1 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Essential Question: What do good readers do? Am I clear about what I just read? How do I know? Strand Topic RL7.1 Literature Ohio’s New Learning Standards Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Clear Learning Targets 1. I can define textual evidence (a “word for word” support format). (K) 2. I can define inference and explain how a reader uses textual evidence to reach a logical conclusion (“based on what I’ve read, it’s most likely true that …”). (R) 3. I can read closely and find answers explicitly in text (right there answers) and answers that require an inference. (S) 4. I can analyze an author’s words and determine multiple pieces of textual evidence needed to support both explicit and inferential questions. (R) Core Resources Vocabulary Textual Evidence Analyze Inference Explicit *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 Prentice Hall Literature Page 308 –Third Wish/Amigo Brother Page 336-‐Zoo/Ribbons After Your Read Critical Thinking Questions – Unit 1, 2, 4, 5, and 6 2 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Test Customizable Test Bank -‐ (Pearson Success Net) Test Practice -‐ Make Inferences (page 362-‐363) After Your Read Critical Thinking Questions – Unit 1, 2, 4, 5, and 6 Performance Tasks -‐ #3 (page 400) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 3 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand RL 7.2 Essential Question: What do good readers do? Am I clear about what I just read? How do I know? Topic Fiction/Nonfiction Writing/Language Ohio’s New Learning Standards Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Clear Learning Targets 1. I can define theme (a central idea or lesson the author is revealing-‐ Honesty is the best policy.) (K) 2. I can analyze plot (the events that happen) to determine a theme (author’s overall message). (R) 3. I can determine key events over the course of the text that contribute to the theme. (R) 4. I can define summary (a shortened version of the text that states its key points). (K) 5. I can compose an objective summary stating the key points of the text that states its key points). (K) 6. I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P) Core Resources * Prentice Hall Literature Book Page 22 – Papa’s Parrot/mk Page 48 – American Childhood/The Luckiest Time of All Page 98 – All Summer in a Day/Suzy and Leah Common Formative Assessment will be implemented daily— Revised 07/02/2014 Vocabulary Theme Central idea Summary Opinion Objective * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) * Action-‐Verb Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 4 Page 912-‐ Icarus and Daedalus/Demeter and Persephone Page 988-‐Sun and Moon in a Box/How the Snake Got Poison Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Test Customizable Test Bank (Pearson) Cumulative Review -‐ page 396 Test Practice -‐ page 860 Performance Tasks #4 and #6 (page 193) Triumph Learning Common Core Coach Assessments -‐ Benchmark #1 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 5 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand RL 7.3 Essential Question: Author’s Choice: Why does it matter? What makes a story a “great” story? Topic Literature Ohio's New Learning Standards Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Clear Learning Targets Vocabulary 1. I can identify the elements of a story or a drama (e.g., plot, character, setting). Story/drama elements 2. I can explain how the elements of a story or a drama interact and affect one another (e.g., Because the story is set during a time of war, the characters may be called to fight.). * English Language Arts (Tier II) 3. I can recognize how making a change to one element of the story or * Cross-‐Curricular (Tier II) drama could affect the other elements. * Action-‐Verbs Core Resources Prentice Hall Literature Book Page 78 -‐ "Barrio Boy"/ "A Day's Wait" Page 98 -‐ "All Summer in a Day"/"Suzy & Leah" Page 160 -‐ "The Night the Bed Fell"/"Stolen Day" Pages 200 -‐ 203 Page 216 -‐" The Bear Boy"/"Rikki-‐Tikki-‐Tavi" Page 370 -‐ "After Twenty Years"/"He-‐y, Come on Ou-‐t!" Page 536 -‐ "Alligator"/"The Cremation of Sam McGee" Pages 723, 724 Additional Resources Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 6 Page 736 -‐ "A Christmas Carol" Page 772 -‐ "A Christmas Carol -‐ Act 2" Page 818 "A Christmas Carol"/"A Christmas Carol: Scrooge & Marley" Page 830 -‐ "The Monsters Are Due on Maple Street" Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Test Customizable Test Bank (Pearson Success Net) Critical Thinking Questions (at the end of each selection) After You Read -‐ page 91, 175, 547 Timed Writing: Explanatory Text Essay (page 91, 175, 547) Cumulative Review -‐ pages 396 -‐397, 890-‐891 Performance Tasks -‐ #1, #5, #6 (pages 400-‐401) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 7 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand RI 7.1 Essential Question: In what ways does creative choice impact an audience? Whose story is it, and why does it matter? Topic Ohio’s New Learning Standards Informational Texts Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Clear Learning Targets 1. I can define textual evidence ("word for word" support). Vocabulary textual evidence analyze 2. I can define inference and explain how a reader uses textual evidence inference to reach a logical conclusion. ("based on what I've read, it's most explicit likely true that..."). 3. I can read closely and find answers explicitly in a text (right there answers) and answers that require an inference. 4. I can analyze an author's words and determine multiple pieces of textual evidence needed to support both explicit and inferential * English Language Arts (Tier II) questions. * Cross-‐Curricular (Tier II) * Action-‐Verbs Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 Core Resources 8 Additional Resources Prentice Hall Literature Book Page 1293 -‐ "My First Free Summer"/"Angela's Ashes" (reading skill -‐ author's purpose) Page 364 -‐ Analyzing Expository Texts CCC: Pages 96, 97, 103 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Test Test Practice: Reading (page 363) After Your Read (comparing expository texts) page 369 See After You Read Critical Thinking Questions -‐ Unit 1, 3, 6 !
Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 9 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grades 7—1st Quarter Days: Strand RI 7.2 Essential Question: What do good readers do? Am I clear about what I just read? How do I know? Topic Fiction/Nonfiction Writing/Language Ohio’s New Learning Standards Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Clear Learning Targets 1. I can define central idea (main point in a piece of writing). (K) 2. I can determine how an author’s use of details conveys (makes known) two or more central ideas in a text.(R) 3. I can analyze how central ideas are developed over the course of a text. (R) 3. I can define summary (a shortened version of the text that states its key points). (K) Vocabulary Central Idea Summary Objective *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs 5. I can compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P) Core Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Additional Resources 10 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 *Prentice Hall Literature Book – Pages 5-‐7 Page 48 – An American Childhood/The Luckiest Time of All Page 128-‐ My First Free Summer/Angela’s Ashes Page 420 – Life Without Gravity/Conversational Ballgames Page 440 – I Am a Native of North America/Volar: To Fly CCC: 96, 97, 103 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) Test Practice -‐ Page 861 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 11 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Essential Question: Author’s choice: Why does it matter? What makes a story a “great” story? Strand Topic Ohio’s New Learning Standards RI 7.3 Informational Text Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Clear Learning Targets individual 1. I can explain how the individuals, events, and/or ideas in a text affect event one another. idea infer 2. I can analyze interactions between individuals, events, and/or ideas in a text. * English Language Arts (Tier II) 3. I can infer how