English Language Arts Curriculum



Language Arts: Seventh GradeSeventh grade students refine existing and develop new writing skills throughout the year. The course addresses each of the components of language: reading, writing, listening, speaking, grammar, and vocabulary. Students plan and compose narrative, persuasive, informative, research, and poetry writings. Finally, students define and apply vocabulary terms in daily writing and speaking. Instructional strategies and assessments include but are not limited to cooperative learning, presentations, student projects, participation, and independent discovery. Course Information:Frequency & Duration: Daily for 40 – 45 minutesText: Language Network. Evanston: McDougal Little. 2001.Shostak, Jerome. Vocabulary Workshop, Level B. New York: William H. Sadler, Inc. 2005.Duration: August/ September (3 weeks) Writing GrammarLiteracy SkillsContentWriting SampleGrammar Review:Parts of SpeechBasic Punctuation and CapitalizationPlural and Possessive NounsContractions vs. PronounsComma RulesFragments and Run-onsMeaning of Words:VocabularyContext CluesSynonyms & AntonymsAffixesEssential Question:What background knowledge do students possess on which to build during this school year? What grammar concepts are needed to clearly communicate?How do writers use the connotation and denotation of words differently? How does employing correct connotation create accurate meaning for the reader? How does precise word choice create meaningful description? How do context clues aid in deciphering the denotation of words? Skills: Write a narrative to develop real experiences or eventsIdentify and explain the function of each part of speechUse basic punctuation and capitalization correctly in sentencesCorrectly spell plural nouns Correctly punctuate possessive nouns Distinguish between possessive pronouns and contractionsApply the comma rulesRecognize and revise fragments and run-ons in writingDetermine or clarify the meaning of grade seven wordsInterpret the meaning of words using context cluesUse the relationship between synonyms and antonyms to better understand each wordUse common, grade-appropriate Greek or Latin affixes as clues to the meaning of a wordAssessment:Students can write a short narrative to develop a real experience or eventStudents can demonstrate a grade appropriate command of standard EnglishStudents can determine the meaning of unknown words through weekly vocabulary testsStudents interpret the meaning of unknown words using context clues Students choose synonyms and antonyms for given wordsStudents use affixes to determine the meaning of unfamiliar wordsResources:Teacher developed prompt.Weekly grammar and writing warm-ups.Language Network. Evanston: McDougal Little. 2001. Shostak, Jerome. Vocabulary Workshop, Level B. New York: William H. Sadlier, Inc. 2005. Standards:CC.1.4.7.X 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 .1.4.7.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and .1.3.7.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative, connotative .1.3.7.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and .1.3.7.J 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 ments: Duration: September/ October (6 weeks)Writing GrammarLiteracy SkillsContentInformative/Explanatory WritingGrammar Review:Parts of speechBasic punctuation and capitalizationPlural and possessive nounsContractions vs. PronounsComma rulesFragments and run-onsText StructureText vs. MediaEssential Question:How do writers clearly inform their reader about a selected topic? What grammar concepts are needed to clearly communicate? How can readers use text and media to analyze a common theme? Skills: Write informative/explanatory textsExamine a topic and clearly convey ideas, concepts, and informationCite relevant facts, definitions, and concrete details to develop and analyze the topicUse transitions for cohesion and clarificationPlan, revise, edit, and rewrite written workIdentify and explain the function of each part of speechUse basic punctuation and capitalization correctly in sentencesCorrectly spell plural nounsCorrectly punctuate possessive nouns. Distinguish between possessive pronouns and contractionsApply the comma rulesRecognize and revise fragments and run-ons in writingAnalyze how the form of a text contributes to its meaningEngage in collaborative discussionsAssessment:Students can examine a topic and clearly convey ideas, concepts, and information through informative/explanatory writingStudents can demonstrate a grade appropriate command of standard EnglishStudents can apply the information that they have read to the development of their writingsResources:Teacher developed prompts.Weekly grammar and writing warm-ups.Gidwitz, Adam. A Tale Dark and Grimm. London: Andersen Press, 2010. Standards:CC.1.4.7.A Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information .1.4.7.B Identify and introduce the topic clearly, including a preview of what is to .1.4.7.