Teacher’s Guide to Meeting the Common Core Standards* …assets.pearsonschool.com/asset_mgr/current/201112/PED_PHLIT_CCS… · This correlation provides an alignment of our grade

Grade 7 • Page 1

ImplementIng the Common Core StandardS

Teacher’s Guide to Meeting the Common Core Standards* with Prentice Hall Literature

Table of ContentsGrade 7

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

College and Career Readiness Standards for Reading . . . . . . . . . . . . . . .3

Reading Standards for Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Reading Standards for Informational Texts . . . . . . . . . . . . . . . . . . . . .9

College and Career Readiness Standards for Writing . . . . . . . . . . . . . . . .15

Writing Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

College and Career Readiness Standards for Speaking and Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Speaking and Listening Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

College and Career Readiness Standards for Language . . . . . . . . . . . . .39

Language Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Standards Carried Through the Grades (Conventions—Progressive Standards) . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Model Responses to Teacher’s Guide Discussion Prompts . . . . . . . . . . . .48

*The version of the Common Core standards presented in this document reflects the final version of the CCS issued by the Council of Chief State School Officers and the National Governors Association in June 2010 . Pearson provides a Teacher’s Guide for each grade of Literature, presenting the complete text of the final Common Core Standards, correlations to student edition, and supporting guidance for teachers .

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Introduction

The Pearson PromiseWelcome to the Common Core Standards. As the largest educational publishing company in the world, Pearson is committed to providing you with curriculum that not only meets these new guidelines, but also supports your implementation of these standards with your students.

Now that the Common Core Standards are finalized, Pearson is providing a full Common Core Alignment that correlates to every grade level of Prentice Hall Literature and supports your instructional needs.

This correlation provides an alignment of our grade 7 literature anthology to the Common Core Standards. You will also find “mini-lessons” embedded in these correlations to help you tailor your instruction to meet the requirements of the standards.

We value your partnership highly and look forward to continuing our mission to provide educational materials that fully satisfy your classroom needs.

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Meeting the Common Core Standards with Prentice Hall LiteratureGrade 7

College and Career Readiness Standards for ReadingThe College and Career Readiness (CCR) anchor standards in the Reading domain appear below. On the pages that follow, grade-specific standards define what students should understand and be able to do in grade 7 as they build toward the CCR Reading standards. The CCR and grade-specific standards are therefore necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. (Note that Common Core Standards for Reading are divided between Literary and Informational texts.)

Key Ideas and Details 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.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical,

connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually

and quantitatively, as well as in words. 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. 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.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

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Reading Standards for LiteratureCommon Core Standards Meeting the Common Core Standards with Prentice Hall

Literature: Correlations with Teacher's NotesKey Ideas and Details

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

Reading Skill, pp. 309, 601, 647, 831

To cover the standard, introduce literal comprehension and inferential reading skills using the Reading Skill instruction on the pages cited. As students apply literal comprehension skills such as paraphrasing (p. 647) and summarizing (p. 831) to the lesson selections, direct them to support their analysis of what the text says explicitly with several pieces of textual evidence. Similarly, as students apply inferential skills such as drawing inferences (p. 309) and drawing conclusions (p. 601), ensure that they cite several pieces of textual evidence in support of their inferences and conclusions. Reinforce the skills and assess mastery by having students complete the After You Read questions for each selection.

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 .

Literary Analysis, p. 337

To address the standard, use the Literary Analysis instruction on page 337 to introduce the concept of theme. Then, have students read or review “Ribbons” (pp. 346–358) and write an objective summary of it, so the story is clear in their minds. Call their attention to the theme of family bonds in the story, and ask students to cite the details the author uses to develop the theme over the course of the text.

To reinforce the standard, teach the development of a theme in The Monsters Are Due On Maple Street (pp. 834–856). First, have students summarize the text. Then, link the Literary Analysis instruction about characters’ motives on page 831 to the concept of theme by explaining that key details such as the motives of characters give insight into the theme, or central idea, of a text. As students read the telescript and analyze characters’ motives, lead them to draw provisional conclusions about a central idea of the play, the danger of “mob mentality” and the dignity of individual conscience. Use these prompts to guide discussion:

1. Compare key details of Don’s and Steve’s reactions when Goodman’s car starts. What do their motives suggest about the theme of the play?

2. Describe Steve’s reaction when the crowd questions his activities. What does this detail suggest about the theme of the play?

3. As the author develops his central idea, what connections does he establish between “mob mentality” and individual conscience in the play?

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

Literary Analysis, pp. 217, 249, 737; Comparing Literary Works, p. 866

To cover the standard, use the Literary Analysis or Comparing Dramatic Speeches instruction on the pages cited to introduce the concepts of plot (p. 217), characters’ motives and traits (p. 249), and dialogue (pp. 737 and 866). Reinforce the following ideas in the instruction: lines of dialogue and incidents in a story may reveal aspects of character or provoke characters to make decisions; they may also move the story forward. For instance, when teaching A Christmas Carol: Scrooge and Marley (pp. 736–809), you might provide this example: In the play, Scrooge is visited by three spirits. The incident with the last spirit provokes Scrooge to make a decision to change his life. Have students apply the skills, analyzing the function of particular lines of dialogue and specific incidents, as they read and discuss the lesson selections. Reinforce the skills and assess mastery by having students complete the After You Read questions for each selection.

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Literature: Correlations with Teacher's NotesCraft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including figurative 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 .

Literary Analysis, pp. 601, 647, 665; Comparing Literary Works, p. 1034

To support the standard, use the lessons beginning on pages 601 and 1034. As students analyze examples of figurative language (p. 601), have them consider how specific word choices and their connotations reinforce the meaning of each example. For example, lead them to see how Carl Sandburg’s choice of the distinctive-sounding, precisely descriptive word haunches in “Fog” on page 616 sharpens the reader’s image of the cat. As students analyze the tone of a selection (p. 1034), have them analyze how specific word choices and their connotations contribute to the tone.

To further support and reinforce the standard, enrich the instruction on page 601 by exploring how the figurative and connotative meanings of words affect meaning and tone in the poem. Give this example: In the poem, “The Courage That My Mother Had,” the speaker declares that courage is like a rock. The connotation of courage and the comparison to a rock—something that endures—creates a tone of admiration and respect. As students read the selection, use these prompts to guide discussion:

1. The meaning of the word treasure in line 7 is close to the meaning of the word appreciate: Both can mean “value.” However, their connotations, or associated meanings, are different. Substitute the word appreciate for treasure in line 7 (There is nothing I appreciate more). How does this new word choice affect the tone of the line?

2. The speaker uses a simile when she compares courage to a rock. What does this comparison tell you about the qualities of the mother’s courage?

3. The speaker states that her mother “took” her courage “into the grave.” Based on the figurative meaning of these words, do you think the author expects to recover, imitate, or replace her mother’s courage? Explain.

4. The speaker treasures her mother’s brooch, yet it is something she could spare in exchange for her mother’s courage. Explain what contrast or contradiction the words treasure and spare create. What does this contrast tell you about the speaker’s feelings about her mother’s courage?

5. Based on our discussion of these word choices and images, what conclusions can you draw about the tone and meaning of the poem?

To further address the standard, use the Literary Analysis instruction on pages 647 and 665 to introduce rhyme, repetition, alliteration, and other sound devices. Have students read the poems that follow and use the side-column notes on pages 654 and 679 to identify sound devices in a particular stanza. Enrich the instruction by using these questions to analyze the impact of these sound devices:

6. How do the sound devices in the final stanza of “Weather” (p. 654) re-create the feeling of playing in the rain?

7. How do the rhymes in each of the first two stanzas of “Stopping by Woods on a Snowy Evening” (p. 679) suggest both a regular pattern and a deviation from regularity? How does this deviation reflect something unusual that the speaker describes himself as doing?

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Literature: Correlations with Teacher's Notes5. Analyze how a drama’s or poem’s form or structure (e .g ., soliloquy, sonnet) contributes to its meaning .

Literary Analysis, p. 583; Comparing Literary Works, p. 866

To cover the standard, use the Literary Analysis instruction on page 583. Have students read the poems that follow, referring to the Literary Analysis notes in the side-column (pp. 586, 589, 595, 596) to increase their appreciation of form. Then, have them answer Literary Analysis question number three on After You Read pages 591 and 597 to analyze how each poem’s form contributes to its meaning.

To further support the standard, introduce the Comparing Literary Works instruction on dramatic speeches. Have students apply this instruction as they read the plays that follow. Then, have them answer the Comparing Dramatic Speeches questions and complete the Writing to Compare Dramatic Speeches assignment on p. 866. In doing so, they will analyze how dialogue and monologue reveal character and therefore contribute to a play’s meaning.

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text .

Literary Analysis, pp. 249, 737; Comparing Literary Works, p. 818

To address the standard, use the lessons beginning on pages 249, 737, and 818 to introduce key concepts. As students analyze characters (pp. 249, 818) and characters’ dialogue (p. 737), have them analyze how the author develops characters’ points of view, focusing on characters’ different reactions to the same person or event.

For example, enrich the instruction on page 737 by explaining that dialogue is a key means by which an author establishes a character’s point of view, or attitudes, interests, and perceptions. Say to students: In this play, when Scrooge says “Merry Christmas! What reason have you to be merry?,” he reveals his point of view—the joy of the holidays is silly or false. As students read the selection, have them create character wheels like the one on page 818 for Scrooge and Cratchit, focusing on characters’ reactions to events. Then, use these prompts to guide discussion:

1. Give three examples of dialogue showing Scrooge’s point of view on the holiday. Which of his actions also reflect this point of view?

2. What does Scrooge’s point of view about Christmas suggest about his character?

3. What is Cratchit’s point of view on Christmas? Which details tell you about his point of view?

4. Compare Cratchit’s and Scrooge’s points of view on Christmas.

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Literature: Correlations with Teacher's NotesIntegration of Knowledge and Ideas

7. 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) .

To address the standard, enrich the lesson that begins on page 830 by having students compare the screenplay of The Monsters Are Due on Maple Street (pp. 834–856) and the episode of The Twilight Zone television series based on it. After students have read the screenplay, have them view the television episode, taking notes on the similarities and differences between the text and its filmed version. Guide students in analyzing production techniques used in the filmed version, including lighting, sound, black-and-white tones (“color”), camera point of view, angle, and the composition of shots. Use these prompts to guide discussion:

1. Compare the text describing the unidentified flash of light to the filmed version. Does the television version of the flash meet your expectations? How might a modern version of the episode depict the flash differently?

2. After Goodman’s car starts mysteriously in Act 1, a camera shot presents Goodman standing alone, next to his car, with a group of neighbors across the street. Which theme in the text does this shot reinforce? How does the text for the same scene convey this theme?

3. After the sun goes down in the episode, we see a dark neighborhood of houses and telephone poles with no lights. Describe the lighting that is used in these dark shots and how well it conveys the feeling in the text. How does this lack of light set up tension in the following segments?

4. How faithful is the television episode to the text? What factors might explain differences?

5. Describe the use of sound and of camera angles in the scene in which Charlie accuses Tommy of being the “monster.” What effect do these film techniques create at this point in the filmed version? Are these effects consistent with the text?

8. (Not applicable to literature .) N/A

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 .


To cover this standard, introduce the Literary Analysis instruction on page 935 that will help students compare and contrast the historical facts about the ancient Aztec city of Tenochtitlan with a legend about that same city. Then, have students read the selections that follow: “Tenochtitlan: Inside the Aztec Capital,” a factual and historical account, and “Popocatepetl and Ixtlaccihuatl,” a modern retelling of a legend about Tenochtitlan. To help students understand how legend draws on historical fact, have them answer the Literary Analysis questions on page 955. Enrich the instruction by using the following questions:

1. In what way does the legend reflect the great difference between rich and poor mentioned in the factual account of Tenochtitlan?

2. The factual account depicts the size and magnificence of Tenochtitlan and the Aztec empire. How does the legend convey these qualities?

3. How does the legend bring to life the dry facts about the ancient city?

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Literature: Correlations with Teacher's NotesRange of Reading and Level of Text Complexity

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 .

