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Grade 7 Common Core Adoption Process

(Unpacked Standards)

Grade 7 Reading: Literature

Common Core Adoption Process

RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

What do Students need to be able to DO? Question Stems

Lower Levels (1 & 2) Know, Remember, Understand, & Comprehend

Higher Level (3 & 4) Apply, Analyze, Evaluate, Create, & Synthesize

What does the text actually

say? Analyze what the text means. What evidence supports your

inferences? How does citing textual

evidence strengthen your analysis?

What else can you infer from the text?

Show me what in the text makes you think that.

What textual evidence supports that idea?

Students identify what the text says.

Students understand the difference between ideas that are explicitly (explained in full) and those that are implicit (implied, but not stated in full).

Students make inferences about the text.

Students locate explicitly stated answers within the text.

Students analyze the text. Students examine the text in detail in order to

explain the central message and/or author's purpose.

Students evaluate the structure of the text in order to interpret the underlying ideas and concepts.

Students cite textual evidence to support analysis.

Students explain inferences in the text. Students cite textual evidence to support in

inferences (implicit evidence).

Vocabulary: Textual Evidence Cite Inference Explicitly Implicitly Conclude Analyze


RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.




What is the theme of this story?

What textual evidence makes you think that is the theme of this text?

What is the central idea of this text? What makes you think this?

How does the theme develop throughout this story?

What minor details might you omit from your summary?

How will you decide what to include in your summary?

What is the difference between interesting details and important details?

Students understand the difference

between ideas that are explicitly (explained in full) and those that are implicit (implied, but not stated in full).

Students identify the central idea or theme when explicitly stated.

Students summarize texts (including: setting, characters, significant plot developments, problem and resolution).

Students write objective summaries (without the inclusion of personal thoughts or opinions, focused on central ideas, omitting minor details, organized, and in their own – words ideas are not copied verbatim from the text).

Students analyze text in order to determine

the theme and/or central theme when not explicitly stated.

Students evaluate the sequence of events in order to determine the most important plot developments.

Vocabulary: Determine Theme Central Idea Analyze Author’s Purpose Cite Textual Evidence Summarize Objective Explicit Implicit


RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).




How does the plot unfold?

How does the setting affect the story?

How was this character affected by the story’s setting?

In what way would this story change if it happened in a different time or place?

If the character had chosen a different path at this specific spot, how might the story have ended?

Students identify story elements within a

text (ex: setting, characters, plot, rising action, falling action, problem, resolution).

Students describe the ways in which characters change throughout the story.

Students analyze the impact of the setting on

the plot and the characters.

Students evaluate the text to explain the way in which the story elements impacted the character development throughout the story.

Students evaluate the text to determine the way individual story elements impact other elements within the story.

Vocabulary: Story Elements Analyze Plot Development Setting Evaluate Rising Action Falling Action Character Development


RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.




What does the word/phrase

_______ mean in this passage?

How could you enhance this section with figurative language?

How would changing (word/phrase) affect the meaning?

How does the literary device deepen your understanding?

Students identify context clues.

Students understand connotations/denotations.

Students identify figurative language (ex: simile, metaphor, analogy, hyperbole, personification, idioms, & onomatopoeia).

Students identify repetition of sounds (rhyme scheme, alliteration, assonance).

Students analyze impact of repetition on tone.

Students evaluate the ways in which authors develop voice through word choice.

Students analyze the ways in which figurative language adds to the poem (or drama’s) overall meaning.

Vocabulary: Figurative Language Literary Device Alliteration Simile Metaphor Onomatopoeia Rhymes Connotation Verse Determine Tone Imagery Personification Assonance Denotation Stanza Analyze Analogy Hyperbole Idioms Voice Word Choice Allusion


RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning


Lower Levels (1 & 2) Remember (knowledge) & Understand(comprehension)

Higher Level (3 & 4) Apply, Analyze, Evaluate, & Create, (Synthesize)

What type of

poetry/drama is this an example of? How do you know?

How does the structure of the text contribute to its meaning?

Why do you think the poet chose to format his poem in this manner?

How would the meaning of the poem/drama have been different if________?

How does this ______ fit into the structure?

Let’s rewrite this poem as a ____ (different type of poem).

Students identify types of poetry (Ex:

acrostic, cinquain, concrete, couplets, limerick, haiku, & tanka).

Students differentiate between types of literature (ex: drama, poem, story, & memoir)

Students identify elements of poetry (ex: stanza, rhyme, rhyme scheme, rhythm and meter, alliteration, simile, metaphor, imagery, & symbolism)

Students identify elements of drama including the following: plot, dialogue, character, audience, stagecraft, genre, convention, & theme.

Students analyze how the text structure

contributes to the meaning of the drama/poem.

Students evaluate the ramifications of changing the structure or form of a text on the overall meaning of that text.

Vocabulary: Drama Poem Structure Soliloquy Cinquain Line Sonnet Verse Stanza Tanka Poetry Act Stage Direction Narrator Concrete Poetry Couplet Limerick Haiku Stagecraft Rhyme Scheme Symbolism


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




Who is telling the story? How do you know?

How is ________ different than ________?

How does the audience view the story?

What made that character feel like this?

In what way are these two characters opposed?

Why do you think the author included this character?

Which of these characters do you most identify with?

Which character do you think the author most wanted you to identify with?

Students understand first and third person

point of view.

Students identify different points of view in the text.

Students understand differentiate between the voice of the narrator and the voice of the characters, within a text.

Students compare/contrast different characters' points of view using textual evidence to support their ideas.

Students evaluate a text in order to determine

how characters came to have specific opinions and/or world views.

Students analyze texts in order to determine when/if specific characters changed their world views during the story.

