Pacing Guide
7th Grade Literature
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / ResourcesAugust/September / 7.RL.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
S3C1PO2: Summarize main idea of expository text / Common Assessment, Expository Text, 7th Grade / Summarize
Paraphrase / Academic
Expository
Main Idea
Supporting Details
Summarize
Paraphrase
Fact
Opinion
Author’s Purpose
Organizational Features
Conclusion
Primary Source
Secondary Source / “Tiger: A Biography of Tiger Woods”
“The Real Story of a Cowboy’s Life”
“Nosing Around U.S. Borders”
“Golden Girls: The 1998 U.S. Women’s Hockey Team”
“How to Enjoy Poetry”
“Tenochtitln: Inside the Aztec Capital”
August/September / 7.RI.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
3C1PO3: Distinguish fact from opinion in expository text / Common Assessment Expository Text, 7th Grade / Proven Facts
Supporting Text Evidence / “Was Tarzan a Three Bandaged Man”
Incorporate
Dejectedly
Tourniquets / “Nolan Ryan, Texas Treasure”
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
August/September / 7.RI.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.
S3C1PO4: Identify author’s stated or implied purpose / Purpose
Stated
Implied / “Tiger: A Biography of Tiger Woods”
Objective
Prodigious
Prestigious / “My Furthest-Back Person”
“Nosing Around U.S. Borders”
“Golden Girls: The 1998 U.S. Women’s Hockey Team”
“Winslow Homer, America’s Greatest Painter”
“Nolan Ryan, Texas Treasure”
“How to Enjoy Poetry”
August/September / 7.RI.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.
S3C1PO8: Interpret graphic features of expository text / Charts
Maps
Diagrams
Illustrations
Tables
Timelines
Graphs / “Nosing Around U.S. Borders”
Intimidating
Stamina / “Winslow Homer, America’s Greatest Painter”
“Tenochtitln: Inside the Aztec Capital”
August/September / 7.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
S3C1PO5: Locate specific information by using organizational features of expository text / Table of Contents
Headings
Captions
Bold Print
Italics
Glossaries
Indices
Guide Words
Topic Sentences
Concluding Sentences / “Golden Girls: The 1998 U.S. Women’s Hockey Team”
Felicitous
“Winslow Homer, America’s Greatest Painter”
Cantankerous
Subtle
Brutality
Vanquished
Serenity
Subservient / “Tiger: A Biography of Tiger Woods”
“How to Enjoy Poetry”
“Tenochtitln: Inside the Aztec Capital”
August/September / 7.W.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
S3C1PO6: Locate appropriate print and electric reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, website) for a specific purpose / Guide Words
Key
August/September / 7.RL.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.
S1C4PO2: Use context to identify the meaning of unfamiliar words / Common Assessment Vocab/Plot, 7th Grade / Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements
August/September / 7.RL.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.
S1C4PO3: Use context to identify multiple meaning words / Common Assessment Vocab/Plot, 7th Grade / Synonyms
Comparisons
Antonyms
Examples
Definitions
Restatements / “The Third Wish”
Extricate
Presumptuous
Composure
Rash
Remote
Malicious / “The Third Level”
“Suzy and Leah”
“The Cat Who Thought She Was a Dog, and The Dog Who Thought He Was a Cat”
September/October / 7.RI.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
S3C3PO1: Determine an author’s purpose for writing persuasive text / Author’s Purpose
Persuade / Persuade /
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
September/October / S3C3PO2: Evaluate the effectiveness of the facts used to support an author’s argument / Common Assessment Persuasive Text, 7th Grade / Author’s Purpose
Facts to Support Argument / Persuade /
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
September/October / 7.RI.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.
