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River Dell Regional School District
Language Arts Grade Seven Curriculum
2015
Mr. Patrick Fletcher Superintendent
River Dell Regional Schools
Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal River Dell High School River Dell Middle School
Mr. William Feldman
Assistant Superintendent of Curriculum and Instruction
Language Arts Committee
Cathy Gaynor Kathryn Pomeroy Kathleen Voorhis Peter LaBarbiera
River Dell Regional School District 2
Language Arts Curriculum Grade Seven
Approved June 2015
Seventh Grade Curriculum Scope and Sequence
Unit Length of Unit
Personal Reading Goal and Responding to Reading 3 Weeks
Writing a Narrative 3 Weeks
Realistic Fiction 4 Weeks
Descriptive Writing 2 Weeks
Science Fiction Genre Study 4 Weeks
Persuasive Reading and Writing 3 Weeks
NJ Ask Test Prep 3 Weeks
Non-Fiction Informational Reading and Writing 3 Weeks
River Dell Regional School District 3
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE PERSONAL READING GOAL
STANDARDS CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 4
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 5
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
River Dell Regional School District 6
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.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. 9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or
the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS
Effective readers are aware of their reading habits, strengths and areas in need of improvement. Effective readers employ strategies effectively to improve comprehension.
ESSENTIAL QUESTIONS PRIMARY: What are your personal reading habits? SECONDARY: How can we improve these reading habits?
MODULE ASSESSMENT Students will complete a personal reading goal plan and a reading log. Students will complete on-going vocabulary assessment.
LESSON OBJECTIVES Students will be able to...
identify and use the appropriate reading strategy.
name criteria for an appropriate text.
identify personal strengths and weaknesses as a reader.
River Dell Regional School District 7
Language Arts Curriculum Grade Seven
Approved June 2015
establish and practice effective reading habits.
maintain and examine a reading log.
identify and define elements of story from oral short story readings.
understand how elements of story drive and shape plot and characters.
understand that to improve one’s reading, one must read.
use NoveList database to locate books of interest.
teach elements of fiction: o theme o plot structure o conflict o setting o point of view
MODULE SKILLS Students will be able to...
recognize that personal goals evolve with improvement and achievement.
use multiple sources of information to analyze and assess progress toward goal.
maintain and utilize the student “book bag” created on NoveList.
monitor comprehension.
identify the elements of fiction.
read independently for 30 minutes.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies: Reading and Writing Notebook, Vocabulary Workbook Texts: Teacher choice may include but is not limited to the following in Literature book:
“The Dinner Party” by Mona Gardner
“Duffy’s Jacket” by Bruce Coville
“Charles” by Shirley Jackson;
“Miss Awful” by Arthur Cavanaugh
“Amigo Brothers” by Piri Thomas
“A Rice Sandwich” by Sandra Cisneros
“Girls” by Gary Paulsen
“Zoo” by Edward Hoch
“Mother and Daughter” by Gary Soto Websites: NoveList on school Library webpage Technology:
River Dell Regional School District 8
Language Arts Curriculum Grade Seven
Approved June 2015
As per lessons
Promethean Board and computer
Library Computer Lab Literature: Per student selection Professional References: See professional collection in library
The Reading Zone by Nancie Atwell
Notebook Know-How by Aimee Buckner
That Workshop Book by Samantha Bennet
Mosaic of Thought by Ellin Oliver Keene
River Dell Regional School District 9
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE RESPONDING TO READING
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 10
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 11
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
River Dell Regional School District 12
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.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.
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS
To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS Writing about reading helps one to explore one’s own thoughts derived from the text.
ESSENTIAL QUESTIONS PRIMARY: Why does one write about what one reads? SECONDARY: How does writing help one become a more acute thinker?
MODULE ASSESSMENT
Students will keep a reading response journal where they react to all reading they read. Students will have on-going vocabulary assessment.
LESSON OBJECTIVES Students will be able to…
take notes on reading.
respond to text on a personal level.
River Dell Regional School District 13
Language Arts Curriculum Grade Seven
Approved June 2015
respond to text with questions .
analyze text for character motivation and development.
critique text.
learn importance of precise language to convey movement of time.
