Grade 7 ELA Curriculum Planning Guide 2015-2016 7 ELA – Curriculum Planning Guide – 2015-2016...
Transcript of Grade 7 ELA Curriculum Planning Guide 2015-2016 7 ELA – Curriculum Planning Guide – 2015-2016...
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 1 2015-2016
First Nine Weeks
Standards Resources
Reading: Literature
and Informational
Text
7.RL.5.1 Cite multiple examples of textual
evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
7.RL.6.1 Determine one or more themes and analyze the development; provide an
objective summary. 7.RL.7.1 Interpret how a literary text relates to
diverse media with an emphasis on
the effect various media techniques have on ideas, themes, and topics.
7.RL.7.2 Compare and contrast a literary depiction of a time, place, or
character to a historical account of
the same period to understand how authors uses or alter history for
rhetorical effect. 7.RL.8.1 Analyze how setting shapes the
characters and/or plot and how
particular elements of a narrative or drama interact; determine the impact
of contextual influences on setting, plot, and characters.
7.RL.9.1 Determine the figurative and connotative meaning of words and
phrases as they are used in text;
analyze the impact of rhymes and other repetitions of sounds on specific
verses or stanzas of poems or sections of narrative or drama.
7.RL.9.2 Analyze the impact of the author’s
choice of words, word phrases, and conventions on meaning and tone.
7.RL.10.1 Use context clues to determine meanings of a words and phrases.
7.RL.11.1 Analyze how an author develops and contrasts points of view to impact
content, meaning, and style.
7.RL.12.1 Analyze how complex text structures in prose, drama, and poetry
contribute to the development of the theme, setting, or plot.
7.RL.12.2 Analyze the author’s choice of
structures within the text and draw conclusions about how they impact
meaning.
Unit: Introduction to Reading and Writing
Workshop
A. Introduction to reading strategies
B. Introduction to writing process C. Grammar Unit:
1) Parts of Speech 2) Sentence Structures
a) Simple
b) Compound c) Complex
d) Compound-Complex 3) Phrases
a) Prepositional
b) Appositives c) Verbals
i) Participles ii) Gerunds
iii) Infinitives
Collection Unit: Bold Actions, Collection 1 Collections (pages 3-60) Close Reader (pages 3-22)
Anchor Text – “Rogue Wave” page 3
Optional Performance Task Writing Narratives--
Collection 1, Performance Task A: Write a Short Story (pages 53-56)
Text Exemplars from CCSS Appendix B, pp. 77-
81 can be found at the link below. http://www.corestandards.org/assets/Appendix_
B.pdf
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 2 2015-2016
First Nine Weeks
Standards Resources
Reading: Literature
and Informational
Text
cont’d
7.RL.13.1 Engage in whole and small group
reading with purpose and
understanding through teacher modeling and gradual release of
responsibility. 7.RL.13.2 Read independently for sustained
periods of time to build stamina. 7.RL.13.3 Read and respond to grade level text
to become self-directed, critical
readers, and thinkers.
7.RI.4.1 Read grade-level text with purpose and understanding.
7.RI.4.2 Read grade-level prose and poetry
orally with accuracy, appropriate rate, expression, intonation, and phrasing
on successive readings. 7.RI.4.3 Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary. 7.RI.5.1 Cite multiple examples of textual
evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. 7.RI.6.1 Provide an objective summary of a
text with two or more central ideas;
cite key supporting details to analyze their development.
7.RI.7.1 Compare and contrast a text to an audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject. 7.RI.8.1 Determine figurative, connotative,
and technical meanings of words and phrases used in a text; analyze the
impact of specific words or phrases on meaning and tone.
7.RI.8.2 Determine the impact of text features
and structures that support an author’s ideas or claims.
7.RI.10.1 Determine the author’s perspective or purpose and analyze how the author
distinguishes his/her position from
others. 7.RI.11.1 Determine the impact of text features
and structures on an author’s idea or claim.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 3 2015-2016
First Nine Weeks
Standards Resources
Reading:
Literature
and Informational
Text cont’d
7.RI.11.2 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. 7.RI.12.1 Engage in whole and small group
reading with purpose and understanding.
7.RI.12.2 Read independently for sustained
periods of time. 7.RI.12.3 Read and respond according to task
and purpose to become self-directed, critical readers and thinkers.
7.I.1.1 Develop questions to broaden thinking on a specific idea that frames
inquiry for new learning and deeper understanding.
7.I.2.1 Formulate logical questions based on
evidence, generate explanations, propose and present original
conclusions, and consider multiple perspectives.
7.I.3.1 Develop a plan of action by using appropriate discipline-specific
strategies.
7.I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
7.I.5.1 Acknowledge and value individual and collective thinking; use feedback from
peers and adults to guide the inquiry
process. 7.I.5.2 Employ past and present learning in
order to monitor and guide inquiry. 7.I.5.3 Assess the processes to revise
strategies, address misconceptions, anticipate and overcome obstacles,
and reflect on completeness of the
inquiry.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 4 2015-2016
First Nine Weeks
Standards Resources
Writing
7.W.3.1a Gather ideas from texts, multimedia,
and personal experience to write
narratives that develop real or imagined experiences or events using
effective techniques, relevant descriptive details, and well-
structured event sequences. 7.W.3.1b Gather ideas from texts, multimedia,
and personal experience to write
narratives that engage and orient the reader by establishing a context and
point of view and introducing a narrator and/or characters.
7.W.3.1c Gather ideas from texts, multimedia,
and personal experience to write narratives that organize an event
sequence that unfolds naturally and logically.
7.W.3.1d Gather ideas from texts, multimedia,
and personal experience to write narratives that use dialogue, pacing,
and manipulation of time to develop experiences, events, and/or
characters. 7.W.3.1e Gather ideas from texts, multimedia,
and personal experience to write
narratives that use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time frame or setting to
another.
7.W.3.1f Gather ideas from texts, multimedia, and personal experience to write
narratives that develop and strengthen writing as needed by
planning, revising, and editing building on personal ideas and ideas
from others.
7.W.3.1g Gather ideas from texts, multimedia, and personal experience to write
narratives that use imagery, precise words and phrases, relevant
descriptive details, and sensory
language to capture the action, convey experiences and events and
develop characters.
