Content Area Priority Standards English Language Arts Grade Level 7 Reading Literature (RL); Reading Informational (RI); Language (L); Writing (W) ​What the English Language Arts / Literacy Test Measures on PARCC Common Core State Standard with Colorado Academic Standard Code Text Complexity RL.7.10 ​By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6­8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ​(CAS.7.2.1.d.i) RI.7.10 ​By the end of the year, read and comprehend literary nonfiction in the grades 6­8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ​(CAS.7.2.2.d.i) L.7.6 ​Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ​(CAS.7.2.2.d.i) Range of Accuracy RL.7.2​ Determine a theme or central idea of a text and ​analyze its development over the course of the text​; provide an ​objective​ summary of the text. ​(CAS.7.2.1.a.ii) RI.7.2​ 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. ​(CAS.7.2.2.a.ii) RL.7.3​ ​Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CAS.7.2.1.a.iii) RI.7.3​ 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)​. (CAS.7.2.2.a.iii) RL.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of ​rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (CAS.7.2.1.b.i) RI.7.4​ 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. (CAS.7.2.2.b.i) L.7.4​ Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on ​
​
​
grade 7 reading and content, choosing flexibly 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, grade­appropriate Greek and 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 word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). ​(CAS.7.2.3.a) RL7.6​ ​Analyze​ how an author develops ​and contrasts the points of view of different characters or narrators​ in a text. ​(CAS.7.2.1.b.iii) RI.7.6​ 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​. ​(CAS.7.2.3.b.iv) Quality of Evidence RL.7.1 & RI.7.1​ Cite ​several pieces​ of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. ​(CAS.7.2.1.a.i & CAS.7.2.2.a.i) W.7.9​ Draw evidence from literary or informational texts to support analysis, reflection, and research. a) Apply ​
​ ​
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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​”). ​(CAS.7.4.1.c) Written Expression W.7.1​ Write arguments to support claims with clear reasons and relevant evidence. a) Introduce claim(s), ​acknowledge alternate or opposing claims, and organize the reasons and evidence logically. ​b) Support claim(s) with ​logical reasoning​ and relevant evidence, using ​accurate​, credible sources and demonstrating an understanding of the topic or text. c) Use words, phrases, and clauses to ​create cohesion​ and clarify the relationships among claim(s), reasons, ​and evidence.​ d) Establish and maintain a formal style. e) Provide a concluding statement or section that follows from ​and supports​ the argument presented. ​(CAS.7.3.2.a) Knowledge of Language and Conventions L.7.1​ 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 their function in specific sentences.​ b) ​Choose among simple, compound, complex, and compound­complex sentences to signal differing relationships among ideas.​ c) ​Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (CAS.7.3.3.b) L.7.2​ 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 hot ​He wore an old [,]​ green shirt)​. b) Spell correctly. ​(CAS.7.3.3.a) Revised 07­20­2016
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Oral Expression and Listening 1. Formal presentations require preparation and effective delivery 2. Small and large group discussions rely on active listening and the effective contributions of all participants 2.Reading for All Purposes 1. Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts 2. Informational and persuasive texts are summarized and evaluated 3. Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts 3.Writing and Composition 1. Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre features 2. Organization is used when composing informational and persuasive texts 3. Editing writing for proper grammar, usage, mechanics, and clarity improves written work 4.Research and Reasoning 2. Answering a research question logically begins with obtaining and analyzing information from a variety of sources 3. Logical information requires documented sources 4. Reasoned material is evaluated for its quality using both its logic and its use of a medium At a Glance Grade Level Expectations for 7​th​ grade from the Colorado Academic Standards Colorado 21st​
​ Century Skills Text Complexity
Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: ​Untangling the Web Collaboration: ​Working Together, Learning Together Self­Direction: ​Own Your Learning Invention: ​Creating Solutions Revised 07­20­2016
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Page 4​ of 47 Balanced Literacy Workshop Instruction Revised 07­20­2016
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Page 5​ of 47 ELA Grade 7 Year at a Glance Quarter 1 (Aug. 19­Oct. 13) 8 Weeks Quarter 2 (Oct. 14­Dec. 20) Quarter 3 (Jan. 4­Mar. 3) Quarter 4 (Mar. 6­May 24) 8 Weeks 8 Weeks 10 Weeks Text Complexity RL.7.10 ​By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6­8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ​(CAS.7.2.1.d.i) RI.7.10 ​By the end of the year, read and comprehend literary nonfiction in the grades 6­8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ​(CAS.7.2.2.d.i) L.7.6 ​Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. ​(CAS.7.2.2.d.i) Speaking & Listening CCSS.: SL.7.1,SL.7.2, SL.7.5, SL.7.6 Engage in collaborative discussions Present findings Evaluate a speaker’s claims, rhetoric, and strategy Incorporate multimedia components Quarter 1 (Aug. 19­Oct. 13) Quarter 2 (Oct. 14­Dec. 20) Quarter 3 (Jan. 4­Mar. 3) Quarter 4 (Mar. 6­May 24) 8 Weeks 8 Weeks 8 Weeks 10 Weeks Common Assessment Quarter 1 Common Semester 1 Final Common Assessment Quarter 3 Common Semester 2 Final Due: Oct. 13 Due: Dec. 20 Due: Mar. 3 Due: May 24 Narrative PCR Literary Analysis PCR Research Simulation PCR Grammar Grammar Grammar Grammar i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
CCSS.L.7.1 function of phrases and clauses simple, compound, complex, compound­complex sentences phrases and clauses in writing recognize and correct misplaced and dangling modifiers CCSS.L.7.2 comma to separate coordinate adjectives spell correctly Revised 07­20­2016
Review from Quarter 1 CCSS.L.7.1 (CAS.7. 3.3.a) CCSS.L.7.2 (CAS.7.3.3.b) Incorporate into writing Review from Quarter 1 CCSS.L.7.1 (CAS.7. 3.3.a) CCSS.L.7.2 (CAS.7.3.3.b) Incorporate into writing School Year 2016­2017
Review from Quarter 1 CCSS.L.7.1 (CAS.7. 3.3.a) CCSS.L.7.2 (CAS.7.3.3.b) Incorporate into writing Page 6​ of 47 x.
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary in Context RL.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of ​rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (CAS.7.2.1.b.i) RI.7.4​ 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. (CAS.7.2.2.b.i) Word Within a Word Volume 1 List 11­20 choice of stems at teacher's discretion. Continue with Vocabulary in Context from the Text CCSS.RL.7.4 CCSS RI.7.4 Word Within a Word Volume 1 List 11­20 choice of stems at teacher's discretion. Continue with Vocabulary in Context from the Text CCSS.RL.7.4 CCSS RI.7.4 Word Within a Word Volume 1 List 11­20 choice of stems at teacher's discretion. Continue with Vocabulary in Context from the Text CCSS.RL.7.4 CCSS RI.7.4 Word Within a Word Volume 1 List 11­20 choice of stems at teacher's discretion. Theme Theme Theme Theme Narrative: Plot Structures and The Power of Point of View and Language Big Ideas: The structure of the plot frames the story. Language has the power to influence others. Literary Analysis: Characters and Themes & Reading for Life Big Ideas: Characters’ words and actions shape the theme of the texts. Balancing multiple text types creates a balanced and informed reader. Research Simulation: Understanding the World Through Research Big Idea: We shape our environment and our environment shapes us. Ancient and modern day civilization are better understood through research. Communities Big Idea: Innovation is built upon structures that previously existed. Academic Vocabulary Academic Vocabulary Academic Vocabulary Academic Vocabulary narrative, exposition, rising action, climax, falling action, resolution, mood, tone, theme, conflict, point of view, central idea​, ​sound devices, mood, beliefs, values, perspectives, identity (individual/group), attitudes, point of view, perceptions, figurative language, interpretation, tone, synthesis, stereotype, community, opinion, fact, diversity, assumptions, bias, credible sources, myths, culture, civilization. ethos, pathos, logos, tone, validity of an argument, author's perspective, author's purpose, text structure, relevant, sufficient, word choice Revised 07­20­2016
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Page 7​ of 47 tone, theme, characterization, conflict, figurative language, annotation text structure, compare/contrast, cause/effect, problem/solution, description, chronological order Writing Narrative Suggested Core Text(s) Writing Literary Analysis Writing Research Simulation Writing Argument Suggested Core Text(s) Suggested Core Text(s) Suggested Core Text(s) Title of Anthology or Suggested Novel Module 1: ​A Long Walk to Water by Linda Sue Park (EngageNY) Anthology: Prentice Hall Literature 7th grade (PHL) Poetry ● Life PHL p. 604 (symbolism) ● The Village Blacksmith PHL p.​ 614 (figurative language, narrative poetry, characterization) ● How I learned English PHL p. 636 (narrative, figurative language) ● Annabel Lee PHL p. 668 (narrative) ● Stopping by Woods on a Snowy Evening PHL p. 678 (rhyme, symbolism) ● The Old Guitarist by Picasso ● Comparing poetry ● Annotating Poetry ­ Village Blacksmith ● Casey at the Bat (narrative) ● ​If We Must Die by Claude McKay (Engage) ● The Negro Speaks the Rivers by Langston Hughes Title of Anthology or Suggested Novel Module 2b: “Pygmalion” (EngageNY) Anthology: Prentice Hall Literature 7th grade (PHL Short Stories ● "Amigo Brothers" by Piri Thomas PHL (pp. 320­333) ● "Zoo" by Edward Hoch ​PHL (pp. 337­343) ● "Third Wish" by Joan Aiken PHL (pp. 312­318) ● "After Twenty Years" by O. Henry ​PHL (pp. 372­377) ● "Rikki­tikki­tavi­" by Rudyard Kipling ​PHL (pp. 227­245) ● "A Day's Wait" by Ernest Hemingway P
