Grade English Language Arts YearAtAGlance · an exposition, rising action, climax, falling action, and resolution SWBAT identify the key elements (setting, characters, and plot) of

7th Grade English Language Arts Year­At­A­Glance PA Common Core Standard National Common Core Standard

Correlation Standard Interpretation Objectives

Key Ideas and Details: Text Analysis Students must be able to cite evidence from the text in order to explain what the text actually states. Students should be aware that citations are more useful when they include the line number, page number, paragraph number, and/or author.

In order to master this skill, students must understand that drawing inferences follows a formula. Facts/information from the text + prior knowledge and/or experience = inference.

SWBAT cite textual evidence IOT support an analysis of what the text says explicitly.

SWBAT cite textual evidence IOT to support inferences drawn from the text.

CC.1.2.7.B

Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.

RI.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CC.1.3.7.B

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.

RL.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Students must be able to cite three or more pieces of evidence from the text in order to support an analysis of what the text actually states. Students should be engaged in conversations around key individuals/characters, the setting(s), events, or ideas presented in stories (adventures, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels); dramas (one act plays or multi­act plays in various media); and poetry (narrative, lyrical, free verse, sonnets, odes, ballads, and epics) using literary texts across authors, themes, genres and traditions (i.e. classical, traditional, and mythological). Students must be able to cite evidence from the text to explain what the text literally states (citations are more useful when they include the line number, page number, paragraph/act/scene/stanza, and/or author). In order to master this skill, students must understand that drawing inferences follows a formula. Facts/information from the text + prior knowledge and/or experience = inference.

SWBAT cite textual evidence IOT support an analysis of what the text says explicitly.

SWBAT cite textual evidence IOT to support inferences drawn from the text.

Key Ideas and Details: Main Idea Students should be able to identify the concept, thought, notion, or impression that is of greatest importance in the text or in a portion of the text. Students should be able to distinguish between the central idea and the topic/subject of the text, which is too broad to be the central idea. Students should be aware that: (1) the central idea of text is not always found in the first sentence of a text, in fact, it is seldom found there; (2) in some cases the central idea is not stated at all; and (3) details are too narrow to be the central idea.

In order to support their determination of the central idea, student will need a great deal of practice with distinguishing between ancillary and important words or phrases (details) in order to explain how particular details support the central idea.

In order to master this skill, students must understand that a summary is a brief statement that contains the essential ideas of a longer passage, not to be confused with a paraphrase, which is a restatement of the source text in about the same number of words. Students are required to compose an objective summary (without including their personal opinions and judgments on the topic); doing so may be difficult for students because, for years, they

SWBAT identify key details IOT determine two or more central ideas of a text.

SWBAT identify two or more central ideas of a text IOT analyze their development over the course of a text.

SWBAT identify the central ideas of a text IOT compose a summary. .

CC.1.2.7.A

Determine two or more central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.2

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.

have been asked to make text­to­self connections.

Key Ideas and Details: Theme This standard represents an opportunity for students to determine and analyze theme in a variety of fiction. Students should be able to identify the unifying or dominant idea(s) within a text. These central ideas or themes are usually represented as a common idea that appears throughout the text via key details and events, or as a message or lesson to be taken from the text. Students will have to make inferences as the themes or central ideas will not be explicitly stated in the text. Students should have the opportunity to explore the relationship between the theme and other components of text, such as characters, setting, and plot. For example, theme will directly affect the actions or feelings of the characters, and/or the plot is directly shaped by the theme. In order to support theme development, students should compare and contrast how major themes are developed across the text. Students should analyze how the theme(s)/central idea(s) is refined throughout the text. Once the central idea has been determined, students will need to go back to the text to identify specific details that help the central idea to emerge (get introduced), shape (evolve), and get refined (become clearer/fully developed). In order to master this skill, students must understand that a summary is a brief statement that contains the essential ideas of a longer passage, not to be confused with a paraphrase, which is a restatement of the source text in about the same number of words. Students are required to compose an objective summary (without including their personal opinions and judgments on the topic); doing so may be difficult for students because, for years, they have been asked to make text­to­self connections.

SWBAT identify key details IOT determine the theme or central idea of a text.

SWBAT identify the theme or central idea of a text IOT analyze its development over the course of a text.

SWBAT identify the theme or central idea of a text IOT compose an objective summary.

CC.1.3.7.A

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.

RL.7.2

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.

Key Ideas and Details: Text Analysis This standard represents an opportunity for students to be exposed to historical texts, or a text that has a focus on current social issues/topics. Students should have the opportunity to discuss: (1) how individuals influence individuals; (2) how individuals influence events; (3) how individuals influence ideas; (4) how events influence individuals; (5) how events influence ideas; (6) how events influence events; (7) how ideas influence individuals; (8) how ideas influence events; (9) how ideas influence ideas.

