Curriculum &
Pacing Guide
Grade 7: Reading
Martinsville City Public Schools
Revised Summer 2012 Sarah Byrd &
Donna Lowery modified by PDH
Martinsville City Public Schools Curriculum & Pacing Guide
Grade 7: English / Reading
Martinsville City Public Schools’ Instructional Plan of Action
The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the
State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville
City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self
direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students
to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problembased learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability,
social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville
City Public Schools’ Core curriculum prepares students to achieve these 21st Century skills through competent cross- curricular activities that apply
knowledge of concepts learned in other areas of study and in the community.
Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts.
PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their
abilities, a Response to Intervention (RtI) system, using STAR Math, STAR Reading, and ARDT (Algebra Readiness Diagnostic test) is in place to
guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students
individual needs throughout the year.
Curriculum Guide OVERVIEW
The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that
indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons,& Assessment Instruments and suggested time frames to be used as a
Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for
each subject and grade level. 21st Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint
Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the
21st Century Focus:
This symbol is used through to denote a 21st Century skill.
This symbol is used throughout to denote a 21st Century Global Connection.
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 1
Martinsville City Public Schools Curriculum & Pacing Guide
Curriculum Big Ideas
The organizing topics, big ideas, or strands under which
student learning is organized and the Essential
Understandings, Knowledge and Skills students must
develop in order to master these concepts (typically
from the standards found in the VDOE curriculum
framework).
Essential Understandings—what we want students to
understand about this idea, topic, or concept
Essential Knowledge—What students must know in
order to develop this understanding
Essential Skills—What students must be able to do in
order to demonstrate that understanding
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Resources, strategies, and models for delivery of
the curriculum.
Includes suggested teaching strategies, links to
model lesson plans links to frequently referenced
online sites, and suggested teacher resources and
where to find them (online and hard copy, such as
texts, primary source documents, etc.)
Assessment Items
Examples of formative and summative assessments for
measuring student mastery of the curriculum.
Includes essential questions, writing prompts, sample test
items, benchmark test links, model performance-based
assessments, and other assessment resources.
Standards of Learning that meet the criteria for
21st Century Skills will be identified by this symbol
Standards of Learning that meet the criteria for
21st Century Learning of Global Connections will be
identified this symbol
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 2
Martinsville City Public Schools Curriculum & Pacing Guide
Learning Targets at a Glance –7th
Grade 7: English / Reading
Grade Reading
Learning Overview:
The seventh-grade student will continue to develop oral communication skills and will become more knowledgeable of the effects of verbal and nonverbal
behaviors in oral communication. The student will continue to read a wide variety of fiction, nonfiction, and poetry while becoming more independent and
analytical. The student will continue to refine written composition skills, with special attention to word choice, organization, style, and grammar. Written
explanations will utilize informational writing skills. The student will continue vocabulary development through a study of figurative language and continuing
study of roots, affixes, and cognates. Knowledge of the informative/persuasive techniques of media messages will be studied. The student will apply research
techniques to gather, organize, and communicate information, properly citing sources. The student will also demonstrate correct use of language, spelling, and
mechanics by applying grammatical conventions in writing and speaking.
First Quarter
Second Quarter
Third Quarter
Fourth Quarter
8/13-10/15
10/16-12/21
1/8-3/13
3/14-5/22
7.1 a-e Group Discussions
7.2 a-c Verbal & non-verbal
communications
7.4 a b, e,f Word Analysis
7.5 a,f, g,h,I, j, l Comprehension of Fictional
texts, narrative non-fiction, & poetry
7.7 a,b,c,d, j, k Writing: narrative focus
7.8 a, b,h Edit Writing
7.9 a-e Research project
Ongoing Fluency Practice & Vocabulary
Review: Reading at Independent Reading
level & content area vocabulary review
7.1 a-e Group Discussions
7.2 a-c Verbal & non-verbal
communications
7.3 a-e Elements of Media Messages
7.4 a -f Word Analysis
7.5 a, b, g, I, j Comprehension of Fictional
texts, narrative non-fiction, & poetry
7.6 a- l Comprehension of nonfictional texts,
7.7 a-k Writing: Exposition focus
7.8 a, b,h Edit Writing
7.9 a-e Research project
Ongoing Fluency Practice & Vocabulary
Review: Reading at Independent Reading
level & content area vocabulary review
7.1 a-e Group Discussions
7.2 a-c Verbal & non-verbal
communications
7.3 a-e Elements of Media Messages
7.4 a -b Word Analysis
7.5 l Comprehension of Fictional texts,
narrative non-fiction, & poetry
7.6 a- d, f-l Comprehension of nonfictional
texts,
7.7 a-k Writing: Persuasive focus
7.8 a-h Edit Writing
7.9 a-e Research project
Ongoing Fluency Practice & Vocabulary
Review: Reading at Independent Reading
level & content area vocabulary review
Grade 7 English Test Blueprint Summary TableWord Analysis/ Word Reference Materials
7.4a-e
8
Comprehension of Fictional tests
7.5 a-e, g-k
17
Refer to the Curriculum Framework for actual lesson planning.
Ongoing Fluency Practice & Vocabulary Review:
Reading at Independent Reading level & content
area vocabulary review
55 question test
Comprehension of Nonfiction tests
7.6 b-k
20
Review all S.O.L. taught as preparation for the
Spring S.O.L. test.
