Prentice Hall Literature Grade 7 © 2010 Correlated to ...assets.pearsonschool.com/correlations/DE_PH_Lit... · consistent with the genre and purpose of the writing: development,

Prentice Hall Literature Grade 7 © 2010 Correlated to:

Delaware Content Standards and Grade Level Expectations for English Language Arts

Grade 7

1 SE = Student Edition TE = Teacher’s Edition

DELAWARE CONTENT STANDARDS AND GRADE LEVEL EXPECTATIONS

FOR ENGLISH LANGUAGE ARTS

PRENTICE HALL LITERATURE GRADE 7 © 2010

Standard 1 – Students will use written and oral English appropriate for various purposes and audiences.

1.1 (7–9) Writers will produce texts that exhibit the following text features, all of which are consistent with the genre and purpose of the writing: development, organization, style, and word choice.

1.2 (7–9) Writers will produce texts that exhibit the following language conventions at all grade levels: sentence formation, conventions.

1.3 (7–9) Writers will produce examples that illustrate the following discourse classifications: by the completion of the grade, writers will be able to write persuasive, informative, and expressive pieces.

Grade 7

Purpose

• Students understand that persuasive writing is audience-centered; the needs of the intended audience are the most important consideration. Students understand that persuasive writing involves taking a position on a debatable issue to convince an audience.

SE/TE: Writing Workshop: Persuasive Essay, 698–705; Writing: Persuasive Letter, 505; Letter to the Editor, 361; Listening and Speaking: Public Service Announcement, 505; Timed Writing: Editorial, 1033

• Students understand that informative writing is subject-centered; the need to communicate information clearly so that the audience can understand the content/subject is the most important consideration.

SE/TE: Writing Workshop: Descriptive Essay, 92–97; How–to Essay, 484–489; Comparison and Contrast, 548–555; Problem and Solution, 640–645; Cause and Effect Essay, 878–885; Writing to Compare Literature, 47, 91, 175, 301, 383, 423, 483, 547, 639, 697, 877, 981, 1039

• Students understand that expressive writing is author-centered; the most important consideration is the writer’s intent to tell a story or make meaning of an experience (reflection, self-discovery), to achieve personal goals, or to create literary pieces.

SE/TE: Writing Workshop: Autobiographical Narrative, 176–183; Short Story, 384–391; Writing: Journal Entry, 279; Anecdote, 335; Analogy, 439; Tribute, 809; Poem, 683; Lyric poem, 599; Haiku, 599

Audience

Students understand that writing has an intended audience. In order to meet the needs of that audience, students

• write in a manner that demonstrates an awareness of the audience (e.g., prior knowledge, motivation)

SE/TE: Audience, consider, 825; Audience, appeal to, 700, 984

• communicate necessary background information and/or definitions

SE/TE: Prewriting: Details, 47, 69, 92, 177, 385, 641, 879, 957; Drafting: Details, 94, 247, 279, 459, 486, 683, 859, 984, 1005, 1025; Thesis, develop/support, 642, 700, 701, 1042

• acknowledge reader’s positions or beliefs about ideas or issues




Grade 7





• write to audiences that can be increasingly distant (e.g., unknown but familiar personalities/roles such as local politicians, in addition to more familiar “others” from previous grades)

SE/TE: Audience, consider, 825; Audience, appeal to, 700, 984

Grade 7

Form

Students self-select appropriate forms and/or respond to assignments for a variety of occasions. Appropriate forms include, but are not limited to the following:

Persuasive

Letters to appropriate individuals/organizations (e.g., editor, boards, business, personnel)

SE/TE: Writing: Persuasive Letter, 505; Letter to the Editor, 361

Persuasive Essay SE/TE: Writing Workshop: Persuasive Essay, 698–705

Advertisements SE/TE: Ad, help-wanted, 527; For related content see: Listening and Speaking: Public Service Announcement, 505

Editorials SE/TE: Editorial, 1033

Reviews SE/TE: Writing Workshop: Review of a Short Story, 302–307; Writing: Review, 1025

Informative

Letters to appropriate individuals/organizations (e.g., editor, boards, businesses, personnel)

SE/TE: Writing Workshop: Business Letter, 982–987; Letter, 77, 151, 505, 771; Writing Friendly Letters, R26; Business Letter, R27

Summaries SE/TE: Screenplay summary, 859; Paraphrase, 663, 691; Summarize, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857; Critical Thinking: Summarize, 419, 873, 980

Reports (e.g., book reports, research reports) SE/TE: Writing Workshop: Review of a Short Story, 302–307; Research Report, 1040–1049; Writing: Review, 1025; Writing to Compare Literature, 47, 91, 175, 301, 383, 423, 483, 547, 639, 697, 877, 981, 1039

Essays SE/TE: Writing Workshop: Descriptive Essay, 92–97; How–to Essay, 484–489; Comparison and Contrast, 548–555; Problem and Solution, 640–645; Writing to Compare Literature, 47, 91, 175, 301, 383, 423, 483, 547, 639, 697, 877, 981, 1039

Articles (e.g., newspaper article, magazine) SE/TE: News report, 127

Messages/memos and notices, SE/TE: Paraphrase, 663, 691; Schedule, daily, 159

Biography and Autobiography SE/TE: Writing Workshop: Autobiographical Narrative, 176–183

Reviews SE/TE: Writing Workshop: Review of a Short Story, 302–307; Writing: Review, 1025



Grade 7





Expressive

Stories SE/TE: Writing Workshop: Autobiographical Narrative, 176–183; Short Story, 384–391; Writing: Journal Entry, 279; Anecdote, 335; Analogy, 439; Tribute, 809

Journals SE/TE: Journal entry, 279

Poems SE/TE: Poem, 683; Lyric poem, 599; Haiku, 599

Memoirs SE/TE: For related content see: Autobiographical Narrative, 176–183; Anecdote, 335

Personal Essays SE/TE: Writing Workshop: Autobiographical Narrative, 176–183

Development

Persuasive Writing

• Present a clear defensible position that supports or opposes a debatable issue or question


• Support the position with reasons that could include relevant facts, statistics, credible personal and expert opinions, and/or examples

SE/TE: Writing Workshop: Persuasive Essay, 698–705; Writing: Persuasive Letter, 505; Letter to the Editor, 361

• Acknowledge readers’ anticipated position(s) on the issue and/or anticipated opposition (e.g., acknowledge alternative view points, propose solutions, make concessions)

SE/TE: Writing Workshop: Persuasive Essay, 698–705; Writing: Persuasive Letter, 505; Letter to the Editor, 361

• Choose an original (e.g., beyond the obvious) and effective title, when appropriate

SE/TE: Publishing, 705

• Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate


• Avoid unsupported reasons (e.g., begging, “it’s not fair,” circular reasoning, partial truths, jumping to conclusions, jargon)


• Use persuasive and propaganda techniques (e.g. appeal to emotion, name calling, exaggeration/ hyperbole, bandwagon, transfer, testimonial) when appropriate




Grade 7





• ·Identify and use primary and secondary sources when appropriate, avoiding plagiarism

SE/TE: Writing for Assessment, 70, 71, 153, 159, 191, 195, 281, 287, 363, 369, 460, 461, 467, 528, 529, 535, 563, 567, 627, 629, 621, 684, 685, 691, 713, 717, 810, 811, 817, 860, 861, 865, 893, 897, 958, 965, 1026, 1027, 1033, 1057, 1061

• ·Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to self, text-to-text, text-to world connections) that reveal to the reader the writer’s depth of understanding of the issue

SE/TE: Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Citing Sources, R34–R35

Development

Informative Writing

• Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment

SE/TE: Writing Workshop: Descriptive Essay, 92–97; How–to Essay, 484–489; Comparison and Contrast, 548–555; Problem and Solution, 640–645; Cause and Effect Essay, 878–885

• Write an effective title, when appropriate SE/TE: For related content see: Publishing: Writing Workshop: Descriptive Essay, 97; How–to Essay, 489; Comparison and Contrast, 555; Problem and Solution, 645; Cause and Effect Essay, 885

• Provide relevant information, reasons, and/or details to elaborate or clarify the subject (e.g., personal opinion based on experience/observation, verifiable facts, examples, explanations, definitions)


• Analyze and use information from multiple primary and secondary sources to support theses and to generate new ideas and/or perspectives, avoiding plagiarism

SE/TE: Informational Texts: Locate types of information, 72–77; analyzing author’s argument, 462–467; identify author’s perspective, 812–817; analyze point of view, 1028–1033; Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Library resources, 186; Library resources, use, 879, 982; Citing Sources, R34–R35

• Text-based writing: combine information from text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer’s depth of understanding of the topic

SE/TE: Writing for Assessment, 70, 71, 153, 159, 191, 195, 281, 287, 363, 369, 460, 461, 467, 528, 529, 535, 563, 567, 627, 629, 621, 684, 685, 691, 713, 717, 810, 811, 817, 860, 861, 865, 893, 897, 958, 965, 1026, 1027, 1033, 1057, 1061; Timed Writing, 77, 159, 287, 369, 467, 535, 627, 691, 817, 885, 965, 1033



Grade 7





Expressive Writing

• Develop interesting ideas for writing that are fresh and original


• Create a title that reflects the subject and engages the reader

SE/TE: Prewriting: Autobiographical Narrative, 176–183; Short Story, 384–391; Poem, 683; Lyric poem, 599; Haiku, 599

• Use dialogue, description, and narration when appropriate

SE/TE: Dialogue, 178, 183, 391

• Use sensory images (e.g., feelings, sight, smell) and figurative language (e.g., metaphor, simile) to describe feelings, events, and/or characters when appropriate

SE/TE: Short Story, 384–391; Poem, 683; Lyric poem, 599; Haiku, 599

• Use rhetorical devices (e.g., rhetorical question, repetition, direct address) when appropriate

SE/TE: For related content see: Short Story, 384–391

• Use strategies such as humor and non-literal language (e.g., idioms) to engage the reader

SE/TE: For related content see: Short Story, 384–391

• Text-based writing: use text and prior knowledge to elaborate upon ideas in writing (text-to-self, text-to-text, text-to-world connections) that reveal to the reader the writer’s depth of understanding of the topic

SE/TE: Writing for Assessment, 70, 71, 153, 159, 191, 195, 281, 287, 363, 369, 460, 461, 467, 528, 529, 535, 563, 567, 627, 629, 621, 684, 685, 691, 713, 717, 810, 811, 817, 860, 861, 865, 893, 897, 958, 965, 1026, 1027, 1033, 1057, 1061; Timed Writing, 77, 159, 287, 369, 467, 535, 627, 691, 817, 885, 965, 1033

Organization

Persuasive Writing

• Present reasons in a logical order (e.g., weakest to strongest argument, strongest to weakest argument)

SE/TE: Writing Workshop: Persuasive Essay, 698–705

• Organize writing by selecting text structures that strengthen the argument


• Develop an introduction that presents a simple thesis and


• takes a clear position SE/TE: Writing Workshop: Persuasive Essay, 698–705; Writing: Persuasive Letter, 505; Letter to the Editor, 361; Listening and Speaking: Public Service Announcement, 505; Timed Writing: Editorial, 1033



Grade 7





• clarifies the issue in a way that clearly establishes a need for solution/action


• provides necessary background SE/TE: Writing Workshop: Persuasive Essay, 698–705

• commands readers’ attention (e.g., invokes or appeals to reader) when appropriate


• Use increasingly more subtle transition words/phrases that show relationships and make connections

SE/TE: Transitions, 94, 486, 771, 826, 859, 882, 1044

• Develop a conclusion that moves beyond summary (e.g., “call to action” or “next step,” answers the “so what?” question about the significance of the issue)


