Scsk12.org



Introduction

In 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 ready

▪ 90% of students will graduate on time

▪ 100% 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 (CCRA) 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 guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular 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 Maps

Our 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.

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 Standards |

|The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): |Teachers 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 Language |

|Student Achievement Partners Text Complexity Collection: |Teachers 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 Work Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2|

|Links to Support Vocabulary Instruction & Development |academic vocabulary contained within the text. |

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|r-3-Terms-for-ELA-and-Math.pdf | |

|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |

|Student Achievement Partners Text-Dependent Questions Resources: |Teachers 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-fiction |

|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build |

| |student knowledge of the world. |

Using the Curriculum Maps, Grades 6-8

• Begin 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 MPIs

WIDA 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.

|Second Quarter |TN State Standards | |SPI EviEd Evidence Statements |Content |

|Weeks 1-3 | | | |

|Reading Selections |

|Literary Analysis Workshop - The Tale of the Mandarin Ducks (Lexile AD 930; fiction) and The Three-Century Woman (fiction) |

|The Luckiest Time of All (Lexile 1000; short story) |

|Angela’s Ashes (Lexile 1270; Autobiography) |

| |

|Big Question: What is the best way to find the truth? (Unit 1) |

|Reading Complex Texts |Literature and Informational |Literature and Informational |Prentice Hall Literature – Reading Selections |

| | | | |

| |RL/RI.7.1 |Evidence Statements |Unit 1- Fiction |

| |Cite several pieces of textual evidence to support |Provides citation of several pieces of textual  | |

| |analysis of what the text says explicitly as well as |evidence to support analysis of what the text  |Literary Analysis Workshop – Elements of Fiction, Determining Theme|

| |inferences drawn from the text. |says explicitly.(RL.7.1) |in Fiction RL7.1, RL7.2 |

| |RL/RI.7.2 |Provides citation of several pieces of textual  |Skill Focus: theme, context clues, narrative text, point of view, |

| |Determine a theme or central idea of a text and analyze |evidence to support analysis of inferences drawn from the tex|plot |

| |its development over the course of the text; provide an |t.(RL/RI.7.1) |List of Tier 3 Domain Specific Words |

| |objective summary of the text. |Provides a statement of a theme or central idea of a |

| |RI7.3 |text.(RL./RI.7.2) |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |Analyze the interactions between individuals, events, |Provides an analysis of the development of the theme or |-Math.pdf |

| |and ideas in a text (e.g., how ideas influence |central idea over the course of the text(RI.7.2) |See pages 26-71 for ELA Tier 3 |

| |individuals or events, or how individuals influence |Provides an objective summary of the text.(RI.7.2) |Next Generation Glossary of Informational and Literary terms |

| |ideas or events). |Provides an analysis of the interactions between |See scsliteracy. |

| |RL.7.6 |individuals, events, and/or ideas in a text (e.g., how ideas |(found on the middle school page) |

| |Analyze how an author develops and contrasts the points |influence individuals or events or how individuals influence | |

| |of view of different characters or narrators in a text. |ideas or events).(RI.7.3) |Close Read: Theme in Fiction |

| | |Provides an analysis of how an author develops and contrasts |Model Exemplar Text: The Tale of the Mandarin Ducks (fiction) |

| | |the points of view of different characters or narrators in |Independent Practice: The Three-Century Woman (fiction) |

| |These standards are constant and should be taught |the text.(RL.7.6) |Three Century Woman unit |

| |throughout each quarter. | | |

| |Cite Evidence: RL1, RI1 | |After You Read: Text Dependent Questions |

| |Analyze Content: RL/RI.7.2-9 | |(Key Ideas and Details) – In “The Three Century Woman,” find two |

| | | |statements show details about Megan’s character. |

| | | |(Speculate/Inferences) Why do you think the author chose to tell |

| | | |the story in Megan’s voice? |

| | | |Why do you think the reporter believes Great-grandma’s version of |

| | | |the truth? (Infer) – What are clues that Great Grandma is not |

| | | |telling the truth? |

| | | | |

| | | |The Luckiest Time of All (Lexile 1000; short story) RL7.6, RL7.1, |

| | | |RL7.2 |

| | | |Skill Focus: theme, context clues, narrative text, point of view, |

| | | |plot |

| | | |Before You Read pg. 49 |

| | | |Reading Skill: Context Clues |

| | | |Literary Analysis: Point of View |

| | | |Critical Thinking: Text Dependent Questions |

| | | |(Key Ideas and Details) – Why do Ovella and Elzie go to the Silas |

| | | |Green Show? (Infer) What does this tell you about Elzie as a young |

| | | |woman? (Connect) In what ways is Elzie similar or different as an |

| | | |older woman? |

| | | |(Craft and Structure) What does the great-grandmother believe about|

| | | |her lucky stone? How can what we believe help us discover the |

| | | |truth? (Connect to the Big Question: What is the best way to find |

| | | |the truth?) |

| | | |After You Read |

| | | |Reading Skill: Context Clues |

| | | |Literary Analysis: Point of View |

| | | | |

| | | |Unit 1: Non-fiction |

| | | | |

| | | |Literary Analysis Workshop – Elements of Nonfiction and Determining|

| | | |Central Ideas in Nonfiction RI7.1, RI7.2 |

| | | |Skill Focus: central idea, context clues, narrative text, point of |

| | | |view, main idea and supporting details, author’s purpose, |

| | | |historical context |

| | | |Close Read: Central Idea in Nonfiction |

| | | |Model Exemplar Text: from The Great Fire (nonfiction) |

| | | |from the Great Fire close reading unit/ assessment/text dependent |

| | | |questions |

| | | |

| | | |tudent%20Assessment%20-%20v11%20-%20current.pdf |

| | | |Independent Practice: The Fall of the Hindenburg (nonfiction) |

| | | |After You Read: Text Dependent Questions |

| | | |(Key Ideas and Details) – Analyze: What is Michael Morrison’s main |

| | | |purpose of writing “The Fall of the Hindenburg”? Explain |

| | | |(Key Ideas and Details) – Compare: How does the fictional account |

| | | |of the Hindenburg disaster differ from the historical account? |

| | | |Connect: How does the purpose of each text help determine what key |

| | | |information is presented? Support your answers with details from |

| | | |the text? |

| | | | |

| | | |Angela’s Ashes (Lexile 1270; Autobiography) RI7.1, RI7.3, RI7.2 |

| | | |Skill Focus: central idea, context clues, narrative text, point of |

| | | |view, main idea and supporting details, author’s purpose, |

| | | |historical context. |

| | | |Before You Read pg. 129 |

| | | |Reading Skill: Author’s Purpose |

| | | |Literary Analysis: Historical Context |

| | | |Critical Thinking: Text Dependent Questions |

| | | |(Key Ideas and Details) – Why is Francis in the hospital? (Infer) |

| | | |Do you think the experience is frightening for him? Why or why not?|

| | | |(Craft and Structure) How does the author use both truth and humor |

| | | |to express his view? Explain. (Connect to the Big Question: What is|

| | | |the best way to find the truth?) |

| | | |After You Read |

| | | |Reading Skill: Author’s Purpose |

| | | |Literary Analysis: Historical Context |

| | | | |

| | | |Resources |

| | | |Teaching Author’s Purpose- Going Beyond Persuade, Inform, and |

| | | |Entertain |

| | | |

| | | |-5-ways-to-teach-students-how-to-find-the-author's-purpose |

| | | |

| | | |nrollment/QUESTIONTYPE.pdf |

| | | | |

| | | |(strategies) |

| | | | |

| | | |

| | | |x-2-graphic-organizers (11 graphic organizers) |

| | | |Reading strategies |

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| | | |ts-text-comprehension |

| | | |Reading strategies |

| | | | |

| | | |Teaching Text Structure |

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| | | |

| | | |webinars/common-core-helping-students-master-text-structure.html |

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| | | |Informational Text Structures |

