LAKE COUNTY SCHOOLS, FL

7th Grade English/Language Arts Curriculum Map

Revised 8/6/2010

Preface Lake County LA Curriculum Maps Teams of Lake County teachers created curriculum maps to ensure that students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. Utilizing formative assessments will help determine whether students have achieved mastery and are ready to proceed or are in need of re-teaching. While there is flexibility in the map for re-teaching of skills, the expectation is that teachers will finish the content within each quarter in its entirety. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s): are designed to challenge preconceived notions and force students to stretch their
thinking, using course content to support and inform answers. In doing so, students discover meaning in the content and connections to their own lives. Essential questions:

o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to studentcentered learning o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence Academic Vocabulary: o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition. Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card/Ticket Out Lessons that infuse Reading, Writing, and Discussion are imperative components of every subject area. The district adopted materials should be used for core instruction and there should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies

Response to Intervention: o When students are not making progress with core instructional materials, supplemental materials should be utilized. Supplemental text should be provided using the students lexile range as a guide. Supplemental materials should also be provided to students who are beyond the level of the core instructional materials. Utilize your Media Specialists and Instructional Coaches to assist in locating appropriate materials for students. As you collect appropriate supplemental materials compile resources to be included in future curriculum map revisions. Differentiation Strategies o Use triangulation of data to determine small groups and differentiation of the product, process or content in order to meet the learning needs of all students. o For assistance with organizing small groups in your classroom, contact your Literacy Coach. Maps are organized and include the following: o Pacing o Objective o Essential questions, content and understanding, benchmarks, and assessment How to Access the Course Description for Language Arts Courses 1. Go to the website www.floridastandards.org 2. On the left margin click on Course Descriptions. You should see a section bar. It contains a drop down box. Click on the down arrow to select a choice from the drop down box. 3. Click on the Basic and Adult Education choice. A second choice will appear. 4. Click on the grade level choice. A subject area will appear. 5. Click on Language Arts. A sub subject will appear. 6. Click on desired course. (M/J Language Arts) for Middle Grades: 7. Scroll down to the bottom of the page, and click Export to Word. This action will export your course description with benchmarks to a Word document.

Guide to the Grade-Level Specifications Benchmark Classification System Each benchmark in the Sunshine State Standards is coded with a system of numbers and letters. The two letters in the first position of the code identify the Subject Area (e.g., LA for Language Arts). The number in the second position (first number) represents the Grade Level. The number in the third position (second number) represents the Strand, or category of knowledge, to which the benchmark belongs. In Language Arts, the FCAT assesses six strands: (1) Reading Process; (2) Literary Analysis; (3) Writing Process; (4) Writing Applications; (5) Communication; and (6) Information and Media Literacy. FCAT Reading assess Reading Process (Strand 1), Literary Analysis (Strand 2), and Information and Media Literacy (Strand 6). The number in the fourth position of the code represents the Standard for the benchmark. The number in the fifth position shows the specific Benchmark that falls under the specific strand and within the standard.

Reading the Grade Level Specifications

Writing Writing is infused throughout the map and should be a daily activity in the classroom. When teaching essay writing, utilizing a writing rubric will address concerns for peer to peer grading and teacher grading. For examples of writing rubrics, visit the website www.readwritethink.org. For examples of FCAT writing rubrics please visit the website: http://fcat.fldoe.org/rubrcpag.asp. (See resource section). For examples of FCAT writing anchor sets please copy and paste this link into your browser: http://fcat.fldoe.org/fcatpub2.asp. or

http://fcat.fldoe.org/10writinganchorsets.asp.

Essay Rubric 6+1 Trait Writing Model

Student Name:

Category Focus on topic (content)

4
There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. All supportive facts are reported accurately. The introduction is inviting, states the main topic, and previews the structure of the paper.

