Common Core ELA Grade 7

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English Language Arts

Grade 7
:
Hille Middle School


STRAND: READING LITERATURE

TOPIC: KEY IDEAS & DETAILS

STANDARDS

ASSESSMENTS

RL
1.

Cite several pieces of textural evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.

Summative:
Students cite several
pieces of textual
evidence to support their analysis of what the text says
explicitly as well as inferences drawn from the text.


Example:
Students cite

several examples of textual
evidence from
Roll of Thunder, Hear My Cry
to support their
analysis of
what the text says explicitly as well as
inferences drawn from the text.


Formative:




䑥De牭楮e y⁶o捡bula特



App汹 y⁶o捡bu污特



Ana汹ze⁴e琠



䍩瑥⁳ ve牡氠r楥捥猠of ev楤in捥



䑲aw⁩ fe牥r捥s




RL
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.

Summative:
Students determine the th
eme or central idea
of the text
.
Students analyze and then provide an objective
summary of how the theme develops over the co
urse of the
text

support
ing that theme with textu
al evidence
.


Example:
Determine the theme of
Roll of Thunder, Hear
My Cry.
A
nalyze the textual evidence and
then write an
objective summary
.
Provide textual evidence to support the
theme.


English Language Arts

Grade 7
:
Hille Middle School


Formative:



䑥De牭楮e⁴heme



Ana汹ze⁴e瑵a氠lv楤in捥



Summa物zeb橥j瑩te汹



Suppo牴⁳rmma特⁷楴i ev楤in捥

RL
3.
Analyze how particular elements of a story or
drama interact (e.g. how setting shapes the characters
or plot
)
.

Summative:
Students analyze how playwrights
an
d
authors
use particular elements of drama

and stories

(e.g.
setting and dialogue) to create dramatic tension in a play.



Example:
Students analyze how the playwright Louise
Fletcher uses particular elements of drama (e.g. setting and
dialogue) to create dramatic tension in her play
Sorry,
Wrong Number.
(CCS,

Appendix B)



Formative:



䥤en瑩fy
獴s特⁡nd⁤牡ma⁥汥men瑳t⡥⹧⸠獥瑴楮gⰠ

a汯lue)



䑥獣物扥⁴en獩潮⁣牥ated⁢y⁡u瑨or



Ana汹ze
how

dramatic tension is conveyed to the
reader through the story elements











English Language Arts

Grade 7
:
Hille Middle School






STRAND: READING LITERATURE

TOPIC: KEY IDEAS & DETAILS

FOUNDATIONAL TEACHER INFORMATION

In the previous grade
band
,
students

were

expected

to

refer

to

the


text

for

confirmation

of

plot

details

and

determination

of

theme.


At
seventh grade,
the

focus

of

this

topic,

Key

Ideas

and

Details
,

is

the

understanding

that


readers

use

tools

to

analyze

literary

text

and

strengthen

their


comprehension

and

critical

thinking

skills.





Readers should

be

able

to


cite

several

pieces

of

textual

evidence

in

order

to

analyze

text.





When


analyzing

text


or

separating

text

into

parts

for

individual

study,

readers


should

look

at

different

literary

elements

individually

and

identify

their


relationship

to

each

other.





How

the


literary

elements

work

together


(e.g.,

how

setting

influences

plot)

and

how

characters

respond

to

these


elements

is

information

that

readers

should

know

and

monitor

through


their

close

reading

of

the

text.





Readers

ana
lyze

how

the

elements

of


plot

and

setting

affect

characters

and

how

characters

struggle

with

and


resolve

conflicts

throughout

the

plot.

This

analysis

enables

the

reader


to

infer

(draw

a

general

conclusion

from

informatio
n

that

is

given)

the


overall

theme

of

the

plot.

In the next grade band,
students

are

expected

to

analyze

and


evaluate

textual

evidence

in

terms

of

quality,

understand

that

the


theme

of

a

text

is

influenced

by

literary

e
lements

and

understand


that

the

author

conveys

his

or

her

message

through

characters.


Enduring Understanding:

English Language Arts

Grade 7
:
Hille Middle School

Imaginative

texts

can

provide

rich

and

timeless

insights

into

universal

themes,

dilemmas

and

social

realities

of

t
he

world.
Literary

text


represents

complex

stories

in

which

the

reflective

and

apparent

thoughts

and

actions

of

human

beings

are

revealed.

Life shapes


literature

and

literature

shapes

life.


Instructional Strategy:

Using Textual Evidence


Making

Predictions


When

students

are

making

predictions

during

the

reading

of

the

text,

have

them

write

their

predictions

followed

by

information

from

the

text


that

supports

their

ideas.

Students

can

use

a

“What

I

Think

Will

Happen

and

Why

I

Think

So”

format

in

a

double
-
-

entry

journal.

Students

must


cite

quotations

and

page

numbers

from

the

text

to

support

their

predictions.





Webbing


Have

students


compose

research

questions

about

the

time

period

of

a

piece

of

text,

finding

resources

(print

and

digital)

to

answer

their


questions.

Students

can

enter

their

information

on

a

semantic

web

that

can

be

displayed

on

a

b
ulletin

board

that

depicts

how

the

events

of

the


time

might

have

shaped

the

plot

and/or

characters

in

the

text.

This

map

can

then

be

used

to

guide

students

in

writing

summaries

of

the

time


period.





Book

Trailer


A
fter

completing

a

novel,

students

(individually

or

in

small

groups)

design

and

produce

a

book

trailer

for

the

novel.

The

book

trailer

is

like

a


movie

trailer:

an

advertisement

of

the

book

and

a

persuasive

piece

to

enti
ce

other

students

to

read

it.

The

book

trailer

incorporates

technology


because

students

produce

a

video

or

slide

show

with

sound.

The

book

trailer

should

contain

information

such

as

themes,

plot

events,


characters,

settin
gs

and

genres.












English Language Arts

Grade 7
:
Hille Middle School










STRAND: READING LITERATURE

TOPIC:
Craft & Structure

STANDARDS

ASSESSMENTS

RL.4
.

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

analyze the impact of rhymes
and other repetitions of sounds (e.g. alliteration) on a
specific verse or stanza of a poem or section of a story
or drama.

Summative:
Analyze word choices used by authors and
support with evidence how they impact the meaning
and
tone of the text; include figurative and connotative
meanings within the analysis.

Include rhyme and repetition
of sounds through alliteration.




Example:
Students analyze author’s intended word choice
in
the poem

Jabberwocky
.


Support with evidence how the
word choice conveys the author’s tone and meaning.
Include figurative
and
conno
tative examples as well as
rhyme and repetition of sounds, like alliteration, in the
analysis.


Formative:



Define tone



Cite examples of word choi
ce contributing to tone



Define connotative meanings



Cite examples of word choice contributing to
connotation



Define figurative meanings

English Language Arts

Grade 7
:
Hille Middle School



䍩瑥⁥amp汥lf f楧u牡瑩te nguage



䑥Dine a汬楴i牡瑩rn



䍩瑥⁥amp汥lf a汬楴i牡瑩rn


RL.5.

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

Summative:
Support with evidence how

a

soliloquy
contributes to the meaning of a poem or drama.

Support with evidence how the structure of a sonnet
contributes to the meaning of
a poem.

Example:

In the drama “Romeo and Juliet”, find evidence
of⁨ow⁴he⁡u瑨o爠u獥s⁳ 汩汯lu楥猠and⁳ nnet猠so⁣ nvey
mean楮iK


Formative:



䑥Dine⁳o汩汯luy



䍩瑥⁴e瑵a氠lamp汥猠of⁳ 汩汯lu楥猠捯n瑲tbu瑩ng⁴o
mean楮i



䑥Dine⁳onnet



䍩瑥⁴e瑵a氠lamp汥l

of⁳ nne瑳t捯n瑲tbu瑩tg⁴o
mean楮i



Ep污楮⁨ow⁳ 汩汯lu楥猠and⁳ nne瑳⁣ nvey
mean楮i

RL.6
.
Analyze how an author develops and contrasts
the points of view different characters or narrators in a
text.



Summative:

Analyze how the author develops and
contrasts the point of view of different characters in a text
.

Example:

Analyze how the author develops and contrasts
the point of view of different characters in
Animal Farm.