Independent Reading, pp. 189, 397, 561, 711, 891, 1055

To address the standard, use the suggestions for independent reading on pages 189, 397, 561, 711, 891, and 1055. These suggested works include titles in the 6–8 and 9–10 text complexity bands. Use the Lexile scores and L1 (“for struggling readers”) through L4 (“above level”) reading level indicators in the Prentice Hall Literature Teacher’s Edition to help students choose independent readings at the appropriate level. (Note that, as the CCS require, the assessment of text complexity on the Independent Reading pages is based on both qualitative measures, such as concept-level and reader interest, and quantitative measures, such as Lexile score. For this reason, the readability score given for an Independent Reading title may not fully reflect its complexity; consult the L1 through L4 ratings for clarification. In addition, the CCS require that the match between reader and task be taken into account when assessing complexity. Assign independent reading tasks commensurate with the ability level of each student.)

You may also address the standard by offering students a choice of selections in the Prentice Hall Literature Student Edition for independent reading. Use the Accessibility at a Glance chart in the Teacher’s Edition to assess text complexity and to identify “stretch” texts.

To ensure students’ proficiency in reading independently, and to provide scaffolding for “stretch” texts, hold Literature Circles for the titles students choose to read, following the guidance for Literature Circles in the Professional Development Guidebook and using the Connecting to the Big Question discussion questions on the Independent Reading page in the Prentice Hall Literature Teacher’s Edition. You may also use the additional independent reading support in the Professional Development Guidebook, including the Response Journal, Save the Last Word for Me, and Reading Log pages.

To support students’ fluency, you may wish to use the research-based strategies for practicing fluency, such as structured partner reading, found in section 1 of the Professional Development Guidebook. For additional fluency practice, you will find Fluency notes at point of use for selections throughout the Prentice Hall Literature Teacher’s Edition.

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Reading Standards for Informational TextsCommon Core Standards Meeting the Common Core Standards with Prentice Hall

Literature: Correlations with Teacher's NotesKey Ideas and Details

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

Informational Texts, p. 364; Reading Skill, pp. 421, 441

To cover the standard, introduce the skill of making inferences and generalizations using the instruction on page 364 and the skill of analyzing main idea using the instruction on pages 421 and 441. As students complete the Informational Texts lesson on inferences (p. 364), have them cite several pieces of textual evidence in support of each inference or generalization they make as they read the selections. Assess and reinforce mastery using the Comparing Informational Texts questions on page 369. As students complete the lesson on main idea (pp. 421 and 441), have them cite several pieces of textual evidence to support their analysis of what the selection texts explicitly state. Assess and reinforce mastery with the After You Read questions on pages 429, 437, 449, and 457.

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 .

Reading Skill, pp. 421, 441, 831; Informational Texts, pp. 364, 686

To address the standard, introduce the concept of connecting ideas in a text using the instruction on page 364. Have students apply the skill as they read the lesson selections, making sure that they identify and connect two or more central ideas in each text. Then, reinforce the skills with the Comparing Informational Texts questions on page 369. To assist students in identifying central ideas, have them first provide an objective summary of the text so that it is clearly in their minds. For a review of how to summarize a text, refer students to the Reading Skill instruction on page 831.

To reinforce the standard, introduce the skill of analyzing main idea on pages 421, 441, or 686, enriching the instruction by explaining that good readers find connections between central ideas to help them understand the main idea. For example, in teaching the Informational Texts feature beginning on page 686, you might say to students: One of the central ideas in “The Rhythms of Rap” is that “rap is about words.” Another central idea in the article is that “rhythm makes the words used in rap more powerful.” Once we have identified these central ideas, we can see how they are connected: The use of words makes rap unique, but like all music, rap uses rhythm in powerful ways. This connection helps us understand the main idea of the article. As students read “The Rhythms of Rap,” use these prompts to guide discussion:

1. The author quotes an expert who says that “Music can’t exist without rhythm.” List two key details the author uses to support this central idea.

2. Relate the central idea that rhythm is essential to music to the central idea that music creates and satisfies expectations in listeners. List at least two key details in support.

3. Connect the central idea that music creates expectations with the central idea that “Sophisticated rap music provides an innovative mix that satisfies and sometimes surprises listeners’ expectations.” List at least two key details in support.

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Literature: Correlations with Teacher's Notes3. 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) .

Model Selection, pp. 412–419

To cover the standard, have students read the Model Selection—an excerpt from What Makes a Rembrandt a Rembrandt?—on pages 413–418. Set the following purpose: to determine how ideas in Dutch society in Rembrandt’s time influenced what he painted and how Rembrandt’s ideas about art, in turn, influenced how he portrayed his subjects. Before students answer the Critical Thinking questions on page 419, have them explain the idea behind the militia in the Netherlands. Guide them to see that the idea inspiring the militia was that of the citizen-soldier ready to come to the defense of his country. Then, point out to students that as they answer the Critical Thinking questions, they will be determining both the influence of the militia on Rembrandt’s painting and the influence of Rembrandt’s techniques on the portrayal of this social and military group.

Craft and Structure

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


To address the standard, introduce the skill of analyzing word choice and diction using the Literary Analysis instruction on page 507. As students analyze specific word choices in the lesson selections, have them interpret technical, figurative, and connotative meanings of words and describe the effect of each word choice on tone. (To prepare students, you may first wish to review the instruction on tone on page 1034 and the instruction on the figurative language on pages 574 and 1052.) Reinforce the skills and assess mastery by having students complete the After You Read questions for each selection.

If you choose to teach “The Real Story of a Cowboy’s Life,” you might use these questions to guide discussion. (Refer students to the chart on page 1052 for additional support.)

1. Identify two words on page 511 that are used with a technical meaning—a meaning specific to a certain activity or subject area. What effect do these word choices have on your understanding of a cowboy’s life? What do they add to the author’s tone—the attitude the author expresses toward his subject and audience?

2. What examples of figurative language can you find in the second full paragraph on page 512? How does the speaker’s choice of language in this passage affect his meaning? How does it affect his tone?

3. What example of figurative language can you find in the passage at the top of page 514? What type of figurative language is used? What does it mean?

4. Consider the tone of this passage. Is it serious, humorous, formal, or informal? What other words might describe it? In what way does the figurative language reinforce this tone?

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Literature: Correlations with Teacher's Notes5. 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 .

Informational Texts, p. 282

To address the standard, enrich the instruction on understanding text structure and purpose on page 282. Explain that some of the text features discussed on page 282, such as subheadings, can help readers understand the development of ideas in informational texts. For example, the subheading “New Conclusions” would alert readers that the section that follows will offer ideas that contradict those in preceding sections. By analyzing how the major sections of text contribute to the whole and to the development of the ideas, students can determine if a work flows logically and is effective.

As students read the selections beginning on page 283, use the yellow call-out notes to guide them in discussing the major sections of the text and recognizing how each contributes to the whole. Have students apply the standard by creating call-out boxes of their own using self-sticking notes, indicating how each section of text they call out contributes to the development of ideas.

Reinforce and support the standard by having students perform a similar analysis in the Informational Texts selections beginning on pages 365 and 687.

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

Reading Skill, p. 129; Informational Texts, p. 1028

To cover the standard, introduce the concept of author’s point of view using the instruction on page 1028. Emphasize the way a writer may distinguish his or her position from others’ by answering counterarguments (see the chart on page 1028, row 4). Have students apply the skills as they read and discuss the selections that follow. Reinforce the skills and assess mastery by having students complete the Comparing Informational Texts questions.

To further support and reinforce the standard, use the Reading Skill instruction on page 129 to introduce the concept of author’s purpose. As students read the lesson selections and analyze the author’s purpose, guide them in analyzing how the author distinguishes his or her position from that of others. For example, if you choose to teach “My First Free Summer,” guide students to appreciate the way Julia Alvarez distinguishes her position on school and on English from that of her parents. Have students evaluate the effectiveness of this contrast in creating humor and giving insight. Reinforce the skills and assess mastery by having students complete the After You Read questions for each selection.

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Literature: Correlations with Teacher's NotesIntegration of Knowledge and Ideas

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) .

To address the standard, have students read the Barbara Jordan text, “All Together Now” (pp. 494–496), applying the Literary Analysis instruction on page 491 as they read. Then, help a volunteer student or colleague rehearse and then deliver the text as a speech. Videotape the presentation, and show the videotape to the class. Lead students in comparing and contrasting the impression conveyed by the text with the impression conveyed by the video. (Alternatively, you may provide an excerpt from the transcript of one of Jordan’s famous speeches, such as her keynote address at the 1992 Democratic Convention, and show students the corresponding video.) Use these questions to guide discussion:

1. List examples of sentences, phrases, or words that you found interesting or moving when you read the text. What qualities do these words and phrases give to the written text? Describe your general reaction to the text.

2. When the speaker delivered the speech, did he or she give any special emphasis to the sentences, phrases, or words you identified? For example, did the speaker use hand gestures or change the pace of the speech, employing a pause or an emphatic rhythm? How did the speaker’s treatment of these words or phrases affect your impression of the speech?

3. Describe the speaker’s speaking style generally. What is your reaction to it?

4. Summarize the similarities and differences between your reaction to the written text and your reaction to the speech as a video presentation.

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 .

Informational Texts, p. 462

To cover the standard, introduce the Reading Skill: Analyze Author’s Argument, on page 462. Enrich the instruction, as follows:

•As they set forth their arguments, authors make specific claims or statements that certain things are true or should be true. For example, here is a claim made in the first paragraph of “Keeping It Quiet”: “In the United States alone, 40 million people face danger to their health from noise pollution.” Guide students to see that to evaluate an author’s argument, they must also evaluate his or her claims.

•Ask students to add the following two items to the Checklist they will be applying:

—Is the evidence relevant? In other words does it relate to and support the specific claim the author is making? For example, evidence that certain types of garbage trucks are gas guzzlers does not relate to the argument that they should be banned from city streets to keep down noise.

—Is the evidence sufficient? In other words, does the author supply enough facts and statistics to support a specific claim? For example, evidence that certain types of garbage trucks are noisy would not be enough to support the argument that they should be banned from city streets. However, an author could add to the sufficiency of the evidence by showing that noise from such trucks has been damaging the hearing of city residents.

Have students apply the instruction and the expanded Checklist to analyze and evaluate the arguments presented in the selections that follow. Point out to them that the yellow call-out notes will help them trace the argument as they read. Finally, have them answer the Comparing Informational Texts questions on page 467. Questions (a) and (b) ask students to trace each author’s argument. Guide students to understand that their answer to question (c) will be based on their analysis and evaluation of the authors’ arguments, claims, reasoning, and evidence.

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Literature: Correlations with Teacher's Notes9. 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 .

Informational Texts, pp. 862, 1028

To cover the standard, introduce the skills of identifying bias and stereotyping (p. 862) and analyzing point of view (p. 1028). Enrich the instruction by explaining that when writers with differing points of view or biases write about the same subject, they may emphasize different evidence or advance different interpretations of facts.

•Writers with different points of view or biases may present the facts differently. For example, a writer who favors jogging as a form of exercise may downplay facts about its dangers and present the idea that it is safe. A writer who is concerned about the dangers of jogging may present evidence that emphasizes this idea.

•Writers with different points of view or biases may interpret the facts differently. For example, a writer who sees space exploration mainly as a noble project for all humanity will interpret the facts about a space mission’s failure as a disappointment for all of us. A writer who sees space exploration mainly as a government project may interpret the same facts as evidence that the government is not effectively overseeing space exploration projects.

As students read the selections in each lesson, have them identify cases in which the selections provide conflicting information. In each case, have them determine whether the texts emphasize different evidence, or disagree about the facts or about matters of interpretation. Use these prompts to guide discussion of the selections in the lesson beginning on page 1028:

1. Compare and contrast the point of view of each author on zoos.

2. Find one statement in each article about what zoos permit us to learn about animals. Do these statements conflict? If yes, is the conflict over facts or over interpretation?

3. Contrast the different points of view on the problem of extinction. Do these different points of view stem from disagreement over facts? Do these points of view diverge over interpretation of the same set of facts? Explain.

