Grade 7 Q4... · Web viewMaestro/The Desert Is My Mother/Bailando (Literature) Introducing the Big Question: Learning Big Question Vocabulary pg. 571. Vocabulary …

English Language Arts 4th Nine Weeks Grade 7

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Shelby County Schools 2015/2016Page 1 of 33


Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:



The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

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

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Text Complexity in the Pearson Textbooks

Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. . The textbook was rated as


http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary


meeting all non-negotiable criteria and some indicators of superior quality. Non-negotiable criteria are Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions. All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of

TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks

Using the Curriculum Maps, Grades 6-8

Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those

that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities

for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By


http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf

http://tn.gov/education/article/tnready-blueprints

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/


referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Content

Weeks 1-3

Reading Selections Literary Analysis Workshop - The Railway Train (Exemplar/Literature) and Maestro/The

Desert Is My Mother/Bailando (Literature) Poetry Collection 1 - The Rider (Lyric Poem), Seal (Concrete Poem), and Haiku (Haiku) Poetry Collection 3 - Life (Figurative Language), Loo-Wit (Figurative Language), and The

Courage My Mother Had (Figurative Language) Reading for Information: Veteran Returns, Becomes Symbol (Argument) and The Wrong

Orbit: Senator Has No Legitimate Business Blasting into Space (Argument)See text complexity measures pgs. 582-583, 600 -601

Sample MICA Items on RL 7.4.https://micatime.com/Create an exam using the poem “Sisters,” including question IDs 44403, 44425, and 44474. Note: this set of question also reviews RL7.2 and RL7.3. This poem is also used in an exam in Weeks 4-6. Alternatively, you can use the items from Weeks 1-3 and 4-6 together in a more extended analysis of the poem.


https://micatime.com/Exam/Create



Big Question: What is the best way to communicate? (Unit 4)

Reading Complex Texts

Literature and Informational

RL.7.4Determine 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.RL.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaningRL.7.7Compare 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).

InformationalRI.7.6 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.RI.7.9 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.

These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1

Literature and Informational

Evidence Statements Demonstrates the ability to determine the meaning of

words and phrases as they are used in a text(e.g., figurative, connotative) and/provides an analysis of 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(RL7.4)

Provides an analysis of how a drama’s or poem’s form or structure contributes to meaning.(RL7.5)

Provides a comparison and contrast of a written story, drama, or poem to its audio, filmed, staged, or multimedia version, including an analysis of the effects of techniques unique to each medium. (RL7.7)

Informational Provides a statement of an author’s point of view in

a text. (RI7.6) Provides a statement of an author’s purpose in a

text.(RI7.6) Provides an analysis of how the author distinguishes

his or her position from that of others.(RI7.6) Provides an analysis of how two or more authors

writing about the same topic shape their presentations of key information by emphasizing different evidence. (RI7.9)

Prentice Hall Literature – Reading Selections

Unit 4: Poetry

Literary Analysis Workshop RL.7.4, RL.7.5 Elements of Poetry Analyzing Poetic Language Analyzing Poetic Form and Structure

Skill Focus: elements of poetry – lines and stanzas, stanza break, refrains and repetition, variations; sound devices – rhythm and meter, feet, rhyme, rhyme scheme, alliteration, repetition, onomatopoeia; denotation and connotation; figurative language – metaphor, simile, personification; form and structure – narrative, haiku, free verse, lyric, ballads, concrete, limericks Next Generation Glossary of Informational

and Literary terms See www.scsliteracy.weebly.com

(found on the middle school page) List of Tier 3 Domain Specific Words

http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA

Tier 3 Close Read: Analyzing Structure and Meaning

pg. 576 Model pg. 577: The Railway Train

(Exemplar/Literature) Independent pg. 578: Maestro/The Desert Is

My Mother/Bailando (Literature) After You Read pg. 581 – Text


http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf



http://www.scsliteracy.weebly.com/



Analyze Content: RL/RI.7.2-9 Dependent Questions (Key Ideas and Details) – Explain

what scene is described in lines 1-5 of “Maestro,” citing details in support.

(Infer) What does the speaker mean in saying “he hears only his mother’s voice” (line 6)?

Poetry Collection 1 (See pgs. 582 for text complexity rubrics) The Rider (Lyric Poem), Seal (Concrete Poem), Haiku

(Haiku) pgs. 586-590 RL.7.5, RL.7.7 Skill Focus: form and structure – narrative, haiku,

free verse, lyric, ballads, concrete, limericks Next Generation Glossary of Informational




Tier 3 Before You Read pg. 583

Reading Skill: Drawing Conclusions Literary Analysis: Forms of Poetry

Critical Thinking pg. 590 – Text Dependent Questions (Key Ideas and Details) What two sports are

discussed in “The Rider”? (Compare) What do the two sports have in common?