​ HL p. 86 Nonfiction: ● Joyful Noise: Poems for Two Voices by Paul Fleischman (Engage) ● "Mongoose on the Loose" by Larry Luxner (pp. 282­287) ● "Cobra Fact and Fiction" (p. 234) ● "Discovering a Paper Son" by Byron Lee P
​ HL p. 75 Title of Anthology or Suggested Novel Module 4a: Excerpts on mental health and brain research (EngageNY) Anthology: Prentice Hall Literature 7th grade (PHL Option #1 Culture Short Stories ● I am a Native of North America PHL pp. 443­448. ● The Bear Boy ​PHL pp. 219­223. Nonfiction: ● Scholastic ​One World One Culture series of handouts. Scholastic One World One Culture ● "Not much, just Chillin'" the secret life of middle (Engage) schoolers" by Linda Pearlstein ● "Team Players" by Erika Packard (Engage) ● "The Border" by Cindy Morand (Engage) ● "Why Couldn't Snow White be Chinese" by Grace Lin (Engage) Title of Anthology or Suggested Novel: Module 3: Excerpts from ​The Narrative of Frederick Douglass (EngageNY) Anthology: Prentice Hall Literature 7th grade (PHL Nonfiction ● "On the Death of Martin Luther King" by Robert Kennedy 1. www.americanrhetoric.com/speeches
/rfkonmlkdeath.html 2. www.fordham.edu/halsall/mod/1964
wallace.html ● "All Together Now" by Barbara Jordan PHL (pp. 494­496) ● "Keeping It Quiet" PHL (pp. 463­464) ● "On the Boardwalk" PHL (pp. 465­466) ● Malala articles (teacher preference) GTS ● The Ballet and the Bullet ​ by Malcolm X​ T
​ he Civil Right's Revised 07­20­2016
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(Engage)\​Black Woman by Georgia Douglass Johnson (Engage) Slaveships by Lucile Cliffton (Engage) Harriet Tubman by Eloise Greenfield (Engage) We Wear the Masks by Paul Laurence Dunbar (Engage) "Life Without Gravity" by ● "My Own True Name" by Robert Zimmerman ​PHL p. Diane Gonzales Vertrand 424 (Engage) ●
● "Conversational Ballgames" ● Team Slang: What's Like so by Nancy Masterson Wrong with Like" by Denise ●
Sakamoto ​PHL p. 432 Winterman (Engage) ● "I am a Native of North ● "Generation Z Teens ●
America" by Chief Dan Stereotypes as Lazy and George ​PHL p. 444 Unaware" by Julianne ● "Volar: To Fly" by Judith Nicoleta (Engage) Short Stories Ortiz Cofer ​PHL p. 452 ● "Is Money Affecting Your ● "He­y, Come on Ou­t!" by ● "Keeping it Quiet" P
​ HL p. Social Status?" by Reinqua Shinichi Hoshi ​PHL p. 378 463 Allen (Engage) ● "Amigo Brothers" by Piri ● "On the Boardwalk" P
​ HL p. Additional Resources: Thomas ​PHL p. 322 465 ● Characteristics of Civilization ● "All Summer in a Day" by Ray Additional Resources: Bradbury ​PHL p. 102 ● Please look in Literature book ● Pygmalion (EngageNY) Nonfiction for more accessible or *Some language ● from ​An American challenging texts in Unit 2 of Childhood by Annie Dillard the anthology (pp. T22­T24) PHL p. 52 ● Finding Poems for Two ● "MK" by Jean Fritz ​PHL p. 34 Voices​ (Engage)​Poems for ● Life and Death in Daufer: Two Voices from Peter and Sudan's Refugee Crisis the Starcatcher ​ (Engage) Continues from Current ● Atlas of East Asia by Dorling Events April 7, 2006 Kindersley P
​ HL p. 73 (Engage) ● "The Flat Rock Playhouse" ● Sudanese Tribes Confront application ​PHL p. 155 Modern War by Karl Bick ● Crystal Springs Uplands from Washington Post July 7, School Theater contract ​PHL 1999 (Engage) p. 157 ● Loss of Cultural Vital Cattle ● see AVID weekly for leaves Dinka Tribe adrift in additional resources Refugee Camps by Stephen ● www.newsela.com ​ for Buckley from Washington struggling students: Post August 24, 1997 www.tweentribune.net (Engage) Drama ● A Christmas Carol ​PHL p. 740 Revised 07­20­2016
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Movement: Fraud, Sham, and Hoax​ by George C. Wallace Additional Resources: ● The People Could Fly by Virginia Hamilton (Engage) picture book ● "The Slave Trade," "Abolition," and "Fredrick Douglass" from ​Freedom: A History of US. (Engage) ● "Renaissance Man" by Scott Kirkwood (Engage) ● Test Your Awareness ● Commercials showing examples of ethos, pathos, logos: 1. Emotion­­ASPCA commercial 2. Authority­­Peyton Manning Mastercard Commercial 3. Reason­­Volkswagon safety commercial ● "I Have a Dream Speech" by Martin Luther King ● Kid President Prep Talk ● Ashton Kutcher speech from Teen Choice Awards ● Kevin Durant's MVP Award Acceptance Speech 2013­2014 Season ● Best of Malala's U.N. Speech/Malala's U.N. Speech highlights Page 9​ of 47 ●
The Monsters are Due on Maple Street ​PHL p. 834 Additional Resources ● "Rikki­Tikki­Tavi" by Rudyard Kipling p. 228 (more challenging) ● "The Bear Boy" by Joseph Bruchac p. 220 (more accessible) Revised 07­20­2016
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Page 10​ of 47 7th​
​ grade Unit 1: Narrative: ​Plot Structures and The Power of Point of View and Language Suggested Big Idea The structure of the plot frames the story. Language has the power to influence others. 21​st​ Century Inquiry Question from CAS How would changing the setting, character, or plot, or point of view affect the outcome of a story? How are multiple sources valuable when you are learning new information? Data Team Cycle Unit Priority Standard RL.7.3/RI.7.3 – Idea Development End of Unit Performance Task RL.7.3​ ​Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CAS.7.2.1.a.iii) RI.7.3​ 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)​. ​(CAS.7.2.2.a.iii) Common Assessment 1 Narrative Writing Graduate Competency ▪
▪
​Demonstrate comprehension of a variety of informational, literary, and persuasive texts ​(CCR.R.2, CCR.R.8, CCR.R.10) Read a wide range of literature (American and world literature) to understand important universal themes and the human experience ​(CCR.R.2, CCR.R.10 College & Career Readiness Connection CCR.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCR.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Writing Focus W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well­structured 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. PRIORITY STANDARDS Range of Accuracy Cross­Content Connections Quality of Evidence Language/Vocabulary Knowledge of Language & Conventions RL.7.2​ Determine a theme or central idea of a text and ​analyze its development over the course of the text​; provide an ​objective summary of the text. RI.7.2​ 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. RL.7.3​ ​Analyze how particular elements of a story or drama Analysis in History/Social Studies and in Science RST.6­8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. RL.7.1 & RI.7.1​ Cite several pieces​ of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. W.7.9​ 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 RL.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of ​rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RI.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative, L.7.1​ 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 their function in specific sentences.​ b) ​Choose among simple, compound, complex, and compound­complex sentences to signal differing relationships among ideas.​ c) ​Place phrases Revised 07­20­2016
RH.6­8.6 Identify aspects of a text that reveal an author’s point of view or purpose School Year 2016­2017
Page 11​ of 47 interact (e.g., how setting shapes the characters or plot). RI.7.3​ 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)​. RL7.6​ ​Analyze​ how an author develops ​and contrasts the points of view of different characters or narrators​ in a text. RI.7.6​ 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​. (e.g., loaded language, inclusion or avoidance of particular facts). Mathematical Practice #7​ Look for and make use of structure. What it means: Find patterns and repeated reasoning that can help solve more complex problems. 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​”). connotative, and technical meanings; analyze the​ ​impact of a specific word choice on meaning and tone. L.7.4​ Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on ​grade 7 reading and content, choosing flexibly 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, grade­appropriate Greek and 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 word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.7.2​ 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 hot ​He wore an old [,]​ green shirt)​. b) Spell correctly. Supporting Standards RL7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RL.7.7 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). RI.7.7 Compare and contrast a text to an 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). RL.7.9 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. W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards W.7.1­3.) W.7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1­3 up to and including grade 7.) W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Revised 07­20­2016
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Page 12​ of 47 Unit Performance Task Suggested Formative Assessments: ●
Fist­to­five check ●
Ticket out the door ●
Whip Around the Room ●
Quick Write ●
Think, Pair, Share ●
Classroom discussion Quarter 1 Assessment PCR: Narrative ●
●
Score using PARCC Narrative Task Rubric Students should reference texts being used in individual classroom. 3 Moments in a Lesson & Suggested Scaffolding Tasks Preparing the Learner: ●
Explicitly teach the standard/learning outcomes ●
Model first read with think aloud ●
Review from previous days as needed ●
Review of poetry/drama vocabulary ●
Review of narrative elements ●
Background knowledge Interacting with the Text: ●
Multiple purposeful reads of the text ●
Reading Skill: plot structure, summarizing, word learning strategies ●
Analyze how word choice impacts mood ●
Annotate the text for central idea/point of view/plot structure ●
Interactive Notebook ●
Socratic Discussions ●
Literary Circles/reciprocal teaching Extending the Learning: ●
Connect to standard/learning outcome ●
Prose Constructed Response ●
Compare and Contrast previous readings/synthesize findings ●
Gallery Walk of finished products ●
School­wide presentations Suggested Resources Key Concepts Title of Anthology or Suggested Novel ●
