7th Grade English Language Arts 2nd Quarter

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

By 2025,

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

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

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

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

7th Grade English Language Arts 2nd QuarterHow to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

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

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

(3) Building knowledge through content-rich nonfiction.

Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the standards. In 6–12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional.The standards strongly recommend that students build coherent general knowledge both within each year and across years.

7th Grade English Language Arts 2nd QuarterThroughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

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

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

Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

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

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder Links to Support Vocabulary Instruction & Developmenthttp://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/https://wvde.state.wv.us/strategybank/VocabularyStrategies.htmlhttps://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.htmlhttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf

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

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

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

Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: http://achievethecore.org/page/2784/text-set-project-building-knowledge-and-vocabulary

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

Using the Curriculum Maps, Grades 6-8 Begin by examining the text(s) selected for the week. Read the text(s) carefully and become familiar with all text(s) and the “Big Idea.”

7th Grade English Language Arts 2nd Quarter Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Plan your weekly and daily objectives, using the evidence statements to help. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those

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

by process for small-group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Weeks 1-3Reading Selections Literary Analysis Workshop

o Fiction1. “The Tale of the Mandarin Ducks” (930L; fiction) p. 9 2. “The Three-Century Woman” (fiction) p.11-17

o Non-Fiction

7th Grade English Language Arts 2nd Quarter3. From The Great Fire by Jim Murphy (nonfiction) p.194. “The Fall of the Hindenburg” by Michael Morrison (nonfiction) p. 20

Anchor Texts: “Suzy and Leah” (590L; fiction) p. 114-124 Angela’s Ashes (1270L; Autobiography) p. 139-148

Essential Question: How do we explore the truth? TN State Standards Evidence Statements Content

Reading Complex Texts

Literature and Informational

RL/RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL/RI.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RI7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

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

RL/RI.7.2-9

Literature and Informational

Evidence Statements Provide citation of several pieces of

textual evidence to support analysis of what the text says explicitly. RL7.1

Provides citation of several pieces of textual evidence to support analysis of inferences drawn from the text RL/RI.7.1

Provides a statement of a theme or central idea of a text RL/RI.7.2

Provides an analysis of the development of the theme or central idea over the course of the text RI.7.2

Provides an objective summary of the text RI.7.2

Provides and analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events). RI.7.3

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

Prentice Hall Literature – Reading Selections

Elements of Fiction, Determining Theme in Fiction

Literary Analysis Workshop Exemplar Text: “The Tale of the Mandarin Ducks” (fiction)

o Skills Focus: theme in fiction, plot, conflict, characterization, conflict Critical Thinking: Text Dependent Questions

1. How does the narrator describe the lord, and how do these details provide a clue to the theme of the story?

2. The story continues from the excerpt in the textbook. Based on details from the story that you have already learned from reading, determine one or more possible themes for the story. Explain your rationale with support from the text.

Independent Practice: “The Three-Century Woman” (fiction)o Skills Focus: theme in fiction, plot, conflict, characterization, conflict

Critical Thinking: Text Dependent Questions1. Why might the narrator hate visiting Whispering Oaks? Support your

answer with evidence from the text.2. What do Aunt Gloria’s words tell the reader about her attitude toward her

grandmother?3. How might the narrator’s description of Whispering Oaks help a theme in

the story?4. Find two statements that show details about Megan’s character and explain

their significance 5. Analyze why the author chose to tell the story in Megan’s voice.6. What is a possible theme for the story? Explain how the title of the story

suggests what the theme may be about? See link for additional information:

http://achievethecore.org/search?q=three+century+woman

Elements of Nonfiction and Determining Central Ideas in Nonfiction

Literary Analysis Workshop Close Read: Central Idea in Nonfiction

7th Grade English Language Arts 2nd Quarter Model Exemplar Text: from The Great Fire (nonfiction)

o Skills Focus: central idea, context clues, main idea and supporting details, historical context

Critical Thinking: Text Dependent Questions1. From the facts in the first paragraph of the passage, what can the reader

conclude about the dangers of wood?2. What is the central idea of the text, and how does the author use facts to

support it?

Independent Practice: “The Fall of the Hindenburg” (nonfiction)o Skills Focus: central idea, context clues, main idea and supporting

details, historical contexto Video Footage: (This is the best clip to show as it aligns with the text.

This clip includes the reporter who cried, “Oh the humanity!”) https://www.youtube.com/watch?v=lFptgQ8GA_U

Critical Thinking: Text Dependent Questions1. What idea do the statistics at the beginning of the second paragraph

convey?2. What is the central idea of the text? Include details from the text to support

your answer.3. See questions on p. 21 in textbook

“Suzy and Leah” (short story)o Skill Focus: author’s purpose, setting, themeo Before You Read- p. 99

Reading Skill: Author’s Purpose Literary Analysis: Setting

Critical Thinking: Text Dependent Questions1. What purpose might the author have had for including the details about

Suzy laughing at the refugees and wondering if they have “bugs”?2. What might have been the author’s purpose for having Leah address her

diary entries to her mother?3. What purpose might the author have had for including details about Leah’s

life before the war?4. Explain what Leah means by “There is barbed wire still between us and the

world’? What does the barbed wire symbolize for her?5. How did Leah’s former home change during the war? How does that

change in setting reflect what happened to Leah during the war.6. What detail on p.120 signals a shift in Suzy’s thinking? How might this shift

be relevant to a theme of the story?7. What facts about World War II does the author teach in the October 12,

