Duration - wsfcs.k12.nc.us
| |Quarter 1 |
| |Pacing |
| |RL 2.b 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. |
| |RI 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| |RI 2.b 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. |
| |SL 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. |
| |4 days |Create an objective summary |Tier 1 |5-3-1 |Main Idea |
| | | |analyze |5 Idea Frame |Brain Pop: Main Idea |
| | | |details |Analyzing a Story’s Theme |Quia: Main Idea |
| | | |objective |Describing Wheel |Main Idea Quiz |
| | | |subjective |Details |Main Idea Skill Activity |
| | | |text |Details Tree |Main Idea Song |
| | | |Tier 2 |Finding Main Ideas |Summary |
| | | |main idea |Get the Gist |Reading Quest: Summary |
| | | |summary |Lesson Closure |Summarizing Video |
| | | |Tier 3 |Main Idea Boxes |Theme |
| | | |theme |Main Idea Web |Theme List |
| | | | |Relay Race |Presentation Formats |
| | | | |Section Summary |Voki |
| | | | |Spider Web |Glogster |
| | | | |Summarizing |Prezi |
| | | | |Summary and Paraphrase |Vuvox |
| | | | |S-W-B-S-T |Sliderocket |
| | | | |Thematic Web |Animoto |
| | | | |WIN |Toondoo (Teacher use only) |
|Unit 2|RL 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| |RL 3.b Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
| |14 days |Complete a written assessment analyzing |Tier 1 |Analyzing Setting |The True Story of the Three Little Pigs or other fairy |
| | |a story |character |Bookmark |tales |
| | | |conflict |Character Analysis Chart |True Pigs Story |
| | | |dialogue |Character Grid |True Pigs |
| | | |Tier 2 |Character Person |Allusion |
| | | |mood |Character Pyramid |Allusion Examples |
| | | |tone |Character Quality Study |Character |
| | | |Tier 3 |Character Web |Characterization PowerPoint |
| | | |allusion |Characterization |Characterization: STEAL |
| | | |flashback |Finding Irony |Irony |
| | | |foreshadow |Indirect Characterization |Stair Irony Example |
| | | |irony |Internal v External Conflict |Irony Worksheets |
| | | |plot |Jigsaw |Mood |
| | | |setting |KWL |Mood Resources |
| | | | |Making Connections |Plot |
| | | | |Mood Words |PPPST: Elements of Literature |
| | | | |Plot and Conflict Analysis |PPPST: Literary Elements |
| | | | |Plot Diagram |Flocabulary: 5 Things |
| | | | |Plot Diagram Fill-in | |
| | | | |Questioning Tower | |
| | | | |Reading Response Journal | |
| | | | |Reading Short Stories | |
| | | | |Shaping Connections | |
| | | | |Story Chart | |
| | | | |Story Circle | |
| | | | |Story Map | |
| | | | |Story Map Box | |
| | | | |Story Map Circle | |
| | | | |Story Outline | |
| | | | |Story Pyramid | |
| | | | |Text Connections | |
| | | | |Tone Words | |
|Unit 3|RL 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. |
| |RI 6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. |
| |W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
| |a. 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. |
| |b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. |
| |c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. |
| |d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. |
| |e. Provide a conclusion that follows from and reflects on the narrated experiences or events. |
| |W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| |W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and|
| |audience have been addressed. |
| |20 days |Write a story including elements from RL|Tier 1 |Analyzing Point of View |Author’s Purpose |
| | |3 & RL 6 utilizing the writing process |assumption |Character Analysis Chart |Author’s Purpose Resources |
| | | |audience |Character Grid |Study Zone: Author’s Purpose |
| | | |character |Character Person |Quia: Author’s Purpose |
| | | |dialogue |Character Pyramid |Author’s Purpose Activity |
| | | |sequence |Character Quality Study |Author’s Purpose Song |
| | | |Tier 2 |Character Web |Character |
| | | |author’s purpose |Characterization |Characterization PowerPoint |
| | | |author’s style |Compare-Contrast |Characterization: STEAL |
| | | |bias |Compare-Contrast Matrix |Compare-Contrast |
| | | |compare-contrast |Compare-Contrast T-chart |Compare-Contrast |
| | | |context |Create a Story Strip |Point of View |
| | | |narrative |Describing an Event |Brain Pop: Point of View |
| | | |narrator |Detailing an Event |Narrative Writing |
| | | |point of view |Indirect Characterization |Great Source: Narrative |
| | | |transitions |Photo Scrapbook |PPPST: Narrative |
| | | |Tier 3 |POV Situation |Narrative Resources |
| | | |narrative technique |Story Chart |Transitions |
