english language arts curriculum revised... · web viewreading: seventh grade. in seventh grade,...

Reading: Seventh Grade v. 2016-2017

Reading: Seventh GradeIn seventh grade, students will analyze, define, compare, and evaluate ideas when reading, writing, speaking and listening.

Students will use close reading strategies to help their comprehension skills. Students will learn to annotate as they read to keep focused and actively involved with the text. They will analyze how themes in fiction and nonfiction develop over the course of a book or text. Students will be able to determine two or more central ideas in text. They will cite specific evidence when answering text based questions and support their own points in writing and speaking. Students will learn to make connections between Text to self, Text to text, Text to world and Text to media. Making connections is a strategy that can assist in making meaning from a text. Learning these concepts will help students be confident readers.In addition to the 25 book challenge, of which at least 5 need to be nonfiction, and the School-Wide Read, seventh grade students may read the following novels: Deadly by Julie Chibbaro, Fever 1793 by Laurie Halse Anderson, and, Phineas Gage by John Fleischman

Course Information:Frequency & Duration: Daily for 40 - 45 minutesText: The Language of Literature Level 7. Boston: McDougal Littell, 2002. Bridges to Literature Level 7, Boston:

McDougal Littell, 2002

Novels: Chibbaro, Julie. Deadly. New York: Scholastic, 2011. (Lexile 930) Historical FictionAnderson, Laurie Halse. Fever 1793. New York: Scholastic, 2000. (Lexile 580) Historical Fiction Fleischman, John. Phineas Gage A Gruesome but True Story About Brain Science, New York: Scholastic, 2002 (Lexile 1030 ) NonfictionTBA- School Wide Read novel

Great Books Group: Unbroken Young Adult Version by Laura Hillenbrand Steve Jobs The Man Who Thought Different by Karen Blumenthal Day of the Pelican by Katherine Paterson Messenger by Lois Lowry

The Silent Boy by Lois LowryThe Devil’s Arithmetic by Jane Yolen

The Illustrated Man by Ray Bradbury1

Reading: Seventh Grade v. 2016-2017Marley and Me by John GroganEnder’s Game by Orsen Scott Card

Duration: August/ September (5 weeks)

Fiction and Non-Fiction Skills Writing

Content

Close Reading Strategies for Fiction Benchmark testing Connections Between Text (Text to self, Text to text, Text to world

and Text to media) 25 Book Challenge CHOMPS

Introduction and Review

Essential Question:

How can a student become an active reader?How does what I am reading influence how I should how I should read it?What do good readers do, especially when they don’t comprehend the text?How does understanding text’s structure help me better understand its meaning?

How do good writers gather information from different sources?

Skills: Review of reading strategies Genre Review-Nonfiction, Fiction and Poetry Annotating Text

Assessment:

CDT SLO (TDA Response)

Given a grade level appropriate text, students are able to identify relevant information

Resources: CDTMini stories to practice the close reading strategy

Teacher identified resources

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Standards: This map is a review of previous content and skills. This map is a review of previous content and skills.

Comments:

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Reading: Seventh Grade v. 2016-2017Duration: October (4 weeks)


Content Short Story (Fiction) Unit Text Analysis (Open-Ended

Responses) Text vs Media (Thank You

M’am)

Essential Question:

How does an author use literary elements to develop a story?How do the character conflicts influence the progression and resolution of the plot?

How does the setting influence the outcome of the story?

Skills:

Determine a theme and analyze its development over the course of a text

Cite several pieces of evidence to support analysis Cite several pieces evidence from the selection to support

inferences, conclusions and generalizations Analyze how story elements interact Analyze how setting shapes the characters or plot Analyze how the structure of a text contributes to its meaning

Analyze how an author develops and contrasts the point of view of different characters (Compare and Contrast characters from both short stories)

Compare and Contrast a written story and drama to its media version

Organize ideas, concepts and information using cause and effect

Assessment:

Given Grade Level Appropriate Text students can: Determine theme and central ideas of a text and analyze the

development over the course of a text Cite several pieces of textual evidence to support analysis,

inference, conclusions and generalizations Analyze how story elements interact and how setting shapes the

characters or plot Analyze how the structure of a text contributes to its meaning

Analyze how an author develops and contrasts the point of view of different characters

Compare and contrast a written story to its media version (Thank You M’am)

Organize ideas, concepts and information using cause and effect

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Resources:

Language of Literature:“Thank You M’am” and “Seventh Grade”.“Thank You M’am” video.Bridges to Literature:“The Jigsaw Puzzle”“The Stranger”

Language of Literature:“Thank You M’am” and “Seventh Grade”.“Thank You M’am” video.Bridges to Literature“The Jigsaw Puzzle”“The Stranger”

Standards: CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.CC.1.3.7.C Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.CC.1.3.7.E Analyze how the structure or form of a text contributes to its meaning.

CC.1.3.7.D Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.CC.1.3.7.G 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).CC.1.4.7.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.CC.1.4.7.D Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.CC.1.4.7.F Demonstrate a grade appropriate command of the

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Reading: Seventh Grade v. 2016-2017conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.7.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Comments: Review -conflict (internal/external), dialect and story elements.

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Reading: Seventh Grade v. 2016-2017 Duration: October/ November (5 weeks)

Fiction and Non-Fiction Skills WritingContent Poetry Connection Unit Text Analysis (Open-Ended

Responses)

Essential Question:

How do text structures and features aid the reader’s understanding of a passage?How does the study of poetry give us insight into the emotions of the poet and further help us to investigate our own feelings and emotions?How do authors use figurative language to impact audience?

How does the author’s style emphasize certain ideas to the reader?

Skills:

Summarize a text Cite several pieces of evidence to support analysis Cite several pieces of textual evidence to support inferences,

conclusions, and generalizations Analyze the structure of text Determine the meaning of words (vocabulary) Identify the elements of a story

Provide text-based evidence to support analysis and reflection

Assessment:

Given Grade Level Appropriate Text students can: Cite several pieces of textual evidence to support analysis Cite several pieces of textual evidence to support inferences,

conclusions and generalizations. Analyze structure of text Determine the meaning of word and interpret technical meaning of

words Determine or clarify meaning of unknown words and multiple-

meaning words Analyze how story elements interact Analyze how the structure of a text contributes to its meaning Analyze how the form of text contributes to its meaning Analyze impact of rhymes and sound devices Interpret figurative language, synonyms, antonyms and

connotations.

Summarize a text

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Resources:The Language of Literature- “Casey at the Bat”, Lake Isle of Innisfree, I Wondered Lonely as a Cloud, and Ballad of King ArthurBridges to Literature Teacher developed resources

Standards:

CC.1.2.7.B and CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.CC.1.2.7.E Analyze the structure of the text through evaluation of the author’s use of graphics, charts and the major sections of the text.CC.1.2.7.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative, connotative, and technical meanings.CC.1.2.7.J 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.CC.1.2.7.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.CC.1.3.7.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative, connotative meanings.CC.1.3.7.E CC.1.3.7.C

CC.1.4.7.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.7.S CC.1.3.7.G

Comments: Review stanza, line, repetition, rhyme pattern, and figurative language (metaphor, simile, personification, onomatopoeia and alliteration).

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Reading: Seventh Grade v. 2016-2017Duration: December (4 weeks)

Fiction and Non-Fiction Skills WritingContent Phineas Gage A Gruesome But True Story About Brain Science(Non-

Fiction Novel) Text Analysis Research

Essential Question: How does a readers’ purpose influence how text should be read? How does one best present

findings?

Skills:

Summary of a text Determine/Identify central ideas Evaluate the relevance of the author’s evidence Evaluate the soundness of an author’s argument Cite several pieces of evidence to support inferences, conclusions

and generalizations Analyze structure of text Evaluate use of graphics, charts and the major sections of the text Determine or clarify meaning of unknown words and multiple-

meaning words

Provide evidence to support analysis, reflection and research

Conduct short research to answer a question

Assessment:

Given Grade Level Appropriate Text students can: Create a summary Identify central ideas, reasoning and specific claims Evaluate the relevance of the author’s evidence Evaluate the soundness of an author’s argument Cite several pieces of evidence to support inferences, conclusions

and generalizations Analyze structure of text Evaluate use of graphics, charts and the major sections of the text Determine or clarify meaning of unknown words and multiple-

meaning words


Conduct short research to answer a question

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Resources:Phineas Gage A Gruesome But True Story About Brain Science by John FleishmanTextbook: Life Science New Jersey : Prentice Hall, 2005, Unit 3, Chapter 19 “How the Nervous System Works”

Research: Provide material to compete the key historical figures research.

Standards:

CC.1.2.7.A CC.1.2.7.HCC.1.2.7.B CC.1.2.7.ECC.1.2.7.F

CC.1.4.7.S CC.1.4.7.V

Comments: May need 6 weeks to complete. Before completing unit, assign students a key historical figure from the book.

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Reading: Seventh Grade v. 2016-2017Duration: January/ February (5 weeks)


Content Historical Fiction (Novel) Nonfiction Unit

Text- Dependent Analysis-Provide evidence about the characters development from the beginning to the end of the novel

Essential Question:

How does an author recreate history in a piece of fictional writing?

How does a writer alter history?

How does a reader recognize the difference between fiction and fact from a historical novel?

Skills:

Compare and contrast fictional portrayal of a time, place, or character and a historical account of the same period

Analyze how fiction author’s use or alter history Use context and affixes to determine the word meaning Interpret figurative language Analyze how story elements interact Analyze how setting shapes the characters or plot Cite several pieces to support analysis Cite several pieces of support inferences, support conclusions,

support generalizations

Provide evidence to support analysis and reflection

Assessment:

Given Grade Level Appropriate Text students can: Determine a theme and analyze its development over the course of a

text Cite several pieces of text-based evidence to support inferences,

support conclusions, support generalizations Analyze how story elements interact Analyze how setting shapes the characters or plot Determine or clarify the meaning of unknown and multiple-meaning

words Compare and contrast fictional portrayal of a time, place, or

character and a historical account of the same period Analyze how fiction authors use or alter history


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Reading: Seventh Grade v. 2016-2017 Use context and affixes to determine the word meaning Analyze interactions between individuals event, and ideas in a text

Resources:

Fever 1793 by Laurie Halse AndersonAn American Plague The True and Terrifying Story of the Yellow Fever Epidemic of 1793Bridges to Literature: “ Typhoid Mary”Novel: Deadly by Julie Chibarro

Standards:

CC.1.3.7.A CC.1.3.7.B CC.1.3.7.CCC.1.3.7.D Analyze how an author develops and contrasts the points of view of different characters or narrators in a textCC.1.3.7.FCC.1.3.7.H 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 historyCC.1.2.7 .A Determine understanding of key ideas and details in informational textsCC.1.2.7.B CC.1.2.7.CCC.1.2.7.D Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.CC.1.2.7.E CC.1.2.7.FCC.1.2.7.I Analyze how two or more authors present and interpret facts on the same topic

CC.1.4.7.S

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Reading: Seventh Grade v. 2016-2017Duration: February (2 weeks)

Fiction and Non-Fiction Skills WritingContent Short Story (Fiction) Text Analysis (Open-Ended

Responses)

Essential Question:

How does the main character change from the beginning, middle and end of the story?

How does the author’s tone change within the story to help the reader identify conflict?

How does the reader’s perception change because of the author’s tone?

Skills:


Provide an objective summary Cite several pieces of text-based evidence to support analysis Cite several pieces of text-based evidence to support inferences,

conclusions, and generalizations Analyze how story elements interact Analyze how setting shapes the characters or plot Use context and affixes to determine the word meaning. Determine or clarify the meaning of unknown and multiple-meaning

words

Analyze how an author develops and contrasts the point of view


Write narratives to develop real or imagined experiences or events

Assessment:


text Provide an objective summary Cite several pieces of text-based evidence to support analysis Cite several pieces of text-based evidence to support inferences,

support conclusions, support generalizations Analyze how story elements interact Analyze how setting shapes the characters or plot Interpret figurative language, allusions, synonyms, antonyms and

connotations Use context and affixes to determine the word meaning Determine or clarify the meaning of unknown and multiple-meaning

Analyze how an author develops the point of view and contrasts the point of view


Develop a narrative based upon real or imagined experiences

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Reading: Seventh Grade v. 2016-2017words

Resources:The Language of Literature- “ The White Umbrella”

Examples Prompts:Question about mood and tone.

Students will be noting details that help establish mood and tone in the story.

Explain how a different tone would change a reader’s perception of the events and characters completely.

Standards:

CC.1.3.7.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.CC.1.3.7.A CC.1.3.7.BCC.1.3.7.C

CC.1.3.7.D Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.CC.1.4.7.S CC.1.4.7.MCC.1.4.7.R

Comments: Review-tone, mood, and symbolism.

