English Language Arts 3rd Nine Weeks Grade 7 Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025, ● 80% of our students will graduate from high school college or career ready ● 90% of students will graduate on time ● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
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How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms: (1) Regular practice with complex text and its academic language.
Shelby County Schools 2015/2016 Page 2 of 57 English Language Arts 3rd Nine Weeks Grade 7 (2) Reading, writing, and speaking grounded in evidence from text, both literary and informational. (3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access: Shelby County Schools 2015/2016 Page 3 of 57 English Language Arts 3rd Nine Weeks Grade 7
The TNCore Literacy Standards The TNCore Literacy Standards (also known as the Teachers can access the TNCore standards, which are featured throughout this College and Career Ready Literacy Standards): curriculum map and represent college and career ready student learning at http://www.tncore.org/english_language_arts.aspx each respective grade level. Shift 1: Regular Practice with Complex Text and its Academic Language Student Achievement Partners Text Complexity Teachers can learn more about how to select complex texts (using Collection: quantitative, qualitative, and reader/task measures) using the resources in this http://achievethecore.org/page/642/text-complexity- collection. collection Student Achievement Partners Academic Word Teachers can copy and paste a text into this tool, which then generates the Finder: most significant Tier 2 academic vocabulary contained within the text. http://achievethecore.org/page/1027/academic-word- finder Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text Student Achievement Partners Text-Dependent Teachers can use the resources in this set of resources to craft their own text- Questions Resources: dependent questions based on their qualitative and reader/task measures text http://achievethecore.org/page/710/text-dependent- complexity analysis. question-resources Shift 3: Building Knowledge through Content-Rich Non-fiction Student Achievement Partners Text Set Projects Teachers can use this resource to learn about how to sequence texts into Sequenced: “expert packs” to build student knowledge of the world. http://achievethecore.org/page/1112/text-set-project- building-knowledge-and-vocabulary
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Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. . The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality. Non-negotiable criteria are Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions.
All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week. Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks
Using the Curriculum Maps, Grades 6-8 Shelby County Schools 2015/2016 Page 5 of 57 English Language Arts 3rd Nine Weeks Grade 7
Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”
Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
Plan your weekly and daily objectives, using the evidence statements to help.
Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
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TN State Standards Evidence Statements Content Weeks 1-3 Reading Selections Weeks 1-3 (Note: selections are Sample MICA Items on RL 7.2, RL 7.3, RL 7.5, RL 7.9, 7.RL.4, and 7.L.5 very, very short) https://micatime.com/ The Travelers and Create an exam using the text “The Blameless Prince,” including question IDs 43510, 43931, 43518, 43495, 43497, 43508, and the Bear, 43515. Grasshopper Logic” from Squids Will Be Squids, “The Other Frog Prince”, from The Stinky Cheese Man and Other Fairly Stupid Tales, Shelby County Schools 2015/2016 Page 7 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content and “Duckbilled Platypus vs. BeefSnakStik from Squids Will Be Squids Icarus and Daedalus (Greek Myth; 1100 Lexile) and An Ancient Bronze Device Could Be the World’s First Computer, Some Say” (informational article, 1050 Lexile) Popocatepetl and Ixlaccihuatl (Mexican Legend; 870 Lexile; Qualitative measure 4 for all categories) and Social Studies Connection: Tenochtitlan (informational) and “Volcanic Blast, Not Giant Bear Claws, Formed Wyoming's Devils Tower” (informational article); Reading for Information: The
Shelby County Schools 2015/2016 Page 8 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Seasons on Earth and What Gives the Sunrise and Sunset its Orange Glow See text complexity measures on pgs. 912-913 and 934- 935
Big Question: Community or Individual – Which is more important? (Unit 6) Reading Complex Literature Literature Prentice Hall Literature – Reading Texts Selections RL7.2 Evidence Statements Determine a theme or central idea Unit 6: Elements of Folk Literature, of a text and analyze its Determining Theme in Folk Literature, Provides a statement of a theme or development over the course of Examining Structure, Theme in Folk central idea of a text. the text; provide an objective Literature, and Story Development summary of the text. Provides an analysis of the development RL7.3 of the theme or central idea over the Literary Analysis Workshop (Note: course of the text. Analyze how particular elements selections are very, very short) of a story or drama interact (e.g., Provides an objective summary of the Elements of Folk Literature, Determining how setting shapes the characters text. RL/RI7.2 Themes in Folk Literature, Examining or plot) Structure and Theme RL7.2, RL7.3, RL7.5 RL7.5 Provides an analysis of how particular Skill Focus: elements of folk literature, Analyze how a drama's or poem's elements of a story or drama interact. forms of folk literature, characteristics form or structure (e.g., soliloquy, RL7.3 of folk literature; theme – stated, sonnet) contributes to its meaning implied, universal Provides an analysis of the interactions RL7.9 between individuals, events, and/or ideas Next Generation Glossary of Shelby County Schools 2015/2016 Page 9 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Compare and contrast a fictional in a text (e.g., how ideas influence Informational and Literary terms portrayal of a time, place, or individuals or events, or how individuals See character and a historical account influence ideas or events). RI7.3 www.scsliteracy.weebly.com of the same period as a means of understanding how authors of (found on the middle school fiction use or alter history. Provides an analysis of how a drama’s or page) poem’s form or structure contributes to List of Tier 3 Domain meaning. RL7.5 Specific Words Provides an analysis of the structure an http://soltreemrls3.s3-website- author uses to organize a text, including us-west- how the major sections contribute to the 2.amazonaws.com/marzanorese Informational whole and to the development of the arch.com/media/documents/List RI7.2 ideas. RI7.5 -of-Tier-2-and-Tier-3-Terms-for- Determine two or more central ELA-and-Math.pdf ideas in a text and analyze their Provides a comparison and contrast of a See pages 26-71 for ELA development over the course of fictional portrayal of a time and a Tier 3 the text; provide an objective historical account of the same period as a Close Read: Story Development and summary of the text. means of understanding how authors of Theme RL7.2, RL7.3, RL7.5 RI7.3 fiction use or alter history. Model: “The Travelers and Analyze the interactions between Provides a comparison and contrast of a the Bear from Aesop’s Fables” individuals, events, and ideas in a fictional portrayal of a place and a (Fable) pg. 907 text (e.g., how ideas influence historical account of the same period as a individuals or events, or how means of understanding how authors of Independent: individuals influence ideas or fiction use or alter history. “Grasshopper Logic” from Squids events). Will Be Squids, “The Other Frog Provides a comparison and contrast of a RI7.5 Prince”, from The Stinky Cheese fictional portrayal of a character and a Man and Other Fairly Stupid Tales, Analyze the structure an author historical account of the same period as a and “Duckbilled Platypus vs. uses to organize a text, including means of understanding how authors of BeefSnakStik from Squids Will Be how the major sections contribute fiction use or alter history. RL7.9 to the whole and to the Squids (Folk Literature) pg. 908 development of the ideas. After You Read pg. 911: Text Dependent Questions (Key These standards are constant Ideas and Details) Summarize the plot of each story, making Shelby County Schools 2015/2016 Page 10 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content and should be taught sure not to include your own throughout each quarter. opinions or judgments. Cite Evidence: RL1, RI1 (Infer) Which of the stories has a Analyze Content: RL/RI.7.2-9 surprise ending? (Arguments) Why does Grasshopper call his History assignment “small”?
