Grade 7 ELAR
Unit 7
Title
Suggested Time Frame
5th Six Weeks
4 weeks
Cross Genre Analysis
Review/STAAR Writing
Big Ideas/Enduring Understandings
Guiding Questions
Reading
Reading
● Analyze literary texts by recognizing how the setting and the
development of characters influence plot and theme.
● Recognize the logical connections and thematic links between texts
representing similar or different genres.
● Comparing and contrasting texts helps readers build their
understanding of the texts.
● Authors use figurative language, word choice and text structure to
convey meaning and theme.
● Authors organize their ideas in informational text in order to best
achieve their desired purpose.
● Identifying and understanding the genre of a text helps a reader
analyze the text more effectively.
Writing
TESTED TEKS REVIEW
● How do the setting and the development of characters influence
plot and theme?
● In what ways are these texts similar and different?
● How is comparing and contrasting texts beneficial to me as a
reader?
● How do authors use language to convey theme and meaning in a
literary text?
● How does understanding a text’s genre affect my analysis of the
text?
● How does the organization of an informational text help support
the main idea(s) or purpose of the text?
Writing
TESTED TEKS REVIEW
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
CISD 2015-2016
Sample Assessment Question
7.2
In paragraph 1, the word ____ means something that is – What does the word ___ mean in paragraph 1? Read the dictionary entry below. Which definition best fits the meaning of
_____ as it is used in paragraph 7?
7.3
The author helps the reader understand how it felt to be on the frontier mainly by— A theme expressed in this story centers on - What lesson does the narrator learn while
spending time with her family member?
7.6
Why is ___important to the story? (Character)’s interaction with (character) contributes to the plot by – Which of the following best describes (character)’s internal conflict in the
story? The point of view from which the story is told give the reader insight into— The details in paragraph 17 help the reader infer that --- Which sentence foreshadows that ---?
The author uses short sentences in paragraph 21 to help create a feeling of --7.7
Read this sentence from paragraph 5. The author uses this sentence to explain how – What can the reader infer about -- ? How does the author reveal--? The author includes the
question in paragraph 17 most likely to— Which of these is the best summary of the selection?
7.8
The author uses personification in these lines ___ to show that the winds— Which line best communicates the speaker’s feelings of regret? The imagery in stanzas 3 and 4 suggests
that – In paragraph 1, which words does the author use to create a gloomy mood? Read this sentence from paragraph 38. The author includes this sentence most likely to show—
The author’ use of similes in paragraph 22 creates a feeling of__
7.9
The author wrote this selection most likely to – Paragraph 3 reveals that the author intends to – What is the most likely reason the author has included paragraph 1 in the article?
7.10
Paragraph __ is mainly about— The main difference between the (group) and most other (groups) of the (time period) was that the (group) – Which sentence expresses the main
idea of the selection? Look at the diagram in information from the article. Which of the following belong in the empty box? Which sentence expresses an opinion? The author
organizes the selection by - Which of the conclusions about (person) is supported by paragraph__? Which idea do both selections emphasize? Which sentence from the selection
helps explain why (group) became successful? Which sentence expresses an opinion?
7.12
According to the information in _____, when does ----? In _____, how do the two photographs differ from the three drawings?
The table has been included in the selection most likely to--
Sample editing and revision questions​
:
Which sentence can be deleted without changing the meaning of the selection?
What is the best way to combine sentences to improve clarity?
What transition can you add to improve the flow of your selection?
How can you add more detail to improve your introduction?
What change, if any, needs to be made in sentence __?
What is the correct way to write sentence __?
Reading
CISD 2015-2016
Writing
7.1 7.2​
AB​
CD​
E 7.3.A, C 7.6.​
A,B,​
C 7.​
7 7​
.8 7.​
9 7.10 ​
A​
,​
B​
,​
C,D 7.12.B
​
Writing TEKS
Conventions TEKS
Tested TEKS Review 7.14.A,B,​
C,D​
,E 7.17​
.A i­v 7​
.16 7.17.C 7.​
20 7​
.21
Tested TEKS Review
7.19.A​
.i­viii 7.19.​
B​
.​
C
Listening & Speaking TEKS
7.26 7.26.A 7.27 7.28
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Ongoing skills practiced throughout the year: Reading across all genres, media literacy, reading comprehension skills (Figure 19), independent
reading, fluency, handwriting, capitalization, punctuation, research skills, listening, speaking, revising, and editing, vocabulary. Writing and
research skills are linked. Include historical and cultural research for background of literature selections.
Knowledge and Skills with
Student Expectations
(7.1) Reading/Fluency. Students
read grade-level text with
fluency and comprehension.
Students are expected to adjust
fluency when reading aloud
grade-level text based on the
reading purpose and the nature
of the text.
District Specificity/ Examples
Do students comprehend
information from text read aloud?
Author’s purpose
Vocabulary
Oral reading
accuracy
Instructional
Strategies
-Choral reading
-Group reading
-Partner
reading
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources must
be aligned with the TEKS.
