English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Suggested Resources/
Weblinks
Ongoing TEKS reinforced each six weeks
ELA Google Drive: https://drive.google.com/folderview?id=0B2ZIZkYLMHTHNm5uaElMUnhONzg&usp=sharing
Holt McDougal Literature: http://my.hrw.com/
1st Six Weeks - Reading
(7.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Theme from Scholastic
**(A) describe multiple themes in a work What is the theme in
Released STAAR questions:
Fiction
Dialectical journal
of fiction;
literature?
The author helps the reader
Theme
(Supporting)
understand how it felt to be on Analyze
Short answer
Theme in Literature on
the
frontier
mainly
by—
responses using
How
does
setting
affect
YouTube
(CRS): (Reading A.1d, C.2d)
textual evidence
your ability to
http://www.thecb.state.tx.us/collegereadiness/
A theme expressed in this story
understand various
crs.pdf
centers on –
Brainstorm common
genres of literature?
themes often found in
**(C) analyze how place and time
What
lesson
does
the
narrator
stories (Gallery
Make thematic
influence the theme or message of a
learn by --?
Walk)
connections across
literary work.
fiction & literary
(Supporting)
ELPS 4J, 4K
nonfiction
http://ritter.tea.state.t
(CRS): (Reading A.7b)
x.us/rules/tac/chapter
*Connect 7.3A & 7.3C
074/ch074a.html#74.
to Fiction & 7.3C in
4
Literary Nonfiction
Texts
1
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Suggested Resources/
Weblinks
(7.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction
and provide evidence from text to support their understanding. Students are expected to:
**(A) explain the influence of the setting
on plot development;
(Readiness)
(CRS): (Reading A.10a)
http://www.thecb.state.tx.us/collegereadiness/
crs.pdf
**(B) analyze the development of the
plot through the internal and external
responses of the characters, including
their motivations and conflicts;
(Readiness)
**(C) analyze different forms of point of
view, including first-person, third-person
omniscient, and third-person limited.
(Supporting)
(CRS): (Reading A.7ac)
What role do the
literary elements play
within plot
development?
Why is it important to
know each character’s
characteristics?
How does the conflict
in a selection move the
plot to the climax and
resolution?
In discovering the
layers of meaning in
literature, what role do
the literary elements
play?
What role does the
structure play in
conveying effective
meaning?
What is the best
Released STAAR question:
How does the setting influence
the plot of the story?
Why is ___important to the
story?
(Character)’s interaction with
(character) contributes to the
plot by –
Which of the following best
describes (character)’s
internal conflict in the story?
The point of view from which
the story is told give the
reader insight into—
The details in paragraph __
help the reader infer that –
Which sentence foreshadows
that --?
The author uses short
Plot
Exposition
Rising action
Climax
Falling action
Denouement
Setting
Internal
response
External
response
Motivation
Conflict
Narrator
Point of view
first person
POV
third person
omniscient
POV
third person
limited POV
Dialectical journal
#1, #2, #3
Short answer
responses using
textual evidence
Short story plot
diagram
W-H-W Strategy
Reading Routine
Chart
Literature Circles
Close Reading
Signposts
Group Close Reading
& Annotations
Interactive notebook
to respond to reading:
- Responses to
Holt Literature
"The Dinner Party" p.
32
"Seventh Grade" p. 34
"The Last Dog" p. 46
"Thank You, M'am" p.
66
"Rikki-tikki-tavi" p. 76
"Zebra" p. 190
"The Scholarship
Jacket" p. 224
"A Retrieved
Reformation" p. 234
"The Three-Century
Woman" p. 248
"Charles" p. 258
"The Two Brothers" p.
319
"Amigo Brothers" p.
322
"The War of the Wall"
p. 338
"What Do Fish Have to
Do with Anything" p.
350
"A Crush" p. 374
2
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
summary of the story?
How do authors use
narrative elements to
create a story?
How do the choices
authors make regarding
character development
impact the conflict and
plot in a story?
How does the writer use
a particular device to
create meaning?
Designated Six Weeks: First
Days to teach: 31
sentences in paragraph __ to
create a feeling of –
Academic
Vocabulary
Instructional
Strategies
guiding questions
- Preparation for
answering shortanswer-response
questions (SARs)
- Reflections upon
what was learned
- Anecdotal notes
- Text evidence to
support thinking
Use fiction picture
books and fairy tales
to teach structure
Suggested Resources/
Weblinks
"Dark They Were, and
Golden-Eyed" p. 460
"A Day's Wait" p. 482
Informational Text
Connection w/ Fiction:
http://www.kellygallag
her.org/article-of-theweek/
http://tweentribune.com
https://newsela.com
http://www.dogonews.c
om
Graphic organizer for
story POV and to
analyze different
POVs
(7.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to support their understanding.
