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Parsippany-Troy Hills School District ENG773-775 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 7 A Course Outline for English Language Arts Approved by the Board of Education August 13, 2015 Developed: Revised:

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Page 1: ENG773-775 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 7sharepoint.pthsd.k12.nj.us/ci/Approved Curriculum/ENG773-775... · Grade 7 Language Arts and Advanced Language Arts provide an

Parsippany-Troy Hills School District

ENG773-775 LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 7 A Course Outline for English Language Arts

Approved by the Board of Education August 13, 2015

Developed: Revised:

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Table of Contents

STATEMENT OF PURPOSE ................................................................................................................................................................................................... 3

THE LIVING CURRICULUM ................................................................................................................................................................................................... 4

AFFIRMATIVE ACTION ......................................................................................................................................................................................................... 4

GENERAL GOALS ................................................................................................................................................................................................................. 5

GRADING PROCEDURES ...................................................................................................................................................................................................... 6

COURSE PROFICIENCIES ...................................................................................................................................................................................................... 7

I. LITERATURE AND INFORMATIONAL TEXT ........................................................................................................................................................ 10

II. WRITTEN COMPOSITION .................................................................................................................................................................................. 16

III. LANGUAGE........................................................................................................................................................................................................ 20

IV. SPEAKING AND LISTENING ............................................................................................................................................................................... 24

BIBLIOGRAPHY .................................................................................................................................................................................................................. 26

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ............................................................................................................................................ 28

APPENDIX B RUBRICS ..................................................................................................................................................................................... 34

APPENDIX C SHOWCASE PORTFOLIO ............................................................................................................................................................. 37

APPENDIX D OUTLINE OF WRITING SKILLS ..................................................................................................................................................... 39

APPENDIX E COMMON CORE STATE STANDARDS FOR .................................................................................................................................. 44

APPENDIX F NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGY .......................................................................... 56

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STATEMENT OF PURPOSE

Grade 7 Language Arts and Advanced Language Arts provide an integrated approach to language instruction which incorporates meaningful language experiences. During such experiences, the students will be engaged in authentic tasks that emphasize both process and content. In keeping with recommendations of the National Council of Teachers of English and the Modern Language Association, skills are stressed as part of an overall process, not as ends in themselves. The goals of the course are to develop critical thinking and problem-solving, reading, writing and research skills. These goals will also prepare students for the Partnership for Assessment of Readiness for College and Careers (PARCC).

In order to provide instruction and structure that recognizes the varied learning styles of seventh grade students, this program incorporates diverse learning experiences such as group activities, cross-curricular projects and discussions. The Grade 7 Language Arts and Advanced Language Arts programs provide opportunities for students to become independent readers, writers and thinkers. The proficiencies focus on analytical and critical reading, vocabulary development, written expression, research, listening and oral communication. Critical thinking skills are infused throughout the program.

Identified throughout the course of study are activities and reading selections that relate specifically to Grade 7 Language Arts and Advanced Language Arts. The differences in activities and reading selections provide advanced students opportunities for more intensive study. Depth of instruction in each objective will differ based on students’ levels of proficiency. As part of the Advanced Language Arts program, instructional tasks and assessment activities challenge students to develop as critical readers of increasingly sophisticated material. Discussion techniques, such as shared inquiry, direct students to employ higher level thinking skills as they respond to literature through an integrated approach to the study of language arts. Where suggested activities apply to all students, the depth of instruction will differ based on students’ levels of proficiency.

The Grade 7 Language Arts and Advanced Language Arts program functions as a bridge from sixth to eighth grade in order for students to become accountable and independent in the learning process.

The purpose of this revision is to integrate the Common Core State Standards for Language Arts Literacy (CCSS) and to incorporate Technology Standards (NJCCCS).

Revisions include:

a. Instructional activities to address the above-referenced standards and the new components of the NJASK b. Update of reading lists c. Update Showcase Portfolio to reflect technology component d. Development of rubric for authentic assessment e. Outline of Writing Skills

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THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

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GENERAL GOALS

The students will: 1. apply accepted standards of written and spoken English in a variety of communications directed to varied audiences. 2. develop metacognitive reading skills by reinforcing active reading strategies using a variety of literary genres. 3. create a foundation in research skills with an emphasis on analyzing, gathering, synthesizing and citing information from print, non-print and

electronic sources. 4. develop critical and higher level thinking skills. 5. develop competency in written language by mastering all parts of the writing process.

PERSONAL DEVELOPMENT In order to provide instruction and structure that assists students through the physical and emotional changes that occur during these years, the Language Arts Program provides opportunities for students to engage in group learning experiences, discussion activities and presentations.

SKILL DEVELOPMENT Rich in opportunities for skill development, the Language Arts Program concentrates on strong proficiency in vocabulary development, written expression, research, listening and oral communication. Critical thinking skills are infused throughout the program.

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GRADING PROCEDURES

MAJOR ASSIGNMENTS 50% (Tests/Projects/Presentations/Writing) Shared Inquiry Metacognitive Reflections Reading projects Technology Oral Presentations Quarterly Novel Tests Research Paper

MINOR ASSIGNMENTS 35% Reader Responses Quizzes Vocabulary Reading Projects

CLASSWORK/HOMEWORK 15% Online Activities Class Discussions Group work Discussion Questions Vocabulary Reading Comprehension Checks Literature Circles

Final Grade

Full Year Course • Each marking period shall count as 20% of the final grade

Quarterly Exams • Quarterly exams shall count as 4% in marking periods 1 and 3 • Quarterly exams shall count as 6% in marking periods 2 and 4

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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

COURSE PROFICIENCIES Course: ENG773-775 Title: LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS 7

In accordance with district policy as mandated by the New Jersey Administrative Code and the Common Core State Standards, the following are proficiencies required for the successful completion of the above named course. The student will:

I. LITERATURE AND INFORMATIONAL TEXT 1. recognize the elements of the short story, novel, mythology, non-fiction, and poetry and analyze the significance of each. 3. develop and utilize analytical and metacognitive reading skills. 4. recognize the use of rhyme, rhythm and figurative language (simile, metaphor, hyperbole, allusion, and personification). 5. recognize and analyze how author’s style, purpose, tone, point of view, and mood contribute to text effect. 6. explore connections in literature with other content areas. 7. respond to and critically evaluate the meaning of the text and utilize textual evidence to support opinions. 8. analyze similarities and differences between written text and various media formats. 9. identify and analyze central idea and theme of text. 10. identify and analyze how form and structure contribute to the meaning of various genres. 11. compare and contrast fictional portrayals of characters and events with historical accounts of the same period.

