csdela.weebly.comcsdela.weebly.com/uploads/9/5/6/3/9563459/14-15_7th_… · Web viewSeventh Grade. ELA Core Standards Overview. Citing several sources of specific evidence from

Seventh GradeELA Core Standards Overview

Citing several sources of specific evidence from a piece when offering an oral or written analysis of a book, essay, article, or play

Analyzing works of fiction to see how events advance the plot and how setting shapes the characters

Determining an author’s point of view or purpose in a nonfiction work and analyzing how the author takes a position different from other authors

Organizing and focusing his or her own writing, including supporting statements and conclusions with evidence and showing that the evidence is accurate and reliable

Conducting research in response to a specific question by drawing on evidence from several credible literary or informational sources to support an analysis or reflection

Avoiding plagiarism and following a standard format for citations (e.g., footnotes, bibliography)

Evaluating a speaker’s key points and reasoning, asking questions, and stating his or her own well supported ideas in discussions

Presenting claims and findings to others emphasizing main points, making eye contact, speaking loudly enough, pronouncing words clearly, and using formal English when the situation calls for it

Using common, grade-appropriate Greek or Latin affixes and roots as clues to defining the meaning of a word (e.g., semi-, semiannual, semicircle).

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Seventh Grade

mailto:[email protected]

English Language Arts Year at a Glance

2014-158 weeks

Aug. 20-Oct. 156 weeks

Oct. 20-Nov. 257 weeks

Dec. 1-Jan. 307 weeks

Feb. 2-March 206 weeks

March 23-May 84 weeks

May 11-June 5

Unit Theme Characters with Character

Perseverance Challenges and Choices

Adaptation and Survival Innovation Making Sense

of Our World

Essential Question

How do the elements of a story

interact?

What is needed to persevere?

How do challenges

affect choices?

What adaptations are

needed to survive?

How does innovation influence progress?

How do we make sense of

our world?

Writing Focus Narrative Informative/

Explanatory Argument Informative/Explanatory Argument Narrative

Key Terms ELA: characterization, plot (exposition, conflict, rising action, climax, falling action, denouement), internal conflict, external conflict, setting, point of view, protagonist, antagonist, dialogue, narrative

MorphemesRe-, un-, in-, non/contra/counter, anti-/dis, de-, sub-/sur, trans-/dia-, ex-

ELA:plagiarism, cite, citation, source, reliable/credible, perseverance, text features (heading, caption, sidebar, main text, subheading), informational text

Morphemes:inter-/intra-, ad-, co-/com

ELA:introduction, thesis, claim, topic sentence, transition, counterclaim, refutation, conclusion, argument, evidence, influenceMorphemes:Astro/bio, geo/therm, aut/auto, hom/homo, hydro, phon/phone, sco/scope, micro/macro, graph/gram, photo, tele/meter, path/psych, pan, zoo/zo, chron, phobia

ELA:cause/effect, multimedia

Morphemes:-y, -er/-est, -ly, -hood, -ful, -less

ELA:connotation, denotation, figurative, literal, flashback, foreshadow, simile, metaphor, personification, hyperbole, theme, alliteration

Morphemes:-able/-ible, -some, -ish, -ness, -cide, -ment, -ic, -al, -ist/-ian/-or

ELA:redundant, simile, metaphor, personification, hyperbole, theme, alliteration, rhythm

Morphemes:-ology/-ologist, -ship

Seventh GradeEnglish Language Arts

Connections

8 weeksAug. 20-Oct. 15

6 weeksOct. 20-Nov. 25

7 weeksDec. 1-Jan. 30

7 weeksFeb. 2-March 20

6 weeksMarch 23-May 8

4 weeksMay 11-June 5

Unit Theme Characters with Character

Perseverance Challenges and Choices

Adaptation and Survival

Innovation Making Sense of Our World

Social Studies

Connections

Geography and the environment of Utah

Early settlers and explorers (Native

Americans, Explorers and Pioneers)

Statehood and Government

Rights and Responsibilities of

Citizenship

Economics: How people make a living,

Components of Utah’s economy.

Utah in the Modern Age

Utah’s Cultural Diversity

Science Connections Properties of Matter Earth’s Structure

Cells and Organ Systems

Inherited Traits and Forensic Science

Natural SelectionGenetically Modified

OrganismsClassification

PE Connections

Mental HealthPhysical FitnessSportsmanship

Stress ManagementBody ImageGoal Setting

Decision Making

Peer Pressure and Refusal Skills

Addiction

NutritionFirst Aid

AbstinenceInfection Disease

TeamworkAbstinence

Human Development

CommunicationPuberty

Math Connections

Operations with Integers and Rational

Numbers

Expressions,Equations and

Inequalities

Ratios andProportional Relationships

Similarities and Percents

Geometry and Surface Area.

Volume of Solids

Data Analysis and Probability

Seventh Grade Unit 1 Theme: Characters with Character

Students will discuss how the elements of a story interact.

Essential Question Supporting Questions Key Terms Writing Focus

How do the elements of a story interact?

What makes characters in fiction believable?

How are characters influenced by setting, conflict, climax, other characters, etc.?

ELA: characterization, plot (exposition, conflict, rising action, climax, falling action, denouement), internal conflict, external conflict, setting, point of view, protagonist, antagonist, dialogue, narrative

MorphemesRe-, un-, in-, non/contra/counter, anti-/dis, de-, sub-/sur, trans-/dia-, ex-

Narrative

Social Studies Connections Science Connections PE Connections Math ConnectionsGeography and the environment of Utah Properties of Matter Mental Health/Physical

Fitness/SportsmanshipOperations with Integers and Rational Numbers

ELA Core Standards Student Learning Targets

REA

DIN

G

RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can analyze how details and evidence within the text supports what the author states directly and what he/she implies.