1944 diary entry? Explain why you think the author stated the facts in such a matter of fact way.

from Angela’s Ashes (Autobiography)

7th Grade English Language Arts 2nd Quartero Skill Focus: central idea, context clues, point of view, main idea and

supporting details, author’s purpose, historical contexto Before You Read- p.129

Reading Skill: Author’s Purpose Literary Analysis: Historical Context

Resource on Typhoid Fever: http://kidshealth.org/en/parents/typhoid.html

Critical Thinking: Text Dependent Questions1. Based on the text, how can the reader tell that the author is describing a

personal experience?2. What humorous details on p.142 help the reader understand the situation?3. What truth does Frank reveal about his father on p. 143? Use evidence

from the text to describe how young Frank feels about his father. 4. What is the effect of the author’s choice to omit quotations marks to show

when people are speaking on p. 144?5. What historical information about Ireland does the reader learn from

Seamus’s comments on p. 144 about the book he gives Frank?6. What does the author regret, and how might his regret relate to a central

idea of the text?7. How does the author use both truth and humor to express his view? Cite

evidence from the text to support your answer.

After You Read- p.149o Reading Skill: Author’s Purposeo Literary Analysis: Historical Context

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

http://www.weareteachers.com/blogs/post/2015/01/09/going-beyond-pie-5-ways-to-teach-students-how-to-find-the-author's-purposehttp://www.massbay.edu/uploadedFiles/Admissions_and_Financial_Aid/Enrollment/QUESTIONTYPE.pdfhttps://discovery.app.box.com/s/miufueuq20za41255nyb

Reading strategieshttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

Teaching Historical Context and other teaching strategies https://www.facinghistory.org/resource-library/teaching-strategies

Pearson Online Resources: www.pearsonsuccessnet.com Benchmark and Unit Assessments Unit Resources Common Core Companion

WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary

7th Grade English Language Arts 2nd Quarterof the text.Level 1 (Entering) Associate words, statements or chunks of language that represent a theme or one central idea and analyze its development using an illustrated adapted text; provide an objective summary using labeled pictures that represent the author’s message and/or significant events in the text

Level 2 (Emerging) Identify simple sentences and phrases that represent the theme or one central idea and analyze its development using an adapted text; provide an objective summary from a simple sentence illustrated text, pictures, timelines, story maps and non-linguistic representations.

Level 3 (Developing) Recognize a series of extended sentences that determine the theme or central idea of a text and analyze its development supported by guiding questions; provide an objective summary supported by illustrated timelines or story maps

Level 4 (Expanding) Interpret discourse with a variety of complex sentences to determine the theme or central idea and analyze its development using a familiar text; provide an objective summary using a teacher adapted/created guided reading outline.

Level 5 (Bridging)Distinguish descriptive discourse with complex sentences that determines the theme or central idea of a text and analyze its development; provide an objective summary with a partner.

Language – Vocabulary

L.7.4Determine or clarify the meaning of unknown and multiple-meaning words.L.7.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.7.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Language- Vocabulary

Evidence Statements Demonstrates the ability to use context

(e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase (L.7.4)

Demonstrate the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) (L.7.4)

Demonstrates ability to interpret figures of speech in context (L.7.5)

Demonstrates the ability to determine the relationship between particular words (L.7.5)

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

Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin roots, Latin prefixContext cluesAnalogy and word relationshipsWord parts and families

Vocabulary

Tier 2 Academic Vocabulary – determine, associate, clarify, acquire, pose List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by

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

o See pages 1-25 for Tier 2

Literary Analysis Workshopo Exploring the Big Question: Learning Big Question Vocabulary pg. 3o Vocabulary Development p. 8, 10, 12, 14, 18

“Suzy and Leah”o Skills: Latin root manereo Making Connections: Vocabulary p. 112 o Vocabulary Development p.112, 114, 118, 120, 122o After You Read: Vocabulary p. 125

from Angela’s Ashes o Skill: Latin root –sper- or –spes-o Making Connections: Vocabulary p.138, 140, 144, 146o After You Read: Vocabulary pg. 149

Resources www.pearsonsuccessnet.com

Vocabulary Central Reader’s Notebooks and Teaching Guide(On-level Reader’s Notebook pgs. 3-

78 and Adapted Reader’s Notebook pgs. 3-83) Reading Kit (Reading and Literacy Intervention) pgs. 2-3, 12-13, 80-81, 176-

177, 270-271.

