Grade 7 Common Core Standards ELA
Curriculum Map 2014
*Standards aligned with 5DP Project
Updated by Jane Skelton, Mary Phaneuf, Molly Ross
2014
Grade 7 At-A-Glance
1st Quarter Standards:Grade 7
Reading for Key Ideas and Details from Literature
RL.7.1./RI.7.1., RL.7.2./RI.7.2. , RL.7..3.,RI.7.3.
CCS -Craft and Structure from Literature
RL./RI. 7.4.
Vocabulary Acquisition and Use
L.7.4.a. b., L.5a., L.7.6.
Speaking and Listening
SL.7.1. , SL.7.2.
Writing
W.7.1.a.,b., W.7.2., W.7.4
(ongoing, W.7.5, W.7.6., W.7.9., W.7.10)
Conventions of Standard Language
L.71. L..7.2. / 2nd Quarter Standards:
Grade 7
Continued: Reading for Key Ideas and Details from Literature
RL/RI. 7.1, RL/RI. 7.2. RL/RI.7.3.
CCS -Craft and Structure from Literature RL/RI.7.4., RL/RI.7.5., RL/RI. 7.6
Vocabulary Acquisition and Use (continued) L.7.4 a. b.
L.7.4.c..d; L.7.5.a. c., L.7.6
Speaking and Listening (continued)
SL.7.1., SL.7.2. , SL.7.3. *
Writing
W.7.1. c. d., W.7.2.b., W.7.3., MA.7.3.A.
ongoing, W.7.5, W.7.6., W.7.8., W.7.9., W.7.10)
Conventions of Standard Language
(continue with previous standards)
L.71., L.7.2.
Knowledge of Language
L.7.3. / 3rd Quarter Standards
Grade 7
(Continue to address previous standards from Term I and II)
Reading for Key Ideas and Details from Literature / Information CCS -Craft and Structure from Literature
CCS- Integration of Knowledge and Ideas
RL.7.7. , RI.7.7.,RL7.8/MA.8.A. RI.7.8.
RL.7.9.,RI.7.9.
Vocabulary Acquisition and Use (continued) L.7.4 a. b.
L.7.4.c..d; L.7.5.a. b.*c., L.7.6.
Speaking and Listening (continued)
SL.7.4. , SL.7.5.
SL.7.6. (See grade 7 Language standards 1 and 3.)
Writing
W.7.1. e .Continue to work on W.7.2., W.7.4.,
(ongoing, W.7.5, W.7.6., W.7.9., W.7.10)
Conventions of Standard Language
(Continue with previous standards.)
Knowledge of Language
(Continue with previous standards.) / 4th Quarter Standards
Grade 7
(continue to address previous standards)
CCS - Reading for Key Ideas and Details from Literature/Information
CCS -Craft and Structure from Literature
CCS- Integration of Knowledge and Ideas
RL/RI. 7.10
Vocabulary Acquisition and Use (continued) L.7.4 a. b., L.7.4.c..d;
L.7.5.a. b.*c.; L.7.7.6
Speaking and Listening (Continue from
previous standards in Term III)
Writing
W.7.5. W.7.6., W.7.7., W.7.8., W.7.9., W.7.10
Conventions of Standard Language/Knowledge of Language
(Continue with previous standards.)
Essential Questions
· What does it mean to be loyal?
· Is loyalty to friends more important than loyalty to oneself?
· Why are certain pieces of the text more important than other pieces?
· What makes each element of a story important?
· What makes a “good” plot for a story?
· How does one’s understanding of the past relate to present time?
· Can a different media change the meaning of a story?
Assessments
· Quarterly Writing Prompt
· District Determined Measure
· Teacher Selected Persuasive Writing (W.1)
· GRADE Assessments /Form A
· Reading/Writing Student Interest Survey
· Open Response for Selected Core Text (RL/I.1, Rl/I.73, W.7.)
