Lackawanna Middle School English Curriculum Map for Grade 7
Lackawanna Middle School English Curriculum Map for Grade 7
Unit 1Theme: Rising Above Challenges
Extended Text: We Beat the Streets, Song of the Trees
Companion Texts: Three Skeleton Key, Belling the Cat, Red Palm, Woodsong, Taking Sides, Pacific Crossing
Writing: Journal Response, Discussion Questions, Essay, Short Research Project
Standards / Content / Skills / Possible Assessments
Reading Literature Standards
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. / - Theme/Central Idea
- Summary / Use textual evidence to support the selection of a theme
Summarize a text, in writing, using textual evidence / Journals, Student Written Materials, Written Summary of a text
RL.7.3 Analyze how particular elements of a story or dramainteract (e.g., how setting shapes the characters or plot). / - Story Element Relationships / Determine relationships between story elements, in writing, / Guided Notes, Journals, Discussion Questions
RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotativemeanings; analyze the impact of rhymes and otherrepetitions of sounds (e.g., alliteration) on a specific verseor stanza of a poem or section of a story or drama. / - Word Meaning / Analyze an author’s word choice and
Make connections to word choice and the development of a story or drama
RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
a. Analyze interpretations of a story, drama, or poem byauthors who represent diverse world cultures. / - Points of View / Identify and analyze different points of view from a text
Identify and analyze interpretations of stories written by authors from different cultures
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. / - Fictional and historical events / Compare and contrast, in writing, a fictional character representing a historical figure or a fictional event to a historical event / Journal writing, Venn Diagram, Visual representation of the differences between the character or historical event
Informational Reading Standards
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. / Textual Evidence
Summary
Inference / Use textual evidence to summarize a piece of informational text and make inferences / Journal writing, Short Constructed Response
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals orevents, or how individuals influence ideas or events). / - Individuals and Events and how they are connected / Analyze how an individual’s actions influence a society OR how a society influence’s individuals actions / Graphic Organizer
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. / Text Structure / Identify and analyze how different parts of the text lead to the development of ideas throughout the text / Constructed response
Writing Standards- Unit 1
W.7.3 Write narratives to develop real or imagined experiences orevents using effective technique, relevant descriptive details,and well-structured event sequences. / - Narrative / Write a narrative (extending a story or writing a different ending) in which they develop an idea and structure their writing well / Writing Piece
W.7.4 Produce clear and coherent writing in which thedevelopment, organization, and style are appropriate totask, purpose, and audience. (Grade-specific expectationsfor writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a varietyof cultures and perspectives. / - Clear, organized writing
- Word Choice / Write clear and organized paragraphs appropriate to task
Write using words that are appropriate for the format and audience of the writing / Essay- TBD
W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research andinvestigation. / - Mini Research Project / Use multiple sources to research a question or statement
Support findings with facts from valid sources / Student writing samples, research papers, final research essay
W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess thecredibility and accuracy of each source; and quote orparaphrase the data and conclusions of others whileavoiding plagiarism and following a standard format for citation. / - Multiple sources for research / Analyze information from different sources to prove validity of information
Cite multiple sources correctly, avoiding plagiarizing / Student research sheets, citation
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 specificclaims in a text, assessing whether the reasoning issound and the evidence is relevant and sufficient tosupport the claims”). / - Text based evidence / Use evidence from different texts to support opinions, summaries, and reflection of texts
Analyze the validity of information by cross-referencing multiple sources / Student written work
Speaking and Listening Standards- Unit 1
SL.7.4 Present claims and findings, emphasizing salient points in afocused, coherent manner with pertinent descriptions, facts,details, and examples; use appropriate eye contact, adequatevolume, and clear pronunciation. / - Presentation skills / Present information in an organized manner, based on facts and details from a text
Use adequate pacing, eye contact, and volume when presenting information / Student presentation of material (small group or whole group)
SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasizesalient points. / - Presentation Support / Use visuals and information from multi-media sources (digital pictures, podcast, or information from websites) to emphasize key points in presentations / Student presentation and rationale of selected visuals/multimedia
SL.7.6 Adapt speech to a variety of contexts and tasks,demonstrating command of formal English when indicatedor appropriate. (See grade 7 Language standards 1 and 3 onpage 53 for specific expectations.) / Formal vs Informal Speaking
Word Choice / Identify when to use formal English versus slang/informal English
Determine words/word phrases appropriate to use when presenting information to peers and/or adults / Student presentations
Language Standards- Unit 1
L.7.1 Demonstrate command of the conventions of standardEnglish grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in generaland their function in specific sentences.
b. Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a sentence,
recognizing and correcting misplaced and dangling
modifiers.* / Grammar-Conventions / Explain how clauses function in simple sentences
Use a variety of simple and complex sentences, purposefully, to show relationships between ideas presented / Student writing samples
L.7.2 Demonstrate command of the conventions of standardEnglish capitalization, punctuation, and spelling whenwriting.
a. Use a comma to separate coordinate adjectives (e.g.,It was a fascinating, enjoyable movie but not He wore anold[,] green shirt).
b. Spell correctly. / Grammar-Capitalization, punctuation and spelling / Demonstrate use of correct spelling, capitalization and punctuation
Use a comma to separate coordinate adjectives / Student writing samples
L.7.3 Use knowledge of language and its conventions whenwriting, speaking, reading, or listening.
a. Choose language that expresses ideas precisely andconcisely, recognizing and eliminating wordiness andredundancy.* / Language Conventions- Word Choice and Fluency / Purposefully select words to present information in a fluent way / Student writing samples, presentations
Unit 2
Theme: We All Need Somebody
Extended Text: The Cay
Companion Texts: Broken Chain, No Guitar Blues, Novio Boy, Seventh Day, The Only Girl in the World for Me, Momma is a Sunrise, My Father was a Simple Man, We all Need Somebody to Lean On, Wanted!, Oranges
Writing: Journal Response, Discussion Questions, Essay
Standards / Content / Skills / Possible Assessments
Reading Literature Standards
RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / Citing textual evidence / Use textual evidence to support with details from the text / Short written responses
Essay
RL.7.2Determine 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. / Theme
Central Idea / Determine the theme and analyze how it develops throughout the text / Journal Entries
RL.7.3Analyze how particular elements of a story or dramainteract (e.g., how setting shapes the characters or plot). / Plot Structure/Sequence / Identify how literary elements in a story effect other literary elements
Identify how characters are effected by plot and setting / Constructed Response
Graphic Organizers
Rewriting the text in a different place
RL.7.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotativemeanings; analyze the impact of rhymes and otherrepetitions of sounds (e.g., alliteration) on a specific verseor stanza of a poem or section of a story or drama. / Word Meanings
Figurative Language / Identify word meanings including the use of figurative language
Analyze why an author would use rhyme, repetition, or different literary devices when writing / T Chart of Showing versus Telling
Graphic Organizer to show what literary devices we used and how this created a picture in the student’s mind
RL.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. / Text Structure / Analyze how a poem’s form or structure leads to its meaning / Written constructed response
RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
- Analyze interpretations of a story, drama, or poem byauthors who represent diverse world cultures.
Venn Diagram
Compare and Contrast Essay
Informational Reading Standards- Unit 2
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. / Analyze Text
Make Inferences / Use evidence from the text to support what the text says
Use evidence to support inferences drawn from the text / Short Response
Constructed Response
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. / Central Idea / Write a summary to support the central idea of a text
(Note: Nonfiction from Coach can be used here) / Coach Lesson 11 activity
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). / Cause and Effect through characters, events, and ideas / Analyze how the characters interactions between each other, events, and ideas influence other events / Constructed Response
Graphic Organizers
Rewriting the text in a different place
RI.7.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, andtechnical meanings; analyze the impact of a specific word choice on meaning and tone. / Word Meaning / Determine the meaning of words and phrases and how they are used in the text / T Chart of Showing versus Telling
Graphic Organizer to show what literary devices we used and how this created a picture in the student’s mind
Writing Standards- Unit 2
W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
or explain the topic. / Informative Piece of Writing / Write an informative essay in which they introduce a topic, develop the topic with facts, use transitions, use language specific to the task, establish a style of writing, and provide a concluding statement
Write an informative essay without bringing in their own ideas/thoughts, using textual evidence / Essay
W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
a. Produce text (print or nonprint) that explores a variety of cultures and perspectives. / Task
Purpose
Audience / Write specifically to the task, purpose, and audience / Essay
W.7.11- Create a presentation, art work, or text in response to a literary work with a commentary that identifies connections and explains divergences from the original.