SWBAT identify significant individuals, events, and ideas in a text IOT analyze their interactions.

CC.1.2.7.C

Analyze the interactions between individuals, events, and ideas in a text.

RI.7.3

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).

Key Ideas and Details: Literary Elements Students must also be able to distinguish between a story and drama by analyzing their constituent elements/components for the purpose of analyzing how the elements connect and interface, including how the setting shapes the characters’ action and advances the plot. Students must be able to define and discuss the following elements related to stories & dramas: • Character ­ a personality in a literary work • Setting ­ where the story takes place • Plot ­ the pattern of events of a literary work, which includes:

an exposition, rising action, climax, falling action, and resolution

SWBAT identify the key elements (setting, characters, and plot) of a story or drama IOT analyze their interactions.

CC.1.3.7.C

Analyze how particular elements of a story or drama interact and how setting shapes the characters or plot.

RL.7.3

Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

• Conflict ­ the struggle between opposing forces or ideas • Theme ­ unifying or dominant idea Students must be able to define and discuss the following elements related to dramas only: • Scene ­ a subdivision of an act of a play • Act ­ the most major subdivision of a play; made up of scenes • Dialogue ­ conversations between two or more

persons/characters • Stage Directions ­ instructions for actors on and off stage • Soliloquy ­ a monologue in which the character is alone on

stage, or believes they are alone, and reveals their innermost feelings or thoughts

• Aside ­ a part of an actor's lines supposedly not heard by others on the stage and intended only for the audience

• Dramatic irony ­ the audience has information that the characters on the stage do not possess; used to create suspense

• Monologue ­ a long speech delivered by one character on stage

Craft and Structure: Vocabulary 97% of the words that students will encounter when they read are made up of 30 prefixes, 30 roots, and 30 suffixes (including figurative, connotative, and technical words). 70% of the words students will encounter can be defined using word parts and 30% can be defined using context clues. Determining the meaning of phrases is a critical skill with implications for all later grades and disciplines. Students should be aware that the words an author uses to communicate information on a particular topic have a tone (attitude) and that an author intentionally chooses his/her words to fulfill his/her purpose for writing including his/her attitude toward the subject of the text. The collection of words that an author uses to communicate information have an impact on the reader and impacts the reader’s beliefs and/or actions.

SWBAT identify and define word parts IOT determine the meaning of unfamiliar words and phrases (including figurative, connotative, and technical meanings).

SWBAT identify context clues IOT determine the meaning of unfamiliar words and phrases (including figurative, connotative, and technical meanings).

CC.1.2.7.F

Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative, connotative, and technical meanings.

RI.7.4

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.

CC.1.3.7.F

Determine the meaning of words and phrases as they are used in grade level reading and content, including interpretation of figurative language in context.

RL.7.4

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.

97% of the words that students will encounter when they read are made up of 30 prefixes, 30 roots, and 30 suffixes (including figurative, connotative, and technical words). 70% of the words students will encounter can be defined using word parts and 30% can be defined using context clues. Determining the meaning of phrases is a critical skill with implications for all later grades and disciplines. Students must identify literal (exact or actual) meaning to understand denotation and non­literal (figurative or symbolic) meaning to understand word connotation. Students should focus on figurative language (e.g., metaphors, similes, hyperboles, personification, onomatopoeia, etc.) in order to understand how such language provides depth (understanding that tone is directly related or tied to connotation) and meaning to texts. The collection of words that an author uses to communicate/tell the story have an impact on the reader and impacts the reader’s beliefs and/or actions.

SWBAT analyze word choice IOT analyze the impact of specific word choice on meaning and tone.

SWBAT identify rhymes and other repetitions of sounds in a poem, story, or drama IOT analyze its impact on a specific verse/stanza or section of a story or drama.

Craft and Structure: Text Structure There are six text structures that students must know. It is important for students to know that the author’s purpose is directly linked to the text structure that the author chooses to develop ideas. The six text structures are as follows:

1. A text written using the descriptive text structure describes what a person, place, thing or idea is like.

2. In texts organized under the compare/contrast text structure, the author explains how two or more persons, places, things, or ideas are alike and/or how they are different.

3. Chronological order refers to the presentation of information according to the progress of time (times, dates, years, etc.) All chronologies are sequential, but not vice versa.

4. Sequential order refers to the presentation of information such as events or steps in the order that they occurred or should occur (without the use of time). Instructions, recipes, directions, and scientific experiments are types of texts that are often written in sequential order.

5. Texts written using the cause and effect text structure describe event(s) and tell the reader what happens as a direct result (effect) of the event(s). The cause is the event that serves as the reason for the effect. The effect is the consequence or result of the cause.