S3C3PO3: Describe the intended effects of propaganda techniques / Common Assessment Persuasive Text, 7th Grade / Bandwagon
Peer Pressure
Repetition
Testimonial
Transfer
Loaded Words / Bandwagon
Peer Pressure
Repetition
Testimonial
Transfer
Loaded Words / historymatters.gmu.edu/mse/ads/online.html
propaganda.mrdonn.org/techniques.html
business.ppst.com/advertising.html
September/October / S3C3PO4: Identify instances of bias in persuasive text / Common Assessment Persuasive Text, 7th Grade / Persuade
Author’s Purpose / Persuade
Bias /
dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/lesson3.com
www2.ivcc.edu/ramboleng1001/paragraph_development.htm
infusion.allconet.org/webquest/mtapp/emotionalappealsfireball.ppt#258,6,basic needs
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
October/November / 7.RL.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
S3C1PO2: Summarize main idea of expository text / Common Assessment Expository Text, 7th Grade / Summarize
Paraphrase / Academic
Expository
Main Idea
Supporting Details
Summarize
Paraphrase
Fact
Opinion
Author’s Purpose
Organizational Features
Conclusion
Primary Source
Secondary Source / “Tiger: A Biography of Tiger Woods”
“The Real Story of a Cowboy’s Life”
“Nosing Around U.S. Borders”
“Golden Girls: The 1998 U.S. Women’s Hockey Team”
“How to Enjoy Poetry”
“Tenochtitln: Inside the Aztec Capital”
October/November / 7.RI.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
S3C1PO1: Restate the main or implied idea and critical details of expository text / Restate / Expository Text
October/November / 7.RI.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
S3C1PO3: Distinguish fact from opinion in expository text / Common Assessment Expository Text, 7th Grade / Proven Facts
Supporting Text Evidence / “Was Tarzan a Three Bandaged Man”
Incorporate
Dejectedly
Tourniquets / “Nolan Ryan, Texas Treasure”
October/November / 7.RI.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.
S3C1PO4: Identify author’s stated or implied purpose / Purpose
Stated
Implied / “Tiger: A Biography of Tiger Woods”
Objective
Prodigious
Prestigious / “My Furthest-Back Person”
“Nosing Around U.S. Borders”
“Golden Girls: The 1998 U.S. Women’s Hockey Team”
“Winslow Homer, America’s Greatest Painter”
“Nolan Ryan, Texas Treasure”
“How to Enjoy Poetry”
October/November / 7.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
S3C1PO7: Differentiate between primary and secondary source material. / Primary
Secondary
October/November / 7.W.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
S3C1PO9: Apply knowledge of organizational features (e.g. chronological order, compare/contrast, cause & effect, logical order) of expository text to aid in comprehension / Chronological Order
Compare/Contrast
Cause/Effect
Logical Order / “The Real Story of a Cowboy’s Life”
Stipulate
Chuck wagon
Ford
Homesteaders
Quarantine / “My Furthest-Back Person”
“Was Tarzan a Three Bandaged Man”
“Tiger: A Biography of Tiger Woods”
“How to Enjoy Poetry”
October/November / 7.RI.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.
S3C1PO10: Make relevant inferences about expository text / Common Assessment, Expository Text, 7th Grade / Draw conclusions
Make inferences / “My Furthest-Back Person”
Intrigue
Uncanny
Cherished
Queried
Eminent
Destination / “My Furthest-Back Person”
“Was Tarzan a Three Bandaged Man”
“The Real Story of a Cowboy’s Life”
“Tiger: A Biography of Tiger Woods”
“Nolan Ryan, Texas Treasure”
October/November / S3C1PO11: Compare and contrast the central ideas and concepts from selected readings on a specific topic. / Compare
Contrast
October/November / S3C1PO12: Explain how authors use elements (e.g., language choice, organization) of expository text to achieve their purpose. / Word Choice
Structure
November/December / 7.RI.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
AZ.7.RI.10
a. By the end of the year, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
S3C2PO1: Use information from text to determine sequence of activities to carry out a procedure / Common Assessment Functional Text, 7th Grade / Procedure
Sequence / Functional Text /
November/December / S3C2PO2: Determine what information is extraneous in functional text / Common Assessment Functional Text, 7th Grade / Steps in Directions
Legends
Supplies Needed
Illustrations
Diagrams
Sequence / Functional Text
Extraneous Information /
(world maps)
(diagrams)
November/December / 7.RI.10
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
AZ.7.RI.10
a. By the end of the year, read and comprehend informational and functional text, including history/social studies, science, and technical texts, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
S3C2PO3: Interpret details from a variety of functional text / Common Assessment Functional Text, 7th Grade / Warranties
Product Information
Technical manuals
Instruction Manuals
Consumer Safety publications / Warranties
Product Information
Technical manuals
Instruction Manuals
Consumer Safety publications /
November/December / S3C2PO4: Evaluate the adequacy of details and facts from functional text to achieve a specific purpose / Survey facts and details-achieve a specific purpose / Functional Text
Facts
Details
Purpose /
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
January/February / 7.RL.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
S1C6PO7: Use reading strategies to comprehend text / Predict
Cause/effect
Compare/contrast
Sequence
Drawing conclusions
Foreshadowing
Questions while reading
Inferences / “After Twenty Years’
Spectators
Intricate
Destiny
Dismally
Absurdity
Simultaneously / “The Third Level”
“The Third Wish”
“After Twenty Years”
“Rip Van Winkle”
“Lather and Nothing Else”
January/February / 7.RL.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.