RL. 7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

• I can identify the theme in a text.• I can explain how the theme of a text is developed.

I can summarize a text.

RL. 7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot.)

I can explain how elements of a story work together.

RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

I can identify the point of view of the characters or narrator(s) in a text.

RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

• I can explain the similarities and differences between historic and fictional accounts.I can explain how an author makes historical fiction believable.


WR

ITIN

GW.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

I can write a logical, detailed narrative about real or imagined events or experiences.

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.

• I can hook the reader by introducing ideas, point of view, a narrator and/or characters.

• I can organize events in a natural, logical order.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

I can write a narrative using techniques such as dialogue, timing, and description.

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

I can use transition words and phrases to show order of events or changes in setting.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

I can use precise words, relevant description, and sensory details to reveal the action and experiences of the story.

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

I can conclude my story by reflecting on experiences or events.

W 7.4 (Introduce): 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.)

• I can develop and organize clear and understandable writing, which is appropriate for a specific task, purpose, and audience.

W 7.5 (Introduce): 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.

● I can develop and strengthen my writing by planning, revising, editing, and rewriting.

● I can write to a specific audience.● I can write for a specific purpose.● I can improve my writing through feedback from other students or my

teacher.


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SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• I can communicate and respond to ideas about a variety of topics during discussions.

• I can bring materials that I have read and researched to discussions.

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.

• I can share supporting evidence from my research during discussions.

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

• I can follow group rules to meet specific goals during a discussion.


LAN

GU

AG

E

L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

I can use a variety of strategies to determine what a word or phrase means.

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.

• I can determine the meaning of a word through context clues or by the way it is used in a sentence.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a

I can use reference materials to find the pronunciation and meaning of unfamiliar words.

word or determine or clarify its precise meaning or its part of speech.L 7.2 (Introduce): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

I can use correct capitalization, punctuation, and spelling in my writing.

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

I can correctly use a comma to separate adjectives.

b. Spell correctly. I can correct misspelled words in my writing.

L 7.4 b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel)

I can determine the meaning of a word through my knowledge of Greek or Latin word parts.

Unit 1 Planning and Notes

Seventh GradeUnit 1 Common Formative Assessment

Failure or Success?

Unit 1 CFA: Narrative Writing Prompt:

Think about a time when you experienced a failure or a success. Write a multi-paragraph, personal narrative in which you develop a story about this moment. Be sure to include the following elements of story: 1st person point of view, setting, characterization, conflict, plot, and dialogue.

Personal Narrative Planning Sheet (Optional)1.Exposition:

a) What is the setting (time and place):

b) Describe yourself at the time of the story:

Appearance Character Traits What You Care About Interacts with Others

2.Rising Action:

3.Climax:

4.Falling Action:

5.Resolution

6. Describe the conflict in the story.

Seventh Grade Unit 2 Theme: PerseveranceStudents will build upon the study of character by examining those who persevered in a variety of challenging circumstances through literary and informational text.


What is needed to persevere? How do individuals, real and fictional, use words and actions to demonstrate perseverance?

How do relationships impact our lives?

ELA:plagiarism, cite, citation, source, reliable/credible, perseverance, text features (heading, caption, sidebar, main text, subheading), informational text

Morphemes:inter-/intra-, ad-, co-/com

Informative/Explanatory

Social Studies Connections Science Connections PE Connections Math ConnectionsEarly settlers and explorers (Native Americans, Explorers and Pioneers)

Earth’s Structure Stress Management/Body Image/Goal Setting/Decision Making

Expressions, Equations andInequalities


REA

DIN

G

RI 7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

I can analyze how details and evidence within the text support what the author says directly and what he/she implies.

RI 7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

• I can find more than one central idea in a text.• I can explain how central ideas develop throughout the text.• I can summarize a text.

RI 7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 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.

• I can explain how an author organizes a text to develop ideas.• I can point out major sections of the text and explain how they contribute

to the entire text.

RI 7.6: 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.

• I can identify an author’s point of view or purpose in a text.• I can explain how the author’s point of view differs from others’

perspectives.


WR

ITIN

G

W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

I can use writing to inform or explain a topic.

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.

I can organize my paper using a clear introduction. I can use appropriate strategies and formats to help explain my topic.

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

I can support my topic using facts, definitions, details, and examples. I can use headings, charts, tables, etc. to add clarification to my paper.

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

I can use appropriate transitions to show connections between ideas and concepts.

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

I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal style. I can write a formal paper.

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

I can write a conclusion that supports the information presented in my paper.

W 7.4 (Reinforce): 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.)

I can develop and organize clear and understandable writing, which is appropriate for a specific task, purpose, and audience.

W 7.5 (Reinforce): 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.

I can develop and strengthen my writing by planning, revising, editing, and rewriting.

I can write to a specific audience. I can write for a specific purpose. I can improve my writing through feedback from other students or my

teacher.W 7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

I can use technology to create and publish my writing. I can use technology to find information and link it to my writing. I can use technology to find information and cite it in my writing.

W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

I can research several different resources to answer an assigned question. I can come up with additional questions related to the original research to

further my investigation.W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

I can search specific terms to gather relevant information from many print and digital sources.

I can determine if a source is believable and uses correct information. I can quote and paraphrase information from sources without

plagiarizing others' words and ideas. I can correctly cite my sources in the text or at the end of my paper.

