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2016-2017 Scope and Sequence English Language Arts – Grade 7

 

1

st Cycle

 

43 Days

Curriculum Scope and Sequence 2016­17

 

Aug. 22 – Oct. 21, 2016

Unit

Unit # of Lessons Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

# of Lessons

 

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 1: Foundations

 

25 45-

Vocabulary

 

of Reading and

min.

 

Writing

Master

R ELA.7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words.

Reading Focus:

Narrative T ext

Course

Reading

 

Lessons

 

Writing Focus:

Personal Narrative Unit 1 establishes the practices and

ELA.7.1A Adjust fluency (rate, accuracy, expression, appropriate phrasing) when reading aloud grade-level text based on the reading purpose and the nature of the text.

ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

routines of a reading and writing workshop

ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

while exploring who students are as readers and writers.

ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; visualizing).

Students examine narrative texts, including fiction and

R S ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.

literary nonfiction, while building their knowledge of the

R S ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across texts.R

reading process and reading comprehension strategies. In the writing workshop,

ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media), and provide textual evidence. R ELA.7.6A Summarize plot and explain the influence of the setting on plot development.

   

ELA.7.7A Describe the structural and substantive differences between an autobiography or a diary and a fictional adaptation of it.

Writing

ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

students draft a personal narrative focusing on the development of ideas

R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

and the writing process.

R ELA.16A Write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or consequences.

ELA.7.17B Write a letter that reflects an opinion, registers a complaint, or requests information in a business or friendly context.

Listening and Speaking

ELA.7.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

1

st Cycle

 

43 Days

Curriculum Scope and Sequence 2016­17

 

Aug. 22 – Oct. 21, 2016

Unit

Unit # of Lessons Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

# of Lessons

 

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 2: Innovation

 

20 45-

Vocabulary

 

min.

 

Reading Focus:

Master

R ELA.7.2A Determine the meaning of grade-level academic English words derived from Latin,

Informational T exts-

Course

Greek, or other linguistic roots and affixes.

Expository and Procedural T exts

Lessons

Reading

 

1 45-min.

ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired

Writing Focus:

Fall

Revising and Editing

Writing

outcome to enhance comprehension.

a Personal Narrative

Sample

ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

Essay Prewriting and

Lesson

Drafting an Expository Essay Unit

ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; visualizing).

2 explores the theme of Innovation through reading expository

R S ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.

and procedural texts. While continuing to build comprehension

R S ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across texts.R

in the reading workshop, students examine how authors

ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media), and provide textual evidence.S

choose to communicate ideas through the use of

ELA.7.9A Explain the difference between the theme of a literary work and the author’s purpose in an expository text (e.g., inform, influence, entertain, and express)

details, facts, graphical components, and

R ELA.7.10A Evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning.S

   

ELA.7.10C Use different organizational patterns (e.g., proposition-and-support, problem-and- solution, cause-effect, compare-contrast, inductive, deductive, chronological order) as guides for summarizing and forming an overview of different kinds of expository text.

R ELA.7.10D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

ELA.7.12A Follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures.S

ELA.7.12B Interpret and explain the function of the graphical components of a text.S

organizational patterns. In the

ELA.7.13A Explain and interpret both explicit and implicit messages in various forms of media.

writing workshop, students continue

Writing

ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed.

2016-2017 Scope and Sequence English Language Arts – Grade 7

1

st Cycle

 

43 Days

Curriculum Scope and Sequence 2016­17

Aug. 22 – Oct. 21, 2016

Unit

# of Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

to apply the writing process to their personal narratives,

 

R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.

and apply their understanding of expository text to

ELA.7.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

begin crafting an expository essay.

R ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that presents effective introductions and concluding paragraphs.

R ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly stated purpose or controlling idea.

R ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies.

R ELA.7.17A.v Create multi-paragraph essays to convey information about a topic that uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs. S

ELA.7.19A.viii Identify, use, and understand the function of transitions for sentence to sentence, paragraph to paragraph coherence in the context of reading, writing, and speaking.S

ELA.7.19B Write complex sentences and differentiate between main versus subordinate clauses.

   

R ELA.7.20A Use conventions of capitalization.

R ELA.7.20B.i Recognize and use punctuation marks including commas in compound sentences after introductory words, phrases, and clauses.S

ELA.7.20B.ii Recognize and use punctuation marks including semicolons, colons, hyphens, and quotations.

R ELA.7.21A Spell correctly, including using various resources to determine and check correct spellings.