“Icarus and Daedalus” (Greek Myth; 1100 Lexile) See text complexity measures on pgs. 912- 913 RL7.2, RL7.3, RL7.5 Skill Focus: cause and effect, characteristics of a myth Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com (found on the middle school page) List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website- us-west- 2.amazonaws.com/marzanorese arch.com/media/documents/List -of-Tier-2-and-Tier-3-Terms-for- ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
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Before You Read pg. 913 Reading Skill: Cause and Effect Literary Analysis: Myth Critical Thinking: Text Dependent Questions pg. 920 (Key Details and Details) Where is Daedalus when the story begins? (Infer) In what ways was Daedalus show how clever he is? (Integration of Knowledge and Ideas – Argument) Does Daedalus hare any responsibility for Icarus’s fall? Why or why not? After You Read pg. 921 Reading Skill: Cause and Effect Literary Analysis: Myth
Extended Reading-Informational Text: “An Ancient Bronze Device Could Be the World’s First Computer, Some Say” (1050 Lexile) RI7.2, RI7.5 https://newsela.com/articles/ancient- astronomy/id/6811/ Text Dependent Questions – (Vocabulary) Read the sentence from the article. “Decades would pass before scientists realized that the unassuming bronze was the biggest
Shelby County Schools 2015/2016 Page 12 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content treasure of all.” (Craft and Structure) What is the BEST replacement for “unassuming” as it is used in the above sentence? (a. homely, b. humble, c. secret, d. significant) (Vocabulary) Which set of words BEST matches how the perspectives of the Antikythera Mechanism change from the beginning of the article to the end? (a. analog, inspired, elaborate, focused, traditional b. useless, amazing, fluctuating, astronomical, revolutionary c. impressive, dangerous, encrusted, operational, famous d. unimportant, sophisticated, complex, accurate, mysterious)
“Popocatepetl and Ixlaccihuatl” (Mexican Legend) and Social Studies Connection: Tenochtitlan (informational; 870 Lexile; Qualitative measure 4 for all categories) See text complexity measures on pgs. 934-935; RL7.2, RL7.3, RL7.5, RL7.9 Skill Focus: cause and effect, literary analysis: legend and fact Next Generation Glossary of
Shelby County Schools 2015/2016 Page 13 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Informational and Literary terms See www.scsliteracy.weebly.com (found on the middle school page) List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us- west- 2.amazonaws.com/marzanoresearch .com/media/documents/List-of-Tier- 2-and-Tier-3-Terms-for-ELA-and- Math.pdf See pages 26-71 for ELA Tier 3 Before You Read pg. 935 Reading Skill: Cause and Effect Literary Analysis: Legend and Fact Critical Thinking pg. 954: Text Dependent Questions (Key Ideas and Details) Why does Popo refuse to become emperor and rule in Tenochitlan? (Infer) Based on this legend, what traits do you think the Aztecs admired? (Intertextual Connections) What lesson does the legend suggest? Can this lesson be applied in modern times? Provide evidence to support your answer. After You Read pg. 955
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Extended Reading-Informational Text: “Volcanic Blast, Not Giant Bear Claws, Formed Wyoming's Devils Tower” (1060 Lexile) https://newsela.com/articles/wyoming- devilstower/id/8002/ RI7.2, RI7.5 Text Dependent Questions – (Key Ideas and Details) There are two central ideas expressed in the article. What are they? (Infer) Write an objective summary of the article.
Analyze Cause-and-Effect Organization in Expository Texts Reading for Information: “The Seasons on Earth” and “What Gives the Sunrise and Sunset its Orange Glow?” RI7.3, RI7.5 Skill Focus: Analyze Cause and Effect Organization After You Read pg. 965: Text Dependent Questions (Craft and Structure) Compare the cause-and-effect organization of the textbook article and the question- and-answer text. In which text do you find the cause-and-effect
Shelby County Schools 2015/2016 Page 15 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content relationships more clearly identified? (Infer) Which text cites more effects resulting from a single cause? Explain.
Resources Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) http://www.pearsonsuccessnet.com Common Core Companion Workbook – p. 81-87, 176-182 (graphic organizers and lessons) www.pearsonsuccessnet.com Map of Mesoamerica http://www.lib.uci.edu/about/publication s/exhibits/meso/images/3.jpg Tenochtitlan, photo http://www.lib.uci.edu/about/publication s/exhibits/meso/images/4.jpg History of the Aztec Capital http://www.livescience.com/34660- tenochtitlan.html The Aztec Capital City of Tenochtitlan http://archaeology.about.com/cs/latinam erica/a/tenochtitlan.htm Effective Instructional Strategies Series: Cause and EffectI http://prel.org/wp- content/uploads/2014/06/CE_EIS.pdf Teach-nology, Cause and Effect http://www.teach- Shelby County Schools 2015/2016 Page 16 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content nology.com/worksheets/language_arts/c auseeffect/ Scholastic.com Resources on Folk Literature http://tinyurl.com/q6x2eo6 OpenEd Video: Text Structure, Cause and Effect https://www.opened.io/video/text- structure-cause-and-effect/1537836 Stories That Refuse to Die http://www.curriki.org/xwiki/bin/view/Coll _rmlucas/StoriesthatRefusetoDie Origins and Trust http://www.curriki.org/xwiki/bin/view/Coll _rmlucas/1-OriginsandTrust WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance for RL.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning Level 1 Level 2 (Emerging) Level 3 (Developing) Level 4 (Expanding) Level 5 (Bridging) (Entering) Recognize how sections Determine how sections of Analyze how sections Analyze how sections of Identify how one of an adapted illustrated a drama’s or poem’s form of a familiar drama’s a drama’s or poem’s or two highlighted drama’s or poem’s form or structure (e.g., soliloquy, or poem’s form or form or structure (e.g., phrases or simple or structure (e.g., sonnet) contributes to its structure (e.g., soliloquy, sonnet) sentences in a soliloquy, sonnet) meaning using a partially soliloquy, sonnet) contributes to its section of an contributes to its completed graphic contributes to its meaning using a graphic illustrated drama’s meaning using a word organizer meaning using a organizer. or poem’s form or bank and an illustrated graphic organizer. structure (e.g., graphic organizer. soliloquy, sonnet) contributes to its meaning by matching them to
Shelby County Schools 2015/2016 Page 17 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content an Illustrated glossary of key terms/words in the L1 or L2. Language – Vocabulary Language – Vocabulary Vocabulary
L.4. Evidence Statements Reviewed throughout the quarter: Determine or clarify the meaning Demonstrates the ability to use context Synonyms/antonyms, Affixes- Latin roots, of unknown and multiple-meaning (e.g., the overall meaning of a sentence Context clues, Analogy and word words and phrases based on or paragraph; a word’s position or relationships, Word parts and families grade 7 reading and content, function in a sentence) as a clue to the choosing flexibly from a range of meaning of a word or phrase. L.4-4d Tier 2 Academic Vocabulary – compare, strategies. organize, recognize, consult L.4.b. FOR DIAGNOSTIC ONLY: Demonstrates List of Tier 2 Academic Vocabulary Use common, grade-appropriate the ability to use common, grade- (referred to as Tier 2 Academic Terms Greek or Latin affixes and roots as appropriate Greek or Latin affixes and by Marzano) clues to the meaning of a word roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). http://soltreemrls3.s3-website-us-west- (e.g., belligerent, bellicose, rebel). L.4.b 2.amazonaws.com/marzanoresearch.co L.4.c. m/media/documents/List-of-Tier-2-and- Consult general and specialized Tier-3-Terms-for-ELA-and-Math.pdf reference materials (e.g., Provides a statement demonstrating dictionaries, glossaries, accurate meaning and use of grade- o See pages 1-25 for Tier 2 thesauruses), both print and appropriate general academic words and digital, to find the pronunciation of phrases. L.6 Prentice Hall Literature- Pearson a word or determine or clarify its Publishing precise meaning or its part of speech. Literary Analysis Workshop L.4.d. Verify the preliminary Introducing the Big Question: Learning determination of the meaning of a Big Question Vocabulary pg. 901 word or phrase (e.g., by checking Vocabulary Development pgs. 904, 906, the inferred meaning in context or 908, 910 in a dictionary). Shelby County Schools 2015/2016 Page 18 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content
“Icarus and Daedalus” Making Connections: Vocabulary pg. 914 L.6 o Latin root –vac- Acquire and use accurately grade- appropriate general academic and Vocabulary Development pgs. 914, 916, domain-specific words and 918 phrases; gather vocabulary After You Read: Vocabulary pg. 921 knowledge when considering a word or phrase important to comprehension or expression. “Popocatepetl and Ixlaccihuatl” Making Connections: Vocabulary pg. 944 These standards are constant o Latin prefix uni- and should be taught throughout each quarter. Vocabulary Development pgs. 944, 946, 950, 952 Study and apply vocabulary - L.7.4-6 After You Read: Vocabulary pg. 955
Reading for Information: “The Seasons on Earth” and “What Gives the Sunrise and Sunset its Orange Glow?” Content Area Vocabulary pg. 960 Vocabulary Development pg. 962 After You Read: Content Area Vocabulary pg. 965
Resources Vocabulary Central www.pearsonsuccessnet.com www.pearsonsuccessnet.com
