7th Grade Language Arts



7th Grade Language Arts2013-2014UnitContent StandardsReporting Cluster(s)Content TopicsPerformance Tasks/ Supporting StandardsUnit One: Evidence-Based Reading and Writing8 WeeksReading Literature 1Reading Informational Text 1Working with Text EvidenceQuestioning, Inference, and InterpretationBalanced Instructional ApproachWriting 2Writing to Explain/Inform[Reported year-long]Informative WritingUnit Two:Elements of Text10 WeeksReading Literature 2Reading Informational Text 2Determining Central Idea/ThemeThemes and Central IdeasWriting 3Language 5Speaking 2Balanced Instructional ApproachReading Literature 3Reading Informational Text 3Analyzing Text and/or Character ConnectionsStory ElementsConnectionsReading Literature 6Analyzing Character Point of ViewPoint of ViewUnit Three:Title Pending10 WeeksReading Informational Text 6Analyzing Author Point of View PurposeWriting 1Speaking 3Speaking 4Balanced Instructional ApproachReading Informational Text 8Evaluating Arguments in TextArgument and ReasoningUnit Four:Title Pending8 WeeksReading Literature 5Reading Informational Text 5Analyzing Text StructureText Structure and FeaturesSpeaking 5Writing 7Writing 8Balanced Instructional ApproachReading Literature 9Reading Informational Text 9Integrating Multiple TextsLiterary Comparisons and Source MaterialRhetorical CriticismBalanced Instructional ApproachTopic CCSSProficiency StatementsSuggestions for InclusionReadingRL7.4Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or dramaDetermine the meaning of words and phrases as they are used in text, including figurative and connotative meaningsVocabularyRI7.4Analyze the impact of specific word choice on meaning and tone in a textL7.4Use context as a clue for meaning of a word or phraseUse common Greek or Latin affixes and roots as clues to the meaning of a wordConsult reference materials to find the pronunciation, meaning, or part of speech of a wordVerify the preliminary determination of the meaning of a word or phraseRL7.7Analyze the effects of techniques unique to audio, video, or staged, versions of a story, drama, or poemMultiple versions of same textRI7.7Analyze the audio, video, or multimedia versions’ portrayal of the subject of a textWritingW7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audienceWriting processW7.5Student will develop and strengthen writing for a specific purpose and audience by planning, revising, editing, rewriting, and trying a new approachW7.6Use technology to produce and publish writingUse technology to link to and cite sourcesUse technology to interact and collaborate with othersW7.9Draw evidence from literary or informational texts to support analysis, reflection, and researchSpeakingS7.1Engage in a range of collaborative discussionsCome to discussions prepared to probe and reflect on ideas under discussionPose questions that elicit elaboration and respond appropriately to bring discussion back on topicAcknowledge new information expressed by others modify their own views when warrantedDiscussionLanguageL7.1Explain the function of phrases and clauses in general and in sentencesChoose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideasPlace phrases or clauses within a sentence, recognizing/correcting misplaced or dangling modifiersGrammarL7.2Use a comma to separate coordinate adjectivesSpell words correctly when writingL7.3Choose language that expresses ideas precisely and conciselyUNIT ONE: Evidence-Based Reading and Writing8 weeksOrganizing Principles: A short story and article driven unit that balances fiction and non-fiction. Informative writing, the driving writing type for the entire year, is introduced in this unit and worked on throughout the year.Reporting Cluster: Working with Text EvidenceTopicRL7.1, RI7.1Knowledge:Assessments:Questioning, Inference, and Interpretation4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Cite textual evidence to support analysis of what a text says explicitly, as well as to support inferences drawn from the text2Students will recognize or recall:Specific vocabulary such as:Cite, explicit, inference, textual evidenceStudents demonstrate they have developed the ability to:Describe what a text says explicitly Draw logical inferences from the textReporting Cluster: Writing to Explain/InformTopicW7.2Knowledge:Assessments:Informative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. These texts:Introduce a topic clearly, previewing what is to followOrganize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effectDevelop 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.Level 2 continues on next page2Students will recognize or recall:Specific vocabulary such as:Cause/effect, clarify, comparison/contrast, concluding statement, formal style, informative/explanatory, organization, precise, supporting details, topic sentence, transitionStudents will perform basic processes, such as:Identify the characteristics of a model informative/explanatory writing pieceGenerate a list of details from relevant information related to a topicWrite a topic sentenceWrite a paragraph with supporting detailsWrite a concluding sentenceUse transitions to link sentences and ideasIdentify formal styleUNIT TWO: Elements of Text10 weeksOrganizing Principles: A good unit for novel study supplemented with non-fiction articles, this unit could also be the focus of continued work in shorter texts of both fiction and non-fiction. Students could be given the opportunity to brief narrative writing during this unit to demonstrate their understanding of story elements.Reporting Cluster: Determining Central Idea/ThemeTopicRL7.2, RI7.2Knowledge:Assessments:Themes and Central Ideas4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Provide an