MODULE SKILLS Students will be able to…
create readable responses to a variety of texts.
choose an appropriate form of response.
identify words that indicate movement of time .
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies: Reading and Writing Notebook, Vocabulary Workshop Level B Texts: Mentor writing samples/notebook entries created by teacher Technology:
Promethean board and computer Literature: Student independent Choice Professional References:
Writing Workshop by Ralph Fletcher
Notebook Know-How by Aimee Buckner
Writing About Reading, Janet Angelillo
River Dell Regional School District 14
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE WRITING A NARRATIVE
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 15
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 16
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
River Dell Regional School District 17
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.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.
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS
To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.
ESSENTIAL QUESTIONS PRIMARY: How does a writer compose an interesting narrative? SECONDARY: How do formal testing directions affect my composition?
MODULE ASSESSMENT Students will compose an original ‘on demand’ speculative writing text. Students will have on-going vocabulary assessment.
LESSON OBJECTIVES Students will be able to…
learn writing strategies to create to develop a narrative story .
learn various appropriate brainstorming strategies.
River Dell Regional School District 18
Language Arts Curriculum Grade Seven
Approved June 2015
learn organizational strategies for composing text.
practice strategies to improve comprehension of speculative prompts to identify task, purpose, and audience.
learn strategies to manage time constraints.
understand New Jersey Holistic Scoring Rubric.
elements of narrative writing and definitions: o event sequences o dialogue o descriptive details and sensory language o point of view
MODULE SKILLS Students will be able to…
select and utilize a variety of brainstorming strategies.
create a graphic organizer for story composition.
experience an on-demand writing simulation in the classroom.
write narratives that convey an experience and its development over time.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies: Vocabulary Workshop Level B Teacher: The No-Nonsense Guide to Teaching Writing, Nancy Davis Chapters 6 & 7 Thinking Through Genre, Heather Lattimer Technology:
Promethean Board and computer Literature: Student independent Choice
River Dell Regional School District 19
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE REALISTIC FICTION
STANDARDS CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 20
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 21
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
River Dell Regional School District 22
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.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.
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or
the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS
To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDING Characters develop and change as they interact with others in the novel while on their journey. Recognizing how a character’s journey relates to our own enhances the reading experience.
ESSENTIAL QUESTIONS PRIMARY: How does this character’s journey compare to mine? SECONDARY: How do we recognize change and development in characters?
MODULE ASSESSMENT
Students will read an unknown text and identify: character traits at the beginning and end of a story; how and why a character changed. Students will have on-going vocabulary assessment.
River Dell Regional School District 23
Language Arts Curriculum Grade Seven
Approved June 2015
LESSON OBJECTIVES Students will be able to...
update and revise reading goal plan.
identify the techniques an author uses to communicate characterization: o parts of the novel build the character o importance of dialogue
recognize and consider criteria for inferring: who said it, where are they, who’s around, who was it said to, point of view/perspective.
use past behavior to make thoughtful predictions.
identify character traits and moments of change in what a character: thinks, says, and does.
consider the following about characters: o role in the story…(hero, prodigal son, archetype) o relationship with others o reactions and choices (decisions)
identify and cite multiple textual evidence for conclusions about character.
analyze: sentences, paragraphs, chapters, parts for key details.
MODULE SKILLS Students will be able to...
increase reading stamina.
maintain reading log and notebook with appropriate responses.
choose and analyze dialogue or scene to draw accurate conclusions about character.
identify character journey and cite text to indicate a change in trajectory and/or development.
recognize key details as parts of the whole text for interpretation.