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II. WRITTEN COMPOSITION 12. before writing, establish: M = mode, A = audience, P = purpose, and S = subject. 13. engage in the writing process as follows:

a. brainstorm and gather information for writing. b. sort and arrange written ideas. c. compose rough draft.

d. revise rough draft utilizing self/peer/teacher conferencing. e. proofread and edit rough draft.

f. compose final draft following appropriate composition form. 14. construct paragraph and multi-paragraph writings on self-selected topics and literature-based topics using a variety of writing genre:

a. informative b. persuasive c. explanatory

15. use literature and informational text as support for writing activities. 16. utilize specific vocabulary to convey meaning in writing. 17. create a research project to develop research skills. a. use skills for narrowing a topic. b. use print, non-print and electronic sources.

c. use effective note taking strategies such as outlining and paraphrasing to summarize information and avoid plagiarism. d. document sources of information in accordance with Modern Language Association (MLA) bibliographical format. e. synthesize research information in written or oral form. f. cite sources of information. g. analyze how the same topic, presented by different authors, can advance different interpretations of facts.

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III. LANGUAGE

18. increase competencies in composition, grammar and spelling skills by exhibiting the following: a. recognize and use simple, compound and complex sentences. b. recognize and use the eight parts of speech. c. use proper capitalization and punctuation. d. locate, identify and apply effective use of prepositional phrases, verbal phrases and clauses. e. learn and use principal parts of verbs, correct subject-verb agreement, and comparative and superlative forms of modifiers. f. recognize and correct run-on sentences, fragments, and other common sentence errors. g. demonstrate good spelling habits, apply spelling rules, and correctly spell words that are often confused.

19. determine meaning of unknown and multiple-meaning words and phrases, utilizing Greek and Latin affixes. 20. continue to expand knowledge of synonyms and antonyms. 21. utilize reference materials to determine correct pronunciation, meaning and parts of speech of vocabulary words. 22. demonstrate the ability to use context clues to determine the meaning of unfamiliar words.

IV. SPEAKING AND LISTENING

23. understand and demonstrate appropriate and effective communication for various audiences. 24. experience opportunities to share knowledge and feelings with others. 25. utilize a variety of sources, including multimedia components and visual displays to prepare for and deliver an oral presentation

or participate in a debate. 26. evaluate strengths and weaknesses of an argument/oral presentation.

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I. LITERATURE AND INFORMATIONAL TEXT

Essential Question(s): How do readers construct meaning from text?

Enduring Understanding(s): Good readers compare, infer, synthesize, and make connections to make text personally relevant and useful. LITERATURE AND INFORMATIONAL TEXT

PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

1. recognize the elements of the short story, novel, non-fiction, mythology, and poetry, and analyze the significance of each.

RSL.7.2 RSL.7.3

Regular • using The Pigman, work in pairs

to identify a specific conflict, such as Lorraine and her mother or John and his father, and explore solutions to the problems in the relationship.

Advanced • using No Promises in the Wind,

work in groups to create a diagram exploring the elements of fiction. Groups will present to the class. (Diagram or other visual)

Teacher evaluation of student participation and engagement Teacher-created rubric of presentation of anchor chart

2. develop and utilize analytical and metacognitive reading skills.

RSL.7.1 RSL.7.2 RSL.7.3 RSL.7.5 RSL.7.10 RSIT.7.1 RSIT.7.2 RSIT.7.3 RSIT.7.5

• with a partner read passages from “Seventh Grade” and record inferences and predictions onto teacher-provided chart, after teacher has modeled specific reading strategies.

Teacher observation of student charts on ELMO

See Teacher’s Edition, pp. 30 and 100

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LITERATURE AND INFORMATIONAL TEXT PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

(2. continued) RSIT.7.6 RSIT.7.8 8.1.8.A.5

Advanced • read passages independently

from “Seventh Grade” and record inferences and predictions onto student-generated chart, after teacher had modeled specific reading strategies.

Think-aloud protocols

3. recognize the use of rhyme, rhythm and figurative language (simile, metaphor, hyperbole, allusion and personification).

RSL.7.4 • identify examples of figurative language in Stargirl, recording page numbers and examples in literature log.

Regular • cite page numbers for a variety

of figurative language used in a specific chapter and on chart, translate the imagery evoked by each example.

Advanced • identify examples of figurative

language in various chapters and rewrite a small passage containing the language using alternate figurative language techniques to imply the same imagery.

Class discussion/share Using a teacher-created rubric, assess students’ use of alternate figurative language

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LITERATURE AND INFORMATIONAL TEXT PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

4. recognize and analyze how author’s style, purpose, tone, point of view and mood contribute to text.

RSL.7.6 RSL.7.9 RSIT.7.4 RSIT.7.5 RSIT.7.6

• in the text, Literature, read “The Papers of Martin Luther King, Jr.” memorandum, determine author’s purpose and analyze style. Write responses in journal.

Regular • after reading My Brother Sam is

Dead, prepare a journal of 5-10 entries from Sam’s point of view.

Advanced • through class discussion,

explain why Sharon Creech, in writing The Wanderer, decided to use alternating points of view.

Assess reader responses Teacher-created rubric Teacher assessment of class discussion

See Teacher’s Edition, p. 267

5. explore connections in literature with other content areas.

RSL.7.9 RSIT.7.1 RSIT.7.3 RSIT.7.6 RSIT.7.8

• read the biography, “Eleanor Roosevelt” and research information about the life of Eleanor and President Roosevelt. Write a multi-paragraph essay on how Eleanor Roosevelt’s commitment to the poor and FDR’s New Deal impacted the time period.

Teacher-created rubric for essay

See district databases – Bloom’s Literary Reference, EBSCO Host, and Gales Literary Index

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LITERATURE AND INFORMATIONAL TEXT PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

(5. continued) RSL.7.1 RSL.7.2 RSL.7.3 RSL.7.9 RSL.7.1 RSL.7.2 RSL.7.3 RSL.7.9

Regular • following the reading of My

Brother Sam is Dead, identify common themes and link them to study of the Revolutionary War in Social Studies class.

Advanced • following the reading of No

Promise in the Wind, identify common themes and will link them to the study of The Great Depression in social Studies class.

Classroom discussion and teacher assessment Class discussion

Interdisciplinary unit with Social Studies

6. respond to and critically evaluate the meaning of text and utilize textual evidence to support opinions.

RSIT.7.1 RSIT.7.2 RSL.7.4 RSIT.7.5 RSIT.7.6 RSIT.7.8

• after reading “Why We Shouldn’t Go to Mars,” choose a position and respond to an open-ended question using specific excerpts from text to support their opinions.