Module 1: ​A Long Walk to Water by Linda Sue Park (EngageNY) Reading Skills/ Strategies: ●
Monitor & Clarify ●
Story Structure ●
​Summarize ●
​Word Learning Strategies ●
Draw Inferences ●
Fact/Opinion ●
Theme ●
Plot ●
characterization (internal/external) ●
Note Details (Key) Other Prerequisites: ●
Implicit/Explicit ●
Central Idea ●
Connotation ●
Denotation ●
Figurative Language ●
Tone ●
Analogy ●
Allusion Anthology: Prentice Hall Literature 7th grade (PHL) Poetry ●
Life PHL p. 604 (symbolism) ●
The Village Blacksmith PHL p.​ 614 (figurative language, narrative poetry, characterization) ●
How I learned English PHL p. 636 (narrative, figurative language) ●
Annabel Lee PHL p. 668 (narrative) ●
Stopping by Woods on a Snowy Evening PHL p. 678 (rhyme, symbolism) ●
The Old Guitarist by Picasso ●
Comparing poetry ●
Annotating Poetry ●
­ Village Blacksmith ●
Casey at the Bat​ (narrative) ●
If We Must Die by Claude McKay (Engage) ●
The Negro Speaks the Rivers by Langston Hughes (Engage) ●
Black Woman by Georgia Douglass Johnson (Engage) ●
Slaveships by Lucile Cliffton (Engage) ●
H​arriet Tubman by Eloise Greenfield (Engage) ●
We Wear the Masks by Paul Laurence Dunbar (Engage) Short Stories ●
"He­y, Come on Ou­t!" by Shinichi Hoshi ​PHL p. 378 ●
"Amigo Brothers" by Piri Thomas PHL p. 322 ●
"All Summer in a Day" by Ray Bradbury ​PHL p. 102 Nonfiction ● from ​An American Childhood by Annie Dillard ​PHL p. 52 ● "MK" by Jean Fritz ​PHL p. 34 Revised 07­20­2016
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​Life and Death in Daufer: Sudan's Refugee Crisis Continues from Current Events April 7, 2006 (Engage) Sudanese Tribes Confront Modern War by Karl Bick from Washington Post July 7, 1999 (Engage) Loss of Cultural Vital Cattle leaves Dinka Tribe adrift in Refugee Camps by Stephen Buckley from Washington Post August 24, 1997 (Engage) Drama ●
A Christmas Carol ​PHL p. 740 ●
The Monsters are Due on Maple Street ​PHL p. 834 Additional Resources ● "Rikki­Tikki­Tavi" by Rudyard Kipling p. 228 (more challenging) ● "The Bear Boy" by Joseph Bruchac p. 220 (more accessible) Revised 07­20­2016
School Year 2016­2017
Page 14​ of 47 7th​
​ grade Unit 2: ​Literary Analysis: Characters and Themes & Reading for Life Suggested Big Ideas 21st​​ Century Inquiry Question from CAS Data Team Cycle Unit Priority Standard RL.7.6/RI.7.6 – Point of View End of Unit Performance Task Graduate Competency College & Career Readiness Connection Writing Focus Characters’ words and actions shape the theme of the texts. Balancing multiple text types creates a balanced and informed reader. What makes characters come alive? What creates conflict? What resolves it? How are multiple sources valuable when you are learning new information? RL7.6​ ​Analyze​ how an author develops a
​ nd contrasts the points of view of different characters or narrators ​ in a text. (CAS.7.2.1.b.iii) RI.7.6​ Determine an author’s point of view or purpose in a text and a
​ nalyze how the author distinguishes his or her position from that of others.​ (​ CAS.7.2.3.b.iv) Literary Analysis Seek feedback. self­assess, and reflect on personal learning while engaging with increasingly more difficult texts ​(CCR.R.6, CCR.R.10) ▪ Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration (CCR.R.6, CCR.R.7, CCR.SL.3) CCR.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author’s take. CCR.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.1​ Write arguments to support claims with clear reasons and relevant evidence. a) Introduce claim(s), ​acknowledge alternate or opposing claims, and organize the reasons and evidence logically. ​b) Support claim(s) with l​ ogical reasoning​ and relevant evidence, using ​accurate​, credible sources and demonstrating an understanding of the topic or text. c) Use words, phrases, and clauses to ​create cohesion​ and clarify the relationships among claim(s), reasons, a
​ nd evidence. ​ d) Establish and maintain a formal style. e) Provide a concluding statement or section that follows from a
​ nd supports​ the argument presented. ​(CAS.7.3.2.a) ▪
Range of Accuracy Cross­Content Connections RL.7.2​ Determine a theme or central idea of a text and ​analyze its development over the course of the text​; provide an ​objective summary of the text. RI.7.2​ 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. RL.7.3​ ​Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RI.7.3​ Analyze ​the interactions between​ individuals, events, and Analysis in History/Social Studies and in Science RST.6­8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Revised 07­20­2016
RH.6­8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Mathematical Practice PRIORITY STANDARDS Quality of Evidence Language/Vocabulary RL.7.1 & RI.7.1​ Cite ​several pieces​ of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. W.7.9​ 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) RL.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of ​rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RI.7.4​ 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. School Year 2016­2017
Knowledge of Language & Conventions L.7.1​ 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 their function in specific sentences.​ b) ​Choose among simple, compound, complex, and compound­complex sentences to signal differing relationships among ideas.​ c) ​Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. Page 15​ of 47 ideas in a text ​(e.g., how ideas influence individuals or events, or how individuals influence ideas or events)​. RL7.6​ ​Analyze​ how an author develops ​and contrasts the points of view of different characters or narrators​ in a text. RI.7.6​ 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​. #7​ Look for and make use of structure. What it means: Find patterns and repeated reasoning that can help solve more complex problems. 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​”). L.7.4​ Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on ​grade 7 reading and content, choosing flexibly 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, grade­appropriate Greek and 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 word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.2​ 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 hot ​He wore an old [,] green shirt)​. b) Spell correctly. Supporting Standards RL7.5​ Analyze how a ​drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning​. RI.7.5​ Analyze the ​structure an author uses to organize a text, including how the major sections​ contribute to ​the whole​ and to the development of the ideas. RL.7.7​ 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). RI.7.7​ ​Compare and contrast a text to an 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). RL.7.9​ 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. W.7.4​ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards ​W.7.1­3​.) W.7.5​ With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, ​focusing on how well purpose and audience have been addressed​. (Editing for conventions should demonstrate command of Language standards 1­3 up to and including grade ​7​.) W.7.6​ Use technology, including the Internet, to produce and publish writing ​and link to and cite sources​ as well as to interact and collaborate with others, ​including linking to and citing sources​. Unit Performance Task 3 Moments in a Lesson & Suggested Scaffolding Tasks Suggested Resources Key Concepts Suggested Formative Assessments: ▪
Venn Diagrams ▪
White Boards ▪
Nonexamples Preparing the Learner: ▪
Connect to question: What creates conflict? What resolves conflict? ▪
Purpose for Reading (AVID Resource) Module 2B: “Pygmalion” (EngageNY) Anthology: Prentice Hall Literature 7th grade (PHL Reading Skills/ Strategies: ▪ Monitor & Clarify ▪ Story Structure ▪ Summarize Revised 07­20­2016
School Year 2016­2017
Page 16​ of 47 ▪
▪
▪
▪
Reciprocal Teaching Think­Pair­Share Red, Yellow, Green Light Ticket out the Door Quarter 2 Assessment PCR: Literary Analysis ▪
Score using PARCC Research Simulation Task and Literary Analysis Task Rubric ▪
Students should reference texts being used in individual classroom. ▪
▪
▪
▪
Explicitly teach the standard. Modeling Reading Strategies and Skills Activate prior knowledge as necessary Set purpose for reading Interacting with the Text: ▪
Multi­Draft Reading ▪
Charting the Text ▪
Conflict Resolution ▪
Inferencing ▪
Author's purpose ▪
Theme ▪
Multiple reads with purpose ▪
Annotating the text for central idea and supporting evidence ▪
Student Discussion/Collaboration Extending the Learning: ▪
Socratic Seminar/Fishbowl ▪
Prose constructed response (twice a week minimum) ▪
Connect to standards/learning outcomes ▪
Compare/contrast current text to previous texts to practice skills like analysis, evaluation, and synthesis. ▪
Critical Read and After You Read activities found after each piece of text in the Literature book Short Stories ▪
"Amigo Brothers" by Piri Thomas PHL (pp. 320­333) ▪
"Zoo" by Edward Hoch ​PHL (pp. 337­343) ▪
"Third Wish" by Joan Aiken ​PHL (pp. 312­318) ▪
"After Twenty Years" by O. Henry ​PHL (pp. 372­377) ▪
"Rikki­tikki­tavi­" by Rudyard Kipling PHL (pp. 227­245) ▪
"A Day's Wait" by Ernest Hemingway PHL p. 86 ▪
▪
▪
▪
Word Learning Strategies Draw Inferences Fact/Opinion Note Details (Key) Other Prerequisites: ▪ Implicit/Explicit ▪ Central Idea ▪ Connotation ▪ Denotation ▪ Figurative Language ▪ Tone ▪ Analogy ▪ Allusion Nonfiction: ▪
Joyful Noise: Poems for Two Voices by Paul Fleischman (Engage) ▪
"Mongoose on the Loose" by Larry Luxner (pp. 282­287) ▪
"Cobra Fact and Fiction" (p. 234) ▪
"Discovering a Paper Son" by Byron Lee PHL p. 75 ▪
"Life Without Gravity" by Robert Zimmerman ​PHL p. 424 ▪
"Conversational Ballgames" by Nancy Masterson Sakamoto ​PHL p. 432 ▪
"I am a Native of North America" by Chief Dan George ​PHL p. 444 ▪
"Volar: To Fly" by Judith Ortiz Cofer PHL p. 452 ▪
"Keeping it Quiet" ​PHL p. 463 ▪
"On the Boardwalk" ​PHL p. 465 Additional Resources: ▪
Please look in Literature book for more accessible or challenging texts in Unit 2 of the anthology (pp. T22­T24) ▪
Finding Poems for Two Voices (Engage)​Poems for Two Voices from Peter and the Starcatcher​ (Engage) ▪
Atlas of East Asia by Dorling Kindersley PHL p. 73 ▪
"The Flat Rock Playhouse" application PHL p. 155 ▪