Resources for Writing Workshop
Introduction—Grammar, Mechanics, Usage,
Content and Development, Organization, Voice, and Spelling
● Use samples of student writing found in Appendix C from the following link
http://www.corestandards.org/assets/Appendix_C.pdf
● National Writing Project: A menu of writing
topics for teaching writing (audience, grammar, responding to writing, style &
rhetoric, specific genres, writing processes, etc.):
http://www.nwp.org/cs/public/print/resourc
e_topic/teaching_writing ● Teaching that Makes Sense: A website
(http://www.ttms.org) with a plethora of downloads consisting of:
➢ “Welcome to Writer’s Workshop”
➢ “The Writing Teacher’s Strategy Guide” “What is Good Writing?”
➢ “Assessing Writers; Assessing Writing” ➢ “An Introduction to the Writing
Process” ➢ “K-12 Student Writing Samples:
Authentic Work Compiled by CCSSI”
➢ and much more! Also posters and handouts for the writing classroom!
● Writing Fix: Excellent resources are provided by northern Nevada’s Writing Project. Here
you can find: Mentor Text Lessons, Writing
Genre Lessons, Writing Process Lessons, etc. Also contains a link to Corbett
Harrison’s “Always Write” website. www.writingfix.com
● Trail of Breadcrumbs: website with teacher writing resources (under “Teaching”):
http://www.trailofbreadcrumbs.net
● BrainPop (your school may have a subscription to this online resource): when
you log in to the website (brainpop.com), choose English. From the next menu,
choose Writing to view the list of topics that
are available. For each topic you can find a video and several activities.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 5 2015-2016
First Nine Weeks
Standards Resources
Writing cont’d
7.W.3.1h Gather ideas from texts, multimedia,
and personal experience to write
narratives that provide a conclusion that follows from and reflects on
narrated experiences or events.
● Thinking Through Genre (This book may
be in your professional library): Contains
actual unit plans for a variety of reading and writing genres. For a more detailed
description and additional writing process resources, see this website:
http://www.ohiorc.org/record/6028.aspx
Unit Resources
● Teaching Students to Read and Write a Short Story
● Figurative Language Song Notes (PowerPoint)
Language
7.W.4.1a When writing show knowledge of the function of phrases and clauses in
general and their function in specific sentences.
7.W.4.1b When writing choose among simple, compound, complex, and compound-
complex sentences to signal differing
relationships among ideas. 7.W.4.1c When writing use phrases and clauses
within a sentence, recognizing and correcting misplaced and dangling
modifiers.
7.W.5.2a Use a comma to separate coordinate
adjectives. 7.W.5.2b Use a comma after introductory
subordinate clauses.
7.W.6.1 Write routinely and persevere in
writing tasks over short and extended time frames, for a range of domain
specific tasks, and for a variety of purposes and audiences.
● Collections teacher website https://my.hrw.com/dashboard/home#
where you can view additional lesson ideas. Under “Interactive Writing Lessons” you can
find several resources for Narrative Writing by clicking the purple buttons
● Narrative Writing Resources on Writing Fix:
http://writingfix.com/genres/narrative.htm ● A Pearson unit on Personal Narrative
Writing: http://ptgmedia.pearsoncmg.com/imprint_d
ownloads/merrill_professional/images/Perso
onalNarrativeTeachingStrategies.pdf ● The Noyce Foundation Personal Narrative
Unit: http://www.insidewritingworkshop.org/profd
ev/materials/bw_reading.pdf
● LearnZillion Videos: http://learnzillion.com/lessons?utf8=%E2%
9C%93&filters%5Bsubject%5D=ela&query=Personal+narrative&filters%5Bgrade%5D%
5B%5D=6&filters%5Bstrand%5D=&filters%5Bstandard%5D
● ReadWriteThink Grammar Lessons: A menu
of general grammar lessons that would be useful during the writing workshop as well
as throughout the year: http://www.readwritethink.org/search/?sort
_order=relevance&q=Grammar&srchgo.x=-
201&srchgo.y=-223&old_q=&srchwhere=full-site
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 6 2015-2016
First Nine Weeks
Standards Resources
Language cont’d
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a short
explanation and examples of this grammar strategy that can be introduced at the
beginning of the year and continued throughout the year (bellringers, daily
practice, etc.): http://www.scgifted.org/4LevelPlus.pdf
● The Magic Lens by Michael Clay Thompson
(most A5 Schools should have a copy of this in their professional library): This is
Thompson’s book that introduces parts of speech and basic grammar concepts using
four-level analysis (above). This is a
comprehensive method of teaching grammar that could be used throughout the
year, but must be introduced in the first few weeks.
● Mechanically Inclined by Jeff Anderson
(book – may be available in your school’s library) This book helps teachers find ways
of making the mechanics of English meaningful to middle school students. Also
has a website: http://www.writeguy.net with downloads for teachers.
● BrainPop (your school may have a
subscription to this online resource): when you log in to the website
www.brainpop.com, choose English. From the next menu, choose Grammar to view the
list of topics that are available. For each
topic you can find a video and several activities.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 7 2015-2016
First Nine Weeks
Standards Resources
Communication
7.C.1.1 Prepare for and engage in
conversations to explore complex
concepts, ideas, and texts; share ideas and consider alternate
viewpoints. 7.C.1.2 Participate in discussions; asking
probing questions and share evidence that supports and maintains the focus
of the discussion.
7.C.1.3 Apply effective communication techniques and the use of formal or
informal voice based on audience and setting.
7.C.1.4 Engage in a range of collaborative
discussions about grade appropriate topics; acknowledge new information
expressed by others and when necessary modify personal ideas.
7.C.1.5 Consider new ideas and diverse
perspectives of others when forming opinions regarding a topic, text, or
issue. 7.C.2.1 Gather relevant information from
diverse print and multimedia sources to articulate claims and findings,
emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts and
details. 7.C.2.2 Analyze and evaluate the credibility of
information and accuracy of findings.
7.C.2.3 Quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
7.C.3.2 Utilize multimedia to clarify information and strengthen claims or
evidence.
7.C.4.1 Determine the effectiveness of a speaker’s argument and specific
claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
7.C.4.3a Analyze the presentation to determine how the speaker articulates a clear
message. 7.C.4.3b Analyze the presentation to determine
how the speaker monitors audience
awareness.