Literature:
Various LIterature
Activities:
http://www.scholastic.com/teachers/s
ites/default/files/posts/u81/pdfs/abflu
encybookmarks.pdf
Websites:
http://middleschoolteachertoliteracyc
oach.blogspot.com/2013/08/5-strategi
es-to-improve-reading-fluency.html
CISD 2015-2016
(7.2) Reading/Vocabulary
Development. Students
understand new vocabulary
and use it when reading and
writing. Students are expected
to:
(A) determine the meaning of
grade-level academic English
words derived from Latin,
Greek, or other linguistic roots
and affixes; (​
Readiness​
)
(B) use context (within a
sentence and in larger sections
of text) to determine or clarify
the meaning of unfamiliar or
ambiguous words; (​
Readiness​
)
(C) complete analogies that
describe part to whole or whole
to part; (D) identify the
meaning of foreign words
commonly used in written
English with emphasis on Latin
and Greek words (e.g., habeas
corpus, e pluribus Unum, bona
fide, nemesis);
(E) Use a dictionary, a glossary,
or a thesaurus (printed or
electronic) to determine the
meanings, syllabication,
pronunciations, alternate word
choices, and parts of speech of
words. (​
Readiness​
)
(7.3) Reading/Comprehension
of Literary Text/Theme and
Genre. Students analyze, make
inferences and draw
conclusions about theme and
CISD 2015-2016
How do you use context clues to
determine the meaning of
unknown words?
-Use vocabulary words in writing
-Study vocabulary in context
What is the theme in literature?
How does setting affect your
ability to understand various
genres of literature?
Academic
Affix
Base word
Prefix Root
Suffix Ambiguous
Clarify
Dictionary
Glossary
Thesaurus
Syllabication
Pronunciation
-Word walls
Place word
parts up as you
teach them.
-Look for roots
and affixes
within reading
text
-Write using
vocabulary
words
-Learning
stations
Literature:
Various LIterature
-Dictionary
-Thesaurus
Fiction
Theme
Analyze
Literary work
-Dialectical
journal
-Short answer
responses using
Literature:
-Holt Literature: Unit 3, pg. 313 E-F
Various LIterature
Activities:
Activities:
http://www.educationworld.com/a_le
sson/lesson/lesson328.shtml
Websites:
genre in different cultural,
historical, and contemporary
contexts and provide evidence
from the text to support their
understanding. Students are
expected to:
(A) describe multiple themes in
a work of fiction; (​
Supporting​
)
(C) analyze how place and time
influence the theme or
message of a literary work.
(​
Supporting​
)
-Make thematic connections
across genres (fiction & poetry)
(7.6) Reading/Comprehension
of Literary Text/Fiction.
Students understand, make
inferences and draw
conclusions about the structure
and elements of fiction and
provide evidence from text to
support their understanding.
Students are expected to:
(A) explain the influence of the
setting on plot development;
(​
Readiness​
) (B) analyze the
development of the plot
through the internal and
external responses of the
characters, including their
motivations and conflicts;
(​
Readiness​
)
(C) analyze different forms of
point of view, including
first-person, third-person
omniscient, and third-person
limited. (​
Supporting​
)
What role do the literary
elements play within plot
development? Why is it important
to know each character’s
characteristics?
How does the conflict in a
selection move the plot to the
climax and resolution?
In discovering the layers of
meaning in literature, what role
do the literary elements play?
What role does the structure play
in conveying effective meaning?
CISD 2015-2016
Writing connection
Using text evidence, connect the
theme to the text.
-Compare fiction piece with
poetry
Plot
Exposition
Rising action
Climax
Falling action
Denouement
Setting
Internal response
External
response
Motivation
Conflict
Narrator
Point of view
First person POV
Third person POV
textual
evidence
-Short story
plot diagram
from textbook
Websites:
http://www.learner.org/interactives/st
ory/index.html
ELPS: 4J, 4k
Literature:
-Holt - Unit 1 pg. 34; pg. 66; pg.76; pg.
32; pg.234; pg. 322
Various literature
Activities:
http://www.scholastic.com/teachers/t
op_teaching/2011/02/helping-student
s-grasp-themes-in-literature
Websites:
http://www.learner.org/interactives/st
ory/index.html
(7.7) Reading/Comprehension
of Literary Text/Literary
Nonfiction. Students
understand, make inferences
and draw conclusions about the
varied structural patterns and
features of literary nonfiction
and provide evidence from text
to support their understanding.
Students are expected to
describe the structural and
substantive differences
between an autobiography or a
diary and a fictional adaptation
of it. (​
Supporting​
)
(7.8) Reading/Comprehension
of Literary Text/Sensory
Language. Students
understand, make inferences
and draw conclusions about
how an author's sensory
language creates imagery in
literary text and provide
evidence from text to support
their understanding.