Informative Writing

• Present information in a logical order (e.g., most important to least important information, general to specific)


• Organize writing by selecting text structures that clarify or explain the subject


• Develop an introduction/hook that presents a simple thesis and provides necessary background

SE/TE: Thesis, develop/support, 642, 700, 701, 1042

• Use increasingly more subtle transition words/phrases that show relationships and make connections

SE/TE: Transitions, 94, 486, 771, 826, 859, 882, 1044

• Develop a conclusion that moves beyond summary (e.g., answer the “so what?” question about the significance of the issue, thought-provoking quote, reinforcing the importance of information)


Organization

Expressive Writing

• Organize writing to engage the reader using a variety of forms and genres




Grade 7





• Use paragraphs to transition between ideas and control and enhance message

SE/TE: For related content: Drafting Strategies, 178, 386

• Develop an introduction that hooks the reader and establishes the mood


• Use increasingly more subtle transition words/ phrases that show relationships and make connections

SE/TE: For related content: Transitions, 94, 486, 771, 826, 859, 882, 1044

• Use order other than chronological (e.g., flashback, foreshadow)

SE/TE: For related content: Writing Workshop: Autobiographical Narrative, 176–183, Short Story, 384–391; also see: Literary Analysis: Flashback, Foreshadowing, 203, 204, 215, 386

• Develop a conclusion that moves beyond summary (e.g., provide resolution/closure, pose purposeful questions to the reader to keep the reader thinking)

SE/TE: For related content: Writing Workshop: Autobiographical Narrative, 176–183, Short Story, 384–391

Sentence Structure (& Style/Voice)

In order to capture the audience’s attention and establish a convincing style, tone and voice:

• use complete sentences to express thoughts

SE/TE: Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643, 702, 1044

• vary sentence structure (e.g., simple, compound, complex, compound-complex sentences)

SE/TE: Compound sentence, 682; Compound-complex sentence, R41; also see: Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643, 702, 1044

• vary kinds of sentences (declarative, explanatory, interrogative, imperative)

SE/TE: Compound sentence, 682; Compound-complex sentence, R41; also see: Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643, 702, 1044

• vary sentence lengths SE/TE: Vary length, 1044; Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643, 702

• vary sentence beginnings (experiment with placement of phrases and clauses in sentences)


• write sentences that create purpose-specific rhythm and flow naturally


Word Choice (& Style/Voice)

Use vivid and precise words with the audience’s needs and writer’s purpose, style and voice in mind. The writer will

• use more specific, concrete language, and phrasing

SE/TE: Word choice, review, 93, 303; Drafting: Word choice, 700, 957; Revising: Word choice, 94, 527, 1025



Grade 7





• use adjectives and adverbs to describe, illustrate, and modify (clarify meaning)

SE/TE: Details, 94, 247, 279, 459, 486, 683, 859, 984, 1005, 1025; Descriptive words, use, 303; Terms, clarify, 485; Description, use vivid, 178; Dialogue, develop characters through, 178; Language, choose informal/formal, 984

• use action verbs when possible SE/TE: For related content see: Verbs, 246, 278, 305, 388, 598, 882, R40, R41, R42

• use words that convey appropriate voice (e.g., attitude, emotion, point of view, commitment)

SE/TE: Voice, create speaker's, 700; Voice, check, 93; Writing Workshop: Drafting, 94, 178, 304, 386, 486, 550, 642, 700, 826, 880, 984, 1042

• use a variety of accurate words and phrases that avoid repetition

SE/TE: Word choice, review, 93, 303; Drafting: Word choice, 700, 957; Revising: Word choice, 94, 527, 1025

• use a purposeful range of formal/informal language depending on the audience

SE/TE: For related content see: Dialogue, 178, 183, 391; Business Letter, 982–987

• use non-literal language (e.g., idioms, slang, figurative language)

SE/TE: Dialogue, 178, 183, 391; Word choice, review, 93, 303; Drafting: Word choice, 700, 957; Revising: Word choice, 94, 527, 1025; Feelings, convey/support, 683, 1025; Literary elements/devices, use, 386

• use words that have denotations or connotations appropriate for the writing purpose

SE/TE: Connotation/Denotation, 708–709

Conventions (& Style/Voice)

Use Standard Written English conventions (and when appropriate, variations thereof) to achieve purpose and create effective style and voice. Deviations from SWE (e.g., dialect, slang) should have a specific rhetorical function

SE/TE: Writing Workshop: Editing, 97, 183, 307, 391, 489, 555, 645, 705, 829, 987, 1049; also see: Grammar, 46, 68, 126, 150, 246, 278, 334, 360, 438, 458, 504, 526, 598, 618, 662, 682, 770, 808, 858, 932, 956, 1004, 1024; ; Writer's Toolbox: Conventions, 93, 95, 181, 305, 389, 985, 1045; Test Practice: Writing and Language Conventions, 194, 402, 566, 716, 896, 1060; Handbook, R40–R42

Use standard punctuation (commas, colons, hyphens, dashes, and italics) correctly

SE/TE: Writer’s Workshop: Editing and Proofreading, 183, 307, 391, 705; Writer’s Toolbox: Revising Incorrect Use of Commas, 985; Grammar: Sentence Functions and Endmarks, 858; Punctuation Marks, 932; Commas, 956; Handbook, R43; also see: Punctuation, 809



Grade 7





In addition to using standard punctuation students will

• use punctuation to show increasingly abstract relationships (e.g., comma for clarity such as to set off phrases, clauses, appositives; parentheses; colon for lists


• select punctuation for rhetorical effect SE/TE: Writer’s Workshop: Editing and Proofreading, 183, 307, 391, 705; Writer’s Toolbox: Revising Incorrect Use of Commas, 985; Grammar: Sentence Functions and Endmarks, 858; Punctuation Marks, 932; Commas, 956; Handbook, R43; also see: Punctuation, 809

In addition to standard grammar and usage rules,

• control agreement of subject/verb, pronoun/antecedent

SE/TE: R42; Pronoun-antecedent agreement, 181, R42; Subject-Verb Agreement, 443, 445, 883, R42

• control verb and pronoun use (e.g., consistency with verb tense, number, pronoun gender)

SE/TE: Pronoun, 150, 458, 618, 1045, R40; Verb, 246, 278, 305, 388, 598, 882, R40, R41, R42

Use conventional spellings with

• commonly misspelled words SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186-187; also see: Dictionary, 186, 663, 827, R23; Editing and Proofreading, 645; Revising, 95; Use Dictionary to Verify Spelling, 807

• homophones, homographs, homonyms

SE/TE: Homophones, 97, 829; also see: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187; Word with Multiple Meanings, 558–559

• frequently used words SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186-187; also see: Dictionary, 186, 663, 827, R23; Editing and Proofreading, 645; Revising, 95; Use Dictionary to Verify Spelling, 807



Grade 7





1.4 (5–8) Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

Enduring Understandings: 1. Audience and purpose (e.g., inform, persuade, entertain) influence communication. 2. Oral discourse helps to shape our lives and build connections to others; mastery of oral discourse can open up opportunities to individuals. 3. A speaker’s word choice and style are characteristics of voice which help to personalize the message.

Essential Questions: 1. Why share written ideas orally? 2. Why am I speaking? For whom? What am I trying to achieve through my speech? Who is my audience?

By the end of Grade 7, students know and are able to do everything required in previous grades and

• Choose words and use voice appropriate to audience and purpose (e.g., inform, persuade, entertain)

SE/TE: Communications Workshop: Delivering Narrative Presentation, 188; Delivering an Oral Summary, 396; Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; Conducting an Interview, 890; Research Presentation, 1054; Listening and Speaking, 47, 127, 151, 247, 335, 439, 505, 599, 663, 707, 809, 933, 1005, 1025, 1051

• Speak and listen for a variety of audiences (e.g., classroom, real-life) and purposes (e.g., awareness, enjoyment, information, problem solving)

SE/TE: Communications Workshop: Delivering Narrative Presentation, 188; Delivering an Oral Summary, 396; Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; Conducting an Interview, 890; Research Presentation, 1054; Listening and Speaking, 47, 127, 151, 247, 335, 439, 505, 599, 663, 707, 809, 933, 1005, 1025, 1051

• Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)

SE/TE: Communications Workshop, 188, 396, 560, 710, 890, 1054

• Read aloud effectively from previously-read material

SE/TE: Poem, 707; Poetry reading, 663; Dramatic reading, 47

• Perform dramatic readings and presentations

SE/TE: Rhythmic presentation, 707; Story, 707, 1005; Dramatic monologue, 809; Debate, 933; Television News Report, 1025

• Speaking from notes or a brief outline, communicate precise information and accurate instructions in clearly organized sequenced detail

SE/TE: Communications Workshop: Delivering Narrative Presentation, 188; Delivering an Oral Summary, 396; Conducting an Interview, 890; Research Presentation, 1054; Debate, 247, 933, 1051

• Present autobiographical or fictional stories that recount events effectively to large and small audiences

SE/TE: Communications Workshop: Delivering Narrative Presentation, 188; Dramatic reading, 47; Story, 707, 1005; Dramatic monologue, 809

• Participate in group readings (e.g., choral, echo, shadow)

SE/TE: Dramatic reading, 47; Story, 707, 1005; Dramatic monologue, 809

• Use visual techniques (e.g., role playing, graphics, art, dance) to communicate ideas

SE/TE: Writing Workshop: Multimedia Report, 824–829



Grade 7





1.5 (5–8) Listen to and comprehend oral communications.

Enduring Understandings: 1. Speakers do not always say what they mean. Indirect forms of expression (e.g., eye contact, hand gestures, facial expressions) require the audience to read between the lines to find the intended meaning.

Essential Questions: 1. What makes a good speech? 2. How is oral language different from spoken language? 3. What is the relationship between speaker and listener?


• Follow basic directions SE/TE: For related content see: Writing: Directions, 369; Public Service Announcement, 505; Technical directions and product warranty, 622–627; Communications Workshop, 188, 396, 560, 710, 890, 1054

• Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said and organizing for clarity


• Ask and respond to questions from teachers and other group members

SE/TE: Conducting an Interview, 890; Talk About It: Interview, 557; Discussion, 127; Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; Debate, 247, 933, 1051; also see: Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002

• Summarize information conveyed in an oral communication accounting for key ideas, structure, and relationship of parts to the whole

SE/TE: Communications Workshop: Delivering an Oral Summary, 396

• Engage in communication to clarify thoughts, solve problems, make decisions, discuss issues, and extend understandings


• Identify the intended messages of advertisements, entertainment programs, and news sources

SE/TE: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• Distinguish fact from fantasy and fact from opinion

SE/TE: Classifying fact and opinion, 507, 511, 515, 519, 522, 525



Grade 7





1.6 (5–8) Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication.

Enduring Understandings: 1. A speaker’s word choice and style are characteristic of voice which helps to personalize the message.

Essential Questions: 1. How do authors use the resources of language to impact an audience? 2. Why is a comprehensive vocabulary important to effective reading, writing, listening, and speaking?