(Craft and Structure) Identify six words that describe the movement of the seal in “Seal.”








(Infer): How would you describe the mood or feeling that these words create?

After You Read pg. 591 Reading Skill: Drawing Conclusions Literary Analysis: Forms of Poetry

Poetry Collection 3 (See pgs. 600-601 for text complexity rubrics) Life (Figurative Language), Loo-Wit (Figurative

Language),The Courage My Mother Had (Figurative Language) pgs. 604-608 RL.7.4 Skill Focus: figurative language – metaphor,

simile, personification; Next Generation Glossary of Informational




Tier 3 Before You Read pg. 601

Reading Skill: Drawing Conclusions Literary Analysis: Figurative Language

Critical Thinking pg. 608 – Text Dependent Questions (Craft and Structure) In “Life”, what image

does Madgett use to describe life? (Key Ideas and Details) According to the

details in “Loo-Wit,” what causes the volcano’s eruption?

After You Read pg. 609








Reading Skill: Drawing Conclusions Literary Analysis: Figurative Language

Analyzing Argumentative Texts pg.862 Reading for Information: Veteran Returns, Becomes

Symbol (Argument) and The Wrong Orbit: Senator Has No Legitimate Business Blasting into Space (Argument) RI.7.6. RI.7.9 Skill Focus: Identify Bias and Stereotyping

Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com



Tier 3 After You Read pg. 865 – Text Dependent

Questions (Key Ideas and Details) – Identify differences

between the arguments made in each editorial. (Infer) Identify instances of bias and stereotyping

in each editorial.

Resourceswww.pearsonsuccessnet.com Common Core Companion workbook (pgs. 41-42, 48

RL. 7.4/ pgs. 54-55, 61 RL. 7.5/pgs. 74-75 RL. 7.7/pgs. 81-82 RL. 7.9/pgs. 379-360 L. 7.6

Common Core Companion workbook (Performance Tasks) RL. 7-4, 7.5, 7.6, 7.7, 7.9. L. 7.6

Reading Kit-Reading and Literacy Intervention (pgs. 154-159, 168-169, 178-181, 194-197, 226-227) RL.


http://www.pearsonsuccessnet.com/







7.4, 7.5, 7.6, 7.7, 7.9, L.7.6 www.kidskonnect.com (figurative language)

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

Level 1 (Entering)

Identify the meaning of words and phrases including figurative and connotative meanings from a familiar text (with highlighted words and short phrases) using illustrations in the L1 and the L2.

Differentiate words with repetitive sounds (e.g., rhymes, alliteration) and match to labeled pictures (e.g. related to emotions, feelings, mood/tone) that express their impact on a specific simple sentence illustrated verse or stanza of a poem or section of a story or drama.

Level 2 (Emerging)

Determine the meaning of words and phrases including figurative and connotative meanings from a simple sentence illustrated text using a word bank. Associate the impact of words with repetitive sounds (e.g., rhymes, alliteration) on a specific simple sentence illustrated verse, stanza of a poem, section of a story or drama using phrases or simple statements related to emotions, feelings, mood/tone.

Level 3 (Developing)

Compare literal meaning and satirical meaning of words and phrases found in a familiar text with a partner using partially completed graphic organizers

Deduce the impact of words with repetitive sounds (e.g., rhymes, alliteration) found in a specific, and familiar, verse, stanza of a poem, section of a story or drama using extended statements related to emotions, feelings, mood/tone in a partially completed graphic organizer.

Level 4 (Expanding)

Discriminate the figurative and connotative meanings of words and phrases as used in a familiar text with a variety of sentence lengths with a partner using a graphic organizer. Evaluate the impact of words with repetitive sounds (e.g., rhymes, alliteration) found in a specific, verse, stanza of a poem, section of a story or drama with a variety of sentence lengths using a graphic organizer.

Level 5 (Bridging)

Determine the figurative and connotative meanings of words and phrases as used in a familiar text with multiple complex sentences. Evaluate the impact of words with repetitive sounds (e.g., rhymes, alliteration) found in a specific, verse, stanza of a poem, section of a story or drama with a multiple complex sentences using a graphic organizer.

Language – Vocabulary

L.7.6 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.

