Seventh Grade ELA Core Standards Overviewcsdela.weebly.com/uploads/9/5/6/3/9563459/15-16_7th... · 2015-07-22 · Seventh Grade ELA Core Standards Overview ... denouement), internal

Seventh Grade

�� ELA Core Standards Overview ��

� Citing several sources of specific evidence from a piece when offering an oral or written analysis of a book, essay, article, or play

� Analyzing works of fiction to see how events advance the plot and how setting shapes the characters

� Determining an author’s point of view or purpose in a nonfiction work and analyzing how the author takes a position different from other authors

� Organizing and focusing his or her own writing, including supporting statements and conclusions with evidence and showing that the evidence is accurate and reliable

� Conducting research in response to a specific question by drawing on evidence from several credible literary or informational sources to support an analysis or reflection

� Avoiding plagiarism and following a standard format for citations (e.g., footnotes, bibliography)

� Evaluating a speaker’s key points and reasoning, asking questions, and stating his or her own well supported ideas in discussions

� Presenting claims and findings to others emphasizing main points, making eye contact, speaking loudly enough, pronouncing words clearly, and using formal English when the situation calls for it

� Using common, grade-appropriate Greek or Latin affixes and roots as clues to defining the meaning of a word (e.g., semi-, semiannual, semicircle).

Seventh Grade �� English Language Arts

Year at a Glance �� 2015-16 ��

8 weeks

Aug. 19-Oct. 16

6 weeks

Oct. 19-Nov. 24

7 weeks

Nov 30-Jan. 29

7 weeks

Feb. 1-March 18

6 weeks

March 21-May 6

4 weeks

May 9-June 3

Unit Theme Characters with

Character

Perseverance

Challenges and

Choices Adaptation and

Survival

Innovation

Making Sense of Our World

Essential

Question

How do the elements of a story interact?

What is needed to persevere?

How do challenges affect choices?

What adaptations are needed to

survive?

How does innovation influence progress?

How do we make sense of our

world?

Writing Focus Narrative Informative/

Explanatory Argument

Informative/ Explanatory

Argument Narrative

Key Terms

ELA: characterization, plot (exposition, conflict, rising action, climax, falling action, denouement), internal conflict, external conflict, setting, point of view, protagonist, antagonist, dialogue, narrative Morphemes: Roots • Multilingual English

Words & Invaders of the English Language

• Compound Words and Review Parts of Speech

• Introduction to morphemes and intro to prefixes, suffixes, & roots

• astro/bio & geo/therm

• aut/auto, hom/homo, & hydro

ELA: plagiarism, cite, citation, source, reliable/credible, perseverance, text features (heading, caption, sidebar, main text, subheading), informational text Morphemes: Roots • phon/phone

sco/scope and micro/macro

• graph/gram, photo and tele/meter

• path/psych and pan, zoo/zo

• chron and phobia • Review all roots and

Roots Quiz • Prefixes intro and re-

, un-

ELA: introduction, thesis, claim, topic sentence, transition, counterclaim, refutation, conclusion, argument, evidence, influence Morphemes: Prefixes • in-, and

non/contra/counter- • anti/dis- and de- • Review (Morph

Master 121) and Prefixes part 1 quiz

• Sub/sur- and trans/dia-

• Ex- and inter/intra- • Ad- and co/com- • Morph Mastery,

Review all Prefxes and Prefixes test

ELA: cause/effect, multimedia Morphemes: Prefixes • Parts of speech

review and Suffixes introduction

• -y and –er/est • -ly and –hood • -ful and –less • -able/ible and –some • Review and Suffixes

1 Quiz • -ish and -ness

ELA: connotation, denotation, figurative, literal, flashback, foreshadow, simile, metaphor, personification, hyperbole, theme, alliteration Morphemes: Suffixes • -cide and -ment • -ic and -al • -ist/ian/or and -

ology/ologist • -ship • Review all suffixes

and suffixes final test

ELA: redundant, simile, metaphor, personification, hyperbole, theme, alliteration, rhythm Morphemes: Suffixes

• None

• Review (Morph Mastery) & Roots Quiz Part 1

Language Focus Parts of a Sentence, Sentences vs. Fragments, Nouns, Verbs, Adjectives, Adverbs

Capitalization, Commonly Confused Words, Contractions, Possessives

Identify redundant words, Rewrite verbose phrases, Identify negative forms/Create positive forms, Use concrete and specific language, Out of Order Adjectives, Sentence Combining

Phrases (noun, prepositional, infinitive, participial), Misplaced and Dangling Modifiers, Dashes

Independent Clauses, Dependent Clauses, Types of Sentences (simple, compound, complex, compound-complex)

Punctuating Dialogue, Sentence Fragments Purposefully

Seventh Grade

�� English Language Arts ��

Connections

8 weeks

Aug. 19-Oct. 16

6 weeks

Oct. 19-Nov. 24

7 weeks

Nov. 30-Jan. 29

7 weeks

Feb. 1-March 18

6 weeks

March 21-May 6

4 weeks

May 9-June 3

Unit Theme Characters with Character

Perseverance

Challenges and

Choices

Adaptation and

Survival

Innovation

Making Sense of Our World

Social

Studies

Connections

Geography and the environment of Utah

Early settlers and explorers (Native

Americans, Explorers and Pioneers)

Statehood and Government

Rights and

Responsibilities of Citizenship

Economics: How people make a living,

Components of Utah’s economy.

Utah in the Modern

Age Utah’s Cultural

Diversity

Science

Connections Properties of Matter Earth’s Structure

Cells and Organ

Systems Inherited Traits and

Forensic Science

Natural Selection

Genetically Modified

Organisms

Classification

PE

Connections

Mental Health

Physical Fitness

Sportsmanship

Stress Management Body Image Goal Setting

Decision Making

Peer Pressure and

Refusal Skills

Addiction

Nutrition

First Aid

Abstinence

Infection Disease

Teamwork

Abstinence

Human Development

Communication Puberty

Math

Connections

Operations with

Integers and Rational

Numbers

Expressions, Equations and Inequalities

Ratios and

Proportional

Relationships

Similarities and

Percents

Geometry and

Surface Area.

Volume of Solids

Data Analysis and Probability

Seventh Grade Unit 1 Theme: Characters with Character

Students will discuss how the elements of a story interact.

Essential Question Key Terms

Morphemes: Roots

Writing Focus

How do the elements of a story interact?

ELA: characterization, plot (exposition, conflict, rising action, climax, falling action, denouement), internal conflict, external conflict, setting, point of view, protagonist, antagonist, dialogue, narrative

Multilingual English words (pg. 2-5) Invaders of the English Language (pg. 8-11) Compound Words (pg. 14-15) Review Parts of Speech Introduction to Morphemes Intro to prefixes/roots/suffixes astro/bio (pg. 172-173) geo/therm (pg. 174-175) aut/auto, hom/homo (pg. 176-177) hydro pg. 178 (Create Practice) Review (Morph. Mastery, other practices) Roots Part 1 Quiz

• Narrative

Supporting Questions

• What makes characters in fiction believable?

• How are characters influenced by setting, conflict, climax, other characters, etc.?

Social Studies Connections Science Connections PE Connections Math Connections

Geography and the environment of Utah

Properties of Matter

Mental Health/Physical

Fitness/Sportsmanship

Operations with Integers and Rational

Numbers

ELA Core Standards Student Learning Targets

READING

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.

• I can analyze how details and evidence within the text supports what

the author states directly and what he/she implies.

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.

• I can identify the theme in a text.

• I can explain how the theme of a text is developed.

I can summarize a text.

RL. 7.3: Analyze how particular elements of a story or drama interact (e.g.,

how setting shapes the characters or plot.) • I can explain how elements of a story work together.

RL.7.6: Analyze how an author develops and contrasts the points of view of

different characters or narrators in a text. • I can identify the point of view of the characters or narrator(s) in a text.

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.

• I can explain the similarities and differences between historic and

fictional accounts.

I can explain how an author makes historical fiction believable.