• Use words that reflect a growing range of interests and knowledge

SE/TE: For related content see: Word choice, review, 93, 303; Drafting: Word choice, 700, 957; Revising: Word choice, 94, 527, 1025; also see: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187; Word Origins, 394–395; Word with Multiple Meanings, 558–559; Connotation/ Denotation, 708–709; Borrowed and Foreign Words, 888–889; Figurative Language, 1052–1053

• Clarify and explain words and ideas SE/TE: Audience, consider, 825; Audience, appeal to, 700, 984; also see; Word choice, review, 93, 303; Drafting: Word choice, 700, 957; Revising: Word choice, 94, 527, 1025; Voice, create speaker's, 700; Voice, check, 93

• Give and follow oral directions SE/TE: For related content see: Writing: Directions, 369; Public Service Announcement, 505; Technical directions and product warranty, 622–627

• Use complex sentence structure SE/TE: Compound-complex sentence, R41; also see: Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643, 702, 1044

• Use appropriate noun/verb agreement, verb tense, pronouns, prefixes and suffixes

SE/TE: Pronoun, 150, 458, 618, 1045, R40, R42; Pronoun-antecedent agreement, 181, R42; Subject-verb agreement, 883, R42; Verb, 246, 278, 305, 388, 598, 882, R40, R41, R42; Subject-Verb Agreement, 443, 445, R42; also see: Prefixes, 24, 31, 32, 45, 50, 59, 60, 67, 310, 319, 320, 333, 666, 673, 674, 681, 774, 807, 936, 943, 944, 955; Suffixes, 218, 225, 226, 245, 338, 343, 344, 359, 422, 429, 430, 437, 602, 609, 610, 617, 648, 648, 655, 655, 656, 661, 990, 997, 998, 1003, 232, 239, 420, 425, 426, 433, 746, 777

• Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly

SE/TE: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186-187; also see: Dictionary, 186, 663, 827, R23; Editing and Proofreading, 645; Revising, 95; Use Dictionary to Verify Spelling, 807



Grade 7





• Use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words

SE/TE: Prefixes, 24, 31, 32, 45, 50, 59, 60, 67, 310, 319, 320, 333, 666, 673, 674, 681, 774, 807, 936, 943, 944, 955; Suffixes, 218, 225, 226, 245, 338, 343, 344, 359, 422, 429, 430, 437, 602, 609, 610, 617, 648, 648, 655, 655, 656, 661, 990, 997, 998, 1003; Roots, 100, 111, 112, 125, 130, 137, 138, 149, 250, 257, 258, 277, 442, 449, 450, 457, 492, 497, 498, 503, 508, 515, 516, 525, 584, 591, 592, 597, 738, 769, 832, 857, 914, 921, 922, 931, 1008, 1015, 1016, 1023

• Identify common figures of speech and use them appropriately in oral communication

SE/TE: For related content see: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187; Word Origins, 394–395; Figurative Language, 1052–1053; also see: Hyperbole, 69, 904, 905, 905, 911; Figurative language, 574, 601, 607, 609, 613, 615, 617; Personification, poetry, 578, 581; Imagery, 692, 695, 697; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18

• Use punctuation marks that distinguish statements, questions, exclamations, and commands


1.7 (5–8) Participate effectively in a discussion.

Enduring Understandings: 1. Discussion creates a greater understanding of a variety of topics. 2. Learning is about sharing different views and actively listening to those with different views.

Essential Questions: 1. How can I communicate so others will listen? 2. How do speakers express their thoughts and feelings? 3. Why share written ideas orally?


• Initiate conversation with peers and adults

• Follow rules for conversation

SE/TE: Conducting an Interview, 890; Talk About It: Interview, 557; Discussion, 127; Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; also see: Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002

• Participate in a variety of roles in group discussions (e.g., active listener, contributor, discussion leader)

• Use appropriate voice level in group settings

• Ask and respond to questions in group settings


• Use oral language to extend learning SE/TE: Communications Workshop, 188, 396, 560, 710, 890, 1054



Grade 7





• Volunteer relevant information, ask relevant questions, and answer questions directly

SE/TE: Critical Thinking: Discuss, 30, 44, 110, 124, 136, 148, 224, 244, 256, 276, 332, 428, 456, 660, 856, 920, 930, 996, 1002

• Use appropriate eye contact and other nonverbal cues


• Reflect on the ideas and opinions of others and respond thoughtfully


• Ask for clarification and explanation of unfamiliar words and ideas


• Summarize information conveyed through discussion

SE/TE: Communications Workshop: Delivering an Oral Summary, 396

Standard 2 – Students will construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing.

2.1 (5–8) Using appropriate texts, students will be able to select and apply efficient, effective decoding skills and other word recognition strategies to comprehend printed texts.

Enduring Understandings: 1. Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working

Essential Questions: What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts?

By the end of Grade 7, using 7th grade or higher texts, students know and are able to do everything required in previous grades and

Vocabulary

• Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g.: bio, derm, anti, graph, tele)

SE/TE: Vocabulary Workshop: Dictionary, Thesaurus, 186–187; Word Origins, 394–395; also see: Prefixes, 24, 31, 32, 45, 50, 59, 60, 67, 310, 319, 320, 333, 666, 673, 674, 681, 774, 807, 936, 943, 944, 955; Suffixes, 218, 225, 226, 245, 338, 343, 344, 359, 422, 429, 430, 437, 602, 609, 610, 617, 648, 648, 655, 655, 656, 661, 990, 997, 998, 1003; Roots, 100, 111, 112, 125, 130, 137, 138, 149, 250, 257, 258, 277, 442, 449, 450, 457, 492, 497, 498, 503, 508, 515, 516, 525, 584, 591, 592, 597, 738, 769, 832, 857, 914, 921, 922, 931, 1008, 1015, 1016, 1023

Fluency

• Read orally from familiar text at an appropriate rate, with accuracy and prosody

SE/TE: Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23



Grade 7





2.2a (5–8) Students will be able to develop an increasingly extensive vocabulary and actively seek the meaning of unknown words as an important facet of comprehending texts and messages by using context clues to determine the meanings of words.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often, however, a reader must dig beneath the “surface” of the text to find the meaning. 2. Good readers employ strategies to help them understand text.

Essential Questions: What do you do when you do not understand everything in the text?


Use prior knowledge in conjunction with the following strategies to determine the meaning of unknown words by

• Reading and rereading other sentences in the text to identify and use words that help unlock the meaning of unknown words

SE/TE: Context clues, use, P3, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70; also see: Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23

• Using illustrations to clarify meanings of words and concepts

SE/TE: Critical Viewing: Analyze, 134, 164, 166, 171, 238, 341, 356, 378, 413, 426, 435, 511, 520, 587, 589, 637, 676, 794, 838, 869, 941, 954, 1000, 1037

• Looking for and using context clues provided by synonyms and antonyms

SE/TE: Context clues, use, P3, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70; Synonym, 186

• Using knowledge of homonyms and homographs to avoid reading confusion

SE/TE: Homophones, 97, 829; Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187; Word with Multiple Meanings, 558–559; Connotation/Denotation, 708–709

• Using word cues (e.g., metaphors, similes)

SE/TE: Simile and Metaphor, 574, 601

• Using appositives SE/TE: Appositive, 618

• Selecting the correct definition of words that have multiple meanings

SE/TE: Vocabulary Workshop: Word with Multiple Meanings, 558–559



Grade 7





2.3a (5–8) Students will be able to self-monitor comprehension while reading by (a) generating a purpose for reading.

Enduring Understandings: 1. Good readers may use many strategies that work, and they quickly try another one when the one they are using does not work. They do not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 2. The reader’s interaction with text changes with time and experience. 3. Good readers employ strategies to help them understand text.



Use “During Reading” strategies by

• Assimilating prior knowledge SE/TE: Knowledge, use prior, 217, 225, 245; using prior knowledge, 217, 221, 225, 230, 233, 239, 245, 989, 995, 1002, 1012, 1014, 1021

• Making and revising predictions SE/TE: Predictions, make/verify, 221, 225, 230, 233, 239, 245, 249, 253, 257, 263, 266, 270, 272, 274, 275, 277, 280; Predictions, make/verify, P7, 217

• Generating and answering questions SE/TE: Questions, ask, 337, 348, 349, 352, 358, 359, 583, 590, 591, 594, 597, 831, 913, 918, 920, 921, 931

• Summarizing SE/TE: Summarize, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857; Critical Thinking: Summarize, 419, 873, 980

• Rereading to clarify information SE/TE: Reread, 49, 249, 277, 665, 935, R22

• Adjusting reading rate SE/TE: Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23

• Inferring information SE/TE: Inferences, make, 309, 315, 318, 319, 322, 324, 327, 329, 330, 333, 337, 341, 343, 348, 349, 352, 358, 359, 362, 364; Critical Thinking: Infer, 21, 30, 44, 58, 66, 90, 110, 124, 136, 148, 167, 174, 215, 295, 377, 382, 456, 482, 502, 514, 524, 541, 546, 581, 590, 596, 635, 638, 654, 672, 680, 695, 822, 856, 873, 876, 911, 920, 971, 980, 996, 1014, 1022, 1038

• Using mental imagery SE/TE: Imagery, 692, 695, 697



Grade 7





• Seeking the meaning of unknown vocabulary

SE/TE: Context clues, use, P3, 23, 28, 31, 35, 37, 43, 45, 49, 55, 57, 59, 63, 67, 70; also see: Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187; Word Origins, 394–395; Word with Multiple Meanings, 558–559; Connotation/Denotation, 708–709; Borrowed and Foreign Words, 888–889; Figurative Language, 1052–1053

• Analyzing story/literary elements and text structure

SE/TE: Writing Workshop: Review of a Short Story, 302–307; also see: Comparing Literary Works, 78, 160, 163, 165, 166, 167, 168, 170, 171, 172, 173, 288, 370, 468, 472, 476, 478, 479, 481, 483, 536, 540, 541, 547, 628, 630, 631, 632, 633, 634, 637, 638, 639, 692, 818, 820, 821, 823, 866, 870, 873, 875, 876, 877, 966, 970, 971, 975, 976, 978, 980, 981

2.3c (5–8) Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text.

Enduring Understandings: 1. Good readers may use many strategies that work, and they quickly try another one when the one they are using does not work. They not only know many different strategies, but they never get stuck in persisting with one that is not working.



• Use illustrations to construct meaning from text

SE/TE: Critical Viewing: Analyze, 30, 58, 66, 85, 90, 124, 167, 215, 224, 244, 256, 295, 300, 332, 340, 377, 448, 456, 473, 482, 496, 524, 541, 581, 590, 596, 616, 654, 660, 680, 696, 806, 876, 920, 930, 942, 954, 1002, 1037

• Visualize what was read for a deeper understanding

SE/TE: For related content see: Imagery, 692, 695, 697

• Make, confirm, adjust predictions SE/TE: Predictions, make/verify, P7, 124, 217, 221, 225, 230, 233, 239, 245, 249, 253, 257, 263, 266, 270, 272, 274, 275, 277, 280, 456, 873

• Reread difficult parts slowly and carefully SE/TE: Reread, 49, 249, 277, 665, 935, R22



Grade 7





• Explain personal connections to the ideas or information in the text(s)

SE/TE: Applying the Big Question: Talk About It & Write About It, 185, 393, 556, 707, 887, 1051; Comparing Literary Works, 78, 160, 163, 165, 166, 167, 168, 170, 171, 172, 173, 288, 370, 468, 472, 476, 478, 479, 481, 483, 536, 540, 541, 547, 628, 630, 631, 632, 633, 634, 637, 638, 639, 692, 818, 820, 821, 823, 866, 870, 873, 875, 876, 877, 966, 970, 971, 975, 976, 978, 980, 981; also see: Response to Big Questions: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; What is the best way to find the truth?, 185; Does every conflict have a winner?, 393; What should we learn?, 556; What is the best way to communicate?, 707; Do others see us more clearly than we see ourselves?, 887; Community or individual-which is more important?, 1051; Critical Thinking: Connect, 66, 136, 224, 276, 300, 358, 428, 456, 482, 596, 616, 768, 856, 873, 1037

• Skim text to search for connections between and among ideas

SE/TE: For related content see: Tips for Improving Reading Fluency, R22–R23; Main idea, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460; Details, 99, 249, 309, 343, 370, 421, 429, 433, 437, 441, 686, 831, 857; Informational Texts: Identify main idea, 686–691

• Restate in own words the main events in the text

SE/TE: Paraphrase, 647, 652, 655, 658, 661, 665, 669, 673, 677, 681, 684, 686, 691

• Periodically summarize while reading SE/TE: Summarize, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857; Critical Thinking: Summarize, 419, 873, 980

• Periodically paraphrase important ideas or information

SE/TE: Paraphrase, 647, 652, 655, 658, 661, 665, 669, 673, 677, 681, 684, 686, 691

• Use a graphic organizer or other note taking technique to record important ideas or information

SE/TE: Graphic organizers, 23, 49, 99, 129, 217, 249, 309, 337, 421, 443, 491, 507, 608, 647, 665, 737, 773, 831, 913, 935, 989, 1007

2.4a (5–8) Students will be able to demonstrate an overall understanding of printed texts by (a) making…predictions as needed.