These standards are constant and should be


Evidence Statement Provides a statement demonstrating accurate

meaning and use of grade-appropriate general academic words and phrases. (L7.6)

Reviewed throughout the quarter:Synonyms/antonyms

Vocabulary

Tier 2 Academic Vocabulary – differentiate, discriminate, indicate List of Tier 2 Academic Vocabulary (referred to as Tier

2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf


http://www.kidskonnect.com/



taught throughout each quarter.Study and apply vocabulary - L.7.4-6

Affixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families

o See pages 1-25 for Tier 2

Prentice Hall Literature- Pearson Publishing

Literary Analysis Workshop L.7.6 Maestro/The Desert Is My Mother/Bailando (Literature) Introducing the Big Question: Learning Big Question

Vocabulary pg. 571 Vocabulary Development pg. 574, 576, 578, 580

Poetry Collection 1 L.7.6 Making Connections: Vocabulary pg. 584

o Latin root –lum- Vocabulary Development pgs. 584, 586, 588 After You Read: Vocabulary pg. 591

o Latin root –lum-

Poetry Collection 3 L.7.6 Making Connections: Vocabulary pg. 602

o Latin suffix -ly Vocabulary Development pgs. 602, 604, 606 After You Read: Vocabulary pg. 609

o Latin suffix -ly

Reading for Information: Veteran Returns, Becomes Symbol (Argument) and The Wrong Orbit: Senator Has No Legitimate Business Blasting into Space (Argument) L.7.6 Content Area Vocabulary pg. 862 and 865

Resources www.grammar.ccc.commnet.edu/grammar/quizlist.htm (Guide to Grammar and Writing) www.superkids.com (vocabulary builder)


http://www.superkids.com/

http://www.grammar.ccc.commnet.edu/grammar/quizlist.htm



www.webenglishteacher.com (vocabulary,writing,grammar)

Vocabulary Central www.pearsonsuccessnet.com www.pearsonsuccessnet.com

o Common Core Companion Workbook; Unit Resources Workbook

o Downloads: Editable Presentations and Editable Worksheets

Vocabulary Instruction, Edutopia Article http://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber

15 Vocabulary Strategies http://learningtasks.weebly.com/vocabulary-strategies.html

Teaching Channel: Making Vocabulary Interactive https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive

Online Dictionary http://www.wordcentral.com/www.dictionary.com

Most Common Suffixes and Prefixes http://teacher.scholastic.com/reading/

bestpractices/vocabulary/pdf/prefixes_suffixes.pdf http://bensalemsd.org/cms/lib7/PA01000472/

Centricity/Domain/1019/Most%20Common%20Suffixes.pdf

http://grammar.about.com/od/words/a/ comprefix07.htm

Greek and Latin rootshttps://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English

Word Benches pg. 57-61 (Greek and Latin affixes)affixes) http://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf

Which words do I teach?


http://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf


https://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English


http://grammar.about.com/od/words/a/comprefix07.htm


http://bensalemsd.org/cms/lib7/PA01000472/Centricity/Domain/1019/Most%20Common%20Suffixes.pdf



http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf


http://www.dictionary.com/

http://www.wordcentral.com/

https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive


http://learningtasks.weebly.com/vocabulary-strategies.html


http://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber




http://www.webenglishteacher.com/



http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf

Vocabulary and the Common Core - Which words do I teach 6-8?http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg

11 Tips on Teaching Common Core Vocabularyhttp://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger

55 critical words students should know and understand http://www.marileesprenger.com/the-critical-words.html

Writing to Texts

Writing

W.7.1Write arguments to support claims with clear reasons and relevant evidence.W.7.1.aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1.bSupport claims(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.7.1.cUse words, phrases, and clauses to create cohesion and clarify the relationships among claims(s), reasons, and evidence.W.7.1.dEstablish and maintain a formal styleW.7.1.eProvide a concluding statement or section that follows from and supports the argument presented.

Writing

Evidence StatementsDevelopment of Ideas The student response addresses the prompt and

provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/ description; the development is consistently appropriate to the task, purpose, and audience. Organization

The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.Clarity of Language

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions

Writing Fundamentals


Routine Writing (text dependent questions) Making Connections: Writing About the Big Question

pg. 584 and 602 Journal entries, Summaries, Daily Language Practice,

Graphic Organizers

Analysis (Focus on Argument) Seal by William Jay Smith and the haiku by Buson are

about parts of the natural world. Which treatment of nature is better and why? State your position. Use specific examples from the poem to justify your answer.

Discuss the way in which Naomi Shihab Nye treats loneliness in The Rider. Is this an effective remedy for loneliness? Support your argument with passages from the poem.

Think about the figurative language used in the three poems by Madgett, Millay, and Rose. Which use of figurative language is most effective in communicating the message? Choose one of the poems and analyze the power of figurative language. State your position. Use specific examples from the poem to justify your


http://www.marileesprenger.com/the-critical-words.html

http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger


http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg






W.7.4Produce 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.)W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter:Writing SentencesEssay organization and structureThesis statementTopic sentences and supporting detailsWriting paragraphsPerformance tasks

answer. Reading for Information: Timed Writing: Evaluation

pg. 865 – Choose one of the editorials about John Glenn’s plans to travel in space, and write an evaluation of the piece. Tell whether the author successfully argued and supported his or her claims. Use details from the text to support your answer.