Teacher-created rubric See Appendix D See Teacher’s Edition, p. 930

7. analyze similarities and differences between written text and various media formats.

RSIT.7.4 RSIT.7.6 RSIT.7.7 RSIT.7.8

• analyze how the reader’s voice impacted their understanding of President John F. Kennedy’s speech, “Remarks at the Dedication of the Aerospace Medical Health Center.”

Students’ responses to teacher-generated journal prompts

See Teacher’s Edition, pp. 938-940 and website for recording of President Kennedy’s speech: http://www.jfklibrary.org/ Research/Ready- Reference/JFK- Speeches/Remarks-at- the-Dedication-of-the- Aerospace-Medical- Health-Center- November-21-1963.aspx

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LITERATURE AND INFORMATIONAL TEXT PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

8. identify and analyze central idea and theme of text.

RSL.7.2 RSIT.7.2

• using a short story, highlight passages that support central ideas and theme.

Advanced • having identified the theme of a

short story, make a connection to contemporary situations in a multi-paragraph explanatory essay.

Students’ highlighted passages Photocopied short story Student writing

See Teacher’s Edition, Reader’s Workshop: Understanding Theme, pp. 304-307 See Standards Lesson File: “Literature Lesson 13-Theme”

9. identify and analyze how form and structure contribute to the meaning of various genres, including, poetry and informational text.

RSL.7.1 RSL.7.2 RSL.7.4 RSL.7.5 8.1.8.A.2

• read selected poems, including, “Casey at the Bat”, “Old Age Sticks”, “Fireflies” and haiku. After studying the various examples of poetry, students will analyze for form and structure and compose an original poem choosing a specific form and structure. (using Google Slides)

• using the text, Literature, participate in a think-aloud activity for the non-fiction selection, “Strategies That Work: Literature”.

Teacher/student critique of peer poetry Think-aloud activity

See Teacher’s Edition, pp. 128, 528, 582 and 585 See Teacher’s Edition, pp. 11-15

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LITERATURE AND INFORMATIONAL TEXT PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

10. compare and contrast fictional portrayals of characters and events with historical accounts of the same period.

RSL.7.1 RSL.7.3 RSL.7.5 RSL.7.9 8.1.8.A.1

• compare and contrast fictional events from Bud, Not Buddy with the historically accurate events and locations using Google Maps.

Advanced • using district data bases,

research a specific historical figure related to the location and time period of No Promises in the Wind, and analyze his/her impact on the events of the time.

Information chart Students’ written responses

See www.historyofredding.com Google Maps See Bloom’s Literary reference, EBSCO Host, Gales Literary Index

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II. WRITTEN COMPOSITION Essential Question(s): How do writers develop a well written product?

Enduring Understanding(s): Good writers use a repertoire of strategies that enable them to vary form and style, in order to write for different purposes, audiences, and contexts.

WRITTEN COMPOSITION

CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

11. before writing, establish: M = mode, A = audience, P = purpose, and S = subject.

WS.7.4 WS.7.10

• respond in writing to an explanatory prompt using appropriate mode, audience, purpose and subject.

Teacher-created rubric for writing prompt

12. engage in the writing process as follows: a. brainstorm and gather information for writing. b. sort and arrange written ideas. c. compose rough draft. d. revise rough draft utilizing self/peer/teacher conferencing.

WS.7.4 WS.7.5 WS.7.10 WS.7.1a WS.7.2a 8.1.8.E.1 WS.7.1b WS.7.2b WS.7.1c WS.7.1d WS.7.1e WS.7.2c WS.7.2d WS.7.2e WS.7.2f WS.7.4 WS.7.5

• utilizing Inspiration, create a web of ideas for a persuasive prompt.

• convert Inspiration web into outline form.

• compose five paragraph draft using Microsoft Word.

• conference with peers and teacher and revise draft.

Inspiration graphic organizer Peer conferences Peer review form

Media Lab - Inspiration

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WRITTEN COMPOSITION CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

e. proofread and edit rough draft. f. compose final draft following appropriate composition form.

WS.7.4 WS.7.5

• use editing skills and reference materials to proofread and edit draft.

• compose final draft.

Students’ revised writing samples Established criteria

13. construct paragraph and multi-paragraph writings on self-selected topics and literature-based topics using a variety of writing modes including informative and persuasive, and explanatory.

WS.7.3a WS.7.3b WS.7.3c WS.7.3d WS.7.3e WS.7.2a WS.7.2b WS.7.2c WS.7.2d WS.7.2e WS.7.2f

Regular • following the reading of Bud,

Not Buddy, create a list of “My Own Rules for Life: and select one to be used as a prompt in a persuasive essay.

Advanced • write an essay examining the

use of an “unreliable narrator” in The Wanderer.

List rubric PARCC rubric for Literary Analysis Task

See Appendix D for rubric

14. use literature and informational text as support for writing activities.

WS.7.3a WS.7.3b WS.7.3c WS.7.3d WS.7.3e

Regular • having read an excerpt from

Annie Dillard’s memoir, “An American Childhood”, write an essay explaining how a memorable event from their childhood was life-changing.

PARCC rubric for narrative

See Teacher’s Edition, p. 118

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WRITTEN COMPOSITION CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

(14. continued) WS.7.2a WS.7.2b WS.7.2c WS.7.2d WS.7.2e WS.7.2f WS.7.7 WS.7.9a WS.7.9b

Advanced • having read an excerpt from

Avi’s novel, Crispin: The Cross of the Lead, read related book reviews, “Serf on the Run” and “Medieval Adventures”. Write an essay comparing the authors’ opinions and evaluating the book reviews.

Teacher-generated rubric

See Teacher’s Edition, p. 687; and book reviews, “Serf on the Run”, p. 693; and “Medieval Adventures”, p. 694.

15. utilize specific vocabulary to convey meaning in writing.

WS.7.1c WS.7.2c WS.7.2d WS.7.3c WS.7.3d WS.7.5

• use a thesaurus to replace vocabulary words from student writing and display changes on ELMO.

Class list or word wall of newly acquired vocabulary

16. create a research project to develop research skills. a. use print, non-print and electronic sources. b. use effective note taking

strategies such as outlining and paraphrasing to summarize information and avoid plagiarism.

8.1.8.A.1 WS.7.4 WS.7.8 8.1.8.A.3 WS.7.4 8.1.8.E.1

• using media center, search sources to include electronic card catalogue, online encyclopedias, the Internet, and print sources applicable to research topic.

• after note taking lessons, highlight, paraphrase and summarize information into own words on note cards.