Additional Resources:
● Toastmasters: Tips & Techniques for Public
Speaking: www.toastmasters.org ● Video, “How to Give an Awesome
Presentation” - https://www.youtube.com/watch?v=i68a6M
5FFBc#t=13 ● Video, “5 Basic Public Speaking Tips” -
https://www.youtube.com/watch?v=AykYRO
5d_lI&list=PL51B13391A176E8F5
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 8 2015-2016
First Nine Weeks
Standards Resources
Communication
cont’d
7.C.4.3c Analyze the presentation to
determine how the speaker addresses possible misconceptions
or objections. 7.C.4.3d Analyze the presentation to
determine how the speaker chooses appropriate media.
7.C.4.3e Analyze the presentation to
determine how the speaker uses an appropriate style for the audience.
7.C.5.1 Consider audience when selecting presentation types.
7.C.5.2 Select and employ a variety of craft
techniques to convey a message and impact the audience.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 9 2015-2016
Second Nine Weeks
Standards Resources
Reading:
Literature and
Informational Text
7.RL.5.1 Cite multiple examples of textual
evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
7.RL.6.1 Determine one or more themes and analyze the development; provide
an objective summary. 7.RL.7.1 Interpret how a literary text relates
to diverse media with an emphasis
on the effect various media techniques have on ideas, themes,
and topics. 7.RL.7.2 Compare and contrast a literary
depiction of a time, place, or
character to a historical account of the same period to understand how
authors uses or alter history for rhetorical effect.
7.RL.8.1 Analyze how setting shapes the
characters and/or plot and how particular elements of a narrative or
drama interact; determine the impact of contextual influences on
setting, plot, and characters. 7.RL.9.1 Determine the figurative and
connotative meaning of words and
phrases as they are used in text; analyze the impact of rhymes and
other repetitions of sounds on specific verses or stanzas of poems
or sections of narrative or drama.
7.RL.9.2 Analyze the impact of the author’s choice of words, word phrases, and
conventions on meaning and tone. 7.RL.10.1 Use context clues to determine
meanings of a words and phrases. 7.RL.11.1 Analyze how an author develops and
contrasts points of view to impact
content, meaning, and style. 7.RL.12.1 Analyze how complex text structures
in prose, drama, and poetry contribute to the development of the
theme, setting, or plot.
7.RL.12.2 Analyze the author’s choice of structures within the text and draw
conclusions about how they impact meaning.
Collection Unit:
Perception and Reality, Collection 2
Collections (pages 61-134) Close Reader (pages 25-42) Anchor Text – “The People Could Fly” page 63
Anchor Text – Sorry, Wrong Number page 111
Optional Performance Tasks (Choose one
between Collections 2&3)!: Writing Arguments- Collection 2, Performance Task A: Write an Opinion Essay (pages 127-130)
OR
the Writing Performance Task for
Collection 3---see below)
Collection Unit: Nature at Work, Collection 3 Collections (pages 135-182) Close Reader (pages 45-60)
Anchor Text– from Mississippi Solo page 137 Anchor Text–”Ode to Enchanted Light” and
“Sleeping in the Forest” page 169
Writing Narratives-
Collection 3, Performance Task B “Write a Poetry Analysis”, p. 179-182
Required Novel Grade Level: The Man Who Loved Clowns OR
So Far from the Bamboo Grove
The Man Who Loved Clowns - ● A5 Novel Unit – The Man Who Loved Clowns
● http://poster.4teachers.org/worksheet/view.
php?id=120050
So Far From the Bamboo Grove - ● A5 Novel Unit – So Far From the Bamboo
Grove
● http://www.glencoe.com/sec/writerschoice/litlibrary/pdf/so_far_from_bamboo_grove.pdf
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 10 2015-2016
Second Nine Weeks
Standards Resources
Reading:
Literature and
Informational Text
cont’d
7.RL.13.1 Engage in whole and small group
reading with purpose and
understanding through teacher modeling and gradual release of
responsibility. 7.RL.13.2 Read independently for sustained
periods of time to build stamina. 7.RL.13.3 Read and respond to grade level
text to become self-directed, critical
readers, and thinkers.
7.RI.4.1 Read grade-level text with purpose and understanding.
7.RI.4.2 Read grade-level prose and poetry
orally with accuracy, appropriate rate, expression, intonation, and
phrasing on successive readings. 7.RI.4.3 Use context to confirm or self-
correct word recognition and
understanding, rereading as necessary.
7.RI.5.1 Cite multiple examples of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
7.RI.6.1 Provide an objective summary of a
text with two or more central ideas; cite key supporting details to
analyze their development. 7.RI.7.1 Compare and contrast a text to an
audio, video, or multimedia version
of the text, analyzing each medium’s portrayal of the subject.
7.RI.8.1 Determine figurative, connotative, and technical meanings of words
and phrases used in a text; analyze the impact of specific words or
phrases on meaning and tone.
7.RI.8.2 Determine the impact of text features and structures that support
an author’s ideas or claims. 7.RI.10.1 Determine the author’s perspective
or purpose and analyze how the
author distinguishes his/her position from others.
7.RI.11.1 Determine the impact of text features and structures on an
author’s idea or claim.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 11 2015-2016
Second Nine Weeks
Standards Resources
Reading:
Literature and
Informational Text
cont’d
7.RI.11.2 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. 7.RI.12.1 Engage in whole and small group
reading with purpose and understanding.
7.RI.12.2 Read independently for sustained
periods of time. 7.RI.12.3 Read and respond according to task
and purpose to become self-directed, critical readers and
thinkers.
7.I.1.1 Develop questions to broaden
thinking on a specific idea that frames inquiry for new learning and
deeper understanding.
7.I.2.1 Formulate logical questions based on evidence, generate explanations,
propose and present original conclusions, and consider multiple
perspectives. 7.I.3.1 Develop a plan of action by using
appropriate discipline-specific
strategies. 7.I.3.2 Examine historical, social, cultural,
or political context to broaden inquiry.
7.I.5.1 Acknowledge and value individual
and collective thinking; use feedback from peers and adults to guide the
inquiry process. 7.I.5.2 Employ past and present learning in
order to monitor and guide inquiry. 7.I.5.3 Assess the processes to revise
strategies, address misconceptions,
anticipate and overcome obstacles, and reflect on completeness of the
inquiry.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 12 2015-2016
Second Nine Weeks
Standards Resources
Writing
7.W.1.1c Write arguments that support claims
with logical reasoning and relevant
evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text. 7.W.1.1d Write arguments that use an
organizational structure that provides unity and clarity among
claims, reasons, and evidence.