Most Common Suffixes and Prefixes

7th Grade English Language Arts 2nd Quarter

These standards are constant and should be taught throughout each quarter. Study and apply vocabulary

- L.7.4-6

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

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

http://grammar.about.com/od/words/a/comprefix07.htm Greek and Latin roots

https://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English Word Benches pg. 57-61 (Greek and Latin affixes)

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

Writing to Texts Writing

W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.W.7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.W.7.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.W.7.2e

Writing

Evidence StatementsDevelopment of Ideas The student response addresses the

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

Organization The student response demonstrates

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

Clarity of Language The student response establishes and

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

Knowledge of Language and Conventions The student response demonstrates

command of the conventions of standard English consistent with effectively edited writing. Though there

Writing

Prentice Hall Literature- Pearson Publishing

Routine Writing (text dependent questions) Writing About the Big Question pg. 60, 138 Critical Thinking and After You Read Journal entries Graphic Organizers Daily Language Practice Annotation

Analysis (Inform/Explain) Writing Workshop “Informative Text” Descriptive Essay pg. 92

Analysis (Inform/Explain) Write an objective summary of “The Three-Century Women” or “The Fall of the

Hindenburg.” Remember to only include the most important events or ideas from the text. It should not include your personal opinions.

Analysis- “Suzy and Leah” (Inform/Explain) Write a news report based on “Suzy and Leah”. Your report should describe the

conditions of the refugee camp where Leah lives. Collect evidence from the story to support your description.

Analysis- from Angela’s Ashes (Inform/Explain) Angela’s Ashes is a memoir, a type of autobiography in which the author writes a

personal record of the events, people, and situations that have shaped his or her life. Memoirs can span an entire lifetime, but often focus on a specific period of the writer’s life. Despite the McCourt’s poverty, starvation, and loss, Angela’s Ashes is not a tragic memoir. How does McCourt accomplish this with his writing? Cite specific evidence from the text to support your points.

Informative Writing Resources: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf www.acheivethecore.org/page/504/common-core-informative-explanatory-writing

7th Grade English Language Arts 2nd QuarterEstablish and maintain a formal style.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

may be a few minor errors in grammar and usage, meaning is clear throughout the response.

Reviewed throughout the quarter:Writing Sentences, Essay organization and structure, Thesis statement, Writing paragraphs

Language

L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

L.7.1-3

Language Evidence Statements Identify the correct use of nouns (i.e.,

common/proper, possessive) and pronouns (i.e., personal and possessive) within context. L.7.2

Conventions

Prentice Hall Literature- Pearson Publishing

“Suzy and Leah” Skill: Personal Pronouns Integrated Language Arts: Personal Pronouns p. 126

Reading Application Writing Application Prentice Hall Writing Coach

from Angela’s Ashes Skill: Possessive Pronouns Integrated Language Arts: Possessive Pronouns pg.150

Reading Application Writing Application Prentice Hall Writing Coach

Elements of Language- Holt Publishing Skills: common and proper nouns, possessive nouns, personal pronouns,

possessive pronouns

Resources Practice with specific language conventions/usage/ vocabulary standards, or choose

specific grammar and usage gameswww.internet4classrooms.com

Instructional games available for grammar and usage skill developmenthttp://grammar.ccc.commnet.edu/grammar/quiz_list.html

Practice with specific language conventions/usage/ vocabulary standards, or choose specific grammar and usage gameswww.NoRedInk.com

Practice with pronounshttp://englishlinx.com/pronouns/

Speaking and Listening Speaking and Listening Speaking and Listening

7th Grade English Language Arts 2nd QuarterSL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

These standards are constant and should be taught throughout each quarter. Analyze Content : SL.7.2-3 Study and apply grammar :

SL.7.6 Conduct Discussions :

SL.7.1 Report Findings : SL.7.4-6

Evidence Statements Select the most appropriate behaviors

for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority) SL.7.1c

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

Prentice Hall Literature- Pearson Publishing

Activities With a partner, discuss how reading “Suzy and Leah,” affected your understanding of

the Holocaust.

Conduct an interview with a friend, relative, or classmate to learn more about a serious event that impacted his or her life. Consider talking to someone who moved to a new country or neighborhood, attended a new school, had a threatening illness, or overcame a difficult situation.

Resources Teaching strategies to improve cooperative learning skills

https://www.teachervision.com/cooperative-learning/resource/48649.html Group roles and responsibilities

https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

Accountable Talk Toolkithttp://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

Weeks 4-6Anchor Texts: from Freedom Walkers: The Story of the Montgomery Bus Boycott (Lexile 1110; Historical Account) p.408-414 “All Together Now” (Lexile 920; Persuasive speech) p.492-497 “I Am a Native of North America” (Lexile 940; Reflective Essay) 442-449

Supplementary Texts: Nonfiction article regarding the Supreme Court’s latest ruling on the Voting Rights Act of 1965

http://nbcpolitics.nbcnews.com/_news/2013/06/25/19132385-supreme-court-strikes-down-part-of-voting-rights-act?lite Nonfiction article about the Montgomery Bus Boycott and the women who started it

http://nationalhumanitiescenter.org/pds/maai3/protest/text5/robinsonbusboycott.pdf Nonfiction article about voting trends among young, minority, and low-income Americans

https://www.americanprogress.org/issues/race/news/2014/11/06/100627/why-young-minority-and-low-income-citizens-dont-vote/ Through My Eyes (Lexile 860)

Big Question: How do we support our principles in the face of adversity?