consider and connect character’s journey in terms of one’s own life.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies:
Classroom novels including: book club books, Freak the Mighty novel and video, The Mighty, and classroom library
Picture book text, Freedom Summer Texts: Teacher choice may include but is not limited to the following:
River Dell Regional School District 24
Language Arts Curriculum Grade Seven
Approved June 2015
Teacher: Mini-Lessons for Literature Circles, Harvey Daniels and Nancy Steineke Short Stories:
“Eleven” by Sandra Cisneros
“The Last Kiss” by Ralph Fletcher
“Thank You, Ma’am” by Langston Hughes
Excerpts from The House on Mango Street by Sandra Cisneros
“The Pin” by Cris Crutcher
“Rikki-Tikki-Tavi” by Rudyard Kipling
“My Name is Maria Isabel” by Alma Flor Ada
“The Hundred Dresses” by Eleanor Estes
“Priscilla and the Wimps” by Richard Peck Short Story Collections:
Sixteen Short Stories, edited by Donald R. Gallo
Visions: Short Stories edited by Donald R. Gallo
Necessary Noise edited by Michael Cart (stories about family relationships) Picture books:
I’m in Charge of Celebrations by Byrd Baylor
Hey World, Here I Am! by Jean Little
True Story of 3 Little Pigs by Jon Sciezka Technology:
Promethean Board and computer Literature: Student choice provided by teacher and student independent novel Professional References: See professional collection in library in addition to:
Shades of Meaning by Donna Santman
Strategies that Work by Anne Goudvis and Stephanie Harvey
Teaching Reading in the Middle School by Laura Robb
River Dell Regional School District 25
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE DESCRIPTIVE ESSAY
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 26
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 27
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
River Dell Regional School District 28
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.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.
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDING To compose a well-written descriptive essay means the author must become an authority on the topic.
ESSENTIAL QUESTIONS PRIMARY---What are ways a writer gain ‘authority’ on a topic? SECONDARY---What is the process for writing a descriptive essay?
MODULE ASSESSMENT Composition of descriptive essay about a student-selected topic. Students will have on-going vocabulary assessment.
LESSON OBJECTIVES Students will be able to...
understand the importance of choosing a topic important to the writer.
demonstrate obtaining “authority status”(research)
River Dell Regional School District 29
Language Arts Curriculum Grade Seven
Approved June 2015
o record sensory and additional details: shape, color, texture, sounds, smells, emotions
o record facts, quotes, examples, and any other important information
understand criteria for evaluating quality of “research” and deciding which to include.
identify types of organizational structures for composition: compare/contrast, cause/effect, classification, and definition.
construct logical and powerful conclusions.
identify parts of text that are in need of revision .
improve grammar: as per needs of students.
MODULE SKILLS Students will be able to...
create organization system for collecting research.
choose appropriate organizational structure to maximize fluency and clarity.
analyze parts of writing in need of revision work.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Technology: KIA Games Professional References: See professional collection in library
The No-Nonsense Guide to Teaching Writing by Nancy Davis
Assessing Writers by Carl Anderson
Non-Fiction Writing from the Inside-Out by Laura Robb
Making Revision Matter by Janet Angelillo
Mechanically Inclined by Carl Anderson
A Student Handbook for Writing and Learning by Houghton Mifflin Company
River Dell Regional School District 30
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE SCIENCE FICTION GENRE STUDY
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
River Dell Regional School District 31
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
River Dell Regional School District 32
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.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.
River Dell Regional School District 33
Language Arts Curriculum Grade Seven
Approved June 2015
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS Different genres offer different reading experiences for the reader. Book genre can affect the frequency of certain skills used to aid comprehension.
ESSENTIAL QUESTIONS PRIMARY: How does Science Fiction as a genre suggest the possibilities in our life? SECONDARY: How can we identify themes in a novel?
MODULE ASSESSMENT
Students will read an unknown text, identify themes and provide multiple examples from text as support. Students will compose written responses to open-ended questions. Students will have on-going vocabulary assessment.
LESSON OBJECTIVES Students will be able to...
identify the difference between science fiction and fantasy.
cite examples of the science fiction genre in text.
River Dell Regional School District 34
Language Arts Curriculum Grade Seven
Approved June 2015
define theme .
use process to discover multiple themes in a novel.
define types, and sub-types of conflict.
recognize conflict and the results as an indicator of characterization.
recognize visualization as a important scaffold for making sense of an unknown environment.
use compare/contrast to: o discover key details about a novel setting compared to reader’s life o analyze similar themes in other texts
understand traditional roles of characters in literature.
employ strategies for inferring and using context clues.
read open-ended questions and identify the task.
identify important information in the question: o audience o support required o length o topic
locate and gather text support: facts and examples.