Shelby County Schools 2015/2016 Page 19 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Common Core Companion Workbook; Unit Resources Workbook Downloads: Editable Presentations and Editable Worksheets Vocabulary Instruction, Edutopia Article http://www.edutopia.org/blog/vocabular y-instruction-teaching-tips-rebecca-alber 15 Vocabulary Strategies http://learningtasks.weebly.com/vocabul ary-strategies.html Teaching Channel: Making Vocabulary Interactive https://www.teachingchannel.org/videos /making-vocabulary-lesson-interactive Online Dictionary http://www.wordcentral.com/ www.dictionary.com Most Common Suffixes and Prefixes http://teacher.scholastic.com/readin g/bestpractices/vocabulary/pdf/prefi xes_suffixes.pdf http://bensalemsd.org/cms/lib7/PA0 1000472/Centricity/Domain/1019/M ost%20Common%20Suffixes.pdf http://grammar.about.com/od/words /a/comprefix07.htm Greek and Latin roots https://en.wikipedia.org/wiki/List_of_Gre ek_and_Latin_roots_in_English Word Benches pg. 57-61 (Greek and
Shelby County Schools 2015/2016 Page 20 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Latin affixes) affixes) http://www.tn.gov/assets/entities/educat ion/attachments/std_eng_3081.pdf Which words do I teach? http://achievethecore.org/content/uploa d/Liben_Vocabulary_Article.pdf Vocabulary and the Common Core - Which words do I teach 6-8? http://achievethecore.org/page/974/voc abulary-and-the-common-core-detail-pg 11 Tips on Teaching Common Core Vocabulary http://www.edutopia.org/blog/teaching- ccss-critical-vocabulary-marilee- sprenger 55 critical words students should know and understand http://www.marileesprenger.com/the- critical-words.html Writing to Texts Writing Writing Writing Fundamentals
W7.1 Evidence Statements Prentice Hall Literature- Pearson Write arguments to support claims Development of Ideas Publishing with clear reasons and relevant evidence. The student response addresses the Routine Writing (text dependent W.7.1A prompt and provides effective and questions) Introduce claim(s), acknowledge comprehensive development of the claim, alternate or opposing claims, and topic and/or narrative elements by using Making Connections: Writing About the organize the reasons and clear and convincing reasoning, details, Big Question pg. 914 and 944 evidence logically. text-based evidence, and/or description; Journal entries, Summaries, Daily W.7.1B the development is consistently Language Practice, Graphic Organizers Shelby County Schools 2015/2016 Page 21 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Support claim(s) with logical appropriate to the task, purpose, and reasoning and relevant evidence, audience. Argumentative using accurate, credible sources Organization and demonstrating an Consider the Greek myths Icarus and understanding of the topic or text. The student response demonstrates Daedalus. Write an argumentative essay W.7.1C purposeful coherence, clarity, and in which you delineate and evaluate the Use words, phrases, and clauses cohesion and includes a strong specific model of the consequences of to create cohesion and clarify the introduction, conclusion, and a logical, childish pride, assessing whether the relationships among claim(s), well-executed progression of ideas, reasoning is sound and the evidence is reasons, and evidence. making it easy to follow the writer’s relevant and sufficient. Draw evidence W.7.1D progression of ideas. from the myth(s) to support your Establish and maintain a formal Clarity of Language analysis. Introduce your claims, and style. organize your evidence logically. W.7.1E The student response establishes and Support your claims with logical Provide a concluding statement or maintains an effective style, while reasoning and relevant evidence from section that follows from and attending to the norms and conventions the myths. supports the argument presented. of the discipline. The response uses Informative precise language consistently, including descriptive words and phrases, sensory (Popocatepetl- pg. 957) Write a short W7.2 details, linking and transitional words, description of the ancient city of Write informative/explanatory words to indicate tone, and/or domain- Tenochtitlan based on the selections. texts to examine a topic and specific vocabulary. Review “Tenochtitlan” and “Popocatepetl”. Jot down details about convey ideas, concepts, and Knowledge of Language and the time, place, and overall information through the selection, Conventions organization, and analysis of environment of the city, as well as relevant content. The student response demonstrates details about the lives of its inhabitants. command of the conventions of standard W7.2a Then write a brief comparison of the English consistent with effectively edited Introduce a topic clearly, selections. writing. Though there may be a few minor previewing what is to follow; (Reading for Information) - Timed errors in grammar and usage, meaning is organize ideas, concepts, and Writing pg. 965: Essay – Write a brief clear throughout the response. information, using strategies such essay that explains some of the effects as definition, classification, caused by changes in the weather and comparison/contrast, and Reviewed throughout the quarter: the number of daylight hours. Cite cause/effect; include formatting Writing Sentences, Essay organization and evidence from the texts to support your (e.g., headings), graphics (e.g., structure, Thesis statement, Writing explanations. charts, tables), and multimedia paragraphs, Performance tasks, and Topic Shelby County Schools 2015/2016 Page 22 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content when useful to aiding sentences and supporting details. Narrative pg. 933 comprehension You may have wondered why leaves change W7.2b colors in the fall or what causes an Develop the topic with relevant earthquake. Write a short myth that facts, definitions, concrete details, explains a natural phenomenon that quotations, or other information fascinates you. and examples. W7.2c Resources Use appropriate transitions to Pearson Interactive Digital Path (All create cohesion and clarify the stories – Before, During, and After relationships among ideas and Reading activities) concepts. http://www.pearsonsuccessnet.com W7.2d Common Core Companion Workbook Use precise language and domain- www.pearsonsuccessnet.com specific vocabulary to inform about or explain the topic. W7.2e Argumentative Writing Resources Establish and maintain a formal (The Argumentative Rubric) style. http://tncore.org/sites/www/Uploads/TNC W7.2f ORE/Rubrics/OpArgRubric-Gr6-8.pdf Provide a concluding statement or section that follows from and (How to write an argumentative essay) supports the information or http://www.bellevuecollege.edu/asc/writi explanation presented. ng/essays- guides/documents/argumentativeessay. pdf W7.3 (How to write an argumentative essay) Write narratives to develop real or http://www.roanestate.edu/owl/argumen imagined experiences or events t.html using effective technique, relevant descriptive details, and well- (How to write an argumentative essay) structured event sequences. http://depts.washington.edu/owrc/Hand W7.9 outs/Argumentative%20Paper %20Format.pdf Draw evidence from literary or Shelby County Schools 2015/2016 Page 23 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content informational texts to support (argumentative essay frame) analysis, reflection, and research. http://www.baltimorecityschools.org/Pag e/16215 Writing lessons based on the standard http://betterlesson.com/common_core/b rowse/1496/ccss-ela-literacy-w-6-2- write-informative-explanatory-texts-to- examine-a-topic-and-convey-ideas- concepts-and-information-through
Informative Writing Resources (The Informational/Explanatory Rubric) http://tncore.org/sites/www/Uploads/TNC ORE/Rubrics/InfExpRubric-Gr6-8.pdf Writing the Informative Essay o http://word- crafter.net/CompI/InformativeEssay.h tml o http://study.com/academy/le sson/informative-essay-definition- examples-structure.html Writing the Explanatory Essay o http://word- mart.com/html/explanatory____expo sitory_essa.html o https://www.sbcc.edu/clrc/fil es/wl/downloads/StructureofaGenera lExpositoryEssay.pdf Writing Graphic Organizers o https://www.eduplace.com/graphicor Shelby County Schools 2015/2016 Page 24 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content ganizer/ o https://wvde.state.wv.us/strategyba nk/GraphicOrganizersforWriting.html o http://www.dailyteachingtools.com/f ree-graphic-organizers-w.html o https://www.superteacherworksheet s.com/graphic-organizers.html o http://edhelper.com/teachers/graphi c_organizers.htm
Narrative Writing Resources Narrative Writing Rubric http://www.tn.gov/assets/entities/educat ion/attachments/tnready_rubric_narrativ e_gr6-8.pdf How to write narratives http://betterlesson.com/common_core/b rowse/1501/ccss-ela-literacy-w-6-3- write-narratives-to-develop-real-or- imagined-experiences-or-events-using- effective-technique-relevant-de Language Language Conventions
L.2. Evidence Statements Note: Grammar instruction should be embedded in the teaching of writing. Demonstrate the command of the Demonstrate the correct use of conventions of standard English punctuation marks within context. L.2. capitalization, punctuation, and Prentice Hall Literature- Pearson Demonstrate the correct use of commas spelling when writing. Publishing within context. L.2.a. L.2.a. Elements of Language- Holt Publishing Use a comma to separate Shelby County Schools 2015/2016 Page 25 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content coordinate adjectives (e.g., It was Demonstrate a knowledge of Standard Punctuation Marks – colon, semicolon, a fascinating, enjoyable movie but English when writing, speaking, reading, hyphen, dash, bracket not He wore an old [,] green shirt). or listening. L.3 Commas