7.1 a-e Group Discussions
7.2 a-c Verbal & non-verbal
communications
7.3 a-e Elements of Media Messages
7.4 a -f Word Analysis
7.5 d, l Comprehension of Fictional texts, narrative
non-fiction, & poetry
7.6 e, f, g, h, I, k, l Comprehension of nonfictional
texts,
7.7 b, c, d, j, k Writing: review all forms of writing
7.8 g,k Edit Writing
7.9 a-e Research project
Excluded from testing
Refer to VDOE Blueprint for additional information
http://www.doe.virginia.gov/testing/sol/blueprints/english_blu
eprints/2010/2010_blueprint_gr7_reading.pdf
Revised Summer 2012
Page 3
Martinsville City Public Schools Curriculum & Pacing Guide
Grade 7: English / Reading
Suggested Time allocation for a 90 minute Reading Block
Reading Block
10
10
bell ringer 10 minutes
25
Whole group 25 minutes
Differentiatedinstruction 45 minutes
45
Checking for understanding 10
minutes
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 4
Martinsville City Public Schools Curriculum & Pacing Guide
Grade 7: English / Reading
21st Century Internet Safety Procedures
1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the
appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of
information.
2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate
site and are not minimizing other inappropriate sites.
3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage.
4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the
appropriate challenges.
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 5
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks ongoing
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
a) Communicate ideas and information orally in an organized and
succinct manner.
b) Ask probing questions to seek elaboration and clarification of
ideas.
c) Make statements to communicate agreement or tactful
disagreement with others’ ideas.
d) Use language and style appropriate to audience, topic, and
purpose.
e) Use a variety of strategies to listen actively
7.2 The student will identify and demonstrate the relationship
between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch,
feeling, tone, and voice appropriate for the intended audience.
b. Use nonverbal communication skills, such as eye contact,
posture, and gestures to enhance verbal communication skills.
c) Compare/contrast a speaker’s verbal and nonverbal messages.
Essential
Vocabulary
Multimedia
Tactful
Conversation
(formal and
informal
Discussion
Presentations
Ideas
Audience
Demonstrate
Feeling
Authentic
Roots
Cognates
Affixes
Technology&
Print Resources
Smart Board:
Inspiration 7.5
Word Origins
Oral Language
Kids 4 Broadway
www.pacificsites.n
et/~kidsplay/free.ht
m
www.storyarts.org/
lesson plans/
Media Awareness
Network
English/
http://www.doe.vir
ginia.gov/testing/so
l/standards_docs/en
glish/2010/online_
writing/lesson_plan
s/68_determining_pur
pose_and_audience
.pdf
Instructional
notes
Assessment
items
Textbook –
Elements of
Literature
(Preassessments)
Adventures For
Readers
Group
Discussion
Choral Reading
STAR READING
PALS
Mental Models
For English
Language Arts
Poetry Recitations
(Annabel Lee, &
original poems)
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Enhanced Scope &
Sequence Sayback
pg 45,Say it like
this pg 46, Waxing
Lyric 47-48, Poem
Alive! 50; Thanks
for the Memory 51,
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 6
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.4 The student will read to determine the meanings and
pronunciations of unfamiliar words and phrases within
authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms
to expand vocabulary.
e.) Use context and sentence structure to determine
meanings and differentiate among multiple meanings of
words.
f) Extend general and specialized vocabulary through
speaking, listening, reading, and writing
7.5 The student will read and demonstrate comprehension of a
variety of fictional texts, narrative nonfiction, and poetry.
a) Describe the elements of narrative structure
including setting, character development, plot
structure, theme, and conflict.
f) Use prior and background knowledge as a context
for new learning.
g) Make inferences and draw conclusions based on the
text.
h) Identify the main idea.
i) Summarize text relating supporting details
j) Identify the author’s organizational pattern.
l.) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Authentic
Derivations
Analogies
Figurative
Language
Cognates
Affixes
Synonyms
Antonyms
Conflict
Theme
Resolution
Inference
simile
metaphor
personification
hyperbole
initiating event
rising action
climax
falling action
resolution
Technology&
Print
Resources
Instructional
notes
Compass
Learning
Odyssey
Hoot (novel)
Study Island
SCOPE
Magazine
Free Rice
Edhelper
VDOE
Brain POP
Enhanced Scope
& Sequence
Making
Inferences It
says, I say pg
140;
Understanding
Novels Open
House-to
Discover pg 141;
Reader’s Theater
pg 143;
Somebody…
Wanted .But… So
pg 144, Story
map 14-146,
TPCASTT pg 147148
Revised Summer 2012
Flush (novel)
When Kids
Can’t Read – p
315 Common
Roots, Prefixes,
Suffixes
Assessment
items
STAR
READING
PALS
Division level
Benchmark
test
PROJECTBASED
ASSESSMENT
Conflict:
Story: Seventh
Grade
Plot Structure
Project
Graduation:
PG-pg 87Elements of
Narrative SkillIdentifying types
of conflict page
88 graphic
organizer
Page 7
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.4 The student will read to determine the meanings and
pronunciations of unfamiliar words and phrases within
authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms
to expand vocabulary.