Crystal Springs Uplands School Theater contract ​PHL p. 157 ▪
see AVID weekly for additional resources ▪
www.newsela.com​ for struggling students: www.tweentribune.net Revised 07­20­2016
School Year 2016­2017
Page 17​ of 47 7th​
​ grade Unit 3: ​Research Simulation: Understanding the World through Research Suggested Big Ideas 21st​​ Century Inquiry Question from CAS Data Team Cycle Unit Priority Standard RL.7.1/RI.7.1 – Quality of Evidence End of Unit Performance Task Graduate Competency College & Career Readiness Connection Writing Focus We shape our environment and our environment shapes us. Ancient and modern day civilization are better understood through research. How does the author use language to convey his/her viewpoint? (For example, pro­slavery – the words used show a bias toward owning slaves.) RL.7.1 & RI.7.1 ​ Cite s
​ everal pieces​ of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. (​ CAS.7.2.1.a.i & CAS.7.2.2.a.i) Research Simulation Engage in a wide range of nonfiction and real­life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks (​ CCR.R.8, CCR.R.10) ▪ Articulate the position of self and others using experiential and material logic (​ CCR.R.8) CCR.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.7.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content. a. Introduce a topic c
​ learly, 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 relationships among ideas and concepts. d.Use precise language and domain­specific 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. W.7.7 Conduct short research projects to answer a question, drawing on several sources and ​generating additional related, focused questions for further research and investigation​. W.7.8 Gather relevant information from multiple print and digital sources, ​using search terms effectively​; assess the credibility and accuracy​ of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and f​ ollowing a standard format for citation​. ▪
Range of Accuracy Cross­Content Connections RL.7.2​ Determine a theme or central idea of a text and ​analyze its development over the course of the text​; provide an ​objective summary of the text. Analysis in History/Social Studies and in Science RST.6­8.6 Revised 07­20­2016
PRIORITY STANDARDS Quality of Evidence Language/Vocabulary RL.7.1 & RI.7.1​ Cite ​several pieces​ of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. RL.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of ​rhymes and other School Year 2016­2017
Knowledge of Language & Conventions L.7.1​ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a) ​Explain the function of phrases and clauses Page 18​ of 47 RI.7.2​ 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. RL.7.3​ ​Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RI.7.3​ 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)​. RL7.6​ ​Analyze​ how an author develops ​and contrasts the points of view of different characters or narrators​ in a text. RI.7.6​ 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​. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. RH.6­8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Mathematical Practice #7​ Look for and make use of structure. What it means: Find patterns and repeated reasoning that can help solve more complex problems. W.7.9​ 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​”). repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RI.7.4​ 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. L.7.4​ Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on ​grade 7 reading and content, choosing flexibly 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, grade­appropriate Greek and 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 word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). in general and their function in specific sentences.​ b) ​Choose among simple, compound, complex, and compound­complex sentences to signal differing relationships among ideas.​ c) ​Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.7.2​ 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 hot ​He wore an old [,] green shirt)​. b) Spell correctly. Supporting Standards RL7.5​ Analyze how a ​drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning​. RI.7.5​ Analyze the ​structure an author uses to organize a text, including how the major sections​ contribute to ​the whole​ and to the development of the ideas. RL.7.7​ 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). RI.7.7​ ​Compare and contrast a text to an 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). RL.7.9​ 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. W.7.4​ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards ​W.7.1­3​.) W.7.5​ With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, ​focusing on how well purpose and audience have been addressed​. (Editing for conventions should demonstrate command of Language standards 1­3 up to and including grade ​7​.) Revised 07­20­2016
School Year 2016­2017
Page 19​ of 47 W.7.6​ Use technology, including the Internet, to produce and publish writing ​and link to and cite sources​ as well as to interact and collaborate with others, ​including linking to and citing sources​. Unit Performance Task 3 Moments in a Lesson & Suggested Scaffolding Tasks Suggested Formative Assessments: ▪
Quick Writes ▪
Socratic Seminar ▪
Literary Circles Preparing the Learner: ▪
Prior Knowledge ▪
10/24/7 AVID review ▪
Think/Pair/Share Quarter 3 Assessment PCR: Research Simulation ▪
Score using PARCC Research Simulation Task and Literary Analysis Task Rubric Interacting with the Text: ▪
Interactive Notebook/Writing Journal ▪
Cornell Notes Extending the Learning: ▪
Culture Wheel ▪
7 aspects of civilization ▪
Interview friends and family See Appendix: 6 types of scaffolding Suggested Resources Key Concepts Title of Anthology or Suggested Novel Module 4a: excerpts on mental health and brain research (EngageNY) Anthology: Prentice Hall Literature 7th grade (PHL Option #1 Culture Short Stories ▪
I am a Native of North America PHL pp. 443­448. ▪
The Bear Boy ​PHL pp. 219­223. Reading Skills/ Strategies: ▪ Draw Inference ▪ Summarize ▪ Understand Perspective ▪ Synthesizing ▪ Fact/Opinion ▪ Note Details (Key) Nonfiction: ▪
Scholastic ​One World One Culture series of handouts. ​Scholastic One World One Culture ▪
"Not much, just Chillin'" the secret life of middle (Engage) schoolers" by Linda Pearlstein ▪
"Team Players" by Erika Packard (Engage) ▪
"The Border" by Cindy Morand (Engage) ▪
"Why Couldn't Snow White be Chinese" by Grace Lin (Engage) ▪
"My Own True Name" by Diane Gonzales Vertrand (Engage) ▪
"Team Slang: What's Like so Wrong with Like" by Denise Winterman (Engage) ▪
"Generation Z Teens Stereotypes as Lazy and Unaware" by Julianne Nicoleta (Engage) ▪
"Is Money Affecting Your Social Status?" by Reinqua Allen (Engage) Other Prerequisites: ▪ Implicit/Explicit ▪ Central Idea ▪ Connotation ▪ Denotation ▪ 21st Century Skills Additional Resources: ▪
Characteristics of Civilization Revised 07­20­2016
School Year 2016­2017
Page 20​ of 47 7​ grade Unit 4: Communities th​
Suggested Big Idea 21st​​ Century Inquiry Question from CAS Data Team Cycle Unit Priority Standard RL.7.2/RI.7.2 – Theme & Central Idea End of Unit Performance Task Graduate Competency College & Career Readiness Connection Writing Focus Innovation is built upon structures that previously existed. How can readers distinguish between facts and an author’s opinion? Why does this matter? RL.7.2​ Determine a theme or central idea of a text and a
​ nalyze its development over the course of the text;​ provide an objective​ summary of the text. ​(CAS.7.2.1.a.ii) RI.7.2​ Determine t​ wo or more central ideas ​ in a text a
​ nd analyze their development over the course of the text;​ provide an ​objective​ summary of the text. ​(CAS.7.2.2.a.ii) Present an Argument: C
​ laim​ (thesis), ​Data ​ (evidence), W
​ arrant​ (conclusion/stance on argument) ▪
Discriminate and justify a position using traditional lines of rhetorical argument and reasoning ​(CCR.R.8, CCR.W.9, CCR.SL.3) ▪ Articulate the position of self and others using experiential and material logic (​ CCR.R.8)) CCR.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCR.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. W.7.1​ Write arguments to support claims with clear reasons and relevant evidence. a) Introduce claim(s), ​acknowledge alternate or opposing claims, and organize the reasons and evidence logically. ​b) Support claim(s) with l​ ogical reasoning​ and relevant evidence, using ​accurate​, credible sources and demonstrating an understanding of the topic or text. c) Use words, phrases, and clauses to ​create cohesion​ and clarify the relationships among claim(s), reasons, a
​ nd evidence. ​ d) Establish and maintain a formal style. e) Provide a concluding statement or section that follows from a
​ nd supports​ the argument presented. ​(CAS.7.3.2.a) Range of Accuracy Cross­Content Connections RL.7.2​ Determine a theme or central idea of a text and ​analyze its development over the course of the text​; provide an ​objective summary of the text. RI.7.2​ 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. RL.7.3​ ​Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RI.7.3​ Analyze ​the interactions between​ individuals, events, and ideas in a text ​(e.g., how ideas influence individuals or events, Analysis in History/Social Studies and in Science RST.6­8.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Revised 07­20­2016
RH.6­8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Mathematical Practice #7​ Look for and make use of structure. PRIORITY STANDARDS Quality of Evidence Language/Vocabulary RL.7.1 & RI.7.1​ Cite ​several pieces​ of textual evidence to support analysis of what h text says explicitly as well as inferences drawn from the text. W.7.9​ 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 RL.7.4​ Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of ​rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RI.7.4​ 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. L.7.4​ Determine or clarify the meaning of unknown and School Year 2016­2017