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Literature: Correlations with Teacher's NotesRange of Reading and Level of Text Complexity

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

Independent Reading, pp. 189, 397, 561, 711, 891, 1055

To address the standard, use the suggestions for independent reading on pages 189, 397, 561, 711, 891, and 1055. These suggested works include informational text (literary nonfiction) titles of varying complexity. Use the Lexile scores and L1 (“for struggling readers”) through L4 (“above level”) reading level indicators in the Prentice Hall Literature Teacher’s Edition to help students choose independent readings of the appropriate complexity. (Note that, as the CCS require, the assessment of text complexity on the Independent Reading pages is based on both qualitative measures, such as concept-level and reader interest, and quantitative measures, such as Lexile score. For this reason, the readability score given for an Independent Reading title may not fully reflect its complexity; consult the L1 through L4 ratings for clarification. In addition, the CCS require that the match between reader and task be taken into account when assessing complexity. Assign independent reading tasks commensurate with the ability level of each student.)

You may also address the standard by offering students a choice of literary nonfiction selections in the Prentice Hall Literature Student Edition for independent reading. Use the Accessibility at a Glance chart in the Prentice Hall Literature Teacher’s Edition to assess text complexity and to identify “stretch” texts.

To ensure students’ proficiency in reading independently, and to provide scaffolding for “stretch” texts, hold Literature Circles for the titles students choose to read, following the guidance for Literature Circles in the Professional Development Guidebook. You may also use the additional independent reading support in the Guidebook, including the Response Journal, Save the Last Word for Me, and Reading Log pages.

To support students’ fluency, you may wish to use the research-based strategies for practicing fluency, such as structured partner reading, found in section 1 of the Professional Development Guidebook. For additional fluency practice, you will find Fluency notes at point of use for selections throughout the Prentice Hall Literature Teacher’s Edition.

Grade 7 • Page 15


College and Career Readiness Standards for WritingThe College and Career Readiness (CCR) anchor standards in the Writing domain appear below. On the pages that follow, grade-specific standards define what students should understand and be able to do in grade 7 as they build toward the CCR Writing standards. The CCR and grade-specific standards are therefore necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and

information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

Range of Writing 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.

Grade 7 • Page 16

Writing StandardsCommon Core Standards Meeting the Common Core Standards with Prentice Hall

Literature: Correlations with Teacher's NotesText Types and Purposes

1. Write arguments to support claims with clear reasons and relevant evidence .

To satisfy the standard, have students complete the Writing Workshop on Persuasive Essay, pages 698–705, enriching the instruction as indicated in the teaching notes for each subparagraph of the standard, below. To provide further support and reinforcement, use the additional opportunities cited in these notes.

1.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically .

Writing, pp. 361, 505; Writing Workshop, pp. 698–705

To cover the standard, have students complete the Writing Workshop: Persuasive Essay, on pages 698–705, emphasizing the strategies for introducing a claim, or thesis, acknowledging opposing claims, or counterarguments; and organizing support (pp. 699–700).

To provide additional support and reinforcement for the standard, assign the Writing activity, a letter to the editor, on page 361, and the Writing activity, a persuasive letter, on page 505. Enrich the activities by adding these directives to students:

• State your central claim, or main point, in clear, memorable terms.•Organize your evidence logically, clearly showing the connections between

each key idea and your evidence for it.•Acknowledge opposing points of view and answer them, showing why your

claim is stronger.

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

Writing, pp. 361, 505; Writing Workshop, pp. 698–705

To cover the standard, have students complete the Writing Workshop: Persuasive Essay, on pages 698–705, emphasizing the strategies for supporting a claim with logical reasoning and evidence (pp. 699–700) and organizing an argument logically (pp. 700 and 702). Review the types of evidence listed on page 699, and emphasize for students that their evidence must be specific, detailed, and clearly relevant, or closely related to their position. Enrich the instruction by stressing the importance of using accurate, credible sources.

•A book or article written by an expert in the field and published by a reputable publisher is more credible and probably more accurate than a self-published book or pamphlet.

•Check the copyright or publication dates of sources. Especially in a fast-changing field, older books and articles may have less credibility and be less accurate than up-to-date publications.

•On the Internet, sites sponsored by the government (“.gov”) or an educational institution (“.edu”) are usually more credible and more likely to have accurate information than those sponsored by an individual or a commercial organization (“.com”).


•Use logical reasoning to support your claim.•Provide evidence from accurate credible sources in the form of facts, examples,

expert opinions, and so on.•Test the logic of your connections between ideas and the strength of your

evidence. For each reason you give, ask yourself, “If this idea were not true, might the idea I am supporting with this reason still be true? If this idea is true, might the idea I am supporting still be false?” If your answer to either question is yes, then your reason might not be strong enough or might not be relevant.

Grade 7 • Page 17



Literature: Correlations with Teacher's Notes1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence .

Writing Workshop, pp. 698–705

To cover the standard, have students complete the Writing Workshop: Persuasive Essay, on pages 698–705, emphasizing the strategy for combining sentences to show connections (p. 702). Use the examples on page 702 to model the power of connecting words such as but and because to create cohesion by showing connections between ideas expressed in clauses, including connections between claims and reasons. Then, explain that students can also create cohesion by showing such connections using phrases. Give these examples, based on the examples on the student page:

Lacking the money to open a rink, the town permits skating on the lake.

Despite the benefit of heated food, most classrooms do not have microwave ovens.


•To create cohesion by making connections between claims, reasons, or evidence clear, connect clauses that express those claims, reasons, or pieces of evidence with conjunctions such as and, but, or, so, yet, although, because, and whenever.

•Consider showing the connections between ideas using phrases beginning with prepositions such as despite.

•Use transitional words and phrases such as consequently, for this reason, and however to clarify connections between sentences.

Grade 7 • Page 18


Literature: Correlations with Teacher's Notes1.d. Establish and maintain a formal style .

To address the standard, enrich the instruction for the Writing Workshop: Persuasive Essay, on pages 698–705, by explaining the concepts of a formal and objective style and tone, as follows:

•An author’s style is his or her way of writing. Style is determined by many things, including word choice, sentence length and variety, and use of emotionally charged or neutral language. These style choices will reflect the writer’s tone, or attitude toward the subject and the audience.

•A formal and objective style is one in which the writer presents issues from a perspective that others can readily share—a perspective clearly conveyed through statements of fact, logical reasoning, and appeals to shared values.

•By contrast, an informal, “subjective” style involves expressing personal reactions or making points using unstated assumptions.

•To create a formal and objective tone, writers choose words that neutrally describe the facts or that express reasoned judgment, rather than words conveying sarcasm, contempt, delight, impatience, or another subjective attitude.

•A formal and objective style and tone help a writer persuade a wide, diverse audience, not just an audience limited to friends or people with a similar perspective.

Present these examples:

Not a Formal, Objective Style: I hate it when people leave litter in the park.

Formal, Objective Style: No one likes coming upon someone’s leftover picnic in the park.

Not a Formal, Objective Tone: Sure, you have a right to be a slob; go ahead and litter!

Formal, Objective Tone: Your personal freedom does not include the freedom to spoil other people’s enjoyment of the park.

Encourage students to maintain a formal and objective style and tone as they draft. Have partners exchange drafts and circle any language that seems to depart from objectivity and formality. Direct students to revise for style and tone after considering partners’ comments.

To provide additional support and reinforcement for the standard, use a similar strategy to enrich the Writing activity, a letter to the editor, on page 361, and the Writing activity, a persuasive letter, on page 505.

Grade 7 • Page 19



Literature: Correlations with Teacher's Notes1.e. Provide a concluding statement or section that follows from and supports the argument presented .


To address the standard, have students complete the Writing Workshop: Persuasive Essay, on pages 698–705, emphasizing the notes on a good conclusion in the graphic organizer on page 700 as well as the blue call-out boxes in the Student Model on page 704 that show the progression of the model toward a strong conclusion. To help them write a strong conclusion that follows from and supports the argument presented, suggest these strategies:

•Review the draft up to the concluding paragraph, noting main points and evidence.

•Draft a conclusion that begins with a summary statement of the main idea of the essay.

•Briefly review for the reader the main points in support of the argument.

•Conclude with a memorable restatement or extension of the main idea, such as a reference to an example given earlier. Here is an example:

If the town puts in a new skating rink, then Johnny [referring to an example earlier in the essay] and other children like him will no longer need to risk skating unsupervised on the lake.

To provide additional support and reinforcement for the standard, use a similar strategy to enrich the Writing activity, a letter to the editor, on page 361, and the Writing activity, a persuasive letter, on page 505.

2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content .

To satisfy the standard, have students complete the Writing Workshop: How-to Essay, on pages 484–489, the Writing Workshop: Problem-and-Solution Essay, on pages 640–645, or the Writing Workshop: Cause and Effect Essay, on pages 878–885, enriching the instruction as indicated in the teaching notes for each subparagraph of the standard, below. To provide further support and reinforcement, use the additional opportunities cited in these notes.

Grade 7 • Page 20


Literature: Correlations with Teacher's Notes2.a. 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 .

Writing Workshop, pp. 484–489; Writing Workshop, pp. 640–645; Writing Workshop, pp. 878–885

To cover the standard, have students complete the Writing Workshop: Problem-and-Solution Essay, on pages 640–645, or the Writing Workshop: Cause-and-Effect Essay, on pages 878–885, emphasizing the strategies for introducing a topic (pp. 642 and 880) and organizing information (pp. 642 and 880).

Reinforce for students the fact that a good introduction gives readers a general idea of what they will learn in the essay. Ensure that students choose an organizational strategy appropriate to the writing purpose and audience. Also, encourage students to include formatting, graphics, or multimedia that will enhance the presentation. If students are working on the Cause-and-Effect Essay, call their attention to the Publishing and Presenting strategy (p. 885) that calls for a diagram of the cause-and-effect chain they will discuss. Encourage them to include such a diagram in their planning of the essay. Also, enrich the instruction for students working on the Problem-and-Solution essay by suggesting they plan for headings, graphics, or multimedia, as follows:

•Consider dividing the essay into two parts, indicated by the headings “Problem” and “Proposed Solution.”

•Brainstorm for charts, graphs, and tables that will illustrate the problem, the solution, or both.

•Think about including different media—audio or video clips, slides, Web pages—that will enhance the presentation.

To reinforce and support the standard, assign the Writing Workshop: How-to Essay, on pages 484–489. Review the instruction on page 485 regarding organization, and emphasize the strategy to “Include helpful illustrations” (p. 486). Enrich the lesson by reviewing these strategies for providing an effective introduction:

•Start with an attention-grabbing lead sentence that appeals to readers’ interests or invites their curiosity.

•Next, explain why the topic is important or why information on the topic may be useful.

•Finally, give readers a quick overview of the information they can expect to find in the essay, and how it will be organized, or presented.

Also review with students the strategies for including formatting, graphics, and multimedia that are discussed above.

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


To cover the standard, have students complete any of these three Writing Workshops: the How-to Essay assignment on pages 484–489, the Problem-and-Solution Essay assignment on pages 640–645, or the Cause-and-Effect Essay assignment on pages 878–885. Emphasize the strategies for developing a topic taught on pages 484–485, 641–642, and 880. You may also wish to have peers review each other’s work to comment on the depth of development and relevance of support and then revise based on partners’ comments.

Grade 7 • Page 21



Literature: Correlations with Teacher's Notes2.c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts .


To cover the standard, have students complete the Writing Workshop: How to Essay, on pages 484–489. Emphasize the strategies for appropriate links, or transitions, taught on page 486 and the instruction on varied sentence structures on page 487. Point out to students that combining sentences and varying sentence structures can help them create cohesion by clarifying the relationships among ideas.

To reinforce and support the standard, assign the Writing Workshop: Problem-and-Solution Essay, on pages 640–645, or the Cause-and-Effect Essay, on pages 878–885. When teaching the Problem-Solution Essay workshop, emphasize the instruction on varying sentence structure on page 643. Then, review the use of transitions to create coherence in writing.

When teaching the Cause-and-Effect Essay assignment, emphasize the instruction on transitions under “State main ideas clearly” (p. 882). Then, review techniques for varying sentence structure with students, including the following strategies for combining short sentences:

•Rewrite one sentence as a phrase and add to another, related sentence.

Choppy: Stir the mixture. Add the butter.Combined With Phrase: While stirring the mixture, add the butter.