WRITING

W.7.3: Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured

event sequences.

• I can write a logical, detailed narrative about real or imagined events or

experiences.

a. Engage and orient the reader by establishing a context and point of view

and introducing a narrator and/or characters; organize an event sequence

that unfolds naturally and logically.

• I can hook the reader by introducing ideas, point of view, a narrator

and/or characters.

• I can organize events in a natural, logical order.

b. Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters. • I can write a narrative using techniques such as dialogue, timing, and

description.

c. Use a variety of transition words, phrases, and clauses to convey

sequence and signal shifts from one time frame or setting to another. • I can use transition words and phrases to show order of events or

changes in setting.

d. Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events. • I can use precise words, relevant description, and sensory details to

reveal the action and experiences of the story.

e. Provide a conclusion that follows from and reflects on the narrated

experiences or events. • I can conclude my story by reflecting on experiences or events.

W 7.4 (Introduce): 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.)

• I can develop and organize clear and understandable writing, which is appropriate for a specific task, purpose, and audience.

W 7.5 (Introduce): 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.

● I can develop and strengthen my writing by planning, revising, editing,

and rewriting.

● I can write to a specific audience.

● I can write for a specific purpose.

● I can improve my writing through feedback from other students or my

teacher.


SPEAKING &

LISTENING

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’ ideas and expressing their own clearly.

• I can communicate and respond to ideas about a variety of topics during discussions.

• I can bring materials that I have read and researched to discussions.

a. Come to discussions prepared, having read or researched material under

study; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.

• I can share supporting evidence from my research during discussions.

b. Follow rules for collegial discussions, track progress toward specific goals

and deadlines, and define individual roles as needed.

• I can follow group rules to meet specific goals during a discussion.

Unit 1 Planning and Notes

ELA Core Standards Student Learning Targets LANGUAGE

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.

• I can use a variety of strategies to determine what a word or phrase means.

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

• I can determine the meaning of a word through context clues or by the way it is used in a sentence.

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

• I can determine the meaning of a word through my knowledge of Greek or Latin word parts.

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

• I can use reference materials to find the pronunciation and meaning of unfamiliar words.

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

• I can use correct capitalization, punctuation, and spelling in my writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating,

enjoyable movie but not He wore an old [,] green shirt.)

• I can correctly use a comma to separate adjectives.

b. Spell correctly.

• I can correct misspelled words in my writing.

L7.1: Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

• I can identify the subject and predicate of a sentence. • I can differentiate between declarative, imperative, exclamatory and

interrogative sentences.

L7.3: Use knowledge of language and its conventions when writing,

speaking, reading, or listening.

• I can identify and use proper and common nouns.

• I can identify and use pronouns correctly. • I can identify abstract nouns. • I can identify verbs and their objects.

• I can use a consistent verb tense. • I can use consistent subject/verb agreement. • I can identify and use adjectives, including proper adjectives.

• I can place commas correctly between adjectives in a series. • I can identify and use adverbs correctly.

SALTA 7TH GRADE HONORS MAP

Unit 1: Characters with Character

Supplemental (paired/outside) Texts

Extended Learning Activity

Research and Inquiry Integration

Project Based Learning Supplemental Assignments

Author Study (Read multiple short stories by the same author to assess the overall style of the author, contrast the tone, mood, and themes of each story, and cite evidence for your selections.) Ray Bradbury O. Henry Gary Soto Character Study Suggestions

● Little Women ● Adventures of Tom

Sawyer ● The Dark is Rising ● Dragon Wings ● Roll of Thunder, Hear

My Cry ● Treasure Island ● Watership Down ● Adventures of Sherlock

Holmes ● The Chronicles of

Narnia

Book Club (Student groups select book from district-approved reading list and generate questions using the Questioning Matrix. Students will critique the literary devices of the novel, cite text evidence to support their decisions, synthesize discussion points to answer the unit’s essential question. Students rotate hosting book club discussions.) Canvas Discussion Board: Unit Theme Students decide on their answer to the week’s question, defend their position, and critique other students’ comments as they relate to the unit theme.

Author Study (Read multiple short stories by the same author to analyze style, theme, etc. Students will formulate questions they want to know about an author, use multiple resources to investigate information to answer their questions. They will create a project to report the information.)

Social Media Character Project Focusing on a single character, students will use characterization techniques to develop one of the following (or other student-proposed social media):

● Facebook page ● Pinterest board ● smartphone with

apps ● Instagram account ● Snapchat

conversation

Fictional Short Story (Students compose a short story using unit vocabulary: conflict, plot line, characterization, etc.) Invite an Author (Read a novel by an author and then have author visit school. Learn about author’s writing process.) Martin Luther King Jr. Writing Competition (Students write essays or create a video to submit.)

Seventh Grade Unit 1 District Common Assessment

Failure or Success?

Unit 1: Narrative Writing

Prompt: Think about a time when you experienced a failure or a success. Write a multi-paragraph, personal narrative in which you develop a story about this moment. Be sure to include the following elements of story: 1st person point of view, setting, characterization, conflict, plot, and dialogue.

Personal Narrative Planning Sheet (Optional)

1. Exposition:

a) What is the setting (time and place): Time: _________________________________________________________________________ Place: _________________________________________________________________________

b) Describe yourself at the time of the story:

Appearance Character Traits What You Care

About

Interacts with Others

2. Rising Action: _________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. Climax: _______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. Falling Action: _________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

5. Resolution: ____________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

6. Describe the conflict in the story: ________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Seventh Grade Unit 2 Theme: Perseverance

Students will build upon the study of character by examining those who persevered in a variety of challenging circumstances through literary and informational text.


Morphemes: Roots

Writing Focus

What is needed to persevere? ELA: plagiarism, cite, citation, source, reliable/credible, perseverance, text features (heading, caption, sidebar, main text, subheading), informational text

phon/phone, sco/scope pg. 180-181 micro/macro pg. 182-183 graph/gram, photo pg. 184-185 tele/meter pg. 186-187 path/psych pg. 188-189 pan, zoo/zo pg. 190-191 chron pg. 192-193 phobia pg. 194 Review Review all Roots Roots Test re- pg. 110-111 un- pg. 112-113

• Informative/Explanatory


• How do individuals, real and fictional, use words and actions to demonstrate perseverance?

• How do relationships impact our lives?


Early settlers and explorers (Native Americans, Explorers and Pioneers)

Earth’s Structure Stress Management/Body Image/Goal Setting/Decision Making

Expressions, Equations, and Inequalities


READING

RI 7.1: Cite several pieces of textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text. • I can analyze how details and evidence within the text support what

the author says directly and what he/she implies.

RI 7.2: Determine two or more central ideas in a text and analyze their

development over the course of the text; provide an objective summary of

the text.

• I can find more than one central idea in a text. • I can explain how central ideas develop throughout the text. • I can summarize a text.

RI 7.5: Analyze the structure an author uses to organize a text, including

how the major sections contribute to the whole and to the development of

the ideas. Determine an author’s point of view or purpose in a text and

analyze how the author distinguishes his or her position from that of

others.

• I can explain how an author organizes a text to develop ideas. • I can point out major sections of the text and explain how they

contribute to the entire text.

RI 7.6: Determine an author’s point of view or purpose in a text and

analyze how the author distinguishes his or her position from that of

others.

• I can identify an author’s point of view or purpose in a text. • I can explain how the author’s point of view differs from others’

perspectives.


WRITING

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.

• I can use writing to inform or explain a topic.

a. Introduce a topic clearly, previewing what is to follow; organize ideas,

concepts, and information, using strategies such as definition,

classification, comparison/contrast, and cause/effect; include formatting

(e.g., headings), graphics (e.g., charts, tables), and multimedia when useful

to aiding comprehension.

• I can organize my paper using a clear introduction. • I can use appropriate strategies and formats to help explain my topic.

b. Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples.

• I can support my topic using facts, definitions, details, and examples. • I can use headings, charts, tables, etc. to add clarification to my paper.

c. Use appropriate transitions to create cohesion and clarify the

relationships among ideas and concepts.

