College and Career Readiness Anchor Standards for … The Book Whisperer , Reader’s ... double bubble map or venn diagram. ... focus and angles in a film)

Page 1 of 23 April 2012

College and Career Readiness Anchor Standards for Reading Key Ideas and Details (Literature)

Level: Grade 7

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will …

Bloom’s Level

Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Question How can we support our inferences about a given literary work through explicit textual evidence?

RL 1. Cite Textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Construct a model to demonstrate how the topic looks or works. Make up a puzzle or game about the topic, Use a Double Bubble Map to show how 2 topics are the same and different. Make a family tree of character’s relationships. • Identify example of textual support for

inference made from a passage.

Apply & analyze VOCABULARY Aurthor’s purpose Plot Character Setting Theme Climax Rising Action Falling Action

Lit. texts and support material, (i.e. Rikki-Tikki-Tavi p 199) class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle

Tests, constructed model may also be used as summative; finished products and presentations

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How do Key details and ideas from a passage help identify themes?

RL 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.

Write a diary entry. Make a diorama to illustrate an event. Make a cartoon strip showing the sequence of events in the story, and the central idea retold in your own words • Provide specific examples from the text to

support the theme or central idea of the text.

Understand & apply VOCABULARY bias Exposition Conflict Resolution Genre Fiction Falling action

Lit. texts and support material (i.e. any part/all of Unit 6), class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, Write for the Future

Diorama

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question How does an author develop his/her characters, plot, theme? How do those elements affect on another?

RL 3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)

Outline the main points, describe the setting, write and perform a play based on the story, Make a time line; make an acrostic poem about… • Analyze how particular elements of a

story/drama interact.

Remember, understand VOCABULARY motivation Protagonist Antagonist Internal conflict External conflict Dialogue

Lit. texts and support material (i.e. “Riki-Tikki-Tavi” p. 199), class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle

Outline, Drama, Performance, Timelines

Literature Text- Prentice Hall


College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature

Level: Grade 7

Anchor Standards



Bloom’s Level Resources Formative Summative Assessment

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Essential Question How can we determine a word’s meaning through the use of context clues? How does the denotation/connotation of a term affect the text?

RL 4. Determine the meaning of words and phrases as they are used in a text, including and connotative meanings; analyze 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.

Design a questionnaire to gather information and then make a flow map. • Apply context clues to

discover meanings of terms/phrases as they are used in a particular passage.

• Identify examples of rhyme, rhythm in text.

Analyze VOCABULARY Rhyme Rhythm Alliteration Onomatopoeia Connotation Denotation Personification Figurative language

Lit. texts and support material (i.e. vocabulary support materials available with each text selection), class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR “Annabel Lee” p. 598

Choice Board, Flow Map, word targets

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question How does the structure of a drama or poem affect its meaning?

RL 5. Analyze how drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Make a flow map of the selection’s events to show critical stages. Survey classmates to find out their reaction to specific parts/words in the text. Write a summary report of the event – i.e. news reporter on the scene

Analyze VOCABULARY Speaker Personification Simile Metaphor Haiku Comedy Tragedy Historical Monologue soliloquy

Lit. texts and support material, class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR “The Rider” p. 520 “Seal” p. 522 “Forsythia” p. 528

Summary, Presentations/News Reports

6. Assess how point of view or purpose shapes the content and style of a text. Essential Question How does an author portray varying points of view within a text?

RL 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text using a double bubble map or venn diagram.

Explain why the character solved the problem a particular way. Trace the author’s development of the character’s point of view and compare/contrast the views.

Understanding Analyzing VOCABULARY narrator Point-of-view First person Second person Omniscient Narrator dialogue

Lit. texts and support material (i.e. “The Treasure of Lemon Brown” p. 175), class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR

Story Rewrites/Presentations or dramas


College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas- Literature

Level: Grade 7

Anchor Standards




7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question What are the similarities/differences between written texts and media? How do the features of the media contribute to meaning?

RL 7. Compare and contrast 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).

Use a double bubble map to show how the pieces are the same and different. Write a letter to the author or director and prepare a list of criteria to judge… • Interact with various

mediums (audio, stage written), compare/contrast the characteristics unique to each medium.