3
Main idea is clear, but the supporting information is general.

2
Main idea is somewhat clear, but there is a need for more supporting information.

1
The main idea is not clear. There is a seemingly random collection of information.

Accuracy of facts (content)

Almost all supportive Most supportive facts No facts are reported facts are reported are reported or most are accurately. accurately. inaccurately reported. The introduction clearly states the main topic and previews the structure of the paper, but it is not particularly inviting to the reader. Details are placed in a logical order, but the way they are presented sometimes makes the writing less interesting. Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are awkward or difficult to understand. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem overdone. The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader. Some details are not in a logical or expected order, and this distracts the reader. Most sentences sound natural and are easyon-the-ear when read aloud, but several are awkward or difficult to understand. Writer uses words that communicate clearly, but the writing lacks variety, punch, or flair. There is no clear introduction of the main topic or structure of the paper.

Introduction (organization)

Sequencing (organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. All sentences sound natural and are easyon-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural, and not forced.

Many details are not in a logical or expected order. There is little sense that the writing is organized. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. Writer uses a limited vocabulary, which does not communicate strongly or capture the reader's interest. Jargon or clichs may be present and detract from the meaning.

Flow & rhythm (sentence fluency)

Word choice

Notes: Please feel free to use this page to track any changes or additions you would like to see with regard to your specific curriculum map. Suggestions are a welcome addition to the curriculum. If you are interested in becoming a member of the curriculum mapping team for your grade level, please contact your Literacy Coach at your school.

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7th Grade English/Language Arts Pacing Guide

First Nine Weeks Reading /Literature Types of nonfiction Arguments, fact & opinion Authors purpose Main idea & details Elements of fiction Figurative language Using reading strategies Writing (Using the Writing Process) 350 word opinion essay 400 word argumentative essay Exposition essay Grammar / Conventions Using Simple & compound sentences in writing Using phrases & clauses in writing Dangling modifiers in context Vocabulary Content-Directed Vocabulary Context clues Root words Literary Terms Speaking/Listening/Viewing Student Presentations Class discussions Speech Debate Student led discussions Second Nine Weeks Reading / Literature Elements of Fiction Mood & tone Figurative language Mythology characteristics & structures Using reading strategies to learn Writing(Using the Writing Process) 300 word expository mood & tone essay Research project (Science Fair) Research Process* Plagiarism * APA Documentation* Primary and Secondary Sources* Grammar / Conventions Grammar & structure in technical writing Phrases & clauses in writing Commas, parentheses, dashes used effectively in writing Vocabulary Commonly confused words Word parts Context clues Literary terms Speaking/Listening/Viewing Student Presentations Class Discussions Student Discussions Speech Third Nine Weeks Reading / Literature Elements of Poetry Novel Study Multi-genre theme study Selecting Personal Reading Using Reading strategies to learn Writing(Using the Writing Process) 300 word essay comparing themes 300 word essay examining use of figurative language Authentic student poetry samples Grammar / Conventions Correct pronoun usage in writing Use commas, parentheses, or dashes to set off nonrestrictive/ parenthetical elements in writing samples Vary sentence patterns in writing Vocabulary Word Parts Content-Directed Vocabulary Context clues Poetry terms Speaking/Listening/Viewing Authentic Poetry readings Class discussions Student discussions Student presentations Speaking / Listening / Viewing Oral Dramatic Readings Speech Student discussions Student presentations Fourth Nine Weeks Reading / Literature Elements of Drama Folk tales, legends, tall tales Novel Study Responses to Literature Using reading strategies to learn Writing (Using the Writing Process) 500 word descriptive narrative essay 500 word expository universal literary themes essay Authentic student folk-tale/tall tale Grammar / Conventions Correct use of grammar evident in student writing Vocabulary Word Parts Content-Directed Vocabulary Context clues Literary terms