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| | | |Pearson Online Resources |

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| | | |Benchmark and Unit Assessments |

| | | |Unit Resources |

| | | |Common Core Companion |

| | | |Common Core Companion Workbook (pgs. 2-3, 9, 96-97, 103) |

| | | |RL/RI 7.1 (pgs. 15-16, 22, 109-110, 116) |

| | | |RL/RI 7.2 (pgs. 122-123) RI 7.3 (pgs. 67-68) RL 7.6 |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for 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. |

| |Level 1 (Entering) |Level 2 (Emerging) |Level 3 (Developing) |Level 4 (Expanding) |Level 5 (Bridging) |

| |Associate words, statements or chunks|Identify simple sentences and phrases |Recognize a series of extended |Interpret discourse with a variety of|Distinguish descriptive |

| |of language that represent a theme or|that represent the theme or one central |sentences that determine the theme or |complex sentences to determine the |discourse with complex |

| |one central idea and analyze its |idea and analyze its development using an|central idea of a text and analyze its|theme or central idea and analyze its|sentences that determines the |

| |development using an illustrated |adapted text; provide an objective |development supported by guiding |development using a familiar text; |theme or central idea of a |

| |adapted text; provide an objective |summary from a simple sentence |questions; provide an objective |provide an objective summary using a |text and analyze its |

| |summary using labeled pictures that |illustrated text, pictures, timelines, |summary supported by illustrated |teacher adapted/created guided |development; provide an |

| |represent the author’s message and/or|story maps and non-linguistic |timelines or story maps |reading outline. |objective summary with a |

| |significant events in the text |representations. | | |partner. |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L.7.4 |Evidence Statements |Unit 1: Fiction |

| |Determine or clarify the meaning of unknown and |Demonstrates the ability to use context (e.g., the overall | |

| |multiple-meaning words. |meaning of a sentence or paragraph; a word’s position or func|Tier 2 Academic Vocabulary – determine, associate, clarify, |

| |L.7.4a |tion in a sentence) as a  |acquire, pose |

| |Use context (e.g., the overall meaning of a sentence or |clue to the meaning of a word or phrase. (L.7.4) |List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic |

| |paragraph; a word’s position or function in a sentence) |Demonstrates the ability to determine the connotations |Terms  by Marzano) |

| |as a clue to the meaning of a word or phrase. |(associations) of words with similar denotations |

| |L.7.5 |(definitions) (e.g., refined, respectful, polite, diplomatic,|media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |Demonstrate understanding of figurative language, word |condescending).(L.7.4) |-Math.pdf |

| |relationships, and nuances in word meanings. |Demonstrates ability to interpret figures of speech in |See pages 1-25 for Tier 2 |

| |L.7.5b |context.(L.7.5) | |

| |Use the relationship between particular words (e.g., |Demonstrates the ability to determine the relationship |Literary Analysis Workshop L7.6 |

| |synonym/antonym, analogy) to better understand each of |between particular words.(L.7.5) |Introducing the Big Question: Learning Big Question Vocabulary pg. |

| |the words. |Provides a statement demonstrating accurate meaning and use |3 |

| |L.7.6 |of grade-appropriate general academic words and | (Vocabulary builders) |

| |Acquire and use accurately grade-appropriate general |phrases.(L.7.6) | |

| |academic and domain-specific words and phrases; gather | |The Luckiest Time of All L7.4, L7.4a, L7.5 |

| |vocabulary knowledge when considering a word or phrase |Reviewed throughout the quarter: |Skill: Latin prefix ac- |

| |important to comprehension or expression. |Synonyms/antonyms |Making Connections: Vocabulary pg. 60 |

| | |Affixes- Latin roots, Latin prefix |Vocabulary Development pgs. 60, 64 |

| |These standards are constant and should be taught |Context clues |After You Read: Vocabulary pg. 67 |

| |throughout each quarter. |Analogy and word relationships | |

| |Study and apply vocabulary - L.7.4-6 |Word parts and families | |

| | | | |

| | | |Unit 1: Nonfiction |

| | | | |

| | | |Angela’s Ashes L7.6 |

| | | |Skill: Latin root –sper- or –specs- |

| | | |Making Connections: Vocabulary pg.138, 140, 144, 146 |

| | | |After You Read: Vocabulary pg. 149 |

| | | | |

| | | |Resources |

| | | | |

| | | |Vocabulary Central |

| | | |Reader’s Notebooks and Teaching Guide(On-level Reader’s Notebook |

| | | |pgs. 3-78 and Adapted Reader’s Notebook pgs. 3-83) |

| | | |Reading Kit (Reading and Literacy Intervention) pgs. 2-3, 12-13, |

| | | |80-81, 176-177, 270-271. |

| | | | |

| | | |Other Resources scsliteracy. |

| | | |Most Common Suffixes and Prefixes |

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| | | |prefixes_suffixes.pdf |

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| | | |st%20Common%20Suffixes.pdf |

| | | | |

| | | |Greek and Latin roots |

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| | | |ish |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |affixes) |

| | | |

| | | |1.pdf |

| | | |Which words do I teach? |

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| | | |df |

| | | |Vocabulary and the Common Core - Which words do I teach 6-8? |

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| | | |etail-pg |

| | | |11 Tips on Teaching Common Core Vocabulary |

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| | | |lee-sprenger |

| | | |55 critical words students should know and understand |

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|Writing to Texts |Writing |Writing |Writing |