objective summary of a textAnalyze the development of a theme over the course of a text and cite textual evidence to support analysisAnalyze the development of a central idea over the course of a text and cite textual evidence to support analysis2Students will recognize or recall:Specific vocabulary such as:Central idea, development, summarize, themeStudents demonstrate they have developed the ability to:Determine theme/central idea of a textIdentify important details and events in a textReporting Cluster: Analyzing Text and/or Character ConnectionsTopicRL7.3Knowledge:Assessments:Story Elements4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Analyze how particular elements of a story or drama interact (example: how setting shapes the characters or plot)2Students will recognize or recall:Specific vocabulary such as:Interact, plot, setting, internal conflict, external conflictStudents demonstrate they have developed the ability to:Identify the basic elements of a story or drama (examples: main characters, setting, stages of plot, types of conflict)TopicRI7.3Knowledge:Assessments:Connections4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Analyze the interactions between individuals, events, and ideas in a text (examples: how ideas influence individuals or events or how individuals influence ideas or events)2Students will recognize or recall:Specific vocabulary such as:Influence, interaction Students demonstrate they have developed the ability to:Describe the interactions between individuals, ideas, or events in a textReporting Cluster: Analyzing Character Point of ViewTopicRL7.6Knowledge:Assessments:Point of View4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Analyze how an author develops and contrasts the points of view of different characters or narrators in a text2Students will recognize or recall:Specific vocabulary such as:Contrast, develop, narrator, story’s point of view, character’s point of viewStudents demonstrate they have developed the ability to:Describe the differences in the points of view of characters and narrators in a textPerformance Scales: Unit One (Not Reported)TopicW7.3Knowledge:Assessments:Narrative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences that:Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to anotherUse precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and eventsProvide a conclusion that follows from and reflects on the narrated experiences or events2Students will recognize or recall:Specific vocabulary such as:Action, character, clause, conclusion, context, convey, description, detail, dialogue, engage, event, experience, logical, narrative, narrator, organize, orient, pacing, phrase, plan, point of view, precise, relevant, sensory, sequence, setting, technique, time frame, transitionStudents will perform basic processes, such as:Planning and organizing a narrativeDescribing the use of narrative techniques such as dialogue, pacing, and description, and the use of transition words, phrases, and clausesTopicL7.5Knowledge:Assessments:Analyzing Language4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Interpret figures of speech (examples: literary, biblical, and mythological allusions) in textUse the relationship between particular words (examples: synonym, antonym, analogy) to better understand each of the wordsDistinguish among the connotations/associations of words with similar denotations/definitions (examples: refined, respectful, polite, diplomatic, condescending) in text2Students will recognize or recall:Specific vocabulary such as:Analyze, association, connotation, connotative, definition, denotation, distinguish, figurative, figure of speech, interpret, pun, relationship, similar, text, verbal irony, wordStudents will perform basic processes, such as:Identify figures of speech in textIdentify the relationship between particular wordsUNIT THREE: (Title)10 weeksOrganizing Principles:Reporting Cluster: Analyzing Author Point of ViewTopicRI7.6Knowledge:Assessments:Purpose4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Analyze how an author distinguishes his or her point of view in a text from that of others2Students will recognize or recall:Specific vocabulary such as:Bias, distinguishStudents demonstrate they have developed the ability to:Determine an author’s point of view in a textDetermine an author’s purpose in a textReporting Cluster: Evaluating Arguments in TextTopicRI7.8Knowledge:Assessments:Argument and Reasoning4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Evaluate the argument and specific claims in a text by assessing whether the evidence provides sufficient support for the claims2Students will recognize or recall:Specific vocabulary such as:Argument, claim, evaluate, sufficient supportStudents demonstrate they have developed the ability to:Trace the arguments and reasoning in a textIdentify examples of opinion in a text and the words that signal an opinionPerformance Scales: Unit Three (Not Reported)TopicW7.1Knowledge:Assessments:Argumentative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to write arguments to support claims with clear reasons and relevant evidence that:Introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logicallySupport claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or textUse words, phrases, and clauses to create cohesion and clarify relationships among claims, reasons, and evidenceEstablish and maintain a formal styleProvide a concluding statement or section that follows from and supports the argument presented2Students will recognize or recall:Specific vocabulary such as:Accurate, alternate, argument, claim, clarify, clause, cohesion, concluding statement, credible, evidence, formal