W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

I can use evidence from text to support my analysis, reflection, or research.


SPEA

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SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

I can communicate and respond to ideas about a variety of topics during discussions.


I can follow group rules to meet specific goals during a discussion.

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

I can consider other points of view during discussions that may broaden my own understanding.


LAN

GU

AG

EL.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

I can use a variety of strategies to determine what a word or phrase means.

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


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).

I can guess at the meaning of a word and then double check to see if I am right by using a dictionary.

L 7.2 (Reinforce): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



Seventh Grade Unit 3 Theme: Challenges and Choices

Students delve more deeply into character analysis and argument writing, focusing on making a claim and defending it.


How do challenges affect our choices? How do people respond to challenges?

What considerations go in to making a choice?

ELA:introduction, thesis, claim, topic sentence, transition, counterclaim, refutation, conclusion, argument, evidence, influenceMorphemes:Astro/bio, geo/therm, aut/auto, hom/homo, hydro, phon/phone, sco/scope, micro/macro, graph/gram, photo, tele/meter, path/psych, pan, zoo/zo, chron, phobia

Argument

Social Studies Connections Science Connections PE Connections Math ConnectionsStatehood and Government

Rights and Responsibilities of Citizenship

Cells and Organ Systems Mental Health/Physical Fitness/Sportsmanship

Ratios and Proportional Relationships


REA

DIN

G

RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

• I can explain how the structure of a drama or poem helps me understand its meaning.

RL.7.7: 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).

I can compare and contrast the written version of a story, drama, or poem to its multimedia or stage production.

I can identify the unique production techniques of stage, film, and multimedia.

I can analyze how the effects of production techniques influence the meaning of the work.

RI 7.1 (Reinforce): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


RI 7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

I can explain and discuss how individuals, events, and ideas interact with each other in a text.

RI 7.6: 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.

I can identify an author’s point of view or purpose in a text. I can explain how the author’s point of view differs from others’

perspectives.

RI 7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

I can compare how two authors write about the same topic by using different facts or by interpreting those facts differently.


WR

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G

W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

● I can write a claim and support it with reasons and evidence.

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

● I can write a claim(s) and recognize opposing views to my claim.● I can logically organize reasons and evidence that support a claim(s).

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

• I can support my claim(s) by using logical reasons and relevant evidence.• I can support my claim(s) with accurate sources of information.

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

● I can use words, phrases, and clauses to clearly show how claim(s), reasons, and evidence fit together.

d. Establish and maintain a formal style. ● I can use formal words and language to write about an issue or topic.e. Provide a concluding statement or section that follows from and supports the argument presented.

● I can end my writing with a concluding statement that backs up the claim(s) in my argument.

W 7.4 (Reinforce): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

I can develop and organize clear and understandable writing, which is appropriate for a specific task, purpose, and audience.


I can develop and strengthen my writing by planning, revising, editing, and rewriting.

I can write to a specific audience. I can write for a specific purpose. I can improve my writing through feedback from other students or my

teacher.


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SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

• I can identify the main ideas and supporting details in formats where information is presented visually, orally, or in numbers.

• I can explain how the ideas presented in different formats or media clarify a topic or issue.

SL. 7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

• I can outline a speaker’s argument and his/her claims.• I can evaluate the soundness of the speaker’s logic and the relevance and

adequacy of the evidence.


LAN

GU

AG

E L. 7.2 (Reinforce): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• I can use correct capitalization, punctuation, and spelling in my writing.


• I can determine the meaning of a word through my knowledge of Greek or Latin word parts.


Seventh Unit 4 Theme: Adaptation and Survival

Students will examine how individuals adapt in order to survive a variety of challenging circumstances.


How do we adapt to our environment?

What is the role of nature? Nurture?

How does cooperation with others help increase the odds of surviving?

How do choices and perseverance help an individual survive?

ELA:cause/effect, multimedia

Morphemes:-y, -er/-est, -ly, -hood, -ful, -less

Informative/Explanatory

Social Studies Connections Science Connections PE Connections Math Connections

Economics: How people make a living.

Components of Utah’s economy.

Inherited Traits and Forensic Science NutritionFirst AidAbstinenceInfectious Disease

Similarities and Percents


REA

DIN

G

RI 7.1 (Reinforce): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


RI 7.5 (Reinforce): 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.

I can explain how an author organizes a text to develop ideas.I can point out major sections of the text and explain how they contribute to

the entire text.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

I can compare and contrast a text to its audio, video or multi-media version.

I can analyze how each medium interprets the subject.


WR

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W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

I can use writing to inform or explain a topic.

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.

I can organize my paper using a clear introduction.I can use appropriate strategies and formats to help explain my topic.

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

• I can support my topic using facts, definitions, details, and examples.• I can use headings, charts, tables, etc. to add clarification to my paper.

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

• I can use appropriate transitions to show connections between ideas and concepts.

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

• I can use precise language and vocabulary specific to my topic.

e. Establish and maintain a formal style. • I can write a formal paper.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

• I can write a conclusion that supports the information presented in my paper.




• I can develop and strengthen my writing by planning, revising, editing, and rewriting.I can write to a specific audience.

• I can write for a specific purpose.• I can improve my writing through feedback from other students or my

teacher.


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SL.7.4: 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.

I can give a presentation that makes claims using supportive facts, details, and examples.

I can give a presentation where I use eye contact and a clear, loud voice.

SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

I can give a presentation using multimedia and visual displays to explain my claims and clearly make my points.

SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

I can give a presentation demonstrating command of formal English.


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L. 7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can use language correctly when writing or speaking.

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

I can define what phrases and clauses are and explain how they work in sentences.

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

I can identify the differences among simple, compound, complex, and compound-complex sentences.

I can explain how different sentence types clarify ideas.c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

I can use phrases and clauses correctly in sentences. I can identify misplaced and dangling modifiers and correct them.







Preparing for The Big One

Prompt: Scientists predict that the state of Utah will likely experience a major earthquake in the next 50 years. Using the sources provided, write a multi-paragraph essay that describes this problem and offers ideas on how citizens of Utah can prepare for this disaster.

Manage your time carefully so that you can:*Plan your essay*Write your essay*Revise and edit your essay

Be sure to:*Describe the problem*Describe solutions for this problem*Use evidence from multiple sources*Do not over rely on one source

Your written response should be in the form of a multi-paragraph essay. Spend about 60 minutes on this essay, including the time you spend reading, planning, writing, revising, and editing.

Text #1

7.0 earthquake: If the big one hits Utah's Wasatch frontUtah could see thousands dead, survivors without power, water, phones

By Lee Davidson , Deseret NewsPublished: Sunday, Jan. 17 2010 12:00 a.m. MST

SALT LAKE CITY — Scientists say Utah's Wasatch Front faces a 1-in-7 chance of being hit by a magnitude-7.0 earthquake sometime in the next 50 years.

If it hits at the worst-possible time — in the middle of a winter night — government computer models estimate that it could kill about 3,000 people, injure another 42,000, damage more than a third of all buildings and cause at least $35 billion in economic loss.

More than 60,000 people would need public shelter during freezing temperatures. Most power, water and communications would be out initially, and may

not be restored in some areas for months. Fires could be widespread.

Police and firefighters would be so overwhelmed that they could not reach many people for days, so neighbors would need to rely on each other for help. That said, damage and suffering could be reduced if residents plan and take precautions now.

QUAKE ODDS

"It's been about 1,300 years — plus or minus 650 — since the Salt Lake City segment (of the Wasatch fault) had an earthquake of that magnitude," said University of Utah seismologist Jim Pechman.

He adds an ominous statistic: "They happen there, on average, about every 1,300 years," or about the same length of time since the last one occurred.

So does that mean Utah is due for a "big one"?

"They don't go off like clockwork," Pechman said, and it depends how much pressure has built up on the fault. "There's a lot of variability in that.

He said the probability of a large quake on the Salt Lake City segment of the Wasatch fault (one of 10 independent segments of that fault system) is somewhere between 1-in-10 to 1-in-7 in the next 50 years. "If you look at the Wasatch Front as a whole, it would be higher," he said, about 1-in-7 odds overall.

Pechman notes that the Salt Lake City segment of the fault has been expanding an estimated 1.2 millimeters a year recently. Scientists say as pressure builds along a fault, it is like slowly stretching a rubber band until it suddenly breaks.

QUAKE DESCRIPTION

Scientists say a worst-case scenario quake in Utah would be centered in mid-Salt Lake Valley, and would be felt in seconds from Brigham City in the north to Santaquin in the south, and from Tooele in the west to Coalville in the east. It would affect 80 percent of Utah's population.

Shaking in Salt Lake County would be so severe that no one would be able to stand without falling. Unsecured hot-water heaters would shake loose in many homes, and broken gas lines would start fires. Bookcases, furniture and debris would fall and injure many. Some people trying to run out of buildings would be killed by falling debris. Collapsing buildings would kill many.

A 7.0 quake would quickly create a ledge or "scarp" that could stretch for nearly 30 miles along the main fault — roughly following Wasatch Drive in the south valley, and following Highland Drive and 1300 East in the central and northern parts of the valley.

Pechman said that scarp, or ledge, would be about 3 feet high — but would be up to 9 feet tall in places. As the scarp forms, it could snap utility lines and block transportation across it, and topple houses around it.

Bob Carey, earthquake preparedness director for the Utah Division of Homeland Security, says two small valley faults would likely also shake "in sympathy" with the larger Wasatch fault, and also form smaller scarps.

The Taylorsville fault roughly follows I-215 northward from 4700 South to Rose Park. The Granger fault runs diagonally from a point near 2700 West and 5400 South to near North Temple and 5600 West.

Besides the three scarps blocking east-west traffic and relief efforts, Carey said lands along the Jordan River are expected to "liquefy" or act like quicksand in the quake, meaning bridges may collapse. "As a planning strategy, we're not counting on any of the bridges across the Jordan to be accessible," Carey said.

So he says Salt Lake County would be divided into six slices not easily accessible to each other. They would be the area east of the Wasatch fault scarp, between it and the Jordan, from the Jordan to the Taylorsville fault, from it to the Granger fault, and from it to the Oquirrh Mountains.

DAMAGE

Carey said models predict that 38 percent of all buildings in the area would suffer at least moderate damage. He said they predict that economic losses from damage to buildings and their contents would be more than $34 billion.

Models also predict that more than 62,000 people would need public shelter — which could be dire if an earthquake hits during freezing temperatures in winter. Nearly 100,000 households would be displaced here in a 7.0 quake, but not all would need public shelter as they huddle with friends or family.

Carey expects all cell phones and landline phones to go down initially. "Whether it's due to damage or overuse, they always go down," he said.

"The power is still going to go down. That's going to be for eight to 12 hours. And then when it does come back, it's going to be spotty," Carey said, adding that 80 percent of areas should have it restored within 30 days — a time frame that should be similar for restoring telephone systems.

