 5 (Bridging)Analyze how sections of a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a graphic organizer. Language – VocabularyL.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.L.4.b.Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.4.c.Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L.4.d.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.6Acquire 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.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6Language – VocabularyEvidence StatementsDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.4-4dFOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.4.bProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6VocabularyReviewed throughout the quarter:Synonyms/antonyms, Affixes- Latin roots, Context clues, Analogy and word relationships, Word parts and familiesTier 2 Academic Vocabulary – compare, organize, recognize, consultList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing Literary Analysis WorkshopIntroducing the Big Question: Learning Big Question Vocabulary pg. 901Vocabulary Development pgs. 904, 906, 908, 910“Icarus and Daedalus”Making Connections: Vocabulary pg. 914Latin root –vac- Vocabulary Development pgs. 914, 916, 918After You Read: Vocabulary pg. 921 “Popocatepetl and Ixlaccihuatl”Making Connections: Vocabulary pg. 944Latin prefix uni-Vocabulary Development pgs. 944, 946, 950, 952After You Read: Vocabulary pg. 955Reading for Information: “The Seasons on Earth” and “What Gives the Sunrise and Sunset its Orange Glow?”Content Area Vocabulary pg. 960 Vocabulary Development pg. 962After You Read: Content Area Vocabulary pg. 965ResourcesVocabulary Central Common Core Companion Workbook; Unit Resources WorkbookDownloads: Editable Presentations and Editable WorksheetsVocabulary Instruction, Edutopia Article Vocabulary Strategies Channel: Making Vocabulary Interactive Dictionary Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) words do I teach? and the Common Core - Which words do I teach 6-8? Tips on Teaching Common Core Vocabulary critical words students should know and understand to TextsWritingW7.1Write arguments to support claims with clear reasons and relevant evidence. HYPERLINK "" W.7.1AIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. HYPERLINK "" W.7.1BSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. HYPERLINK "" W.7.1CUse words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. HYPERLINK "" W.7.1DEstablish and maintain a formal style. HYPERLINK "" W.7.1EProvide a concluding statement or section that follows from and supports the argument presented.W7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W7.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehensionW7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W7.2cUse appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W7.2eEstablish and maintain a formal style.W7.2fProvide a concluding statement or section that follows from and supports the information or explanation presented.W7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.WritingEvidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Reviewed throughout the quarter:Writing Sentences, Essay organization and structure, Thesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details.Writing FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Making Connections: Writing About the Big Question pg. 914 and 944Journal entries, Summaries, Daily Language Practice, Graphic OrganizersArgumentativeConsider the Greek myths Icarus and Daedalus. Write an argumentative essay in which you delineate and evaluate the specific model of the consequences of childish pride, assessing whether the reasoning is sound and the evidence is relevant and sufficient. Draw evidence from the myth(s) to support your analysis. Introduce your claims, and organize your evidence logically. Support your claims with logical reasoning and relevant evidence from the myths. Informative(Popocatepetl- pg. 957) Write a short description of the ancient city of Tenochtitlan based on the selections. Review “Tenochtitlan” and “Popocatepetl”. Jot down details about the time, place, and overall environment of the city, as well as details about the lives of its inhabitants. Then write a brief comparison of the selections. (Reading for Information) - Timed Writing pg. 965: Essay – Write a brief essay that explains some of the effects caused by changes in the weather and the number of daylight hours. Cite evidence from the texts to support your explanations. Narrative pg. 933You may have wondered why leaves change colors in the fall or what causes an earthquake. Write a short myth that explains a natural phenomenon that fascinates you.ResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Argumentative Writing Resources(The Argumentative Rubric)(How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) (argumentative essay frame) lessons based on the standard Writing Resources(The Informational/Explanatory Rubric) the Informative Essay the Explanatory Essay Graphic Organizers Writing ResourcesNarrative Writing Rubric to write narratives the command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.a.Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).L.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.a.Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.7.1-3 Language Evidence StatementsDemonstrate the correct use of punctuation marks within context. L.2.Demonstrate the correct use of commas within context. L.2.a.Demonstrate a knowledge of Standard English when writing, speaking, reading, or listening. L.3Choose precise words that provide clear explanations of ideas.Revise sentences and paragraphs to avoid redundancy.Employ language that reduces wordiness. L.3.aConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingPunctuation Marks – colon, semicolon, hyphen, dash, bracketCommasPrentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 932 and 956Reading ApplicationWriting ApplicationPrentice Hall Writing CoachPearson Common Core Companion WorkbookPrecise Language, p. 343-344ResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Coordinate Adjectives Bytes: Punctuation PowerPoint Bytes: Punctuation Handout : Punctuation , Language Lessons: Punctuation and ListeningSL.7.1Engage 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.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.SL.7. 1c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring discussion back on topic as needed.SL.7.4Present 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.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6Speaking and ListeningEvidence StatementsParticipate in one-on-one discussions.Participate in group discussions.Participate in teacher-led discussions. SL.7.1.Bring prepared materials to discussion.Use prepared materials to cite evidence that supports ideas and arguments during discussion.Share questions and reflections made before discussion as a way to support constructive use of discussion time. SL.7.1a.Ask questions of my group members.Respond to questions posed by my group members.Summarize the group’s discussion.Understand others’ perspectives. SL.7.1c.Present claims logically.Emphasize salient points.Use pertinent descriptions, facts, and details.Use appropriate eye contact, volume and pronunciation. SL.7.4Speaking and ListeningPossible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsPrentice Hall Literature- Pearson Publishing ActivitiesIntroducing the Big Question: Exploring the Big Question pg. 900(Icarus or Demeter) Comprehension and Collaboration pg. 933 – With a small group, conduct a debate. ResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Weeks 4-6Reading SelectionsHow the Snake Got Poison (African American Folk Tale; 900Lexile; Qualitative 4) and “Pet Turns Pest: California Kingsnakes Rampage Across the Canary Islands”; 1010 Lexile)All Stories Are Anansi’s (African Folk Tale; 560 Lexile; Qualitative 4)Reading for Information: Zoos: Joys or Jails? (Editorial) and Kid Territory: Why Do We Need Zoos? (Editorial)Comparing Literary Works: The Fox Outwits the Crow and The Fox and the Crow See text complexity measures pgs. 988-989, 1006-1007, 1036-1037Big Question: Community or Individual – Which is more important? (Unit 6)Weeks 4-6Sample MICA Items on RI 7.2, RI 7.3, RI 7.5, RI 7.6, RI 7.9 an exam using “Bouquets of Joy” (items 43570, 43568, 43563, 43569, and 43566) or “Galileo and the Lamps” (items 43465, 43468, and 43477).Reading Complex TextsInformational and LiteratureRL7.2 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.RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL7.5Analyze 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.RL/RI7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a rmationalRI7.2Determine 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.RI7.3Analyze 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).RI7.5Analyze 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.RI7.6Determine 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.RI7.9Analyze 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.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9 Literature and InformationalEvidence Statements Provides a statement of a theme or central idea of a text. Provides an analysis of the development of the theme or central idea over the course of the text.Provides an objective summary of the text. RL7.2 Provides an analysis of how particular elements of a story or drama interact. RL7.3Provides an analysis of 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. RL7.5Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in a text. RL7.6InformationalProvides a statement of a theme or central idea of a text. Provides an analysis of the development of the theme or central idea over the course of the text.Provides an objective summary of the text. RI7.2Provides an analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI7.3Provides an analysis of 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. RI7.5Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text. Provides