7.W.1.1h Write arguments that establish and maintain a formal style and
objective tone.
7.W.2.1a Write informative/explanatory texts
that introduce a topic clearly, previewing what is to follow.
7.W.2.1b Write informative/explanatory texts that use relevant information from
multiple print and multimedia
sources. 7.W.2.1c Write informative/explanatory texts
that use definition, classification, comparison/contrast, and
cause/effect structures to organize ideas, concepts, and information.
7.W.2.1d Write informative/explanatory texts
that use credible sources. 7.W.2.1e Write informative/explanatory texts
that include formatting, graphics, and multimedia to aid
comprehension.
7.W.2.1f Write informative/explanatory texts that develop the topic with relevant
facts, definitions, concrete details, quotations, or other information and
examples.
7.W.3.1a Gather ideas from texts, multimedia,
and personal experience to write narratives that develop real or
imagined experiences or events using effective techniques, relevant
descriptive details, and well-structured event sequences.
7.W.3.1b Gather ideas from texts, multimedia,
and personal experience to write narratives that engage and orient
the reader by establishing a context and point of view and introducing a
narrator and/or characters.
Novel Units
● The Man Who Loved Clowns ● So Far From the Bamboo Grove
Use skills learned during the informative essay unit to create a research assignment for the
novels done in Reading classes. Examples of performance tasks could be student essay,
brochure, Prezi, PowerPoint, etc.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 13 2015-2016
Second Nine Weeks
Standards Resources
Writing
cont’d
7.W.3.1c Gather ideas from texts, multimedia,
and personal experience to write
narratives that organize an event sequence that unfolds naturally and
logically. 7.W.3.1d Gather ideas from texts, multimedia,
and personal experience to write narratives that use dialogue, pacing,
and manipulation of time to develop
experiences, events, and/or characters.
7.W.3.1e Gather ideas from texts, multimedia, and personal experience to write
narratives that use a variety of
transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
7.W.3.1f Gather ideas from texts, multimedia,
and personal experience to write narratives that develop and
strengthen writing as needed by planning, revising, and editing
building on personal ideas and ideas from others.
7.W.3.1g Gather ideas from texts, multimedia,
and personal experience to write narratives that use imagery, precise
words and phrases, relevant descriptive details, and sensory
language to capture the action,
convey experiences and events and develop characters.
7.W.3.1h Gather ideas from texts, multimedia, and personal experience to write
narratives that provide a conclusion that follows from and reflects on
narrated experiences or events.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 14 2015-2016
Second Nine Weeks
Standards Resources
Language
7.W.4.1a When writing show knowledge of
the function of phrases and clauses
in general and their function in specific sentences.
7.W.4.1b When writing choose among simple, compound, complex, and
compound-complex sentences to signal differing relationships among
ideas.
7.W.4.1c When writing use phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling modifiers.
7.W.5.2a Use a comma to separate coordinate adjectives.
7.W.5.2b Use a comma after introductory subordinate clauses.
7.W.6.1 Write routinely and persevere in writing tasks over short and
extended time frames, for a range of domain specific tasks, and for a
variety of purposes and audiences.
● ReadWriteThink Grammar Lessons: A menu
of general grammar lessons that would be
useful during the writing workshop as well as throughout the year:
http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-
201&srchgo.y=-223&old_q=&srchwhere=full-site
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a short explanation and examples of this grammar
strategy that can be introduced at the beginning of the year and continued
throughout the year (bellringers, daily
practice, etc.): http://www.scgifted.org/4LevelPlus.pdf
● http://www.sinclair.edu/centers/tlc/pu ● The Magic Lens by Michael Clay Thompson
(most A5 Schools should have a copy of this
in their professional library): This is Thompson’s book that introduces parts of
speech and basic grammar concepts using four-level analysis (above). This is a
comprehensive method of teaching grammar that could be used throughout the
year, but must be introduced in the first few
weeks. ● Mechanically Inclined by Jeff Anderson
(book – may be available in your school’s library): This book helps teachers find ways
of making the mechanics of English
meaningful to middle school students. Also has a website: http://www.writeguy.net
with downloads for teachers. ● BrainPop (your school may have a
subscription to this online resource): when you log in to the website (brainpop.com),
choose English. From the next menu,
choose Grammar to view the list of topics that are available. For each topic you can
find a video and several activities.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 15 2015-2016
Second Nine Weeks
Standards Resources
Communication
7.C.1.1 Prepare for and engage in
conversations to explore complex
concepts, ideas, and texts; share ideas and consider alternate
viewpoints. 7.C.1.2 Participate in discussions; asking
probing questions and share evidence that supports and
maintains the focus of the
discussion. 7.C.1.3 Apply effective communication
techniques and the use of formal or informal voice based on audience
and setting.
7.C.1.4 Engage in a range of collaborative discussions about grade appropriate
topics; acknowledge new information expressed by others and
when necessary modify personal
ideas. 7.C.1.5 Consider new ideas and diverse
perspectives of others when forming opinions regarding a topic, text, or
issue. 7.C.2.1 Gather relevant information from
diverse print and multimedia sources
to articulate claims and findings, emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts and
details.
7.C.2.2 Analyze and evaluate the credibility of information and accuracy of
findings. 7.C.2.3 Quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard
format for citation.
7.C.3.2 Utilize multimedia to clarify information and strengthen claims
or evidence. 7.C.4.1 Determine the effectiveness of a
speaker’s argument and specific
claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence.
Additional Resources:
● Toastmasters: Tips & Techniques for Public
Speaking: www.toastmasters.org ● “Video”: How to Give an Awesome
Presentation: https://www.youtube.com/watch?v=i68a6M
5FFBc#t=13 ● Video: 5 Basic Public Speaking Tips:
https://www.youtube.com/watch?v=AykYRO
5d_lI&list=PL51B13391A176E8F5
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 16 2015-2016
Second Nine Weeks
Standards Resources
Communication cont'd
7.C.4.2 Analyze the effectiveness of the
speaker’s use of chronological,
cause/effect, problem/solution, and compare/contrast relationships to
convey messages. 7.C.4.3a Analyze the presentation to
determine how the speaker articulates a clear message.
7.C.4.3b Analyze the presentation to
determine how the speaker monitors audience awareness.