Listening and Speaking

ELA.7.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

nd Cycle

 

37 Days

 

2

 

Curriculum Scope and Sequence 2016­17

 

Oct. 24 – Dec. 16, 2016

 

Unit

Unit # of Lessons Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

# of Lessons

 

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 3: Conflict

 

22 45-

Vocabulary

 

Reading Focus:

min.

R ELA.7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the

Fiction

Master

meaning of unfamiliar or ambiguous words.

Writing Focus:

Course

ELA.7.2D Identify the meaning of foreign words commonly used in written English with emphasis on

Revising and Editing

Lessons

Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide, nemesis).

an Expository Essay Prewriting and Drafting a Myth Unit 3

an Expository Essay Prewriting and Drafting a Myth Unit 3 R ELA .7.2E Use a dictionary,

R ELA.7.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech words.

explores the theme of

Reading

 

conflict through the reading of fiction. While continuing to

ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

strengthen comprehension skills

ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

in the reading workshop, students analyze how authors

ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; visualizing).

convey theme through narrative elements and stylistic

R S ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.

choices. In the writing workshop, students

R S ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across texts.R

continue to apply the writing process to their expository

ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music,

   

print media), and provide textual evidence.S

ELA.7.3A Infer and describe multiple themes in a work of fiction, and support using textual evidence. S

ELA.7.3B Describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero’s tasks, circle stories).

R ELA.7.6A Summarize plot and explain the influence of the setting on plot development.

R ELA.7.6B Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts.S

ELA.7.6C Describe and analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited.

essays, and apply their understanding of

Writing

fiction by crafting a short story.

ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed.

2016-2017 Scope and Sequence English Language Arts – Grade 7

37 Days 2 nd Cycle Curriculum Scope and Sequence 2016­17 Oct. 24 – Dec. 16, 2016
37 Days
2
nd Cycle
Curriculum Scope and Sequence 2016­17
Oct. 24 – Dec. 16, 2016
Unit
# of Lessons
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:
R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.
ELA.7.14E Revise final draft in response to feedback from peers and teacher and publish written work
for appropriate audiences.
ELA.7.15Ai Write an imaginative (fictional) story that sustains reader interest
ELA.7.15A.ii Write an imaginative (fictional) story that includes well-paced action and an engaging
story line (plot).
ELA.7.15.A.iii Write an imaginative (fictional) story that creates a specific, believable setting created
through the use of sensory details.
ELA.7.15A.iv Write an imaginative (fictional) story that develops interesting characters and dialogue
that develops the story.
ELA.7.15A.v Write an imaginative (fictional) story that uses a range of literary strategies and devise to
enhance the style and tone.S
ELA.7.19A.i Identify, use, and understand the function of verbs (perfect and progressive tenses) and
participles in the context of reading, writing, and speaking.S
ELA.7.19A.iii Identify, use, and understand the function of adverbial and adjectival phrases and
   

clauses in the context of reading, writing, and speaking.S

ELA.7.19A.v Identify, use, and understand the function of prepositions and prepositional phrases and their influence on subject-verb agreement in the context of reading, writing, and speaking.S

ELA.7.19A.vii Identify, use, and understand the function of subordinating conjunctions (e.g., because, since) in the context of reading, writing, and speaking.

R ELA.7.19C Identify, use and understand the function of a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents, parallel structures, and consistent tenses.S

ELA.7.20B.ii Recognize and use punctuation marks including semicolons, colons, hyphens, and quotations.

Listening and Speaking

ELA.7.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

rd Cycle

 

47 Days

 

3

 

Curriculum Scope and Sequence 2016­17

 

Jan. 4 – Mar. 10, 2017

 
 

Unit

Unit

# of Lessons

 

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 4: Courage

 

22 45-

Vocabulary

 

min.

 

Reading Focus:

Master

R ELA.7.2A Determine the meaning of grade-level academic English words derived from Latin,

Literary Analysis

Literary Analysis

Course

Greek, or other linguistic roots and affixes.

(Novel, Drama,

Lessons

Poetry)

R ELA.7.2B Use context (within a sentence and in larger sections of text) to determine or clarify the

meaning of unfamiliar or ambiguous words.

Writing Focus:

Expository Text - Response to Literature Unit 4 explores the theme of

Reading

ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

courage through the

ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

reading of multiple genres. While continuing to

ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; visualizing).

strengthen comprehension skills in the reading

R S ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.

workshop, students read a novel, poetry, and drama to analyze

R S ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across texts.

how authors create meaning and convey mood through the use

R ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media), and provide textual evidence.S

of dramatic conventions, poetic

ELA.7.3A Infer and describe multiple themes in a work of fiction, and support using textual evidence.