MODULE SKILLS Students will...
identify characteristics of science fiction.
use a self-selected strategy to identify themes in new works of literature.
identify relationship of multiple themes in one text.
identify character role in term of archetype.
pose open-ended questions for discussion.
compose written responses to open-ended questions for reading response o cite text evidence
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies:
NJ Holistic Rubric for Open-Ended Questions
Packet of samples for student scoring
Teacher samples for instructional purposes Texts: Teacher choice may include but is not limited to the following:
“Monsters on Maple Street” lit book
River Dell Regional School District 35
Language Arts Curriculum Grade Seven
Approved June 2015
“Future Tense” by Lipsyte in Sixteen Short Stories
“Midnight Snack” by Duane in Sixteen Short Stories Picture Books
Harris Burdick by Chris Van Allsburg
The Wreck of the Zephyr by Chris Van Allsburg
The Wretched Stone by Chris Van Allsburg
The Stranger by Chris Van Allsburg
June 29, 1999 by David Wiesner Technology:
Promethean board and computer Literature: Student choice provided by teacher and student independent novel Professional References: See professional collection in library
Speaking Volumes by Barry Gilmore
Reading Reminders by Jim Burke
Engaged in Learning by Kathleen Strickland and James Strickland
Bringing the Outside In: Visual Ways to Engage Readers, Sara Kadjer
Real Reading, Real Writing by Donna Hooker Topping and Roberta Ann McManus
River Dell Regional School District 36
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE PERSUASIVE READING
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 37
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 38
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific
River Dell Regional School District 39
Language Arts Curriculum Grade Seven
Approved June 2015
words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or
the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS PRIMARY---Persuasive text conveys an author’s opinion on a topic. SECONDARY---The purpose of persuasive text and media is to engage the reader to evaluate their thoughts on a topic.
ESSENTIAL QUESTIONS PRIMARY: How does an effective reader prepare to read a persuasive text?
SECONDARY: How does the author’s opinion impact my own thinking and/or deepen my understanding of the topic?
MODULE ASSESSMENT Students will be able to comprehend and identify elements of persuasive text. Students will have on-going vocabulary assessment.
LESSON OBJECTIVES Students will be able to…
learn strategy for reading persuasive text: o establish author’s position o establish author’s purpose
River Dell Regional School District 40
Language Arts Curriculum Grade Seven
Approved June 2015
o identify key points o identify supporting examples o identify author’s conclusion
compare opposing viewpoints.
learn persuasive techniques writers use to impact reader .
recognize author bias through professional/personal affiliations.
use word connotations to improve inferring ability for unstated agenda.
text structures and organizations common for persuasive text.
MODULE SKILLS Students will be able to…
identify criteria for evaluating validity of text.
determine difference between ‘what’s important/what’s interesting’.
compose and utilize appropriate graphic organizers to aid comprehension.
identify persuasive techniques in the text.
identify specific organizational structure used in a text.
identify impact various parts of text has on reader.
identify and describe an author’s position on a topic and how it differs from others.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Texts: Upfront (NY Times Junior Magazine); Newsweek; The Record (op-ed section) Video: Commercials Websites: TeenBiz3000.com; Pro/con.org; CQ Researcher; Sirs Technology: NoodleTools Literature: Elements of Literature
River Dell Regional School District 41
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE PERSUASIVE WRITING
STANDARDS CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
River Dell Regional School District 42
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
River Dell Regional School District 43
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.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.
River Dell Regional School District 44
Language Arts Curriculum Grade Seven
Approved June 2015
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or
the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS The ability to persuade others is dependent on one’s ability to craft and communicate effectively. Using persuasive techniques strategically increases effectiveness of one’s position.
ESSENTIAL QUESTIONS PRIMARY: How does one write persuasively? SECONDARY: How do I incorporate persuasive technique into my writing to make it more effective?
