School District of South Orange-Maplewood English Language Arts Curriculum – Grade 7 The School District of South Orange-Maplewood August 2010 THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD BOARD OF EDUCATION MEMBERS MARK GLEASON, PRESIDENT ELIZABETH DAUGHERTY, FIRST VICE-PRESIDENT SANDRA KARRIEM, SECOND VICE-PRESIDENT LYNNE CRAWFORD, MEMBER WAYNE EASTMAN, MEMBER DAVID R. GILES, MEMBER RICHARD LAINE, MEMBER JENNIFER PAYNE-PARRISH, MEMBER ANDREA WREN-HARDIN, MEMBER ADMINISTRATION BRIAN OSBORNE, SUPERINTENDENT ROSETTA WILSON, ASSISTANT SUPERINTENDENT FOR CURRICULUM GARY PANKIEWICZ, SUPERVISOR, 6-12 ELA Committee Credits English Language Arts Curriculum – Grade 7 August, 2010 English Language Arts (Grades 6-10) Susan Barry Mary Brancaccio Janet Bustrin Melissa Butler Solmaz Calone Carolyn Campbell Robert Cohen Jennifer Dalton Rebecca Donahue Nicole Dufault Danielle Elko Josh Enyeart Angela Forero Sara Griffiths Xenia Harley Anna Herstatt Toi Jackson Beth Johnson Carolyn Johnson Vanessa Jones-Harris Katerina Karis Eve Kingsbury Christine Layne Danielle Levine Julia Leider Sue Logeman Joe Lombardo Wendy Lovas Steve MacPherson Janet Mandel Lori Martling Ryan O’Dell Maureen O’Sullivan Carly Orpurt John Pascarella Robin Patton Elisa Pianka John Poglinco Eugene Pollioni Rich Saporita Dan Savarese Desiree Spriggs Ulrike Wiede Thomas Whitaker 1 Draft Philosophy: English Language Arts Curriculum – Grade 7 August, 2010 The South Orange Maplewood School District believes students should be engaged in literacy development which is scaffolded from kindergarten through high school graduation. Students will learn about the power of words through deep and enduring educational experiences that assist them in understanding and effectively communicating both the written and spoken language. Through a rich comprehensive curriculum, students will gain the requisite skills to be dynamic communicators with the ability to integrate components of English Language Arts Literacy in a manner that allows them to become powerful users, critics, and creators of information as well as integral contributors to a global community. The South Orange Maplewood School District supports an English Language Arts curricular program, which is inclusive of ALL learners and maximizes opportunities for each student to: Experience a wide range of high quality literature Appreciate literature as an art form in both fiction and nonfiction works Achieve a high level of skill in interpreting complex materials Learn the forms and functions of language Experience and understand cultural and linguistic diversity Build upon previous knowledge and intuition about language Integrate language experiences into other disciplines Use technology and digital literacy for expression and communication Share their experiences and interact with adults, peers, and younger learners Utilize a research based process approach to reading and writing Examine the relationship between literature and composition We believe English Language Arts Literacy is essential to the development of all children as life-long learners. English Language Arts Literacy is a conduit for learning across all content areas that equip students with the skills and knowledge necessary to be effective contributors and active participants of the 21st century. English Language Arts Literacy, which integrates reading, writing, listening, and speaking promotes critical thinking and produces effective communicators who use both printed and digital technology literacy for expression and communication. 2 English Language Arts Curriculum Grade 7 Table of Contents Overview of the Literature Units of Study……………………………………………………………………… 4 Units of Study and Grade Level Common Assessments…………………………………………………. 6 Reading Instruction……………………………………………………………………………………………………….. 7 Grade 7 Book List………………………………………………………………………………………………………….. 11 Vocabulary/Reading Instruction……………………………………………………………………………………. 13 Writing Instruction………………………………………………………………………………………………………… 16 Writing Matters…………………………………………………………………………………………………. 18 Grade Level Common Assessments……………………………………………………………………………….. 19 English Language Arts Curriculum – Grade 7 August, 2010 Units of Study………………………………………………………………………………………………………………… 21 Making Responsible Decisions…………………………………………………………………………… 22 Literacy and Power……………………………………………………………………………………………. 31 Fantasy and Science Fiction: Exploring Alternative…………………………………………… 37 New Jersey Core Curriculum Content Standards Alignment…………………………………………. 47 Writing Matters National Standards Alignment……………………………………………………………. 57 “Grammar” Alignment…………………………………………………………………………………………………. 62 Rubrics…………………………………………………………………………………………………………………………. 75 Model Lessons………………………………………………………………………………………………………………. 82 3 Overview of Literature Units of Study The South Orange/Maplewood Grade Seven English Language Arts Curriculum includes a novels-based approach with an eight book minimum. Each of the four thematic units contains numerous formative and authentic assessments in preparation for a summative student writing piece. In addition, the Grade Seven ELA experience requires a research project, book-of-choice, Ray Bradbury author study, and four grade level common assessments (scored with NJASK rubrics). The following expectations are consistent in every unit: English Language Arts Curriculum – Grade 7 August, 2010 Driving questions- Created to identify the desired results for deep understanding around thematic inquiries, the driving questions are a critical component of the “backward design” model for curriculum writing developed by Grant Wiggins and Jay McTighe (2005). The driving questions are designed to identify the “big ideas” that students will grapple with during the course of the unit. 6-8 formative assessments/1 published summative writing piece- In the second stage of “backward design,” it is important to “determine acceptable evidence.” Formative assessments drive instruction when they provide information for teachers to adjust teaching and learning. Formative assessments should also provide effective feedback to students. The published writing piece is used as a summative assessment or overall unit evaluation. For example, in the “Fantasy and Science Fiction: Exploring Alternative Societies” thematic unit of study, each student will address the question: “What can we learn about our own society by reading about alternative societies?” Ultimately, students will write a persuasive essay (through a process approach to writing) that takes a stand on an issue raised in Lois Lowry’s The Giver. Students will practice connections to science fiction and fantasy models in addition to enhancing persuasive writing skills throughout the marking period. The summative writing piece is a culmination of the entire unit’s course of study. Various instructional tasks, activities, and experiences- Core text activities within the thematic units are aligned to the New Jersey Core Curriculum Content Standards for Language Arts Literacy. In addition, all classroom endeavors must be relevant to the driving questions while building student capacity for a successful summative assessment. At times, teachers should afford students a choice of different reading and writing opportunities (Many educational experts attest to the connection between student choice, student engagement, and student success.). Teacher observation of the 4 needs of students is essential to informing instructional practices thereby maximizing student learning opportunities. For example, a teacher may recognize that some groups of students respond better to a particular prewriting activity and, as a result, use the strategy more often. Content and strategy is taught in mini-lessons. The structure of a mini-lesson remains constant (lasting approximately 10-12 minutes) but the content changes from day to day. The following steps exemplify the gradual release of responsibility from teacher to student: Mini-lessons begin with a CONNECTION in which teachers tell students what they will be teaching them and why. Next, TEACHERS TEACH students about a kind of writing work either by giving students information or by helping students gather information about that work. After teachers teach, they often have student “HAVE-A-GO” with the work they taught them- that is, students give the work a brief try. Finally, teachers end the mini-lesson by LINKING the student’s independent writing to the skill or strategy that was just taught. English Language Arts Curriculum – Grade 7 August, 2010 The following model uses a mini-lesson to teach the concept of character traits: http://www.readwritethink.org/lessons/lesson_view.asp?id=175 The grammar emphasis using Write Source textbooks is outlined in a Grammar Alignment to the New Jersey Core Curriculum Content Standards following the thematic units. A model grammar mini-lesson can be found at: http://www.readwritethink.org/lessons/lesson_view.asp?id=260 The model grammar lesson is further supported by the grammar rules, authentic examples, exercises, and writing prompts in the Write Source text on pages 542748. 5 6-8 English Language Arts Units of Study & Grade Level Common Assessments Semester One Grade 6: Thematic Unit Published Writing Piece Grade 7: Thematic Unit Published Writing Piece English Language Arts Curriculum – Grade 7 August, 2010 Grade 8: Thematic Unit Published Writing Piece Semester Two Finding My Place Out of This World (Science Fiction and Fantasy) Courage Author Study & Independent Reading *Personal Narrative, NJASK Narrative Reading Task Short Story, NJASK Informational Reading Task Letter, NJASK Persuasive Essay Author Research & Biography, NJASK Explanatory Essay Making Responsible Decisions Science Fiction Non-fiction Literacy & Power *Narrative Essay, NJASK Narrative Reading Task Persuasive Essay, NJASK Persuasive Essay Prompt Expository Writing, NJASK Explanatory Prompt Poetry Anthology, NJASK Informational Reading Task Historical Fiction & Independent Reading Social Justice Rebellion Shakespearean and Greek Tragedy Historical Research & Historical Fiction, NJASK Narrative Reading Task *Expository Essay, NJASK Persuasive Reading Prompt Comparison/Contrast Essay, NJASK Explanatory Prompt Dramatic Performance Piece, NJASK Persuasive Essay Prompt Each grade level incorporates an author study, book-of-choice, and research component. NJASK-style Grade Level Common Assessments are italicized. The first NJASK-style Grade Level Common Assessment is completed in September as a diagnostic assessment. All Grade Level Common Assessments utilize state rubrics. *Indicates that the Six Traits Rubric will be used to provide written feedback. 6 Reading Instruction General Instructional Strategy: All English Language Arts teachers have a desk copy of Daniels and Zemelman’s Subjects Matter, a content-area reading guide that focuses on pre-reading and reading processing strategies. Subjects Matter is referenced in various core text activities within the thematic units. Moreover, two professional books, Mosaic of Thought and Strategies That Work, provide a framework for what exemplary strategic reading instruction looks like, sounds like, and feels like. Zimmerman, Keene, Harvey, and Goudvis, the authors of the books (available in the school media centers), examined the cognitive processes and strategies used commonly by proficient readers. They suggest: English Language Arts Curriculum – Grade 7 August, 2010 Proficient readers… Search for connections between what they know and the new information they encounter in the texts they read (schema). Continually ask questions of themselves, the authors they encounter, and the texts they read. Draw inferences during and after reading. Distinguish important from less important ideas in text. Are adept at synthesizing information within and across texts and reading experiences. Repair faulty comprehension. Monitor the adequacy of their understanding. Visualize and create images to better understand what they’ve read. Teachers facilitate a wide range of interpretations. Ultimately, students take new meaning away from those conversations. Some questions to help students become “strategic” readers while they are reading: What do I think will happen next? How do I know this? Are my predictions correct so far? Does this make sense? If not, what should I do? What can I do to make sure I understand? What can I do if I don’t understand what I’m reading? What have I learned so far? What have I found interesting so far? Is this easy, or hard, to read? Why do I think so? What strategies will help me understand this kind of reading? Should I look for a plot? What is the main idea? Should I ask questions? Should I paraphrase what I’ve read? What is the author saying directly? What is the author implying? Can I visualize what has been described? 