L.3. Choose precise words that provide clear Prentice Hall Literature- Pearson Use knowledge of language and explanations of ideas. Publishing its conventions when writing, speaking, reading, or listening. Revise sentences and paragraphs to avoid Integrated Language Arts pg. 932 and 956 redundancy. L.3.a. Reading Application Choose language that expresses Employ language that reduces wordiness. Writing Application L.3.a ideas precisely and concisely, Prentice Hall Writing Coach recognizing and eliminating wordiness and redundancy. Pearson Common Core Companion Workbook These standards are constant and should be taught Precise Language, p. 343-344 throughout each quarter. Study and apply grammar - L.7.1- Resources 3 Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) http://www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Coordinate Adjectives http://grammarist.com/grammar/coordin ate-adjectives/ Grammar Bytes: Punctuation PowerPoint http://www.chompchomp.com/presentati ons/punctuation.ppt Grammar Bytes: Punctuation Handout http://www.chompchomp.com/presentati Shelby County Schools 2015/2016 Page 26 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content ons/punctuation.pdf GrammarBook.com: Punctuation http://www.grammarbook.com/punctuati on_rules.asp Sophia.org, Language Lessons: Punctuation https://www.sophia.org/topics/punctuati on Internet4Classrooms http://www.internet4classrooms.com/co mmon_core/language_seventh_7th_grad e_english_language_arts.htm Speaking and Listening Speaking and Listening Speaking and Listening
SL.7.1 Evidence Statements Possible Suggestions throughout the Engage effectively in a range of quarter: collaborative discussions (one-on- Participate in one-on-one discussions. Group roles and responsibility, one, in groups, and teacher-led) Accountable talk, Classroom routines and with diverse partners on grade 7 Participate in group discussions. procedures, Group behaviors and topics, texts, and issues, building Participate in teacher-led discussions. discussions, Target audience, Oral on others’ ideas and expressing SL.7.1. presentation, Informal Debate, News Story, their own clearly. Delivering an Oral Summary, Dramatic SL.7.1a Readings Bring prepared materials to discussion. Come to discussions prepared, Prentice Hall Literature- Pearson having read or researched Use prepared materials to cite evidence Publishing material under study; explicitly that supports ideas and arguments during draw on that preparation by discussion. Activities referring to evidence on the topic, Share questions and reflections made Introducing the Big Question: Exploring text, or issue to probe and reflect before discussion as a way to support the Big Question pg. 900 on ideas under discussion. constructive use of discussion time. SL.7. 1c SL.7.1a. (Icarus or Demeter) Comprehension and Pose questions that elicit Collaboration pg. 933 – With a small
Shelby County Schools 2015/2016 Page 27 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content elaboration and respond to others' Ask questions of my group members. group, conduct a debate. questions and comments with Respond to questions posed by my group relevant observations and ideas Resources that bring discussion back on members. topic as needed. Summarize the group’s discussion. Pearson Interactive Digital Path (All stories – Before, During, and After SL.7.4 Understand others’ perspectives. Reading activities) SL.7.1c. Present claims and findings, http://www.pearsonsuccessnet.com emphasizing salient points in a focused, coherent manner with Common Core Companion Workbook Present claims logically. pertinent descriptions, facts, www.pearsonsuccessnet.com details, and examples; use Emphasize salient points. appropriate eye contact, adequate Use pertinent descriptions, facts, and volume, and clear pronunciation. details. Use appropriate eye contact, volume and These standards are constant pronunciation. SL.7.4 and should be taught throughout each quarter. Analyze Content: SL.7.2-3 Study and apply grammar: SL.7.6 Conduct Discussions: SL.7.1 Report Findings: SL.7.4-6 Weeks 4-6 Reading Selections Weeks 4-6 How the Snake Got Sample MICA Items on RI 7.2, RI 7.3, RI 7.5, RI 7.6, RI 7.9 Poison (African https://micatime.com/ American Folk Tale; Create an exam using “Bouquets of Joy” (items 43570, 43568, 43563, 43569, and 43566) or “Galileo and the Lamps” (items 900Lexile; 43465, 43468, and 43477). Qualitative 4) and “Pet Turns Pest: California Kingsnakes Rampage Across
Shelby County Schools 2015/2016 Page 28 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content the Canary Islands”; 1010 Lexile) All Stories Are Anansi’s (African Folk Tale; 560 Lexile; Qualitative 4) Reading for Information: Zoos: Joys or Jails? (Editorial) and Kid Territory: Why Do We Need Zoos? (Editorial) Comparing Literary Works: The Fox Outwits the Crow and The Fox and the Crow See text complexity measures pgs. 988-989, 1006-1007, 1036-1037
Big Question: Community or Individual – Which is more important? (Unit 6) Reading Complex Informational and Literature Literature and Informational Prentice Hall Literature – Reading Texts Selections RL7.2 Evidence Statements
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Determine a theme or central idea Provides a statement of a theme or Unit 6: Elements of Folk of a text and analyze its central idea of a text. Literature/Determining and Examining development over the course of Structure and Theme in Folk Literature the text; provide an objective Provides an analysis of the development summary of the text. of the theme or central idea over the course of the text. How the Snake Got Poison (African RL7.3 American Folk Tale; 900 Lexile; Qualitative Analyze how particular elements Provides an objective summary of the 4) RL7.2, RL7.3 text. RL7.2 of a story or drama interact (e.g., See text complexity measures pgs. 988-989 how setting shapes the characters or plot). Skill Focus: compare and contrast, Provides an analysis of how particular cultural context, theme RL7.5 elements of a story or drama interact. Analyze the structure an author RL7.3 Next Generation Glossary of uses to organize a text, including Informational and Literary terms how the major sections contribute See Provides an analysis of the structure an to the whole and to the www.scsliteracy.weebly.com development of the ideas. author uses to organize a text, including how the major sections contribute to the (found on the middle school RL/RI7.6 whole and to the development of the page) Analyze how an author develops ideas. RL7.5 List of Tier 3 Domain Specific Words and contrasts the points of view of different characters or narrators in http://soltreemrls3.s3-website-us- a text. Provides an analysis of how an author west- develops and contrasts the points of view 2.amazonaws.com/marzanoresearch of different characters or narrators in a .com/media/documents/List-of-Tier- text. RL7.6 2-and-Tier-3-Terms-for-ELA-and- Math.pdf See pages 26-71 for ELA Tier 3 Informational Before You Read pg. 989 Informational Provides a statement of a theme or o Reading Skill: Compare and Contrast RI7.2 central idea of a text. o Literary Analysis: Cultural Context Determine two or more central ideas in a text and analyze their Provides an analysis of the development Critical Thinking pg. 1002 – Text development over the course of of the theme or central idea over the Dependent Questions the text; provide an objective course of the text. o (Key Ideas and Details)
Shelby County Schools 2015/2016 Page 30 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content summary of the text. Provides an objective summary of the Which arguments from two RI7.3 text. RI7.2 conflicting sides does the folk tale present? Find three examples of Analyze the interactions between dialect in the story. (Infer) Why do individuals, events, and ideas in a Provides an analysis of the interactions you think Hurston chose to tell the text (e.g., how ideas influence between individuals, events, and/or ideas story in dialect? individuals or events, or how in a text (e.g., how ideas influence individuals influence ideas or o (Key Ideas and Details) In your individuals or events, or how individuals events). notebook, describe the arguments influence ideas or events). RI7.3 that the snake makes in the story. RI7.5 (Analyze) Tell whether you think Analyze the structure an author each argument was effective and Provides an analysis of the structure an uses to organize a text, including explain why you think so. how the major sections contribute author uses to organize a text, including to the whole and to the how the major sections contribute to the After You Read pg. 1003 development of the ideas. whole and to the development of the o Reading Skill: Compare and Contrast ideas. RI7.5 RI7.6 o Literary Analysis: Cultural Determine an author's point of Context view or purpose in a text and Provides a statement of an author’s point analyze how the author of view in a text. Extended Reading-Informational distinguishes his or her position Provides a statement of an author’s Text: “Pet Turns Pest: California from that of others. purpose in a text. Kingsnakes Rampage Across the Canary RI7.9 Provides an analysis of how the author Islands” (1010 Lexile) RI7.2, RI7.3, Analyze how two or more authors distinguishes his or her position from that RI7.5 writing about the same topic of others. RI7.6 https://newsela.com/articles/kingsn shape their presentations of key ake-canaryislands/id/3774/ information by emphasizing different evidence or advancing Provides a statement of an author’s point Text Dependent Questions different interpretations of facts. of view in a text. o (Key Ideas and Details) Why is the Provides a statement of an author’s population of California kingsnakes a threat to the ecosystem of the These standards are constant purpose in a text. Canary Islands? and should be taught Provides an analysis of how the author (Infer) What factor has helped throughout each quarter. distinguishes his or her position from that o Cite Evidence: RL1, RI1 of others. RI7.9 California kingsnakes thrive at such an alarming rate?