Students are expected to
determine the figurative
meaning of phrases and
analyze how an author's use of
language creates imagery,
appeals to the senses, and
suggests mood. (​
Readiness)
(7.9) Reading/Comprehension
of Informational Text/Culture
and History. Students analyze,
make inferences and draw
conclusions about the author’s
CISD 2015-2016
How do autobiographies and
diaries differ from their fictional
adaptations?
-Compare/contrast life stories
focusing on autobiographies and
diaries as they relate to their
fictionalized stories
How does figurative language add
to the mood of the story?
Writing connection: Students can
write a paragraph to purposely
highlight figurative language
How do themes differ between
literary work and expository text?
-Read and connect across genres
for thematic connections
Structure
Substantive
Autobiography
Diary
Fictional
adaptation
Reading/Writin
g: HoltUnit 2-pg. 303
Figurative
meaning
Mood
Imagery
ELPS 4J
ELPS 4J, 4K
Literature:
-Biography and autobiography:
-Holt-Unit 7-pg .784
-Holt-Unit 8- pgs. 918-927
-Personal Essay: Holt-Unit 7- pg. 804
Activities:
-Write a memoir
Websites:
Literature:
Holt
Various Literature
Activities:
Websites:
http://www.internet4classrooms.com/
skill_builders/figurative_language_lang
uage_arts_seventh_7th_grade.htm
Theme
Purpose
Literary work
Expository text
ELPS 4J, 4K
Literature:
Holt
Activities:
purpose in cultural, historical,
and contemporary contexts and
provide evidence from the text
to support their understanding.
Students are expected to
explain the difference between
the theme of a literary work
and the author’s purpose in an
expository text. (​
Supporting​
)
(7.10) Reading/Comprehension
of Informational
Text/Expository Text. Students
analyze, make inferences, and
draw conclusions about
expository text and provide
evidence from text to support
their understanding. Students
are expected to:
(A) evaluate a summary of the
original text for accuracy of the
main ideas, supporting details,
and overall meaning;
(​
Readiness​
)
(B) Distinguish factual claims
from commonplace assertions
and opinions. (​
Readiness​
)
(C) use different organizational
patterns as guides for
summarizing and forming an
overview of different kinds of
expository text;
(D) Synthesize and make logical
connections between ideas
within a text and across two or
three text representing similar
or different genres, and
CISD 2015-2016
Websites:
https://www.teachingchannel.org/vide
os/teaching-themes
How are informational and
expository texts different?
-Expository text structures
Which of the following lines from
the article is an opinion?
Which of the following lines from
the article is a fact?
An opinion expressed in this
information is _____?
An assertion not based on facts in
this information is __?
What is an idea found in both
selections?
What is an idea found in these
two different newspaper articles
and a story on this topic?
Which sentence in ____ supports
the idea that _____?
Evaluate
Summary
Main idea
Supporting detail
Opinion
Judgment
Factual claim
Commonplace
assertion Opinion
Organizational
pattern
Organizational
structure
Overview
ELPS 4I, 4K, 1H,
4J
Pre-teach
vocabulary
Preview the
text
Model through
questioning,
predicting, and
summarizing
Literature:
-Holt-Unit 2- pgs. 216-223
-Holt-Unit 8-pg. 928
-Holt – Unit 8 pg. 918-941
Activities:
Holt Online
Websites:
http://www.readwritethink.org/
support those findings with
textual evidence. (​
Readiness​
)
(7.12) Reading/Comprehension
of Informational
Text/Procedural Texts.
Students understand how to
glean and use information in
procedural texts and
documents. Students are
expected to:
(B) explain the function of the
graphical components of a text.
(​
Supporting​
)
WRITING
TESTED TEKS
REVIEW
Review conventions
Practice through
revising and editing
CISD 2015-2016
Can student follow instructions
given procedural text?
Pictorial and written guides
Writing connection:
Write “how to” perform a task.
Write “how to” solve a problem.
Illustration
Caption
Italicized words
Multi-dimension
al
-Students
explain
procedures to
one another
-Student led
activities
Literature:
-Holt Literature Unit 8-pgs. 946-950
Activities:
-Instruction manuals
-Content area texts
Websites:
ELPS 4J, 4D, 4F
-Use writing process
-The Process of Composition
Prewrite
Draft
Revise
Edit
Structural Elements
-Introduction thesis
incorporation of topic sentence
use of commentary use of
evidence -Conclusion
Students should demonstrate
evidence of revision.
-Use revising and editing for
authentic practice
Assess contextually through
revising and editing
Students will construct pieces of
writing demonstrating mastery of
grade level conventions
-Writing boot
camp -Writing
rotations
-Skill
-based mini
lessons
Practice
brainstorming
prompts
Activities:
The Writing Academy
Block 8: The Great Write- A- Thon
Block 9: RED ZONE
Show exemplar
models and
have students
replicate
Activities:
-Holt Literature-for models
-Review writings from The Writing
Academy for mentor writing samples.
http://tea.texas.gov/student.assessm
ent/staar/writing/