Grade 7 M/J Language Arts 2, Advanced Curriculum Map · 2019-2020 Grade 7: Advanced M/J Language Arts 2 Curriculum Map 3 Strand: WRITING STANDARDS LAFS.7.W.1.1 Write arguments to

1 2019-2020 Grade 7: Advanced M/J Language Arts 2 Curriculum Map

Grade 7 M/J Language Arts 2, Advanced Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be accessed at www.cpalms.org.

The main resource for the support of instruction is the Florida Collections textbook series and digital platform found at http://my.hrw.com. Course materials are available on Canvas, located in the VPortal: https://launchpad.classlink.com/volusia . Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. These can be found at https://www.wida.us/standards/CAN_DOs/ .

Grade Level Quarter 1 Quarter 2 Quarter 3 Quarter 4

7

Argumentative Writing Determining Theme in a Literary

Work Delineating an Argument

Word Choice and Tone Comparing Authors’ Approaches

to a Subject

Informative Writing Analyzing Media

Author’s Point of View and Purpose

Determining and Analyzing Theme

Development of Ideas in Informational Text

Drama Narrative Elements

How Authors Use History in Fiction

Review of Informational and Argumentative Writing

Review of Reading Skills Poetry and Prose

Memoir The Novel

Assessments

PT: Persuasive Speech or Debate DIA 1

Assessment of Standards

VLT 1: Argumentative Essay Assessment of Standards

VLT 2: Informative Essay DIA 2

PT: Literary Analysis Essay Assessment of Standards

PT: Memoir Assessment of Standards

The curriculum map represents what is required in each quarter of instruction to ensure all standards are taught as a support for learning. Flexibility is given to the grade level PLC and teachers beyond the texts and activities to add additional resources from Florida Collections or other outside sources to best support students’ learning needs. The VLT is the Volusia Literacy Test which will be given two times a year to assess student success with the LAFS. The DIA is the District Interim Assessment of Reading Standards which will be given 2 or 3 times per year. The PT is a Performance Task which will assess student success with specific LAFS linked to a particular unit of the Florida Collections textbook. The Assessment of Standards (AOS) is a mastery assessment of the focus standards for the nine weeks taken from the Collections end-of-collection printable assessments.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing, research, discussions and presentations. The study and application of vocabulary and grammar should take place within the context of what students read and write.

http://www.cpalms.org/

http://my.hrw.com/

https://launchpad.classlink.com/volusia

https://www.wida.us/standards/CAN_DOs/


Grade 7 Language Arts Florida Standards Yearlong Learning Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not formally assessed.

Strand: READING STANDARDS FOR LITERATURE

LAFS.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RL.1.2 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.

LAFS.7.RL.1.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

LAFS.7.RL.2.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

LAFS.7.RL.3.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

LAFS.7.RL.3.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

LAFS.7.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Strand: READING STANDARDS FOR INFORMATIONAL TEXT

LAFS.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

LAFS.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.7.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

LAFS.7.RI.3.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

LAFS.7.RI.3.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

LAFS.7.RI.3.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

LAFS.7.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Strand: WRITING STANDARDS

LAFS.7.W.1.1 Write arguments to support claims with clear reasons and relevant evidence.

LAFS.7.W.1.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

LAFS.7.W.1.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

LAFS.7.W.1.1c Use words, phrases, and clauses to create cohesion clarify the relationships among claim(s), reasons, and evidence.

LAFS.7.W.1.1d Establish and maintain a formal style.

LAFS.7.W.1.1e Provide a concluding statement or section that follows from and supports the argument presented.

LAFS.7.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

LAFS.7.W.1.2a

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

LAFS.7.W.1.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

LAFS.7.W.1.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

LAFS.7.W.1.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

LAFS.7.W.1.2e Establish and maintain a formal style.

LAFS.7.W.1.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

LAFS.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

LAFS.7.W.1.3a Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

LAFS.7.W.1.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

LAFS.7.W.1.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

LAFS.7.W.1.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

LAFS.7.W.1.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.

LAFS.7.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LAFS.7.W.2.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7)

LAFS.7.W.2.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

LAFS.7.W.3.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

LAFS.7.W.3.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

LAFS.7.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


LAFS.7.W.3.9a Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

LAFS.7.W.3.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

LAFS.7.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Strand: SPEAKING AND LISTENING STANDARDS

LAFS.7.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

LAFS.7.SL.1.1a Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

LAFS.7.SL.1.1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

LAFS.7.SL.1.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

LAFS.7.SL.1.1d Acknowledge new information expressed by others and, when warranted, modify their own views.