7.C.4.3c Analyze the presentation to determine how the speaker
addresses possible misconceptions
or objections. 7.C.4.3d Analyze the presentation to
determine how the speaker chooses appropriate media.
7.C.4.3e Analyze the presentation to
determine how the speaker uses an appropriate style for the audience.
7.C.5.1 Consider audience when selecting presentation types.
7.C.5.2 Select and employ a variety of craft techniques to convey a message
and impact the audience.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 17 2015-2016
Third Nine Weeks
Standards Resources
Reading: Literature
and Informational
Text
7.RL.5.1 Cite multiple examples of textual
evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
7.RL.6.1 Determine one or more themes and analyze the development; provide an
objective summary. 7.RL.7.1 Interpret how a literary text relates to
diverse media with an emphasis on
the effect various media techniques have on ideas, themes, and topics.
7.RL.7.2 Compare and contrast a literary depiction of a time, place, or
character to a historical account of
the same period to understand how authors uses or alter history for
rhetorical effect. 7.RL.8.1 Analyze how setting shapes the
characters and/or plot and how
particular elements of a narrative or drama interact; determine the impact
of contextual influences on setting, plot, and characters.
7.RL.9.1 Determine the figurative and connotative meaning of words and
phrases as they are used in text;
analyze the impact of rhymes and other repetitions of sounds on specific
verses or stanzas of poems or sections of narrative or drama.
7.RL.9.2 Analyze the impact of the author’s
choice of words, word phrases, and conventions on meaning and tone.
7.RL.10.1 Use context clues to determine meanings of a words and phrases.
7.RL.11.1 Analyze how an author develops and contrasts points of view to impact
content, meaning, and style.
7.RL.12.1 Analyze how complex text structures in prose, drama, and poetry
contribute to the development of the theme, setting, or plot.
7.RL.12.2 Analyze the author’s choice of
structures within the text and draw conclusions about how they impact
meaning.
Reading:
Collection Unit 4: Risk and Exploration
Collections pages 185-213 Close Reader pages 63-74
Anchor Text-”Speech by John F. Kennedy” page
185
Collection Unit 5: The Stuff of Consumer
Culture Collections pages 219-262
Close Reader pages 77-86
Anchor Text-”from Life at Home in the Twenty-First Century” page 221
Required Novel
The Giver OR The Watsons Go To Birmingham
The Giver: ● A5 Novel Unit The Giver ● http://www.walden.com/blog/the-giver-7-
creative-classroom-activities ● http://www.washingtonprep.org/apps/downl
oad/NlP2NgVBJ5uE1g6SsqbH21uJBp6SZhPtc
Q9Obu8G7aGyDU5m.pdf/las2gr9.pdf ● http://harringtonlc.org/mann/teacher-
links/the-giver/
The Watsons Go To Birmingham:
● A5 Novel Unit The Watsons Go To Birmingham
● http://www.walden.com/wp-content/uploads/2013/07/watsons_ed_resou
rce_v9_sec2_WebRes_Units1-7.pdf ● http://iqlearnonline.org/pluginfile.php/9431/
mod_resource/content/2/The%20Watsons%
20Go%20to%20Birmingham%20-%20Lit%20Unit.pdf
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 18 2015-2016
Third Nine Weeks
Standards Resources
Reading: Literature
and Informational
Text
cont’d
7.RL.13.1 Engage in whole and small group
reading with purpose and
understanding through teacher modeling and gradual release of
responsibility. 7.RL.13.2 Read independently for sustained
periods of time to build stamina. 7.RL.13.3 Read and respond to grade level text
to become self-directed, critical
readers, and thinkers.
7.RI.4.1 Read grade-level text with purpose and understanding.
7.RI.4.2 Read grade-level prose and poetry
orally with accuracy, appropriate rate, expression, intonation, and phrasing
on successive readings. 7.RI.4.3 Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary. 7.RI.5.1 Cite multiple examples of textual
evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text. 7.RI.6.1 Provide an objective summary of a
text with two or more central ideas;
cite key supporting details to analyze their development.
7.RI.7.1 Compare and contrast a text to an audio, video, or multimedia version of
the text, analyzing each medium’s
portrayal of the subject. 7.RI.8.1 Determine figurative, connotative,
and technical meanings of words and phrases used in a text; analyze the
impact of specific words or phrases on meaning and tone.
7.RI.8.2 Determine the impact of text features
and structures that support an author’s ideas or claims.
7.RI.10.1 Determine the author’s perspective or purpose and analyze how the author
distinguishes his/her position from
others. 7.RI.11.1 Determine the impact of text features
and structures on an author’s idea or claim.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 19 2015-2016
Third Nine Weeks
Standards Resources
Reading:
Literature
and Informational
Text cont’d
7.RI.11.2 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. 7.RI.12.1 Engage in whole and small group
reading with purpose and understanding.
7.RI.12.2 Read independently for sustained
periods of time. 7.RI.12.3 Read and respond according to task
and purpose to become self-directed, critical readers and thinkers.
7.I.1.1 Develop questions to broaden thinking on a specific idea that frames
inquiry for new learning and deeper understanding.
7.I.2.1 Formulate logical questions based on
evidence, generate explanations, propose and present original
conclusions, and consider multiple perspectives.
7.I.3.1 Develop a plan of action by using appropriate discipline-specific
strategies.
7.I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
7.I.5.1 Acknowledge and value individual and collective thinking; use feedback from
peers and adults to guide the inquiry
process. 7.I.5.2 Employ past and present learning in
order to monitor and guide inquiry. 7.I.5.3 Assess the processes to revise
strategies, address misconceptions, anticipate and overcome obstacles,
and reflect on completeness of the
inquiry.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 20 2015-2016
Third Nine Weeks
Standards Resources
Writing
7.W.1.1a Write arguments that introduce
claims, acknowledge alternate or
opposing claims, and organize the reasons and evidence logically.
7.W.1.1b Write arguments that use relevant information from multiple print and
multimedia sources. 7.W.1.1c Write arguments that support claims
with logical reasoning and relevant
evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text. 7.W.1.1d Write arguments that use an
organizational structure that provides
unity and clarity among claims, reasons, and evidence.
7.W.1.1e Write arguments that develop the claim providing credible evidence and
data for each.
7.W.1.1f Write arguments that develop and strengthen writing as needed by
planning, revising, editing, and rewriting.
