Cross Reference to the Frameworks

S.P.S. Curriculum Guide English Language Arts Grade 7

CROSS REFERENCE TO THE FRAMEWORKS / LEARNING OBJECTIVES / INSTRUCTIONAL STRATEGIES AND ACTIVITIES / CROSS REFERENCES TO OTHER CURRICULA / RESOURCES / ASSESSMENT/ BENCHMARK ASSESSMENTS
STANDARD 6-12 / STANDARDS
Grade 7 Students
Language / 7L4,5,6: Vocabulary Acquisition and Use / Spelling
Students will:
Practice word recognition and develop spelling strategies.
Determine the meanings of unfamiliar words using knowledge of common Greek roots.
Determine the meanings of unfamiliar words using knowledge of common Latin roots.
Determine the meanings of unfamiliar words using knowledge of prefixes.
Determine the meanings of unfamiliar words using knowledge of suffixes.
Determine pronunciations, meanings, parts of speech, and origins of words using the dictionary and thesauruses.
Determine alternate word choices, specifically homophones, synonyms, and antonyms. / Weekly spelling units are reviewed orally with students.
Weekly Independent Practice is assigned for homework and then reviewed in class.
Students use spelling words in their own writing throughout the school year.
Students will practice spelling using student-created activities and games. / Spelling and Vocabulary @2000, Houghton-Mifflin Ch. 1-36 / Weekly Independent Practice
Weekly Quizzes.
Unit Test every 6th Unit.
Various writing rubrics include requirements to include spelling words.
Language / L4,5,6: Vocabulary Acquisition and Use / Vocabulary
Students will:
Students will determine the meanings of unfamiliar words using context clues.
Students will understand and apply newly learned vocabulary in writing.
Students will learn vocabulary to improve reading comprehension. / Students receive weekly vocabulary lists from Scope 100 or related readings.
Students will practice recognition and understanding of given vocabulary.
Students utilize a journal to record and define vocabulary.
Students write sentences using the words in the appropriate context.
Students will use vocabulary words in their own writing throughout the school year. / Scope 100, Literatureand Integrated Studies, Scott Foresman @1997,
Various Novels (Refer to Novel List in Appendix).
(Refer to Integrated Studies, History) / Weekly Quiz on Vocabulary.
Unit Tests on Cumulative Vocabulary Lists.
Writing rubric includes requirement to include vocabulary words.
Language / 7L1: Conventions of Standard English
7L3: Knowledge of Language / Daily Oral Language
Students will:
Make corrections by re-writing and proofreading sentences.
Review punctuation, capitalization, and usage skills.
Retain both old and new skills through practice and reinforcement. / Each day two sentences from the Daily Oral Language book are on the board.
The students read and correct the sentences in their notebooks.
Next, the students volunteer the needed corrections orally and the appropriate changes are made on the board.
Stimulate student participation. / Daily Oral Language
Neil J. Vail and Joseph F. Papenfuss @ 2000 / Daily Oral Language Quizzes
Various writing rubrics include requirements to include mechanics.
Writing / 7W,1,2,MA.3A: Text and Purposes
7W 4,5,6,: Production and Distribution of Writing / Personal Narrative Essay
Students will use the following steps to writing:
Develop topic.
Brainstorm ideas about the chosen topic including the use of select vocabulary words.
Develop the main idea.
In the introductory paragraph, grab the reader’s attention.
Write body paragraphs (stories) that support the main idea.
Provide supporting sentences and transitional words within the paragraphs.
Provide concluding sentences (the clincher).
Discuss details that focus on paragraph structure.
Use given rubric to evaluate the essay.
Students will :
For some topics demonstrate an appropriate presentation style and format intended to gain and maintain audience attention, interest and respect. / Read and identify characteristics of a personal narrative.
Review and score MCAS Long Composition examples.
Introduce key vocabulary of the writing process.
Students identify select vocabulary to be used in writing the essay.
Vivid verbs can enliven writing.
Use graphic organizers to brainstorm on the chosen topic.
Students use notes form brainstorming to prewriting.
Teacher writes an example and demonstrates the writing the process for students.
Write a rough draft by organizing sentences into the structure of the essay, with at least 5-7 paragraphs.
Peer edit (cooperative pairings), give constructive criticism, and then revise their essay.
Proofread for grammar. Connect to rubric.