interactions between individuals, events, and/or * Cross-‐Curricular (Tier II) ideas would be different if one of these elements changed. * Action-‐Verbs Core Resources Vocabulary Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 Prentice Hall Literature Book Page 78 -‐ Comparing Literary Works Page 128 -‐ "My First Free Summer"/"Angela's Ashes" Page 160-‐ Comparing Literary Works Pages -‐ 408-‐411 Page 440 -‐ "I Am a Native of North America"/"Volar: To Fly" CCC: pg. 122, 123 12 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Selection Test A and B Open-‐Book Test Critical Thinking Questions (at the end of each selection) After You Read -‐ page 91 Timed Writing: Explanatory Text Essay (page 91) After You Read -‐ page 175 Timed Writing: Explanatory Text Essay (page 175) Performance Tasks #2, #3, #5, #7 (page 192-‐193) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 13 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Essential Question: Why do the rules of language matter? Communicating clearly: What does it take? Strand Topic Ohio’s New Learning Standards L 7.2 Language Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (a) Use a comma to separate coordinate adjectives (e.g.., It was a fascinating, enjoyable movie but not He wore an old (,) green shirt). (b) Spell correctly. Clear Learning Targets 1. I can determine when to capitalize words (e.g., proper nouns, "I", first word in a sentence). coordinate adjectives noncoordinate adjectives 2. I can define coordinate adjectives (two or more adjectives that equally modify a noun) and noncoordinate adjectives (two or more adjectives that do not equally modify a noun). 3. I can determine when adjectives are coordinate and need to be separated by commas. (e.g., My guinea pig has a soft, fluffy fur, Hint -‐if *English Language Arts (Tier II) you place "and" between the adjectives and the sentence makes sense, *Cross-‐Curricular (Tier II) use a comma.). *Action-‐Verbs 4. I can determine when adjectives are noncoordinate and do not need to be separated by commas (e.g., His cool chocolate milkshake looks good. Hint -‐if you place "and" between the adjectives and the sentence does not make sense, do not use a comma.). Common Formative Assessment will be implemented daily— Revised 07/02/2014 Vocabulary Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 14 5. I can indentify misspelled words and use resources to assist me in spelling correctly. Core Resources Additional Resources *Prentice Hall Literature Book L 7.2 -‐ Pages 46, 702, 736, 770 CCC: Pages 339-‐342 L 7.2 (a) Pages 334, 956, 985 CCC: 339, 340 (Note: standards will be addressed in the grammar application section located in the writing activities found at the end of the above reading selections) L 7.2 (b) Pages 96, 306, 488, 644, 884, 986 CCC: Pages 341, 342 (Note: standards will be addressed in the editing and proofreading section of a writing workshop) * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Integrated Language Skills: Practice A and Practice B/ Reading & Writing Application Pages: 46, 770, 808, 858, 932, 956, 1004, 1024 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 15 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand L7.3 Essential Question: How does situation affect meaning? How does author's choice impact an audience? Topic Ohio’s New Learning Standards Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. (a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Clear Learning Targets Vocabulary 1. I can choose words, phrases, and clauses that express my ideas precisely and concisely. precise concise wordiness 2. I can recognize and eliminate areas of wordiness and/or redundancy redundancy to make language clear and concise for the reader/listener. *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Core Resources Prentice Hill Literature Book Pages: 486 Writing Workshop (revising strategies) Page 886 -‐ Vocabulary Workshop CCC: 343, 344 L 7.3 (a) Page 94 -‐ Writing Workshop (revising strategies) Page 552 Writing Workshop (revising strategies) Page 984 -‐ Writing Workshop (revising strategies) Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 16 Page 1006 -‐ "The People Could Fly"/"All Stories Are Anansi's" use selections to complete review writing activity on Page 1025 CCC: Pages 343, 344 Formative/Summative Assessments, Projects, Writing How-‐to-‐Essay (page 484) Project: students give demonstration of task explained in essay; combine class essays into a how-‐to-‐reference booklet Comparison-‐and-‐Contrast Essay (Page 548) Workplace Writing: Business Letter (page 982) Project: trade letters with a classmate and write a response; send request for information to the company/organization selected Assessment Workshop: Page 399 District Short Cycle Assessment Common Formative Assessment will be implemented daily— Revised 07/02/2014 17 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Essential Question: When a word doesn’t make sense, what can I do? How do I use what I know to figure out what I don’t know? Strand Topic Ohio’s New Learning Standards L7.6 Vocabulary Acquisition Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Clear Learning Targets 1. I can recognize the difference between general academic words and phrases (Tier Two words are subtle or precise ways to say relatively precise things, e.g., saunter instead of walk.) and domain-‐specific words and phrases (Tier Three words are often specific to content knowledge, e.g., lava, legislature, carburetor.). * (K) 2. I can acquire and use grade-‐appropriate academic and domain-‐
specific words/phrases to increase comprehension and expression. (S) *Tier One, Tier Two, and Tier Three words are clarified on pages 33-‐35 of appendix A in the Common Core Standards. Core Resources *Prentice Hall Literature Book Academic Vocabulary – Pages 3, 199, 407, 571, 721, and 901 Performance Tasks – 127, 151, 279, 335, 361, 459. 505, 599, 809, 1005 Informational Texts – 154, 282, 364, 462, 530, 622, 686, 812, 960 CCC: 359, 360 Vocabulary General academic words Domain specific words *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 18 Formative/Summative Assessments, Projects, Writing Formative/Summative Assessments, Projects, Writing After You Read -‐ Content-‐Area Vocabulary Pages: 159, 287, 369, 467, 535, 627, 691, 817, 965 Academic Vocabulary: Big Question Vocabulary workbook pages in unit resource books Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 19 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand W 7.1 Essential Question: What do good writers do? What’s my purpose and how do I develop it? Topic Fiction/Nonfiction Writing/Language Ohio’s New Learning Standards Write arguments to support claims with clear reasons and relevant evidence. Clear Learning Targets Vocabulary 1. I can identify a topic that causes or has caused a debate in society. (K) Argument Claim 2. I can choose a side of the argument and identify reasons that support my choice. (R) Evidence 3. I can determine the credibility of a source (who wrote it , when it was written, and why it was written) and the Credible Source accuracy of the details presented in the source. (R) Transition 4. I can support my argument with textual evidence (“word for word” support) found in credible sources. (R) Debate 5. I can locate alternate/opposing claims in my argument. (K) 6. I can present my argument in a formal style that included an introduction, supporting details with transitions, * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) and provide a concluding statement/section that supports my argument. (P) * Action-‐Verbs Core Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Additional Resources 20 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 *Prentice Hall Literature Book Writing Workshop – Page 302 Writing Workshop – Page 640 Writing Workshop – Page 698 Performance Task – Page 771 Reading for Information – Page 1028 CCC: Pages 191 -‐ 198 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Response to Literature: Review of a Short Story (page 302) Argument: Problem and Solution Essay (paged 640) Exposition: Persuasive Essay (page 698) Performance Task: Write a letter that presents a balanced argument (page 771) Timed Writing: Argument/Editorial -‐ (page 1033) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 