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| |W.7.2 |Evidence Statements |Reviewed throughout the quarter: |

| |Write informative/explanatory texts to examine a topic |Development of Ideas |Writing Sentences, Essay organization and structure |

| |and convey ideas, concepts, and information through the |The student response addresses the prompt and provides |Thesis statement, Topic sentences and supporting details, Writing |

| |selection, organization, and analysis of relevant |effective and comprehensive development of the claim, topic |paragraphs, Performance tasks |

| |content. |and/or narrative elements by using clear and convincing | |

| |W.7.2a |reasoning, details, text-based evidence, and/or description; |Prentice Hall Literature- Pearson Publishing |

| |Introduce a topic clearly, previewing what is to follow;|the development is consistently appropriate to the task, | |

| |organize ideas, concepts, and information, using |purpose, and audience. |Routine Writing (text-dependent) |

| |strategies such as definition, classification, |Organization |Making Connection: Writing About the Question pg. 60 and 138 |

| |comparison/ contrast, and cause/effect; include |The student response demonstrates purposeful coherence, |Critical Thinking pg. 66 and 148, Journal entries, Summaries, Daily|

| |formatting |clarity, and cohesion and includes a strong introduction, |Language Practice, Graphic Organizers |

| |(e.g., headings), graphics (e.g., charts, tables), and |conclusion, and a logical, well-executed progression of | |

| |multimedia when useful to aiding comprehension. |ideas, making it easy to follow the writer’s progression of |Analysis (Informational) |

| |W.7.2.b |ideas. |Writing Workshop “Informative Text” Descriptive Essay pg. 92 |

| |Develop the topic with relevant facts, definitions, |Clarity of Language |In the excerpt “The Luckiest Time of All, the author uses |

| |concrete details, quotations, or other information and |The student response establishes and maintains an effective |hyperbole, an exaggeration for effect, when Elzie Pickens describes|

| |examples. |style, while attending to the norms and conventions of the |Mr. Pickens as “the finest fast running hero in the bottoms of |

| |W.7.2c |discipline. The response uses precise language consistently, |Virginia.” Write a description that contains hyperbole. |

| |Use appropriate transitions to create cohesion and |including descriptive words and phrases, sensory details, |Performance Task #4 – Write an essay to compare and contrast the |

| |clarify the relationships among ideas and concepts. |linking and transitional words, words to indicate tone2, |themes or central ideas of two selections in this unit. |

| |W.7.2d |and/or domain-specific vocabulary. | |

| |Use precise language and domain-specific vocabulary to |Knowledge of Language and Conventions |Resources |

| |inform about or explain the topic. |The student response demonstrates command of the conventions |The Informational/Explanatory Rubric |

| |W.7.2e |of standard English consistent with effectively edited |

| |Establish and maintain a formal style. |writing. Though there may be a few minor errors in grammar |-8.pdf |

| |W.7.5 |and usage, meaning is clear throughout the response. |Teaching the Informational/Explanatory Rubric’s Traits |

| |With some guidance and support from peers and adults, | |The Scoring Guides and Sample Student Responses |

| |develop and strengthen writing as needed by planning, |Reviewed throughout the quarter: |

| |revising, editing, rewriting, or trying a new approach, |Writing Sentences, Essay organization and structure |s/2013-14scoringresources/2013-14p1scoringmaterials.aspx |

| |focusing on how well purpose and audience have been |Thesis statement, Writing paragraphs, Performance |Explanation of terms per trait |

| |addressed. | |(Reading Kit-Writing Descriptive Essay-pgs. 24-25) |

| | | | |

| | | | (writing prompts, tips, and strategies) |

| | | |mnet.edu (guide to grammar and writing) |

| | | |leo.stcloudstate.edu |

| | | |Writing the Informative Essay |

| | | | |

| | | |

| | | |es-structure.html |

| | | |Writing the Explanatory Essay |

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| | | |

| | | |ositoryEssay.pdf |

| | | |Writing Graphic Organizers |

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| | | |tml |

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| |Language |Language |Conventions |

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| |L.7.2 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Demonstrate command of the conventions of standard |Identify the correct use of nouns (i.e., common/proper, | |

| |English capitalization, punctuation, and spelling when |possessive) and pronouns (i.e., personal and possessive) |Literary Analysis Workshop |

| |writing. |within context. L.7.2 |Skills: Common and Proper Nouns Review |

| | | | |

| | | |The Luckiest Time of All |

| |These standards are constant and should be taught | |Skill: Possessive Nouns |

| |throughout each quarter. | |Integrated Language Arts: Possessive Nouns pg. 68 |

| |Study and apply grammar - L.7.1-3 | |Reading Application |

| | | |Writing Application |

| | | |Prentice Hall Writing Coach |

| | | | |

| | | |Angela’s Ashes |

| | | |Skill: Possessive Pronouns |

| | | |Integrated Language Arts: Possessive Pronouns pg.150 |

| | | |Reading Application |

| | | |Writing Application |

| | | |Prentice Hall Writing Coach |

| | | | |

| | | |Elements of Language- Holt Publishing |

| | | |Skills: common and proper nouns, possessive nouns, and possessive |

| | | |pronouns |

| | | | |

| | | |Resources |

| | | |Grammar and Common Core (article) |

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| | | |v4_final.pdf |

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| | | |xt=lajm |

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| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

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| |SL.7.1c |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Pose questions that elicit elaboration and respond to |Select the most appropriate behaviors for participating | |

| |others’ questions and comments with relevant |productively in a team (e.g., ask primarily relevant |Activities |

| |observations and ideas that bring the discussion back on|questions that move the team toward its goal and contribute |Introducing the Big Question: Exploring the Big Question pg. 2 |

| |topic as needed. |to the topic of discussion, articulate the goals that have |Comprehension and Collaboration pg. 151 – Conduct an interview with|

| | |been provided for the team work and ask clarifying questions,|a friend, relative, or classmate to learn more about a serious |

| |These standards are constant and should be taught |come to agreement by seeking consensus or following the |event that impacted his or her life. Consider talking to someone |

| |throughout each quarter. |majority) SL.7.1c |who moved to a new country or neighborhood, attended a new school, |

| |Analyze Content: SL.7.2-3 | |had a threatening illness, or overcame a difficult situation. |

| |Study and apply grammar: SL.7.6 |Possible Suggestions throughout the quarter: | |

| |Conduct Discussions: SL.7.1 |Group roles and responsibility, Accountable talk, Classroom | |

| |Report Findings: SL.7.4-6 |routines and procedures, Group behaviors and discussions, | |

| | |Target audience, Oral presentation, Informal Debate, News | |

| | |Story, Delivering an Oral Summary, Dramatic Readings | |

|Weeks 4-6 | | | |

|Reading Selections |

|from Freedom Walkers: The Story of the Montgomery Bus Boycott (Lexile 1110; Historical Account) and What Makes a Rembrandt a Rembrandt? (Narrative Essay) |

|Conversational Ballgames (Lexile 940; Expository Essay) |

|The Eternal Frontier (Lexile 1090; persuasive essay) |

| |

|Big Question: What Should We Learn? (Unit 3) |

|Reading Complex Texts |Informational |Informational |Prentice Hall Literature – Reading Selections |

| | | | |

| |RI7.2 |Provides a statement of central idea(s) of a text.(RI7.2) |Unit 3 – Types of Nonfiction |

| |Determine a theme or central idea of a text and analyze |Provides an analysis of the development of central idea(s) | |

| |its development over the course of the text; provide an |over the course of the text.(RI7.2) |Literary Analysis Workshop – Elements of Nonfiction, Analyzing |

| |objective summary of the text. |Provides an objective summary of a text.(RI7.2) |Structure in Literary Nonfiction, Analyzing Relationships in |