   

S

ELA.7.3C Analyze how place and time in which a literary work was written influence the theme or message of a literary work.S

ELA.7.4A Explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem, and analyze the importance of graphical elements (e.g., capital letters, line length, word position, figurative language, syntax) on the meaning of a poem.S

ELA.7.5A Explain a playwright’s use of dialogue and stage directions.

R ELA.7.6A Summarize plot and explain the influence of the setting on plot development.

techniques, and fictional elements. In

R ELA.7.6B Analyze the development of the plot through the internal and external responses of the characters, including their motivations and conflicts.

the writing workshop, students craft an original poem and will

R ELA.7.8A Determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses, and suggests mood.

R ELA.7.10D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

Writing

ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

47 Days 3 rd Cycle Curriculum Scope and Sequence 2016­17 Jan. 4 – Mar. 10, 2017
47 Days
3
rd Cycle
Curriculum Scope and Sequence 2016­17
Jan. 4 – Mar. 10, 2017
Unit
# of Lessons
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:
formulate an
expository essay in
the form of a
literary response.
R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view;
use of simple, compound, and complex sentences; internal and external coherence; and the use of
effective transitions after rethinking how well questions of purpose, audience, and genre have been
addressed.
R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.
ELA.7.15B.i Write poems using poetic techniques (e.g., rhyme scheme, meter).
ELA.7.15B.ii Write poems using figurative language (e.g., personification, idioms, hyperbole, similes,
metaphors).
ELA.7.15B.iii Write poems using graphic elements (e.g., word position, capital letters, and line length).
R ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that presents
effective introductions and concluding paragraphs.
R ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a
clearly stated purpose or controlling idea.
R ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically
organized with appropriate facts and details and includes no extraneous information or inconsistencies.
R ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that accurately
synthesizes ideas from several sources.
   

R ELA.7.17A.v Write multi-paragraph essays to convey information about a topic that uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.

ELA.7.17C Write responses to literary or expository texts that demonstrate the writing skills for multi- paragraph essays and provide sustained evidence from the text using quotations when appropriate.S

ELA.7.19A.ii Identify, use, and understand the function of appositive phrases in the context of reading, writing, and speaking.S

ELA.7.19A.iv Identify, use, and understand the function of conjunctive adverbs (e.g., consequently, furthermore, indeed) in the context of reading, writing, and speaking.

Listening and Speaking

ELA.7.27A Present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.

ELA.7.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

 

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

rd Cycle

 

47 Days

3

 

Curriculum Scope and Sequence 2016­17

 

Jan. 4 – Mar. 10, 2017

 

Unit

Unit

# of Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 5: Revolution

 

24 45-min.

Vocabulary

Reading Focus:

Master Course

1 45-min. Spring

R ELA.7.2A Determine the meaning of grade-level academic English words derived from

R ELA.7.2B Use context (within a sentence and in larger sections of text) to determine or

Informational Text – Persuasive and Expository

Lessons

Writing Sample

Latin, Greek, or other linguistic roots and affixes.

clarify the meaning of unfamiliar or ambiguous words.

Writing Focus:

Lesson

Persuasive Essay

Persuasive Essay

ELA.7.2C Complete analogies that describe part to whole or whole to part.

Unit 5 explores the

Reading

theme of revolution through informational text. While continuing

ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

to strengthen comprehension skills

ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

in the reading workshop, students examine various

ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; visualizing).

mediums to analyze the effects of persuasive

R S ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.

techniques on meaning and an author’s message. In

R S ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across texts.R

the writing workshop, students synthesize what they have

ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media), and provide textual evidence.S

   

ELA.7.10B Distinguish factual claims from commonplace assertions and opinions.S

ELA.7.10C Use different organizational patterns (e.g., proposition-and-support, problem- and-solution, cause-effect, compare-contrast, inductive, deductive, chronological order) as guides for summarizing and forming an overview of different kinds of expository text.S

ELA.7.11A Analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy, authority) and identify the different types of evidence used to support the argument.S

ELA.7.11B Identify and analyze such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts.

learned to develop a persuasive essay.

ELA.7.13B Interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, and music) influence the message.S

ELA.7.13C Evaluate various techniques used in media to influence and inform audiences.

 

Writing

ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

th Cycle

48 Days

4

 

Curriculum Scope and Sequence 2016­17

 

Mar. 20 – May 25, 2017

Unit

Unit # of Lessons Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

# of Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

     

R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed.

R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.

ELA.7.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

R ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that presents effective introductions and concluding paragraphs.

R ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly stated purpose or controlling idea.

R ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies.

R ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that

   

accurately synthesizes ideas from several sources.

