Reading: Seventh Grade v. 2016-2017
Reading: Seventh Grade
In seventh grade, students will analyze, define, compare, and evaluate ideas when reading, writing, speaking and listening. Students will use close reading strategies to help their comprehension skills. Students will learn to annotate as they read to keep focused and actively involved with the text. They will analyze how themes in fiction and nonfiction develop over the course of a book or text. Students will be able to determine two or more central ideas in text. They will cite specific evidence when answering text based questions and support their own points in writing and speaking. Students will learn to make connections between Text to self, Text to text, Text to world and Text to media. Making connections is a strategy that can assist in making meaning from a text. Learning these concepts will help students be confident readers.
In addition to the 25 book challenge, of which at least 5 need to be nonfiction, and the School-Wide Read, seventh grade students may read the following novels: Deadly by Julie Chibbaro, Fever 1793 by Laurie Halse Anderson, and, Phineas Gage by John Fleischman
Course Information:
Frequency & Duration: Daily for 40 - 45 minutes
Text: The Language of Literature Level 7. Boston: McDougal Littell, 2002. Bridges to Literature Level 7, Boston: McDougal Littell, 2002
Novels: Chibbaro, Julie. Deadly. New York: Scholastic, 2011. (Lexile 930) Historical Fiction
Anderson, Laurie Halse. Fever 1793. New York: Scholastic, 2000. (Lexile 580) Historical Fiction
Fleischman, John. Phineas Gage A Gruesome but True Story About Brain Science, New York: Scholastic, 2002
(Lexile 1030 ) Nonfiction
TBA- School Wide Read novel
Great Books Group: Unbroken Young Adult Version by Laura Hillenbrand
Steve Jobs The Man Who Thought Different by Karen Blumenthal
Day of the Pelican by Katherine Paterson
Messenger by Lois Lowry
The Silent Boy by Lois Lowry
The Devil’s Arithmetic by Jane Yolen
The Illustrated Man by Ray Bradbury
Marley and Me by John Grogan
Ender’s Game by Orsen Scott Card
Duration: August/ September (5 weeks)Fiction and Non-Fiction Skills / Writing
Content / · Close Reading Strategies for Fiction
· Benchmark testing
· Connections Between Text (Text to self, Text to text, Text to world and Text to media)
· 25 Book Challenge
· CHOMPS
· / · Introduction and Review
Essential Question: / How can a student become an active reader?
How does what I am reading influence how I should how I should read it?
What do good readers do, especially when they don’t comprehend the text?
How does understanding text’s structure help me better understand its meaning? / How do good writers gather information from different sources?
Skills: / · Review of reading strategies
· Genre Review-Nonfiction, Fiction and Poetry / · Annotating Text
Assessment: / · CDT
· SLO (TDA Response) / · Given a grade level appropriate text, students are able to identify relevant information
Resources: / CDT
Mini stories to practice the close reading strategy / Teacher identified resources
Standards: / This map is a review of previous content and skills. / This map is a review of previous content and skills.
Comments:
Duration: October (4 weeks)Fiction and Non-Fiction Skills / Writing
Content / · Short Story (Fiction) Unit / · Text Analysis (Open-Ended Responses)
· Text vs Media (Thank You M’am)
Essential Question: / How does an author use literary elements to develop a story?
How do the character conflicts influence the progression and resolution of the plot? / How does the setting influence the outcome of the story?
Skills: / · Determine a theme and analyze its development over the course of a text
· Cite several pieces of evidence to support analysis
· Cite several pieces evidence from the selection to support inferences, conclusions and generalizations
· Analyze how story elements interact
· Analyze how setting shapes the characters or plot
· Analyze how the structure of a text contributes to its meaning / · Analyze how an author develops and contrasts the point of view of different characters (Compare and Contrast characters from both short stories)
· Compare and Contrast a written story and drama to its media version
· Organize ideas, concepts and information using cause and effect
Assessment: / Given Grade Level Appropriate Text students can:
· Determine theme and central ideas of a text and analyze the development over the course of a text
· Cite several pieces of textual evidence to support analysis, inference, conclusions and generalizations
· Analyze how story elements interact and how setting shapes the characters or plot
· Analyze how the structure of a text contributes to its meaning / · Analyze how an author develops and contrasts the point of view of different characters
· Compare and contrast a written story to its media version (Thank You M’am)
· Organize ideas, concepts and information using cause and effect
Resources: / Language of Literature:
“Thank You M’am” and “Seventh Grade”.
“Thank You M’am” video.