Formative:




䥤en瑩fy

捨a牡捴e爠ro楮if⁶楥i
 e牳灥捴楶e)



䍩瑥⁴e瑵a氠lv楤ince

to⁳ ppo牴rpo楮if⁶楥眠
⡰(牳灥捴楶e)



䥤en瑩fy⁴he⁳業楬a物瑩t猠of⁴he⁰o楮i猠of⁶楥if 瑨e
捨a牡捴e牳

English Language Arts

Grade 7
:
Hille Middle School



䥤en瑩fy⁴he⁤i晦e牥rcesf⁴he po楮isf⁶楥i映瑨e
捨a牡捴e牳



䍯Cpa牥⁡nd⁣on瑲ts琠how⁴he⁡u瑨o爠reve汯p猠she
瑷o⁰o楮i猠s映v楥i
 er獰e捴楶e猩





STRAND: READING LITERATURE

TOPIC:
CRAFT & STRUCTURE

FOUNDATIONAL TEACHER INFORMATION

In the previous grade band
,
students

were


expected

to

know

and


understand

an

author’s

use

of

figurative

language

as

well

as

explain


the

structure

of

a

particular

genre.

Students

also

were

expected

to


know

how

point

of

view

and

language

influence

events

in

t
ext.




At s
eventh

grade,
the

focus

of

this

topic,

Craft

and

Structure
,

is

the

understanding

that


the

structure

and

language

of

literary

text

varies

according

to

the

needs


of

the

story.




Different

genres


of

literature

make

use

of

different

text


structures.

Whereas

a

mystery

story

may

withhold

the

plot

narration


until

later

in

the

story,

a

play

may

make

use

of

a

soliloquy

early

on

to


cue

the

reader

into

the

plot.





Readers

analyze

how

the

structure

of

a


drama

or

poem

affects

meaning.

They

use

analytical

skills

as

they


clarify

figurative

and

connotative

meanings

and

analyze

the

impact

of


literary

devices

and

techniques

on

poetry,

stories

and

dramas.





Readers


also

analyze

the

author’s

development

of

the

character’s

or

narrator’s


point

of

view.



In the next grade band,
students

are


expected

to

understand

the


impact

of

an

author’s

use

of

language

on

text.

Students

will


determine

how

text

structure

helps

to

develop

and

refine

key


concepts

as

well

as

analyze

and

defend

an

author’s

point

of

view.



Enduring Understanding:

Literary

text,

like

all

creative

products,

demonstrates

style

and

craftsmanship.

Readers

can
English Language Arts

Grade 7
:
Hille Middle School


respond

analytically

and

objectively

to

text

when


they

understand

the

purpose

or

reason

behind

the

author’s

intentional

choice

of

tools

such

as

word

choice,

point

of

view

and

structure.



Instructional Strategy:


Illustrating

Figurative

Language


Students

select

poetic

phrases

from

a

story

or

recording

(e.g.,

Dylan

Thomas’


A

Childhood

Christmas

in

Wales
).

Students

examine

the

figurative


language

in

the

poem

including

analogies,

sensory

imagery,

tone

and

mood.

For

example,

Thomas’

獴o特r

u獥猠

捲敡瑩te

ana汯g楥猠

慮搠

e晦e捴楶e


poe瑩挠

ph牡獥s




捲敡瑥

瑨e

atmosphe牥r

of

h楳i

捨楬dhood



ta汥献

By

捲敡瑩tg

楬汵獴牡瑩rn猠

o映

捨o獥n

ph牡獥猬s

獴sden瑳t

捡n

v楳畡汩穥

瑨e


ph牡re猠

楮i



d楦晥牥r琠

med極洮i





Compare/Contrast


Have

students

read

two

poems

on

the

same

topic,


one

that

uses

rhyme

and

one

that

is

written

in

free

verse.

Have

students

debate

which

poem


is

most

effective

in

getting

the

ideas

across,

most

pleasing

to

the

ear,

most

fun

to

read,

etc.

Invite

students

to

write

th
eir

own

rhyming

and

free


verse

poetry

pairs

to

share.





Naming

the

World:

A

Year

of

Poems

and

Lessons


by

Atwell,

Nancy.

Heinemann

Publishing,

2006.


Have

students

read

and

analyze

a

poem,

drama

or

narrative

by

annota
ting

(highlight,

circle

or

underline)

specific

parts

of

a

piece

(finding


figurative

language,

patterns,

rhymes,

etc.)

indicating

how

these

parts

affect

the

meaning.

Students

work

with

a

partner,

small

group

or


independently


to

analyze

and

annotate,

then

come

together

in

a

large

group

to

share

their

understanding

of

the

meaning.

Frequent

reading

and


annotating

of

literature

to

analyze

is

a

powerful

strategy

to

teach

and

assess

how

craft

a
nd

structure

determine

meaning.














English Language Arts

Grade 7
:
Hille Middle School






STRAND: READING LITERATURE

TOPIC:
INTEGRATION OF KNOWLEDGE AND IDEAS

STANDARDS

ASSESSMENTS

RL.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 film).



Summative:
Compar
e and contrast the experience of
reading, listening to audio, and watching the staged

version

of a text.


Example:
Compare and contrast the experience of reading,
listening to audio, and watching the staged version of
Romeo and Juliet
.


Formative:



Cite
examples of techniques used during the staging
of a play/drama



Analyze similarities of the staged and written
versions of a play/drama



Analyze differences of the staged and written
versions of a play/drama



Compare and contrast the
effects of the
techniques

used in
each medium


Standard 8

is not addressed in literature

RL.
9.

Compare and contrast 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.


Summative:
Support with evidence how the author brings
to life a

historical account through word choice, text
structure and use of literary techniques.

Support with
textual evidence ways in which authors use or alter history
for their own purposes.

English Language Arts

Grade 7
:
Hille Middle School



Example:

Students compare and contrast Yep’s fictional
po牴raya氠lf⁃
h楮e獥⁩mm楧牡r瑳tin⁴u牮
J

J
瑨e
J
瑷en瑩t瑨
J
捥n瑵特⁓an⁆牡 捩獣漠楮i
Dragonwings

to histor
ical account
of the same period

(
u
sing materials detailing the 1906 San
Francisco earthquake) in order to glean a deeper
understanding of how authors use or alter hist
orical sources
to create a sense of time and place as well as make
fictional characters lifelike and real.

(
CCS, Appendix B)


Formative:



䍯Cpa牥⁡nd⁣on瑲ts琠f楣瑩ina氠
慮搠
h楳瑯物捡氠
a捣cun瑳to映瑨e⁳ me event



䑥獣物扥⁷ay猠she⁡utho爠捲eate猠s⁳ nse映
瑩te
and p污捥;⁳ ppo牴⁷楴i⁴e瑵a氠ev楤in捥



䑥獣物扥⁷ay猠su瑨o牳⁢物ng⁦楣瑩ina氠lha牡捴e牳⁴r
汩fe;⁳ ppo牴⁷楴i⁴e瑵a氠lv楤in捥



Ana汹ze⁰污捥猠she牥⁴he autho爠r汴e牳⁨楳瑯ry㬠
獵ppo牴⁷楴i⁴e瑵a氠lv楤ince




STRAND: READING LITERATURE

TOPIC:
Integration of Knowledge & Ideas

FOUNDATIONAL TEACHER INFORMATION

In the previous grade band,

students

were

expected

to

analyze

how


multimedia

elements

contribute

to

text.

Students

also

were

expected


to

compare

and

contrast

the

tre
atment

of

similar

themes

and

topics.





At seventh

grade,
the

focus

of

this

topic,

Integration

of

Knowledge

and

Ideas
,

is

the


examination

of

the

unique

aspects

of

text

when

comparing

and


contrasting

written

versions

of

text

to

filmed,

staged

or

audio

versions


of

text.


English Language Arts

Grade 7
:
Hille Middle School


Author’s

craft

and

style

also

is

a

focus

of

this

topic.

How

a
n


author

of

a

fictional

account

of

an

historical

fact

makes

that

account


come

to

life

depends

on

word

choice,

text

structure

and

use

of

literary


techniques.


In the next grade band,
students

are


expected

to

be

able

to

analyze

a


topic

or

subject

in

two

different

mediums

as

well

as

analyze

how

an


author

transforms

material

in

a

specific

work

(the

Bible

or

a

play

by


Shakespeare).


Enduring Understanding:

Competent

readers

can

synthesize

information

from

a

variety

of

sources

including

print,

audio

and

visual.

Comparing

and

contrasting

text

in

a


variety

of

forms

or

genres

provides

a

full

understanding

of

the

author’s

message
/theme

as

well

as

the

ideas

being

explored.


Instructional Strategy: Using Textual Evidence


Writing

Journal



Have

students

rewrite

a

piece

of

historical

fiction

as

a

contemporary

story.

This

can

be

accompanied

by

a

writing

jo
urnal

in

which

students


describe

the

ways

they

had

to

change

the

events

and

characters

because

of

the

different

time

period

involved.

Students

should

be

able

to

see


how

authors

of

historical

fiction

use

events

from

the


past

to

reveal

universal

themes

of

the

human

condition.








A

number

of

interactive

graphic

organizers

can

be

found

at

http://my.hrw.com/nsmedia/intgos/html/igo.htm
,

a

professional

website

by

Holt.