Observable evidence of research process Inspiration graphic organizer

See district databases – Bloom’s Literary Reference, EBSCO Host, Gales Literary Index See District Research Manual

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WRITTEN COMPOSITION CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

c. document sources of

information in accordance with Modern Language Association (MLA) bibliographical format.

d. synthesize research information in written or oral form.

e. cite sources of information. f. analyze how the same topic

presented by different authors can advance different interpretations of facts.

WS.7.8 WS.7.9a WS.7.9b WS.7.10 RSIT.7.1 RSIT.7.2 RSIT.7.4 RSIT.7.6 RSIT.7.8 RSIT.7.9 WS.7.1a WS.7.1b WS.7.1c WS.7.1d WS.7.1e

• organize notes to create a works cited page and include parenthetical citations within body of text.

• compose research paper integrating information gleaned from sources.

• compose a works cited page following MLA format.

• using the text, Literature, read newspaper articles, “Pro Athletes’ Salaries Aren’t Overly Exorbitant” and “Do Professional Athletes Get Paid Too Much?” Evaluate the logic of the argument used by each writer and write a response that argues which author presents stronger support for his claim.

Integration of quotes from primary and secondary sources Samples of students’ writing Students’ works cited page Samples of students’ writing

See District Research Manual See Teacher’s Edition, pp.918-925

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III. LANGUAGE Essential Question(s): How do rules of language affect communication?

Enduring Understanding(s): Rules and conventions of language help readers understand what is being communicated. LANGUAGE

CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

17. increase competencies in composition, grammar and spelling skills by exhibiting the following: a. recognize and use simple,

compound, and complex sentences.

b. recognize and use the eight

parts of speech.

LS.7.1a LS.7.1b LS.7.1c LS.7.1a LS.7.1b LS.7.1c

• in pairs, construct compound and complex sentences from simple sentences. Each pair will share their responses on ELMO with the class.

Advanced • using samples of student

writing, revise sentence structure for sentence variety, including simple, compound and compound-complex sentences.

• work with a partner on Mad Libs ©. Then, individually create their own Mad Libs © and identify all parts of speech in the mad lib. Exchange Mad Libs © with classmates.

Class discussion and teacher assessment Teacher-created rubric and peer assessment

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LANGUAGE CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

c. use proper capitalization and

punctuation. d. locate, identify and apply

effective use of prepositional phrases, verbal phrases and clauses.

e. learn and use principal parts

of verbs, correct subject-verb agreement and comparative and superlative forms of modifiers.

LS.7.2a LS.7.2b LS.7.1a 8.1.8.A.5 LS.7.1a LS.7.1b LS.7.1c 8.1.8.A.5

Advanced • using selected excerpts from

literary pieces, identify parts of speech.

Regular • revise a piece of writing for

correct use of punctuation and capitalization.

Advanced • using dialogue, revise for

correct punctuation and capitalization.

• given a piece of text, highlight and label prepositional phrases, verbal phrases and clauses. Then, write and original paragraph that includes all three and highlight and label each. Share original paragraphs on ELMO.

• revise samples of student writing for correct form of verbs, subject-verb agreement, and appropriate form of modifiers. Share answers on ELMO.

Teacher assessment Paired activity Teacher assessment of paragraphs and presentations Students’ feedback for revision Self-assessment

See Appendix A for Authentic Assessment activity See Resource Manager – “Maintain Subject-Verb Agreement” See Grammar Handbook – pp. 55, 58, 65-67

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LANGUAGE CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

f. recognize and correct run-on sentences, fragments and other common sentence errors.

g. demonstrate good spelling

habits, apply spelling rules and correctly spell words that are often confused.

LS.7.1a LS.7.1b LS.7.1c 8.1.8.B.1 LS.7.2a LS.7.2b

Regular • revise samples of peer

writing and using a highlighter, identify and correct run-on sentences and sentence fragments.

Advanced • create a quiz that includes

errors in sentence structure. Students will post the quiz on Moodle. Classmates will complete the quiz and share responses.

• use the interactive whiteboard to write a sentence that includes a misspelled word or words. Classmates will have the opportunity to use the interactive pen to correct the misspellings.

Peer assessment Student-generated quiz Class discussion and teacher assessment

See Teacher’s Moodle website See Resource Manager, p. 36

18. determine meaning of unknown and multiple-meaning words and phrases, utilizing Greek and Latin affixes.

LS.7.4a LS.7.4b LS.7.4c LS.7.4d

• read “The Noble Experiment: Jackie Robinson” in the text, Literature. Highlight specialized vocabulary. Determine meaning using dictionary and information about Latin root words.

Teacher assessment of student-generated vocabulary list

See Vocabulary and Spelling Handbook, pp. 69-72

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LANGUAGE CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

19. continue to expand knowledge of synonyms and antonyms.

LS.7.5b 8.1.8.A.5 8.1.8.B.1 8.1.8.D.1

• visit teacher’s Genesis course page for link to teacher-generated paragraph. Students will identify specific words and replace them with synonyms and antonyms.

Teacher assessment of Google posts

See Teacher’s Genesis course page

20. utilize reference materials to determine correct pronunciation, meaning and parts of speech of vocabulary words.

LS7.4.c LS.7.4d

• read “Orpheus and Eurydice” and use a dictionary pronunciation key and main entry to determine the pronunciation of the names of the Greek gods and goddesses.

Teacher assessment of the accuracy of student work

21. demonstrate the ability to use context clues to determine the meaning of unfamiliar words.

LS.7.4a LS.5c

• utilize context clues to determine meaning of unfamiliar words during their reading of the story, “The Last Dog”. List new words in a chart and identify what they used in the text to determine the meaning.

Teacher assessment of Context Clues Chart and Vocabulary Strategy Practice

See Vocabulary and Spelling Handbook, p. 68

22. demonstrate knowledge of language and its conventions through precise language.

LS.7.3 LS.7.6 8.1.8.A.5

• edit a teacher-created paragraph on the interactive whiteboard for wordiness and redundancy.

Students’ revisions

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IV. SPEAKING AND LISTENING

Essential Question(s): How can discussion increase our knowledge and understanding of an idea?

Enduring Understanding(s): Oral discussion helps to build connection to others and create opportunities for learning. SPEAKING AND LISTENING

CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/ ASSESSMENT

TEACHER NOTES

The student will be able to: Students will:

23. understand and demonstrate appropriate and effective communication for various audiences.

SLS.7.4 SLS.7.6

• write and deliver a persuasive speech on a self-selected topic.

Peer evaluation on the effectiveness of the persuasive argument

24. experience opportunities to share knowledge and feelings with others.

SLS.7.1a SLS.7.1b SLS.7.1c SLS.7.1d SLS.7.4

Regular • participate in a Literature

Circle using teacher-generated prompts related to their reading of Stargirl.