| |RI7.3 | |Literary Nonfiction RI7.3, RI7.4, RI7.5, RI7.6 |

| |Analyze the interactions between individuals, events, |Provides an analysis of the interactions between individuals,|Skill Focus: elements of nonfiction, forms of non-fiction, text |

| |and ideas in a text (e.g., how ideas influence |events, and/or ideas in a text (e.g., how ideas influence |structure - text feature, point of view, author’s purpose, word |

| |individuals or events, or how individuals influence |individuals or events or how individuals influence ideas or |choice, figurative language, relationships, central idea, main idea|

| |ideas or events). |events).(RI7.3) |and supporting details |

| |RI7.5 | |List of Tier 3 Domain Specific Words |

| |Analyze the structure an author uses to organize a text,|Provides an analysis of the structure an author uses to |

| |including how the major sections contribute to the whole|organize a text, including how the major sections contribute |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |and to the development of the ideas. |to the whole and to the development of the ideas.(RI7.5) |-Math.pdf |

| | |Provides a statement of an author’s point of view in a text. |See pages 26-71 for ELA Tier 3 |

| |RI7.6 |(RI7.6) |Next Generation Glossary of Informational and Literary terms |

| |Determine an author’s point of view or purpose in a text|Provides a statement of an author’s purpose in a text.(RI7.6)|See scsliteracy. |

| |and analyze how the author distinguishes his or her |Provides an analysis of how the author distinguishes his or |(found on the middle school page) |

| |position from that of others. |her position from that of others.(RI7.6) | |

| | | |Close Read: Determining Author’s Purpose |

| |RI.7.8 |Demonstrates ability to trace an argument and specific claims|Model Exemplar Text: Freedom Walkers (Historical Account) |

| |Trace and evaluate the argument and specific claims in a|in a text. (RI7.8) |Independent Practice: What Makes a Rembrandt a Rembrandt? ( |

| |text, assessing whether the reasoning is sound and the |Provides an evaluation of whether the reasoning is sound in |Narrative Essay) |

| |evidence is relevant and sufficient to support the |an argument. (RI7.8) |After You Read: Text Dependent Questions |

| |claims. |Provides an evaluation of whether the evidence is relevant |(Key Ideas and Details) Why was Rembrandt hired to paint Captain |

| | |and sufficient to support the claims.(RI7.8) |Banning Cocq’s militia company? (Analyze) How did Rembrandt change |

| |These standards are constant and should be taught | |the way military group portraits were painted? |

| |throughout each quarter. | |(Craft and Structure) How is the essay organized? (Infer9 Why do |

| |Cite Evidence: RL1, RI1 | |you think the author chose to organize it this way? |

| |Analyze Content: RL/RI.7.2-9 | | |

| | | |Conversational Ballgames (lexile 940; Expository Essay) RI7.2, |

| | | |RI7.5 |

| | | |Skill Focus: main idea and details, expository essay, text |

| | | |structure - text feature, point of view, author’s purpose, word |

| | | |choice, figurative language, relationships, theme/central idea |

| | | |Before You Read pg.421 |

| | | |Reading Skill: Main Ideas |

| | | |Literary Analysis: Expository Essay |

| | | |Critical Thinking: Text Dependent Questions |

| | | |(Key Ideas and Details) To what sports or games does the author |

| | | |compare Japanese-style and western-style conversations? (Apply) |

| | | |What do the author and her family and friend need to understand |

| | | |about each other? |

| | | |How do Japanese feel about conversing during dinner? (Compare and |

| | | |Contrast) How does their behavior compare with westerners’ behavior|

| | | |during a meal? |

| | | |After You Read |

| | | |Reading Skill: Main Ideas |

| | | |Literary Analysis: Expository Essay |

| | | | |

| | | |The Eternal Frontier (lexile 1090; persuasive essay) RI7.8, RI7.5 |

| | | |Skill Focus: fact and opinion, persuasive essay, main idea and |

| | | |details, text structure - text feature, point of view, author’s |

| | | |purpose, word choice, figurative language, relationships, central |

| | | |idea |

| | | |Before You Read |

| | | |Reading Skill: Classifying Fact and Opinion |

| | | |Literary Analysis: Persuasive Essay |

| | | |Critical Thinking: Text Dependent Questions |

| | | |(Key Ideas and Details) – What does L’Amour refer to as “the |

| | | |eternal frontier”? (Compare and Contrast) How might the “eternal” |

| | | |frontier be similar to and different from the western frontier that|

| | | |L’Amour writes about in his novel? |

| | | |Draw Conclusions – What message about space does the essay convey? |

| | | |Which reasons best support L’Amour’s claim? (Evaluate) Is the |

| | | |message positive? Explain. |

| | | |After You Read |

| | | |Reading Skill: Classifying Fact and Opinion |

| | | |Literary Analysis: Persuasive Essay |

| | | | |

| | | |Resources |

| | | |(strategies) |

| | | | |

| | | |

| | | |x-2-graphic-organizers (11 graphic organizers) |

| | | |Reading strategies |

| | | |

| | | |ts-text-comprehension |

| | | |Reading strategies |

| | | | |

| | | | |

| | | |Pearson Online Resources |

| | | | |

| | | |Interactive Digital Path |

| | | |Benchmark and Unit Assessments |

| | | |Unit Resources |

| | | |Common Core Companion |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RI7.2 - 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. |

| |Level 1 (Entering) |Level 2 (Emerging) |Level 3 (Developing) |Level 4 (Expanding) |Level 5 (Bridging) |

| | | | | | |

| |Determine a central idea from a |Determine the central idea from a picture|Determine two or more central ideas |Determine two or more central ideas |Determine two or more central |

| |picture book read aloud and analyze |book read aloud and analyze its |from a read aloud illustrated text and|from a video version of a text and |ideas from a class discussion |

| |its development; provide an objective|development; provide an objective simple |analyze their development; provide an |analyze their development; provide an|about a text and analyze their|

| |summary of the text using labeled |sentence summary of the text supported by|objective summary of the text |objective summary of the text |development; provide an |

| |pictures. |an illustrated graphic organizer. |supported by a partially completed |supported by a graphic organizer. |objective summary of the text.|

| | | |graphic organizer. | | |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L.7.4b |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Use common, grade-appropriate Greek or Latin affixes and|Demonstrates the ability to use context (e.g., the overallmea| |

| |roots as clues to the meaning of a word (e.g., |ning of a sentence or paragraph; a word’s position or functio|Tier 2 Academic Vocabulary – contribute, trace, evaluate, assess, |

| |belligerent, bellicose, rebel). |n in a sentence) as a clue to the meaning of a word or phrase|verify |

| |L.7.4d |. (L7.4) |List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic |

| |Verify the preliminary determination of the meaning of a| |Terms  by Marzano) |

| |word or phrase (e.g., by checking the inferred meaning |Provides a statement demonstrating accurate  |

| |in context or in a dictionary). |meaning and use of grade‐appropriate general  |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |L.7.6 |academic words and phrases. (L7.4) |-Math.pdf |

| |Acquire and use accurately grade-appropriate general | |See pages 1-25 for Tier 2 |

| |academic and domain-specific words and phrases; gather |Reviewed throughout the quarter: | |