21 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand W7.8 Essential Question: What do good researchers do? “Cut and Paste: “What’s the problem?” Topic Ohio’s New Learning Standards Research to Build & Gather relevant information from multiple print and digital sources, using search term effectively; assess the Present Knowledge credibility and accuracy of each source; and quote or paraphrase the data and conclusion of others while avoiding plagiarism and following a standard format for citation. Clear Learning Targets 1. I can determine the credibility and accuracy of a source by reviewing who wrote it, when it was written, and why it was written. (R) 2. I can use search terms effectively to gather information needed to support my research. (S) 3. I can define plagiarism (using someone else’s words/ideas as my own). (K) 4. I can determine when my research data or facts must be quoted (directly stated-‐ “word for word”) in my writing. (R) 5. I can avoid plagiarism by paraphrasing (putting in my own words) and/or summarizing my research findings. (S) 6. I can follow a standard format for citation to create a bibliography for sources that I paraphrased or quoted in my writing. (K) Vocabulary Credibility Search terms Plagiarism Paraphrase * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) * Action-‐Verbs * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 22 Core Resources Additional Resources *Prentice Hall Literature Book Research Report – Page 1040 Multimedia Report – Page 824 CCC: 265-‐276 *Harvey Silver Core 6 *New PH Literature Novels *Achieve 3000 Formative/Summative Assessments, Projects, Writing Research and Technology -‐ Help-‐wanted Ad (page 527) Multimedia Report: Project -‐ Perform report for classmates; post report to approved web site; add links to online sources Research Report: Project -‐ oral presentation of research report Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 23 Assessment Common Formative Assessment will be implemented daily— Revised 07/02/2014 24 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 English Language Arts Grade 7—1st Quarter Days: Strand SL 7.1 Essential Question: What makes collaboration meaningful? Making meaning from a variety of sources: What will help? Topic Speaking & Listening-‐ Comprehension & Collaboration Ohio’s New Learning Standards Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, teacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. Clear Learning Targets Vocabulary *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Core Resources Additional Resources *Prentice Hall Literature Book Speaking and Listening – Pages 127, 247 Gather Vocabulary Knowledge (working with partner) Pages 199, 571, 721, 901 CCC: 298-‐304 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards-‐-‐ English Language Arts Grade 7 25 Performance Task/Speaking and Listening -‐ Collaborate with partner; share discussion with class (page 127) Performance Task/Speaking and Listening: Engage in an informal debate with partner; take turns refuting partner's evidence (page 247) End of Quarter 1 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 1 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade7—2nd Quarter Days: Essential Question: Author’s Choice: Why does it matter? What makes a story a “great” story? Strand Topic RL 7.4 Literature-‐ Craft & Structure Ohio’s New Learning Standards Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Clear Learning Targets 1. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). (K) 2. I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean). (K) 3. I can recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meanings (some words carry feeling). (K) 4. I can analyze why authors use rhyme and repetition of sounds (alliteration and assonance) to impact the reader and draw him/her to a particular section of the text. (R) Core Resources Vocabulary Figurative language Literal language Denotative meaning Connotative meaning *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 *Prentice Hall Literature Book (Unit 4 – Poetry) 572-‐574 * Harvey Silver Core 6 Page 600– “Life”,” Loo-‐Wit”, and “The Courage That My Mother * New PH Literature Novels Had”/”Mother to Son”, “The Village Blacksmith”, “Fog * Achieve 3000 Page 628-‐ “The Highwayman/”How I Learned English” * Study Island Page 664-‐“Annabel Lee”, “Martin Luther King”, “I’m Nobody” Page 646 – “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out”, “One”, “Weather Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) Critical Thinking Questions (page 635, 638) After You Read -‐ page 639 Timed Writing -‐ Explanatory Text Essay (page 639) Cumulative Review -‐ page 710 Performance Tasks -‐ #2, #4, #5, #6 (page 714-‐715) Common Formative Assessment will be implemented daily— Revised 07/02/2014 2 District Short Cycle Assessment 3 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: What makes a story a “great” story? Strand Topic RL 7.5 Fiction/Nonfiction Ohio’s New Learning Standards Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Clear Learning Targets 1. I can recognize the differences between the form/structure used in Form/structure stories and the form/structure used in dramas and poems. Drama poem 2. I can analyze the structure of a drama and explain how parts of the drama affect the overall meaning/message (e.g., soliloquy provides the reader with information not given the other characters.) 3. I can analyze the form/structure of a poem (e.g., rhyming, line *English Language Arts (Tier II) breaks, free verse) and explain how a poet’s choice of the *Cross-‐Curricular (Tier II) form/structure affects the overall meaning. *Action-‐Verbs Core Resources Pages 572-‐576 Page 582 -‐ Poetry Collection 1 and 2 Pages 722-‐725 Page 736 -‐ "A Christmas Carol: Scrooge and Marley (Act 1) Vocabulary Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Page 772 -‐ "A Christmas Carol: Scrooge and Marley (Act 11) Page 830 -‐ "The Monsters Are Due on Maple Street Page 866-‐ Comparing Dramatic Speeches Page 1034 -‐ Comparing Tone and Theme CCC: Pages 54, 56, 61 4 Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) Cumulative Review -‐ page 890 After You Read -‐ Pages 877, 1039 Performance Tasks -‐ #2, #5 (page 894) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 5 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Strand RL 7.6 Essential Question: Author’s Choice: Why does it matter? What makes a story a “great” story? Topic Literature Ohio’s New Learning Standards Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Clear Learning Targets 1. I can classify points of view as being first person, second person, third person, third person limited, and third person omniscient. (K) 2. I can analyze how an author develops the points of view of characters and narrators by revealing thoughts, feelings, actions, and spoken words. (R) 3. I can explain why authors choose different points of view in a text (1st person gives the reader insight into his/her own thoughts, 2nd person draws the reader into the story by talking directly to them, and 3rd person omniscient allows the reader to know all the thoughts of all characters). (R) 4. I can contrast the points of view of different characters or narrators in a text. (R) Core Resources Vocabulary Point of view First person Third person Third person limited Third person omniscient * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) * Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Prentice Hall Literature Book Harvey Silver Core 6 Page 48 An American Childhood/The Luckiest Time of All New PH Literature Novels Page 49 Achieve 3000 Pages 200-‐204 Study Island Page 205 -‐ "The Dinner Party Page 207 -‐ "The Treasure of Lemon Brown Page 248 -‐ Letters from Kifka/Two Kinds CCC: pgs. 67, 68 6 Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) Test Practice (predictions) Pages 280-‐281 Performance Tasks -‐ #2 (Page 400) Performance Tasks -‐ #1, (page 192) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 7 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: Author’s choice: Why does it matter? What makes a story a “great” story? Strand Topic RI 7.6 Informational Text Ohio’s New Learning Standards Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Clear Learning Targets 1. I can define point of view as how the author feels about the text. (K) 2. I can determine an author’s point of view (What do I know about the author’s opinions, values, and/or beliefs?) and explain his/her purpose for writing the text. (R) 3. 