Advanced • participate in a Literature

Circle using student-generated prompts related to their reading of Stargirl.

Literature Circle rubric to assess completion of assigned role and participation during Literature Circle

25. utilizing a variety of sources, including multimedia components and visual displays to prepare for and deliver an oral presentation or participate in a debate.

SLS.7.2 SLS.7.4 SLS.7.5

Regular • following their reading of The

Pigman, perform a dramatic reading illustrating the traits of one of the main characters.

Teacher and peer assessment of presentation

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SPEAKING AND LISTENING CONTENT OUTLINE Standards SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT TEACHER

NOTES

The student will be able to: Students will:

(25. continued) Advanced • following the reading of No

Promises in the Wind, perform a dramatic presentation depicting a scene representing aspects of the 1930’s lifestyle.

26. evaluate strengths and weaknesses of an argument/oral presentation.

SLS.7.2 SLS.7.3

• deliver a persuasive speech based on their response to a PARCC persuasive writing prompt. Peers will complete an evaluation chart assessing strengths and weaknesses.

Teacher observation and assessment of the evaluation chart

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BIBLIOGRAPHY TEXTBOOKS Applebee, Arthur N., et. al. Literature. Evanston, Illinois: McDougal Littell, Inc., 2008. Warriner, John E. English Composition and Grammar. Orlando, Florida: Harcourt Brace Jovanovich Publishers, 1988.

SUGGESTED READING/REGULAR Collier, James Lincoln and Christopher Collier. My Brother, Sam, is Dead. New York: Scholastic, Inc., 1974. Curtis, Christopher Paul. Bud, Not Buddy. New York: Delacorte Press, 1999. Hinton, S.E. The Outsiders. New York:Puffin Books, 1967. Hunt, Irene. No Promises in the Wind. New York: Berkley Books, 1970. Palacio, R.J. Wonder. New York: Random House, 2012. Peck, Richard. A Long Way From Chicago. New York: Dial Books for Young Readers, 1998. Peck, Richard. A Year Down Yonder. New York: Dial Books for Young Readers, 2000. Spinelli, Jerry. Stargirl. New York: Alfred A. Knopf, 2000. Zindel, Paul. The Pigman. New York: Bantam Books, 1968.

SUGGESTED READING/ADVANCED Creech, Sharon. The Wanderer. New York: Harper Collins Publishers, 2000. Fox, Paula. The Slave Dancer. New York: Bantam Doubleday Dell Books for Young Readers, 1973. Hinton, S.E. The Outsiders. New York: Puffin Books, 1967. Hunt, Irene. No Promises in the Wind. New York: Berkley Books, 1970. Schlosser, Eric. Chew on This: Everything You Don’t Want to Know About Fast Food, New York: Houghton Mifflin Harcourt, 2007. Spinelli, Jerry. Stargirl. New York: Alfred A. Knopf, 2000. Yolen, Jane. The Devil’s Arithmetic. New York: Puffin Books, 1998.

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SUPPLEMENTAL TEXTBOOK MATERIALS/WEBSITES http://www.wordlibs.com/ www.jfklibrary.org www.historyofredding.com

AUDIO/VISUAL RESOURCES Collier, James Lincoln and Christopher Collier. My Brother, Sam, is Dead. Audio Bookshelf, Unabridged Edition, 1996.

Curtis, Christopher Paul. Bud, Not Buddy. Listening Library (Audio), Unabridged Edition, 2006. The Devil's Arithmetic. Dir. Donna Deitch. Perf. Kirsten Dunst and Brittany Murphy. 1999. Spinelli, Jerry. Stargirl. Listening Library (Audio), Unabridged Edition, 2007.

SOFTWARE DATABASES Google Maps Bloom’s Literary

Inspiration EBSCO Host Microsoft Word Gales Literary Index Microsoft PowerPoint Moodle

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APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

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SAMPLE AUTHENTIC ASSESSMENT

LANGUAGE ARTS

DIRECTIONS: Read the story below. Decide whether or not the underlined words are correct. If a word is used incorrectly, CROSS IT OUT AND MAKE THE APPROPRIATE CORRECTIONS.

Before I went to Brooklawn, I was very nervous and scared. I had alot of scary nightmares about students laughing at me and teachers yelling at me. My mom tried to calm my nerves by continually saying, “Don’t worry, Christy. You’ll be all right. You’re a smart, beautiful, and talented young lady who will make many friends. Their going to love you there!” I never worried about school in passed years, but now I felt different. I just hoped all the kids would like me and accept me.

On the first day of school, I was all ready dressed by 6:30 A.M. After packing my bag, I ate a big breakfast! On the way to Brooklawn, my dad drove passed my elementary school which made me feel sad. I really liked my teachers there and thought that there was no way my new teachers would be better than my old teachers. When my dad dropped me off, he hugged me and said, “Good luck today. You’re mother and I are very proud of you. We love you.” For some reason, his words really effected me, and I wanted to cry. But I took a few deep breaths, said good-bye to him, and was finally already to face this new experience!

My first day went perfectly and so many wonderful things happened! First I went to homeroom where I met two awesome girls! Their schedules were similar to mine, accept for one class, so we spent most of the day talking and getting to know each other. Then I passed a cute seventh grade boy in the hall and he said hi to me. I was thrilled! The best part of my day was when I was in English class and Mr. Franklin complimented me. He loudly exclaimed, “Wow Christy, you know a lot about grammar. Your to smart for sixth grade!” He made me feel really special! At the end of the day I ran to my mom’s car in the parking lot and couldn’t wait to tell her about my awesome first day at Brooklawn!

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SAMPLE AUTHENTIC ASSESSMENT

LANGUAGE ARTS AND ADVANCED LANGUAGE ARTS Novel Projects

ACTIVITY #1 Having read No Promises in the Wind, students will conduct interviews with family members who lived through the Great Depression. Students should prepare a list of questions for the interview that provide information about lifestyle issues, political events and economic situations. Students will tape their interview and share their “oral history” with the class using a newscast format. ACTIVITY #2 Having read The Wanderer, students will prepare a ship’s log (a la Captain Kirk from “Star Trek”) describing the events and circumstances of a day on board “The Wanderer.” Using their research on Greek mythology and the ideas of “quest” and “journey,” students should prepare the log for presentation as a dramatic reading explaining their reasons for embarking on their personal journey. ACTIVITY #3 Having read Bud, Not Buddy, students will conduct research on the role of radio during the 1930’s. Students will prepare a radio broadcast modeling excerpts from President Roosevelt’s “Fireside Chats” or Orson Wells’ “War of the Worlds.” ACTIVITY #4 Having read The Devil’s Arithmetic, students will interview family members regarding traditions and customs surrounding family religious observances. Students will share their finding with classmates using an authentic re-enactment of the tradition or custom. ACTIVITY #5 Having read The Wanderer, students will read an interview with the author, Sharon Creech (www.sharoncreech.com). Students will brainstorm methods for exploring “writing territories” and compare their writing journey with the author’s as described in the interview. Students will share their results during a “book chat” oral presentation.