7 Think-Alouds: In the “Think-Aloud” strategy (Daniels and Zemelman), the teacher models his/her reading proficiency by reading aloud. The teacher, as the guide to proficient reading, pauses to explain his/her reflection process to students with respect to key concepts and ideas in reading passages. Moreover, the teacher “Think-Aloud” may serve as a model for a student “Think-Aloud” in pairs or in a whole-class discussion. English Language Arts Curriculum – Grade 7 August, 2010 Read-Alouds: Read-Alouds are the basis of reading exploration in the R.E.V. It Up! Vocabulary Program. The R.E.V. It Up! Teacher’s Guide provides explicit Read-Aloud instruction in each reading lesson. “Tips for Reading Aloud” are available in the Teacher’s Guide. Teachers are encouraged to use the Read Aloud strategies modeled in Beck and McKeown’s vocabulary program in their core text activities. In short, the Read-Aloud combines oral reading, ThinkAlouds, and follow-up activities. Discussion (based on texts) : To that end, providing opportunities for extended discussion of text meaning and interpretation is proven to improve adolescent literacy. A panel of experts, chaired by Michael L. Kamil from Stanford University through the National Center for Education Evaluation and Regional Assistance, published a practice guide for “Improving Adolescent Literacy: Effective Classroom and Intervention Practices” (2008) to facilitate literacy education. The practice guide is available at: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/adlit_pg_082608.pdf. “The goal of the practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle and high schools” (page 1). In brief, the practice guide exhibits that adolescent students need to be more prepared in reading. At an October 20, 2009 Rutgers Forum sponsored by the New Jersey Department of Education, Kamil urged educators to preview passages to formulate some framing questions and unpack the important facts of the text. Framing questions are used to begin and/or extend relevant discussion. Page 24 of the practice guide also lists the following discussion protocol: 1. Teachers ask questions that require students to explain their positions and the reasoning behind them. 2. Teachers model reasoning processes by thinking out loud. 3. Discussion participants propose counter arguments or positions. 4. Discussion participants recognize good reasoning when it occurs. 5. Discussion participants summarize the flow and main ideas of a discussion as it draws to a close. 8 Vocabulary in text: Kamil also provided direction for explicit vocabulary instruction. He asked teachers to preview reading passages to select the vocabulary terms that are critical to understanding the text. The importance of the words should also be noted. By scouting out “target words” and providing rationale for new or troublesome vocabulary, teachers will provide greater access to the reading material for students. In turn, as teachers preview core texts, the creation of framing questions and target vocabulary lists is imperative. English Language Arts Curriculum – Grade 7 August, 2010 Shared Reading: Shared reading is another focus of the SOMSD curriculum. Literature circle opportunities are specified in each thematic unit. Literature Circles: Choice and Voice in the Student-Centered Classroom by Harvey Daniels (1994) is available in the middle school media centers. Literature circles are small (4-6 students), student led, temporary discussion groups comprised of students who have chosen to read the same story, poem, informational text, or novel. Each group determines the portion of the text that they will read, within the constraints of the teacher’s timeline. The teacher through mini-lessons explicitly teaches skills and strategies, which are applied to the students’ independent reading and discussed in circle time. During literature circle sessions, students may assume various “roles” that guide their reading (Daniels, 1994). Students meet on a regular basis to discuss agreed-upon sections of the text, rotating the roles among members of the group. The strategy ends with students presenting their text to their peers in the large group setting. Traditionally, the literature circle strategy was applied to fiction. Recently, it has been updated and used with a variety of texts, including nonfiction. Furthermore, Daniels (2006) has recently advocated for the use of alternate ways to incorporate the roles into literature circles, but many secondary teachers retain the use of specified roles as a best practice. 9 In Lori Wilfong’s October 29, 2009 article, “Textmasters” in the Journal of Adolescent and Adult Literacy, she identifies the following literature circle roles: Discussion Director Your job is to develop a list of questions that your group might want to discuss about this part of the book. Don’t worry about the small details; your task is to help people talk about the big ideas in the reading and share their reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. Summarizer Your job is to prepare a brief summary of today’s reading. Your group discussion will start with your 1–2-minute statement that covers the key points, main highlights, and general idea of today’s reading assignment. Vocabulary Enricher Your job is to be on the lookout for a few especially important words in today’s reading. If you find words that are puzzling or unfamiliar, mark them while you are reading and then later jot down their definition, either from a dictionary or from some other source. English Language Arts Curriculum – Grade 7 August, 2010 Webmaster Your job is to take all the information that you have read and make a graphic organizer to show your understanding. Use keywords, phrases, and examples from your reading to make your organizer. You can use any type of graphic organizer you would like—e.g., web, pyramid, chart. Wilfong proposes 20 minutes of silent reading within the group, 20 minutes of sharing roles and group work on the culminating activity, and 10 minutes on a self-reflection. Although a literature circle should be more ambitious, this is a good basis for planning a literature circle within the allotted 50 minute class period. Wilfong’s article is available in the middle school media centers. Independent Reading: The English Department administers Scholastic’s SRI assessment to assess for a student’s Lexile Reading Level. This helps to inform instruction and determine recommendations for independent reading at an appropriate reading level. Moreover, the SRI assessment helps to identify struggling readers who may require the READ 180 Reading Intervention Program offered to students in the district in Grades 7, 8, and 9. More information on the SRI assessment is available at: http://teacher.scholastic.com/products/fundingconnection/programs_services/pdfs/2009_PO_ SRI.pdf More information on the READ 180 Program is available at: http://teacher.scholastic.com/products/read180/ 10 Grade 7 Book List Students will read a minimum of eight books in Grade 7. In addition to the books on this list, students may read different books (approved by their teacher) independently or in literature circles. All students are required to read the following two Grade 7 books: The Giver by Lois Lowry We Beat the Street by Sampson Davis, Rameck Hunt, and George Jenkins Contemporary Autobiography The Adventures of Tom Sawyer Baseball in April Short Story Anthology The Bumblebee Flies Anyway Clover Social context of Southern life and race relations in the 1980s The Ear, the Eye, and the Arm Authentic African tribal folklore Freak the Mighty Gathering Blue Golden Compass Heat 760L 860L 830L 830L 850L 820L 660L 1000L 680L 930L 940L English Language Arts Curriculum – Grade 7 August, 2010 Little League baseball in the proximity of Yankee Stadium Hoot The Illustrated Man (a compilation of 18 Ray Bradbury short stories) Long Way from Chicago Chicago 1929-1942 Messenger Nightjohn Salvery in the 1850s Pacific Crossing Text contains italicized words in Spanish and Japanese defined in a glossary The Adventures of Tom Sawyer Baseball in April Short Story Anthology The Bumblebee Flies Anyway Road to Memphis Pearl Harbor and World War II Sarny Post Civil War and the abolishment of slavery 760L 680L 750L 720L 770L 750L 830L 830L 850L 670L 840L 11 Pakistan Social context of modern So Far from the Bamboo Groove True account of a Japanese family’s escape from Korea near the end of World War II Something Strange Short Story Anthology Taking Sides Basketball references Tangerine A Time for Andrew 20,000 Leagues Under the Sea Marine ecology Walkabout Where the Red Fern Grows N/A 750L 680L 710L 850L 800L 700L *Bullets denote a non-fiction connection. **Lexile Reading Measure English Language Arts Curriculum – Grade 7 August, 2010 **A Lexile reading score links a reader’s ability to a text’s difficulty level. More information on The Lexile Framework for Reading is available at: http://www.lexile.com. 12 Vocabulary/Reading Instruction The Robust Encounters with Vocabulary Program (R.E.V. It Up!) Authors: Dr. Isabel L. Beck and Dr. Margaret G. McKeown, leading reading and vocabulary experts All students will complete a minimum of two systematic and interactive units of R.E.V.It Up! Robust Encounters with Vocabulary Instruction each marking period. English Language Arts Curriculum – Grade 7 August, 2010 R.E.V. It Up! is a research-based program that teaches vocabulary as direct preparation for enhanced achievement in reading and writing. All students should receive their own student copy of the text at the appropriate grade level (Course 2 for Grade 7). Teachers are responsible for carrying out a minimum of two vocabulary units each marking period with the support of the R.E.V. It Up! Teacher’s Guide. There is also a companion web site at: http://steckvaughn.hmhco.com/en/revitup_home.htm. R.E.V. It Up! is a 10-minute-a-day program that provides systematic vocabulary instruction that reaches all students through multiple encounters and multiple contexts. It also focuses on nonfiction texts. Each new vocabulary unit begins with a “Read Aloud.” To that end, teachers read high-quality literature aloud as students follow along in their books. Student understanding is supported through carefully-constructed discussion questions on the literary texts. Although the Teacher’s Guide provides explicit lesson plan instruction in each lesson, it is helpful to review the “Tips for Reading Aloud” (in the Teacher’s Guide) to provide an enjoyable reading experience for students while providing a valuable tool for learning. Read Aloud Tips: Practice reading ahead of time. Introduce the selection. Build background knowledge. Have students connect with the selection. Read expressively. Read slowly and clearly. Pace your reading. Ask questions. Enjoy yourself! 13 The Teacher’s Guide also explains that Read-Alouds are helpful for English Language Learners. In particular, additional tips are listed and explained in the Teacher’s Guide for a successful ELL experience: Build background knowledge. Read expressively. Have students follow along. Have students illustrate or act out the stories. Use graphic organizers. After each Read-Aloud lesson, the Teacher’s Guide provides lesson work in an engaging and authentic way to introduce and explore target vocabulary. English Language Arts Curriculum – Grade 7 August, 2010 Concept cards are provided to each teacher to provide students with a visual anchor for each word. On each concept card, there is a depiction of the word on the front. On the back, each word is explained and used in a sentence. There are also lists of synonyms and antonyms. The Teacher’s Guide explains “Fun Ways to Use Concept Cards”: Story Starters Story Add-Ons Categorize Words Comparing and Contrasting Matching Games Pantomimed Games Word Riddles Writing Station Various lessons are provided to deepen understanding through multiple exposures to words in multiple contexts. The vocabulary words represent concepts that are common in science and social studies programs, too. When using the high-interest readings, the Teacher’s Guide explains the following Tips for English Language Learners and Struggling Readers: Before reading, discuss the topics and themes provided in the readings. Ask questions to elicit personal connections and provide background information for difficult or culturally specific concepts. Have student groups read and discuss selections together to spark conversation that will help them to develop ideas for their writing. Pair or group English language learners with native English speakers (page T34). 14 English Language Arts Curriculum – Grade 7 August, 2010 Lastly, the Teacher’s Guide provides multiple assessment tools to inform instruction and measure progress. In addition to written assessments, lesson assessments, and cumulative assessments, students should be encouraged to use their new vocabulary words in their summative writing assessment at the end of each marking period. 