7.W.1.1g Write arguments that paraphrase, quote, and summarize, avoiding
plagiarism and following the standard
format for citation. 7.W.1.1h Write arguments that establish and
maintain a formal style and objective tone.
7.W.1.1i Write arguments that provide a
concluding statement or section that follows from and supports the
argument.
7.W.2.1a Write informative/explanatory texts that introduce a topic clearly,
previewing what is to follow.
7.W.2.1b Write informative/explanatory texts that use relevant information from
multiple print and multimedia sources.
7.W.2.1c Write informative/explanatory texts
that use definition, classification, comparison/contrast, and
cause/effect structures to organize ideas, concepts, and information.
Writing:
Collection 4:
Performance Task “Write and Give a Persuasive Speech”, page 215-218
Additional Resources:
my.hrw.com “Interactive Lessons”:
*Writing Arguments *Using Media in a Presentation
*Using Textual Evidence my.hrw.com “Teacher Resources” (scroll to
“Level Up Tutorials” select “Analyzing
Informational Text”): *Elements of Argument”
*Persuasive Techniques”
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 21 2015-2016
Third Nine Weeks
Standards Resources
Writing
cont’d
7.W.2.1d Write informative/explanatory texts
that use credible sources.
7.W.2.1e Write informative/explanatory texts that include formatting, graphics, and
multimedia to aid comprehension. 7.W.2.1f Write informative/explanatory texts
that develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and
examples. 7.W.2.1g Write informative/explanatory texts
that develop and strengthen writing as needed by planning, revising,
editing, and rewriting.
7.W.2.1h Write informative/explanatory texts that paraphrase, quote, and
summarize to avoid plagiarism. 7.W.2.1i Write informative/explanatory texts
that follow a standard format for
citation. 7.W.2.1j Write informative/explanatory texts
that use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
7.W.2.1k Write informative/explanatory texts
that use precise language and domain-specific vocabulary to inform
or explain the topic. 7.W.2.1l Write informative/explanatory texts
that establish and maintain a style
and tone authentic to the purpose. 7.W.2.1m Write informative/explanatory texts
that provide a concluding statement or section that follows and supports
the information or explanation presented.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 22 2015-2016
Third Nine Weeks
Standards Resources
Language
7.W.4.1a When writing show knowledge of
the function of phrases and clauses
in general and their function in specific sentences.
7.W.4.1b When writing choose among simple, compound, complex, and
compound-complex sentences to signal differing relationships among
ideas.
7.W.4.1c When writing use phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling modifiers.
7.W.5.2a Use a comma to separate coordinate adjectives.
7.W.5.2b Use a comma after introductory subordinate clauses.
7.W.6.1 Write routinely and persevere in writing tasks over short and
extended time frames, for a range of domain specific tasks, and for a
variety of purposes and audiences.
Additional Resources:
my.hrw.com “Interactive Lessons”:
*Writing Informative Texts *Giving a Presentation
*Using Media in a Presentation *Producing and Publishing with Technology
Communication
7.C.1.1 Prepare for and engage in conversations to explore complex
concepts, ideas, and texts; share ideas and consider alternate
viewpoints. 7.C.1.2 Participate in discussions; asking
probing questions and share
evidence that supports and maintains the focus of the
discussion. 7.C.1.3 Apply effective communication
techniques and the use of formal or
informal voice based on audience and setting.
7.C.1.4 Engage in a range of collaborative discussions about grade appropriate
topics; acknowledge new
information expressed by others and when necessary modify personal
ideas. 7.C.1.5 Consider new ideas and diverse
perspectives of others when forming opinions regarding a topic, text, or
issue.
Additional Resources: ● Toastmasters: Tips & Techniques for Public
Speaking: toastmasters.org ● Video “How to Give an Awesome
Presentation” - https://www.youtube.com/watch?v=i68a6M
5FFBc#t=13
Video “5 Basic Public Speaking Tips” - https://www.youtube.com/watch?v=AykYRO5d_l
I&list=PL51B13391A176E8F5
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 23 2015-2016
Third Nine Weeks
Standards Resources
Communication
cont’d
7.C.2.1 Gather relevant information from
diverse print and multimedia sources
to articulate claims and findings, emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts and
details. 7.C.2.2 Analyze and evaluate the credibility
of information and accuracy of
findings. 7.C.2.3 Quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard
format for citation.
7.C.3.2 Utilize multimedia to clarify information and strengthen claims
or evidence.
7.C.4.1 Determine the effectiveness of a speaker’s argument and specific
claims, evaluating the soundness of
the reasoning and the relevance and sufficiency of the evidence.
7.C.4.2 Analyze the effectiveness of the speaker’s use of chronological,
cause/effect, problem/solution, and compare/contrast relationships to
convey messages.
7.C.4.3a Analyze the presentation to determine how the speaker
articulates a clear message. 7.C.4.3b Analyze the presentation to
determine how the speaker monitors
audience awareness. 7.C.4.3c Analyze the presentation to
determine how the speaker addresses possible misconceptions
or objections.
7.C.4.3d Analyze the presentation to determine how the speaker chooses
appropriate media. 7.C.4.3e Analyze the presentation to
determine how the speaker uses an appropriate style for the audience.
7.C.5.1 Consider audience when selecting presentation types.
7.C.5.2 Select and employ a variety of craft techniques to convey a message
and impact the audience.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 24 2015-2016
Fourth Nine Weeks
Standards Resources
Reading: Literature
and Informational
Text
7.RL.5.1 Cite multiple examples of textual
evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
7.RL.6.1 Determine one or more themes and analyze the development; provide an
objective summary. 7.RL.7.1 Interpret how a literary text relates to
diverse media with an emphasis on
the effect various media techniques have on ideas, themes, and topics.
7.RL.7.2 Compare and contrast a literary depiction of a time, place, or
character to a historical account of
the same period to understand how authors uses or alter history for
rhetorical effect. 7.RL.8.1 Analyze how setting shapes the
characters and/or plot and how
particular elements of a narrative or drama interact; determine the impact
of contextual influences on setting, plot, and characters.
7.RL.9.1 Determine the figurative and connotative meaning of words and
phrases as they are used in text;
analyze the impact of rhymes and other repetitions of sounds on specific
verses or stanzas of poems or sections of narrative or drama.