· Independent Reading Logs (RL/I.1, RL/I.2, RL/I.3, RL.4
· Book Clubs/Literature Circles that focus on author's craft, theme, characterization, or genre. (RL.1, RL.2, RL.3, RL. 4)
· Dialectical Journals (RL/I.1, RL/I.2, RL/I.3, RL/I 4, / Assessments
· Quarterly Writing Prompt
· Teacher Selected Persuasive Writing (W.1)
· Open Response for Selected Core Text(RL/I.1, Rl/I.73)
· Midterm*
· District Determined Measure
· Literature Circles/Accountable Talk RL.1, RL.2, RL.3, RL. 4; SL.1, SL.2, SL..3)
· Independent Reading Logs RL/I.1, RL/I.2, RL/I.3, RL/I 4, / Assessments
· Quarterly Writing Prompt
· Teacher Selected Persuasive Writing
· Open Response for Selected Core Text
· District Determined Measure
· Literature Circles/ Accountable Talk
· Independent Reading Logs / Assessments
· Quarterly Writing Prompt
· Teacher Selected Persuasive Writing
· Open Response for Selected Core Text
· District Determined Measure
· Literature Circles/Accountable Talk
· Independent Reading Logs
· Final Examination*
1st Quarter / Standards / Essential Questions
Content/Skills / Common Formative/Summative Assessments
(Writing Assignments, Projects, Performances) / Instructional Strategies
Reading Literature & Informational Texts / Grade 7
CCS – Reading Literature & Informational Texts
RL./RI7.1. Cite the textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL./RI.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.
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).
CCS -Craft and Structure from Literature
RL/RI.7.4.Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including 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.
/ · What does it mean to be loyal?
· Is loyalty to friends more important than loyalty to self?
· Why are certain pieces of the text more important than other pieces?
· What makes each element of a story important?
· What makes a “good” plot for a story?
· How does one’s understanding of the past relate to present time?
· Can a different media change the meaning of a story?
RL.7.1./RI.7.1; RL.7.2./RI.7.2; RL.7.3; RI.7.3
- Use evidence to support a claim.
- Make inferences about the importance of several details to the meaning of the text.
- Present oral and written summary of texts that include main idea and relevant supporting details. (Informational Texts)
- Apply knowledge of the relationship between the topic, main idea, and important details in a text.
- Apply vocabulary strategies to read and understand both academic and content vocabulary.
- Identify and explain the relationship between key story elements and the author’s purpose.
- Identify and explain elements of fiction (the point of view, theme, conflict, setting, plot).
- Present an outline of key elements of the plot in a text.
- Apply knowledge of the elements and structure of poetry (rhyme, and drama to analyze
- Explain evidence of a character's motivation.
-Establish criteria for comparison/contrast of ideas or topic in a single text.
- Compare and contrast common theme/topic across different genres or by different authors.
------
RL.7.4;
Apply knowledge of the elements and structure of poetry (rhyme, and drama to analyze.
- Identify and explain how examples of imagery in different genres (e.g. novel, short story, drama, poetry) contribute to meaning of the text.
- Identify and explain how an author use of particular words, phrases, or clauses helps to create the tone in a story.
- Distinguish between the roles offlat and round characters in a text.
- Distinguish between the different types of internal and external conflict in a text.
- Explain how setting in historical fiction influences plot, characterization, and theme.
- Apply understanding of theme to analyze author’s point of view on a topic.
- Apply knowledge ofbasic syntax as an author’s technique to enhance meaning of text. (Sentence Composing) / - Quarterly Writing Prompt
Teacher Selected Persuasive Writing (W.1)
- GRADE Assessments /Form A
- Reading/Writing Student Interest Survey
- Open Response for Selected Core Text (RL/I.1, Rl/I.73)
- Independent Reading Logs (RL/I.1, RL/I.2, RL/I.3, RL.4
- Book Clubs/Literature Circles that focus on author's craft, theme, characterization, or genre. (RL.1, RL.2, RL.3, RL. 4)
- Dialectical Journals (RL/I.1, RL/I.2, RL/I.3, RL/I 4,
- / Independent Reading
Literature Circles/Socratic Seminars
Dialectical Journals
LTF Levels of Reading Lesson (RL7.2)
TP-CASTT (RL7.4)
http://skyview.vansd.org/bquestad/Poetry/tpcastt/strategy.htm
SOAPSTone (RL7.4)
http://swcta.net/moore/files/2013/09/SOAPSTONE_Description.pdf
Marking Up/Annotation of Text for Literary Elements (RL7.1, RL7.2, RL7.3, RL7.4)
Says/Does Strategy (RL7.4)
Language / Vocabulary Acquisition and Use
L.7.4. a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
7.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression / Essential Question
How do we use our understanding of word to help us as readers and writers?