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Topic Writing/Nonfiction/Literature (1st Grading Period) Objectives of Learning: Read and demonstrate comprehension of a variety of nonfiction and informational selections. Read and demonstrate comprehension of a variety of fiction and narrative selections. Develop personal written expression through use of writing process. Build grade-appropriate vocabulary using strategies including context clues and study of word parts. Participate in daily classroom discussions. Essential Questions Skills Standards Reading/Literature Reading/Literature Reading/Literature LA.7.1.7.1- use background knowledge of subject and related content How do literary works apply -Types of nonfiction areas, prereading strategies, to real life? essays, articles, workplace graphic representations, and knowledge of text structure to make and writing, biographies, confirm complex predictions of content, purpose, and organization of a *Guiding Questions autobiographies, speeches reading selection What are different LA.7.1.7.2 - analyze the authors purpose and perspective in a variety of texts strategies that can be -Strong and weak and understand how they affect meaning used in reading and arguments, fact & opinion LA.7.1.7.3 - determine the main idea or essential message in grade-level or responding to fiction and higher texts through inferring, paraphrasing, summarizing, and identifying relevant details non fiction? Using reading strategies determine authors purpose LA.7.1.7.8- use strategies to repair comprehension of grade-appropriate text when self-monitoring What are the elements of indicates confusion, including but not limited to rereading, checking context fiction? Using reading strategies clues, predicting, note-making, summarizing, using graphic and semantic determine main idea & organizers, questioning, and clarifying by checking other sources How does figurative supporting details LA.7.2.1.1 - identify and analyze the characteristics of various genres as forms language enhance a with distinct characteristics and purposes; piece of writing? -Elements of Fiction (short LA.7.2.1.2 - locate and analyze elements of characterization, setting, and stories) character, setting, plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a plot, conflict, climax, variety of fiction; resolution, theme -Figurative Language Simile, metaphor, idiom, hyperbole, onomatopoeia, alliteration, personification
LA.7.2.1.3 - locate various literary devices LA.7.2.1.5 - develop an interpretation of a selection and support through sustained use of examples and contextual evidence LA.7.2.2.1 - locate, use, and analyze specific information from organizational text features LA.7.2.2.2 - use information from the text to state the main idea and/or provide relevant details LA.7.2.2.3 - organize information to show understanding LA.7.2.2.4- identify the characteristics of a variety of types of text and how they are alike and different LA.7.2.2.5- use interest and recommendation of others to select a variety of age and ability appropriate nonfiction materials to expand the core knowledge necessary to connect topics and function as a fully literate member of a shared culture.

7th Grade English/Language Arts Curriculum Map

Assessments Formal: Diagnostic writing assessment Quizzes Unit tests Business letter writing Expository essay Informal: Prewriting Strategies Journals Learning Logs Word Wall Activity: Transition words & phrases Descriptive words Word Parts Literary Terms

Writing How do writing techniques develop a writers voice? How does argumentative writing play a role in your life? *Guiding Questions How does figurative

Writing Using the writing process, write a well developed essay of at least 350 words that expresses an opinion. Using the writing process, write a well developed

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7th Grade English/Language Arts Curriculum Map

language enhance writing? How can facts, incidents, reasons, and examples enhance writing? How can sensory and specific details enhance support? How do writers support their thesis with details and evidence? Grammar/Conventions How does proper grammar usage affect personal lives? *Guiding Questions How can sentence variety promote a better piece of writing? Grammar/Conventions -Review simple and compound sentences -Review complex sentences and clauses. -Place phrases and clauses within a sentence, avoiding misplaced and dangling modifiers Vocabulary Successfully define new words using context clues. Teach content-directed vocabulary Identify prefixes, roots, and suffixes and identify how they modify meaning essay of at least 400 words that supports an argument. Using the writing process, write an exposition essay that discusses essential elements of a story. Writing LA.7.3.1.1- generating ideas from multiple sources (e.g., prior knowledge,
discussion with others, writers notebook, research materials, or other reliable sources) based upon teacher-directed topics and personal interests; LA.7.3.1.2 - making a plan for writing that addresses purpose, audience, main idea, and logical sequence LA.7.3.1.3 - using organizational strategies and tools LA.7.3.2.1 - developing main ideas from the pre-writing plan using primary and secondary sources appropriate to the purpose and audience; LA.7.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance clarity LA.7.3.2.3 - analyzing language techniques of professional authors and infusing a variety of language techniques to reinforce voice. LA.7.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation; LA.7.3.3.2 - creating clarity and logic by rearranging words, sentences, and paragraphs and developing relationships among ideas; LA.7.3.3.3 - creating precision and interest by using a variety of sentence structures creative language devices, and modifying word choices using resources and reference materials LA.7.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft LA.7.3.4.1- spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary; LA.7.3.4.2 - capitalization, including regional names historical events and documents; LA.7.3.4.3- punctuation of sentence structures, including participles and participial phrases, colon in introductory lists and to punctuate business letter salutations, semicolon in compound sentences, dash for additional emphasis or information, and apostrophes for plural possessives; LA.7.3.4.4 - the eight parts of speech regular and irregular verbs, and pronoun agreement; LA.7.3.4.5 - consistency in verb tense in simple, compound, and complex

