M/J Language Arts 2, 7th grade
The following curriculum map is based on the Common Core State Standards (CCSS), which are accessible on
www.corestandards.org, and expectations from the Partnership for Assessment of Readiness for College and Careers (PARCC)
consortium Model Content Frameworks, which are accessible on www.parcconline.org.
Each quarter of instruction is based around an emphasis on either extended literary text or extended informational text. All of the other
shorter texts, which are a combination of literary and informational pieces for every quarter, should connect topically or thematically to
the extended texts and be of sufficient text complexity for close, analytic reading. During class discussion of what has been read,
students should consistently be asked to find evidence from the text. This textual evidence should then be used in the students’ writing,
research, and presentations.
The writing that students do should relate to what has been read and discussed in the unit. Over the course of the year, seventh grade
writing should be 70 percent analytical (35 percent argument and 35 percent to inform/explain) and 30 percent narrative with a mix of
routine, on-demand, and review-and-revision writing assignments.
When possible, research should connect to texts selected for close readings, requiring students to closely read and compare and
synthesize ideas across multiple texts. Through a progression of research tasks, students are called on to present their findings in a
variety of modes in informal and formal contexts appropriate to the seventh grade level (e.g., through oral presentations, argumentative
or explanatory compositions, or multimedia products).
The study and application of vocabulary and grammar should take place within the context of what students read and write. Students
should understand the use of proper diction and tone for formal and informal speaking occasions and the importance of proper word
choice when using the spoken and written word.
The map also reflects the eight measurement topics as a support for grading. The topics are: Reading Literary Text, Reading
Informational Text, Writing Types & Purposes, Research, Study & Apply Grammar, Study & Apply Vocabulary, Discussion &
Collaboration, and Present Knowledge & Ideas. Standards on the map have been grouped under the appropriate measurement topics
and some standards appear under more than one measurement topic. Assignments and assessments will naturally fall under multiple
measurement topics; teachers will use professional judgment to assess learning across all of the standards and measurement topics
over the course of each grading period.
M/J Language Arts Grade 7
CURRICULUM MAP
-QUARTER 1READING, WRITING, AND RESEARCHING THROUGH LITERARY TEXT
Essential Questions
1.
2.
3.
How does literature offer insight into the human condition and serve as a model for seventh grade students’ own thinking and writing?
How does literature enable seventh grade students to gain a reservoir of literary and cultural knowledge?
How does the use of technology enhance the reading, writing, listening, and speaking skills of seventh grade students?
MEASUREMENT TOPICS
Reading Literary Text
Students will read:
 a world literary extended text
 2-3 short world literary texts
Reading Informational Text
Students will read:
 1-2 short informational texts
Writing Types & Purposes
Students will write:
 routinely to develop & convey understanding
 4-6 analyses focused on argument
 a narrative to convey experiences
Research
Students will…
STANDARDS
LACC.7.RL.1.1
LACC.7.RL.1.2
LACC.7.RL.1.3
LACC.7.RL. 2.4
LACC.7.RL.2.5
LACC.7.RL. 2.6
LACC.7.RL.3.7
LACC.7.RL.3.9
LACC.7.RL.4.10
LACC.7.RI. 1.1
LACC.7.RI.1.2
LACC.7.RI.1.3
LACC.7.RI.2.4
LACC.7.RI.2.5
LACC.7.RI.2.6
LACC.7.RI.3.7
LACC.7.RI.3.8
LACC.7.RI.3.9
LACC.7.RI.4.10
LACC.7.L.2.3 – 2a
LACC.7.W.1.1 – 1e
LACC.7.W.1.2 – 2f
LACC.7.W.1.3 – 3e
LACC.7.W.2.4
LACC.7.W.2.5
LACC.7.W.2.6
LACC.7.W.4.10
LACC.7.W.3.7
LACC.7.W.3.8
LACC.7.W.3.9-9b
LACC.7.SL.1.2
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Study & Apply Grammar
LACC.7.L.1.1 – 1c
LACC.7.L.1.2 – 2b
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LEARNING TARGETS/SKILLS
cite evidence from the text
analyze how elements of a story/drama interact
compare and contrast fictional portrayal and historical account
of the same event
analyze how a drama’s or poem’s form contributes to its
meaning
evaluate the argument or claims in a text
cite evidence from the text
analyze impact of specific word choice on meaning & tone
edit for conventions
develop and convey understanding through written texts
produce clear and coherent written texts
develop and strengthen written texts
understand all of the steps of the writing process
engage in routine writing, on-demand writing, and review-andrevision writing
answer a question drawing on at least two sources
provide basic bibliographic information for sources
assess the credibility of sources
demonstrate command of conventions of standard English
grammar and usage when writing or speaking.
demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing
spell correctly
ACADEMIC LANGUAGE
textual
evidence inferences
alliteration soliloquy sonnet
theme literary
terms objective
summary
claim analysis tone
arguments informative
or
explanatory text analysis narrative
redundancy
inquiry paraphrase plagiarism
bibliographic
phrases
information source
and clauses simple,
compound, complex, compoundcomplex sentences misplaced and
dangling modifiers coordinate
adjectives
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LACC.7.L.3.4 – 4d
LACC.7.L.3.5 – 5c
LACC.7.L.3.6
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LACC.7.SL.1.1-1d
LACC.7.SL.1.3
LACC.7.W.2.6
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Discussion & Collaboration
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Present Knowledge & Ideas
LACC.7.SL.1.2
LACC.7.SL.2.4
LACC.7.SL.2.5
LACC.7.SL.2.6
LACC.7.W.2.6
Study & Apply Vocabulary
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clarify meaning of unknown words and phrases
demonstrate understanding of figurative language, word
relationships, and nuances in word meanings
acquire grade-appropriate general academic and domain
specific words and phrases
participate in and contribute to collaborative discussions
understand a perspective and claim based upon evidence
use multimedia components in presentations
demonstrate correct speaking techniques
present findings logically while accentuating main ideas or
themes
Greek/Latin
roots Greek/Latin
affixes context clues
denotation/connotation literary
allusion mythological allusion
domain specific words
elaborate perspective paraphrase
claims
interpret format theme
th
Reading Literary Text
Myths
1.20- “Daedalus and Icarus”
1.22- “Phaethon”
1.24- “Arachne”
1.25- “ Raven and the Sources of Light”
Novel excerpt
1.6- from Staying Fat for Sarah Byrnes
1.18- from A Single Shard
1.5 – punctuation in poetry
1.6 - Dash
1.8 - Verb Tense
1.10 - Commas in prose
1.11 Conventions in Writing; Verb tenses
1.18 Pronouns/Antecedents
1.21 - Writing Dialogue
1.22 - Topic Sentence
1.24 Adjective Phrase
from Unit 1
Writing Types & Purposes
Personal Narrative & Autobiography
1.8- from Dust Tracks on a Road
1.10- “Ditiching” from The Classroom of Life
Routine Writing
1.2 - quotations
1.3 Quickwrite - Poem: Edgar Guest
1.15- Revising the Middle
1.24 - Quickwrite: Choose a topic - preparation
for "Arachne"
Teachers should add additional informational text as it
relates topically and thematically to other pieces in this
unit. Library databases like ProQuest are excellent
resources for finding informational text.
Short Story
1.9- “A Hundred Bucks of Happy”
Study & Apply Grammar
Compiled texts
Reading Informational Text
Poetry
1.3- “You”
1.5- “ The Road Not Taken”
Research
Extended Literary Text
-Quarter OneThe Choices We Make
M/J Language Arts, 7 Grade
SPRINGBOARD, Level 2
Analyses
1.14 - Write engaging openings
1.16 - Writing a good ending - analyze texts
1.18 Respond to quotations
1.19 - Introduction to Mythology
1.24 - Transform the text – Arachne
Narrative
1.7 – Exploring Personal Narrative
1.11 - Preparing for a Timed Writing
Embedded Assessment 1 - Revising a Personal
Narrative About Choice
Embedded Assessment 2 - Creating an Illustrated
Myth
Optional: from SB online - Writing Workshop - Open
Ended Prompts - Personal Narrative
1.19 - Introduction to Mythology - This activity lends itself to a variety of research opportunities. i.e. compare
and contrast between two Gods or Goddesses. (Roman/Greek)
Study & Apply Vocabulary
Characterization
Personal Narrative
Sensory Details
Symbolism
Folklore
Plot
Theme
-Cover additional literary terms, word
connections, and root words as they
appear in SB unit
Discussion & Collaboration
1.6 - conversation - What the readers
know about the narrator.