7.5 The student will read and demonstrate comprehension of a
variety of fictional texts, narrative nonfiction, and
poetry.
a) Describe the elements of narrative structure
including setting, character development, plot
structure, theme, and conflict.
f) Use prior and background knowledge as a context
for new learning.
g) Make inferences and draw conclusions based on the
text.
h) Identify the main idea.
i) Summarize text relating supporting details
j) Identify the author’s organizational pattern
l.) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Authentic
Derivations
Analogies
Figurative
Language
Cognates
Affixes
Synonyms
Antonyms
Conflict
Theme
Resolution
Inference
haiku
limerick
ballad
free
couplet
quatrain
Technology&
Print Resources
Computer Lab
Smart Board
Notes
Enhanced Scope &
Sequence Word
Harvest pg 149
http://www.doe.
virginia.gov/test
ing/sol/standard
s_docs/english/
2010/lesson_pla
ns/reading/fictio
n/6-8/22_68_readingfictio
n_identifyingun
derstandingchar
actertraits.pdf
Revised Summer 2012
Assessment
items
Instructional notes
Pg. 89-Elements
of Narrative Skill
Identifying
internal and
external conflict
Pg. 90-Internal or
External conflicts
Worksheets
Characterization
/Character
Development:
Elements of
Literature Book:
Story: Duffy’s
Jacket
Pg. 84
Narrative
Writing –
Connections
to “Seventh
Grade” story
from
textbook
STAR
READING
PALS
Division level
Benchmark
test
PROJECTBASED
ASSESSMENT
Page 8
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.4 The student will read to determine the meanings and
pronunciations of unfamiliar words and phrases within
authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms
to expand vocabulary.
7.5 The student will read and demonstrate comprehension of a
variety of fictional texts, narrative nonfiction, and
poetry.
a) Describe the elements of narrative structure
including setting, character development, plot
structure, theme, and conflict.
f) Use prior and background knowledge as a context
for new learning.
g) Make inferences and draw conclusions based on the
text.
h) Identify the main idea.
i) Summarize text relating supporting details
j) Identify the author’s organizational pattern.
l.) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Demonstrate
Fictional
Narrative
Nonfiction
Poetry
Setting
Character
Plot structure
Summary
Author’s
purpose
foreshadowing
irony
rhyme
rhythm
meter
repetition
alliteration
onomatopoeia
Technology&
Print Resources
Study Island
Compass
Learning
Brain Pop
Smart Board
Notes
Instructional
notes
Elements of
Narrative SkillIdentifying
direct and
indirect
characterization
Page 85 (Says,
Does, Thinks:
Character Traits
Revealed
VDOE
http://www.doe. Worksheet
virginia.gov/test
ing/sol/standard Setting:
s_docs/english/ Activities from
2010/lesson_pla Buckle Down
ns/reading/fictio or, Enhanced
n/6-8/20_6Scope &
8_readingfictio Sequence
n_identfyingint
enaland_externa
lconflict.pdf
Revised Summer 2012
Assessment
items
Weekly
Assessment
STAR
READING
PALS
Division level
Benchmark
test
PROJECTBASED
ASSESSMENT
Page 9
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.4 The student will read to determine the meanings and
pronunciations of unfamiliar words and phrases within
authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms
to expand vocabulary.
7.5 The student will read and demonstrate comprehension of a
variety of fictional texts, narrative nonfiction, and
poetry.
a) Describe the elements of narrative structure
including setting, character development, plot
structure, theme, and conflict.
f) Use prior and background knowledge as a context
for new learning.
g) Make inferences and draw conclusions based on the
text.
h) Identify the main idea.
i) Summarize text relating supporting details
j) Identify the author’s organizational pattern.
l.) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Demonstrate
Fictional
Narrative
Nonfiction
Poetry
Setting
Character
Plot structure
Summary
Author’s
purpose
Computer Lab
foreshadowing
FOLDABLES
http://www.doe.v
irginia.gov/testin
g/sol/standards_d
ocs/english/2010/
lesson_plans/read
ing/vocabulary/68/6_68_readingvocabul
ary_understandin
g%20and%20usi
ng%20roots%20t
o%20expand%20
vocabularyJ.pdf
irony
rhyme
rhythm
meter
repetition
alliteration
onomatopoeia
Search Engines
http://sms.iwcs.
k12.va.us/smsso
lreview.html
http://kids.yahoo.
Revised Summer 2012
Instructional
notes
Theme:
PG-pg 93
Elements of
Narrative
SkillsUnderstanding
Theme
PG- pg 57-59
Monitoring
and
Summarizing
Skill
Story: “My
Watch” by
Mark Twain
Activity Read,
Rate, and
Reread pg 6064.
Summarizing
Assessment
items
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 10
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.7 The student will write in a variety of forms with an emphasis
on exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including
graphic organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
j) Revise sentences for clarity of content including
specific vocabulary and information.
k)Use computer technology to plan, draft, revise, edit,
and Publish writing.