15 Writing Instruction All major writing assignments include a process approach to writing with respect to the Six Traits of Writing and Writing Workshop. The stages of process-based writing include: prewriting drafting sharing revising editing proofreading publishing English Language Arts Curriculum – Grade 7 August, 2010 The Write Source Text and Write Source Supplemental Teacher Resources Kit provide explicit instructional lesson work and strategy for teaching the writing process using the Six Traits of Writing. All students have desk copies of student copies of Write Source. Teachers are supplied with a Write Source Daily Language Workout Book, a Write Source SkillsBook (for student editing and proofreading practice handouts), and Write Source overhead transparenciesbenchmark papers and assessment sheets. The six traits of writing include: ideas organization voice word choice sentence fluency conventions Sheryl Lain’s Six Traits Resource Handbook delineates Six Traits work explicitly. It is available in each middle school’s media center. The resource handbook is referenced in various core text activities within the thematic units. The ELA supervisor received exclusive permission to share the resource handbook with SOMSD teachers by the author. 16 Adapted/edited from the North West Regional Education Laboratory, SOMSD created some Question and Answer explanation of the 6+ 1 Analytical Traits of Writing: Q: What’s the best thing about the traits? A: It’s the language, the shared vocabulary that adds such a rich component to our teaching and assessing of student writing. The traits give us all a common language for talking about and celebrating writing. Q: Which trait should I teach first? A: We think it makes sense to begin with Ideas. After all, this is the foundational trait. Your idea is your whole reason for writing. All other traits flow out of, and are influenced by, this one. But with that said, remember we are teaching writing, not the traits. English Language Arts Curriculum – Grade 7 August, 2010 Q: Is there ever a time all six traits come together in students’ revision? A: Yes. Absolutely. They must. The division of the traits in order to do focused revisionworking on one trait at a time- is artificial, we admit. But it’s a way of making revision manageable for students, who often do not know where to begin. Writing process steps aren’t really separate either. Prewriting, drafting, revision, and editing aren’t really mutually exclusive; we separate them to make the writing process easier to understand and put into practice. Similarly, real writers do think about organization and ideas at the same time; when they revise ideas, the voice also improves; when they alter the wording, the change affects fluency, and so on. Q: Do I have to assess all six traits for each piece of student writing? A: No! You do what makes sense for the assignment given to students. For example, you might be working on ideas, voice, and conventions for a period of time and only want to have students focus on those traits. Or perhaps you will want to take it even more slowly and work on one revision and one editing trait at a time. Remember that we have grouped ideas, organization, and voice for the revising process, and sentence fluency, word choice, and conventions for the editing process. The beauty of an analytic system is you can take the pieces apart, examine them, and then insert them back into the larger picture. 17 Writing Matters Unit Plan Grade 7 teachers will facilitate a non-fiction reading and writing unit for one full marking period. This unit plan will be based upon Writing Matters, a research-based program presented by Teaching Matters. The unit plan is founded on the principles of Heather Lattimer’s Thinking Through Genre (2003) and provides a pacing guide for research-driven lesson work with masterful opportunities for differentiation instruction and the integration of technological resources (such as engaging PowerPoint animations, plentiful online databases of nonfiction texts, and personalized online student portfolios that may be accessed by teachers). During the summer of 2010, Grade 7 teachers attended two days of professional development at a New York City location with Writing Matters consultants. Moreover, Grade 7 teachers will receive ongoing professional development and in-class coaching with Writing Matters consultants throughout the school year to support and facilitate the Writing Matters unit plan. Each Grade 7 teacher has a Writing Matters Teacher’s Edition for the Writing Matters Curriculum. The district has added an MLA Works Cited page to the feature article product. This additional facet enhances a working knowledge of the MLA research process in Grade 7 for all students. The unit is described in more detail at http://www.teachingmatters.org/files/wm_unitoverviews.pdf. English Language Arts Curriculum – Grade 7 August, 2010 The Feature Writing Unit Objectives (as described in the link above) are: Student writers will: • Write a feature article that goes “in depth” by addressing a focused topic accompanied by a unique angle. • Apply a variety of craft strategies and structures to bring out the article’s meaning and grab the attention of readers. • Effectively execute several steps of the writing process using technology – drafting, revising, editing and publishing their work. • Acquire writing strategies that can be generalized across the genres. More information about the program may be found at http://www.teachingmatters.org/writingmatters. 18 Grade Level Common Assessments Grade Level Common Assessments have been created for all students in Grades 6-10. These are teacher-generated tests that assess the New Jersey Core Curriculum Content Standards, mirror NJASK/HSPA tasks, and utilize grade level content. Assessments were created and revised in grade level teams. There are two reading tasks (one narrative and one persuasive/non-fiction) and two essay prompts (one persuasive essay and one expository). Tasks are given within the first 3 weeks of each marking period. Teacher Expectations for effective implementation of Grade Level Common Assessments: English Language Arts Curriculum – Grade 7 August, 2010 A mini-lesson that explicitly explores the state rubric to preview each grade level common assessment task Storage of all tasks in Individual student folders provided by the department supervisor Specific feedback to students in addition to the holistic score. In particular, students should receive some praise, suggestion(s) for improvement, and an indication of proofing errors. Facilitation of a reflection sheet that acts as a cover page to the assessments kept in the folder Folders kept in a visible place in the classroom for review by the supervisor and/or principal (usually at the beginning of each marking period) Specific review of grade level common assessment tasks the week before the NJASK (with a special emphasis placed on “Advance Proficient” skills: textual connections in open-ended questions and compositional risks in essay work) The Grade Level Common Assessment Folder becomes a portfolio when students have an opportunity to include additional classroom projects and processed writing pieces in their folders/portfolios. To that end, students will complete the reflection sheet with respect to their selected works for their portfolio. Students are provided with an opportunity to include, at least, two pieces of writing in their Grade Level Common Assessment folders/portfolios. Folders are collected and monitored by the department supervisor and/or building principal at the end of the year (to be passed to next year’s English teacher). 19 Teacher Feedback to Student Writing In addition to using the Six Traits and state assessment rubrics, teachers are responsible for more specific written feedback to student writing. In the words of Ralph Fletcher, an expert in Writing Workshop and author of Craft Lessons (2007), teachers should provide a “glow” and a “grow” to students as feedback during a writing conference or in written feedback. In other words, in addition to specific marginal notes, students will receive some praise in addition to some suggestions for improvement in their processed writing pieces. John Bean’s “Writing Comments on Students’ Papers” in Engaging Ideas (1996) was reviewed with staff as a basis for effective feedback strategy. The article is available in the school media centers for review. English Language Arts Curriculum – Grade 7 August, 2010 In an effort to support a partnership with parents/guardians to support student writing, one processed writing piece (at a minimum) will be sent home for a parent/guardian signature each marking period. 20 Grade 7 Units of Study Making Responsible Decisions Literacy and Power English Language Arts Curriculum – Grade 7 August, 2010 Exploring Alternative Societies 21 District of South Orange and Maplewood English Language Arts Curriculum- Grade 7 Thematic Unit of Study: Making Responsible Decisions Thematic Overview: Driving Questions: In this unit, students explore how all people encounter obstacles in their lives and how the decisions we make to address these challenges influence our futures. Some students will also participate in an author study on Gary Soto (other students will complete their author study in the “Literacy and Power” unit. 1. Who is responsible for your future? 2. How do the decisions you make today shape your future? 3. How do your interactions with other people shape your life and theirs? 4. What strategies do people use to make informed decisions? English Language Arts Curriculum – Grade 7 August, 2010 This unit introduces the following concepts/values: Responsibility Decision-making Interdependence This unit also introduces the following skills: Reader response writing *Focus Reading Strategy: “Anticipation Guide” strategy (Daniels and Zemelman 108-109). The activity entails brief sets of teacher-driven questions that help students to enter a text while thinking about prior knowledge and important issues that will surface in the reading. Analysis of different types of conflict Compositional risks in narrative and descriptive writing Materials: Core readings: Guaranteed Novel: We Beat the Street by Rameck Hunt, Sampson Davis, and George Jenkins 22 Additional Core readings: Freak the Mighty by Rodman Philbrick Tangerine by Edward Bloor Hoot by Carl Hiaasen Heat by Mike Lupica Taking Sides by Gary Soto Pacific Crossing by Gary Soto A Fire in My Hands, a book of poetry, by Gary Soto Island of the Blue Dolphins by Scott O’Dell Twelve Angry Men by Reginald Rose “"Rumpelstiltskin” by the Brothers Grimm The Ear, the Eye, the Arm by Nancy Farmer English Language Arts Curriculum – Grade 7 August, 2010 Picture Books: Where the Wild Things Are by Maurice Sendak Golem by David Wisniewski The Giving Tree by Shel Silverstein Literature Circles: Independent Reading/Research: “The Party” by Pam Munoz Ryan Book-of-choice “Starr” by Angela Johnson “Navigating the Straight and Narrow” by Terry McLaughlin “A Boy and His Dog” by Martha Brooks Gary Soto’s Baseball in April short stories “Second Chance” by John Triska from Teaching Powerful Writing “My Hero” by Bob Sizoo from Teaching Powerful Writing “The Sneeches” by Dr. Seuss “Rikki-Tikki-Tavi” by Rudyard Kipling Selections from No Easy Answers: Short Stories about Teenagers Making Tough Choices, edited by Donald R. Gallo 23 Teacher Resources: Burke, Jim, ed. Tools for Thought. Portsmouth, NH: Heinemann, 2002. Graphic organizers provided for classroom use (available in the school library). Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(All language arts teachers should retain a desk copy.). Kemper, Dave, Patrick Sebranek, and Verne Meyer, eds. Write Source Grade 7. New York: Houghton Mifflin Harcourt, 2009. A text that builds writing skills. A companion web site is available at: http://www.thewritesource.com/books/textbooks/write_source_7/ (All students and teachers have a desk copy of this grade level writing text.) Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. English Language Arts Curriculum – Grade 7 August, 2010 Audio-Visual: Audio books “The Mighty” video for Freak the Mighty Teaching Powerful Writing by Bob Sizoo 24 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Unit: Making Responsible Decisions Student Objectives NJCCCS (Students will be able Core Text Activities to…) English Language Arts Curriculum – Grade 7 August, 2010 3.1.G.5 Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness. Identify and analyze themes across literary works. Theme Introduction Activities: Facilitate the use of a Dependency Web: Students web important people in their lives upon whom they depend to make responsible choices. They do the same looking back at their lives in elementary school. Then, they use a Venn diagram to compare and contrast these important people in their elementary and middle school lives. Model the use of a Responsibility Web: (this is similar to the previous activity, but focuses on the people who depend on the student, rather than the people upon whom the student depends.) Students web the people who depend on them to make responsible choices. They also do this retrospectively thinking about a year of elementary school. Then, they use a Venn diagram to compare and contrast their dependents in their elementary and middle school lives. Create and introduce an “Anticipation Guide” for a shared text. Students use the questions to activate their prior knowledge of subjects and themes addressed in the reading. As a follow-up, students may develop an anticipation guide for a book-of-choice that fellow or future students might use to help them make book choices. Repeated reflection on driving questions with each new text. These reflections may be recorded in reading response journals so that both teacher and student can see how these understandings develop in the course of the unit. 3.1.G.10 Respond critically Foster a Reading Response using various reading strategies: to text ideas and o Save the Last Word for Me (Daniels and Zemelman 133) author’s craft by o Bookmarks (Daniels and Zemelman 116) using textual o Post-It Responses (Daniels and Zemelman 114) evidence to support o Coding Text (Daniels and Zemelman 115) interpretations. o Literature Circles/Book Clubs (Daniels and Zemelman 199-215) 3.1.G.7 Locate and analyze Literature Circle Roles (Burke 140-141, 149-155) the elements of Instruct students to complete a chart giving textual evidence to support setting, the types of conflict person vs. person, person vs. self, person vs. society, characterization, and person vs. nature or environment, and person vs. fate or destiny. plot to construct understanding of how characters influence the progression and resolution of the plot 25 3.5.B.5 3.5.A.3 English Language Arts Curriculum – Grade 7 August, 2010 3.1.H.5 3.2.A.1 Compare and contrast media sources, such as the film and book versions of a story. Analyze and respond to visual and print messages (e.g., setting, plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (ie., compare central ideas, characters, themes, plots, settings.) Play an excerpt from the video “The Mighty” in a compare and contrast activity with the written text. “Reading and Writing Workshop: Freak the Mighty” novel study http://www.readwritethink.org/lessons/lesson_view.asp?id=41 Write stories or scripts with welldeveloped characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. Prompt students to write a one-act, 8-18 scene drama related to any of the themes of Twelve Angry Men. Prompt students to write a 10-minute play adaption of a text read in class: http://www.readwritethink.org/lessons/lesson_view.asp?id=1118 Resources for either assignment o Craft Lessons p. 65 - Creating a Dramatic Scene (with a bit of adaptation) o Craft Lessons p. 112 - Slowing Down the Hot Spot o Craft Lessons p. 105 - Describing a Character through Gesture o http://www.readwritethink.org/materials/dramamap/ - this drama map is intended for analysis drama but could also be used to plan an original drama Guide students to write a compare/contrast paragraph comparing a major character to themselves. o Students maintain a character tracker for main characters. See “Who’s Who? The Character Directory” graphic organizer (Burke 166). o Students identify character traits of major characters and give supporting textual evidence using the “Post-It Response Notes” strategy (Daniels and Zemelman 114-115). Facilitate a compare/contrast essay about a single theme as explored in two or more works. o Write Source: Compare-Contrast Paragraph p. 157-160 Compare-Contrast Essay p. 161-198 26 English Language Arts Curriculum – Grade 7 August, 2010 3.1.G.1 Speculate about text by generating literal and inferential questions. 3.1.G.6 Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors. 3.1.G.11 Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical and stylistic features of text. 3.1.G.13 Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry. 3.2.B.2 Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements. Instruct readers to stop at suspenseful points in texts, when a character has to make a major decision. Direct students to speculate about possible choices and consequences, recording their thoughts on a “Decision Tree” (Burke 143). Predict/Support -- Confirm/Adjust Activity from “Reading and Writing Workshop: Freak the Mighty” lessons included at end of seventh grade curriculum. Utilize the It Says/ I Say activity for making inferences (Daniels and Zemelman 122) Instruct students to maintain a character tracker for main characters: See “Who’s Who? The Character Directory” graphic organizer (Burke 166). Identify character traits of major characters and give supporting textual evidence using the “Post-It Response Notes” strategy (Daniels and Zemelman 114-115). Compare and contrast similar characters from two different texts using a Venn diagram (Burke 176). Compare work from peers in response to the Literature Circle role of Illuminator (Burke 149-155) as a springboard for discussion of multiple perspectives. Conversational Roundtable (Burke 142) Hyperbole/Metaphor Activity from “Reading and Writing Workshop: Freak the Mighty” lessons included at end of seventh grade curriculum. Writing Mini-Lesson: “Using Surprising Imagery” (Craft Lessons p. 98) Foster a use of Double-Entry Journals (Daniels and Zemelman 118). In first column, readers identify literary techniques and elements. In the second column, they record what the author achieved by using them. Prompt students to write a narrative essay exploring individual perspectives on a single event. o For lesson plans on exploring family memories, see http://www.readwritethink.org/lessons/lesson_view.asp?id=805 o Additional information for mini-lessons from Write Source Narrative Paragraph P. 94 Details p. 103, 105, 114, 115 Sequencing p. 104 Adding dialogue p. 106, 126 (continued on page 28) 27 o 3.2.D.13 Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing Utilize the Writing Connection: Voice from “Reading and Writing Workshop: Freak the Mighty” lessons included at end of seventh grade curriculum. Writing Through a Mask (Craft Lessons 116) Beware Formulaic Writing (Craft Lessons 123) Selecting Livelier Adjectives (Craft Lessons 120) Revising a narrative for voice (Write Source, pp. 118-119) 3.2.C.1 Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. Edit writing for correct grammar, usage, capitalization, punctuation, and spelling Have students identify their own weaknesses regarding conventions and develop personal proofreading checklists. Students can use the Write Source Proofreader’s Guide (pp. 579- 749) as a reference - focus on one area at a time. See Lain p. 193-212 and Write Source for specific mini-lessons to use in response to student areas of need. Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness. Direct students to read a newspaper article summarizing the key events from We Beat the Streets, the guaranteed core novel. Brainstorm: What makes this story different from other stories studied in school? Facilitate a pair-share on positive role models. Come to a class consensus on the top three positive role models in student’s life. Repeated reflection on driving questions with each new text. These reflections may be recorded in reading response journals so that both teacher and student can see how these understandings develop in the course of the unit. 3.2.C.6 English Language Arts Curriculum – Grade 7 August, 2010 Additional mini-lessons from Craft Lessons: Describing a Character p. 102-103 Using Interior Monologue p. 107 Adding Setting to a Story p. 109 Deciding Where to Begin p. 94 3.1.A.5 3.1.G.12 Identify and analyze recurring themes across literary works. 28 3.1.G.8 3.1.G.14 English Language Arts Curriculum – Grade 7 August, 2010 3.2.D.8 Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding. “Reporter’s Notes” graphic organizer to assist with non-fiction comprehension (Burke 161). Facilitate a comparison/contrast of the life of one character from We Beat the Streets to the life of one character from another text read in the unit. Use Conversational Roundtable (Burke 142) to explore multiple perspectives on a topic addressed in multiple texts. Compare and contrast the perspectives of authors in a variety of interdisciplinary works. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences. Short Term Projects: Text-connection based journal Learning style reflection Comparison/Contrast essay Critique The Mighty film text. Research careers that contribute to responsible decision-making. Write a one act, 8-18 scene drama related to any the themes of Twelve Angry Men Summative Published Writing: Narrative Essay Topics include those discussed in the “Driving Questions” for the unit. All narratives must utilize a process approach to writing. The Six Traits writing rubric will be used to generate teacher feedback and score essay requirements. 29 English Language Arts Curriculum – Grade 7 August, 2010 Formative Assessments Informal daily observations Grammar Alignment Write Source mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework Small group presentations Journal writing Unit quizzes and tests Culminating projects Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric Speaking Rubric Oral Presentation-Dramatization 30 District of South Orange and Maplewood English Language Arts Curriculum- Grade 7 Thematic Unit of Study: Literacy and Power Thematic Overview: Driving Questions: In this unit, students read literature that focuses on the importance of learning, be it through educational studies or self-discovery. The lessons learned by characters in this unit give them a sense of empowerment, courage, and strength. Students will also produce a narrative writing piece as part of this unit of study. 1. What constitutes something as a “learning experience?” 2. How can one gain a sense of empowerment, courage, and strength in a troublesome environment? 3. What are the qualities of a positive role model? 4. How does a person undergo a change in attitude that makes a fundamental difference in the outcome of his/her life? English Language Arts Curriculum – Grade 7 August, 2010 This unit also introduces the following concepts/values: Empowerment Inner Strength Resilience Personal Growth This unit also introduces the following skills: Writing with purpose Voice and tone Personal style Word choice *Focus Reading Strategy: “Written Conversation” strategy (Daniels and Zemelman 130-131). After reading a selection, pairs of students write short notes back and forth about the experience. 31 Materials: Core readings: Sarny by Gary Paulsen Nightjohn by Gary Paulsen A Long Way From Chicago by Richard Peck Where the Red Fern Grows by Wilson Rawls Tom Sawyer by Mark Twain Shabanu by Suzanne Fisher Staple Homecoming by Cynthia Voigt Road to Memphis by Mildred Taylor So Far From the Bamboo Grove by Yoko Kawashima Watkins English Language Arts Curriculum – Grade 7 August, 2010 Short Stories: “The Metamorphosis of Justin Jones” by Bruce Coville “The Japanese Mirror” by Bruce Coville “Second Chance” by John Triska from Teaching Powerful Writing “My Hero” by John Triska from Teaching Powerful Writing Literature Circles: Independent Reading/Research: “An Education” by Marie G. Lee from But that’s another story, edited by Sandy Asher “The Good Deed” by Marion Dane Bauer from Shelf Life, Stories by the Book, edited by Gary Paulson “Dr. Holiday” and other selected stores from Bad Boy, a memoir by Walter Dean Myers “Teenage Wasteland” by Anne Tyler from Coming of Age by Cruce Emra See Core reading above. Teacher Resources: Burke, Jim, ed. Tools for Thought. Portsmouth, NH: Heinemann, 2002. Graphic organizers provided for classroom use (available in the school library). Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(All language arts teachers should retain a desk copy.). 32 Teacher Resources (continued): Kemper, Dave, Patrick Sebranek, and Verne Meyer, eds. Write Source Grade 7. New York: Houghton Mifflin Harcourt, 2009. A text that builds writing skills. A companion web site is available at: http://www.thewritesource.com/books/textbooks/write_source_7/ (All students and teachers have a desk copy of this grade level writing text.) Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. English Language Arts Curriculum – Grade 7 August, 2010 Audio-Visual: Audio books 33 English Language Arts Curriculum – Grade 7 August, 2010 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Unit: Literacy and Power NJCCCS Student Objectives (Students will be Core Text Activities able to…) 3.2.D.3 Write responses to Theme Introduction Activities: literature and “Read Aloud” a powerful poem and/or short story selected by the develop insights teacher. Next, use the “Written Conversation” strategy (Daniels and into interpretations Zemelman 130-131). In short, after reading the selection aloud, pairs by connecting to of students write short notes back and forth about the experience. personal experiences and referring to textual information. 