| |vocabulary knowledge when considering a word or phrase |Synonyms/antonyms |Literary Analysis Workshop |

| |important to comprehension or expression. |Affixes- Latin roots |Introducing the Big Question: Learning Big Question Vocabulary pg. |

| |These standards are constant and should be taught |Context clues |407 |

| |throughout each quarter. |Analogy and word relationships | |

| |Study and apply vocabulary - L.7.4-6 |Word parts and families |Conversational Ballgames |

| | | |Skill: Old English suffix ness- and Latin suffix able- |

| | | |Making Connections: Vocabulary pg. 430 |

| | | |Vocabulary Development pgs. 430, 434 |

| | | |After You Read: Vocabulary pg. 437 |

| | | | |

| | | |The Eternal Frontier |

| | | |Skill: Latin root –leg- and Latin root –peti- |

| | | |Making Connections: Vocabulary pg. 498 |

| | | |Vocabulary Development pgs. 498, 500 |

| | | |After You Read: Vocabulary pg. 503 |

| | | | |

| | | |Resources |

| | | |Vocabulary Central |

| | | | (Vocabulary) |

| | | | (Vocabulary builders) |

| | | | (figurative language) |

| | | |Most Common Suffixes and Prefixes |

| | | |

| | | |prefixes_suffixes.pdf |

| | | |

| | | |st%20Common%20Suffixes.pdf |

| | | | |

| | | |Greek and Latin roots |

| | | |

| | | |ish |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |affixes) |

| | | |

| | | |1.pdf |

| | | |Which words do I teach? |

| | | |

| | | |df |

| | | |Vocabulary and the Common Core - Which words do I teach 6-8? |

| | | |

| | | |etail-pg |

| | | |11 Tips on Teaching Common Core Vocabulary |

| | | |

| | | |lee-sprenger |

| | | |55 critical words students should know and understand |

| | | | |

| | | | |

|Writing to Texts |Writing | Writing |Writing |

| | | | |

| |W7.9 |Evidence Statements |Note: Grammar instruction should be embedded in the teaching of |

| |Draw evidence from literary or informational texts to |Development of Ideas |writing. |

| |support analysis, reflection, and research. |The student response addresses the prompt and provides | |

| |W7.9b |effective and comprehensive development of the claim, topic |Reviewed throughout the quarter: |

| |Apply grade 7 Reading standards to literary nonfiction |and/or narrative elements by using clear and convincing |Writing Sentences, Essay organization and structure |

| |(e.g. “Trace and evaluate the argument and specific |reasoning, details, text-based evidence, and/or description; |Thesis statement, Topic sentences and supporting details, Writing |

| |claims in a text, assessing whether the reasoning is |the development is consistently appropriate to the task, |paragraphs, and Performance tasks |

| |sound and the evidence is relevant and sufficient to |purpose, and audience. | |

| |support the claims”). |Organization |Prentice Hall Literature- Pearson Publishing |

| |W7.2 |The student response demonstrates purposeful coherence, | |

| |Write informative/explanatory texts to examine a topic |clarity, and cohesion and includes a strong introduction, |Routine Writing (text dependent questions) |

| |and convey ideas, concepts, and information through the |conclusion, and a logical, well-executed progression of |Making Connections: Writing About the Big Question pg. 430 and 498 |

| |selection, organization, and analysis of relevant |ideas, making it easy to follow the writer’s progression of |Critical Thinking pg. 436 and 502 |

| |content. |ideas. |Identify the thesis statement in Louis L’Armour’s “The Eternal |

| | |Clarity of Language |Frontier.” What examples and evidence does L’Amour provide |

| | |The student response establishes and maintains an effective |throughout the essay to support the thesis? Review the selection to|

| | |style, while attending to the norms and conventions of the |find the supporting examples and evidence. Create an outline that |

| | |discipline. The response uses precise language consistently, |shows the essay’s thesis statement and supporting examples and |

| | |including descriptive words and phrases, sensory details, |evidence. |

| | |linking and transitional words, words to indicate tone2, |Journal entries, Summaries, Daily Language Practice, Graphic |

| | |and/or domain-specific vocabulary. |Organizers |

| | |Knowledge of Language and Conventions | |

| | |The student response demonstrates command of the conventions |Prentice Hall Literature- Pearson Publishing |

| | |of standard English consistent with effectively edited | |

| | |writing. Though there may be a few minor errors in grammar |Analysis (inform/explain) |

| | |and usage, meaning is clear throughout the response. |Explanatory Text pg. 439 (Conversational Ballgames) – An analogy |

| | | |makes a comparison between two or more things that are alike in |

| | |Reviewed throughout the quarter: |some ways but otherwise different. Write an analogy using the |

| | |writing sentences, essay organization and structure, |sentence starters found on the page. Use several sentences to |

| | |thesis statement, writing paragraphs, performance tasks |develop your analogy. Support your statements with details from the|

| | | |selection that you read. Also, use anecdotes (personal stories), |

| | | |examples from real life, and facts or statistics to explain your |

| | | |ideas. |

| | | |Performance Tasks pg. 564 #4 – Analyze Structure and Purpose – |

| | | |Write an essay in which you explain the characteristics of two |

| | | |different types of nonfiction essays in this unit. |

| | | |Resources |

| | | | (writing, classroom resources, professional|

| | | |developments) |

| | | |writingtips (writing tips/essay builders) |

| | | |mnet.edu/grammar/quizlist.htm (Guide to Grammar |

| | | |and Writing) |

| | | | (writing prompts) |

| | | | (writing strategies, prompts, rubrics) |

| | | | (writing resources) |

| | | |leo.stcloudstate.edu (literacy education online help with |

| | | |writing, research, and grammar) |

| | | |mnet.edu/ (grammar and writing guide) |

| | | |The Informational/Explanatory Rubric |

| | | |

| | | |-8.pdf |

| | | |Teaching the Informational/Explanatory Rubric’s Traits |

| | | |The Scoring Guides and Sample Student Responses |

| | | |

| | | |s/2013-14scoringresources/2013-14p1scoringmaterials.aspx |

| | | |Writing the Informative Essay |

| | | | |

| | | |

| | | |es-structure.html |

| | | |Writing the Explanatory Essay |

| | | | |

| | | |

| | | |ositoryEssay.pdf |

| | | |Writing Graphic Organizers |

| | | | |

| | | |

| | | |tml |

| | | | |

| | | | |

| | | | |

| |Language |Language |Conventions |

| | | | |

| |L.7.1 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Demonstrate command of the conventions of standard |Identify the correct use of conjunctions (i.e., coordinating,| |

| |English grammar and usage when writing or speaking. |correlative, subordinating) and interjections within context.|Note: Grammar instruction should be embedded in the teaching of |

| |L.7.2 | |writing. |

| |Demonstrate command of the conventions of standard | | |

| |English capitalization, punctuation, and spelling when | |Conversational Ballgames |

