scope and sequence seventh grade language arts and sequence seventh grade language arts ......

Scope and Sequence Seventh Grade Language Arts

Nine Weeks I Nine Weeks II Nine Weeks III Nine Weeks IV

Weeks 1-2 1.02, 5.01, 6.01, 6.02

2.01 5.02 2.01

Weeks 3- 4 5.02, 5.01, 1.01

4.02, 2.02 5.01 4.02, 2.02

Weeks 5-6 3.01, 2.02, 5.01 2.02 5.01, 5.02, 1.01 1.01, 4.01, 5.01, 3.01, 5.02

Weeks 7-8 4.01, 5.01, 3.01

5.01, 5.02 3.01, 5.01 3.01, 2.02, 5.01

Benchmark Assessments

Middle Grades Curriculum Guide for Language Arts 7

Curriculum Target

Date

Instruction

North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction

(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)

Goal Objective Clarifying

Objectives

Task Analysis Essential

Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Competency Goal 1 The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.

1.01 Narrate an

expressive account

which:

Creates a coherent organizing structure appropriate to purpose, audience, and context.

Orients the reader/listener to the scene, the people, and the events.

Engages the reader by establishing a context

Compose a narrative in response to a variety of issues, which embodies structure, target audience, and purpose.

Nine Weeks I Nine Weeks III Nine Weeks IV

Develop an

expressive idea in

which to

elaborate.

Examine details

and feelings of a

specific personal

event.

Construct an

organizational

plan.

Generate a

coherent personal

How do I

generate a plan

for narrating an

expressive

account that

includes purpose,

audience, and

context?

What are the

significant events

of a story?

How do I

categorize the

elements of

writing into the

North Carolina 5

features of good

Coherent Narrator Compare Contrast Purpose Audience Context Autobiographical Analyze Audience Author’s purpose Character Analysis Dialogue Dialect

Brainstorm thoughts

in order to generate

ideas.

Use thinking maps to

organize thoughts.

Introduce 5 features

of good writing.

Introduce ROLE,

AUDIENCE, FORMAT,

and TOPIC.

Model a coherent

personal account.

Grandparent Interview

(http://www.learnnc.or

g/lessons/search?grade

=7&scos_subject=Englis

h+Language+Arts&scos=

2004-ELA-0007-01-01)

(Reading, Writing,

Listening, Speaking,

Viewing, Technology)

From Picture To

Narrative

(http://www.readwrite

think.org/lessons/lesso

n_view.asp?id=116)

(Reading, Writing,



Letter To The Editor

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach

Inspiration / Kidspiration-Media (On school computers)

Edu-Test

Accelerated Reader

Internet Sources: ex. www.rubrics.com

Test Ready Reading

Test Ready Writing

Test Ready Vocabulary

Thinking Maps-Tools for Learning Manual *Class Display Set –

Thinking Maps

CARS

STARS

Reading In the Content Area Manual (Literacy Coach)

http://www.learnnc.org/lessons/search?grade=7&scos_subject=English+Language+Arts&scos=2004-ELA-0007-01-01






http://www.readwritethink.org/lessons/lesson_view.asp?id=116




http://www.rubrics.com/


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

and creating a point of view.

Establishes the significance of events.

account.

Model the North

Carolina 5 Features

of Good Writing.

Create a final draft

of an expressive

account.

writing?

In what ways

were feelings

and specific

details shared

throughout the

narrative?

What strategies

work best for me

when doing

expressive

writing?

How can I

measure the

effectiveness of

good writing?

How do I create

an organizational



n_view.asp?id=929)

(Reading, Writing,



Genre



n_view.asp?id=311)

(Reading, Writing,



Students will complete

a thinking map.

(Writing, Reading)

Compose a first draft of

a coherent account

following the 5 features

Duplin County Schools Writing Notebook-Middle Grades 6-8

Duplin County Language Arts Literary Manual

Duplin County Schools –In-Service Workshops and Training Sessions and Materials

ESL Literacy Manuals

SIOP Resource Person-(Annual Training Sessions are available)

Technology-AlphaSmarts, Computers, Internet

www.gohrw.com










Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

plan and outline

for an expressive

essay?

How do we write

an effective

expressive essay?

of good writing, which

includes an emphasis on

PURPOSE, AUDIENCE,

FORMAT, and TOPIC.

(Writing, Reading)

1.02 Respond to

expressive materials

that are read, heard,

and/or viewed by:

monitoring

comprehension

for

understanding of

what is read,

heard, and/or

viewed.

summarizing the

characteristics

of expressive

works.

Use a variety of expressive literary works to create personal response in terms of significance, learning, connections, and reflective products.

Nine Weeks I

Read, view, and

listen to various

expressive

materials.

Compare and

contrast the

characteristics of

expressive works.

Analyze the effect

What are the

differences

between

Narrative and

Expressive

writing?

How does this

literary work

connect to me

and my world?

What is the

difference

between

Analyze Character analysis Cause/Effect Compare Contrast Conclusions Conflict Context Clues Fiction Inferences Main Idea Narrator Plot

Explain the

characteristics of

expressive materials.