**Students are expected to describe the
How do
Released STAAR questions
Structure
Create graphic
***Drama: “Clara
structural and substantive differences
autobiographies and
Read this sentence from
Substantive
organizer for literary
Barton” p. 856
between an autobiography or a diary and
diaries differ from their paragraph 5. The author uses
Autobiography
and language devices. Read and compare to
a fictional adaptation of it.
fictional adaptations?
this sentence to explain how – Diary
diary entry, “The War
Biography
Create graphic
Diary of Clara Barton”
(Supporting)
How does your
What can the reader infer
Fictional
organizer to
p. 870
connection help you to
about --?
adaptation
compare/contrast
better understand the
Memoir
structure & meaning
Compare/contrast life
(CRS): (Reading A.11b)
How does the author reveal--? Anecdotes
in different types of
stories focusing on
http://www.thecb.state.tx.us/collegereadin memoir?
3
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
ess/crs.pdf
What is the author's
experience of the
events?
How does the author
feel about what is
happening?
Why is this experience
important to the author?
What did the author
learn from his/her
experience? about
him/herself? other
people? the world?
How does the theme in
the text apply to your
life?
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Word choice
Author's
Purpose
Instructional
Strategies
Suggested Resources/
Weblinks
literary nonfiction
autobiographies
Interactive notebook
to respond to reading:
- Responses to
guiding questions
- Preparation for
answering shortanswer-response
questions (SARs)
- Reflections upon
what was learned
- Anecdotal notes
- Text evidence to
support thinking
Holt Literature
From “An American
Childhood” p. 122
“Encounter with Martin
Luther King Jr.” p. 266
“Dirk the Protector” p.
276
“Eleanor Roosevelt” p.
784
“Names/Nombres” p.
804
From “It’s Not About
the Bike” p. 814
From “23 Days in July”
p. 820
From “Malcom X” p.
826
“The Noble
Experiment” p. 832
What are the defining
characteristics of a
memoir/essay/autobiogr
aphy/biography?
What is the purpose a
memoir/essay/autobiogr
aphy/biography?
(7.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory
language creates imagery in literary text and provide evidence from text to support their understanding.
4
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
**Students are expected to
determine the figurative meaning
of phrases and analyze how an
author's use of language creates
imagery, appeals to the senses,
and suggests mood.
(Readiness)
Figurative language
& meaning
Mood
Imagery
SIFTT Analysis
Personal narrative
Consequence
Quick WritesStudents respond in
journals to a focus
question and/or from
the week’s discussion
How does figurative
language add to the
mood of the story?
Released STAAR questions:
The author uses personification in
these lines ___ to show that the
winds—
*Connect 7.8B to
Literary Texts
Academic
Vocabulary
Which line best communicates the
speaker’s feelings of regret?
(CRS): (Reading A.6a, A.10ab)
http://www.thecb.state.tx.us/coll
egereadiness/crs.pdf
Instructional
Strategies
Suggested Resources/
Weblinks
ELPS 4J
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
The imagery in stanzas 3 and 4
suggests that –
In paragraph 1, which words
does the author use to create a
gloomy mood?
Read this sentence from
paragraph 38. The author
includes this sentence most likely
to show—
The author’ use of similes in
paragraph 22 creates a feeling of
-1st Six Weeks - Writing
(7.16) Writing. Students write about their own experiences.
**Students are expected to write
a personal narrative that has a
clearly defined focus and
communicates the importance of
or reasons for actions and/or
consequences.
Why are purpose and
audience important in
personal narratives?
What belongs in a
story?
Rubric based on SE’s Released
STAAR prompt:
Write a personal narrative about a
time when you had to make a
decision. Be sure to write in detail
about the choice you made and
Texas Write Source
p. 92-159, 361
Empowering Writers:
www.empoweringwrite
rs.com
5
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
(Readiness- SE not in assessed
curriculum)
(CRS): (Writing A.1b, A.3a)
http://www.thecb.state.tx.us/c
ollegereadiness/crs.pdf
Where do writing ideas
come from?
How do writers convey
meaningful, personal
experiences, and
reflections on their
decisions, in a personal
narrative?
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
describe what happened as a result
of your decision.
STAAR-like Personal
Narrative Prompt
Write a personal narrative about a
time when you had fun
participating in an activity with
other people.
ELPS 5F, 5G
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
Suggested Resources/
Weblinks
Write for Texas
www.writefortexas.org
TEKS-based Personal
Narrative Rubric
Write a personal narrative about a
time when you worked out a
problem on your own.
(7.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific
audience for specific purposes.
**(A) write a multi-paragraph
Writing responses to
What is a controlling idea? What
Controlling idea
Mentor text (student
Empowering Writers:
essay to convey information
text
is its purpose in expository
(thesis statement)
writing)
Genre Review
about a topic that:
writing?
Author’s Purpose
p. 2-3
(Readiness)
Checklists and mini
Controlling Idea
lessons to show and
Generator
Expository Writing
(ii) contains a clearly stated
practice controlling
Breakdown
purpose or controlling idea
ideas
p. 8-58
(Readiness)
1st Six Weeks - Oral and Written Conventions
(7.19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students are expected to:
**(A) identify, use, and
What is the job of a
Assess in context of writing
Parts of speech
Mentor Sentences
Texas Write Source:
understand the function of the
subordinate
Subject-verb
Sentence Types p. 563following parts of speech in the
conjunction?