"Water systems will take longer," he said. "We could see some areas without water for three months." Sewer systems take even longer. He said he expects natural gas "to perform a little better" because of upgrades to pipes and systems recently.

PLANNING

Carey said police and firefighters would likely be overwhelmed in a 7.0 quake, and neighbors will likely need to depend on each other for help for the first hours and days. That is why the state has encouraged neighborhoods to form Community Emergency Response Teams. Many local cities offer CERT training.

Carey said personal and family preparedness is also wise. For example, officials have said that in a 7.0 quake, residents may need to depend on their

"72-hour" kits of supplies for five days or more for food, water and other basics. A book by the state on earthquake dangers and how to prepare is available online at quake.utah.edu.

TEXT #2 EARTHQUAKES

One of the most frightening and destructive phenomena of nature is a severe earthquake and its terrible aftereffects. An earthquake is the sudden, rapid shaking of the earth, caused by the breaking and shifting of subterranean rock as it releases strain that has accumulated over a long time.

For hundreds of millions of years, the forces of plate tectonics have shaped the earth, as the huge plates that form the earth’s surface slowly move over, under and past each other. Sometimes, the movement is gradual. At other times, the plates are locked together, unable to release accumulated energy. When the accumulated energy grows strong enough, the plates break free. If the earthquake occurs in a populated area, it may cause many deaths and injuries and extensive property damage.

All 50 states and 5 U.S. territories are at some risk for earthquakes. Earthquakes can happen at any time of the year. it is impossible to predict when or where an earthquake will occur, so it is important that you and your family are prepared ahead of time.

Before an Earthquake

The following are things you can do to protect yourself, your family and your property in the event of an earthquake.

To begin preparing, you should build an emergency kit and make a family communications plan.

Fasten shelves securely to walls.

Place large or heavy objects on lower shelves.

Store breakable items such as bottled foods, glass, and china in low, closed cabinets with latches.

Fasten heavy items such as pictures and mirrors securely to walls and away from beds, couches and anywhere people sit.

http://www.ready.gov/family-communications

http://www.ready.gov/build-a-kit

Brace overhead light fixtures and top heavy objects.

Repair defective electrical wiring and leaky gas connections. These are potential fire risks. Get appropriate professional help. Do not work with gas or electrical lines yourself.

Install flexible pipe fittings to avoid gas or water leaks. Flexible fittings are more resistant to breakage.

Secure your water heater, refrigerator, furnace and gas appliances by strapping them to the wall studs and bolting to the floor. If recommended by your gas company, have an automatic gas shut-off valve installed that is triggered by strong vibrations.

Repair any deep cracks in ceilings or foundations. Get expert advice if there are signs of structural defects.

Be sure the residence is firmly anchored to its foundation.

Store weed killers, pesticides, and flammable products securely in closed cabinets with latches and on bottom shelves.

Locate safe spots in each room under a sturdy table or against an inside wall. Reinforce this information by moving to these places during each drill.

Hold earthquake drills with your family members: Drop, cover and hold on.

During an Earthquake

Drop, cover and hold on. Minimize your movements to a few steps to a nearby safe place and if you are indoors, stay there until the shaking has stopped and you are sure exiting is safe.

If Indoors

DROP to the ground; take COVER by getting under a sturdy table or other piece of furniture; and HOLD ON until the shaking stops. If there isn’t a table or desk near you, cover your face and head with your arms and crouch in an inside corner of the building.

Stay away from glass, windows, outside doors and walls, and anything that could fall, such as lighting fixtures or furniture.

Stay in bed if you are there when the earthquake strikes. Hold on and protect your head with a pillow, unless you are under a heavy light fixture that could fall. In that case, move to the nearest safe place.

Do not use a doorway except if you know it is a strongly supported, load-bearing doorway and it is close to you. Many inside doorways are lightly constructed and do not offer protection.

Stay inside until the shaking stops and it is safe to go outside. Do not exit a building during the shaking. Research has shown that most injuries occur when people inside buildings attempt to move to a different location inside the building or try to leave.

DO NOT use the elevators.

Be aware that the electricity may go out or the sprinkler systems or fire alarms may turn on.

If Outdoors

Stay there.

Move away from buildings, streetlights, and utility wires.

Once in the open, stay there until the shaking stops. The greatest danger exists directly outside buildings, at exits and alongside exterior walls. Many of the 120 fatalities from the 1933 Long Beach

earthquake occurred when people ran outside of buildings only to be killed by falling debris from collapsing walls. Ground movement during an earthquake is seldom the direct cause of death or injury. Most earthquake-related casualties result from collapsing walls, flying glass, and falling objects.

If in a Moving Vehicle

Stop as quickly as safety permits and stay in the vehicle. Avoid stopping near or under buildings, trees, overpasses, and utility wires.

Proceed cautiously once the earthquake has stopped. Avoid roads, bridges, or ramps that might have been damaged by the earthquake.

If Trapped Under Debris

Do not light a match.

Do not move about or kick up dust.

Cover your mouth with a handkerchief or clothing.

Tap on a pipe or wall so rescuers can locate you. Use a whistle if one is available. Shout only as a last resort. Shouting can cause you to inhale dangerous amounts of dust.

After an Earthquake

When the shaking stops, look around to make sure it is safe to move. Then exit the building.

Expect aftershocks. These secondary shockwaves are usually less violent than the main quake but can be strong enough to do additional damage to weakened structures and can occur in the first hours, days, weeks, or even months after the quake.