an analysis of how the author distinguishes his or her position from that of others. RI7.6Provides a statement of an author’s point of view in a text. Provides a statement of an author’s purpose in a text. Provides an analysis of how the author distinguishes his or her position from that of others. RI7.9Prentice Hall Literature – Reading SelectionsUnit 6: Elements of Folk Literature/Determining and Examining Structure and Theme in Folk LiteratureHow the Snake Got Poison (African American Folk Tale; 900 Lexile; Qualitative 4) RL7.2, RL7.3See text complexity measures pgs. 988-989Skill Focus: compare and contrast, cultural context, themeNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 989Reading Skill: Compare and ContrastLiterary Analysis: Cultural ContextCritical Thinking pg. 1002 – Text Dependent Questions(Key Ideas and Details) Which arguments from two conflicting sides does the folk tale present? Find three examples of dialect in the story. (Infer) Why do you think Hurston chose to tell the story in dialect?(Key Ideas and Details) In your notebook, describe the arguments that the snake makes in the story. (Analyze) Tell whether you think each argument was effective and explain why you think so. After You Read pg. 1003Reading Skill: Compare and ContrastLiterary Analysis: Cultural ContextExtended Reading-Informational Text: “Pet Turns Pest: California Kingsnakes Rampage Across the Canary Islands” (1010 Lexile) RI7.2, RI7.3, RI7.5 Dependent Questions (Key Ideas and Details) Why is the population of California kingsnakes a threat to the ecosystem of the Canary Islands? (Infer) What factor has helped California kingsnakes thrive at such an alarming rate?All Stories Are Anansi’s pg. 1018 (African Folk Tale; 560 Lexile; Qualitative 4) RL7.2, RL7.3 See text complexity measures pgs. 1006-1007Skill Focus: compare and contrast, folk tales, cultural context, themeNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3Before You Read pg. 1007Reading Skill: Compare and ContrastLiterary Analysis: Folk TalesCritical Thinking pg. 1022 – Text Dependent Questions(Infer) What can you infer about the hornets, the python, and the leopard from the fact that they listen to Anansi? In what way do these animals resemble humans in the behavior?(Integration of Knowledge and Ideas) How did Anansi gain the trust of those around him? (Opinion) Are his accomplishments admirable? Explain. (Intertextual Connections) Was Anansi justified in using the creatures for personal gain? Why or why not? (Connect to the Big Question)After You Read pg. 1023Reading Skill: Compare and ContrastLiterary Analysis: Folk TalesAnalyze Argumentative TextsReading for Information pg. 1028- “Zoos: Joys or Jails?” (Editorial) and “Kid Territory: Why Do We Need Zoos?” (Editorial) RI7.6, RI7.9Skill Focus: Analyze Point of ViewNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3After You Read pg.1033 – Text Dependent Questions(Key Ideas and Details) Compare the point of view of each author on zoos. (Infer) Are the different points of view on the problem of extinction caused by disagreement over facts or by different interpretations of the same set of facts? Explain. Comparing Literary Works“The Fox Outwits the Crow” and “The Fox and the Crow” pg.1034 RL7.2, RL7.3, RL7.5See text complexity measures pgs. 1036-1037Skill Focus: Comparing Tone and ThemeNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3(The Fox Outwits the Crow) Critical Thinking pg. 1037– Text Dependent Questions(Key Ideas and Details) What does the crow think after the fox flatters her? (Infer) What do her thoughts reveal about the crow?(Arguments) Who was more to blame – the crow or the fox? Explain. (The Fox and the Crow) Critical Thinking pg. 1038 – Text Dependent Questions(Key Ideas and Details) How does the Fox persuade the Crow to drop the piece of cheese? (Infer) How does the Fox’s attitude change when he gets the cheese?(Craft and Structure) What human character traits do the animal characters in the fable represent? What details in the fable support your answer?After You Read pg. 1039: Comparing Tone and ThemeResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook– p. 67-73, 142-148 (graphic organizers and lessons) – Point of View resources – Story Structure resources – Theme resources Indian Fact Sheet Trickster in African American Literature WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaningLevel 1 (Entering) Identify how one or two highlighted phrases or simple sentences in a section of an illustrated drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning by matching them to an Illustrated glossary of key terms/words in the L1 or L2.Level 2 (Emerging) Recognize how sections of an adapted illustrated drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a word bank and an illustrated graphic organizer.Level 3 (Developing)Determine how sections of a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a partially completed graphic organizerLevel 4 (Expanding) Analyze how sections of a familiar drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a graphic organizer.Level 5 (Bridging)Analyze how sections of a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a graphic organizer.Language – VocabularyL.