TN State Standards Evidence Statements ContentInformational Informational Prentice Hall Literature – Reading Selections

7th Grade English Language Arts 2nd Quarter

Reading Complex Texts

RI7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RI7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).RI7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

RI7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

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

RL/RI.7.2-9

Provides a statement of central idea(s) of a text.(RI7.2)

Provides an analysis of the development of central idea(s) over the course of the text.(RI7.2)

Provides an objective summary of a text.(RI7.2)

Provides an analysis of the interactions between individuals, events, and/or ideas in a text (e.g., how ideas influence individuals or events or how individuals influence ideas or events).(RI7.3)

Provides an analysis of the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.(RI7.5)

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

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

Provides an analysis of how the author distinguishes his or her position from that of others.(RI7.6)

Demonstrates ability to trace an argument and specific claims in a text. (RI7.8)

Provides an evaluation of whether the reasoning is sound in an argument. (RI7.8)

Provides an evaluation of whether the evidence is relevant and sufficient to support the claims.(RI7.8)

Literary Analysis Workshop – Elements of Nonfiction, Analyzing Structure in Literary Nonfiction, Analyzing Relationships in Literary Nonfiction RI7.3, RI7.4, RI7.5, RI7.6 Skill Focus: elements of nonfiction, forms of non-fiction, text structure - text feature,

point of view, author’s purpose, word choice, figurative language, relationships, central idea, main idea and supporting details List of Tier 3 Domain Specific Words

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

Literary Analysis Workshop Exemplar Text: from Freedom Walkers: The Story of the Montgomery Bus

Boycott (historical essay) o Skill Focus: elements of nonfiction, author’s purpose, word choice,

tone, comparing literary works Critical Thinking: Text Dependent Questions

1. What is the central idea of the excerpt?2. What phrases does the author use in paragraph 2 to reflect the white-

supremacist attitude against blacks in the American South?3. How does the phrase “by walking peacefully” in paragraph 5 create a

shift in the tone of the text?4. What is the difference between the meanings of the words “separated”

and “segregated” in paragraph 3?5. What was Jo Ann Robinson’s profession, and why is it significant?6. How does the bus driver’s reaction to Robinson’s choice of seat

influence the tone of the text? 7. Explain the author’s point of view about the incident on the bus based

on the details included in the text.

Independent Practice: “All Together Now” (Persuasive Essay) o Skill Focus: fact and opinion, main idea and details, text structure,

point of view, author’s purpose, word choice, figurative language, relationships, central idea

Before You Reado Reading Skill: Classifying Fact and Opinion pg. 491 o Literary Analysis: Persuasive Essay

Critical Thinking: Text Dependent Questions1. Jordan begins her essay by asserting that good legislation is not enough to

create a “truly tolerant, harmonious society”. According to Jordan, what else is needed?

2. Explain what Jordan means when she says that the United States has “compassion fatigue”.

3. Using evidence from the text, conclude how ordinary people can impact the state of society.

4. What does Jordan mean when she says, “I have yet to find a racist baby’?

7th Grade English Language Arts 2nd Quarter5. Jordan’s purpose in writing this essay was to persuade. Evaluate and

explain whether or not she uses convincing examples to back up her ideas.

Independent Practice: “I Am a Native of North” America (lexile 940; Reflective Essay)

o Skill Focus: main idea and details, expository essay, point of view, author’s purpose, word choice, relationships, theme/central idea

Before You Read pg.440-441o Reading Skill: Main Ideaso Literary Analysis: Reflective Essay

Critical Thinking: Text Dependent Questions1. What are three things Chief Dan George claims people learn from growing

up in communal homes?2. Explain what Dan George means by, “In the course of my lifetime, I have

lived in two distinct cultures”? 3. What lesson did George learn about nature from his culture? Cite two

examples from the text to support this.4. How does Chief Dan George feel about people who live in “smoke houses”?

Why are these feelings important to his message? 5. What three things puzzle Chief Dan George about his “white brother”?

Explain why he has a difficult time understanding these characteristics. 6. What is the “brotherhood” that Chief Dan George talks about at the end of

his essay? Evaluate whether or not it is important to him.

After You Reado Reading Skill: Main Ideas pg. 441o Literary Analysis: Reflective Essay

Resources (strategies) http://www.tennessee.gov/education/standards/english/ENG_3081.pdf https://www.engageny.org/resource/grades-6-8-ela-curriculum-appendix-2-graphic-

organizers (11 graphic organizers) Reading strategies

http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

Reading strategieshttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf

Pearson Online Resourceswww.pearsonsuccessnet.com Interactive Digital Path Benchmark and Unit Assessments Unit Resources Common Core Companion

7th Grade English Language Arts 2nd QuarterWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI7.2 - Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.Level 1 (Entering)

Determine a central idea from a picture book read aloud and analyze its development; provide an objective summary of the text using labeled pictures.

Level 2 (Emerging)

Determine the central idea from a picture book read aloud and analyze its development; provide an objective simple sentence summary of the text supported by an illustrated graphic organizer.

Level 3 (Developing)

Determine two or more central ideas from a read aloud illustrated text and analyze their development; provide an objective summary of the text supported by a partially completed graphic organizer.

Level 4 (Expanding)

Determine two or more central ideas from a video version of a text and analyze their development; provide an objective summary of the text supported by a graphic organizer.

