ELA Curriculum Seventh Grade 2015
Unit 1: Expository: People Who Make a Difference
Essential
Supporting
Key Terms
Writing Focus
Question
Questions
How do
What is your
Explanatory/Informative
 Organization
writers
topic and
Structure
-SRSD format:
develop
purpose?
 Formatting
POW+TIDELL
topics
Structures
Pull apart the prompt
using
How do you use  Transitions
Organize your thoughts
relevant
transitions to
 Cohesion
Write and say more
facts,
create greater
 Conclusion
+
definitions cohesion and
 Task/Purpose
Topic introduction
quotations show the
 Revision Strategy Important information
and
relationship
 Edit
Detailed explanation
concrete
among the
 Publish
Ending
details?
ideas?
Links
 Credible
Language
Websites
How should you
 Hyperlink
~Suggested culminating
organize the
 Research
writing assignment:
contents so they
Source
(Freak the Mighty, “If I
convey the full
 Central
could stop one heart from
sense of this
Question
breaking,” The man in the
topic?
 Text Evidence
red bandanna video)

Analysis
-Create a writing
How do two or

Reflection,
assessment in which
more authors

Media
students must analyze a
writing about
Formats
theme across all three of
the same topic
 Sequence
these texts. It should
shape their
address the following
presentations?
standards: RI.7.1, RI.7.2,
RI.7.3, RI.7.9, W.7.4
ELA Focus Standards
Duration: Weeks 1-7 (completed by September 16)
Anchor Texts
 “Thank You Ma’am” by Langston Hughes
 “If I could stop one heart from breaking” by Emily Dickinson
Optional Texts
 Freak the Mighty (novel)
 “Names” by Billy Collins (poem) (textbook)
http://www.poetryfoundation.org/features/video/301
 “Our Generation” poem by student Jordan Nichols (online)
 “Seventh Grade” by Gary Soto (textbook)
Informational Texts
 http://espn.go.com/boston/collegefootball/story/_/id/11507101/man-red-bandanna-bostoncollege-honor-sept-11-hero-welles-crowther (The Man in
the Red Bandanna 9/11 Story)
 Jimmy Valvano’s speech
http://www.jimmyv.org/about-us/remembering-jim/jimmy-v-espyawards-speech/
 Stuart Scott Perseverance Acceptance Speech
http://espn.go.com/video/clip?id=11225895
Teacher Resources
 http://www.stopbullying.gov/kids/
 http://www.pacerteensagainstbullying.org/tab/
 http://www.rodmanphilbrick.com/teaching.html#freak
(Freak the Mighty teaching guide from the author)
 http://oodlesofteachingfun.blogspot.com/p/srsdresources.html
 achievethecore.org (texts and student writing samples)
 Mechanically Inclined by Jeff Anderson
 www.thinksrsd.com
Log in: tneducation
Password: fastestimproving
Student Objectives
ELA Curriculum Seventh Grade 2015

I can analyze an author’s words and determine multiple pieces of
textual evidence needed to both explicit and inferential
questions.
Cornerstone: Determine central ideas or themes of a text and
analyze their development; summarize the key supporting details
and ideas.

RL.7.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary.

Cornerstone: Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.

I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can determine key events over the course of the text that
contributes to the theme or central idea.
I can determine the theme of a text and analyze its development
over the course of the text.
I can determine the theme of a text and analyze its development
over the course of the text.
I can identify and explain how the elements of a story or drama
interact and affect one another.
I can determine how setting shapes the characters or plot.
Cornerstone: Read closely to determine what a text says explicitly
and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn
from the text.
Reading
RL.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.
RL.7.3 Analyze how specific elements of a story or drama
interact with and affect each other.



Cornerstone: Interpret words and phrases as they are used in a
text including textual, connotative, and figurative meanings and
analyze how specific word choices shape meaning or tone.

RL.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.




I can determine the meaning of words and phrases as they are
used in a text.
I can determine the figurative and connotative meanings of words
and phrases.
I can determine how a word or phrase’s meaning impacts the
overall tone.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
ELA Curriculum Seventh Grade 2015
Cornerstone: Analyze the structure of texts including how specific
sentences, paragraphs, and larger portions of a text (e.g., a
section, chapter, scene, or stanza) relate to each other and the
whole.



RL.7.5 Analyze the form or structure of a story, poem, or
drama, considering how text form or structure contributes
to its theme and meaning.
I can analyze a poem’s structure to determine how it contributes
to its meaning.
I can identify the structure of a sonnet.
I can compose an original sonnet following the correct structure
and format.
Cornerstone: Assess how point of view or purpose shapes the
content and style of a text.

RL.7.6 Analyze how an author establishes, conveys, and
contrasts the points of view of different characters or
narrators in a text.

Cornerstone: Integrate and evaluate content presented in diverse
formats and media including visually and quantitatively as well as
in words.

I can compare and contrast a written story to its audio and film
version to analyze the effects of techniques.


I can define textual evidence.
I can define inference and explain how a reader uses textual
evidence to reach a logical conclusion.
I can read closely and find answers explicitly in text and answers
that require an inference.
I can analyze an author’s words and determine multiple pieces of
textual evidence needed to support both explicit and inferential
answers.
I can determine how an author’s use of details conveys the
central idea in a text.
I can analyze how an author develops the points of view of
characters and narrators by revealing thoughts, feelings, actions,
and spoken words.
I can analyze how an author contrasts the points of view of
characters or narrators in a text.
RL.7.7 Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multi-media version,
analyzing the effects of techniques unique to each medium.
RI.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.


RI.7.2 Determine a central idea of a text and analyze its
development over the course of the text; provide an
objective summary.

ELA Curriculum Seventh Grade 2015


RI.7.3 Analyze the relationships and interactions among
individuals, events, and/or ideas in a text.

RI.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.



RI.7.5 Analyze the structure an author uses to organize a
text, including how the major sections contribute to the
whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a
text and analyze how an author distinguishes his or her
position from that of others.







RI.7.7 Compare and contrast a text to an audio, video, or
multimedia version of a text, analyzing each medium’s
portrayal of the subject.


I can analyze how a central idea is developed over the course of a
text.
I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can explain, analyze, and infer how interactions between
individuals, events, and /or ideas would be different if one of
these elements changes.
I can distinguish between connotative (literal) and figurative
language.
I can recognize the difference between denotative meanings (all
words have a dictionary definition) and connotative meanings
(some words carry feeling).
I can analyze why authors choose words and phrases (tone) to
create an overall meaning for the reader.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can explain how authors organize text and how the individual
parts of a text contribute to the overall development of ideas.
I can analyze how one section of a text contributes to the
meaning or central idea of the text.
I can define point of view and purpose as how the author feels
about the text and why he or she wrote the text.
I can determine an author’s point of view and explain his/her
purpose for writing the text.
I can analyze how an author distinguishes his/her position as
different from others by revealing his/her own thoughts, feelings,
actions, and/or spoken words.
I can compare and contrast a written text to its audio and film
version to analyze the effects of techniques.
I can explain how informational text is presented in formats (e.g.,
audio, video, multimedia) other than words.
ELA Curriculum Seventh Grade 2015
Cornerstone: Analyze how two or more texts address similar
themes or topics in order to build knowledge or to compare the
approaches an author takes.

I can analyze how various mediums (techniques) used in audio,
video, or multimedia versions of a text can add to or change the
way the subject is portrayed to an audience.

I can compare and contrast how two authors communicate the
same topic.
I can describe how one author’s interpretation of a topic can be
different from another author’s depending on the facts he/she
chooses to emphasize.

RI.7.9 Analyze how two or more authors writing about the
same topic shape their presentations of key information by
emphasizing different evidence or advancing an alternate
explanation of events.
Cornerstone: Read and comprehend complex literary and
informational text independently and proficiently.

I can use reading strategies (ask questions, make connections,
take notes, make inferences, visualize, re-read) to help me
understand difficult complex text.

I can select a topic and identify and gather relevant information
(facts, definitions, details, and quotations, examples) to share
with my audience.

I can present my information in a formal style that includes an
introduction that previews what is to follow, supporting details,
and transitions (to clarify and create cohesion when I move from
one idea to another).
RI.7.10 Read and comprehend a variety of literary nonfiction
throughout the grades 6-8 text complexity band proficiently,
with a gradual release of scaffolding at the high end as
needed.
Writing
Cornerstone: Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
W.7.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.7.2.a Introduce a topic clearly, using the introduction to
prepare the reader for what is to follow.
ELA Curriculum Seventh Grade 2015
W.7.2.b Organize ideas, concepts, and information using
effective strategies to create cohesion and aid in
comprehension.

I can organize ideas, concepts, and information by using effective
strategies to create cohesion and aid in comprehension.
W.7.2.c Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
examples.

I can develop my topic with by using facts, definitions, concrete
details, quotations or textual evidence, or other information and
examples.
W.7.2.d Thoroughly and accurately explain and elaborate on
the evidence provided, demonstrating a clear understanding
of the topic and the source material.

I can thoroughly and accurately explain and elaborate on the
evidence provided, demonstrating a clear understanding of the
topic and the source material.
W.7.2.e Craft an effective and relevant conclusion.

W.7.2.f Include formatting, graphics, and multimedia when
appropriate.

I can develop a logical conclusion that supports and provides
closure to the explanation presented.
I can include formatting, graphics, and multimedia in my writing
when appropriate.
W.7.2.g Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.

I can use transitions to clarify and create cohesion when I move
from one idea to another.
W.7.2.h Use precise language and domain-specific
vocabulary.

I can use academic vocabulary to enhance the credibility of my
writing.
W.7.2.i Use varied sentence structure to enhance meaning
and reader interest.