Write a final version of the personal narrative essay. / MA Information Literacy Standards
7.10Students will be able to summarize new knowledge gained through observing peer presentations. / Graphic Organizers:
Web
Journal Entries
English Level 7, Houghton Mifflin @2001, pp. 548 - 578
Teacher-generated examples of personal narrative essays. Examples may be generated as students are engaged in the writing process.
Samples of previously scored MCAS Long Compositions along with scoring guides and rubrics.
MCAS Writing Prompts / Personal narrative essays that include brainstorming, the rough draft, and the final copy:
Respect or Admire Essay
A Favorite Gift
Ten Years From Now I Will Be…
Memorable Experience
Favorite Activity
Oral presentations of the final copy for the following topics:
A Favorite Gift
Reading Standards for Literature / 7RL 4,5,6: Craft and Structure
7RL 7,8,9: Integration of
Knowledge and Ideas / Fiction
Students will:
Analyze the connections among setting, characterization, conflict, plot, and/or theme in fiction.
Analyze characters’ personality traits, motivations, and interactions with others and give supporting evidence from their words, actions, or thoughts.
Analyze the ways characters change or interact with others over time and give supporting evidence from the text.
Identify how an author’s use of words creates mood. / Read short stories and novels interdependently and independently.
Listen to audio versions of selected fictional work.
Respond to questions on material read.
Use literary elements such as foreshadowing and flashbacks to understand the story.
Make predictions.
Through oral discussions, students identify and make connections among setting, characterization, conflict, plot, and/or theme. / MA Information Literacy Standards
Students will understand the difference between various genres of print materials and will understand how to use selection aids. / Literatureand Integrated Studies, Scott Foresman @1997,
Various Novels (Refer to Novel List in Appendix).
(Refer to Integrated Studies, History).
Novels:
Among the Hidden by Margeret Haddix
The Giver by Lois Lowry
Short stories by Edgar Allan Poe and W.W. Jacobs.
MCAS Excerpts / Quizzes on short stories.
Chapter tests on novels.
Tests.
Projects.
Language Standard
Reading Standards for Literature
Writing Standards / 7L3: Knowledge of Language
7L4,5,6: Vocabulary Acquisition and Use
7RL1,2,3: Key Ideas and Details
7RL4,5,6: Craft and Structure
7W4,5,6: Production and Distribution of Writing / Creative Writing
(Before you begin this unit, complete the unit on Fiction).
Students will:
Applying the connections among setting, characterization, conflict, plot, and/or theme in fiction.
Students will use the following steps to writing:
Develop topic.
Brainstorm ideas about the chosen topic including the use of select vocabulary words.
Develop the main idea.
In the introductory paragraph, grab the reader’s attention.
Write body paragraphs (stories) that support the main idea.
Provide supporting sentences and transitional words within the paragraphs.
Provide concluding sentences (the clincher).
Discuss details that focus on paragraph structure.
In the creative writing process, students will :
Develop plot.
Create a conflict.
Build the story to a climax.
Resolve the conflict.
Create a rubric to self-assess and peer edit written stories.
For some topics demonstrate an appropriate presentation style and format intended to gain and maintain audience attention, interest and respect. / List details about the main character.
Where and when = setting.
Add details about story events suggested by their character and setting ideas.
Draft dialogue for main characters
Choose a point of view for story/mood.
Follow the writing steps.
Evaluate stories using a rubric (refer to p. 587) What Makes a Great Story? / MA Information Literacy Standard
7.10 Students will be able to summarize new knowledge gained through observing peer presentations. / Literatureand Integrated Studies, Scott Foresman @1997
(Refer to Integrated Studies, History).
English Houghton Mifflin@ 2001
What Makes a Great Story? (p. 587)
Examples of creative writing stories. / Creative story that includes brainstorming, the rough draft, and the final copy:
Oral presentations of the creative story.
Student-generated rubric.
Language Standard
Writing Standards / 7L3:Knowledge of Language
7L4,5,6: Vocabulary Acquisition and Use
7W4,5,6: Production and Distribution of Writing / Writing to Persuade
Students will:
Discuss the characteristics of a well-written persuasive essay.
Students will use the following steps to writing:
Develop topic.
Brainstorm ideas about the chosen topic including the use of select vocabulary words.
Develop the main idea.
In the introductory paragraph, grab the reader’s attention.
Write body paragraphs (stories) that support the main idea.
Provide supporting sentences and transitional words within the paragraphs.