Level 5 (Bridging)

Determine two or more central ideas from a class discussion about a text and analyze their development; provide an objective summary of the text.

Language – Vocabulary

L.7.4bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.These standards are constant and should be taught throughout each quarter. Study and apply

vocabulary - L.7.4-6

Language – Vocabulary

Evidence Statements Demonstrates the ability to use context

(e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase (L.7.4)

Demonstrate the ability to determine the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending) (L.7.4)

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

Vocabulary

Prentice Hall Literature- Pearson Publishing

Literary Analysis Workshop- from Freedom Walkers: The Story of the Montgomery Bus Boycott (historical essay)

o Introducing the Big Question: Learning Big Question Vocabulary pg. 407o Vocabulary Development p. 412

“All Together Now” (Persuasive speech)o Latin root –lego Making Connections: Vocabulary p. 492o Vocabulary Development: p. 492o After You Read: Vocabulary p. 497

o “I Am a Native of North America” (Reflective essay)o Latin root just-o Making Connections: Vocabulary pg. 442o Vocabulary Development pgs. 442o After You Read: Vocabulary pg. 449

Resources Vocabulary Central www.pearsonsuccessnet.com www.webenglishteacher.com (Vocabulary) www.superkids.com (Vocabulary builders) www.kidskonnect.com (figurative language) Most Common Suffixes and Prefixes

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

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

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

7th Grade English Language Arts 2nd Quarter Greek and Latin roots

https://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English Word Benches pg. 57-61 (Greek and Latin affixes)

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

Writing to Texts Writing

W7.9Draw evidence from literary or informational texts to support analysis, reflection, and research.W7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).W7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Writing

Evidence Statements

Development of Ideas The student response addresses the

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

Organization The student response demonstrates

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

Clarity of Language The student response establishes and

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

Knowledge of Language and Conventions The student response demonstrates

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

Writing

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

Prentice Hall Literature- Pearson Publishing

Routine Writing (text-dependent): Journal entries Analytic Summaries Graphic Organizers Daily Editing Practice Annotation

Making Connections: o Writing About the Big Question pg. 442 and 492o Critical Thinking pg. 448 and 496

Prentice Hall Literature- Pearson Publishing

Analysis- “All Together Now” (inform/explain) Identify a central idea in “All Together Now.” What examples and evidence does

Barbara Jordan provide throughout the essay to support the central idea? Create an outline that shows the essay’s central idea and supporting examples and evidence.

Analysis- All texts (inform/explain) Write an essay in which you identify and analyze the author’s point of view in a

selection from this unit. Choose a selection in which the author presents a clear point of view on a topic. Explain which essay you chose, state the topic, and briefly describe the author’s perspective. Analyze how the author presents his or her perspective by emphasizing certain evidence or by presenting an interpretation of facts.

Analysis- “All Together Now” OR “A Native of North America” (argumentative) Referencing “All Together Now” or “A Native of North America,” write a brief

persuasive letter to community leaders advising them on how people in the community can promote tolerance and cultural awareness. Use several sentences to develop your letter. Support your statements with details from the selection that you choose. Also, use anecdotes (personal stories), examples from real life, and facts or statistics to explain your ideas.

7th Grade English Language Arts 2nd QuarterReviewed throughout the quarter: writing sentences, essay organization and structure, thesis statement, writing paragraphs, performance tasks

Resources www.readwritethink.org (writing, classroom resources, professional developments) www.2actden.com/writingtips (writing tips/essay builders) www.grammar.ccc.commnet.edu/grammar/quizlist.htm (Guide to Grammar and

Writing) www.writingfix.com (writing strategies, prompts, rubrics) www.achievethecore.org (writing resources) www.leo.stcloudstate.edu (literacy education online help with writing, research, and

grammar)

Informative Writing Resources: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr6-8.pdf www.acheivethecore.org/page/504/common-core-informative-explanatory-writing

Argumentative Writing Resources http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

Language

L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language Evidence Statements Identify the correct use of conjunctions

(i.e., coordinating, correlative, subordinating) and interjections within context.

Conventions

Prentice Hall Literature- Pearson Publishing Skill: Subjects and Predicates Integrated Language Arts pg. 504

o Reading Applicationo Writing Applicationo Prentice Hall Writing Coach

Elements of Language- Holt Publishing Conjunctions

Resources www.chompchomp.com (grammar instruction with handouts and power point

presentations) www.leo.stcloudstate.edu (literacy education online help with writing, research, and

grammar) www.grammar.ccc.commnet.edu / (grammar and writing guide)

Speaking and Listening

SL.7.2Analyze the main ideas and supporting details presented in diverse media and formats

Speaking and Listening

Evidence Statements Organize ideas in the most effective

order for an oral presentation. Distinguish between a summary and a

Speaking and Listening

Prentice Hall Literature- Pearson Publishing

Activities Presentation of Ideas pg. 505 In a small group, write a public service

7th Grade English Language Arts 2nd Quarter(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

These standards are constant and should be taught throughout each quarter. Analyze Content :

SL.7.2-3 Study and apply

grammar: SL.7.6 Conduct Discussions :

SL.7.1 Report Findings : SL.7.4-

6

critique. Identify the main idea and supporting

details in text. Determine the most effective methods

for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

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

announcement (PSA) on one of the following topics: Promoting the fair treatment of all people Learning about the various cultures of citizens living the United States.