Evaluation, analyze VOCABULARY Soliloquy Stage directions Tableau Mood Tone Medium

Lit. Texts and support material, class novels and novel guides, (i.e. any story or novel which has been recreated as a movie such as A Christmas Carol p.664, The Monsters are Due on Maple Street p754.)online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR A Christmas Carol p. 664

Presentations, Thinking Maps, Letters

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL 8. (not applicable to literature)

Write a persuasive speech arguing for/against a particular issue. Prepare a report of a person or topic studied and make a booklet of 5 rules you see as important. Prepare a list of criteria to judge…

Evaluation, analyze

Lit. texts and support material, class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR

Speeches, reports

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question How do authors of fiction use or alter history?

RL 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.

Make a double bubble map or Venn diagram to compare pieces. Conduct an investigation to produce information to support a viewpoint by authors.

Analyze, apply Vocabulary Historical account Emit Embellish Theme Myth alter

Lit. texts and support material, class novels and novel guides, (Zoo p. 302Zoos: Joys or Jails? P. 909) online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR

Foldable of character or theme


College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity- Informational

Level: Grade 7

Anchor Standards



Bloom’s Level


10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question How does reading a variety of texts improve comprehension skills?

RL 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Construct a graph to illustrate selected information. Make a concept map of the topic, write and perform a play based on the selection. Make a puzzle or game based on the selection…

All levels Vocabulary Comprehend Text Poem Drama Literature

Lit. texts (any story) and support material, class novels and novel guides, online resources, The Book Whisperer, Reader’s Handbook, Read in the Middle, AR and STAR

Culminating projects – i.e. multiple intelligence choice grid with pieces to match the genre/piece that is relevant


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Structure (Informational)

Level: Grade 7

Anchor Standards




1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI 1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Write a diary entry using textual phrases to characterize or support your entry. Conduct an investigation to produce information to support a view

Apply and analyze

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks (“Bernie Williams Yankee Doodle Dandy p. 412), classroom library sets, non-fiction selections from literature text, AR and STAR

Technology driven presentations, 3 dimensional graphic representation of evidence

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Essential Question How do key details and ideas from a passage help identify how a theme develops?

RI 2. Determine a central idea of a text and analyze their development over the course of the text; provide an objective summary of the text.

Prepare a debate to support opposite opinions or judgments. Explain why the problem or issue was solved in a certain way Determine theme of a literary work and provide specific examples from the text to support the theme.

Under-standing & analyze Vocabulary Bias Cause/Effect Text features Compare/Contrast Problem/Solution

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks (i.e. Rattlesnake Hunt p 459), classroom library sets, non-fiction selections from literature text, AR and STAR

Debate process, Paideia seminar

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Question In informational text, how does an author present information to express his/her viewpoint?

RI 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).

Make a time line of important events in the selection. Cut out or draw pictures to illustrate the event or information in the selection and then complete a decision making matrix to choose a product or course of action. • Analyze the style, tone, word choices

used by the author to provide his/her viewpoint on a specific subject.

Remember, understand, and analyze Vocabulary Influence Comparison Relationship Interaction Confection

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks (i.e. “No Gumption” p 416), classroom library sets, non-fiction selections from literature text, AR and STAR

Time Line posters or PowerPoint shows


College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

Level: Grade 7

Anchor Standards



Bloom’s Level


4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Essential Question How does the words/phrases an author uses help to express his/her viewpoint on a specific subject?

RI 4. Determine the meaning of words and phrases as thy are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

Make a diorama or clay model to illustrate word or phrase meanings as used in the text. Create a foldable to show multiple meanings or interpretations of vocabulary terms. • Apply context clues to discover meanings

of terms/phrases as they are used in a passage.

Analyze, Apply Vocabulary Explicit Implied Denotation Connotation Tone Persuasion

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks classroom library sets, non-fiction selections from literature text, AR and STAR

Interpretation of political cartoon, illustrations and circle maps

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Question How does the structure of informational text contribute to it meaning?

RI 5. Analyze the structure an author used to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Make a puzzle with portions of the text on each piece showing correct sequence or meaning when assembled. Paraphrase the selection. • Identify the author’s main argument in a

selection and all supporting details for that argument.