In


particular,

a

compar
ison
-
‐‐contrast

chart

that

can

be

used

for

standard

statement

7

(compare/contrast),

can

be

found

at


http://my.hrw.com/nsmedia/intgos/html/PDFs/Comparison_Contrast_Chart.pdf
.



.













English Language Arts

Grade 7
:
Hille Middle School






STRAND: READING INFORMATIONAL TEXTS

TOPIC:

KEY IDEAS & DETAILS

STANDARDS

ASSESSMENTS

RI.
1.

Cite several pieces of textural evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.

Summative:
Students cite several pieces of
textual
evidence
to
support their
analysis of what the text says
explicitly as well as inferences drawn from the text.


Example:
Students cite

several examples of
textual
evidence

from
the text exemplar (CCS, Appendix B)
Letter
on Thomas Jefferson

to
support their
analysis of

what the
text says explicitly as well as inferences drawn from the
text.


Formative:



Determine key vocabulary



Apply key vocabulary



Analyze
text



Cite
several pieces of
evidence



Draw inferences



RI.
2. Determine
a

central idea of a text and analyze its
development over the course of the text;
including its
relationship
;
provide an objective summary of the text.

Summative:
Students determine
two or more

central idea
s

of the text
.
Students analyze and then provide an

objective
summary of how the
central idea

develops over the course
of the text

support
ing that
idea

with textu
al evidence.


Example:
Determine
two or more

central idea of “From
English Language Arts

Grade 7
:
Hille Middle School

Jackie Robinson”
.
Analyze the textual evidence and
then
write an objective
summary
.
Provide textual evidence to
support the
central idea
.


Formative:



䑥De牭楮e
瑷o爠ro牥
捥n瑲t氠楤ea



Ana汹ze

獥ve牡氠r楥捥s

瑥瑵a氠lv楤in捥



Summa物zeb橥j瑩te汹



Suppo牴⁳rmma特⁷楴i
瑥瑵a氠
ev楤in捥

RL3. Analyze
the interactions between indivi
duals,
events, and ideas in a text (e.g., how ideas influence
individuals or events, or how individuals influence
ideas or events).

Summative:
Students analyze
interactions

between
individuals, events, and ideas in a text.


Example:
Students analyze
interactions
between
individuals, events, and ideas in a text

using
“What Do You
Know About Sharks?” and “Great White Sharks”

⡌楴E牡瑵牥r
Tex瑢oo欩k


Formative:



䑥De牭楮e
步y⁶o捡bula特



App汹 y⁶o捡bu污特



䑥獣物扥猠she⁩ d楶楤ia汳Ⱐlven瑳t and⁩ eas



Anal
yze⁴he⁩ 瑥牡r瑩tn猠snd⁲ 污l楯n獨楰猠among
楮i楶楤ia汳Ⱐlven瑳t and⁩ eas



Suppo牴⁡na汹獩猠睩瑨⁴e瑵a氠lv楤in捥


STRAND: READING
INFORMATIONAL TEXT

TOPIC: KEY IDEAS & DETAILS

FOUNDATIONAL TEACHER INFORMATION

In the previous grade band,
students were


expected

to

quote


accurately

from

a

text,

determine

main

ideas

of

a

text

and

explain


how

those

main

ideas

are

supported.

They were

expected

to

explain


the

relationships

in

text

as

well

as

provide
English Language Arts

Grade 7
:
Hille Middle School


a

summary

of

the

t
ext.






At seventh grade,
the

focus

of

this

topic,

Key

Ideas

and

Details
,

is

the

understanding

and


analysis

of

text.

Readers

are

expected

to

analyze

(separate

text

into


parts

for

individual

study)

several

pieces

of

textu
al

evidence

in

order

to


identify

the

central

ideas

in

a

text

which

may

be

expressed

explicitly

as


well

as

from

inferences

(general

conclusions

from

information

given)


drawn

from

text.

By

analyzing

interactions

in

text,

the

reader

will

be


provided

with

textual

evidence,

which

will

help

in

determining

the


message

of

the

passage.



In the next grade band
,
students

are

expected

to

continue

to

cite

both


implicit

and

explicit

text

evidence,

determine

and

analyze

a

central


idea

of

text,

and

provide

an

objective

summary

of

text.





Enduring Understanding:

Knowledge
-
-based

information

is

an

ever
-
changing

genre,

which

encompasses

daily

communication.

The

ability


to

comprehend

and

analyze


informational

text

develops

critical

thinking,

promotes

logical

reasoning

and

expands

ones’

sense

of

the

world

and

self.


Instructional Strategy: Using Textual Evidence


Graphic

Organizer


Using

a


text,

chart

the

facts

on

one

side

and

inferences

that

can

be

drawn

on

the

other.

This

visual

representation

will

give

students

a

clear


picture

of

what

the

author

says

explicitly

and

what

the

author

infers.

.



STRAND: READING INFORMATIONAL TEXTS

TOPIC: CRAFT & STRUCTURE

STANDARDS

ASSESSMENTS

RI.4

Determine

the

meaning

of

words

and

phrases

as

they

are

used

in

a

text,

including

figurative,

connotative,

and

technical

meanings;


analyze

the

impact

of

a

specific

word

choice

on

meaning

and
Summative:
Students will determine the meaning of words
and phrases as they are used in a text, including figurative,
connotative, and technical meanings; Students will analyze
the impact if
a specific word choice on meaning and tone.

English Language Arts

Grade 7
:
Hille Middle School


tone.




Example:
CSS pg. 93 “Travels with Charlie, In Search of
America”


Formative:



Key⁖o捡bu污特



䑥De牭楮e f楧u牡瑩re⁡nd⁣ nno瑡瑩te an楮gs



䥤en瑩fy⁦楧u牡瑩re nguage



䥤en瑩fy⁣ nno瑡瑩
ons



䑥Dine⁴e捨n楣a氠
瑥rms



Ana汹ze wo牤⁣ro楣攠on aning⁡nd⁴one





RI.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
.


Summative:
Students
will analyze text organization,
including how the major sections contribute to the whole
and to the development of the ideas.


Example:

Magazine Article: Determine the organizational
strategy of “Facebook: Are Nine
J
vear
J
Olds too Young?”
慮a

analyze the author’s word choice and the effect it has
on⁴he⁴one⁡nd meaningf⁴he⁴ex琮


Formative:



Key⁖o捡bu污特



Ana汹ze⁴e琠獴牵捴c牥ro牧an楺a瑩tn
 po獩瑯特Ⱐ
捡u獥/e晦e捴c⁣ompa牥r捯n瑲t獴s



Identify how author’s use of craft and structure
English Language Arts

Grade 7
:
Hille Middle School

contri
butes to the development of ideas and text


RI.6

Determine

an

author’s

po楮i

of

v楥i

o爠

pu牰rse





tex琠

and

ana汹ze

how

瑨e

autho爠

d楳瑩igu楳桥猠

h楳i

o爠

he爠

po獩瑩on

from

瑨at


o映

o瑨e牳r



Summative:
The students will determine
an author’s point
of⁶楥i爠ru牰r獥⁩ a⁴ex琠and⁡na汹ze⁨ow⁴he⁡u瑨o爠
d楳瑩湧u楳桥猠s楳io爠rer⁰o獩瑩sn f牯m⁴ha琠of othe牳


Example:
Students analyze authors’ point of view and/or
purpose with reference to “Pro Athletes’ Salaries Aren’t
佶e牬y⁅xo牢楴
ant” and “Do Professional Athletes Get Paid
Too Much?”(Literature textbook) and analyze how the
author distinguishes his position from others’.


Formative:



Identify authors’ point of view and purpose in a text



䑥De牭楮e⁨ow⁡n⁡utho爠r楳瑩湧u楳ie猠s楳i
po獩瑩潮
f牯m⁴hatf o瑨e牳



䍯Cpa牥⁥v楤ince⁰牯v楤id



䍯C瑲t獴sev楤in捥 p牯v楤id



Eva汵l瑥⁴e瑳





STRAND: READING INFORMATIONAL TEXT

TOPIC: CRAFT & STRUCTURE

FOUNDATIONAL TEACHER INFORMATION

In the previous grade band,
students

were


expected

to

determine

the


meaning

of

words

and

phrases

in

a

text

relevant

to

a

grade

5

topic

or


subject

area,


know

and

use

various

text

features

of

informational

text


and

identify

the

main

purpose

of

a

text.