•Rewrite one sentence as an independent or dependent clause and join the clause to the other sentence.

Choppy: Stir the mixture. Add the butter.Combined With Clause: As you stir the mixture, add the butter.

Point out to students how each revision clarifies the relationship between the steps by indicating when the butter should be added.

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


To cover the standard, have students complete the Writing Workshop: How-to Essay, on pages 484–489, emphasizing the instruction in the use of precise language (“Upgrade to technical vocabulary,” p. 486). Point out to students other examples of technical, or domain-specific, vocabulary, as follows:

•Science

General: Idea about how something works

Domain-specific: Hypothesis

•Mathematics

General: One amount that equals another

Domain-specific: Equation

Finally, explain to students that while they should use precise and domain-specific vocabulary, they must also be alert to their audience’s level of knowledge. If it is not likely that the audience will understand such terms, they should include a definition, either where the term is first introduced or in a glossary at the end of their essay.

Grade 7 • Page 22


Literature: Correlations with Teacher's Notes2.e. Establish and maintain a formal style .


To address the standard, have students complete the Writing Workshop: How-to Essay, on pages 484–489. Enrich the instruction by explaining the importance of establishing and maintaining a formal style. Define formal style as follows:

•A formal style is one in which the writer presents issues from a perspective that others can readily share—a perspective clearly conveyed through statements of fact, logical reasoning, and appeals to shared values.

•By contrast, an informal style involves expressing personal reactions or making points using unstated assumptions.

Present these examples:

Informal Style: Next, whip the egg whites so they look like they’re supposed to, just like when you make a soufflé. [unstated assumptions about what egg whites should look like and about reader’s knowledge of making soufflé]

Formal Style: Next, whip the egg whites until they stiffen. They should form peaks, like miniature mountains, when you lift the whisk out of the bowl.

Have partners exchange drafts and circle any language that seems informal or vague. Direct students to revise for style after considering partners’ comments.

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


To address the standard, have students complete the Writing Workshop: How-to Essay, on pages 484–489. Discuss the graphic organizer on page 700 that shows a conclusion following logically from the information that preceded it. Explain to students that in their conclusions, they should

•briefly restate their thesis, main idea, or position, summarizing the main reasons or evidence they have given in support,

•remind readers of the significance of their topic, and

•extend their main idea with a significant observation, insight, or example.

Review the Student Model on page 488 with students. Guide students in understanding that

•in the final numbered paragraph, the writer reiterates the message she put forward in her introduction.

•in the final two sentences, the writer extends her main idea, in this case by providing a positive note of encouragement.

Have students employ a similar strategy in writing conclusions for their own how-to essays.

To provide additional support and reinforcement, direct students to apply this strategy as they complete the Writing Workshops on pages 640–645 and 878–885. Discuss with students the conclusion of the Student Model on page 644 or page 884, and have them apply what they learn from this model to their own writing.

Grade 7 • Page 23



Literature: Correlations with Teacher's Notes3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences .

To satisfy the standard, have students complete the Writing Workshop: Autobiographical Narrative, pages 176–183, and the Writing Workshop: Short Story, pages 384–391, enriching the instruction as indicated in the teaching notes for each subparagraph of the standard, below.

3.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically .

Writing Workshop, pp. 176–183; Writing Workshop, pp. 384–391

To cover the standard, have students complete the Writing Workshop: Autobiographical Narrative, pages 176–183, emphasizing the instruction on organizing a sequence of events and experiences (pp. 177, 178, 180) as well as on providing the context of background information and a setting (p. 178). Enrich the instruction by pointing out to students that, however familiar they are with the elements of their stories, their readers may need explanations of elements such as relationships among characters or the nature of a place.

Further, explain to students that in writing autobiographically they will use the first-person point of view. Again, remind them that while they know themselves inside-out, readers encountering them for the first time may need an introduction. They should keep in mind that readers will naturally wonder, “Who is this narrator?” Then, to develop point of view, students should include details showing their reactions to events as they experienced them unfolding. Doing so will help keep the reader engaged.

You may also cover the standard with the Writing Workshop: Short Story, on pages 384–391. Emphasize the instruction on providing context through exposition, which introduces characters and their situation, and through the development of a sequence of events, or plot, and of a setting (p. 386). Then, enrich the instruction by explaining that students will have to decide on a point of view for their short stories. Review with them these types of point of view:

•first person: The narrator is also a character in the story; the narrator refers to him- or herself as I.

•third person omniscient: The narrator is not a character in the story and can relate details about any of the characters’ experiences and perceptions.

•third person limited: The narrator is not a character in the story, but the narrator focuses on the experiences and perceptions of the main character, showing story events from that character’s point of view.

Have students develop and maintain their chosen point of view as they draft and revise their short stories.

Grade 7 • Page 24


Literature: Correlations with Teacher's Notes3.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters .


To cover the standard, have students complete the Writing Workshop: Short Story, on pages 384–391. Emphasize the instruction on plot development, including the development of the conflict (p. 386). Point out the importance of building “to a single exciting moment” by pacing their stories and using narrative techniques such as foreshadowing and suspense. Also emphasize the use of description to develop characters and the setting (p. 386). Enrich the instruction on showing rather than telling by indicating that dialogue, if used sparingly, can also help reveal a character’s thoughts and attitudes. Have students apply the instruction as they draft and revise their short stories.

You may also cover the standard with the Writing Workshop: Autobiographical Narrative, pages 176–183, emphasizing the instruction on developing a setting by appealing to several senses (p. 178), developing characters through dialogue (p. 178), and pacing the action (p. 180).

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


To cover the standard, have students complete the Writing Workshop: Short Story, on pages 384–391. Emphasize the instruction on plot development (p. 386) and on the use of the literary device of foreshadowing, a sophisticated means of connecting events (p. 386). Enrich the instruction by discussing these devices for conveying sequence and for shifting from one time-frame or setting to another:

•In linear narrative, writers tell events in the order in which they occur. To clarify the sequence, they may use transitions such as then or next. In more sophisticated writing, writers may present the effects of an event first and then fill in background, relying on the reader’s own understanding and on verb tense to clarify sequence. For example, “’Bang!’ slammed the door. Johnny had come home in a bad mood again.”

•In a flashback, a narrative moves to an earlier time in the story. This shift may be accomplished with a transition, such as “Back in the good old days, Marla remembered, . . .”. It may also be accomplished without a transition, but the writer must include clues that clearly signal to the reader that the story has shifted to an earlier time. For example, to shift to the younger days of a character who is elderly and gray in the main time of the narrative, the writer might describe her “shaking her black curls” and packing lunch for school.

•To accomplish a shift of scene, a writer may narrate a character’s arrival in the new place. For example, “After several days’ journey, Smith arrived in Villa Grande.” A writer may also shift the scene by drawing back from the action of the story and beginning a new paragraph with information about the new setting: “Smith’s Peak is really little more than a hill. For most of us in Towson, though, it is a place to stay away from. Walking up towards the top, John wondered why.”

You may also cover the standard with the Writing Workshop: Autobiographical Narrative, pages 176–183, emphasizing the instruction on sequence of events (p. 177) and developing the plot (p. 178) and enriching the instruction as suggested above.

Grade 7 • Page 25



Literature: Correlations with Teacher's Notes3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events .


To cover the standard, have students complete the Writing Workshop: Autobiographical Narrative, pages 176–183, emphasizing the instruction on using precise, vivid words to describe setting (p. 178) and on replacing vague nouns with specific, precise ones (p. 180). Explain that precise words and phrases will help them describe and develop events and experiences. Also, point out that using precise words, relevant descriptive details, and sensory language will help them convey specific moods as they describe experiences and events. (Mood is “the general feeling conveyed by a narrative or by a scene in a narrative.”) Then, give these examples of the use of word choice to create mood:

Light, peaceful mood: Lightning played over the hills and raindrops pattered on the streets as the sleepy town prepared for bed.

Dark, threatening mood: Lightning crashed over the hills and torrents of rain pounded the streets as the stunned town retreated behind locked doors and shuttered windows.

Have students apply the word choice skills as they draft and revise their narratives. To provide further support for the standard, enrich the Writing Workshop: Short Story lesson on pages 384–391 by explaining the importance of word choice in describing details to define setting (p. 386) and to create vivid characters (pp. 386 and 388). Emphasize that a well-described face or article of clothing can help define a character in the reader’s mind. Further enrich the instruction by using the suggestions above to teach word choice and mood, and have students apply the skills as they draft and revise their stories.

3.e. Provide a conclusion that follows from and reflects on the narrated experiences or events .


To address the standard, have students complete the Writing Workshop: Autobiographical Narrative, pages 176–183, or the Writing Workshop: Short Story, on pages 384–391. Enrich the instruction on plot development, including the incorporation of a resolution (pp. 178 and 386), by providing these tips for writing an effective resolution, or conclusion, to a narrative:

•End with emphasis, not abruptly or by trailing off. The last event you narrate or scene you describe should help to summarize and reflect on the narrative by clearly showing the results of what has happened. For example, if over the course of the narrative the main character has found new self-confidence, the final scene of the story might show her running for student council.

•Tie up loose ends. Unless you are planning to write a sequel, you should not leave readers wondering what happened to an important character or whether an important problem was solved. Include answers to such questions in your resolution.

•As you tie up loose ends, avoid taking shortcuts. Be careful not to rapidly cram answers to all unresolved questions into the resolution. The most significant problems or conflicts need to be fully developed and explored through the course of the story. The resolution is the point at which you give the final outcome, not tell a whole story in a sentence.

Have students apply these tips as they draft and revise their narratives.

Grade 7 • Page 26


Literature: Correlations with Teacher's NotesProduction and Distribution of Writing

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 .)

Writing Workshop, pp. 92–97, 176–183, 302–307, 384–391, 484–489, 548–555, 640–645, 698–705, 878–885, 982–987, 1040–1049

To cover the standard, have students complete the Writing Workshop assignments on the pages cited, emphasizing the strategies for

•organization (pp. 94, 178, 304, 386, 485, 550, 880, 983, 1042, 1044),

•development (pp. 94, 178, 180, 304, 386, 388, 486, 550, 552, 642, 700, 984, 1042),

•substance (pp. 92, 304, 485, 641, 701, 879, 880, 1041),

•style (pp. 93, 94, 180, 303, 388, 486, 552, 700, 984),

and the relationship of these elements to task, purpose, and audience.

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed . (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 .)

Writing Workshop, pp. 92–97, 176–183, 302–307, 384–391, 484–489, 548–555, 640–645, 698–705, 878–885, 982–987, 1040–1049

To cover the standard, have students complete the Writing Workshop assignments on the pages cited, teaching the strategies for

•planning (pp. 92, 177–178, 302, 304, 385–386, 484–485, 549, 550, 641, 699, 879, 880, 982–983, 1041, 1042),

•revising (pp. 94, 180, 304, 388, 486–487, 552, 642–643, 702, 882, 984, 1044), and

•editing (pp. 95, 97, 181, 183, 305, 307, 389, 391, 489, 553, 555, 645, 703, 705, 883, 885, 985, 987, 1045, 1049).

As you review students’ drafts, use your judgment to identify work that needs to be rewritten or rethought. For instance, a student might begin an informational writing assignment by writing on a topic that is too general. Suggest that the student rethink how well questions of purpose and audience have been addressed to aid in choosing a more specific topic, and have the student rewrite on the new, more focused topic. Arrange for guidance and support from peers as appropriate (see Peer Review, pp.180, 388, 552, 642, 702, 882, 1044).

Grade 7 • Page 27



Literature: Correlations with Teacher's Notes6. 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 .

Writing Workshop, pp. 92–97, 824–829, 1040–1049; Communications Workshop, p. 1054

To cover the standard, have students complete the Writing Workshop and Communications Workshop assignments on the pages cited, emphasizing the use of technology (pp. 97, 824, 826, 829, 1041, 1042), including the Internet (pp. 97, 824, 1041), to produce and publish writing. Students will present information in a digital format in completing the Writing Workshop: Multimedia Report (pp. 824–829) and Communications Workshop: Research Presentation (p. 1054). As they complete these assignments, ensure that they cite their sources in digital format, following a standard style.

