SEVENTH GRADE ENGLISH LANGUAGE ARTS SCOS

TOPICS/CONCEPTS / GRADING
PERIOD /

TIME

/ SCOS CURRICULUM OBJECTIVES
(The English Language Arts Standard Course of Study Goals and Objectives are integrated throughout the year. This pacing suggests when emphasis is given to particular objectives.)
· Establish Reader’s Workshop Routines
· Establish Writer’s Workshop Routines and Writing Portfolio Routines
· Unit I: Fiction & Nonfiction
· Unit II: Short Stories / 1st / 9 weeks / 1.01, 1.02, 1.03, 1.04, 2.01, 5.01, 5.02. 6.01, 6.02
·  Unit III: Types of Nonfiction
·  Novel from PCS Literature List / 2nd / 9 weeks / 3.01, 3.03, 4.01, 4.02, 4.03, 5.01, 5.02, 6.01, 6.02
·  Unit VI: Themes in the Oral Tradition
·  Novel from PCS Literature List / 3rd / 9 weeks / 1.03, 4.01, 4.02,5.01, 5.02
·  Unit IV : Poetry
·  Unit V: Drama / 4th / 9 weeks / 1.04, 2.02, 5.02, 6.01
SCOS GOALS AND OBJECTIVES / ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS / ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS / RECOMMENDED RESOURCES AND ASSESSMENT
1.0 The learner will use language to express individual perspectives in
response to personal, social, cultural, and historical issues.
1.01 Narrate an expressive account
which:
• creates a coherent organizing structure appropriate to purpose, audience, and context.
• establishes the significance of events.
• orients the reader/listener to the scene, the people, and the events.
• engages the reader/listener by establishing a context and creating a point of view. / • What strategies do I use to
explore, respond to, or analyze
expressive materials that are
read/heard/viewed?
• What things do I need to consider
when creating and sharing a personal narrative?
• What strategies do I use to create expressive materials?
• What things do I need to consider
when creating and sharing a personal narrative? / • Discuss varying purposes, audiences, and contexts of expressive accounts
• Identify appropriate components of organizing structures
• Create an organizational structure which promotes coherence and is appropriate to the task
• Classify events in the expressive account as major or minor
• Explore the impact of the major events in the expressive account
• Determine and evaluate the significance of the major events in the expressive account
• Identify appropriate presentation techniques/literary devices
necessary for communicating understanding to the audience
• Experiment with various techniques and devices to establish the significance of scene, people, and events
• Identify and relate details important to establishing relevance of the expressive account
• Comprehend that point of view establishes perspective in personal accounts
• Demonstrate the ability to present a personal account which engages the listener/reader / General Resources
·  Prentice Hall Teacher’s Edition (PH TE) p. T88
·  In the Middle by Nancie Atwell*
·  Reviser’s Toolbox by Barry Lane*
Reading Selections
·  “MK”
·  “from an American Childhood”
·  “My First Free Summer”
·  “My Furthest-Back Person”
·  “Was Tarzan a Three-Bandage Man?”
·  “No Gumption”
· 
1.02 Respond to expressive materials
that are read, heard, and/or viewed by:
• monitoring comprehension for understanding of what is read, heard and/or viewed.
• summarizing the characteristics of expressive works.
• determining the importance of literary effects on the reader/viewer/listener.
• making connections between works, self and related topics.
• comparing and/or contrasting
information.
• drawing inferences and/or conclusions.
• determining the main idea and/or significance of events.
• generating a learning log or journal.
• maintaining an annotated list of works read/viewed.
• creating an artistic interpretation
that connects self and/or society to the selection.
• constructing and presenting book/media reviews. / • What strategies do I use to explore, respond to, or analyze
expressive materials that are
read/heard/viewed? / • Use the comprehension skills/strategies used by good
readers (i.e., predicting, questioning, clarifying, summarizing, fix-up strategies [ e.g. reread, pause, reduce reading speed, take notes of key ideas, identify confusing parts, summarize], Question-Answer-Relationship, etc.)