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ACTIVITY #6 Jazz plays a significant role in the story, Bud, Not Buddy. Students will research the evolution of this art form and its impact on music during the 1930’s. For this activity, students will assume the role of a record producer who is persuading a record company to produce his/her latest CD. Students will list titles of jazz pieces they would like to have produced and their rationale for including them on the CD. The design for the cover of the CD should depict an aspect of life during the 1930’s. ACTIVITY #7 In conjunction with the novel, Bud, Not Buddy or No Promises in the Wind, students will work in groups of four to prepare an authentic-looking newspaper of the 1930’s. Each member of the group will be responsible for one page of the newspaper, four articles per page. Each page will be focused on ONE of the following: current events, technology, arts/entertainment and sports of the 1930’s. ACTIVITY #8 In conjunction with the novel, No Promises in the Wind, students will prepare a greeting card (birthday, anniversary, holiday) from the point of view of an individual living during the time of the Great Depression. The message must be in poetic form and include specific references to the time period.

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NOVEL PROJECT RUBRIC—ORAL PROJECT

ELEMENT EXEMPLARY PROFICIENT EMERGENT

Understanding of Content

• Demonstrates a sophisticated understanding of material.

• Demonstrates an adequate understanding of material, but with less depth and explanation.

• Demonstrates limited understanding of material.

Audience Awareness

• Demonstrates an awareness of audience and effectively designs questions and discussions to cater to their interest.

• Demonstrates an awareness of audience and some questions and discussions cater to their interests.

• Demonstrates a limited awareness of audience.

Use of Technology

• Integrates a variety of technology resources that enhance the presentation.

• Utilizes technology to support the presentation.

• Applies a limited use of technology resources.

Presentation • Voice, volume, and

eye contact are effective and convey enthusiasm and confidence

• Voice is clear, volume is appropriate and eye contact is maintained

• Voice is not clear, volume is irregular, and eye contact is not maintained.

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NOVEL PROJECT RUBRIC—PRODUCT PROJECT

ELEMENTS EXEMPLARY PROFICIENT EMERGENT

Understanding of Content

• Demonstrates a sophisticated understanding of material.

• Demonstrates an adequate understanding of material.

• Demonstrates a limited understanding of material.

Visual Representation

• Utilizes a variety of research tools and resources to design representation. Integrates textual evidence that effectively supports presentation.

• Utilizes a limited number of research tools and resources to design representation. Integrates textual evidence that supports presentation.

• Utilizes minimal research tools and resources to design representation. Textual evidence does not support presentation.

Written Response

• Synthesizes information using strong diction and a coherent presentation.

• Synthesizes information appropriately with adequate diction and coherence.

• Limited use of synthesis, diction, and coherence.

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APPENDIX B RUBRICS

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GRADES 6-11 CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS

(Revised July 29, 2014)*

Research Simulation Task and Literary Analysis Task Construct Measured

Score Point 4

Score Point 3

Score Point 2

Score Point 1

Score Point 0

Reading Comprehension of Key

Ideas and Details

The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.

The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis, and supporting the analysis with adequate textual evidence.

The student response demonstrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis and supporting the analysis with basic textual evidence.

The student response demonstrates limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.

The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

Writing Written Expression

The student response x addresses the prompt and

provides effective and comprehensive development of the claim or topic that is consistently appropriate to the task by using clear and convincing reasoning supported by relevant textual evidence;

x demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;

x establishes and maintains an effective style, attending to the norms and conventions of the discipline.

The student response x addresses the prompt and

provides mostly effective development of the claim or topic that is mostly appropriate to the task, by using clear reasoning supported by relevant textual evidence;

x demonstrates coherence, clarity, and cohesion, making it fairly easy to follow the writer’s progression of ideas;

x establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline.

The student response x addresses the prompt and

provides some development of the claim or topic that is somewhat appropriate to the task, by using some reasoning and text-based evidence;

x demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious;

x has a style that is

somewhat effective, generally attending to the norms and conventions of the discipline.

The student response x addresses the prompt and

develops the claim or topic and provides minimal development that is limited in its appropriateness to the task by using limited reasoning and text-based evidence; or

x is a developed, text-based

response with little or no awareness of the prompt;

x demonstrates limited

coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear;

x has a style that has limited effectiveness, with limited awareness of the norms of the discipline.

The student response x is undeveloped and/or

inappropriate to the task;

x lacks coherence, clarity, and cohesion.

x has an inappropriate style, with little to no awareness of the norms of the discipline.

Writing

Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

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GRADES 6-11

CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS (Revised July 29, 2014)*

Narrative Task (NT)

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression

The student response x is effectively developed

with narrative elements and is consistently appropriate to the task;

x demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;

x establishes and maintains an effective style, attending to the norms and conventions of the discipline.

The student response x is mostly effectively

developed with narrative elements and is mostly appropriate to the task;

x demonstrates coherence, clarity, and cohesion, making it fairly easy to follow the writer’s progression of ideas;

x establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline.

The student response x is developed with some

narrative elements and is somewhat appropriate to the task;

x demonstrates some coherence, clarity, and/or cohesion, making the writer’s progression of ideas usually discernible but not obvious;

x has a style that is

somewhat effective, generally attending to the norms and conventions of the discipline.

The student response x is minimally developed

with few narrative elements and is limited in its appropriateness to the task;

x demonstrates limited

coherence, clarity, and/or cohesion, making the writer’s progression of ideas somewhat unclear;

x has a style that has limited effectiveness, with limited awareness of the norms of the discipline.

The student response x is undeveloped and/or

inappropriate to the task;

x lacks coherence, clarity, and cohesion;

x has an inappropriate style, with little to no awareness of the norms of the discipline.

Writing Knowledge of Language and Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

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APPENDIX C SHOWCASE PORTFOLIO

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APPENDIX D OUTLINE OF WRITING SKILLS

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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS Writing Skills

GRADE 6 GRADE 7 PROCESS, ORGANIZATION & STRUCTURE

Introduction to paragraph structure a. Topic sentences b. Detail sentences/irrelevant details c. Closing/concluding sentences

Development of paragraph structure a. Paragraphing b. Introductory paragraphs c. Body paragraphs d. Concluding paragraphs

Construct paragraphs using characteristics of narrative, descriptive, expository and persuasive modes of writing.