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. (R) Core Resources Vocabulary Point of View Purpose Position * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) * Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Prentice Hall Literature Book * Harvey Silver Core 6 Page 48 -‐ "An American Childhood"/"The Luckiest Time of All" * New PH Literature Novels Page 154 -‐ Analyzing Functional Texts * Achieve 3000 Pages 408-‐410 * Study Island Page 420 -‐ "Life Without Gravity"/"Conversational Ballgames" Page 440 -‐ "I Am a Native of North America"/"Volar: To Fly" Page 469 -‐ "A Special Gift -‐ The Legacy of 'Snowflake Bentley'"/"No Gumption" Page 812 -‐ Analyzing Argumentative and Expository Texts Page 862 -‐ Analyzing Argumentative Texts Page 1028 -‐ Analyzing Argumentative Texts -‐ Editorials CCC: pgs. 149, 150, 156 8 Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) After You Read -‐ pages 817, 865, 1033 Performance Tasks -‐ #3 (page 564) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 9 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: Author’s choice: Why does it matter? What makes a story a “great” story? Strand Topic RI 7.4 Informational Text Ohio’s New Learning Standards Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Clear Learning Targets 1. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). figurative language literal language denotative meaning connotative meaning 2. I can distinguish between literal language (it means exactly what it technical says) and figurative language (sometimes what you say is not exactly tone what you mean). mood 3. I can recognize the difference between denotative meanings (all words have a dictionary definition) and connotative meanings (some * English Language Arts (Tier II) words carry feeling). * Cross-‐Curricular (Tier II) * Action-‐Verbs 4. I can recognize words that have technical meaning and understand their purpose in a specific text. (e.g., "stem" in an article about flowers versus "stem" in an article about cell research). Vocabulary Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 5. I can analyze why authors choose words and phrases (tone) to create an overall meaning and mood for the reader. Core Resources 10 Additional Resources Prentice Hall Literature Book Pages 408, 409, 411 Page 506 -‐ "The Real Story of a Cowboy's Life"/Rattlesnake Hunt" Page 622-‐ Analyzing Functional Texts CCC: pages 129, 130, 136 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Vocabulary Workshop -‐ page 706 After You Read -‐ Page 627 Performance Task -‐ #5 (page 565) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 11 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: Author’s choice: Why does it matter? What makes a story a “great” story? Strand Topic Ohio’s New Learning Standards RI 7.5 Informational Text 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. Clear Learning Targets 1. I can analyze a text and determine the author's organizational structure. 2. I can explain how authors organize text and how the individual parts of a text (e.g., sections, chapters, appendixes) contribute to the overall development of ideas. Vocabulary Organizational structure Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) * Action-‐Verbs Core Resources 12 Additional Resources Prentice Hall Literature Book Page 72 -‐ Analyzing Functional & Expository Texts Page 154 -‐ Analyzing Functional & Expository Texts Page 282 -‐ Analyzing Functional & Expository Texts Pages 408-‐410 Pages 420 -‐ "Life Without Gravity"/"Conversational Ballgames" Page 468 -‐ "The Legacy of 'Snowflake Bentley'"/"No Gumption" Page 490 -‐ "All Together Now"/"The Eternal Frontier" Page 530 -‐ Analyzing Functional Texts Page 622 -‐ Analyzing Functional Texts Page 686 -‐ Analyzing Expository Texts Page 960 -‐ Analyzing Expository Texts CCC: Pages 142, 143 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) After You Read -‐ Pages 77, 159, 287, 535, 627, 691, 965 Assessment Workshop -‐ Page 398 Performance Tasks -‐ #1, #2 (page 564) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 13 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Strand L 7.4 Essential Question: When a word doesn’t make sense, what can I do? How do I use what I know to figure out what I don’t know? Topic Ohio’s New Learning Standards Language Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 7 reading and content, choosing flexibility from a range of strategies. (a) use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. (b) Use common, grade-‐appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel) (c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. (d) Verify the preliminary determination of the meaning of a work or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Clear Learning Targets 1. I can infer the meaning of unknown words using context clues (e.g., definitions, synonyms/antonyms, restatements, examples found in surrounding text). (R) 2. I can recognize and define common Greek and Latin affixes and roots (units of meaning). (K) 3. I can break down unknown words into units of meaning to infer the definition of the unknown word. (R) 4. I can verify my inferred meaning of an unknown word by consulting general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses). (K) Vocabulary Infer Context Clues Affix Root Reference Material * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) * Action-‐Verbs Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Core Resources 14 Additional Resources Prentice Hall Literature Book L. 7.4 Page 22 -‐ "Papa's Parrot"/mk Page 48 -‐ "An American Childhood"/"Luckiest Time of All" Page 72 -‐ Analyzing Functional & Expository Texts Pages 556 -‐557 CCC: 345 -‐ 352 L.7.4 (a) Pages: 22, 48, 556 CCC: 345, 346 L.7.4 (b) Pages: 98, 127, 216, 248, 279, 308, 335, 336, 361, 392, 420, 439, 462, 490, 505, 506, 530, 736, 772, 809, 830, 859, 912, 933, 934, 1006 CCC: 347, 348 L.7.4 (c) Pages: 184, 364, 392, 556, 646, 663, 706, 886, 960 CCC: 349, 350 L.7.4 (d) Pages: 184, 407, 530, 556, 886 CCC: 351, 352 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Customizable Test Bank (Pearson Success Net) After You Read (reading skill: context clues) Pages 31, 45, 59, 67 After You Read (word study) at the end of each selection Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Common Formative Assessment will be implemented daily— Revised 07/02/2014 15 16 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: What o good researchers do? “Cut and paste: “What’s the problem? Strand Topic W 7.2 Writing Ohio’s New Learning Standards Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow: organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g.., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationship among ideas and concepts. d. Use precise language and domain-‐specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Clear Learning Targets 1. I can select a topic and identify and gather relevant information (e.g., facts, definitions, details, quotations, examples) to share with my audience. 