• I can use appropriate transitions to show connections between ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or

explain the topic.

• I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal style. • I can write a formal paper.

f. Provide a concluding statement or section that follows from and

supports the information or explanation presented.

• I can write a conclusion that supports the information presented in my paper.

W 7.4 (Reinforce): 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.)


W 7.5 (Reinforce): 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.

• I can develop and strengthen my writing by planning, revising, editing, and rewriting.

• I can write to a specific audience. • I can write for a specific purpose. • I can improve my writing through feedback from other students or my

teacher.

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.

• I can use technology to create and publish my writing. • I can use technology to find information and link it to my writing. • I can use technology to find information and cite it in my writing.

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.

• I can research several different resources to answer an assigned question.

• I can come up with additional questions related to the original research to further my investigation.

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.

• I can search specific terms to gather relevant information from many print and digital sources.

• I can determine if a source is believable and uses correct information. • I can quote and paraphrase information from sources without

plagiarizing others' words and ideas. • I can correctly cite my sources in the text or at the end of my paper.


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

• I can use evidence from text to support my analysis, reflection, or research.


SPEAKING &

LISTENING

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’ ideas and expressing their own clearly.


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


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

• I can consider other points of view during discussions that may broaden my own understanding.


LANGUAGE

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.

• I can use a variety of strategies to determine what a word or phrase means.

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


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

• I can guess at the meaning of a word and then double check to see if I am right by using a dictionary.

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


• I can use correct capitalization of proper nouns, titles and the beginning of sentences.

• I can correctly use commonly confused words (to/two/too, allot/a lot, its/it’s, board/bored, brake/break, there/their/they’re, your/you’re, cell/sell/sale, chose/choose).

• I can correctly form contractions. • I can correctly write the possessive form of nouns.


Unit 2: Perseverance





Biographies Unbroken (excerpts from Young Adult edition) I Beat the Odds: From Homeless, to the Blind Side, to Beyond News Articles Afghan Girl who Lost Arm Paints with Prosthetic (Newsela)

Group's special mission to help autistic children use iPads (Newsela)

Book Club (Student groups select book from district approved reading list and generate questions using the Questioning Matrix. Students will critique the literary devices of the novel, cite text evidence to support their decisions, synthesize discussion points to answer the unit’s essential question. Students rotate hosting book club discussions.) Canvas Discussion Board: Unit Theme

Multimedia Presentation (Presentation on person who demonstrated perseverance--book and internet research sources required.)

Create a Newspaper (Students create a newspaper, synthesizing multiple research sources and using appropriate text features)

Perseverance Interview (Students interview parent/grandparent/ neighbor on how they have persevered, compare with in-class reading and then apply what they have learned to a new context.) Create a Newspaper (Students create a newspaper, synthesizing multiple research sources and using appropriate text features)

Seventh Grade Unit 3 Theme: Challenges and Choices

Students delve more deeply into character analysis and argument writing, focusing on making a claim and defending it.


Morphemes: Prefixes

Writing Focus

How do challenges affect our choices?

ELA: introduction, thesis, claim, topic sentence, transition, counterclaim, refutation, conclusion, argument, evidence, influence

in- pg. 114-115 non/contra/counter- pg. 116-117 anti/dis- pg. 118-119 de- pg. 120 (Create Practice) Review (Morph Mastery pg. 121, other activities) Prefixes Part 1 Quiz sub/sur- pg. 122-123 trans/dia- pg. 124-125 ex- pg. 126-127 inter/intra- pg. 128-129 ad- pg. 130-131 co/com- pg. 132-133 (Create Practice) Morph. Mastery p. 132-133 Review all Prefixes Prefixes Test

• Argument


• How do people respond to

challenges?

• What considerations go in to

making a choice?


Statehood and Government Rights and Responsibilities of

Citizenship

Cells and Organ Systems Mental Health/Physical

Fitness/Sportsmanship

Ratios and Proportional Relationships


READING

RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy,

sonnet) contributes to its meaning.

• I can explain how the structure of a drama or poem helps me

understand its meaning.

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).

• I can compare and contrast the written version of a story, drama, or poem to its multimedia or stage production.

• I can identify the unique production techniques of stage, film, and multimedia.

• I can analyze how the effects of production techniques influence the

meaning of the work.

RI 7.1 (Reinforce): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can analyze how details and evidence within the text support what the author says directly and what he/she implies.

RI 7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

• I can explain and discuss how individuals, events, and ideas interact with each other in a text.

RI 7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

• I can identify an author’s point of view or purpose in a text. • I can explain how the author’s point of view differs from others’

perspectives.

RI 7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

• I can compare how two authors write about the same topic by using different facts or by interpreting those facts differently.


WRITING

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

● I can write a claim and support it with reasons and evidence.

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

● I can write a claim(s) and recognize opposing views to my claim.

● I can logically organize reasons and evidence that support a claim(s).

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

• I can support my claim(s) by using logical reasons and relevant

evidence.

• I can support my claim(s) with accurate sources of information.

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

● I can use words, phrases, and clauses to clearly show how claim(s),

reasons, and evidence fit together.

d. Establish and maintain a formal style. ● I can use formal words and language to write about an issue or topic.

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

● I can end my writing with a concluding statement that backs up the

claim(s) in my argument.

W 7.4 (Reinforce): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



• I can develop and strengthen my writing by planning, revising, editing, and rewriting.

• I can write to a specific audience.

• I can write for a specific purpose. • I can improve my writing through feedback from other students or my

teacher.


SPEAKING

&

LISTENING 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.

• I can identify the main ideas and supporting details in formats where information is presented visually, orally, or in numbers.

• I can explain how the ideas presented in different formats or media clarify a topic or issue.

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.

• I can outline a speaker’s argument and his/her claims. • I can evaluate the soundness of the speaker’s logic and the relevance

and adequacy of the evidence.


LANGUAGE

L. 7.2 (Reinforce): Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.


L 7.3 a: Choose language that expresses ideas precisely and concisely,

recognizing and eliminating wordiness and redundancy.

• I can identify redundant words. • I can rewrite verbose phrases. • I can identify negative forms/create positive forms. • I can use concrete and specific language. • I can write sentences with out of order adjectives. • I can combine sentences.

L 7.4 b. Use common, grade-appropriate Greek or Latin affixes and roots as

clues to the meaning of a word (e.g., belligerent, bellicose, rebel)




Unit 3: Challenges and Choices





Read and Compare Dramas/Poems Drama: The Miracle Worker Monsters Are Due on Maple Street A Midsummer Night’s Dream The Christmas Carol (compare to Dickens novel) Sonnet: Sonnet 18-Shakespeare Those Winter Sundays-Hayden How Do I Love Thee?-Browning When You Are Old--Yeats A Red, Red Rose-Burns

Book Club (Student groups select book from district approved reading list and generate questions using the Questioning Matrix. Students will critique the literary devices of the novel, cite text evidence to support their decisions, synthesize discussion points to answer the unit’s essential question. Students rotate hosting book club discussions.) Canvas Discussion Board: Unit Theme Dramatic Scene (Students film scenes from a drama in small groups--use camera angles, lighting, sound and color.) Poem Visual Representation (Students select a poem to create a video representation of using music and pictures.)

Mock Trial (Using a text that is being read in class, students will do research and create an argument and be prepared to argue their P.O.V. using evidence from the text and outside evidence.) Socratic Seminar/ Fishbowl (Students come prepared with textual evidence to contribute to discussion.) Argument Debates (Students collect research on an argument topic and come prepared to debate in class.)

Disability Service Learning Pecha Kucha (Students study Helen Keller and then research a disability to create a pecha kucha. 2 Day Summit follows where pecha kuchas are presented and service learning activities done.)

Script Writing (Write a scene in script format and then perform--could be alternate ending.) Sonnet Writing (Read example sonnets and compose one following sonnet structure.)