Essential
Vocabulary
Exposition
Narration
Persuasion
Audience
Technology&
Print Resources
Computer Lab
Search Engines
http://teacher.sc
holastic.com/acti
vities/adventure/
grammar1.htm
http://owl.englis
h.purdue.edu/ow
l/resource/747/0
1/
Instructional
notes
Project
Graduation for
Writing
Modules
Student Writing
Portfolios
MLA Stylebook
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
http://learner.o PROJECT- BASED
rg/resources/ser ASSESSMENT
ies192.html
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_identifying_au
dience_purpose.
pdf
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 11
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Essential
Vocabulary
7.8 The student will edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence
diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Choose appropriate adjectives and adverbs to enhance
h) Use correct spelling for commonly used words.
Refer to the Curriculum Framework for actual lesson planning.
Point of view
Exact
language
Dialogue
Proofread
Collaboration
Pronouns
Antecedents
Eight parts of
speech
Noun
Verb
Pronoun
Adjective
Adverb
Preposition
Conjunction
interjection
Technology&
Print Resources
Instructional
notes
http://www.quia http://www.do
.com
e.virginia.gov/t
esting/sol/stand
http://learner.or ards_docs/engl
g/resources/seri ish/2010/lesson
es192.html
_plans/writing/
6-8/46_68_writing_grap
hicorganizers_
and_effective_
hooks.pdf
Revised Summer 2012
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 12
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
1st
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
Essential
Vocabulary
Research
7.9 The student will apply knowledge of appropriate reference
Organize
materials to produce a research product.
Evaluate
a) Collect and organize information from multiple sources
including online, print and media.
b) Evaluate the validity and authenticity of sources.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and follow
ethical and legal guidelines for gathering and using information.
Technology&
Print Resources
Assessment
items
Instructional
notes
Computer Lab
Dictionary
Search Engines
Thesaurus
http://owl.englis Encyclopedia
h.purdue.edu/o
wl/resource/747 Reader’s
/01/
Guide
http://www.doe. Almanac
virginia.gov/test
ing/sol/standard
s_docs/english/
2010/online_wr
iting/lesson_pla
ns/68_creating_thes
is_statement.pdf
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
Library research
activities
1st Nine Weeks
SOL
Benchmark
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 13
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.1 The student will participate in and contribute to conversations,
group discussions, and oral presentations.
a) Communicate ideas and information orally in an
organized and succinct manner.
b) Ask probing questions to seek elaboration and
clarification of ideas.
c) Make statements to communicate agreement or tactful
disagreement with others’ ideas.
d) Use language and style appropriate to audience, topic,
and purpose.
e) Use a variety of strategies to listen actively.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Conversations
Succinct
manner
Tactful
Tone
Audio Recordings
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_determining_p
urpose_and_audi
ence.pdf
Revised Summer 2012
Instructional
notes
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 14
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.2 The student will identify and demonstrate the relationship
between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice,
pitch, feeling, tone, and voice appropriate for the intended
audience.
b) Use nonverbal communication skills, such as eye
contact, posture, and gestures to enhance verbal
communication skills.
c) Compare/contrast a speaker’s verbal and nonverbal
messages.
7.3 The student will understand the elements of media literacy.
a) Identify persuasive/informative techniques used in nonprint media
including television, radio, video, and internet.
b) Distinguish between fact and opinion, and between evidence and
inference
c) Describe how word choice and visual images convey a viewpoint.
d) Compare and contrast the techniques in auditory, visual, and written
media messages.
e) Craft and publish audience-specific media messages.
Essential
Vocabulary
Pitch
Feeling
Tone
Posture
Gestures
Technology&
Print Resources
Authorship (Who
constructed the
message?)
www.Newscurre
nts.com
Audio Recordings
name calling or
innuendo
glittering
generalities
card stacking
bandwagon
testimonials
appeal to
prestige,
snobbery, or
plain folks
Enhanced Scope &
Sequence We’ll
Hook You! Pg 5556,
http://www.doe.v
irginia.gov/testing
/sol/standards_do
cs/english/2010/le
sson_plans/comm
unication/6-8/2_68_communication
_media_literacy_i
n_presentations.p
df
appeal to
emotions
Refer to the Curriculum Framework for actual lesson planning.
Instructional
notes
Revised Summer 2012
Format (This is not
just the medium
being used but also
how the creators
used specific
elements for effect,
i.e., color, sound,
emphasis on certain
words, amateur
video, kids’ voices.)
Audience (Who is
the person or
persons meant to
receive the
message? How will
different people
receive the
message?)
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR
READING
PALS
Division level
Benchmark
test
PROJECTBASED
ASSESSMENT
Content (This is not
just the visible
content but the
embedded content as
well, which includes
underlying
assumptions of
values or points of
view; facts and
opinions may be
intermixed.)