3.2.D.4 Write personal Prompt students to write a narrative story that tells background on an image narratives, short or extends details. stories, memoirs, See “A Picture’s Worth a Thousand Words: From Image to Detailed poetry and Narrative” persuasive and http://www.readwritethink.org/lessons/lesson_view.asp?id=116 expository text that Complete a “Narrative Planner” (Six Traits Resource Handbook 109relate clear, 110). coherent events or Peer writing conference focus. See “Idea: Questions to ask in peer situations through conference” (Six Traits Resource Handbook 62). the use of specific details 3.2.B.1 Extend knowledge Create an opportunity for students to write a collection of original poetry. of specific See Write Source for a poetry unit (pp. 353-361). characteristics, Found poetry/parallel poems: structures, and http://www.readwritethink.org/lessons/lesson_view.asp?id=33 appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing. 34 3.2.D.2 Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing) 3.2.D.13 Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing Write multiparagraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing Review scoring criteria of relevant rubrics English Language Arts Curriculum – Grade 7 August, 2010 3.2.A.2 3.2.B.1 3.2.B.15 Assign a topical poem for homework. “I Am” poems: http://www.edchange.org/multicultural/activities/poetry.html Craft Lessons that support poetry: o P. 100 The Recurring Line o P. 101 Writing Low on the Food Chain o P. 117 Experimenting with Irony o P. 118 Experimenting with Symbolism o P. 122 Refining Your Title Prompt students to write an explanatory piece modeled after the NJASK explanatory prompt. The topic should be a quote extracted from a core text or proverbs related to a core text. Students should practice with shared studentgenerated prompts. The essay should be 5-7 paragraphs. The essay should be scored using the state holistic scoring rubric. Write Source models an example of a non-fiction narrative written in connection with a theme: Writing About a Cultural Experience p. 144 Guide students to practice with shared student-generated prompts. Students should also self-assess their work using the state holistic scoring rubric. Minilessons from Write Source, Six Traits, Craft Lessons or other sources should be used in response to teacher assessment and/or student self-assessment regarding areas of need. 35 Short Term Projects: English Language Arts Curriculum – Grade 7 August, 2010 Text-connection based journal Written conversations on chapter reading Oral presentation of a response to a Driving Question. An explanatory prompt that mirrors the NJASK explanatory prompt. The topic should be a quote extracted from a core text or proverbs related to a core text. Students should practice with shared student-generated prompts. The essay should be 5-7 paragraphs. The essay should be scored using the state holistic scoring rubric. Summative Published Writing: Poetry Anthology Using published poems as models, create an anthology of original poetry work that incorporates poetic literary and sound devices. Utilize a process approach to writing poems. Share poetry in a culminating activity Formative Assessments Informal daily observations Grammar Alignment Write Source mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework Small group presentations Journal writing Unit quizzes and tests Culminating projects Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric Speaking Rubric Writing Conferences 36 District of South Orange and Maplewood English Language Arts Curriculum- Grade 7 Thematic Unit of Study: Fantasy and Science Fiction: Exploring Alternative Societies Thematic Overview: Driving Questions: In this unit, students read a number of texts that take place in alternative societies. They compare these settings with our own world to develop their understandings of culture, society, citizenship, and belonging. 1. What can we learn about our own society by reading about alternative societies? 2. How can we ensure that we are responsible members of society? 3. Why are some people labeled as outcasts of a society? English Language Arts Curriculum – Grade 7 August, 2010 This unit addresses the following concepts/values: Civic responsibility Group membership Individuality Author’s style and voice This unit also introduces the following skills: Theme Prewriting strategies Persuasive Writing Perspective Questioning as inquiry *Focus Reading Strategy: “Sketching My Way through the Text” strategy (Daniels and Zemelman 120). Students will conceptualize and illustrate scenes visualized during reading of The Giver and other core texts. Materials: Core Readings: The Giver by Lois Lowry Gathering Blue by Lois Lowry The Messenger by Lois Lowry 37 Additional Core Readings: The Golden Compass by Phillip Pullman The Ear, the Eye, and the Arm by Nancy Farmer A Time for Andrew: A Ghost Story by Mary Downing Hahn 20,000 Leagues Under the Sea by Jules Verne Eva by Peter Dickinson Taking Sides by Gary Soto Pacific Crossing by Gary Soto Baseball in April By Gary Soto A Fire in my Hands By Gary Soto The Illustrated Man by Ray Bradbury “Read Aloud” (Daniels and Zemelman 110) the Prologue to The Illustrated Man by Ray Bradbury English Language Arts Curriculum – Grade 7 August, 2010 Additional Short Story by Ray Bradbury: “All Summer in a Day” Literature Circles: Independent Reading/Research: “The Veldt” by Ray Bradbury “The Sound of Thunder” by Ray Bradbury “The Metamorphosis of Justin Jones” by Bruce Coville “The Japanese Mirror” by Bruce Coville “The Elevator” by William Sleator “Science Fiction” from Best Short Stories “Biscuits of Glory” by Bruce Coville Classroom Library Teacher Resources: Burke, Jim, ed. Tools for Thought. Portsmouth, NH: Heinemann, 2002. Graphic organizers provided for classroom use (available in the school library). Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to ContentArea Reading. Portsmouth, NH: Heinemann, 2004. Provides a process approach to reading(All language arts teachers should retain a desk copy.). Kemper, Dave, Patrick Sebranek, and Verne Meyer, eds. Write Source Grade 7. New York: Houghton Mifflin Harcourt, 2009. A text that builds writing skills. A companion web site is available at: http://www.thewritesource.com/books/textbooks/write_source_7/ (All students and teachers have a desk copy of this grade level writing text.) Lain, Sheryl, ed. Strengthen Your Students' Writing Using the Six Traits (Grades 6-12). Bellevue, WA: Bureau of Education & Research, 2008. A resource handbook for Six Traits Writing Workshop activities (available in the school library). 38 Teacher Resources (Continued): ReadWriteThink Lesson Plan Index. National Council Teachers of English and International Reading Association. 7 May 2009 http://www.readwritethink.org/lessons/index.asp. Grade level appropriate lessons linked to national standards. English Language Arts Curriculum – Grade 7 August, 2010 Audio-Visual: Audio books “The Monsters Are Due on Maple Street” (Twilight Zone) “Time Enough at Last” (Twilight Zone) 39 DELINEATION OF UNIT OBJECTIVES FOR LESSON WORK Unit: Fantasy and Science Fiction NJCCCS Student Objectives Core Text Activities (Students will be able to…) 3.1.G.12 Identify and Theme Introduction Activities: analyze themes Ask students to complete a “Clustering” activity (Daniels and Zemelman across literary 105) for the word “outcast.” Similar to brainstorming, students will works. make connections to a new topic based upon mental associations before they read a core text. Provide a definition for “outcast.” Ask students to write down the name of an outcast from a literary text, TV show, or movie. List qualities of outcasts on the board. Repeated reflection on driving questions with each new text. These reflections may be recorded in reading response journals so that both teacher and student can see how these understandings develop in the course of the unit. English Language Arts Curriculum – Grade 7 August, 2010 3.1.E.1 3.1.A.2 Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). Focus on visualization: “Sketching My Way through the Text” strategy (Daniels and Zemelman 120) Visual representations of chapter readings Creation of a model of the community in The Giver Provide models to students: Examine newspaper and magazine articles for organizational structure. Study websites and other electronic media for organizational structure. 40 3.1.E.2 Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast). Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations. Instruct students to complete T-charts listing the pros and cons related to themes in The Giver (Burke 93-96). Choose one of the following o Complete a Venn diagram (Burke 176) organizing information about how our community is similar to and different from Jonas’s community. Write a compare/contrast essay using the information. o Complete a Venn diagram organizing information about how Jonas is similar to and different from The Giver. Write a compare/contrast essay using the information. o Complete a Venn diagram organizing information about how Jonas is similar to and different from yourself. Write a compare/contrast essay using the information. Facilitate the creation of: A plot line graphic organizer identifying exposition, rising action, climax, resolution, and ending. See “Plot Notes” graphic organizer (Burke 168). A chart giving textual evidence to support the types of conflict person vs. person, person vs. self, person vs. society, person vs. nature or environment, and person vs. fate or destiny. A class debate focused on a central issue from The Giver, such as the promotion of a society that is free of risk and change vs. a society of choice and change, Jonas’s ultimate fate, or the importance of memories and learning from history, using the Socratic Method. 3.1.H.2 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors. Prompt students to: Consider the freedoms that a science fiction or fantasy writer has in creating a story world. Write a response about how the author’s craft in describing a character, setting, or event align with his or her message or purpose. Use Post-It Responses (Daniels and Zemelman 114) or Bookmarks (Daniels and Zemelman 116). Explore perspective using Conversational Roundtables (Burke 142) 3.2.C.5 Use transition words to reinforce a logical progression of ideas. English Language Arts Curriculum – Grade 7 August, 2010 3.1.G.10 Write Source resources: o Transition words for different genres p. 39 o Varying transition words p. 304 41 3.2.D.10 3.2.D.11 English Language Arts Curriculum – Grade 7 August, 2010 3.2.D.12 3.1.H.2 3.2.D.8 State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate. Present evidence when writing persuasive essays, examples, and justification to support arguments. Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument. Guide students through the Persuasive Essay writing process: write a persuasive essay taking a stand on an issue raised during reading of The Giver. Basics of Persuasive Essays (Lain p. 97) Nonfiction Craft Lessons, p. 102: Listing the Pros and Cons of an Argument Nonfiction Craft Lessons, p. 103: Airing the Opposing Point of View Organizing Persuasive Writing (Lain p. 112) Write Source resources: Persuasive Paragraph p. 219 Prewriting p. 221 Persuasive Writing – Proposing a Solution p. 223 6 Traits of Problem-Solution Writing p. 224 Keys to Effective Prewriting p. 227 Keys to Effective Writing p. 233 Opinion Statements pp. 232, 235, 265 Selecting a Topic p. 228-229 Using details to persuade p. 240 Starting Your Persuasive Essay p. 235 Developing the Middle Part p. 236 Ending Your Persuasive Essay p. 238 Revising p. 239 Revising for the 6 Traits of Writing p. 240-250 Editing p. 251-254 Rubric for Persuasive Writing p. 256-257 Reflecting on Your Writing p. 260 Persuasive Writing in Review p. 281 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences. Promote research: Give students the opportunity to research author background. Later, students should write a brief exploration of how significant biographical episodes might have contributed to the author’s work. Give students the opportunity to research the setting of the novel. Later, students should write a brief exploration of how time, place, and atmosphere contribute to tone. Provide KWL charts (Daniels and Zemelman 106) to explore prior knowledge, generate questions, and establish purposes for reading. Repeated reflection on driving questions with each new text. These reflections may be recorded in reading response journals so that both teacher and student can see how these understandings develop in the course of the unit. 42 English Language Arts Curriculum – Grade 7 August, 2010 3.1.E.1 Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences. 3.1.G.9 Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding. Gather, select, and organize information appropriate to a topic, task, and audience Self-select materials appropriately related to a research project Use visual aids, media, and/or technology to support oral communication. 