| | | |plot |Story Circle |Sensory Language |
| | | |sensory language |Story Map |Sensory Language |
| | | | |Story Map Box |General Writing |
| | | | |Story Map Circle |Outline Maker |
| | | | |Story Outline |Easybib |
| | | | |Storyboard |The Writing Site |
| | | | |Timeline |Web English Teacher |
| | | | |Venn Columns |ReadWriteThink |
| | | | |Venn Diagram |The Write Source |
| | | | | |Purdue OWL |
| | | | | |Edhelper |
| | | | | |A+ Research & Writing |
| | | | | |CSU Writing Center |
| | | | | |Writer’s Web |
| | | | | |UNC Writing Center |
| | | | | |Citation Machine |
|Langua|L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|ge & |b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. |
|Gramma| |
|r | |
| |L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| |a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). |
| |b. Spell correctly. |
| |L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| |a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.* |
| |L 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. |
| |a. 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. |
| |b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). |
| |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. |
| |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). |
| |Ongoing | |Tier 2 | |Daily Grammar |
| | | |connotation | |Chomp Chomp |
| | | |context | |Grammar Monster |
| | | |denotation | |Grammar Slammer |
| | | |Tier 3 | |Guide to Grammar & Writing |
| | | |affixes | |Guide to Grammar & Style |
| | | |comma | |Purdue OWL: Grammar |
| | | |conventions | |Grammar Resources |
| | | |dash | |Internet Grammar of English |
| | | |ellipsis | |HyperGrammar |
| | | |figurative language | |UChicago Grammar Resources |
| | | | | |Writing Support |
| | | | | |Strunk’s Elements of Style |
| | | | | |Grammar Quizzes |
| | | | | |Grammar Quizzes2 |
| |Quarter 2 |
| |Pacing |
| |RL 5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. |
| |RL 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, |
| |or camera focus and angles in a film). |
| |17 days |Compile a Poetry Portfolio including |Tier 2 |Absolute Allusions |Poetry |
| | |original poetry and poetic analysis |compare-contrast |Adapting Mental Images |Famous Poets and Poems |
| | | |connotation |Compare-Contrast |Poets |
| | | |denotation |Compare-Contrast Matrix |Giggle Poetry |
| | | |sarcasm |Compare-Contrast T-chart |Poetry |
| | | |tone |Denotation v Connotation |Shmoop Poetry |
| | | |Tier 3 |Describing Wheel |Authors (Poets) |
| | | |acrostic |Figurative Language |Poetic Terms |
| | | |alliteration |Figurative Language Chart |Handbook of Poetry Terms |
| | | |concrete poem |Figurative Language Inferences |Poetic Byway |
| | | |figurative language |Five Senses |Quia: Poetic Terms |
| | | |free verse |Frayer Model |Alliteration |
| | | |haiku |Imagery Tree |Tongue Twisters |
| | | |hyperbole |Language Impact |Denotation-Connotation |
| | | |idioms |Poem Analysis |Denotation-Connotation PowerPoint |
| | | |metaphor |Poetry Terms |Denotation-Connotation |
| | | |onomatopoeia |Sensory Details |Hyperbole |
| | | |oxymoron |SIFTT Poem Analysis |My Word Wizard |
| | | |personification |Similes |Buzzle |
| | | |refrain |To You Poem |Idioms |
| | | |repetition |Venn Columns |Idioms |
| | | |rhyme |Venn Diagram |Funbrain Idioms |
| | | |rhyme scheme |Visualization Sketches |Idiom Interactive |
| | | |simile |Visualizing |Idiom Resources |
| | | |stanza | |Metaphors |
| | | |symbolism | |Metaphor Quiz |
| | | |verse | |Brain Pop: Similes and Metaphors |
| | | | | |Quia: Metaphor Battleship |
| | | | | |Onomatopoeia |
| | | | | |Onomatopoeia Examples |
| | | | | |Oxymorons |
| | | | | |Oxymoron List |
| | | | | |Oxymorons |
| | | | | |Oxymoron Quiz |
| | | | | |Personification |
| | | | | |Personification Practice |
| | | | | |Personification in Advertising |
|Unit 5|RL 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| |RI 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| |RI 3.b Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). |
| |RI 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |
| |W 1. Write arguments to support claims with clear reasons and relevant evidence. |
| |a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. |
| |b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic |
| |or text. |
| |c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. |
| |d. Establish and maintain a formal style. |
| |e. Provide a concluding statement or section that follows from and supports the argument presented. |