Introduce active

reading strategies

which allow students

to comprehend

materials that are

read, heard, and/or

viewed.

Use Venn Diagram to

compare and contrast

information and make

We Read Every Day!


g/lp/pages/3210)

(Reading, Writing,



Point-of-View


g/lp/pages/2928)

(Reading, Writing,



Issues

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



http://www.learnnc.org/lp/pages/3210








Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

determining the

importance of

literary effects

on the

reader/viewer/lis

tener.

making

connections

between works,

self and related

topics.

comparing

and/or

contrasting

information.

drawing

inferences

and/or

conclusions.

determining the

main idea and/or

significance of

events.

generating a

learning log or

journal.

maintaining an

of literary devices

in materials that

are read, viewed,

or listened to.

Draw conclusions

and make

inferences.

Design an artistic

representation that

connects to what is

read, viewed, or

heard.

Compare and

contrast print and

informal and

formal expressive

writing?

Point of View Reflective Setting Style Theme

connections between

materials.


g/lp/pages/3919)

(Reading, Writing,



Students will create an

artistic reflection which

connects self to work.

(Reading, Writing)

Students will use non-

print materials to

interpret meaning of

work. (Reading)

Thinking Maps

CARS

STARS








www.gohrw.com





Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

annotated list of

works

read/viewed.

creating an

artistic

interpretation

that connects

self and/or

society to the

selection.

constructing and

presenting

book/media reviews.

non-print

expressive works.

1.03 Interact in

group settings by:

responding

appropriately to

comments and

questions.

offering

personal

Discuss/express in a meaningful way personal observations from a given text, while being respectful of others’

Nine Weeks IV

Apply listening

techniques.

Identify empathy.

Demonstrate

relevance to

content.

What

characteristics

define a “good”

essay?

How do I plan

and outline an

Empathy Sympathy Apathy Clarification

Model role-modeling

and active listening

and showing empathy.

Use graphic organizers

to show relationships

between personal

experience and

TV Careers


g/lp/editions/careersta

rt-grade7/4392)

(Reading, Writing,



Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

http://www.learnnc.org/lp/editions/careerstart-grade7/4392





Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

opinions

confidently

without

dominating.

giving

appropriate

reasons that

support

opinions.

soliciting and

respecting

another person's opinion.

viewpoints. Recognize the need

for assistance.

expressive essay?

How do I

generate an

effective

expressive essay?

What is active

listening?

How can

interacting

within a group

develop active

listening skills?

What are

examples of

positive

interdepen-

dence?

content.

Seeing Two Poems


g/lp/pages/3641)

(Reading, Writing,



School Uniforms: Point-

of-View Writing


g/lp/pages/3911)

(Reading, Writing,



The student will

participate in:

carousel

brainstorming

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS















Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

How can my

group members

and I be sure

that everyone is

accountable for

learning?

Inside/Outside

Circles

Place Mat

Four Corners

Jigsaw

Games

Cooperative

Dialogue

(Reading, Writing,


Viewing,

Technology)


www.gohrw.com

1.04 Reflect on

learning experiences

Use prior experience to

Nine Weeks

Develop personal

learning through

How do I monitor

my learning?

Connections Inferences

Use thinking maps to

show change in self

Seven Directions


Stars

Competitive Edge

Sharpen Up Reading




Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

by:

analyzing

personal

learning growth

and changes in

perspective.

examining

changes in self

throughout the learning process.

determining

how personal

circumstances

and background

shape

interaction with text.

reflect upon a variety of texts, while assessing personal growth and change.

IV changes in

perspective.

Consider changes

in self throughout

the learning

process.

Determine how

personal

circumstances and

background form

interaction with

the text.

How do I

measure changes

in perspective

throughout the

learning process?

Interact Perspective Point of View Circumstances

and perspective.

Model the use of

learning logs.

g/lp/pages/4041)

(Reading, Writing,



Respond to learning

through the use of

learning logs. (Writing)

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS




Duplin County Schools –



Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

In-Service Workshops and Training Sessions and Materials




www.gohrw.com

Evaluation & Assessment

Target

Date

Formative Common Benchmark Summative Note(s):


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Competency Goal 2 The learner will synthesize and use information from a variety of sources.

2.01 Respond to

informational

materials that are

read, heard, and/or

viewed by:

monitoring

comprehension

for

understanding of

what is read,

heard and/or

viewed.

analyzing the

characteristics

of informational

works.

summarizing

information.

determining the

importance of

information.

making

connections to

related

topics/informati

Reflect upon a

variety of

informational

texts through

examination of

characteristics,

significance,

learning

connections, and

creation of

investigative

questions.

Nine

Weeks I

Determine the

author’s purpose.

Identify the main

idea.

Recognize

sequencing.

Distinguish

between fact and

opinion.

Paraphrase

information.

Determine

intended audience.

What are the

differences

between

expressive and

informational

writing?

What strategies

can I use to

comprehend

informational

materials?

What are the

characteristics of

informational

works?

What is a one-

sentence

summary of

Analogy Analyze Captions Conclusions Determine Graphics Identify Informational Almanac Bibliography Editorial Pamphlet Documentation Periodicals Plagiarism Propaganda Source

Design a Venn diagram

to show the

difference between

fact and opinion.

Summarize materials

by paraphrasing

information read,

heard, or viewed.

Use rhetorical triangle

to teach author’s

purpose and intended

audience.

Will I Ever Use This In

Real Life?



rt-grade7/4397)

(Reading, Writing,



We Read Every Day


g/lp/pages/3210)

(Reading, Writing,



Story Shackles


g/lp/pages/3110)

(Reading, Writing,


Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS














Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

on.

drawing

inferences

and/or

conclusions.

generating questions.

____?

How does this

literary work

connect to other

literary works,

the world, and

me?


Sticky-Note Discussions


g/lp/pages/2976)

(Reading, Writing,



Problem-Solving Careers



rt-grade7/4393)

(Reading, Writing,


Viewing, Technology

Identify the main

purpose of materials


and/or viewed.

(Reading, Writing,






www.gohrw.com









Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Listening, Viewing,

Technology)

Respond effectively to a

prompt. (Writing)

Design a bubble chart

to determine the

author’s purpose.

(Reading, Writing)

2.02 Use multiple

sources of print and

non-print information

in designing and

developing

informational

materials (such as

brochures,

newsletters, and

infomercials)

Use a variety of

informational

texts to evaluate

materials which

compare and

contrast

information and

distinguish the

validity of that

Nine

Weeks I

Nine

Weeks II

Nine

Weeks

IV

Investigate a

variety of sources.

Discriminate

between primary

and secondary

sources.

What are

examples of

informational

materials?

How can the

validity of a

source be

determined?

Accuracy Almanac Bibliography Editorial Pamphlet Documentation Periodicals Plagiarism Propaganda

Introduce students to

a variety of print and

non-print information

through the use of

technology.

Compare and contrast

primary and

secondary sources.

Survival!


g/lp/pages/2912)

(Reading, Writing,



Resource Recon


g/lp/pages/2980)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader










Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

through:

identifying and

using

appropriate

primary and

secondary

sources.

comparing,

contrasting, and

evaluating

information

from different

sources about the same topic.

evaluating

information for

extraneous

details,

inconsistencies,

relevant facts,

and organization.

information. What is the

difference

between primary

and secondary

sources?

Source Brochure Classify Distinguish Fact/Opinion Graph Evaluate Identify Inconsistent Infomercial Irrelevant Primary Source Secondary Source Verify

Create a tree map to

distinguish between

the varieties of

sources.

(Reading, Writing,



Literature Biography

Project


g/lp/pages/4025)

(Reading, Writing,



The Life of Twain


g/lp/pages/36300)

(Reading, Writing,



Multigenre Texts



Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS


















Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

n_view.asp?id=293)

(Reading, Writing,



Edgar Allen Poe



n_view.asp?id=411)

(Reading, Writing,



Martin Luther King, Jr.

(http://edsitement.neh

.gov/view_lesson_plan.

asp?id=326)

Choose Your Own

Adventure: A Hypertext

Writing Story


www.gohrw.com





http://edsitement.neh.gov/view_lesson_plan.asp?id=326







Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources


n_view.asp?id=128)

(Reading, Writing,



Design and develop a

brochure or newsletter

using information

gathered in print and

non-print sources.

(Writing, Technology)

Students will identify

primary and secondary

sources on a t-chart.

(Writing, Reading)


Target

Date



Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Competency Goal 3 The learner will

fine the

understanding

and use of

argument.

3.01 Explore and

analyze

argumentative works


and/or viewed by:

monitoring

comprehension

for

understanding of

what is read,

heard and /or

viewed.

identifying the

arguments and

positions stated

or implied and

the evidence

used to support

them.

recognizing

bias, emotional

factors, and/or

Recognize argument and stated implied positions, identifying supporting evidence, use of bias, related inferences and learning connections.

Nine Weeks I Nine Weeks III Nine Weeks IV

Evaluate

comprehension of

what material is

read, heard,

and/or viewed.

Develop the

characteristics of

an argumentative

work.

Establish the

importance of

author’s word

choice and focus.

Rewrite the

author’s purpose

and stance.

Generate

What are the

differences

between problem

solution and

expressive

writing?

What is a

counter-

argument?

How do I

determine the

effectiveness of

an argumentative

essay?

How do I plan

Argumentative Argument Counter Argument Distinguish Editorial Facts Identify Opinion Predicting Propaganda Bias Tone Stance Style Support

Model the use of

thinking maps to

monitor

comprehension and

summarize the

author’s purpose.

Model the use of RAFT

as a tool to analyze

the characteristics of

an argumentative

prompt.

Use examples and

non-examples to

understand the

difference between

fact and opinion.

Interdisciplinary Unit on

DNA


g/lp/pages/3550)

(Reading, Writing,



Fairy Tale

Autobiographies



n_view.asp?id=1)

(Reading, Writing,



Restate the author’s

purpose and stance.

(Reading, Speaking)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS











Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

semantic

slanting.

examining the

effectiveness of

style, tone, and

use of language.

summarizing the

author's purpose

and stance.

examining the

importance and

impact of

establishing a

position or

point-of-view.

making

connections

between works,

self and related

topics.

drawing

inferences.

responding to

public

documents (such

as but not

limited to

connections

between works,

self, and related

topics.

Assemble a

response to public

documents.

Discriminate

between fact and

opinion.

and organize a

problem solution

essay?

What strategies

can I use to

determine the

author’s purpose

of an

argumentative

text?

Construct an

introductory paragraph.

(Writing)

Develop a stance on a

given subject.

Effectively write a

thesis statement.

(Writing)







www.gohrw.com


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

editorials,

reviews,

local/state/natio

nalpolicies/issue

s).

3.02 Explore and

analyze the problem

solution process by:

studying

problems and

solutions within

various texts and

situations.

utilizing the

problem-

solution process

within various

contexts/situatio

ns.

Within a variety of texts, use the problem-solution process, creating responses suited to appropriate audience and context.

Nine Weeks IV

Evaluate writing

samples that

present problems

coherently,

describe the

solutions clearly,

support the

solution, and show

awareness of

audience.

Generate

individual and

What are the

differences

between problem

solution and

expressive

writing?

How do I plan

and organize a

problem-solution

essay?

How do I write

Analyze Audience Evaluate Purpose Argument Counter argument Coherent Sequence Awareness

Given a prompt, host

a class brainstorming

session.

Create a class essay to

help students analyze

their ideas, select a

stance, and support

the stance with

details.

Model the use of

various graphic

organizers to assist

No More Bullying



n_view.asp?id=935)

(Reading, Writing,



Effectively respond to a

problem-solution

prompt, which includes

a counterargument.

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing


Thinking Maps-Tools for







Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

constructing

essays/presentati

ons that respond

to a given

problem by

proposing a

solution that

includes

relevant details.

recognizing

and/or creating

an organizing

structure

appropriate to

purpose,

audience, and context.

group essays and

presentations.

an effective

problem-solution

essay?

students in organizing

ideas.

Model an effective

problem-solution

essay.

Develop an effective

problem solution

essay using

organizational plan.

(Reading, Writing)

Orally present an

argument with solid

solutions. (Speaking)

Learning Manual *Class Display Set –

Thinking Maps

CARS

STARS








www.gohrw.com


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

3.03 Study and

create arguments

that evaluate

through:

understanding

the importance

of establishing a

firm judgment.

justifying the

judgment with

logical, relevant

reasons, clear

examples, and

supporting

details.

creating an

organizing

structure

appropriate to

purpose,

audience, and context.

Express argumentative style using justification with logic, relevance and support, while organizing the structure appropriately for audience, purpose, and context.

Nine Weeks III

Compare and

contrast various

texts to identify

the soundness of

judgments.

Examine and

evaluate

documents for the

purpose of

identifying specific

examples and

evidence to

support judgments.

Identify the

characteristics of

the evaluative

process.

Support

development of

How do I

determine if an

argument is

logical?

What strategies

and criteria do I

use to study,

analyze,

evaluate, and

create

arguments?

What things do I

need to consider

when creating

and sharing

critiques and

evaluations?

What are the

strategies that I

Audience Bias Evaluate Persuasive Propaganda

Create a flow map to

model the steps in

composing an

argumentative essay.

School Uniforms


g/lp/pages/3911)

(Reading, Writing,



The Penny Problem

(http://www.econedlin

k.org/lessons/index.php

?lesson=EM257&page=te

acher) (Reading,

Writing, Listening,

Speaking, Viewing,

Technology)

Participate effectively

in the peer editing

process. (Reading,

Writing, Speaking,

Viewing, Listening)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS






http://www.econedlink.org/lessons/index.php?lesson=EM257&page=teacher







Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

logical reasons,

examples, and

details in creating

an evaluative text

using graphic

organizers.

Apply information

from graphic

organizer to an

appropriate

structure for

delivery.

Utilize the process

for developing

group essays

and/or

presentations.

should use to

identify and

evaluate the

arguments and

critiques in

texts?

What are the

things I should

consider when

creating and

sharing

arguments and

critiques?

What things do I

need to consider

when creating

and sharing

critiques/evaluat

ions?

Create an evaluative

thesis statement.

(Writing)

Support and elaborate

upon ideas using details

from brainstorming.

(Writing)






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Goal 4 The learner will

refine critical

thinking skills

and create

criteria to

evaluate print

and non-print

materials.

4.01 Analyze the

purpose of the

author or creator by:

monitoring comprehension for understanding of what is read, heard and/or viewed.

exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.

identifying and exploring

Examine and express argumentative style using justification with logic, relevance, and support, while organizing the structure appropriately for audience, purpose, and context.

Nine Weeks I Nine Weeks IV

Focus on purpose

for reading.

Identify the

comprehension

skills and strategies

used by good

readers

(predicting,

questioning,

clarifying,

summarizing).

Reread, pause, and

reduce reading

speed to take

notes of key

points.

Identify confusing

parts of a text.

What things do I

need to consider

when

determining and

analyzing an

author’s purpose?

What are the

strategies should

I use to address

the purpose and

audience within

the context of

my assignment?

Assumptions Bias Clarifying Hidden message Predicting Propaganda Summarize Stereotypes

Show examples of

hidden messages,

bias, and propaganda.

Allow students to

think-pair-share in

response to various

print and non-print

materials to find

examples of hidden

messages, bias, and

propaganda.

Uncovering Assumptions Through Critical Writing (http://www.learnnc.org/lp/pages/3810) (Reading, Writing, Listening, Speaking, Viewing, Technology) Is Mr. Wolf Really A Bad Guy? (http://www.learnnc.org/lp/pages/3187) (Reading, Writing, Listening, Speaking, Viewing, Technology) Create advertisements. (Writing)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS











Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

the underlying assumptions of the author/creator.

analyzing the effects of author's craft on the reader/viewer/listener.

Summarize text.

Assess personal use

of comprehension

skills/strategies by

completing a

checklist or rubric.

Define and explore

examples of bias.

Examine author’s

assumptions based

on personal

beliefs,

experiences, and

knowledge.

Identify details or

inferences that

support or refute

the thesis.

Categorize advertisements for propaganda. (Reading, Viewing) Create satirical cartoons. (Writing)






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Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Create a personal

response analyze

the effects of

specific devices

used to present

and support the

author’s purpose.

4.02 Develop (with

teacher assistance)

and apply

appropriate criteria

to evaluate the

quality of the

communication by:

using knowledge of language structure and literary or media techniques.

Evaluate (with assistance) language structure, evidentiary support, and the implications/impact of logical conclusions within a given text.

Nine Weeks II Nine Weeks IV

Recognize

appropriate

language structure

and literary/media

techniques within a

variety of

texts/media.

Evaluate the

quality of the

communication

with: language

appropriate for

audience, purpose,

How do I identify

or develop

criteria to

evaluate the

effectiveness of

communication?

Analyze Conclusion Consequences Evidence Implications Relevant information Rubric Critical stance Fair-minded Perspective Point-of-view

Model the recognition

of appropriate

language structure

and literary/media

techniques within a

variety of

texts/media.

Evaluate the quality

of the communication

with emphasis on:

language appropriate

for audience,

purpose, content,

Point-of-View (http://www.nationalgeographic.com/xpeditions/lessons/18/g68/pointsnews.html) (Reading,

Writing, Listening, Speaking, Viewing, Technology) Literature Circles Reframed (http://www.readwritethink.org/lessons/lesson_view.asp?id=877)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing


Thinking Maps-Tools for Learning Manual

http://www.nationalgeographic.com/xpeditions/lessons/18/g68/pointsnews.html











Curriculum Target

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drawing conclusions based on evidence, reasons, or relevant information.

considering the implications, consequences, or impact of those conclusions.

content, focus,

hook, organization,

and coherence.

Generate possible

hypotheses, as a

group, as to the

quality of the work

and its

effectiveness in

conveying

meaning.

Produce a group

response that

summarizes the

possible

consequences of

the evaluation.

focus, hook,

organization, and

coherence

As a group, evaluate

the quality of a work

and its effectiveness

in conveying meaning.

Survey the learner’s

response to both

positive and negative

evaluations of a text.

(Reading, Writing, Listening, Speaking, Viewing, Technology) Leading to Great Places (http://www.readwritethink.org/lessons/lesson_view.asp?id=16) (Reading, Writing, Listening, Speaking, Viewing, Technology) Evaluating Web Pages (http://www.readwritethink.org/lessons/lesson_view.asp?id=328) (Reading, Writing, Listening, Speaking, Viewing, Technology) GIST: A Summarizing Strategy (http://www.readwritet

*Class Display Set –

Thinking Maps

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Curriculum Target

Date

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Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

hink.org/lessons/lesson_view.asp?id=290) (Reading, Writing, Listening, Speaking, Viewing, Technology) Performing Poetry and Building Meaning (http://www.readwritethink.org/lessons/lesson_view.asp?id=78) (Reading, Writing, Listening, Speaking, Viewing, Technology) Vocabulary Analysis (http://www.readwritethink.org/lessons/lesson_view.asp?id=837) (Reading, Writing) The Phantom Tollbooth










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Essential

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Opportunity

Learning

Opportunity

Resources

(http://www.readwritethink.org/lessons/lesson_view.asp?id=79) (Reading, Writing, Listening, Speaking, Viewing, Technology) Expository Detective’s Handbook (http://www.readwritethink.org/lessons/lesson_view.asp?id=40) (Reading, Writing, Listening, Speaking, Viewing, Technology) Create a comprehensive timeline using a computer. (Reading, Writing, Technology) Rewrite the end of a










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story based on initial conclusion considering the impact of that conclusion. (Reading, Writing)

4.03 Develop the

stance of a critic by:

considering alternative points of view or reasons.

remaining fair-minded and open to other interpretations.

constructing a critical response/review of a

Critique with an open viewpoint while composing an evaluative response to a given literary work or topic.

Nine Weeks III

Analyze

perspective by

identifying point-

of-view.

Write a review of a

book, movie, or

restaurant.

Produce a book

talk.

Develop and share

alternate points of

view.

Analyze various

viewpoints on an

What is point of

view?

How do I

recognize a

different point of

view?

What do I need

to consider when

evaluating a

selection?

What do I need

to consider when

evaluating

communication?

Critical stance Fair-minded Perspective Point of view

Coach students in

considering

alternative points of

view by developing

critical thinking skills.

Brainstorm ideas with

students using Smart

Board.

Construct/model a

critical response as a

class.

What Do You See? (http://www.learnnc.org/lp/pages/3079) (Reading, Writing, Listening, Speaking, Viewing, Technology) Research and Historical Fiction (http://www.readwritethink.org/lessons/lesson_view.asp?id=864) (Reading, Writing, Listening, Speaking, Viewing, Technology) Inventing and

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS










Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

work/topic

issue.

Consider outcomes

of different points

of review.

Understand

individual

viewpoints can be

changed when new

information and

insights are gained.

Utilize appropriate

graphic organizers

to develop reasons

a critical stance by

citing specific

analysis of

positives and

negatives.

Produce an on--

How do I create

a critical

response that

evaluates what I

have

read/heard/view

ed?

Presenting (http://www.readwritethink.org/lessons/lesson_view.asp?id=162) (Reading, Writing, Listening, Speaking, Viewing, Technology) Jane Addams (http://www.readwritethink.org/lessons/lesson_view.asp?id=914) (Reading, Writing, Listening, Speaking, Viewing, Technology) Text Talks (http://www.readwritethink.org/lessons/lesson_view.asp?id=29) (Reading, Writing, Listening, Speaking, Viewing, Technology)

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Curriculum Target

Date

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Objectives


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Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

demand writing to

an evaluative

prompt.

Critical Media Literacy (http://www.readwritethink.org/lessons/lesson_view.asp?id=97) (Reading, Writing, Listening, Speaking, Viewing, Technology) Analyzing Advice (http://www.readwritethink.org/lessons/lesson_view.asp?id=372) (Reading, Writing, Listening, Speaking, Viewing, Technology) Students will construct a critical response by completing a book review. (Reading,










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Writing)


Target

Date



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Opportunity

Resources

Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes.

5.01 Increase

fluency,

comprehension, and

insight through a

meaningful and

comprehensive

literacy program by:

using effective

reading

strategies to

match type of

text.

reading self-

selected

literature and

other materials

of individual

interest.

reading

literature and

other materials

selected by the

teacher.

assuming an

Explore literary elements through a variety of genres and informational materials, infer meaning, and determine significance of literary components used by the author.

Nine Weeks I Nine Weeks II Nine Weeks III Nine Weeks IV

Utilize strategies

for reading various

types of text for a

variety of

purposes.

Demonstrate the

ability to choose

and use

appropriate

reading strategies

as needed.

Respond

appropriately to

what is read.

Self-monitor pace

How does the

organization of

the various

genres determine

the strategies I

use in interpret

and understand

what I have read?

What strategies

do I use to

understand what

the author is

trying to

communicate?

How do I analyze

the effects of the

author’s choices

used to convey

the message?

Acronym Alliteration Allusion Almanac Analogy Analyze Antagonist Author’s purpose Atlas Attitude Assonance Autobiography Biography Cause/Effect Character analysis Characterization Chronological order

Create story maps.

Write character

sketches.

Participate in

literature circles.

Model effective

reading strategies

Compose plot

diagrams.

Provide opportunities

to examine

stereotypes.

Encourage students to

select high-interest

reading materials.

Conduct student-lead

Poetry Through Music:

“Smooth”


g/lp/pages/2905)

(Reading, Writing,



Elements of a Fable


g/lp/pages/2913)

(Reading, Writing,



A Christmas Carol


g/lp/pages/3093)

(Reading, Writing,



Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS














Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

active role in

teacher-student

conferences.

engaging in

small group

discussions.

taking an active

role in whole

class seminars.

analyzing the

effects on texts

of such literary

devices as

figurative

language,

dialogue,

flashback,

allusion, and

irony.

analyzing the

effects of such

elements as plot,

theme, point of

view,

characterization,

mood, and style.

analyzing

and understanding

using various active

reading strategies.

Develop

appropriate

questions to

facilitate increased

understanding.

Read various text.

Review literary

devices such as

figurative

language, dialogue,

and flashback.

How do I

organize my

ideas to

demonstrate my

understanding of

what I have

read/heard/view

ed?

How do I

demonstrate my

analysis of the

author’s choices

and their effect

on me as a

reader?

Concrete poem Conflict Climax Compare & contrast Context clues Dialect Dialogue Drama Editorial Fable Falling action Figurative language Fiction Figure of speech Flashback Folklore Foreshadowing

seminars (Socratic

Seminar).

Develop fluency of

literary terms in

literature works using

application and

ongoing list

Plan content-specific

field trips.