Vocabulary: Character Narrator Point of View 1st Person Narration 3rd Person – Limited 3rd Person – Omniscient Audience


RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).




How does reading the story version compare to the film or live version?

Which medium helped you the most in your understanding of the selected work?

How did what you saw and heard affect you differently than what you read?

Select an event from the book and compare it to a scene from the production. How are they similar / different? Why?

Analyze the effects of the media techniques used to produce the work.

Why do you think the film emphasized that particular part?

Students know that there can be multiple

versions of the same story and that those versions may serve different purposes.

Students will compare and contrast reading a story, drama, or poem to viewing a video or live version of the text.

Students will analyze the effects (ex: lighting,

sound, color, focus) unique to each medium, in terms of their impact on the basic story.

Students evaluate multiple presentation-styles of the same story.

Vocabulary: Compare Contrast Medium Drama Poem Film Stage Techniques Multimedia Production Camera Angle Emphasis


RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.




What are similarities

between the story and the historical account?

What are differences between the story and the historical account?

Why did the author create those differences?

Why do you think the author changed that fact?

How do you think the author wants you (audience) to feel about this specific time?

Students recognize the genre of historical

fiction.

Students remember significant historical events.

Students understand that authors manipulate historical events in order to create a better story.

Students apply their historical knowledge when

reading historical fiction in order to understand the theme and central message.

Students evaluate the text and differentiate between historical fact and fictional components.

Students analyze the theme of the story in order to determine why the author manipulated certain historical facts.

Vocabulary: Fictional Portrayal Historical Portrayal Author’s Intent Author’s Purpose Historical Fiction


RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.




Can you identify the theme and summarize the text on your own (independently)?

How do I identify areas of challenge in reading (troubleshooting) so that I may build my literacy skills to read independently and with proficiency?

What strategies do you have to tackle this text?

How do you know whether or not this text is too difficult for you?

Students read and comprehend various

genres of literature independently and proficiently.

Students identify what they know and don’t know in order to build proficiency and independence.

Students apply reading strategies, individually,

in order to read texts of high level and complexity with proficiency.

Students evaluate their own reading comprehension in order to determine whether or not they understand what they are reading.

Students read at a RIT level of 216.3 at the beginning of 7th grade and progress to level 219.7 by the end of the year.

Vocabulary: Textual Evidence Fiction Text Complexity Independent Genre Comprehend Proficiency Strategies RIT Level

Grade 7 Reading: Informational Texts


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




How can you tell this is an

informational text? What does the text actually

say? Analyze what the text means. What evidence supports your

inferences? How does citing textual

evidence strengthen your analysis?

What else can you infer from the text?

Show me what in the text makes you think that.

What textual evidence supports that idea?

Students identify what the text says.

Students understand the difference between ideas that are explicitly (explained in full) and those that are implicit (implied, but not stated in full).

Students make inferences about the text.

Students locate explicitly stated answers within the text.

Students analyze the text and make inferences

regarding the author’s message. Students examine the text in detail in order to

explain the central message and/or author's purpose.

Students evaluate the structure of the text in order to interpret the underlying ideas and concepts.

Students cite textual evidence to support analysis.

Students explain inferences in the text.

Students cite textual evidence to support in inferences (implicit evidence).

Vocabulary: Textual Evidence Cite Inference Explicitly Implicitly


RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.




What is the connection between the main ideas and the supporting ideas?

What is the central idea AND how do I cite information from the text that helps me identify the central idea?

How do I provide an objective summary of the text?

Students identify supporting ideas and the

main idea of a text

Students know that a summary is a brief account of the main points of a text.

Students differentiate important details from less important details.

Students analyze the development of the text,

to determine two or more central ideas.

Students create an objective summary citing specific evidence from the text.

Vocabulary: Objective Summary Central Idea Supporting Detail Evidence Main Idea Connection Relationship Cite


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




How are the ideas related? How would changing

____________ affect the _____________________?

How do the events interact?

Differentiate between ideas and events.

Identify the connections between individuals, ideas, or events.

Recognize cause and effect relationships.

Evaluate the impact of the interactions.

Vocabulary: Analyze Cause and Effect Connection Interaction Comparison


RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.




How does the author's choice of words affect the central idea?

How does the author’s choice of words affect the tone of the text?

What does the word/phrase ____ mean in this passage?

How was this section improved with figurative language?

How can you determine the technical meaning of ____?

How would changing (word/phrase) affect the meaning?

Do you think the author is being sarcastic? Why?

Students identify figurative language in the

text (simile, metaphor, analogy, hyperbole, personification, idioms, onomatopoeia)

Students understand that analogies are comparisons between two things, typically on the basis of their structure and for the purpose of explanation or clarification

Students explain the technical meaning of words and phrases.

Students differentiate between connotative descriptions and technical descriptions.

Students analyze the meaning of figurative

language (ex: simile, metaphor, analogy, hyperbole, personification, idioms) when they occur in non-fiction.

Students analyze the author’s purpose for using figurative language when writing non-fiction.

Students evaluate the way in which word choice affects meaning.

Students evaluate the way in which word choice affects tone/content (ex: sarcasm & pity).

Students evaluate the meaning of analogies and allusions within the text.

Students evaluate and explain connotations.

Students create their own analogies to explain key ideas in a text.

Vocabulary: Figurative Language Literary Device Simile Metaphor Word Choice Voice Connotation Determine Tone Imagery Allusion Sarcasm Denotation Analyze Analogy Hyperbole Idioms


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




What is the structure of the text?

How does understanding the structure of the text help you better understand it?

What are the key structural elements that develop its ideas?

What text features are used by the author to develop his/her ideas?

Students identify the text structure of

informational texts (ex: compare/contrast, problem/solution, sequential, & argument/counterargument).