Enduring Understandings: 1. Good readers may use many strategies that work, and they quickly try another one when the one they are using does not work. They not only know many different strategies, but they never get stuck in persisting with one that is not working. 2. Good readers employ strategies to help them understand text.



• Predict likely outcomes based on clues in a text, knowledge of text structure, and knowledge of genres

SE/TE: Predictions, make/verify, P7, 124, 217, 221, 225, 230, 233, 239, 245, 249, 253, 257, 263, 266, 270, 272, 274, 275, 277, 280, 456, 873



Grade 7





• Adjust previous predictions based on new information in a text

SE/TE: For related content see: Predictions, make/verify, P7, 124, 217, 221, 225, 230, 233, 239, 245, 249, 253, 257, 263, 266, 270, 272, 274, 275, 277, 280, 456, 873

• Identify logical, additional and/or complementary information (e.g., “next” chapter or section) for a text

SE/TE: For related content see: Chronological organization, 23, 94, 411, 485

2.4bI/T (5–8) Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.

Enduring Understandings: 1. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.



• Apply essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text

SE/TE: Informational Texts: Locate types of information72–77; Analyze structure and purpose, 154–159; understand text structure and purpose, 282–287; connecting ideas to make generalizations, 364–369; analyzing author’s argument, 462–467; structure and purpose, 530–535; technical directions, 622–627; main idea, 686–691; identify author’s perspective, 812–817; identify bias and stereotyping, 862–865; analyze cause and effect organization, 960–965; analyze point of view, 1028–1033

• Apply knowledge of text structures in informative/technical texts (sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect) to make meaning of text

SE/TE: Cause and effect, analyze, P1, 913, 918, 920, 921, 931, 935, 940, 943, 948, 949, 955, 958; also see: Informational Texts: Locate types of information72–77; Analyze structure and purpose, 154–159; understand text structure and purpose, 282–287; connecting ideas to make generalizations, 364–369; analyzing author’s argument, 462–467; structure and purpose, 530–535; technical directions, 622–627; main idea, 686–691; identify author’s perspective, 812–817; identify bias and stereotyping, 862–865; analyze cause and effect organization, 960–965; analyze point of view, 1028–1033



Grade 7





• Analyze the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) to enhance understanding of the text

SE/TE: Informational Texts: Atlas and public document, 72–77; Application and contract, 154–159; Article and encyclopedia entry, 282–287; Website and government publication, 364–369; Web page and textbook article, 462–467; Instructional manual and sign, 530–535; Technical directions and product warranty, 622–627; Magazine article and educational song, 686–691; Review and interview, 812–817; Editorials, 862–865; Textbook article and question and answer, 960–965; Editorials, 1028–1033

2.4bL (5–8) Students will be able to demonstrate an overall understanding of literary texts by (b) identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).

Enduring Understandings: 1. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 2. A good story has a pattern or plan.



• Identify character(s) in a literary text or speaker(s) in a poem

SE/TE: First/third person, 6; Omniscient / limited, 49; also see: Point of view, 7, 10, 53, 58, 59, 65, 66, 67; Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, direct/indirect, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840, 845, 847, 849, 850, 852, 857; Hero, 904, 905

• Describe the roles (major, minor, protagonist/hero, antagonist/villain) characters play in a literary text

SE/TE: Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, direct/indirect, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840, 845, 847, 849, 850, 852, 857; Hero, 904, 905

• Describe the changes in setting (flashback)

SE/TE: Setting, 6, 99, 103, 105, 109, 111, 118, 121, 125, 178, 202, 215, 386; also see: Flashback, Foreshadowing, 203, 204, 215, 386

• Identify various types of conflict (man vs. man, man vs. nature, man vs. self, man vs. society)

SE/TE: Conflict, 309, 312, 315, 317, 319, 323, 325, 330, 333



Grade 7





• Identify conflict(s), climax(s)/turning point(s) and resolution(s)

SE/TE: Conflict, 309, 312, 315, 317, 319, 323, 325, 330, 333; also see: Plot, 6, 9, 15, 178, 202, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386, R18

• Identify significant details related to the plot to analyze the pattern of organization (compare/contrast, problem/solution, sequence, cause/effect)

SE/TE: For related content see: Plot, 6, 9, 15, 178, 202, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386, R18; also see: Flashback, Foreshadowing, 203, 204, 215, 386

• Distinguish between main plot and subplot

SE/TE: Subplot, 6; also see: Plot, 6, 9, 15, 178, 202, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386, R18

• Identify point of view (first person, third person)

SE/TE: First/third person, 6; Omniscient / limited, 49; also see: Point of view, 7, 10, 53, 58, 59, 65, 66, 67

2.4c (5–8) Students will be able to demonstrate an overall understanding of printed texts by (c) recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and (e) differentiating between literal and non-literal meanings.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning.

Essential Questions: What lies beneath the surface of this text? (In fiction: symbol and theme; in nonfiction texts: assumptions, biases, preconceptions) How much does this matter? How can I uncover it?


• Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, , symbols, imagery and mood)

• Describe how figurative language and literary devices extend meaning

SE/TE: Flashback, Foreshadowing, 203, 204, 215, 386; Symbol, 574, 601, 609, 617; Hyperbole, 69, 904, 905, 905, 911; Figurative language, 574, 601, 607, 609, 613, 615, 617; Personification, poetry, 578, 581; Vocabulary Workshop Figurative Language, 1052–1053; Imagery, 692, 695, 697; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18; Alliteration, 574, 647, 655; Rhyme, 572, 574, 575, 665, 668, 673, 679, 680, 681; Rhythm, 572, 665, 668, 673, 679, 680, 681; Allusion, 395, 904, 966



Grade 7





2.4d (5–8) Students will be able to demonstrate an overall understanding of printed texts by (d) retelling a story or restating an informative text through speaking and/or writing.

Enduring Understandings: 1. Great texts provide rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 2. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader understand its meaning. 3. A good story has a pattern or plan. 4. Good readers employ strategies to help them understand text.

Essential Questions: What does a reader gain by retelling a story?


• Summarize a literary text, identifying the main and supporting characters, events, setting, and problem/solution

• Summarize the strongly implied reasons for why or how events happen in a literary text

SE/TE: Summarize, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857; Critical Thinking: Summarize, 419, 873, 980

• Summarize the main ideas and supporting details in an informative/ technical text

SE/TE: Informational Texts: main idea, 686–691

• Retell/restate in order the important events in a text

SE/TE: Paraphrase, 647, 652, 655, 658, 661, 665, 669, 673, 677, 681, 684, 686, 691

• Restate in order the steps of a task in an informative/technical text

SE/TE: Informational Texts: Technical directions and product warranty, 622–627

2.4e (5–8) Students will be able to demonstrate an overall understanding of printed texts by (e) organizing the important points of the text via summaries, outlines, and/or graphic organizers.

Enduring Understandings: 1. Good readers may use many strategies that work, and they quickly try another one when one they are using doesn’t work. They not only know many strategies, but they never get stuck in persisting with one that isn’t working. 2. Different types of texts (e.g., narrative, mystery, biography expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.

Essential Questions: What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience?


• Create graphic organizers to assist in comprehension of a text

• Use an appropriate organizer based on the structure of the text (e.g., sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, cause/ effect)

SE/TE: Graphic organizers, 23, 49, 99, 129, 217, 249, 309, 337, 421, 443, 491, 507, 608, 647, 665, 737, 773, 831, 913, 935, 989, 1007

• Create an outline SE/TE: Outline, 279, 459, 1042



Grade 7





• Summarize a text capturing the most important parts of the original piece

SE/TE: Summarize, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857; Critical Thinking: Summarize, 419, 873, 980

2.4f (5–8) Students will be able to demonstrate an overall understanding of printed texts by (f) identifying the author’s purpose.

Enduring Understandings: Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.



• Describe the author’s overall purpose(s) for writing (e.g., persuade, entertain, inform, describe, explain how) a text

SE/TE: Author's Purpose, 99, 103, 107, 110, 111, 116, 118, 122, 124, 125, 129, 133, 135, 136, 137, 141, 142, 144, 146, 149, 411, 412, 419

• Identify the intended messages of advertisements, entertainment programs, and news sources

SE/TE: Communication Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; identify author’s perspective (review and interview); identify bias and stereotyping (editorials), 862–865; analyze point of view (editorials), 1028–1033

• Describe how the author’s purposes shape the content


• Describe the difference between a stated purpose and an underlying reason in TV commercials and advertisements

SE/TE: Communication Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• Create meaning from a variety of media SE/TE: Communication Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; identify author’s perspective (review and interview); identify bias and stereotyping (editorials), 862–865; analyze point of view (editorials), 1028–1033



Grade 7





2.4g (5–8) Students will be able to demonstrate an overall understanding of printed texts by (g) comparing information between and within texts.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 2. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.

Essential Questions: What’s new and what’s old here? Have we run across this idea before? So what? What does it matter?


• Compare relevant similarities and/or differences in ideas, viewpoints, or characters within a single text


• Compare relevant similarities and/or differences in ideas, viewpoints, purposes, plots, settings, or characters presented in two or more texts

SE/TE: Comparing Literary Works, 78, 160, 163, 165, 166, 167, 168, 170, 171, 172, 173, 288, 370, 468, 472, 476, 478, 479, 481, 483, 536, 540, 541, 547, 628, 630, 631, 632, 633, 634, 637, 638, 639, 692, 818, 820, 821, 823, 866, 870, 873, 875, 876, 877, 966, 970, 971, 975, 976, 978, 980, 981

• Analyze changes in characters (e.g., change in attitude, situation)

SE/TE: For related content see: Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007

2.4h (5–8) Students will demonstrate an overall understanding of printed texts by (h) discriminating between fact and opinion.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning. 2. Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others.

Essential Questions: Under what conditions is an interpretation of text valid?


• Discriminate between facts and/or subtle opinions in text(s)

• Identify facts in a text and determine their relevance to the issue

• Use word clues (e.g., believe, feel, think, worst, best, least, most, never, always) to determine that a statement is an opinion

SE/TE: Fact and opinion, distinguish between, P5, 491, 495, 497, 501, 503, 507, 511, 515, 519, 522, 525, 528



Grade 7





• Question information in a text to determine if it is factual

SE/TE: Informational Texts: analyzing author’s argument, 462–467; identify bias and stereotyping, 862–865; Fact and opinion, distinguish between, 491, 495, 497, 501, 503, 507, 511, 515, 519, 522, 525, 528

2.4i (5–8) Students will be able to demonstrate an overall understanding of informative and technical printed texts by (i) making inferences.