Purpose (Why is the
message being
sent—is it meant
Page 15
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.4 The student will read to determine the meanings and pronunciations
of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to
expand vocabulary.
c) Identify and analyze figurative language.
d) Identify connotations.
e) Use context and sentence structure to determine
meanings and differentiate among multiple meanings of
words.
f) Extend general and specialized vocabulary through
speaking, listening, reading, and writing
7.5 The student will read and demonstrate comprehension of a variety
of fictional texts, narrative nonfiction, and poetry.
a) Describe the elements of narrative structure including
setting, character development, plot structure, theme, and
conflict.
b) Compare and contrast various forms and genres of
fictional text.
g) Make inferences and draw conclusions based on the text.
i) Summarize text relating supporting details.
j) Identify the author’s organizational pattern.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Authentic
Figurative
language
Simile,
personification,
hyperbole,
metaphor
Compare and
contrast
Inferences
Draw
conclusion
foreshadowing
irony
rhyme
rhythm
meter
repetition
alliteration
onomatopoeia
Technology&
Print Resources
Brain Pop
Study Island
Jefferson Lab
United Streaming
News Currents
Power Point on
Characterization
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/fiction/6
-8/29_68_readingfiction_
describing_impac
t_of_visual_imag
ery_and_poetic_
devices.pdf
Revised Summer 2012
Assessment
items
Instructional
notes
Great Tales and
poems of Edgar
Allen Poe
Textbook:
Elements of
Literature
Three Skeleton
Key
(pgs. 38 – 51)
The Sing-Song of
Old Man
Kangaroo
(Project
Graduation, pgs.
62 – 63)
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Mowgli Brothers
PG (pg. 45)
Page 16
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.6 The student will read and demonstrate comprehension of a variety
of nonfiction texts.
a) Use prior and background knowledge as a context for
new learning.
b) Use text structures to aid comprehension.
c) Identify an author’s organizational pattern using textual
clues, such as transitional words and phrases.
d) Draw conclusions and make inferences on explicit and
implied information.
e) Differentiate between fact and opinion
f) Identify the source, viewpoint, and purpose of texts.
g) Describe how word choice and language structure
convey an author’s viewpoint.
h) Identify the main idea.
i) Summarize text identifying supporting details.
j) Identify cause and effect relationships.
k) Organize and synthesize information for use in written
formats.
l) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Compare and
contrast
Technology&
Print Resources
Brain Pop
Study Island
Inferences
Draw
conclusion
Jefferson Lab
Fact
Opinion
News Currents
QAR
United Streaming
Instructional
notes
Brain Pop: Right
Hook/Left Hook
Compare and
Contrast)
Long Walk to
Freedom
Rosa Parks
Enhanced Scope &
Sequence About/
point Chart pg 150151, owner’s
manual Directions
152, Group
Summarizing Chart
pg 153 ; Re Quest
pg 159,
Fact & Opinion
An
Unforgettable
Journey
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/nonfictio
n/6-8/37_68_readingnonficti
on_using_text_st
ructure_to_deter
mine_organizatio
n.pdf
SOL Coach
Buckle Down
SOL Prep
Reading
Comprehension
Revised Summer 2012
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Workout Skills
Review and
Practice
Page 17
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Unit
Communication: Speaking, Listening, Media Literacy
7.7 The student will write in a variety of forms with an emphasis on
exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic
organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multi-paragraph compositions with unity,
elaborating the central idea.
g) Select vocabulary and information to enhance the central
idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard
coordination, and subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific
vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and
publish writing.
Refer to the Curriculum Framework for actual lesson planning.
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Essential
Vocabulary
Exposition
Narration
Persuasive
Mode
Thesis
Tone
Voice
Idea
Embed
Modifiers
Coordination
Subordination
Sentence
Plan
Draft
Revise
edit
Technology&
Print Resources
Computer Lab
Power Point on
Persuasive Writing
Search Engines
http://learner.or
g/resources/serie
s192.html
http://www.inter
net4classrooms.c
om/lang_write.ht
m
http://www.read
writethink.org/cl
assroomresources/grade/
7-8/
Enhanced Scope
& Sequence pg
169-178 ;
hooking the
Reader, pg 179,
Finding Voice
180, Choosing
Tone 181, Peer
Revision pg 182,
PQP pg 183, SOS
pg 184, Adding
Transitions 187,
Revised Summer 2012
Instructional
notes
Using graphic
organizers, (4
square) Prewriting
strategies,
brainstorming,
webbing,
mapping,
outlining
Elements of
Language:
Grammar,
Usage &
Mechanics
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
SOL Prep
Editing &
Revising
Page 18
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.8 The student will edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence
diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Choose appropriate adjectives and adverbs to enhance
h) Use correct spelling for commonly used words.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Point of view
Exact
language
Dialogue
Proofread
Collaboration
Pronouns
Antecedents
Eight parts of
speech
Noun
Verb
Pronoun
Adjective
Adverb
Preposition
Conjunction
interjection
Technology&
Print Resources
Instructional
notes
http://www.quia http://www.do
.com
e.virginia.gov/t
esting/sol/stand
http://learner.or ards_docs/engl
g/resources/seri ish/2010/lesson
es192.html
_plans/writing/
6-8/55_68_writing_subj
Enhanced Scope
ect& Sequence pg
verb_agreemen
169-178 ;
t.pdf
Revised Summer 2012
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 19
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
2nd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.9 The student will apply knowledge of appropriate reference materials
to produce a research product.
a) Collect and organize information from multiple sources including
online, print and media.
b) Evaluate the validity and authenticity of sources
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Cite primary and secondary sources
e) Define the meaning and consequences of plagiarism and follow
ethical and legal guidelines for gathering and using
information.