I can use a variety of sentences in my writing to enhance meaning
and reader interest.
W.7.2.j Establish and maintain a formal style.

I can establish and maintain a formal style.
Cornerstone: Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose,
and audience.

I can compose a clear and logical piece of writing that
demonstrates my understanding of a specific writing style.
W.7.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
ELA Curriculum Seventh Grade 2015
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
Cornerstone: Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach.


W.7.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have
been addressed. (Editing for conventions should
demonstrate command of Language standards 1–3 up to
and including grade 7.)

Cornerstone: Use technology including the internet to produce
and publish writing and to interact and collaborate with others.

W.7.6 Use technology, including the Internet, to produce
and publish writing and to collaborate with others; link to
and cite sources; type a complete product in a single sitting
as defined in W.1-3.
Cornerstone: Conduct short as well as more sustained research
projects based on focus questions demonstrating new
understanding of the subject under investigation.
W.7.7 Conduct research to answer a question, drawing on
multiple sources and generating additional related, focused
questions for further research and investigation.
Cornerstone: Integrate relevant and credible information from
multiple print and digital sources while avoiding plagiarism.







I can use prewriting strategies to formulate ideas.
I can apply revision strategies and edit my writing by checking for
errors in capitalization, punctuation, grammar, spelling, etc.
I can prepare multiple drafts using revisions and edits to develop
and strengthen my writing.
I can identify technology that will help me compose, edit, and
publish my writing.
I can choose credible websites on the Internet that will help me
compose, edit, and publish my writing.
I can create hyperlinks to sources and use technology (web-based
bibliography sites) to cite sources.
I can collaborate with peers, teachers, and other experts through
technology to enhance my writing.
I can focus my research around a central question that is provided
or determine my own research worthy question.
I can choose several sources to enhance the quality of my
research and provide strong support to answer my research
question.
I can create additional focused questions that relate to my
original topic to further investigate my research.
I can use search terms efficiently to gather credible information
needed to support my research.
ELA Curriculum Seventh Grade 2015
W.7.8 Integrate relevant and credible information from
print and digital sources; quote or paraphrase the data and
conclusions of others while avoiding plagiarism and
following a standard format for citation.




Cornerstone: Draw evidence form literary or informational text to
support analysis, reflection, and research.
W.7.9 Support interpretations, analyses, reflections, or
research with evidence found in literature or informational
texts, applying grade 7 standards for reading; assess
whether the evidence is relevant and sufficient to support
the claims.


I can define plagiarism.
I can determine when my research data or facts must be quoted
in my writing.
I can avoid plagiarism by paraphrasing and/or summarizing my
research findings.
I can follow a standard format for citation to create a bibliography
for credible sources that I paraphrased or quoted in my writing.
I can determine textual evidence that supports my analysis,
reflection, and/or research.
I can compose written responses and include textual evidence to
strengthen my analysis, reflection, and/or research.

I can write for a variety of reasons (to inform, to describe, to
persuade, to entertain/convey an experience).
Cornerstone: Prepare for and participate effectively in a range of
conversations and collaborations with varied partners building on
others’ ideas and expressing their own clearly and persuasively.

SL.7.1 Prepare for collaborative discussions on 7th grade
level topics and texts; engage effectively with varied
partners, building on others’ ideas and expressing their own
ideas clearly.

I can review and/or research the materials to be discussed and
determine key points and/or central ideas.
I can create questions and locate key textual evidence to
contribute to a discussion on the given topic, text, or issue.
I can define the roles and rules necessary for collaborative
discussion.
I can come prepared with key points and textual evidence to
contribute to a discussion.
Cornerstone: Write routinely over extended time frames
(time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Speaking & Listening
W.7.10 Write routinely over extended time frames and
shorter time frames for a range of discipline-specific tasks,
purposes, and audiences.


ELA Curriculum Seventh Grade 2015



Cornerstone: Integrate and evaluate information presented in
diverse media formats such as visual quantitative and oral format.

I can efficiently participate in a discussion by following the
assigned roles and contribute relevant input to drive the
discussion.
I can track the progress of a discussion by posing questions,
responding to questions, and elaborating on my own ideas of
others.
I can review the key ideas presented by others in a discussion and
integrate them with my own when warranted.
I can explain how the ideas found in media and formats clarify the
meaning of a topic, text, or issue.
Language
SL.7.2 Analyze the main ideas and supporting details
presented in diverse media formats; explain how this
clarifies a topic, text, or issue under study.
Cornerstone: Adapt speech to a variety of contents and
communicative tasks demonstrating command of formal English
when indicated or appropriate.

SL.7.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.

L.7.1 Demonstrate command of the conventions of standard
English grammar and usage.

L.7.1.a When reading or listening, explain the function of
phrases and clauses with effectively-placed modifiers.
L.7.1.b When writing or speaking, produce simple,
compound, and complex sentences with effectively-placed
modifiers.



I can identify various reasons for speaking (informational,
descriptive, formal, informal).
I can determine speaking tasks that will require a formal
structure.
I can compose a formal speech that demonstrates a command of
grade 7 Language standards.
I can define and identify misplaced modifiers (a word, phrase, or
clause that is placed too far away from the word it modifies) and
dangling modifiers (a word, phrase, or clause that modifies an
unintended or non-existent word because of its placement in a
sentence).
I can use phrases and clauses to enhance my writing and/or
speaking.
I can analyze the function of a variety of sentence structures and
implement multiple sentence structures into my writing.
ELA Curriculum Seventh Grade 2015


I can construct simple, compound, and complex sentences.
I can incorporate effectively-placed modifiers within my
sentences.
I can demonstrate command of the conventions of standard
English including capitalization, punctuation, and spelling.
I can determine and explain when adjectives are coordinate and
need to be separated by commas.
L.7.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling. When
reading or writing, explain the function of commas to
separate coordinate adjectives and use them correctly to do
so.

Cornerstone: Apply knowledge of language to understand
how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend
more fully when reading or listening.
L.7.3 When writing and speaking, choose precise language to
express ideas concisely.

I can use precise language to express ideas concisely.
Cornerstone: Determine or clarify the meaning of unknown or
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials as appropriate.


I can break down unknown words into units of meaning to infer
the definition of the word.
I can determine the meaning of a multiple-meaning word based
on the context.
L.7.4.a Use context as a clue to the meaning of a word or a
phrase.

I can infer the meaning of unknown words using context clues.
L.7.4.b Use common grade-appropriate morphological
elements as clues to the meaning of a word or a phrase.

I can recognize and define common Greek and Latin affixes and
roots.

L.7.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on 7th gradelevel text by choosing flexibly from a range of strategies.
ELA Curriculum Seventh Grade 2015
L.7.4.c Consult reference materials, both print and digital, to
find the pronunciation of a word or phrase.


I can verify my inferred meaning of an unknown word by
consulting general and specialized reference materials.
I can determine how a word’s meaning has changed over time.
L.7.4.d Use etymological patterns in spelling as clues to the
meaning of a word or phrase.
Cornerstone: Demonstrate understanding of figurative language,
word relationships, and nuances in word meaning.
L.7.5 When reading, listening, writing, and speaking, explain
the function of figurative language, word relationships, and
connotation/denotation and use them correctly and
effectively.
Cornerstone: Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for
reading, writing, speaking and listening at the post-secondary and
work-force level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
L.7.6 Acquire and accurately use grade-appropriate general
academic and domain-specific words and phrases; develop
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
 I can identify various forms of figurative language.
 I can distinguish between literal language and figures of speech (e.g.,
literary, biblical, and mythological allusions).
 I can recognize word relationships and use the relationships to further
understand multiple words (e.g., synonym/antonym, analogy).
 I can recognize the difference between denotative meanings and
connotative meanings.
 I can analyze how certain words and phrases that have similar
denotations (definitions) can have very different connotations
(associations) (e.g., refined, respectful, polite, diplomatic,
condescending).
 I can recognize the difference between general and academic words
and phrases and domain specific words and phrases.
 I can acquire and use grade-appropriate academic and domain specific
words/phrases to increase comprehension and expression.
ELA Curriculum Seventh Grade 2015
Essential
Question
How can a
writer
utilize
wellchosen,
relevant,
and
sufficient
evidence
from a
text to
support a
claim?
Supporting
Questions
Unit 2: Argumentative
Key Terms
 What happens or
is said in the
text?
 What pieces of
evidence
support your
inference as to
the explicit
meaning of the
text?
 What key idea
and theme does
the author
introduce and
develop
throughout the
text?
 What would the
opposing side’s
argument be?
 What revision
and editing
strategies could I
use to
strengthen my
writing?