Apply, Under-stand Vocabulary Analysis Argumentative Persuasive Elaboration Jargon Propaganda

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks (The Fall of the Hindenburg p.17 – non fiction support about mining canaries), classroom library sets, non-fiction selections from literature text, AR and STAR

Create an informational flyer for any competitive team (i.e. sports, Battle of the Books, competitive choral group, etc) using the organizational style and clearly communicating relevant information

6. Assess how point of view or purpose shapes the content and style of a text. Essential Question How does an author portray varying points of view within an informational text?

RI 6. Determine and author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Prepare a case to prevent the selection from the point of view of an assigned character. Extend by having opposing characters present to the class and students question/take sides to support their opinions. In the text identify various viewpoints used by the author with the identification also, of supporting details.

Evaluate Analysis

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks (Why the Tortoise’s Shell is Not Smooth p 853 – non fiction support about turtles), classroom library sets, non-fiction selections from literature text, AR and STAR

Debates or speeches


College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational)

Level: Grade 7

Anchor Standards



Bloom’s Level


7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Question What are the similarities and differences between written texts and their media?

RI 7. Compare and contract 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).

Make a double bubble map comparing the works. Form a panel to discuss viewpoints from various selections. Create a new product, give it a name and a plan to market it…

Create, evaluate Analysis Vocabulary Jargon Propaganda Audience Medium

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks (i.e. any piece or novel also presented in video or cartoon adaptation), classroom library sets, non-fiction selections from literature text, AR and STAR

Presentation of marketing plans

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Essential Question How does the progression of arguments in an informational text support the author’s position?

RI 8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

Sell an idea; create a jingle to advertise a product…Write a persuasive speech or argument for or against something in the text… • Read selected text and locate reasons

behind an event. Put the reasons in sequential order. Provide justification for each supporting reason.

Create, evaluate Vocabulary Progression Relevance Efficacy

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks, classroom library sets, non-fiction selections from literature text, AR and STAR

Persuasive writing piece

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Question How does the writing style effect the interpretation of facts?

RI 9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

Create a T-chart or Venn diagram to compare the selections of author’s writing. Justify arguments presented in each text.

Analyze Vocabulary Erroneous Bias Interpretation Style

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks, classroom library sets, non-fiction selections from literature text, AR and STAR

Analysis of Political Debate on a current issue


College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational)

Level: Grade 7

Anchor Standards



Bloom’s Level


10. Read and comprehend complex literary and informational texts independently and proficiently. Essential Question How does reading a variety of texts improve reading comprehension skills and improve retention rates of learning information?

RI 10. By the end of year, read and comprehend literature nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Use Think/Pair/Share to allow students to summarize what they have learned. Create your own test for the topic. Use graphic organizers to display conceptual understanding, and then generate brochures.

All levels Vocabulary Exposition Opinion pieces Argument Memoir Digital resources

Newspaper in Education program; internet programs, i.e. www.tweentribune.com magazines, online news sources, class sets of biographies, textbooks - any selection that matches reading levels, classroom library sets, non-fiction selections from literature text, AR and STAR

Brochure


College and Career Readiness Anchor Standards for Writing

Text Types and Purposes Level: Grade 7

Anchor Standards




1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Question How can a writer respond to a claim, presenting an argument for their opinion based on credible sources, in a clear and organized manner that recognizes opposing viewpoints?

W 1. Write arguments to support claims with clear reasons and relevant evidence. • 1a Introduce claims(s),

acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

• 1b Support claims (s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

• 1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence.

• 1d Establish and maintain a formal style.

• 1e Provide a concluding statement or section that follows from and supports the argument presented.

Construct a tree map for organizing ideas about a topic. Create a T-chart with pro’s and con’s and evaluate student position on the topic, Locate multiple sources that provide the same validation for a claim. Use words, phrases, or clauses to create a logical progression of ideas to support a claim. Provide concluding statement that supports the argument. Create argumentative essays based on a rubric.

All levels VOCABULARY Expository Evaluate Informational Topic sentence Transitions Counter argument Opposing/Alternate Cohension

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, foldables, Kathy Bumgardner books and website

Argumentative Essays, Speeches


College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 7

Anchor Standards

Specific Grade Standard Instructional Strategies/Activities The Learner Will …


Essential Question How do we write an informative or explanatory method to effectively convey our ideas about a specific topic?

W 2. Write informative/explanatory text to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. • 2a Introduce a topic clearly, previewing

what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

• 2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

• 2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

• 2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

• 2e Establish and maintain a formal style.