Enduring Understandings: Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning.

Essential Questions: From whose viewpoint are we reading? What is the author’s angle or perspective? What should we do when texts or authors disagree?


• Make strongly implied inferences about content and concrete ideas in a text and identify appropriate text support

SE/TE: Inferences, make, 309, 315, 318, 319, 322, 324, 327, 329, 330, 333, 337, 341, 343, 348, 349, 352, 358, 359, 362, 364; Critical Thinking: Infer, 21, 30, 44, 58, 66, 90, 110, 124, 136, 148, 167, 174, 215, 295, 377, 382, 456, 482, 502, 514, 524, 541, 546, 581, 590, 596, 635, 638, 654, 672, 680, 695, 822, 856, 873, 876, 911, 920, 971, 980, 996, 1014, 1022, 1038

• Make inferences about author’s decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)

SE/TE: Informational Texts: Informational Analyze structure and purpose, 154–159; understand text structure and purpose, 282–287; connecting ideas to make generalizations, 364–369; analyzing author’s argument, 462–467; structure and purpose, 530–535; main idea, 686–691; identify author’s perspective, 812–817; identify bias and stereotyping, 862–865; analyze cause and effect organization, 960–965; analyze point of view, 1028–1033

• Make reasonable predictions as they read


• Test and revise predictions as they read further


• Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read

SE/TE: Informational Texts, 72–77, 154–159, 282–287, 364–369, 462–467, 530–535, 622–627, 686–691, 812–817, 862–865, 960–965, 1028–1033



Grade 7





• Make connections between conclusions they draw and other beliefs or knowledge


• Make critical or analytical judgments about what they read


• Use texts to make generalizations SE/TE: Connecting ideas to make generalizations, 364–369; Generalize, 110, 382, 419, 524, 581, 822, 911, 971

• Create self-motivated interpretations of text that are adapted as they continue to read and after they read

SE/TE: Comparing Informational Texts, 77, 159, 287, 369, 467, 535, 627, 691, 817, 865, 965, 1033

2.4j (5–8) Students will be able to demonstrate an overall understanding of printed texts by (j) accepting or rejecting the validity of the information and giving supporting evidence.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning. 2. Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond—very different from passively accepting or instantly liking or disliking. 3. Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others.

Essential Questions: How do we know when a text is valid or true?


• Use criteria to evaluate the validity and reliability of primary and secondary source information

• Use criteria to evaluate author’s credibility in order to determine validity and reliability of a source

• Use criteria to evaluate author’s perspective in order to determine validity and reliability of a source

• Use date of publication to evaluate the validity and reliability of a source




Grade 7





Use criteria to evaluate the author’s use of

• logic

• propaganda

• bias

• language

• motives

SE/TE: Persuasive Essay, 491, 495, 497, 503, 698, 701, 717; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

in order to determine validity and reliability of a source

SE/TE: Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Library resources, 186; Library resources, use, 879, 982; Citing Sources, R34–R35

2.4k (5–8)/2.6b (5–8) Students will be able to demonstrate an overall understanding of printed texts by (k) relating the content of the text to real-life situations and (b) applying information from printed, electronic, and oral texts to complete authentic tasks.

Enduring Understandings: 1. Different readers may respond to the same text in different ways. The better responses are those that provide that provide greater insight into the text and/or the issues raised. 2. The impact of a text on a reader is influenced by the reader’s experience. 3. The reader’s interaction with text changes with time and experience. 4. Good readers employ strategies to help them understand text.

Essential Questions: How does literature reveal us to ourselves?


• Draw on prior knowledge and experience to connect personally to text (text-to-self connections)

• Draw on prior knowledge of the world (other books, television, movies) to make text-to-world connections)

• Apply information from text to real life situations (text-to-self, text-to-world connections) in order to make meaning of text

SE/TE: Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related activities see: Applying the Big Question: Talk About It & Write About It, 185, 393, 557, 707, 887, 1051



Grade 7





• Employ reading strategies (e.g., skimming, scanning) to locate and apply information in varied print and non-print (e.g., computers, electronic media, interviews) sources for inquiry projects and other authentic tasks

SE/TE: Informational Texts: Locate types of information (atlas and public document), 72– 77; Analyze structure and purpose (application and contract), 154–159; understand text structure and purpose (article and encyclopedia entry), 282–287; connecting ideas to make generalizations (website and government publication), 364–369; analyzing author’s argument (web page and textbook article), 462–467; structure and purpose (instructional manual and sign), 530–535; technical directions (technical directions and product warranty), 622–627; main idea (magazine article and educational song), 686–691; identify author’s perspective (review and interview), 812–817; identify bias and stereotyping (editorials), 862–865; analyze cause and effect organization (textbook article and question and answer), 960–965; analyze point of view (editorials), 1028–1033

2.5a (5–8) Students will be able to critically analyze and evaluate information and messages presented through print by (a) connecting and synthesizing information from many sources.

Enduring Understandings: 1. Different readers may respond to the same text in different ways. The better responses are those that provide greater insight into the text and/or the issues raised.

Essential Questions: What’s new and what’s old here? Have we run across this idea before? So what? Does it matter?


• Connect and synthesize information across texts to generate new information/new ideas or expand prior knowledge (text-to-text connections and text-to-self connections)

SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054; Writing Letters (formatting), R26–R27; 21st Century Skills, R28–R33; Citing Sources and Preparing Manuscripts, R34–R35

• Synthesize information by comparing, eliminating and merging disparate pieces into one coherent whole

SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054



Grade 7





2.5b (5–8) Students will be able to critically analyze and evaluate information and messages presented through print by (b) formulating and expressing opinions.

Enduring Understandings: 1. Authors combine facts and opinion to communicate perspectives and information. 2. Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. 3. No opinion is privileged, but some are better than others.

Essential Questions: Why read fiction? Can a fictional story be “true”? What is the relationship between “fiction” and “truth”? Is historical fiction a contradiction?


• Compare personal experiences and knowledge of the world (text-to-world connections) to make and support judgments about concepts in:

SE/TE: Writing Workshop: Review of a Short Story, 302–307; also see: Writing Applications: Review, 1025; Writing to Compare Literature, 47, 91, 175, 301, 383, 423, 483, 547, 639, 697, 877, 981, 1039; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051

• Literary text(e.g., character’s actions, morals of narratives or poems)

SE/TE: Elements of Fiction, 6-7; Literary Analysis: Narrative Text, 23; Literary analysis: Point of View, 49; Comparing Characters, 160, 818; Literary Analysis: Plot, 217; Literary analysis: conflict, 309; What is a short story?, 200–201; Elements of short stories, 202–203; Literary Analysis: Character, 249; Literary analysis: theme, 337; What is poetry, 572–573; Poetry, elements, 574–575; Poetry, forms, 583; Literary Analysis: Figurative Language, 601; Comparing Narrative Poems, 628; Sound devices, 647; Rhyme, Rhythm, Meter, poetry, 665; Comparing imagery, 692; What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905; Literary Analysis: myth, 913; Comparing Universal Themes, 966; Literary Analysis: folk tale, 1007; Comparing Tone and Theme, 1034



Grade 7





• Nonfiction SE/TE: Elements of Nonfiction, 408–412; Expository Essay, 421, 425, 429, 432, 437; Reflective Essay, 443, 444, 447, 449, 457; Comparing Biography and Autobiography, 468, 472, 476, 478, 479, 481, 483; Persuasive Essay, 495, 497, 503; Test Practice: Informational Texts, 77, 159, 287, 369, 467, 535, 627, 691, 817, 865, 965, 1033; Informational Texts: Atlas and public document, 72–77; Application and contract, 154–159; Article and encyclopedia entry, 282–287; Website and government publication, 364–369; Web page and textbook article, 462–467; Instructional manual and sign, 530–535; Technical directions and product warranty, 622–627; Magazine article and educational song, 686–691; Review and interview, 812–817; Editorials, 862–865; Textbook article and question and answer, 960–965; Editorials, 1028–1033

• Use information in a text to develop a logical opinion


2.5d (5–8) Students will be able to critically analyze and evaluate information and messages presented through print using critical and divergent thinking, and assimilating prior knowledge to draw conclusions.

Enduring Understandings: 1. Different readers may respond to the same text in different ways. The better responses are those that provide that provide greater insight into the text and/or the issues raised. 2. The impact of a text on a reader is influenced by the reader’s experience.

Essential Questions: What is the relationship between reader and writer?


Use prior knowledge of a concept along with information in a text to:

• Draw conclusions (including implied main ideas) that require analysis and/or evaluation

SE/TE: Conclusions, draw, 815, 818, 824, 825; also see: Main idea, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460

• Analyze the author’s viewpoint or attitude toward a topic or idea when strongly implied

SE/TE: Author's Purpose, 99, 103, 107, 110, 111, 116, 118, 122, 124, 125, 129, 133, 135, 136, 137, 141, 142, 144, 146, 149, 411, 412, 419; Communication Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710; identify author’s perspective (review and interview); identify bias and stereotyping (editorials), 862–865; analyze point of view (editorials), 1028–1033



Grade 7





• Describe the effect of an author’s use of basic formatting and design techniques (e.g., paragraphing, headings/subheadings, pictures/ illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

SE/TE: Informational Texts: Locate types of information (atlas and public document), 72– 77; Analyze structure and purpose (application and contract), 154–159; understand text structure and purpose (article and encyclopedia entry), 282–287; structure and purpose (instructional manual and sign), 530–535; technical directions (technical directions and product warranty), 622–627

2.5e (5–8) Students will be able to critically analyze and evaluate information and messages presented through print and by (e) recognizing the impact of non-literal expressions in informative and technical texts and interpret the effect of literary devices.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning.



• Analyze how an author’s use of literary devices (figurative language, dialogue and description) and common non-literal expressions (idioms, double meanings, puns) in a text affects readers

SE/TE: Flashback, Foreshadowing, 203, 204, 215, 386; Symbol, 574, 601, 609, 617; Hyperbole, 69, 904, 905, 905, 911; Figurative language, 574, 601, 607, 609, 613, 615, 617; Personification, poetry, 578, 581; Vocabulary Workshop Figurative Language, 1052–1053; Imagery, 692, 695, 697; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18; Alliteration, 574, 647, 655; Rhyme, 572, 574, 575, 665, 668, 673, 679, 680, 681; Rhythm, 572, 665, 668, 673, 679, 680, 681; Allusion, 395, 904, 966

• Analyze the impact of specific figurative and non-literal (idiomatic) expressions on the meaning of text

• Analyze why an author would use specific figurative and non-literal (idiomatic) expressions in a text

SE/TE: Figurative language, 574, 601, 607, 609, 613, 615, 617; Personification, poetry, 578, 581; Imagery, 692, 695, 697; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18; also see: Vocabulary Workshop: Borrowed and Foreign Words, 888–889; Figurative Language, 1052–1053



Grade 7





2.5f (5–8) Students will be able to critically analyze and evaluate information and messages presented through print by (i) evaluating texts and media presentations for bias and misinformation, by (k) evaluating texts for their completeness, accuracy, and clarity of communication (e.g., overcome problems of ambiguity), and by (a) evaluating how the content, techniques, and form of texts and media affect them.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning. 2. Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond—very different from passively accepting or instantly liking or disliking. 3. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.