Students understand how sections of the text (chapters and sections) relate to the whole or the development of the piece.

Students recognize and use text features in order to further their understanding of the content.

Students analyze the text structure in order to

determine why the author chose this particular organizational approach.

Students analyze how sections of the text (chapters and sections) relate to the whole or the development of the piece.

Vocabulary: Analyze Text Structure Organization Contribute Text Features


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




What is the author’s perspective on this topic?

What is the subject of this text?

What techniques did the author uses to distinguish his or her position from that of others?

Why is it important for the author to point out that not everyone agrees with him?

How does this author feel about those who do not share his perspective on this issue?

Students identify the main ideas of a text.

Students understand the concept of perspective.

Students analyze the text in order to infer the

author’s perspective on the topic.

Students evaluate the main ideas of the text in order to determine the purpose of the work.

Students explain how the author differentiates between his/her own perspective on the topic and the perspective of others.

Vocabulary: Author Develop Point of View Position Perspective Distinguish Purpose


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




What medium was most impactful for you and why?

Select one of the highlights/events from text and compare/contrast them with the audio, video or multimedia version. How are they alike and different?

Which medium helped you the most in your understanding of the selected work?

How did what you saw and heard affect you differently than what you read?

Students identify the important parts of the text.

Students compare to the audio, video, or multimedia version of the text to the original.

Students analyze how the author’s medium can

impact the understanding of the selected work.

Students analyze various versions of a text and determine the way in which the words have the most power.

Vocabulary: Analyze Infer Venn Diagram Informational Text

Impact Compare Contrast Medium Film Techniques Multimedia Production


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




What is the argument of the text?

What makes an argument invalid or valid?

How would an invalid/valid argument affect the speaker’s credibility?

Is the argument well-developed and supported?

Do you agree with the author’s stance on this topic? Why or why not?

If you were debating this author, what would your three main points be?

Students understand that all arguments have

two main components: claim and evidence.

Students identify the argument and the claim within a text.

Students understand the concept of credible sources.

Students apply their knowledge of credible

sources as they evaluate the validity/relevance of the support provided for the argument.

Students evaluate the effectiveness of the author’s argument.

Students evaluate the relevance of the claim as it pertains to the argument.

Students analyze the author’s argument in order to determine their own position.

Vocabulary: Evaluate Trace Claims Evidence Reasoning Relevant Sufficient Validity Credibility Support


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




How does the author’s

perspective shape their writing?

How are the authors’ interpretations different? How are they similar?

What facts can be used to positively or negatively sway an argument?

After reading different texts on this topic, how do you feel about the topic?

Students read multiple texts on the same topic

by various authors.

Students understand that an author’s perspective affects their writing.

Students understand that authors can spin data in order to make it better support their stance on a topic.

Students differentiate facts from opinions.

Students analyze texts in order to determine

which facts are emphasized in order to strengthen the author’s argument or perspective.

Students analyze texts in order to determine which facts are down-played in order to strengthen the author’s argument or perspective.

Students evaluate two or more texts on the same topic, by different authors, in order to determine how facts were manipulated (emphasized or down-played) in order to better serve the authors’ purpose.

Students synthesize the information form a variety of sources (on the same topic) in order to create their own analysis of the issue.

Vocabulary: Analyze Compare Contrast Emphasize Event Evidence Key Information Perspective Point of View Presentation Interpretation


RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.




What is your purpose for reading that text?

What strategy do you have that might help you better understand this text?

Why is this text important?

Is this a text that you would recommend? Why or why not?

Would this text be a good source for a paper on this topic? Why or why not?

Students establish purpose before reading

informational texts.

Students will read informational texts for a variety of purposes (ex: research, information, enjoyment).

Students self-monitor their reading

comprehension and apply reading strategies as needed.

Students read at a RIT level of 216.3 at the beginning of 7th grade and progress to level 219.7 by the end of the year.

Vocabulary: Comprehension Literature Informational Text Fluency Complex Nonfiction

Grade 7 Writing


W.7.1 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.




Introduce a claim, acknowledge and address alternate/opposing claims.

In sentence ____, the author supports his counter argument with relevant evidence.

When writing arguments, students

organize their work in the following manner:

Students state their claim.

Students address that opposition to their argument exists.

Students organize their reasons and/or evidence in a logical manner

Students apply their understanding of formal

text structure when writing for argumentative writing.

Vocabulary: Arguments Counter Argument Evidence Alternate Organization Claim (s) Logical


W.7.1 Write arguments to support claims with clear reasons and relevant evidence. B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.




What data does the author use to support his claim?

Does the data come from a credible source?

Students locate credible sources.

Students gather evidence from credible sources to support their claim.

Students arrange evidence to support claim.

Students choose relevant support.

Students demonstrate an understanding of the topic.

Students apply their understanding of logical

reasoning and credible sources when writing arguments.

Students evaluate sources for their credibility.

Students analyze the relevance of evidence.

Students draw conclusions based on evidence from sources.

Vocabulary: Arguments Counter Argument Evidence Alternate Organization Claim (s) Logical


W.7.1 Write arguments to support claims with clear reasons and relevant evidence. C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.




Which sentences best support the counterargument?

What might you add to better explain this idea?

Students understand that cohesion refers

to the flow of ideas within a text.

Students understand the relationship between their claims, reasons, and evidence.

Students use transition words to guide the reader through the piece.

Students apply their understanding of

cohesive connections when writing arguments.

Students analyze the flow of their sentences.

Students revise their word choice with an emphasis on cohesion, or flow.

Vocabulary: Arguments Counter Argument Evidence Alternate Organization Claim(s) Logical Cohesive Clarify


W.7.1 Write arguments to support claims with clear reasons and relevant evidence. D. Establish and maintain a formal style.