To fully support the standard, enrich the Publishing and Presenting: Post Your Composition activity, on page 97, by having students post responses to one another’s descriptive essays.

•If possible, enlist tech-savvy student volunteers or school support staff to create a blog format for student postings on the school Web site.

•Review blog format and etiquette with students, using pages R28–R29 in the student edition.

•Have students post their essays to the Web site.

•Have them review postings at regular intervals, writing at least one constructive comment on another student’s essay and at least one response to a comment on their own work.

Research to Build and Present Knowledge

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

To cover the standard, assign the Research and Technology activities on pages 69, 619, and 683. Enrich the directions for each activity by having students pose a question about the topic to focus their research (or assign a question of your own choosing).

Research questions for the activity on page 69, a biographical report, might include these:

•Which events in the author’s life most influenced her as a writer?

•Do any of the author’s works reflect events of her own childhood? If so, which works and which events?

Research questions for the activity on page 683, a survey, might include these:

•Which poem will students rank the highest in each category?

•Will students rank one poem highest in several categories?

After students have completed the activity or activities that you assign, direct them to present two follow-up research questions based on their findings. For example, they might ask the question, How frequent are large volcanic eruptions? as a follow-up to the scientific research activity. They might ask, For what reasons do students favor the poem they ranked the highest? as a follow-up to the survey activity.

Grade 7 • Page 28


Literature: Correlations with Teacher's Notes8. 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 .


To cover the standard, teach research skills using the instruction in the Writing Workshop cited, including using multiple sources (p. 1041), assessing sources (p. 1040), and quoting, paraphrasing, and citing sources to avoid plagiarism (pp. 1041 and 1049). Enrich the instruction as follows:

•Review strategies for the effective use of search terms in browsing digital sources. Recommend that students use either highly specific terms, such as a person’s full name, or that they use moderately general terms. For example, “birds” is too general a search term; “habits or behavior of water birds” is general but targeted and should yield more relevant hits.

•Review criteria to use in assessing the credibility and accuracy of sources. Internet sites sponsored by the government (“.gov”) or an educational institution (“.edu”) are generally more credible than those put up by individuals or businesses (“.com”). Books and articles in specialized magazines, such as science journals, are often more reliable than articles in popular magazines; however, the information in books may be less up-to-date than that in recent periodical articles.

Have students apply the skills as they complete the workshop. To further support and reinforce the standard, have students complete the Research and Technology assignments on pages 69 and 619, ensuring that they apply the research skills taught in the Writing Workshop, as enriched by the suggestions above.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research .

Writing to Compare Characters, p. 175; Writing Workshop, pp. 302–307; Writing to Compare Irony, p. 383; Timed Writing, p. 467; Writing to Compare Literary Forms, p. 483; Timed Writing, p. 865

To cover the standard, teach concepts and skills for responding to literature using the Writing Workshop instruction on pages 302–307, including the instruction on supporting analysis and reflection (p. 304). Have students apply the skills as they complete the workshop.

To further support and reinforce the standard, have students complete the Writing assignments on pages 175 and 383 to respond to literary sources. Have them complete the writing assignments on pages 467, 483, and 865 to respond to informational sources. As students write their responses, have them focus on providing evidence from the text that supports their analyses. They should also provide a description of what they learned from reading.

Grade 7 • Page 29



Literature: Correlations with Teacher's Notes9.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”) .

Writing to Compare Characters, p. 823; Writing, p. 859

To address the standard, have students complete the writing assignments on the pages cited. For these writing activities, students will apply Grade 7 reading standards in writing about literature as follows:

•Students will apply Literature Standard 1 in completing the Writing assignment, a summary, on page 859. Ensure that they provide textual evidence to support analysis of what the text says explicitly as well as their inferences from the text.

•Students will apply Literature Standard 3 as they complete the Writing to Compare Characters assignment on page 823. Ensure that they cite specific lines of dialogue to support their conclusions about Fezziwig and Scrooge and that they indicate how the interaction of these characters helps shape the plot.

In addition, you may lead students to apply in their writing any of the CCS Reading Standards for Literature by having them summarize their insights and conclusions based on the lesson you provided to meet the Literature standard. For example, to cover Literature Standard 7, give the lesson suggested in the teaching note in this Guide for the standard. Then, have students write an essay, based on the lesson, in which they compare The Monsters Are Due on Maple Street with The Twilight Zone episode and analyze the production techniques used in the episode.

9.b. Apply grade 7 Reading standards to literary nonfiction (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”) .

Writing to Compare Literary Forms, p. 483

To address the standard, have students complete the writing assignment on the page cited. For this writing activity, students will apply Grade 7 reading standards in writing about literature as follows: To ensure that students apply Informational Texts Standard 1 as they complete the Writing to Compare Literary Forms assignment on page 483, direct them to use both explicitly stated information in the texts and inferences they make based on the texts in explaining their overall impressions of the subject of each account. Have them provide textual evidence in the form of quotations or paraphrases to support both their inferences and their claims about what the text says explicitly.

In addition, you may lead students to apply in their writing any of the CCS Reading Standards for Informational Texts by having them summarize their insights and conclusions based on the lesson you provided to meet the standard. For example, to cover Informational Texts Standard 2, give the lesson suggested in the teaching note in this Guide for the standard. Then, have students write an essay, based on the lesson, in which they analyze how two or more central ideas in the text you have discussed relate to one another.

Grade 7 • Page 30


Literature: Correlations with Teacher's NotesRange of Writing

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 .

Students will write routinely over shorter time frames for a range of tasks, purposes, and audiences as they complete the Writing activity after each main selection pairing, the Timed Writing activity at the end of each Informational Texts feature, and the Writing to Compare activity at the end of each Comparing Literary Works feature. The examples from Unit 1 include these:

•Writing: Compare-Contrast Essay, p. 47

•Writing: Description Including Hyperbole, p. 69

•Writing: News Report, p. 127

•Writing: Letter, p. 151

•Timed Writing: Letter, p. 77

•Timed Writing: Explanation With Chart, p. 159

•Writing to Compare Fiction and Nonfiction, p. 91

•Writing to Compare Characters, p. 175

Students will write routinely over extended time frames for a range of tasks, purposes, and audiences as they complete the two Writing Workshops in each unit, as follows:

•Description: Descriptive Essay, pp. 92–97

•Narration: Autobiographical Narrative, pp. 176–183

•Response to Literature: Review of a Short Story, pp. 302–307

•Narration: Short Story, pp. 384–391

•Exposition: How-to Essay, pp. 484–489

•Exposition: Comparison-and-Contrast Essay, pp. 548–555

•Exposition: Problem-and-Solution Essay, pp. 640–645

•Persuasive Essay, pp. 698–705

•Research: Multimedia Report, pp. 824–829

•Exposition: Cause-and-Effect Essay, pp. 878–885

•Workplace Writing: Business Letter, pp. 982–987

•Research: Research Report, pp. 1040–1049

Grade 7 • Page 31


College and Career Readiness Standards for Speaking and Listening

The College and Career Readiness (CCR) anchor standards in the Speaking and Listening domain appear below. On the pages that follow, grade-specific standards define what students should understand and be able to do in grade 7 as they build toward the CCR Speaking and Listening standards. The CCR and grade-specific standards are therefore necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.Comprehension and Collaboration 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.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and Ideas 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.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

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

Grade 7 • Page 32

Speaking and Listening StandardsCommon Core Standards Meeting the Common Core Standards with Prentice Hall

Literature: Correlations with Teacher's NotesComprehension and Collaboration

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 .

1.a. 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 .

Listening and Speaking, pp. 127; Research the Author, p. 419

To cover the standard, have students prepare material for a discussion using the Listening and Speaking activity on page 127 (a discussion) and the Research the Author assignment on page 419 (a panel discussion). As students prepare for the Listening and Speaking activity, emphasize that they should reread the selection to identify points in the reading that support the position taken. (You may wish to modify this activity by having students complete it in groups rather than with partners.) As students prepare for the Research the Author panel discussion, guide them in conducting research. For either activity, ensure that students draw on the results of their rereading or research in their discussion.

To further support and reinforce the standard, enrich the Listening and Speaking activity on page 247 (a debate), by having partners conduct research on their chosen topic. Review appropriate source material with students, such as library databases and encyclopedias. Suggest different methods of note-taking, such as using note cards or two-column charts to record facts and their observations about those facts. Remind students to record information about each source for the material they record. As students hold their debates, ensure that they explicitly draw on their research.

Grade 7 • Page 33



Literature: Correlations with Teacher's Notes1.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed .

To cover the standard, enrich the Listening and Speaking activity on page 127 (a discussion) and on page 505 (a collaboration on a public service announcement), as well as the Research and Technology activity on page 619 (a collaborative scientific explanation) by emphasizing the rules for collegial discussions called out in the assignments, including listening carefully and asking questions to clarify points (p. 127) and giving each person a turn (p. 505). You may wish to modify the activities on pages 127 and 619 by having students complete them in groups rather than with partners. If so, have students define and assign individual roles, such as leader and note taker, as necessary.

Further, guide students in discussing goals and deadlines for the project. For each activity,

•have students make a checklist of the goals set out in the assignment on the student page.

•have them add any interim steps that they may need to accomplish.

•have them set reasonable deadlines for each step and goal on their list, starting from the deadline you assign for the project.

•have them monitor their progress by checking off each step as they accomplish it.

As students prepare for the Research and Technology activity on page 619, they might divide the process into these steps:

•conducting preliminary research to break the topic into parts

•dividing the subtopics between partners for additional research

•reviewing the results of each other’s research and discussing possible places for additional clarification

•drafting their assigned portions of the explanation

•reviewing each other’s drafts for clarity and accuracy and for the use of visuals and technical terms

•revising drafts and assembling a finished product

Grade 7 • Page 34


Literature: Correlations with Teacher's Notes1.c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed .

Listening and Speaking, p. 127; Research the Author, p. 419

To cover the standard, have students engage in advancing a discussion by completing the listening and speaking activities on the pages cited. To prepare students for the Listening and Speaking activity on page 127 (a discussion) emphasize the directions on the student page to ask questions, write down key points, and share the strongest points. Tell them to refer to their notes in discussion to ensure that they respond precisely to questions. (You may wish to modify the activity by having students complete it in groups rather than with partners.) As students prepare for the discussion portion of the Research the Author activity on page 419 (a panel discussion), encourage them to respond precisely to questions their peers ask them about the information they present. For either activity, explain that a precise response is one in which the person answering the question

•shares any factual knowledge or knowledge of a text that he or she has gathered, or any observations or ideas that are relevant;

•brings the discussion back on topic, if necessary;

•offers any additional observations he or she can supply; and

•acknowledges when he or she does not know the answer or some part of the answer.

To further support and reinforce the standard, enrich the Listening and Speaking Activity on page 459 (a group response to literature) by requiring students to ask questions about one another’s responses after each presentation. Instruct presenters to answer the questions precisely, following the guidelines given above.

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

Listening and Speaking activity, pp. 127, 459, 505, 599

To cover the standard, have students carry out the Listening and Speaking activity on page 599. Emphasize the instruction to listen carefully to other responses to the work and weigh the evidence used by other group members to support their responses. Encourage students to be open to modifying their views if they find another student’s response to be well supported by the evidence. Ensure that they follow the instruction on the student page to report whether their opinions changed.

To further reinforce and support the standard, have students complete the Listening and Speaking activity on page 127 (a discussion), on page 459 (a response), and on page 505 (a group collaboration on a public service announcement). (You may modify the activity on page 127 by having students complete it in groups rather than with partners.) In each of these activities, students are required to share views as their peers listen. Enrich the directions on the student page by instructing students to take one another’s views seriously, weighing the evidence for them. Encourage them to be open to changing their own views as the evidence warrants.

Grade 7 • Page 35



Literature: Correlations with Teacher's Notes2. 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 .

Communications Workshop, pp. 560, 710

To cover the standard, have students complete the Communications Workshop assignment on page 560 (evaluating a persuasive presentation). Enrich the instruction by explaining that the main idea of a persuasive presentation is typically expressed in the speaker’s statement of his or her position. Ensure that as students apply the lesson skills—evaluating organization, evidence, and logic—they focus on the relationship of these elements to the speaker’s main idea. After students analyze a persuasive presentation, have them explain how the presentation clarified their understanding of the speaker’s topic as well as their understanding of the concept of a persuasive presentation.