English Language Arts

Grade 7
:
Hille Middle School

At
seventh grade
The

focus

of

this

topic,

Craft

and

Structure
,

is

the

analysis

(separating


text

into

parts

for

individual

study)

of

an

author’s

wo牤r

捨oi捥

and

瑨e


e晦e捴

瑨a琠

楴i

ha猠

on

瑨e

tone

(author’s

at瑩瑵de

towa牤r

t
桥h

獵b橥捴⤠

and


mean楮g

o映

瑨e

tex琮



䡯e

慮a

au瑨o爠

⡢E

cho楣攠

of

po楮琠

o映

v楥眩i


d楳瑩湧u楳桥猠

h楳i

o爠

he爠

po獩瑩sn

f牯m

o瑨e爠

autho牳r

a汳漠

楳i

慮a

業po牴ant


景捵猠

of

th楳i

瑯p楣⸠



By

ana汹穩湧

瑥x琠

獴牵捴c牥r

Ee⹧⸬


po獩so特Ⱐ

捡u獥
J
­


e晦e捴c

捯mpa物獯n
-
­

捯n瑲a獴⤠

and

tex琠

o牧an楺a瑩tnⰠ



牥rde爠

楳i

ab汥




unde牳瑡nd

how

慮a

author’s

u獥

o映

捲cft

and

s瑲t捴u牥r

捯n瑲tbute猠

to


瑨e

deve汯lmen琠

of

楤ia猠

楮i

瑥x琮


In the next grade band,
stude
nts

are

expected

to

determine

the


meanings

of

words

and

phrases

as

they

are

used

in

text,

analyze

an


author’s

楤ias

o爠

捬慩c猠

and

ana汹ze

how

慮a

autho爠

deve汯l猠

tex琮



Enduring Understanding:

Informational

text,

like

all


creative

products,

demonstrates

style

and

craftsmanship.

Readers

can

respond

analytically

and

objectively

to

text


when

they

understand

the

purpose

or

reason

behind

the

author’s

楮瑥n瑩tna氠

捨o楣e

o映

too汳l

su捨

a猠

wo牤r

捨oi
捥I

po楮i

of

v楥i

慮搠

獴牵捴c牥⸠


Instructional Strategy: Using Textual Evidence


Role

Playing


Have

a

student

read

an

essay,

pretending

to

be

that

speaker;

the

class

will

listen.

From

there,

students

can

discuss

what

the

aut
hor

would

be


wearing,

the

author’s

ba捫c牯rnd

⡲eg楯i⽥牡re瑣tFⰠ

wha琠

瑨ey

瑨楮欠

of

瑨e

autho爠

and

h楳i

o爠

he爠

po楮琠

o映

v楥iⰠ

wha琠

v楥i猠

瑨e

autho爠

ho汤猠

and


whe瑨e爠

o爠

no琠

he

o爠

she

ha猠



va汩d

a牧umen琮

周楳i

w楬氠

g
ive



捨an捥

fo爠

studen瑳t

to

楮瑥牡捴

mo牥r

pe牳rna汬y

w楴i



瑥x琠

and

focu猠

exp汩捩瑬t

潮o


瑨e

autho爠

and

h楳i

o爠

he爠

wo牤献





Student
-
-

Generated

Examples


Have

students

generate

their

own

word

or

phrase

choices

an

auth
or

could

have

used

and

discuss

how

this

would

have

changed/impacted

the


response

by

the

audience.

This

is

important

because

meanings

of

words

and

phrases

impact

the

tone

of

a

text.






English Language Arts

Grade 7
:
Hille Middle School

Graphic

Organizer


Given

a

text,

have

students

create

a

sequence

(through

sticky

notes

or

a

timeline

graphic)

breaking

down

the

structure

of

a

piece.

This

will


underscore

the

importance

of

the

sections

and

arguments

and

show

how

they

affect

the

whole.








Standards


Assessments

R.I.
7
.
Compare and contrast a text to an audio, video, or
multimedia version of the text, analyzing each medium’s
po牴raya氠lf⁴he⁳ b橥捴
 ⹧⸬⁨ow⁴he de汩ve特f⁡⁳ ee捨
a晦e捴c⁴he⁩ pa捴cof

the⁷o牤猩r

Summative:
Students will
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
de汩veryf a⁳ eech⁡晦e捴cthe⁩mpac琠o映瑨e wo牤猩r


Example:
Compa
re and contrast a
written version of
M.L.King, Jr.’s
I

“I Have a Dream” speech with an audio or
v楤io⁶e牳ronf⁳ meK


Formative:



Key⁖o捡bu污特



䍯Cpa牥⁡nd⁣on瑲ts琠
mediums



Eva汵l瑥⁨ow⁡n⁡u瑨o爠r獥猠
di晦e牥r琠med極m

to
deve汯l⁴e琮



Ana汹ze⁴he⁩ pa捴c
of ea捨 med極mn⁴he⁰o牴raya氠
of⁴he⁷o牤r



A獳s獳⁴he⁩mpac琠o映ea捨 medium


R.I.8
. Trace and evaluate the argument and specific claims
in a text, assessing whether the reasoning is sound and the
Summative:

Students will trace and evaluate the argument
and specific claims in a text, assessing whether the
English Language Arts

Grade 7
:
Hille Middle School

evidence is relevant and sufficient to support the
claims.

reasoning is sound and the evidence is relevant and
sufficient to support the claims.


Example:
Read a student example, “Homework: Let’
猠䑯
One Thing at a Time”, p. 949, textbook


Formative:



Key⁖o捡bu污特



䥤en瑩fy⁡牧umen瑳t(晡c琠v献sop楮楯n)



䥤en瑩fy⁳ und⁲ a獯ning



䑥De牭楮e⁷he瑨e爠rea獯n楮i⁩

獯und and⁥v楤in捥
楳⁲敬ivan琠瑯⁳uppo牴⁴he⁣污im.



Eva汵l瑥⁨ow⁡n⁡u瑨o爠r獥猠sv楤ince⁴
o⁤eve汯l
瑥琮


R.I.9.

Analyze how two or more authors’ writing about the
獡me⁴op楣⁳iape 瑨e楲⁰牥獥n瑡瑩tn猠s映步y⁩ fo牭a瑩tn⁢y
empha獩s楮i⁤楦晥牥rt ev楤in捥爠advan捩湧⁤i晦e牥n琠
楮ie牰牥ra瑩tn猠of 晡捴献

Summative:
Students will analyze how two or more
authors writing about the same topic shape their
presentations of key
information by emphasizing different
evidence or advancing dif
ferent interpretations of facts
and
support with evidence which presentation is most e
ffective.


Example:

Read two articles from the textbook about pro
athletes’ salaries: “Pro Athletes’ Salaries Aren’t Overly
Exorbitant”, p. 918; and “Do Professional Athletes Get Paid
Too Much?”, p. 922.


Formative:




Key⁖o捡bu污特



䍯Cpa牥⁡nd⁣on瑲ts琠
瑷o⁶e牳楯i猠sf a⁴e琠by
ana汹z楮g
獥pa牡瑩rg⁴e琠楮io⁰a牴猠fo爠rnd楶idua氠
English Language Arts

Grade 7
:
Hille Middle School

study) different versions of the text.



Eva汵l瑥⁨ow⁡n⁡u瑨o爠r獥猠sv楤ince⁴o⁤eve汯l
瑥琮



Suppo牴⁷楴i⁥v楤in捥 wh楣栠楮ie牰牥ra瑩tn⁩猠mo獴s
e晦e捴楶e.







Writing




Standard 1. Write

arguments

to

support

claims

with

clear

reasons

and

relevant

evidence.


a. Introduce

claim(s),

acknowledge

alternate

or

opposing


claims,

and

organize

the

reasons

and

evidence

logically.




b. Support

claim(s)

wit
h

logical

reasoning

and

relevant


evidence,
using

accurate,

credible

sources

and


demonstrating

an

understanding

of

the

topic

or

text.




c. Use
words,

phrases,

and

clauses

to

create

cohesion

and




Summative:

Write
arguments


Examples:

Suggestion: May want to link to energy
conservation or environmental issue in science


Formative:



䥮瑲tdu捥

捬a業⡳(






A
捫cow汥lge

a汴l牮ate

o爠

oppo獩湧


捬慩c

⡄eve汯l楮iⰠno琠景牭a汬y⁡獳s獳sd⁵n瑩氠8
th

grade)





佲Oan楺e⁲ a獯ns

o爠ev楤in捥⁣汥a牬y




Suppo牴r

捬慩m⡳(

w楴i

汯l楣慬i

牥r獯ning

and

牥汥van琠ev楤in捥



English Language Arts

Grade 7
:
Hille Middle School

clarify


the

relationships

among

claim(s),

reasons,

and


evidence.




d. Establish
and

maintain

a

formal

style.




e. Provide
a

concluding

statement

or

section

that

follows


from

and

supports

the

argument

presented.







啳攠a捣c牡re⁣牥dib汥l獯u牣敳




䑥Don獴牡瑥⁡n⁵nder獴sndingf⁴he⁴op楣
††




啳攠

wo牤猬

ph牡re猬s

慮搠

捬慵
獥s

to

捲敡te

捯he獩on

and⁣污物fy⁴he
牥污瑩on獨ip猠smong
捬慩c⡳(Ⱐ牥r獯n猬sand ev楤in捥.