2. I can define common organizational/formatting structures and determine a structure(s) that will allow me to organize my information best. 3. I can analyze the information, identify vocabulary specific to my topic, and organize information gathered using my chosen Vocabulary organizational structures formatting structures transitions cohesion *English Language Arts (Tier II) Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 structure(s). *Cross-‐Curricular (Tier II) *Action-‐Verbs 4. I can present my information in a formal style that includes an introduction that previews what is to follow, supporting details, transitions (to clarify and create cohesion when I move from one idea to another), and provide concluding statement/section that supports the information presented. Core Resources Additional Resources Prentice Hall Literature Book W 7.2 Page 98 -‐ "All Summer in a Day"/"Suzy and Leah" use stories as a resource for writing activity on page 127 (news report) Page 247 -‐ Informative article Page 619 -‐ Write a scientific explanation W7.2(a)-‐ Pages: 78, 92, 94, 160, 288, 308, 33, 370, 440, 459, 484, 486, 548, 550, 824, 866, 878, 934, 957, 966, 982, 988, 1005, 1040 CCC: 202-‐212 W7.2(b)-‐ Pages 22, 47, 94, 128, 151, 486, 548, 550, 830, 859, 866, 880, 934, 957, 984, 988, 1005, 1006, 1025, 1034, 1042 CCC: 202-‐212 W7.2(c) -‐ Pages 94, 128, 151, 486, 550, 826, 830, 859, 882, 960, 984, 1044 CCC: 202-‐212 W7.2(d) -‐ Pages 48, 69, 92, 216, 247, 484, 486, 548, 600, 619, 622 CCC: 202-‐212 W7.2(e) -‐ Pages: 92, 216, 247, 308, 335, 548, 552, 984 CCC: 202-‐212 W7.2(f) -‐ Pages 247, 288, 984, 988, 1005, 1006, 1025, 1042 CCC: 202-‐212 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Common Formative Assessment will be implemented daily— Revised 07/02/2014 17 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Page 548 -‐ Writing workshop -‐ Explanatory Text (compare/contrast essay) Page 824 -‐ Writing Workshop -‐ Write an Informative Text (multimedia report) Page 878 -‐ Writing Workshop -‐ Explanatory Text (cause/effect essay) Page 982 -‐ Write an Informative Text -‐ (workplace writing: business letter) Page 1040 -‐ Writing Workshop -‐ Write Informative Text -‐ (research report) Common Formative Assessment will be implemented daily— Revised 07/02/2014 18 District Short Cycle Assessment 19 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: Writing Clearly: What makes a difference? Final Product: What does it take? Strand Topic Ohio’s New Learning Standards W 7.6 Writing Use technology, including the Internet, to produce and publish writing and link to and cite resources as well as to interact and collaborate with others, including linking to and citing sources. Clear Learning Targets 1. I can identify technology (e.g., Word, Publisher, PowerPoint) that will publish help me compose, edit, and publish my writing. credible websites hyperlink 2. I can choose credible websites on the Internet that will help me compose, edit, and publish my writing. 3. I can create hyperlinks to sources and use technology (web-‐based *English Language Arts (Tier II) bibliography sites) to cite sources. *Cross-‐Curricular (Tier II) *Action-‐Verbs 4. I can collaborate with peers, teachers, and other experts through technology to enhance my writing. Core Resources Vocabulary Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Prentice Hall Literature Book Harvey Silver Core 6 Page 582 Poetry Collection 1 and 2 -‐ write lyric poem, concrete poem, haiku New PH Literature Novels Writing activity on Page 599 Achieve 3000 Page 664 Poetry Collection 7 and 8 -‐ write poem-‐ writing activity on page Study Island 683 Page 830 -‐ "The Monsters Are Due on Maple Street" -‐ writing activity following selection on Page 859 CCC: 245, 246, 252 20 Formative/Summative Assessments, Projects, Writing Page 302 -‐ Writing Workshop -‐ Response to Literature (publishing and presenting -‐ page 307) Page 1040 -‐ Writing Workshop -‐ Write a Informative Text (publishing and presenting -‐ page 1049) Page 982 -‐ Writing Workshop -‐ business letter (publishing and presenting -‐ page 987) Page 824 -‐Writing Workshop -‐ multimedia report (publishing and presenting -‐ Page 829) Build a Board -‐ Discovery Education: www.discoveryeducation.com Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 21 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—2nd Quarter Days: Essential Question: What makes collaboration meaningful? Making meaning from a variety of sources: What will help? Strand Topic SL 7.2 Speaking & Listening Ohio’s New Learning Standards Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. Clear Learning Targets 1. I can identify the main ideas and supporting details presented in a variety of media and formats (e.g., charts, tables, websites, speeches). (K) 2. I can explain how the ideas found in media and formats clarify the meaning of a topic, text, or issue. (R) Core Resources *Prentice Hall Literature Book Page 439 -‐ "Life Without Gravity"/"Conversational Ballgames" Oral Summary (audio versions of stories) CCC-‐ Pages 305, 306 Vocabulary Media Formats *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 22 Formative/Summative Assessments, Projects, Writing Build a Board -‐ Discovery Education www.discoveryeducation.com Page 558 -‐ Communications Workshop -‐ Evaluating a Persuasive Presentation Page 708 -‐ Communication Workshop -‐ Evaluating Media Messages and Advertisements End of Quarter 2 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: In what ways does creative choice impact an audience? Strand Topic RL 7.7 Literature Ohio’s New Learning Standards Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). Clear Learning Targets 1. I can explain the mental images that occur while reading (what I see and hear). 2. I can compare (analyze the similarities) mental images I created while reading and images presented in a media or staged version of the same text. 3. I can contrast (analyze the differences) mental images I created while reading and the images presented in a media or staged version of the same text. Core Resources Page 582 -‐ Poetry Collection 1 and 2 -‐ use these resources to address standard -‐ Speaking and Listening Activity -‐ Page 599 Page 830 -‐ "The Monsters Are Due on Maple Street" -‐ Research and Technology activity on page 859 addresses standard Vocabulary Compare Contrast *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 1 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 2 CCC: 74, 75 Formative/Summative Assessments, Projects, Writing After You Read: Pages 287, 535, 865, 1033 Performance Tasks #4 -‐ page 895 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 3 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Strand RL 7.9 Essential Question: Whose story is it, and why does it matter? Topic Literature Ohio’s New Learning Standards Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Clear Learning Targets 1. I can define historical fiction (fictional story set in the past). historical fiction compare 2. I can compare (analyze similarities) a fictional portrayal of time, contrast place, or character and a historical account of the same time, place, or character. 3. I can contrast (analyze the differences) a fictional portrayal of time, place or character and a historical account of the same time, place, or *English Language Arts (Tier II) character. *Cross-‐Curricular (Tier II) *Action-‐Verbs 4. I can analyze how authors use or alter historical facts to develop their own fictional stories. Vocabulary Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 4 Core Resources Additional Resources Prentice Hall Literature Book Page 11 -‐ "The Three Century Woman" Page 20 -‐ "The Fall of the Hindenburg" Page 21 -‐ Question #5 Page 934 -‐ "Tenochtitlan: Inside the Aztec Capital"/"Popocatepeti and lztlaccihuatl" (compare/contrast using literary analysis on page 935 CCC: Pages 81, 82 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open Book Test Writing Activity -‐ page 957 -‐ Comparison Essay Performance Task #1 -‐ page 1058 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 5 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: In what ways does creative choice impact an audience? Whose story is it, and why does it matter? Strand Topic Ohio’s New Learning Standards RI 7.9 Informational Text 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. Clear Learning Targets Vocabulary 1. I can recognize that authors present information differently based on Point of View their point of view. (K) Evidence Compare 2. I can analyze how authors interpret and emphasize different evidence Contrast when writing about the same topic. (R) Interpretation 3. I can compare (analyze the similarities) how two authors communicate the same topic. (R) 4. I can contrast (analyze the differences) how two authors communicate the same topic. (R) 5. I can describe how one author’s interpretation of a topic can be * English Language Arts (Tier II) different from another author’s depending on the facts he/she * Cross-‐Curricular (Tier II) chooses to emphasize. (R) * Action-‐Verbs Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 6 Core Resources Additional Resources Prentice Hall Literature Book Page 282 -‐ Analyzing Expository and Functional Texts Page 530 -‐ Analyzing Functional Texts Page 862 -‐ Analyzing Argumentative Texts Page 1028 -‐ Analyzing Argumentative Texts CCC: Pages 176, 177 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing After You Read Pages: 287, 535, 865, 1033 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 7 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: In what ways does creative choice impact an audience? Whose story is it, and why does it matter? Strand Topic RI 7.7 Informational Text Ohio’s New Learning Standards Compare and contrast a text to audio, video or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Clear Learning Targets 1. I can explain how informational text is presented in formats (e.g., audio, video, multimedia) other than words. Vocabulary multimedia medium format 2. I can compare (analyze the similarities) a text and an audio, video, or compare multimedia version that portrays the same subject. contrast 3. I can contrast (analyze the differences) a text and an audio, video, or multimedia version that portrays the same subject. 