Haiku

(http://edsitement.neh

.gov/view_lesson_plan.

asp?id=305) (Reading,

Writing, Listening,

Speaking, Viewing,

Technology)

Write character

sketches. (Reading,

Writing)

Create a story board.

(Reading, Writing)

Determine how literary

devices affect the plot

of a literary work.

Participate in active

discussions that are






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Learning

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Resources

themes and

central ideas in

literature and

other texts in

relation to

personal

issues/experienc

es.

extending

understanding

by creating

products for

different

purposes,

different

audiences and

within various

contexts.

analyzing the

connections of

relationships

between and

among

characters,

ideas, concepts,

and/or

Defend/support

answers by citing

text.

Explore allusion &

irony.

Recognize the

impact on the

reader.

Identify various

elements within a

text.

Explore various

themes within

literature.

Free verse Generalization Genre Haiku Historical fiction Imagery Inference Irony Legend Lighthearted Limerick Lyric poem Main idea Melancholy Metaphor Mood Myth Narrator Narrative poem Novel

lead by the students

and facilitated by the

teacher. (Speaking)

Student will be able to

lead literature circles

and classroom

discussions. (Reading,

Speaking)

Students will be able to

interpret a text by

explaining plot, theme,

point of view,

characterization, mood,

and style.


Curriculum Target

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Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

experiences.

Define and identify

examples of

conflict.

Onomatopoeia Personification Point-of-view Plot Prose Realistic fiction Refrain Reflective Protagonist Repetition Rhyme scheme Rhythm Rising action Science-fiction Scene Sensory imagery Short story


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Setting Simile Speaker Stage directions Stanza Style Suspense Symbolism Tall tale Teleplay Theme Tone Memoir Meter Screenplay

5.02 Study the

characteristics of

literary genres

Explore literary elements through a variety

Nine Weeks I

Identify specific

characteristics

within the various

How does the

organization of

various genres

Acronym Alliteration Allusion

Model story maps.

Create character

Grammar Scramblers


g/lp/pages/3328)





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Resources

(fiction, nonfiction,

drama, and poetry)

through:

reading a variety

of literature and

other text (e.g.,

mysteries,

novels, science

fiction,

historical

documents,

newspapers,

skits, lyric

poems).

analyzing what

genre specific

characteristics

have on the

meaning of the

work.

analyzing how

the author's

choice and use

of a genre

shapes the

of genres and informational materials, infer meaning, and determine significance of literary components used by the author.

Nine Weeks II Nine Weeks III Nine Weeks IV

genre works.

Discuss the impact

of each

characteristic on

the meaning of the

work

Review plot,

theme, point-of-

view,

characterization,

mood, and style as

it relates to

literature.

Identify various

elements within

texts.

Discuss the impact

of various elements

determine the

strategies I use

to interpret and

understand what

I have read?

How do I

determine an

author’s purpose

within and across

various genres?

What strategies

do I use to

identify the

characteristics/e

lements of a

genre?

What strategies

do I use to

explore, analyze,

Almanac Analogy Analyze Antagonist Author’s purpose Atlas Attitude Assonance Autobiography Biography Cause/Effect Character analysis Characterization Chronological order Concrete poem Conflict

sketches.

Facilitate literary

circles.

Provide opportunities

to examine

stereotypes.

Encourage students to

select high interest

reading materials.

Conduct student-lead

seminars (Socratic

Seminar).

(Writing, Reading)

Four Squares



n_view.asp?id=255)

(Writing, Reading)

Write and share poems.

(Writing, Speaking)






Curriculum Target

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Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

meaning of the

literary work.

analyzing what

impact literary

elements have

on the meaning

of the text such

as the influence

of setting on the

problem and its resolution.

on the reader. and/or evaluate

the development

of these

elements and

their impact on

me as a reader?

How do I portray

the effectiveness

of the author’s

development of

the genre?

Climax Compare & contrast Context clues Dialect Dialogue Drama Editorial Fable Falling action Figurative language Fiction Figure of speech Flashback Folklore Foreshadowing Free verse Generalization Genre


Curriculum Target

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Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Haiku Historical fiction Imagery Inference Irony Legend Lighthearted Limerick Lyric poem Main idea Melancholy Metaphor Mood Myth Narrator Narrative poem Novel Onomatopoeia Personificatio


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

n Point-of-view Plot Prose Realistic fiction Refrain Reflective Protagonist Repetition Rhyme scheme Rhythm Rising action Science-fiction Scene Sensory imagery Short story Setting Simile Speaker


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Stage directions Stanza Style Suspense Symbolism Tall tale Teleplay Theme Tone Memoir Meter Screenplay


Target

Date



Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

Competency Goal 6 The learner will

apply

conventions of

grammar and

language usage.

6.01 Model an

understanding of

conventional written

and spoken

expression by:

using a variety

of sentences

correctly,

punctuating

them properly,

and avoiding

fragments and

run-ons.

using subject-

verb agreement

and verb tense

that are

appropriate for

the meaning of

the sentence.

applying the

parts of speech

to clarify

language usage.

using pronouns

Create a written product and oral presentation which applies correct conventions of grammar/sentence structure, multiple-meaning words, uses of references, while distinguishing precise/appropriate language, and experimenting with literary devices.