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding .1.4.7.D Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding .1.4.7.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and .1.4.7.T With some guidance and support from peers and adults, develop and strengthenwriting as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been .1.4.7.RCC.1.3.7.E Analyze how the structure or form of a text contributes to its .1.4.7.S Draw evidence from literary orinformational texts to support analysis, reflection, and research, applying grade‐levelreading standards for literature and literary .1.5.7.A Engage effectively in a range of collaborative discussions, on grade‐level topics, texts, and issues, building on others’ ideas and expressing their own ments:Duration: November/December (6 weeks)Writing GrammarLiteracy SkillsContentOpinion/Argumentative Writing Comma RulesFragments and Run-On SentencesAuthor’s Point of ViewAuthor’s Purpose and ArgumentTextual EvidenceEssential Question:How do audiences make informed decisions when faced with skewed media messages? What grammar concepts are needed to clearly communicate?How do readers accurately interpret an author’s argument? Skills: Write arguments to support claimsIntroduce and state an opinion on a topicEstablish audience and purposeAcknowledge opposing claimsSupport claim with logical reasoning and evidence from credible sourcesOrganize claims, reasons, and evidence Clarify relationships among claimsProvide a conclusionPlan, revise, edit, and rewrite written workCorrectly use commas in a variety of situationsRevise incorrect comma usage Identify and revise fragments and run-on sentencesCite several pieces of evidence to support analysis, inferences, conclusions, and/or generalizationsAnalyze how an author distinguishes his position from another’sEvaluate the soundness of an author’s argument, reasoning, and specific claims Evaluate the relevance of the author’s evidenceEngage in collaborative discussionsEvaluate a speaker’s claim, soundness of reasoning, and relevance of evidenceAnalyze media formats and explain how the ideas clarify a topic of study. Include multimedia and visual displays to clarify findingsAssessment:Students can write an opinion/argumentative essay to support a claimStudents can revise sentences for comma usageStudents can revise fragments and run-on sentencesStudents can cite several pieces of evidence to support analysis, inferences, conclusions, and/or generalizationsStudents can analyze how an author distinguishes his position from another’sStudents can evaluate the soundness of an author’s argument, reasoning, and specific claimsStudents can evaluate the relevance of the author’s evidenceResources:Teacher developed prompts.Language Network. Evanston: McDougal Little. 2001. Teacher identified readings.Standards:CC.1.4.7.G Write arguments to support .1.4.7.H Introduce and state an opinion on a .1.4.7.I Acknowledge alternate or opposing claims and support claim with logical reasoningand relevant evidence, using accurate, credible sources and demonstrating an understanding of the .1.4.7.J Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons byusing words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument .1.4.7.K Write with an awareness of thestylistic aspects of composition.? Use precise language and domain‐specific vocabulary to inform about or explain the topic.? Use sentences of varying lengths and complexities.? Develop and maintain a consistent voice.? Establish and maintain a formal .1.4.6.TCC.1.4.7.LCC.1.2.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the .1.2.7.D 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 .1.2.7.H Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the .1.5.7.A Engage effectively in a range of collaborative discussions, on grade‐level topics, texts, and issues, building on others’ ideas and expressing their own .1.5.7.B Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the .1.5.7.C Analyze the main ideas and supporting details presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under .1.5.7.F Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.Duration: December/January (5 weeks)Writing GrammarLiteracy SkillsContentNarrative WritingPunctuating DialogueVerbs and Verb TenseAdjectives AdverbsPrepositional PhrasesElements of a StoryEssential Question:How do writers develop into effective storytellers? How does a writer’s voice create concrete understanding for the reader? How does dialogue contribute to a story? How do writer use fiction to model narrative writing? Skills: Write narratives to develop real