R ELA.7.17A.v Write multi-paragraph essays to convey information about a topic that uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.S

ELA.7.18A Write a persuasive essay to the appropriate audience that establishes a clear thesis or position.

ELA.7.18B Write a persuasive essay to the appropriate audience that considers and responds to the views of others and anticipates and answers reader concerns and counter- arguments.S

ELA.7.18C Write a persuasive essay to the appropriate audience that includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion.S

ELA.7.19A.vi Identify, use, and understand the function of r

ELAtive pronouns (e.g., whose, that, which) in the context of reading, writing, and speaking.

Listening and Speaking

ELA.7.26A Listen to and interpret a speaker’s purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker’s claims.

ELA.7.26C Draw conclusions about the speaker’s message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions).

ELA.7.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.

 

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

th Cycle

 

48 Days

4

 

Curriculum Scope and Sequence 2016­17

 

Mar. 20 – May 25, 2017

Unit

# of Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

Unit 6:

30 45-

 

Investigation

min.

Vocabulary

 

Master

 

Reading Focus:

Course

R ELA.7.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the

Informationa l Text

Informationa l Text

Lessons

meanings, syllabication, pronunciations, alternate word choices, and parts of speech words.

Writing Focus:

Reading

Multimedia Presentation Unit 6 explores

ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.

investigation

ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

through the research process. Utilizing the

ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; visualizing).

components of project-based learning, students

R S ELA.7.Fig19D Make complex inferences about text and use textual evidence to support understanding.

formulate a question and conduct research

R S ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within and across texts.

to write a research paper as well as produce and

R ELA.7.Fig19F Make connections between and across texts, including media (e.g., film, play, music, print media), and provide textual evidence.S

present a multi- media

ELA.7.10C Use different organizational patterns (e.g., proposition-and-support, problem- and-solution,

cause-effect, compare-contrast, inductive, deductive, chronological order) as guides for summarizing

   

and forming an overview of different kinds of expository text.

R ELA.7.10D Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

ELA.7.13D Assess the correct level of formality and tone for successful participation in various digital media.

Writing

ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

presentation.

R ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing.

R ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed.

R ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that presents effective introductions and concluding paragraphs.

R ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that contains a clearly stated purpose or controlling idea.

R ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies.

2016-2017 Scope and Sequence English Language Arts – Grade 7

 

th Cycle

 

48 Days

4

 

Curriculum Scope and Sequence 2016­17

 

Mar. 20 – May 25, 2017

Unit

# of Lessons

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) The student will:

   

R ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that accurately synthesizes ideas from several sources.

R ELA.7.17A.v Create multi-paragraph essays to convey information about a topic that uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.

R ELA.7.14D Edit drafts for grammar, mechanics, and spelling.

ELA.7.14E Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

ELA.7.17D Produce a multimedia presentation involving text and graphics using available technology.

ELA.7.22A Brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic.

ELA.7.22B Apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches.

ELA.7.23A Follow the research plan to gather information from a range of relevant print and electronic

   

sources using advanced search strategies.

ELA.7.23B Categorize information thematically in order to see the larger constructs inherent in the information.

ELA.7.23C Record bibliographic information (e.g., author, title, page number) for all notes and sources according to a standard format (MLA).

ELA.7.23D Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources.

ELA.7.24A Narrow or broaden the major research question, if necessary, based on further research and investigation.

ELA.24B Utilize elements that demonstrate the reliability and validity of the sources used (e.g., publication date, coverage, language, point of view) and explain why one source is more useful than another.

ELA.7.25A Complies with important information from multiple sources and draws conclusions and summarizes or paraphrases the findings in a systematic way.

ELA.7.25B Marshals (gathers and organizes) evidence to explain the topic and gives relevant reasons for conclusions.

ELA.7.25C Presents the findings in a consistent and meaningful format.

ELA.7.25D Follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas (MLA).

Listening and Speaking ELA.7.26A Listen to and interpret a speaker’s purpose by explaining the content, evaluating
Listening and Speaking
ELA.7.26A Listen to and interpret a speaker’s purpose by explaining the content, evaluating the
delivery of the presentation, and asking questions or making comments about the evidence that
supports a speaker’s claims.
ELA.7.26B Follow and give complex oral instructions to perform specific tasks, answer questions, or
solve problems.
ELA.7.26C Draw conclusions about the speaker’s message by considering verbal communication (e.g.,
word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions).
ELA.7.28A Participate productively in discussions, plan agendas with clear goals and deadlines, set
time limits for speakers, take notes, and vote on key issues.