4. 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. * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 * Action-‐Verbs Core Resources 8 Additional Resources Prentice Hall Literature Book Page 420 -‐ "Life Without Gravity"/"Conversational Ballgames" Page 440 -‐ "I Am a Native of North America"/"Volar: CCC: Pages 162, 163 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Selection Tests A and B Open-‐Book Tests Performance Tasks -‐ page 439 Speaking and Listening Activity (oral summary) Performance Tasks -‐ page 459 Speaking and Listening Activity (response to audio version) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 9 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grades 7—3rd Quarter Days: Strand RI 7.8 Essential Question: In What ways does creative choice impact an audience? Whose story is it, and why does it matter? Topic Informational Text Ohio’s New Learning Standards Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Clear Learning Targets 1. I can identify the side of an argument an author presents in a text. 2. I can determine the credibility of the author and his/her purpose (who wrote it, when it was written, and why it was written). 3. I can identify claims that are supported by fact(s) and those that are opinion(s). 4. 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. Core Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Vocabulary argument credibility claim fact opinion relevant sufficient *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources 10 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 *Prentice Hall Literature Book Page 462 -‐ Analyze Expository Text -‐ Reading Skill -‐ Analyze Author's Argument Page 491 -‐ Literary Analysis -‐ Persuasive Essay Page 493 -‐ Selection: "All Together Now" Page 500 -‐ Selection: "The Eternal Frontier" CCC: Pages 169, 170 * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Formative/Summative Assessments, Projects, Writing After You Read -‐ page 467 After You Read -‐ page 497 After You Read -‐ page 503 Performance Task -‐ #4 -‐ page 565 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 11 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: When a word doesn’t make sense, what can I do? How do I use what I know to figure out what I don’t know? Strand Topic Ohio’s New Learning Standards L 7.5 Language Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationships between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending Clear Learning Targets 1. I can define and identify various forms of figurative language (e.g., simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). figure of speech literal language word relationships denotation 2. I can distinguish between literal language (it means exactly what it connotation says) and figures of speech (sometimes what you say is not exactly what you mean). 3. I can recognize word relationships and use the relationship to further understand multiple words (e.g., sympathetic/apathetic). * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) 4. I can recognize the difference between denotative meanings (all * Action-‐Verbs words have a dictionary definition) and connotative meanings (some words carry feeling). 5. I can analyze how certain words and phrases that have similar denotations (definitions) can have very different connotations (feelings). Vocabulary Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 12 Core Resources Additional Resources Prentice Hall Literature Book L. 7.5 -‐ Page 1050 CCC: 353 -‐ 358 L. 7.5 (a) Pages 392, 1050 CCC: 353, 354 L.7.5 (b) Pages 22, 47, 48, 69, 440, 646, 663, 664, 988., 1005, 1050 CCC: 355, 356 L. 7.5 (c) Pages 302, 706 CCC: 357, 358 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Practice A and B -‐ pages 1050-‐1051/Activity -‐ page 1051 Practice A and B -‐ pages 392-‐393/Activity -‐ page 393 Practice A and B -‐ pages 706-‐707/Activity -‐ page 707 Writing Activity (paraphrase) -‐ page 663 Test Practice (paraphrase) -‐ pages 684-‐685 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 13 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: What o good researchers do? “Cut and paste: “What’s the problem? Strand Topic W 7.9 Writing Ohio’s New Learning Standards Draw evidence from literary or informational texts to support analysis, reflection, and research. (a) Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history"). (b) Apply grade 7 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). Clear Learning Targets 1. I can define textual evidence ("word for word" support). 2. I can determine textual evidence that supports my analysis, reflection, and/or research. 3. I can compose written responses and include textual evidence to strengthen my analysis, reflection, and/or research. Core Resources Vocabulary Textual evidence Analysis Reflection Research *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Prentice Hall Literature Book Harvey Silver Core 6 Page 420 -‐ "Life Without Gravity"/"Conversational Ballgames" use these New PH Literature Novels selections to address standard with writing activity on page 439 -‐ writing an Achieve 3000 analogy Study Island Page 536 -‐ Comparing Literary Works Page 628 Comparing Literary Works Page 772 -‐ use selection to address standard with writing activity on page 809 -‐ write a tribute Page 812 -‐ Analyzing Argumentative and Expository Texts 14 Formative/Summative Assessments, Projects, Writing Page 302 Writing Workshop -‐ write an argument Page 1040 -‐ Writing Workshop -‐ Informative Text After You Read -‐ page 547 After You Read -‐ page 639 After You Read -‐ page 817 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 15 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Strand W 7.3 Essential Question: What do good writers do? What's my purpose and how do I develop it? Topic Writing Ohio’s New Learning Standards Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences. (a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. (b) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (d) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (e) Provide a conclusion that follows from and reflects on the narrated experiences or events. Clear Learning Targets Vocabulary 1. I can define narrative and describe the basic parts of plot (exposition, narrative rising action, climax, falling action, and resolution. plot structure (exposition, rising action, climax, falling action, and resolution) 2. I can engage the reader by introducing the narrator (first, second, or dialogue third person point of view), characters, setting (set the scene), and transitions the event that starts the story in motion. conclusion 3. I can use narrative techniques (dialogue, pacing, and description) to develop the storyline where one event logically leads to another. Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 4. I can use descriptive words and phrases that appeal to the senses, capture the action, and help my reader understand the experiences *English Language Arts (Tier II) and events (create mind pictures). *Cross-‐Curricular (Tier II) *Action-‐Verbs 5. I can signal changes in time and place by using transition words, phrases, and clauses. 