Help injured or trapped persons. Remember to help your neighbors who may require special assistance such as infants, the elderly and people with access and functional needs. Give first aid where appropriate. Do not move seriously injured persons unless they are in immediate danger of further injury. Call for help.

Look for and extinguish small fires. Fire is the most common hazard after an earthquake.

Listen to a battery-operated radio or television for the latest emergency information.

Be aware of possible tsunamis if you live in coastal areas. These are also known as seismic sea waves (mistakenly called "tidal waves"). When local authorities issue a tsunami warning, assume that a series of dangerous waves is on the way. Stay away from the beach.

Use the telephone only for emergency calls.

Go to a designated public shelter if your home had been damaged and is no longer safe. Text SHELTER + your ZIP code to 43362 (4FEMA) to find the nearest shelter in your area (example: shelter 12345).

Stay away from damaged areas. Stay away unless your assistance has been specifically requested by police, fire, or relief organizations. Return home only when authorities say it is safe.

Be careful when driving after an earthquake and anticipate traffic light outages.

After it is determined that its’ safe to return, your safety should be your primary priority as you begin clean up and recovery.

Open cabinets cautiously. Beware of objects that can fall off shelves.

Put on long pants, a long-sleeved shirt, sturdy shoes and work gloves to protect against injury from broken objects.

Clean up spilled medicines, bleaches, gasoline or other flammable liquids immediately. Leave the area if you smell gas or fumes from other chemicals.

Inspect the entire length of chimneys for damage. Unnoticed damage could lead to a fire.

Inspect utilities.

o Check for gas leaks. If you smell gas or hear blowing or hissing noise, open a window and quickly leave the building. Turn off the gas at the outside main valve if you can and call the gas company from a neighbor's home. If you turn off the gas for any reason, it must be turned back on by a professional.

o Look for electrical system damage. If you see sparks or broken or frayed wires, or if you smell hot insulation, turn off the electricity at the main fuse box or circuit breaker. If you have to step in water to get to the fuse box or circuit breaker, call an electrician first for advice.

o Check for sewage and water lines damage. If you suspect sewage lines are damaged, avoid using the toilets and call a plumber. If water pipes are damaged, contact the water company and avoid using water from the tap. You can obtain safe water by melting ice cubes.

Seventh Grade Unit 5 Theme: Innovation

Students will support their claims with well-chosen evidence in both reading and writing; students will explore the impact of innovation on society.


How does innovation influence progress?

What innovations of the past have affected the way we live today?

How will new ideas impact the future of our society?

ELA:connotation, denotation, figurative, literal, flashback, foreshadow, simile, metaphor, personification, hyperbole, theme, alliteration, rhythm, alliteration

Morphemes:-able/-ible, -some, -ish, -ness, -cide, -ment, -ic, -al, -ist/-ian/-or

Argument

Social Studies Connections Science Connections PE Connections Math ConnectionsUtah in the Modern Age Natural Selection

Genetically Modified OrganismsTeamworkAbstinenceHuman Development

Geometry and Surface Area.Volume of Solids


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RL.7.1: (Reinforce): Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• I can analyze how details and evidence within the text supports what the author states directly and what he/she implies.

RL.7.4: 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.

• I can determine how rhymes and sound repetitions influence a text.• I can identify several types of figurative language in a text.• I can identify different meanings associated with words in a text.

RI. 7.4 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.

I can identify examples of figurative language in a text.I can identify different meanings associated with words in a text.I can define technical vocabulary in a text.I can analyze the author’s word choice and tone.

RI 7.8: 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.

I can outline specific claims and link them to an argument. I can evaluate whether or not the reasons support the claims in the

argument. I can determine whether or not there is enough relevant evidence to

support the argument.


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W.7.1: Write arguments to support claims with clear reasons and relevant evidence.

• I can write a claim and support it with reasons and evidence.

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

• I can write a claim(s) and recognize opposing views to my claim.• I can logically organize reasons and evidence that support a claim(s).

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

• I can support my claim(s) by using logical reasons and relevant evidence.• I can support my claim(s) with accurate sources of information.

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

• I can use words, phrases, and clauses to clearly show how claim(s), reasons, and evidence fit together.

d. Establish and maintain a formal style. • I can use formal words and language to write about an issue or topic.e. Provide a concluding statement or section that follows from and supports the argument presented.

• I can end my writing with a concluding statement that backs up the claim(s) in my argument.

W 7.4: (Reinforce): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.



• I can develop and strengthen my writing by planning, revising, editing, and rewriting.

• I can write to a specific audience.• I can write for a specific purpose.• I can improve my writing through feedback from other students or my

teacher.W 7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

• I can use technology to create and publish my writing.• I can use technology to find information and link it to my writing.• I can use technology to find information and cite it in my writing.


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SL.7.2 (Reinforce): 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.

I can identify the main ideas and supporting details in formats where information is presented visually, orally, or in numbers.

I can explain how the ideas presented in different formats or media clarify a topic or issue.

SL. 7.3 (Reinforce): Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

I can outline a speaker’s argument and his/her claims. I can evaluate the soundness of the speaker’s logic and the relevance

and adequacy of the evidence.


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L 7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

I can identify examples of figurative language. I can recognize word relationships by comparing them to similar or

opposite meaning words. I can recognize the slight differences in words meanings based on how

they are used.a. Interpret figures of speech (e.g., literacy, biblical, and mythological allusions) in context.

I can identify the subtle use of literary, biblical, and mythological references.