E獴sb汩獨

and

ma楮瑡in



forma氠

獴s汥l






P牯r楤i



con捬畤ing

獴s瑥men琠

o爠

獥c瑩tn

瑨at

fo汬ows

f牯洠rnd 獵ppo牴猠瑨e⁡牧ument
p牥獥nted.





6 + 1 Traits (Emphasis on Ideas, Organization, O
bjective
Voice & Formal Word Choice)


Please re
fer to page 24 in Appendix A of the
Common Core to clarify the distinction between
argument and persuasion.



Standard 2. Write

informative
/explanatory

texts

to

examine

a

topic

and

convey ideas, concepts, and

information

through

the

selection,


organization,

and

analysis

of

relevant

content.


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


Summative:

Write an expository essay to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content.


Examples:


Formative:



⸠䥮瑲tdu捥



瑯p楣i

捬ea牬yⰠp牥r楥w楮i wha琠楳⁴i
English Language Arts

Grade 7
:
Hille Middle School

comprehension.



b. Develop

the

topic

with

relevant

facts,

definitions,

concrete


details,

quotations,

or

other

information

and

examples.





c. Use

appropriate

tran
sitions

to

create

cohesion

and

clarify


the

relationships

among

ideas

and

concepts.


d. Use

precise

language

and

domain
-
‐‐specific

vocabulary

to


inform

about

or

explain

the

topic.


e. Establish

and

maintain

a

formal

style.




f. Provide

a

concluding

statement

or

section

that

follows


from

and

supports

the

information

or

explanation


presented.



follow






O
牧an楺e

楤ia猬s

捯n捥p瑳t

and

楮景牭a瑩tnⰠ

u獩ng

獴牡瑥g楥猠


su捨 a猠

def楮楴楯nⰠ

捬慳獩f楣慴ion,

捯mpa物獯n⽣on瑲a獴s

慮搠


捡u獥/e晦ec琻

楮捬ude

景牭a瑴楮i

⡥⹧⸬

head楮i猩Ⱐ

g牡rh楣猠


⡥⹧.Ⱐ

捨a牴猬r

瑡ble猩Ⱐ

and

mu汴lmed楡

when

u獥晵




a楤楮g


捯mp牥hen獩sn⸠





††
䑥De汯l

瑨e

瑯p楣i

w楴i

牥汥van琠

晡捴猬

def楮楴楯nsⰠ

捯n捲整e


deta楬猬s

quo瑡瑩tn猬s

o爠

othe爠

info牭a瑩tn

and

eamp汥献







啳攠

app牯r物ate


瑲tns楴楯i猠

to

捲敡瑥

cohe獩潮

and

捬慲cfy


瑨e

牥污瑩tn獨ip猠

among

楤ias

and

捯n捥p瑳t




啳攠

p牥捩獥

污lguage

and

app汹


doma楮
-
­

spe捩f楣i

vo捡bu污特




楮景牭

abou琠

o爠

exp污楮

瑨e

瑯p楣




.
E獴sb汩獨


and

main瑡楮i



景牭a氠

獴s汥l






P牯r楤i



con捬畤ing

獴s瑥men琠

o爠

獥c瑩tn

瑨at

景汬ow猠

f牯m

and

獵ppo牴猠

瑨e

楮景牭a瑩tn

o爠

ep污la瑩tn


p牥獥n瑥d⸠




6 + 1 Traits (Emphasis on Ideas, Organization, Objective
Voice, Formal Word Choice &

Conventions/Presentation



English Language Arts

Grade 7
:
Hille Middle School

Standard 3. Write

narratives

to

develop

real

or

imagined

experiences

or

events

using

effective

technique,

relevant

descriptive

details,

and

well
-
-


structured

event

sequences
.



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.



b. Use

narrative

techniques,

such

as

dialogue
,

pacing,

and


description,

to

develop

experiences,

events,

and/or


characters.



c. Use

a

variety

of

transition

words,

phrases,

and

clauses

to


convey

sequence

and

signal

shifts

from

one

time

frame

or


setting

to

another.




d. Use

precise

words

and

phrases,

relevant

descriptive

details,


and

sensory

language

to

capture

the

action

and

convey


experiences

and

events.




e. Provide

a

conclusion

that

follows

from

and

reflects

on

the


narrated

exper
iences

or

events.





Summative:

Write a narrative


Example:

May want to link to SS, write historical
narratives


Formative:





Engage

and

orient

the

reader

by

establishing

a

conte
xt

and


point

of

view





Introduce

a

narrator


and/or

characters;






O
rganize

an

event

sequence

that

unfolds

naturally

and


logically.





Use

narrative

techniques,

such

as

dialogue,

pacing,

and


description,

to

develop

experiences,

events,

and/or


characters.






Use

a


variety

of

transition

words,

phrases,

and

clauses

to


convey

sequence

and

signal

shifts

from

one

time

frame

or


setting

to

another.







Use

precise

words

and

phrases,

relevant

descriptive

details,


and

sensory

language

to

capture

the

action

and

convey


experiences

and

events.







Provide

a

conclusion

that

follows

from

and

reflects

on

the


narrated

experiences

or

events.


English Language Arts

Grade 7
:
Hille Middle School




6 + 1 Traits (Emphasis on Ideas, Organization, Voice,
Descriptive Word Choice,
Sentence Fluency &
Conventions/Presentation)








STRAND: WRITING

TOPIC: PRODUCTION & DISTRIBUTION OF WRITING & RESEARCH TO BUILD & PRESENT KNOWLEDGE

STANDARDS


W4.


Produce

clear

and

coh
erent

writing

in

which

the
development,

organization,

an
d

style

are

appropriate

to
task,

purpose

and


audience.

(Grade
-
-

獰e捩c楣i
expe捴c瑩tns

景爠

w物瑩tg

瑹pe猠

a牥r

def楮ed


楮i

獴snda牤r

1
-
­

3⸩.


On
-
going

W5
.

With

some

guidance

and

support

from

peers

and

adults,
develop

and

strengthen

writi
ng

as

needed

by

planning, r
evising,

editing,


rewriting,

or

trying

a

new

approach, f
ocus

On
-
going

W6.

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.

On
-
going


English Language Arts

Grade 7
:
Hille Middle School


STRAND: WRITING

TOPIC: PRODUCTION & DISTRIBUTION OF WRITING

Content Elaboration


In

the


previous

grade

band,

students

were

expected

to

produce

clear


and

coherent

writing

appropriate

to

the

task,

purpose

and

audience.


They

also

were

expected

to

revise

and

edit

(with

guidance

and


support)

writing

when

neces
sary

and

use

technology

to

support

the writing

process.


At seventh grade, the

focus

of

this

topic,

Production

and

Distribution

of

Writing
,

is

the


understanding

that

writers

apply

a

multi
-
-

stage,

reflective

process

that


requ
ires

planning

and

revising.

The

stages

in

this

process

should

consist


of

revision

and

refinement

of

text

that

clarifies

the

intended

meaning


and

enhances

the

word

choice,

unity

and

the

coherence

of

thoughts,


ideas

and

details.



Texts

should

include

appropriate

capitalization

and


punctuation

to

emphasize

intended

meaning.



Texts

should

represent


organizational

structures

that

summarize,

extend

or

elaborate

on

ideas


and

include

evidence

of

logic,

style,

voice,

word

choice

and

writing


techniques.



They

also

should

exhibit

a

purpose
-
-

driven

format

as

well

as


acknowledgment

of

sources

and

graphics,

including

the

Internet,

to


enhance

and

validate

the

final

p
roduct.




In

the

next

grade

band,

students

are

expected

to

produce

clear

and


coherent

writing

in

which

the

development,

organization

and

style


are

appropriate

to

task,

purpose

and

audience.



Students

are


expected


to

develop

and

strengthen

writing

as

needed

and

address

what

is


most
significant

for

a

specific

purpose

and

audience.

They

also

are


expected

to

use

technology

to

produce,

publish

and

update

individual


or

shar
ed

writing

products.

Enduring

Understanding



English Language Arts

Grade 7
:
Hille Middle School


Effective

writing

is

the

result

of

a

multi
-
-

獴sgeⰠ

牥f汥l瑩te

p牯捥獳s

楮i

wh楣栠

瑨e

w物瑥爠

mu獴

deve汯lⰠ

p污l,

牥r楳攬

ed楴i

and

牥r物瑥

wor欠



evo步


change

o爠

捬慲cfy

楤ia献s

周e

獴sge猠

o映

瑨e獥

p牯re獳s猠

a牥r

enhan捥d

w楴i

捯汬abo牡瑩tn

and

techno汯ly⸠




Instructional

Strategies

and

Resources


RAFT


Students

use


a

customized

Role,

Audience,

Format,

Topic

(RAFT)

Organizer

at

the

inception

of

the

task.