6. I can write a logical conclusion that reflects on the experiences/events and provides a sense of closure (ties up all the loose ends and leaves the reader satisfied). Core Resources Additional Resources W. 7.3 Page 308 -‐ Writing Anecdote Page 912 -‐ Writing Myth Page 1005 -‐ Speaking and Listening -‐ Comprehension and Collaboration CCC: Pages 214-‐224 W. 7.3 (a)176, 178, 180, 248, 279, 384, 386, 912, 933, 988, 1005 CCC: Pages 214-‐224 W.7.3 (b) 180, 248, 279 388, 912, 933, 988, 1005, CCC: Pages 214-‐224 W. 7.3(c) 180, 386 CCC: 214-‐224 W. 7.3 (d) 178, 180, 386, 388, 506, 527 CCC: 214-‐224 W. 7.4 (e) 178, 308, 335 CCC: 214-‐224 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Common Formative Assessment will be implemented daily— Revised 07/02/2014 16 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Page 176 Writing Workshop -‐ write a narrative Page 384 -‐ Writing Workshop -‐ narration: short story Common Formative Assessment will be implemented daily— Revised 07/02/2014 17 District Short Cycle Assessment 18 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: What o good researchers do? “Cut and paste: “What’s the problem? Strand Topic W 7.4 Writing Ohio’s New Learning Standards Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Clear Learning Targets 1. I can identify the writing style (argumentative, informative/explanatory, or narrative) that best first my task, purpose, and audience. 2. I can use organizational/formatting structures (graphic organizers) to develop my writing ideas. 3. I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. Core Resources Vocabulary writing style task purpose audience *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Prentice Hall Literature Book Harvey Silver Core 6 Pages 506 -‐ "The Real Story of a Cowboy's Life"/"Rattlesnake Hunt" New PH Literature Novels Use these stories as resources to complete writing activities on Page 527 Achieve 3000 Write an adaption and write a help wanted ad Study Island CCC: Pages 225, 226 19 Formative/Summative Assessments, Projects, Writing Page 484 -‐ Writing Workshop -‐ explanatory texts (how-‐to-‐essay) Page 548 -‐ Writing Workshop -‐ explanatory texts (exposition: comparison and contrast essay) Page 878 -‐ Writing Workshop -‐ explanatory texts (exposition: cause and effect essay) Page 982 -‐ Writing Workshop -‐ informative texts (workplace writing: business letter) Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 20 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: What o good researchers do? “Cut and paste: “What’s the problem? Strand Topic W 7.5 Writing Ohio’s New Learning Standards 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. Clear Learning Targets 1. I can use prewriting strategies to formulate ideas (e.g., graphic organizers, brainstorming, lists). 2. I can recognize that a well-‐developed piece of writing requires more than one draft. 3. I can apply revisions strategies (reading aloud, checking for misunderstanding, adding and deleting details, etc.) with the help of others. 4. I can edit my writing by checking for errors in capitalization, punctuation, grammar, spelling, etc. Vocabulary revision strategy edit purpose audience *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs 5. I can analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 21 6. I can prepare multiple drafts using revisions and edits to develop and strengthen my writing. 7. I can recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. Core Resources Additional Resources Prentice Hall Literature Book Page 92 Writing Workshop -‐ descriptive essay Page 176 -‐ Writing Workshop-‐ write a narrative Page 384 -‐ Writing Workshop-‐ write a narrative (short story) Page 484 -‐ Writing Workshop -‐ how-‐to essay Page 548 -‐ Writing Workshop -‐ compare/contrast essay Page 1044 -‐ Writing Workshop -‐ research report CCC: Pages 232, 233, 239 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Publish and Present-‐ Writing Workshop -‐ page 97/tape record essay; post composition Publish and Present -‐Writing Workshop -‐ page 183/present oral narrative; make poster Publish and Present -‐ Writing Workshop -‐ page 391/give a reading; submit story Publish and Present -‐ Writing Workshop -‐ page 489/give demonstration; make class anthology Publish and Present -‐ Writing Workshop -‐ page 555/be a consumer watchdog; submit to a magazine Publish and Present -‐ Writing Workshop -‐ page 1049/create a reference list; give an oral presentation Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 22 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—3rd Quarter Days: Essential Question: What makes collaboration meaningful? Making meaning from a variety of sources: What will help? Strand Topic Ohio’s New Learning Standards SL 7.3 Speaking & Listening-‐ Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Clear Learning Targets 1. I can identify the side of an argument a speaker presents. 2. I can determine the credibility of a speaker and his/her purpose. 3. I can identify claims that are supported by fact(s) and those that are opinion(s). 4. I can evaluate if a speaker's argument is reasonable (sound) using evidence he/she provides to support his/her claims. 5. I can determine if a speaker has provided enough relevant evidence to support his/her claim or argument. Core Resources *Prentice Hall Literature Book Page 216 -‐ "The Bear Boy"/"Rikki-‐tikki-‐tavi" Use stories as a resource to complete speaking and listening activity on page 247 (informal debate) Page 558 -‐ Communications Workshop -‐ Page 708 -‐ Communications Workshop -‐ CCC: Page 308, 310, 313 Vocabulary argument credibility claim fact opinion soundness relevant evidence *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 23 Formative/Summative Assessments, Projects, Writing Performance Tasks #4 -‐ page 565 Communications Workshop -‐ Activity: Evaluating a Persuasive Presentation Communications Workshop -‐ Activity: Evaluating Media Messages and Advertisements End of Quarter 3 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 1 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—4th Quarter Days: Essential Question: How does author’s choice impact an audience? Strand Topic L 7.1 Language Ohio’s New Learning Standards Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and there function in specific sentences. b. Choose among simple, compound, complex, and compound-‐complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Clear Learning Targets 1. I can identify simple sentence structures (one independent clause), compound sentence structures (two or more independent clauses), complex sentence structures (one independent clause and one or more dependent clauses), and compound-‐complex sentence structures (two independent clauses joined to one or more dependent clauses). 2. I can choose different sentence structures to signal differing relationships among ideas. 3. I can define misplaced modifiers (a word, phrase, or clause that is Vocabulary phrase clause simple sentence structure compound sentence structure complex sentence structure compound-‐complex sentence structure misplaced modifier dangling modifier Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 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). * English Language Arts (Tier II) * Cross-‐Curricular (Tier II) 4. I can identify and correct misplaced/dangling modifiers in my writing * Action-‐Verbs and/or speaking. 5. I can define phrase (a group of words that functions as a single part of speech) and clause (a group of words that contains a subject and a verb; may be dependent or independent) and state their function in specific sentences (e.g., prepositional phrase, adjective clause, adverb clause). 