• Demonstrate effective use of comprehension skills/strategies used by good readers
• Analyze and describe the effect of comprehension when specific skills/strategies unique characteristics of expressive materials are used by the student
• Construct a summary of the characteristics and their effects
• Identify and describe the literary devices/strategies used in expressive materials (e.g. sensory language, figurative language, style, tone, mood, perspective symbolism, and imagery)
• Examine the effects of literary devices/strategies in a variety of expressive materials
• Analyze connections among works, self, and related topics in relationship to various expressive materials
• Choose and create appropriate organizers to demonstrate the similarities and differences of literacy characteristics in expressive materials
• Include cited text when comparing literature
• Discuss the importance of noted similarities and differences in the expressive materials
• Review definitions of inference and conclusion
• Examine characters to determine how their backgrounds/ experiences influence their thoughts and actions
to draw conclusions about text
• Use personal experiences, prior knowledge, context clues inferences to establish reasonable scenarios
while reading, hearing, or viewing expressive materials
• Define and identify main idea in personal, social, cultural and historical accounts
• Distinguish which events are significant to the main idea in such accounts
• Utilize a learning log or journal to compare/contrast personal perspective to the content
• Compile an ongoing list which includes title, author and
abstract/summary of works heard, read or viewed
1.03 Interact in group settings by:
• responding appropriately to comments and questions.
• offering personal opinions confidently without dominating.
• giving appropriate reasons that support opinions.
• soliciting and respecting another person’s opinion. / • What strategies do I use to interact appropriately in a group
setting/seminar?
• How do I organize my
thoughts/ideas to effectively
share in a group setting/
seminar? / • Use complete and appropriate sentences to respond to literature in a group setting
• Use appropriate volume, eye contact, and tone when responding to literature
• Focus on questions and comments posed
• Use appropriate volume, eye contact and tone when sharing personal opinions
• Listen attentively to differing opinions and viewpoints without interrupting
• Identify evidence from the text that upholds personal perspective regarding the text.
• Make connections to other participants’ ideas which support a viewpoint (e.g. “In addition to what Sara said about….I also feel or think that…”) / General Resources
·  Literature Circles ”
1.04 Reflect on learning experiences
by:
• analyzing personal learning growth and changes in perspective.
• examining changes in self throughout the learning process.
• determining how personal circumstances and background shape interaction with text. / • How do I describe, analyze,
and/or evaluate personal growth and change in perspective
as a result of learning? / • Examine personal learning growth by judging it against the learning objectives
• Discuss learning styles and areas of expertise
• Explain the influence of a particular text on personal growth and development
• Identify specific examples of change in self as a result of a learning experience
• Connect prior knowledge and experiences to the interpretation of text
• Cite specific examples / General Resources:
·  Science Notebook
·  Learning Logs
2.0 The learner will synthesize and use information from a variety of sources.
2.01 Respond to informational materials that are read, heard, and/or viewed by:
• monitoring comprehension for understanding of what is read, heard and/or viewed.
• analyzing the characteristics of informational works.
• summarizing information.
• determining the importance of information.
• making connections to related
topics/information.
• drawing inferences and/or conclusions.
• generating questions. / • What strategies do I use to explore, respond to, or analyze
informational materials that are
read/heard/viewed?
• What strategies do I use to
monitor my comprehension for
understanding informational
material that is read/heard/viewed? / • Identify the purpose for reading
• Use fix-up strategies (e.g. reread, pause, reduce reading speed to take notes of key ideas, identify confusing
parts and summarize) to clarify comprehension as needed
• Explain his/her understanding of what is read
• Explain how he/she came to that understanding
• Identify the characteristics of informational texts, including
organization, perspective, purpose, etc.
• Create a personal response to the text, discussing the results or impact of the identified effects
• Compose a personal reflection after exposure to the informational materials
• Relate the meaning of the informational materials to other situations through written responses/small group or large group discussions
• Create and discuss questions raised by the informational materials / Reading Selections:
·  See “Reading Informational Materials” (RIM) in each unit of PH textbook and Reader’s Notebook
General Resources:
·  The Big 6 Research Model (DPI Resource)
2.02 Use multiple sources of print
and non-print information in designing
and developing informational materials (such as brochures, newsletters and/or infomercials) through:
• identifying and using appropriate
primary and secondary sources.
• comparing, contrasting, and evaluating information from different sources about the same topic.
• evaluating information for extraneous details, inconsistencies, relevant facts, and organization. / • What things do I need to consider
when creating and sharing
informational materials?