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.6Acquire 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.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6Language – VocabularyEvidence StatementsFOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.4.bDemonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.4-4dProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabularyTier 2 Academic Vocabulary – demonstrate, examine, convey, informList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Prentice Hall Literature- Pearson Publishing How the Snake Got Poison pg.1000Making Connections pg.998Latin suffix -ityVocabulary Development pg.998After You Read: Vocabulary pg.1003Latin suffix -ityAll Stories Are Anansi’s Making Connections pg. 1016Old English root –know-Vocabulary Development pgs.1016, 1018, 1020-21After You Read: Vocabulary pg. 1023Old English root –know-Reading for InformationContent Area Vocabulary pg. 1028Vocabulary Development pg. 1030After You Read: Content Area Vocabulary pg. 1033Comparing Literary Works: The Fox Outwits the Crow and The Fox and the Crow Vocabulary Development pgs. 1034, 1038ResourcesVocabulary Central Common Core Companion Workbook Vocabulary Workshop – Figurative Language, p. 1050-1051Most Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) words do I teach? and the Common Core - Which words do I teach 6-8? Tips on Teaching Common Core Vocabulary critical words students should know and understand to TextsWritingW.7.1Write arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the information or explanation presented.W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.WritingEvidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of Standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Reviewed throughout the quarter:Writing Sentences, Essay organization and structure, Thesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details.Writing FundamentalsPrentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Making Connections: Writing About the Big Question pg. 998 and 1016Journal entries, Summaries, Daily Language Practice, Graphic OrganizersArgumentative(pg. 1025) Write a review of All Stories Anansi’s to argue whether others will enjoy the tale.(Reading for Information pg. 1033) Timed Writing: Editorial – Write a brief editorial for a school newspaper about an issue that affects your community or the nation. Use supporting details to develop your rmative(pg. 1005) Informative Text – Write a plot summary of How the Snake Got Poison.(Comparing Literary Works) Explanatory Text pg. 1038 – In an essay, compare the relationship between tone and theme in each selection: The Fox Outwits the Crow and The Fox and the Crow.ResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Argumentative Writing ResourcesTN Argumentative Writing Rubric (How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) Essay Frames Writing ResourcesTN Informative Writing Rubric the Informative Essay the Explanatory Essay Graphic Organizers command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.aChoose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.Language Evidence StatementsThe student response demonstrates the correct use of capitalization within context. L.2Demonstrate a knowledge of Standard English when writing, speaking, reading, or listening. L.3.Choose precise words that provide clear explanations of ideas.Revise sentences and paragraphs to avoid redundancy.Employ language that reduces wordiness. L.3.a.ConventionsNote: Grammar instruction should be embedded in the teaching of writing.Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingCapitalization – Proper Nouns, Proper Adjectives, QuotationsAbbreviationsPrentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 1004 and 1024 Reading ApplicationWriting ApplicationPrentice Hall Writing CoachPearson Common Core Companion WorkbookPrecise Language, p. 343-344Other ResourcesSCS Literacy Weebly Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Grammar Bytes: Capitalization PowerPoint Bytes: Capitalization Handout : Capitalization , Composition: Capitalization Speaking and ListeningSL.7.4Present 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.