• 2f Provide a concluding statement or section that follows from and supports the information or explanation presented

Create directions for simple tasks. (write instructions for making a sandwich or how to tie a shoe). Design a flow chart showing sequence of steps. Use reverse mapping of writing. Classify your favorite hobbies or pastimes and give supporting details for each one. Writing Hints Practice clarifying a topic, while providing a preview of what is to follow. Use appropriate transitions to present and connect information in a logical and/or sequential manner. In writing a concluding statement or section, use elaboration as support.

All levels Vocabulary Support Concluding statement Formal style Clarify Domain-specific Formatting Informative/explanatory


Essays


College and Career Readiness Anchor Standards for Writing Text Types and Purpose

Level: Grade 7

Anchor Standards


Bloom’s Level


Essential Question Using a variety of writing techniques, how do we write stories that are well developed and engaging?

W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. • 3a Engage and orient the reader

by establishing a context and introducing a narrator and/or character; organize an event sequence that unfolds naturally and logically.

• 3bUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

• 3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shift from one time frame or setting to another.

• 3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

• 3e Provide a conclusion that follows from the narrated experiences or events.

Revise the ending of a literature selection. Use Circle maps to describe characters. Use Tree maps with transition words and phrases. Write a narrative about an experience you have had. Be attentive to the following:

• Introduction • Sequential events • Vocabulary • Transitional words • Conclusion

Analyzing Vocabulary Reflect Narrative Sequence Engaging Introduction Narrator Dialogue Transition words Sensory words Setting

Vocabulary workbooks and resources, literature text resources, class novels, internet resources, AR vocabulary tests

Narrative essays Short stories


College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

Level: Grade 7

Anchor Standards




4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Essential Question How do we write argumentative, informative or narrative text that are well developed for a given task, purpose, or audience?

W 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).

Model the Writing process. Refine writing techniques related to the development of organization, style, purpose, audience in argumentative, informative, and /or narrative text.

All levels VOCABULARY Organization Brainstorm Drafting Editing Revising Publishing Coherent


Essays

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach Essential Question How can we improve our writing skills focusing on purpose, and audience in the writing process?

W 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, focusing on how well purpose and audience have been addressed.

Peer editing – Revise writing to ensure purpose is clear and audience is addressed appropriately. Computer based editing/use word processor to create and publish documents

All levels Vocabulary Purpose Audience Editing Rewriting


Essays

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Essential Question How can we use technology to interact/collaborate with others to produce/publish a piece of writing and cite sources appropriately?

W 6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Locate or cite sources appropriately within the text or on the works cited page. Create PowerPoints and presentations.

All levels Vocabulary Link Cite Source(s) Collaborate Publish


Group and partner Technology presentations


College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 7

Anchor Standards



Bloom’s Level


7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Question How do we use several sources to create a research project that includes focused questions for further investigation?

W 7. Conduct short research projects to answer a question, drawing several sources and generating additional related, focused questions for further research and investigation.

Brochure, projects Integrated writing projects from science or social studies How to ….:

• Procure a topic • Generate a list of questions related

to topic • Select one question to research • Search for sources • Begin writing process

All levels Vocabulary Inquiry Refocus Generate Investigate

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, Kathy Bumgardner books and website, internet search engines, NCWiseOwl

Brochure, PowerPoint presentation, essay

8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrates the information while avoiding plagiarism. Essential Question How can we determine if a source, whether print or digital, is relevant, credible, accurate? How can we avoid plagiarism?

W 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.

Create a t-chart comparing credible and unreliable resources. Use newspapers to practice paraphrasing without plagiarism. Use multiple step paraphrasing activities Continue the research writing with an introduction in which you state the questions, followed by citing of sources and paraphrasing to answer the question with reasons and proof. End with a concluding paragraph.

All levels Vocabulary Plagiarism Credibility Print/digital Paraphrase Relevant

Write for the Future, Thinking Maps, Write in the Middle, magazines and advertising circulars, text resources, ACRE website and resources, news articles and websites, Kathy Bumgardner books and website, internet search engines, NCWiseOwl

Final papers/presentations


College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 7

Anchor Standards




9. Draw evidence from literacy or informational texts to support analysis, reflection, and research. Essential Question How do we use evidence from literature and informational text to support writing?