Essential
Vocabulary
Apply
Reference
Organize
Multiple
Evaluate
Consequences
Plagiarism
Ethical
Legal
Technology&
Print Resources
Computer Lab
Search Engines
I-Pods
Assessment
items
Instructional
notes
PG (writing prep
topic)
Monthly journal
topic
http://www.doe. Dictionary
virginia.gov/testi
ng/sol/standards Thesaurus
_docs/english/20
10/online_writin Encyclopedia
g/lesson_plans/6
8_creating_thesis
_statement.pdf
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Internet
2nd Nine Weeks
SOL Benchmark
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 20
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
3rd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.1 The student will participate in and contribute to conversations,
group discussions, and oral presentations.
a) Communicate ideas and information orally in an
organized and succinct manner.
b) Ask probing questions to seek elaboration and
clarification of ideas.
c) Make statements to communicate agreement or tactful
disagreement with others’ ideas.
d) Use language and style appropriate to audience, topic,
and purpose.
e) Use a variety of strategies to listen actively.
7.2 The student will identify and demonstrate the relationship
between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice,
pitch, feeling, tone, and voice appropriate for the intended
audience.
b) Use nonverbal communication skills, such as eye
contact, posture, and gestures to enhance verbal
communication skills.
c) Compare/contrast a speaker’s verbal and nonverbal
messages.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Instructional
notes
Conversations
Succinct
manner
Tactful
Tone
Pitch
Feeling
Tone
Posture
Gestures
Audio Recordings
http://www.doe
.virginia.gov/tes
ting/sol/standar
ds_docs/english
/2010/lesson_pl
ans/communica
tion/6-8/2_68_communicati
on_media_litera
cy_in_presentati
ons.pdf
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_determining_p
urpose_and_audi
ence.pdf
Revised Summer 2012
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 21
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
3rd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.3 The student will understand the elements of media literacy.
a) Identify persuasive/informative techniques used in non print
media including television, radio, video, and Internet.
b) Distinguish between fact and opinion, and between evidence
and inference.
c) Describe how word choice and visual images convey a
viewpoint.
d) Compare and contrast the techniques in auditory, visual, and
written media messages.
e) Craft and publish audience-specific media messages.
7.4 The student will read to determine the meanings and pronunciations
of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to
expand vocabulary.
7.5 The student will read and demonstrate comprehension of a variety
of fictional texts, narrative nonfiction, and poetry.
l) Use reading strategies to monitor comprehension throughout
the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Instructional
notes
Persuasive
Informative
Non print
Convey
Viewpoint
Compare and
Contrast
Auditory
visual
Brain Pop
Study Island
Jefferson Lab
Compass
Learning
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
communication/
6-8/3_68_communicatio
n_research_rese
arch_product_m
edia_literacy.pdf
Enhanced Scope
& Sequence
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/vocabula
ry/6-8/8_68_readingvocabu
lary_understandi
ngconnotation.p
df
Revised Summer 2012
Keep on
Reading,
Comprehension
Across the
Curriculum
SOL Coach
SOL Prep,
Reading
Comprehension
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
SOL Prep,
Editing &
Revising
Building
Stamina
Page 22
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
3rd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.6 The student will read and demonstrate comprehension of a variety
of nonfiction texts.
a) Use prior and background knowledge as a context for
new learning.
b) Use text structures to aid comprehension.
c) Identify an author’s organizational pattern using textual
clues, such as transitional words and phrases.
d) Draw conclusions and make inferences on explicit and
implied information.
e) Differentiate between fact and opinion.
f) Identify the source, viewpoint, and purpose of texts.
g) Describe how word choice and language structure
convey an author’s viewpoint.
h) Identify the main idea.
i) Summarize text identifying supporting details.
j) Identify cause and effect relationships.
k) Organize and synthesize information for use in written
formats.
l) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Non fiction
Transitional
Inferences
Explicit
Implied
Brain Pop
Authors
Purpose
(persuade,
inform, & to
entertain
News Currents
Cause and
Effect
Study Island
Jefferson Lab
Compass
Learning
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/fiction_n
onfiction/68/14_68_readingfnf_ma
king_connections
.pdf
Revised Summer 2012
Assessment
items
Instructional
notes
Novels: The
Diary of Anne
Frank, The Boy
in the Stripped
Pajamas
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 23
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
3rd
Quarter
9 weeks
Unit
Communication: Speaking, Listening, Media Literacy
7.7 The student will write in a variety of forms with an emphasis on
exposition, narration, and persuasion.
a) Identify intended audience.
b) Use a variety of prewriting strategies including graphic
organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement.
f) Write multi paragraph compositions with unity
elaborating the central idea.
g) Select vocabulary and information to enhance the central
idea, tone, and voice.
h) Expand and embed ideas by using modifiers, standard
coordination, and subordination in complete sentences.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific
vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and
publish writing.