| |writing. | |Skill: Conjunctions |

| | | |Integrated Language Arts pg. 438 |

| |These standards are constant and should be taught | |Reading Application |

| |throughout each quarter. | |Writing Application |

| |Study and apply grammar - L.7.1-3 | |Prentice Hall Writing Coach |

| | | | |

| | | | |

| | | |The Eternal Frontier |

| | | |Skill: Subjects and Predicates |

| | | |Integrated Language Arts pg. 504 |

| | | |Reading Application |

| | | |Writing Application |

| | | |Prentice Hall Writing Coach |

| | | | |

| | | |Elements of Language- Holt Publishing |

| | | |Conjunctions |

| | | |Subjects and Predicates |

| | | | |

| | | |Resources |

| | | | (grammar instruction with handouts and power |

| | | |point presentations) |

| | | |leo.stcloudstate.edu (literacy education online help with |

| | | |writing, research, and grammar) |

| | | |mnet.edu/ (grammar and writing guide) |

| | | |Grammar and Common Core (article) |

| | | | |

| | | |

| | | |v4_final.pdf |

| | | | |

| | | |

| | | |xt=lajm |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL.7.2 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Analyze the main ideas and supporting details presented |Organize ideas in the most effective order for an oral | |

| |in diverse media and formats (e.g., visually, |presentation. |Activities |

| |quantitatively, orally) and explain how the ideas |Distinguish between a summary and a critique. |Presentation of Ideas pg. 439 (Conversational Ballgames) After |

| |clarify a topic, text, or issue under study. |Identify the main idea and supporting details in text. |listening to the audio version of either Zimmerman’s or Sakamoto’s |

| |SL.7.4 |Determine the most effective methods for engaging an audience|expository essay, in a small group, compare and contrast the audio |

| |Present claims and findings, emphasizing salient points |during an oral presentation (e.g., making eye contact, |and text versions of your chosen selection. Discuss the ways in |

| |in a focused, coherent manner with pertinent |adjusting speaking rate). |which you find each version compelling. Then, prepare and deliver |

| |descriptions, facts, details, and examples; use | |an oral summary of the essay. |

| |appropriate eye contact, adequate volume, and clear |Possible Suggestions throughout the quarter: | |

| |pronunciation. |Group roles and responsibility, Accountable talk, Classroom |Resources |

| | |routines and procedures, Group behaviors and discussions, |Group roles and responsibilities |

| |These standards are constant and should be taught |Target audience, Oral presentation, Informal Debate, News |

| |throughout each quarter. |Story, Delivering an Oral Summary, Dramatic Readings |US641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibi|

| |Analyze Content: SL.7.2-3 | |lities |

| |Study and apply grammar: SL.7.6 | |Classroom talk |

| |Conduct Discussions: SL.7.1 | |

| |Report Findings: SL.7.4-6 | |or-Classroom-Talk.aspx |

| | | |Accountable Talk |

| | | | |

| | | |Accountable Talk Toolkit |

| | | |

| | | |it_10-09.pdf |

| | | |Accountable Talk Teacher moves |

| | | | |

| | | |Accountable Language Stems |

| | | |

| | | |FeaturesandLanguageStems.pdf |

| | | | |

| | | | |

| | | | |

|Weeks 7-9 | | | |

|Reading Selections |

|from Sorry, Wrong Number and from Dragonwings (lexile 870) |

|A Christmas Carol Acts I and II |

| |

|Big Question: Do others see us more clearly than we see ourselves? (Unit 5) |

|Reading Complex Texts |Literature |Literature |Extended Text-Literature |

| | | | |

| |RL7.3 |Evidence Statements |Unit 5: Elements of Drama/Analyzing Drama/Understanding Elements of|

| |Analyze how particular elements of a story or drama |Provides an analysis of how a drama’s or poem’s form or |Drama |

| |interact (e.g., how setting shapes the characters or plot).|structure contributes to meaning. RL7.2 | |

| |RL7.5 |Provides an analysis of how particular elements of a stor|Literary Analysis Workshop RL7.3, RL.5 |

| |Analyze how a drama’s or poem’s form or structure (e.g., |y or drama interact. RL7.3 |Elements of Drama |

| |soliloquy, sonnet) contributes to its meaning. |Provides an analysis of how a drama’s or poem’s |Analyzing Drama |

| | |form or structure contributes to meaning RL7.5 |Close Read: Understanding Elements of Drama |

| | |Provides an analysis of how an author develops |from Sorry, Wrong Number and from Dragonwings |

| |In review |and contrasts the points of view of different characters |Skill Focus: elements of drama – plot, dialogue, set/scenery, |

| |RL7.2 |or narrators in a text RL7.6 |props, acts and scenes; forms of drama – comedy and tragedy; |

| |Determine a theme or central idea of a text and analyze its| |structure in drama; conflicts- external and internal; theme in |

| |development over the course of the text; provide an | |drama |

| |objective summary of the text. | |List of Tier 3 Domain Specific Words |

| |RL7.6 | |

| |Analyze how an author develops and contrasts the points of | |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |view of different characters or narrators in a text. | |-Math.pdf |

| | | |See pages 26-71 for ELA Tier 3 |

| |These standards are constant and should be taught | |Next Generation Glossary of Informational and Literary terms |