MODULE ASSESSMENT Students will compose a persuasive text on a self-selected persuasive question related to a novel. (The Giver---Is it better to live in a perfect or imperfect world) Students will have on-going vocabulary assessments.
LESSON OBJECTIVES Students will be able to…
examine effective persuasive writing samples.
learn how to formulate open-ended questions.
identify strategies to collect ideas and select topic.
how to create a ‘thesis statement’.
River Dell Regional School District 45
Language Arts Curriculum Grade Seven
Approved June 2015
identify ideas and knowledge and required.
how to compose persuasive techniques: o rhetorical questions o repetition o questions o counterarguments o conclusion relevant to thesis
use various revision and editing strategies appropriate to class needs.
understand New Jersey Holistic Scoring Rubric for Persuasive Writing.
MODULE SKILLS Students will be able to…
select question for persuasive writing.
incorporate persuasive techniques into their writing.
compose thesis statement for their text.
research to prove knowledge and ‘authority’ on topic.
convey opinion and understanding of novel citing text support.
select and employ effective revision strategies into text.
employ grammar revision strategies as needed.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Teacher: Writing to Persuade, Karen Caine Thinking Through Genre, Heather Lattimer Writing Workshop: The Essential Guide, Ralph Fletcher and Joan Portalupi The Write Genre, Laurie Jamison Rog and Paul Kropp
River Dell Regional School District 46
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE NJ ASK TEST PREP
STANDARDS CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
River Dell Regional School District 47
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
River Dell Regional School District 48
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.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.
River Dell Regional School District 49
Language Arts Curriculum Grade Seven
Approved June 2015
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or
the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS
To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS Being able to read and write a variety of text on demand is assessed by the state and affects future course work.
ESSENTIAL QUESTIONS PRIMARY: How do I approach the various texts and prompts effectively? SECONDARY: What scaffolds do I know to help me be successful?
MODULE ASSESSMENT Students will compose a variety of writing prompts including: explanatory, expository, speculative, persuasive, and/or interpret quote. Students will take a sample NJ ASK reading test: persuasive, fiction, or non-fiction. Students will have on-going vocabulary assessments.
LESSON OBJECTIVES Students will be able to…
examine sample tests and prompts to learn format
take steps to take for correctly reading a writing prompt
use various brainstorming strategies
use various organization technique for writing
examine rubrics involved in writing
River Dell Regional School District 50
Language Arts Curriculum Grade Seven
Approved June 2015
employ strategies for answering multiple choice questions
use literary terms: main idea, author purpose, text structure,
MODULE SKILLS Students will be able to…
correctly identify rubric scores for writing samples
employ writing brainstorming strategies and organizational strategies in simulated testing session
include textual evidence for support in writing
explain how they would solve a potential issue while answering multiple choice
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies: NJ Writing Rubrics, Sample Prompts, Sample Reading Texts, NJ Ask Binder Picture books (for memoir-ish type prompts)
When I Was Young in the Mountains by Cynthia Rylant
Wilfred Gordon McDonald Partridge by Mem Fox
My Rotten Red-Headed Older Brother by Patricia Polacco
Owl Moon by Jane Yolen Short Stories
“The Circuit” by Jiminez in America Street Short Text
Little by Little by Jean Little Video: **Power Point** Tricks and Traps of the NJ Ask and Standardized Tests Websites: NJ Department of Education Technology: Promethean Board and computer Professional References: See library professional collection
Time for Meaning by Randi Bomer
Lessons that Change Writers by Nancy Atwell
Writing to the Prompt, Janet Angelillo
Texts and Tests: Teaching Study Skills Across the Content Areas by Rona Flippo
River Dell Regional School District 51
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE NON-FICTION INFORMATIONAL READING
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
River Dell Regional School District 52
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
River Dell Regional School District 53
Language Arts Curriculum Grade Seven
Approved June 2015
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
River Dell Regional School District 54
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.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.
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS
Being able to read non-fiction effectively provides a person access to knowledge.
ESSENTIAL QUESTIONS PRIMARY: How does one effectively read non-fiction? SECONDARY: What strategies should I know to become an independent reader?