Point of view,
Purpose/Audience
Position/argument,
Claim/counterclaim,
Fact, opinion,
interpretation
Relevant, irrelevant,
Textual evidence:
sufficient and
credible, analyze,
make logical
inferences
Cohesion
Theme: stated or
implied
Organizational
Structure,
Conclusion,
Revision strategies,
Editing
Phrase, Clause,
Sentence Structure,
Collaborate,
elaborate,
integrate,
accountable talk,
pertinent
Duration: Week 8-Week 16 (completed by November 20)
Writing Focus
Anchor Text
Argumentative
Informative/Explanatory
 Giver
The Giver Unit Plan
Optional Texts
*Use SRSD format for
argumentative writing
(POW+TREECLL)
 “The Reaping” from The Hunger Games, Suzanne Collins
 Excerpts from the following:
- 1984 by George Orwell
- Divergent by Veronica Roth
- Maze Runner by James Dashner
 “The Human Abstract,” William Blake (Poem)
 “ Harrison Bergeron” Kurt Vonnegut
 “The Road Not Taken,” Robert Frost (Poem)
 “Our Generation” poem by student Jordan Nichols
 “Sorry Wrong Number” Stephen King (if extra time
remains)
 “The Cask of Amontillado” Edgar Allen Poe (if extra time
remains)
Pull apart the prompt
Organize your thoughts
Write and say more
+
Thesis
Reasons
Evidence
Ending
Counterclaim
Links
Language
~Achieve the Core has
many texts and student
essay samples to teach
argumentative writing.
These will lend
themselves well with
teaching the
POW+TREECLL
mnemonic.
Informational Texts
 Lois Lowry Newbery Acceptance speech, 1994
 Preamble, Constitution of the United States
 http://www.britannica.com/EBchecked/topic/1710568/one
-child-policy
 http://www.bbc.co.uk/ethics/euthanasia/
 http://www.popsci.com/tags/genetic-engineering
Teacher Resources




http://kellygallagher.org/resources/articles.html
www.thinksrsd.com
Log in: tneducation
Password: fastestimproving
Mechanically Inclined by Jeff Anderson
If They Can Argue Well, They Can Write Well by Bill
McBride
ELA Curriculum Seventh Grade 2015
ELA Focus Standards
RL.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.
RL.7.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary.




Reading

RL.7.3 Analyze how specific elements of a story or drama
interact with and affect each other.


RL.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.
RL.7.5 Analyze the form or structure of a story, poem, or
drama, considering how text form or structure contributes
to its theme and meaning.
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Student Objectives
I can analyze an author’s words and determine multiple pieces of
textual evidence needed to both explicit and inferential
questions.
I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can determine key events over the course of the text that
contributes to the theme or central idea.
I can determine the theme of a text and analyze its development
over the course of the text.
I can determine the theme of a text and analyze its development
over the course of the text.
I can identify and explain how the elements of a story or drama
interact and affect one another.
I can determine how setting shapes the characters or plot.
I can determine the meaning of words and phrases as they are
used in a text.
I can determine the figurative and connotative meanings of words
and phrases.
I can determine how a word or phrase’s meaning impacts the
overall tone.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can analyze a poem’s structure to determine how it contributes
to its meaning.
I can identify the structure of a sonnet.
I can compose an original sonnet following the correct structure
and format.
ELA Curriculum Seventh Grade 2015
RL.7.6 Analyze how an author establishes, conveys, and
contrasts the points of view of different characters or
narrators in a text.
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RL.7.7 Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multi-media version,
analyzing the effects of techniques unique to each medium.

RI.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.
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RI.7.2 Determine a central idea of a text and analyze its
development over the course of the text; provide an
objective summary.
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RI.7.3 Analyze the relationships and interactions among
individuals, events, and/or ideas in a text.

RI.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.
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
I can analyze how an author develops the points of view of
characters and narrators by revealing thoughts, feelings, actions,
and spoken words.
I can analyze how an author contrasts the points of view of
characters or narrators in a text.
I can compare and contrast a written story to its audio and film
version to analyze the effects of techniques.
I can define textual evidence.
I can define inference and explain how a reader uses textual
evidence to reach a logical conclusion.
I can read closely and find answers explicitly in text and answers
that require an inference.
I can analyze an author’s words and determine multiple pieces of
textual evidence needed to support both explicit and inferential
answers.
I can determine how an author’s use of details conveys the
central idea in a text.
I can analyze how a central idea is developed over the course of a
text.
I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can explain, analyze, and infer how interactions between
individuals, events, and /or ideas would be different if one of
these elements changes.
I can distinguish between connotative (literal) and figurative
language.
I can recognize the difference between denotative meanings (all
words have a dictionary definition) and connotative meanings
(some words carry feeling).
ELA Curriculum Seventh Grade 2015

RI.7.5 Analyze the structure an author uses to organize a
text, including how the major sections contribute to the
whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a
text and analyze how an author distinguishes his or her
position from that of others.
RI.7.7 Compare and contrast a text to an audio, video, or
multimedia version of a text, analyzing each medium’s
portrayal of the subject.
Cornerstone: Delineate and evaluate the argument and specific
claims in a text including the validity of the reasoning as well as
the relevance and sufficiency of the evidence.
RI.7.8 Trace and evaluate the argument and specific claims
in a text, assessing whether the evidence is relevant and
sufficient to support the claims.
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I can analyze why authors choose words and phrases (tone) to
create an overall meaning for the reader.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can explain how authors organize text and how the individual
parts of a text contribute to the overall development of ideas.
I can analyze how one section of a text contributes to the
meaning or central idea of the text.
I can define point of view and purpose as how the author feels
about the text and why he or she wrote the text.
 I can determine an author’s point of view and explain his/her
purpose for writing the text.
 I can analyze how an author distinguishes his/her position as
different from others by revealing his/her own thoughts, feelings,
actions, and/or spoken words.
 I can compare and contrast a written text to its audio and film
version to analyze the effects of techniques.
 I can explain how informational text is presented in formats (e.g.,
audio, video, multimedia) other than words.
 I can analyze how various mediums (techniques) used in audio,
video, or multimedia versions of a text can add to or change the
way the subject is portrayed to an audience.
 I can identify the side of an argument an author presents in a text.
 I can identify claims that are supported by fact (s) and those that are
opinion (s).
 I can evaluate an argument using the evidence an author provides
and determine if the evidence provided is relevant and sufficient
enough to support the claim.
Writing
ELA Curriculum Seventh Grade 2015
RI.7.9 Analyze how two or more authors writing about the
same topic shape their presentations of key information by
emphasizing different evidence or advancing an alternate
explanation of events.
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RI.7.10 Read and comprehend a variety of literary nonfiction
throughout the grades 6-8 text complexity band proficiently,
with a gradual release of scaffolding at the high end as
needed.

I can use reading strategies (ask questions, make connections, take
notes, make inferences, visualize, re-read) to help me understand
difficult complex text.
Cornerstone: Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and
sufficient evidence.

I can write an argument to support claims with clear reasons and
relevant evidence.
I can introduce a claim.
I can support a claim with logical reasoning and relevant, sufficient
evidence.
I can utilize effective organizational strategies to organize the reasons
and evidence clearly and clarify the relationships among claims and
reasons.
I can determine the credibility of a source (who wrote it, when it was
written, and why it was written) and the accuracy of the details
presented in the source.
I can construct an effective and relevant conclusion that supports the
argument.
I can use precise language and content-specific vocabulary in my
writing.
I can use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
I can use a variety of sentence types to enhance meaning and reader
interest.
I can locate alternate/opposing claims in my argument.
W.7.1 Write arguments to support claims with clear reasons
and relevant evidence.
W.7.1.a Introduce claim(s).
W.7.1.b Support claim(s) with logical reasoning and relevant,
sufficient evidence; acknowledge alternate or opposing
claim(s).
W.7.1.c Organize the reasons and evidence clearly and
clarify the relationships among claim(s) and reasons.
W.7.1.d Use credible sources and demonstrate an
understanding of the topic or source material.
W.7.1.e Craft an effective and relevant conclusion that
supports the argument presented.
W.7.1.f Use precise language and content-specific
vocabulary.
W.7.1.g Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
W.7.1.h Use varied sentence structure to enhance meaning
and reader interest.
W.7.1.i Establish and maintain a formal style.
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I can compare and contrast how two authors communicate the same
topic.
I can describe how one author’s interpretation of a topic can be
different from another author’s depending on the facts he/she
chooses to emphasize.
ELA Curriculum Seventh Grade 2015

W.7.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.7.2.a Introduce a topic clearly, using the introduction to
prepare the reader for what is to follow.
W.7.2.b Organize ideas, concepts, and information using
effective strategies to create cohesion and aid in
comprehension.
W.7.2.c Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
examples.
W.7.2.d Thoroughly and accurately explain and elaborate on
the evidence provided, demonstrating a clear understanding
of the topic and the source material.
W.7.2.e Craft an effective and relevant conclusion.
W.7.2.f Include formatting, graphics, and multimedia when
appropriate.
W.7.2.g Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
W.7.2.h Use precise language and domain-specific
vocabulary.
W.7.2.i Use varied sentence structure to enhance meaning
and reader interest.
W.7.2.j Establish and maintain a formal style.
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W.7.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)

I can present my argument in a formal style that included and
introduction, supporting details with transitions, and provide a
concluding statement/section that supports my argument.
I can select a topic and identify and gather relevant information
(facts, definitions, details, and quotations, examples) to share with
my audience.
I can present my information in a formal style that includes an
introduction that previews what is to follow, supporting details, and
transitions (to clarify and create cohesion when I move from one idea
to another).
I can organize ideas, concepts, and information by using effective
strategies to create cohesion and aid in comprehension.
I can develop my topic with by using facts, definitions, concrete
details, quotations or textual evidence, or other information and
examples.
I can thoroughly and accurately explain and elaborate on the
evidence provided, demonstrating a clear understanding of the topic
and the source material.
I can develop a logical conclusion that supports and provides closure
to the explanation presented.
I can include formatting, graphics, and multimedia in my writing
when appropriate.
I can use transitions to clarify and create cohesion when I move from
one idea to another.
I can use academic vocabulary to enhance the credibility of my
writing.
I can use a variety of sentences in my writing to enhance meaning
and reader interest.
I can establish and maintain a formal style.
I can compose a clear and logical piece of writing that demonstrates
my understanding of a specific writing style.
ELA Curriculum Seventh Grade 2015
W.7.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have
been addressed. (Editing for conventions should
demonstrate command of Language standards 1–3 up to
and including grade 7.)