Construct multi-paragraph writings using various modes – narrative, descriptive, expository and persuasive modes of writing.

Introduction to “leads” as an introductory paragraph strategy Develop and construct topic sentences for various modes of writing.

Develop and construct topic sentences for various modes of writing.

Elaboration and support of topic sentence using sequential details and deleting irrelevant details.

Elaboration and support of topic sentence using sequential and relevant details.

Development of prewriting strategies – brainstorming graphic organizers, free writing, listing, webbing, use of journals – (picture prompts, newspaper articles)

Development of prewriting strategies

Development of revision skills – introductory and concluding techniques, dialogue, transitions, vocabulary, fluency,

Development of revision skills – coherence, dialogue, transitions, vocabulary, fluency, supporting details, use of group share

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sequencing of ideas, supporting details Development of conferencing skills – appropriate feedback, focus on specific skills, attention to process and procedures for conferencing, preparation for peer conferences

Development of conferencing skills – focus on specific skills, attention to process and procedures for conferencing, preparation for peer conferences

Development of editing skills – capitalization run-on/fragments, sentence structure, verb tense, use of commas, word usage, spelling, punctuation

Development of editing skills – capitalization, run-on/fragments, sentence structure, verb tense, use of commas, word usage, spelling, punctuation, parallel structure

Introduce difference between revision and editing Reinforce the difference between revision and editing Introduction to delimiting a topic – use of sentence stems,

graphic organizers Self-assessment skills – identify strengths and areas of improvement

Self-assessment skills – identify strengths and areas of improvement

MECHANICS – USAGE & STYLE

Introduction to various techniques related to style a. Sentence structure b. Introductory paragraphs c. Concluding paragraphs d. Use of figurative language

Introduction to various techniques related to style a. Sentence structure b. Introductory paragraphs c. Concluding paragraphs d. Use of figurative language e. Placement of topic sentence

Introduction to use of transitions

a. Structural devise between paragraphs for coherence b. Stylistic device within paragraphs for the smooth

integration of ideas

Use of transitions a. Structural device between paragraphs for coherence b. Stylistic device within paragraphs for the smooth

integration of ideas Review forms of verbs, subject-verb agreement and modifiers Introduce prepositional phrase, verbal phrases, and clauses.

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Review forms of verbs, subject-verb agreement and modifiers Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-ons/fragments, capitalization

Review simple, compound, complex sentences, parts of speech, use of commas, colons, semi-colons, and apostrophes, run-ons/fragments, capitalization

Vocabulary development – Review prefixes, suffixes, and root words, multiple meanings of words, synonyms and antonyms, use of context clues, homophones, commonly misused words – accept/except, affect/effect, then/than, it’s/its, their they’re/there

Vocabulary development – Review prefixes, suffixes, and root words, multiple meanings of words, synonyms and antonyms, use of context clues, homophones, commonly misused words – accept/except, affect/effect, then/than, it’s/its, their they’re/there

PRODUCTS

Develop various modes of writing – expository, narrative, persuasive, descriptive; develop an understanding of the characteristics, purpose, and audience for each mode.

Develop various modes of writing – expository, narrative, persuasive, descriptive; develop an understanding of the characteristics, purpose, and audience for each mode.

Introduction to development of skills in selecting writing topics – writing territories

Development of skills in selecting writing topics – writing territories

Journal writing – generate ideas for writing, reflect on writing Journal writing – generate ideas for writing, reflect on writing

RESEARCH Using sources to support opinions Using primary sources and introducing secondary sources to

support opinions Development note taking Review of note taking and introduction to outlining with multi-

levels of specificity Development of paraphrasing for research process Review paraphrasing for research process with grade

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appropriate texts Evaluating sources for authenticity, authorship, validity, currency Introduction to parenthetical structure Use of works cited page to credit various sources Apply knowledge to avoid plagiarism for written composition Apply knowledge to avoid plagiarism for written composition

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APPENDIX E COMMON CORE STATE STANDARDS FOR LANGUAGE ARTS LITERACY

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• EanguaEnglish Language Arts Standards » • Reading: Literature » Grade 7

Standards in this strand: RL.7.1 RL.7.2 RL.7.3 RL.7.4 RL.7.5 RL.7.6 RL.7.7 RL.7.8 RL.7.9 RL.7.10

Key Ideas and Details

• 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.

• 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.

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

Craft and Structure

• 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.

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

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

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Integration of Knowledge and Ideas

• 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).

• RL.7.8. (Not applicable to literature)

• 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.

Range of Reading and Level of Text Complexity

• 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.

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English Language Arts Standards »

Reading: Informational Text » Grade 7

Standards in this strand: RI.7.1 RI.7.2 RI.7.3 RI.7.4 RI.7.5 RI.7.6 RI.7.7 RI.7.8 RI.7.9 RI.7.10

Key Ideas and Details

• 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.

• 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.

• 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).

Craft and Structure

• 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.

• 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.

• 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.

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Integration of Knowledge and Ideas

• 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).

• 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.

• 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.

Range of Reading and Level of Text Complexity

• 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.

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English Language Arts Standards » Writing » Grade 7

W.7.1 W.7.2 W.7.3 W.7.4 W.7.5 W.7.6 W.7.7 W.7.8 W.7.9 W.7.10

Text Types and Purposes

• 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.

b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d) Establish and maintain a formal style.

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

• 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.

b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

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e) Establish and maintain a formal style.

f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

• 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.

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

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

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

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

Production and Distribution of Writing

• W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

• 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.

• 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.

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Research to Build and Present Knowledge

• 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.

• 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.

• 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”).

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”).

Range of Writing

• 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.

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English Language Arts Standards »

Speaking & Listening » Grade 7

Standards in this strand:

SL.7.1 SL.7.2 SL.7.3 SL.7.4 SL.7.5 SL.7.6

Comprehension and Collaboration

• 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.

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

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

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

• 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.

• 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.

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Presentation of Knowledge and Ideas

• 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.

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

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

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English Language Arts Standards » Language » Grade 7

Standards in this strand:

L.7.1 L.7.2 L.7.3 L.7.4 L.7.5 L.7.6

Conventions of Standard English

• 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.

b) Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

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

• 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).

b) Spell correctly.

Knowledge of Language

• 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.*

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Vocabulary Acquisition and Use

• 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.

b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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.

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).

• 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.

b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

• 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.

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APPENDIX F NEW JERSEY CORE CURRICULUM CONTENT STANDARDS FOR TECHNOLOGY

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2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY Content Area Technology Standard 8.1 educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 Understand and use technology systems. 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

Select and use applications effectively and productively.