| |throughout each quarter. | |See scsliteracy. |

| |Cite Evidence: RL1, RI1 | |(found on the middle school page) |

| |Analyze Content: RL/RI.7.2-9 | | |

| | | |After You Read – Text Dependent Questions |

| | | |(Key Ideas and Details) In the novel excerpt, how does Uncle plan |

| | | |to get the flying machine up the hill? (Compare) In the scene from |

| | | |the drama, what helps the audience grasp how Dragonwings will be |

| | | |moved? |

| | | |(Interpret) What does Moon Shadow mean at the end of the scene when|

| | | |he says, “dreams stay with you, and we never forgot”? (Analyze) |

| | | |What theme does this statement reveal? |

| | | | |

| | | |A Christmas Carol Act I RL7.3, RL.5 |

| | | |Skill Focus: purpose for reading, dialogue, stage directions, |

| | | |summarize, characters’ motives |

| | | |Before You Read |

| | | |Reading Skill: Purpose for Reading |

| | | |Literary Analysis: Dialogue |

| | | |Critical Thinking – Text Dependent Questions |

| | | |(Key Ideas and Details) What scenes from his past does Scrooge |

| | | |visit? (Draw Conclusions) How does each event contribute to his |

| | | |current attitude and personality? |

| | | |(Integration of Knowledge and Ideas – Deduce) What effects have |

| | | |Scrooge’s past experiences had on the person he has become? |

| | | |(Evaluate) Based on Scrooge’s past experiences, do you think he |

| | | |should be excused for his current attitude and behavior? Explain. |

| | | |After You Read |

| | | |Reading Skill: Purpose for Reading |

| | | |Literary Analysis: Dialogue |

| | | | |

| | | | |

| | | |A Christmas Carol Act II RL7.3, RL.5 |

| | | |Skill Focus: purpose for reading, dialogue, stage directions, |

| | | |summarize, characters’ motives |

| | | |Before You Read |

| | | |Reading Skill: Purpose for Reading |

| | | |Literary Analysis: Stage Directions |

| | | |Critical Thinking – Text Dependent Questions |

| | | |(Key Ideas and Details) In Scene 3, what does Scrooge learn about |

| | | |the Cratchit family? (Analyze) Why does Scrooge care about the fate|

| | | |of Tiny Tim? (Draw Conclusions) In what way is Scrooge changing? |

| | | |(Integration of Knowledge and Ideas) What does Scrooge learn from |

| | | |the opportunity to watch his own life? How does he change his |

| | | |behavior to reflect his new insight? (Connect to the Big Question: |

| | | |Do others see us more clearly than we see ourselves?) |

| | | |After You Read |

| | | |Reading Skill: Purpose for Reading |

| | | |Literary Analysis: Stage Directions |

| | | | |

| | | |Pearson Online Resources |

| | | | |

| | | |Interactive Digital Path |

| | | |Benchmark and Unit Assessments |

| | | |Unit Resources |

| | | |Common Core Companion |

| | | | |

| | | |Resources |

| | | |A Christmas Carol Resources |

| | | |

| | | |rooge-and-Marley.pdf |

| | | |

| | | |ox-resources/unit-plan-english-language-arts-grade-7-sample-a-chris|

| | | |tmas-carol.pdf?sfvrsn= |

| | | | |

| | | |

| | | |C-Guide-10-13-14.pdf |

| | | |Teaching Dialogue |

| | | |

| | | |sing-clear-varied-dialogue-291.html |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RI7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |

| |Level 1 (Entering) |Level 2 (Emerging) |Level 3 (Developing) |Level 4 (Expanding) |Level 5 (Bridging) |

| | | | | | |

| |Identify the central idea in an |Determine the central idea in an |Determine two or more central ideas in|Identify two or more central ideas in|Identify two or more central |

| |illustrated simple sentence text; and|illustrated simple sentence text and |an illustrated text and analyze their |a familiar text and analyze their |ideas in a text and analyze |

| |analyze its development; provide an |analyze its development; provide an |development; provide an objective |development; provide an objective |their development; provide an |

| |objective summary of the text using |objective simple sentence summary of the |summary of the text supported by a |summary of the text supported by a |objective summary of the text |

| |labeled pictures. |text supported by an illustrated graphic |partially completed graphic organizer.|graphic organizer. |supported by student-generated|

| | |organizer. | | |annotations. |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L.7.4.b |Evidence Statements |Tier 2 Academic Vocabulary – analyze, interact, develop, contrasts,|

| |Use common, grade-appropriate Greek or Latin affixes and | |acknowledge |

| |roots as clues to the meaning of a word (e.g., belligerent,|Demonstrates the ability to use context (e.g., the |List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic |

| |bellicose, rebel). |overall meaning of a sentence or paragraph; a word’s |Terms  by Marzano) |

| |L.7.6 |position or function in a sentence) as a clue to the |

| |Acquire and use accurately grade-appropriate general |meaning of a word or phrase. L7.4.b |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |academic and domain-specific words and phrases; gather |Provides a statement demonstrating accurate meaning and |-Math.pdf |

| |vocabulary knowledge when considering a word or phrase |use of grade-appropriate general academic words and |See pages 1-25 for Tier 2 |

| |important to comprehension or expression. |phrases. L.7.6 | |

| | | |A Christmas Carol Act I |

| |These standards are constant and should be taught |Reviewed throughout the quarter: |Skills: Latin roots –grat- |

| |throughout each quarter. |Synonyms/antonyms |Making Connections: Vocabulary pg. 738 |

| |Study and apply vocabulary - L.7.4-6 |Affixes- Latin roots |Vocabulary Development pgs. 738, 742, 744, 746, 748, 750, 754, 758,|

| | |Context clues |760, 766 |

| | |Analogy and word relationships |After You Read: Vocabulary pg. 769 |

| | |Word parts and families | |

| | | |A Christmas Carol Act II |

| | | |Skills: Latin roots –sist- |

| | | |Making Connections: Vocabulary pg. 774 |

| | | |Vocabulary Development pgs. 774, 778, 780, 782, 784, 788, 790, 794,|

| | | |796, 800, 802, 804 |

| | | |After You Read: Vocabulary pg. 807 |

| | | | |

| | | |Other Resources |

| | | |Vocabulary Central |

| | | |Most Common Suffixes and Prefixes |

| | | |

| | | |prefixes_suffixes.pdf |

| | | |

| | | |st%20Common%20Suffixes.pdf |

| | | | |

| | | |Greek and Latin roots |

| | | |

| | | |ish |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |affixes) |

| | | |

| | | |1.pdf |

| | | |Which words do I teach? |

| | | |

| | | |df |

| | | |Vocabulary and the Common Core - Which words do I teach 6-8? |

| | | |

| | | |etail-pg |

| | | |11 Tips on Teaching Common Core Vocabulary |

| | | |

| | | |lee-sprenger |

| | | |55 critical words students should know and understand |

| | | | |

|Writing to Texts |Writing |Writing |Writing |

| | | | |

| |W.7.1 |Evidence Statements |Routine Writing (text-dependent): |

| |Write arguments to support claims with clear reasons and |Development of Ideas |Writing About the Big Question |

| |relevant evidence. |The student response addresses the prompt and provides |After You Read |

| |W.7.1a |effective and comprehensive development of the claim, |Journal entries |

| |Introduce claim(s), acknowledge alternate or opposing |topic and/or narrative elements by using clear and |Summaries |

| |claims, and organize the reasons and evidence logically. |convincing reasoning, details, text-based evidence, |Daily Language Practice |

| |W.7.1b |and/or description; the development is consistently |Graphic Organizers |

| |Support claim(s) with logical reasoning and relevant |appropriate to the task, purpose, and audience. |Other Resources |

| |evidence, using accurate, credible sources and |Organization | |

| |demonstrating an understanding of the topic or text. |The student response demonstrates purposeful coherence, |Analysis (Focus on Argument) |

| |W.7.1c |clarity, and cohesion and includes a strong introduction,|(A Christmas Carol Act I pg. 771)- Write a letter to Scrooge, |

| |Use words, phrases, and clauses to create cohesion and |conclusion, and a logical, well-executed progression of |telling him what he is missing in life by being cranky and negative|

| |clarify the relationships among claim(s), reasons, and |ideas, making it easy to follow the writer’s progression |with the people around him. Start your letter with a salutation, or|

| |evidence. |of ideas. |greeting. Then, support the main points of your argument with clear|

| | |Clarity of Language |reasons and evidence. Conclude with a closing and your signature. |

| | |The student response establishes and maintains an |(A Christmas Carol Act II pg. 809) – Respond to the play by writing|

| | |effective style, while attending to the norms and |a tribute, or expression of admiration, to the changed Scrooge. |

| | |conventions of the discipline. The response uses precise |Your tribute may share brief stories from the drama that show how |

| | |language consistently, including descriptive words and |Scrooge has transformed his life. It may also reflect on the events|

| | |phrases, sensory details, linking and transitional words,|or experiences that caused Scrooge worthy of a tribute, and include|