1.10 - "Ditching" - Elements of a good
Narrative
1.17 - storytelling
1.18 Discuss scenarios - "A Single
Shard: Lessons learned - "Tree Ear”
1.20 - Structural Elements
1.25 - Creation Stories
EA #2 - working in groups
Present Knowledge & Ideas
1.17 - Folk Literature
1.19 - Introduction to Mythology
1.20 - Structural Elements
1.23 -Symbols
Embedded Assessment #2
M/J Language Arts Grade 7
CURRICULUM MAP
-QUARTER 2READING, WRITING, AND RESEARCHING THROUGH INFORMATIONAL TEXT
Essential Questions
1. How does information text offer insight into the human condition and serve as a model for seventh grade students’ own thinking and writing?
2. How does informational text enable seventh grade students to evaluate intricate arguments?
3. How does research and technology enable students to show ability to gather and synthesize information and prove ability to apply information to thinking and
writing?
MEASUREMENT TOPICS
Reading Literary Text
Students will read:
 2-3 short literary texts
Reading Informational Text
Students will read:
 an informational extended text
 1-2 short U.S. historical documents
Writing Types & Purposes
Students will write:
 routinely to develop & convey understanding
 4-6 analyses focused on argument
 a narrative to convey experiences
Students Will…
STANDARDS
LACC.7.RL.1.1
LACC.7.RL.1.2
LACC.7.RL.1.3
LACC.7.RL. 2.4
LACC.7.RL.2.5
LACC.7.RL. 2.6
LACC.7.RL.3.7
LACC.7.RL.3.9
LACC.7.RL.4.10
LACC.7.RI. 1.1
LACC.7.RI.1.2
LACC.7.RI.1.3
LACC.7.RI.2.4
LACC.7.RI.2.5
LACC.7.RI.2.6
LACC.7.RI.3.7
LACC.7.RI.3.8
LACC.7.RI.3.9
LACC.7.RI.4.10
LACC.7.L.2.3 – 2a
LACC.7.W.1.1 – 1e
LACC.7.W.1.2 – 2f
LACC.7.W.1.3 – 3e
LACC.7.W.2.4
LACC.7.W.2.5
LACC.7.W.2.6
LACC.7.W.4.10
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LEARNING TARGETS/SKILLS
analyze literary texts
determine central idea of texts
demonstrate understanding of literary texts
cite textual evidence
cite strong and thorough textual evidence to support analysis of
the text.
analyze how the author distinguishes his/her position from that
of others
analyze how two authors writing about the same subject
emphasize different facts
edit for conventions
develop and convey understanding through written texts
produce clear and coherent written texts
develop and strengthen written texts
engage in routine writing, on-demand writing, and review-andrevision writing
ACADEMIC LANGUAGE
textual
evidence inferences
alliteration soliloquy sonnet
theme literary
terms objective
summary
claim analysis tone
arguments informative
or
explanatory text analysis narrative
redundancy
Research
LACC.7.W.3.7
LACC.7.W.3.8
LACC.7.W.3.9-9b
LACC.7.SL.1.2
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Study & Apply Grammar
LACC.7.L.1.1 – 1c
LACC.7.L.1.2 – 2b
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Study & Apply Vocabulary
Discussion & Collaboration
Present Knowledge & Ideas
LACC.7.L.3.4 – 4d
LACC.7.L.3.5 – 5c
LACC.7.L.3.6
LACC.7.SL.1.1-1d
LACC.7.SL.1.3
LACC.7.W.2.6
LACC.7.SL.1.2
LACC.7.SL.2.4
LACC.7.SL.2.5
LACC.7.SL.2.6
LACC.7.W.2.6
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answer a question drawing on at least two sources
use a standard format for citation
assess the credibility of sources
demonstrate command of conventions of standard English
grammar and usage when writing or speaking.
demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing
spell correctly
clarify meaning of unknown words and phrases
demonstrate understanding of figurative language, word
relationships, and nuances in word meanings
acquire grade-appropriate general academic and domain
specific words and phrases
participate and contribute to collaborative discussions
understand a perspective and claim based upon evidence
use multimedia components in presentations
demonstrate correct speaking techniques
present findings logically while accentuating main ideas or
themes
inquiry paraphrase plagiarism
bibliographic
information source
phrases
and clauses simple,
compound, complex, compoundcomplex sentences misplaced and
dangling modifiers coordinate
adjectives
Greek/Latin
roots Greek/Latin
affixes context clues
denotation/connotation literary
allusion mythological allusion
domain specific words
elaborate perspective paraphrase
claims
interpret format theme
th
Reading Literary Text
* Writing Workshop #9 Response to Text –
(Located in SB Online) Conduct a close reading
of Andy Rooney’s persuasive essay “America
the Not-SoBeautiful”
Study & Apply Grammar
2.2- Preposition phrases
2.12 -Punctuation in a letter
2.14-Thesis
2.15- Hyphens and Appositives
2.17 -Colon
Compiled Texts
from Unit 2
Reading Informational Text
No literary text is available with this unit of SB;
expose students to literary text as it connects
topically and thematically to other pieces already
in the unit.
Research
Extended Informational Text
-Quarter TwoWhat Influences My Choices?
M/J Language Arts ,7 Grade
SPRINGBOARD, Level 2
Informational Reading
2.2- “Today’s Youth…”
2.4- “Facts About Marketing to Children”
Website resource: http://pbskids.org/dontbuyit/
l
Articles
2.2- “From Ramp to Riches”
2.15- “Buying Into the Green Movement”
2.16- “City Schools Cut Parents’ Lifeline”
2.17- “Ironing out Policies on School
Uniforms”
Optional: Master Marketer http://www.pbs.org/benfranklin/l3_wit_master.ht
ml
Persuasive Essay
2.13- “America the Not-So-Beautiful”*
Editorial & Letter to The Editor
2.16- “Hang It Up”
2.18- “Cellphones in School”
2. 19- “Balancing Act on Cellphones”
Writing Types & Purposes
Routine Writing
2.2- Quickwrite & Writing Prompt: expository
2.4- Quickwrite - summarize understanding
2.5- Paraphrase - Persuasion Techniques
2.12- Quickwrite - Express consumer concerns
2.17 -Quickwrite - School Uniforms
Writing Prompt - Responding to an article
Analyses
2.6 Advertising Claims
2.7 Audience in Advertisements -( Part I)
2.10 Elements of Advertisements
2.11 Analysis of an Ad (Writing Prompt)
Embedded Assessment #1
2.16 News or Views
2.17 Exploring My Opinions
2.20 - Writing a Letter to the Editor
Embedded Assessment #2
Narrative
2.12 - Quickwrite "Fighting Back" Can be expanded into
Narrative Writing Opportunity
No research component is included in this unit of SB. Teachers can have students pose further questions and research any of
the topics in this unit. Another option includes researching Ben Franklin, The Patron Saint of Advertising (PBS.org) Master
Marketer http://www.pbs.org/benfranklin/teachersguide.html.
Study & Apply Vocabulary
Consumerism
Media
Advertising
Persuasion
Audience
Purpose
Editorial
2.18- egos, pathos , logos
-Cover additional literary terms, word
connections, and root words as they
appear in SB unit
Discussion & Collaboration
2.1 - Preview the Unit
2.2 - Looking at My Choices;
2.5- Identify the audience
2.12- Fighting Back
2.13- What We Choose to Believe
2.16- News or Views
2.17- Exploring My Opinions
Present Knowledge & Ideas
2.1- Preview the unit
2.7- Audience in Advertisements
2.8- Sharing Persuasive Advertisements
2.10- Elements of Advertisements
M/J Language Arts Grade 7
CURRICULUM MAP
-QUARTER 3READING, WRITING, AND RESEARCHING THROUGH LITERARY TEXT
Essential Questions
1. How does literature offer insight into the human condition and serve as a model for seventh grade students’ own thinking and writing?
2. How does literature enable seventh grade students to gain a reservoir of literary and cultural knowledge?
3. How does the use of technology enhance the reading, writing, listening, and speaking skills of seventh grade students?
MEASUREMENT TOPICS
Reading Literary Text
Students will read:
 a world literary extended text
 2-3 short world literary texts
Reading Informational Text
Students will read:
 1-2 short informational texts
Writing Types & Purposes
Students will write:
 routinely to develop & convey understanding
 4-6 analyses focused on argument
 a narrative to convey experiences
Research
Students Will…
STANDARDS
LACC.7.RL.1.1
LACC.7.RL.1.2
LACC.7.RL.1.3
LACC.7.RL. 2.4
LACC.7.RL.2.5
LACC.7.RL. 2.6
LACC.7.RL.3.7
LACC.7.RL.3.9
LACC.7.RL.4.10
LACC.7.RI. 1.1
LACC.7.RI.1.2
LACC.7.RI.1.3
LACC.7.RI.2.4
LACC.7.RI.2.5
LACC.7.RI.2.6
LACC.7.RI.3.7
LACC.7.RI.3.8
LACC.7.RI.3.9
LACC.7.RI.4.10
LACC.7.L.2.3 – 2a
LACC.7.W.1.1 – 1e
LACC.7.W.1.2 – 2f
LACC.7.W.1.3 – 3e
LACC.7.W.2.4
LACC.7.W.2.5
LACC.7.W.2.6
LACC.7.W.4.10
LACC.7.W.3.7
LACC.7.W.3.8
LACC.7.W.3.9-9b
LACC.7.SL.1.2
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LEARNING TARGETS/SKILLS
cite multiple pieces of evidence from the text
analyze how elements of a story/drama interact
compare and contrast fictional portrayal and historical account
of the same event
analyze how a drama’s or poem’s form contributes to its
meaning
evaluate the argument or claims in a text
cite multiple pieces of evidence from the text
analyze impact of specific word choice on meaning & tone
edit for conventions
develop and convey understanding through written texts
produce clear and coherent written texts
develop and strengthen written texts
engage in routine writing, on-demand writing, and review-andrevision writing
answer a question drawing on several sources and generate
additional research questions
use a standard format for citation
Proficiently assess the credibility
ACADEMIC LANGUAGE
textual
evidence inferences
alliteration soliloquy sonnet
theme literary
terms objective
summary
claim analysis tone
arguments informative
or
explanatory text analysis narrative
redundancy
inquiry paraphrase plagiarism
bibliographic
information source

Study & Apply Grammar
LACC.7.L.1.1 – 1c
LACC.7.L.1.2 – 2b
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Study & Apply Vocabulary
Discussion & Collaboration
Present Knowledge & Ideas
LACC.7.L.3.4 – 4d
LACC.7.L.3.5 – 5c
LACC.7.L.3.6
LACC.7.SL.1.1-1d
LACC.7.SL.1.3
LACC.7.W.2.6
LACC.7.SL.1.2
LACC.7.SL.2.4
LACC.7.SL.2.5
LACC.7.SL.2.6
LACC.7.W.2.6
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



demonstrate command of conventions of standard English
grammar and usage when writing or speaking.
demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing
spell correctly
clarify meaning of unknown words and phrases
demonstrate understanding of figurative language, word
relationships, and nuances in word meanings
acquire and use grade-appropriate general academic and
domain specific words and phrases
participate and contribute to collaborative discussions
understand multiple perspectives and claims based upon
evidence
use advanced multimedia components in presentations
demonstrate correct speaking techniques
present findings logically while accentuating main ideas or
themes
phrases
and clauses simple,
compound, complex, compoundcomplex sentences misplaced and
dangling modifiers coordinate
adjectives
Greek/Latin
roots Greek/Latin
affixes context clues
denotation/connotation literary
allusion mythological allusion
domain specific words
elaborate perspective paraphrase
claims
interpret format theme
th
Reading Literary Text
Tangerine
By Edward Bloor
Reading Informational Text
Extended Text
Tangerine by Edward Bloor
Poetry
3.26-“To an Athlete Dying Young”
___________________________________________
Film as Text
3.10- clips from Sandlot
Extended Literary Text
-Quarter ThreeOur Choices and Life’s Lessons
M/J Language Arts, 7 Grade
SPRINGBOARD, Level 2
Writing Types & Purposes
Articles
3.25- “Bullying in Schools”
3.25- “Taming Wild Girls”
Routine Writing
3.3- Selling the Novel Quickwrite
3.12- Wonders of the World
Informational Text
Teachers may choose additional short
informational texts that relate topically and
thematically to issues from Tangerine. Library
databases like ProQuest are excellent
resources for finding informational text.
Analyses
3.7- Choices & Consequences One
3.15- Choices & Consequences Two
3.22- Choices & Consequences Three
3.27- Choices & Consequences Four
3.10- Film Connection: Writing Prompt
3.18 Comparing Schools: Writing Prompt
EA #1: Writing an Analytical Essay
Narrative
3.19- The New Team: Quickwrite
Research
Study & Apply Grammar
3.4- Pronouns. Present tense
3.8- Subordinate clauses, Subordinating
Conjunctions, Complex Sentences,
(Subject and Predicate)
3.9- Appositives
3.11-12- Transitions- for comparison and
contrast
3.13- Verbs- strong v. weak
3.17- Correlative Conjunctions
3.21- Active/ Passive voice
3.25- Commas, series, semicolon,
subject/verb agreement
3.32- Parenthetical Citation
Embedded Assessment #2: Researching and Presenting a Problem and Solutions
Study & Apply Vocabulary
3.2 Imagery
3.4 Point of View
3.11 Literary Analysis
3.25 Problem/Solution Essay
3.30 Research
-Cover additional literary terms, word
connections, and root words as they
appear in SB unit
Discussion & Collaboration
3.1 Previewing the Unit
3.3 Selling the Novel
3.5 Getting into the text
3.11 Lightning Strikes
3.12 Wonders of the World
3.14 Amazing Rescues
3.15 Choices & Consequences Two
3.18 Comparing Schools
3.20 Seeing and Understanding
3.22 Choices & Consequences Three
3.24 Saving the Grove
3.27 Choices & Consequences Four
3.28 Paul’s Report to Police
3.32 Creating an Annotated
Bibliography
Embedded Assessment 2
Present
Knowledge & Ideas
Embedded Assessment 2: Researching
and Presenting a Problem and
Solutions
M/J Language Arts Grade 7
CURRICULUM MAP
-QUARTER 4READING, WRITING, AND RESEARCHING THROUGH INFORMATIONAL TEXT
Essential Questions
1. How does information text offer insight into the human condition and serve as a model for seventh grade students’ own thinking and writing?
2. How does informational text enable seventh grade students to evaluate intricate arguments?
3. How does research and technology enable students to show ability to gather and synthesize information and prove ability to apply information to thinking and
writing?
MEASUREMENT TOPICS
Reading Literary Text
Students will read:
 a world literary extended text
 2-3 short world literary texts
Reading Informational Text
Students will read:
 an informational extended text
 1-2 short U.S. historical documents
Writing Types & Purposes
Students will write:
 routinely to develop & convey understanding
 4-6 analyses focused on argument
 a narrative to convey experiences
Research
Students Will…
STANDARDS
LACC.7.RL.1.1
LACC.7.RL.1.2
LACC.7.RL.1.3
LACC.7.RL. 2.4
LACC.7.RL.2.5
LACC.7.RL. 2.6
LACC.7.RL.3.7
LACC.7.RL.3.9
LACC.7.RL.4.10
LACC.7.RI. 1.1
LACC.7.RI.1.2
LACC.7.RI.1.3
LACC.7.RI.2.4
LACC.7.RI.2.5
LACC.7.RI.2.6
LACC.7.RI.3.7
LACC.7.RI.3.8
LACC.7.RI.3.9
LACC.7.RI.4.10
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LACC.7.L.2.3 – 2a
LACC.7.W.1.1 – 1e
LACC.7.W.1.2 – 2f
LACC.7.W.1.3 – 3e
LACC.7.W.2.4
LACC.7.W.2.5
LACC.7.W.2.6
LACC.7.W.4.10
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LACC.7.W.3.7
LACC.7.W.3.8
LACC.7.W.3.9-9b
LACC.7.SL.1.2
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LEARNING TARGETS/SKILLS
analyze how elements of a literary texts interact
determine central idea of texts
demonstrate understanding of literary texts
cite multiple pieces of textual evidence
proficiently cite strong and thorough textual evidence to support
analysis of the text.
analyze how the author distinguishes his/her position from that
of others
analyze how two authors writing about the same subject
emphasize different facts and provide conflicting information on
the same topic
edit for conventions
develop and convey understanding through written texts
produce clear and coherent written texts
develop and strengthen written texts
engage in routine writing, on-demand writing, and review-andrevision writing
answer a question drawing on several sources and generate
additional research questions
use a standard format for citation
proficiently assess the credibility of sources
ACADEMIC LANGUAGE
textual
evidence inferences
alliteration soliloquy sonnet
theme literary
terms objective
summary
claim analysis tone
arguments informative
or
explanatory text analysis narrative
redundancy
inquiry paraphrase plagiarism
bibliographic
information source
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Study & Apply Grammar
LACC.7.L.1.1 – 1c
LACC.7.L.1.2 – 2b
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Study & Apply Vocabulary
Discussion & Collaboration
Present Knowledge & Ideas
LACC.7.L.3.4 – 4d
LACC.7.L.3.5 – 5c
LACC.7.L.3.6
LACC.7.SL.1.1-1d
LACC.7.SL.1.3
LACC.7.W.2.6
LACC.7.SL.1.2
LACC.7.SL.2.4
LACC.7.SL.2.5
LACC.7.SL.2.6
LACC.7.W.2.6
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demonstrate command of conventions of standard English
grammar and usage when writing or speaking.
demonstrate command of conventions of standard English
capitalization, punctuation, and spelling when writing
spell correctly
clarify meaning of unknown words and phrases
demonstrate understanding of figurative language, word
relationships, and nuances in word meanings
acquire grade-appropriate general academic and domain
specific words and phrases
participate and contribute to collaborative discussions
understand multiple perspectives and claims based upon
evidence
use advanced multimedia components in presentations
demonstrate correct speaking techniques
present findings logically while accentuating main ideas or
themes
phrases
and clauses simple,
compound, complex, compoundcomplex sentences misplaced and
dangling modifiers coordinate
adjectives
Greek/Latin
roots Greek/Latin
affixes context clues
denotation/connotation literary
allusion mythological allusion
domain specific words
elaborate perspective paraphrase
claims
interpret format theme
th
Reading Informational Text
Poetry
5.7- “Choices”
5.8- “Stopping by Woods on a Snowy Evening”
“To Satch,” “Mother to Son,” “Driving to
Town Late to Mail a Letter,” and “It Happened
In Montgomery”
5.10- “Casey at the Bat”
5.14- “Little Red Riding Hood and the Wolf”
5.15- “ Fifth Grade Autobiography”
5.16- “The Highwayman”
5.17- “Oranges
5.19- “Learning to Bargain”
5.20- “Disease, Dis-Ease”
*No extended informational text is available with
this unit of SB; expose students to
informational text as it connects topically and
thematically to other literary pieces already in
the unit.
Interview
5.19- “Questions and Answers about Poetry”
Magazine and Newspaper Articles*
5.5- “Writing with Feeling”
Monologues
5.13- “Eye Contact,” “Snob,” “Roommate,”
“Mr. Perfect,” “Family Addition,”
“Too Young for…,” and “Party”
Study & Apply Grammar
5.7- ellipsis
5.13- punctuation for dramatic effect
5.18- relative pronoun
None included*
How We Choose to Act
Reading Literary Text
Research
Extended Informational Text
-Quarter Four-
M/J Language Arts 2, 7 Grade
SPRINGBOARD, Level 2
*Teachers may subscribe to daily free
deliveries of the News Journal in order to
expose students to current and relevant issues
in the media (nieworld.com)
Writing Types & Purposes
Routine Writing
5.8- Writing with Feeling
5.17- Poetic Devices at Work
5.18- Finding a Poem Anywhere
Analyses
5.10- Analyzing and Responding to “Casey at
the Bat”
5.15- A Picture is Worth a 1,000 Words
5.16- Narrative Poetry: “The Highwayman”
5.17- “Oranges”
Narrative
5.5-Writing with Feeling- Writing Prompt
Writing Workshop #3- Poetry (SB Online)
EA #2- Creating a Narrative Poem
Optional: EA #1- Creating and Presenting a
Monologue
5.19 A Poet Talks About Creating Poetry (Extend into a research assignment based on one of the
poets from Unit 5.)
Study & Apply Vocabulary
Oral Interpretation
Tone
Monologue
Narrative Poem
Poetic Devices
5.9- Discovering Meaning
-Cover additional literary terms, word
connections, and root words as they
appear in SB unit
Discussion & Collaboration
5.8- Choosing to APPLY inflection
5.10- Casey at the Bat activity
5.14- What is a Narrative Poem?
5.16- The Highwayman activity
5.18- Finding a Poem Anywhere
Present Knowledge & Ideas
5.19- Students should present findings of
their research
Optional: EA #1- Creating and
Presenting a Monologue