3.2.D.1 3.2.H.4 3.3.D.2 “Mapping” strategy (Daniels and Zemelman 126-129). Students create their own graphic structure to represent their thinking. Close reading activities with core texts. For example, photocopy a difficult passage from a core text. Ask students to “mark up the text” noting relevant figurative devices, key concepts, and unclear passages. Share close readings in small and large group settings. Create a plot line graphic organizer identifying exposition, rising action, climax, resolution, and ending (Burke 168) Provide an opportunity for mini research of aspects related to the Americans with Disability Act. Compare and Contrast findings to those referenced in Gathering Blue, a core text. Create a technology-based oral presentation of the information. See Lain for resources on Expository writing basics (p. 95) and samples (p. 115-117.) See Write Source for resources on research skills o Types of sources p.364 o Using the internet p. 365 o Using reference materials p. 372-375 o Evaluating materials p. 376 Write Source Unit on Oral Presentations to Inform (pp. 423-430) 43 Short Term Projects: English Language Arts Curriculum – Grade 7 August, 2010 Text-connection based journal. Visual representations of chapter reading Explanatory task Write an alternate ending to The Giver to be shared within small groups. Create a model of the community in The Giver Construct a community newspaper highlighting the essence of a utopian society as found in The Giver Mini research of aspects related to the Americans with Disability Act. Compare and Contrast findings to those referenced in Gathering Blue, a core text. Create a technology-based presentation of the information. Use different graphic organizers to assist in non-fiction reading (to help students read with an eye for text structure). 1 Summative Published Writing: Write a persuasive essay1 taking a stand on an issue raised during reading of The Giver. Utilize the short term projects as a form of prewriting. Complete a process approach to writing that is scored with the state holistic scoring rubric. Students should read excerpts of their persuasive essays aloud to the class. See Appendix for Write Source Resource Alignment 44 English Language Arts Curriculum – Grade 7 August, 2010 Formative Assessments Informal daily observations Grammar Alignment Write Source mini-lessons Anecdotal notes (literature circles) Vocabulary quizzes Reading checks Homework Small group presentations Journal writing Unit quizzes and tests Culminating projects Writing conferences Open-ended scoring rubric (reader responses) Holistic scoring writing rubric Six Traits writing rubric Speaking Rubric Writing Conferences 45 Appendix Great Source Alignment – Persuasive Essay Persuasive Paragraph Prewriting Persuasive Writing – Proposing a Solution 6 Traits of Problem-Solution Writing Keys to Effective Prewriting Keys to Effective Writing Starting Your Persuasive Essay Developing the Middle Part Ending Your Persuasive Essay Revising Revising for the 6 Traits of Writing Editing Rubric for Persuasive Writing Reflecting on Your Writing Persuasive Writing in Review p. 219 p. 221 p. 223 p. 224 p. 227 p. 233 p. 235 p. 236 p. 238 p. 239 p. 240-250 p. 251-254 p. 256-257 p. 260 p. 281 Source: Kemper, Dave, Patrick Sebranek, and Verne Meyer, eds. Write Source Grade 7. New York: English Language Arts Curriculum – Grade 7 August, 2010 Houghton Mifflin Harcourt, 2009. 46 English Language Arts Curriculum – Grade 7 August, 2010 Grade 7 NJCCS Alignment 47 New Jersey Language Arts Literacy Core Curriculum Content Standards specific to this unit: The following letters listed after each NJCCCS note where the indicator is aligned in the curriculum guide: MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment English Language Arts Curriculum – Grade 7 August, 2010 The Writing Matters Unit is aligned to the national core standards. 48 STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: A. Concepts About Print/Text 1. Identify and use common textual features (e.g., paragraphs, topic, sentence, index, glossary, table of contents) and graphic features, (e.g., charts, maps, diagrams) to comprehend information. SF, WM 2. Develop an understanding of the organizational structure of printed material (e.g. chronological, sequential, procedural text). SF B. Phonological Awareness 1. No additional indicators at this grade level. C. Decoding and Word Recognition English Language Arts Curriculum – Grade 7 August, 2010 1. Distinguish among the spellings of homophones (e.g. cite, site, sight). V, G 2. Apply spelling rules and syllabication that aid in correct spelling. V, G 3. Continue to use structural analysis and context analysis to decode new words. V MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 49 D. Fluency 1. Read aloud in selected texts reflecting understanding of the text and engaging the listener. SF 2. Read increasingly difficult texts silently with comprehension and fluency. MRD, WM, SF, LP 3. Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently. V 4. Reread informational text for clarity. WM, AS, LP E. Reading Strategies (before, during, and after reading) 1. Monitor reading for understanding by setting a purpose for reading, making and adjusting predictions, asking essential questions, and relating new learning to background experiences. MRD, SF, WM, LP 2. Use increasingly complex text guides to understand different text structure and organizational patterns (e.g. chronological sequence or comparison and contrast). SF, WM F. Vocabulary and Concept Development English Language Arts Curriculum – Grade 7 August, 2010 1. Develop an extended vocabulary through both listening and independent reading. V 2. Clarify word meanings through the use of a word’s definition, example, restatement, or contrast. V 3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources. V 4. Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences. WM, V G. Comprehension Skills and Response to Text 1. Speculate about text by generating literal and inferential questions. MRC, WM 2. Distinguish between essential and nonessential information. WM 3. Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts. WM, LP 4. Articulate the purposes and characteristics of different genres. WM, V, LP 5. Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness. MRD, SF 6. Develop an awareness of a variety of perspectives on a single event, setting, character, personality, or topic as expressed by different authors. MRD, SF, LP 7. Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot. LP MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 50 8. Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and providing support from the text as evidence of understanding. WM, V 9. Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and providing support from the text as evidence of understanding. MRD, SF, WM 10. Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations. MRD, WM, SF, WM 11. Identify and analyze literary techniques and elements, such as figurative language, meter, rhetorical and stylistic features of text. MRD 12. Identify and analyze recurring themes across literary works. MRD, LP 13. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry. MRD, LP 14. Compare and contrast the perspectives of authors in a variety of interdisciplinary works. MRD, WM 15. Interpret text ideas through journal writing, discussion, and enactment. WM, WM 16. Demonstrate the use of everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents. AS, V 17. Interpret idiomatic expressions. SF English Language Arts Curriculum – Grade 7 August, 2010 H. Inquiry and Research 1. Produce written and oral work that demonstrates comprehension of informational materials. WM, LP, V 2. Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors. SF 3. Collect materials for a portfolio that reflect possible career choices. MRD 4. Self-select materials appropriately related to a research project. WM 5. Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings). MRD, WM, SF, LP STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 51 Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. MRD, LP 2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. MRD, WM, SF 3. Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes). SF, WM 4. Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice. MRD, WM, SF, LP 5. Demonstrate understanding of a scoring rubric to improve and evaluate writing. MRD, WM, SF, LP 6. Compose, revise, edit, and publish writing using appropriate word processing software. MRD, WM, SF, LP 7. Reflect on own writing, noting strengths and setting goals for improvement. MRD, WM, SF, LP English Language Arts Curriculum – Grade 7 August, 2010 B. Writing as a Product (resulting in a formal product or publication) 1. Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing. MRD, WM, SF, LP 2. Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements. LP, SF 3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page. WM 4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based. MRD, LP, SF C. Mechanics, Spelling, and Handwriting 1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling. MRD, LP, SF, WM, G 2. Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style. LP, SF, WM MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 52 English Language Arts Curriculum – Grade 7 August, 2010 3. Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis. G 4. Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas. G 5. Use transition words to reinforce a logical progression of ideas. LP, SF, G, WM 6. Edit writing for correct grammar, usage, capitalization, punctuation, and spelling. MRD, LP, SF, WM, V, G 7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work. MRD, LP, SF, WM 8. Write legibly in manuscript or cursive to meet district standards. MRD, LP, SF, WM D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Gather, select, and organize information appropriate to a topic, task, and audience. SF, WM 2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing). MRD, LP, SF, WM 3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information. MRD, LP, SF 4. Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details. MRD, LP 5. Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters). SF, LP 6. Use primary and secondary sources to understand the value of each when writing a research report. WM 7. Write reports based on research and include citations, quotations, and works consulted page. WM 8. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences. LP, WM 9. Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum. MRD, LP 10. State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate. SF, WM 11. Present evidence when writing persuasive essays, examples, and justification to support arguments. SF 12. Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument. SF, WM 13. Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing. MRD, LP, SF, WM 14. Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio). MRD, LP, SF, AS 15. Review scoring criteria of relevant rubrics. MRD, LP, SF, WM MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 53 STANDARD 3.3 (Speaking) All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: A. Discussion (small group and whole class) 1. 2. 3. 4. Support a position, acknowledging opposing views. WM Present ideas and opinions spontaneously in response to a topic or other speakers. WM Apply rules for cooperative or whole class debate on a controversial issue. WM Define group roles using consensus to ensure task is understood and completed. MRD, LP, SF, WM 5. Participate in an informal debate (e.g., small group discussion). WM 6. Respond orally to literature. MRD, LP, SF, AM 7. Participate in class discussions appropriately. MRD, LP, SF B. Questioning (Inquiry) and Contributing 1. 2. 3. 4. Paraphrase others' comments to clarify viewpoints. WM Question to clarify others' opinions. WM Talk with others to identify and explore issues and problems. MRD, LP, SF, WM Solve a problem or understand a task through group cooperation. MRD, LP, SF English Language Arts Curriculum – Grade 7 August, 2010 C. Word Choice 1. 2. 3. 4. Paraphrase, illustrate, clarify, and/or expand on a topic or idea. MRD, WM Develop and use advanced vocabulary related to a topic. MRD, V Use language that stimulates an audience's interest. LP, V Incorporate varied sentence structure and correct grammar. LP, SF, WM, G D. Oral Presentation 1. Use writing to prompt discussion and enhance planning of formal and informal presentations. MRD, LP 2. Use visual aids, media, and/or technology to support oral communication. SF, WM 3. Give oral presentations to different audiences for various purposes, such as summaries of books and articles, narratives, and persuasive topics. LP, SF MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 54 4. Acknowledge the audience with eye contact and use appropriate verbal responses to clarify questions and inquiries. MRD 5. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery. LP, SF, WM 6. Develop speaking techniques, including voice modulation, inflection, tempo, enunciation, and eye contact for effective presentations. LP 7. Use a scoring rubric to prepare, evaluate, and improve the oral presentations of self and others. WM 8. Read aloud with fluency. MRD, LP STANDARD 3.4 (Listening) All students will listen actively to information from a variety of sources in a variety of situations. Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: English Language Arts Curriculum – Grade 7 August, 2010 A. Active Listening 1. Demonstrate active listening behaviors in a variety of situations (e.g., one-on-one or small group). MRD, LP, SF 2. Demonstrate active listening by analyzing information, ideas, and opinions to determine relevancy. MRD, LP, SF 3. Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message. LP 4. Recognize persuasive techniques and credibility in oral communication. SF, WM 5. Listen to determine a speaker's purpose, attitude, and perspective. WM 6. Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions. WM B. Listening Comprehension 1. 2. 3. 4. 5. Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives. LP Exhibit proficiency in integrating oral reading with listening, writing, and viewing. LP, WM Critique information heard or viewed. WM Critique oral presentations using agreed-upon criteria for evaluation (e.g., rubric). WM Ask probing questions to elicit information, including evidence to support the speaker’s claims and conclusions. WM 6. Make inferences based on an oral report or presentation. LP MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 55 STANDARD 3.5 (Viewing and media literacy) All students will access, view, evaluate, and respond to print, nonprint, and electronic texts and resources. Strands and Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will: A. Constructing Meaning 1. Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude. MRD, WM 2. Analyze the use of elements (e.g., setting plot, theme, characters) to understand media presentations, such as film, video, television, and theatrical productions. MRD 3. Analyze and respond to visual and print messages (e.g., humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages. MRD 4. Compare and contrast how the various forms of media (e.g. newspapers, radio, television, internet news outlets) cover the same topic. MRD, WM B. Visual and Verbal Messages English Language Arts Curriculum – Grade 7 August, 2010 1. 2. 3. 4. 5. Analyze and compare the pros and cons of visual and verbal advertising. WM Evaluate various media messages for credibility. WM Develop criteria/rubric to judge the effectiveness of visual and verbal presentations. WM Make inferences based upon the content of still images. WM Compare and contrast media sources, such as film and book versions of a story. WM C. Living with Media 1. Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric). MRD, WM 2. Analyze media content for emotional effect on audience. WM 3. Create media presentations and written reports, using multi-media resources such as an overhead projector, computer, and/or a tape recorder to communicate information. WM MRD LP SF WM V G = = = = = = Making Responsible Decisions Unit Literacy and Power Unit Science Fiction Unit Writing Matters Unit “RevItUp!” Vocabulary Program “Grammar” Alignment 56 English Language Arts Curriculum – Grade 7 August, 2010 Writing Matters and National Standards 57 58 English Language Arts Curriculum – Grade 7 August, 2010 59 English Language Arts Curriculum – Grade 7 August, 2010 60 English Language Arts Curriculum – Grade 7 August, 2010 61 English Language Arts Curriculum – Grade 7 August, 2010 English Language Arts Curriculum – Grade 7 August, 2010 Grammar Alignment 62 THE SCHILLINGER GROUP EDUCATION CONSULTANTS SOUTH ORANGE and MAPLEWOOD SCHOOL DISTRICT GRAMMAR ALIGNMENT – Grade 7 New Jersey Core Curriculum Content Standard: STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. STANDARD STRAND 3.2 – C.1 English Language Arts Curriculum – Grade 7 August, 2010 “WRITE SOURCE” REFERENCE Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, handwriting I = Introduce C.1 STANDARD SKILL DESCRIPTION Sentence Structure C = Continue 1st 2nd 3rd 4th MP MP MP MP I C p. 500: Writing Complete Sentences p. 506: Fixing Sentence Problems p. 511: Improving Sentence Style C C p. 512: Making Sentences Flow p. 570: Improving Sentence Fluency p. 690: Understanding Sentences 63 New Jersey Core Curriculum Content Standard: STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. STANDARD STRAND C.1 Grammar and Usage STANDARD SKILL DESCRIPTION “WRITE SOURCE” REFERENCE p. 470: Nouns p. 474: Pronouns I C C C p. 480: Verbs I C C C I C C C p. 486: Adjectives p. 490: Adverbs p. 494: Prepositions p. 496: Conjunctions C.1 Punctuation p. 579: End Punctuation English Language Arts Curriculum – Grade 7 August, 2010 p. 582: Commas p. 594: Semicolons p. 596: Colons p. 598: Quotation Marks p. 602: Italics and Underlining p. 604: Apostrophes p. 608: Hyphens p. 612: Dashes and Parentheses p. 614: Ellipses C.1 Capitalization p. 618: Capitalization I C C C C.1 Spelling p. 642: Rules for Spelling I C C C 64 New Jersey Core Curriculum Content Standard: STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. STANDARD STRAND 3.2 – C.2 C.2 STANDARD SKILL DESCRIPTION “WRITE SOURCE” REFERENCE Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional phrases, and varied sentence openings to develop a lively and effective personal style Using a Variety of Sentence Types p. 500: Writing Complete Sentences p. 506: Fixing Sentence Problems p. 508: Subject-Verb Agreement p. 511: Improving Sentence Style English Language Arts Curriculum – Grade 7 August, 2010 p. 515: Writing Simple Sentences p. 516: Creating Compound Sentences I C C p. 517: Developing Complex Sentences p. 519: Expanding Sentences with Prepositional Phrases p. 520: Expanding Sentences with Prepositional Phrases p. 570: Study Sentence Patterns p. 571: Practice Sentence Diagramming 65 New Jersey Core Curriculum Content Standard: STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. STANDARD STRAND 3.2 – C.3 C.3 STANDARD SKILL DESCRIPTION “WRITE SOURCE” REFERENCE Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis Organizing Ideas p. 522: Develop a Sentence Style p. 544: Topic-Selecting Strategy p. 546: Writing Prompts I C p. 550: Making Lists and Outlines p. 551: Using Patterns of Organization English Language Arts Curriculum – Grade 7 August, 2010 3.2 – C.4 C.4 Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas Subordination to Indicate Relationship between Ideas p. 198: Using Subordinate Conjunctions to Help Compare and Contrast p. 249: Using Complex Sentences Well I C p. 498: Expanding Sentences with Subordinating Conjunctions C.4 Parallelism p. 513: Combining Sentences with Series of Words I 66 New Jersey Core Curriculum Content Standard: STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. STANDARD STRAND 3.2 – C.5 C.5 STANDARD SKILL DESCRIPTION “WRITE SOURCE” REFERENCE Use transition to reinforce a logical progression of ideas Transitions p. 39: How Can Transitions Help Me Organize My Writing? p. 304: Using a Variety of Transitions I C C C p. 572-573: Using Transitions 3.2 – C.6 English Language Arts Curriculum – Grade 7 August, 2010 C.6 Edit writing to correct grammar, usage, capitalization, punctuation, and spelling Editing for Grammar, Usage, Capitalization, Punctuation and Spelling p. 22: Editing for Conventions p. 82: Revising and Editing p. 125: Keys to Effective Editing (Narrative) p. 126-128: Editing for Conventions I C C C I C C C p. 189: Keys to Effective Editing (Expository) p. 190-192: Editing for Conventions p. 251: Keys to Effective Editing (Persuasive) p. 252-254: Editing for Conventions p. 313: Keys to Effective Editing (Response to 67 New Jersey Core Curriculum Content Standard: STANDARD 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. STANDARD STRAND 3.2 – C.7 “WRITE SOURCE” REFERENCE Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit work Using Reference Materials p. 374-375: Checking a Dictionary I C C C English Language Arts Curriculum – Grade 7 August, 2010 C.7 STANDARD SKILL DESCRIPTION 68 BASIC RULES OF SPELLING Grade 7 Mini-lesson 1. Adding Prefixes and Suffixes In general, adding a prefix such as “mis” or “dis”, or adding suffixes such as “ous” or “ful”, will not change the spelling of a word. mis + place = misplace dis + associate = disassociate glee + ful = gleeful disaster + ous = disasterous 2. Adding “ed” to create the past tense In general, Rule # 1 above holds true with the addition of “ed”: govern + ed = governed tax + ed = taxed confort + ed = comforted But, if the word ends in “e”, drop the e before adding “ed”: mate = mated fascinate = fascinated generate = generated For many words, you cannot form the past tense by adding “ed”; the past tense of these words and their different spelling must be memorized. English Language Arts Curriculum – Grade 7 August, 2010 lay = laid delay = delayed (not “delaid”) 3. Adding “ing” To add “ing” to a verb that ends in “e”, drop the final “e”: Fascinate + ing = fascinating grate + ing = grating believe + ing = believing 4. To add a suffix after a consonant + “y” combination To add a suffix after a consonant + “y” combination, first change the “y” to “i”: Hurry + ed = hurried happy + er = happier But note, this does not hold true when the suffix begins with “i”: Apply + ing = applying baby + ish = babyish 5. Doubling Consonants If a short one syllable word ends in one consonant and one vowel, double the consonant if the suffix begins with a vowel (ed, ing, er, est, ish): Rob = robber trap = trapping stop = stoppable 69 This rule also holds true for longer words provided the last syllable is stressed: Permit = permitted rebel = rebelling 6. Adding “ful” Remember the “ful” at the end of a word is spelled with one “l”: Wonder + ful = wonderful (not wonderfull) 7. The “ie” Rule Remember the rhyme: “i before e except after c”: Believe achieve receive conceive But note, the rule doesn’t work if the word sounds like “ay” instead of “ee”: Neighbor Weigh 8. The use of “cede”, “ceed” and “sede” With the exception of just four words which must be memorized Succeed proceed exceed supersede All other words with the “seed” sound are spelled “cede”: English Language Arts Curriculum – Grade 7 August, 2010 Accede secede concede precede 9. Possessives To form the possessive of singular nouns, add an apostrophe and the letter s, even if he word ends in s or is the plural form: Doctor = doctor’s dress = dress’s actress = actress’s Children = children’s mice = mice’s 10. Contractions A contraction (a word formed by combining two words into one) is formed by omitting one or more letters and replacing those missing letters with an apostrophe: Are not = aren’t where is = where’s you have = you’ve cannot = can’t she will = she’ll But beware of sound-alikes: Who is = who’s (not whose) you are = you’re (not your) 70 SENTENCE STRUCTURE Grade 7 Mini-lesson Clauses and Complex Sentences A clause is a group of words with a subject and a verb. A dependent clause begins with a word such as because and when. It cannot stand alone as a sentence. An independent clause can stand alone. Dependent Clause when we saw Yosemite Independent Clause It was a beautiful fall day. A sentence made up of a dependent clause and an independent clause is a complex sentence. When the dependent clause comes first in a sentence, it is followed by a comma. English Language Arts Curriculum – Grade 7 August, 2010 When we say Yosemite, it was a beautiful fall day. It was a beautiful fall day when we say Yosemite. 71 SENTENCE STRUCTURE Grade 7 Mini-lesson Compound Sentences A compound sentence is made up of a two simple sentences joined by a comma and a connecting word such as and, but, or or. The horned toad looks like a toad. It is really a lizard. Compound Sentences The horned toad looks like a toad, but it is really a lizard. English Language Arts Curriculum – Grade 7 August, 2010 Simple Sentences 72 SUBJECT-VERB AGREEMENT 7th grade Subject-Verb Agreement: The subject and the verb in a sentence must work together, or agree. To make most present tense verbs agree with singular nouns or he, she, or it, add –s or –es. If the subject is a plural noun or I, you, we, or they, the present tense verb does not end in –s. Singular Subjects Night follows day. He watches the sunset. Plural Subjects Nights give us darkness. We light a candle. Night and day differ greatly. Use is or was to agree with singular nouns. Use are or were to agree with plural nouns. Use am to agree with I. Night is cool and dark. Plural Subjects The night beasts are free. English Language Arts Curriculum – Grade 7 August, 2010 Singular Subjects 73 PAST, PRESENT, AND FUTURE TENSES Grade 7 Mini-lesson Past, Present, and Future Tenses The tense of a verb tells when an action happens. A verb in the present tense tells about action that is happening now. A verb in the past tense tells about action that has already happened. Many past tense verbs end in –ed. A verb in the future tense tells about action that will happen in the future. The helping verb will is added to a verb to form the future tense. Present Tense The rain pours. We use umbrellas. Past Tense It rained last night. We waded in puddles. Future Tense The rain will stop tomorrow. English Language Arts Curriculum – Grade 7 August, 2010 When a verb ends with e, drop the e before adding -ed: save/saved When a one-syllable verb ends with one vowel followed by one consonant, double the final consonant before adding –ed: clap/clapped. When a verb ends with a consonant followed by a y, change the y to i before adding –ed: hurry/hurried. 