| |W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| |W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and|
| |audience have been addressed. |
| |24 days |Write a problem-solution essay utilizing|Tier 1 |5 Idea Frame |Cause-Effect |
| | |the writing process |assumption |Cause and Effect |PPPST: Cause & Effect |
| | | |evidence |Cause & Effect Butterfly |Quia: Cause & Effect |
| | | |reasons |Cause & Effect Fishbone |Cause & Effect |
| | | |relevant |Constructing Support |Inference |
| | | |Tier 2 |Cycle Graph |Inference Riddles |
| | | |bias |Dialectical Journal 1 |Quia: Inference |
| | | |cause-effect |Dialectical Journal 2 |Quia: Inference Quiz |
| | | |cite |Expository Pillar |Inference Video |
| | | |claim |Expository Web |Brain Pop: Inference |
| | | |conclusion |Expository Writing |Problem-Solution Writing |
| | | |fact v. opinion |Flow Chart |Great Source: Problem-Solution |
| | | |inference |Inferences about Characters |General Writing |
| | | |introduction |Is this a good |Outline Maker |
| | | |making connections |KLI |Easybib |
| | | |paraphrase |Making Inferences |The Writing Site |
| | | |plagiarism |Making Inferences Chart |Web English Teacher |
| | | |quote |Paragraph Guide |ReadWriteThink |
| | | |source |Planning Chart |The Write Source |
| | | | |Predict and Infer |Purdue OWL |
| | | | |Problem Analysis |Edhelper |
| | | | |Problem-Solution |A+ Research & Writing |
| | | | |Reading Between the Lines |CSU Writing Center |
| | | | |Story Clues |Writer’s Web |
| | | | |Text & Subtext |UNC Writing Center |
| | | | |Thesis Essay |Citation Machine |
|Langua|L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|ge & |a. Explain the function of phrases and clauses in general and their function in specific sentences. |
|Gramma|c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. |
|r | |
| |L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| |b. Spell correctly. |
| |L 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. |
| |a. 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. |
| |b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). |
| |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. |
| |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 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| |a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. |
| |Ongoing | |Tier 2 | |Daily Grammar |
| | | |connotation | |Chomp Chomp |
| | | |context | |Grammar Monster |
| | | |denotation | |Grammar Slammer |
| | | |Tier 3 | |Guide to Grammar & Writing |
| | | |affixes | |Guide to Grammar & Style |
| | | |comma | |Purdue OWL: Grammar |
| | | |conventions | |Grammar Resources |
| | | |dash | |Internet Grammar of English |
| | | |ellipsis | |HyperGrammar |
| | | |figurative language | |UChicago Grammar Resources |
| | | | | |Writing Support |
| | | | | |Strunk’s Elements of Style |
| | | | | |Grammar Quizzes |
| | | | | |Grammar Quizzes2 |
| |Quarter 3 |
| |Pacing |
| |RL 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. |
| |RL 7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, |
| |or camera focus and angles in a film). |
| |17 days |(RL 4, RL 5) Perform a scene from a play|Tier 1 |Adapting Mental Images |Drama |
| | |or a self-written adaptation from a |assumption |Bookmark |Drama Map |
| | |novel |character |Compare-Contrast |UNC Drama Handout |
| | |(RL 7) Complete peer evaluations of the |conflict |Compare-Contrast Matrix |Theatre Database |
| | |performances comparing the performance |dialogue |Compare-Contrast T-Chart |Humanities Lesson Plans |
| | |to the original written text |Tier 2 |Create a Story Strip |Theatre History |
| | | |author’s purpose |Denotation v Connotation |Arts Toolkit: Drama |
| | | |bias |Figurative Language |Web English Teacher: Drama Resources |
| | | |compare-contrast |Figurative Language Chart |Drama Lesson Plans |
| | | |mood |Figurative Language Inferences |Denotation-Connotation |
| | | |point of view |Frayer Model |Denotation-Connotation PowerPoint |
| | | |narrator |Language Impact |Denotation-Connotation |
| | | |tone |Photo Scrapbook | |
| | | |Tier 3 |Plot Diagram | |
| | | |allusion |Plot Diagram Fill-in | |
| | | |flashback |Setting Stage | |
| | | |foreshadow |Story Chart | |
| | | |genre |Story Circle | |
| | | |irony |Story Map | |
| | | |plot |Story Map Box | |
| | | |setting |Story Map Circle | |
| | | | |Story Outline | |
| | | | |Storyboard | |
| | | | |Venn Columns | |
| | | | |Venn Diagram | |
| | | | |Visualization Sketches | |
| | | | |Visualizing | |
|Unit 7|RI 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.|