• Evaluate the fairness and trustworthiness of author’s message (author’s bias)

SE/TE: Identify bias and stereotyping (editorials), 862–865; Analyze point of view (editorials), 1028–1033; Persuasive Essay, 491, 495, 497, 503, 698, 701, 717; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• Analyze how persuasive techniques and author’s choices (e.g., word choices) shape readers’ understandings


• Analyze the strengths and weaknesses of text sources, format, and argument

SE/TE: Informational Texts: Locate types of information– 77; Analyze structure and purpose, 154–159; understand text structure and purpose, 282–287; connecting ideas to make generalizations, 364–369; analyzing author’s argument, 462–467; structure and purpose, 530–535; technical directions, 622–627; main idea, 686–691; identify author’s perspective, 812–817; identify bias and stereotyping, 862–865; analyze cause and effect organization, 960–965; analyze point of view, 1028–1033

• Analyze the completeness, accuracy, and/or clarity of the information in a text

SE/TE: Informational Texts: Locate types of information– 77; Analyze structure and purpose, 154–159; understand text structure and purpose, 282–287; connecting ideas to make generalizations, 364–369; analyzing author’s argument, 462–467; structure and purpose, 530–535; technical directions, 622–627; main idea, 686–691; identify author’s perspective, 812–817; identify bias and stereotyping, 862–865; analyze cause and effect organization, 960–965; analyze point of view, 1028–1033



Grade 7





• Identify and analyze information that needs to be checked for accuracy (e.g., data, statistics, sources)


• Analyze the author’s inclusion of logical and/or emotional arguments


• Analyze ambiguous information in text SE/TE: Informational Texts: main idea, 686–691; Main idea, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460; Details, 99, 249, 309, 343, 370, 421, 429, 433, 437, 441, 686, 831, 857

2.5g (5–8) Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text.

Enduring Understandings: Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that is not working.

Essential Questions: Under what conditions is an interpretation of text valid?


• Analyze texts by reading and reacting to passages from a piece of text and interpretations of that same work


• Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed

SE/TE: Peer Review, 180, 383, 552, 702, 882, 1044; also see: Debate, 247, 933, 1051; Discussion, 127; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051

• Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing

SE/TE: Debate, 247, 933, 1051; Discussion, 127; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051

• Practice critical thinking by defending the validity of an assigned point of view even if it opposes their personal interpretation of the reading

SE/TE: Debate, 247, 933, 1051; Discussion, 127; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051



Grade 7





2.5i (5–8), 2.5j (6–8) Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (i) recognizing a variety of persuasive and propaganda techniques and how they are used in a variety of forms (advertising, campaigns, news formats, etc.).

Enduring Understandings: 1. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 2. Understanding of text develops over time and experience. 3. Different readers may respond to the same text in different ways. The better responses are those that provide greater insight into the text and/or the issues raised.



• Identify and describe propaganda techniques (e.g., name calling, exaggeration/ hyperbole, bandwagon, testimonial, broad generalization)


• Identify persuasive techniques (e.g., appeal to emotion, appeal to authority, cause/effect, repetition, rhetorical question)

SE/TE: Bias, 409, 710; Identify bias and stereotyping (editorials), 862–865; Persuasive Essay, 491, 495, 497, 503, 698, 701, 717; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• Recognize and identify how propaganda and persuasive techniques are used in a variety of forms (e.g., television, commercials, movies, advertisements, newspapers, billboards, magazines, catalogues and packaging) to enhance the meaning of a text


• Analyze the fairness and trustworthiness of an author’s message (author’s bias)

SE/TE: Bias, 409, 710; Identify bias and stereotyping (editorials), 862–865; Persuasive Essay, 491, 495, 497, 503, 698, 701, 717; Communications Workshop: Evaluating a Persuasive Presentation, 560; Evaluating Media and Advertisements, 710

• Analyze how propaganda and persuasive techniques and author’s choices (e.g., word choices) shape readers’ understandings




Grade 7





• Analyze strengths and weakness of text sources, format and argument


• Analyze the completeness, accuracy, and/ or clarity of the information in a text

SE/TE: Informational Texts: Locate types of information, 72–77; Analyze structure and purpose, 154–159; understand text structure and purpose, 282–287; connecting ideas to make generalizations, 364–369; analyzing author’s argument, 462–467; structure and purpose, 530–535; technical directions, 622–627; main idea, 686–691; identify author’s perspective, 812–817; identify bias and stereotyping, 862–865; analyze cause and effect organization, 960–965; analyze point of view, 1028–1033

• Identify the information that needs to be checked for accuracy (e.g., data, statistics, sources)


• Analyze the author’s inclusion of logical and/or emotional arguments


• Analyze ambiguous information in text SE/TE: For related content see: Main idea, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460; Informational Texts: main idea, 686–691



Grade 7





2.5l (5–8) Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (l) evaluating the literary merit of various texts and media presentations (d) recognizing literary merit.

Enduring Understandings: Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed.

Essential Questions: What makes a book or story great? What is the relationship between popularity and greatness in literature? Is a “good read” always a great book?


Read a variety of texts and rate them using these criteria to determine their literary merit:

• has a unique writing style SE/TE: Author's insights, 4, 8, 10, 12, 18, 200, 204, 207, 208, 209, 210, 212, 214, 412, 413, 414, 415, 576, 577, 578, 580, 726, 728, 729, 730, 731, 732, 733, 906, 907, 909, 910

• has details SE/TE: Details, 99, 249, 309, 343, 370, 421, 429, 433, 437, 441, 686, 831, 857

• has a purpose SE/TE: Author's Purpose, 99, 103, 107, 110, 111, 116, 118, 122, 124, 125, 129, 133, 135, 136, 137, 141, 142, 144, 146, 149, 411, 412, 419

• has clear, distinctive characters SE/TE: Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, direct/indirect, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840, 845, 847, 849, 850, 852, 857; Hero, 904, 905

• is understandable SE/TE: Informational Texts: main idea, 686–691; also see: Main idea, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460; Details, 99, 249, 309, 343, 370, 421, 429, 433, 437, 441, 686, 831, 857; Summarize, 831, 836, 841, 842, 844, 845, 846, 851, 853, 854, 857

• has an expressive vocabulary SE/TE: Word choice, 507, 512, 515, 522, 524, 525; also see: Hyperbole, 69, 904, 905, 905, 911; Figurative language, 574, 601, 607, 609, 613, 615, 617; Personification, poetry, 578, 581; Vocabulary Workshop Figurative Language, 1052–1053; Imagery, 692, 695, 697; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18



Grade 7





2.6a (5–8) Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by (a) offering a personal response to texts.

Enduring Understandings: Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond—very different from passively accepting or instantly liking or disliking.

Essential Questions: What is a story? How are stories from other places and times about me? Must a story have a moral? Must a story have heroes and villains? Should a story or fairy tale teach you something?


• Revisit text to search for connections between and among ideas

SE/TE: Comparing Literary Works, 78, 160, 163, 165, 166, 167, 168, 170, 171, 172, 173, 288, 370, 468, 472, 476, 478, 479, 481, 483, 536, 540, 541, 547, 628, 630, 631, 632, 633, 634, 637, 638, 639, 692, 818, 820, 821, 823, 866, 870, 873, 875, 876, 877, 966, 970, 971, 975, 976, 978, 980, 981; also see: Writing Workshop: Review of a Short Story, 302–307; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051

• Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text

SE/TE: Response to Big Questions: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; What is the best way to find the truth?, 185; Does every conflict have a winner?, 393; What should we learn?, 556; What is the best way to communicate?, 707; Do others see us more clearly than we see ourselves?, 887; Community or individual-which is more important?, 1051

2.7b (5–8) Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (b) identifying the underlying purposes of media messages (e.g., profit vs. nonprofit, humanitarianism, support of artistry).

Enduring Understandings: 1. Different authors use techniques/strategies to convince readers. Readers must apply criteria to evaluate credibility of information.



• N/A N/A



Grade 7





Standard 3 – Students will access, organize, and evaluate information gained by listening, reading, and viewing.

3.1a1 (5–8) – Identify and locate a variety of sources including printed materials, personal interviews, oral reporting, forums, and technological forms of information.

Enduring Understandings: 1. Good research comes from a variety of sources. 2. Students employ strategies to help them research information. 3. Students critically select information from a variety of sources.

Essential Questions: 1. Why conduct research? 2. Why use technology for research?


• Locate information using appropriate sources and strategies


• Evaluate the usefulness and qualities of sources

SE/TE: Informational Texts: Locate types of information, 72–77; analyzing author’s argument, 462–467; identify author’s perspective, 812–817; analyze point of view, 1028–1033; Use Primary and Secondary Sources, 1041

• Use multiple sources of information (books, television, videos/DVDs, resource people, cassettes, dictionaries, recordings, encyclopedias, and available databases)

SE/TE: Informational Texts: Locate types of information, 72–77; analyzing author’s argument, 462–467; identify author’s perspective, 812–817; analyze point of view, 1028–1033; Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Library resources, 186; Library resources, use, 879, 982; Citing Sources, R34–R35; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054

• Select appropriate sources (e.g., dictionaries, encyclopedias, interviews, observations, electronic media, computer databases)




Grade 7





• Use text features (e.g., guide words, indices, glossaries, key words, table of contents, cross references, appendices) to access information

SE/TE: Understand text structure and purpose (article and encyclopedia entry), 282–287; Vocabulary Workshop: Using a Dictionary and Thesaurus, 186–187

• Use traditional and electronic search tools


• Use teacher-selected Internet sites and data bases to access information

SE/TE: Internet, use, 824, 879, 982, 987, 1041; Website and government publication, 364–369; Web page and textbook article, 462–467; 21st Century Skills, R28–R33

3.1a2 (5–8) Develop and use procedures to gather information and ideas; (a1) (a) developing and following a process for research completion.

Enduring Understandings: 1. Good researchers employ strategies to help them research information. 2. Good researchers start with a clear purpose, topic, and audience when doing research.

Essential Questions: 1. In what ways do researchers gather information?

By the end of Grade 7, using 7th grade level or higher texts, students know and are able to do everything required in previous grades and

• Select and refine a topic for research SE/TE: Flip through magazines, 824; Focus on Ideas, 825; Watch and browse, 1041; Use a variety of primary and secondary sources, 1041; Takes notes, 1041; Record your research, 1041; Develop a main idea and thesis, 1042

• Determine a clear purpose, topic and audience for research


• Gather information from more than one source

• Locate information using appropriate sources and strategies

SE/TE: Flip through magazines, 824; Focus on Ideas, 825; Watch and browse, 1041; Use a variety of primary and secondary sources, 1041; Takes notes, 1041; Record your research, 1041; Develop a main idea and thesis, 1042; Internet, use, 824, 879, 982, 987, 1041; Website and government publication, 364–369; Web page and textbook article, 462–467; 21st Century Skills, R28–R33



Grade 7





• Read, view, listen or interact with information and decide what is valuable for research

SE/TE: Flip through magazines, 824; Focus on Ideas, 825; Watch and browse, 1041; Use a variety of primary and secondary sources, 1041; Takes notes, 1041; Record your research, 1041; Develop a main idea and thesis, 1042; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054; Writing Letters (formatting), R26–R27; 21st Century Skills, R28–R33

• Extract information (e.g., take notes, make copies)

SE/TE: Flip through magazines, 824; Focus on Ideas, 825; Watch and browse, 1041; Use a variety of primary and secondary sources, 1041; Takes notes, 1041; Record your research, 1041

• Organize and interpret gathered information using various graphic organizers (e.g., outlining, webbing)

SE/TE: Record your research, 1041; Develop a main idea and thesis, 1042

• Record sources in a standard bibliographic format

SE/TE: Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Citing Sources, R34–R35

• Relay facts from research SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054

• Summarize ways in which the research process and product can be improved

SE/TE: Pose relevant questions, 1042; Analyze your organization, 1044; Check your facts, 1044



Grade 7





3.1b (5–8) Independently extract information to achieve a specific purpose; extract information relevant to a specific purpose.