| | |words to indicate tone2, and/or domain-specific |evidence from the play to support your analysis. Conclude by giving|

| | |vocabulary. |your opinion of the play and providing your own insights about |

| | |Knowledge of Language and Conventions |whether there is a lesson that everyone can learn from Scrooge’s |

| | |The student response demonstrates command of the |story. |

| | |conventions of standard English consistent with | |

| | |effectively edited writing. Though there may be a few |Resources |

| | |minor errors in grammar and usage, meaning is clear |The Argumentative Rubric |

| | |throughout the response. |

| | | |8.pdf |

| | |Reviewed throughout the quarter: |Teaching the Argumentative Rubric’s Traits |

| | |Writing Sentences, Essay organization and structure |The Scoring Guides and Sample Student Responses |

| | |Thesis statement, Writing paragraphs, Performance tasks, |

| | |and Topic sentences and supporting details |s/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 |

| | | |Explanation of terms per trait |

| | | | |

| | | |Argumentative Writing Resources |

| | | |(How to write an argumentative essay) |

| | | |

| | | |argumentativeessay.pdf |

| | | |(How to write an argumentative essay) |

| | | | |

| | | |(How to write an argumentative essay) |

| | | |

| | | |ormat.pdf |

| | | |(argumentative essay frame) |

| | | | |

| | | |Teaching Dialogue |

| | | |

| | | |-ideas-using.html |

| | | |

| | | |/lesson_plans/writing/6-8/57_6-8_writing_writing_effective_dialog.p|

| | | |df |

| |Language |Language |Note: Grammar instruction should be embedded in the teaching of |

| | | |writing. |

| |L.7.1 |Evidence Statements | |

| |Demonstrate command of the conventions of standard English |Use commas correctly (i.e., compound sentences, |Conventions |

| |grammar and usage when writing or speaking. |coordinating conjunctions, introductory words, | |

| |L.7.2 |appositives, interrupters) within context. L7.1 |Literary Analysis Workshop |

| |Demonstrate the command of the conventions of standard |Spell correctly (i.e., double negatives, troublesome |Skills: Sentence Functions and End Marks |

| |English capitalization, punctuation, and spelling when |words: {to/too/two, their/there/they’re, its/it’s, |Integrated Language Arts: Sentence Functions and End Marks pg. 858|

| |writing. |sit/set, lie/lay, affect/effect, may/can, leave/let, |Reading Application |

| | |teach/learn, accept/except, capitol/capital, |Writing Application |

| | |principle/principal, between/among, rise/raise, |Prentice Hall Writing Coach |

| |These standards are constant and should be taught |stationary/stationery}). L 7.2 | |

| |throughout each quarter. |Correct run-on sentences with appropriate punctuation |A Christmas Carol Act I |

| |Study and apply grammar - L.7.1-3 |(i.e., conjunctions, semicolons, and periods to join or |Skills: Interjections |

| | |separate elements) within context. L 7.2 |Integrated Language Arts: Interjections pg. 770 |

| | | |Reading Application |

| | |In Review: |Writing Application |

| | |Sentence Functions and End Marks |Prentice Hall Writing Coach |

| | |Adjectives – compound and coordinate | |

| | |Adverbs |A Christmas Carol Act II |

| | |Verbs- action, linking, helping, verb phrases |Skills: Double Negatives |

| | |Sentence parts- subject and predicate |Integrated Language Arts: Double Negatives pg. 858 |

| | |Writing sentences |Reading Application |

| | | |Writing Application |

| | | |Prentice Hall Writing Coach |

| | | | |

| | | |Elements of Language- Holt Publishing |

| | | |Sentence Functions and End Marks |

| | | |Interjections |

| | | |Double Negatives |

| | | | |

| | | |Resources |

| | | | (grammar instruction with handouts and power |

| | | |point presentations) |

| | | |leo.stcloudstate.edu (literacy education online help with |

| | | |writing, research, and grammar) |

| | | |mnet.edu/ (grammar and writing guide) |

| | | |Grammar and Common Core (article) |

| | | | |

| | | |

| | | |v4_final.pdf |

| | | | |

| | | |

| | | |xt=lajm |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL.7.1 |Evidence Statements |Possible Suggestions throughout the quarter: |

| |Engage effectively in a range of collaborative discussions |Identify the functions and responsibilities of individual|Group roles and responsibility, Accountable talk, Classroom |

| |(one-on-one, in groups, and teacher-led) with diverse |roles within an organized group (i.e., reporter, |routines and procedures, Group behaviors and discussions, Target |

| |partners on grade 7 topics, texts, and issues, building on |recorder, information gatherer, leader, and timekeeper). |audience, Oral presentation, Informal Debate, News Story, |

| |others’ ideas and expressing their own clearly. |Organize ideas in the most effective order for an oral |Delivering an Oral Summary, Dramatic Readings |

| |SL.7.5 |presentation. | |

| |Include multimedia components and visual displays in | |Performance Task #6 pg. 401 – Analyze Conflict Development |

| |presentations to clarify claims and findings and emphasize | | |

| |salient points. | |Resources |

| | | |Group roles and responsibilities |

| | | |

| |These standards are constant and should be taught | |US641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibi|

| |throughout each quarter. | |lities |

| |Analyze Content: SL.7.2-3 | |Classroom talk |

| |Study and apply grammar: SL.7.6 | |

| |Conduct Discussions: SL.7.1 | |or-Classroom-Talk.aspx |

| |Report Findings: SL.7.4-6 | |Accountable Talk |

| | | | |

| | | |Accountable Talk Toolkit |

| | | |

| | | |it_10-09.pdf |

| | | |Accountable Talk Teacher moves |

| | | | |

| | | |Accountable Language Stems |

| | | |

| | | |FeaturesandLanguageStems.pdf |

|Research Project |Research |Research |Research |

| | | | |

|(Reading and Writing- |W.7.7 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

|Begins in 3rd Grade for |Conduct short research projects to answer a question, |Select the most focused research topic. | |

|PARCC accountability) |drawing on several sources and generating additional |Identify levels of reliability among resources (e.g., |Activities |

| |related, focused questions for further research and |eyewitness account, newspaper account, supermarket |(Zoo or Ribbons) Research and Technology – Build and Present |

| |investigation. |tabloid account, Internet source). |Knowledge – Create a poster on the story you read. pg. 361. or |

| |W.7.6 |Determine the most appropriate research source for a |(A Christmas Carol Act I, pg. 771) – Research and Technology – |

| |Use technology, including the Internet, to produce and |given research topic. |Build and Present Knowledge - Prepare costume plans for this play. |

| |publish writing and link to and cite sources as well as to |Select the visual image that best reinforces a viewpoint |With a small group, research the clothing worn during the Victorian|

| |interact and collaborate with others, including linking to |or enhances a presentation. |period in England. |

| |and citing sources. |Organize ideas in the most effective order for an oral | |

| |SL.7.5 |presentation. | |

| |Include multimedia components and visual displays in |Discern irrelevant research material from written text. | |

| |presentations to clarify claims and findings and emphasize | | |

| |salient points. | | |

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