experiences or eventsEstablish context and point of view. Introduce charactersUse description, pacing, precise word choice, and sensory detailsOrganize using a logical sequence and transition wordsProvide a reflective conclusionEliminate wordiness and redundancyPlan, revise, edit, and rewrite written workUse and correctly punctuate dialogueCreate prepositional phrases, adjectives, adverbs, and active verbs to paint a picture for the readerRecognize and correct inappropriate shifts in verb tenseAnalyze how story elements interactAnalyze how setting shapes characters and plotAssessment:Students can write a personal narrative that develops a real story from their livesStudents can define, identify, and use prepositional phrases, adjectives, adverbs, and active verbsStudents can correctly punctuate dialogueStudents follow plot structure to develop their personal narrativeStudents develop setting, characters, and plot within their personal narrativeResources:Teacher developed prompts.Language Network. Evanston: McDougal Little. 2001.Teacher identified readings.Standards:CC.1.4.7.M Write narratives to develop real or imagined experiences or events. CC.1.4.7.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or .1.4.7.O Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and .1.4.7.P Organize an event sequence that unfolds naturally and logically, using a variety oftransition words, phrases, and clauses to convey sequence and signal shifts from one timeframe or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and .1.4.7.Q Write with an awareness of the stylistic aspects of writing.? Choose language that expresses ideas preciselyand concisely, recognizing and eliminating wordiness and redundancy.? Use sentences of varying lengths and complexities.? Use precise language.? Develop and maintain a consistent .1.4.7.TCC.1.4.7.R Demonstrate a grade appropriatecommand of the conventions of standardEnglish grammar, usage, capitalization, punctuation, and .1.3.7.C Analyze how particular elements of a story or drama interact and how setting shapes the characters or ments: Duration: January/ February (5 weeks)Writing GrammarLiteracy SkillsContentInformative/Explanatory WritingMLA FormatConducting ResearchEssential Question:How do we use information gained through research to expand knowledge? How can our knowledge and use of the research process promote lifelong learning? How do we properly credit the work and ideas of others?How do we properly credit the work and ideas of others?Skills: Write informative/explanatory textExamine a topic and clearly convey ideas, concepts, and informationQuote or paraphrase to avoid plagiarismCite relevant facts, definitions, and concrete details to develop and analyze the topicOrganize ideas, concepts, and information using strategies for comparison/contrast Use transitions for cohesion and clarificationPlan, revise, edit, and rewrite written workCite sources following MLA formatUse several sources to conduct research to answer a question Generate additional questions for further research Gather information from print and digital sources Assess credibility of sourcesAnalyze media formats and explain how the ideas clarify a topic of study. Present claims and findingsUse appropriate eye contact, volume, and pronunciationAdapt speech to a variety of contexts and tasksInclude multimedia and visual displays to clarify findingsAssessment:Students can write an informative research essayStudents can use MLA formatted in-text citationsStudents can gather multiple, reliable sources and extract important information to answer their research questions. Resources:Teacher developed prompt.MLA Style Manual.Gilmore, Barry. Plagiarism: A How-Not-To Guide for Students. Portsmouth: Heinemann, 2009.Standards:CC.1.4.7.ACC.1.4.7.BCC.1.4.7.C CC.1.4.7.D CC.1.4.7.ECC.1.4.7.F CC.1.4.7.TCC.1.4.7.RCC.1.5.7.C Analyze the main ideas and supporting details presented in diverse media formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CC.1.5.7.D 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 .1.5.7.E Adapt speech to a variety of contexts and .1.5.7.F Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CC.1.4.7.SComments: Duration: March (3 weeks)Writing GrammarLiteracy SkillsContentNarrative WritingSentence StructureMeaning of Words:VocabularyContext CluesSynonyms & AntonymsAffixesEssential Question:How does variety in writing influence level of interest? How do effective speakers use language as a tool to convey a message?How do writers use the connotation and denotation of words differently? How does employing correct connotation create accurate meaning for the reader? How does precise word choice create meaningful description? How do context clues aid in deciphering the denotation of words? Skills: Vary sentence