Enduring Understandings: 1. Good researchers start with a clear purpose, topic, and audience when doing research. 2. Good researchers extract information from sources and draw logical conclusions.

Essential Questions: 1. Why conduct research? 2. What is the purpose for research?

By the end of Grade 7, and using 7th grade or higher texts, students know and are able to do everything required in previous grades and

• Use various technologies (e.g., appropriate word processing functions, photocopier, audiovisual equipment, scanner) to extract needed information

• Determine the most appropriate form of technology for the task of extracting needed information

• Decide what information is valuable for a particular situation

• Select and use various methods (e.g., web, chart) to manage information

• Create own system for organizing information


3.2a (5–8) Use technology to synthesize information into a meaningful format to express ideas and experiences, and to create text, drawings, graphs, diagrams, photographs, videos and graphics.

Enduring Understandings: 1. Good research is shared in effective ways with intended audiences and for specific purposes.

Essential Questions: 1. How can the use of technology enhance research? 2. Why use technology for research?


Use technology to synthesize information by

• making a graphic organizer SE/TE: Take notes, 1041; Record your research, 1041; Make an Outline, 1942

• making an outline SE/TE: Outline, 279, 459, 1042

• using a meaningful format (text, drawings, graphs, diagrams, and graphics) to express ideas




Grade 7





Use various forms of technology

• word processing SE/TE: Writer’s Workshop: Multimedia Report, 824–829; Publishing, 97; Editing and Proofreading, 489; Research and Technology: Biographical Report, 69, Help-Wanted Ad, 527; Writing: Lyric Poem, Concrete Poem, or Haiku, 599; Poem, 683; Publishing, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049; Dialogue, 383; 21st Century Skills, R28–R33

• presentation programs SE/TE: Writing Workshop: Multimedia Report, 824–829; Editing and Proofreading: Use a Spell Checker, 489; Focus on Presentation Copies, 829; Word Processing Program, 1049; Writing: Poster, 361; Lyric Poem, Concrete Poem, or Haiku, 599; Poem, 683; Research and Technology: Help-Wanted Ad, 527; Scientific Explanation, 619; Costume Plans, 771; Film Version, 859; 21st Century Skills, R28–R33

• digital cameras SE/TE: Writing Workshop: Multimedia Report, 824–829; Editing and Proofreading: Use a Spell Checker, 489; Focus on Presentation Copies, 829; Word Processing Program, 1049; Writing: Poster, 361; Lyric Poem, Concrete Poem, or Haiku, 599; Poem, 683; Research and Technology: Help-Wanted Ad, 527; Scientific Explanation, 619; Costume Plans, 771; Film Version, 859; 21st Century Skills, R28–R33

to formulate writing and/or communicate knowledge of products

SE/TE: Writing Workshop: Multimedia Report, 824–829; Editing and Proofreading: Use a Spell Checker, 489; Focus on Presentation Copies, 829; Word Processing Program, 1049; Writing: Poster, 361; Lyric Poem, Concrete Poem, or Haiku, 599; Poem, 683; Research and Technology: Help-Wanted Ad, 527; Scientific Explanation, 619; Costume Plans, 771; Film Version, 859; 21st Century Skills, R28–R33

3.2b (5–8) Independently present information which is sufficient in quantity and depth to achieve a specific purpose, avoiding plagiarism.

Enduring Understandings: 1. Good researchers present information without plagiarizing. 2. Good research is shared in effective ways with intended audiences for specific purposes.

Essential Questions: 1. Why do good researchers avoid plagiarizing?

By the end of Grade 7 using 7th grade or higher texts, students know and are able to do everything required in previous grades and

• Decide how the information fits together SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054



Grade 7





• Decide how the information would best be presented

SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054; 21st Century Skills, R28–R33

• Recognize the need to put information from sources in their own words


• List sources of information in bibliographic form


• Present gathered information in an oral or written format, which


• Uses sentences organized in paragraph form to tell about a designated topic

SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049

• Incorporates information from more than one source


• Includes information relevant to topic and purpose


• Identifies source of information SE/TE: Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Library resources, 186; Library resources, use, 879, 982; Citing Sources, R34–R35



Grade 7





• Fulfills the identified purpose as clearly indicated in the topic sentence


• Utilizes an organizational plan for combining paragraphs to address a designated purpose and topic


• Incorporates information from multiple sources


• Summarizes information from sources SE/TE: Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054

3.3a2 (5–8) Establish criteria by which sources and information can be analyzed for accuracy, bias, stereotypes, and validity.

Enduring Understandings: 1. Good researchers check information for accuracy and validity. 2. Good researchers have criteria to determine sources that are authoritative.

Essential Questions: 1. How does a researcher know information is accurate? 2. Why check for validity and accuracy? 3. What is an authoritative source?


• Differentiate fact from fiction SE/TE: Fiction and nonfiction, 4–14; Elements of Nonfiction, 408–412; Fiction/Nonfiction, 70, 152, 191, 195

• Independently select sources which are authoritative from teacher selected data bases (e.g., UD Library Search)

SE/TE: Multimedia sources, use, 824; Library resources, use, 879, 982; Browsing sources, 1041; Sources, cite, 1049; also see: Research Report: Create Bibliography, 1049; Bibliography Sample, 1048; Prewriting strategies: Record Your Research, 1041; MLA Format, R34–R35; also see: Annotated Bibliography, 21

• Independently analyze source and information for accuracy, bias, stereotypes, and validity


• Formulate conclusions based upon information relevant to a specific purpose

SE/TE: Flip through magazines, 824; Use a variety of primary and secondary sources, 1041; Pose relevant questions, 1042



Grade 7





• Use information to express ideas relevant to specific purpose


• Demonstrate how information retrieved does or does not address original problem


• Evaluate information in terms of credibility and accuracy

SE/TE: Multimedia sources, use, 824; Library resources, use, 879, 982; Browsing sources, 1041; Sources, cite, 1049; also see: Research Report: Create Bibliography, 1049; Bibliography Sample, 1048; Prewriting strategies: Record Your Research, 1041

• Use technology to facilitate evaluation SE/TE: Internet, use, 824, 879, 982, 987, 1041; Website and government publication, 364–369; Web page and textbook article, 462–467; 21st Century Skills, R28–R33

3.3b1 (5–8) Independently interpret information as appropriate to a specific purpose.

Enduring Understandings: 1. Good researchers start with a clear purpose, topic, and audience when doing research.

Essential Questions: 1. How does a researcher know information is accurate? 2. What is the purpose for research?


• Use retrieved information to accomplish a specific purpose


• Prioritize sources based on relevance SE/TE: Use Primary and Secondary Sources, 1041; Avoid Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck, 21; Citing Sources, R34–R35

• Reevaluate their position on the topic and your research strategy


• Consider whether they have uncovered any worthwhile information that might take their research in a different direction

• Consider whether they have uncovered any worthwhile information that has caused them to see their topic from a new perspective

• Consider whether research needs to be redirected in any way based on material uncovered

SE/TE: Takes notes, 1041

Record your research, 1041

Develop a main idea and thesis, 1042

Pose relevant questions, 1042; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054; Writing Letters (formatting), R26–R27; 21st Century Skills, R28–R33; Citing Sources and Preparing Manuscripts, R34–R35



Grade 7





3.3b2 (5–8) Independently draw conclusions based upon information relevant to a specific purpose; independently formulate logical conclusions based upon information relevant to a specific purpose.

Enduring Understandings: 1. Good researchers extract information from sources and draw logical conclusions.

Essential Questions: 1. What is a logical conclusion?


Use prior knowledge of a concept along with information in a text to

• Draw conclusions (including implied main ideas) that require analysis and/or evaluation

SE/TE: Informational Texts: Connecting ideas to make generalizations, 364–369; Analyzing author’s argument, 462–467; Structure and purpose, 530–535; Main idea, 686–691; Identify author’s perspective, 812–817; Identify bias and stereotyping, 862–865; Analyze point of view, 1028–1033

• Analyze the author’s viewpoint or attitude toward a topic or idea when strongly implied

SE/TE: Informational Texts: Analyzing author’s argument, 462–467; Identify author’s perspective, 812–817; Identify bias and stereotyping, 862–865; Analyze point of view, 1028–1033

• Analyze the effect of an author’s use of basic formatting and design techniques (e.g., paragraphing, headings/ subheadings, pictures/illustrations, columns, font styles [bold, underline, italics, caps], punctuation choices)

SE/TE: Informational Texts: Atlas and public document, 72–77; Website and government publication, 364–369; Web page and textbook article, 462–467; Instructional manual and sign, 530–535; Magazine article and educational song, 686–691; Textbook article and question and answer, 960–965

Standard 4 – Students will use literary knowledge accessed through print and visual media to connect self to society and culture.

4.1a (5–8) Connect their own experience to those of literary characters; explain the reasons for a character’s actions; identify with characters

Enduring Understandings: 1. Different readers may respond to the same text in different ways. The better responses are those that provide that provide greater insight into the text and/or the issues raised. 2. The impact of a text on a reader is influenced by the reader’s experience.



• Describe the reasons for a character’s actions in a literary text, critically analyzing the text




Grade 7





• Make and support relevant connections between the reader’s personal situations and motivations of characters in a text


4.1b (5–8) Connect their own experience to those of literary characters by responding to the sensory, intellectual, and emotional elements

Enduring Understandings: 1. The impact of a text on a reader is influenced by the reader’s experience. 2. Different readers may respond to the same text in different ways. The better responses are those that provide that provide greater insight into the text and/or the issues raised.



• Analyze the effect of the author’s use of imagery and figurative language on a reader

SE/TE: Hyperbole, 69, 904, 905, 905, 911; Figurative language, 574, 601, 607, 609, 613, 615, 617; Personification, poetry, 578, 581; Vocabulary Workshop Figurative Language, 1052–1053; Imagery, 692, 695, 697; Personification, 574, 578, 581, 601, 609, 617, 904, 905, R18

• Use ideas from the text to analyze personal responses to literature (text-to-self connections)




Grade 7





4.1c (5–8) Connect their own experience to those of literary characters by relating to the feelings of characters or varying ages, genders, nationalities, races, cultures, religions, and disabilities.


Enduring Understandings: 1. Different readers may respond to the same text in different ways. The better responses are those that provide that provide greater insight into the text and/or the issues raised.


• Read and compare stories from different cultures and eras to broaden cultural awareness

• Demonstrate an understanding of the experiences and feelings of fictional characters (e.g., show empathy for, disagree with, compare to personal or other familiar experiences) based on age, gender, nationalities, races, cultures, and/or disabilities

• Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives

The selections in Prentice Hall Literature represent the widest possible range of cultures, literary approaches, genres, and time periods in order to reflect the complexity of human experience. Some of the authors in the grade 7 text include:

Authors:

Aesop, 1035, 1038

Alvarez, Julia, 131, 132

Bashō, Matsuo, 593, 596

Brooks, Gwendolyn, 675, 680

Clifton, Lucille, 61, 62

Cummings, E.E., 693, 696

Djanikian, Gregory, 629, 637

Frost, Robert, 675, 679

Hamilton, Virginia, 1009, 1010

Hughes, Langston, 611, 613

Hurston, Zora Neale, 999, 1000

Longfellow, Henry Wadsworth, 611, 614

The Literature in Context feature provides background and information about the historical, cultural, and geographic context of literature selections as well as connections to a variety of disciplines such as geography, social studies and science. Examples include:

Astronomy Connection: Hothouse Planet, The, 106

Culture Connection: Matter of Luck, A, 64

Fine Arts Connection: Rembrandt Techniques, 418

Language Connection: Spanish Terms, 326

Mythology Connection: Gods and Goddesses, 929

Science Connection: Tragedy Strikes (Hindenburg crash), 15



Grade 7





(Continued) (Continued)

Social Studies Connection: Harlem Renaissance, The, 1001, Pueblo, The, 223, Tenochtitlan, 952, Union Workhouses, 748

Vocabulary Connection: New English Words, 294

The last unit fuses the study of culture and genre with a focus on the oral tradition. See the following pages: Universal theme (characteristics of oral tradition), 904; Comparing Universal Themes, 966–981; Writing to compare Universal Themes, 981.