Knowledge of Language & Conventions L.7.1​ 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 their function in specific sentences.​ b) ​Choose among simple, compound, complex, and compound­complex sentences to signal differing relationships among ideas.​ c) ​Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.7.2​ Demonstrate command of the conventions of standard English Page 21​ of 47 or how individuals influence ideas or events)​. RL7.6​ ​Analyze​ how an author develops ​and contrasts the points of view of different characters or narrators​ in a text. RI.7.6​ 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​. What it means: Find patterns and repeated reasoning that can help solve more complex problems. 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​”). multiple­meaning words and phrases based on ​grade 7 reading and content, choosing flexibly 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, grade­appropriate Greek and 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 word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). capitalization, punctuation, and spelling when writing. a) Use a comma to separate coordinate adjectives (e.g., ​It was a fascinating, enjoyable movie but hot ​He wore an old [,] green shirt)​. b) Spell correctly. Supporting Standards RL7.5​ Analyze how a ​drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning​. RI.7.5​ Analyze the ​structure an author uses to organize a text, including how the major sections​ contribute to ​the whole​ and to the development of the ideas. RL.7.7​ 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). RI.7.7​ ​Compare and contrast a text to an 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). RL.7.9​ 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. W.7.4​ Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards ​W.7.1­3​.) W.7.5​ With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, ​focusing on how well purpose and audience have been addressed​. (Editing for conventions should demonstrate command of Language standards 1­3 up to and including grade ​7​.) W.7.6​ Use technology, including the Internet, to produce and publish writing ​and link to and cite sources​ as well as to interact and collaborate with others, ​including linking to and citing sources​. SL.7.3​ Delineate a speakers’ argument and specific claims, ​evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence​. SL.7.4​ Present claims and findings, emphasizing ​salient points in a focused, coherent manner with pertinent descriptions​, facts, details, ​and examples​; use appropriate eye contact, adequate volume, and clear pronunciation. Unit Performance Task 3 Moments in a Lesson & Suggested Scaffolding Tasks Suggested Resources Key Concepts Suggested Formative Assessments: ▪
Short Constructed Response ▪
White Boards Preparing the Learner: ▪
Connecting to Question ▪
Purpose for Reading Title of Anthology or Suggested Novel: Reading Skills/ Strategies: ▪ Monitor & Clarify ▪ Story Structure Revised 07­20­2016
School Year 2016­2017
Page 22​ of 47 ▪
▪
▪
▪
Whip Around Fist to Five Ticket out the Door Quarter 4 Assessment Present an Argument ▪
Score using PARCC Research Simulation Task and Literary Analysis Task Rubric ▪
Students should reference texts being used in individual classroom. ▪
▪
▪
Modeling Reading Strategies and Skills Background Knowledge Questioning to initiate discussion Module 3: Excerpts from ​The Narrative of Frederick Douglass (EngageNY) Anthology: Prentice Hall Literature 7th Interacting with the Text: grade (PHL ▪
Analyze words choice Nonfiction ▪
Analyze whether or not claim is sufficiently ▪
"On the Death of Martin Luther King" supported by evidence. by Robert Kennedy ▪
Analyze how presentations of same topic 1.
www.americanrhetoric.com/speeches/
differ from authors rfkonmlkdeath.html ▪
Analyze how structure contributes to the 2. www.fordham.edu/halsall/mod/1964w
whole text allace.html ▪
Analyze whether evidence is sound, ▪
"All Together Now" by Barbara Jordan relevant, and sufficient PHL (pp. 494­496) ▪
Present speeches ▪
"Keeping It Quiet" PHL (pp. 463­464) ▪
"On the Boardwalk" PHL (pp. 465­466) Extending the Learning: ▪
Malala articles (teacher preference) ▪
Grading example speeches using a rubric GTS ▪
Students find an inspiring speech ▪
The Ballet and the Bullet​ by Malcolm X The Civil Right's Movement: Fraud, Sham, and Hoax​ by George C. Wallace ▪
▪
▪
▪
▪
Summarize Word Learning Strategies Draw Inferences Fact/Opinion Note Details (Key) Other Prerequisites: ▪ Implicit/Explicit ▪ Central Idea ▪ Connotation ▪ Denotation ▪ Figurative Language ▪ Tone ▪ Analogy ▪ Allusion Additional Resources: ▪
The People Could Fly by Virginia Hamilton (Engage) picture book ▪
"The Slave Trade," "Abolition," and "Fredrick Douglass" from ​Freedom: A History of US. (Engage) ▪
"Renaissance Man" by Scott Kirkwood (Engage) ▪
​Test Your Awareness ▪
Commercials showing examples of ethos, pathos, logos: 1.
Emotion­­ASPCA commercial 2. Authority­­Peyton Manning Mastercard Commercial 3. Reason­­Volkswagon safety commercial ▪
"I Have a Dream Speech" by Martin Luther King ▪
Kid President Prep Talk ▪
Ashton Kutcher speech from Teen Choice Awards ▪
Kevin Durant's MVP Award Acceptance Speech 2013­2014 Season Best of Malala's U.N. Speech/Malala's U.N. Speech highlights Revised 07­20­2016
School Year 2016­2017
Page 23​ of 47 Appendices CCSS 7​th​ Grade Standards Prerequisite Reading Strategy(s) Prerequisite Reading Skill(s) RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Evaluate Monitor & Clarify Draw Inferences Note Details Cite Evidence Explicit/Implicit Fact/Opinion Make Generalizations Make Judgments Theme Central Idea Character(s) Draw Inferences Make Generalizations Make Judgments Note Details Plot Resolution Sequence of Events Setting Theme Draw Inferences Note Details Theme Episodes Draw Inferences Make Generalizations Make Judgments Note Details Plot Setting Theme Chapter Scene Stanza Author’s Purpose Point of View RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Evaluate Monitor & Clarify Story Structure Summarize Prerequisite Other RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. Evaluate Monitor & Clarify Question Story Structure Evaluate Monitor & Clarify Word Learning Strategy Evaluate Monitor & Clarify Question Story Structure Summarize RL7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Revised 07­20­2016
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Evaluate Monitor & Clarify Question Story Structure Summarize Connotation/Denotation Figurative Language Tone Page 24​ of 47 RL.7.7 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 an dangles in a film). Evaluate Monitor & Clarify Question Summarize No RL.7.8 – Informational only RL.7.9 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. Evaluate Monitor & Clarify Story Structure Summarize RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6­8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2 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. Evaluate Monitor & Clarify Story Structure Summarize RI.7.3 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). Evaluate Monitor & Clarify Evaluate Monitor & Clarify Question Story Structure RI.7.4 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. RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. Revised 07­20­2016
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Evaluate Monitor & Clarify Word Learning Strategy Evaluate Monitor & Clarify Question Story Structure Summarize Evaluate Monitor & Clarify Question Climax Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Author’s Purpose Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Dialogue Foreshadowing Lighting Stage directions Draw Inferences Note Details Cite Evidence Explicit/Implicit Fact/Opinion Make Generalizations Make Judgments Theme Central Idea Character(s) Draw Inferences Make Generalizations Make Judgments Note Details Plot Resolution Sequence of Events Setting Theme Draw Inferences Note Details Theme Episodes Draw Inferences Make Generalizations Make Judgments Note Details Plot Setting Theme Author’s Purpose Point of View Fiction/Nonfiction Historical Context Science Fiction Complex text Connotation/Denotation Figurative Language Tone Technical meanings Chapter Scene Stanza Page 25​ of 47 Story Structure Summarize Evaluate Monitor & Clarify Question Summarize RI.7.7 Compare and contrast a text to an 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). RI.7.8 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 Evaluate Monitor & Clarify Story Structure Summarize Evaluate Monitor & Clarify Story Structure Summarize RI.7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6­8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Climax Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Fact/Opinion Make Generalizations Make Judgments Theme Author’s Purpose Compare/Contrast Draw Inferences Make Generalizations Make Judgments Note Details Sequence of Events Dialogue Foreshadowing Lighting Stage directions Central Idea Fiction/Nonfiction Historical Context Science Fiction Complex text Revised 07­20­2016
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Page 26​ of 47 Colorado Academic Standards Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Prepared Graduates: ➢ Deliver organized and effective oral presentations for diverse audiences and varied purposes Grade Level Expectation: Seventh Grade Concepts and skills students master: 1. Formal presentations require preparation and effective delivery Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: 1. What background knowledge can presenters apply to their research? 2. Why is it important to use good research strategies when finding information on a topic? 3. How do I know if a source is trustworthy? 4. How does the lack of a component (introduction, main idea, supporting details, and conclusion) change the intent of a presentation? Relevance and Application: 1. Learning to paraphrase is a skill that is used daily when summarizing. 2. Parents often ensure the well­being of their children by asking who, what, when, where, why, and how questions. 3. Online resources offer access to a variety of primary and secondary resources. 4. Electronic presentation tools can enhance oral presentations. 5. Online resources can be used to offer examples of quality presentations. a.