Students will know and be able to…
-. 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.
- Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
- 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.
- 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)
/ · Three column notes in readers’ notebook that shows students’ references to word, part-of-speech, multiple meaning, and use in a sentence or text. (Use dictionary.com or Visual Thesaurus for resource.
· Frayer Model to show understanding between conceptual words (loyalty) / Resources
See:
https://sites.google.com/site/maldenelamaps/language-and-usage/deciphering-explicit-meanings/grades6-8
or
Some Resources for Lessons:
· Laying the Foundation Lessons
· Read Write Think/ Flip-a-Chip: Examining Affixes and Roots to Build Vocabulary http://www.readwritethink.org/classroom-resources/lesson-plans/flip-chip-examining-affixes-253.html
· Read Write Think / Improve Comprehension: A Word Game Using Root Words and Affixes http://www.readwritethink.org/classroom-resources/lesson-plans/improve-comprehension-word-game-1042.html
· Reading Rockets/ Root Words, Roots and Affixes http://www.readingrockets.org/article/40406/
· Reading Fun/Word Study http://www.aasd.k12.wi.us/staff/boldtkatherine/readingfun3-6/readingfun_prefixessuffixesroots.htm
· Visual Thesaurus /Shades of Meaning Lesson/ Connotation/Denotation http://www.visualthesaurus.com/cm/lessons/shades-of-meaning/
· RETELL Strategies: 3 tiers of Vocabulary 7 Steps of pre-teaching vocabulary Sentence Frames
Speaking and Listening / Discussion
SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.7.2. 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. / Essential Questions:
Why is it important to collaborate and our share ideas with others?
Student will know and be able to…
- 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.
- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- Acknowledge new information expressed by others and, when warranted, modify their own views / · / Resources:
See:
https://sites.google.com/site/maldenelamaps/speaking-and-listening/discussion
2nd
Quarter / Standards / Essential Questions
Content/Skills / Common Formative/Summative Assessments
(Writing Assignments, Projects, Performances) / Instructional Strategies
Reading
Literature
Informational
Texts / Grade 7
Reading for Key Ideas and Details from Literature
Continued
RL/RI. 7.1, RL/RI. 7.2. RL/RI.7.3.
CCS -Craft and Structure from Literature RL/RI.7.4.
------
CCS -Craft and Structure from Literature
RL/RI.7.5.Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
In Nonfiction/Informational
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/RI.7. 6.Analyze how an author develops and contrasts the points of view of different characters or narrators in a text
In Nonfiction/Informational
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. / How do writers shape our opinions about the world?
Students will be able to…
- Identify and explain how examples of imagery in different genres (e.g. novel, short story, drama, poetry) contribute to meaning of the text.
- Distinguish between different poetic forms and structures (soliloquy, sonnet, ode)
- Identify and explain how an author use of particular words, phrases, or clauses helps to create the tone in a story.
- Identify how an author presents contrasting points of view through characters and narrators.
- Distinguish between the roles offlat and round characters in a text.
- Distinguish between the different types of internal and external conflict in a text.
- Explain how setting in historical fiction influences plot, characterization, and theme.
- Apply understanding of theme to analyze author’s point of view on a topic.
- Compare and contrast common theme/topic across different genres or by different authors.
- Identify and explain how an author uses figurative language to enhance the meaning of text.
- Apply knowledge ofbasic syntax as an author’s technique to enhance meaning of text. (Sentence Composing)
- Identify and explain the purpose of different phrases and clauses (See grade level expectations.) / · Quarterly Writing Prompt/ District Selected Persuasive Writing
· Open response
· Midterm Examination / Independent Reading
Literature Circles/Socratic Seminars
Dialectical Journals
LTF Levels of Reading Lesson
TP-CASTT
SOAPSTone
Marking Up/Annotation of Text for Literary Elements
Says/Does Strategy
Sentence Composing Strategies (chunking, scrambling/unscrambling, imitating)
Language / Vocabulary Acquisition and Use (continued)
L.7.4.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.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
7.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression