7th Grade Language Arts !2015...

http://secondaryliteracy.dmschools.org Version: Summer

7th Grade

Language Arts

2015-2016

7th Grade Language Arts 2015-2016

2

Unit Content Standards Grading Topics Year-Long Standards

Unit One: Evidence-Based Reading & Writing 9 Weeks

• Reading Literature 1 • Reading Informational Text 1 • Reading Informational Text 2

• Analyzing Textual Evidence Collected & Reported: • Constructing Writing

Collected & Reported Unscored : • Comprehending Text

Collected But Not Reported: • Applying Grammar and Mechanics • Mastering Vocabulary

• Writing 2 • Writing to Explain/Inform [Reported year-long]

• Reading Literature 5 • Analyzing Text Structure Unit Two: Elements of Text 9 Weeks

• Reading Literature 2 • Reading Literature 3

• Analyzing Story Elements

• Reading Literature 6 • Analyzing Character Point of View

Unit Three: Argumentation 9 Weeks

• Reading Informational Text 6 • Reading Informational Text 8

• Analyzing Arguments and Purpose Collected & Reported: • Mastering Vocabulary • Constructing Writing • Applying Grammar and Mechanics • Comprehending Text

• Reading Informational Text 9 • Integrating Multiple Texts Unit Four: Deeper Reading 9 Weeks

• Reading Literature 9 • Comparing Literature to Source Material

Grade Fall SRI Winter SRI Spring SRI 7 September 18 January 15 May 13


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Year-Long Language Arts Grading Topics

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2] RL7.4, RI7.4 Knowledge: Assessments:

4 Students demonstra te they have the ab i l i t y to :

• Analyze the impact of a specific word choice on meaning and tone in a text, including analogies or allusions to other texts No District Tiered Assessments.

3 Proficient

Students demonstra te they have the ab i l i t y to : • Determine the meaning of words and phrases as they are used in a text, including technical meanings

2 Students demonstra te they have deve loped the ab i l i t y to :

• Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening • Identify specific words that have an impact on meaning and tone in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Topic Guidance Questions for Students... Advice for Teachers...


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Year-Long Language Arts Grading Topics, Continued

Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2] RL7.10, RL7.10 Knowledge: Assessments:


• Read text at the 1250+ Lexile Level (Advanced) SRI to be administered a minimum of three times (Fall, Winter, and Spring).

3.5 Students demonstra te they have the ab i l i t y to :

• Read text at the 1135-1249 Lexile Level (Proficient)

3 Proficient

Students demonstra te they have the ab i l i t y to : • Read text at the 1020-1134 Lexile Level (Proficient)


• Read text at the 930-1019 Lexile Level (Basic)


• Read text at the 840-929 Lexile Level (Basic)


• Read text at the 420-839 Lexile Level (Below Basic)


• Read text at the BR-419 Lexile Level (Below Basic)



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Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2] W7.4, W7.5 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. No District Tiered Assessments

3 Proficient

Students demonstra te they have the ab i l i t y to : • Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience (for

example, opinion, informative/explanatory, narrative, and research writing) • Strengthen writing by planning, revising, and editing

2 Students demonstra te they have deve loped the ab i l i t y to :

• Describe the task, purpose, and audience for a given writing task • Describe how to modify samples of writing for a specific task, purpose, and audience • Plan writing using a template or graphic organizer




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Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2] L7.1, L7.2 Knowledge: Assessments:

4

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage in context when wr i t ing or speaking to :

• Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas [Modified L7.1]

• Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers [Modified L7.1] • Recognize and correct inappropriate verb usage [Modified L8.1] • Use punctuation (comma, ellipsis, dash) to indicate a pause or break • Use an ellipsis to indicate an omission

No District Tiered Assessments

3 Proficient

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage in context when wr i t ing or speaking to :

• Explain the function of subjects, predicates, phrases and clauses in general and their function in particular sentences. [Modified L7.1] • Recognize and correct inappropriate subject-verb agreement [Modified L7.1] • Use a comma to separate coordinate adjectives (for example, It was a fascinating, enjoyable movie but not He wore an old [,] green shirt)

2

Students demonstra te they have deve loped the ab i l i t y to : • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. [Modified

L5.1] • Use grammar and usage in isolation • Use conventions in isolation • Use capitalization conventions, including in titles of people and titles of works




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UNIT ONE: Evidence-Based Reading and Writing 9 weeks

Organizing Principles: A unit organized around short text pieces, both fiction and non-fiction, with particular emphasis on poetry. Informative writing efforts begin in this unit and carry through the third unit, with the bulk of initial instruction living in Unit 1.

Overview of Unit Materials Textbook Resources Commonly Used Full-Length

Texts Uncommonly Used Full-Length

Texts Supplemental Material

Material is drawn from McDougal Littel Grade 7 Literature Book ©2008 and ©2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).

No specific text from this list is required, but teachers should be teaching a balance between this column and the “Uncommonly Used Full-Length Texts” column.

A course should not teach more texts from this column (or from teacher free choice) than it does from the “Commonly Used Full-Length Texts” column.

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and

Mechanics Comprehending Text

• Story-specific vocabulary from short stories and full-length texts read throughout the unit

• Writing tasks that support Analyzing Textual Evidence

• Writing tasks that support Writing to Explain/Inform

• Writing tasks that support Analyzing Text Structure

• Revision of significant tasks

• The following chapters of Writing Coach are appropriate to the year-long requirements of this topic: 18.1, 18.2, 19.1, 19.2, 23.1, 25.2

• Fall SRI administered during this unit.