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

I can clarify a word by examining similar or opposite words and ideas.

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

I can explain the difference between the literal meaning of a word and the positive or negative meaning associated with it.



L. 7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I can explain what general academic words are and use them in my writing.

I can define words and phrases that are specific to language arts and apply them in speaking and writing.

I can use various resources to build my vocabulary and help me understand what I read or hear.



A Manned Mission to Mars

Prompt: In the next few years, the United States plans to launch a manned spaceship to Mars to establish a human colony there. While some observers argue that such a mission is necessary for human knowledge to advance, others fear that the cost of such a mission is too high or that it may not even be possible with our present technology. Do you think this is a wise course of action or not?

Write a multi-paragraph argumentative essay in which you take a position on whether or not we should proceed with this course of action. Use the information presented in the passages to support your points. Make sure to include information from all the passages in your essay.

Manage your time carefully so that you can:*Plan your essay*Write your essay*Revise and edit your essay

Be sure to:*Include a claim*Address counterclaims*Use evidence from multiple sources*Do not over rely on one source

Text #1

Title: “Mars: Extreme Planet” Lexile: 1250

Travelers of the Future, Beware! Mars is no place for the faint-hearted. Arid, rocky, cold and apparently lifeless, the Red Planet offers few hospitalities. Fans of extreme sports can rejoice, however, for the Red Planet will challenge even the hardiest souls among us. Home to the largest volcano in the solar system, the deepest canyon and crazy weather and temperature patterns, Mars looms as the ultimate lonely planet destination.

If you dream of going, here's what to expect:

"Mars" here on Earth: If you want to know what it might be like to spend time in the Martian environment, visit the Haughton-Mars Project, which tested prototype Mars astronaut suits on July 26, 2000 and August 3, 2000. The Haughton impact crater is in the Canadian high arctic, and has a rocky polar desert setting somewhat like Mars--though, of course, nothing on Earth comes close to the extreme conditions on the red planet.

Other places on Earth that can help us understand Mars include:

Death Valley, California, where Ubehebe crater and "Mars Hill" have geologic features similar to those on Mars

Mono Lake, California, which is a 700,000-year-old evaporative lake that compares to Gusev Crater, a basin on Mars where water once was likely

Permafrost in Siberia, Alaska and Antarctica, where subsurface water-ice and small life forms exist

Volcanoes in Hawaii, which are like those on Mars, though much smaller.

Quick Facts: Earth/Mars Comparison

Mars Earth

Average Distance from Sun

142 million miles 93 million miles

Average Speed in Orbiting Sun

14.5 miles per second 18.5 miles per second

Diameter 4,220 miles 7,926 miles

Tilt of Axis 25 degrees 23.5 degrees

Length of Year 687 Earth Days 365.25 Days

Length of Day 24 hours 37 minutes 23 hours 56 minutes

Gravity .375 that of Earth 2.66 times that of Mars

Temperature Average -81 degrees F Average 57 degrees F

Atmospheremostly carbon dioxide some

water vapornitrogen, oxygen, argon,

others

# of Moons 2 1

Text #2Title: “Pros and Cons of a Manned Mission to Mars” Lexile: 1470

Much like the bold journey of Marco Polo and company to the unknown worlds of East Asia, NASA is set to embark upon a 21 month manned mission to the surface of Mars by 2030. With this in mind, there are two rationales that people seem to align with when discussing a manned mission to another planet like Mars.

One side believes that by sending humans to Mars we are completing yet another great technological endeavor while gaining valuable understanding of life. The other rationale is that sending humans to Mars is a fancy feat that will merely appease our natural human curiosity. Simply put, on one hand we have the opportunity to explore a vast planet of unknown potential, and on the other hand we have a block of fancy cheese made to appease or curious senses.

As a former NASA intern, I wont tell anyone which side to choose, but I will bring different perspectives into one location. The only thing left for you and me is to choose a side to align with.

AGAINST MAN ON MARS

It’s dangerous

There are numerous unforeseeable events that can occur en route or on Mars. The major concern would be Space Radiation. Space radiation, usually ionizing radiation, has been shown to cause cancer, cataract formation, or death. NASA is developing materials to diminish incoming radiation and utilize a combination of radioprotectors to limit the effects of ionizing radiation. But sometimes the level of radiation will be to high to safely protect astronauts.

There are also the effects that microgravity have on the human body. Anyone traveling to Mars would need to follow a rigid exercise routine, and proper nutrient intake would be vital to minimize muscle and bone wasting that would occur in microgravity.

It costs too much

The cost of a manned mission to Mars would be 20+ billion dollars. That money could be put to better use fighting the rising national debt, infrastructure, education, and many more immediately useful projects.

Robots can do the job

If we send humanoid robots to Mars we can eliminate many of the dangers of space travel. There would be no need to launch food,water, oxygen, or medical supplies in advance. The

highly dexterous Robonaut 2 is already being tested for possible missions in low earth orbit and beyond.

Lack of Technology

Although NASA is developing a new spacecraft for deep space exploration, the technology to lift the required supplies into space hasn’t been fully developed yet. Upon developing that technology there will be an extended period of time when the astronauts on Mars will not be able to communicate with the Earth because they will be on the far side if the sun. Travel to Mars would be feasible after communications, and heavy lift technologies develop further.

We have bigger problems on Earth

We have many pressing issues like poverty across the globe, uprisings and wars that are tearing African nations apart, and climate change that is becoming more apparent every years. There are hurricanes, droughts, wildfires, and severe flooding effecting much of the world. Does the glory of traveling to Mars really deserve to continue in spite of the other issues here on Earth?