What is the purpose of the paper?

Who is the audience?

Students understand voice and that one’s

language and tone changes depending on the audience.

Students identify characteristics of formal style (ex. serious tone, more complex vocabulary, active voice, third person pronouns, longer sentences, etc.).

Students identify characteristics of an informal style (ex. casual tone, simple vocabulary, slang, contractions, first and second person pronouns, short sentences. etc.).

Students apply their understanding of voice in

order to establish and sustain an objective style and tone when writing arguments.

Students differentiate between formal and informal style.

Students analyze the impact of a formal style on the reader.

Students revise their piece to reflect a formal style.

Vocabulary: Argument Relevant Persuade Formal Style


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

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




Rewrite the concluding statement to support the argument presented.

Students understand that an argument’s

conclusion must resonate with audiences in order to better persuade them.

Students summarize their findings in a concluding statement that gives closure to the piece.

Students create a concluding statement that

follows form and supports the argument presented.

Students evaluate their concluding statements to insure that their message will persuade and resonate with audiences.

Vocabulary: Argument Conclusion Concluding Statement Supporting Evidence


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.




What is a thesis statement?

How does the author organize ideas?

What strategies does the author use to present their topic /thesis?

How can graphics and other multimedia tools aid in understanding the text?

How do I write an effective thesis/topic sentence?

How do I convey my thoughts in writing?

To support the thesis, what tables and charts does the author provide?

Students write an informational text.

Students write an introduction that pulls in the reader, previews the essay, and states the thesis of the informational text.

Students understand the purpose of an informational text.

Students clearly state the thesis of the essay in the introduction.

Students analyze the connection between the

introduction and the body.

Students revise the introduction.

Students evaluate their writing in order to create informational essays with appropriate formatting and graphics.

Vocabulary: Informative Text Explanatory Text Convey Relevant Content Preview Classification Formatting Multimedia Thesis


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.




What strategies does the author use to present their topic /thesis?

How do I decide which information is important to put in an argument?

How do I decide what information is relevant in the text?

How does the author organize her ideas?

Students identify details that support their

thesis.

Students organized supporting details into paragraphs with clear topic sentences.

Students create topic sentences that clearly tie to the thesis statement.

Students use a variety of supporting details (ex. facts, definitions, concrete details, quotations, examples).

Students analyze their supporting details for relevance.

Students revise supporting details.

Students analyze the cohesion of the information.

Students revise to include a variety of supporting details (ex. facts, definitions, concrete details, quotations, examples).

Vocabulary: Informative Text Explanatory Text Convey Relevant Content

Thesis Concrete Details


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.




What is a transition and how will it help develop my text?

What transitions can I use to help my writing piece flow?

What are the relationships between concepts or ideas in the text?

Students understand that cohesion refers

to the flow of ideas within a text.

Students understand the relationship between their thesis, topic sentences, evidence, and explanations.

Students use transition words to guide the reader through the piece.

Students analyze the use of transitions to connect ideas in their informational test.

Students revise their informational text to include well-chosen transitions.

Vocabulary: Informative Text Explanatory Text Convey Relevant Content Thesis Concrete Details Cohesion


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. D. Use precise language and domain-specific vocabulary to inform about or explain the topic.




Why is it important to use precise language in the text?

How does the author use precise language to convey ideas to evoke a response out of the readers?

Students understand the language specific to

their topic.

Students use words precisely to help inform or explain about their topic.

Students revise their word choice with an

emphasis on precision.

Vocabulary: Informative Text Explanatory Text Convey Relevant Content Thesis Concrete Details Cohesion Domain-Specific Vocabulary Word Choice


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. E. Establish and maintain a formal style.




How do I address my audience?

How do I find my formal voice in writing?

Students identify characteristics of formal

style (ex. serious tone, more complex vocabulary, active voice, third person pronouns, longer sentences, etc.)

Students identify characteristics of an informal style (ex. casual tone, simple vocabulary, slang, contractions, first and second person pronouns, short sentences. etc.)

Students establish and maintain formal text structure.

Students explain the differences between formal and informal style.

Students analyze the impact of a formal style

on the reader.

Students revise their piece to reflect a formal style.

Vocabulary: Informative Text Explanatory Text Convey Relevant Content Thesis Concrete Details Cohesion Voice Formal Style


W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. F. Provide a concluding statement or section that follows from and supports the information or explanation presented.




How do I end my writing piece/text?

What purpose does a concluding statement serve?

Students know the purpose of the conclusion

is to wrap-up the topic and leave the audience with a sense of closure.

Students write a logical conclusion.

Students analyze their concluding statements to

ensure they follow logically and provide closure.

Students revise their concluding statements to connect to the opening, provide closure, and leave a lasting impression.

Vocabulary: Informative Text Explanatory Text Convey Relevant Content Thesis Concrete Details Cohesion Voice Conclusion


W.7.3 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.




What are you telling here? Is it a real or imagined event?

From which point of view are you telling this?

How are you going to engage the reader and establish the context of your writing?

Students write a narrative piece.

Students introduce the narrator and characters to the audience in the beginning of the story.

Students create a logical plan of events.

Students revise their narratives to engage and orient the reader.

Students revise their plot to make sure it's natural and logical.

Vocabulary: Narrative Effective Technique Relevant Details Event Sequences Narrator Point-Of-View Sequence of Events



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





Who is the narrator?

How does your use of dialogue aid in developing your experiences and characters?

Name the first event that leads to the unfolding of the story.

How does your description aid in developing your experiences and characters?

Students use dialogue to develop plot and

characters.

Students use description to create mental images for the reader.

Students develop experience, events, and characters.

Students revise their narratives to improve

their use of dialogue, pacing, and descriptions.