W.7.6 Use technology, including the Internet, to produce
and publish writing and to collaborate with others; type a
complete product in a single sitting as defined in W.1-3.

W.7.7 Conduct research to answer a question, drawing on
multiple sources and generating additional related, focused
questions for further research and investigation.

W.7.8 Integrate relevant and credible information from print
and digital sources; quote or paraphrase the data and
conclusions of others while avoiding plagiarism and
following a standard format for citation.
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W.7.9 Support interpretations, analyses, reflections, or
research with evidence found in literature or informational
texts, applying grade 7 standards for reading; assess
whether the evidence is relevant and sufficient to support
the claims.

W.7.10 Write routinely over extended time frames and
shorter time frames for a range of discipline-specific tasks,
purposes, and audiences.

I can use prewriting strategies to formulate ideas (e.g. graphic
organizers, brainstorming, lists).
I can apply revision strategies and edit my writing by checking for
errors in capitalization, punctuation, grammar, spelling, etc.,
I can prepare multiple drafts using revisions and edits to develop and
strengthen my writing.
I can identify technology (e.g., Word, Publisher, PowerPoint) that will
help me compose, edit, and publish my writing.
I can collaborate with peers, teachers, and other experts through
technology to enhance my writing.
I can analyze the information found in my sources and determine if it
provides enough support to answer my question.
I can create additional focused questions that relate to my original
topic to further investigate my research.
I can determine the credibility and accuracy of a source by reviewing
who wrote it, when it was written, and why it was written.
I can avoid plagiarism by paraphrasing (putting in my own words)
and/or summarizing my research findings.
I can follow a standard format for citation to create a bibliography for
sources that I paraphrased or quoted in my writing.
I can determine textual evidence that supports my interpretation,
analysis, reflection, and/or research.
I can recognize that different writing tasks (e.g., journal reflection,
research) require varied time frames to complete.
ELA Curriculum Seventh Grade 2015
SL.7.1 Prepare for collaborative discussions on 7th grade
level topics and texts; engage effectively with varied
partners, building on others’ ideas and expressing their own
ideas clearly.
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Speaking & Listening
SL.7.2 Analyze the main ideas and supporting details
presented in diverse media formats; explain how this
clarifies a topic, text, or issue under study.

I can review and/or research the materials to be discussed and
determine key points and/or central ideas.
I can create questions and locate key textual evidence to
contribute to a discussion on the given topic, text, or issue.
I can define the roles and rules necessary for collaborative
discussion.
I can come prepared with key points and textual evidence to
contribute to a discussion.
I can efficiently participate in a discussion by following the
assigned roles and contribute relevant input to drive the
discussion.
I can track the progress of a discussion by posing questions,
responding to questions, and elaborating on my own ideas of
others.
I can review the key ideas presented by others in a discussion and
integrate them with my own when warranted.
I can explain how the ideas found in media and formats clarify the
meaning of a topic, text, or issue.
ELA Curriculum Seventh Grade 2015
Cornerstone: Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
SL.7.3 Explain a speaker’s argument and specific claims,
focusing on whether the reasoning is sound, relevant, and
sufficient.
Cornerstone: Present information, findings, and supporting
evidence such that listeners can follow the line of reasoning; the
organization, development, and style are appropriate to task,
purpose, and audience.
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I can identify claims that are supported by fact(s) and those that are
opinions(s).
I can determine if a speaker has provided enough relevant evidence
to support his/her claim or argument.
I can support my claims and/or findings with pertinent descriptions,
facts, details, and examples that support the maid idea or theme.
I can present my information in a logical sequence using appropriate
eye contact, adequate volume, and clear pronunciation.
SL.7.4 Present claims and findings, emphasizing salient
points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate
eye contact, adequate volume, and clear pronunciation.
Cornerstone: Make strategic use of digital media and visual
displays of data to express information and enhance
understanding of presentation.

I can clarify information using the appropriate media component or
visual display.
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I can identify various reasons for speaking (informational, descriptive,
formal, and informal).
I can determine speaking tasks that will require a formal structure.
I can compose a formal speech that demonstrates a command of
grade 7 Language standards.
SL.7.5 Include multimedia components and visual displays in
presentations to clarify claims and findings and to emphasize
major points.
SL.7.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.
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ELA Curriculum Seventh Grade 2015
L.7.1 Demonstrate command of the conventions of standard
English grammar and usage.
Language
L.7.1.a When reading or listening, explain the function of
phrases and clauses with effectively-placed modifiers.
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I can define and identify misplaced modifiers (a word, phrase, or
clause that is placed too far away from the word it modifies) and
dangling modifiers (a word, phrase, or clause that modifies an
unintended or non-existent word because of its placement in a
sentence).
I can use phrases and clauses to enhance my writing and/or
speaking.
I can analyze the function of a variety of sentence structures and
implement multiple sentence structures into my writing.
I can construct simple, compound, and complex sentences.
I can incorporate effectively-placed modifiers within my
sentences.
I can demonstrate command of the conventions of standard
English including capitalization, punctuation, and spelling.
I can determine and explain when adjectives are coordinate and
need to be separated by commas.
L.7.1.b When writing or speaking, produce simple,
compound, and complex sentences with effectively-placed
modifiers.

L.7.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling. When
reading or writing, explain the function of commas to
separate coordinate adjectives and use them correctly to do
so.

L.7.3 When writing and speaking, choose precise language to
express ideas concisely.

I can use precise language to express ideas concisely.
L.7.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on 7th gradelevel text by choosing flexibly from a range of strategies.
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I can break down unknown words into units of meaning to infer
the definition of the word.
I can determine the meaning of a multiple-meaning word based
on the context.
L.7.4.a Use context as a clue to the meaning of a word or a
phrase.

I can infer the meaning of unknown words using context clues.
L.7.4.b Use common grade-appropriate morphological
elements as clues to the meaning of a word or a phrase.

I can recognize and define common Greek and Latin affixes and
roots.
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ELA Curriculum Seventh Grade 2015
L.7.4.c Consult reference materials, both print and digital, to
find the pronunciation of a word or phrase.
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I can verify my inferred meaning of an unknown word by
consulting general and specialized reference materials.
I can determine how a word’s meaning has changed over time.
L.7.4.d Use etymological patterns in spelling as clues to the
meaning of a word or phrase.
L.7.5 When reading, listening, writing, and speaking, explain
the function of figurative language, word relationships, and
connotation/denotation and use them correctly and
effectively.
L.7.6 Acquire and accurately use grade-appropriate general
academic and domain-specific words and phrases; develop
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
 I can identify various forms of figurative language.
 I can distinguish between literal language and figures of speech (e.g.,
literary, biblical, and mythological allusions).
 I can recognize word relationships and use the relationships to further
understand multiple words (e.g., synonym/antonym, analogy).
 I can recognize the difference between denotative meanings and
connotative meanings.
 I can analyze how certain words and phrases that have similar
denotations (definitions) can have very different connotations
(associations) (e.g., refined, respectful, polite, diplomatic,
condescending).
 I can recognize the difference between general and academic words
and phrases and domain specific words and phrases.
 I can acquire and use grade-appropriate academic and domain specific
words/phrases to increase comprehension and expression.
ELA Curriculum Seventh Grade 2015
Essential Question
How do authors
develop
contrasting points
of
view/perspectives?
Supporting
Questions
How do
setting and
characters
influence
drama?
How do
authors use
characters
and setting
to develop
theme and
influence
society?
How does
an author’s
experiences
help shape
his or her
writing?
How does
an author
fictionalize
a historical
time
period?
Unit 3: Drama
Key Terms
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Media
Publish
Dialogue
Technology
Stage directions
Theme
Tone
Irony
Drama
Narrator
Evaluate/analyze
characters
Symbolism
Flashback
Foreshadowing
Portrayal
Relevant evidence
Credible source
Style
Supporting
evidence
Writing Focus
Duration: Week 17-26 (completed by January 29)
Anchor Texts
Informative/Explanatory  A Christmas Carol Charles Dickens
Narrative
 A Christmas Carol
 As You Like It
-SRSD method of
http://achievethecore.org/search?q=as+you+like+it
informative writing
Optional Texts
POW+TIDELL using the
 “The Night Before Christmas” Clement Clark Moore
As You Like It
 The Grinch Dr. Seuss
assessment tool from
Informational Texts
the Achieve the Core
 “History of Christmas” from BBC
website.
 “Study: Experiences Make Us Happier Than
Pull apart the prompt
Possessions” from CNNHealth.com, Elizabeth
Organize your thoughts
Landau
Write and say more
 “Do Experiences or Material Goods Make Us
+
Happier? From Science Daily
Topic introduction
 “The Eighth Tuesday We Talk About Money”
Important information
from Tuesdays with Morrie, Mitch Albom
Detailed explanation
 Charles Dickens: Six Things He Gave the
Ending
Modern World” from BBC News, Alex Hudson.
Links
Teacher Notes and Resources
Language
 A Christmas Carol should be finished by the
time you leave for Christmas break.
www.thinksrsd.com
 Teacher should review POW+TIDELL
Log in: tneducation
informative writing method. You may use the
Password:
As You Like It guided assessment or any other
fastestimproving
drama-based text and assessment.
http://achievethecore.org/search?q=as+you+like+it

Mechanically Inclined by Jeff Anderson
ELA Curriculum Seventh Grade 2015
ELA Focus Standards
RL.7.1 Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences
drawn from the text.
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RL.7.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary.
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Reading
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
RL.7.3 Analyze how specific elements of a story or drama
interact with and affect each other.
RL.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.