LAFS.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

LAFS.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

LAFS.7.SL.2.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

LAFS.7.SL.2.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

LAFS.7.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Strand: LANGUAGE STANDARDS

LAFS.7.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.7.L.1.1a Explain the function of phrases and clauses in general and their function in specific sentences.

LAFS.7.L.1.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

LAFS.7.L.1.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

LAFS.7.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

LAFS.7.L.1.2a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

LAFS.7.L.1.2b Spell correctly.

LAFS.7.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.7.L.2.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

LAFS.7.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.


LAFS.7.L.3.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

LAFS.7.L.3.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

LAFS.7.L.3.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

LAFS.7.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

LAFS.7.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.7.L.3.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

LAFS.7.L.3.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

LAFS.7.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

LAFS.7.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

6 2019-2020 Grade 7: Advanced M/J Language Arts 2, Curriculum Map


Quarter 1 Grade 7: M/J Language Arts 2, Advanced

Assessments Assessed Standards • Performance Task: Persuasive Speech (or

debate), p. 215 (can be incorporated with the Space Exploration unit or

students may select topics)

LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. LAFS.7.SL.2.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• District Interim Assessment (DIA) of Reading 1

(Formative)

LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.RL.2.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning. LAFS.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LAFS.7.RL.3.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium. LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject. LAFS.7.RI.3.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. LAFS.7.L.1.1a: Explain the function of phrases and clauses in general and their function in specific sentences. LAFS.7.L.1.1b:Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

LAFS.7.L.1.2b: Spell correctly. LAFS.7.L.2.3a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.


This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-

collection printable assessments.

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RI.3.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


Applicable Standards for Quarter 1 Texts

LAFS.7.RL.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Quarter 1 - Curriculum Focus: Argumentative Writing

Performance Assessment booklet--Unit 1: Argumentative Essay, pp. 1-32. (Choose activities based on students’ needs.)

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is October 21 – November 8

For resources and materials, please access the Writing Center in Canvas.

LAFS.7.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.7.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed

Quarter 1 - Curriculum Focus: Determining Theme in a Literary Work

Texts and Targets Assignments and Resources Focus Standards and FSA Item Specs

Text Set:

“Your World,” p. 213

“David’s Old Soul,” (Common Lit)

Learning Target: Students will provide a statement of a theme or central idea of the text. (RL.1.2) Learning Target: Students will provide an analysis of the development of the theme over the course of the text. (RL.1.2) Learning Target: Students will provide the meaning of words and/or phrases as they are used in a text., including figurative, connotative, and technical meanings. (RL.2.4)

Suggested pacing: 1 week

Collaborative Discussion, p. 213

Analyze the Text, p. 214, Questions 1-4

Suggested Common Assessment: Written Short Response: Discuss what the poem says about risk-taking and how does the extended metaphor supports that message.

LAFS.7.RL.1.2: 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. LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama. FSA Standard Specifications: The item may ask the student to determine a theme or central idea from a section of the passage or from the entire passage. The item may refer to themes and central ideas that are explicit or implicit in the text. Items may ask the student to summarize all or part of the text. Items should focus on grade-appropriate words. Items should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the passage. Items should focus on words and phrases that have figurative or allusive meanings central to the meaning of the text rather than isolated, incidental vocabulary. Items may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the passage. Items should not focus on describing the rhymes or sounds of a verse or drama, but rather how these elements influence a certain section of the passage. Items may ask the student to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. Items may require the student to make connections between words and to delve into figurative or connotative meanings. (RL.2.4)

CommonLit Assessment Questions 1 - 4 Discussion Questions 1 - 3

Suggested Learning Strategy TP-CASTT, ELA Instructional Strategies

Resources for Focus Standards LUT: Imagery

https://volusia.instructure.com/courses/7269/pages/7th%20Grade%20Writing%20Center?titleize=0

https://volusia.instructure.com/files/2600307/download?wrap=1

https://volusia.instructure.com/courses/7269/files/1489031/download?wrap=1


Quarter 1 - Curriculum Focus: Delineating an Argument


Text Set: The Space Exploration Argument

“Remarks at the Dedication of the Aerospace Medical Health Center,” p. 185

“Remarks at the Dedication of the Aerospace Medical Health Center” (audio)

“Is Space Exploration Worth the Cost?” Close Reader, p. 63 – 66 Optional: “Space Exploration is the Worst” - TED Talk