Resources www.kidskonnect.com (figurative language) www.achievethecore.org www.webenglishteacher.com (poetry, writing) www.elacommoncorelessonplans.com (reading,

writing, language, speaking and listening)

Argumentative Writing Resources (The Argumentative Rubric)

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf

(How to write an argumentative essay) http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf

(How to write an argumentative essay) http://www.roanestate.edu/owl/argument.html

(How to write an argumentative essay) http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf

(argumentative essay frame) http://www.baltimorecityschools.org/Page/16215

Writing lessons based on the standardhttp://betterlesson.com/common_core/browse/1496/ccss-ela-literacy-w-6-2-write-informative-explanatory-texts-to-examine-a-topic-and-convey-ideas-concepts-and-information-through


http://www.baltimorecityschools.org/Page/16215

http://depts.washington.edu/owrc/Handouts/Argumentative%20Paper%20Format.pdf


http://www.roanestate.edu/owl/argument.html

http://www.bellevuecollege.edu/asc/writing/essays-guides/documents/argumentativeessay.pdf




http://www.elacommoncorelessonplans.com/


http://www.achievethecore.org/




Language

L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.

These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.7.1-3

Language

Evidence Statements Distinguish among different types - subordinate

clauses--relative clause (noun clause), adverbial clause, and adjective clause. (L.7.1a)

Demonstrate correct use of clauses for sentence variety. (L.7.1a)

Demonstrate correct usage of verbal phrases. (L.7.1a)

Compose writing that demonstrates parallel and contrasting ideas using a variety of sentence-combining strategies. (L.7.1b)

Conventions

Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingInfinitives and infinitive phrasesAppositives and Appositive Phrases

Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 598 and 618

Reading Application Writing Application Prentice Hall Writing Coach

Resources http://factoryschool.com/handbook/sentences/

TypesOfPhrases.htm http://www.chompchomp.com/terms/phrase.htm http://www.chompchomp.com https://owl.english.purdue.edu/owl/resource/607/02/ https://www.sophia.org/common-core-standards/

english-language-arts-grade-7 http://www.readwritethink.org/classroom-resources/

lesson-plans/when-young-literature-language-911.html

Speaking and Listening

SL.7.1Engage 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.


Evidence Statements Synthesize information and sort between the main

points and smaller details. (SL. 7.1) Identify the claim a speaker is making and the

evidence that supports the claim. (SL.7.1)



Activities Presentation of Ideas pg. 599 – In the library or

online, find a recording of a poet reading his or her own


http://www.readwritethink.org/classroom-resources/lesson-plans/when-young-literature-language-911.html


https://www.sophia.org/common-core-standards/english-language-arts-grade-7


https://owl.english.purdue.edu/owl/resource/607/02/

http://www.chompchomp.com/

http://www.chompchomp.com/terms/phrase.htm

http://factoryschool.com/handbook/sentences/TypesOfPhrases.htm




SL.7.6Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6

Demonstrate pitch and fluency when reading . (SL.7.6)

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

lyric poetry. Listen to one or more of the poems with a small group of classmates. Then, in a brief presentation to your group, tell what you like or do not like about the audio version in comparison with the written poem.

Resources https://www.engageny.org/resource/grades-3-8-ela-

curriculum-appendix-1-protocols-and-resources https://www.sophia.org/common-core-standards/

english-language-arts-grade-7 http://betterlesson.com/common_core/browse/1634/

ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i/browse/1634/ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i

http://www.sharemylesson.com/teaching-resource/ grades-7-ela-building-evidence-based-arguments-50028147/

Weeks 4-6

Reading Selections Poetry Collection 5 - Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out, One,

and Weather Poetry Collection 7 - Annabel Lee, Martin Luther King, and I’m Nobody Comparing Literary Works: Miracles and in Just- See pgs. 646-647, 664-665 and 694-695 for text complexity rubrics.


Sample MICA Items on RL 7.4, RL 7.5, and RL7.6https://micatime.com/Create another exam using the poem “Sisters,” including question IDs 44401, 44402, 44471, 44468, and 44469.Note: this set of question also reviews RL7.2. This poem was also used for an exam in Weeks 1-3. Alternatively, you can use the items from Weeks 1-3 and 4-6 together in a more extended analysis of the poem.


Literature

RL.7.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of

Literature

Evidence Statements Demonstrates the ability to determine the meaning

of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an


Unit 4: Analyzing Poetic Language, Structure, and Form

Poetry Collection 5 RL.7.4



http://www.sharemylesson.com/teaching-resource/grades-7-ela-building-evidence-based-arguments-50028147/



http://betterlesson.com/common_core/browse/1634/ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i/browse/1634/ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i





https://www.engageny.org/resource/grades-3-8-ela-curriculum-appendix-1-protocols-and-resources




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.