Released STAAR questions
agreement
ELPS 5E, 5F
565
6
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
context of reading, writing, and
speaking
(Readiness)
Prepositions
Prepositional phrases
Independent clause
Dependent clause
Simple sentence
Compound sentence
comma subordinating
conjunction
http://ritter.tea.state.t
x.us/rules/tac/chapter
074/ch074a.html#74.
4
(v) prepositions and
prepositional phrases and their
influence on subject-verb
agreement
(Supporting)
What are the parts of a
simple sentence?
Compound sentence?
What change, if any, should be
made in sentence __?
What is the correct way to write
sentence __?
Why is subject-verb
agreement important in
your writing?
Suggested Resources/
Weblinks
Conjunctions p. 542544
Subject-Verb
Agreement p. 554-557
Gretchen Bernabei
http://trailofbreadcrumb
s.net/writingstrategies/star-pointsgrammar
**(C) use a variety of complete
sentences (e.g., simple,
compound structures) and
consistent tenses.
(Readiness)
Grammar Keepers
(7.20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to:
**(A) use conventions of
capitalization;
(Readiness)
(CRS): (Writing A.5a)
http://www.thecb.state.tx.us/college
readiness/crs.pdf
How do you
incorporate the standard
rules of grammar into
written and spoken
formats?
Assess in context of writing
Released STAAR questions
How should sentence __ be
changed?
Capitalization
Mentor Sentences
Texas Write Source
p. 676-685
p. 644-653, 195, 445
Gretchen Bernabei’s
Grammar Keepers
7
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Suggested Resources/
Weblinks
ONGOING STANDARDS
TEKS
Reading/Comprehension Skills
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an
author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical
readers.
7.1 Reading/Fluency. Students read grade-level text with fluency and comprehension.
7.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing
Process Tools
7.1(A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
7.2(A) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of
unfamiliar or ambiguous words
7 Fig. 19(A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
7 Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text
C
o
m
p
.
T
o
o
l
s
7 Fig. 19(C) reflect on understanding to monitor comprehension (e.g., summarizing and
synthesizing; making textual, personal, and world connections; creating sensory images)
7 Fig. 19(D) make complex inferences about text and use textual evidence to support understanding
8
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Suggested Resources/
Weblinks
Knowledge and Skills
(Embedded or Across Genres)
7 Fig. 19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts
7 Fig. 19(F) make connections between and across texts, including other media (e.g., film, play), and provide textual evidence
7.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing
7.3
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about
theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding.
7.8
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions
about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding.
7.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions
about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their
understanding.
7.12 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in
procedural texts and documents.
7.13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Writing Process
7.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
7.14(A)
7.14(B)
7.14(C)
7.14(D)
7.14(E)
9
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Suggested Resources/
Weblinks
plan a first draft by selecting a develop drafts by choosing an revise drafts to ensure precise
edit drafts for grammar, revise final draft in
genre appropriate for conveying appropriate organizational
word choice and vivid images; mechanics, and spelling response to feedback
the intended meaning to an
strategy (e.g., sequence of
consistent point of view; use of
from peers and teacher
audience, determining
events, cause-effect, compare- simple, compound, and complex
and publish written
appropriate topics through a
contrast) and building on ideas to sentences; internal and external
work for appropriate
range of strategies (e.g.,
create a focused, organized, and coherence; and the use of
audiences
discussion, background reading, coherent piece of writing
effective transitions after
personal interests, interviews),
rethinking how well questions of
and developing a thesis or
purpose, audience, and genre
7.17(C)
write
responses
to
literary
or
expository
texts
that
demonstrate
writing
skills for multi-paragraph essays and provide sustained evidence
controlling idea
havethe
been
addressed
from the text using quotations when appropriate
7.21 Oral and Written Conventions/Spelling. Students spell correctly
Listening and Speaking
7.26 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will
continue to apply earlier standards with greater complexity.
SEs Not Included in Assessed
Curriculum
7.26(A) listen to and interpret a speaker’s purpose by explaining the content, evaluating the delivery of the presentation,
and asking questions or making comments about the evidence that supports a speaker’s claims
7.26(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
7.26(C) draw conclusions about the speaker’s message by considering verbal communication (e.g., word choice, tone)
and nonverbal cues (e.g., posture, gestures, facial expressions)
7.27 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier
standards with greater complexity. Students are expected to present a critique of a literary work, film, or dramatic production, employing eye contact,
speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.
10
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.
English Language Arts/Reading
Course: Language Arts - Grade 7
Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository
Writing)
TEKS
Guiding Questions/
Assessment
Specificity
Designated Six Weeks: First
Days to teach: 31
Academic
Vocabulary
Instructional
Strategies
Suggested Resources/
Weblinks
7.28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater
complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take
notes, and vote on key issues.
11
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.