Duration: February (2 weeks )Fiction and Non-Fiction Skills Writing

Content “Classic” Short Story Text Analysis (Open-Ended Responses)

Essential Question:

How does the use of personification allow the reader to imagine what animals think and feel?

How do the tragedies in an author’s life affect their writing?

Skills: Determine a theme and analyze its development over the course of a text

Provide an objective summary Analyze how story elements interact Analyze how setting shapes the characters or plot Analyze how an author develops and contrasts the point of view of


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Reading: Seventh Grade v. 2016-2017different narrator(s)

Use context and affixes to determine the word meaning

Assessment:


text Provide an objective summary Analyze how story elements interact Analyze how setting shapes the characters or plot Analyze how an author develops and contrasts the point of view of

different narrator(s) Use context and affixes to determine the word meaning

Students are able to provide evidence from the selection to support analysis and reflection

Resources: The Language of Literature- “Rikki-Tikki-Tavi”.Example Prompt:Use evidence from story to explain why it constitutes a classic story.

Standards:CC.1.3.7.A CC.1.3.7.CCC.1.3.7.D CC.1.3.7.F CC.1.4.7.S

Comments: Mini review: point of view/perspective, theme ,personification, conflict and plot model.

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Reading: Seventh Grade v. 2016-2017Duration: March (2 weeks)

Fiction and Non-Fiction Skills WritingContent Narrative Poetry Text Analysis (Open-Ended

Responses)

Essential Question:

How does the study of poetry give us insight into the emotions of the poet and further help us toinvestigate our own feelings and emotions?

How does the author’s style emphasize certain ideas to the reader?

Skills: Analyze how the structure of a text contributes to its meaning Analyze how the form of text contributes to its meaning Analyze impact of rhymes and sound devices Interpret figurative language and allusions


Assessment:

Given Grade Level Appropriate Text students can: Analyze how the structure of a text contributes to its meaning Analyze how the form of text contributes to its meaning Analyze the impact of rhymes and sound devices Interpret figurative language and allusions


Resources: Language of Literature “The Highwayman”Example Prompt:What images and metaphors, key aspects of the writer’s style, stood out for you? Explain your choices.

Standards: CC.1.3.7.E CC.1.3.7.F CC.1.4.7.S

Comments: Review figurative language terms.

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Duration: April/ May ( 5 weeks)Fiction and Non-Fiction Skills Writing

Content Science Fiction and (Drama) Nonfiction Comparison Unit Text Analysis (Open-Ended Response)

Essential Question:

What truths about ourselves can we learn in extreme, dangerous, or unusual situations?

How do authors make science fiction believable?

Skills:


Cite several pieces to support inferences, support conclusions, support generalizations

Analyze how drama elements interact Analyze how setting shapes the characters or plot Analyze how an author develops and contrasts the point of view of

different characters Use of context and affixes to determine the word meaning Compare and contrast a drama to its media version


Assessment:


Cite several pieces to support analysis Cite several pieces to support inferences, support conclusions,

support generalizations Analyze how dramatic elements interact Analyze how setting shapes the characters or plot Analyze how an author develops and contrasts the point of view of

different characters Use of context and affixes to determine the word meaning Compare and contrast a drama to its media version


Resources: “All Summer in a Day” by Ray Bradbury.The Language of Literature “Dark They Were, and Golden Eyed”, “The Monsters Are Due on Maple Street”.

Example Prompts:Compare and contrast settings and experiences from the various

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Twilight zone video of “The Monsters Are Due on Maple Street”.“Destination Mars”- informational article

science fiction stories read. How can you begin to generalize about the genre of science fiction from reading the texts?

Answer the essential question (How do author’s make science fiction believable?) by citing specific details from at least two sources.

Standards:CC.1.3.7.A CC.1.3.7.BCC.1.3.7.C CC.1.3.7.DCC.1.3.7.F CC.1.3.7.G

CC.1.4.7.S

Comments: “The Monsters Are Due on Maple Street” added text analysis questions: While reading “The Monsters Are Due on Maple Street,” note the characters and how they change from the beginning to the end. What influenced the changes in each character?

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Reading: Seventh Grade v. 2016-2017Fiction and Non-Fiction Skills Writing

Content School Wide Read TBD-Based on novel selection

Essential Question:

Skills:

Assessment:

Resources:

Standards:

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english language arts curriculum revised... · web viewreading: seventh grade. in seventh grade,...

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