style, introduce, logical, opposing, organize, phrase, reason, reasoning, relationship, relevant, source, support, text, topicStudents will perform basic processes, such as:Identify the characteristics of a model argumentTopicS7.2, S7.3Knowledge:Assessments:Evaluate Presented Information4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Explain how the main ideas and supporting details presented in diverse media and formats (examples: visually, quantitatively, orally) clarify a topic, text, or issue under studyEvaluate a speaker’s argument and specific claims, the soundness of the reasoning, and relevance and sufficiency of the evidence 2Students will recognize or recall:Specific vocabulary such as:Argument, claim, clarify, diverse, evidence, format, issue, main idea, media, orally, quantitative, reasoning, relevance, soundness, sufficiency, supporting detail, text, topic, visualStudents will perform basic processes, such as:Identify the main ideas and supporting details presented in diverse media and formatsDescribe a speaker’s argument and specific claimsTopicS7.4Knowledge:Assessments:Speech Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples2Students will recognize or recall:Specific vocabulary such as:Claim, coherent, description, detail, emphasize, example, fact, finding, focus, pertinent, point, salientStudents will perform basic processes, such as:Write a speechUNIT FOUR: (Title)8 weeksOrganizing Principles:Reporting Cluster: Analyzing Text StructureTopicRL7.5, RI7.5Knowledge:Assessments:Text Structures and Features4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Analyze how a poem’s form contributes to its meaningAnalyze the text features an author uses to organize a text, including how the text features contribute to the whole and to the development of ideas2Students will recognize or recall:Specific vocabulary such as:Form, meaning, organize, text featuresStudents demonstrate they have developed the ability to:Describe the form of a poemDescribe the text features of a given non-fiction textReporting Cluster: Integrating Multiple TextsTopicRL7.9Knowledge:Assessments:Literary Comparisons and Source Material4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period.Analyze how authors of fiction use or alter history2Students will recognize or recall:Specific vocabulary such as:Alter, historical account, historical fiction, portrayalStudents demonstrate they have developed the ability to:Describe how fictional and historical accounts portray a time, place, or characterTopicRI7.9Knowledge:Assessments:Rhetorical Criticism4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Analyze how authors writing about the same topic present key information by emphasizing different evidence or interpretations of facts2Students will recognize or recall:Specific vocabulary such as:Key information, interpretation, source Students demonstrate they have developed the ability to:Describe the way two different authors present the same information in a textPerformance Scales: Unit One (Not Reported)TopicS7.5Knowledge:Assessments:Presentation and Delivery4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to use proper oral presentation techniques:Use appropriate eye contact, adequate volume, and clear pronunciationInclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points 2Students will recognize or recall:Specific vocabulary such as:Claim, clarify, context, eye contact, multimedia, point, presentation, pronunciation, salient, visual, visual aid, volumeStudents will perform basic processes, such as:Use visual aids for presentationIdentify the elements of effective presentationsTopicW7.7Knowledge:Assessments:Research4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to:Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation2Students will recognize or recall:Specific vocabulary such as:Focused, investigation, question, related, research, research project, sourceStudents will perform basic processes, such as:Develop a research questionIdentify steps in the research process (examples: locate appropriate sources, record information related to topic, form questions not answered in current sources)TopicW7.8Knowledge:Assessments:Access and Organize Information4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3ProficientStudents demonstrate they have the ability to use proper oral presentation techniques:Gather relevant information from multiple print and digital sources, using search terms effectivelyAssess the credibility and accuracy of each sourceQuote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation 2Students will recognize or recall:Specific vocabulary such as:Accuracy, citation format, cite, conclusion, credibility, data, digital, information, paraphrase, plagiarism, print, quote, relevant, search, source, term Students will perform basic processes, such as:Cite informationDescribe the criteria for credible and accurate sourcesEducator’s Ethical ResponsibilityTopic CCSSProficiency StatementsNotesReadingRL7.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficientlyRI7.10By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficientlyWritingW7.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)SpeakingS7.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriateLanguageL7.6Acquire 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 expressionScholastic Reading Inventory (SRI) RangesGradeBelow BasicBasicIowa Assessment ReadyProficientCommon Core ExpectationAdvanced6BR-789L790-954L955-1139L1140L+7BR-839L840-1019L1020-1249L1250L+8BR-929L930-1069L1070-1269L1270L+9BR-999L1000-1149L1150-1299L1300L+10BR-1049L1050-1199L1200-1349L1350L+11BR-1099L1100-1249L1250-1399L1400L+12BR-1099L1100-1249L1250-1399L1400L+ ................
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