S2C1PO1: Describe plot and its components / Conflict
Exposition/Introduction
Rising action
Climax
Falling action
Resolution / “Rikki-Tikki-Tavi”
Revive
Draggled
Flinch
Mourning
Consolation
Cunning / “The Third Wish”
“After Twenty Years”
“Rikki-Tikki-Tavi”
“Lather and Nothing Else”
January/February / 7.RL.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.
S1C6 PO1: Predict text using prior knowledge and text features
7.RL.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
S2C1PO2: Identify theme in short stories / Predict
Prior knowledge
Author’s message
Central/main idea
Relate to life
Directly/indirectly stated / “The Cat Who Thought She Was a Dog, and The Dog Who Thought He Was a Cat”
Enthralled
Protruded
Console
Afflicted
Vanity
Anguish
“Papa’s Parrott”
Resume
Merely
Clusters / “After Twenty Years”
“Rip Van Winkle”
“Lather and Nothing Else”
“The Third Wish”
“Papa’s Parrott”
“Lather and Noting Else”
“The Cat Who Thought She Was a Dog, and The Dog Who Thought He Was a Cat”
“The Treasure of Lemon Brown”
January/February / 7.RI.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.
S1C6 PO2: Confirm Predictions / Predict
Prior Knowledge / “After Twenty Years”
“Rip Van Winkle”
“Lather and Nothing Else”
Month: / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
January/February / S1C6PO3: Generate clarifying questions / “Rip Van Winkle”
“Papa’s Parrott”
“The Third Level”
“After Twenty Years”
January/February / 7.RL.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
S2C1PO3: Character motivations / Compare/Contrast
Man vs. man
Man vs. nature
Man vs. self
Man vs. society
Impulses
Protagonist
Antagonist
Emotions
Desires / “The Third Level”
Psychiatrist
Arched
Currency
Premium
Lather and Nothing Else
Foray
Regime
Nape
Rejuvenate
Stanched
Avenger
“The Treasure of Lemon Brown”
Impromptu
Ajar
Tentatively / “The Third Wish”
“After Twenty Years
“Rikki-Tikki-Tavi”
“Papa’s Parrott”
“Rip Van Winkle”
“Lather and Nothing Else”
“Suzy and Leah”
“The Cat Who Thought She Was a Dog, and The Dog Who Thought He Was a Cat”
“The Treasure of Lemon Brown”
January/February / 7.RL.6
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
7.RI.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.
S2C1PO4: Identify the narrative point of view / 1st person
2nd person
3rd person
3rd person limited
Omniscient
Limited omniscient
Perspective / “Rip Van Winkle”
Marshall
Domestic
Wistfully
Majestic
Incomprehensible
Melancholy
Decline / “After Twenty Years”
“Rip Van Winkle”
“Lather and Nothing Else”
“Suzy and Leah”
“The Cat Who Thought She Was a Dog, and The Dog Who Thought He Was a Cat”
Month / Performance Objectives to be Taught / Common Assessment / Skills / Vocabulary / Resources
January/February / 7.RL.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
S2C1PO5: Analyze the influence of setting / Time
Place
Mood
Environment
Influence on plot / “Suzy and Leah”
Yiddish
Barbed Wire
Refugee
Kosher
Mutti / “The Third Level”
“Rip Van Winkle”
“Lather and Nothing Else”
“Suzy and Leah”
January/February / 7.RL.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.
S2C1PO6: Draw conclusions about mood based on authors’ word choice / Atmosphere
Readers’ feeling toward text / “Rip Van Winkle”
Lather and Nothing Else”
January/February / 7.RL.10
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
S2C1PO8: Identify various genres of fiction and their characteristics
7.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
- Apply grade 7 Reading standards toliterary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Science Fiction
Fantasy
Historical Fiction
Drama
Realistic Fiction
Comedy
Tragedy
Horror
Thriller
Fairy Tales
Tall Tales
Mythology
Fables
Interpret
Analyze
Give opinions
State Facts
Share Feelings / “The Third Wish”
“After Twenty Years
“Rikki-Tikki-Tavi”
“Papa’s Parrott”
“Rip Van Winkle”
“Lather and Nothing Else”
All Stories
January/February / 7.RL.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.
7.RI.4