Shelby County Schools 2015/2016 Page 31 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Analyze Content: RL/RI.7.2-9 All Stories Are Anansi’s pg. 1018 (African Folk Tale; 560 Lexile; Qualitative 4) RL7.2, RL7.3 See text complexity measures pgs. 1006- 1007 Skill Focus: compare and contrast, folk tales, cultural context, theme Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com (found on the middle school page) List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us- west- 2.amazonaws.com/marzanoresearch .com/media/documents/List-of-Tier- 2-and-Tier-3-Terms-for-ELA-and- Math.pdf See pages 26-71 for ELA Tier 3 Before You Read pg. 1007 o Reading Skill: Compare and Contrast o Literary Analysis: Folk Tales Critical Thinking pg. 1022 – Text Dependent Questions o (Infer) What can you infer about the hornets, the python, and
Shelby County Schools 2015/2016 Page 32 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content the leopard from the fact that they listen to Anansi? In what way do these animals resemble humans in the behavior? o (Integration of Knowledge and Ideas) How did Anansi gain the trust of those around him? (Opinion) Are his accomplishments admirable? Explain. (Intertextual Connections) Was Anansi justified in using the creatures for personal gain? Why or why not? (Connect to the Big Question) After You Read pg. 1023 o Reading Skill: Compare and Contrast o Literary Analysis: Folk Tales
Analyze Argumentative Texts Reading for Information pg. 1028- “Zoos: Joys or Jails?” (Editorial) and “Kid Territory: Why Do We Need Zoos?” (Editorial) RI7.6, RI7.9 Skill Focus: Analyze Point of View Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com (found on the middle school page)
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List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us- west- 2.amazonaws.com/marzanoresearch .com/media/documents/List-of-Tier- 2-and-Tier-3-Terms-for-ELA-and- Math.pdf See pages 26-71 for ELA Tier 3 After You Read pg.1033 – Text Dependent Questions o (Key Ideas and Details) Compare the point of view of each author on zoos. o (Infer) Are the different points of view on the problem of extinction caused by disagreement over facts or by different interpretations of the same set of facts? Explain.
Comparing Literary Works “The Fox Outwits the Crow” and “The Fox and the Crow” pg.1034 RL7.2, RL7.3, RL7.5 See text complexity measures pgs. 1036- 1037 Skill Focus: Comparing Tone and Theme Next Generation Glossary of Informational and Literary terms See
Shelby County Schools 2015/2016 Page 34 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content www.scsliteracy.weebly.com (found on the middle school page) List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us- west- 2.amazonaws.com/marzanoresearch .com/media/documents/List-of-Tier- 2-and-Tier-3-Terms-for-ELA-and- Math.pdf See pages 26-71 for ELA Tier 3 (The Fox Outwits the Crow) Critical Thinking pg. 1037– Text Dependent Questions (Key Ideas and Details) What does the crow think after the fox flatters her? (Infer) What do her thoughts reveal about the crow? (Arguments) Who was more to blame – the crow or the fox? Explain. (The Fox and the Crow) Critical Thinking pg. 1038 – Text Dependent Questions (Key Ideas and Details) How does the Fox persuade the Crow to drop the piece of cheese? (Infer) How does the Fox’s attitude change when he gets the cheese? (Craft and Structure) What human character traits do the animal characters in the fable Shelby County Schools 2015/2016 Page 35 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content represent? What details in the fable support your answer? After You Read pg. 1039: Comparing Tone and Theme
Resources Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) http://www.pearsonsuccessnet.com Common Core Companion Workbook– p. 67-73, 142-148 (graphic organizers and lessons) www.pearsonsuccessnet.com ereadingworksheets.com – Point of View resources http://www.ereadingworksheets.com/poi nt-of-view/ ereadingworksheets.com – Story Structure resources http://www.ereadingworksheets.com/fre e-reading-worksheets/story-structure/ ereadingworksheets.com – Theme resources http://www.ereadingworksheets.com/fre e-reading-worksheets/theme- worksheets/ Zuni Indian Fact Sheet http://www.bigorrin.org/zuni_kids.htm The Trickster in African American Literature http://nationalhumanitiescenter.org/tser ve/freedom/1865-
Shelby County Schools 2015/2016 Page 36 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content 1917/essays/trickster.htm WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance for RL.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning Level 1 Level 2 (Emerging) Level 3 (Developing) Level 4 (Expanding) Level 5 (Bridging) (Entering) Recognize how sections Determine how sections of Analyze how sections Analyze how sections of Identify how one of an adapted illustrated a drama’s or poem’s form of a familiar drama’s a drama’s or poem’s or two highlighted drama’s or poem’s form or structure (e.g., soliloquy, or poem’s form or form or structure (e.g., phrases or simple or structure (e.g., sonnet) contributes to its structure (e.g., soliloquy, sonnet) sentences in a soliloquy, sonnet) meaning using a partially soliloquy, sonnet) contributes to its section of an contributes to its completed graphic contributes to its meaning using a graphic illustrated drama’s meaning using a word organizer meaning using a organizer. or poem’s form or bank and an illustrated graphic organizer. structure (e.g., graphic organizer. soliloquy, sonnet) contributes to its meaning by matching them to an Illustrated glossary of key terms/words in the L1 or L2. Language – Vocabulary Language – Vocabulary Vocabulary
L.4.b Evidence Statements Tier 2 Academic Vocabulary – demonstrate, examine, convey, inform Use common, grade-appropriate FOR DIAGNOSTIC ONLY: Demonstrates Greek or Latin affixes and roots as the ability to use common, grade- List of Tier 2 Academic Vocabulary clues to the meaning of a word appropriate Greek or Latin affixes and (referred to as Tier 2 Academic Terms (e.g., belligerent, bellicose, rebel). roots as clues to the meaning of a word by Marzano) (e.g., belligerent, bellicose, rebel). L.4.b http://soltreemrls3.s3-website-us-west- L.6 2.amazonaws.com/marzanoresearch.co
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Acquire and use accurately grade- Demonstrates the ability to use context m/media/documents/List-of-Tier-2-and- appropriate general academic and (e.g., the overall meaning of a sentence Tier-3-Terms-for-ELA-and-Math.pdf domain-specific words and or paragraph; a word’s position or o See pages 1-25 for Tier 2 phrases; gather vocabulary function in a sentence) as a clue to the knowledge when considering a meaning of a word or phrase. L.4-4d word or phrase important to Prentice Hall Literature- Pearson comprehension or expression. Publishing Provides a statement demonstrating accurate meaning and use of grade- These standards are constant and How the Snake Got Poison pg.1000 appropriate general academic words and should be taught throughout each phrases. L.6 Making Connections pg.998 quarter. Latin suffix -ity Study and apply vocabulary - Vocabulary Development pg.998 L.7.4-6 Reviewed throughout the quarter: After You Read: Vocabulary pg.1003 Latin suffix -ity Synonyms/antonyms Affixes- Latin roots All Stories Are Anansi’s Context clues Making Connections pg. 1016 Analogy and word relationships Old English root –know- Word parts and families Vocabulary Development pgs.1016, 1018, 1020-21 After You Read: Vocabulary pg. 1023 Old English root –know-
Reading for Information Content Area Vocabulary pg. 1028 Vocabulary Development pg. 1030 After You Read: Content Area Vocabulary pg. 1033
Comparing Literary Works: The Fox Outwits the Crow and The Fox and the Crow Vocabulary Development pgs. 1034,
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Resources Vocabulary Central www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Vocabulary Workshop – Figurative Language, p. 1050-1051 Most Common Suffixes and Prefixes http://teacher.scholastic.com/readin g/bestpractices/vocabulary/pdf/prefi xes_suffixes.pdf http://bensalemsd.org/cms/lib7/PA0 1000472/Centricity/Domain/1019/M ost%20Common%20Suffixes.pdf http://grammar.about.com/od/words /a/comprefix07.htm Greek and Latin roots https://en.wikipedia.org/wiki/List_of_Gre ek_and_Latin_roots_in_English Word Benches pg. 57-61 (Greek and Latin affixes) affixes) http://www.tn.gov/assets/entities/educat ion/attachments/std_eng_3081.pdf Which words do I teach? http://achievethecore.org/content/uploa d/Liben_Vocabulary_Article.pdf Vocabulary and the Common Core - Which words do I teach 6-8? http://achievethecore.org/page/974/voc
Shelby County Schools 2015/2016 Page 39 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content abulary-and-the-common-core-detail-pg 11 Tips on Teaching Common Core Vocabulary http://www.edutopia.org/blog/teaching- ccss-critical-vocabulary-marilee- sprenger 55 critical words students should know and understand http://www.marileesprenger.com/the- critical-words.html Writing to Texts Writing Writing Writing Fundamentals