Learning Target: Students will provide an evaluation of whether the reasoning is sound in an argument. (RI.3.8) Learning Target: Students will provide an evaluation of whether the evidence is sufficient and relevant to support the claims. (RI.3.8) Learning Target: Students will provide a comparison and contrast of a text to an audio, video, or multimedia version of the text. (RI.3.7) Learning Target: Students will provide an analysis of each medium’s portrayal of the subject. (RI.3.7)

Suggested pacing: 2 weeks

Close Read Questions A – F in Teacher Edition

LAFS.7.RI.3.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. LAFS.7.SL.1.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

FSA Standard Specifications: The item should not ask the student to simply identify the argument or claims in the text. The item may ask students to trace the argument or specific claims in a section of the text or throughout the whole text. The item may focus on evaluating how effective, persuasive, or biased an argument or claim is. The item may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. The item should not focus on irrelevant or inappropriate evidence. The item must ask about the text version and its multimedia counterpart. The item should focus on the unique techniques of each medium. The multimedia source does not have to be a “version” of the text but can simply involve similar subject matter. The item may focus on the effectiveness of the adaptation. The item may ask students to analyze the purpose of decision to present the information in diverse media. The item may ask students to evaluate the motives behind the presentation of the content in a particular media format.

Strategies for Annotation: Trace and Evaluate and Argument, Teacher’s Edition p. 189

Suggested Common Assessment: Analyzing the Text, Question 6, p. 190

Suggested Common Assessment: Compare and Contrast Two Versions of a Speech, Practice and Apply, Teacher Edition, p. 192a

Close Reader Questions 1 - 6 and Short Response

Collaborative Discussion/Debate: Discuss whether space exploration is worth the cost. Use evidence from the text set to support your claim. (Consider using a debate or Socratic seminar format.)

Suggested Learning Strategy SOAPStone, S.M.E.L.L, Notetaking, ELA Instructional Strategies

Resources for Focus Standards Guiding Questions LUT: Analyzing and Evaluating a Presentation

Vocabulary Strategy: Using Context Clues, p. 191

LAFS.7.L.3.4a: Use context as a clue to the meaning of a word or phrase.

http://www.jfklibrary.org/Asset-Viewer/Archives/JFKWHA-243-003.aspx




https://www.youtube.com/watch?v=kqrahBJkKAs

https://www.youtube.com/watch?v=kqrahBJkKAs


https://my.hrw.com/content/hmof/language_arts/hmhcollections/resources/gr7/guided_questions/teacher/index.html


Quarter 1 - Curriculum Focus: Word Choice and Tone


Text: “Why Exploring the Ocean is Mankind’s Next Giant Leap,” p. 193

Learning Target: Students will provide a statement on the impact of a specific word choice on meaning and tone of a provided text. (RI.2.4) Learning Target: Students will provide an evaluation of whether the reasoning is sound in an argument. (RI.3.8) Learning Target: Students will use technology to present short research projects. (W.3.7, W.2.6)


Close Read Questions A – G in Teacher Edition

LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RI.3.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. LAFS.7.W.3.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. LAFS.7.W.2.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. FSA Standard Specifications: The item should focus on grade-appropriate words. The item should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the text. The item should focus on words and phrases that have figurative, connotative, or technical meanings central to the meaning of the text rather than isolated, incidental vocabulary. The item may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the text. The item may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. The item may require students to make connections between words and to delve into figurative or connotative meanings. The item should not ask the student to simply identify the argument or claims in the text. The item may ask students to trace the argument or specific claims in a section of the text or throughout the whole text. The item may focus on evaluating how effective, persuasive, or biased an argument or claim is. The item may focus on evaluating how relevant, sufficient, or accurate the evidence is, or how credible the sources are, for an argument or claim. The item should not focus on irrelevant or

inappropriate evidence.

Analyzing the Text, p. 198, Question 2, 3, 4, 6

Suggested Common Assessment: To Challenge Students: Compare Two Arguments, Teacher’s Edition p. 196

Suggested Common Assessment: Performance Task: Research Report, p. 190 (expand definition of exploration to include ocean, space, medicine, technology, etc.) Students are to use technology to present their information (PowerPoint, Prezi, Nearpod, Animoto, Seesaw, Digital Portfolios, etc.) Students may work in small groups or independently.

Suggested Learning Strategy SMELL, Marking the Text, ELA Instructional Strategies

Resources for Focus Standards LUT: Tone Guiding Questions

Language Conventions, Adjective Clauses, p. 200 Dangling Modifiers

LAFS.7.L.1.1a: Explain the function of phrases and clauses in general and their function in specific sentences. LAFS.7.L.1.1c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.





Quarter 1 - Curriculum Focus: Comparing Authors’ Approaches to a Subject


Text Set: The Triangle Factory Fire, p. 265

from Flesh and Blood So Cheap: The Triangle Fire and Its Legacy, p. 266

from The Story of the Triangle Factory Fire, p. 275 Learning Target: Students will provide an analysis of how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence. (RI.3.9) Learning Target: Students will provide an analysis of how two or more authors writing about the same topic shape their presentations of key information by advancing different interpretation of facts. (RI.3.9)


Close Read Questions B, D, F, I, L in Teacher Edition

Analyze the Text, p. 274, Questions 2-5

LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

FSA Standard Specifications: The item should ask about both texts, but may focus on one more than the other. The item should focus on key information, evidence, and facts. The item should focus on the differences between the two texts rather than the similarities.

Strategies for Annotation: Analyze Presentations of Information, Teacher’s Edition p. 279

Suggested Common Assessment: Analyzing the Text, p. 280, Questions 4, 5, 7

Suggested Learning Strategy World Café, Reading Appendix: Protocols and Resources

Resources for Focus Standards V: AMERICA The Story of Us: The Triangle Shirtwaist Fire Guiding Questions

Vocabulary Strategy: Latin Roots, p. 281 LAFS.7.L.3.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word





Assessments Assessed Standards

• VLT: Argumentative Essay (Summative grade after remediation)

The window for administering, scoring, entering

scores in Eduphoria, remediating, and grading the VLT is January 13 – 31

LAFS.7.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.7.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Analyzing the Text Question 1, p. 69 (to be completed after the Folk Tales text set)

Have students answer this question for all three folktales in either a

formal informational essay or multimedia presentation.

LAFS.7.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.7.RL.1.2: 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. LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.W.2.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.


This is a mastery assessment of the focus standards for this nine weeks taken from the Collections end-of-collection printable

assessments.

LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. LAFS.7.RL.3.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Applicable Standards for Quarter 2 Texts LAFS.7.RI.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.7.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues,

building on others’ ideas and expressing their own clearly.


Quarter 2 - Curriculum Focus: Informative Writing

Performance Assessment booklet-- Unit 2: Informative Essay, pp. 33-66. (Choose activities based on students’ needs.)

(Writing instruction should be integrated with daily planning and lessons, not taught as a separate skill.)

The window for administering, scoring, entering scores in Eduphoria, remediating, and grading the VLT is February 19 through March 15. For resources and materials, please access the Writing Center in

Canvas.

LAFS.7.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Quarter 2 - Curriculum Focus: Analyzing Media


Text Set: Covering Issues in the News

“Parents of Rescued Teenage…,” p. 20

“Ship of Fools,” p. 24 Media Clip: “Was Abby Too Young to Sail?” p. 28

“Finding Your Everest,” Close Reader p. 13

Learning Target: Students will provide an analysis of how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence. (RI.3.9) Learning Target: Students will provide an analysis of how two or more authors writing about the same topic shape their presentations of key information by advancing different interpretations of

facts. (RI.3.9)


Short Response: Write an objective summary of “Parents of Rescued Teenage Sailor...”

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. LAFS.7.RI.3.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. LAFS.7.SL.1.2: Analyze the main ideas and supporting details presented in diverse media and formats and explain how the ideas clarify a topic, text, or issue under study.

FSA Standard Specifications: The item should ask about both texts,

but may focus on one more than the other. The item should focus on

key information, evidence, and facts. The item should focus on the

differences between the two texts rather than the similarities.

Analyzing the Media, p. 27, Questions 2, 3, 4

Analyzing the Media, p. 29, Questions 2, 3

Suggested Common Assessment: Analyzing the Media, p. 30, Questions 1, 2, 3

Close Reader, Questions 1 – 6 and Short Response

Collaborative Discussion: Can parents go too far in supporting their children’s dreams? Use evidence from the text set, current events, and personal experience to support your answer.

Suggested Learning Strategy Gallery Walk, Reading Appendix: Protocols and Resources, p. 14

Resources for Focus Standard Abby Sunderland TEDTalk Laura Dekker TEDTalk

https://volusia.instructure.com/courses/7269/pages/7th%20Grade%20Writing%20Center?titleize=0


https://www.youtube.com/watch?v=0amtzgsSbxo

https://www.youtube.com/watch?v=bOOhsP6aBEg


Quarter 2 - Curriculum Focus: Author’s Point of View and Purpose


Text Set: “Women in Aviation,” p. 43 Text: “When Women Stopped Coding,” CommonLit (Also available on Canvas, Resources)

Text: “Trailblazing Surgeon Mary Walker Still One of a Kind,” CommonLit Learning Target: Students will provide a statement of an author’s point of view in a text. (RI.2.6) Learning Target: Students will provide a statement of an author’s purpose in a text. (RI.2.6) Learning Target: Students will provide an analysis of how the author distinguishes his or her position from that of others. (RI.2.6) Learning Target: Students will provide an analysis of the interactions between individuals, events, and/or ideas in a text. (RI.1.3) Learning Target: Students will provide an analysis of the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (RI.2.5)


Close Read Questions A, C, F, H in Teacher Edition

Suggested Common Assessment: Analyzing the Text, p. 50 Questions 1 - 6

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

FSA Standard Specifications: The item may ask about one or more

viewpoints. The item may ask about how the author develops a

point of view or purpose in the text. The item may ask about the

tone or mood of the author or text.

The item should not use general or overarching questions about

individuals, events, or ideas in a text. The item may ask students

to identify individuals, events, or ideas that interact in a text. The

item may focus on the interaction of two or more individuals,

events, or ideas in a text.

CommonLit: Assessment Questions 1 -5

CommonLit: Assessment Questions 1 -4 Suggested Common Assessment: Assessment Question 5

Suggested Learning Strategy SOAPSTone, ELA Instructional Strategies

Resources for Focus Standard LUT: Author’s Purpose V: Bessie Coleman IWL: Evaluate Online Sources (to support performance task below)

Vocabulary Strategy: Connotations and Denotations, p. 51

LAFS.7.L.3.5c: Distinguish among the connotations of words with similar denotations.

Language Conventions: Subordinate Clauses, p. 52

LAFS.7.L.1.1a: Explain the function of phrases and clauses in general and their function in specific sentences.











Quarter 2 - Curriculum Focus: Determining and Analyzing Theme


Text Set: Folk Tales

“The People Could Fly,” p. 62

“The Keys of Destiny,” CommonLit,

“The Four Dragons,” CommonLit, Learning Target: Students will provide a statement of a theme or central idea of the text. (RL.1.2) Learning Target: Students will provide a summary of the text. (RL.1.2) Learning Target: Analyze how particular elements of a story or drama interact. (RL.1.3) Learning Target: Students will determine the meaning of words and phrases as they are uses in a text, including figurative meaning (RL.2.4)

Suggested Pacing: 2 weeks

Close Read Questions A - G in Teacher Edition

Analyze Story Elements: Folk Tales p. 68

Suggested Common Assessment: Analyzing the Text, p. 69, Questions 1 and 6

LAFS.7.RL.1.2: 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. LAFS.7.RL.1.3 : Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound on a specific verse or stanza of a poem or section of a story or drama. FSA Standard Specifications: Items may ask the student to determine a theme or central idea from a section of the passage or from the entire passage and how it is developed over the course of the text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may ask the student to summarize all or part of the text.

Assessment Questions 1 - 4

Discussion Questions 1 - 2

Suggested Common Assessment: CommonLit Assessment Question 5

CommonLit Guiding Questions 1 – 5

Assessment Questions 1 - 8

Suggested Common Assessment: Discussion Question 1

Suggested Learning Strategy SOAPStone, ELA Instructional Strategies

Resources for Focus Standards CRA: The People Could Fly African American Folklore




https://www.britannica.com/art/African-American-folktale


Quarter 2 - Curriculum Focus: Development of Ideas in Informative Text


Text: “Magic and the Brain,” p. 77

Learning Target: Students will provide a statement of the central ideas of a text. (RI.1.2) Learning Target: Students will provide an analysis of the development of central ideas over the course of the text. (RI.1.2) Learning Target: Student will provide an objective summary of a text. (RI.1.2)


Analyze Structure: Text Features, p. 85

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. LAFS.7.W.1.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

FSA Standard Specifications: The item may refer to central ideas

that are explicit or implicit in the text. The item may ask the student

to determine central ideas from a section of the article or from the

entire article. The item may ask the student to summarize all or

part of the text.

Summarize Text, p. 85

Suggested Common Assessment: Create an infographic version of “Magic and the Brain” using text features to guide your organization and structure.

Suggested Learning Strategy Summarizing/Paraphrasing, ELA Instructional Strategies

Resources for Focus Standards LUT: Informational text V: Steve Cohen’s Lost Magic





• VLT: Informative Essay (Summative grade after remediation)

The window for administering, scoring, entering scores in

Eduphoria, remediating, and grading the VLT is January 13 – 31.