Students

use

formula

wheels


with

rubrics

in

order

to

meet

the

requirements

of

the

specific

type

of

writing.


Writer’s

Workshop



Use

writing

workshops

that

begin

with

mini
-
-

汥獳ln猠

on

pu牰rse

and

aud楥i捥

楮i

w物瑩tg⸠

B牥r欠

獴uden瑳t

楮io

灥敲
-
­

ed楴楮i

g牯rp猠

楮i


wh楣栠

獴sden瑳t

牥ad

the楲

pape牳r



瑨e

g牯rp

wh楬e

g牯rp

membe牳r

eva汵lte

ea捨

pape爠


楮i



牥獰on獥

牵b物挮c

Studen瑳t

獨ou汤


捨ange

灥敲
-
­

ed楴楮i

g牯rp猠

often

楮i

o牤e爠

to

ge琠

o瑨e爠

pe牳灥c瑩te献s

周e

瑥a捨e爠

should

捩c捵污le

among

瑨e

g牯rp猠

p牯r楤楮g

a獳楳瑡n捥


and

gu楤ince

a猠

needed⸠

䙯爠

an

ed楴楮i

捨e捫l
楳琬i

v楳i琠

睷w⹲.ad睲i瑥瑨楮i⹯牧⽣污獳牯sm
-
­

牥獯u牣敳⽰物n瑯u瑳ted楴楮i
-
­

捨e捫汩獴
-
­

獥汦
-
­


灥敲
-
­

30232.h瑭l






Board

Games


In

order


to

promote

clear

and

coherent

writing,

have

students

create

board

games

based

on

a

novel

or

short

story

with

directions

that


use

signal

words

and

precise

instructions

as

to

how

to

play

the

game.

Teachers

can

check

th
e

clarity

of

writing

by

having

students

play


each

other’s

game猠

and

po楮i

out

瑨ing猠

瑨a琠

a牥

un捬敡爠

o爠

楮捯n獩獴sn琮






Diverse

Learners


Strategies

for

meeting

the

needs

of

all

learners

including

gifted

students,

Eng
lish

Language

Learners

(ELL)

and

students

with

disabilities

can

be


found

at

this

site
.

Resources

based

on

the

Universal

Design

for

Learning

principles

are

available

at

www.cast.org
.




English Language Arts

Grade 7
:
Hille Middle School


STRAND: WRITING

TOPIC: RESEARCH TO BUILD

& PRESENT KNOWLEDGE

W7.


Conduct

short

research

projects

to

answer

a

question,

drawing

on

several

sources

and

generating

additional

related,

focused


questions

for

further

research

and

investigation.




On
-
going

W8
.

Gather

relev
ant

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

pla
giarism

and

following

a

standard

format


for

citation.


On
-
going

W9
.

Draw

evidence

from

literary

or

informational

texts

to

support


analysis,

reflection,

and

research.



a
.

Apply

grade

7

Reading

standards


to

literature

(e.g.,


“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”).



b.

Apply

grade

7

Reading

standards

to

literary

nonfiction

(e.g.,


“Trace

and

evaluate

the

argument

and

specific

claims

in

a


text,

assessing

whether

the

reasoning

is

sound

and

the


evidence

is

relevant

and
On
-
going

English Language Arts

Grade 7
:
Hille Middle School


sufficient

to

support

the

claims”).




STRAND: WRITING

TOPIC: RESEARCH TO BUILD & PRESENT KNOWLEDGE

Content Elaboration


In

the

previous

grade

band,
students

were

expected

to

conduct

short


research

projects

that

use

several

sources,

and

recall

and

gather


relevant

information

from

experiences

or

print

and

digital

sources.


Students

were

to

summarize

or

paraphrase

informa
tion

and

provide

a


list

of

sources.

They

also

were

expected

to

draw

evidence

from

texts


to

support

analysis,

reflection

and

research.


At seventh

grade the

focus

of

this

topic,

Research

to

Build

and

Present

Knowledge,

is



for


writers

to

understand

the

need

to

activate

prior

knowledge

and


then

engage

in

the

process

of

inquiry

and

research.


Topics

and

research


questions

are

developed

and

continually

refined.

As

writers

encounter


and

gat
her

new

and

relevant

information,

they

refocus

their

inquiry


and

research

in

order

to

create

new

understandings

and

new


knowledge

for

specific

purposes

while

being

careful

to

quote

or


paraphrase

the

information

of

others


in

order

to

avoid

plagiarism

(to


steal

and

pass

off

the

ideas

or

words

of

another

as

one’s

own).

They


evaluate

this

information

for

accuracy,

credibility

and

reliability.



In

the

next

grade

band,

students

are

expect
ed

to

draw

evidence

from


literary


or

informational

texts

to
support

analysis,

reflection

and


research.

Students

also

are

expected

to

delineate

and

evaluate

the


argument

and

specific

claims

assessing

the

reasoning

and

evide
nce

in


text.



Enduring

Understanding




Writing

is

a

tool

for

thinking

and

problem

solving.

In

order


to

create

new

understandings,

activating

prior

knowledge

and

engaging

in

the


process

of

independent

and

shared

inquiry

are

essential.


English Language Arts

Grade 7
:
Hille Middle School

Instructional

Strategies

and

Resources



English

Language

Arts

Curriculum

Model


Grade

Seven





Plagiarizing

Activity


This

activity

involves

lecture
-
-

based

mode汩ngⰠ

獴sdent

p牡捴楣e

慮搠

pee爠

牥r楥i⸠

S瑵den瑳

d楳捵獳

瑨e

con猠

o映

p污l楡物z楮gⰠ

景捵獩湧

潮o

a牴r捬敳c


abou琠

peop汥l

lo獩湧

橯j猠

o爠

deg牥r猠

because

o


plag楡物z楮i⸠

Mode氠



the

捬慳猠

how



捩瑥

pa牡r牡rh猬s

ph牡獥猠

and

獩sn楦楣an琠

wo牤猠

捯牲e捴汹⸠


ThenⰠ

have

瑨e

s瑵den瑳

p牡捴楣e

by

giv楮i

瑨em



pa牡r牡rh



pu汬

info牭a瑩tn

f牯m

and

捩瑥

瑨e

獯u牣攠

co牲e捴汹⸠

The

瑥ache爠

獨ou汤

獨o眠


good

examp汥猠

and

a獫s

how



業prove

o瑨e牳⸠

Studen瑳t

should

do

瑨楳i

捯n獩獴sn瑬t

景爠

the

牥rea牣栠

p牯橥捴

to

牥楮fo牣攠

瑨e

need

to

avo楤i


p污l楡物獭⸠





Student
-
-

generated

examples


Give

students

a

to
pic

and

have

them

use

sources

of

information

not

normally

used

in

research

(picture

books,

photographs,

short

stories,


poems,

etc).

By

having

students

incorporate

these

sources

into

their

papers

with

correct

citations

and

then

sharing

these

papers,

students

will


see

how

evidence

from

multiple

sources

is

viable

and

adds

credibility.






Diverse

Learners


Strategies

for


meeting

the

needs

of

all

learners

including

gifted

students,

English

Language

Learners

(ELL)

and

students

with

disabilities

can

be


found

at

this

site
.

Resources

based

on

the

Universal

Design

for

Learning

principles

are

a
vailable

at

www.cast.org
.










SPEAKING & LISTENING

English Language Arts

Grade 7
:
Hille Middle School

Standard

Background & Strategies

S&L
1.

Engage

effectively

i
n

a

range

of

collaborative
discussions

(one
-
-


-
­

one,

楮i

g牯rp猬s

and

瑥acher
-
­

汥l⤠

w楴i

d楶e牳攠

pa牴re牳r

on

grade

7



topics,

texts,
and

issues,


building

on

others’

楤ias

and

exp牥獳楮r


瑨e楲

own

捬敡牬y⸠



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.



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’

que獴楯n猠

and

捯mmen瑳t

w楴i


汥lan琠


ob獥牶a瑩tn猠

and

楤ea猠

瑨a琠

b物ng

瑨e

d楳捵獳楯s

ba捫c

潮o


瑯p楣i

a猠

neededK



d.
Acknowledge

new

information

expressed

by

others

and,


when

warranted,

modify

their

own

views.


S&L
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.

SEVENTH GRADE ASSESSMENT CHECKLIST FOR SPEAKING &
LISTENING




Come to discussion prepared



Explicitly r
efer to textual
evidence



Follow rules for collegial discussions



Pose and respond to questions that demonstrate evidence
of listening and understanding and lead to elaboration



Reflect and paraphrase to

show evidence of understanding multiple perspectives



Acknowledge new in
formation and modify own views
where appropriate.