To further support and reinforce the standard, have students complete the Communications Workshop assignment on page 710 (evaluating media messages). To prepare students, emphasize the strategies for determining the message, or main idea, and for analyzing how images, sounds, words, and quantitative information in graphs, tables, or charts contribute to that message. Extend the activity by having students explain how their evaluations of several commercials contributed to their understanding of persuasive media techniques.

You may also enrich the Listening and Speaking activity on page 439 (an oral summary with visual aids) by having students take notes on their classmates’ presentations. Direct students to focus on these points:

•Does the presenter clearly state main ideas?

•Do the presenter’s visual aids support these main ideas?

•Do the visual aids, including charts or tables with quantitative information, clarify or contribute to the audience’s understanding of the topic or issue of the presentation?

Have students use their notes as the basis for a class discussion of the presentations.

Grade 7 • Page 36


Literature: Correlations with Teacher's Notes3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence .

Communications Workshop, p. 560

To cover the standard, have students complete the Communications Workshop assignment on page 560 (evaluating a persuasive presentation). Explain that in a persuasive presentation, a speaker attempts to persuade listeners to accept a claim, or an assertion or a judgment about a subject. Emphasize the strategies presented on the student page for evaluating reasoning and evidence. Enrich the instruction to look for “strong evidence” by explaining that evidence must be both relevant and sufficient.

Relevance: The evidence must help prove the main point being made. If a speaker were trying to establish that students today read less than students of previous generations, a criticism of the music that today’s students like would not be relevant to the speaker’s claim.

Sufficiency: There must be enough evidence to prove the point. If a speaker were trying to establish that crime is on the rise in a city, an account of one particular recent crime might be suggestive but would not be sufficient to confirm the claim.

To further reinforce and support the standard, enrich the Communications Workshop assignment on page 710 (evaluating media messages) by reviewing with students the concept of logical support for claims.

•One type of claim is a statement about the facts—a statement that can be proven true or false. Unless the facts are commonly known, a factual claim needs to be logically supported, or proven, with evidence such as scientific studies, eyewitness accounts, or expert opinion.

•Another type of claim is a statement about the value of something. Value judgments should also be supported logically. Evidence might take the form of facts that show why the thing is useful, efficient, and so on. A value statement is not well supported if the only evidence offered is that many people would agree to the statement or if the value statement is presented as a statement of fact.

As students evaluate media messages in the Workshop, have them identify and evaluate the reasoning used and claims presented, as well as the kind and quantity of evidence presented for each claim.

Grade 7 • Page 37



Literature: Correlations with Teacher's NotesPresentation of Knowledge and Ideas

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 .

Communications Workshop, pp. 396, 1054; Listening and Speaking, p. 439

To cover the standard, have students complete the Communications Workshop assignment (a research presentation) on page 1054. As you discuss the instruction on the student page, explain that they should emphasize the main points of the research in a focused, coherent way and that descriptions, facts, and examples they give in support of their findings should be pertinent and specific. Emphasize the direction on the student page to maintain eye contact with the audience, and enrich the instruction by explaining the importance of speaking with clear pronunciation and at an audible, but comfortable, volume.

To further reinforce and support the standard, have students prepare and present the oral summaries in the Communications Workshop assignment on page 396 and the Listening and Speaking activity on page 439. Emphasize the direction on the student page to provide specific details in support of main ideas as well as the tips for effective public speaking. Ensure that students maintain eye contact and speak clearly and at an adequate volume as they present.

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

Listening and Speaking activity, p. 439; Writing Workshop, pp. 824–829; Communications Workshop, p. 1054

To cover the standard, have students complete the activities and assignments on the pages cited, preparing and using visual aids as suggested in each: an oral summary in the Listening and Speaking activity, a multimedia presentation in the Writing Workshop, and a research presentation in the Communications Workshop assignment. Have students apply the guidance on the student page to choose and use visuals in a manner that emphasizes and clarifies the main points they are making. Enrich the instruction by presenting the following tips:

•Choosing a few strong audio or visual elements that have a clear meaning and a clear relevance to the presentation is often better than using a large number of elements that are not clearly connected. For example, many slides showing different sea scenes and animals may not be as effective in a presentation on ocean life as a few dramatic pictures of the ocean animals being discussed.

•Using media throughout the presentation, rather than clustering their use at one point, can create better pacing.

•Visuals chosen or created for the presentation should be large enough and clear enough to be easily seen at a distance.

Guide students in applying these tips as they prepare their presentations.

Grade 7 • Page 38


Literature: Correlations with Teacher's Notes6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate . (See grade 7 Language standards 1 and 3 on pages 40–41 and 42 of this Teacher’s Guide for specific expectations .)

To cover the standard, have students complete a variety of speaking assignments covering a range of contexts and tasks, including those listed below, adapting their speech appropriately for each based on your instruction and guidance in the student edition:

•Communication Workshop: Delivering a Narrative Presentation, p. 188

•Communication Workshop: Conduct an Interview, p. 890

•Communication Workshop: Research Presentation, p. 1054

•Listening and Speaking: Discussion, p. 127

•Listening and Speaking: Debate, pp. 247, 933

•Listening and Speaking: Public Service Announcement (group collaboration), p. 599

•Listening and Speaking: Dramatic Monologue, p. 809

As you make each assignment, have students identify

•the context, including the audience (e.g., a formal presentation in class, a group discussion with peers)

•the communicative task (e.g., to persuade, to share information, to elicit information, to entertain, to solve a problem)

•ways to adapt their speech to the given context and task (e.g., use formal speech for a classroom presentation, informal for a group discussion, and casual but polite speech when working with a partner; speak expressively and use pauses, gestures, and facial expressions when seeking to entertain; vary volume dramatically when attempting to persuade)

Monitor students’ command of formal English in presentations that require them to use it. As necessary, identify one or two specific departures from formal usage for each student, such as the use of slang terms; common usage problems, including like used as a conjunction (“It’s like he didn’t care.”); frequent use of temporizing words and phrases such as like, you know, and I mean; or the use of incomplete sentences. Assign students the goal of eliminating such problems from their next formal presentation.

Grade 7 • Page 39


College and Career Readiness Standards for LanguageThe College and Career Readiness (CCR) anchor standards in the Language domain appear below. On the pages that follow, grade-specific standards define what students should understand and be able to do in grade 7 as they build toward the CCR Language standards. The CCR and grade-specific standards are therefore necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

Knowledge of Language 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.

Vocabulary Acquisition and Use 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.

5. Demonstrate understanding of word relationships and nuances in word meanings. 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 gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Grade 7 • Page 40

Language StandardsCommon Core Standards Meeting the Common Core Standards with Prentice Hall

Literature: Correlations with Teacher's NotesConventions of Standard English

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

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

Grammar, pp. 458, 598, 662, 682; Grammar, Usage, and Mechanics Handbook, p. R41

To address the standard, use the material on page R41 in the Grammar, Usage, and Mechanics Handbook to introduce the various types of phrases and clauses and their general functions. Then, reinforce understanding by having students complete the Grammar lessons on prepositional phrases, (p. 458), infinitive phrases (p. 598), independent and subordinate clauses (p. 662), and sentence structures (p. 682).

Ensure that students understand the various functions of phrases and clauses, and that they identify the function of the phrases and clauses in the Practice activities for each Grammar lesson. For example, use the definitions of adjective phrase and adverb phrase on page R41 and the Grammar lesson on page 458 to explain that prepositional phrases have one of two functions. They may tell more about a noun or pronoun, answering the question Which one? What kind?, or How many? Or, they may tell more about a verb, answering the question Where?, When?, How?, Why?, or To what extent? Give these examples:

The car in the driveway is mine. (Tells more about the noun “car,” answering Which car?)

We play basketball in the driveway. (Tells more about verb “play,” answering Play where?)

As students complete the Practice items on page 458, guide them in explaining the function of each prepositional phrase they identify. Use a similar strategy to explain the functions of subordinate clauses (to modify a noun or a verb) and of independent clauses (to express a complete thought).

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

Grammar, p. 682; Writing Workshop, p. 487; Grammar, Usage, and Mechanics Handbook, p. R41

To address the standard, first introduce the concepts of simple, compound, and complex sentences using the Grammar lesson on page 682. Use the definition on page R41 of the Grammar, Usage, and Mechanics Handbook to introduce the concept of compound-complex sentences. Have students complete the lesson on page 682. After students complete Practice A, write the following sentence on the board and have them identify its type: Because it was rainy, Jon worked a puzzle and Sara read a book. (compound-complex) Next, extend the Grammar lesson by asking students to identify the relationships between ideas in each sentence in Practice A and in the sentence in the board, using these questions:

1. Which sentence signals that one thing caused two other things to happen?

2. Which sentences express a single idea?

3. Which sentences signal a link between opposing ideas?

Finally, assign a writing application in which students choose among the four types of sentences to signal relationships between ideas. You may choose to assign the Writing Workshop on pages 484–489, emphasizing the sentence combining instruction on page 487.

Grade 7 • Page 41



Literature: Correlations with Teacher's Notes1.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers .

To address the standard, provide practice with phrases and clauses using the Grammar lessons on prepositional phrases, (p. 458), infinitive phrases (p. 598), independent and subordinate clauses (p. 662), and sentence structures (p. 682). Enrich the Grammar instruction by explaining that if a phrase or subordinate clause is misplaced in a sentence, it can modify the wrong sentence element or create confusion. Write this example on the board: Charlie walked the dog wearing pajamas. Point out that the prepositional phrase wearing pajamas could modify either Charlie or the dog and that for clarity, the phrase should be placed at the beginning of the sentence: Wearing pajamas, Charlie walked the dog.

Next, write this sentence on the board: The birds were singing before getting up. Explain that the phrase before getting up does not modify anything in the independent clause and is therefore a dangling modifier. To avoid this problem, the sentence might be rewritten with the phrase placed as follows: Before getting up, we heard the birds singing.

Have students correctly place the misplaced or dangling modifier in each sentence. Students should change phrases or clauses as needed.

1. Topped with blueberries, I ate the pancakes.2. I created the sculpture on the desk made of wood.3. The streets were empty when leaving the party.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing .

2.a. Use a comma to separate coordinate adjectives (e .g ., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt) .

Grammar, p. 956; Writing Workshop, p. 985; Grammar, Usage, and Mechanics Handbook, p. R43

To cover the standard, introduce the convention of using a comma to separate coordinate adjectives with the instruction on commas, especially item number 3, in the Grammar, Usage, and Mechanics Handbook (p. R43). Enrich the instruction by providing the following examples of adjectives of equal rank (coordinate adjectives) and adjectives that must stay in a specific order:

Coordinate Adjectives: She wrote a lively, memorable story. (A comma appears between the adjectives because they are equal and could be reversed: She wrote a memorable, lively story.) Adjectives in a Specific Order: She wrote a frightening ghost story. (No comma is needed because the adjectives must always be used in this order. The adjective frightening modifies ghost story, not just story.)

To further reinforce the standard, review with students the instruction on commas in the Grammar lesson on page 956 and the Writers Toolbox feature on page 985. In discussing the Grammar lesson, call students’ attention to the last row of the chart, with its directive to use “a comma to separate adjectives of equal rank,” the example that appears next to it, and the first item in Practice A. Enrich the instruction by directing students to include in the Challenge activity at least one sentence in which a comma separates coordinate adjectives. In discussing the Writers Toolbox feature, focus on the first rule, relating to the use and misuse of commas in separating adjectives, and the bulleted items under “Fixing Incorrect Use of Commas” that relate to coordinate adjectives. Finally, have students complete the “Grammar in Your Writing” activity (p. 985), applying it to the Writing Workshop assignment or any current assignment and focusing on the proper use of commas between coordinate adjectives.