Nine Weeks I Nine Weeks II

Analyze usage in

samples/examples.

Apply conventions

of grammar and

usage in speaking

and writing.

How do I

demonstrate and

model an

understanding of

conventional

written and

spoken language?

How do I

demonstrate my

command of

conventions as I

speak and write?

Appositives Conventions Focus Dialect Formal language Dialect Elaboration Informal language Noun Verb preposition Organization Pronoun Adverb Adjective Style Support Thesaurus Verb Verb tense

Model sentence

diagramming.

Model formal

language in speaking

and writing.

Facilitate the peer-

editing process.

Demonstrate sentence

variety in verbal

phrases.

Model appropriate

usage in speaking and

writing

Develop use of

context clues to

determine meaning

Incorporate the use of

Which Word Is It? (http://www.learnnc.org/lp/pages/3448) (Reading, Writing, Listening, Speaking, Viewing, Technology) Grammar and Editing (http://www.learnnc.org/lp/editions/careerstart-grade6/1980) (Reading, Writing, Listening, Speaking, Viewing, Technology) The ABCs of the Three Little Pigs (http://www.learnnc.org/lp/pages/3310) (Reading, Writing, Listening, Speaking, Viewing, Technology)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps

CARS

STARS















Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

correctly,

including clear

antecedents and

correct case.

using phrases

and clauses

correctly,

including proper

punctuation

(e.g.,

prepositional

phrases,

appositives,

dependent and

independent

clauses).

determining the

meaning of

unfamiliar

vocabulary

words using

context clues, a

dictionary, a

glossary, a

thesaurus,

and/or structural

analysis (roots,

prefixes,

Rhetorical question Sentence structure Punctuation Capitalization Parts of speech Dialect Standard/non-standard English

reference materials

(dictionary,

thesaurus,

encyclopedia,

glossary)

Diagram various types of sentences. (Writing) Compose a complete paragraph using sentence variety and proper grammar. (Writing) Demonstrate appropriate usage in speaking and writing by creating various types of products. (Speaking, Writing)






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Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

suffixes) of

words.

extending

vocabulary

knowledge by

learning and

using new

words.

determining

when and where

dialects and

standard/nonstan

dard English

usage are

appropriate.

applying

language

conventions and

usage during

oral

presentations.

choosing

language that is

precise,

engaging, and

well suited to

the topic and

audience.


Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

experimenting

with figurative

language and speech patterns.

6.02 Continue to

identify and edit

errors in spoken and

written English by:

using common

spelling rules,

applying

common

spelling

patterns, and

developing and

mastering an

individualized

list of words that

are commonly

misspelled.

mastering

proofreading

Use conventions and editing skills to evaluate spoken and written English, applying self-correction as appropriate.

Nine Weeks I Nine Weeks II

Analyze usage in

samples/examples.

Apply conventions

of grammar and

usage in speaking

and writing.

What strategies

do I use to

identify and edit

errors in spoken

and written

English?

How do I

recognize and

edit inaccuracies

in my work and

in the work of

others?

Editing symbols Suffix Prefix Roots Word origins Patterns Editing symbols Draft Preliminary draft Final draft **List of commonly

Model correct editing

in review and scoring

of written work.

Teach editing marks.

Provide mini-lessons

on commonly

misspelled words.

Supply a list of

commonly misspelled

words.

Develop awareness of

errors in everyday

Prefixes (http://www.readwritethink.org/lessons/lesson_view.asp?id=399) (Reading, Writing, Listening, Speaking, Viewing, Technology) Teaching Poetry Through Riddles (http://www.readwritethink.org/lessons/lesson_view.asp?id=169) (Reading, Writing, Listening, Speaking, Viewing, Technology)

Stars

Competitive Edge

Sharpen Up Reading

Sharpen Up Writing

Reading Coach

Writing Coach


Edu-Test

Accelerated Reader


Test Ready Reading

Test Ready Writing



Thinking Maps











Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

symbols for

editing.

producing final

drafts/presentati

ons that

demonstrate

accurate spelling

and the correct

use of

punctuation,

capitalization,

and format.

listening to and

monitoring self

to correct errors.

misspelled words

speech.

Model formal

language.

Model the use of and

evaluate the

effectiveness of

technological

programs for

proofreading.

Travel Brochures (http://www.readwritethink.org/lessons/lesson_view.asp?id=961) (Reading, Writing, Listening, Speaking, Viewing, Technology) Reciprocal Revision (http://www.readwritethink.org/lessons/lesson_view.asp?id=403) (Reading, Writing, Listening, Speaking, Viewing, Technology) Utilize appropriate editing marks. (Writing) Demonstrate proper

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Curriculum Target

Date

Instruction




Objectives


Question

Essential

Vocabulary

Instructional

Opportunity

Learning

Opportunity

Resources

oral language according to a specific situation. Students will be able to apply common spelling conventions. (Writing, Speaking)


Target

Date


scope and sequence seventh grade language arts and sequence seventh grade language arts ......

Documents