RI7.2 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. RI7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI7.5 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. These standards are constant and should be taught throughout each quarter. Cite Evidence: RL1, RI1 Analyze Content: RL/RI.7.2-9 Provides a comparison and contrast of a fictional portrayal of a time and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Provides a comparison and contrast of a fictional portrayal of a place and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Provides a comparison and contrast of a fictional portrayal of a character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL7.9 “The Travelers and the Bear from Aesop’s Fables” (Fable) pg. 907 Independent: “Grasshopper from Squids Will Be Squids, “The Other Frog Prince”, from The Stinky Cheese Man and Other Fairly Stupid Tales, and “Duckbilled Platypus vs. BeefSnakStik from Squids Will Be Squids (Folk Literature) pg. 908 After You Read pg. 911: Text Dependent Questions (Key Ideas and Details) Summarize the plot of each story, making sure not to include your own opinions or judgments. (Infer) Which of the stories has a surprise ending? (Arguments) Why does Grasshopper call his History assignment “small”? “Icarus and Daedalus” (Greek Myth; 1100 Lexile) See text complexity measures on pgs. 912-913 RL7.2, RL7.3, RL7.5 Focus: cause and effect, characteristics of a myth Next Generation Glossary of Informational and Literary terms See (found on the middle school page) List of Tier 3 Domain Specific See pages 26-71 for ELA Tier 3 Before You Read pg. 913 Reading Skill: Cause and Effect Literary Analysis: Myth
Speaking and Listening SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.1a Come to discussions prepared, having read or researched material study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7. 1c Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and that bring discussion back on topic as needed. 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. These standards are constant and should be taught throughout each quarter. Analyze Content: SL.7.2-3 and apply grammar: SL.7.6 Conduct Discussions: SL.7.1 Report Findings: SL.7.4-6 Speaking and Listening Evidence Statements Participate in one-on-one discussions. Participate in group discussions. Participate in teacher-led discussions. SL.7.1. Bring prepared materials to discussion. Use prepared materials to cite evidence that supports ideas and arguments during discussion. Share questions and reflections made before discussion as a way to support constructive use of discussion time. SL.7.1a. Ask questions of my group members. Respond to questions posed by my group members. Summarize the group’s discussion. Understand others’ perspectives. SL.7.1c. Present claims logically. Emphasize salient points. Use pertinent descriptions, facts, and details. Use appropriate eye contact, volume and pronunciation. SL.7.4 Speaking and Listening Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings Prentice Hall Literature- Pearson Publishing Activities Introducing the Big Question: Exploring the Big Question pg. 900 (Icarus or Demeter) Comprehension and Collaboration pg. 933 – With a small group, conduct a debate. Resources Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Common Core Companion Workbook Weeks 4-6 Reading Selections Weeks 4-6
Vocabulary Workshop – Figurative Language, p. 1050-1051 Most Common Suffixes and Prefixes and Latin roots Word Benches pg. 57-61 (Greek and Latin affixes) affixes) Which words do I teach? Vocabulary and the Common Core - Which words do I teach 6-8? 11 Tips on Teaching Common Core Vocabulary 55 critical words students should know and understand Writing to Texts Writing W.7.1 Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. Support with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. Writing Evidence Statements Development of Ideas The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience. Organization The student response demonstrates purposeful coherence, clarity, and cohesion and includes a strong introduction, conclusion, and a logical, progression of ideas, making it easy to follow the writer’s progression of ideas. Clarity of Language Writing Fundamentals Prentice Hall Literature- Pearson Publishing Routine Writing (text dependent questions) Making Connections: Writing About the Big Question pg. 998 and 1016 Journal entries, Summaries, Daily Language Practice, Graphic Organizers Argumentative (pg. 1025) Write a review of All Stories Anansi’s to argue whether others will enjoy the tale. (Reading for Information pg. 1033) Writing: Editorial – Write a brief editorial for a school newspaper about an issue that affects your community or the nation. Use supporting details to develop your argument.
“The Bascombe Valley Mystery” Big Questions: How do we decide what is true? Does every conflict have a winner? For writing practice, consider sample MICA Items on W 7.2 Create an exam question IDs 44973 or 44007. 44012 and 43784 are editing tasks. Reading Complex Texts Literature RL7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. These standards are constant and should be taught throughout each quarter. Cite Evidence: RL1, RI1 Analyze Content: RL/RI.7.2-9 Literature Evidence Statements Provides a statement of a theme or central idea of a text. Provides an analysis of the development of the theme or central idea over the course of the text. Provides an objective summary of the text. RL7.2 Provides an analysis of how particular elements of a story or drama interact. RL7.3 Provides an analysis of how an author develops and contrasts the points of view of different characters or narrators in a text. RL7.6 Analyzing Story Elements and How They Interact Extended Text: Elements of Fiction/Analyzing Structure and Relationships in Literary Texts The Adventures of Sherlock Holmes - “The Man with The Twisted Lip”, “The Red Headed League”, “The Bascombe Valley Mystery” story; 1080 Lexile) RL7.2, RL7.3, RL7.6 See Unit on the weebly. (found under 7th grade ELA Curriculum) (curriculum documents, activities etc.) Skill Focus- plot, theme, point of view, making inferences, drawing conclusions, compare and contrast, cause and relationships Next Generation Glossary of Informational and Literary terms See (found on the middle school page) List of Tier 3 Domain Specific Words See pages 26-71 for ELA Tier 3 Resources Curriculum documents Pearson Interactive Digital Path (All stories – Before, During, and Reading activities) Common Core Companion Workbook Lit2Go: “The Red Headed League”
Language L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2 Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. standards are constant and should be taught throughout each quarter. Study and apply grammar - L.7.1-3 Language Evidence Statements The student response demonstrates the correct use of capitalization within context. L.1 The student response demonstrates the correct use of punctuation within context. L.2 Demonstrate a knowledge of Standard English when writing, speaking, reading, or listening. L.3. Choose precise that provide clear explanations of ideas. Revise sentences and paragraphs to avoid redundancy. Employ language that reduces wordiness. L.3.a. Conventions Note: Grammar instruction should be embedded in the teaching of writing. from The Adventures of Sherlock Holmes “The Red Headed League” (short story) See Unit on the weebly. Elements of Language- Holt Publishing Capitalization – Proper Nouns, Proper Adjectives, Quotations Abbreviations Punctuation Marks – colon, semicolon, hyphen, dash, bracket and commas Pearson Common Core Companion Workbook Precise Language, p. 343-344 Resources SCS Literacy Weebly Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Common Core Companion Workbook Grammar Capitalization PowerPoint Grammar Bytes: Capitalization Handout GrammarBook.com: Capitalization Sophia.org, Composition: Capitalization Internet4Classrooms Speaking and Listening SL.7.4 Speaking and Listening Evidence Statements Speaking and Listening