7th grade language arts - dmps secondary literacy -...

7th Grade Language Arts 2013-2014

secondaryliteracy.dmschools.org Revised 3.4.14

http://secondaryliteracy.dmschools.org/


Unit Content Standards Reporting Cluster(s) Content Topics Performance Tasks/ Supporting Standards

Unit One: Evidence-Based Reading and Writing8 Weeks

Reading Literature 1 Reading Informational Text 1

Working with Text Evidence

Questioning, Inference, and Interpretation

Balanced Instructional Approach

Writing 2 Writing to Explain/Inform

[Reported year-long]

Informative Writing

Unit Two:Elements of Text10 Weeks


Determining Central Idea/Theme

Themes and Central Ideas Writing 3 Language 5 Speaking 2 Balanced Instructional

Approach


Analyzing Text and/or Character Connections

Story Elements Connections

Reading Literature 6 Analyzing Character Point of View

Point of View

Unit Three:Title Pending10 Weeks

Reading Informational Text 6 Analyzing Author Point of View

Purpose Writing 1 Speaking 3 Speaking 4 Balanced Instructional

Approach

Reading Informational Text 8 Evaluating Arguments in Text

Argument and Reasoning

Unit Four:Title Pending8 Weeks


Analyzing Text Structure

Text Structure and Features

Speaking 5 Writing 7 Writing 8 Balanced Instructional

Approach Reading Literature 9 Reading Informational Text 9

Integrating Multiple Texts

Literary Comparisons and Source Material

Rhetorical Criticism


Balanced Instructional ApproachTopic CCSS Proficiency Statements Suggestions for Inclusion

Read

ing

RL7.4 Analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama

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

Vocabulary

RI7.4 Analyze the impact of specific word choice on meaning and tone in a textL7.4 Use context as a clue for meaning of a word or phrase

Use common Greek or Latin affixes and roots as clues to the meaning of a word Consult reference materials to find the pronunciation, meaning, or part of speech of a word Verify the preliminary determination of the meaning of a word or phrase

RL7.7

Analyze the effects of techniques unique to audio, video, or staged, versions of a story, drama, or poem Multiple versions of same text

RI7.7 Analyze the audio, video, or multimedia versions’ portrayal of the subject of a text

Writi

ng

W7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Writing process

W7.5 Student will develop and strengthen writing for a specific purpose and audience by planning, revising, editing, rewriting, and trying a new approach

W7.6 Use technology to produce and publish writing Use technology to link to and cite sources Use technology to interact and collaborate with others

W7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research

Spea

king

S7.1 Engage in a range of collaborative discussions Come to discussions prepared to probe and reflect on ideas under discussion Pose questions that elicit elaboration and respond appropriately to bring discussion back on topic Acknowledge new information expressed by others modify their own views when warranted

Discussion

Lang

uage

L7.1 Explain the function of phrases and clauses in general and in sentences Choose among simple, compound, complex, and compound-complex sentences to signal differing

relationships among ideas Place phrases or clauses within a sentence, recognizing/correcting misplaced or dangling modifiers

Grammar

L7.2 Use a comma to separate coordinate adjectives Spell words correctly when writing

L7.3 Choose language that expresses ideas precisely and concisely

7th Grade Language Arts 2013-2014UNIT ONE: Evidence-Based Reading and Writing 8 weeks

Organizing Principles: A short story and article driven unit that balances fiction and non-fiction. Informative writing, the driving writing type for the entire year, is introduced in this unit and worked on throughout the year.

Reporting Cluster: Working with Text EvidenceTopic RL7.1, RI7.1 Knowledge: Assessments:

Que

stion

ing,

Infe

renc

e, a

nd In

terp

reta

tion 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Cite textual evidence to support analysis of what a text says explicitly, as well as to support inferences drawn from the text

2 Students will recognize or recall:Specific vocabulary such as:

Cite, explicit, inference, textual evidenceStudents demonstrate they have developed the ability to:

Describe what a text says explicitly Draw logical inferences from the text

Reporting Cluster: Writing to Explain/InformTopic W7.2 Knowledge: Assessments:

Info

rmati

ve W

riting

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. These texts:

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 Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the information or explanation presented.

Level 2 continues on next page



Cause/effect, clarify, comparison/contrast, concluding statement, formal style, informative/explanatory, organization, precise, supporting details, topic sentence, transition

Students will perform basic processes, such as: Identify the characteristics of a model informative/explanatory writing piece Generate a list of details from relevant information related to a topic Write a topic sentence Write a paragraph with supporting details Write a concluding sentence Use transitions to link sentences and ideas Identify formal style

UNIT TWO: Elements of Text 10 weeksOrganizing Principles: A good unit for novel study supplemented with non-fiction articles, this unit could also be the focus of continued work in shorter texts of both fiction and non-fiction. Students could be given the opportunity to brief narrative writing during this unit to demonstrate their understanding of story elements.