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Unit 1 Topic Scales

Grading Topic: Analyzing Textual Evidence RL7.1, RI7.1,

RI7.2 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-QI

3 Proficient

Students demonstra te they have the ab i l i t y to : • Cite textual evidence to support analysis of what a text says explicitly, as well as to support inferences drawn from the text • Analyze the development of a central idea over the course of a text and cite textual evidence to support analysis

2

Students wi l l r e cogn ize or r e ca l l : Specific vocabulary such as:

• Central idea, cite, explicit, inference, textual evidence Students demonstra te they have deve loped the ab i l i t y to :

• Describe what a text says explicitly • Draw logical inferences from the text • Determine the central idea of a text • Identify important details and events in a text




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Unit 1 Topic Scales, Continued

Grading Topic: Analyzing Text Structure RL7.5 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-TX

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how a poem’s form contributes to its meaning

2 Students wi l l r e cogn ize or r e ca l l : Specific vocabulary such as:

• Form, meaning Students demonstra te they have deve loped the ab i l i t y to :

• Describe the form of a poem




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Grading Topic: Writing to Explain/Inform [Post in Semester 1 AND Semester 2] W7.2 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-IW

3 Proficient

Students demonstra te they have the ab i l i t y to wr i t e in format ive/explanatory t exts to examine a top i c and convey ideas , concep ts , and in format ion through the s e l e c t ion , organizat ion , and analys i s o f r e l evant conten t . These t exts :

• Introduce a topic clearly, previewing what is to follow • Organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect • Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples • Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts • Use precise language and domain-specific vocabulary to inform about or explain the topic • Establish and maintain a formal style • Provide a concluding statement or section that follows from and supports the information or explanation presented.

2


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

Students wi l l per form bas i c proce s s e s , such as : • Identify the characteristics of a model informative/explanatory writing piece • Generate a list of details from relevant information related to a topic • Write a topic sentence • Write a paragraph with supporting details • Write a concluding sentence • Use transitions to link sentences and ideas • Identify formal style




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UNIT TWO: Elements of Text 9 weeks

Organizing Principles: A good unit for novel study; this unit could also be the focus of continued work in shorter fiction pieces. Students could be given the opportunity to construct brief narrative pieces during this unit to demonstrate their understanding of story elements.










• Story-specific vocabulary from short stories and full-length texts read throughout the unit

• Writing tasks that support Analyzing Story Elements

• Writing tasks that support Analyzing Character Point of View



• Winter SRI administered by the end of this unit.


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Unit 2 Topic Scales

Grading Topic: Analyzing Story Elements RL7.2, RL7.3 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-SE

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how particular elements of a story or drama interact (example: how setting shapes the characters or plot) • Analyze the development of a theme over the course of a text and cite textual evidence to support analysis

2


• Development, theme, interact, plot, setting, internal conflict, external conflict Students demonstra te they have deve loped the ab i l i t y to :

• Determine theme of a fiction text • Identify the basic elements of a story or drama (examples: main characters, setting, stages of plot, types of conflict)




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Grading Topic: Analyzing Character Point of View RL7.6 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-PV

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how an author develops and contrasts the points of view of different characters or narrators in a text


• Contrast, develop, narrator, story’s point of view, character’s point of view Students demonstra te they have deve loped the ab i l i t y to :

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




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UNIT THREE: Argumentation 9 weeks

Organizing Principles: A unit focused on how argument works and is successfully made, this unit has many opportunities for larger project-driven work, from research to presentations, but all things work in service of argument, claims, and the idea of sufficient evidence.










• Article-specific vocabulary from short passages and full-length texts read throughout the unit

• Writing tasks that support Evaluating Arguments and Purpose

• Writing tasks that support Integrating Multiple Texts



• Any student without 2 SRI scores by this point should take the test between February 15th and March 15th


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Unit 3 Topic Scales

Grading Topic: Evaluating Arguments and Purpose RI7.6, RI7.8 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-AR

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how an author distinguishes his or her point of view in a text from that of others • Evaluate the argument and specific claims in a text by assessing whether the evidence provides sufficient support for the claims

2


• Argument, bias, claim, distinguish, evaluate, sufficient support Students demonstra te they have deve loped the ab i l i t y to :

• Determine an author’s point of view in a text • Determine an author’s purpose in a text • Trace the arguments and reasoning in a text • Identify examples of opinion in a text and the words that signal an opinion




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Grading Topic: Integrating Multiple Texts RI7.9 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-RC

3 Proficient

Students demonstra te they have the ab i l i t y to : • Analyze how authors writing about the same topic present key information by emphasizing different evidence or interpretations of facts


• Key information, interpretation, source Students demonstra te they have deve loped the ab i l i t y to :

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




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UNIT FOUR: Deeper Reading 9 weeks

Organizing Principles: An open unit, Unit 4 can be the home of a novel study with text rich in complex language or a return to the study of shorter works. The focus is on an analysis of how multiple texts approach similar content in different ways. This unit also provides ample opportunities for collecting final, valuable evidence on the year-long topics.










• Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

• Writing tasks that support Comparing Literature to Source Material



• Spring SRI administered during this unit.


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Unit 4 Topic Scales

Grading Topic: Comparing Literature to Source Material RL7.9 Knowledge: Assessments:

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target. Tiered Assessment: ELA7-LC

3 Proficient

Students demonstra te they have the ab i l i t y to : • Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period • Analyze how authors of fiction use or alter history


• Alter, historical account, historical fiction, portrayal Students demonstra te they have deve loped the ab i l i t y to :

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



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