FOR MAN ON MARS

Discover new forms of life

There have been many instances where we believed there were signs of life on Mars.

The face seen in photographs of the surface of Mars

Discovery of Ice water on Mars

Possible Discovery of Flowing Water by NASA’s Mars Reconnaissance Orbiter

The best way to confirm the presence of water, which is a key precursor for life, is to send humans to Mars.

Valuable Natural Resources

Mars has several elements that are the raw materials that could be harvested and utilized to support and expand human exploration of Mars and beyond. We could essentially gather materials, construct space vehicles, and launch to other planetary bodies from the surface of Mars without wasting time and resources here on Earth. For example, Methane, which is found in high abundance on Mars, could be used to construct plastic based structures

Pushing the limits of our technological capabilities

Many of the advancements we have today were the byproducts of not-so-favorable undertakings. Although the missions carried out by NASA since Alan Shepard first went into orbit may not seem important right now, you can thank NASA for:

Automated Blood Pressure Readings Scratch Resistant Lenses Pacemakers Shoe Insoles Cordless Tools

Safety Planet in case we destroy this one

Some day the global population may not be able to survive off the resources here on Earth. We also have a large global stockpile of nuclear weapons that could destroy the planet multiple times.

Then there is threat of asteroids hitting the planet and causing a worldwide catastrophe. This may seem like complete science fiction, but according to a press release by the Near Earth Tracking Project “An asteroid large enough to wipe out France hurtled past the Earth at a distance of a half-million miles just days after scientists spotted it. The asteroid, dubbed 2001 YB5, came within 520,000 miles of Earth on Monday, approximately twice the distance of the moon. “. That asteroid could have caused a global catastrophe and there was very little we could have done to change that.

A user posted an interesting scenario in a comment on one of NASA’s blogs proposing that the lost civilization of Atlantis could have possibly been on Mars, therefore we have already destroyed one perfectly suitable planet in the past. While this is unlikely, it is an interesting allusion of how advanced human civilizations have disappeared in the past.

Stepping stone for exploring the universe

For NASA to be relevant to the needs of society they must constantly be making advancements that “amaze” the average citizen. Nobody wants to see that the pinnacle of NASA’s capability stops at orbiting the Earth. After all who else is going to inspire the future generations of engineers to dream the unimaginable. The longer NASA waits to embark on this bold journey, the more likely someone else will beat them there…

Conclusion: In the 13th century Marco Polo embarked on a bold journey with his father and uncle to the unknown worlds of central and East Asia. While Marco Polo and company did discover advanced societies which possessed knowledge greater than their own, all they brought back from their adventure were descriptions of how other societies used paper money, and the taste of noodles. Is a trip to Mars a Marco Polo type endeavor where we bring a few goodies back to earth, or a Christopher Columbus expedition where a new frontier to exploring the unknown may be opened again?

Seventh Grade Unit 6 Theme: Making Sense of Our World

Students will examine how an author uses literature to reflect the world.


How do we make sense of our world? Is literature always a reflection of life?

How does an author’s experiences impact literature?

How does story-telling help us make sense of our world?

ELA:redundant, precise, reflection

Morphemes:-ology/-ologist, -ship

Narrative

Social Studies Connections Science Connections PE Connections Math ConnectionsUtah’s Cultural Diversity Classification Communication

PubertyData Analysis and Probability


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RL. 7.2 (Reinforce): 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.

I can identify the theme in a text. I can explain how the theme of a text is developed. I can summarize a text.

RL. 7.3 (Reinforce): Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot.)

I can explain how elements of a story work together.

RL.7.6 (Reinforce): Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

I can identify the point of view of the characters or narrator(s) in a text.


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W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

• I can write a logical, detailed narrative about real or imagined events or experiences.

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.

• I can hook the reader by introducing ideas, point of view, a narrator and/or characters.

• I can organize events in a natural, logical order.b. Use narrative techniques such as dialogue, pacing, and description to develop experiences, events, and/or characters.

• I can write a narrative using techniques such as dialogue, timing, and description.

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

• I can use transition words and phrases to show order of events or changes in setting.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

• I can use precise words, relevant description, and sensory details to reveal the action and experiences of the story.

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

• I can conclude my story by reflecting on experiences or events.




• I can develop and strengthen my writing by planning, revising, editing, & rewriting.

• I can write to a specific audience.• I can write for a specific purpose.• I can improve my writing through feedback from other students or my

teacher.


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SL.7.5 (Reinforce): Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

I can give a presentation using multimedia and visual displays to explain my claims and clearly make my points.

SL.7.1 (Reinforce): 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.

I can communicate and respond to ideas about a variety of topics during discussions.

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.

I can share supporting evidence from my research during discussions.


I can follow group rules to meet specific goals during a discussion.

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.

I can ask questions and make comments about the topic that encourage others to respond during discussions.

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

I can consider other points of view during discussions that may broaden my own understanding.


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L.7.2: (Reinforce): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening

I can demonstrate how language should sound when it is spoken, written, and read.

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

I can revise my writing to avoid wordiness and repetition.



L. 7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

I can explain what general academic words are and use them in my writing. I can define words and phrases that are specific to language arts and apply

them in speaking and writing. I can use various resources to build my vocabulary and help me understand

what I read or hear.


Documents

csdela.weebly.comcsdela.weebly.com/uploads/9/5/6/3/9563459/14-15_7th_… · Web viewSeventh Grade. ELA Core Standards Overview. Citing several sources of specific evidence from