8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized learning plan, business letters or flyers) using one or more digital applications to be critiqued by professionals for usability.

8.1.8.A.3 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

8.1.8.A.4 Graph and calculate data within a spreadsheet and present a summary of the results.

8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results.

Content Area Technology Standard 8.1 educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand B. Creativity and Innovation: Students demonstrate a creative thinking, construct knowledge and develop innovative products and process using technology.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

P Apply existing knowledge to generate new ideas, products, or processes.

8.1.P.B.1 Create a story about a picture taken by the student on a digital camera or mobile device.

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Create original works as a means of personal or group expression.

K-2 8.1.2.B.1 Illustrate and communicate original ideas and stories using

multiple digital tools and resources. 3-5 8.1.5.B.1 Collaborative to produce a digital story about a significant

local event or issue based on first-person interviews. 6-8 8.1.8.B.1 Synthesize and publish information about a local or global

issue or event (ex. telecollaborative project, blog, school web).

9-12 8.1.12.B.2 Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Content Area Technology Standard 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

Strand C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

P

Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. Communicate information and ideas to multiple audiences using a variety of media and formats.

8.1.P.C.1 Collaborate with peers by participating in interactive digital games or activities.

K-2

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media.

3-5

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and

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Develop cultural understanding and global awareness by engaging with learners of other cultures. Contribute to project teams to produce original works or solve problems.

sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

6-8

8.1.8.C.1 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

9-12

8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts,, and present ideas for feedback through social media or in an online community.

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Content Area Technology Standard 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information to solve problems individually and collaborate and to create and communicate knowledge.

Strand D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8

Advocate and practice safe, legal, and responsible use of information and technology.

8.1.8.D.1 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate personal responsibility for lifelong learning.

8.1.8.D.2 Demonstrate the application of appropriate citations to digital content.

8.1.8.D.3 Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Exhibit leadership for digital citizenship. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.D.5 Understand appropriate uses for social media and the

negative consequences of misuse. Content Area Technology Standard 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information to solve problems individually and collaborate and to create and communicate knowledge.

Strand E. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 Plan strategies to guide inquiry. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem.

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Evaluate and select information sources and digital tools based on the appropriateness for specific tasks. Process data and report results.

Content Area Technology Standard 8.1 Educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information to solve problems individually and collaborate and to create and communicate knowledge.

Strand F. Research and Information Fluency: Students apply digital tools to gather, evaluate and use information.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 Identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Collect and analyze data to identify solutions and/or make informed decisions. Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.8.F.1 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY Content Area Technology Standard 8.2 educational Technology: ALL students will use digital tools to access, manage, evaluate, and

synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

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Strand A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 The characteristics and scope of technology.

8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication – smart phone for mobility needs.)

The core concepts of technology. 8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system.

8.2.8.A.3 Investigate a malfunction in any part of a system and identify its impacts.

The relationships among technologies and the connections between technology and other fields of study.

8.2.8.A.4 Redesign an existing product that impacts the environment to lessen its impact(s) on the environment.

8.2.8.A.5 Describe how resources such as material, energy, information, time, tools, people and capital contribute to a technological product or system.

2014 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS – TECHNOLOGY Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL

students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand B. Technology Operations and Concepts: Knowledge and understanding of human, cultural and society values are fundamental when designing technology systems and products in the global society.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 The cultural, social, economic and 8.2.8.B.1 Evaluate the history and impact of sustainability on the

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political effects of technology. development of a designed product or system over time and present results to peers.

8.2.8.B.2 Identify the desired and undesired consequences from the use of a product or system.

The effects of technology on the environment.

8.2.8.B.3 Research and analyze the ethical issues of a product or system on the environment and report findings for review by peers and/or experts.

8.2.8.B.4 Research examples of how humans can devise technologies to reduce the negative consequences of other technologies and present your findings.

The role of society in the development and use of technology.

8.2.8.B.5 Identify new technologies resulting from the demands, values, and interests of individuals, businesses, industries and societies.

8.2.8.B.6 Compare and contrast the different types of intellectual property including copyrights, patents and trademarks.

The influence of technology on history. 8.2.8.B.7 Analyze the historical impact of waste and demonstrate how a product is upcycled, reused or remanufactured into a new product.

B.2.12.B.5 Research the historical tensions between environmental and economic considerations as driven by human needs and wants in the development of a technological product, and present the competing viewpoints to peers for review.

Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL

students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand C. Design: The design process is a systematic approach to solving problems. Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 The attributes of design. 8.2.8.C.1 Explain how different teams/groups can contribute to the overall design of a product.

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8.2.8.C.2 Explain the need for optimization in a design process. 8.2.8.C.3 Evaluate the function, value, and aesthetics of a technological

product or system, from the perspective of the user and the producer.

The application of engineering design. 8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem.

8.2.8.C.5 Explain the interdependence of a subsystem that operates as part of a system.

The role of troubleshooting, research and development, invention and innovation and experimentation in problem solving.

8.2.8.C.6 Collaborate to examine a malfunctioning system and identify the step-by-step process used to troubleshoot, evaluate and test options to repair the product, presenting the better solution.

8.2.8.C.7 Collaborate with peers and experts in the field to research and develop a product using the design process, data analysis and trends, and maintain a design log with annotated sketches to record the developmental cycle.

8.2.8.C.8 Develop a proposal for a chosen solution that include models (physical, graphical or mathematical) to communicate the solution to peers.

Content Area Technology Standard 8.2 Technology Education, Engineering, Design, and Computational Thinking – Programming: ALL

students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

Strand D. Abilities: Collaborate and apply a design process to solve a simple problem from everyday experiences.

Grade Level Bands

Content Statement Students will:

Indicator Indicator

6-8 Apply the design process. 8.2.8.D.1 Design and create a product that addresses a real world

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problem using a design process under specific constraints. 8.2.8.D.2 Identify the design constraints and trade-offs involved in

designing a prototype (e.g., how the prototype might fail and how it might be improved) by completing a design problem and reporting results in a multimedia presentation, design portfolio or engineering notebook.

8.2.8.D.3 Build a prototype that meets a STEM-based design challenge using science, engineering, and math principles that validate a solution.

Use and maintain technological products and systems.

8.2.8.D.4 Research and publish the steps for using and maintaining a product or system and incorporate diagrams or images throughout to enhance user comprehension.

Assess the impact of products and systems.

8.2.8.D.5 Explain the impact of resource selection and the production process in the development of a common or technological product or system.

8.2.8.D.6 Identify and explain how the resources and processes used in the production of a current technological product can be modified to have a more positive impact on the environment.