6. A text written using the problem/solution text structure presents a problem and includes information about how it can be or has been solved. It includes a problem: a situation, matter, or person that presents a challenge or struggle and a solution: the answer or possible answer to the challenge or struggle.

SWBAT name and recognize the six texts structures IOT explain how the major sections contribute to the whole and to the development of ideas.

CC.1.2.7.E

Analyze the structure of the text through evaluation of the author’s use of graphics, charts, and the major sections of the text.

RI.7.5

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.

CC.1.3.7.E

Analyze how the structure or form of a text contributes to its meaning.

RL.7.5

Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Students must understand that an author’s choice of structure in a drama or poem aligns with their purpose for writing. That purpose could be to relay a theme, emotion, or description. Students will need to be able to identify specific structural elements of drama (e.g., monologues, soliloquies, dialogues, etc.) or poetry (odes, sonnets, ballads, free verse, etc.) and connect them to the author’s intention. For example, students will note that a soliloquy is intentionally used by the author to relay inner thought to the audience to advance the plot or support a theme, and an ode will be used when an author’s purpose is to honor a person or a thing.

SWBAT recognize and describe the form and/or structure of dramas and poetry IOT analyze how form and/or structure contribute to meaning.

Craft and Structure: Point of View This standard requires that students determine the author’s point of view (opinion or perspective) on a particular topic. This standard also requires that students are able to answer the question, “Why did the author compose the text?” The three former purposes for writing: to persuade, entertain, and inform, are no longer sufficient to answer this question. They have been replaced with informative, explanatory, and argumentative. The most useful author’s purpose questions are open­ended and requires students to refer to the text to support their determination

SWBAT determine the author’s point of view and purpose IOT analyze how the author distinguishes his/her position from that of another.

CC.1.2.7.D

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.

RI.7.6

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.

of the author’s point of view, purpose, and how it is different to someone else’s point of view on the same topic.

CC.1.3.7.D

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.6

Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

The chosen point of view will develop the characters and events throughout a text by revealing individual perspectives. The students are responsible for identifying the specific point of view from which the story is told and be able to track how the perspectives are developed as the story unfolds. Students must compare and contrast the different points of view of different characters or narrators of a text to gain deeper meaning related to the plot or theme of the story.

SWBAT identify a narrator’s or character’s point of view IOT analyze how an author develops and contrasts points of view of different characters or narrators in a text.

Integration of Knowledge and Ideas: Diverse Media This standard requires that students read a text and view or listen to another version of the same text in order to note similarities and differences between both mediums’ portrayal/presentation of information on the subject of the text.

SWBAT compare and contrast a text to an audio, video or multimedia version of the text IOT analyze each medium’s portrayal of the subject.

CC.1.2.7.G 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).

RI.7.7 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).

Integration of Knowledge and Ideas: Sources of Information This standard represents an opportunity for students to see a story, drama, or poem in multiple mediums. Students must be provided the opportunity to read a text, then provided an opportunity to experience the same text in a different medium (e.g., filmed, staged, or multimedia version). Students must be able to compare and contrast what they “see” and “hear” when reading the text to what is shown, heard, or perceived when they listen to or watch a different version. Students should be encouraged to participate in discussion about the differences in order to experience multiple perspectives. Students should be able to pinpoint certain techniques that bring the story to life when presented visually or orally, and explain how those techniques emphasize or differ from the written imagery contained in the text.

SWBAT compare and contrast a written story, drama, or poem to its audio, video, filmed, staged, or multimedia version IOT analyze the effects of techniques unique to each medium.

C.C.1.3.7.G 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).

RL.7.7 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).

Integration of Knowledge and Ideas: Evaluating Arguments This standard requires that students read texts wherein an author is communicating an argument on a particular topic. Students must be given an opportunity to determine the author’s argument/opinion on a topic, followed by (1) an opportunity to identify the specific claims the author makes; (2) attributing reasons and evidence to a particular claim; (3) identifying claims that are not supported by relevant reasons and evidence; and (4) assessing the relevance and strength of the evidence used to support each additional claim.

SWBAT trace and evaluate the argument and specific claims in text IOT assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

CC.1.2.7.H Evaluate an author’s argument, reasoning, and specific claims for the soundness of the argument and the relevance of the evidence.

RI.7.8 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.

Not Applicable to Literature

RL.7.8

Not Applicable to Literature

Integration of Knowledge and Ideas: Analysis Across Texts This standard requires that students read two pieces of text on the same topic written by different authors, noting the similarities and differences in the information they present. The important lesson

SWBAT analyze how two or more authors writing about the same topic shape their presentations of

CC.1.2.7.I Analyze how two or more authors present and interpret facts on the same topic.

RI.7.9 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.

that students should learn from this standard is the notion that authors often include or omit evidence or interpretation of facts to support their own purpose for writing or individual bias.

key information IOT determine the extent to which evidence or interpretation of the facts differ.