W 9. Draw evidence from literary or informational texts to support analysis, reflection and research. • 9a 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”)

• 9b Apply grade 7 Reading standards to literary non-fiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”.

Work with 2 significant pieces such as The Boy in the Striped Pajamas and excerpts from a nonfiction work related to the topic such as Night/The Girl Who Survived, and prepare a chart to show evidence of the treatment of the facts from the perspective of informational writing vs. historical fiction writing

All levels Vocabulary Theme Nonfiction Evaluate Argument Support Reason Novel Fantasy Genre Story Poem Compare/contrast


Completed charts and presentations


College and Career Readiness Anchor Standards for Writing Range of Writing Level: Grade 7

Anchor

Standards Specific Grade

Standard Instructional Strategies/Activities

The Learner Will … Bloom’s

Level Resources Formative Summative

Assessment 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Essential Question How does writing routinely for an assortment of tasks, purpose, audiences improve writing skills?

W 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Use a variety of writing modes with varying purposes and audiences with each story read: • Research • Argumentative • Narrative, etc.

All levels Vocabulary Reflection Revision Task Purpose Audience


Writing Portfolios


College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

Level: Grade 7

Anchor Standards



1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Essential Question How can your participation in group discussions help you to expand your understanding of a topic?

SL 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics and texts, building on others’ ideas and expressing their own clearly. • 1a 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.

• 1b Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

• 1c Acknowledge new information expressed by others and, when warranted, modify their own views.

Use appointment clock to set partner discussion. Think-Pair-Share, Literature Circle, Literacy Stations, Paedeia Seminars • Differentiate between study and

research techniques to prepare for group discussions

• Pose open ended questions that elicit responses that require higher-order thinking skills.

• Adapt your views according to new information presented in group discussions.

Creating Analyzing VOCABULARY Collaborate Research Elicit Acknowledge Warrant(ed) Modify Collabrative Diverse/diverisity Explicit Collegial Elaboration

Text resources, Paideia Seminar training/techniques, magazine articles, newspapers

Speeches, Group Presentations, Self-Assessments, Rubric Activities


2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Essential Question How can supporting details make topics, texts, issues clearer?

RL 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.

Choose a topic and present information from various sources related to the topic. (i.e. video documentaries, websites, TeacherTube, etc.). Have students analyze the presentation techniques and evaluate their effectiveness.

Evaluate Analyzing Vocabulary Analyze Main idea Clarify Quantitative

Video Clips about the topic, text resources, magazine articles, Newspapers and websites

Student graded presentations and rubrics

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Essential Question How does the speaker characterize arguments and supporting details to ensure relevant and accurate information is included to support a specific idea?

RL 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Create outlines, reverse mapping, multi flow and cause/ effect maps • Identify reasons and evidence for an

author’s support of a claim. • Assess the integrity of the author’s

conclusions as they support his/her claim.

Evaluate Analyze

Video Clips about the topic, text resources, magazine articles, Newspapers and websites

Presentations, charts


College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas

Level: Grade 7

Anchor Standards



Bloom’s Level


4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Essential Question What are the main characteristics of formal speaking?

RL 4. Present claims and findings, emphasizing salient points in a focused coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Model presentations. Create a propaganda style advertisement or informational flyer. Analyze advertisements from different time periods. • Select the most important idea and

provide adequate emphasis through elaboration of examples. Use appropriate eye contact, volume and clear pronunciation.

Create Analyze Vocabulary Emphasize Salient Eye contact Volume Pertinent information Pronunciation

FBLA and 4-H programs for public speaking, students works such as personal poetry

Presentations of original advertisements

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Question How does a speaker balance presenting verbal information and technological aids?

RL 5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

• Wordle • ToonDoo • PowerPoint • Animoto Experiment with the above multi media to determine which would best “fit” your presentation.

Create Analyzing Vocabulary Salient Visual display Graphics Multimedia

Computers, Presentation equipment, internet access

Final presentations

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Essential Question How does a speaker adapt information to be presented in a variety of situations?

RL 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Prepare a speech on a given topic in 3 different formats using appropriate language and examples. (i.e. understanding texting – as presentation for elementary students, your peers, and a groups of adults).

Applying Analyzing Vocabulary Expectations Adapt Demonstrate Formal English

Cell phones, technology, internet sources and library

Final speeches


College and Career Readiness Anchor Standards for Language Conventions of Standard English

Level: Grade 7

Anchor Standards




1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Question How do we apply correct grammar when writing/speaking standard English?