Seventh Unit 4 Theme: Adaptation and Survival

Students will examine how individuals adapt in order to survive a variety of challenging circumstances.


Morphemes: Prefixes

Writing Focus

How do we adapt to our environment?

ELA: cause/effect, multimedia

Parts of Speech Review Suffixes Intro (how they change the part of speech) pg. 18-19 -y pg. 20-21 -er/est pg. 22-23 -ly pg. 24-25 -hood pg. 26 (Create Practice) Morph. Mastery pg. 27 -ful pg. 28-29 -less pg. 30-31 -able/ible pg. 32-33 -some pg. 34-35 Review Suffixes Part 1 Quiz -ish pg. 36-37 -ness pg. 38-39

• Informative/Explanatory


• What is the role of nature? Nurture?

• How does cooperation with others help increase the odds of surviving?

• How do choices and perseverance help an individual survive?


Economics: How people make a living. Components of Utah’s economy.

Inherited Traits and Forensic Science Nutrition

First Aid

Abstinence

Infectious Disease

Similarities and Percents


READING

RI 7.1 (Reinforce): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can analyze how details and evidence within the text support what the author says directly and what he/she implies.

RI 7.5 (Reinforce): Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

• I can explain how an author organizes a text to develop ideas. • I can point out major sections of the text and explain how they

contribute to the entire text.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

• I can compare and contrast a text to its audio, video or multi-media version.

• I can analyze how each medium interprets the subject.


WRITING

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.

• I can use writing to inform or explain a topic.

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

• I can organize my paper using a clear introduction. • I can use appropriate strategies and formats to help explain my topic.

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

• I can support my topic using facts, definitions, details, and examples. • I can use headings, charts, tables, etc. to add clarification to my paper.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

• I can use appropriate transitions to show connections between ideas and concepts.

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

• I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal style. • I can write a formal paper.

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

• I can write a conclusion that supports the information presented in my paper.




• I can develop and strengthen my writing by planning, revising, editing, and rewriting. I can write to a specific audience.

• I can write for a specific purpose. • I can improve my writing through feedback from other students or my

teacher.


SPEAKING &

LISTENING

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.

• I can give a presentation that makes claims using supportive facts, details, and examples.

• I can give a presentation where I use eye contact and a clear, loud voice.

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

• I can give a presentation using multimedia and visual displays to explain my claims and clearly make my points.

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

• I can give a presentation demonstrating command of formal English.


ELA Core Standards Student Learning Targets LANGUAGE

L. 7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• I can use language correctly when writing or speaking.

a. Explain the function of phrases and clauses in general and their function in specific sentences.

• I can define what phrases and clauses are and explain how they work in sentences.

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

• I can identify the differences among simple, compound, complex, and compound-complex sentences.

• I can explain how different sentence types clarify ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

• I can use phrases (noun, prepositional, infinitive, participial) and clauses correctly in sentences.

• I can identify misplaced and dangling modifiers and correct them.

• I can correctly use a dash. L 7.2 (Reinforce): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L 7.4 b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel)



Unit 4: Adaptation and Survival





Outside texts Books Hatchet Shipwreck at the Bottom of World 127 Hours: Between a Rock and a Hard Place (Excerpts) The Hunger Games (Excerpts) The Testing Call of the Wild White Fang Holes Down River Short Stories “To Build a Fire” “The Most Dangerous Game” “All Summer in a Day”

Book Club (Student groups select book from district approved reading list and generate questions using the Questioning Matrix. Students will critique the literary devices of the novel, cite text evidence to support their decisions, synthesize discussion points to answer the unit’s essential question. Students rotate hosting book club discussions.) Canvas Discussion Board: Unit Theme Maslow’s Hierarchy of Needs (Tie into survival guide: synthesize information to apply these concepts to students in connection with the survival guide.) Family Emergency Plan (Synthesize possible disasters and create a family emergency plan.)

Survival Tutorial (Students create video to show the written survival guide) Rebuild the community (Investigate and assess a natural disaster and draw conclusions about how you would rebuild after devastation and what would you implement to avoid future problems?)

Shark Tank Project (Honors Extension: Analyze effectiveness of project with testimonials, graphs, commercials, jingles, videos, audience involvement, etc.) Survival Fair (Design and create stations for survival tips and skills, explaining real life application.)

Survival Short Story (Create a narrative story about survival.) Memoir (Create a memoir based on personal experiences of survival and adaptation.) Interview Memoir (Interview a survivor and create a memoir based on their experiences.)

Seventh Grade

Unit 4 District Common Assessment

Preparing for the Big One

Prompt: Scientists predict that the state of Utah will likely experience a major earthquake in the next 50

years. Using the sources provided, write a multi-paragraph essay that describes this problem and offers

ideas on how citizens of Utah can prepare for this disaster.

Manage your time carefully so that you can:

*Plan your essay

*Write your essay

*Revise and edit your essay

Be sure to:

*Describe the problem

*Describe solutions for this problem

*Use evidence from multiple sources

*Do not over rely on one source

Your written response should be in the form of a multi-paragraph essay. Spend about 60 minutes on this

essay, including the time you spend reading, planning, writing, revising, and editing.

Text #1

7.0 earthquake: If the big one hits Utah's Wasatch front

Utah could see thousands dead, survivors without power, water, phones

By Lee Davidson , Deseret News

Published: Sunday, Jan. 17 2010 12:00 a.m. MST

SALT LAKE CITY — Scientists say Utah's Wasatch Front faces a 1-in-7 chance of being hit by a magnitude-7.0

earthquake sometime in the next 50 years.

If it hits at the worst-possible time — in the middle of a winter night — government computer models estimate that

it could kill about 3,000 people, injure another 42,000, damage more than a third of all buildings and cause at least

$35 billion in economic loss.

More than 60,000 people would need public shelter during freezing temperatures. Most power, water and

communications would be out initially, and may not be restored in some areas for months. Fires could be

widespread.

Police and firefighters would be so overwhelmed that they could not reach many people for days, so neighbors

would need to rely on each other for help. That said, damage and suffering could be reduced if residents plan and

take precautions now.

QUAKE ODDS

"It's been about 1,300 years — plus or minus 650 — since the Salt Lake City segment (of the Wasatch fault) had an

earthquake of that magnitude," said University of Utah seismologist Jim Pechman.

He adds an ominous statistic: "They happen there, on average, about every 1,300 years," or about the same length of

time since the last one occurred.

So does that mean Utah is due for a "big one"?

"They don't go off like clockwork," Pechman said, and it depends how much pressure has built up on the fault.

"There's a lot of variability in that.

He said the probability of a large quake on the Salt Lake City segment of the Wasatch fault (one of 10 independent

segments of that fault system) is somewhere between 1-in-10 to 1-in-7 in the next 50 years. "If you look at the

Wasatch Front as a whole, it would be higher," he said, about 1-in-7 odds overall.

Pechman notes that the Salt Lake City segment of the fault has been expanding an estimated 1.2 millimeters a year

recently. Scientists say as pressure builds along a fault, it is like slowly stretching a rubber band until it suddenly

breaks.

QUAKE DESCRIPTION

Scientists say a worst-case scenario quake in Utah would be centered in mid-Salt Lake Valley, and would be felt in

seconds from Brigham City in the north to Santaquin in the south, and from Tooele in the west to Coalville in the

east. It would affect 80 percent of Utah's population.

Shaking in Salt Lake County would be so severe that no one would be able to stand without falling. Unsecured hot-

water heaters would shake loose in many homes, and broken gas lines would start fires. Bookcases, furniture and

debris would fall and injure many. Some people trying to run out of buildings would be killed by falling debris.

Collapsing buildings would kill many.

A 7.0 quake would quickly create a ledge or "scarp" that could stretch for nearly 30 miles along the main fault —

roughly following Wasatch Drive in the south valley, and following Highland Drive and 1300 East in the central and

northern parts of the valley.

Pechman said that scarp, or ledge, would be about 3 feet high — but would be up to 9 feet tall in places. As the scarp

forms, it could snap utility lines and block transportation across it, and topple houses around it.

Bob Carey, earthquake preparedness director for the Utah Division of Homeland Security, says two small valley

faults would likely also shake "in sympathy" with the larger Wasatch fault, and also form smaller scarps.

The Taylorsville fault roughly follows I-215 northward from 4700 South to Rose Park. The Granger fault runs

diagonally from a point near 2700 West and 5400 South to near North Temple and 5600 West.

Besides the three scarps blocking east-west traffic and relief efforts, Carey said lands along the Jordan River are

expected to "liquefy" or act like quicksand in the quake, meaning bridges may collapse. "As a planning strategy,

we're not counting on any of the bridges across the Jordan to be accessible," Carey said.

So he says Salt Lake County would be divided into six slices not easily accessible to each other. They would be the

area east of the Wasatch fault scarp, between it and the Jordan, from the Jordan to the Taylorsville fault, from it to

the Granger fault, and from it to the Oquirrh Mountains.

DAMAGE

Carey said models predict that 38 percent of all buildings in the area would suffer at least moderate damage. He said

they predict that economic losses from damage to buildings and their contents would be more than $34 billion.

Models also predict that more than 62,000 people would need public shelter — which could be dire if an earthquake

hits during freezing temperatures in winter. Nearly 100,000 households would be displaced here in a 7.0 quake, but

not all would need public shelter as they huddle with friends or family.

Carey expects all cell phones and landline phones to go down initially. "Whether it's due to damage or overuse, they

always go down," he said.

"The power is still going to go down. That's going to be for eight to 12 hours. And then when it does come back, it's

going to be spotty," Carey said, adding that 80 percent of areas should have it restored within 30 days — a time

frame that should be similar for restoring telephone systems.

"Water systems will take longer," he said. "We could see some areas without water for three months." Sewer systems

take even longer. He said he expects natural gas "to perform a little better" because of upgrades to pipes and systems

recently.

PLANNING

Carey said police and firefighters would likely be overwhelmed in a 7.0 quake, and neighbors will likely need to

depend on each other for help for the first hours and days. That is why the state has encouraged neighborhoods to

form Community Emergency Response Teams. Many local cities offer CERT training.

Carey said personal and family preparedness is also wise. For example, officials have said that in a 7.0 quake,

residents may need to depend on their "72-hour" kits of supplies for five days or more for food, water and other

basics. A book by the state on earthquake dangers and how to prepare is available online at quake.utah.edu.

TEXT #2 EARTHQUAKES

One of the most frightening and destructive phenomena of nature is a severe earthquake and its terrible aftereffects. An earthquake is the

sudden, rapid shaking of the earth, caused by the breaking and shifting of subterranean rock as it releases strain that has accumulated over a

long time.

For hundreds of millions of years, the forces of plate tectonics have shaped the earth, as the huge plates that form the earth’s surface slowly

move over, under and past each other. Sometimes, the movement is gradual. At other times, the plates are locked together, unable to release

accumulated energy. When the accumulated energy grows strong enough, the plates break free. If the earthquake occurs in a populated area, it

may cause many deaths and injuries and extensive property damage.

All 50 states and 5 U.S. territories are at some risk for earthquakes. Earthquakes can happen at any time of the year. it is impossible to predict

when or where an earthquake will occur, so it is important that you and your family are prepared ahead of time.

Before an Earthquake

The following are things you can do to protect yourself, your family and your property in the event of an earthquake.

• To begin preparing, you should build an emergency kit and make a family communications plan.

• Fasten shelves securely to walls.

• Place large or heavy objects on lower shelves.

• Store breakable items such as bottled foods, glass, and china in low, closed cabinets with latches.

• Fasten heavy items such as pictures and mirrors securely to walls and away from beds, couches and anywhere people sit.

• Brace overhead light fixtures and top heavy objects.

• Repair defective electrical wiring and leaky gas connections. These are potential fire risks. Get appropriate professional help. Do not work

with gas or electrical lines yourself.

• Install flexible pipe fittings to avoid gas or water leaks. Flexible fittings are more resistant to breakage.

• Secure your water heater, refrigerator, furnace and gas appliances by strapping them to the wall studs and bolting to the floor. If

recommended by your gas company, have an automatic gas shut-off valve installed that is triggered by strong vibrations.

• Repair any deep cracks in ceilings or foundations. Get expert advice if there are signs of structural defects.

• Be sure the residence is firmly anchored to its foundation.

• Store weed killers, pesticides, and flammable products securely in closed cabinets with latches and on bottom shelves.

• Locate safe spots in each room under a sturdy table or against an inside wall. Reinforce this information by moving to these places during

each drill.

• Hold earthquake drills with your family members: Drop, cover and hold on.

During an Earthquake

Drop, cover and hold on. Minimize your movements to a few steps to a nearby safe place and if you are indoors, stay there until the shaking

has stopped and you are sure exiting is safe.

If Indoors

• DROP to the ground; take COVER by getting under a sturdy table or other piece of furniture; and HOLD ON until the shaking stops. If

there isn’t a table or desk near you, cover your face and head with your arms and crouch in an inside corner of the building.

• Stay away from glass, windows, outside doors and walls, and anything that could fall, such as lighting fixtures or furniture.

• Stay in bed if you are there when the earthquake strikes. Hold on and protect your head with a pillow, unless you are under a heavy light

fixture that could fall. In that case, move to the nearest safe place.

• Do not use a doorway except if you know it is a strongly supported, load-bearing doorway and it is close to you. Many inside doorways are

lightly constructed and do not offer protection.

• Stay inside until the shaking stops and it is safe to go outside. Do not exit a building during the shaking. Research has shown that most

injuries occur when people inside buildings attempt to move to a different location inside the building or try to leave.

• DO NOT use the elevators.

• Be aware that the electricity may go out or the sprinkler systems or fire alarms may turn on.

If Outdoors

• Stay there.

• Move away from buildings, streetlights, and utility wires.

• Once in the open, stay there until the shaking stops. The greatest danger exists directly outside buildings, at exits and alongside exterior

walls. Many of the 120 fatalities from the 1933 Long Beach earthquake occurred when people ran outside of buildings only to be killed by

falling debris from collapsing walls. Ground movement during an earthquake is seldom the direct cause of death or injury. Most

earthquake-related casualties result from collapsing walls, flying glass, and falling objects.

If in a Moving Vehicle

• Stop as quickly as safety permits and stay in the vehicle. Avoid stopping near or under buildings, trees, overpasses, and utility wires.

• Proceed cautiously once the earthquake has stopped. Avoid roads, bridges, or ramps that might have been damaged by the earthquake.

If Trapped Under Debris

• Do not light a match.

• Do not move about or kick up dust.

• Cover your mouth with a handkerchief or clothing.

• Tap on a pipe or wall so rescuers can locate you. Use a whistle if one is available. Shout only as a last resort. Shouting can cause you to

inhale dangerous amounts of dust.

After an Earthquake

• When the shaking stops, look around to make sure it is safe to move. Then exit the building.

• Expect aftershocks. These secondary shockwaves are usually less violent than the main quake but can be strong enough to do additional

damage to weakened structures and can occur in the first hours, days, weeks, or even months after the quake.

• Help injured or trapped persons. Remember to help your neighbors who may require special assistance such as infants, the elderly and

people with access and functional needs. Give first aid where appropriate. Do not move seriously injured persons unless they are in

immediate danger of further injury. Call for help.

• Look for and extinguish small fires. Fire is the most common hazard after an earthquake.

• Listen to a battery-operated radio or television for the latest emergency information.

• Be aware of possible tsunamis if you live in coastal areas. These are also known as seismic sea waves (mistakenly called "tidal waves").

When local authorities issue a tsunami warning, assume that a series of dangerous waves is on the way. Stay away from the beach.

• Use the telephone only for emergency calls.

• Go to a designated public shelter if your home had been damaged and is no longer safe. Text SHELTER + your ZIP code to 43362 (4FEMA)

to find the nearest shelter in your area (example: shelter 12345).