6. I can use phrases and clauses to enhance my writing and/or speaking. Core Resources Prentice Hall Literature Book L7.1 Page 46 -‐ Common and Proper Nouns Page 68 -‐ Possessive Nouns Page 126 Personal Pronouns Page 150 -‐Possessive pronouns Page 278 -‐ Principal parts of verbs Page 360 -‐ Adverbs Page 438 -‐ Conjunctions Page 770 -‐ Interjections Page 808 -‐Double Negative Page 827 -‐ (Writer's Toolbox)Identifying common usage problems Page 883 -‐ (Writer's Toolbox) correcting subject-‐verb agreement Page 1045 -‐ (Writer's Toolbox) correct use of pronoun case CCC: Pages: 333-‐338 L7.1(a) 440, 459, 582, 599, 600 619, 646, 663 CCC: Pages: 333, 334 L7.1(b) Pages 646, 663, 664, 683 CCC: Page 335, 336 Additional Resources Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 2 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 3 L7.1(c) Pages 552, 642 CCC: Pages 33, 336 Formative/Summative Assessments, Projects, Writing Integrated Language Skills Practice A and B Pages 46, 68, 126, 150, 278, 360, 438, 770, 808 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 4 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—4th Quarter Days: Essential Question: What do good researchers do" "Cut and Paste:" What's the problem? Strand Topic W 7.7 Writing Ohio’s New Learning Standards Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Clear Learning Targets 1. I can define and distinguish how research differs from other types of Research writing. Central question source 2. I can focus my research around a central question that is provided or determine my own research worthy question. (e.g., How did Edgar Allan Poe’s life experiences influence his writing style?) 3. I can chose seve4ral sources (e.g., biographies, non-‐fiction texts, online encyclopedia) and gather information to answer my research question. *English Language Arts (Tier II) 4. I can analyze the information found in my sources and determine if it *Cross-‐Curricular (Tier II) provides enough support to answer my question. *Action-‐Verbs Common Formative Assessment will be implemented daily— Revised 07/02/2014 Vocabulary Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 5 5. I can create additional focused questions that relate to my original topic to further investigate my research. Core Resources Additional Resources Prentice Hall Literature Book Page 69 -‐ Research and Technology activity Page 279 -‐ Research and Technology activity Page 361 -‐ Research and Technology activity Page 619 -‐ Research and Technology activity CCC: Pages 258, 259, 262 Harvey Silver Core 6 New PH Literature Novels Achieve 3000 Study Island Formative/Summative Assessments, Projects, Writing Page 824 Writing Workshop -‐ multimedia project Page 878-‐ Writing Workshop -‐ cause and effect Page 1040 -‐ Writing Workshop -‐ research project Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 6 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—4th Quarter Days: Essential Question: Why write? What do good writers do? Strand Topic W 7.10 Writing Ohio’s New Learning Standards 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 task, purposes, and audiences. Clear Learning Targets 1. I can recognize the different writing tasks (e.g., journal, reflection, research) require varied time frames to complete. 2. I can determine a writing format/style to fit my task, purpose, and/or audience. 3. I can write for a variety of reasons (e.g., to inform, to describe, to persuade, to entertain/convey an experience). Core Resources Vocabulary writing format writing style task purpose audience *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Prentice Hall Literature Book Harvey Silver Core 6 Page 72 -‐ Analyzing Functional and Expository Texts New PH Literature Novels Page 154 -‐ Analyzing Functional Texts Achieve 3000 Also see these features in Units 1, 2, 3, 4, 5, 6: Integrated Language Skills; Study Island Reading for Information; Comparing Informational Texts; Comparing Literary Works; Writing Workshops CCC: 287, 288, 289, 290, 293, 294, 295, 296 7 Formative/Summative Assessments, Projects, Writing Timed Writings Performance Tasks Writing Workshops Writing About the Big Question Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 8 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—4th Quarter Days: Essential Question: What makes a presentation “great”? Strand Topic SL 7.4 Speaking & Listening-‐ Comprehension & Collaboration Ohio’s New Learning Standards 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. Clear Learning Targets 1. I can determine salient (important/key) points and emphasize them when presenting my claims and/or findings. 2. I can support my claims and/or findings with pertinent descriptions, facts, details, and examples that support the main idea or theme. 3. I can present my information in a logical sequence using appropriate eye contact, adequate volume, and clear pronunciation. Core Resources *Prentice Hall Literature Book Page 420 -‐ Speaking and Listening -‐ oral summary (page 439) Page 490 -‐ Speaking And Listening -‐ Public Service Announcement (page 505) Vocabulary salient claim finding pertinent sequence *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Page 646 -‐ Speaking and Listening -‐ Poetry Reading (page 663) Page 934 -‐ Speaking and Listening -‐ Persuasive Speech (page 957) Page 988 -‐ Speaking and Listening -‐ Story (Page 1005) Page 1006 -‐ Speaking and Listening -‐ Television New Report (Page 1025) CCC: Pages 316, 317, 320 9 Formative/Summative Assessments, Projects, Writing Page 186 -‐ Communications Workshop -‐ delivering a narrative presentation Page 394 -‐ Communications Workshop -‐ delivering an oral summary Page 1052 -‐ Communications Workshop -‐ research presentation Performance Tasks #5 and #6 -‐ page 565 Performance Tasks #4 and #6 -‐ page 715 Performance Tasks #5 and #6 -‐ page 895 Performance Tasks #4 and #4 -‐ page 1059 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 10 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—4th Quarter Days: Essential Question: “What I say” versus “how I say it”, does it really matter? Strand Topic SL 7.5 Speaking & Listening-‐ Comprehension & Collaboration Ohio’s New Learning Standards Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Clear Learning Targets 1. I can identify parts of my presentation, including claims, findings, and salient points that could use clarification. 2. I can clarify information using the appropriate media component or visual display. Core Resources *Prentice Hall Literature Book Page 336 -‐ Speaking and Listening -‐ research/technology -‐ poster (page 361) Page 600 -‐ Speaking and Listening -‐ research/technology -‐ scientific explanation (page 619) CCC: 323, 324 Vocabulary salient clarification media component visual display *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 11 Formative/Summative Assessments, Projects, Writing Page 824 -‐ Writing Workshop -‐ research: multimedia report Page 1052 Communications Workshop -‐ research presentation Performance Tasks #6 -‐ page 401 Performance Tasks #4 -‐ page 895 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment 12 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 English Language Arts Grade 7—4th Quarter Days: Strand SL 7.6 Essential Question: What makes a presentation “great”? Topic Speaking & Listening-‐ Comprehension & Collaboration Ohio’s New Learning Standards Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for specific expectations.) Clear Learning Targets 1. I can identify various reasons or speaking (e.g., informational, descriptive, formal, informal). 2. I can determine speaking tasks that will require formal structure. 3. I can compose a formal speech that demonstrates a command of grade 7 Language standards. Core Resources *Prentice Hall Literature Book Page 22 -‐ Speaking and Listening -‐ dramatic reading (page 47) Page 308 -‐ Speaking and Listening -‐ new story (page 335) Page 646 -‐ Speaking and Listening -‐ poetry reading (Page 663) Page 772 -‐ Speaking and Listening -‐ dramatic monologue (page 809) CCC: 325, 326, 329 Vocabulary formal informal *English Language Arts (Tier II) *Cross-‐Curricular (Tier II) *Action-‐Verbs Additional Resources * Harvey Silver Core 6 * New PH Literature Novels * Achieve 3000 * Study Island Common Formative Assessment will be implemented daily— Revised 07/02/2014 Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 13 Formative/Summative Assessments, Projects, Writing Page 1052 -‐ Communications Workshop -‐ research presentation Performance Tasks #5 -‐ page 193 Performance Tasks #4 and #5 -‐ page 401 End of Quarter 4 Common Formative Assessment will be implemented daily— Revised 07/02/2014 District Short Cycle Assessment Lorain City School District Scope, Sequence and Pacing Guides Ohio’s New Learning Standards—English Language Arts Grade 7 Common Formative Assessment will be implemented daily— Revised 07/02/2014 14
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