• How do I gather, evaluate, and
synthesize information effectively
to create an informational
product?
• What things do I need to consider
when creating and sharing
informational materials? / • Identify the characteristics and purposes for varied informational
materials
• Examine models of varied informational materials (e.g. brochures, graphs, newsletters, infomercials, etc) from a variety of sources
• Create an example (group or individual)
• Define primary and secondary sources
• Recognize the origin and accuracy of research sources
• Examine a variety of sources and classify them by type
• Review fact/opinion to determine the accuracy of information
• Utilize additional resources to verify data
• Identify techniques or devices used to present information
• Evaluate the effectiveness of the presentation / General Resources:
·  “Evaluating Advertisements” p. 636
·  PH TE p. NC T26-T28
Reading Selections
·  “The Rhythms of Rap”
3.0 The learner will refine the understanding and use of argument.
3.01 Explore and analyze argumentative
works that are read, heard, and/or viewed by:
• monitoring comprehension for understanding what is read, heard, and/or viewed.
• identifying the arguments and positions stated or implied and the evidence used to support them.
• recognizing bias, emotional factors, and/or semantic slanting.
• examining the effectiveness of style, tone, and use of language.
• summarizing the author’s purpose and stance.
• examining the importance and impact of establishing a position or point-of-view.
• making connections between works, self and related topics.
• drawing inferences.
• responding to public documents
(such as but not limited to editorials, reviews, local/state/national policies/
issues). / • What strategies do I use to explore, respond to, or analyze
argumentative works that are
read/ heard/viewed?
• What strategies do I use to
monitor my comprehension for
understanding argumentative
works that are read/
heard/viewed?
• What things do I need to consider when creating and sharing
argumentative works? / • Distinguish between the facts and opinions provided in argumentative texts and supporting details
• Identify cause and effect relationships within the informational
text
• Focus on the purpose for reading
• Use fix-up strategies (reread, pause, reduce reading speed to take notes, ask clarifying question and summarize)
comprehension strategies as needed
• Determine comprehension of graphics, tables, charts and captions
• Discuss the main points, supporting details and results of the identified text
• Complete a graphic organizer to determine and/or show relationships
• Define and find examples of bias, emotional factors, and/or semantic slanting
• Identify the style, tone, and use of language within various texts
• Discuss the impact of each on the reader’s view of the argument
• Identify purpose
• Explain opinion, referencing the texts
• Identify the author’s position or point-of-view
• Discuss how the position or point-of-view influences the reader
• Examine and discuss the author’s word choice in shaping reactions, perceptions, and beliefs
• Examine and summarize the author’s purpose of the text and his/her stance on the issue being addressed (for, against, or presenting opposing views)
• Compose a personal reflection after exposure to the informational
materials
• Discuss possible implications of informational materials
• Make predictions using text examples as support
• Examine various texts and identify the purpose and the argument
• Write a response of support or rebuttal. / General Resources:
·  PH TE p. NC T26-T28
·  Nonfiction Writing From the Inside Out by Laura Robb*
General Resources
·  PH Transparency Sampler p. 27
Assessment
·  General Resources PH p. 57, “Persuasive Essay” rubric
·  General Resources PH p. 67 “Problem Solution Essay” rubric
·  General Resources PH p. 67 “Critique” rubric
·  PH Online Essay Scorer
3.02 Explore and analyze the problem
solution process by:
• studying problems and solutions within various texts and situations.
• utilizing the problem-solution
process within various contexts/ situations.
• constructing essays/ presentations that respond to a given problem by proposing a solution that includes relevant details.
• recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. / • What strategies do I use to explore the problem/solution
process?
• What things do I need to consider
when creating and sharing
problem/solution essays?
• What are the strategies that I
should use to identify and evaluate the problem/solution process in texts?
• What are the things I should
consider when creating and
sharing problem/solution assignments? / • Identify the problem and solution within the various texts
• Examine the author’s use of devices in presenting the problem and solution (e.g. questioning, challenging, and
cause/effect)
• Discuss the problem/solution process (e.g. problem identified, solution described, alternate solutions discussed, and conclusions drawn)
• Use the problem/solution process in group and individual work
• Use a graphic organizer to construct a problem/solution process
• Review the use of purpose, audience, and context, in a problem/solution prompt