• Stay away from damaged areas. Stay away unless your assistance has been specifically requested by police, fire, or relief organizations.

Return home only when authorities say it is safe.

• Be careful when driving after an earthquake and anticipate traffic light outages.

• After it is determined that its’ safe to return, your safety should be your primary priority as you begin clean up and recovery.

• Open cabinets cautiously. Beware of objects that can fall off shelves.

• Put on long pants, a long-sleeved shirt, sturdy shoes and work gloves to protect against injury from broken objects.

• Clean up spilled medicines, bleaches, gasoline or other flammable liquids immediately. Leave the area if you smell gas or fumes from other

chemicals.

• Inspect the entire length of chimneys for damage. Unnoticed damage could lead to a fire.

• Inspect utilities.

o Check for gas leaks. If you smell gas or hear blowing or hissing noise, open a window and quickly leave the building. Turn off the gas at

the outside main valve if you can and call the gas company from a neighbor's home. If you turn off the gas for any reason, it must be

turned back on by a professional.

o Look for electrical system damage. If you see sparks or broken or frayed wires, or if you smell hot insulation, turn off the electricity at

the main fuse box or circuit breaker. If you have to step in water to get to the fuse box or circuit breaker, call an electrician first for

advice.

o Check for sewage and water lines damage. If you suspect sewage lines are damaged, avoid using the toilets and call a plumber. If water

pipes are damaged, contact the water company and avoid using water from the tap. You can obtain safe water by melting ice cubes.

Seventh Grade Unit 5 Theme: Innovation

Students will support their claims with well-chosen evidence in both reading and writing; students will explore the impact of innovation on society.


Morphemes: Suffixes

Writing Focus

How does innovation influence progress?

ELA: connotation, denotation, figurative, literal, flashback, foreshadow, simile, metaphor, personification, hyperbole, theme, alliteration, rhythm, alliteration

-cide pg. 40-41 Morph. Mastery p. 42-43 -ment pg. 44-45 -ic pg. 46-47 -al pg. 48-49 -ist/ian/or pg. 50-51 -ology/ologist pg. 52-53 -ship pg. 54-55 Review Suffix Test

• Argument


• What innovations of the past have affected the way we live today?

• How will new ideas impact the future of our society?


Utah in the Modern Age Natural Selection

Genetically Modified Organisms

Teamwork

Abstinence

Human Development

Geometry and Surface Area.

Volume of Solids


READING

RL.7.1: (Reinforce): Cite several pieces of textual evidence to support

analysis of what the text says explicitly as well as inferences drawn from

the text.

• I can analyze how details and evidence within the text supports what

the author states directly and what he/she implies.

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.

• I can determine how rhymes and sound repetitions influence a text.

• I can identify several types of figurative language in a text.

• I can identify different meanings associated with words in a text.

RI. 7.4 Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings; analyze

the impact of a specific word choice on meaning and tone.

• I can identify examples of figurative language in a text.

• I can identify different meanings associated with words in a text. • I can define technical vocabulary in a text. • I can analyze the author’s word choice and tone.

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

• I can outline specific claims and link them to an argument. • I can evaluate whether or not the reasons support the claims in the

argument. • I can determine whether or not there is enough relevant evidence to

support the argument.


WRITING

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

• I can write a claim and support it with reasons and evidence.

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

• I can write a claim(s) and recognize opposing views to my claim. • I can logically organize reasons and evidence that support a claim(s).

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

• I can support my claim(s) by using logical reasons and relevant evidence.

• I can support my claim(s) with accurate sources of information.

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

• I can use words, phrases, and clauses to clearly show how claim(s), reasons, and evidence fit together.

d. Establish and maintain a formal style. • I can use formal words and language to write about an issue or topic.

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

• I can end my writing with a concluding statement that backs up the claim(s) in my argument.

W 7.4: (Reinforce): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• I can develop and organize clear and understandable writing, which

is appropriate for a specific task, purpose, and audience.


• I can develop and strengthen my writing by planning, revising,

editing, and rewriting.


• I can write for a specific purpose.

• I can improve my writing through feedback from other students or

my teacher.

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.

• I can use technology to create and publish my writing. • I can use technology to find information and link it to my writing. • I can use technology to find information and cite it in my writing.


SPEAKING &

LISTENING

SL.7.2 (Reinforce): 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.

• I can identify the main ideas and supporting details in formats where information is presented visually, orally, or in numbers.

• I can explain how the ideas presented in different formats or media clarify a topic or issue.

SL. 7.3 (Reinforce): Delineate a speaker’s argument and specific claims,

evaluating the soundness of the reasoning and the relevance and

sufficiency of the evidence.

• I can outline a speaker’s argument and his/her claims. • I can evaluate the soundness of the speaker’s logic and the relevance

and adequacy of the evidence.


LANGUAGE

L 7.1 b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

• I can identify independent clauses. • I can identify dependent clauses and subordinating conjunctions. • I can write simple, compound, complex, and compound-complex

sentences.



L 7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• I can identify examples of figurative language. • I can recognize word relationships by comparing them to similar or

opposite meaning words. • I can recognize the slight differences in words meanings based on

how they are used. a. Interpret figures of speech (e.g., literacy, biblical, and mythological allusions) in context.

• I can identify the subtle use of literary, biblical, and mythological references.

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

• I can clarify a word by examining similar or opposite words and ideas.

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

• I can explain the difference between the literal meaning of a word and the positive or negative meaning associated with it.

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


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.

• I can explain what general academic words are and use them in my writing.

• I can define words and phrases that are specific to language arts and apply them in speaking and writing.

• I can use various resources to build my vocabulary and help me understand what I read or hear.



Unit 5: Innovation





Science News for Students website Science Fiction Poetry Association Ray Bradbury Isaac Asimov Kurt Vonnegut Jules Verne Shirley Jackson H.G. Wells Dystopian/Futuristic Themes and Issues: “All Summer in a Day” “A Sound of Thunder” “There Will Come Soft Rains” “The Veldt” “Harrison Bergeron” “The Lottery” “The Pedestrian” “The Last Dog” Cinder/The Lunar Chronicles Parasite Pig Prophets of Science Fiction video series “Going Ape Over Language” innovation/communication

Book Club (Student groups select book from district approved reading list and generate questions using the Questioning Matrix. Students will critique the literary devices of the novel, cite text evidence to support their decisions, synthesize discussion points to answer the unit’s essential question. Students rotate hosting book club discussions.) Canvas Discussion Board: Unit Theme Ethics Mini-Unit/Fishbowls (application of ethics to both hypothetical and real-world situations)

Science Fiction Research (Conduct research on science topics in studied science fiction stories. Prove whether or not it’s possible in near future.) Author Study (students analyze and critique author’s process of writing science fiction, examine patterns within texts by same authors)

Shark Tank Project (Honors Extension: Analyze effectiveness of project with testimonials, graphs, commercials, jingles, videos, audience involvement, etc.)

Science Fiction Narrative (Students create their own science fiction short story.) Class Science Fiction Short Story (students split into different groups responsible for designing world, researching technology, planning plot, creating characters, etc. Apply narrative concepts from Unit 1, application of ethical dilemma.) Rewritten Fairy Tale in Science Fiction World (modeled after The Lunar Chronicles)

Seventh Grade Unit 5 District Common Assessment

A Manned Mission to Mars

Prompt: In the next few years, the United States plans to launch a manned spaceship to Mars to establish a

human colony there. While some observers argue that such a mission is necessary for human knowledge to

advance, others fear that the cost of such a mission is too high or that it may not even be possible with our

present technology. Do you think this is a wise course of action or not?

Write a multi-paragraph argumentative essay in which you take a position on whether or not we should

proceed with this course of action. Use the information presented in the passages to support your points.

Make sure to include information from all the passages in your essay.

