WSFCS English Language Arts 7th Grade Curriculum Guide
Quarter 1Pacing / Sample Product(s) / Vocabulary / Graphic Organizers / Web Resources
Unit 1 / RL 1.ab Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 2.b 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.
RI 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 2.b 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.
SL 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.
4 days / Create an objective summary / Tier 1
analyze
details
objective
subjective
text
Tier 2
main idea
summary
Tier 3
theme / 5-3-1
5 Idea Frame
Analyzing a Story’s Theme
Describing Wheel
Details
Details Tree
Finding Main Ideas
Get the Gist
Lesson Closure
Main Idea Boxes
Main Idea Web
Relay Race
Section Summary
Spider Web
Summarizing
Summary and Paraphrase
S-W-B-S-T
Thematic Web
WIN / Main Idea
Brain Pop: Main Idea
Quia: Main Idea
Main Idea Quiz
Main Idea Skill Activity
Main Idea Song
Summary
Reading Quest: Summary
Summarizing Video
Theme
Theme List
Presentation Formats
Voki
Glogster
Prezi
Vuvox
Sliderocket
Animoto
Toondoo (Teacher use only)
Unit 2 / RL 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL 3.b Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
14 days / Complete a written assessment analyzing a story / Tier 1
character
conflict
dialogue
Tier 2
mood
tone
Tier 3
allusion
flashback
foreshadow
irony
plot
setting / Analyzing Setting
Bookmark
Character Analysis Chart
Character Grid
Character Person
Character Pyramid
Character Quality Study
Character Web
Characterization
Finding Irony
Indirect Characterization
Internal v External Conflict
Jigsaw
KWL
Making Connections
Mood Words
Plot and Conflict Analysis
Plot Diagram
Plot Diagram Fill-in
Questioning Tower
Reading Response Journal
Reading Short Stories
Shaping Connections
Story Chart
Story Circle
Story Map
Story Map Box
Story Map Circle
Story Outline
Story Pyramid
Text Connections
Tone Words / The True Story of the Three Little Pigs or other fairy tales
True Pigs Story
True Pigs
Allusion
Allusion Examples
Character
Characterization PowerPoint
Characterization: STEAL
Irony
Stair Irony Example
Irony Worksheets
Mood
Mood Resources
Plot
PPPST: Elements of Literature
PPPST: Literary Elements
Flocabulary: 5 Things
Unit 3 / RL 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
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.
W 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or events.
W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
20 days / Write a story including elements from RL 3 & RL 6 utilizing the writing process / Tier 1
assumption
audience
character
dialogue
sequence
Tier 2
author’s purpose
author’s style
bias
compare-contrast
context
narrative
narrator
point of view
transitions
Tier 3
narrative technique
plot
sensory language / Analyzing Point of View
Character Analysis Chart
Character Grid
Character Person
Character Pyramid
Character Quality Study
Character Web
Characterization
Compare-Contrast
Compare-Contrast Matrix
Compare-Contrast T-chart
Create a Story Strip
Describing an Event
Detailing an Event
Indirect Characterization
Photo Scrapbook
POV Situation
Story Chart
Story Circle
Story Map
Story Map Box
Story Map Circle
Story Outline
Storyboard
Timeline
Venn Columns
Venn Diagram / Author’s Purpose
Author’s Purpose Resources
Study Zone: Author’s Purpose
Quia: Author’s Purpose
Author’s Purpose Activity
Author’s Purpose Song
Character
Characterization PowerPoint
Characterization: STEAL
Compare-Contrast
Compare-Contrast
Point of View
Brain Pop: Point of View
Narrative Writing
Great Source: Narrative
PPPST: Narrative
Narrative Resources
Transitions
Sensory Language
Sensory Language
General Writing
Outline Maker
Easybib
The Writing Site
Web English Teacher
ReadWriteThink
The Write Source
Purdue OWL
Edhelper
A+ Research & Writing
CSU Writing Center
Writer’s Web
UNC Writing Center
Citation Machine
Language & Grammar / L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when 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).
b. Spell correctly.
L 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*
L 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.
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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation
of a word or determine or clarify its precise meaning or its part of speech.
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).
