Unit One: Evidence-Based Reading and Writing 9 Weeks Reading Literature 1 Reading Informational Text 1 Analyzing Textual Evidence Collected & Reported: Constructing Writing [W4, W5] Collected & Reported Unscored: Comprehending Text [RL10, RI10] Collected But Not Reported: Applying Grammar and Mechanics [L1, L2] Mastering Vocabulary [RL4, RI4, L4] Writing 2 Language 3 Writing to Explain/Inform [Both Semesters] Reading Literature 5 Language 5 Analyzing Poetry Unit Two: Elements of Literature 9 Weeks Reading Literature 2 Reading Literature 3 Analyzing Story Elements Reading Literature 6 Analyzing Character Perspective Unit Three: Argumentation 9 Reading Informational Text 6 Reading Informational Text 8 Reading Informational Text 9 Evaluating Arguments and Purpose Collected & Reported: Mastering Vocabulary [RL4, RI4, L4] Constructing Writing [W4, W5] Applying Grammar and Mechanics [L1, L2] Comprehending Text [RL10, RI10] Reading Informational Text 2 Reading Informational Text 9 Integrating Multiple Texts Unit Four: Deeper Reading 9 Weeks Reading Literature 9 Comparing Literature to Source Material Writing 2 Language 3 Writing to Explain/Inform [Both Semesters] Grade Fall MAP Winter MAP Spring MAP 7 September 16 January 13 May 19 Course ELA7 uses a literature textbook that mirrors that of ELA8, with a supplemental teacher’s edition aligned with English I and English II. ELA7 also uses a writing and grammar textbook aligned to all courses from ELA6 through English II. Teacher Literature: Holt McDougal Literature 7 © 2012
Predicates, and foundational skills needed to support both Unit 1 Topic Scales CCSS RL7.1, RI7.1 Grading Topic: Analyzing Textual Evidence 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Support analysis with inferences and evidence paraphrased from text Support analysis with inferences and evidence cited directly from text Learning Goal 2 Students demonstrate they have developed the ability to: Recognize or recall specific vocabulary such as: central idea, cite, explicit, inference, textual evidence Describe what a text says explicitly Draw logical inferences from the text 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-QI Topic Guidance Questions for Students... Advice for Teachers...
Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and Mechanics Comprehending Text Text-specific vocabulary from short stories and full-length texts read throughout the unit Writing tasks that support Analyzing Story Elements Writing that support Analyzing Character Perspective Revision of significant tasks The following chapters of Writing Coach are appropriate to the requirements of this topic: 18.1, 18.2, 19.1, 19.2, 23.1, 25.2 At minimum, Unit 2 should work on Phrases, Clauses, and foundational skills needed to support both Winter MAP administered by the end of this unit Unit 2 Topic Scales CCSS: RL7.2, RL7.3 Grading Topic: Analyzing Story Elements 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal. 3 Students demonstrate they have the ability to: Analyze how particular elements of a or drama interact (example: how setting shapes the characters or plot) Analyze the development of a theme over the course of a text and cite textual evidence to support analysis Learning Goal 2 Students demonstrate they have developed the ability to: Recognize or recall specific vocabulary such as: development, theme, interact, plot, setting, internal conflict, external conflict Determine the theme of a text Identify the basic elements of a story or drama (examples: main characters, setting, stages of plot, types of conflict) 1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-SE Topic Guidance