The group should identify the audience, support its claims with relevant details and descriptions, use persuasive techniques to influence the audience (See p. 491), and present the PSA to the class.

Resources Group roles and responsibilities

https://www.google.com/webhp?sourceid=chrome-instant&rlz=1C1QJDB_enUS641US641&ion=1&espv=2&ie=UTF-8#q=group%20roles%20and%20responsibilities

Classroom talkhttp://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx

Accountable Talkhttp://ifl.pitt.edu/index.php/educator_resources/accountable_talk

Weeks 7-9Reading Selections Literary Analysis Workshop p. 722-725

o from Sorry, Wrong Number (870L, drama) (Lexile 870) p. 726-728o from Dragonwings (870L, novel excerpt and drama) p. 729-734

Anchor Text: A Christmas Carol: Scrooge and Marley, Act I and II (drama) p. 736-807

Supplemental Texts: “A Christmas Carol on TNT” (review) p. 813 “Toned-down Christmas Carol has more spirit” (review) p. 814 “Charles Dickens’s A Christmas Carol: A Radio Interview” (interview) p. 815-816

Big Question: Do others see us more clearly than we see ourselves?Reading Complex Literature Literature Extended Text-Literature

7th Grade English Language Arts 2nd QuarterTexts

RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).RL7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

In reviewRL7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

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

Evidence Statements Provides an analysis of how a drama’s

or poem’s form or structure contributes to meaning. (RL.7.2)

Provides an analysis of how particular elements of a story or drama interact. (RL.7.3)

Provides an analysis of how a drama’s or poem’s form or structure contributes to meaning RL.7.5

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

Elements of Drama/Analyzing Drama/Understanding Elements of Drama

Literary Analysis Workshop RL7.3, RL7.5 Close Read: Understanding Elements of Drama

Model Exemplar Text: from Sorry, Wrong Number exemplaro Skill Focus: elements of drama – plot, dialogue, set/scenery, props, acts

and scenes; forms of drama – comedy and tragedy; structure in drama; conflicts- external and internal; theme in drama

Critical Thinking: Text Dependent Questions1. What do the details in the stage directions suggest about Mrs. Stevenson’s

health? Cite evidence from the text to support your response.2. What stage technique does the playwright use to indicate that the scene

changes at the top of p. 728?3. Who are George and the 1st Man, and what are they planning?

Independent Practice – from Dragonwingso Skill Focus: elements of drama – plot, dialogue, set/scenery, props, acts

and scenes; forms of drama – comedy and tragedy; structure in drama; conflicts- external and internal; theme in drama

Critical Thinking: Text Dependent Questions1. What does Moon Shadow’s description suggest about his father’s condition?

What details give you this idea?2. What effect doe the call-and-response speeches of Uncle Bright Star and the

others create? How does this dialogue support the illusion that is being created onstage?

3. How do the stage directions and dialogue at the top of p. 734 help create the illusion that Windrider and Dragonwings are flying?

A Christmas Carol: Scrooge and Marley, Act I (drama) RL7.3, RL.5 o Skill Focus: purpose for reading, dialogue, stage directions, summarize,

characters’ motiveso Before You Read

Reading Skill: Purpose for Reading p. 737 Literary Analysis: Dialogue p. 737

Critical Thinking – Text Dependent Questions1. Compare and contrast the atmospheres described in the passage at the

beginning of scene 2 on p. 743. Explain Scrooge’s offices seem more dismal than they would if the story took place at any other time of year.

2. Describe how the dialogue between Scrooge and his nephew on p. 745 show the contrast between the two characters? Cite evidence from the text.

3. What can the reader infer about the nephew’s character from the words he speaks to Cratchit on p. 746?

4. Summarize what you know about Scrooge and explain whether you think he is a spiritual person or believes in life beyond the grave. Based on the dialogue

7th Grade English Language Arts 2nd Quarteron p. 753, what is Scrooge’s attitude toward Marley’s Ghost?

5. What important information in Marley’s opening speech on p. 757 will influence the rest of the play? Cite evidence from the text.

6. Based on the dialogue on p. 758, how has Scrooge been affected by what has happened to him so far in the play?

7. What words in the dialogue on p. 764 reveal how Young Scrooge feels about Fezziwig? Explain.

After You Read p. 769o Reading Skill: Purpose for Reading o Literary Analysis: Dialogue

A Christmas Carol: Scrooge and Marley, Act II (drama) RL7.3, RL.5o Skill Focus: purpose for reading, dialogue, stage directions,

summarize, characters’ motiveso Before You Read

Reading Skill: Purpose for Reading p.773 Literary Analysis: Stage Directions

Critical Thinking – Text Dependent Questions1. What sounds in the scene directions at the beginning of Act II establish that this

is a scary scene?2. Why is the pause in Bob’s speech at the top of p. 782 important to the plot of

the play? What can we infer about Tiny Tim based on Bob’s tone in the speech?

3. Compare and contrast Bob’s attitude about Scrooge with Mrs. Cratchit’s on p. 784. Explain why the characters feel the way they do about Scrooge, using evidence from the text.