7.RL.9.2 Analyze the impact of the author’s
choice of words, word phrases, and conventions on meaning and tone.
7.RL.10.1 Use context clues to determine meanings of a words and phrases.
7.RL.11.1 Analyze how an author develops and contrasts points of view to impact
content, meaning, and style.
7.RL.12.1 Analyze how complex text structures in prose, drama, and poetry
contribute to the development of the theme, setting, or plot.
7.RL.12.2 Analyze the author’s choice of
structures within the text and draw conclusions about how they impact
meaning. 7.RL.13.3 Read and respond to grade level text
to become self-directed, critical
readers, and thinkers.
Collection Unit: Guided by a Cause,
Collection6
Collections - (pages 263 to 344) Close Reader - (pages 96 to 112)
Anchor Texts: from Flesh & Blood So Cheap: The Triangle Factory Fire and Its Legacy page 265 from The Story of the Triangle Factory Fire
Anchor Text: “Craig Kielburger Reflects on
Working Toward Peace” page 275
Choose a novel to teach or literature circles using the following novels:
● Among the Hidden ● Shipwreck at the Bottom of the World ● The Glory Field ● Percy Jackson and the Lightning Thief
Among the Hidden
● A5 Novel Unit Among the Hidden ● http://lwinliteracy92011.wikispaces.com/file/
view/Among+the+Hidden+Lit.+Focus+Unit.pdf
● http://www.4elementarysolutions.com/v/vspfiles/assets/images/amongthehiddensample
pages.pdf
Shipwreck at the Bottom of the World
● A5 Novel Unit Shipwreck at the Bottom of the World
● http://novelinks.org/pmwiki.php?n=Novels.S
hipwreckAtTheBottomOfTheWorld
The Glory Field ● www.classzone.com/novelguides/litcons/glor
y/guide.cfm ● http://www.bookrags.com/lessonplan/the-
glory-field
Percy Jackson and the Lightening Thief ● A5 Novel Unit Percy Jackson and the
Lightening Thief ● http://www.rickriordan.com/my-
books/percy-jackson/resources/teachers-
guide/lightning-thief-unit.aspx
● http://www.rickriordan.com/my-books/percy-jackson/resources/teachers-
guide.aspx ● http://www.pinterest.com/bmoore0409/the-
lightning-thief
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 25 2015-2016
Fourth Nine Weeks
Standards Resources
Reading:
Literature and
Informational Text
cont’d
7.RI.4.1 Read grade-level text with purpose
and understanding.
7.RI.4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate,
expression, intonation, and phrasing on successive readings.
7.RI.4.3 Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
7.RI.5.1 Cite multiple examples of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
7.RI.6.1 Provide an objective summary of a
text with two or more central ideas; cite key supporting details to analyze
their development. 7.RI.7.1 Compare and contrast a text to an
audio, video, or multimedia version of
the text, analyzing each medium’s portrayal of the subject.
7.RI.8.1 Determine figurative, connotative, and technical meanings of words and
phrases used in a text; analyze the impact of specific words or phrases
on meaning and tone.
7.RI.8.2 Determine the impact of text features and structures that support an
author’s ideas or claims. 7.RI.10.1 Determine the author’s perspective or
purpose and analyze how the author
distinguishes his/her position from others.
7.RI.11.1 Determine the impact of text features and structures on an author’s idea or
claim. 7.RI.11.2 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. 7.RI.12.1 Engage in whole and small group
reading with purpose and
understanding. 7.RI.12.2 Read independently for sustained
periods of time. 7.RI.12.3 Read and respond according to task
and purpose to become self-directed,
critical readers and thinkers.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 26 2015-2016
Fourth Nine Weeks
Standards Resources
Reading:
Literature and
Informational Text
cont’d
7.I.1.1 Develop questions to broaden
thinking on a specific idea that frames
inquiry for new learning and deeper understanding.
7.I.2.1 Formulate logical questions based on
evidence, generate explanations, propose and present original
conclusions, and consider multiple
perspectives.
7.I.3.1 Develop a plan of action by using appropriate discipline-specific
strategies.
7.I.3.2 Examine historical, social, cultural, or political context to broaden inquiry.
7.I.3.3 Gather information from a variety of primary and secondary sources and
evaluate sources for perspective,
validity, and bias. 7.I.3.4 Organize and categorize important
information, revise ideas, and report relevant findings.
7.I.4.1 Employ a critical stance to
demonstrate that relationships and
patterns of evidence lead to logical conclusions, while acknowledging
alternative views. 7.I.4.2 Determine appropriate disciplinary
tools and develop a plan to
communicate findings and/or take informed action.
7.I.4.3 Reflect on findings and pose appropriate questions for further
inquiry.
7.I.5.1 Acknowledge and value individual and
collective thinking; use feedback from peers and adults to guide the inquiry
process. 7.I.5.2 Employ past and present learning in
order to monitor and guide inquiry.
7.I.5.3 Assess the processes to revise strategies, address misconceptions,
anticipate and overcome obstacles, and reflect on completeness of the
inquiry.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 27 2015-2016
Fourth Nine Weeks
Standards Resources
Writing
7.W.2.1a Write informative/explanatory texts that introduce a topic clearly,
previewing what is to follow.
7.W.2.1b Write informative/explanatory texts that use relevant information from
multiple print and multimedia sources.
7.W.2.1c Write informative/explanatory texts that use definition, classification,
comparison/contrast, and
cause/effect structures to organize ideas, concepts, and information.
7.W.2.1d Write informative/explanatory texts that use credible sources.
7.W.2.1e Write informative/explanatory texts
that include formatting, graphics, and multimedia to aid
comprehension. 7.W.2.1f Write informative/explanatory texts
that develop the topic with relevant
facts, definitions, concrete details, quotations, or other information and
examples. 7.W.2.1g Write informative/explanatory texts
that develop and strengthen writing as needed by planning, revising,
editing, and rewriting.
7.W.2.1h Write informative/explanatory texts that paraphrase, quote, and
summarize to avoid plagiarism. 7.W.2.1i Write informative/explanatory texts
that follow a standard format for
citation. 7.W.2.1j Write informative/explanatory texts
that use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
7.W.2.1k Write informative/explanatory texts
that use precise language and domain-specific vocabulary to inform
or explain the topic. 7.W.2.1l Write informative/explanatory texts
that establish and maintain a style
and tone authentic to the purpose. 7.W.2.1m Write informative/explanatory texts
that provide a concluding statement or section that follows and supports
the information or explanation
presented.