Bridges to Literature:
“The Jigsaw Puzzle”
“The Stranger” / Language of Literature:
“Thank You M’am” and “Seventh Grade”.
“Thank You M’am” video.
Bridges to Literature
“The Jigsaw Puzzle”
“The Stranger”
Standards: / CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.3.7.C Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.
CC.1.3.7.E Analyze how the structure or form of a text contributes to its meaning. / CC.1.3.7.D Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CC.1.3.7.G 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).
CC.1.4.7.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade‐level reading standards for literature and literary nonfiction.
CC.1.4.7.D Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.7.F Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.7.L Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
Comments: Review -conflict (internal/external), dialect and story elements.
Duration: October/ November (5 weeks)Fiction and Non-Fiction Skills / Writing
Content / · Poetry Connection Unit / · Text Analysis (Open-Ended Responses)
Essential Question: / How do text structures and features aid the reader’s understanding of a passage?
How does the study of poetry give us insight into the emotions of the poet and further help us to investigate our own feelings and emotions?
How do authors use figurative language to impact audience? / How does the author’s style emphasize certain ideas to the reader?
Skills: / · Summarize a text
· Cite several pieces of evidence to support analysis
· Cite several pieces of textual evidence to support inferences, conclusions, and generalizations
· Analyze the structure of text
· Determine the meaning of words (vocabulary)
· Identify the elements of a story / · Provide text-based evidence to support analysis and reflection
Assessment: / Given Grade Level Appropriate Text students can:
· Cite several pieces of textual evidence to support analysis
· Cite several pieces of textual evidence to support inferences, conclusions and generalizations.
· Analyze structure of text
· Determine the meaning of word and interpret technical meaning of words
· Determine or clarify meaning of unknown words and multiple-meaning words
· Analyze how story elements interact
· Analyze how the structure of a text contributes to its meaning
· Analyze how the form of text contributes to its meaning
· Analyze impact of rhymes and sound devices
· Interpret figurative language, synonyms, antonyms and connotations. / · Summarize a text
Resources: / The Language of Literature- “Casey at the Bat”, Lake Isle of Innisfree, I Wondered Lonely as a Cloud, and Ballad of King Arthur
Bridges to Literature / Teacher developed resources
Standards: / CC.1.2.7.B and CC.1.3.7.B Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.2.7.E Analyze the structure of the text through evaluation of the author’s use of graphics, charts and the major sections of the text.
CC.1.2.7.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative, connotative, and technical meanings.
CC.1.2.7.J 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.
CC.1.2.7.K Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.3.7.F Determine the meaning of words and phrases as they are used in grade‐level reading and content, including interpretation of figurative, connotative meanings.
CC.1.3.7.E CC.1.3.7.C / CC.1.4.7.R Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.7.S CC.1.3.7.G
Comments: Review stanza, line, repetition, rhyme pattern, and figurative language (metaphor, simile, personification, onomatopoeia and alliteration).
Duration: December (4 weeks)Fiction and Non-Fiction Skills / Writing
Content / · Phineas Gage A Gruesome But True Story About Brain Science(Non-Fiction Novel) / · Text Analysis
· Research
Essential Question: / How does a readers’ purpose influence how text should be read? / How does one best present findings?
Skills: / · Summary of a text
· Determine/Identify central ideas
· Evaluate the relevance of the author’s evidence
· Evaluate the soundness of an author’s argument
· Cite several pieces of evidence to support inferences, conclusions and generalizations
· Analyze structure of text
· Evaluate use of graphics, charts and the major sections of the text
· Determine or clarify meaning of unknown words and multiple-meaning words / · Provide evidence to support analysis, reflection and research
· Conduct short research to answer a question
Assessment: / Given Grade Level Appropriate Text students can:
· Create a summary
· Identify central ideas, reasoning and specific claims
· Evaluate the relevance of the author’s evidence
· Evaluate the soundness of an author’s argument
· Cite several pieces of evidence to support inferences, conclusions and generalizations
· Analyze structure of text
· Evaluate use of graphics, charts and the major sections of the text
· Determine or clarify meaning of unknown words and multiple-meaning words / · Provide evidence to support analysis, reflection and research
· Conduct short research to answer a question
Resources: / Phineas Gage A Gruesome But True Story About Brain Science by John Fleishman
Textbook: Life Science New Jersey : Prentice Hall, 2005, Unit 3, Chapter 19 “How the Nervous System Works” / Research: Provide material to compete the key historical figures research.