In reviewRL.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning

RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9

analysis of 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 RL.7.4

In review Provides an analysis of how a drama’s or poem’s

form or structure contributes to meaning. RL7.5 Provides an analysis of how an author develops and

contrasts the points of view of different characters or narrators in a text. RL.7.6

Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out, One, Weather See pgs. 646-647 for text complexity rubricso Skill Focus: paraphrase, sound devices

(onomatopoeia, alliteration, repetition), drawing conclusions, figurative language, forms of poetryo Next Generation Glossary of Informational



http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3

Before You Read pg. 647o Reading Skill: Paraphraseo Literary Analysis: Sound Devices

Critical Thinking pg. 656 – Text Dependent Questions o (Infer) What lesson might readers learn from “Sarah

Cynthia …”? (Opinion) Do you think the poet intended to teach a lesson? Why or why not?

o (Craft) Identify three made-up words in “Weather.” What emotions or qualities do these words bring to the poem?

After You Read pg. 655o Reading Skill: Paraphraseo Literary Analysis: Sound Devices

Poetry Collection 7 RL.7.4 Annabel Lee, Martin Luther King, I’m Nobody See pgs. 664-665 for text complexity rubrics

o Skill Focus: paraphrase, rhythm and rhyme, drawing conclusions, figurative language, meter,








rhyme schemeo Next Generation Glossary of Informational




Before You Read pg. 665 Reading Skill: Paraphrase Literary Analysis: Sound Devices

o Critical Thinking pg. 672 – Text Dependent Questions (Key Ideas and Details) in “Annabel Lee,”

how does the speaker react to Annabel Lee’s death? (Infer) What will prevent the separation of the speaker’s soul from Annabel Lee’s soul?

(Key Ideas and Details) In “Martin Luther King,” what does the poet mean by King’s “passion, so profound”? (Infer) Using ideas from the poem, name two qualities that are important in a leader. Explain your answer.

o After You Read pg. 673 Reading Skill: Paraphrase Literary Analysis: Sound Devices

Comparing Literary Works pg. 692: Miracles and in Just- RL7.4; See pgs. 694-695 for text complexity rubrics Skill Focus: imagery and mood

Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com











See pages 26-71 for ELA Tier 3 Critical Thinking (Miracles) pg. 695 – Text Dependent

Questions (Key Ideas and Details) List events that the

speaker calls miracles. (Infer) Why is the sea a “continual miracle”?

(Integration of Knowledge and Ideas) Why do you think Whitman decided to use poetry to describe the beauty around him? (Connect to the Big Question: What is the best way to communicate?)

Critical Thinking (Just In-) pg. 696 – Text Dependent Questions (Key Ideas and Details) What scene does the

speaker describe? (Infer) Why do you think he uses unusual words such as “mud-luscious”?

(Craft and Structure) Cummings breaks many language conventions. When do you think it is OK for a writer to break grammatical rules? (Connect to the Big Question: What is the best way to communicate?)

After You Read pg. 697 – Comparing Imagery

Resources www.pearsonsuccessnet.com

Unit 4 Resources Graphic Organizer Transparencies Common Core Companion Enriched Online Student Edition Professional Development Guidebook

www.kidskonnect.com (figurative language)









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

Level 1 (Entering)

Identify the meaning of words and phrases including figurative and connotative meanings from a familiar text (with highlighted words and short phrases) using illustrations in the L1 and the L2.

Differentiate words with repetitive sounds (e.g., rhymes, alliteration) and match to labeled pictures (e.g. related to emotions, feelings, mood/tone) that express their impact on a specific simple sentence illustrated verse or stanza of a poem or section of a story or drama.

Level 2 (Emerging)

Determine the meaning of words and phrases including figurative and connotative meanings from a simple sentence illustrated text using a word bank. Associate the impact of words with repetitive sounds (e.g., rhymes, alliteration) on a specific simple sentence illustrated verse, stanza of a poem, section of a story or drama using phrases or simple statements related to emotions, feelings, mood/tone.

Level 3 (Developing)

Compare literal meaning and satirical meaning of words and phrases found in a familiar text with a partner using partially completed graphic organizers

Deduce the impact of words with repetitive sounds (e.g., rhymes, alliteration) found in a specific, and familiar, verse, stanza of a poem, section of a story or drama using extended statements related to emotions, feelings, mood/tone in a partially completed graphic organizer.

Level 4 (Expanding)

Discriminate the figurative and connotative meanings of words and phrases as used in a familiar text with a variety of sentence lengths with a partner using a graphic organizer. Evaluate the impact of words with repetitive sounds (e.g., rhymes, alliteration) found in a specific, verse, stanza of a poem, section of a story or drama with a variety of sentence lengths using a graphic organizer.