Reporting Cluster: Determining Central Idea/ThemeTopic RL7.2, RI7.2 Knowledge: Assessments:

Them

es a

nd C

entr

al Id

eas


3Proficient

Students demonstrate they have the ability to: Provide an objective summary of a text Analyze the development of a theme over the course of a text and cite textual evidence to support analysis Analyze the development of a central idea over the course of a text and cite textual evidence to support analysis


Central idea, development, summarize, themeStudents demonstrate they have developed the ability to:

Determine theme/central idea of a text Identify important details and events in a text

Reporting Cluster: Analyzing Text and/or Character ConnectionsTopic RL7.3 Knowledge: Assessments:

Stor

y El

emen

ts


3Proficient

Students demonstrate they have the ability to: Analyze how particular elements of a story or drama interact (example: how setting shapes the characters or plot)


Interact, plot, setting, internal conflict, external conflictStudents demonstrate they have developed the ability to:

Identify the basic elements of a story or drama (examples: main characters, setting, stages of plot, types of conflict)Topic RI7.3 Knowledge: Assessments:

Conn

ectio

ns


3Proficient

Students demonstrate they have the ability to: Analyze the interactions between individuals, events, and ideas in a text (examples: how ideas influence individuals or events

or how individuals influence ideas or events)2 Students will recognize or recall:

Specific vocabulary such as: Influence, interaction

Students demonstrate they have developed the ability to: Describe the interactions between individuals, ideas, or events in a text

Reporting Cluster: Analyzing Character Point of ViewTopic RL7.6 Knowledge: Assessments:

Poin

t of V

iew


3Proficient

Students demonstrate they have the ability to: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text


Contrast, develop, narrator, story’s point of view, character’s point of viewStudents demonstrate they have developed the ability to:

Describe the differences in the points of view of characters and narrators in a text

Performance Scales: Unit One (Not Reported)Topic W7.3 Knowledge: Assessments:

Nar

rativ

e W

riting


3Proficient

Students demonstrate they have the ability to write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and well-structured event sequences that:

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.

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


Action, character, clause, conclusion, context, convey, description, detail, dialogue, engage, event, experience, logical, narrative, narrator, organize, orient, pacing, phrase, plan, point of view, precise, relevant, sensory, sequence, setting, technique, time frame, transition

Students will perform basic processes, such as: Planning and organizing a narrative Describing the use of narrative techniques such as dialogue, pacing, and description, and the use of transition words, phrases,

and clauses

Topic L7.5 Knowledge: Assessments:

Anal

yzin

g La

ngua

ge

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.3Proficient

Students demonstrate they have the ability to: Interpret figures of speech (examples: literary, biblical, and mythological allusions) in text Use the relationship between particular words (examples: synonym, antonym, analogy) to better understand each of the

words Distinguish among the connotations/associations of words with similar denotations/definitions (examples: refined, respectful,

polite, diplomatic, condescending) in text2 Students will recognize or recall:

Specific vocabulary such as: Analyze, association, connotation, connotative, definition, denotation, distinguish, figurative, figure of speech, interpret, pun,

relationship, similar, text, verbal irony, wordStudents will perform basic processes, such as:

Identify figures of speech in text Identify the relationship between particular words

UNIT THREE: (Title) 10 weeks

Organizing Principles:

Reporting Cluster: Analyzing Author Point of ViewTopic RI7.6 Knowledge: Assessments:

Purp

ose


3Proficient

Students demonstrate they have the ability to: Analyze how an author distinguishes his or her point of view in a text from that of others


Bias, distinguishStudents demonstrate they have developed the ability to:

Determine an author’s point of view in a text Determine an author’s purpose in a text

Reporting Cluster: Evaluating Arguments in TextTopic RI7.8 Knowledge: Assessments:

Argu

men

t and

Rea

soni

ng


3Proficient

Students demonstrate they have the ability to: Evaluate the argument and specific claims in a text by assessing whether the evidence provides sufficient support for the

claims


Argument, claim, evaluate, sufficient supportStudents demonstrate they have developed the ability to:

Trace the arguments and reasoning in a text Identify examples of opinion in a text and the words that signal an opinion

Performance Scales: Unit Three (Not Reported)Topic W7.1 Knowledge: Assessments:

Argu

men

tativ

e W

riting


3Proficient

Students demonstrate they have the ability to write arguments to support claims with clear reasons and relevant evidence that: Introduce claims, acknowledge alternate or opposing claims, and organize the reasons and evidence logically Support claims 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 relationships among claims, reasons, and evidence Establish and maintain a formal style Provide a concluding statement or section that follows from and supports the argument presented


Accurate, alternate, argument, claim, clarify, clause, cohesion, concluding statement, credible, evidence, formal style, introduce, logical, opposing, organize, phrase, reason, reasoning, relationship, relevant, source, support, text, topic

Students will perform basic processes, such as: Identify the characteristics of a model argument