a. Make well-supported personal, cultural, textual, and thematic connections across genres.
b. Create poetry, stories, plays, and other literary forms (e.g. videos, art work). / Creative Writing / Respond to a literary work through creative writing / Creative writing piece
Speaking and Listening Standards- Unit 2
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. / Collaborative Discussions / Collaborate with peers to engage in conversations about texts being read
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. / Main Idea / Analyze the main idea and supporting details in video, texts, and artwork to explain and further understand the topic being studied / Graphic organizer
Language Standards- Unit 2
L.7.4- 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. / Unknown Words / Determine the meaning of unknown or multiple meaning words using different strategies
L.7.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. / Figurative Language / Determine why different types of figurative language were used and how they were used / Student writing sample
L.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. / Vocabulary / Identify why specific vocabulary is necessary in expressing the meaning of the text / Quizzes
Worksheets
Unit 3
Theme: Appearances can be Deceiving
Extended Text: Christmas Carol, Brian’s Song
Companion Texts: Rikki Tikki Tavi, King Midas’s Golden Touch, Fish Cheeks, A Day’s Wait, Miss Awful
Informational Texts: (To find) Articles about sports injuries, cancer related topics, Civil Rights Movements, Mongoose and the Cobra and what they symbolize, Child Labor during period of time for “Christmas Carol”
Writing: Journal Response, Discussion Questions, Essay
Standards / Content / Skills / Possible Assessments
Reading Literature Standards
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. / Theme
Central Idea / Use textual evidence to support the selection of a theme
Summarize a text, in writing, using textual evidence / Journals, Student Written Materials, Written Summary of a text
RL.7.3 Analyze how particular elements of a story or dramainteract (e.g., how setting shapes the characters or plot). / Story Elements / Determine relationships between story elements, in writing, / Guided Notes, Journals, Discussion Questions
RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. / Text Structure / Analyze how a poem’s form or structure leads to its meaning / Written constructed response
RL.7.7Compare and contrast a written story, drama, or poem toits audio, filmed, staged, or multimedia version, analyzingthe effects of techniques unique to each medium (e.g.,lighting, sound, color, or camera focus and angles in afilm). / Story vs Video / Compare and contrast a written story to an audio or video version of the same text / Graphic Organizer
Venn Diagram
RL.7.11Recognize, interpret, and make connections in narratives,poetry, and drama, ethically and artistically to other texts,ideas, cultural perspectives, eras, personal events, andsituations.
a. Self-select text based on personal preferences.
b. Use established criteria to classify, select, and evaluatetexts to make informed judgments about the quality of the
pieces. / Connections / Make multiple connections to narratives, poems, and drama / Graphic Organizer
Student Writing
Informational Reading Standards- Unit 3
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). / Analyze a different medium / Compare and contrast text to audio and analyze the portrayal of the content / Compare and Contrast
Graphic Organizer
Need informational texts to support the novels
Writing Standards- Unit 3
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. / Informative Piece of Writing / Write an informative essay in which they introduce a topic, develop the topic with facts, use transitions, use language specific to the task, establish a style of writing, and provide a concluding statement
Write an informative essay without bringing in their own ideas/thoughts, using textual evidence / Essay
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 following a standard format for citation. / Research / Gather relevant information from multiple sources to answer a question and gather more relevant information
Quote or paraphrase without plagiarizing, using citations to prove points / Student Work