Student Objectives
I can define textual evidence.
I can define inference and explain how a reader uses textual evidence
to reach a logical conclusion.
I can read closely and find answers explicitly in text and answers that
require an inference.
I can analyze an author’s words and determine multiple pieces of
textual evidence needed to support both explicit and inferential
answers.
I can determine the theme of a text and analyze its development over
the course of the text.
I can compose an objective summary stating the key points of the text
without adding my own opinion or feelings.
I can determine key events over the course of the text that contribute
to the theme or central idea.
I can determine the theme of a text and analyze its development over
the course of the text.
I can determine how setting shapes the characters or plot.
I can identify and explain how the elements of a story or drama
interact and affect one another.
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RL.7.5 Analyze the form or structure of a story, poem, or
drama, considering how text form or structure contributes
to its theme and meaning.


I can determine the meaning of words and phrases as they are
used in a text.
I can determine the figurative and connotative meanings of words
and phrases.
I can determine how a word or phrase’s meaning impacts the
overall tone.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can analyze a poem’s structure to determine how it contributes
to its meaning.
I can identify the structure of a sonnet.
ELA Curriculum Seventh Grade 2015

RL.7.6 Analyze how an author establishes, conveys, and
contrasts the points of view of different characters or
narrators in a text.


RL.7.7 Compare and contrast a written story, drama, or
poem to its audio, filmed, staged, or multi-media version,
analyzing the effects of techniques unique to each medium.

RL.7.9 Compare and contrast an historical account with a
fictional portrayal of the same time, place, or character.

RI.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.


RI.7.2 Determine a central idea of a text and analyze its
development over the course of the text; provide an
objective summary.
RI.7.3 Analyze the relationships and interactions among
individuals, events, and/or ideas in a text.
I can compose an original sonnet following the correct structure
and format.
I can analyze how an author develops the points of view of
characters and narrators by revealing thoughts, feelings, actions,
and spoken words.
I can analyze how an author contrasts the points of view of
characters or narrators in a text.
I can compare and contrast a written story to its audio and film
version to analyze the effects of techniques.
I can compare and contrast an historical account with a fictional
portrayal of the same time, place, or character.
I can define textual evidence.
I can define inference and explain how a reader uses textual
evidence to reach a logical conclusion.
 I can read closely and find answers explicitly in text and answers
that require an inference.
 I can analyze an author’s words and determine multiple pieces of
textual evidence needed to support both explicit and inferential
answers.
 I can determine how an author’s use of details conveys the
central idea in a text.
 I can analyze how a central idea is developed over the course of a
text.
 I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
 I can explain, analyze, and infer how interactions between individuals,
events, and /or ideas would be different if one of these elements
changes.
ELA Curriculum Seventh Grade 2015

RI.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.

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RI.7.5 Analyze the structure an author uses to organize a
text, including how the major sections contribute to the
whole and to the development of the ideas.


Writing
RI.7.6 Determine an author’s point of view or purpose in a
text and analyze how an author distinguishes his or her
position from that of others.
RI.7.9 Analyze how two or more authors writing about the
same topic shape their presentations of key information by
emphasizing different evidence or advancing different
interpretations of facts

W.7.1 Write arguments to support claims with clear reasons
and relevant evidence.
W.7.1.a Introduce claim(s).
W.7.1.b Support claim(s) with logical reasoning and relevant,
sufficient evidence; acknowledge alternate or opposing
claim(s).
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I can distinguish between connotative (literal) and figurative
language.
I can recognize the difference between denotative meanings (all
words have a dictionary definition) and connotative meanings
(some words carry feeling).
I can analyze why authors choose words and phrases (tone) to
create an overall meaning for the reader.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can explain how authors organize text and how the individual
parts of a text contribute to the overall development of ideas.
I can analyze how one section of a text contributes to the
meaning or central idea of the text.
I can define point of view and purpose as how the author feels
about the text and why he or she wrote the text.
 I can determine an author’s point of view and explain his/her
purpose for writing the text.
 I can analyze how an author distinguishes his/her position as
different from others by revealing his/her own thoughts, feelings,
actions, and/or spoken words.
I can compare and contrast how two authors communicate the same
topic.
I can describe how one author’s interpretation of a topic can be
different from another author’s depending on the facts he/she
chooses to emphasize.
I can write an argument to support claims with clear reasons and
relevant evidence.
I can introduce a claim.
I can support a claim with logical reasoning and relevant, sufficient
evidence.
ELA Curriculum Seventh Grade 2015
W.7.1.c Organize the reasons and evidence clearly and
clarify the relationships among claim(s) and reasons.
W.7.1.d Use credible sources and demonstrate an
understanding of the topic or source material.
W.7.1.e Craft an effective and relevant conclusion that
supports the argument presented.
W.7.1.f Use precise language and content-specific
vocabulary.
W.7.1.g Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
W.7.1.h Use varied sentence structure to enhance meaning
and reader interest.
W.7.1.i Establish and maintain a formal style.
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W.7.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.7.2.a Introduce a topic clearly, using the introduction to
prepare the reader for what is to follow.
W.7.2.b Organize ideas, concepts, and information using
effective strategies to create cohesion and aid in
comprehension.
W.7.2.c Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
examples.
W.7.2.d Thoroughly and accurately explain and elaborate on
the evidence provided, demonstrating a clear understanding
of the topic and the source material.
W.7.2.e Craft an effective and relevant conclusion.
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I can utilize effective organizational strategies to organize the reasons
and evidence clearly and clarify the relationships among claims and
reasons.
I can determine the credibility of a source (who wrote it, when it was
written, and why it was written) and the accuracy of the details
presented in the source.
I can construct an effective and relevant conclusion that supports the
argument.
I can use precise language and content-specific vocabulary in my
writing.
I can use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
I can use a variety of sentence types to enhance meaning and reader
interest.
I can locate alternate/opposing claims in my argument.
I can present my argument in a formal style that included and
introduction, supporting details with transitions, and provide a
concluding statement/section that supports my argument.
I can select a topic and identify and gather relevant information
(facts, definitions, details, and quotations, examples) to share with
my audience.
I can present my information in a formal style that includes an
introduction that previews what is to follow, supporting details, and
transitions (to clarify and create cohesion when I move from one idea
to another).
I can organize ideas, concepts, and information by using effective
strategies to create cohesion and aid in comprehension.
I can develop my topic with by using facts, definitions, concrete
details, quotations or textual evidence, or other information and
examples.
I can thoroughly and accurately explain and elaborate on the
evidence provided, demonstrating a clear understanding of the topic
and the source material.
ELA Curriculum Seventh Grade 2015
W.7.2.f Include formatting, graphics, and multimedia when
appropriate.
W.7.2.g Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.
W.7.2.h Use precise language and domain-specific
vocabulary.
W.7.2.i Use varied sentence structure to enhance meaning
and reader interest.
W.7.2.j Establish and maintain a formal style.
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Cornerstone: Write narratives to develop real or imagined
experiences or events using effective techniques, well-chosen
details, and well-structured even sequences.
W.7.3 Write narratives (fiction and nonfiction) to develop
real or imagined experiences or events using effective
techniques, relevant descriptive details, and well-structured
event sequences.
W.7.3.a Engage and orient the reader by establishing a
context and point of view and introducing a narrator and/or
participants/characters.
W.7.3.b Organize an event sequence that unfolds naturally
and logically.
W.7.3.c Create a smooth progression of experiences or
events.
W.7.3.d Use narrative techniques, such as dialogue, pacing,
and description when appropriate, to develop experiences,
events, and/or characters.
W.7.3.e Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts, and show the
relationships among experiences and events.
W.7.3.f Craft an effective and relevant conclusion that
reflects on the narrated experiences or events.
I can develop a logical conclusion that supports and provides closure
to the explanation presented.
I can include formatting, graphics, and multimedia in my writing
when appropriate.
I can use transitions to clarify and create cohesion when I move from
one idea to another.
I can use academic vocabulary to enhance the credibility of my
writing.
I can use a variety of sentences in my writing to enhance meaning
and reader interest.
I can establish and maintain a formal style.
 I can write a narrative that describes a real or imagined
experience using relevant textual details.
 I can define narrative and describe the basic parts of plot.
 I can engage the reader by introducing the narrator, characters,
setting, and the conflict that begins the rising action.
 I can use descriptive words and phrases that appeal to the sense,
capture the action, and help my reader understand the
experiences and events.
 I can signal changes in time and place by using transition words,
phrases, and clauses.
 I can write a logical conclusion that reflects on the
experiences/events and provides a sense of closure.
ELA Curriculum Seventh Grade 2015
W.7.3.g Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and
events.
W.7.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
 I can compose a clear and logical piece of writing that demonstrates
W.7.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have
been addressed. (Editing for conventions should
demonstrate command of Language standards 1–3 up to
and including grade 7.)