W.7.1 Evidence Statements Prentice Hall Literature- Pearson Write arguments to support claims Development of Ideas Publishing with clear reasons and relevant evidence. The student response addresses the prompt and provides effective and Routine Writing (text dependent a. Introduce claim(s), questions) acknowledge alternate or comprehensive development of the claim, opposing claims, and organize topic and/or narrative elements by using Making Connections: Writing About the the reasons and evidence clear and convincing reasoning, details, Big Question pg. 998 and 1016 logically. text-based evidence, and/or description; the development is consistently Journal entries, Summaries, Daily b. Support claim(s) with logical appropriate to the task, purpose, and Language Practice, Graphic Organizers reasoning and relevant audience. evidence, using accurate, Argumentative credible sources and Organization demonstrating an The student response demonstrates (pg. 1025) Write a review of All Stories understanding of the topic or purposeful coherence, clarity, and Anansi’s to argue whether others will text. cohesion and includes a strong enjoy the tale. c. Use words, phrases, and introduction, conclusion, and a logical, (Reading for Information pg. 1033) clauses to create cohesion well-executed progression of ideas, Timed Writing: Editorial – Write a brief and clarify the relationships making it easy to follow the writer’s editorial for a school newspaper about among claim(s), reasons, and progression of ideas. an issue that affects your community or evidence. Clarity of Language the nation. Use supporting details to develop your argument. Shelby County Schools 2015/2016 Page 40 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content d. Establish and maintain a The student response establishes and Informative formal style. maintains an effective style, while e. Provide a concluding attending to the norms and conventions (pg. 1005) Informative Text – Write a statement or section that of the discipline. The response uses plot summary of How the Snake Got follows from and supports the precise language consistently, including Poison. argument presented. descriptive words and phrases, sensory (Comparing Literary Works) details, linking and transitional words, Explanatory Text pg. 1038 – In an W.7.2 words to indicate tone, and/or domain- essay, compare the relationship Write informative/explanatory specific vocabulary. between tone and theme in each texts to examine a topic and Knowledge of Language and selection: The Fox Outwits the Crow and convey ideas, concepts, and Conventions The Fox and the Crow. information through the selection, organization, and analysis of The student response demonstrates relevant content. command of the conventions of Standard Resources a. Introduce a topic clearly, English consistent with effectively edited Pearson Interactive Digital Path (All previewing what is to follow; writing. Though there may be a few minor stories – Before, During, and After organize ideas, concepts, and errors in grammar and usage, meaning is Reading activities) information, using strategies clear throughout the response. http://www.pearsonsuccessnet.com such as definition, Common Core Companion Workbook classification, Reviewed throughout the quarter: www.pearsonsuccessnet.com comparison/contrast, and Writing Sentences, Essay organization and cause/effect; include structure, Thesis statement, Writing formatting (e.g., headings), Argumentative Writing Resources paragraphs, Performance tasks, and Topic graphics (e.g., charts, tables), TN Argumentative Writing Rubric sentences and supporting details. and multimedia when useful https://www.tn.gov/assets/entities/educa to aiding comprehension. tion/attachments/tnready_rubric_opinion b. Develop the topic with -argue_gr6-8.pdf relevant facts, definitions, (How to write an argumentative essay) concrete details, quotations, https://www.bellevuecollege.edu/asc/wri or other information and ting/essays-guides/ examples. (How to write an argumentative essay) c. Use appropriate transitions to http://www.roanestate.edu/owl/argumen create cohesion and clarify t.html the relationships among ideas (How to write an argumentative essay) and concepts. http://depts.washington.edu/owrc/Hand Shelby County Schools 2015/2016 Page 41 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content d. Use precise language and outs/Argumentative%20Paper domain-specific vocabulary to %20Format.pdf inform about or explain the Argumentative Essay Frames topic. https://www.google.com/webhp? e. Establish and maintain a sourceid=chrome- formal style. instant&ion=1&espv=2&ie=UTF- f. Provide a concluding 8#q=argumentative%20essay statement or section that %20frame follows from and supports the information or explanation presented.
W.7.9 Informative Writing Resources Draw evidence from literary or TN Informative Writing Rubric informational texts to support https://www.tn.gov/assets/entities/educa analysis, reflection, and research. tion/attachments/tnready_rubric_info- expl_gr6-8.pdf Writing the Informative Essay http://word- crafter.net/CompI/InformativeEssay.html o http://study.com/academy/le sson/informative-essay-definition- examples-structure.html Writing the Explanatory Essay o http://word- mart.com/html/explanatory____expo sitory_essa.html o https://www.sbcc.edu/clrc/fil es/wl/downloads/StructureofaGenera lExpositoryEssay.pdf Writing Graphic Organizers o https://www.eduplace.com/graphicor ganizer/ o https://wvde.state.wv.us/strategyba Shelby County Schools 2015/2016 Page 42 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content nk/GraphicOrganizersforWriting.html o http://www.dailyteachingtools.com/f ree-graphic-organizers-w.html o https://www.superteacherworksheet s.com/graphic-organizers.html o http://edhelper.com/teachers/graphi c_organizers.htm Language Language Conventions
L.7.2 Evidence Statements Note: Grammar instruction should be embedded in the teaching of writing. Demonstrate command of the The student response demonstrates the conventions of standard English correct use of capitalization within capitalization, punctuation, and context. L.2 Prentice Hall Literature- Pearson spelling when writing. Publishing L.3 Elements of Language- Holt Publishing Demonstrate a knowledge of Standard Use knowledge of language and English when writing, speaking, reading, Capitalization – Proper Nouns, Proper its conventions when writing, or listening. L.3. Adjectives, Quotations speaking, reading, or listening. Abbreviations L.3.a Choose language that expresses Choose precise words that provide clear Prentice Hall Literature- Pearson ideas precisely and concisely, explanations of ideas. Publishing recognizing and eliminating Revise sentences and paragraphs to avoid Integrated Language Arts pg. 1004 and wordiness and redundancy. redundancy. 1024 Employ language that reduces wordiness. Reading Application L.3.a. Writing Application Prentice Hall Writing Coach
Pearson Common Core Companion Workbook Precise Language, p. 343-344
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Other Resources SCS Literacy Weebly http://scsliteracy.weebly.com/ Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) http://www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Grammar Bytes: Capitalization PowerPoint http://www.chompchomp.com/presentati ons/capitalization.ppt Grammar Bytes: Capitalization Handout http://www.chompchomp.com/presentati ons/capitalization.pdf GrammarBook.com: Capitalization http://www.grammarbook.com/punctuati on/capital.asp Sophia.org, Composition: Capitalization https://www.sophia.org/concepts/capitali zation--2 Internet4Classrooms http://www.internet4classrooms.com/co mmon_core/language_seventh_7th_grad e_english_language_arts.htm Speaking and Listening Speaking and Listening Speaking and Listening
SL.7.4 Evidence Statements Prentice Hall Literature- Pearson Present claims and findings, Publishing Shelby County Schools 2015/2016 Page 44 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content emphasizing salient points in a Present claims logically. focused, coherent manner with Emphasize salient points. pertinent descriptions, facts, Activities details, and examples; use Use pertinent descriptions, facts, and appropriate eye contact, adequate details. (How the Snake Got Poison) Comprehension and Collaboration volume, and clear pronunciation. Use appropriate eye contact, volume and pg. 1005– With a partner, find five pronunciation. SL.7.4 unusual facts about an animal. Include These standards are constant these facts in a story about the animal and should be taught Possible Suggestions throughout the that does not reveal the animal’s name. throughout each quarter. quarter: Present the story to your classmates, Analyze Content: SL.7.2-3 Group roles and responsibility, Accountable and ask them to guess the animal. Study and apply grammar: SL.7.6 talk, Classroom routines and procedures, (All Stories Are Anansi’s) Presentation Conduct Discussions: SL.7.1 Group behaviors and discussions, Target of Ideas pg. 1025 – Prepare a television news report that provides Report Findings: SL.7.4-6 audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, a clear interpretation of story events. Dramatic Readings Resources Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) http://www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Weeks 7-9 Reading Selections Weeks 7-9 The Adventures of Sample MICA Items on RL 7.2, RL 7.3, RL 7.5 Sherlock Holmes Create an exam using the text “Mr. Green Frog and His Visitors,” including question IDs 43576, 43581, 43599, 43926, 43588, (short story; 43582, and 43587. 1080Lexile) “The Man with The For writing practice, consider sample MICA Items on W 7.2 Twisted Lip” https://micatime.com/ Shelby County Schools 2015/2016 Page 45 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content
“The Red Headed Create an exam using question IDs 44973 or 44007. 44012 and 43784 are editing tasks. League” “The Bascombe Valley Mystery”
