1

7th Grade District Literacy Class Curriculum Map

QUARTER 1 COMMON CORE STANDARDS

Standards:
Key Ideas and Details - Literature
  • 7.RL.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • 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.
  • 7.RL.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Integration of Knowledge and Ideas – Informational Text
  • 7.RI.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

QUARTER 1 ASSESSMENT
  • Regular assessments of Greek and Latin word parts as identified by the Sec Lit Comm
  • Students should be able to write a multi paragraph essay summarizing a piece of literature using the terms that the Sec Lit Comm has identified that should be taught deeply at 7th grade
  • Demonstrate the ability to make inferences using the Jamestown passages
  • Rubric for writing a multi-paragraph summary

QUARTER 1 TEACHING POINTS
  • Model graphic organizers using elements of plot
  • Models creating a summary – provide sentence stems
  • Model making inferences
  • Model citing textual evidence
  • Identify Greek and Latin word parts
/ “I can” statements
  • I can fill out a graphic organize determining the elements of plot
  • I can write a summary with multiple paragraphs
  • I can make inferences to determine meaning when author’s use figurative language
  • I can site textual evidence to support my analysis of the theme
  • I can identify Greek and Latin word parts

Resources
Jamestown Daily Warm ups
Literature Text book
SLC Greek and Latin word roots list for 7th grade

QUARTER 2 COMMON CORE STANDARDS

Standards:
Craft and Structure - Literature
  • 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
  • 7.RL.5.. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.or section of a story or drama.
  • 7.RL.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Integration of Knowledge and Ideas - Literature
  • 7.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).
  • 7.RL.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

QUARTER 2 ASSESSMENT
-Regular assessment on Greek and Latin word parts
-Students will create a multi-media presentation expressing their understanding of figurative language and structure of poetry/drama
QUARTER 2 TEACHING POINTS
  • Model identifying literary devices and analyzing their meaning
  • Introduce 2nd Greek and Latin word parts
  • Identify the point of view from which the novel is written
/ “I can” statements
  • I can identify literary devices and analyze their meaning
  • I can identify Greek and Latin word parts.
  • I can use in context Greek and Latin word parts
  • I can determine the point of view of the stories I read.

RESOURCES
Jamestown Daily Warm ups
Literature Text book
SLC Greek and Latin word roots list for 7th grade

QUARTER 3 COMMON CORE STANDARDS

Standards:
Integration of Knowledge and Ideas – Literature
  • 7.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).
Key Ideas and Details –Informational Text
  • 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.
  • 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.
  • 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).

Craft and Structure – Informational Text

  • 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.
  • 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.
  • 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.

QUARTER 3 ASSESSMENT
- Complete a multi-paragraph essay or multi-media presentation based on research conducted from the the time in history related to a novel
QUARTER 3 TEACHING POINTS
-Introduce and directly teach opposing points of view on a controversial topic
-IVF sentences
-Fact outline
-Summary paragraphs
-Credible sources / “I can” statements
-I can write an IVF sentence
-I can write a fact outline
-I can write a summary paragraph
-I can identify credible sources
Resources
Historical Fiction Novels
Internet/Library resources
Hood River County Library website – opposing viewpoints

QUARTER 4 COMMON CORE STANDARDS

Standards:
Integration of Knowledge and Ideas – Informational Text
  • 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.
  • 7.RI.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of Reading and Level of Text Complexity – Informational Text
  • 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.

QUARTER 4 ASSESSMENT
-Evaluate two opposing authors’ points of view and draw a conclusion of whose perspective you agree with
-Perform a selection from Shakespeare and analyze its meaning
QUARTER 4 TEACHING POINTS
-Continue to model evaluating opposing points of view – determine the author’s purpose
-Using graphs, tables, maps and informational material to locate information
-Teach background information related to Shakespeare and his use of language / “I can” statements
-I can determine the opposing points of view and the author’s purpose in what I read.
-I can locate information from graphs, tables, informational material
-I can use resources to identify difficult language
Resources
“The Tempest” – graphic novel
Need: middle level resources to present opposing viewpoints on a particular topic

May 2, 2012

Dear 7th Grade Literacy Teachers,

The discussion at the meeting with HRMS and WYMS teachers on Monday evening about the district 7th grade literacy year long plan did not make much progress: so this is your opportunity to see what the other grades did, and come up with your own draft. At some point, a representative from each school may need to meet again to discuss how integrate the two plans.

HRMS shared a Grade Level Map, which listed only the Reading Literature standards, and not any Reading Informational Texts standards.

As you look over the year long plans for Literacy in 6th and 8th, perhaps you can consider these guiding questions in planning a year long plan:

  1. When would you like to teach reading literature and when would you like to teach reading informational text?
  1. By quarter, only include those standards that you will go deep on, and will want to assess that quarter: Teaching reading means you will probably teach all the standards every quarter, but when will you go deep?
  1. “Tight and Loose” I would like this document to be tight enough that everyone knows when to teach the important topics. I want it to be loose enough for teachers to select materials and instructional strategies that best match their students’ needs. I do not want to go back and rewrite this every year: only review and tweak it so items included on here should be the “biggies.”
  1. “Teaching Points” is what teachers at other grades added in order to clarify what they will teach as the standard can sometimes be too broad. If the teaching point is on this document, it must be taught because students 1) need to know it for the next level; 2) need to know it to be successful in life; and/or 3) need to know if for assessments. However, there are many more things that can be taught depending on student interest, skill and time, and that does not need to be on the district year long plan, but on your own.
  1. “I can” statements are the standards and/or learning targets put into student friendly language. This is something that can be done later/over the summer.
  1. The Assessments will match up with the standards for that quarter and “Teaching Points.” There is a lot of discussion about what the SMARTER Balanced assessment will look like, but until more information is released by them, we will develop our own assessments to monitor progress towards the standards. These assessments will be developed by teachers over the summer and during Learning Teams next year, and will (hopefully) not be long and involved, but enough to know if students are making progress.

Thank you for all your hard work!! This is such a complex issue, and it will continue to evolve as we learn more about what is expected of our students.

Mauree

Revised Draft: May 29, 2012 based on HRMS draft from May 27, 2012