7Th Grade CCSS: Unpacking and Mappingthe Standards

7th Grade CCSS: Unpacking and Mappingthe Standards

Grade-specific Standard / What are the grade level Concepts and Skills you will teach? / What materials and resources will you utilize? / When will you teach the concepts and skills? / How will you know when the students can do it? What is the evidence of learning?
7th Grade—Informational
1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
/ Identify author’s claims
ThesisPD360
Explicit vs implicit / Possible texts including, but not limited to
Informational
-Nonmaterial Girl
-How to get off the couch and into the forest
-The Smurfette Principle
-The Storyteller
-It’s Failure, Not Success
-History of Halloween
-Heroes, 24
-Strong Men Weep, 26
-Rosa Parks: My Story, 85
-New Directions, 221
-Hurricanes, 306
-The Fish Crisis, 295
-The teacher who changed my life, 368
-Seizure- Alert Dog is Girl’s lifeline, 656
-A Real Life Hero, 36-43
Persuasive
-Today’s Youth Look to Advertising, 95
-From Ramp to Riches, 97
-Facts about Marketing to Children, 104
-America the Not so Beautiful, 135
-Buying into the Green Movement, 140
-City Schools Cut Parent’s Life Line, 147
-Hang it Up, 150
-Ironing out Policies on School Uniforms, 156
-Cell Phones in School, 160
-Balancing Act on Cell Phones, 163
-Bullying in Schools, 212
-Taming Wild Girls, 215
- Having a Separate Middle School
Oregon State Student Samples:
Including, but not limited to: “I would like to do away with my sisters pink whistle”, “Paulina is my kind of town”, “Volunteering” / Semester 1 / Passing (or improvement on)Informative Reading Work Sample
End of Unit Assessment
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.
/ Determine central ideas
SummarizePD360, PD360B
Main idea / Semester 1 / Passing (or improvement on)Informative Reading Work Sample
End of Unit Assessment
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.
/ Introduction
SupportPD360
Conclusion / Semester 1 / Passing (or improvement on)Informative Reading Work Sample
End of Unit Assessment
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.
/ Point of view
PurposePD360 / Semester 1 / Passing (or improvement on)Informative Reading Work Sample
End of Unit Assessment
7th Grade—Literature
1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / Text analysis
Inferences / Possible texts including, but not limited to
Narrative
- “Maggie and Milly and Molly and May”
- “A Poem for My Librarian, Mrs. Long”
- Springboard student samples
- “Hairs”
-Student sample, “Most Helpful Person”
- “Key Item”
- “Powder”
- “A Quarrelsome Peace”
- “ I Have A Dream”
- “ The Woman in the Snow”
- Fairy Tale Remix / Semester 2 / Passing (or improvement on) Literary Reading Work Sample
End of Unit Assessment
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. / ThemePD360
Main ideaPD360
SummaryPD360, PD360B / Semester 2 / Passing (or improvement on) Literary Reading Work Sample
End of Unit Assessment
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.
/ VocabularyPD360, PD360
Figurative languagePD360
RhymePD360
Repetition / Semester 2 / Passing (or improvement on) Literary Reading Work Sample
End of Unit Assessment
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.
/ Compare and contrastPD360, PD360B, PD360C
Setting
Characterization / Semester 2 / Passing (or improvement on) Literary Reading Work Sample
End of Unit Assessment
7th Grade—Writing
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.
e. Provide a concluding statement or section that follows from and supports the argument presented.
/ Persuasive
Introduce arguments
Support claims
Conclusion
Relevant evidence / ODE 6-trait Rubric
ODE CCSS Writing Rubric
Essay/Writing Unit
Possible scaffolding activities include, but are not limited to:
Messy Web
Organized Web
Outline
6 R
Leads and Endings
Transition Word List
Various Grade Appropriate Texts
Plot Chart
Four Square / Semester 1 / Passing (or improvement on) Writing Work Sample
End of Unit Assessment
2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
/ Informative
Introduction
Support topic
Transitions
Conclusion
Process: Prewrite, Draft, Revision, Edit, PublishPD360, PD360B / ODE 6-trait Rubric
ODE CCSS Writing Rubric
Essay/Writing Unit / Semester 1 / Passing (or improvement on) Writing Work Sample
End of Unit Assessment
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.
d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
/ Narrative
Plot: Exposition, Rising Action, Climax, Falling Action, Resolution
Figurative LanguagePD360
Setting / ODE 6-trait Rubric
ODE CCSS Writing Rubric
Essay/Writing Unit / Semester 2 / Passing (or improvement on) Writing Work Sample
End of Unit Assessment
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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)
/ Peer EditingPD360, PD360B
RevisionPD360, PD360B
Process
Editing ConventionsPD360, PD360B / ODE 6-trait Rubric
ODE CCSS Writing Rubric
Essay/Writing Unit / Semester 1 and 2 / Passing (or improvement on) Writing Work Sample
End of Unit Assessment
7th Grade—Speaking/Listening
4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, andexamples; use appropriate eye contact, adequate volume, and clear pronunciation. / Speech
Ideas and Content
Organization
Language
Delivery / Chronometer
Rubric
Notecards / Semester 1 and 2 / Passing (or improvement on) Speaking Work sample
End of Unit Assessment
7th Grade—Language
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. / Conventions
Grammar
Sentence Fluency / Dictionary
Thesaurus
Computer / Semester 1 and 2 / Passing (or improvement on) Work Samples (Reading/Writing/speaking)
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. / Capitalization
Punctuation
Spelling
Commas / Dictionary
Thesaurus
Computer / Semester 1 and 2 / Passing (or improvement on) Work Samples (Reading/Writing/speaking)
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. / Word Choice
Imagery / Dictionary
Thesaurus
Computer / Semester 1 and 2 / Passing (or improvement on) Writing Work Sample
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. / Figurative Language
Word Relationships
Figures of Speech / Dictionary
Thesaurus
Computer / Semester 1 and 2 / Passing (or improvement on) Work Samples (Reading/Writing/speaking)