Big Questions: How do we decide what is true? Does every conflict have a win- ner? Reading Complex Literature Literature Analyzing Story Elements and How Texts They Interact RL7.2 Evidence Statements Extended Text: Elements of Determine a theme or central idea Provides a statement of a theme or Fiction/Analyzing Structure and of a text and analyze its central idea of a text. development over the course of Relationships in Literary Texts the text; provide an objective Provides an analysis of the development of the theme or central idea over the summary of the text. The Adventures of Sherlock Holmes - “The course of the text. Man with The Twisted Lip”, “The Red RL7.3 Provides an objective summary of the Headed League”, “The Bascombe Valley text. RL7.2 Mystery” (short story; 1080 Lexile) RL7.2, Analyze how particular elements RL7.3, RL7.6 of a story or drama interact (e.g., how setting shapes the characters Provides an analysis of how particular See Unit on the weebly. or plot). elements of a story or drama interact. http://scsliteracy.weebly.com/ RL7.3 (found under 7th grade ELA Curriculum) RL7.6 (curriculum documents, tasks, activities etc.) Analyze how an author develops Provides an analysis of how an author and contrasts the points of view of develops and contrasts the points of view Skill Focus- plot, theme, point of view, different characters or narrators in of different characters or narrators in a making inferences, drawing a text. text. RL7.6 conclusions, compare and contrast, cause and effect relationships
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These standards are constant Next Generation Glossary of and should be taught Informational and Literary terms throughout each quarter. See Cite Evidence: RL1, RI1 www.scsliteracy.weebly.com Analyze Content: RL/RI.7.2-9 (found on the middle school page) List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us- west- 2.amazonaws.com/marzanoresearch .com/media/documents/List-of-Tier- 2-and-Tier-3-Terms-for-ELA-and- Math.pdf See pages 26-71 for ELA Tier 3
Resources Curriculum documents http://scsliteracy.weebly.com/ Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) http://www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Lit2Go: “The Red Headed League” http://etc.usf.edu/lit2go/32/the- adventures-of-sherlock- holmes/346/adventure-2-the-red- headed-league/ Shmoop: “The Red Headed League” Summary Shelby County Schools 2015/2016 Page 47 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content http://www.shmoop.com/sherlock- holmes/the-red-headed-league- summary.html Free Video of “The Red Headed League” https://archive.org/details/SherlockHolm es-TheCaseOfTheRedHeadedLeague WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. Model Performance for RL.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning Level 1 Level 2 (Emerging) Level 3 (Developing) Level 4 (Expanding) Level 5 (Bridging) (Entering) Recognize how sections Determine how sections of Analyze how sections Analyze how sections of Identify how one of an adapted illustrated a drama’s or poem’s form of a familiar drama’s a drama’s or poem’s or two highlighted drama’s or poem’s form or structure (e.g., soliloquy, or poem’s form or form or structure (e.g., phrases or simple or structure (e.g., sonnet) contributes to its structure (e.g., soliloquy, sonnet) sentences in a soliloquy, sonnet) meaning using a partially soliloquy, sonnet) contributes to its section of an contributes to its completed graphic contributes to its meaning using a graphic illustrated drama’s meaning using a word organizer meaning using a organizer. or poem’s form or bank and an illustrated graphic organizer. structure (e.g., graphic organizer. soliloquy, sonnet) contributes to its meaning by matching them to an Illustrated glossary of key terms/words in the L1 or L2. Language – Vocabulary Language – Vocabulary Vocabulary
L.4.b Evidence Statements “The Adventures of Sherlock Holmes” (1080 Lexile; short story) Use common, grade-appropriate FOR DIAGNOSTIC ONLY: Demonstrates
Shelby County Schools 2015/2016 Page 48 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Greek or Latin affixes and roots as the ability to use common, grade- See Unit on the weebly. clues to the meaning of a word appropriate Greek or Latin affixes and http://scsliteracy.weebly.com/ (e.g., belligerent, bellicose, rebel). roots as clues to the meaning of a word (found under 7th grade ELA Curriculum) L.6 (e.g., belligerent, bellicose, rebel). L.4.b Acquire and use accurately grade- Tier 2 Academic Vocabulary – explain, appropriate general academic and Provides a statement demonstrating draw, support, engage domain-specific words and accurate meaning and use of grade- phrases; gather vocabulary appropriate general academic words and List of Tier 2 Academic Vocabulary knowledge when considering a phrases. L.6 (referred to as Tier 2 Academic Terms word or phrase important to by Marzano) comprehension or expression. http://soltreemrls3.s3-website-us-west- Reviewed throughout the quarter: 2.amazonaws.com/marzanoresearch.co Synonyms/antonyms These standards are constant and m/media/documents/List-of-Tier-2-and- should be taught throughout each Affixes- Latin roots Tier-3-Terms-for-ELA-and-Math.pdf quarter. Context clues o See pages 1-25 for Tier 2 Study and apply vocabulary - Analogy and word relationships L.7.4-6 Word parts and families Resources http://scsliteracy.weebly.com/ Vocabulary Central www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Most Common Suffixes and Prefixes http://teacher.scholastic.com/readin g/bestpractices/vocabulary/pdf/prefi xes_suffixes.pdf http://bensalemsd.org/cms/lib7/PA0 1000472/Centricity/Domain/1019/M ost%20Common%20Suffixes.pdf http://grammar.about.com/od/words /a/comprefix07.htm Greek and Latin roots Shelby County Schools 2015/2016 Page 49 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content https://en.wikipedia.org/wiki/List_of_Gre ek_and_Latin_roots_in_English Word Benches pg. 57-61 (Greek and Latin affixes) affixes) http://www.tn.gov/assets/entities/educat ion/attachments/std_eng_3081.pdf Which words do I teach? http://achievethecore.org/content/uploa d/Liben_Vocabulary_Article.pdf Vocabulary and the Common Core - Which words do I teach 6-8? http://achievethecore.org/page/974/voc abulary-and-the-common-core-detail-pg 11 Tips on Teaching Common Core Vocabulary http://www.edutopia.org/blog/teaching- ccss-critical-vocabulary-marilee- sprenger 55 critical words students should know and understand http://www.marileesprenger.com/the- critical-words.html
Writing to Texts Writing Writing Writing Fundamentals
W.7.1 Evidence Statements “The Adventures of Sherlock Holmes” (1080 Write arguments to support claims Development of Ideas lexile; short story) with clear reasons and relevant See Unit on the weebly. evidence. The student response addresses the prompt and provides effective and http://scsliteracy.weebly.com/ Shelby County Schools 2015/2016 Page 50 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content a. Introduce claim(s), comprehensive development of the claim, (found under 7th grade ELA Curriculum) acknowledge alternate or topic and/or narrative elements by using (curriculum documents, tasks, activities opposing claims, and organize clear and convincing reasoning, details, etc.) the reasons and evidence text-based evidence, and/or description; logically. the development is consistently b. Support claim(s) with logical appropriate to the task, purpose, and Routine Writing (text-dependent) reasoning and relevant audience. Summaries, Daily Language Practice, evidence, using accurate, Organization Graphic Organizers, Other Resources credible sources and Journal entries demonstrating an The student response demonstrates understanding of the topic or purposeful coherence, clarity, and text. cohesion and includes a strong Argumentative introduction, conclusion, and a logical, Use words, phrases, and c. well-executed progression of ideas, See Unit on the weebly. clauses to create cohesion making it easy to follow the writer’s http://scsliteracy.weebly.com/ and clarify the relationships progression of ideas. (found under 7th grade ELA Curriculum) among claim(s), reasons, and evidence. Clarity of Language (curriculum documents, tasks, activities etc.) d. Establish and maintain a The student response establishes and formal style. maintains an effective style, while e. Provide a concluding attending to the norms and conventions Informative of the discipline. The response uses statement or section that Performance Task #2 – Analyze the precise language consistently, including follows from and supports the development of a Theme or Main Idea descriptive words and phrases, sensory argument presented. pg. 1058. details, linking and transitional words, words to indicate tone, and/or domain- Performance Task #3 – Analyze a specific vocabulary. Universal Theme – Identify a theme in a W.7.2 Knowledge of Language and story and show how it is universal by Write informative/explanatory Conventions identifying the same theme in other texts to examine a topic and stories pg. 1058. The student response demonstrates convey ideas, concepts, and command of the conventions of standard information through the selection, English consistent with effectively edited Resources organization, and analysis of writing. Though there may be a few minor relevant content. SCS Literacy Weebly errors in grammar and usage, meaning is http://scsliteracy.weebly.com/ a. Introduce a topic clearly, clear throughout the response. previewing