LAFS.7.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. LAFS.7.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

• Literary Analysis Essay

Identify external/internal conflicts in “Rogue Wave” and “Snow White.” Then, discuss how each author establishes conflict and how the development of these conflicts help build suspense. (See Teacher Guide, p. 18a, Analyze Story Elements: Plot and Conflict)

LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). LAFS.7.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• District Interim Assessment (DIA) of Reading 2 (Formative)

LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.RL.2.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. LAFS.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LAFS.7.RL.3.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. LAFS.7.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

LAFS.7.L.1.2: Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

• Assessment of Standards This is a mastery assessment of the focus standards for

this nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.



LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. LAFS.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Quarter 3 - Curriculum Focus: Drama


Text: Sorry, Wrong Number, p. 111

Video: Collections Dashboard: Resources >Student eBook > Sorry, Wrong Number, p. 111 >Resources > Video: Sorry, Wrong Number

Learning Target: Students will provide an analysis of how particular elements of a story or drama interact. (RL.1.3) Learning Target: Students will provide a comparison and contrast of a text to a video of the text. (RL.3.7)


Close Read Questions A – X in Teacher Edition

LAFS.7.RL.1.2: 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. LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.RL.2.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning. LAFS.7.RL.3.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium.

FSA Standard Specifications: The item should not use general or overarching questions about the elements of the story. The item may ask students to identify the elements of a story. The item may focus on the interaction of two or more story elements. The item may address characterization, including character traits, emotions, and motivations.

To Challenge Students, p. 123 in Teacher Edition

Analyzing the Text, p. 126, Questions 2, 4, 5

Suggested Common Assessment: Performance Task, Writing Activity: Character Analysis, p. 126

Speaking and Listening, p. 126

Suggested Learning Strategy Graphic Organizer (Plot Diagram), ELA Instructional Strategies

Resources for Focus Standard LUT: Methods of Characterization

Resources for Focus Standards LUT: Elements of Drama

Guiding Questions




Quarter 3 - Curriculum Focus: Narrative Elements


Text Set: Narratives

“Rogue Wave,” p. 3

“Snow White,” CommonLit “Big Things Come in Small Packages,” p. 3 in Close Reader (p. 18c in Teacher Edition) Learning Target: Students will provide an analysis of how particular elements of a story or drama interact. (RL.1.3) Learning Target: Students will provide a statement on the impact of a specific word choice on meaning and tone of a provided text. (RL.2.4) Learning Target: Students will analyze how a narrative’s structure contributes to its meaning. (RL.2.5)


Close Read Questions A – R in Teacher Edition

Collaborative Discussion, p. 14

Create a multi-panel representation (graphic novel/comic strip) of “Rogue Wave” that highlights elements of suspense, conflict, and climax of the text.

Suggested Common Assessment: Analyzing the Text, p. 16, Questions 2, 3, 5, 6, 7

LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama. LAFS.7.RL.2.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning.

FSA Standard Specifications: The item should not use general or overarching questions about individuals, events, or ideas in a text. The item may ask students to identify individuals, events, or ideas that interact in a text. The item may focus on the interaction of two or more individuals, events, or ideas in a text.

CommonLit Guiding Questions 1 - 5, Assessment Questions 1 - 4

Suggested Common Assessment: CommonLit, Assessment Question 5

Close Read Questions A – F and I in Teacher Edition Suggested Common Assessment: Short Response, p. 12 in Close Reader

Suggested Learning Strategy

Graphic Organizer (Plot Diagram), ELA Instructional Strategies

Resources for Focus Standards LUT: Setting: Effect on Plot IWL: Analyze Story Elements: Plot and Setting

Guiding Questions

Vocabulary Strategy: Latin Roots, p. 17 LAFS.7.L.3.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

Language Conventions: Sentence Structure, p. 18

LAFS.7.L.1.1b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.




Quarter 3 - Curriculum Focus: How Authors Use History in Fiction


Text Set: Guided by a Cause

Close Reader: from “The Most Daring of [Our] Leaders,” Close Reader, p. 95

“Speech from the Democratic National Convention,”

Close Reader, p. 101, T Guide, p. 282c

“Doris is Coming,” Close Reader, p. 103, T Guide p. 306b

Learning Target: Students will provide a comparison of a fictional portrayal of a time, place or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. (RL.3.9)


Close Reader Questions 1 - 8

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RL.1.2: 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. LAFS.7.RL.1.3: Analyze how particular elements of a story or drama interact. LAFS.7.RL.3.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. FSA Standard Specifications: The item should focus on the time, place, or character of both pieces rather than more general or overarching ideas. The item should focus on the similarities or differences between the two pieces. The item may ask about author’s intent with regard to the use or alteration of

history.

Close Reader Questions 1 - 6

Suggested Common Assessment: Short Response p. 106

Suggested Learning Strategy Discussion Appointments, Reading Appendix: Protocols and Resources

Resources for Focus Standard

V: Class of the 20th Century, p. 282g






• Performance Task: Write a Memoir, p. 175 (to be completed after “from Mississippi Solo” and “The Polar Dream”)

LAFS.7.W.1.3a-e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.7.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• Optional: District Interim Assessment of Reading 3

• Assessment of Standards This is a mastery assessment of the focus standards for this

nine weeks taken from the Collections end-of-collection printable assessments.

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.


LAFS.7.RL.1.2: 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. LAFS.7.SL.1.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Curriculum Focus: Review of Argumentative and Informative Writing (Complete before FSA ELA Writing Assessment)

Recommended resources include student writing samples and text sets to be used for Teacher-made review of writing skills:

• Grade 6 2018 FSA Writing Scoring Sampler – Informative/Explanatory Writing

• Grade 6 Paper-based Writing Practice Test - Informative

• Grade 7 2018 FSA Writing Scoring Sampler – Argumentative Writing

• Grade 7 Paper-based Writing Practice Test – Argumentative

• Achieve the Core- On-Demand Argument Prompt and Student Samples

• Achieve the Core- On-Demand Information Prompt and Student Samples

LAFS.7.W.1.1a-e: Write arguments to support claims with clear reasons and relevant evidence. LAFS.7.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Ways these resources might be used:

• Compare argument and informational writing and have students identify similarities and differences

• Have students identify and focus on skills needed to write both types of genres

• Use the FSA rubric to annotate and score the student samples

• Have students make improvements/corrections to essays

• Use samplers to create examples of various skills which need emphasis

based on students’ needs




https://fsassessments.org/assets/documents/practice-tests-paper/FSA_6W_Practice-Test_approved.pdf




https://fsassessments.org/assets/documents/practice-tests-paper/FSA_7W_Practice-Test_approved_v2.pdf

https://achievethecore.org/page/1271/argument-opinion-writing-on-demand



https://achievethecore.org/page/454/informative-explanatory-writing-on-demand




Quarter 4 - Curriculum Focus: Review of Reading Skills


Text Set:

“Nature by Design” Achievethecore.org

“Your Food Choices Affect Earth’s Climate” (Common Lit)

Learning Target: Students will provide a statement of the central ideas of a text. (RI.1.2) Learning Target: Students will provide an analysis of the development of the central ideas over the course of a text. (RI.1.2)


Assessment Questions 1- 6 Suggested Common Assessment: “Nature by Design,” Question 7

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. FSA Standard Specifications: The item may refer to central ideas that are explicit or implicit in the text. The item may ask the student to determine central ideas from a section of the article or from the entire article. The item may ask the student to summarize all or part of the text.

Assessment Questions 1 – 5 Suggested Common Assessment: Discussion Question 2

Suggested Learning Strategy Summarizing/Paraphrasing, ELA Instructional Strategies






Quarter 4 - Curriculum Focus: Poetry and Prose


Text Set: Consumer Culture

“Always Wanting More” p. 233 “Dump,” p. 241 “How Things Work,” p. 245 “Earth (A Gift Shop),” p. 249

Learning Target: Students will provide a statement of the central ideas/themes of a text. (RL/RI.1.2) Learning Target: Students will provide an analysis of the development of the central ideas over the course of a text. (RL.1.2) Learning Target: Students will provide an analysis of how a poem’s form or structure contributes to its meaning. (RL.2.5)

Suggested pacing: 2 Weeks

Close Read, Determine Meaning, Teacher Edition, Questions A, D

Determine Meaning, p. 237

Strategies for Annotation: Determine Meaning, p. 237

Analyzing the Text, p. 238, Questions 1-4

Suggested Common Assessment: Analyzing the Text, p.238, Question 6 (Answer as Short Response)

LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.7.RL.1.2: 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. LAFS.7.RL.2.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning. FSA Standard Specifications: The item should focus on grade-appropriate words. The item should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the text. The item should focus on words and phrases that have figurative, connotative, or technical meanings central to the meaning of the text rather than isolated, incidental vocabulary. The item may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the text. The item may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. The item may require students to make connections between words and to delve into figurative or connotative meanings. Items may ask the student to determine a theme or central idea from a section of the passage or from the entire passage and how it is developed over the course of the text. Items may refer to themes and central ideas that are explicit or implicit in the text. Items may ask the student to summarize all or part of the text The item should not simply ask students to describe the structure of the text, but should focus on the way structure influences meaning. The item may refer to the structure of an entire piece or the structure of a particular section. The item may ask about varying form or structure within a text or to identify where a shift in structure occurs. The item may ask about structural elements like verse, rhythm, meter, rhyme, and alliteration.

Analyzing the Text, p. 244, Questions 1, 3, 4

Analyzing the Text, p. 246, Questions 1, 3, 4, 5

Suggested Common Assessment: Compare Forms in Poetry, p. 247 and Analyzing the Text, p. 248, Questions 6, 7.

Analyzing the Text, p. 256, Questions 3-6

Collaborative Discussion: What do the texts in this set reveal about our consumer culture? Use evidence from the texts to support your discussion.

Suggested Common Assessment: Create a Public Service Announcement that connects to consumerism (multi-media, poster, etc.). Consider central idea, tone, word choice, etc. See Performance Task, page 259

Suggested Learning Strategy Double Entry Journal

Resources for Focus Standards LUT: Elements of Poetry

https://ldc.org/blog/posts/double-entry-journals-flexible-scaffolds


Quarter 4 - Curriculum Focus: The Memoir


Text Set: Memoirs

from Mississippi Solo, p. 137

The Polar Dream, Close Reader, p. 45, T Guide, p. 144b

Learning Target: Students analyze the interactions between individuals, events, and ideas in a text. (RI.1.3) Learning Target: Students will provide the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings. (RI.2.4) Learning Target: Students will analyze how two authors writing about the same topic shape their presentations of key information by advancing different interpretations of fact (RI.3.9).


Analyzing the Text, p. 142, Questions 2 - 6 LAFS.7.RI.1.3: Analyze the interactions between individuals, events, and ideas in a text. LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. LAFS.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. FSA Standard Specifications: The item should focus on grade-appropriate words. The item should not focus on dictionary-based word meanings but should focus on how a word or phrase functions within the context of the text. The item should focus on words and phrases that have figurative, connotative, or technical meanings central to the meaning of the text rather than isolated, incidental vocabulary. The item may ask about words with discrete context clues in close proximity or words whose meaning is conveyed more implicitly throughout the text. The item may ask students to employ various strategies to explore word meaning, including the application of context clues, roots, or affixes. The item may require students to make connections between words and to delve into figurative or connotative meanings.

Suggested Common Assessment: Performance Task – Writing Activity, p. 142

Close Reader Questions 1 – 6, p. 45 - 50

Suggested Common Assessment: Performance Task – Short Response, Close Reader, pg. 50

Collaborative Discussion: Compare and contrast the journeys presented in “Mississippi Solo” and “Polar Dream.” Use details from the texts to explain how each journey affected each author’s relationship with nature.

Suggested Strategies Tabletop Twitter World Café, Reading Appendix and Protocols

Resources for Focus Standards IGO: Spider Map CRA: Mississippi Solo

Vocabulary Strategy: Figures of Speech, p. 143 LAFS.7.L.3.5a: Interpret figures of speech in context.

Language Conventions: Precise Language, p. 144

LAFS.7.L.2.3a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

http://conversationsinliteracy.blogspot.com/2011/12/tabletop-twitter.html



Quarter 4 - Curriculum Focus: The Novel


Novel Study: The Call of the Wild, Goodbye Vietnam,The Endless Steppe, or an appropriate ELA Department/ PLC/ Grade Level-based selection.

(To ensure that students cover the LAFS before the ELA FSA, please do not teach the novel until the other Curriculum Map activities have been completed.)


Activities will vary according to chosen text; however, teachers must choose activities to meet LAFS.RL.2.6.

LAFS.7.RL.2.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Additional standards will vary according to students’ needs.

Author’s Point of View Activity handout:

https://www.ereadingworksheets.com/point-of-view-worksheets/point-of- view-practice.pdf LUT: Point-of-View

https://www.ereadingworksheets.com/point-of-view-worksheets/point-of-view-practice.pdf



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Grade 7 M/J Language Arts 2, Advanced Curriculum Map · 2019-2020 Grade 7: Advanced M/J Language Arts 2 Curriculum Map 3 Strand: WRITING STANDARDS LAFS.7.W.1.1 Write arguments to