Vocabulary How does vocabulary affect writers voice? *Guiding Questions Can students demonstrate correct usage of related vocabulary? Why is correct usage important? How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development?

sentences. LA.7.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose LA.7.3.5.2 - use elements of spacing and design for graphics when applicable to enhance the appearance of the document; and LA.7.3.5.3 - share the writing with the intended audience.

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7th Grade English/Language Arts Curriculum Map

Vocabulary LA.7.1.6.1 - use new vocabulary that is introduced and taught directly; LA.7.1.6.2 - listen to, read, and discuss familiar and conceptually challenging text; LA.7.1.6.3 - use context clues to determine meanings of unfamiliar words LA.7.1.6.4 - categorize key vocabulary and identify salient features; LA.7.1.6.5 - relate new vocabulary to familiar words; LA.7.1.6.6 - distinguish denotative and connotative meanings of words; LA.7.1.6.7 - identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words; LA.7.1.6.8 - identify advanced word/phrase relationships and their meanings; LA.7.1.6.9 - determine the correct meaning of words with multiple meanings in context; LA.7.1.6.10 - determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and LA.7.1.6.11 - identify the meaning of words and phrases derived from
Anglo-Saxon, Greek, and Roman mythology

Literary terms: Anticlimax Cacophony Consonance Assonance Lyrical Pedantic

Speaking/Listening/Viewing How does effective speaking improve the understanding of the message? *Guiding Question: Can students effectively explain their thoughts/opinions?

Speaking/Listening/Viewing Participate in class discussions Participate in student debate

LA.7.3.5.3 - share the writing with the intended audience LA.7.5.2.1- The student will use effective listening strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic LA.7.5.2.2- The student will analyze persuasive techniques in both formal and informal speech LA.7.5.2.3-The student will organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology

Suggested root words: Nov- new Derm- skin Doph- wise Man hand Meter- measure

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Topic Writing/Literature (2nd Grading Period) Objectives of Learning: Read and demonstrate comprehension of a variety of fiction and narrative selections; read and comprehend a variety of myths. Develop grammatically correct written expression through use of writing process. Build grade-appropriate vocabulary Participate in daily classroom discussions Essential Questions Skills Standards Assessments Reading/Literature Reading/Literature Reading/Literature Formal: How do literary works Continue Elements of Fiction (short LA.7.1.7.1, LA.7.1.7.2, LA.7.1.7.3, LA.7.1.7.8,LA.7.2.1.1 Quizzes apply to real life? stories) character, setting, plot, conflict, LA.7.2.2.1, LA.7.2.2.2, LA.7.2.2.3, LA.7.2.2.4, LA.7.2.2.5 Unit tests *Guiding Questions LA.7.1.7.4 - identify cause-and-effect relationships in text; climax, resolution, theme Expository essay -What are the elements LA.7.1.7.5- analyze a variety of text structures Submission-ready of fiction? LA.7.1.7.7 - compare and contrast elements in multiple texts Mood and Tone research document -How does figurative for Science Fair language enhance a Figurative Language Simile, metaphor, piece of writing? Writing idiom, hyperbole, onomatopoeia, Informal: -What are the different LA.7.3.1.1, LA.7.3.1.2, LA.7.3.1.3, LA.7.3.2.1, LA.7.3.2.2, alliteration, personification Prewriting Strategies literary characteristics of LA.7.3.2.3, Journals myths? LA.7.3.3.1, LA.7.3.3.2, LA.7.3.3.3, LA.7.3.3.4,LA.7.3.5.1, -What reading strategies Using reading strategies to read and Learning Logs LA.7.3.5.2, are most effectively understand the characteristics and Web Quests LA.7.3.5.3, LA.7.4.2.1, LA.7.4.2.2, LA.7.4.2.3, LA.7.4.2.4, used to comprehend narrative structures of mythology Student discussions in myths? LA.7.4.3.1, including examining cause/effect and small groups LA.7.4.3.2, LA.7.5.1.1, comparison/contrast. Writing LA.7.6.2.1- select a topic, develop a prioritized search plan, and apply evaluative criteria to select appropriate How do writing resources for techniques develop a Writing research writers voice? Using the writing process, write an LA.7.6.2.2- assess, organize, and check the validity and expository essay of at least 300 words that reliability of information in text, using a variety of techniques How does by examining several sources of information, including both examines the mood and tone of a informative/explanatory primary and secondary sources selected written work. writing play a role in LA.7.6.2.3 - write an informational report that includes a your life? focused topic, appropriate facts and relevant details, a Complete focused Science Fair Project logical sequence, a concluding statement, and a list of *GuidingQuestions research process using APA sources used; and -What is the documentation with primary and LA.7.6.2.4- understand the importance of legal and ethical essence of an secondary sources along with relevant practices, including laws regarding libel, slander, copyright, effective expository graphics and plagiarism in the use of mass media and digital essay?
-Why are clarity & sequencing important in technical writing? sources, know the associated consequences, and comply with the law