74 English Language Arts Curriculum – Grade 7 August, 2010 Rubrics: State and 6 Traits 75 The following NJASK/HSPA Open-Ended Scoring Rubric for Reading and the NJ Registered Holistic Scoring Rubric for Persuasive and Expository Writing can be found at: New Jersey Department of Education’s NJ Educational Port http://www.nj.gov/education/njpep/ NJASK/HSPA Open-Ended Scoring Rubric: Reading English Language Arts Curriculum – Grade 7 August, 2010 Points Criteria 4 A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/opinion that links to or extends aspects of the text. 3 A 3-point response demonstrates an understanding of the task, completes all requirements, and provides some explanation/opinion using situations or ideas from the text as support. 2 A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. 1 A 1-point response demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text. 0 A 0-point response is irrelevant or off-topic. 76 New Jersey Registered Holistic Scoring Rubric: Expository and Persuasive Writing Prompt English Language Arts Curriculum – Grade 7 August, 2010 Score: Content and Organization Communicates intended message to intended audience Relates to topic Opening/closing Focused Logical progression of ideas Transitions Appropriate details and information Usage Tense formation Subject/verb and pronoun agreement Word choice/ meaning Proper Modifiers Sentence Construction Variety of type, structure, length Correct construction Mechanics Spelling Capitalization Punctuation Inadequate Command 1 May lack opening and/ or closing Minimal response to topic; uncertain focus Limited Command 2 May lack opening and/ or closing Attempts to focus May drift or shift focus Partial Command 3 May lack opening and/ or closing Usually has single focus Adequate Command 4 Generally has opening and/ or closing Single focus Strong Command 5 Opening and closing Superior Command 6 Opening and closing Single focus Sense of unity and coherence Key ideas developed No planning evident; disorganized Attempts organization Few, if any, transitions between ideas Some lapses or flaws in organization May lack some transitions between ideas Ideas loosely connected Transitions evident Details random, inappropriate, or barely apparent No apparent control Severe/ numerous errors Details lack elaboration, i.e., highlight paper Repetitious details Several unelaborated details Uneven development of details Logical progression of ideas Moderately fluent Attempts compositional risks Details appropriate and varied Numerous errors Errors/ patterns of errors may be evident Some errors that do not interfere with meaning Few errors Single, distinct focus Unified and coherent Welldeveloped Logical progression of ideas Fluent, cohesive Compositional risks successful Details effective, vivid, explicit, and/ or pertinent Very few, if any, errors Assortment of incomplete and/ or incorrect sentences Errors so severe they detract from meaning Excessive monotony/ same structure Numerous errors Little variety in syntax Some errors Some variety Generally correct Numerous serious errors Patterns of errors evident No consistent pattern of errors Some errors that do not interfere with meaning Variety in syntax appropriate and effective Few errors Few errors Precision and/or sophistication Very few, if any, errors Very few, if any, errors 77 USING THE 6 TRAIT ANALYTIC SCORING RUBRIC Grade 7 Mini-lesson The Six Trait Analytical Writing Rubric developed by the Northwest Regional Educational Laboratory (NWREL) identifies and evaluates six traits, or characteristics, of effective writing on a six point scale, with 5 the highest score and 1 the lowest. This rubric is useful to teachers primarily because it is research-based, provides specific information about student performance, and can be supported with classroom instructional activities. It is not specific to a particular mode or genre of writing; it is designed to provide a consistent scoring method based on recognized characteristics of effective writing common to all genres. The six trait rubric provides clear and specific expectations for writing. In addition, it provides not only an effective, consistent measure of student writing, but also a means to improve writing. The Six English Language Arts Curriculum – Grade 7 August, 2010 Trait Analytical Writing Rubric can be found on the following pages of this document. 78 STUDENT: __________________________________________________________ TEACHER: ____________________________________________ DATE: _____________________ 6 Trait Assessment 1 BEGINNING ORGANIZATION IDEAS Ideas are the heart of the message, the content of the piece, the main theme, with details that enrich and develop that theme. The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details. Organization is the internal structure, the thread of the central meaning, the logical and sometimes intriguing pattern of the ideas. The idea is a simple restatement or a simple answer to the question. The writer has not begun to define the topic. Everything seems as important as everything else. The text may be repetitious, disconnected, and contains too many random thoughts. The writing lacks a clear sense of direction. The paper does not have a recognizable opening/introduction or closing/conclusion. Connections between ideas are confusing. Sequencing needs work. Pacing feels awkward. Key question: Does the organizational structure enhance the ideas and make it easier to understand? 2 3 4 5 3 DEVELOPING 5 STRONG The writer is beginning to define the topic, even though development is still basic or general. The paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. The topic is fairly broad. The writer is still in search of a topic. Information is limited or unclear or the length is not adequate for development. Key question: Did the writer stay focused and share original, fresh information or perspective about the topic? SCORE: 1 Revised 12/08 The topic is narrow and manageable. Support is attempted. Ideas are reasonably clear. Relevant, telling, quality details go beyond the obvious. Writer has difficulty going from general observations to specifics. Reasonably accurate details The reader is left with questions. Writing from knowledge or experience; ideas are fresh and original. The writer generally stays on topic. Reader’s questions are anticipated and answered. Insightful The organizational structure is strong enough to move the reader through the text without too much confusion. The paper has a recognizable opening/introduction and closing/conclusion. Transitions often work well. The organizational structure of the paper enhances and showcases the central idea or theme of the paper. It includes a satisfying beginning and ending. An inviting opening/introduction draws the reader in; a satisfying closing/conclusion leaves the reader with a sense of closure and resolution. Thoughtful transitions No title is present (if requested). Sequencing shows some logic, yet structure takes attention away from the content. Problems with organization make it hard for the reader to get a grip on the main point or story line. Pacing is fairly well controlled. Pacing is well controlled. A title (if requested) is present. The title (if requested) is original Organization sometimes supports the main point or story line. Flows so smoothly the reader hardly thinks about it Sequencing is logical and effective. English Language Arts Curriculum – Grade 7 August, 2010 79 VOICE SENTENCE FLUENCY Voice is the unique perspective of the writer evident in the piece through the use of compelling ideas, engaging language, and revealing details. The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and shows respect for the audience. Purpose is unclear. Writing is risk free, with no sense of the writer. Attempt to connect with audience is earnest but impersonal. Uses topic, details, and language to strongly connect with the audience. Attempts to include content and structure to reflect purpose. Purpose is reflected by content and arrangement of ideas. Occasionally reveals personal details, but avoids risk. The writer takes a risk with revealing details. Expository or persuasive writing lacks consistent engagement with the topic. Expository or persuasive reflects understanding and commitment to topic. Narrative writing reflects limited individual perspective. Narrative writing is honest, personal, and engaging. Key question: Would you keep reading this piece if it were longer? Narrative writing lacks development of a point of view. Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just the eye. The reader has to practice quite a bit in order to give this paper a fair interpretive reading. The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural. Sentences get the job done in a routine fashion. Sentences enhance the meaning. Sentences are usually constructed correctly. Sentences vary in length as well as structure. Sentence beginnings are not ALL alike; some variety is attempted. Purposeful and varied sentence beginnings Sentences begin the same way. Endless connectives. The reader sometimes has to hunt for clues. Does not invite expressive oral reading. Parts of the text invite expressive oral reading; others may be stiff, awkward, choppy, or gangly. Key question: Can you FEEL the words and phrases flow together as you read it aloud? CHOICE WORD The writer seems sincere but not fully engaged or involved. The result is pleasant or even personable, but not compelling. Fails to connect with the audience Expository or persuasive writing is mechanical, showing no engagement with the topic. Word choice is the use of rich, colorful, precise language that moves and enlightens the reader. 80 The writer seems uninvolved with the topic and the audience. Key question: Do the words and phrases create vivid pictures and linger in your mind? No “sentence sense” present. The writing contains a limited use of vocabulary. The language is functional, even if it lacks much energy. The writing has an easy flow, rhythm and cadence. Sentences are well built. Creative and appropriate connectives The writing has cadence. Words convey the intended message in a precise, interesting, and natural way. Words are nonspecific or distracting. Many of the words don’t work. Language is used incorrectly. Limited vocabulary, misuse of parts of speech Words and phrases are unimaginative and lifeless. Jargon or clichés, persistent redundancy Words are adequate and correct in a general sense. Words are specific and accurate. Familiar words and phrases communicate. Striking words and phrases Attempts colorful language. Natural, effective and appropriate language. Passive verbs, everyday nouns, mundane modifiers Lively verbs, specific nouns and modifiers Functional, with one or two fine moments Language enhances and clarifies meaning. Occasionally, the words show refinement and precision. Precision is obvious. Tone is appropriate for genre. CONVENTIONS Conventions are the mechanical correctness of the piece; spelling, grammar and usage, paragraphing, use of capitals, and punctuation. Key question: How much editing would have to be done to be ready to share with an outside source? Errors in spelling, punctuation, capitalization, usage and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read. The writer shows reasonable control over a limited range of standard writing conventions. Spelling errors are frequent. Spelling is usually correct or reasonably phonetic on common words. Punctuation is missing or incorrect. End punctuation is usually correct. Capitalization is random. Most words are capitalized correctly. Errors in grammar or usage are very noticeable. Problems with grammar and usage are not serious. Paragraphing is missing. Paragraphing is attempted. The reader must read once to decode, then again for meaning. Moderate (a little of this, a little of that) editing. The writer demonstrates a good grasp of standard writing conventions. Spelling is generally correct. Punctuation is accurate. Capitalization skills are present. Grammar and usage are correct. Paragraphing tends to be sound. The writer may manipulate conventions for stylistic effect – and it works! A whole lot? Score 1 or 2 Some? Score 3 Very little? Score 4 or 5 *based upon 6-Trait Condensed Scoring Guide published by Northwest Regional Educational Laboratory TEACHER COMMENTS AND/OR RECOMMENDATIONS FOR STUDENT REVISION: -____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ English Language Arts Curriculum – Grade 7 August, 2010 English Language Arts Curriculum – Grade 7 August, 2010 81 Model Lessons: English Language Arts Curriculum – Grade 7 August, 2010 Please contact Gary Pankieiwcz, ELA Supervisor, for examples of model lessons. 82
© Copyright 2025 Paperzz