SCORE USING DEPARTMENT RUBRIC



Content

Elaborations



In

the

previous

grade

band,

students

were

expected

to

produce

clear


and

coherent

writing

appropriate

to

the

task,

purpose

and

audience.




They

also


were

expected

to

revise

and

edit

(with

guidance

and


support)

writing

when

necessary

and

use

technology

to

support

the


writing

process.


At seventh grade, t
he

focus

of

this

topic,

Production

and

Distribution

of

Writing
,

is

the


understanding

that

writers

apply

a

multi
-
-

獴sgeⰠ

牥f汥捴楶e

p牯re獳s
English Language Arts

Grade 7
:
Hille Middle School


S&L
3.
Delineate

a

speaker’s

a牧umen


and

獰e捩f楣i

捬慩c猬s

eva汵l瑩tg

the


獯undne獳

o映

瑨e

牥r獯n楮i

and

瑨e

牥汥vance

and

su晦楣ien捹

o映

瑨e


ev楤in捥⸠





that


requires

planning

and

revising.



The

stages

in

this

process

should

consist


of

revision

and

refinement

of

text

that

clarifies

the

intended

mean
ing


and

enhances

the

word

choice,

unity

and

the

coherence

of

thoughts,


ideas

and

details.



Texts

should

include

appropriate

capitalization

and


punctuation

to

emphasize

intended

meaning.



Texts

should

represent


organizatio
nal

structures

that

summarize,

extend

or

elaborate

on

ideas


and

include

evidence

of

logic,

style,

voice,

word

choice

and

writing


techniques.



They

also

should

exhibit

a

purpose
-
-

d物癥n

景牭a琠

a猠

we汬

a猠


a捫cow汥lgmen琠

o映

獯u牣敳r

and

g牡rh楣猬i

楮捬id楮i

瑨e

䥮瑥rnetⰠ




enhan捥

and

va汩da瑥

瑨e

fina氠

p牯ruc琮




In

the

next

grade

band,

students

are

expected

to

produce

clear

and


coherent

writing

i
n

which

the

development,

organization

and

style


are

appropriate

to

task,

purpose

and

audience.



Students

are

expected


to

develop

and

strengthen

writing

as

needed

and

address

what

is


most

significant

for

a

specific

purpo
se

and

audience.



They

also

are


expected

to

use

technology

to

produce,

publish

and

update

individual


or

shared
English Language Arts

Grade 7
:
Hille Middle School


writing

products.



Enduring

Understanding


Effective

writing

is

the

result

of

a

multi
-
-

獴sgeⰠ

牥f汥捴楶e

p牯捥獳

楮i

wh楣栠

瑨e

w物瑥爠

mu獴

deve汯l,

p污l,

牥r楳攬

ed楴

and

牥r物瑥

wo牫r



evo步


change

o爠

捬慲cfy

楤ia献s

周e

獴sge猠

o映

the獥

p牯re獳s猠

a牥r

enhan捥d

w楴i

捯汬abo牡瑩rn

and

te捨no汯ly⸠



Strategies


RAFT


Students

use


a

customized

Role,

Audience,

Format,

Topic

(RAFT)

Organizer

at

the

inception

of

the

task.

Students

use

formula

wheels


with

rubrics

in

order

to

meet

the

requirements

of

the

specific

type

of

writing.



Writer’s

Workshop


Use

writing

workshops

that

begin

with

mini
-
-

汥獳ln猠

on

pu牰r獥

and

aud楥n捥



w物瑩tg⸠

B牥r欠

s瑵den瑳

楮io

灥敲
-
­

ed楴ing

g牯rp猠

楮i


wh楣栠

獴sden瑳t

牥rd

瑨e楲

pape牳r

to

瑨e

g牯rp

wh楬e

g牯rp

membe牳r

eva汵lte

ea捨

pape爠


楮i



牥獰onse

牵r物挮c

Studen瑳t

shou汤l


change

peer
-
­

ed楴楮i

g牯rp猠

of瑥n



o牤e爠



get

o瑨e爠

pe牳灥捴楶e献s

The

tea捨e爠

獨ould

捩c捵污le

among

瑨e

g牯rp猠

p牯r楤楮g

a獳楳瑡nce


and

gu楤an捥

a猠

needed⸠

Fo爠

慮a

ed楴ing

捨e捫c
楳琬i

v楳i琠

睷w⹲eadw物瑥瑨楮欮o牧⽣污獳牯rm
-
­

牥獯u牣敳rp物n瑯u瑳ted楴楮i
-
­

捨e捫汩獴
-
­

獥汦
-
­


灥敲
-
­

30232.h瑭l



English Language Arts

Grade 7
:
Hille Middle School




Board

Games


In

order

to

promote

clear

and

coherent

writing,

have

students

create

board

games

based

on

a

novel

or

short

story

with

directions

that


use

signal

words

and

precise

instructions

as

to

how

to

play

the

game.

Teachers

can

check

the

clarity

of

writing

by

having

students

play


each

other’s

game猠

and

po楮i

ou琠

瑨楮i猠

瑨a琠

a牥


un捬ca爠

o爠

楮ion獩獴sn琮







Diverse

Learners


Strategies

for

meeting

the

needs

of

all

learners

including

gifted

students,

English

Language

Learners

(ELL)

and

students

with

disabilities

can

be


found

at

this

site
.

Resources

based

on

the

Universal

Design

for

Learning

principles

are

available

at

www.cast.org
.





Standard

Background & Strategies

S&L
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.




S&L
5
.
Include

multi
media

components

and

visual
Content Elaborations


In

the

previous

grade

band,

students

were

to report
on

a


topic

or

text,

tell

a

story

or

recount

an
experience.



They

also


were


expected

to

create engaging

audio

recordings

of

stories

and

poems


and

to

speak

clearly
English Language Arts

Grade 7
:
Hille Middle School

displays

in

presentations

to

clarify

claims

and

findings
and

emphasize

salient


points.


S&L
6.

Adapt

speech

to

a

variety

of

contexts

and
tasks,

demonstrating


comm
and

of

formal

English

when
indicated

or

appropriate.









and

completely

when providing requested

details


or

clarification.




At seventh grade, the

focus

of

this

topic,

Production

and

Distr
ibution

of

Writing
,

is

the


understanding

that

writers

apply

a

multi
-
-

獴sgeⰠ

牥f汥捴楶e

p牯re獳s

瑨at


牥ru楲e猠

p污lning

慮搠

牥r楳ing⸠



The

獴age猠

楮i

瑨楳i

p牯捥獳s

shou汤

捯n獩獴s


of

rev楳ion

and

牥f楮ement

o映

瑥x琠

瑨a琠

捬慲
if楥猠

瑨e

楮瑥nded

mean楮i


and

enhan捥猠

瑨e

wo牤r

捨o楣攬

un楴i

and

瑨e

捯he牥rce

o映

though瑳t


楤ea猠

and

deta楬献s



Tex瑳t

獨ou汤l

楮捬ide

app牯p物a瑥

cap楴a汩za瑩tn

and


pun捴ua瑩tn



empha獩se

楮iended

mean楮g⸠



Tex瑳t

獨ou汤l

牥r牥ren琠


o牧an楺a瑩tna氠

獴牵捴c牥猠

tha琠

獵mma物zeⰠ

ex瑥nd

o爠

e污lora瑥

on

楤ia猠


and

楮捬ide

ev楤in捥

of

log楣Ⱐ

獴y汥l

vo楣攬

wo牤r

捨o楣攠

and

w物瑩tg


瑥捨n楱ue献s



They

a汳漠

獨ou汤

exh楢楴i



pu牰r獥
-
­

d物癥n

景牭a琠

a猠

we汬

a猠


a捫cow汥lgmen琠

o映

獯u牣敳r

and

g牡rh楣猬i

楮捬id楮i

瑨e

䥮瑥rnetⰠ




enhan捥

and

va汩da瑥

瑨e

fina氠

p牯ruc琮




In

the

next

grade

band,

students

are

expected

to

present

information


precisely

and

logically

and

make

strategic

use

of

digital

media

to


enhance

presentations.

They

also

are

expected

to

adapt

speech

to

a


variety

of

contexts

and

tasks,
English Language Arts

Grade 7
:
Hille Middle School


demonstrating

a

command

of

formal


English.


Strategies


Demonstration/Peer

Review


H
ave

students

write

and

present

a

demonstration

while

their

peers

evaluate

based

on

a

rubric.

This

should

allow

students

a

chance

to

see

how


others

see

their

speaking

skills

and

identify

which

areas

they

need

to

improve.







Living

Museums


Students

present

exhibits

portraying

characters

and

artifacts

as

they

would

have

existed

during

a

given

time

period.






Diverse

Learners


Strategies

for

meeting

the

needs

of

all

learners

including

gi
fted

students,

English

Language

Learners

(ELL)

and

students

with

disabilities

can

be


found

at

this

site
.



