SORICO CONSORTIUM ELA CURRICULUM: Grade Seven · PDF fileSORICO CONSORTIUM ELA CURRICULUM:...

SORICO CONSORTIUM ELA CURRICULUM: Grade Seven

Grade 7, 4th Quarter, Unit 1 August 2013 1

Grade 7, 4th Quarter, Unit 1 Analyzing and Responding to Longer Literary Text

Overview

Number of instructional days: 25 (1 day = 50 minutes)

Unit Summary This section contains a description of the standards covered in the unit that shows how the various strands interconnect with each other and what students should know and be able to do at the end of the unit. See the Written Curriculum section for a listing of all standards included in this Unit of Study.

In this unit, students will read and discuss a novel or longer literary text and respond with 2-3 short literary analyses. These analyses should focus on the author’s use of point of view of not only the narrator, but other characters as well; text citation must be included to support ideas. In addition, poetry and/or short research (informational text) may be used as a pre-reading activity to provide context about theme or setting. Students will also participate in focused group discussions about how authors use figurative language (symbolism, metaphor, simile, personification, hyperbole, and idioms) to add meaning to the text. Narrative writing in which students reflect on their own interactions with the text should be included in this unit.

Throughout this unit, students will write routinely for different audiences and purposes.

Students will continue to study and apply appropriate grade-level vocabulary and grammar.

All activities and lessons in this unit will be beneficial in helping students comprehend literature.

Concepts to Be Learned and Skills to Be Used

• DETERMINE theme or central idea of text and ANALYZE development of theme or central idea. PROVIDE objective summary of text

• DETERMINE figurative/connotative meanings of words/phrases • ANALYZE how author develops and contrasts the points of view of different characters or

narrators in a text • DETERMINE central idea or theme in literary text • CITE text often to support explicit analysis of text • DRAW inferences from text • PRODUCE clear and coherent writing appropriate to task, purpose and audience • DEMONSTRATE understanding of figurative language, word relationships and nuances in word

meaning • DRAW evidence from literary or informational texts to SUPPORT analysis, reflection and

research



• WRITE informative/explanatory text to examine topic and convey ideas, concepts and information by SELECTING, ORGANIZING, and ANALYZING content o INTRODUCE topic clearly, PREVIEW what is to follow o ORGANIZE ideas and information o DEVELOP the topic with relevant information and examples o USE appropriate transition words to create cohesion and to clarify relationships o USE precise language and vocabulary o ESTABLISH and MAINTAIN formal style o PROVIDE concluding statement or section

Essential Questions This section lists 2 – 6 essential questions students should be able to answer by the end of this unit of study. While these questions will relate directly to the unit and represent the big ideas of the unit, they should be relatively broad and open-ended in nature, and should not be easily answered with a “yes” or “no” answer.

• How does the author’s use of figurative language enhance the elements of a story?

• How can a reader draw evidence from literary texts to support analysis and reflection of that text?

Written Curriculum

The Common Core standards for this unit are listed in their complete form, including all numbering and strand information and exactly as they appear in the CCSS. Any portions of the standard(s) not addressed in this unit will be marked with a strikethrough to clarify the focus of this unit’s activities. There will most likely be standards from more than one strand in this section.

Standards that are the Focus in the Unit of Study:

RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

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

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.



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

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

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

e. Establish and maintain a formal style.

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

Standards that Reinforce the Unit of Study Standards:

RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.7.3 Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

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

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

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

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

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

W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 52 [of the full ELA Common Core State Standards document].)

W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.



a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 on page 52 [of the full ELA Common Core State Standards document] for specific expectations.)

L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

b. Spell correctly.

L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

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

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

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

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

Standards that Recur through many/all of the Units of Study:

RL.7.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

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

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

Clarifying the Standards

Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF= Foundational Skills, W = Writing Standards,

SL = Speaking & Listening Standards, L = Language Standards

RL – In grade 6, students determined how a theme or a central idea is conveyed through details and summarized a text without including personal judgments. In grade 7, they analyze how a theme or central idea is developed over the course of a text and provide an objective summary. In grade 8, students will make connections between the theme or central idea and characters, setting, and plot.

In grade 6, students determined the meaning of words and phrases, including figurative and connotative meanings, and analyzed the impact of an author’s word choice on meaning and tone. In grade 7, they continue to determine figurative and connotative meanings and also analyze the impact of rhymes and repetition of sounds in poetry, story or drama. In grade 8, students will analyze the impact of specific word choices on meaning and tone.

In grade 6, students explained how an author develops the point of view of a narrator or speaker. In grade 7, they analyze how an author contrasts the points of view of different characters or narrators. In grade 8, they will analyze how differences in the points of view of characters and the audience or reader create effects such as suspense or humor.

W – In grade 6, students wrote informative and explanatory texts. They introduced a topic and organized their material using definition, classification, comparison/contrast, and cause/effect. They included formatting, graphics and multimedia. They developed the topic with relevant facts, definitions, and details and used appropriate transitions to clarify relationships among ideas and concepts. Students used precise language and domain specific vocabulary and maintained a formal style. Their concluding statement or section followed from the information or explanation presented. In grade 7, students



continue all expectations of the previous grade with a few additions. They introduce a topic clearly, previewing what is to follow. Their use of transitions creates cohesion in addition to clarifying. The concluding statement not only follows from, it supports, the information presented. In grade 8, the same expectations continue, but students will also group information into broader categories, use well-chosen facts, definitions, and other information, and use varied transitions.

Resources:

References to Appendices A, B, and C and Other Resources

Appendix A: Research Supporting Key Elements of the Standards and Glossary of Key Terms • Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person

narration); more broadly, the position or perspective conveyed or represented by an author, narrator, speaker, or character

• Text complexity – The inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. 31, 57; Reading, pp. 4–16)

• Textual evidence/Evidence – Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science

Appendix B: Text Exemplars and Sample Performance Tasks Appendix C: Samples of Student Writing Terminology

• Literature/literary text: includes adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, drama, graphic novels, one-act and multi-act plays, narrative poems, lyrical poems, free-verse poems, sonnets, odes, ballads, and epics.

• Extended Text: This should be an extended, full-length work of literature (such as a novel or a play) or longer literary nonfiction, depending on the focus of the unit. This text is aligned with the complexity and range specifications of the standards. Students perform a close analytical reading of the extended text; compare and synthesize ideas across related texts; conduct text-focused discussions; and produce written work aligned to the standards.

Challenging Concepts Online Resources



• RIDE http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx

• Partnership for Assessment of Readiness for College and Careers PARCC http://www.parcconline.org

• Common Core State Standards Initiative http://www.corestandards.org

• Achieve the Core http://www.achievethecore.org

Other Resources GRADE 7 FRAMEWORK

http://www.ride.ri.gov/Instruction/CommonCoreMaterials.aspx

http://www.parcconline.org/

http://www.corestandards.org/

http://www.achievethecore.org/

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