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. (CCSS: SL.7.4) b. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (CCSS: SL.7.5) c. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (CCSS: SL.7.6) d. Prepare for audience and purpose by ensuring proper length of presentation, suitable mode of dress, appropriate topic, and engaging content e. Implement strategies to rehearse presentation (such as memorizing key phrases, creating note cards, practicing with friends, etc.) Nature of Reading, Writing, and Communicating: 1. Skilled communicators use a variety of ways to present research, which continues to build their intellectual fluency. 2. Skilled communicators thoroughly review their research findings before presenting to an audience. Revised 07­20­2016
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Page 27​ of 47 Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Prepared Graduates: ➢ Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions, acknowledge the ideas of others, and contribute ideas to further the group’s attainment of an objective Grade Level Expectation: Seventh Grade Concepts and skills students master: 2. Small and large group discussions rely on active listening and the effective contributions of all participants Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: 1. What makes an effective discussion? 2. How can everyone contribute without a few people dominating the discussion? 3. What strategies do effective communicators use to involve other people in the discussion? Relevance and Application: 1. Journalists summarize complex issues for the general public. 2. Political representatives integrate the needs and wants of a community into new policy recommendations. 3. Real­time feedback technologies rely on the active participation of all members to have a successful discussion. 4. Musical ensembles require the cooperation of all players to produce the desired sound. Nature of Reading, Writing, and Communicating: 1. Skilled communicators demonstrate a balance between listening and sharing. 2. Skilled listeners recognize that others have important ideas. a.
Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (CCSS: SL.7.1) i. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (CCSS: SL.7.1a) ii. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. (CCSS: SL.7.1b) iii. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (CCSS: SL.7.1c) iv. Acknowledge new information expressed by others and, when warranted, modify their own views. (CCSS: SL.7.1d) b. 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. (CCSS: SL.7.2) c. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. (CCSS: SL.7.3) Revised 07­20­2016
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Page 28​ of 47 Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All Purposes Prepared Graduates: ➢ Seek feedback, self­assess, and reflect on personal learning while engaging with increasingly more difficult texts Grade Level Expectation: Seventh Grade Concepts and skills students master: 1. Literary elements, characteristics, and ideas are interrelated and guide the comprehension of literary and fictional texts Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Use Key Ideas and Details to: i. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RL.7.1) ii. 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. (CCSS: RL.7.2) iii. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). (CCSS: RL.7.3) iv. Recognize the influence of setting on other narrative elements b. Use Craft and Structure to: i. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (CCSS: RL.7.4) ii. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (CCSS: RL.7.5) iii. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (CCSS: RL.7.6) c. Use Integration of Knowledge and Ideas to: i. 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). (CCSS: RL.7.7) ii. 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. (CCSS: RL.7.9) d. Use Range of Reading and Complexity of Text to: How would changing the setting, character, plot, or point of view affect the outcome of a story? 2. How do authors appeal to the reader’s emotions and beliefs? 3. What makes characters come alive? 4. What creates conflict? What resolves it? Relevance and Application: Revised 07­20­2016
School Year 2016­2017
1.
Exposure to literary text allows readers to connect to possibilities, points of view, and opportunities in the world. 2. Digital storytelling introduces visual and multimedia elements that can enhance student understanding of literary texts. Nature of Reading, Writing, and Communicating: 1.
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2.
3.
Different readers respond differently to texts due to personal attitudes and beliefs about events, ideas, and themes. Readers may or may not like a particular text and they can explain why. Reading Standards for Literacy in Science and Technical Subjects, Grades 6­8. (CCSS: RST.6­8.1­10) Reading Standards for Literacy in History/Social Studies, Grades 6­8. (CCSS: RH.6­8.1­10) Page 29​ of 47 i. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RL.7.10) Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All Purposes Prepared Graduates: ➢ Engage in a wide range of nonfiction and real­life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks Grade Level Expectation: Seventh Grade Concepts and skills students master: 2. Informational and persuasive texts are summarized and evaluated Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Use Key Ideas and Details to: i. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1) ii. 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. (CCSS: RI.7.2) iii. 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). (CCSS: RI.7.3) b. Use Craft and Structure to: i. 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. (CCSS: RI.7.4) ii. 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. (CCSS: RI.7.5) iii. Interpret a variety of graphical representations and connect them to information in the text Revised 07­20­2016
School Year 2016­2017
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How does the author use language to convey his/her viewpoint? (For example, pro­slavery—the words used show a bias toward owning slaves.) How can readers distinguish between facts and an author’s opinion? Why does this matter? How are multiple sources valuable when you are learning new information? Page 30​ of 47 iv. 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. (CCSS: RI.7.6) c. Use Integration of Knowledge and Ideas to: i. Compare and contrast a text to an 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). (CCSS: RI.7.7) ii. 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. (CCSS: RI.7.8) iii. 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. (CCSS: RI.7.9) iv. Organize and synthesize information from multiple sources, determining the relevance of information d. Use Range of Reading and Complexity of Text to: i. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (CCSS: RI.7.10) Relevance and Application: The massive amount of information on the Internet requires readers to distinguish accurate from inaccurate information. 2. Using multiple sources is important to gather accurate information. 3. When consumers are purchasing a product, they will be bombarded with information that must be sorted for accuracy, clarity, and organization to help guide their decisions. 4. Sound, graphics, and multimedia combine with text to influence perception. Nature of Reading, Writing, and Communicating: 1.
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Readers think critically when they read to separate fact from opinion. Reading Standards for Literacy in Science and Technical Subjects, Grades 6­8. (CCSS: RST.6­8.1­10) Reading Standards for Literacy in History/Social Studies, Grades 6­8. (CCSS: RH.6­8.1­10) Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All Purposes Prepared Graduates: ➢ Evaluate how an author uses words to create mental imagery, suggest mood, and set tone Grade Level Expectation: Seventh Grade Concepts and skills students master: 3. Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts Revised 07­20­2016
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Page 31​ of 47 Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on ​grade 7 reading and content, choosing flexibly from a range of strategies. (CCSS: L.7.4) i. 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. (CCSS: L.7.4a) ii. Use the tone of a passage to determine an approximate meaning of a word iii. Use common, grade­appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., ​belligerent, bellicose, rebel). (CCSS: L.7.4b) iv. 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. (CCSS: L.7.4c) v. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (CCSS: L.7.4d) vi. Differentiate between primary and secondary meanings of words b. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCCS: L.7.5) i. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. (CCCS: L.7.5a) ii. Understand that language represents and constructs how readers perceive events, people, groups, and ideas; recognize positive and negative implications of language and identify how it can affect readers in different ways iii. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. (CCCS: L.7.5b) iv. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., ​refined, respectful, polite, diplomatic, condescending). (CCCS: L.7.5c) c. Acquire and use accurately grade­appropriate general academic and domain­specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. (CCSS: L.7.6) Revised 07­20­2016
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How is the use of the Greek root “thermo” significant in today’s world? When a word has multiple meanings or pronunciations, how does a reader select the correct one? (For example, I want to contract with that person to detail my car. I hope I don’t contract the flu.) What power do words have? How do people adjust the words they use in different contexts? Relevance and Application: 1.
2.
3.
Prefixes from Greek and Latin are often found in words used in science and social studies books. Knowing the meaning of these roots and affixes will support strong vocabulary knowledge. People use words differently in different contexts (The word “he” is used to refer to women as well; we text people with different language than we use when we write a formal letter.) Online access to primary sources and historic newspaper collections allow one ample opportunity to apply understanding of word choice. Nature of Reading, Writing, and Communicating: 1.
2.
Readers infer meanings as well as understand words with multiple meanings by applying understanding of Greek and Latin roots. Readers adjust understanding when they consider historical or social contexts. Page 32​ of 47 Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition Prepared Graduates: ➢ Effectively use content­specific language, style, tone, and text structure to compose or adapt writing for different audiences and purposes Grade Level Expectation: Seventh Grade Concepts and skills students master: 1. Composing literary and narrative texts that incorporate a range of stylistic devices demonstrates knowledge of genre features Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: a.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well­structured event sequences. (CCSS: W.7.3) i. Use a variety of planning strategies to generate and organize ideas (such as brainstorming, mapping, graphic organizers) ii. Write using poetic techniques (alliteration, onomatopoeia, rhyme scheme, repetition); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) typical of the chosen genre iii. Use a range of appropriate genre features (engaging plot, dialogue, stanza breaks) to develop and organize texts iv. Establish a central idea, define a clear focus for each section of the text (paragraphs, verses), and use transitional words and phrases to link ideas and sections v. Decide on the content and placement of descriptive and sensory details within the text to address the targeted audience and purpose vi. 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. (CCSS: W.7.3a) vii. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (CCSS: W.7.3b) viii.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. (CCSS: W.7.3c) Revised 07­20­2016
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In what ways does an author use the setting to create a mood for the story? What inferences can a reader make about different character types? What aids help make that inference? Why do organized events require a particular sequence? How might the outcome have been different if the character had made a different decision? What visual clues does a writer give about the setting of a story by using only the words of the text? Relevance and Application: 1.
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Readers who think about character traits make deeper connections to what they are reading. Magazines and comic books rely heavily on engaging plot, graphic elements, and poetic technique. Page 33​ of 47 ix. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. (CCSS: W.7.3d) x. Provide a conclusion that follows from and reflects on the narrated experiences or events. (CCSS: W.7.3e) b. Revise writing to strengthen the clarity and vividness of voice, tone, and ideas Nature of Reading, Writing, and Communicating: 1.