| |RI 5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. |
| |RI 7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the |
| |words). |
| |RI 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. |
| |W 1. Write arguments to support claims with clear reasons and relevant evidence. |
| |a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. |
| |b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic |
| |or text. |
| |c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. |
| |d. Establish and maintain a formal style. |
| |e. Provide a concluding statement or section that follows from and supports the argument presented. |
| |W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| |W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and|
| |audience have been addressed. (Editing for conventions should demonstrate command of standards L 1–3) |
| |W 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. |
| |W 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. |
| |W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| |b. Apply grade 7 Reading standards to literary nonfiction (e.g., “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”). |
| |SL 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. |
| |a. 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. |
| |b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. |
| |c. 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. |
| |d. Acknowledge new information expressed by others and, when warranted, modify their own views. |
| |SL 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. |
| |SL 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. |
| |SL 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. |
| |SL 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. |
| |23 days |(a) Write an argument essay citing |Tier 1 |5 Idea Frame |Fact v. Opinion |
| | |several sources |assumption |5 Ws and How |Quia: Fact v. Opinion Quiz |
| | |(b) Present the essay using multimedia |evidence |B-D-A |Fact v. Opinion Quiz |
| | |(c) Evaluate peer presentations using a |structure |Analyzing Propaganda |Informational Text Features |
| | |rubric |Tier 2 |Compare-Contrast |Quia: Informational Text Features |
| | | |bias |Compare-Contrast Matrix |Information Text Features Flash Cards |
| | | |bold/italicized text |Compare-Contrast T-chart |Informational Text |
| | | |bulleted list |Constructing Support |Izzit |
| | | |caption |Cornell Notes |Time |
| | | |chart |Describing an Event |Newsweek |
| | | |cite |Detailing an Event |Huffington Post |
| | | |claim |Discussion Chart |BBC News |
| | | |compare-contrast |Expository Pillar |Wall Street Journal |
| | | |conclusion |Expository Web |New York Times |
| | | |connotation |Expository Writing |Winston-Salem Journal |
| | | |denotation |Identifying Propaganda |Newseum |
| | | |diagram |Informational Text Features |Procon |
| | | |fact v. opinion |Jigsaw |Presentation Formats |
| | | |footnote |Just the Facts |Voki |
| | | |heading/subheading |KWL |Glogster |
| | | |illustration/picture |News Article |Prezi |
| | | |introduction |Paragraph Guide |Vuvox |
| | | |map |PASS |Sliderocket |
| | | |paraphrase |Persuasion Map |Animoto |
| | | |plagiarism |Persuasive Letter |Argument Writing |
| | | |preface |Persuasive Planning Sheet |Persuasive Writing Plan |
| | | |propaganda |Planning Chart |Persuasion Map |
| | | |quote |Questioning Tower |Persuasion Map2 |
| | | |source |Significance of Arguments |Argument Topics |
| | | |table of contents |Socratic Seminar Overview |General Writing |
| | | |timeline |Stating Debate Issues |Outline Maker |
| | | |title/subtitle |Super Six |Easybib |
| | | |tone |TAPS |The Writing Site |
| | | |Tier 3 |Text Feature Analysis |Web English Teacher |
| | | |alliteration |Text Features |ReadWriteThink |
| | | |hyperbole |Thesis Essay |The Write Source |
| | | |idioms |Timeline |Purdue OWL |
| | | |metaphor |Tone Words |Edhelper |
| | | |onomatopoeia |Venn Columns |A+ Research & Writing |
| | | |oxymoron |Venn Diagram |CSU Writing Center |
| | | |personification | |Writer’s Web |
| | | |refrain | |UNC Writing Center |
| | | |repetition | |Citation Machine |
| | | |rhyme | | |
| | | |simile | | |
| | | |symbolism | | |
|Langua|L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|ge & |b. Spell correctly. |
|Gramma| |
|r | |
| |L 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. |
| |a. 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. |
| |b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). |
| |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. |