Standards: / CC.1.2.7.A CC.1.2.7.H
CC.1.2.7.B CC.1.2.7.E
CC.1.2.7.F / CC.1.4.7.S CC.1.4.7.V
Comments: May need 6 weeks to complete. Before completing unit, assign students a key historical figure from the book.
Duration: January/ February (5 weeks)Fiction and Non-Fiction Skills / Writing
Content / · Historical Fiction (Novel)
· Nonfiction Unit / · Text- Dependent Analysis-Provide evidence about the characters development from the beginning to the end of the novel
Essential Question: / How does an author recreate history in a piece of fictional writing?
How does a writer alter history? / How does a reader recognize the difference between fiction and fact from a historical novel?
Skills: / · Compare and contrast fictional portrayal of a time, place, or character and a historical account of the same period
· Analyze how fiction author’s use or alter history
· Use context and affixes to determine the word meaning
· Interpret figurative language
· Analyze how story elements interact
· Analyze how setting shapes the characters or plot
· Cite several pieces to support analysis
· Cite several pieces of support inferences, support conclusions, support generalizations / · Provide evidence to support analysis and reflection
Assessment: / Given Grade Level Appropriate Text students can:
· Determine a theme and analyze its development over the course of a text
· Cite several pieces of text-based evidence to support inferences, support conclusions, support generalizations
· Analyze how story elements interact
· Analyze how setting shapes the characters or plot
· Determine or clarify the meaning of unknown and multiple-meaning words
· Compare and contrast fictional portrayal of a time, place, or character and a historical account of the same period
· Analyze how fiction authors use or alter history
· Use context and affixes to determine the word meaning
· Analyze interactions between individuals event, and ideas in a text / · Provide evidence to support analysis and reflection
Resources: / Fever 1793 by Laurie Halse Anderson
An American Plague The True and Terrifying Story of the Yellow Fever Epidemic of 1793
Bridges to Literature: “ Typhoid Mary”
Novel: Deadly by Julie Chibarro
Standards: / CC.1.3.7.A CC.1.3.7.B CC.1.3.7.C
CC.1.3.7.D Analyze how an author develops and contrasts the points of view of different characters or narrators in a text
CC.1.3.7.F
CC.1.3.7.H 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
CC.1.2.7 .A Determine understanding of key ideas and details in informational texts
CC.1.2.7.B CC.1.2.7.C
CC.1.2.7.D Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CC.1.2.7.E CC.1.2.7.F
CC.1.2.7.I Analyze how two or more authors present and interpret facts on the same topic / CC.1.4.7.S
Duration: February (2 weeks)
Fiction and Non-Fiction Skills / Writing
Content / · Short Story (Fiction) / · Text Analysis (Open-Ended Responses)
Essential Question: / How does the main character change from the beginning, middle and end of the story? / How does the author’s tone change within the story to help the reader identify conflict?
How does the reader’s perception change because of the author’s tone?
Skills: / · Determine a theme and analyze its development over the course of a text
· Provide an objective summary
· Cite several pieces of text-based evidence to support analysis
· Cite several pieces of text-based evidence to support inferences, conclusions, and generalizations
· Analyze how story elements interact
· Analyze how setting shapes the characters or plot
· Use context and affixes to determine the word meaning.
· Determine or clarify the meaning of unknown and multiple-meaning words / · Analyze how an author develops and contrasts the point of view
· Provide evidence to support analysis and reflection
· Write narratives to develop real or imagined experiences or events
Assessment: / Given Grade Level Appropriate Text students can:
· Determine a theme and analyze its development over the course of a text
· Provide an objective summary
· Cite several pieces of text-based evidence to support analysis
· Cite several pieces of text-based evidence to support inferences, support conclusions, support generalizations
· Analyze how story elements interact
· Analyze how setting shapes the characters or plot
· Interpret figurative language, allusions, synonyms, antonyms and connotations
· Use context and affixes to determine the word meaning
· Determine or clarify the meaning of unknown and multiple-meaning words / · Analyze how an author develops the point of view and contrasts the point of view
· Provide evidence to support analysis and reflection
· Develop a narrative based upon real or imagined experiences
Resources: / The Language of Literature- “ The White Umbrella” / Examples Prompts:
Question about mood and tone.
· Students will be noting details that help establish mood and tone in the story.
· Explain how a different tone would change a reader’s perception of the events and characters completely.
Standards: / CC.1.3.7.I Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade‐level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.3.7.A CC.1.3.7.B
CC.1.3.7.C / CC.1.3.7.D Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
CC.1.4.7.S CC.1.4.7.M
CC.1.4.7.R
Comments: Review-tone, mood, and symbolism.