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Writers know the story elements to help them organize thinking as they craft their own stories. Writers use figurative language, metaphor, and other techniques in their writing. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6­8. (CCSS: WHST.6­8.1­6 and 10) Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition Prepared Graduates: ➢ Write with a clear focus, coherent organization, sufficient elaboration, and detail Grade Level Expectation: Seventh Grade Concepts and skills students master: 2. Organization is used when composing informational and persuasive texts Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.7.1) i. Develop texts that explain a process; define a problem and offer a solution; or support an opinion ii. Generate support from a variety of primary or secondary sources, such as interviews, electronic resources, periodicals, and literary texts iii. Reach an authentic audience with a piece of informational or persuasive writing iv. Explain and imitate emotional appeals used by writers who are trying to persuade an audience v. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. (CCSS: W.7.1a) Revised 07­20­2016
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How do different references enhance readers’ thinking about writing? Why does word choice play such an important part in writing? How can a writer use his/her influence to persuade readers? Page 34​ of 47 vi. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (CCSS: W.7.1b) vii. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. (CCSS: W.7.1c) viii.
Establish and maintain a formal style. (CCSS: W.7.1d) ix. Provide a concluding statement or section that follows from and supports the argument presented. (CCSS: W.7.1e) b. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (CCSS: W.7.2) i. 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. (CCSS: W.7.2a) ii. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (CCSS: W.7.2b) iii. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. (CCSS: W.7.2c) iv. Use precise language and domain­specific vocabulary to inform about or explain the topic. (CCSS: W.7.2d) v. Establish and maintain a formal style. (CCSS: W.7.2e) vi. Provide a concluding statement or section that follows from and supports the information or explanation presented. (CCSS: W.7.2f) Relevance and Application: 1.
2.
Hard­hitting and exciting television interviews always begin with well­thought out and organized questions. Electronic race tracks, video games, and search tools are written using adapted software systems. Nature of Reading, Writing, and Communicating: 1.
Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6­8. (CCSS: WHST.6­8.1­6 and 10) Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition Prepared Graduates: ➢ Apply standard English conventions to effectively communicate with written language Grade Level Expectation: Seventh Grade Concepts and skills students master: 3. Editing writing for proper grammar, usage, mechanics, and clarity improves written work 21st​
​ Century Skills and Readiness Competencies Evidence Outcomes Revised 07­20­2016
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Page 35​ of 47 Students can: Inquiry Questions: a. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.7.2) i. Use a comma to separate coordinate adjectives (e.g., ​It was a fascinating, enjoyable movie but not H
​ e wore an old[,] green shirt). (CCSS: L.7.2a) ii. Spell correctly. (CCSS: L.7.2b) b. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.7.1) i. Explain the function of phrases and clauses in general and their function in specific sentences. (CCSS: L.7.1a) ii. Choose among simple, compound, complex, and compound­complex sentences to signal differing relationships among ideas. (CCSS: L.7.1b) iii. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. (CCSS: L.7.1c) c. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.7.3) d. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (CCSS: L.7.3a)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CCSS: W.7.4) e. 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. (CCSS.W.7.5) i. Use punctuation correctly (commas and parentheses to offset parenthetical elements; colons to introduce a list; and hyphens) ii. Write and punctuate compound and complex sentences correctly iii. Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening phrases iv. Use pronoun­antecedent agreement including indefinite pronouns v. Write with consistent verb tense across paragraphs vi. Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs vii. Combine sentences with coordinate conjunctions viii. Improve word choice by using a variety of references, such as a thesaurus f. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (CCSS: W.7.6) 1.
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How do transition words create fluency in writing? What are other purposes of transitions? How can use of vocabulary help or hinder a piece of writing? When does a writer know he/she has done enough editing? How does editing make someone a better writer? Relevance and Application: Student council campaign speeches, posters, campaign buttons, and jingles take time and editing to build. 2. The grit required in improving punctuation and word choice distinguishes an effective communicator from one who just uses ink. Nature of Reading, Writing, and Communicating: 1.
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Writers can connect prior knowledge with new information to help solve problems. Revised 07­20­2016
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Page 36​ of 47 Content Area: Reading, Writing, and Communicating Standard: 4. Research and Reasoning Prepared Graduates: ➢ Gather information from a variety of sources; analyze and evaluate the quality and relevance of the source; and use it to answer complex questions Grade Level Expectation: Seventh Grade Concepts and skills students master: 1. Answering a research question logically begins with obtaining and analyzing information from a variety of sources Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: Inquiry Questions: 1. How do people use technology for accessing and recording information? 2. What is the significance in using primary sources? 3. When is a primary source unhelpful? Relevance and Application: 1. Inventors and scientist who create new technologies often use an inquiry­based process for understanding, drawing conclusions, and creating new knowledge. 2. Writers follow ethical, legal, and copyright laws. 3. Writers expand their competencies in using online or web­based resources to complement other written resources. 4. Data organization is a skill that people use daily at home and at work. 5. People who remain current with new resources successfully support their learning and application of new information. 6. Use graphical organizers and other online tools to organize and analyze data. a.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. (CCSS: W.7.7) i. Identify a topic for research, developing the central idea or focus ii. Formulate open­ended research questions and identify potential sources of information (such as reference materials, electronic media), differentiating between primary and secondary source materials b. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (CCSS: W.7.8) i. Use organizational features of electronic text (bulletin boards, search engines, databases) to locate information ii. Evaluate accuracy and usefulness of information, and the credibility of the sources used iii. Collect, interpret, and analyze relevant information; identify direct quotes for use in the report and information to summarize or paraphrase that will support the thesis or research question c. Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.7.9) i. Apply ​grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a Revised 07­20­2016
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Nature of Reading, Writing, and Communicating: Page 37​ of 47 historical account of the same period as a means of understanding how authors of fiction use or alter history”). (CCSS: W.7.9a) ii. 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”). (CCSS: W.7.9b) 1.
2.
3.
Researchers are always summarizing and synthesizing information. Intelligent researchers are both consumers and generators of information. Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects, Grades 6­8. (CCSS: WHST.6­8.7­9) Content Area: Reading, Writing, and Communicating Standard: 4. Research and Reasoning Prepared Graduates: ➢ Exercise ethical conduct when writing, researching, and documenting sources Grade Level Expectation: Seventh Grade Concepts and skills students master: 2. Logical information requires documented sources Evidence Outcomes 21st​
​ Century Skills and Readiness Competencies Students can: a. Synthesize information from multiple sources using logical organization, effective supporting evidence, and variety in sentence structure b. Write reports based on research that includes quotations, footnotes, or endnotes, and use standard bibliographic format to document sources or a works cited page c. Prepare presentation of research findings (written, oral, or a visual product) for clarity of content and effect, and grammatically correct use of language, spelling, and mechanics Inquiry Questions: 1. How do writers summarize information in their own words? 2. How do presenters determine if they will deliver their presentation in written, oral, or visual form? 3. Which method is the most interesting to you when you are a member of the audience? Explain your thinking. 4. Before beginning research, why is it important to organize and have a plan? 5. How do you determine if your method of presentation is most effective? Revised 07­20­2016
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Page 38​ of 47 Relevance and Application: 1. Directional tools, manuals, and medical journals cite reference information accordingly. 2. People judge others’ work by what they write and what they say. 3. Alternate means of copyrighting information are available online such as Creative Commons. 4. When applying for jobs, applicants must use essential speaking and writing skills are for clear communication. Nature of Reading, Writing, and Communicating: 1. Researchers use proper documentation to give credit to the work of others. 2. Researchers use effective organizational skills when planning reports and presentations. Content Area: Reading, Writing, and Communicating Standard: 4. Research and Reasoning Prepared Graduates: ➢ Evaluate explicit and implicit viewpoints, values, attitudes, and assumptions concealed in speech, writing, and illustration Grade Level Expectation: Seventh Grade Concepts and skills students master: 3. Reasoned material is evaluated for its quality using both its logic and its use of a medium Evidence Outcomes Revised 07­20­2016
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​ Century Skills and Readiness Competencies School Year 2016­2017
Page 39​ of 47 Students can: a. Identify low­credibility stories by noticing vested interests or passion associated with content b. Obtain useful information from standard news stories c. Identify the purpose(s) or agenda of media presentations d. Consider alternative perspectives of media presentations Inquiry Questions: 1. What point(s) of view is (are) being dismissed or played down? 2. How can people gain access to the point of view being negated (from those who most intelligently understand it)? 3. How does using multiple perspectives and points of view expand people’s thinking? 4. What makes a story have low credibility? 5. What makes a story or text have high credibility? 6. What makes a presentation have clarity for the audience? 7. How are people influenced by something in the news? 8. What are the implications if people receive poor, unreliable information? How does that influence the quality of thinking? Relevance and Application: 1. Readers can identify low­credibility stories by noticing vested interests or passions associated with content experts. 2. Consumers identify the purpose(s) or agenda of media presentations. 3. Making fair­minded, informed decisions will help citizens contribute to society in a quality manner. 4. Awards are given to a well­reasoned documentary about issues. 5. Entertainment that is precise like judging games need legitimate processes to be seen as fun and credible. 6. Voting booths, focus group tools, and electronic surveys take a reasoned series of questions and trap feedback, opinions, and choices. Nature of Reading, Writing, and Communicating: 1. The quality of thinking impacts people’s lives. 2. For thinking to improve, people must ask critical questions. 3. Researchers ask themselves the questions, “What is the source for this information? Is it credible? How do I know that?” Revised 07­20­2016