W.7.6 Use technology, including the Internet, to produce
and publish writing and to collaborate with others; type a
complete product in a single sitting as defined in W.1-3.
 I can identify technology that will help compose, edit, and publish
writing.
 I can choose credible websites on the Internet that will help me
compose, edit, and publish my writing.
 I can create hyperlinks to sources and use technology (web-based
bibliography sites) to cite sources.
 I can collaborate with peers, teachers, and other experts through
technology to enhance my writing.
 I can focus my research around a central question that is provided or
determine my own research worthy question.
 I can choose several sources to enhance the quality of my research
and provide strong support to answer my research question.
 I can create additional focused questions that relate to my original
topic to further investigate my research.
 I can use search terms efficiently to gather information needed to
support my research.
W.7.7 Conduct research to answer a question, drawing on
multiple sources and generating additional related, focused
questions for further research and investigation.
W.7.8 Integrate relevant and credible information from
print and digital sources; quote or paraphrase the data and
my understanding of a specific writing style.
I can use prewriting strategies to formulate ideas (e.g. graphic
organizers, brainstorming, lists).
 I can apply revision strategies and edit my writing by checking for
errors in capitalization, punctuation, grammar, spelling, etc.,
 I can prepare multiple drafts using revisions and edits to develop and
strengthen my writing.
ELA Curriculum Seventh Grade 2015
conclusions of others while avoiding plagiarism and
following a standard format for citation.
W.7.9 Support interpretations, analyses, reflections, or
research with evidence found in literature or informational
texts, applying grade 7 standards for reading; assess
whether the evidence is relevant and sufficient to support
the claims.
W.7.10 Write routinely over extended time frames and
shorter time frames for a range of discipline-specific tasks,
purposes, and audiences.
Speaking & Listening
SL.7.1 Prepare for collaborative discussions on 7th grade
level topics and texts; engage effectively with varied
partners, building on others’ ideas and expressing their own
ideas clearly.
 I can define plagiarism.
 I can determine when my research data or facts must be quoted in
writing.
 I can avoid plagiarism by paraphrasing and/or summarizing research
findings.
 I can follow a standard format for citation to create a bibliography for
sources that I paraphrased or quoted in my writing.
 I can determine textual evidence that supports my analysis, reflection,
and/or research.
 I can compose written responses and include textual evidence to
strengthen my analysis, reflection, and/or research.
 I can write for a variety of reasons (to inform, to describe, to
persuade, to entertain/convey an experience).
 I can recognize that different writing tasks (e.g., journal reflection,
research) require varied time frames to complete.
 I can review and/or research the materials to be discussed and
determine key points and/or central ideas.
 I can create questions and locate key textual evidence to
contribute to a discussion on the given topic, text, or issue.
 I can define the roles and rules necessary for collaborative
discussion.
 I can come prepared with key points and textual evidence to
contribute to a discussion.
 I can efficiently participate in a discussion by following the
assigned roles and contribute relevant input to drive the
discussion.
 I can track the progress of a discussion by posing questions,
responding to questions, and elaborating on my own ideas of
others.
 I can review the key ideas presented by others in a discussion and
integrate them with my own when warranted.
ELA Curriculum Seventh Grade 2015
SL.7.2 Analyze the main ideas and supporting details
presented in diverse media formats; explain how this
clarifies a topic, text, or issue under study.
 I can explain how the ideas found in media and formats clarify the
SL.7.6 Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated
or appropriate.

L.7.1 Demonstrate command of the conventions of standard
English grammar and usage.
L.7.1.a When reading or listening, explain the function of
phrases and clauses with effectively-placed modifiers.
Language
L.7.1.b When writing or speaking, produce simple,
compound, and complex sentences with effectively-placed
modifiers.
L.7.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling. When
reading or writing, explain the function of commas to
separate coordinate adjectives and use them correctly to do
so.
L.7.3 When writing and speaking, choose precise language to
express ideas concisely.
L.7.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on 7th gradelevel text by choosing flexibly from a range of strategies.
meaning of a topic, text, or issue.
I can identify various reasons for speaking (informational, descriptive,
formal, and informal).
 I can determine speaking tasks that will require a formal structure.
 I can compose a formal speech that demonstrates a command of
grade 7 Language standards.
 I can define and identify misplaced modifiers (a word, phrase, or
clause that is placed too far away from the word it modifies) and
dangling modifiers (a word, phrase, or clause that modifies an
unintended or non-existent word because of its placement in a
sentence).
 I can use phrases and clauses to enhance my writing and/or
speaking.
 I can analyze the function of a variety of sentence structures and
implement multiple sentence structures into my writing.
 I can construct simple, compound, and complex sentences.
 I can incorporate effectively-placed modifiers within my
sentences.
 I can demonstrate command of the conventions of standard
English including capitalization, punctuation, and spelling.
 I can determine and explain when adjectives are coordinate and
need to be separated by commas.
 I can use precise language to express ideas concisely.

I can break down unknown words into units of meaning to infer
the definition of the word.
ELA Curriculum Seventh Grade 2015

L.7.4.a Use context as a clue to the meaning of a word or a
phrase.
I can determine the meaning of a multiple-meaning word based
on the context.
 I can infer the meaning of unknown words using context clues.
L.7.4.b Use common grade-appropriate morphological
elements as clues to the meaning of a word or a phrase.
 I can recognize and define common Greek and Latin affixes and roots.
L.7.4.c Consult reference materials, both print and digital, to
find the pronunciation of a word or phrase.
 I can determine how a word’s meaning has changed over time.
 I can verify my inferred meaning of an unknown word by consulting
general and specialized reference materials.
L.7.4.d Use etymological patterns in spelling as clues to the
meaning of a word or phrase.
L.7.5 When reading, listening, writing, and speaking, explain
the function of figurative language, word relationships, and
connotation/denotation and use them correctly and
effectively.
L.7.6 Acquire and accurately use grade-appropriate general
academic and domain-specific words and phrases; develop
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
 I can identify various forms of figurative language.
 I can distinguish between literal language and figures of speech (e.g.,
literary, biblical, and mythological allusions).
 I can recognize word relationships and use the relationships to further
understand multiple words (e.g., synonym/antonym, analogy).
 I can recognize the difference between denotative meanings and
connotative meanings.
 I can analyze how certain words and phrases that have similar
denotations (definitions) can have very different connotations
(associations) (e.g., refined, respectful, polite, diplomatic,
condescending).
 I can recognize the difference between general and academic words
and phrases and domain specific words and phrases.
 I can acquire and use grade-appropriate academic and domain specific
words/phrases to increase comprehension and expression.
ELA Curriculum Seventh Grade 2015
ELA Curriculum Seventh Grade 2015
Essential
Question
What
methods and
techniques do
poets use to
communicate
ideas?
What are
short stories,
who writes
them, and
why do they
matter?
How does
word choice
impact the
meaning and
tone of a
text?
Unit 4: Poetry and Short Stories
Supporting
Key Terms
Questions
How do authors
 Stanza
use poetic devices  Sonnet
to engage their
 Sound devices:
audiences?
Rhyme scheme
Alliteration
How does a good
Assonance
reader
Onomatopoeia
analyze/interpret a
Repetition
poem?
Imagery
 Figurative
How does poetry
language:
help reveal things
symbolism,
we might not
metaphor,
otherwise
hyperbole, simile,
recognize?
pun, idiom,
personification
How do we use
 Inferences
literary elements
 Mood
to tell stories?
 Tone
 Point of view
 Theme: stated or
implied
 Speaker
 Conflict
 Limerick
 Foreshadowing
 Suspense
 Flashback
 Story Elements
Writing Focus
Informative/
Explanatory
Narrative
~Teachers can use
the TN CORE
Happiness unit in
conjunction with this
unit. The happiness
unit includes”
“Seventh Grade,”
“The Chase,”
“Happiness,” and
“Two Kinds.” It also
includes a
culminating writing
assignment with two
new texts.
Duration: Week 27-Week 34 (completed by March 24)
Anchor Texts
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“Jabberwocky” by Lewis Carroll
“Sarah Cynthia Sylvia Stout” by Shel Silverstein
“Annabel Lee” by Edgar Allen Poe
“The Sonnet-ballad” by Gwendolyn Brooks
“How Do I Love Thee?” (Sonnet 43) by Elizabeth Barrett
Browning
 “Rikki-tikki-tavi” by Rudyard Kipling
 “Charles” by Shirley Jackson
 “Dark They Were, and Golden-Eyed” by Ray Bradbury
*You must choose at least ONE of these texts.
Optional Texts
 “Oranges” by Gary Soto
 “The Chase” by Annie Dillard
 “Happiness” by Yusef Komunyakaa (TN CORE Happiness Unit)
Informational Texts
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
“Exploring the Titanic” by Robert D. Ballard (textbook)
www.nationalgeographic.com
http://animals.nationalgeographic.com/animals/mammals/
mongoose
http://animals.nationalgeographic.com/animals/reptiles/kin
g-cobra
http://animals.nationalgeographic.com/video/cobra-vsmongoose
Teacher Resources



http://www.heinemann.com/shared/onlineresources/e0271
0/introduction.pdf
http://www.ket.org/education/guides/pd/teachingtheshorts
tory.pdf (teaching short stories)
http://www.poets.org/poetsorg/poem/sonnet-ballad
http://www.poets.org/poetsorg/poem/how-do-i-love-theesonnet-43
ELA Curriculum Seventh Grade 2015
ELA Focus Standards
RI.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.
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RI.7.2 Determine a central idea of a text and analyze its
development over the course of the text; provide an
objective summary.
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
RI.7.3 Analyze the relationships and interactions among
individuals, events, and/or ideas in a text.

RI.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.



RI.7.5 Analyze the structure an author uses to organize a
text, including how the major sections contribute to the
whole and to the development of the ideas.

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
I Can Statements
I can define textual evidence.
I can define inference and explain how a reader uses textual
evidence to reach a logical conclusion.
I can read closely and find answers explicitly in text and answers
that require an inference.
I can analyze an author’s words and determine multiple pieces of
textual evidence needed to support both explicit and inferential
answers.
I can determine how an author’s use of details conveys the
central idea in a text.
I can analyze how a central idea is developed over the course of a
text.
I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can explain, analyze, and infer how interactions between
individuals, events, and /or ideas would be different if one of
these elements changes.
I can distinguish between connotative (literal) and figurative
language.
I can recognize the difference between denotative meanings (all
words have a dictionary definition) and connotative meanings
(some words carry feeling).
I can analyze why authors choose words and phrases (tone) to
create an overall meaning for the reader.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can explain how authors organize text and how the individual
parts of a text contribute to the overall development of ideas.
I can analyze how one section of a text contributes to the
meaning or central idea of the text.
ELA Curriculum Seventh Grade 2015
RI.7.6 Determine an author’s point of view or purpose in a
text and analyze how an author distinguishes his or her
position from that of others.


Reading

I can define point of view and purpose as how the author feels
about the text and why he or she wrote the text.
I can determine an author’s point of view and explain his/her
purpose for writing the text.
I can analyze how an author distinguishes his/her position as
different from others by revealing his/her own thoughts, feelings,
actions, and/or spoken words.
I can compare and contrast how two authors communicate the
same topic.
I can describe how one author’s interpretation of a topic can be
different from another author’s depending on the facts he/she
chooses to emphasize.
I can use reading strategies (ask questions, make connections,
take notes, make inferences, visualize, re-read) to help me
understand difficult complex text.
RI.7.9 Analyze how two or more authors writing about the
same topic shape their presentations of key information by
emphasizing different evidence or advancing an alternate
explanation of events.

RI.7.10 Read and comprehend a variety of literary nonfiction
throughout the grades 6-8 text complexity band proficiently,
with a gradual release of scaffolding at the high end as
needed.

RL.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.

I can analyze an author’s words and determine multiple pieces of
textual evidence needed to both explicit and inferential
questions.
RL.7.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary.

I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can determine key events over the course of the text that
contributes to the theme or central idea.
I can determine the theme of a text and analyze its development
over the course of the text.
I can determine the theme of a text and analyze its development
over the course of the text.
I can identify and explain how the elements of a story or drama
interact and affect one another.
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


RL.7.3 Analyze how specific elements of a story or drama
interact with and affect each other.

ELA Curriculum Seventh Grade 2015

RL.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.
RL.7.5 Analyze the form or structure of a story, poem, or
drama, considering how text form or structure contributes
to its theme and meaning.
Writing
RL.7.6 Analyze how an author establishes, conveys, and
contrasts the points of view of different characters or
narrators in a text.
RL.7.10 Read and comprehend a variety of literature
throughout the grades 6-8 text complexity band proficiently,
with a gradual release of scaffolding at the high end as
needed.
W.7.2 Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content.
W.7.2.a Introduce a topic clearly, using the introduction to
prepare the reader for what is to follow.
I can determine how setting shapes the characters or plot.

I can determine the meaning of words and phrases as they are
used in a text.
 I can determine the figurative and connotative meanings of words
and phrases.
 I can determine how a word or phrase’s meaning impacts the
overall tone.
 I can identify allusions made to other texts.
 I can analyze the impact of repetition on words and phrases.
 I can analyze a poem’s structure to determine how it contributes
to its meaning.
 I can identify the structure of a sonnet.
 I can compose an original sonnet following the correct structure
and format.
 I can analyze how an author develops the points of view of
characters and narrators by revealing thoughts, feelings, actions,
and spoken words.
 I can analyze how an author contrasts the points of view of
characters or narrators in a text.
 I can use reading strategies (ask questions, make connections, take
notes, make inferences, visualize, re-read) to help me understand
difficult complex text.

I can select a topic and identify and gather relevant information
(facts, definitions, details, and quotations, examples) to share
with my audience.

I can present my information in a formal style that includes an
introduction that previews what is to follow, supporting details,
and transitions (to clarify and create cohesion when I move from
one idea to another).
Speaking and Listening
ELA Curriculum Seventh Grade 2015
W.7.2.b Organize ideas, concepts, and information using
effective strategies to create cohesion and aid in
comprehension.

I can organize ideas, concepts, and information by using effective
strategies to create cohesion and aid in comprehension.
W.7.2.c Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
examples.

I can develop my topic with by using facts, definitions, concrete
details, quotations or textual evidence, or other information and
examples.
W.7.2.d Thoroughly and accurately explain and elaborate on
the evidence provided, demonstrating a clear understanding
of the topic and the source material.

I can thoroughly and accurately explain and elaborate on the
evidence provided, demonstrating a clear understanding of the
topic and the source material.
W.7.2.e Craft an effective and relevant conclusion.

I can develop a logical conclusion that supports and provides
closure to the explanation presented.
W.7.2.f Include formatting, graphics, and multimedia when
appropriate.

I can include formatting, graphics, and multimedia in my writing
when appropriate.
W.7.2.g Use appropriate transitions to create cohesion and
clarify the relationships among ideas and concepts.

I can use transitions to clarify and create cohesion when I move
from one idea to another.
W.7.2.h Use precise language and domain-specific
vocabulary.

I can use academic vocabulary to enhance the credibility of my
writing.
W.7.2.i Use varied sentence structure to enhance meaning
and reader interest.

I can use a variety of sentences in my writing to enhance meaning
and reader interest.
W.7.2.j Establish and maintain a formal style.

I can establish and maintain a formal style.
ELA Curriculum Seventh Grade 2015
SL.7.1 Prepare for collaborative discussions on 7th grade
level topics and texts; engage effectively with varied
partners, building on others’ ideas and expressing their own
ideas clearly.
SL.7.5 Include multimedia components and visual displays in
presentations when appropriate to enhance the
development of main ideas or themes.
Language
L.7.1 Demonstrate command of the conventions of standard
English grammar and usage.
L.7.1.a When reading or listening, explain the function of
phrases and clauses with effectively-placed modifiers.
L.7.1.b When writing or speaking, produce simple,
compound, and complex sentences with effectively-placed
modifiers.

I can review and/or research the materials to be discussed and
determine key points and/or central ideas.
 I can create questions and locate key textual evidence to
contribute to a discussion on the given topic, text, or issue.
 I can define the roles and rules necessary for collaborative
discussion.
 I can come prepared with key points and textual evidence to
contribute to a discussion.
 I can efficiently participate in a discussion by following the
assigned roles and contribute relevant input to drive the
discussion.
 I can track the progress of a discussion by posing questions,
responding to questions, and elaborating on my own ideas of
others.
 I can review the key ideas presented by others in a discussion and
integrate them with my own when warranted.
 I can clarify information using the appropriate media component or
visual display.





I can define and identify misplaced modifiers (a word, phrase, or
clause that is placed too far away from the word it modifies) and
dangling modifiers (a word, phrase, or clause that modifies an
unintended or non-existent word because of its placement in a
sentence).
I can use phrases and clauses to enhance my writing and/or
speaking.
I can analyze the function of a variety of sentence structures and
implement multiple sentence structures into my writing.
I can construct simple, compound, and complex sentences.
I can incorporate effectively-placed modifiers within my
sentences.
ELA Curriculum Seventh Grade 2015
L.7.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling. When
reading or writing, explain the function of commas to
separate coordinate adjectives and use them correctly to do
so.


I can demonstrate command of the conventions of standard
English including capitalization, punctuation, and spelling.
I can determine and explain when adjectives are coordinate and
need to be separated by commas.
L.7.3 When writing and speaking, choose precise language to
express ideas concisely.

I can use precise language to express ideas concisely.
L.7.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on 7th gradelevel text by choosing flexibly from a range of strategies.


I can break down unknown words into units of meaning to infer
the definition of the word.
I can determine the meaning of a multiple-meaning word based
on the context.
L.7.4.a Use context as a clue to the meaning of a word or a
phrase.

I can infer the meaning of unknown words using context clues.
L.7.4.b Use common grade-appropriate morphological
elements as clues to the meaning of a word or a phrase.

I can recognize and define common Greek and Latin affixes and
roots.
L.7.4.c Consult reference materials, both print and digital, to
find the pronunciation of a word or phrase.

I can verify my inferred meaning of an unknown word by
consulting general and specialized reference materials.
I can determine how a word’s meaning has changed over time.

L.7.4.d Use etymological patterns in spelling as clues to the
meaning of a word or phrase.
L.7.5 When reading, listening, writing, and speaking, explain
the function of figurative language, word relationships, and
connotation/denotation and use them correctly and
effectively.



I can identify and use various forms of figurative language.
I can distinguish between literal language and figures of speech.
I can recognize word relationships and use the relationships to
further understand multiple words.
ELA Curriculum Seventh Grade 2015

L.7.6 Acquire and accurately use grade-appropriate general
academic and domain-specific words and phrases; develop
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
I can recognize the difference between denotative and connotative
meanings.
 I can recognize the difference between general and academic words
and phrases and domain specific words and phrases.
 I can acquire and use grade-appropriate academic and domain specific
words/phrases to increase comprehension and expression.
ELA Curriculum Seventh Grade 2015
Unit 5: Narrative: How Experiences Shape Your Life
Essential
Question
What are
the
components
of an
effective
story?
Supporting Questions
What are you telling
here – a real or
imagined event – and
from whose point of
view?
What happened – and
What makes why are you telling this
a story
story about it?
effective?
How have you used
language to better
capture the action and
convey the
experiences or events
described?
Key Terms











Textual evidence: Analyze
and Infer
Explicit/Implicit Theme
Objective Summary
Story elements
Figurative/Literal language
Denotative/Connotative
Form, Structure, Point of
view
Plot structure
Organizational Structure
Dialogue, Conclusion
Purpose, Audience
Revision strategies, Edit
Phrase, Clause, Sentence
Structure, Coordinate/noncoordinate adjectives,
Collaborate, elaborate,
integrate, accountable talk,
pertinent ideas and
information
Writing
Focus
Narrative
Duration: Week 35-Week 42 (completed by May
18)
Anchor Texts
 How to Write a Memoir
(Various texts outlined in the unit)
Optional Texts
 Flipped by Wendelin Van Draanen
 “Casey at the Bat” Ernest Lawrence Thayer
 “Joltin’ Joe Dimaggio” Les Brown (song)
 The Sandlot (video clips)
 42 (movie clips)
 “Baseball in April” Gary Soto
 Novio Boy Gary Soto
 Guts, Gary Paulsen
Informational Texts
 “The Noble Experiment” Jackie Robinson
 “Babe Ruth Farewell to Baseball Address”(text of
speech and video)
 “Summer Diamond Girls” Unknown (essay)
 Lou Gehrig’s Speech
https://www.congress.gov/congressionalrecord/2014/6/25/house-section/article/h5734-6
ELA Curriculum Seventh Grade 2015
ELA Focus Standards
RL.7.1 Analyze what a text says explicitly and draw logical
inferences; cite several pieces of textual evidence to support
conclusions.
RL.7.2 Determine a theme or central idea of a text and
analyze its development over the course of the text; provide
an objective summary.




Reading

RL.7.3 Analyze how specific elements of a story or drama
interact with and affect each other.


RL.7.4 Determine the meaning of words and phrases as they
are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on
meaning and tone, including allusions to other texts and
repetition of words and phrases.
RL.7.5 Analyze the form or structure of a story, poem, or
drama, considering how text form or structure contributes
to its theme and meaning.








I Can Statements
I can analyze an author’s words and determine multiple pieces of
textual evidence needed to both explicit and inferential
questions.
I can compose an objective summary stating the key points of the
text without adding my own opinions or feelings.
I can determine key events over the course of the text that
contributes to the theme or central idea.
I can determine the theme of a text and analyze its development
over the course of the text.
I can determine the theme of a text and analyze its development
over the course of the text.
I can identify and explain how the elements of a story or drama
interact and affect one another.
I can determine how setting shapes the characters or plot.
I can determine the meaning of words and phrases as they are
used in a text.
I can determine the figurative and connotative meanings of words
and phrases.
I can determine how a word or phrase’s meaning impacts the
overall tone.
I can identify allusions made to other texts.
I can analyze the impact of repetition on words and phrases.
I can analyze a poem’s structure to determine how it contributes
to its meaning.
I can identify the structure of a sonnet.
I can compose an original sonnet following the correct structure
and format.
ELA Curriculum Seventh Grade 2015
RL.7.6 Analyze how an author establishes, conveys, and
contrasts the points of view of different characters or
narrators in a text.
Writing
RL.7.9 Compare and contrast an historical account with a
fictional portrayal of the same time, place, or character.
RL.7.10 Read and comprehend a variety of literature
throughout the grades 6-8 text complexity band proficiently,
with a gradual release of scaffolding at the high end as
needed.
W.7.3 Write narratives (fiction and nonfiction) to develop
real or imagined experiences or events using effective
techniques, relevant descriptive details, and well-structured
event sequences.
W.7.3.a Engage and orient the reader by establishing a
context and point of view and introducing a narrator and/or
participants/characters.
W.7.3.b Organize an event sequence that unfolds naturally
and logically.
W.7.3.c Create a smooth progression of experiences or
events.
W.7.3.d Use narrative techniques, such as dialogue, pacing,
and description when appropriate, to develop experiences,
events, and/or characters.
W.7.3.e Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts, and show the
relationships among experiences and events.
W.7.3.f Craft an effective and relevant conclusion that
reflects on the narrated experiences or events.

I can analyze how an author develops the points of view of
characters and narrators by revealing thoughts, feelings, actions,
and spoken words.
 I can analyze how an author contrasts the points of view of
characters or narrators in a text.
 I can compare and contrast a fictional portrayal of a time, place, or
character and a historical account of the same time place or character.
 I can use reading strategies (e.g., ask questions, make connections, take
notes, make inferences, visualize, re-read) to help me understand difficult
complex text.






I can write a narrative that describes a real or imagined
experience using relevant textual details.
I can define narrative and describe the basic parts of plot.
I can engage the reader by introducing the narrator, characters,
setting, and the conflict that begins the rising action.
I can use descriptive words and phrases that appeal to the sense,
capture the action, and help my reader understand the
experiences and events.
I can signal changes in time and place by using transition words,
phrases, and clauses.
I can write a logical conclusion that reflects on the
experiences/events and provides a sense of closure.
ELA Curriculum Seventh Grade 2015
W.7.3.g Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and
events.
W.7.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
 I can compose a clear and logical piece of writing that demonstrates
W.7.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on how well purpose and audience have
been addressed. (Editing for conventions should
demonstrate command of Language standards 1–3 up to
and including grade 7.)

W.7.7 Conduct research to answer a question, drawing on
multiple sources and generating additional related, focused
questions for further research and investigation.
 I can focus my research around a central question that is provided or
determine my own research worthy question.
 I can choose several sources to enhance the quality of my research
and provide strong support to answer my research question.
 I can create additional focused questions that relate to my original
topic to further investigate my research.
 I can determine textual evidence that supports my analysis, reflection,
and/or research.
 I can compose written responses that include textual evidence to
strengthen my analysis, reflection, and/or research.
Speaking &
Listening
W.7.9 Support interpretations, analyses, reflections, or
research with evidence found in literature or informational
texts, applying grade 7 standards for reading; assess
whether the evidence is relevant and sufficient to support
the claims.
SL.7.1 Prepare for collaborative discussions on 7th grade
level topics and texts; engage effectively with varied
partners, building on others’ ideas and expressing their own
ideas clearly.
my understanding of a specific writing style.
I can use prewriting strategies to formulate ideas (e.g. graphic
organizers, brainstorming, lists).
 I can apply revision strategies and edit my writing by checking for
errors in capitalization, punctuation, grammar, spelling, etc.,
 I can prepare multiple drafts using revisions and edits to develop and
strengthen my writing.


I can review and/or research the materials to be discussed and
determine key points and/or central ideas.
I can create questions and locate key textual evidence to
contribute to a discussion on the given topic, text, or issue.
ELA Curriculum Seventh Grade 2015





I can define the roles and rules necessary for collaborative
discussion.
I can come prepared with key points and textual evidence to
contribute to a discussion.
I can efficiently participate in a discussion by following the
assigned roles and contribute relevant input to drive the
discussion.
I can track the progress of a discussion by posing questions,
responding to questions, and elaborating on my own ideas of
others.
I can review the key ideas presented by others in a discussion and
integrate them with my own when warranted.
 I can clarify information using the appropriate media component or visual
display.
presentations to clarify claims and findings and to emphasize
SL.7.5 Include multimedia components and visual displays in
major points.
L.7.1 Demonstrate command of the conventions of standard
English grammar and usage.
Language
L.7.1.a When reading or listening, explain the function of
phrases and clauses with effectively-placed modifiers.


L.7.1.b When writing or speaking, produce simple,
compound, and complex sentences with effectively-placed
modifiers.

L.7.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling. When
reading or writing, explain the function of commas to
separate coordinate adjectives and use them correctly to do
so.




I can define and identify misplaced modifiers (a word, phrase, or
clause that is placed too far away from the word it modifies) and
dangling modifiers (a word, phrase, or clause that modifies an
unintended or non-existent word because of its placement in a
sentence).
I can use phrases and clauses to enhance my writing and/or
speaking.
I can analyze the function of a variety of sentence structures and
implement multiple sentence structures into my writing.
I can construct simple, compound, and complex sentences.
I can incorporate effectively-placed modifiers within my
sentences.
I can demonstrate command of the conventions of standard
English including capitalization, punctuation, and spelling.
I can determine and explain when adjectives are coordinate and
need to be separated by commas.
ELA Curriculum Seventh Grade 2015
L.7.3 When writing and speaking, choose precise language to
express ideas concisely.

I can use precise language to express ideas concisely.
L.7.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on 7th gradelevel text by choosing flexibly from a range of strategies.


I can break down unknown words into units of meaning to infer
the definition of the word.
I can determine the meaning of a multiple-meaning word based
on the context.
L.7.4.a Use context as a clue to the meaning of a word or a
phrase.

I can infer the meaning of unknown words using context clues.
L.7.4.b Use common grade-appropriate morphological
elements as clues to the meaning of a word or a phrase.

I can recognize and define common Greek and Latin affixes and
roots.
L.7.4.c Consult reference materials, both print and digital, to
find the pronunciation of a word or phrase.

I can verify my inferred meaning of an unknown word by
consulting general and specialized reference materials.
I can determine how a word’s meaning has changed over time.

L.7.4.d Use etymological patterns in spelling as clues to the
meaning of a word or phrase.
L.7.5 When reading, listening, writing, and speaking, explain
the function of figurative language, word relationships, and
connotation/denotation and use them correctly and
effectively.
 I can identify various forms of figurative language.
 I can distinguish between literal language and figures of speech (e.g.,
literary, biblical, and mythological allusions).
 I can recognize word relationships and use the relationships to further
understand multiple words (e.g., synonym/antonym, analogy).
 I can recognize the difference between denotative meanings and
connotative meanings.
 I can analyze how certain words and phrases that have similar
denotations (definitions) can have very different connotations
(associations) (e.g., refined, respectful, polite, diplomatic,
condescending).
ELA Curriculum Seventh Grade 2015
L.7.6 Acquire and accurately use grade-appropriate general
academic and domain-specific words and phrases; develop
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
 I can recognize the difference between general and academic words
and phrases and domain specific words and phrases.
 I can acquire and use grade-appropriate academic and domain specific
words/phrases to increase comprehension and expression.