7th Grade English/Language Arts Curriculum Map

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7th Grade English/Language Arts Curriculum Map

Essential Questions Grammar/Conventions How does proper grammar usage affect personal lives? *Guiding Questions Why is a clear use of punctuation critical? How can sentence variety promote a better writing? Vocabulary How does vocabulary affect writers voice? *Guiding Questions How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development? Skills Grammar/Conventions Using grammar & structure correctly in technical writing Place phrases and clauses within a sentence, avoiding misplaced and dangling modifiers Recognize and correct vague pronouns in writing Use commas, parentheses, or dashes to set off nonrestrictive/ parenthetical elements in writing Standards Grammar/Conventions LA.7.3.4.1, LA.7.3.4.2, LA.7.3.4.3, LA.7.3.4.4 , LA.7.3.4.5 Assessments Word Wall Activity: Transition words & phrases Descriptive words Word Parts Literary Terms

Vocabulary Using commonly confused words correctly Identifying and understanding the meaning of prefixes, suffixes, and roots Successfully define new words using context clues. Teach content-directed vocabulary

Vocabulary LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.4, LA.7.1.6.5, LA.7.1.6.6, LA.7.1.6.7, LA.7.1.6.8, LA.7.1.6.9, LA.7.1.6.10

Suggested root words: Duc Lead Dic/Dict- Speak Port- Carry Spec, spic, vis,vid See Ven Come

Literary terms: Antihero Feigned Antithesis Oxymoron

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Topic Literary Analysis, Writing Application (3rd Grading Period) Objectives of Learning: Read and demonstrate comprehension of a variety of fiction and narrative selections. Read and demonstrate comprehension of poetry and /or a novel. Develop personal written expression through use of writing process. Build grade-appropriate vocabulary using strategies including context clues and study of word parts. Participate in class discussions Essential Questions Skills Standards Reading/Literature Reading/Literature Reading/Literature How do literary works apply Poetic form Recognize haiku, LA.7.2.1.1, LA.7.2.1.2, LA.7.2.1.3, LA.7.2.1.5, to real life? limericks, ballads, free verse, LA.7.2.1.4 - identify and analyze recurring themes across couple, quatrain, and others a variety of works How are poetic elements LA.7.2.1.6 - compare the use of the same theme in two related to personal Analyze poetic devices in prose different literary genres, using their structural features as situations? and poetry including word the basis for the comparison *Guiding Questions choice, figurative language, LA.7.2.1.7 locate and analyze an authors use of allusions How is figurative symbolism, imagery, rhyme, and descriptive, idiomatic, and figurative language in a language used to rhythm, repetition, sound variety of literary text, identifying how word choice is communicate ideas elements, pun, and oxymoron. used to appeal to the readers senses and emotions, through the poetic providing evidence from text to support the analysis form? Compare and contrast an LA.7.2.1.10- use interest and recommendation of others authors choice of sound to select a balance of age and ability appropriate How do poets elements in prose and poetry fiction materials to read to expand the core foundation manipulate writing including rhyme, rhythm, meter, of knowledge necessary to function as a fully literate conventions for repetition, alliteration, and member of a shared dramatic and poetic onomatopoeia. culture effect? Using reading strategies How are themes determine poetic theme. expressed across genres (poetry, novel, Teacher directed study of a or short story)? literary style or works through use of reading strategies How does the reading of novels enhance our Response to literature use lives and learning? literature journals, literature circles, writing prompts, projects, How does a good and cross-curricular projects. reader use the reading process to comprehend fictional literature?

7th Grade English/Language Arts Curriculum Map

Assessments Formal: Quizzes Unit tests Expository essay Book review Book project Book talk Informal: Journals Learning Logs Web Quests Literature Circles Student conversations in small groups Exit Cards

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7th Grade English/Language Arts Curriculum Map

Essential Questions Writing
How do writing techniques develop a writers voice? How does informative/explanatory writing play a role in your life? *Guiding Questions What is the essence of an effective expository and/or persuasive essay? How do students make the connection between reading and writing? How do students effectively troubleshoot in composition and revision? How can sentence variety promote a better piece of writing? What makes an effective short or extended response? Grammar/Conventions Why is a clear use of punctuation critical? Why is correct usage important? How can sentence variety promote a better piece of writing?

Skills Writing Using the writing process write a 300 word essay that compares the use of the same theme in two different literary genres. Using the writing process write a 300 word essay that examines the use of figurative language in a literary work Using the writing process write a 300 word essay that discusses poetic theme

Standards Writing LA.7.3.1.1, LA.7.3.1.2, LA.7.3.1.3, LA.7.3.2.1, LA.7.3.2.2, LA.7.3.2.3, LA.7.3.3.1, LA.7.3.3.2, LA.7.3.3.3, LA.7.3.3.4, LA.7.3.5.1, LA.7.3.5.2, LA.7.3.5.3, LA.7.4.1.1, LA.7.4.1.2, LA.7.4.2.1, LA.7.4.2.2, LA.7.4.2.3, LA.7.4.2.4, LA.7.4.3.1, LA.7.4.3.2, LA.7.6.2.1, LA.7.6.2.2, LA.7.6.2.3, LA.7.6.2.4

Assessments Word Wall Activity: Transition words & phrases Word Parts Literary Terms

Grammar/Conventions Recognize and correct vague pronouns Use commas, parentheses, or dashes to set off nonrestrictive/ parenthetical elements Vary sentence patterns for meaning, reader, listener interest, and style Vocabulary Identifying and understanding the meaning of prefixes, suffixes, and roots Successfully define new words using context clues.

Grammar/Conventions LA.7.3.4.1, LA.7.3.4.2, LA.7.3.4.3, LA.7.3.4.4 , LA.7.3.4.5

Vocabulary How can understanding the meaning of prefixes, suffixes, and roots assist in vocabulary development?

Vocabulary LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.4, LA.7.1.6.5, LA.7.1.6.6, LA.7.1.6.7, LA.7.1.6.8, LA.7.1.6.9, LA.7.1.6.10, LA.7.1.6.11

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7th Grade English/Language Arts Curriculum Map

Teach content-directed vocabulary. Suggested root words: Vic, Vinc Conquer Ver Truth Viv, Vita- Life Voc, Vok- Call or Voice Tract Pull

Speaking/Listening/Viewing What elements of public speaking enhance understanding?

Speaking/Listening/Viewing Participate in poetry readings and discussions

Literary terms: Atmosphere Epiphany Lyrical Didactic Logos Paradox

LA.7.3.5.3 - share the writing with the intended audience LA.7.5.2.1- The student will use effective listening strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic LA.7.5.2.2- The student will analyze persuasive techniques in both formal and informal speech LA.7.5.2.3-The student will organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology

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Topic Literary Analysis, Writing Application (4th Grading Period) Objectives of Learning: Read and demonstrate comprehension of drama and /or a novel. Develop personal written expression through use of writing process. Build grade-appropriate vocabulary using strategies including context clues and study of word parts. Practice speaking and listening strategies daily. Essential Questions Skills Standards Reading/Literature Reading/Literature Reading/Literature How does a writer of a novel Teacher directed study of LA.7.1.5.1, LA.7.1.7.1, LA.7.1.7.2, LA.7.1.7.3, and or drama create realism? dramatic elements, structure, LA.7.1.7.4, LA.7.1.7.5, LA.7.1.7.7, LA.7.1.7.8, and literary devices through use LA.7.2.1.1, LA.7.2.1.2, LA.7.2.1.3, LA.7.2.1.4, of reading strategies LA.7.2.1.5, LA.7.2.1.6, LA.7.2.1.7, LA.7.2.1.8, LA.7.2.1.9, LA.7.2.1.10 Teacher directed study of selected American legends, folk tales, and tall tales Response to Literature use literature journals, writing prompts, projects, and crosscurricular projects. Speaking/Listening/Viewing What are important elements in verbal communication? Speaking/Listening/Viewing Participate in oral dramatic reading Understand and critically interpret messages from a variety of media including print, television, film, and internet Recognize bias and propaganda in media communications. Deliver an self-authored speech to persuade Speaking/Listening/Viewing LA.7.5.2.1- use effective listening strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic; LA.7.5.2.2 - analyze persuasive techniques in both formal and informal speech; and LA.7.5.2.3- organize and effectively deliver speeches to entertain, inform and persuade, demonstrating appropriate language choices, body language, eye contact, gestures, and the use of supporting graphics and technology

7th Grade English/Language Arts Curriculum Map

Assessments Formal: Quizzes Unit tests Expository essay Narrative essay Projects Book project Speech Oral Dramatic Reading Informal: Prewriting Strategies Journals Learning Logs Web Quests Literature Circles Peer edit/peer review

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7th Grade English/Language Arts Curriculum Map

Essential Questions Writing How do students make the connection between reading and writing? How do students develop and demonstrate creative writing? How do we use figurative language to enhance our writing? Grammar/Conventions What confusions can redundancy cause in communication? Grammar/Conventions Vary sentence patterns for meaning, reader, listener interest, and style Place phrases and clauses within a sentence, avoiding misplaced and dangling modifiers. Choose words and phrases that express ideas concisely, eliminating wordiness and redundancy Vocabulary How does vocabulary affect writers voice? Vocabulary Identifying and understanding the meaning of prefixes, suffixes, and roots Successfully define new words using context clues. Teach content-directed vocabulary. Literary terms: Archetype Flat Character Parody Parable Satire Tongue in cheek Tragic flaw Skills Writing Using the writing process creative a descriptive narrative essay of at least 500 words. Using the writing process write a 500 word expository essay discussing universal themes in literary works. Standards Writing LA.7.3.1.1, LA.7.3.1.2, LA.7.3.1.3, LA.7.3.2.1, LA.7.3.2.2, LA.7.3.2.3, LA.7.3.3.1, LA.7.3.3.2, LA.7.3.3.3, LA.7.3.3.4, LA.7.3.5.1, LA.7.3.5.2, LA.7.3.5.3, LA.7.4.1.1, LA.7.4.1.2, LA.7.4.2.1, LA.7.4.2.2, LA.7.4.2.3, LA.7.4.2.4, LA.7.5.1.1, LA.7.6.2.1, LA.7.6.2.2, LA.7.6.2.3, LA.7.6.2.4 Assessments Word Wall Activity: Transition words & phrases Descriptive words Literary Terms

Grammar/Conventions LA.7.3.4.1, LA.7.3.4.2, LA.7.3.4.3, LA.7.3.4.4 , LA.7.3.4.5 Vocabulary LA.7.1.6.1, LA.7.1.6.2, LA.7.1.6.3, LA.7.1.6.4, LA.7.1.6.5, LA.7.1.6.6, LA.7.1.6.7, LA.7.1.6.8, LA.7.1.6.9, LA.7.1.6.10, LA.7.1.6.11

Suggested root words: Mit, Miss send Ject- to throw Flu- flow Flex- to bend Chrome- color

Revised July 2010

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7th Grade English/Language Arts Curriculum Resources

Revised July 2010

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