Manage your time carefully so that you can:

*Plan your essay

*Write your essay

*Revise and edit your essay

Be sure to:

*Include a claim

*Address counterclaims

*Use evidence from multiple sources

*Do not over rely on one source

Text #1

“Life on Mars” By: Readworks

Right now, people are planning a one‐way trip to Mars. Elon Musk, an inventor and businessman, is in charge of a long trip through space. He founded a company to build spacecraft. He plans on using those spacecraft to bring 80,000 people to the “red planet,” Mars. Musk believes the human race is in danger. He thinks that we’re running out of room and resources on this planet. He’s worried that humans could someday go extinct, like dinosaurs. Even today, around 200 different life forms on Earth go extinct every single day. Musk wants people to live on many planets someday, so he is building rockets to take us there. Many people are interested in Musk’s company and want to know more about flying through outer space.

Getting to Mars, however, is only half the challenge. Right now, it’s impossible for human beings to breathe on Mars. It’s even impossible for human beings to walk around on Mars without a spacesuit. It is no place to live. So, if humans land on Mars, how will they survive? The answer to this question has a lot to do with biodiversity. Biodiversity is a term used to describe the number and kinds of different living things in one place. There are many kinds of life forms: humans, dogs and cats, birds, cows and other animals. Different kinds of plants should be counted as life forms, too. When scientists describe biodiversity, they don’t just think about humans, plants and animals. They also think about the entire ecosystem, a whole community of living things from earth to sky, including bacteria and other kinds of organisms. And there can be thousands of kinds of life in the soil alone. Most of these life forms depend on one another to get by. If you go to Mars, how many of these life forms will you bring with you? How will you know what you need? This is why Elon Musk is trying hard to figure out how humans will grow plants on Mars. Over the years, human beings have learned that soil is one of the most important ecosystems on Earth. In just one handful of soil, there can be thousands of tiny life forms that all help one another survive. Soil allows plants to grow. The plants release oxygen, allowing animals and humans to breathe. And the entire ecosystem makes it possible for human beings to pick berries, go on hikes, and enjoy all the parts of nature. So, if we begin by bringing soil with us, maybe one day there will be a forest on Mars.

Text #2

“Life on Mars: terraforming the Red Planet” By: Science in School

Early astronomers gazed at Mars and thought they saw a planet criss-crossed by irrigation canals and vegetation. One hundred years later, in 1964, the Mariner 4 spacecraft reached Mars. The disappointment for scientists must have been bitter, as they saw a barren world with no signs of vegetation, water or life. To those scientists, the idea of a wet Mars covered by plants suddenly seemed like science fiction. In the 40 years since Mariner 4, we have learned a lot about Mars from the many spacecraft that have been sent to the Red Planet. We now know that Mars’ surface temperature varies between -143 degrees Celsius at the poles and +27 degrees Celsius at the equator. Mars has a very thin atmosphere (about 1% of Earth’s pressure), no liquid water, and the incident UV radiation combined with the highly oxidising regolith make Mars’ surface a deadly place for life. However, from images showing large river channels and networks, and the Mars Exploration Rovers showing layered sediments and alteration of the layers by water, we have learned that in the first half billion years of its history, Mars was a warm, wet place with a thick atmosphere. So could Mars be made habitable again? This is the premise of terraforming—changing a planet to make it habitable to Earth-like life (terra=Earth). The idea of terraforming was first suggested in the 1930s—purely in the science fiction domain. However, in the 1960s, scientists started thinking about the idea more seriously. Is this really feasible? Can it be done with current technology?

To answer the question of whether terraforming Mars is possible, we must first look at what is required for life and if Mars has these basics. Mars currently cannot support liquid water on its surface due to its low temperatures and thin atmosphere (the atmospheric pressure is below the triple point of water, the pressure below which a material can only exist as a solid or vapour, regardless of the temperature). In addition to liquid water, the most basic life on Earth needs only an atmosphere with which to exchange gases. More complex organisms have more stringent and numerous requirements—plants need small amounts of oxygen, animals need a higher atmospheric pressure—but micro-organisms are low-maintenance. Mars has frozen carbon dioxide (CO2 ice) in the polar caps and absorbed into the ground, which would be released if the planet were warmed. This would thicken the atmosphere, and also further warm up the planet. The warming would also cause the frozen water that has been detected at the polar caps to melt. So Mars does seem to have the two key ingredients needed to sustain life. Not only that, but once Mars were initially warmed by some method, there would be a positive feedback in the release of carbon dioxide from the polar caps and regolith, the thickening of the atmosphere, the further warming of the planet, the release of water, and the consequent conditions that allow liquid water to persist on the surface. How could we warm Mars or force the frozen carbon dioxide to be released into the atmosphere? Many ideas have been proposed, such as: putting mirrors in orbit around Mars to reflect extra light onto the Martian surface, thus warming it up; sprinkling dark dust on the poles to decrease their albedo (i.e. brightness) so that more of the Sun’s energy is absorbed; and releasing super-greenhouse gases into the atmosphere to warm up the planet. There are groups working on making the first two of these ideas technologically feasible. But we have already implemented the greenhouse gas idea on Earth – making it, at least for now, the most promising terraforming method. Super-greenhouse gases are molecules which are very effective at absorbing energy released by the surface of the planet, and then re-radiating this energy both upwards into space – to be lost forever – but also downwards towards the surface of the planet, thus further heating it. They work in a similar way to a blanket. But we don’t want just any blanket! For example, carbon dioxide would be like a thin sheet whereas a super-greenhouse gas, like perfluoro-propane (C3F8), would be like a thick wool blanket. So we would want to use super-greenhouse gases – with high warming potentials, and also long atmospheric lifetimes (1000s to 10 000s of years) – to reduce the required replenishment rate. A final key aspect is to choose super-greenhouse gases that do not destroy Mars’ natural current – and future – ozone layer (unlike chlorofluorocarbons, or CFCs). Detailed atmospheric models show that one of the best super-greenhouse gases to use is perfluoropropane, and the total amount needed is about 26 000 times the amount of similar gases (CFCs, perfluorocarbons and hydrofluorocarbons) released on Earth by industry every year. This means that we cannot produce the gases on Earth and then ship them to Mars. Instead, the gases will have to be made on Mars. Consequently, terraforming Mars would likely commence when we start colonising Mars and there is both the incentive and the industrial power to create the factories necessary for producing the super-greenhouse gases. Greenhouse gases are currently drastically – and undesirably – changing the Earth, so using them on Mars may seem irresponsible or just wrong. However, changing the climate on Earth is undesirable because there is already a highly evolved ecosystem that is intimately tied to the climate. But on Mars there is no such ecosystem: chemical and photographic investigations have shown that life is not proliferated and does not control its environment. There may still be dormant organisms, or organisms living underground. As good explorers and scientists, and in compliance with the planetary protection treaty, we should

thoroughly explore Mars for extant life before contaminating our science investigations with Earth organisms or causing a competition between Earth and Mars life. Fortuitously, the first stages of terraforming are expected to revert Mars to the way it was in its early history when life would have started – thus giving any dormant or struggling survivors a chance to come out of hibernation and recreate a biosphere. A discussion of terraforming would be incomplete without asking the question ‘Should we?’. Just because terraforming is technologically feasible and would not directly destroy an ecosystem does not necessarily mean that we should do it. Mars is beautiful and interesting the way it is, and perhaps we should leave it this way to allow its study by future generations as well as to preserve its current beauty. I would argue that life is the most valuable and beautiful thing we know, and spreading it throughout our Solar System and beyond is the most important thing we could do! It is the presence of life that makes Earth unique, and it is this presence of life that allows our own existence. The terraforming of Mars would also allow us to more easily colonise and explore the planet, requiring us only to wear oxygen masks but no space suits in the higher pressure atmosphere. One hundred years ago, astronomers thought they saw water and vegetation on Mars. They were wrong at the time, but maybe they were just seeing the future.