Choose One:
Collection 6
Optional: Performance Task A Expository Essay
OR Performance Task B
Personal Essay
OR
Optional as culminating product for novel
or literature circles: Create a Multimedia Presentation:
● PowerPoint
● Prezi http://prezi.com ● Animoto http://animoto.com
● PowToons http://www.powtoon.com ● Blabberize http://blabberize.com
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 28 2015-2016
Fourth Nine Weeks
Standards Resources
Writing
cont’d
7.W.3.1a Gather ideas from texts, multimedia, and personal experience to write
narratives that develop real or
imagined experiences or events using effective techniques, relevant
descriptive details, and well-structured event sequences.
7.W.3.1b Gather ideas from texts, multimedia, and personal experience to write
narratives that engage and orient the
reader by establishing a context and point of view and introducing a
narrator and/or characters. 7.W.3.1c Gather ideas from texts, multimedia,
and personal experience to write
narratives that organize an event sequence that unfolds naturally and
logically. 7.W.3.1d Gather ideas from texts, multimedia,
and personal experience to write
narratives that use dialogue, pacing, and manipulation of time to develop
experiences, events, and/or characters.
7.W.3.1e Gather ideas from texts, multimedia, and personal experience to write
narratives that use a variety of
transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.
7.W.3.1f Gather ideas from texts, multimedia,
and personal experience to write narratives that develop and
strengthen writing as needed by planning, revising, and editing
building on personal ideas and ideas from others.
7.W.3.1g Gather ideas from texts, multimedia,
and personal experience to write narratives that use imagery, precise
words and phrases, relevant descriptive details, and sensory
language to capture the action,
convey experiences and events and develop characters.
7.W.3.1h Gather ideas from texts, multimedia, and personal experience to write
narratives that provide a conclusion
that follows from and reflects on narrated experiences or events.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 29 2015-2016
Fourth Nine Weeks
Standards Resources
Language
7.W.4.1a When writing show knowledge of the
function of phrases and clauses in
general and their function in specific sentences.
7.W.4.1b When writing choose among simple, compound, complex, and compound-
complex sentences to signal differing relationships among ideas.
7.W.4.1c When writing use phrases and clauses
within a sentence, recognizing and correcting misplaced and dangling
modifiers.
7.W.5.2a Use a comma to separate coordinate
adjectives. 7.W.5.2b Use a comma after introductory
subordinate clauses.
7.W.6.1 Write routinely and persevere in
writing tasks over short and extended time frames, for a range of domain
specific tasks, and for a variety of purposes and audiences.
● ReadWriteThink Grammar Lessons: A menu
of general grammar lessons that would be
useful during the writing workshop as well as throughout the year:
http://www.readwritethink.org/search/?sort_order=relevance&q=Grammar&srchgo.x=-
201&srchgo.y=-223&old_q=&srchwhere=full-site
● Four Level Analysis (Michael Clay
Thompson): These .pdf files provide a short explanation and examples of this grammar
strategy that can be introduced at the beginning of the year and continued
throughout the year (bellringers, daily
practice, etc.): http://www.scgifted.org/4LevelPlus.pdf
● The Magic Lens by Michael Clay Thompson (most A5 Schools should have a copy of this
in their professional library): This is
Thompson’s book that introduces parts of speech and basic grammar concepts using
four-level analysis (above). This is a comprehensive method of teaching
grammar that could be used throughout the year, but must be introduced in the first few
weeks.
● Mechanically Inclined by Jeff Anderson (book – may be available in your school’s
library) This book helps teachers find ways of making the mechanics of English
meaningful to middle school students. Also
has a website: http://www.writeguy.net with downloads for teachers.
● BrainPop (your school may have a subscription to this online resource): when
you log in to the website (brainpop.com), choose English. From the next menu,
choose Grammar to view the list of topics
that are available. For each topic you can find a video and several activities.
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 30 2015-2016
Fourth Nine Weeks
Standards Resources
Communication
7.C.1.1 Prepare for and engage in
conversations to explore complex
concepts, ideas, and texts; share ideas and consider alternate
viewpoints. 7.C.1.2 Participate in discussions; asking
probing questions and share evidence that supports and maintains the focus
of the discussion.
7.C.1.3 Apply effective communication techniques and the use of formal or
informal voice based on audience and setting.
7.C.1.4 Engage in a range of collaborative
discussions about grade appropriate topics; acknowledge new information
expressed by others and when necessary modify personal ideas.
7.C.1.5 Consider new ideas and diverse
perspectives of others when forming opinions regarding a topic, text, or
issue.
7.C.2.1 Gather relevant information from diverse print and multimedia sources
to articulate claims and findings,
emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts and details.
7.C.2.2 Analyze and evaluate the credibility of
information and accuracy of findings. 7.C.2.3 Quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard
format for citation.
7.C.3.2 Utilize multimedia to clarify
information and strengthen claims or evidence.
7.C.4.2 Analyze the effectiveness of the
speaker’s use of chronological,
cause/effect, problem/solution, and compare/contrast relationships to
convey messages.
Additional Resources:
● Toastmasters: Tips & Techniques for Public
Speaking: toastmasters.org ● Video “How to Give an Awesome
Presentation” - https://www.youtube.com/watch?v=i68a6M
5FFBc#t=13 Video “5 Basic Public Speaking Tips” -
https://www.youtube.com/watch?v=AykYRO5d_l
I&list=PL51B13391A176E8F5
Grade 7 ELA – Curriculum Planning Guide – 2015-2016
Anderson School District Five Page 31 2015-2016
Fourth Nine Weeks
Standards Resources
Communication cont’d
7.C.4.3a Analyze the presentation to
determine how the speaker
articulates a clear message. 7.C.4.3b Analyze the presentation to
determine how the speaker monitors audience awareness.
7.C.4.3c Analyze the presentation to determine how the speaker
addresses possible misconceptions
or objections. 7.C.4.3d Analyze the presentation to
determine how the speaker chooses appropriate media.
7.C.4.3e Analyze the presentation to
determine how the speaker uses an appropriate style for the audience.
7.C.5.1 Consider audience when selecting
presentation types.
7.C.5.2 Select and employ a variety of craft techniques to convey a message
and impact the audience.