Provide concluding sentences (the clincher).
Discuss details that focus on paragraph structure.
Use given rubric to evaluate the essay.
Students will:
Write with a voice that will be convincing to their audience.
Support the argument made.
Evaluate reasons for supporting arguments.
Anticipate possible objections and answer them.
Organize and order reasons to best suit one’s argument. / Listening for and recognizing persuasive tactics.
Conducting a debate.
Read a model persuasive essay to identify characteristics.
State your goal and give at least three strong reasons for support. Review “What Makes a Great Persuasive Essay?” (p. 436).
Teach students to develop a position and write with a voice that will be convincing. “Using Persuasive Strategies” (p. 444).
Oral discussion to elaborate with facts and examples. / English Houghton Mifflin@ 2001
“What Makes a Great Persuasive Essay?” (p. 436).
“Using Persuasive Strategies” (p. 444).
Examples of persuasive writing essays. These may include current newspaper and journal articles. / Persuasive essays that include brainstorming, the rough draft, and the final copy.
Reading Standards for Literature
Writing Standards
Speaking and Listening Standards / 7RL4,5,6: Craft and Structure
7W1,2,MA.3.A: Text, Types, and Purposes
7SL1,2,3: Comprehension and Collaboration / Poetry
Students will:
Read examples of poetry (four) aloud and identify and respond to the effects of form, sound, figurative language, and graphics in order to uncover meaning.
Identify poetic forms including haiku, epic, and sonnet.
Identify sound, for example, alliteration, onomatopoeia, rhyme schemes.
Identify and analyze figurative language, for example, personification, metaphor, simile, and hyperbole.
Identify graphics, for example capital letters, line length, and word position.
Identify and analyze imagery and figurative language.
Identify how an author’s use of words creates mood.
Connect the literary elements of the poem to the theme using evidence.
Write poems using poetic techniques, figurative language, and graphic elements. / Read poems aloud:
-identify how the poem looks on the page.
-talk about the diction of the poem.
-underline lines and phrases representing the meaning of the poem.
-identify the theme and make a judgment about it.
List images, details, and figurative language from various poems on a chart.
Write a poem.
Revise, proofread, and peer edit written poems. / MA Information Literacy Standards
8.16
Students will understand the difference between various genres of print materials and will understand how to use selection aids. / Literatureand Integrated Studies, Scott Foresman @1997,
For example,
pp. 33-38, pp. 73-79,
p. 130,
pp. 198-203,
and throughout the text.
(Refer to Integrated Studies, History).
MCAS Excerpts / Written justification connecting the literary elements of the poem to the theme.
Write two poems using different poetic forms and including poetic devices.
Reading Standards for Literature
Writing Standards
Speaking and Listening Standards / 7RL1,2,3: Key Ideas and Details
7RL4,5,6: Craft and Structure
7W 1,2,MA.3.A: Test Types and Purposes
7SL4,5,6: Presentation of Knowledge and Ideas / Dramatic Literature
Students will:
Identify and explain stage directions.
Understand main characters and stock characters.
Use language skills: commas, speaking formally and informally.
Recognize and understand Literary Terms and Techniques
Applying the connections among setting, characterization, conflict, plot, resolution, mood, and/or theme.
Develop and present characters through the use of acting skills.
Write a script with well-developed characters, setting,dialogue,clear conflict and resolution, and sufficient descriptive detail. / Read various Dramatic Literature selections aloud.
Selected roles are acted out by students.
Discuss differences between dramatic literature and other genres.
Write an original three act play that includes main characters, stock characters, language skills, literary terms , and stage directions.
Students present and perform their plays in small groups. Culminating in the application of student generated scoring guides. / MA Information Literacy Standards
Students will understand the difference between various genres of print materials and will understand how to use selection aids. / Literatureand Integrated Studies, Scott Foresman @1997,
For example: “The Dying Detective”(p. 228), “The Monsters are Due on Maple Street”(p. 334).
(Refer to Integrated Studies, History).
Handout:
“Harrison Bergeron”, aloud. / Quizzes and Tests on dramatic literature selections.
Creative play that includes brainstorming, the rough draft, and the final copy:
Oral presentations of the play.
Student-generated rubrics.
Reading Standards for Literature / 7RL1,2,3: Key Ideas and Details
7RL 45,6: Craft and Structure
7RL 7,8,9: Integration of Knowledge and Ideas / Non-Fiction
Students will:
Identify and use knowledge of common textual features (for example, introduction, conclusion, transition words, concluding sentences.)