Grade 7 • Page 42


Literature: Correlations with Teacher's Notes2.b. Spell correctly . Writing Workshop, pp. 97, 307, 645, 885, 987

To cover the standard, introduce the concepts of spelling troublesome words (p. 97), tricky syllables (p. 307), words with suffixes (p. 645), irregular plurals (p. 885), and names, titles, and addresses (p. 987), using the instruction on the pages cited. Reinforce and assess mastery of the skill by having students apply it as they draft, revise, and edit their own writing.

3. Use knowledge of language and its conventions when writing, speaking, reading, or listening .

3.a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy

Writing, p. 527; Writing Workshop, pp. 552, 984

To cover the standard, have students complete the Writing activity (an adaptation) on page 527, the Writing Workshop: Comparison-and-Contrast Essay assignment on pages 548–555, and the Writing Workshop: Business Letter assignment on pages 982–987. Emphasize the instruction in each lesson on relevant skills: using precise language (p. 527), eliminating redundancy (p. 552), and eliminating wordiness (p. 984). Have students apply the skills as they draft, revise, and edit.

Vocabulary Acquisition and Use

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 .

4.a. 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 .

Reading Skill, pp. 23, 49

To address the standard, use the Reading Skill instruction on the pages cited to introduce the skill of determining or clarifying the meaning of words by using semantic clues, the overall meaning of a sentence, paragraph, or surrounding passage. Extend the Reading Skill instruction on any of the pages cited by having students use a reference source to confirm their application of semantic strategies to determine a word’s meaning.

To provide additional support for the standard, enrich the Reading Skill instruction on page 23 by explaining that students can also use syntactic clues—the word’s position or function in the sentence—to determine the meaning of unfamiliar words. Have students practice this strategy by guessing the meaning of each nonsense word in the following sentences:

1. The loomphaloo lumbered out of the woods.

2. Zach and Zoe turned up the music and did the palumba.

3. The older she got, the schlumpier she dressed.

As students complete the After You Read chart on page 31 or 45, have them include and fill in an additional column for syntactic clues.

Grade 7 • Page 43



Literature: Correlations with Teacher's Notes4.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e .g ., belligerent, bellicose, rebel)

Word Study, pp. 100, 130, 250, 450, 584, 592, 1008

To cover the standard, use the Word Study instruction on the pages cited to introduce the skill of using a known root as a clue to the meaning of an unknown word. Have students apply the skill as they read the selections that follow the instruction. Reinforce the skill and assess mastery by having students complete the Word Study Challenges on pages 111, 137, 257, 457, 591, 597, and 1015.

4.c. Consult general and specialized reference materials (e .g ., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech .

Vocabulary Workshop, pp. 186–187 Word Study, pp. 137, 319, 359

To cover the standard, use the instruction and activities in the Vocabulary Workshop: Using a Dictionary and Thesaurus, on pages 186–187. Emphasize the instruction that calls on students to use these reference tools to determine a word’s pronunciation and precise meaning, and to trace its etymology. Also, emphasize the tip that many types of dictionaries and thesauruses can now be found online. Enrich the instruction by explaining that a glossary is an alphabetical list of terms, with definitions, in a particular area of knowledge. Often, a glossary appears at the end of a book and defines terms related to the field covered in the book. For example, a book about the history of music may have a glossary of musical terms at the back.

To reinforce the standard, call students’ attention to the directive in Word Study activities—on After You Read pages of paired selections—to use a dictionary if necessary. Encourage them to use a dictionary and other vocabulary reference tools to confirm their guesses about words, to look up unfamiliar words, and to explore different facets of language. Advise them that the regular use of a dictionary, thesaurus, or glossary can help them enlarge their vocabulary and increase their reading comprehension.

4.d. Verify the preliminary determination of the meaning of a word or phrase (e .g ., by checking the inferred meaning in context or in a dictionary) .

Reading Skill, pp. 23, 49

To cover the standard, use the instruction on page 49 to introduce the skill of rereading and reading ahead to verify the preliminary determination of a word’s meaning. Have students apply the skill as they read the selections that follow the instruction.

To reinforce the standard, extend the Reading Skill instruction on context clues (p. 23) by explaining that students should make a preliminary determination of a word’s meaning using context and then read ahead to check whether additional context clues confirm their inferences. Then, they should look up the word in a dictionary. Have students apply the skills as they read the lesson selections.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings .

Grade 7 • Page 44


Literature: Correlations with Teacher's Notes5.a. Interpret figures of speech (e .g ., literary, biblical, and mythological allusions) in context .

Comparing Literary Works, p. 288; Literary Analysis, p. 601; Vocabulary Workshop, pp. 1052–1053

To cover the standard, introduce the concepts of idioms and figurative language on the Comparing Literary Works and Literary Analysis pages cited. As students read the selections following the instruction, have them interpret figures of speech of the type taught with the lesson. Reinforce the skills and assess mastery with the After You Read questions for each lesson.

Enrich the instruction by reviewing with students these examples of figures of speech based on literary, biblical, and mythological allusions:

•Literary Allusion: This Hamlet cannot decide what brand of e-book reader to buy. (Hamlet is the protagonist in Shakespeare’s tragedy of the same name; he is famous for being indecisive. An indecisive person might therefore be referred to as a “Hamlet.”)

•Biblical Allusion: My 90-year-old grandfather is a real Methuselah. (In the Bible, Methuselah is a man famous for reaching the astonishing age of 969. A “Methuselah” is therefore any man who has lived a long time.)

•Mythological Allusion: Trying to shovel snow from your driveway during a blizzard is a Sisyphean task. (In Greek mythology, Sisyphus was a greedy king punished in Hades, the Greek underworld, by continually rolling a boulder up a hill and then having it roll down again. A Sisyphean task is therefore one that is endless and useless.)

Encourage students to be alert to other examples of figurative language based on literary, biblical, or mythological allusions. When they encounter such examples, they should try to use context clues to guess their meaning. Then, they should confirm their guesses using dictionaries, encyclopedias, or other reference sources.

To further support and reinforce the standard, assign the Vocabulary Workshop cited. In the practice exercises, students will gain additional practice in identifying types of figures of speech in context. In the Activity on page 1053, students will apply their understanding of figures of speech by identifying them and interpreting them in real-world texts.

Grade 7 • Page 45



Literature: Correlations with Teacher's Notes5.b. Use the relationship between particular words (e .g ., synonym/antonym, analogy) to better understand each of the words .

Vocabulary, pp. 45, 67, 111, 429, 437, 449, 457, 591, 597, 673, 769, 997, 1003,

To cover the standard, review with students the meaning of synonym, antonym, and word analogy. Then, as students read the relevant selections, have them complete the following Vocabulary Practice activities on the After You Read pages: finding synonyms for selection vocabulary words (pp. 45, 429, 437, 457, 591, 597, 769); finding antonyms for selection vocabulary words (p. 449); filling in word analogies using selection vocabulary words (pp. 67, 111, 673, 997, 1003). As an alternative, you can have students complete these activities without previously reading the selections; in that case, however, first review the selection vocabulary words with students.

Enrich the instruction by thoroughly reviewing the correct answers with students, guiding them to better understand the words involved. Following is a Think Aloud to illustrate that process for item number 1 of the Vocabulary Practice on page 673:

The analogy, which many of you answered correctly, is enter : exit : : banish : welcome. I notice that the example used to illustrate banish is of a king who banishes a troublemaker from a village. This use suggests to me that banish means being sent away from a country or town as a punishment. It would probably be most often used in a political situation. If we used it for a personal situation and said that a father banished his daughter from the house, we would be hinting that the father was acting like a king punishing a subject for an offense.

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

Vocabulary Workshop, pp. 708–709

To cover the standard, have students complete the Vocabulary Workshop assignment cited. Reinforce the skills and assess mastery with the Practice exercises, the Activity, and the Challenge.

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 .

To address the standard, assign main selections throughout the book and introduce the English language arts–specific vocabulary (such as narrator, theme, and meter) taught in the accompanying Literary Analysis instruction. As students analyze the selections using these skills and concepts, they will apply the language arts–specific words and phrases in discussion and in written responses to questions. Here are examples from Unit 1:

•Literary Analysis: Narrative Text, p. 23

•Literary Analysis: Point of View, p. 49

•Literary Analysis: Setting, p. 99

To further support the standard, introduce the Big Question vocabulary, which includes general academic vocabulary, taught in the Introducing the Big Question feature for each unit. Then, as you teach selections in the unit, assign the Writing About the Big Question activities that appear on Making Connections pages preceding selections. By completing these activities, students will practice use of the Big Question words, including grade-appropriate academic vocabulary. Here are examples from Unit 1:

•Big Question Vocabulary, p. 3;

•Writing About the Big Question, pp. 50, 79, 100, 112, 130, 138

Encourage students to make a habit of acquiring—through recording, review, and self-conscious use—vocabulary that facilitates their reading comprehension and their written and oral expression of ideas.

Grade 7 • Page 46

Standards Carried Through the GradesThe following skills require continued attention in higher grades (after their introduction in the

grade listed below) as they are applied to increasingly sophisticated writing and speaking.

Conventions—Progressive Standards Meeting the Common Core Standards with Prentice Hall Literature: Correlations with Teacher's Notes

Grade 3

1.f. Ensure subject-verb and pronoun-antecedent agreement .

181, 883, R42

3.a. Choose words and phrases for effect . 93, 94, 700, 957, 984

Grade 4

1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons .

489, 682, 703, R40

1.g. Correctly use frequently confused words (e .g ., to/too/two; there/their) .

Teach students how to correctly use frequently confused words by providing these examples:•affect/effectAffect is most often used as a verb meaning “to influence or produce a change in something or someone.” Effect is most often used as a noun meaning “a result, or something brought about by a cause.” Examples:What a teacher says affects the minds of her students.His teacher’s effect on him was enormous.

•bad/badly

Use bad after a linking verb such as feel, look, or seem. Use badly when an adverb is required. Examples:He rarely feels bad about his mistakes.He often behaves badly in class.

•fewer/less

Use fewer for items that can be counted. Use less for things that cannot be counted. Examples:Fewer baseball players are coming to practice sessions.Team members seem to have less enthusiasm for the game.

•there/their

There designates a place, while their indicates possession. Example:You will find their baseball gloves over there.

•to/too/two

To is a preposition that can mean “toward, as far as, on, or until.” Too is an adverb meaning “also, more than enough, or extremely.” Two refers to “the number between one and three.” Examples:She went to her room after dinner.He thought it was too cold for that time of year.Her teacher had given her two homework assignments.

Encourage students to keep a list of words that they commonly confuse. Have them define these words and use them in meaningful sentences.

Grade 7 • Page 47


Standards Carried Through the GradesThe following skills require continued attention in higher grades (after their introduction in the

grade listed below) as they are applied to increasingly sophisticated writing and speaking.

Conventions—Progressive Standards Meeting the Common Core Standards with Prentice Hall Literature: Correlations with Teacher's Notes

3.a. Choose words and phrases to convey ideas precisely .

94, 527, 1025

3.b. Choose punctuation for effect . 705

Grade 5

1.d. Recognize and correct inappropriate shifts in verb tense .

305, 882

2.a. Use punctuation to separate items in a series .

956, 985, R43

Grade 6

1.c. Recognize and correct inappropriate shifts in pronoun number and person .

181, R42

1.d. Recognize and correct vague pronouns (i .e ., ones with unclear or ambiguous antecedents) .

Teach students about pronoun reference using the instruction on page 181 and the discussion on page R42. Explain that it is an error to use a pronoun with unclear or ambiguous antecedents. Give these examples: The mayor spoke to his assistant after he returned (ambiguous), Visited by ships from around the world, nineteenth-century London was a bustling city. This was what the painter tried to capture (unclear). Instruct students to review their written work for unclear and ambiguous antecedents and correct them.

1.e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language .

710, 984, R42, R43

2.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements .

932

Using the Grammar instruction on page 932, teach students the use of dashes to set off parenthetical or interrupting elements. To introduce the concept of nonrestrictive elements, teach the role of commas in punctuating phrases and clauses using the instruction on pages 956, 985, and R41. Then, explain that a restrictive element is one that is essential to the meaning of a sentence and often uniquely identifies a person or thing named by a noun or pronoun in the sentence. A nonrestrictive phrase or clause simply gives additional information. Give these examples:

Restrictive Clause: The man who wins this race will marry the princess.