Ongoing / Tier 2
connotation
context
denotation
Tier 3
affixes
comma
conventions
dash
ellipsis
figurative language / Daily Grammar
Chomp Chomp
Grammar Monster
Grammar Slammer
Guide to Grammar & Writing
Guide to Grammar & Style
Purdue OWL: Grammar
Grammar Resources
Internet Grammar of English
HyperGrammar
UChicago Grammar Resources
Writing Support
Strunk’s Elements of Style
Grammar Quizzes
Grammar Quizzes2
Quarter 2
Pacing / Sample Product(s) / Vocabulary / Graphic Organizers / Web Resources
Unit 4 / 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.
RL 5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL 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).
17 days / Compile a Poetry Portfolio including original poetry and poetic analysis / Tier 2
compare-contrast
connotation
denotation
sarcasm
tone
Tier 3
acrostic
alliteration
concrete poem
figurative language
free verse
haiku
hyperbole
idioms
metaphor
onomatopoeia
oxymoron
personification
refrain
repetition
rhyme
rhyme scheme
simile
stanza
symbolism
verse / Absolute Allusions
Adapting Mental Images
Compare-Contrast
Compare-Contrast Matrix
Compare-Contrast T-chart
Denotation v Connotation
Describing Wheel
Figurative Language
Figurative Language Chart
Figurative Language Inferences
Five Senses
Frayer Model
Imagery Tree
Language Impact
Poem Analysis
Poetry Terms
Sensory Details
SIFTT Poem Analysis
Similes
To You Poem
Venn Columns
Venn Diagram
Visualization Sketches
Visualizing / Poetry
Famous Poets and Poems
Poets
Giggle Poetry
Poetry
Shmoop Poetry
Authors (Poets)
Poetic Terms
Handbook of Poetry Terms
Poetic Byway
Quia: Poetic Terms
Alliteration
Tongue Twisters
Denotation-Connotation
Denotation-Connotation PowerPoint
Denotation-Connotation
Hyperbole
My Word Wizard
Buzzle
Idioms
Idioms
Funbrain Idioms
Idiom Interactive
Idiom Resources
Metaphors
Metaphor Quiz
Brain Pop: Similes and Metaphors
Quia: Metaphor Battleship
Onomatopoeia
Onomatopoeia Examples
Oxymorons
Oxymoron List
Oxymorons
Oxymoron Quiz
Personification
Personification Practice
Personification in Advertising
Unit 5 / RL 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 1.b Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI 3.b 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).
RI 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
W 1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic
or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
24 days / Write a problem-solution essay utilizing the writing process / Tier 1
assumption
evidence
reasons
relevant
Tier 2
bias
cause-effect
cite
claim
conclusion
fact v. opinion
inference
introduction
making connections
paraphrase
plagiarism
quote
source / 5 Idea Frame
Cause and Effect
Cause & Effect Butterfly
Cause & Effect Fishbone
Constructing Support
Cycle Graph
Dialectical Journal 1
Dialectical Journal 2
Expository Pillar
Expository Web
Expository Writing
Flow Chart
Inferences about Characters
Is this a good
KLI
Making Inferences
Making Inferences Chart
Paragraph Guide
Planning Chart
Predict and Infer
Problem Analysis
Problem-Solution
Reading Between the Lines
Story Clues
Text & Subtext
Thesis Essay / Cause-Effect
PPPST: Cause & Effect
Quia: Cause & Effect
Cause & Effect
Inference
Inference Riddles
Quia: Inference
Quia: Inference Quiz
Inference Video
Brain Pop: Inference
Problem-Solution Writing
Great Source: Problem-Solution
General Writing
Outline Maker
Easybib
The Writing Site
Web English Teacher
ReadWriteThink
The Write Source
Purdue OWL
Edhelper
A+ Research & Writing
CSU Writing Center
Writer’s Web
UNC Writing Center
Citation Machine
Language & Grammar / L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Spell correctly.
L 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.
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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of
a word or determine or clarify its precise meaning or its part of speech.
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).
L 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Ongoing / Tier 2
connotation
context
denotation
Tier 3
affixes
comma
conventions
dash
ellipsis
figurative language / Daily Grammar
Chomp Chomp
Grammar Monster
Grammar Slammer
Guide to Grammar & Writing
Guide to Grammar & Style
Purdue OWL: Grammar
Grammar Resources
Internet Grammar of English
HyperGrammar
UChicago Grammar Resources
Writing Support
Strunk’s Elements of Style
Grammar Quizzes
Grammar Quizzes2
Quarter 3
Pacing / Sample Product(s) / Vocabulary / Graphic Organizers / Web Resources
Unit 6 / RL 3.b Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
RL 6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
RL 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).