Students analyze their writing in order to ensure they have developed the experiences, events, and characters within their narrative piece.

Vocabulary: Narrative Effective Technique Relevant Details Event Sequences

Narrative Techniques Dialogue Pacing



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





Who is the narrator?

How does your use of transition words and phrases show sequence or a shift in time?

How does your use of clauses show sequence or a shift in time?

Students use transitions to guide the

reader through the story.

Students use transitions to indicate a shift in time or setting.

Students use transitions to show relationships between experiences and events.

Students analyze and revise the organizational structure of their narratives.


Narrative Techniques Dialogue Pacing Transition Words Clause Convey Sequence



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




How can you improve your descriptions?

What sensory details have you included in the story?

Has every description included moved the story forward and enhanced your reader’s interest in the story?

Students understand that they should

choose words and write descriptions in such a way as to appeal to the audience’s senses.

Students understand word choice.

Students use words that generate rich and

specific detail that conveys action when writing narratives.

Students use words that generate sensory details and emotions that convey experiences and events being portrayed when writing narratives.


Precise Sensory Language Convey Word Choice



E. Provide a conclusion that follows from and reflects on the narrated experiences or events.




How does the ending of my story logically close the events that happen in the story?

Would readers of my story be satisfied with this ending?

Does the ending relate to the experiences in the story?

Students know the purpose of a conclusion

Students understand that the ending of their story needs to make sense.

Students understand that the ending of their story needs to fit with what they have created thus far.

Students write a logical ending to their story.

Students create an ending that logically

follows what has been written thus far.

Students create an ending that is a sensible, satisfying conclusion to the events in the story.


Precise Sensory Language Convey Word Choice


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




How did you apply your knowledge of __ (specific writing trait) to help you make this a better piece?

Students understand the purpose of writing.

Students organize ideas, concepts, and information prior to writing.

Students write thesis statements which serve as the foundation for quality writing.

Students write well-constructed paragraphs.

Students write strong conclusion that supports main idea.

Students create writings that are organized and coherent.

Students select the most appropriate style for their writing task.

Students evaluate their writing piece to determine what revisions need to be made.

Vocabulary: Coherent 6 Traits of Writing Development Organization Style Purpose Audience


W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.




What would be the best starting sentence?

What would be the best thesis?

What sentence could best conclude this selection?

What could be left out without changing the meaning of this selection?

What might be the best title for this selection?

Students follow the writing process for all

major writing projects (prewrite, draft, edit, revise).

Students understand the 6+1 Writing Traits (ex: Ideas, Voice, Word Choice, Organization, Sentence Fluency, Conventions + Presentation)

Students apply their understanding of the 6+1

Writing Traits when writing.

Students analyze feedback from peer editing and teacher-student writing conference to revise their writing.

Vocabulary: Editing Organization Planning Revising Rewriting Writing Process Writing Conference 6+1 Writing Traits Ideas Voice Sentence Fluency Word Choice Organization Conventions Presentation


W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact

and collaborate with others, including linking to and citing sources.




What sources might you use to strengthen your writing?

What is the best format in which to publish you work?

Students type with accuracy and speed.

Students use publishing software, including Microsoft Word and Open Office.

Students know how to place links into a document.

Students apply their knowledge of publishing

software when selecting the appropriate program to use for publishing papers.

Students interact with others using social media and/or distance learning.

Vocabulary: Link Produce Publish Technology Collaborate Cite Social Media


W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.




What key words could you use to find information about___?

Given a list of several articles on a subject, which would you check on first?

What questions does you essay/report answer?

What is the best thesis for this essay?

What is the correct way to cite this source?

Students differentiate between credible

and non-credible sources.

Students understand how to locate quality sources using the Internet.

Students understand the research process.

Students create investigative questions.

Students evaluate information from a variety of online and text-based sources in order to determine pertinent information.

Students engage in on-going analysis of acquired information, generating new questions as needed.

Students synthesize information from a variety of sources in order to use that information in their own writing.

Vocabulary: Cite Bibliography Internet Search Key Word Research Synthesize


W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.




How do you know if the source is credible?

How do you know if information is accurate?

What format should be used when citing sources for your bibliography?

How do you cite a digital source?

How is a digital source cited differently than a print source?

What can you conclude from the data?

Students differentiate between credible

and non-credible sources.

Students understand how to locate quality sources using the Internet.

Students understand the research process.

Students understand the concept of plagiarism and how to avoid it.

Students paraphrase information in order to avoid plagiarism.

Students understand the rules for quoting sources.

Students keep track of each source used for a given paper.

Students create a bibliography according to

MLA guidelines.

Students evaluate information from a variety of online and text-based sources in order to determine pertinent information.

Students engage in on-going analysis of acquired information, generating new questions as needed to propel their research.

Students synthesize information from a variety of sources in order to use that information in their own writing.

Students analyze information from a variety of sources, drawing their own conclusions based on that information.

Vocabulary: Bibliography Credibility Citation Digital source Plagiarism Quotation Marks Quote Relevant Research Source Summarize Paraphrase


W.7.9 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”).




How does the author portray the character?

What examples from the text support this portrait?

How does the author change time and place of events to support his argument?

What evidence do you have from the text to support the author’s argument/claim?

Is there relevant/sufficient evidence to support the claim?

Students locate relevant details from

literary texts.

Students understand the ways in which authors manipulate history in order to enhance their own stories.

Compare and contrast fictional portrayals of events.

Compare and contrast specific story elements from a variety of literature.

Students draw evidence form literary texts to

support answers and validate claims.

Students analyze questions, create responses, and connect those responses back to literature read in class.

Vocabulary: Compare/Contrast Evidence Evaluate Historical Account Support


W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 sufficient to support the claims”).