Nonrestrictive Clause: Jake, who won the race, will marry the princess.

Point out to students that commas are used to set off nonrestrictive elements but should not be used to set off restrictive elements.

3.a. Vary sentence patterns for meaning, reader/listener interest, and style .

487, 643, 702

3.b. Maintain consistency in style and tone .

388, 984

Grade 7 • Page 48

Model Responses to Teacher’s Guide Discussion Prompts

Grade 7

Reading: Literature—Standard 2, Teacher’s Guide, p. 41. When Goodman’s car starts, Don is suspicious of Goodman and questions his allegiance to

his neighbors. By contrast, Steve does not want people to gang up on Goodman in a rush to judgment. Don’s accusation of Goodman is based on the fact that Goodman’s actions and circumstances are different from those of the other townspeople. His accusation seems based on fear more than reason; he wants to find someone to blame for the recent strange events. Don’s motives suggest that a theme of the play is the danger of “mob mentality.” Steve’s reaction seems based on his conviction that it is wrong to single out a person and subject him or her to accusations just because he or she is different. Steve’s motive, standing up for what is right, suggests that another aspect of the theme is the importance of standing up for what you believe in.

2. Steve’s reaction to the crowd is to suggest sarcastically that there be a firing squad for all of those suspected and to say that he talks to “three-headed green men.” After mocking the crowd, he states that he will not allow the crowd to search his house. His reaction suggests the theme of individual conscience—of standing up for what you believe in, however dangerous doing so may be.

3. The themes of the danger of “mob mentality” and the importance of individual conscience show two sides of the same problem. At the end of the screenplay when the aliens are discussing human traits, we learn that they believe the lack of individual conscience and abundance of “mob mentality” will be the downfall of humankind. For a society to be successful, individual conscience is needed to resist the paranoia and anger of the mob.

Reading: Literature—Standard 4, Teacher’s Guide, p. 51. Substituting the word appreciate for treasure would make the tone less heartfelt. The word

appreciate does not indicate a special attachment between the author and her mother’s brooch. The word treasure suggests a strong, intimate bond between the author and the brooch.

2. The comparison suggests that the mother’s courage, like a rock, is solid, enduring, and cannot be broken easily.

3. Based on the figurative meaning of the words used, the author does not expect to recover or replace her mother’s courage. It is buried and gone forever.

4. The contrast shows how highly the author values her mother’s courage: as much as she treasures the brooch, she would treat it as an object she could do without if she could recover her mother’s courage.

5. Based on these word choices and images, the tone of the poem is admiring and longing. The speaker admires her mother’s courage, and wishes she had the same courage herself: She would trade something she greatly values for it.

6. The sound devices—alliteration (“Slither and slather”); repetition (“A puddle a jump a puddle a jump”); and onomatopoeia (“slosh,” “splosh”)—show the poet playing with words in the same way as children might play in the rain.

7. In each of the stanzas (and this is true for the first three stanzas), the first, second, and fourth lines rhyme while the third line does not. The rhymes create a regular pattern, from which the third line seems to deviate. (Actually, the third line provides the rhyme for lines one, two, and four of the next stanza.) In a similar way, the speaker is deviating from his regular pattern of riding through or around the woods by stopping this time for no apparent reason.

Reading: Literature—Standard 6, Teacher’s Guide, p. 61. Students should cite three of the examples of dialogue showing Scrooge’s point of view on

Christmas. They may point out the fact that Scrooge turns his back and walks away from the charity workers as an example of an action that reflects his point of view.

2. Scrooge’s point of view on Christmas suggests that his character is disillusioned and distrustful of life in general.

3. Cratchit sees Christmas as a joyous time, a time to be thankful and giving. He reveals this point of view when he wishes the charity workers a Merry Christmas before secretly donating money. He gives the small amount that he can because he is thankful for the things he has and believes it is his duty to help those who are less fortunate.

4. Scrooge’s point of view on Christmas is that it is built on illusions and false feelings; by contrast, Cratchit’s point of view is that the holiday is joyous and meaningful.

Reading: Literature— Standard 7, Teacher’s Guide, p. 71. Students may say that the television version of the flash is not as impressive as the text version

implies. This is probably because the television show was first aired in 1960, years before more sophisticated special effects were invented. A modern version of the episode would probably use computer-generated special effects to create the flash.

2. The shot of Goodman standing alone with a group of neighbors across the street reinforces the idea of the group transforming into a mob. It visually relates the idea that he is separate from the group. This sense of his separation is intensified as the angry group walks across the street toward Goodman. In this way the television episode underlines the theme in the text that “mob mentality” is dangerous. The stage directions in the screenplay also indicate Goodman’s isolation from the crowd, but not as dramatically as in the television version. In the screenplay, the theme is conveyed more forcefully in the dialogue in which the crowd accuses Goodman and in the stage directions describing their stares and their fright.

3. The lighting used in the dark shots is directed mainly at the actors, creating a feeling that the characters are unsure of what will happen next. The unsure feeling created by the darkness sets up the tension felt when the lights on the street turn on and off in a chaotic fashion.

4. Students may say that the dialogue in the script varies slightly from the dialogue in the filmed version. These differences might arise because the actors in the television episode improvised words or made mistakes.

5. The sound and camera angles used after Charlie accuses Tommy of being the “monster” are effective because they give the viewer a sense of the tense situation that has grown from fear of the unknown. The sounds used are jarring and the camera angles are tilted, giving the viewer a sense that the situation is chaotic and making the scene feel tense. The feeling of uncertainty and tension is consistent with the text, which describes an unruly, chaotic mob.

(Grade 7 Model Responses, cont.)

Grade 7 • Page 49


Reading: Literature—Standard 9, Teacher’s Guide, p. 71. The legend reflects the great differences between rich and poor by focusing only on aristocratic

characters. This focus seems to suggest that the lives of the poor are not material for legends. 2. The legend conveys these qualities in its mention of the “great palace” where Ixtla grew up, the

indication that the emperor has many warriors, the elaborate weapons used by the warriors, and the “mighty edifice” that Popo builds for Ixtla.

3. By using the city as a backdrop for a tragic love story, the legend adds human interest to the setting.

Reading: Informational Text—Standard 2, Teacher’s Guide, p. 91. The author supports the idea by pointing out that one sound made without a break is noise.

He also points out that quite different types of music, such as rap and the compositions of Beethoven, have rhythm.

2. The author explains that the rhythmic pulse of music has a regular pattern. Listeners understand the pattern and then expect that it will continue. When music continues to follow the same pattern, it satisfies the expectations it has created. Two key details the author cites in support include the fact that it is possible for people to tap their feet in time to music and the fact that if sounds do not follow an easily perceived pattern (creating expectations) they are likely to seem chaotic—not like music.

3. The author points out that if music is too predictable, it is boring. For this reason, good music sometimes surprises listeners by not fulfilling the expectations it creates. Key details illustrating the idea that rap music surprises as well as meets listeners’ expectations include the fact that rappers sometimes stop lyrics in the middle of a line and the fact that they may play samples against the beat, creating syncopation.

Reading: Informational Text—Standard 4, Teacher’s Guide, p. 101. Words with technical meanings on page 511 include “rode ‘point’ and ‘swing,’” “riding ‘drag,’”

and “chuck wagon.” These words show that cowboys participated in a specialized profession with its own routines and terminology. They add a note of authority to the author’s tone, showing that he has conducted research on details of the profession.

2. Figurative language in the second full paragraph on page 512 includes “a big herd . . . ‘looked like a million floating rocking chairs’” and “crossing those rivers one after another . . . was like climbing the rungs of a long ladder . . .” In both examples, the use of simile and exaggeration makes the speaker’s meaning vividly clear to the listener or reader, who can easily picture what the speaker is describing. The figurative language also adds a humorous or whimsical tone to the description, resembling the tone of an exaggeration in a tall tale.

3. Examples of figurative language in the passage at the top of page 514 include “they sung it to death” and “even the horses nickered it and the coyotes howled it.” Both examples involve personification (the song dies, as a person might; the horses and coyotes sing the song, as a person might) and hyperbole (the song was sung so often it died; everyone in the world sang it, even the animals).

4. The tone of the quotation is humorous and informal. It is also folksy, having the flavor of stories recollected and exchanged over dinner, by the fire, or in some other comfortable social setting. The figurative language adds to the humor of the tone through the funny exaggeration it presents; it adds to the folksiness because the references to animals speak of a simpler life lived close to nature.


Grade 7 • Page 50

Reading: Informational Text—Standard 7, Teacher’s Guide, p. 121. Students’ examples of interesting or moving words, phrases, or sentences might include

these: “The key is tolerance—the one value that is indispensable in creating community”; “I have yet to find a racist baby”; “I’m an incurable optimist”; “It is possible to work on human relationships in every area of our lives.” They may say that the examples they have chosen give the text a tone that is authoritative or oratorical but with elements of humor and personal passion.

2. Students should accurately describe the speaker’s delivery of the words they have identified, commenting on the effect of the delivery on their reaction to the words.

3. Students should comment on the speaker’s speaking style, including tone of voice, speaking rhythms, and use of gestures. They should explain their reactions to this style.

4. Students should summarize the similarities and differences between their reactions to the written text and their reactions to the video presentation, explaining whether the spoken delivery of the text strengthened their appreciation of the text.

Reading: Informational Text—Standard 9, Teacher’s Guide, p. 131. The author of “Zoos: Joys or Jails?” thinks zoos fall short of their goals: They do not show

people the true behavior of animals, they protect animals but take away their ability to survive in the wild, and they do not treat animals with enough respect. The author of “Why Do We Need Zoos?” believes that zoos are successful: They offer important opportunities to study animals, they give protection to endangered species, and they encourage people to appreciate and care about animals.

2. “Zoos: Joys or Jails?”: “ . . . the adaptive behavior due to small cages gives visitors a skewed perception of how the animals actually behave in the wild.” “Why Do We Need Zoos?”: “Zoos… allow us to study and find out more about animals that we would not understand otherwise.” “Zoos give people the opportunity to see animals in person, often up close, to watch them, realize how alike we are in many ways . . .” The conflict between the two points is mainly about interpretation. The author of the first article says that animals’ behavior is changed by captivity but does not deny the fact that we can learn some things about animals by observing them in zoos. The author of the second article does not deny the fact that animals’ behavior is changed by captivity. The author of the first article, however, focuses on the fact that people visiting a zoo do not see animals as they are in the wild. She interprets this fact to mean that the zoo distorts the truth. The author of the second article focuses on the fact that people visiting a zoo encounter the animals face to face. He interprets this fact to mean that the zoo helps people connect with and care about animals.

3. The author of the second article thinks zoos help protect animals from extinction, saving them from disappearing forever. The author of the first article does not deny the fact that endangered animals can survive and breed in zoos. However, she thinks that the best way to save animals from extinction is to help them in the wild so that they can survive and reproduce on their own. These different viewpoints are different interpretations of the facts. The author of the second article thinks protecting a species means keeping it in existence. The author of the first article thinks that protecting a species means allowing it to have a chance to survive in the wild.


Grade 7 • Page 51


Language—Standard 1.b, Teacher’s Guide, p. 401. The compound-complex sentence signals that one thing—the fact that it was rainy—caused

two other things to happen: John worked a puzzle, and Sara read a book.2. Practice A items 1 and 3 are simple sentences, each expressing a single idea.3. Practice item 2 is a complex sentence expressing a link between opposing ideas (“He still loves

Annabel Lee” and “she has died”). Practice item 4 is a compound sentence expressing a link between opposing ideas (“Many people think they are important” and “they are not”).

Language—Standard 1.c, Teacher’s Guide, p. 411. I ate the pancakes topped with blueberries.2. Using wood, I created the sculpture on the desk.3. When we left the party, the streets were empty.

Language—Standard 4.a, Teacher’s Guide, p. 421. A loomphaloo is probably a type of animal.2. A palumba is probably a type of dance.3. Schlumpier probably refers to a certain way of dressing.


Grade 7 • Page 52

Documents

Teacher’s Guide to Meeting the Common Core Standards* …assets.pearsonschool.com/asset_mgr/current/201112/PED_PHLIT_CCS… · This correlation provides an alignment of our grade