Text #3

“Travel to Mars or stay put on Earth?” By: Dallas Morning News A model of the space vehicle similar to what Mars One hopes to launch into space with its crew aboard. Photo: Mars One

DALLAS — Like many 20-somethings, Cole Leonard has reached a professional crossroads: Should he follow a safe career path? Or should he go for a dream that might not work out? But few people his age face such an extreme choice: He must decide between becoming a lawyer — or dying on the surface of Mars. It’s a difficult decision for the 27-year-old, who hails from Plano, Texas. Leonard has been accepted into law school at Texas Tech for the fall. But he is also one of 705 candidates competing to become part of the first human colony on Mars. The journey is being organized by Mars One, a company founded by a Dutch businessman (https://www.newsela.com/?tag=entrepreneur) who insists it can be accomplished with current technology. Last year, the group began inviting would-be colonists to apply to the project. So far, more than 200,000 people from around the world have signed up. The list will be whittled down to 24 by next year, organizers said. Space Travel Classes Each colonist would undergo at least eight years of training. They’d learn about space travel. And they would learn how to live on a planet with vicious dust storms, temperatures below minus 200 degrees and a lack of breathable air. But there’s this one big catch: The technology doesn’t yet exist to launch a return flight. For those who end up getting picked, it would be a one-way trip. That sounds like a good deal to Leonard, though he doesn’t much fit the bill of an astronaut. He currently works as an assistant to Dallas County Commissioner Mike Cantrell. The job consists of writing position papers and maintaining Cantrell’s website. Leonard doesn’t have much training in flight, engineering, agriculture, medicine or any of the other skills useful for surviving on another planet.

Pick Me! But in other ways, he says, he’s a perfect candidate. He's young, healthy and single and has always been interested in space and science fiction. And, more importantly, he is deeply excited by the idea of exploring, and is convinced of the need for humankind to broaden its horizons. “For some reason, people think that exploration just ended when Columbus came over and found the West Indies,” he said. Plus, he would leave behind an identical twin on Earth. Still, there’s some hesitation. Leonard says he doesn’t doubt Mars One’s sincerity, but he needs to be convinced that the group can pull off its grand idea. Before leaving Earth, he’d need to know more about the technology and emergency backup plans. After all, he’d hate to run out of food or electricity or water 34 million miles from home. The Real Astronauts of Mars Mars One officials declined to comment. Founder Bas Lansdorp has estimated that it will cost $6 billion to send the first group of four to Mars. He hopes to raise much of that through a worldwide reality television show, which would broadcast the training, the trip and the landing. Leonard has simpler worries, too. He can’t study to become a lawyer and train to be an astronaut at the same time. He’s hesitant to give up law school for a dream that may not pan out. Plus, he’d miss music and simple, everyday things like relaxing outdoors on a patio. There are still lots of places on Earth he hasn’t seen. And, of course, there’s his family, who don’t want him to go. “They flip between denial, to anger, to disgust, to thinking it’s all a joke,” Leonard said. His twin, Mitchell, said that’s not completely true. The family believes he's a good candidate — they just don’t want him to leave the planet, or to regret his decision as he journeys through space. “The whole family knows that Cole can get picked,” said Mitchell, who is planning to room with Leonard in law school, just as he does now. “They already see him flying off into the sky.” It's A Toss-Up Leonard said he understands that law school would be a more practical choice — and one that might lengthen his life. But certain death on Mars doesn’t scare him, he says, because death is certain everywhere. If he becomes a lawyer, he said, “I am going to die here in some crappy retirement home in Florida.” If he's going to die anyway, he feels, why not do it somewhere exciting? “Why not Mars?”

Seventh Grade Unit 6 Theme: Making Sense of Our World

Students will examine how an author uses literature to reflect the world.

Essential Question Key Terms Morphemes: Suffixes

Writing Focus

How do we make sense of our world?

ELA: redundant, precise, reflection

None • Narrative


• Is literature always a reflection of life?

• How do an author’s experiences impact literature?

• How does story-telling help us make sense of our world?


Utah’s Cultural Diversity

Classification Communication

Puberty

Data Analysis and Probability


READING

RL. 7.2 (Reinforce): 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.

• I can identify the theme in a text.

• I can explain how the theme of a text is developed.

• I can summarize a text. RL. 7.3 (Reinforce): Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot.)

• I can explain how elements of a story work together.

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

• I can identify the point of view of the characters or narrator(s) in a text.


WRITING W.7.3: Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured event sequences.

• I can write a logical, detailed narrative about real or imagined events or experiences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

• I can hook the reader by introducing ideas, point of view, a narrator and/or characters.

• I can organize events in a natural, logical order.

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

• I can write a narrative using techniques such as dialogue, timing, and description.

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

• I can use transition words and phrases to show order of events or changes in setting.

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

• I can use precise words, relevant description, and sensory details to reveal the action and experiences of the story.

e. Provide a conclusion that follows from and reflects on the narrated experiences, events, and/or characters.

• I can conclude my story by reflecting on experiences or events.


• I can develop and organize clear and understandable writing, which is

appropriate for a specific task, purpose, and audience.


• I can develop and strengthen my writing by planning, revising, editing, &

rewriting.


• I can write for a specific purpose.

• I can improve my writing through feedback from other students or my

teacher.


SPEAKING & LISTENING

SL.7.5 (Reinforce): Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• I can give a presentation using multimedia and visual displays to explain my claims and clearly make my points.

SL.7.1 (Reinforce): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


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

• I can share supporting evidence from my research during discussions.

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


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

• I can ask questions and make comments about the topic that encourage others to respond during discussions.

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

• I can consider other points of view during discussions that may broaden my own understanding.


L 7.1 a: Explain the function of phrases and clauses in general and their function in specific sentences.

• I can use sentence fragments purposefully.

LANGU

AGE

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

• I can use correct capitalization, punctuation, and spelling in my writing. • I can correctly punctuate dialogue.

L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening

• I can demonstrate how language should sound when it is spoken, written, and read.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

• I can revise my writing to avoid wordiness and repetition.



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.

• I can explain what general academic words are and use them in my writing.

• I can define words and phrases that are specific to language arts and apply them in speaking and writing.

• I can use various resources to build my vocabulary and help me understand what I read or hear.



Unit 6: Making Sense of Our World





Prose Books Out of the Dust Stop Pretending Joyful Noise: Poems for Two Voices Multicultural Poem/Poet Study Teach Complex Poetry Formats Sonnets, Ballads, Epitaph, Ode.

Book Club (Student groups select book from district approved reading list and generate questions using the Questioning Matrix. Students will critique the literary devices of the novel, cite text evidence to support their decisions, synthesize discussion points to answer the unit’s essential question. Students rotate hosting book club discussions.) Canvas Discussion Board: Based On The Unit Theme Create an alternate ending to a Narrative Poem

Poetry Slam (Students memorize a poem and compete in performing it.) Synthesizing poetic elements. (Poetry Out Loud) Poetry Anthology Students choose a theme (love, death, summer, sports, etc) and find ten poems that have that theme. They create a booklet with all ten poems and a paragraph for each poem that infers the deeper meaning of the poem. Each page should include an image that relates to the poem too.

Poet’s Style Analysis and Mimic Poem (Read multiple short stories by the same author to analyze style, theme, etc. Students will formulate questions they want to know about an author, use multiple resources to investigate information to answer their questions. They will create a project to report the information.) Robert Frost Gwendolyn Brooks Maya Angelou Emily Dickinson Edgar Allan Poe Langston Hughes Elizabeth Bishop Carl Sandberg

Perform Poems with Two Voices Poet’s Life Analysis (Read multiple short stories by the same author to analyze style, theme, etc. Students will formulate questions they want to know about an author, use multiple resources to investigate information to answer their questions. They will create a project to report the information.) Robert Frost Gwendolyn Brooks Maya Angelou Emily Dickinson Edgar Allan Poe Langston Hughes Elizabeth Bishop Carl Sandberg (Student Choice?)

APPENDIX

Documents

Seventh Grade ELA Core Standards Overviewcsdela.weebly.com/uploads/9/5/6/3/9563459/15-16_7th... · 2015-07-22 · Seventh Grade ELA Core Standards Overview ... denouement), internal