7th Grade Language Arts



7th Grade Language Arts2014-2015UnitContent StandardsReporting Cluster(s)Content TopicsYear-Long & Supporting StandardsUnit One: Evidence-Based Reading & Writing9 WeeksReading Literature 1Reading Informational Text 1Analyzing Textual EvidenceQuestioning, Inference, and InterpretationApplications of LanguageMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextWriting 2Writing to Explain/Inform[Reported year-long]Informative WritingReading Literature 5Analyzing Text StructurePoetryUnit Two:Elements of Text9 WeeksReading Literature 2Reading Literature 3Analyzing Story ElementsThemes and Story ElementsWriting 3Mastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextReading Literature 6Analyzing Character Point of ViewPoint of ViewUnit Three:Argumentation9 WeeksReading Informational Text 6Analyzing Author Point of ViewPurposeWriting 1Mastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextReading Informational Text 8Evaluating Arguments and in TextArgument and ReasoningReading Informational Text 2Reading Informational Text 5Determining Central IdeaCentral Ideas and Text FeaturesUnit Four:Deeper Reading9 WeeksReading Literature 9Reading Informational Text 9Integrating Multiple TextsLiterary Comparisons and Source MaterialRhetorical CriticismSpeaking & ListeningMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextGradeUnit 1Unit 2Unit 3Unit 4Writing73 TopicsOctober 242 TopicsJanuary 143 TopicsMarch 272 TopicsMay 29Units 1-3March 27GradeFall SRIWinter SRISpring SRI7September 19January 16May 15Year-Long Language Arts Reporting ClustersReporting Cluster: Mastering Vocabulary TopicRL7.4, RI7.4Knowledge: Assessments:Vocabulary4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Determine the meaning of words and phrases as they are used in a text, including technical meaningsAnalyze the impact of a specific word choice on meaning and tone in a text2Students demonstrate they have developed the ability to:Acquire and use accurately general academic and domain-specific words and phrasesIdentify specific words that have an impact on meaning and tone in a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Comprehending TextTopicRL7.10, RI7.10Knowledge: Assessments:Text Complexity4Students demonstrate they have the ability to:Read text at the 1250+ Lexile Level (Advanced)3ProficientStudents demonstrate they have the ability to:Read text at the 1020-1249 Lexile Level (Proficient)2Students demonstrate they have the ability to:Read text at the 840-1019 Lexile Level (Basic)1Students demonstrate they have the ability to:Read text at the BR-839 Lexile Level (Below Basic)Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Constructing Writing TopicW7.4Knowledge:Assessments:Task, Purpose, and Audience4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)2Students demonstrate they have developed the ability to:Describe the task, purpose, and audience for a given writing taskProduce writing appropriate to task, purpose, and audience using a template or graphic organizer1Student’s performance reflects insufficient progress towards foundational skills and icW7.5Knowledge:Assessments:Revise and Edit4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to strengthen writing by:PlanningRevisingEditing2Students demonstrate they have developed the ability to:Plan writing using a template or graphic organizerRevise and edit writing based on teacher and peer feedback1Student’s performance reflects insufficient progress towards foundational skills and icW7.6Knowledge: Assessments:Technology Use4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to use technology, including the internet, to:Produce and publish writingLink to and cite sourcesInteract and collaborate with others2Students demonstrate they have developed the ability to:Demonstrate the features of various technologies (for example, word processor, presentation software)1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Year-Long Language Arts Reporting Clusters (Continued)Reporting Cluster: Applying Grammar and Mechanics TopicL7.1Knowledge: Assessments:Grammar4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have command of the conventions of standard English grammar and usage in context when writing or speaking to:Explain the function of subjects, predicates, phrases and clauses in general and their function in particular sentences. [Modified L7.1]Recognize and correct inappropriate subject-verb agreement [Modified L7.1]2Students demonstrate they have developed the ability to:Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [Modified L5.1]Use grammar and usage in isolation1Student’s performance reflects insufficient progress towards foundational skills and icL7.2Knowledge: Assessments:Capitalization and Punctuation4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have command of the conventions of standard English capitalization and punctuation in context when writing to:Use a comma to separate coordinate adjectives (for example, It was a fascinating, enjoyable movie but not He wore an old [,] green shirt)2Students demonstrate they have developed the ability to:Use conventions in isolationUse capitalization conventions, including in titles of people and titles of works1Student’s performance reflects insufficient progress towards foundational skills and knowledge.UNIT ONE: Evidence-Based Reading and Writing9 weeksOrganizing Principles: A unit organized around short text pieces, both fiction and non-fiction, with particular emphasis on poetry. Informative writing efforts begin in this unit and carry through the third unit, with the bulk of initial instruction living in Unit 1.Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from McDougal Littel Grade 7 Literature Book ?2008 and ?2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextStory-specific vocabulary from short stories and full-length texts read throughout the unitWriting tasks that support Analyzing Textual EvidenceWriting tasks that support Writing to Explain/InformWriting tasks that support Analyzing Text StructureRevision of significant tasks[PENDING]Fall SRI administered during this ic Scales (3 clusters, 3 topics)Reporting Cluster: Analyzing Textual EvidenceTopicRL7.1, RI7.1Knowledge: Notes:Questioning, Inference, and Interpretation4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Cite textual evidence to support analysis of what a text says explicitly, as well as to support inferences drawn from the text2Students will recognize or recall:Specific vocabulary such as:Cite, explicit, inference, textual evidenceStudents demonstrate they have developed the ability to:Describe what a text says