4. Interpret the point the Ghost of Christmas Present is trying to impress upon Scrooge as he describes the Cratchit’s at the end of Scene 3.

5. Using textual evidence, describe the mood of Scene 4 as Present gives his final advice and fades out of sight.

6. Based on the dialogue on p.794-795, what can you infer has happened to Tiny Tim?

7. What does Scrooge learn from the opportunity to watch his own life? How does he change his behavior to reflect his new insight?

After You Read p. 807o Reading Skill: Purpose for Readingo Literary Analysis: Stage Directions

“A Christmas Carol” Resourceso LearnZillion (lesson plans, powerpoints, handouts, assessments)

https://learnzillion.com/resources/89836-christmas-carol o EdSitement (3 lessons) https://edsitement.neh.gov/curriculum-unit/using-

7th Grade English Language Arts 2nd Quartertextual-clues-understand-christmas-carol

o Video clips, interactive learning, and more! http://scroogesbed.weebly.com

“A Christmas Carol on TNT” (review), “Toned-down Christmas Carol has more spirit” (review), and “Charles Dickens’s A Christmas Carol: A Radio Interview” (interview)

o Skills Focus: reading for information, author’s point of view, summarize

Critical Thinking – Text Dependent Questions1. Explain why a reviewer would include excerpts of the original text in his or her

text.2. What does the critic think are the strongest and weakest points in the

production? Cite specific evidence from the text in your response.3. What elements of the production does the critic judge in the second review? 4. Does the critic give a positive or negative review of the production? Quote

specific lines of text that include his judgment.5. Give examples of information Professor Allingham provides about Charles

Dickens in the radio interview. What point is he making with this information?6. Summarize Allingham’s perspective on the story and on Dickens.

Pearson Online Resourceswww.pearsonsuccessnet.com Interactive Digital Path Benchmark and Unit Assessments Unit Resources Common Core Companion

Resources A Christmas Carol Resources

http://teacherweb.com/CA/SequoiaMiddleSchool/MrsMetzner/ Play_ACC_Scrooge-and-Marley.pdf

https://www.louisianabelieves.com/docs/default-source/teacher-toolbox- resources/unit-plan-english-language-arts-grade-7-sample-a-christmas-carol.pdf?sfvrsn=

http://teachbesideme.com/charles-dickens-a-christmas-carol-lesson/ http://www.anoisewithin.org/wp-content/uploads/downloads/2014/10/ACC-

Guide-10-13-14.pdfTeaching Dialogue http://www.readwritethink.org/classroom-resources/lesson-plans/choosing-clear-

varied-dialogue-291.htmlWIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI7.3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).Level 1 (Entering)

Identify the central idea in an

Level 2 (Emerging)

Determine the central idea in

Level 3 (Developing)

Determine two or more central

Level 4 (Expanding)

Identify two or more central

Level 5 (Bridging)

Identify two or more central

7th Grade English Language Arts 2nd Quarterillustrated simple sentence text; and analyze its development; provide an objective summary of the text using labeled pictures.

an illustrated simple sentence text and analyze its development; provide an objective simple sentence summary of the text supported by an illustrated graphic organizer.

ideas in an illustrated text and analyze their development; provide an objective summary of the text supported by a partially completed graphic organizer.

ideas in a familiar text and analyze their development; provide an objective summary of the text supported by a graphic organizer.

ideas in a text and analyze their development; provide an objective summary of the text supported by student-generated annotations.

Language – Vocabulary

L.7.4.bUse common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).L.7.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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

Language – Vocabulary

Evidence Statements

Demonstrates the ability to use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L7.4.b

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

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

Vocabulary

Tier 2 Academic Vocabulary – analyze, interact, develop, contrasts, acknowledge List of Tier 2 Academic Vocabulary (referred to as Tier 2 Academic Terms by

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

o See pages 1-25 for Tier 2

Literary Analysis Workshop o Exploring the Big Question: Learning Big Question Vocabulary pg. 721o Vocabulary Development pg. 724, 731, 733

A Christmas Carol: Scrooge and Marley, Act I o Skills: Latin roots –grat-o Making Connections: Vocabulary pg. 738o Vocabulary Development pgs. 738, 742, 744, 746, 748, 750, 754, 758,

760, 766o After You Read: Vocabulary pg. 769

A Christmas Carol: Scrooge and Marley, Act IIo Skills: Latin prefix –inter-o Making Connections: Vocabulary pg. 774o Vocabulary Development pgs. 774, 778, 780, 782, 784, 788, 790, 794,

796, 800, 802, 804o After You Read: Vocabulary pg. 807

Reading for Informationo Content-Area Vocabulary p. 812, 817

Other Resources Vocabulary Central www.pearsonsuccessnet.com Most Common Suffixes and Prefixes

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

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

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

7th Grade English Language Arts 2nd Quarter Greek and Latin roots

https://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English Word Benches pg. 57-61 (Greek and Latin affixes)

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

Writing to Texts Writing

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

Writing

Evidence StatementsDevelopment of Ideas The student response addresses the

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

Organization The student response demonstrates

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

Clarity of Language The student response establishes and

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

Knowledge of Language and Conventions The student response demonstrates

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

Reviewed throughout the quarter:Writing Sentences, Essay organization and

Writing

Routine Writing (text-dependent): Writing About the Big Question pg. 738, 774 Journal entries Summaries Daily Language Practice Graphic Organizers Annotation

Analysis- A Christmas Carol: Scrooge and Marley, Act I (Argument) Write a letter to Scrooge, telling him what he is missing in life by being cranky and

negative with the people around him. Start your letter with a salutation or greeting. Then, support the main points of your argument with clear reasons and evidence. Conclude with a closing and your signature.