what is to follow; Pearson Interactive Digital Path (All Shelby County Schools 2015/2016 Page 51 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content organize ideas, concepts, and stories – Before, During, and After information, using strategies Reviewed throughout the quarter: Reading activities) such as definition, http://www.pearsonsuccessnet.com classification, Writing Sentences, Essay organization and comparison/contrast, and structure, Thesis statement, Writing Common Core Companion Workbook cause/effect; include paragraphs, Performance tasks, and Topic www.pearsonsuccessnet.com formatting (e.g., headings), sentences and supporting details. graphics (e.g., charts, tables), Argumentative Writing Resources and multimedia when useful TN Argumentative Writing Rubric to aiding comprehension. https://www.tn.gov/assets/entities/educa b. Develop the topic with tion/attachments/tnready_rubric_opinion relevant facts, definitions, -argue_gr6-8.pdf concrete details, quotations, (How to write an argumentative essay) or other information and https://www.bellevuecollege.edu/asc/wri examples. ting/essays-guides/ c. Use appropriate transitions to (How to write an argumentative essay) create cohesion and clarify http://www.roanestate.edu/owl/argumen the relationships among ideas t.html and concepts. (How to write an argumentative essay) d. Use precise language and http://depts.washington.edu/owrc/Hand domain-specific vocabulary to outs/Argumentative%20Paper inform about or explain the %20Format.pdf topic. Argumentative Essay Frames e. Establish and maintain a https://www.google.com/webhp? formal style. sourceid=chrome- f. Provide a concluding instant&ion=1&espv=2&ie=UTF- statement or section that 8#q=argumentative%20essay follows from and supports the %20frame information or explanation presented. Informative Writing Resources TN Informative Writing Rubric https://www.tn.gov/assets/entities/educa tion/attachments/tnready_rubric_info- expl_gr6-8.pdf
Shelby County Schools 2015/2016 Page 52 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content Writing the Informative Essay http://word- crafter.net/CompI/InformativeEssay.html o http://study.com/academy/le sson/informative-essay-definition- examples-structure.html Writing the Explanatory Essay o http://word- mart.com/html/explanatory____expo sitory_essa.html o https://www.sbcc.edu/clrc/fil es/wl/downloads/StructureofaGenera lExpositoryEssay.pdf Writing Graphic Organizers o https://www.eduplace.com/graphicor ganizer/ o https://wvde.state.wv.us/strategyba nk/GraphicOrganizersforWriting.html o http://www.dailyteachingtools.com/f ree-graphic-organizers-w.html o https://www.superteacherworksheet s.com/graphic-organizers.html o http://edhelper.com/teachers/graphi c_organizers.htm Language Language Conventions
L.1 Evidence Statements Note: Grammar instruction should be embedded in the teaching of writing. Demonstrate command of the The student response demonstrates the conventions of standard English correct use of capitalization within grammar and usage when writing context. L.1 from The Adventures of Sherlock Holmes or speaking. “The Red Headed League” (short story)
The student response demonstrates the See Unit on the weebly. Shelby County Schools 2015/2016 Page 53 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content L.2 correct use of punctuation marks within http://scsliteracy.weebly.com/ Demonstrate the command of the context. L.2 conventions of standard English Elements of Language- Holt Publishing capitalization, punctuation, and Demonstrate a knowledge of Standard Capitalization – Proper Nouns, Proper spelling when writing. English when writing, speaking, reading, Adjectives, Quotations or listening. L.3. Abbreviations L.3. Punctuation Marks – colon, semicolon, Use knowledge of language and Choose precise words that provide clear hyphen, dash, bracket and commas its conventions when writing, explanations of ideas. speaking, reading, or listening. Pearson Common Core Companion L.3.a. Revise sentences and paragraphs to avoid Workbook redundancy. Choose language that expresses Precise Language, p. 343-344 ideas precisely and concisely, Employ language that reduces wordiness. recognizing and eliminating L.3.a. Resources wordiness and redundancy. SCS Literacy Weebly http://scsliteracy.weebly.com/ Pearson Interactive Digital Path (All These standards are constant stories – Before, During, and After and should be taught Reading activities) throughout each quarter. http://www.pearsonsuccessnet.com Study and apply grammar - L.7.1- 3 Common Core Companion Workbook www.pearsonsuccessnet.com Grammar Bytes: Capitalization PowerPoint http://www.chompchomp.com/presentati ons/capitalization.ppt Grammar Bytes: Capitalization Handout http://www.chompchomp.com/presentati ons/capitalization.pdf GrammarBook.com: Capitalization http://www.grammarbook.com/punctuati
Shelby County Schools 2015/2016 Page 54 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content on/capital.asp Sophia.org, Composition: Capitalization https://www.sophia.org/concepts/capitali zation--2 Internet4Classrooms http://www.internet4classrooms.com/co mmon_core/language_seventh_7th_grad e_english_language_arts.htm Speaking and Listening Speaking and Listening Speaking and Listening
SL.7.4 Evidence Statements from The Adventures of Sherlock Holmes Present claims and findings, Present claims logically. “The Red Headed League” (short story) emphasizing salient points in a Emphasize salient points. See Unit on the weebly. focused, coherent manner with http://scsliteracy.weebly.com/ Use pertinent descriptions, facts, and pertinent descriptions, facts, (found under 7th grade ELA Curriculum) details, and examples; use details. appropriate eye contact, adequate (curriculum documents, tasks, activities Use appropriate eye contact, volume and etc.) volume, and clear pronunciation. pronunciation. SL.7.4 Activities These standards are constant Performance Task #4 pg. 1059 – and should be taught Possible Suggestions throughout the Analyze the Characters in a work of throughout each quarter. quarter: fiction. – Plan a presentation in which Analyze Content: SL.7.2-3 Group roles and responsibility, Accountable you analyze the characters and Study and apply grammar: SL.7.6 talk, Classroom routines and procedures, character development in a work of Conduct Discussions: SL.7.1 Group behaviors and discussions, Target fiction. audience, Oral presentation, Informal Debate, Report Findings: SL.7.4-6 News Story, Delivering an Oral Summary, Resources Dramatic Readings SCS Literacy Weebly http://scsliteracy.weebly.com/ Pearson Interactive Digital Path (All stories – Before, During, and After Reading activities) Shelby County Schools 2015/2016 Page 55 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content http://www.pearsonsuccessnet.com Common Core Companion Workbook www.pearsonsuccessnet.com Research Project Research Research Research
(Reading and W.7.7 Evidence Statements “The Adventures of Sherlock Holmes” (1080 Writing- Begins in 3rd Conduct short research projects to Research a topic using several sources Lexile; short story) Grade for PARCC answer a question, drawing on that prompt deeper exploration and See Unit on the weebly. accountability) several sources and generating investigation into that topic. W.7.7. http://scsliteracy.weebly.com/ additional related, focused Cite evidence from literary or (found under 7th grade ELA Curriculum) questions for further research and investigation. informational texts to support claims in (curriculum documents, tasks, activities the context of a research project. W.7.9. etc.) W.7.9 Draw evidence from literary or Activities informational texts to support Provides an analysis of how particular analysis, reflection, and research. elements of a story or drama interact. Communications Workshop: Research RL7.3 Presentation pg. 1052 – Prepare a RL.7.3 research presentation. Analyze how particular elements of a story or drama interact (e.g., Present claims logically. Performance Task #1 pg. 1058- Analyze the Use of Historical Fact in Fiction and how setting shapes the characters Emphasize salient points. or plot). Nonfiction- Write an essay that Use pertinent descriptions, facts, and compares and contrasts the use of facts details. in a work of fiction and a work on SL.7.4 nonfiction. Use appropriate eye contact, volume and Present claims and findings, pronunciation. SL.7.4 Performance Task #5 pg. 1059 – emphasizing salient points in a Analyze Plot in a Folk Tale – Plan a focused, coherent manner with presentation in which you analyze the pertinent descriptions, facts, Use multimedia components in a plot elements of a folk tale in this unit. details, and examples; use presentation to clarify claims. SL.7.5. appropriate eye contact, adequate Resources volume, and clear pronunciation. Use formal language in a classroom SCS Literacy Weebly SL.7.5 setting. SL.7.6. http://scsliteracy.weebly.com/ Include multimedia components
Shelby County Schools 2015/2016 Page 56 of 57 English Language Arts 3rd Nine Weeks Grade 7 TN State Standards Evidence Statements Content and visual displays in Pearson Interactive Digital Path (All presentations to clarify claims and stories – Before, During, and After findings and emphasize salient Reading activities) points. http://www.pearsonsuccessnet.com SL.7.6 Common Core Companion Workbook Adapt speech to a variety of www.pearsonsuccessnet.com contexts and tasks, demonstrating command of formal English when indicated or appropriate.
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