explicitlyDraw logical inferences from the text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Analyzing Text Structure TopicRL7.5Knowledge: Notes:Poetry4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how a poem’s form contributes to its meaning2Students will recognize or recall:Specific vocabulary such as:Form, meaningStudents demonstrate they have developed the ability to:Describe the form of a poem1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Writing to Explain/InformTopicW7.2Knowledge: Notes:Informative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. These texts:Introduce a topic clearly, previewing what is to followOrganize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effectDevelop the topic with relevant facts, definitions, concrete details, quotations, or other information and examplesUse appropriate transitions to create cohesion and clarify the relationships among ideas and conceptsUse precise language and domain-specific vocabulary to inform about or explain the topicEstablish and maintain a formal styleProvide a concluding statement or section that follows from and supports the information or explanation presented.2Students will recognize or recall:Specific vocabulary such as:Cause/effect, clarify, comparison/contrast, concluding statement, formal style, informative/explanatory, organization, precise, supporting details, topic sentence, transitionStudents will perform basic processes, such as:Identify the characteristics of a model informative/explanatory writing pieceGenerate a list of details from relevant information related to a topicWrite a topic sentenceWrite a paragraph with supporting detailsWrite a concluding sentenceUse transitions to link sentences and ideasIdentify formal style1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Supporting Scales (Not Reported)Applications of LanguageTopicL7.5Knowledge: Assessments:Analyzing Language4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Interpret figures of speech (examples: literary, biblical, and mythological allusions) in textUse the relationship between particular words (examples: synonym, antonym, analogy) to better understand each of the wordsDistinguish among the connotations/associations of words with similar denotations/definitions (examples: refined, respectful, polite, diplomatic, condescending) in text2Students will perform basic processes, such as:Identify figures of speech in textIdentify the relationship between particular words1Student’s performance reflects insufficient progress towards foundational skills and icL7.3Knowledge: Assessments:Language Conventions4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents use knowledge of language and its conventions when writing, speaking, reading, or listening to:Choose language that expresses ideas precisely and concisely2Students demonstrate they have developed the ability to:Identify and eliminate wordiness and redundancy1Student’s performance reflects insufficient progress towards foundational skills and knowledge.UNIT TWO: Elements of Text9 weeksOrganizing Principles: A good unit for novel study, this unit could also be the focus of continued work in shorter fiction pieces. Students could be given the opportunity to construct brief narrative pieces during this unit to demonstrate their understanding of story elements.Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from McDougal Littel Grade 7 Literature Book ?2008 and ?2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextStory-specific vocabulary from short stories and full-length texts read throughout the unitWriting tasks that support Analyzing Story ElementsWriting tasks that support Analyzing Character Point of ViewRevision of significant tasks[PENDING]Winter SRI administered by the end of this ic Scales (2 clusters, 2 topics)Reporting Cluster: Analyzing Story ElementsTopicRL7.2, RL7.3Knowledge: Notes:Themes and Story Elements4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how particular elements of a story or drama interact (example: how setting shapes the characters or plot)Analyze the development of a theme over the course of a text and cite textual evidence to support analysis2Students will recognize or recall:Specific vocabulary such as:Development, theme, interact, plot, setting, internal conflict, external conflictStudents demonstrate they have developed the ability to:Determine theme of a fiction textIdentify the basic elements of a story or drama (examples: main characters, setting, stages of plot, types of conflict)1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Analyzing Character Point of View TopicRL7.6Knowledge: Notes:Point of View4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how an author develops and contrasts the points of view of different characters or narrators in a text2Students will recognize or recall:Specific vocabulary such as:Contrast, develop, narrator, story’s point of view, character’s point of viewStudents demonstrate they have developed the ability to:Describe the differences in the points of view of characters and narrators in a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Supporting Scales (Not Reported)Writing 3TopicW7.3Knowledge:Assessments:Narrative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences that:Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to anotherUse precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and eventsProvide a conclusion that follows from and reflects on the narrated experiences or events2Students will perform basic processes, such as:Planning and organizing a narrativeDescribing the use of narrative techniques such as dialogue, pacing, and description, and the use of transition words, phrases, and clauses1Student’s performance reflects insufficient progress towards foundational skills and knowledge.UNIT THREE: Argumentation9 weeksOrganizing Principles: A unit focused on how argument works and is successfully made, this unit has many opportunities for larger project-driven work, from research to presentations, but all things work in service of argument, claims, and the idea of sufficient evidence.Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from McDougal Littel Grade 7 Literature Book ?2008 and ?2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextArticle-specific vocabulary from short passages and full-length texts read throughout the unitWriting tasks that support Evaluating Arguments in TextWriting tasks that support Analyzing Author Point of ViewWriting tasks that support Determining Central IdeaRevision of significant tasks[PENDING]Any student without 2 SRI scores by this point should take the test between February 15th and March 15thTopic Scales (3 clusters, 3 topics)Reporting Cluster: Analyzing Author Point of ViewTopicRI7.6Knowledge: Notes:Purpose4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how an author distinguishes his or her point of view in a text from that of others2Students will recognize or recall:Specific vocabulary such as:Bias, distinguishStudents demonstrate they have developed the ability to:Determine an author’s point of view in a textDetermine an author’s purpose in a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Evaluating Arguments in TextTopicRI7.8Knowledge: Notes:Argument and Reasoning4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Evaluate the argument and specific claims in a text by assessing whether the evidence provides sufficient support for the claims2Students will recognize or recall:Specific vocabulary such as:Argument, claim, evaluate, sufficient supportStudents demonstrate they have developed the ability to:Trace the arguments and reasoning in a textIdentify examples of opinion in a text and the words that signal an opinion1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Reporting Cluster: Determining Central IdeaTopicRI7.2, RI7.5Knowledge: Notes:Central Ideas and Text Features4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Provide an objective summary of a textAnalyze the development of a central idea over the course of a text and cite textual evidence to support analysisAnalyze the text features an author uses to organize a text, including how the text features contribute to the whole and to the development of ideas2Students will recognize or recall:Specific vocabulary such as:Central idea, development, summarize, organize, text featuresStudents demonstrate they have developed the ability to:Determine the central idea of a textIdentify important details and events in a textDescribe the text features of a given non-fiction text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Supporting Scales (Not Reported)Writing 1TopicW7.1Knowledge:Assessments:Argumentative Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to write arguments to support claims with clear reasons and relevant evidence that:Introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logicallySupport claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or textUse words, phrases, and clauses to create cohesion and clarify relationships among claims, reasons, and evidenceEstablish and maintain a formal styleProvide a concluding statement or section that follows from and supports the argument presented2Students will perform basic processes, such as:Identify the characteristics of a model argument1Student’s performance reflects insufficient progress towards foundational skills and knowledge.UNIT FOUR: Deeper Reading9 weeksOrganizing Principles: An open unit, Unit 4 can be the home of a novel study with text rich in complex language or a place for further work on non-fiction. The focus is on an analysis of how multiple texts approach similar content in different ways. This unit also provides some opportunities for speaking and presentation, if those skills have not yet been given a place to shine over the course of the year.Overview of Unit MaterialsTextbook ResourcesCommonly Used Full-Length TextsUncommonly Used Full-Length TextsSupplemental MaterialMaterial is drawn from McDougal Littel Grade 7 Literature Book ?2008 and ?2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:Planning Guide to Year-Long StandardsMastering VocabularyConstructing WritingApplying Grammar and MechanicsComprehending TextText-specific vocabulary from articles, short stories, and full-length texts read throughout the unitWriting tasks that support Integrating Multiple TextsRevision of significant tasks[PENDING]Spring SRI administered during this ic Scales (1 cluster, 2 topics)Reporting Cluster: Integrating Multiple TextsTopicRL7.9Knowledge: Notes:Literary Comparisons and Source Material4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same periodAnalyze how authors of fiction use or alter history2Students will recognize or recall:Specific vocabulary such as:Alter, historical account, historical fiction, portrayalStudents demonstrate they have developed the ability to:Describe how fictional and historical accounts portray a time, place, or character1Student’s performance reflects insufficient progress towards foundational skills and icRI7.9Knowledge: Notes:Rhetorical Criticism4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Analyze how authors writing about the same topic present key information by emphasizing different evidence or interpretations of facts2Students will recognize or recall:Specific vocabulary such as:Key information, interpretation, sourceStudents demonstrate they have developed the ability to:Describe the way two different authors present the same information in a text1Student’s performance reflects insufficient progress towards foundational skills and knowledge.Supporting Scales (Not Reported)Speaking & ListeningTopicS7.2, S7.3Knowledge: Assessments:Evaluate Presented Information4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Explain how the main ideas and supporting details presented in diverse media and formats (example: visually, quantitatively, orally) clarify a topic, text, or issue under studyEvaluate a speaker’s argument and specific claims, the soundness of reasoning, and the relevancy and sufficiency of the evidence 2Students will perform basic processes, such as:Identify main ideas and supporting details presented in diverse media and formatsDescribe a speaker’s argument and specific claims1Student’s performance reflects insufficient progress towards foundational skills and icS7.4Knowledge:Assessments:Speech Writing4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to:Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples2Students will perform basic processes, such as:Write a speech1Student’s performance reflects insufficient progress towards foundational skills and icS7.5Knowledge:Assessments:Presentation and Delivery4In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.3ProficientStudents demonstrate they have the ability to use proper oral presentation techniques:Use appropriate eye contact, adequate volume, and clear pronunciationInclude multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points 2Students will perform basic processes, such as:Use visual aids for presentationIdentify the elements of effective presentations1Student’s performance reflects insufficient progress towards foundational skills and knowledge. ................
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