What evidence do you have from the text to support the author’s argument/claim?

Is there relevant/sufficient evidence to support the claim?

Students locate relevant details from

informational texts.

Students understand the ways in which authors manipulate history in order to enhance their own stories.

Compare and contrast informational texts on the same topic

Compare and contrast various authors’ perspective on the same topic.

Students draw evidence form informational

texts to support answers and validate claims.

Students analyze questions, create responses, and connect those responses back to texts read in class.

Students evaluate informational texts for bias.

Vocabulary: Compare/Contrast Evidence Evaluate Relevant Research Sufficient Support


W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.




What is the purpose of this writing?

Who is the audience?

What is the thesis statement?

How does the evidence support this thesis?

Could additional revisions be made? Where? How?

How does the conclusion relate to the thesis?

Students understand the importance of

writing in terms of self-expression and the sharing of information.

Students understand the writing process.

Students understand the 6+1 Traits of Writing.

Students apply their knowledge of the writing

process and the 6+1 Writing Traits when writing.

Students create writings in a multitude of formats.

Students create writings appropriate to the task at hand and the audience.

Students apply their knowledge of writing when writing for various content areas.

Students consistently engage in self-reflection and revision in order to strengthen their writing skills.

Vocabulary: Revision Editing Summary Writing Process 6+1 Writing Traits Self-Expression

Grade 7 Speaking & Listening


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

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.




What topic is being discussed?

What questions can you contribute?

What are important rules for discussion?

Where is the evidence?

Students understand how to participate in

discussions (take turns talking, share their own ideas, & speak in a respectful manner).

Students ask and respond to others’ remarks making relevant comments that focus on material being studied.

Students participate in discussions effectively

Students ask and respond to others’ comments appropriately and contribute their own ideas based on evidence read or researched.

Vocabulary: Discussion Evidence Expressing Ideas Individual Roles Pose Questions Justify Views Relevant Observation



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








What progress has your group made toward the goal/deadline?


discussions (take turns talking, share their own ideas).


Students monitor their individual roles during discussion.

Students remember to monitor their progress during discussions.


Students ask and respond to others’ comments appropriately and contribute their own ideas based on evidence read or researched

Students self-monitor their individual roles in discussion.

Students self- monitor their progress during discussion and take corrective action when needed.

Vocabulary: Collegial Discussion Evidence Expressing ideas Clarity Collaboration



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








What progress has your group made toward the goal/deadline?

How have you contributed to keeping your group on topic?


discussions (take turns talking, share their own ideas, and speak in a respectful manner).


Students know to ask questions and provide answers to questions that encourage more comments and/or refocus discussion on topic as needed.


Students ask and respond to others’ comments appropriately and contribute their own ideas based on evidence read or researched

Students respond to others’ remarks with comments that refocus on material being studied

Students generate questions that refocus discussion on topic as needed

Vocabulary: Collegial Discussion Evidence Expressing ideas Clarity Collaboration



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





What questions do you have?



What progress has your group made toward the goal/deadline

What new information have you learned that would cause you to change your views?


discussions (take turns talking, share their own ideas).


Students understand that new information could change their views about a topic

Students participate in discussions effectively.

Students ask and respond to others’ comments appropriately and contribute their own ideas based on evidence read or researched.

Students evaluate new evidence from others objectively.

Students adjust their views when new information from others justifies it.

Students synthesize the information given in order to develop a revised view of a given topic.

Vocabulary: Collegial Discussion Evidence Expressing Ideas


SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.




What is the topic, main idea,

and supporting details of the presentation?

What is the relationship between the main idea and supporting details?

What is the contribution to the presentation of the main idea and supporting details?

How do the ideas included in the presentation clarify the topic, text, or idea?

Which media format made the topic easier for you to understand?

Students interpret information presented

in diverse media or formats.

Students explain how the ideas presented clarify a topic, text, or issue.

Students understand purpose of presentation is to enhance the message so that it is understood by the audience.

Students analyze the presentation style in

order to determine whether or not this was a good choice.

Students analyze information presented in a variety of formats in order to discuss that information in a meaningful fashion.

Students integrate information presented in different formats and media.

Vocabulary: Analyze Interpret Diverse Media Format Quantitatively Clarify


SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.




How would you characterize the relationship between the speaker’s argument and specific claims?

How would you judge the soundness of the speaker’s reasoning?

What evidence did the speaker offer in support of the claims-and was it both relevant and enough considering the topic and purpose?

Did the speaker provide enough evidence to back up his claims? Why or why not?

Did the speaker convince you? Why or why not?

Students accurately report another

another’s arguments.

Students understand the speaker’s claims (regardless of whether or not they agree with them).

Students identify the speaker’s reasoning.

Students identify evidence presented by the speaker to support his/her position.

Students understand the concept of credible sources.

Students evaluate a speaker’s claims based on

the merit of his/her argument (and not whether or not they agree with the speaker).

Students analyze the strength of the speaker’s claims by determining whether or not the evidence provided is relevant and valid.

Students evaluate if the speaker offered enough credible evidence to sufficiently support the initial claim.

Students examine the speaker’s reasoning in order to determine his/her purpose.

Students analyze the overall argument in order to determine their own opinion on the matter.

Vocabulary: Delineate Distinguish Irrelevant Evidence Reasoning Relevant Rhetoric Soundness of Reasoning Credible Viable Sufficient


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




What claims and findings are

you presenting? How are you going to arrange

your findings? What ideas or details would

you consider “Salient Points?” What “Salient Points” are you

going to emphasize? What examples should you

include to emphasize “Salient Points?”

Students present information and findings

in an organized manner making it easier for listeners to follow.

Students plan and present information in a way that is easier to grasp (basic text structure ex: cause/effect & problem/solution).