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Essential
Vocabulary
Identify
Organize
Establish
Compose
Multi
Enhance
Revise
persuasion
Technology&
Print Resources
Computer Lab
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_prewriting_dra
fting_strategies.p
df
http://learner.or
g/resources/serie
s192.html
http://www.inter
net4classrooms.c
om/lang_write.ht
m
http://www.read
writethink.org/cl
assroomresources/grade/
7-8/
Instructional
notes
Assessment
items
Elements of
Language:
Grammar,
Usage, &
Mechanics
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
3-2-1
Paragraphs
STAR READING
Four Square
Writing Method
http://www.doe
.virginia.gov/tes
ting/sol/standar
ds_docs/english
/2010/lesson_pl
ans/writing/68/52_68_writing_writin
g_process_pers
uasive_writing.p
df
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Enhanced Scope &
Sequence point of
View pg 192,
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 24
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
3rd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
7.8 The student will edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
a) Use a variety of graphic organizers, including sentence
diagrams, to analyze and improve sentence formation and
paragraph structure.
b) Choose appropriate adjectives and adverbs to enhance
writing.
c) Use pronoun-antecedent agreement to include indefinite
pronouns.
d) Use subject-verb agreement with intervening phrases
and clauses.
e) Edit for verb tense consistency and point of view.
f) Demonstrate understanding of sentence formation by
identifying the eight parts of speech and their functions in
sentences.
g) Use quotation marks with dialogue.
h) Use correct spelling for commonly used words.
Essential
Vocabulary
Technology&
Print Resources
Instructional
notes
Edit
Grammar
Capitalization
Paragraphing
Adjectives
Adverbs
Subject-verb
agreement
Point of view
Quotation
marks
Dialogue
Enhanced Scope &
Sequence C3B4ME
pg 193, 194, pg
Quotation marks
195, commas 196,
Apostrophes 197,
sentence
Formation pg 198,
Subject –Verb
Agreement pg 200,
coordination
subordination
modifier
noun
verb
pronoun
adjective
adverb
preposition
conjunction
interjection
http://www.doe
.virginia.gov/tes
ting/sol/standar
ds_docs/english
/2010/lesson_pl
http://www.read ans/writing/6writethink.org/fil 8/53_6es/resources/inte 8_writing_revisi
ractives/persuasi on.pdf
on_map/
http://www.doe
.virginia.gov/tes
ting/sol/standar
ds_docs/english
/2010/lesson_pl
ans/writing/912/34_612_writing_dev
eloping_an_essa
y_using_specific
http://www.doe.vir _nouns_verbs_a
ginia.gov/testing/s dj.pdf
ol/standards_docs/
english/2010/onlin
e_writing/lesson_p
lans/68_identifying_audi
ence_purpose.pdf
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
http://learner.or
g/resources/serie
s192.html
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 25
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
3rd
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
7.9 The student will apply knowledge of appropriate reference materials
to produce a research product.
a) Collect and organize information from multiple sources
including online, print and media.
b) Evaluate the validity and authenticity of sources.
c) Use technology as a tool to research, organize, evaluate,
and communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and
follow ethical and legal guidelines for gathering and using
information.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Instructional
notes
Reference
Media
Authenticity
Communicate
Ethical
legal
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_creating_thesis
_statement.pdf
http://www.doe
.virginia.gov/tes
ting/sol/standar
ds_docs/english
/2010/lesson_pl
ans/research/35/47_35_research_plag
iarism_and_cre
diting_sources.p
df
http://www.doe.
virginia.gov/testi
ng/sol/released_
tests/index.shtml
Revised Summer 2012
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 26
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
4th
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.1 The student will participate in and contribute to conversations,
group discussions, and oral presentations.
a) Communicate ideas and information orally in an
organized and succinct manner.
d) Use language and style appropriate to audience, topic,
and purpose.
e) Use a variety of strategies to listen actively.
7.2 The student will identify and demonstrate the relationship
between
a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice,
pitch, feeling, tone, and voice appropriate for the intended
audience.
b) Use nonverbal communication skills, such as eye
contact, posture, and gestures to enhance verbal
communication skills.
c) Compare/contrast a speaker’s verbal and nonverbal
messages.
7.3 The student will understand the elements of media literacy.
b) Distinguish between fact and opinion, and between
evidence and inference.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Instructional
notes
Conversation
Oral
presentations
Discussions
Distinguish
Fact
Opinion
http://www.doe.
virginia.gov/testi
ng/sol/released_
tests/index.shtml
http://www.doe
.virginia.gov/tes
ting/sol/standar
ds_docs/english
/2010/lesson_pl
ans/communica
tion/6-8/3_68_communicati
on_research_re
search_product
_media_literacy.
pdf
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
communication/
6-8/2_68_communicatio
n_media_literacy
_in_presentation
s.pdf
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/nonfictio
n/6-8/39_68_readingingnonf
iction_distinguish
ing_fact_from_o
pinion.pdf
Revised Summer 2012
Page 27
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing
/ Time
Frame
4th
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.4 The student will read to determine the meanings and pronunciations
of unfamiliar words and phrases within authentic texts.
a) Identify word origins and derivations.
b) Use roots, cognates, affixes, synonyms, and antonyms to
expand vocabulary.
c) Identify and analyze figurative language.
d) Identify connotations.
e) Use context and sentence structure to determine
meanings and differentiate among multiple meanings of
words.
f) Extend general and specialized vocabulary through
speaking, listening, reading, and writing.