Level 5 (Bridging)

Determine the figurative and connotative meanings of words and phrases as used in a familiar text with multiple complex sentences. Evaluate the impact of words with repetitive sounds (e.g., rhymes, alliteration) found in a specific, verse, stanza of a poem, section of a story or drama with a multiple complex sentences using a graphic organizer.


L.7.4cConsult 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.

L.7.5b


Evidence Statements Demonstrates the ability to 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.

FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

Vocabulary

Tier 2 Academic Vocabulary – engage, distinguish, acquire List of Tier 2 Academic Vocabulary (referred to as Tier

2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf




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


These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.7.4-6

(e.g., belligerent, bellicose, rebel). L.7.4c

Demonstrates the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Demonstrates ability to interpret figures of speech in context.

Demonstrates the ability to determine the relationship between particular words (e.g., synonym/antonym, analogy). L.7.5b

Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases. L.7.6

Reviewed throughout the quarter:Synonyms/antonyms, Context clues, Analogy and word relationships, Word parts and familiesAffixes- Latin roots

o See pages 1-25 for Tier 2


Poetry Collection 5 L.7.4c, L.7.5bSarah Cynthia Sylvia Stout Would Not Take the Garbage Out, One, Weather Making Connections: Vocabulary pg. 648

o Latin suffix –ancy or –ency Vocabulary Development pgs. 648, 650, 652 After You Read: Vocabulary pg. 655

o Latin suffix –ancy or –ency

Poetry Collection 7 L.7.5b, L.7.6 Annabel Lee, Martin Luther King, I’m Nobody Making Connections: Vocabulary pg.666

o Latin prefix im- Vocabulary Development pgs. 666, 668, 670 After You Read: Vocabulary pg. 673

o Latin prefix im-

Comparing Literary Works: Miracles and in Just- Vocabulary Development pgs. 692, 696

Resources www.grammar.ccc.commnet.edu/grammar/quizlist.htm (Guide to Grammar and Writing) www.superkids.com (vocabulary builder) www.webenglishteacher.com

(vocabulary,writing,grammar) Vocabulary Central www.pearsonsuccessnet.com www.pearsonsuccessnet.com





















Which words do I teach? http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf

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




























Writing to Texts

Writing

W.7.1Write arguments to support claims with clear reasons and relevant evidence.W.7.1.aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1.bSupport claims(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.7.1.cUse words, phrases, and clauses to create cohesion and clarify the relationships among claims(s), reasons, and evidence.W.7.1.dEstablish and maintain a formal styleW.7.1.eProvide a concluding statement or section that follows from and supports the argument presented.

W.7.4Produce 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

Evidence Statements

Development of Ideas The student response addresses the prompt and

provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization


The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary. Knowledge of Language and Conventions

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.



Routine Writing (text dependent questions) Making Connections: Writing About the Big Question

pg. 648 and 674 Journal entries, Summaries

Analysis (Focus on Argument) Who might most enjoy hearing or reading the poem

Weather? Use the understanding of your poem to ex-plore which audience might enjoy the poem. Include words and phrases from the poem. Use evidence from the text supporting your position.

Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out contains many exaggerations. Do these exaggerations add to the poem? Defend your answer with specific examples from the poem explaining how the exaggerations add to the poem.

In line 4 of I’m Nobody, the speaker suggests that she and the listener run the risk of being banished. Is being banished something to fear? Use evidence from the text supporting your position.

Annabel Lee, Martin Luther King, and I’m Nobody all tell a story about someone. Would the same story be effective if it were told in prose form? Choose one poem and discuss how it would work better or not as well in prose form. Use evidence from the text support-ing your position.









defined in standards 1–3 above.)W.7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.

Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks

Comparing Literary Works pg. 697: Timed Writing: Argument: Recommendation – Write an essay that recommends one of the two poems to someone your age. Choose the poem that you believe provides more effective examples of imagery. Include details from the text to support your claim.

Resources www.kidskonnect.com (figurative language) www.achievethecore.org www.webenglishteacher.com (poetry, writing) www.elacommoncorelessonplans.com (reading,

writing, language, speaking and listening)







Language

L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences.L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing

Language

Evidence Statements Explains the function of phrases L.7.1a Explains the function of clauses L.7.1a Demonstrates understanding of phrases and

clauses and their functions within sentences L.7.1a

Conventions

Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingIndependent Clauses and Subordinate ClausesSentence Structures










http://www.elacommoncorelessonplans.com/


http://www.achievethecore.org/




relationships among ideas. Differentiates between simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 662 and 682

Reading Application Writing Application Prentice Hall Writing Coach

Resources http://factoryschool.com/handbook/sentences/

TypesOfPhrases.htm http://www.chompchomp.com/terms/phrase.htm http://www.chompchomp.com https://owl.english.purdue.edu/owl/resource/607/02/ https://www.sophia.org/common-core-standards/

english-language-arts-grade-7 http://www.readwritethink.org/classroom-resources/

lesson-plans/when-young-literature-language-911.html www.grammar.ccc.commnet.edu/grammar/quizlist.htm

(Guide to Grammar and Writing)


SL.7.4Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.7.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations


Evidence Statements Present claims and findings, emphasizing salient

points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation SL 7.4

Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points SL 7.5

Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation,



Activities Presentations of Ideas pg. 663- Present a poetry

reading of one of the poems from Poetry Collection 5. Performance Task #3 pg. 714- Compare and Contrast

Forms of Poetry. Write an essay in which you compare and contrast two poetic forms. Then present your essay to the class using a visual.

Resources https://www.engageny.org/resource/grades-3-8-ela-

curriculum-appendix-1-protocols-and-resources https://www.sophia.org/common-core-standards/










https://owl.english.purdue.edu/owl/resource/607/02/

http://www.chompchomp.com/

http://www.chompchomp.com/terms/phrase.htm





SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

These standards are constant and should be taught throughout each quarter.Analyze Content: SL.7.2-3Study and apply grammar: SL.7.6Conduct Discussions: SL.7.1Report Findings: SL.7.4-6

Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings

english-language-arts-grade-7 http://betterlesson.com/common_core/browse/1634/

ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i/browse/1634/ccss-ela-literacy-sl-7-1b-follow-rules-for-collegial-discussions-track-progress-toward-specific-goals-and-deadlines-and-define-i

http://www.sharemylesson.com/teaching-resource/ grades-7-ela-building-evidence-based-arguments-50028147/

Weeks 7-9

Reading Selections Reading for Information: Zoos: Joys or Jails? and Kid Territory: Why Do We Need Zoos?

(Argumentative) Reading for Information: The Rhythms of Rap and Conjunction Junction (Expository) Reading for Information: How to Download Ringtones for a Cell Phone and Cell Phone

Warranty Reading for Information: Mongoose on the Loose and Indian Grey Mongoose


Sample MICA Items on RI 7.4 and RI 7.5.https://micatime.com/These items also review RI7.2 and RI7.3. Create an exam using the paired texts “Mapping your School” and “Cartography,” including question IDs 43558, 44518, 43551, 44508, 44517, and 44530.

For writing practice, consider sample MICA Items on W 7.2 (IDs 44973 or 44007).https://micatime.com/Create an exam using question IDs 44973 or 44007. 44012 and 43784 are editing tasks.Note: These items were also included in Q3.


Informational

RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5Analyze 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

Informational

Evidence Statements Demonstrates the ability to determine the meaning

of words and phrases as they are used in a text (e.g., figurative, connotative) and/ or provides an analysis of 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. RI 7.4

Provides 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

Reading Selections


Analyzing Expository, Functional, and Argumentative Texts Reading for Information pg. 1028: Zoos: Joys or

Jails? and Kid Territory: Why Do We Need Zoos? (Argumentative) RI7.6, RI7.9o Skill Focus: Analyze Point of View

o Next Generation Glossary of Informational and Literary terms














RI.7.6Determine 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.RI.7.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

These standards are constant and should be taught throughout each quarter.Cite Evidence: RL1, RI1Analyze Content: RL/RI.7.2-9

the ideas. RI 7.5 provides a statement of author’s purpose in a text RI

7.6 provides an analysis of how the author distinguishes

his or her position from that of others RI 7.6 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. RI.7.9

See www.scsliteracy.weebly.com(found on the middle school page)

List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3

o After You Read(Comparing Argumentative Texts) pg. 1033 – Text Dependent Questions (Key Ideas and Details) Compare the point

of view of each author on zoos. (Infer) Are the different points of view on the problem of extinction caused by disagreement over facts or by different interpretations of the same set of facts? Explain.

Reading for Information pg. 686: The Rhythms of Rap and Conjunction Junction Expository RI7.5o Skill Focus: Determine the Main Idea

o Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com



After You Read (Comparing Expository Texts) pg. 691 – Text Dependent Questionso (Craft and Structure) Explain the differences

in the way each text organizes and develops main ideas and supporting details. Give an example from each text. (Infer) Do you think either type of text is better suited for












educating readers about a topic? Explain your response.

Reading for Information pg. 622: How to Download

Ringtones for a Cell Phone and Cell Phone Warranty o Skill Focus: Follow Technical Directions RI7.4,

RI7.5o Next Generation Glossary of Informational




After You Read (Comparing Functioning Texts) pg. 627– Text Dependent Questionso (Key Ideas and Details) What is the most

useful structural feature of each document? Explain. (Infer) In what ways do both technical directions and the warranty help readers make better use of their telephones?