Students maintain eye-contact when presenting.

Students adjust their volume when speaking in order to ensure the audience hears.

Students adjust volume for emphasis when speaking.

Students pronounce words in a clear manner when speaking.

Students create a well-organized speech by applying their understanding of text structure.

Students obtain and use credible evidence to support their claim.

Students emphasize salient points (important details and/or sources) when presenting.

Students reflect on their own public speaking skills in order to determine how best to revise and improve their message.

Vocabulary: Claim Findings Salient Points Coherent Pertinent


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




What is the subject and purpose of your presentation?

Which elements and information are most important?

What components would clarify your ideas?

Which claims, findings or salient points should you use multimedia components to emphasize or clarify?

Students understand the value of

multimedia visual aids when speaking and presenting material to others.

Students create presentations that use audio,

graphics, image, music and/or sound.

Students analyze their own research and data to determine which concepts require a visual aid in order to better present the work.

Students create visual displays of information to explain claims and findings.

Vocabulary: Multimedia Components Salient points Visual Displays Clarify


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




Who are you addressing on this occasion?

What is the occasion on which you are speaking?

How should you adapt your speech, given this audience, your purpose and the occasion of your talk?

Students understand that different

occasions, purposes and audiences require different voice and styles.

Students know to adjust their voice and style depending on the occasion, purpose and audience of their talk.

Students analyze their audience and adjust

their speaking accordingly.

Students apply different voice and style to their speech depending on the occasion, audience and purpose of their speech.

Students apply their knowledge of formal English when speaking in front of academic audiences.

Vocabulary: Purpose Voice Style Audience Context

Grade 7 Language


L.7.1 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.




What is the phrase in this sentence? What is its purpose?

What is the clause in this sentence? What is its purpose?

What might you add to this sentence that would make it more interesting?

Students identify clauses and phrases

within a sentence.

Students identify basic parts of speech including: noun, verb, adjective, and adverb.

Students know that a clause is a collection of words that has a subject that is actively doing a verb.

Students know that a phrase is a collection of words that may have nouns or verbals, but it does not have a subject doing a verb.

Students evaluate sentence structure to

determine the function of specific clauses and phrases.

Students are able to orally explain the purpose of clauses and phrases.

Students are able to explain in written format the purpose of clauses and phrases.

Students apply their understanding of parts of speech when writing and speaking.

Students apply their understanding of phrases and clauses when speaking and writing.

Vocabulary: Parts of Speech Clause Phrase Convention Standard English Function


L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. B. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.




What type of sentence is being used?

Why do you think the author chose to use this type of sentence?

How are the types of sentences punctuated to avoid run-ons?

Why choose one sentence type over another?

Why is it important to use various types of sentences when writing?

How might you revise your writing in order to include different types of sentences?

Students identifies simple, compound,

complex, and compound-complex sentences.

Students understand a compound-complex sentence is made from two independent clauses and one or more dependent clauses (ex: They decided that the movie was too scary, but our children, who like to watch spooky movies, thought that we were wrong.).

Students evaluate sentence structure in order

to determine the relationship between ideas.

Students apply their understanding of sentence structure when writing and speaking by using various types of sentences.

Vocabulary: Conventions Standard English Sentence Structure Simple Sentence Compound Sentence Complex Sentence Compound-Complex Sentences


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

C. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*




When does a modifier become a dangling modifier?

What word is being modified?

How might you revise this sentence?

Students identify clauses, phrases, modifiers and dangling modifers within a sentence.

Students know that a clause is a collection of words that has a subject that is actively doing a verb.

Students know that a phrase is a collection of words that may have nouns or verbals, but it does not have a subject doing a verb.

Students understand that a modifier describes, clarifies, or gives more detail about a concept.

Students know that a modifier becomes dangling when it is unclear what is being modified (ex: - With Dangling Modifier -After reading the great new book, the movie based on it is sure to be exciting. Corrected -- After reading the great new book, Anna thought the movie based on it was sure to be exciting.).

Students evaluate sentences and revise

dangling modifiers.

Students apply their understanding of modifiers when writing.

Vocabulary: Conventions Standard English Sentence Structure Verbals Modifiers Dangling Modifiers Subject Verb


L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).




Look over your writing to see if you have two or more adjectives in a row. How did you punctuate?

How do you correctly punctuate coordinate adjectives in a sentence?

As you revise, focus on coordinate adjectives and making certain you are using commas correctly.

Students know coordinate adjectives are

two or more adjectives that precede and describe the same noun and are equal in their application to the noun.

Students understand that if two or more adjectives are coordinate, a comma is used to separate them to provide clarity.

Students apply their understanding of

coordinate adjectives when writing.

Vocabulary: Conventions Standard English Sentence Structure Punctuation Comma Coordinate Adjective


L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. B. Spell correctly.




How can you be certain that all words are spelled correctly?

What strategies do you have to determine if these words are spelled correctly?

Students know how to spell commonly

used words.

Students know how to use spell check when word processing.

Students apply their understanding of spelling

conventions and patterns when writing.

Students apply their understanding of technology in order to spell correctly.

Vocabulary: Conventions Standard English Sentence Structure Punctuation


L.7.3 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 redundancy.*




What types of sentences do you have in this particular piece?

How might you rephrase this idea?

What words might you eliminate from this sentence?

Is there another way to say this?

Check your writing to make certain that you aren’t repeating yourself.

Students recognize a variety of sentence

structure including: simple, compound, complex, and compound-complex.

Students understand the concept of word choice.

Students understand the concept of sentence fluency.

Students recognize wordiness within their writing.

Students understand that redundancy is to be avoided when

Students apply their knowledge of word

choice when revising their writing in order to improve the sentence fluency.