Analysis- A Christmas Carol: Scrooge and Marley, Act II (Argument) Respond to the play by writing a tribute, or expression of admiration, to the changed

Scrooge. Your tribute should include brief stories from the drama that show how Scrooge has transformed his life. It may also reflect on the events or experiences that caused Scrooge worthy of a tribute, and include evidence from the play to support your analysis. Conclude by giving your opinion of the play and providing your own insights about whether there is a lesson that everyone can learn from Scrooge’s story.

Redemption is the act of atoning for a fault or mistake. Does Scrooge find redemption at the end of play? Justify your opinion with detailed examination of evidence from the play that supports your stance.

Analysis- Comparing Argumentative and Expository Texts Write an essay in which you identify the author’s perspective in each of the reviews

of A Christmas Carol and the speaker’s perspective in the radio interview. Focus on what ways the perspectives are similar and different. Explain how a particular medium such a radio interview achieves a more powerful impact that a written review.

In an essay, trace the perspective of the author of “Toned-down Christmas Carol has more spirit.” Support your response by providing details, words, and phrases from the text that give clues to the author’s point of view. Be sure to explain how each clue helps reveal his perspective.

Resources The Argumentative Rubric

7th Grade English Language Arts 2nd QuarterstructureThesis statement, Writing paragraphs, Performance tasks, and Topic sentences and supporting details

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf Teaching the Argumentative Rubric’s Traits

The Scoring Guides and Sample Student Responses http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

o Explanation of terms per trait

Argumentative Resources http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr6-8.pdf The Scoring Guides and Sample Student Responses

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68

Language

L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.7.2Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

Language

Evidence Statements Use commas correctly (i.e., compound

sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context. L7.1

Spell correctly (i.e., double negatives, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}). L 7.2

Correct run-on sentences with appropriate punctuation (i.e., conjunctions, semicolons, and periods to join or separate elements) within context. L 7.2

In Review: Sentence Functions and End Marks Adjectives – compound and coordinate Adverbs Verbs- action, linking, helping, verb

phrases Sentence parts- subject and predicate Writing sentences

Conventions

Prentice Hall Literature- Pearson Publishing

A Christmas Carol: Scrooge and Marley, Act I Skills: Interjections Integrated Language Arts: Interjections pg. 770

Reading Application Writing Application Prentice Hall Writing Coach

A Christmas Carol: Scrooge and Marley, Act II Skills: Double Negatives Integrated Language Arts: Double Negatives pg. 808

Reading Application Writing Application Prentice Hall Writing Coach

Elements of Language- Holt Publishing Interjections Double Negatives

Resources www.chompchomp.com (grammar instruction with handouts and power point

presentations) www.leo.stcloudstate.edu (literacy education online help with writing, research, and

grammar) www.grammar.ccc.commnet.edu / (grammar and writing guide)

Speaking and Listening Speaking and Listening Speaking and Listening

7th Grade English Language Arts 2nd QuarterSL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

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

Evidence Statements Identify the functions and responsibilities

of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, and timekeeper).

Organize ideas in the most effective order for an oral presentation.

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

Prentice Hall Literature- Pearson Publishing

Think about Scrooge’s experiences with one of the ghosts. Write and present a dramatic monologue that shares Scrooge’s thoughts. Write in first-person point of view, as Scrooge, using the word I. Include stage directions to indicate gestures and emotions. Punctuate correctly; use a colon after the speaker’s name, and commas or dashes to indicate pauses and changes in thought. After drafting your monologue, rehearse aloud to prepare for your final presentation.

Resources Suggestions for writing an effective monologue

http://www.monologuegenie.com/monologue-writing-101.html http://www.wikihow.com/Write-Dramatic-Monologue

Culminating Activity

Research

W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.W.7.6Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Research

Evidence Statements Select the most focused research topic. Identify levels of reliability among

resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).

Determine the most appropriate research source for a given research topic.

Select the visual image that best reinforces a viewpoint or enhances a presentation.

Organize ideas in the most effective order for an oral presentation.

Discern irrelevant research material from written text.

Research

LearnZillion Extension TaskLesson resources located online: (including student exemplars and rubric)https://learnzillion.com/resources/102461

Extension Task Directions: How has Charles Dickens influenced modern society?

Research: (1) references and adaptations to his works (including allusions to his works

and ideas) (2) the effect of A Christmas Carol on our modern Christmas traditions(3) the words, phrases, and character types that have been introduced into our

language through Dickens’s work.

7th Grade English Language Arts 2nd QuarterSL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Then create a written report that explains how Dickens influenced modern society, including sufficient relevant evidence.

Participate in a student-led classroom discussion about the research, emphasizing findings and evidence gathered for the report.