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

• 1a Explain the function of phrases and clauses in general and their function in specific sentences.

• 1b Choose among simple, compound, complex, and compound sentences to signal differing relationships among ideas.

• 1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

Focused Correction Areas – Use one identified skill on EVERY piece of work or writing rather than all grammar on every piece; daily language openers

Applying Analyzing Vocabulary Simple Compound Complex Sentences Modifier Antecedent Pronouns • Possessive • Objective • Subjective

Standard English Modifiers

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet sources

Grammar and Conventions Scores on formal writing assignments, writing portfolios


College and Career Readiness Anchor Standards for Language Conventions of Standard English

Level: Grade 7

Anchor Standards



Bloom’s Level


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Essential Question How do we apply correct punctuation when writing standard English?

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 2a Use comma to separate

coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore and old [,] green shirt).

• 2b Spell correctly.

Have daily language reviews, group or peer editing, focused correction areas • Define and recognize coordinate

adjectives • Apply commas to separate coordinate

adjectives, etc.

Applying Analyzing Vocabulary Coordinate Adjective Commas Parenthetic Elements Parentheses Spelling capitalization

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet sources


3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Essential Question How do we incorporate appropriate language when writing, reading, speaking?

L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. • 3a Choose language that

expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

• Channel One resources • Daily language review • Group editing of writing samples • Use multiple sources to enhance

vocabulary

Applying Analyzing Vocabulary Precise Concise Wordiness Redundancy Sentence patterns Tone

Textbooks, Writing & Grammar text; Write for the Future; EZ grammar workbooks; Daily Language Review workbooks; Grammar rock; Grammar Girl, internet source such as Channel One website



College and Career Readiness Anchor Standards for Language Vocabulary Acquisition and Use

Level: Grade 7

Anchor Standards

Specific Grade Standard Instructional Strategies /Activities

The Learner Will …

Bloom’s Level


4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content. Choosing flexibly from an array of strategies. • 4a 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.

• 4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

• 4c 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.

• 4d 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).

• Activities with vocabulary in sentence context.

• Synonym, antonym activities • Dictionary Activities • Vocabulary Meaning Relay

Understanding Applying Analyzing Vocabulary General reference materials Infer Context Part of speech Thesaurus Audience Auditory Multiple-meaning words Phrases Denotation Connotation

Daily language review Grammar text.

• Writing Portfolio • Essays


College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Grade 7

Anchor Standards

Specific Grade Standard Instructional Strategies /Activities

The Learner Will …

Bloom’s Level


5. Demonstrate understanding of word relationships and nuances in word meanings. Essential Question What strategies can we employ to determine the impact of words/phrases in verbal/non-verbal words?

L 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. • 5a Interpret figures of speech (e.g.,

literary, biblical, and mythological allusions) in context.

• 5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

• 5c Distinguish among the connotations (associations) of words with similar denotations (definitions) e.g., refined, respectful, polite, diplomatic, condescending).

Use: Word walls Vocabulary journals Thinking maps Visual representations Charades Learning centers Word Builders Puzzles Nonlinguistic representation Antonym & synonym activities Power Words Mobiles World Prezis Comic Strips • Define allusion, and recognize

allusions in texts.

Applying Analyzing Vocabulary Literary Biblical Mythological Synonym Antonym Analogy Personification Figurative Language Allusion

Science and Social Studies texts, Dictionary, Thesaurus, text vocabulary activities, Channel One resources/daily vocabulary lists



College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Grade 7

Anchor Standards




6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in fathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Essential Question How do we apply age and content-appropriate words in our writing and speaking as 7th graders?

L 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.

Use: Word walls Vocabulary journals Thinking maps Visual representations Charades Learning centers Word Builders Puzzles Nonlinguistic representation Antonym & synonym activities Power Words Mobiles World Prezis Comic Strips

Evaluate, Create Analyze Vocabulary Acquire Vocabulary Comprehension Expression Grade appropriate

Science and Social Studies texts, Dictionary, Thesaurus, text vocabulary activities, Channel One resources/daily vocabulary lists


Documents

College and Career Readiness Anchor Standards for … The Book Whisperer , Reader’s ... double bubble map or venn diagram. ... focus and angles in a film)