Reading for Information pg. 282: Mongoose on the Loose and Indian Grey Mongoose RI7.5, RI7.9o Skill Focus: Understanding Text Structure and

Purposeo Next Generation Glossary of Informational



http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/











media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3

After You Read (Comparing Expository and Functional Texts) pg. 287– Text Dependent Questionso (Key Ideas and Details) What are two

differences between the structure of a magazine article and the structure of an encyclopedia entry? (Opinion) What type of information did you find in the encyclopedia article that was not in the magazine article?

Resources www.pearsonsuccessnet.com

Units 2, 4, and 6 Resources Graphic Organizer Transparencies Common Core Companion Enriched Online Student Edition Professional Development Guidebook

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone

Level 1 (Entering) Identify the meaning of words and phrases including figurative, connotative, technical meanings from a familiar illustrated text in the L1 and/or L2. Use labeled picture cards that depict the impact of a specific word choice on meaning and tone.

Level 2 (Emerging) Determine the meaning of words and phrases including figurative, connotative, technical meanings in an illustrated simple sentences text; analyze the impact of a specific word choice on meaning and tone using an illustrated graphic organizer depicting feelings and emotions.

Level 3 (Developing)Determine the meaning of words and phrases as they are used in a familiar text, including figurative, connotative, technical meanings; analyze the impact of a specific word choice on meaning and tone supported by a student created pictorial glossary.

Level 4 (Expanding) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, technical meanings; analyze the impact of a specific word choice on meaning and tone supported by nonlinguistic representations.

Level 5 (Bridging)Infer the meaning of words and phrases from a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone supported by a partner.









These standards are constant and should be taught throughout each quarter.Study and apply grammar - L.7.1-3 Study and apply vocabulary - L.7.4-6

Vocabulary

Evidence Statements Provides a statement demonstrating accurate

meaning and use of grade-appropriate general academic words and phrases. L.7.6

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext clues, Analogy and word relationshipsWord parts and families

Vocabulary

Tier 2 Academic Vocabulary –adapt, establish, support List of Tier 2 Academic Vocabulary (referred to as Tier

2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2


Reading for Information: Zoos: Joys or Jails? and Kid Territory: Why Do We Need Zoos? Content Area Vocabulary pgs. 1028, 686, 622, 282 Vocabulary Development pg. 1030 After You Read pgs. 1033, 691, 627, 287

Reading for Information: The Rhythms of Rap and Conjunction Junction Expository Content Area Vocabulary pgs. 686 Vocabulary Development pg. 688 After You Read pg. 691

Reading for Information: How to Download Ringtones for a Cell Phone and Cell Phone Warranty

Content Area Vocabulary pg. 622 Vocabulary Development pg. 624 After You Read pg. 627

Reading for Information: Mongoose on the Loose and




Indian Grey Mongoose Content Area Vocabulary pg. 282 Vocabulary Development pg. 286 After You Read pg. 287

Resources www.superkids.com (vocabulary builder) www.webenglishteacher.com

(vocabulary,writing,grammar) Vocabulary Central www.pearsonsuccessnet.com www.pearsonsuccessnet.com



































Which words do I teach? http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf

Vocabulary and the Common Core - Which words do I teach 6-8?http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg



Writing to Texts

Writing

W.7.1Write arguments to support claims with clear reasons and relevant evidence.W.7.1.aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.W.7.1.bSupport claims(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.7.1.cUse words, phrases, and clauses to create cohesion and clarify the relationships among

Evidence Statements

Development of Ideas The student response addresses the prompt and

provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization


The student response establishes and maintains an



Routine Writing (text-dependent): After You Read Journal entries Summaries Daily Language Practice Graphic Organizers Other Resources

Analysis (arguments) Writing Workshop: Argument: Problem and Solution

pg. 640















claims(s), reasons, and evidence.W.7.1.dEstablish and maintain a formal styleW.7.1.eProvide a concluding statement or section that follows from and supports the argument presented.

W7.4Produce 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.)

effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone2, and/or domain-specific vocabulary.

Knowledge of Language and Conventions The student response demonstrates command of

the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks

Timed Writing: Argumentative Text: Editorial pg. 1033

NarrativeWriting Workshop: Narrative Text: Short Story pg. 384







Research Project

(

Research

SL.7.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentationsSL.7.1.c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Research

Evidence Statements Include multimedia components and visual displays

in presentations to clarify claims and findings and emphasize salient points SL 7.5

Research


Activities (Poetry Collection 3) - Build and Present Knowledge

pg. 619: Working with a partner, write a scientific explanation.

(Poetry Collection 7) – Build and Present Knowledge pg. 683. Conduct a survey, asking classmates to rate the poems from the collections according to specific categories, such as best character description, best use of language, or best rhythm, rhyme, and meter.










Documents

Grade 7 Q4... · Web viewMaestro/The Desert Is My Mother/Bailando (Literature) Introducing the Big Question: Learning Big Question Vocabulary pg. 571. Vocabulary …