7.5 The student will read and demonstrate comprehension of a variety
of fictional texts, narrative nonfiction, and poetry.
d) Describe the impact of word choice, imagery, and literary
devices including figurative language.
l) Use reading strategies to monitor comprehension throughout
the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Derivations
Differentiate
Analogies
Brain Pop
foreshadowing
Jefferson Lab
rhyme
rhythm
Compass
Learning
irony
meter
repetition
alliteration
onomatopoeia
Study Island
Free Rice
http://www.doe.
virginia.gov/testi
ng/sol/released_
tests/index.shtml
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/vocabula
ry/6-8/5_68_readingvocabu
lary_using_word
_maps_to_expan
d_vocabulary.pdf
Revised Summer 2012
Assessment
items
Instructional
notes
Keep on
Reading,
Comprehension
Across the
Curriculum
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
SOL Buckle
Down & Practice PALS
Division level
Tests, Forms A
Benchmark test
&B
Sol Prep,
Reading
Comprehension
PROJECT- BASED
ASSESSMENT
Building
Stamina
VA Standards of
Learning,
Practice &
Mastery
Page 28
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
4th
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.6 The student will read and demonstrate comprehension of a variety
of nonfiction texts.
e) Differentiate between fact and opinion.
f) Identify the source, viewpoint, and purpose of texts.
g) Describe how word choice and language structure
convey an author’s viewpoint.
h) Identify the main idea.
i) Summarize text identifying supporting details.
k) Organize and synthesize information for use in written
formats.
l) Use reading strategies to monitor comprehension
throughout the reading process.
Refer to the Curriculum Framework for actual lesson planning.
Essential
Vocabulary
Technology&
Print Resources
Instructional
notes
Summarize
Viewpoint
Fact
Opinion
Process
Transitional
words/phrases
http://www.doe.
virginia.gov/testi
ng/sol/released_
tests/2010/test1
0_reading7.pdf
Elements of
Literature Book:
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
reading/fiction_n
onfiction/68/16_48_readingfnf_ma
king_inferences.p
df
Revised Summer 2012
Story:
The Fall of the
House of Poe?
(pgs. 267-269)
Eeking out a Life
(pgs. 52-55)
Canines to the
Rescue
(pgs. 351-355)
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
Page 29
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
4th
Quarter
9 weeks
Unit
Communication: Speaking, Listening, Media Literacy
7.7 The student will write in a variety of forms with an emphasis on
exposition, narration, and persuasion.
b) Use a variety of prewriting strategies including graphic
organizers to generate and organize ideas.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
j) Revise sentences for clarity of content including specific
vocabulary and information.
k) Use computer technology to plan, draft, revise, edit, and
publish writing.
7.8 The student will edit writing for correct grammar, capitalization,
punctuation, spelling, sentence structure, and paragraphing.
g) Use quotation marks with dialogue.
h) Use correct spelling for commonly used words.
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Essential
Vocabulary
Mode
Topic
Revise
Plan
Draft
Edit
Quotation
marks
Dialogue
Persuade
coordination
subordination
modifier
noun
verb
pronoun
adjective
adverb
preposition
conjunction
interjection
Technology&
Print Resources
Computer Lab
Search Engines
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_prewriting_dra
fting_strategies.p
df
Enhanced Scope
& Sequence pg
169-178 ;
hooking the
Reader, pg 179,
Finding Voice
180, Choosing
Tone 181, Peer
Revision pg 182,
PQP pg 183, SOS
pg 184, Adding
Transitions 187,
Instructional
notes
Four Square
Writing Method
Creative Writing
Prompts
Teacher generated
topics
Assessment
items
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
http://learner.o Division level
rg/resources/ser Benchmark test
ies192.html
PROJECT- BASED
http://www.doe.v ASSESSMENT
irginia.gov/testing
/sol/standards_d
ocs/english/2010/
lesson_plans/writi
ng/6-8/45_68_writing_elabora
ting_with_showin
g.pdf
http://www.doe.v
irginia.gov/testing
/sol/standards_d
ocs/english/2010/
lesson_plans/writi
ng/9-12/34_612_writing_devel
oping_an_essay_
using_specific_n
ouns_verbs_adj.
pdf
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 30
Martinsville City Public Schools Curriculum & Pacing Guide
Pacing /
Time
Frame
4th
Quarter
9 weeks
Grade 7: English / Reading
Instructional Strategies & Model Lessons
Unit
Communication: Speaking, Listening, Media Literacy
7.9 The student will apply knowledge of appropriate reference materials
to produce a research product.
a) Collect and organize information from multiple sources
including online, print and media.
b) Evaluate the validity and authenticity of sources.
c) Use technology as a tool to research, organize, evaluate, and
communicate information.
d) Cite primary and secondary sources.
e) Define the meaning and consequences of plagiarism and
follow ethical and legal guidelines for gathering and using
information.
Essential
Vocabulary
Online
Validity
Technology
Evaluate
Cite
Plagiarism
Technology&
Print Resources
Assessment
items
Instructional
notes
Computer Lab
Thesaurus
Search Engines
Dictionary
http://www.doe. Encyclopedia
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/online_writin
g/lesson_plans/6
8_creating_thesis
_statement.pdf
(Preassessments,
pre-requisite
skills,
Strategies, etc.)
STAR READING
PALS
Division level
Benchmark test
PROJECT- BASED
ASSESSMENT
http://learner.or
g/resources/serie
s192.html
http://www.doe.
virginia.gov/testi
ng/sol/standards
_docs/english/20
10/lesson_plans/
research/68/61_68_research_locat
ing_information_
in_resources.pdf
Refer to the Curriculum Framework for actual lesson planning.
Revised Summer 2012
Page 31