Students apply their knowledge of sentence fluency when revising their writing.

Students apply their understanding of sentence structure when combining sentences to reduce wordiness.

Vocabulary: Conventions Standard English Sentence Structure Word Choice Wordiness Redundancy Sentence Fluency Concise


L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.




What strategies do you have for determining the meaning of this?

How might you determine the meaning of the unknown word?

Read until the end of the paragraph. Do you still need clarification? What else might you do to figure out what that word or phrase means?

What context clues might you use to determine the meaning of this unknown word or phrase?

Students understand the strategy of using

the context to determine the meaning of a particular word.

Students apply context clues in order to

determine the meaning of unknown words or phrases.

Vocabulary: Clarify Content Strategies Context Function Context Clues


L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).






Does this word have a prefix or suffix? How might that help you determine the meaning of the word?

Do you know any words that begin in the same way as this unknown word? How might this help you determine the meaning of this word?

Students know the following prefixes: in-,

bel-, il-, im-, ir-, inter-, trans-, super-, micro-, uni, com-, con-, ex-, exo-, pro-, se-, retro-.

Students know the following suffixes: -ent, -ant, -ity, -ty, -ic, -ize, -age, -ous, -eous, -ious, -fy, -hood, -ice, -some, -ward, -ish, -less, -bel.

Students apply their understanding of affixes

in order to determine the meaning of unknown words.

Students apply their understanding of affixes when reading independently.

Students self-monitor for comprehension when reading independently.

Vocabulary: Clarify Content Strategies Affix Suffix Prefix Roots


L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. C. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.





How might you improve the word choice in your writing?

Is there another way that you might say that?

How might you improve your writing to make it more interesting for your audience?

Students will remember to use a dictionary

or glossary (either online or print versions) when they have a question about the meaning of a word.

Students will know how glossaries and dictionaries are organized.

Students know how to use digital and print thesauruses.

Students understand the concept of word choice.

Students will apply their understanding of

dictionaries and specialized reference materials in order to determine the meaning of unknown words.

Students will apply their understanding of thesauruses in order to revise and improve their word choice when speaking and writing.

Vocabulary: Clarify Content Strategies Pronunciation Word Choice Precise Meaning Clarify Thesaurus Glossary Digital Dictionary


L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. 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).






Now that you have made a good guess as to what that word means, look it up in the dictionary. Was your inference correct?

Were you surprised by the actual definition of that word? Why or why not?

Students infer the meaning of an unknown

word using a variety of strategies (ex: context clues, affixes, & using resource materials)

Students analyze initial thoughts regarding

word meanings and check the meaning using the dictionary.

Vocabulary: Digital Dictionary Content Strategies Pronunciation Precise Meaning Clarify Infer Word Choice Preliminary Determination


L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.




To what does this phrase allude?

To what myth does this text allude?

To what Bible story does this refer?

Write a parody for this story.

Does this story remind you of another story you have read?

Students understand that Western

literature commonly uses biblical figures and figures from classical mythology.

Students have a familiarity with widely used biblical stories.

Students have a familiarity with widely used myths.

Students have a familiarity with literary allusions.

Students understand the concept of parodies.

Students apply their understanding of literary

allusions when reading literature to further understanding.

Students apply their understanding of widely-used biblical stories when reading literature to further understanding.

Students apply their understanding of widely-used biblical stories when reading literature to further understanding.

Students apply their understanding of Western themes and ideas in order to explain parodies.

Vocabulary: Demonstrate Figurative Language Word Relationships Nuances Literary References Biblical References Mythological Allusions Context Parody


L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. B. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.




Create an analogy to explain this new concept.

What is the opposite of ____?

In what ways does knowing the opposite of _____ increase your understanding of this concept?

Why did the author choose to explain this using an analogy?

What idea is similar to this concept?

Does this concept remind you of something else you have learned? What?

Students identify synonyms and antonyms

for given words.

Students understand that analogies comparisons between two things, usually included to clarify a complex ideas.

Students identify analogies in literature.

Students apply their knowledge of analogies in

order to create new analogies to showcase an understanding of covered concepts.

Students explain new concepts and ideas using synonyms and antonyms in order to further their own understanding of the new concept.

Vocabulary: Demonstrate Figurative Language Word Relationships Concept Synonym Antonym Analogy


L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).




What can you infer about the author’s feelings based on the connotation used?

What is the connotation associated with that word?

What does the author’s word choice reveal about his point of view?

Is there another way to say this?

Which words might make the reader think negatively / positively about this idea?

Students understand that connotation is an

idea or feeling that a word invokes in addition to its literal or primary meaning.

Students understand that denotation refers to the actual definition or meaning of a word.

Students evaluate the way in which a word is

used in order to determine the connotative meaning.

Students differentiate between the connotation and denotation for given words and concepts.

Students analyze connotative associations in order to determine the author’s intent.

Students apply their knowledge of connotative associations when writing in order to communicate their feelings on a given idea.

Vocabulary: Demonstrate Figurative Language Word Relationships Concept Connotation Denotation Association


L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.




What other words or phrases could you use to replace the underlined portion of the text, without changing the overall meaning?

Can you restate that idea using a vocabulary word?

Can you restate that idea using more precise words?

How might you rephrase that?

Can you put that sentence from the text into your own words?

Let’s replace the underlined portion with a more precise description.

Students learn and use words that are basic to understanding 7th grade concepts.

Students use transition words and phrases appropriately (ex: next, after that, then, finally).

Students accurately describe spatial relationships between items using positional words (ex: under, over, near, far, left, right).

Students apply and use content specific language appropriately.

Vocabulary: Academic Vocabulary Specific Precise Paraphrase Rephrase Relationship General Positional Words Sequence Restate Replace Domain-Specific Vocabulary

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