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6Speaking and ListeningEvidence StatementsPresent claims logically.Emphasize salient points.Use pertinent descriptions, facts, and details.Use appropriate eye contact, volume and pronunciation. SL.7.4Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and ListeningPrentice Hall Literature- Pearson Publishing Activities(How the Snake Got Poison) Comprehension and Collaboration pg. 1005– With a partner, find five unusual facts about an animal. Include these facts in a story about the animal that does not reveal the animal’s name. Present the story to your classmates, and ask them to guess the animal. (All Stories Are Anansi’s) Presentation of Ideas pg. 1025 – Prepare a television news report that provides a clear interpretation of story events. ResourcesPearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Weeks 7-9Reading SelectionsThe Adventures of Sherlock Holmes (short story; 1080Lexile)“The Man with The Twisted Lip” “The Red Headed League” “The Bascombe Valley Mystery”Big Questions: How do we decide what is true? Does every conflict have a winner?Weeks 7-9Sample MICA Items on RL 7.2, RL 7.3, RL 7.5Create an exam using the text “Mr. Green Frog and His Visitors,” including question IDs 43576, 43581, 43599, 43926, 43588, 43582, and 43587.For writing practice, consider sample MICA Items on W 7.2 an exam using question IDs 44973 or 44007. 44012 and 43784 are editing tasks.Reading Complex TextsLiterature RL7.2 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.RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9 LiteratureEvidence Statements Provides a statement of a theme or central idea of a text. Provides an analysis of the development of the theme or central idea over the course of the text.Provides an objective summary of the text. RL7.2 Provides an analysis of how particular elements of a story or drama interact. RL7.3Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in a text. RL7.6Analyzing Story Elements and How They InteractExtended Text: Elements of Fiction/Analyzing Structure and Relationships in Literary TextsThe Adventures of Sherlock Holmes - “The Man with The Twisted Lip”, “The Red Headed League”, “The Bascombe Valley Mystery” (short story; 1080 Lexile) RL7.2, RL7.3, RL7.6See Unit on the weebly. (found under 7th grade ELA Curriculum) (curriculum documents, tasks, activities etc.)Skill Focus- plot, theme, point of view, making inferences, drawing conclusions, compare and contrast, cause and effect relationshipsNext Generation Glossary of Informational and Literary termsSee scsliteracy.(found on the middle school page)List of Tier 3 Domain Specific Words pages 26-71 for ELA Tier 3ResourcesCurriculum documents Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Lit2Go: “The Red Headed League” : “The Red Headed League” Summary Video of “The Red Headed League” Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaningLevel 1 (Entering) Identify how one or two highlighted phrases or simple sentences in a section of an illustrated drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning by matching them to an Illustrated glossary of key terms/words in the L1 or L2.Level 2 (Emerging) Recognize how sections of an adapted illustrated drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a word bank and an illustrated graphic organizer.Level 3 (Developing)Determine how sections of a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a partially completed graphic organizerLevel 4 (Expanding) Analyze how sections of a familiar drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a graphic organizer.Level 5 (Bridging)Analyze how sections of a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning using a graphic organizer.Language – VocabularyL.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.6Acquire 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.These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6Language – VocabularyEvidence StatementsFOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). L.4.bProvides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.6Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and familiesVocabulary“The Adventures of Sherlock Holmes” (1080 Lexile; short story)See Unit on the weebly. (found under 7th grade ELA Curriculum)Tier 2 Academic Vocabulary – explain, draw, support, engageList of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms? by Marzano) pages 1-25 for Tier 2Resources Central Common Core Companion Workbook Most Common Suffixes and Prefixes and Latin roots Benches pg. 57-61 (Greek and Latin affixes)affixes) words do I teach? and the Common Core - Which words do I teach 6-8? Tips on Teaching Common Core Vocabulary critical words students should know and understand to TextsWritingW.7.1Write arguments to support claims with clear reasons and relevant evidence.Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the argument presented.