MODULE ASSESSMENT
Compare and contrast two non-fiction texts on the same topic. Students will have on-going vocabulary assessments.
LESSON OBJECTIVES Students will be able to…
learn strategies for reading non-fiction text.
River Dell Regional School District 55
Language Arts Curriculum Grade Seven
Approved June 2015
examine how an author constructed his/her introduction and concluding paragraphs.
understand that word choice impacts meaning and tone of text for the reader.
identify the details and examples an author uses to support a point of view.
MODULE SKILLS Students will be able to…
read and understand a variety of non-fiction texts.
take notes or highlight main ideas in a non-fiction text.
analyze non-fiction text in short constructed responses with guided teacher questions and self-generated questions.
determine an author’s point of view and evaluate the validity of the non-fiction text.
compare and contrast a text to a ‘multi-media’ version of the text.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies: Martin Luther King, written speech, Martin Luther King delivering speech
River Dell Regional School District 56
Language Arts Curriculum Grade Seven
Approved June 2015
BY THE END OF SEVENTH GRADE NON-FICTION INFORMATIONAL WRITING
STANDARDS
CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.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. CCSS.ELA-Literacy.RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. CCSS.ELA-Literacy.RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
River Dell Regional School District 57
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) CCSS.ELA-Literacy.W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.) CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. CCSS.ELA-Literacy.W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. CCSS.ELA-Literacy.W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others'
River Dell Regional School District 58
Language Arts Curriculum Grade Seven
Approved June 2015
CCSS.ELA-Literacy.SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. CCSS.ELA-Literacy.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CCSS.ELA-Literacy.SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.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.
River Dell Regional School District 59
Language Arts Curriculum Grade Seven
Approved June 2015
9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or
the community 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community
building strategies for carrying out different tasks, assignments, and projects
9.1.8.D.3 Use effective communication skills face to face and online interactions
with peers and adults from home and from diverse cultures 9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering
cultural, political, and other societal methods 9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing
individual or group goals within or outside the classroom 8.1 Use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems and communicate knowledge
BIG IDEAS/COMMON THREADS
To become an effective reader, writer, speaker, and communicator, a student must have exposure to a variety of texts and writing experiences.
ENDURING UNDERSTANDINGS Non-fiction writing is an important life-skill for communication.
ESSENTIAL QUESTIONS PRIMARY: What steps does a writer take to write a non-fiction piece?
SECONDARY: How does the presentation of text affect the reader’s ability to understand the text?
MODULE ASSESSMENT Students will compose a non-fiction text on a self-selected topic in a multi-media format. Students will have on-going vocabulary assessments.
LESSON OBJECTIVES Students will be able to…
learn organizational strategies for composing explanatory text.
learn various and appropriate brainstorming strategies.
learn strategies for including information and examples in a explanatory/information text.
identify parts of text that are in need of revision, eg. transition words and expressions.
River Dell Regional School District 60
Language Arts Curriculum Grade Seven
Approved June 2015
learn how to productively search an internet search engine and criteria to evaluate the validity of website.
generate questions to focus research .
distinguish between a quote and a paraphrase.
learn punctuation rules for citation.
understand the various strategies for formulating explanatory/information introducing and concluding paragraphs.
MODULE SKILLS Students will be able to…
select and utilize a variety of brainstorming strategies.
correctly incorporate quote and paraphrase.
include multiple sources and pictures to enhance text.
correctly revise text.
create and use graphic organizer for explanatory/information text.
write an informative/explanatory text in a clear and coherent presentation.
participate in peer and teacher writing conferences.
develop expertise through research about a problem and make a claim to
support a solution
work as a contributing member of a team to achieve specific outcomes
show respect for divergent points of view by acknowledging them
recognize how digital media impacts a person’s perspective
show the self-discipline to do your best, reach a goal or perform an
assigned task with good work quality
apply technology to enhance meaning, communication and productivity
RESOURCES
Supplies: Writing samples from NJ ASK, Writing Notebook Websites: As per librarian Technology: Use of Promethean Board and computer, Library computers Professional References: Librarian for lessons on research, plagiarism and citation