patterns for meaning, reader/listener interest, and styleExplain the function of phrases and clauses in general and their function in specific sentencesChoose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideasPlace phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiersDetermine or clarify the meaning of grade seven wordsInterpret the meaning of words using context cluesUse the relationship between synonyms and antonyms to better understand each wordUse common, grade-appropriate Greek or Latin affixes as clues to the meaning of a wordAssessment:Students can write using varying sentence structureStudents can identify and write phrases and clausesStudents can identify and write simple, compound, complex, and compound-complex sentencesStudents can determine the meaning of unknown words through weekly vocabulary testsStudents interpret the meaning of unknown words using context cluesStudents choose synonyms and antonyms for given wordsStudents use affixes to determine the meaning of unfamiliar wordsResources:Teacher developed prompts.Language Network. Evanston: McDougal Little. 2001.Language Network. Evanston: McDougal Little. 2001. Shostak, Jerome. Vocabulary Workshop, Level B. New York: William H. Sadlier, Inc. 2005. Standards:CC.1.4.7.MCC.1.4.7.LCC.1.3.7.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative, connotative .1.3.7.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and .1.3.7.J 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 ments: Duration: March (4 weeks)Writing GrammarLiteracy SkillsContentPoetryStyle and TonePrecise Word ChoicePunctuation for EffectAnalyzing PoetryFigurative Language Essential Question:How does writing poetry foster intellectual and personal development? How do effective writers use language as a tool to convey a message?How does figurative language add life to poems? How do different poetic forms express different themes? Skills: Write original poems of varying forms and topicsChoose language that expresses ideas precisely and conciselyMaintain consistency in style and tone. Choose punctuation for effectChoose words and phrases for effectAnalyze how the form of a text contributes to its meaningAnalyze the impact of rhymes and sound devicesInterpret figurative language, allusions, and connotationsAssessment:Students can write a variety of poems using rhymes, sound devices, figurative language, and allusionStudents can write a text-dependent analysis for a poem of their choice Students can write using precise word choiceStudents can maintain consistent style and tone in their poetryStudents can use punctuation for effect in their poetryStudents can analyze how the form of a poem contributes to its meaningStudents can analyze the impact of rhymes, sound devices in poetryStudents can interpret figurative language, allusions, and connotations in poetryResources:Teacher developed prompt.Language Network. Evanston: McDougal Little. 2001.Selected poems.Standards:CC.1.4.7.MCC.1.4.7.LCC.1.3.7.E Analyze how the structure orform of a text contributes to its .1.3.7.FComments: Duration: April/ May (5 weeks)Writing GrammarLiteracy SkillsContentPresentation OutlinePronoun/Antecedent AgreementSubject/Verb Agreement Mystery GenreEssential Question:Why is creative writing an important genre to explore? How does creative writing follow plot structure? What grammar concepts are needed to clearly communicate? What are common themes within the mystery genre. Skills: Establish presentation topic and create an outlineUse, pacing and precise word choice, Organize using a logical sequence and transition wordsProvide a reflective conclusionEliminate wordiness and redundancyPlan, revise, edit, and rewrite presentation draftRecognize and correct inappropriate shifts in pronoun number and personRecognize and correct vague pronounsEnsure subject-verb and pronoun-antecedent agreementIdentify the characteristics of the mystery genre and analyze how the genre affects the story’s contentExplore example mysteriesExamine types of characters and character development in mystery writingAssessment:Students will use analytical skills to compare/contrast the hallmarks of the mystery genre using diverse media formats.Students can recognize and correct pronoun and subject-verb agreement mistakesStudents can write using correct subject-verb and pronoun agreementStudents can analyze the elements of a genre that contribute to the story’s contentStudents can apply the elements of a genre to the development of their own writingsResources:Teacher developed prompts.Language Network. Evanston: McDougal Little. 2001.Teacher identified readings.Standards:CC.1.5.7.A CC.1.5.7.ECC.1.5.7.C CC.1.5.7.FCC.1.5.7.D CC.1.5.7.GCC.1.4.7.LCC.1.3.7.ECC.1.3.omments: ................
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