Topic S7.2, S7.3 Knowledge: Assessments:

Eval

uate

Pre

sent

ed

Info

rmati

on


3Proficient

Students demonstrate they have the ability to: Explain how the main ideas and supporting details presented in diverse media and formats (examples: visually, quantitatively,

orally) clarify a topic, text, or issue under study Evaluate a speaker’s argument and specific claims, the soundness of the reasoning, and relevance and sufficiency of the

evidence


Argument, claim, clarify, diverse, evidence, format, issue, main idea, media, orally, quantitative, reasoning, relevance, soundness, sufficiency, supporting detail, text, topic, visual

Students will perform basic processes, such as: Identify the main ideas and supporting details presented in diverse media and formats Describe a speaker’s argument and specific claims

Topic S7.4 Knowledge: Assessments:

Spee

ch W

riting


Students demonstrate they have the ability to: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,

details, and examples2 Students will recognize or recall:

Specific vocabulary such as: Claim, coherent, description, detail, emphasize, example, fact, finding, focus, pertinent, point, salient

Students will perform basic processes, such as: Write a speech

UNIT FOUR: (Title) 8 weeks

Organizing Principles:

Reporting Cluster: Analyzing Text StructureTopic RL7.5, RI7.5 Knowledge: Assessments:

Text

Str

uctu

res a

nd F

eatu

res


3Proficient

Students demonstrate they have the ability to: Analyze how a poem’s form contributes to its meaning Analyze the text features an author uses to organize a text, including how the text features contribute to the whole and to the

development of ideas


Form, meaning, organize, text featuresStudents demonstrate they have developed the ability to:

Describe the form of a poem Describe the text features of a given non-fiction text

Reporting Cluster: Integrating Multiple TextsTopic RL7.9 Knowledge: Assessments:

Lite

rary

Com

paris

ons a

nd S

ourc

e M

ater

ial 4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.

3Proficient

Students demonstrate they have the ability to: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period. Analyze how authors of fiction use or alter history


Alter, historical account, historical fiction, portrayalStudents demonstrate they have developed the ability to:

Describe how fictional and historical accounts portray a time, place, or character

Topic RI7.9 Knowledge: Assessments:Rh

etor

ical

Criti

cism


3Proficient

Students demonstrate they have the ability to: Analyze how authors writing about the same topic present key information by emphasizing different evidence or

interpretations of facts


Key information, interpretation, sourceStudents demonstrate they have developed the ability to:

Describe the way two different authors present the same information in a text

Performance Scales: Unit One (Not Reported)Topic S7.5 Knowledge: Assessments:

Pres

enta

tion

and

Deliv

ery


3Proficient

Students demonstrate they have the ability to use proper oral presentation techniques: Use appropriate eye contact, adequate volume, and clear pronunciation Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient

points2 Students will recognize or recall:

Specific vocabulary such as: Claim, clarify, context, eye contact, multimedia, point, presentation, pronunciation, salient, visual, visual aid, volume

Students will perform basic processes, such as: Use visual aids for presentation Identify the elements of effective presentations

Topic W7.7 Knowledge: Assessments:

Rese

arch


3Proficient

Students demonstrate they have the ability to: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused

questions for further research and investigation2 Students will recognize or recall:

Specific vocabulary such as: Focused, investigation, question, related, research, research project, source

Students will perform basic processes, such as: Develop a research question Identify steps in the research process (examples: locate appropriate sources, record information related to topic, form

questions not answered in current sources)

Topic W7.8 Knowledge: Assessments:Ac

cess

and

Org

anize

Info

rmati

on


Students demonstrate they have the ability to use proper oral presentation techniques: Gather relevant information from multiple print and digital sources, using search terms effectively Assess the credibility and accuracy of each source Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation


Accuracy, citation format, cite, conclusion, credibility, data, digital, information, paraphrase, plagiarism, print, quote, relevant, search, source, term

Students will perform basic processes, such as: Cite information Describe the criteria for credible and accurate sources

Educator’s Ethical ResponsibilityTopic CCSS Proficiency Statements Notes

Read

ing

RL7.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently

RI7.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently

Writi

ng

W7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

Spea

king

S7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Lang

uage L7.6 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

Scholastic Reading Inventory (SRI) Ranges

Grade Below Basic BasicIowa Assessment Ready

ProficientCommon Core Expectation Advanced

6 BR-789L 790-954L 955-1139L 1140L+7 BR-839L 840-1019L 1020-1249L 1250L+8 BR-929L 930-1069L 1070-1269L 1270L+9 BR-999L 1000-1149L 1150-1299L 1300L+10 BR-1049L 1050-1199L 1200-1349L 1350L+11 BR-1099L 1100-1249L 1250-1399L 1400L+12 BR-1099L 1100-1249L 1250-1399L 1400L+

7th grade language arts - dmps secondary literacy -...

Documents