4.1e (5–8) Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience.

Enduring Understandings: 1. Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed.

Essential Questions: What does a reader gain by seeking other texts as a result of a literary experience?


• As a result of reading a literary text, students will connect to other texts using the following as guides for connections:

• What does this remind me of in another book I’ve read?

• How is this text similar to other things I’ve read?

• How is this different to other books I’ve read?

• Have I read about something like this before?

• Seek other texts and media with similar themes and connections

SE/TE: Comparing Literary Works, 78, 160, 163, 165, 166, 167, 168, 170, 171, 172, 173, 288, 370, 468, 472, 476, 478, 479, 481, 483, 536, 540, 541, 547, 628, 630, 631, 632, 633, 634, 637, 638, 639, 692, 818, 820, 821, 823, 866, 870, 873, 875, 876, 877, 966, 970, 971, 975, 976, 978, 980, 981; also see: Response to Big Questions: Put Yourself in the Picture, 7, 203, 411, 575, 725, 905; What is the best way to find the truth?, 185; Does every conflict have a winner?, 393; What should we learn?, 556; What is the best way to communicate?, 707; Do others see us more clearly than we see ourselves?, 887; Community or individual-which is more important?, 1051



Grade 7





4.2a (5–8) Respond to literary text by making inferences about content, events, characters, setting, and author’s decisions

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning.



• Make strongly implied inferences about content and abstract ideas in a text and identify appropriate text support


• Make inferences about author’s decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used)


• Make reasonable predictions as they read


• Test and revise predictions as they read further


• Use the combination of background knowledge and explicitly stated information from the text to answer questions they have as they read

SE/TE: Questions, ask, 337, 348, 349, 352, 358, 359, 583, 590, 591, 594, 597, 831, 913, 918, 920, 921, 931; Main idea, 421, 426, 429, 433, 436, 437, 441, 447, 448, 449, 454, 457, 460; Details, 99, 249, 309, 343, 370, 421, 429, 433, 437, 441, 686, 831, 857

• Make connections between conclusions they draw and other beliefs or knowledge

SE/TE: Conclusions, draw, 590, 591, 594, 597, 601, 608, 609, 613, 615, 617, 620; Conclusions map, 583; also see: Compare and contrast, P2, 989, 995, 997, 1002, 1003, 1007, 1012, 1014, 1015, 1021, 1023, 1026



Grade 7





• Make critical or analytical judgments about what they read


• Use texts to make generalizations SE/TE: Connecting ideas to make generalizations, 364–369; Generalize, 110, 382, 419, 524, 581, 822, 911, 971

• Create self-motivated interpretations of text that are adapted as they continue to read and after they read

SE/TE: Writing Workshop: Review of a Short Story, 302–307; Reread to Clarify Meaning, 715, 725, 737

• Identify how author’s choices affect theme




Grade 7





4.2b (5–8) Understand the differences between genres […]

Enduring Understandings: 1. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning.

Essential Questions: How do different genres affect the author’s message or meaning?


Use knowledge of distinctive characteristics of various genres including but not limited to

• fiction (e.g., short story, poetry, folk tale, mystery, tall tale, fairy tales, novels, fable, myth, fantasy, science fiction, historic fiction, and realistic fiction)

SE/TE: The Prentice Hall Literature program exposes students to a wide range of literature, including fiction, nonfiction, drama and poetry. Selections are organized in a variety of ways throughout the program to emphasize genre, literary elements, theme, culture, or their place in the development of literary history. Genre study frames the first five units as follows:

Elements of Fiction, 6-7; Literary Analysis: Narrative Text, 23; Literary analysis: Point of View, 49; Comparing Characters, 160, 818; Literary Analysis: Plot, 217; Literary analysis: conflict, 309; What is a short story?, 200–201; Elements of short stories, 202–203; Literary Analysis: Character, 249; Literary analysis: theme, 337; What is poetry, 572–573; Poetry, elements, 574–575; Poetry, forms, 583; Literary Analysis: Figurative Language, 601; Comparing Narrative Poems, 628; Sound devices, 647; Rhyme, Rhythm, Meter, poetry, 665; Comparing imagery, 692; What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905; Literary Analysis: myth, 913; Comparing Universal Themes, 966; Literary Analysis: folk tale, 1007; Comparing Tone and Theme, 1034



Grade 7





• literary nonfiction (e.g., letter, magazine, biography, speeches, autobiography)

SE/TE: See note above: Elements of Nonfiction, 408–412; Expository Essay, 421, 425, 429, 432, 437; Reflective Essay, 443, 444, 447, 449, 457; Comparing Biography and Autobiography, 468, 472, 476, 478, 479, 481, 483; Persuasive Essay, 495, 497, 503; Test Practice: Informational Texts, 77, 159, 287, 369, 467, 535, 627, 691, 817, 865, 965, 1033; Informational Texts: Atlas and public document, 72–77; Application and contract, 154–159; Article and encyclopedia entry, 282–287; Website and government publication, 364–369; Web page and textbook article, 462–467; Instructional manual and sign, 530–535; Technical directions and product warranty, 622–627; Magazine article and educational song, 686–691; Review and interview, 812–817; Editorials, 862–865; Textbook article and question and answer, 960–965; Editorials, 1028–1033

• drama (e.g., classic and/or contemporary multi-act plays)

SE/TE: See note above: What is Drama, 722–723; Elements of drama, 724–725; Dialogue, 737; Characters’ Motives, 831; Dramatic Speeches, 866;

to explain the meaning of the text SE/TE: Writing Workshop: Review of a Short Story, 302–307; also see: Writing Applications: Review, 1025; Writing to Compare Literature, 47, 91, 175, 301, 383, 423, 483, 547, 639, 697, 877, 981, 1039; Response to Big Questions: Talk and Write About It, 185, 393, 556, 707, 887, 1051

4.2c (5–8) Interpret the impact of the author’s decisions such as word choice, style, content, and literary elements; understand the author’s intent in choosing a particular genre.

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 2. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning



• Analyze the effect of author’s choices (word and content) on the reader




Grade 7





• Describe how the author’s writing style influences the reader

SE/TE: Author's insights, 4, 8, 10, 12, 18, 200, 204, 207, 208, 209, 210, 212, 214, 412, 413, 414, 415, 576, 577, 578, 580, 726, 728, 729, 730, 731, 732, 733, 906, 907, 909, 910

• Analyze how an author creates mood by choosing words with specific connotations

SE/TE: Mood, 93, 94; Word choice, 507, 512, 515, 522, 524, 525; Tone, 8, 1034

• Compare styles among texts to determine effects of author’s choices

SE/TE: Author's insights, 4, 8, 10, 12, 18, 200, 204, 207, 208, 209, 210, 212, 214, 412, 413, 414, 415, 576, 577, 578, 580, 726, 728, 729, 730, 731, 732, 733, 906, 907, 909, 910

• Describe characteristics and elements of various literary forms including short stories, poetry, essays, plays, speeches and novels

SE/TE: Comparing Literary Works, 78, 160, 163, 165, 166, 167, 168, 170, 171, 172, 173, 288, 370, 468, 472, 476, 478, 479, 481, 483, 536, 540, 541, 547, 628, 630, 631, 632, 633, 634, 637, 638, 639, 692, 818, 820, 821, 823, 866, 870, 873, 875, 876, 877, 966, 970, 971, 975, 976, 978, 980, 981

• Describe the most likely reason an author uses a particular genre in a given situation


4.2f (5–8) Identify the effect of point of view.

Enduring Understandings: 1. Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 2. Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others.



• Describe how point of view affects a literary text (e.g., how a story would be different if told from a different point of view)


• Describe how point of view impacts the reader




Grade 7





4.3a (5–8) Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities; respond to literary text and media representative of various nations and cultures.

Enduring Understandings: 1. Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed.

Essential Questions: How do texts about other ages, genders, nationalities, races, religions, and disabilities tell experiences similar to mine?


• Read and analyze stories from different cultures and eras to broaden cultural awareness

The selections in Prentice Hall Literature represent the widest possible range of cultures, literary approaches, genres, and time periods in order to reflect the complexity of human experience. Some of the authors in the grade 7 text include:

Authors:

Aesop, 1035, 1038

Alvarez, Julia, 131, 132

Bashō, Matsuo, 593, 596

Brooks, Gwendolyn, 675, 680

Clifton, Lucille, 61, 62

Cummings, E.E., 693, 696

Djanikian, Gregory, 629, 637

Frost, Robert, 675, 679

Hamilton, Virginia, 1009, 1010

Hughes, Langston, 611, 613

Hurston, Zora Neale, 999, 1000

Longfellow, Henry Wadsworth, 611, 614

The Literature in Context feature provides background and information about the historical, cultural, and geographic context of literature selections as well as connections to a variety of disciplines such as geography, social studies and science. Examples include:

Astronomy Connection: Hothouse Planet, The, 106

Culture Connection: Matter of Luck, A, 64

Fine Arts Connection: Rembrandt Techniques, 418

Language Connection: Spanish Terms, 326

Mythology Connection: Gods and Goddesses, 929



Grade 7





(Continued)

(Continued)

Science Connection: Tragedy Strikes (Hindenburg crash), 15

Social Studies Connection: Harlem Renaissance, The, 1001, Pueblo, The, 223, Tenochtitlan, 952, Union Workhouses, 748

Vocabulary Connection: New English Words, 294

The last unit fuses the study of culture and genre with a focus on the oral tradition. See the following pages: Universal theme (characteristics of oral tradition), 904; Comparing Universal Themes, 966–981; Writing to compare Universal Themes, 981.

• Sympathize with experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities


• Compare works of literature from the same historical period written by authors from different (cultural, generational and gender) perspectives

SE/TE: “Seventh Grade” 290-293 and “Melting Pot” 296-300; “Icarus and Daedalus” 916-923 and “Demeter and Persephone” 924-928

4.4a (5–8) Use literature as a resource for shaping decisions.

Enduring Understandings: 1. Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They present complex stories in which the inner and outer lives of human beings are revealed. 2. Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond—very different from passively accepting or instantly liking or disliking.

Essential Questions: How does literature help us shape decisions?


• Read stories and relate characters’ experiences to shape own decisions by asking questions:

• I felt like that character when I….

• If that happened to me, I would….

• I can relate to that character because one time….




Grade 7





4.4b (5–8) Understand social and political issues

Enduring Understandings: 1. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 2. Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. 3. No opinion is privileged, but some are better than others.

Essential Questions: How do stories about social and political issues affect me?


N/A N/A

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Prentice Hall Literature Grade 7 © 2010 Correlated to ...assets.pearsonschool.com/correlations/DE_PH_Lit... · consistent with the genre and purpose of the writing: development,