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Page 40​ of 47 Grades 6­11 (July 2015) v3.01 PARCC SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS Research Simulation Task and Literary Analysis Task Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0 Reading Comprehension and Written Expression The student response ● demonstrates ​full comprehension of ideas stated explicitly and inferentially by providing an accurate​ analysis; ● addresses the prompt and provides ​effective and comprehensive development of the claim or topic that is ​consistently appropriate​ to task, purpose, and audience; ● uses ​clear​ reasoning supported by ​relevant text­based evidence in the development of the claim or topic; ● is ​effectively​ organized with ​clear and coherent writing; ● establishes and maintains an ​effective​ style. The student response ● demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate​ analysis; ● addresses the prompt and provides ​mostly effective development of claim or topic that is ​mostly appropriate​ to task, purpose, and audience; ● uses ​mostly clear reasoning supported by relevant​ text­based evidence in the development of the claim or topic; ● is organized with ​mostly clear and coherent writing; ● establishes and maintains a mostly effective​ style. The student response ● demonstrates ​basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis; ● addresses the prompt and provides ​some development of claim or topic that is ​somewhat appropriate​ to task, purpose, and audience; ● uses ​some​ reasoning and text­based evidence in the development of the claim or topic; ● demonstrates ​some organization with somewhat​ coherent writing; ● has a style that is somewhat ​effective. The student response ● demonstrates ​limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally​ accurate analysis; ● addresses the prompt and provides ​minimal development of claim or topic that is limited in ​its appropriateness ​to task, purpose, and audience; ● uses ​limited​ reasoning and text­based evidence; ● demonstrates ​limited organization and coherence; ● has a style that is minimally ​effective. The student response ● demonstrates ​no comprehension of ideas by providing an ​inaccurate​ or no analysis; ● is ​undeveloped and/or inappropriate​ to task, purpose, and audience; ● Includes little to no text­based evidence; ● lacks ​organization and coherence; ● has an ​inappropriate style. Knowledge of Language and Conventions The student response to the prompt demonstrates ​full command​ of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors ​in mechanics, grammar, and usage, but ​meaning is clear​. The student response to the prompt demonstrates ​some command​ of the conventions of standard English at an appropriate level of complexity. There ​may ​be errors in mechanics, grammar, and usage that ​occasionally impede understanding​, but the ​meaning is generally clear​. The student response to the prompt demonstrates ​limited command​ of the conventions of standard English at an appropriate level of complexity. There ​may​ be errors in mechanics, grammar, and usage that ​often impede understanding​. The student response to the prompt ​does not demonstrate command​ of the conventions of standard English at the appropriate level of complexity. Frequent and varied errors​ in mechanics, grammar, and usage ​impede understanding​. Revised 07­20­2016
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Page 41​ of 47 Grades 6­11 (July 2015) v3.01 PARCC SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS Narrative Task (NT) Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0 Written Expression The student response ● is ​effectively​ developed with narrative elements and is ​consistently appropriate​ to the task; ● is ​effectively​ organized with ​clear and coherent writing; ● establishes and maintains an ​effective​ style. The student response ● is ​mostly effectively developed with narrative elements and is ​mostly appropriate​ to the task; ● is organized with ​mostly clear and coherent writing; ● establishes and maintains a mostly effective​ style. The student response ● is developed with ​some narrative elements and is generally appropriate​ to the task; ● demonstrates ​some organization with somewhat coherent writing; ● has a style that is somewhat​ effective. The student response The student response ● is ​minimally​ developed ● is ​undeveloped and/or with ​few​ narrative elements inappropriate​ to the task; and is ​limited in its appropriateness​ to the task; ● demonstrates ​limited ● lacks ​organization and organization and coherence; coherence; ● has a style that has ​limited ● has an ​inappropriate effectiveness. style. Knowledge of Language and Conventions The student response to the prompt demonstrates ​full command​ of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors ​in mechanics, grammar, and usage, but ​meaning is clear​. The student response to the prompt demonstrates ​some command​ of the conventions of standard English at an appropriate level of complexity. There ​may ​be errors in mechanics, grammar, and usage that ​occasionally impede understanding​, but the ​meaning is generally clear​. The student response to the prompt demonstrates ​limited command​ of the conventions of standard English at an appropriate level of complexity. There ​may​ be errors in mechanics, grammar, and usage that ​often impede understanding​. The student response to the prompt ​does not demonstrate command​ of the conventions of standard English at the appropriate level of complexity. Frequent and varied errors​ in mechanics, grammar, and usage ​impede understanding​. Note: ● The reading dimension is not scored for elicited narrative stories. ● The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade­level standards 1­4 for writing. ● Tone is not assessed in grade 6. ● Per the CCSS, narrative elements in grades 3­5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people, developing characters’ personalities, and using dialogue as appropriate. In grades 6­8, narrative elements may include, in addition to the grades 3­5 elements, establishing a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9­11, narrative elements may include, in addition to the grades 3­8 elements, outlining step­by­step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be assessed are expressed in grade­level standards 3 for writing. A response is considered unscorable if it cannot be assigned a score based on the rubric criteria. For unscorable student responses, one of the following condition codes will be applied. Coded Responses: A=No response B=Response is unintelligible or undecipherable C=Response is not written in English D=Off­topic E=Refusal to respond F=Don’t understand/know
V3.01 retrieved from Grade6­11­ELA­LiteracyScoringRubric­July2015.pdf Revised 07­20­2016
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Page 42​ of 47 Instructional Strategies QTEL Tasks AVID Strategies Scaffolds: Purpose Moments of a Lesson Preparing Sentence Starters/Sentence Frames Showing Finished Product Think­Pair­Share KWL Anticipatory Guide Viewing with a Focus Graphic Organizers Compare/Contrast Matrix Sequence of Events Chain Reading with a Focus Reciprocal Teaching Round­Robin Reaching a Consensus Sort and Label Novel Ideas Only Revised 07­20­2016
Sentence Templates Modeling X Interacting with Text/Concept X Showing Exemplar Modeling X Jigsaw (Home & Expert Group) Inside/Outside Circles Bridging X X Bridging X X Bridging Bridging X X Double Entry Journal Focus Question Schema Building X Schema Building X Essential Question Schema Building X Dialectical Journal Schema Building X Learning Log Schema Building X Quick­Write Analyzing Rhetorical Devices Template Schema Building Schema Building X X X X Schema Building X Schema Building Schema Building X X X School Year 2016­2017
Extending the Learning X Page 43​ of 47 Three­Step Interview Carousel Clarifying Bookmark Self­Assessment Narrative Construction QTEL Tasks Schema Building X Pausing to Connect Ideas to the Text Marking the Text Schema Building Metacognition Development X X Metacognition Development Metacognition Development Metacognition Development Scaffolds: Purpose X X X X Charting the Text Summarizing the Text Template AVID Strategies Moments of a Lesson Preparing In Our own Words Cornell Notes Literary Device Matrix Vocabulary Review Jigsaw Writing in the Margins Analyzing an Author’s Evidence Template Crafting an Argument Statement Template Say, Do, Mean Exercise Dyad Reading: Question­Answer Relationship Find the Tie How Writers Accomplish Their Goals Speech Analysis Jigsaw Sequencing Reading Group Revised 07­20­2016
Metacognition Development Metacognition Development Metacognition Development Interacting with Text/Concept X X Metacognition Development X Metacognition Development Metacognition Development X X Metacognition Development Metacognition Development X X School Year 2016­2017
Extending the Learning Page 44​ of 47 Artifacts Pictures Visuals Video Clips Images Post Card Mind Mirror Connecting Visuals to Surrounding Text One­Page Report: Poster Activity Collaborative Poster Era Envelope Reading in Four Voices Jigsaw Reading Role Play and Mixer Reader’s Theatre Essay Contextualization X X Contextualization Contextualization Contextualization Contextualization Text Representation Text Representation Text Representation Text Representation Text Representation Text Representation Text Representation Text Representation Text Representation X X X X X X X X X X X X X X X X X Revised 07­20­2016
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Page 45​ of 47 6 Types of Scaffolding Modeling ELD Interactive Tasks (see Resources on Schoology) __Sentence Starters __Sentence Formats __Finished Product Bridging __ Anticipatory Guide __Think­Pair­Share __KWL __Vocabulary Knowledge Metacognitive Development __Clarifying Bookmark __Self­Assessment Schema Building __Focus Questions __Double Entry Journal __Sequence of Events __Compare/Contrast Matrix __Charting Informational (Main Idea) __ Talking Head __Post Card __Collaborative Poster __Mind Mirror Text Representation Contextualization __Artifacts __Pictures __Viewing with a purpose (video clips) Incorporate Gradual Release Model : ___I DO ____WE DO _____ YOU DO (with collaboration) _____YOU DO (independent) Revised 07­20­2016
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Page 46​ of 47 Six Types of Scaffolding Definitions Modeling: Providing Students clear examples of what is requested of them for imitation Examples: * Modeling Language for Text Discussion I think this means… This part reminds me of the time… I agree with… I also think… I have the same opinion as… * Showing finished products Bridging: Activating prior knowledge and experiences to build or weave in new knowledge and understanding Examples: * Think­Pair­Share * Anticipatory Guide Contextualization: Embedding academic language and concepts in a sensory environment, thus clarifying them Examples: * Videos * Art Work * Music * Poems * Photographs Schema Building: Assisting students in identifying and organizing clusters of concepts that are interconnected Helping students build connections between prior knowledge and experiences and content and language to be learned Examples: * Graphic organizers (Double Entry Journal) * Think­Pair­Share * Gallery Walk Metacognitive Development: Fostering metacognition and learner autonomy through the explicit teaching of strategies Helping students reflect on and monitor learning and performance Examples: * Clarifying Bookmark * Self­Assessment * Gallery Walk Text Representation: Asking students to transform the linguistic constructions they have found in on genre into forms used in another genre Examples: * Collaborative Poster * Mind Map * Post Cards * Facebook Pages Revised 07­20­2016
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