Recognize use of an argument for and against an issue.
Identify evidence used to support an argument. / Read a model persuasive essay to identify characteristics.
Listening for and recognizing persuasive tactics.
Oral discussion to elaborate with facts and examples.
Read various nonfiction stories.
Respond to questions on material read. / MA Information Literacy Standards
8.16 Students will understand the difference between various genres of print materials and will understand how to use selection aids. / English Houghton Mifflin@ 2001
Literatureand Integrated Studies, Scott Foresman @1997
For example, “Father's Day”, p. 54 “A Sea Worry”, p. 60 “Nate Tiny Archibald” p. 134.
(Refer to Integrated Studies, History). / Quizzes and Tests on nonfiction stories.
Reading Standards for Literature / 7RL 1,2,3: Key Ideas and Details
7RL 4,5,6: Craft and Structure
7RL 7,8,9: Integration of Knowledge and Ideas / Epic Tales and Mythology
Students will:
Identify conventions in epic tales
(for example, the extended simile, the hero's tasks, special weapons, clothing, helpers).
Identify and analyze similarities and differences in mythology from different cultures (for example, ideas of the afterlife, roles and characteristics of deities, and types and purposes of myths). / Students will read interdependently and independently mythology selections.
Students will discuss, identify, and analyze the conventions of epic tales.
Listen to audio versions of selected fictional work.
Respond to questions on material read.
Use conventions in epic tales in order understand the story.
Make predictions.
Through oral discussions, students identify and make connections between the differences in mythology from different cultures. / MA Information Literacy Standards
Students will understand the difference between various genres of print materials and will understand how to use selection aids. / Literatureand Integrated Studies, Scott Foresman @1997
For example, “Echo and Narcissus” p. 40, “Sir Gawain and the Loathly Lady” p. 151
“Prometheus” p. 264
Handout:
Beowulf / Quizzes and tests on mythology selections.
Writing Standards / 7W 7,MA.8.A,9: Research to Build and Present Knowledge / Writing a Research Report
Students will:
Read a published model of a research report.
Identify characteristics of a research report.
Brainstorm ideas about the topic.
Explain and develop thesis statement as the topic to be explored and contained in the introductory paragraph.
Take notes from three or more print and non-print sources.
Differentiate between primary and secondary source materials.
Organize and present research using the Gr. 7-8 Learning Standards in the Composition Strand as a guide for writing.
Write a research paper that includes a cover page, at least three typed pages, and a bibliography and works cited page.
Make citations and write a works cited page using MLA format and compose bibliographies using MLA format for a research report.
Give an oral presentation on their research topic. / Discuss ideas for a research paper with a partner.
Research topic using a variety of sources.
Organize the information.
Practice writing in third person to focus on facts, not opinion.
Develop topic sentence/thesis statement.
By using the MLA Citation Maker, students learn to paraphrase information/cite sources. / MA Information Literacy Standards
1.12 Students will be able to describe what their final product will look like.
1.13 Given a list of possible topics, students will be able to independently select their research topic.
1.14 Students will be able to use the teacher-generated essential question to develop a focus to their project.
1.16 Students will be able to identify pre-existing knowledge that relates to the research topic and with teacher assistance, can identify additional information that is needed to solve their research problem.
1.17 Students will be aware of different sources that can be used to locate information, but will largely depend on book, encyclopedia and internet sources.
3.10 With assistance, students will locate and use pertinent information from print and electronic sources to answer their research problem.
3.11 Students will use cross references to locate additional information regarding their research topic.
4.5 With teacher assistance, students will understand the differences between primary and secondary sources.
4.12 Students will independently take notes as they use information sources.
4.13 Students will be guided to summarize and paraphrase information.
4.16 Students will be able to work in groups to develop technology-based projects that reflect their combined research.
5.7 Guided by teacher requirements, students will select an appropriate medium to communicate research results.
7.5 Students will use self and peer evaluations to improve their communications and writing.
7.8 Using the teacher’s criteria, students will be able to evaluate the effectiveness of communication of their final product. / English Level 7, Houghton Mifflin @2001, Unit 12. / Research Report Rubric.
Oral Presentation.
A research paper that includes a cover page, at least three typed pages, and a bibliography and works cited page.

Draft: 7/20111