Resources

based

on

the

Universal

Design

for

Learning

principles

are

available

at

www.cast.org
.








LANGUAGE
STANDARDS

CONVENTIONS

English Language Arts

Grade 7
:
Hille Middle School

Standard

Background & Strategies

1
.
Demonstrate

command

of

the

conventions

of

standard

English

grammar

and

usage

when

writing

or

speaking.




a.

Explain

the


function

of

phrases

and

clauses

in

general

and

their

function

in

specific

sentences.


b.


Choose

among

simple,

compound,

complex,

and


compound
-
-

捯mp汥l

獥n瑥nce猠

to

s楧na氠

di晦e物ng


污l楯n獨楰i

among

楤ea献s






P污捥

ph牡獥s

and

捬au獥猠

w楴i楮i



獥n瑥n捥Ⱐ

牥捯gn楺楮i

慮搠

捯牲e捴楮g

m楳灬a捥d

and

dang汩ng

modif楥牳⸠



2⸠†
䑥mon獴sa瑥

捯mmand

o映

the

conven瑩tn猠

of

獴snda牤r

Eng汩獨

捡p楴i汩za瑩tnⰠ

pun捴ca瑩tnⰠ

and

獰e汬楮i

when

w物瑩tg⸠




a⸠啳攠

a


comma



獥pa牡re

coo牤楮a瑥

ad橥捴楶e猠

⡥⹧⸬

It

was

a

fascinating,

enjoyable

movie

but

not

He

wore

an

old[,]

green

shirt
).




b. Spell

correctly.



Content Elaborations


In

the

previous

grad
e

band,
students

were

expected

to

demonstrate


command

of

the

conventions

of

standard

English

grammar

and

usage


when

writing

and

demonstrate

command

of

the

conventions

of


standard

English

capitalization,

punctuation

and

spelling

whe
n


writing.







At grade seven
,
the

focus

of

this

topic,


Conventions of
Standard

English
,

is

the


understanding

that

knowing

and

using

writing

conventions

and


grammatical

structures

appropriate

for

seventh

grade

helps

students


communicate

clearly

and

concisely.



With

repeated

and

correct

use,


students

will

be

able

to

communicate

ideas

in

writing

and

to

express


themselves.



Knowing

and


using

the

correct

grammatical

structures

of


English,

learning

the

purposes

for

punctuation

and

using

a

range

of


strategies

for

spelling

help

students

grow

more

skillful

in

effectively


communicating

ideas.


In

the

next

g
rade

band,

students

are

expected

to

demonstrate

command

of

the

conventions

of

standard

English

grammar

and

usage


when

writing

and

demonstrate

command

of

the

conventions

of


standard

English

capitalization,

punctuation

and

sp
elling

when


writing.


English Language Arts

Grade 7
:
Hille Middle School


Instructional

Strategies

and

Resources



Sentence

Combining



Use

sentence
-
-

捯mbin楮i

瑥捨n楱ue猠

to

a汬ow

獴sden瑳t



p牡捴楣攠

bu楬d楮i

s業p汥l

sentence猠

楮io

捯mplex

獥nten捥s⸠

䙯爠

examp汥l

have


獴uden瑳t

獵gge獴sb牡楮獴srm

獩mp汥l

獥n瑥nce猠

and

mode氠

how



comb楮i

瑨o獥

us楮i

捯o牤楮a瑩tg

捯njun捴楯n猬s

獵bo牤rna瑩tg

con橵j捴楯n猠

o爠


pun捴ua瑩tn⸠

䙯汬ow

w楴i



wo牫獨re琠

瑨a琠

獴uden瑳

deve汯l



demons瑲t瑥

瑨e楲

ma獴e特⸠





Div
erse

Learners



Strategies

for

meeting

the

needs

of

all

learners

including

gifted

students,

English

Language

Learners

(ELL)

and

students

with

disabilities

can

be


found

at

this

site
.

Resources

based

on

the

Universal

Design

for

Learning

principles

are

available

at

www.cast.org
.













English Language Arts

Grade 7
:
Hille Middle School














LANGUAGE STANDARDS

KNOWLEDGE OF LANGUAGE

Standard

Background & Strategies

3.
Use

knowledge


of

language

and

its

conventions


when

writing,

speaking,

reading,

or

listening.




a. Choose

language

that

expresses

ideas

precisely

and

concisely,

recognizing

and

eliminating

wordiness

and


red
undancy.




Content

Elaborations


In

the

previous

grade

band,

students

were

expected

to

expand,


combine

and

reduce

sentences

and

to

compare

and

contrast

the


varieties

of

English

(e.g.,

dialects,

registers)

used

in

stories,

dramas

or


poems.





At grade seven
, the

focus

of

this

topic

Knowledge of
Language
, is that knowledge of language conventions is understood
and applied in oral, auditory, written or viewed expression. When
applying writing conventions to written work, students vary sentence
patterns, maintain a consistent writing st
yle (the author’s distinctive
manner of expression) and tone (the author’s attitude toward his or
English Language Arts

Grade 7
:
Hille Middle School

her subject).

In

the

next

grade

band,

students will apply knowledge of
language to understand how language functions, to make effective
choices for meani
ng or style, and to comprehend more fully when
reading or listening.










Language Standards

Vocabulary Acquisition & Use

Standard

Background & Strategies


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.



a. Use

context

(e.g.,

the

overall

meaning

of

a

sentence

or


paragraph;

a

word’s

position

or

function

in

a

sentence)

as

a


cl
ue

to

the

meaning

of

a

word

or

phrase.



b. Use

common,

grade
-
-

appropriate

Greek

or

Latin

affixes

and


roots

as

clues

to

the

meaning

of

a

word

(e.g.,

belligerent,


bellicose,

rebel).




Content

Elaborations


In

the

previous

grade

band,

students

were

expected
students were expected
to determine or clarify the meaning
of unknown words and demonstrate understanding of
figurative language, word relationships and nuances in
word meanings. They also were expected to acquire and
use accurately grade
-
appropriate academic and domain
-
specific

words.



At grade seven, the

focus

of

this

topic,

Vocabulary

Acquisition

and

Use
,
Knowledge

of

word

origins,

word

relationships,

literary

as

well

as


historical

context

clues

and

reference

materials

aids

in

understanding


complex

words

and

new

subject
-
-

area

vocabulary.



English Language Arts

Grade 7
:
Hille Middle School

c. Consult

general

and

specialized

r
eference

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.



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).


5.
Demonstrate

understanding

of

figurative

language,

word


relationships,

and

nuances

in

word

meanin
g.




a. Interpret

figures

of

speech

(e.g.,

lit


b. Use

the

relationship

between

particular

words

(e.g.,


synonym/antonym,

analogy)

to

better

understand

each

of


the

words.




c. Distinguish

among


the

connotations

(associations)

of

words

with

similar

denotations

(definitions)

(

e.g.,

refined,



respectful,

polite,

diplomatic,

condescending).




6.
Acquire

and

use

accurately

grade
-
-

approp物a瑥

gene牡氠

academ楣i


and

doma楮
-
­

s
pe捩f楣i

wo牤猠

慮搠

ph牡獥s㬠

ga瑨e爠

vo捡bu污特


歮ow汥lge

when

捯n獩se物ng



wo牤r

o爠

ph牡re

impo牴an琠

to


捯mprehen獩潮

o爠

exp牥獳楯r.



Comprehension

also


is

enhanced

when

readers

understand

and

interpret

figurative


language,

distinguish

between

the

dictionary

meaning

and

the

implied


meaning

of

a

writer’s

wo牤猬

and

牥捯gn楺e

nuan捥猠

楮i

wo牤r

mean楮i⸠


In

the

next

grade

band,

students

are

expected

to

determine

or

clarify


the

meaning

of

unknown

and

multiple
-
-

mean楮i

wo牤猠

and


demon獴牡te

unde牳瑡nd楮i

o映

f楧u牡瑩re

污lguageⰠ

wo牤r


牥污瑩tn獨ip猠

and

nuan捥猠



wo牤r

mean楮g献s



They

a牥r

expe捴ed




a捱u楲e

and

u獥

ac捵牡瑥汹

gene牡氠

academ楣i

and

doma楮
-
­

獰e捩f楣i


wo牤猠

慮搠

ph牡獥s

獵晦楣ien琠

for

牥rd楮iⰠ

w物瑩tgⰠ

獰ea歩湧

and


汩獴sn楮i

a琠

瑨e

c
o汬ege

and

ca牥r爠

牥ad楮e獳s

汥le氮l

周ey

a汳漠

a牥r


expe捴cd



demon獴牡te

independence

楮i

ga瑨e物ng

vo捡bula特


歮ow汥lge⸠









English Language Arts

Grade 7
:
Hille Middle School