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.Use precise language and domain-specific vocabulary to inform about or explain the topic.Establish and maintain a formal style.Provide a concluding statement or section that follows from and supports the information or explanation presented.WritingEvidence StatementsDevelopment of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of LanguageThe student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary. Knowledge of Language and ConventionsThe student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.Reviewed throughout the quarter:Writing Sentences, Essay organization and structure, Thesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details.Writing Fundamentals“The Adventures of Sherlock Holmes” (1080 lexile; short story) See Unit on the weebly. (found under 7th grade ELA Curriculum)(curriculum documents, tasks, activities etc.)Routine Writing (text-dependent)Summaries, Daily Language Practice, Graphic Organizers, Other ResourcesJournal entriesArgumentativeSee Unit on the weebly. (found under 7th grade ELA Curriculum)(curriculum documents, tasks, activities etc.)InformativePerformance Task #2 – Analyze the development of a Theme or Main Idea pg. 1058. Performance Task #3 – Analyze a Universal Theme – Identify a theme in a story and show how it is universal by identifying the same theme in other stories pg. 1058. ResourcesSCS Literacy Weebly Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Argumentative Writing ResourcesTN Argumentative Writing Rubric (How to write an argumentative essay) (How to write an argumentative essay) (How to write an argumentative essay) Essay Frames Writing ResourcesTN Informative Writing Rubric the Informative Essay the Explanatory Essay Graphic Organizers command of the conventions of standard English grammar and usage when writing or speaking.L.2Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.a.Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.7.1-3 Language Evidence StatementsThe student response demonstrates the correct use of capitalization within context. L.1The student response demonstrates the correct use of punctuation marks within context. L.2Demonstrate a knowledge of Standard English when writing, speaking, reading, or listening. L.3.Choose precise words that provide clear explanations of ideas.Revise sentences and paragraphs to avoid redundancy.Employ language that reduces wordiness. L.3.a.ConventionsNote: Grammar instruction should be embedded in the teaching of writing.from The Adventures of Sherlock Holmes “The Red Headed League” (short story)See Unit on the weebly. of Language- Holt PublishingCapitalization – Proper Nouns, Proper Adjectives, QuotationsAbbreviationsPunctuation Marks – colon, semicolon, hyphen, dash, bracket and commasPearson Common Core Companion WorkbookPrecise Language, p. 343-344ResourcesSCS Literacy Weebly Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Grammar Bytes: Capitalization PowerPoint Bytes: Capitalization Handout : Capitalization , Composition: Capitalization Speaking and ListeningSL.7.4Present 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.These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6Speaking and ListeningEvidence StatementsPresent claims logically.Emphasize salient points.Use pertinent descriptions, facts, and details.Use appropriate eye contact, volume and pronunciation. SL.7.4Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic ReadingsSpeaking and Listeningfrom The Adventures of Sherlock Holmes “The Red Headed League” (short story)See Unit on the weebly. (found under 7th grade ELA Curriculum)(curriculum documents, tasks, activities etc.)ActivitiesPerformance Task #4 pg. 1059 – Analyze the Characters in a work of fiction. – Plan a presentation in which you analyze the characters and character development in a work of fiction. ResourcesSCS Literacy Weebly Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook Research Project (Reading and Writing- Begins in 3rd Grade for PARCC accountability)ResearchW.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).SL.7.4Present 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.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.ResearchEvidence StatementsResearch a topic using several sources that prompt deeper exploration and investigation into that topic. W.7.7.Cite evidence from literary or informational texts to support claims in the context of a research project. W.7.9.Provides an analysis of how particular elements of a story or drama interact. RL7.3Present claims logically.Emphasize salient points.Use pertinent descriptions, facts, and details.Use appropriate eye contact, volume and pronunciation. SL.7.4Use multimedia components in a presentation to clarify claims. SL.7.5.Use formal language in a classroom setting. SL.7.6. Research“The Adventures of Sherlock Holmes” (1080 Lexile; short story)See Unit on the weebly. (found under 7th grade ELA Curriculum)(curriculum documents, tasks, activities etc.)ActivitiesCommunications Workshop: Research Presentation pg. 1052 – Prepare a research presentation. Performance Task #1 pg. 1058- Analyze the Use of Historical Fact in Fiction and Nonfiction- Write an essay that compares and contrasts the use of facts in a work of fiction and a work on nonfiction. Performance Task #5 pg. 1059 – Analyze Plot in a Folk Tale – Plan a presentation in which you analyze the plot elements of a folk tale in this unit.ResourcesSCS Literacy Weebly Interactive Digital Path (All stories – Before, During, and After Reading activities) Core Companion Workbook ................
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