| |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 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| |b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. |
| |c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, |
| |condescending). |
| |L 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or |
| |expression. |
| |Ongoing | |Tier 2 | |Daily Grammar |
| | | |connotation | |Chomp Chomp |
| | | |context | |Grammar Monster |
| | | |denotation | |Grammar Slammer |
| | | |Tier 3 | |Guide to Grammar & Writing |
| | | |affixes | |Guide to Grammar & Style |
| | | |comma | |Purdue OWL: Grammar |
| | | |conventions | |Grammar Resources |
| | | |dash | |Internet Grammar of English |
| | | |ellipsis | |HyperGrammar |
| | | |figurative language | |UChicago Grammar Resources |
| | | | | |Writing Support |
| | | | | |Strunk’s Elements of Style |
| | | | | |Grammar Quizzes |
| | | | | |Grammar Quizzes2 |
| |Quarter 4 |
| |Pacing |
| |RI 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |
| |W 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| |a. 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. |
| |b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. |
| |c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. |
| |d. Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |e. Establish and maintain a formal style. |
| |f. Provide a concluding statement or section that follows from and supports the information or explanation presented. |
| |W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| |W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and|
| |audience have been addressed. (Editing for conventions should demonstrate command of standards L 1–3) |
| |W 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. |
| |W 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. |
| |a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical |
| |account of the same period as a means of understanding how authors of fiction use or alter history”). |
| |23 days |(RL 9) Complete a compare and contrast|Tier 1 |5 Idea Frame |Research |
| | |graphic organizer for an historical |assumption |Compare-Contrast |Research Graphic Organizers |
| | |fiction text and an informational text|style |Compare-Contrast Matrix |Big 6 Resources |
| | |on the same topic |Tier 2 |Compare-Contrast T-Chart |Informational Text |
| | |(RI 9, W 2, W 6, W 9, W 10) Write a |bias |Constructing Support |Izzit |
| | |research paper citing sources |cite |Thesis Essay |Time |
| | |advancing differing viewpoints |claim |Venn Columns |Newsweek |
| | | |compare-contrast |Venn Diagram |Huffington Post |
| | | |conclusion | |BBC News |
| | | |historical fiction | |Wall Street Journal |
| | | |introduction | |New York Times |
| | | |plagiarism | |Winston-Salem Journal |
| | | |quote | |Newseum |
| | | |source | |Procon |
| | | |Tier 3 | |General Writing |
| | | |bibliography | |Outline Maker |
| | | |works cited | |Easybib |
| | | | | |The Writing Site |
| | | | | |Web English Teacher |
| | | | | |ReadWriteThink |
| | | | | |The Write Source |
| | | | | |Purdue OWL |
| | | | | |Edhelper |
| | | | | |A+ Research & Writing |
| | | | | |CSU Writing Center |
| | | | | |Writer’s Web |
| | | | | |UNC Writing Center |
| | | | | |Citation Machine |
|Langua|L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|ge & |b. Spell correctly. |
|Gramma| |
|r | |
| |L 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. |
| |a. 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. |
| |b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). |
| |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. |
| |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). |
| |Ongoing | |Tier 2 | |Daily Grammar |
| | | |connotation | |Chomp Chomp |
| | | |context | |Grammar Monster |
| | | |denotation | |Grammar Slammer |
| | | |Tier 3 | |Guide to Grammar & Writing |
| | | |affixes | |Guide to Grammar & Style |
| | | |comma | |Purdue OWL: Grammar |
| | | |conventions | |Grammar Resources |
| | | |dash | |Internet Grammar of English |
| | | |ellipsis | |HyperGrammar |
| | | |figurative language | |UChicago Grammar Resources |
| | | | | |Writing Support |
| | | | | |Strunk’s Elements of Style |
| | | | | |Grammar Quizzes |
| | | | | |Grammar Quizzes2 |
|Read &|RL 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of |
|Write |the range. |
| |RI 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| |W 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, |
| |purposes, and audiences. |
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