Integration of Knowledge and Ideas: Text Analysis Students must be exposed to both an historical account and historical fiction of the same event, figure, or time period. When reading two or more selections regarding a historical figure, event, or time period, students must use their knowledge of structure in order to differentiate between fiction and nonfiction. Students must be able to understand that although characters, events, or settings may be historically accurate in historical fiction, the author has created or altered one or more elements to enhance the event, figure, or period. Conversely, this will not be the case in a nonfiction historical account.

SWBAT compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period IOT describe how authors of fiction use or alter history.

CC.1.3.7.H 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.

RL.7.9 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.

PA Common Core Standard National Common Core Standard Correlation Standard Interpretation Objectives

Through modeled, guided, and independent writing, students will

learn to:

Introduce a topic for the intended audience; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect to support the writer’s purpose.

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate transitions to clarify the relationships among ideas and concepts.

Use precise language and domain­specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style.

Provide a concluding section that follows from the information or explanation presented.

Sample genres include: essays, recipes, a description of an historical event, a scientific experiment, and research reports.

SWBAT understand the elements of writing (focus, content ,etc.) IOT compose a piece of informational or explanatory text with an introduction, supporting facts, definitions and details, and a concluding statement or section. SWBAT group related information together within and across categories of information and use grade appropriate conventions of language IOT clearly communicate written information.

Writing : Informative & Explanatory

CC.1.4.7.A Write informative/explanatory texts to

examine a topic and convey ideas, concept

Focus: CC.1.4.7.B Identify and introduce the topic clearly,

including a preview of what is to follow.

Content: CC.1.4.7.C Develop and analyze the topic with

relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

Organization: CC.1.4.7.D Organize ideas, concepts, and information

using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include

CC.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of a relevant content.

formatting when useful to aiding comprehension.

Style: CC.1.4.7.E Write with an awareness of the stylistic

aspects of composition. Use precise language and

domain­specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities.

Develop and maintain a consistent voice.

Establish and maintain a formal style.

Conventions: CC.1.4.7.F Demonstrate a grade­appropriate

command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Writing : Narrative

Through modeled, guided, and independent writing, students will learn to:

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 to support the writer’s purpose; maintain a controlling point.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use dialogue and descriptions of actions, thoughts, sensory details, concrete words and phrases and feelings to convey experiences and events precisely

Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another.

Vary sentence length and expand, combine, and/or reduce sentences for meaning and reader interest.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Provide a conclusion that follows from the narrated experiences or events.

Students will also learn to:

Plan, revise, edit and rewrite to strengthen writing. With some guidance and support, publish writing.

SWBAT understand the elements of writing (focus, content ,etc.) IOT compose a story that is real or imaginary containing a clear focus and includes a narrator and/or characters with an organized event sequence, transitional words, precise language, and grade appropriate conventions of language.

CC.1.4.7.M Write narratives to develop real or imagined experiences or events. Focus: CC.1.4.7.N Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters. Content: CC.1.4.7.O Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Organization: CC.1.4.7.P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from and reflects on the narrated experiences and events. Style: CC.1.4.7.Q Write with an awareness of the stylistic aspects of writing.

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well­structured event sequences.

Use sentences of varying lengths and complexities.

Use precise language. Develop and maintain a

consistent voice. Conventions: CC.1.4.7.R Demonstrate a grade­appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

With some guidance and support, use technology including the Internet to produce and publish writing; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Sample writing genres could include: memoir, creative fictional story, realistic fiction, biography, autobiography, descriptive paragraphs, plays, poetry, response to literature.

Writing: Argumentative

Through modeled, guided, and independent writing, students will learn how to:

Write pieces to present a solid argument on a familiar topic or text that contains more than one perspective.

Make a clear claim as the basis of the argument presented on the topic.

Introduce the argument and develop the argument with reasons for support.

Acknowledge possible counterclaims to the presented claim, and prepare evidence to address those possibilities in rebuttal.

Choose language to fit a selected audience to further enhance the argument.

Utilize a formal style and voice throughout the argument.

Assess and utilize credible resources as a basis for evidence.

Group the information in a logical way that shows clear connections among supporting reasons.

Be certain to provide a clear conclusion that solidifies the argument.

Follow the following conventions of language: Capitalization of proper nouns Correct use of commas and apostrophes Spell grade appropriate words correctly Consult references as needed

Sample writing genres could include: essays, speeches, advertisements, letters, and editorials.

SWBAT compose a piece of writing that provides an argument and explains that argument using facts and/or definitions in an organized way with an introduction and conclusion IOT clearly communicate a written claim or opinion on a topic of interest.

CC.1.4.7.G Write arguments to support claims. Focus: CC.1.4.7.H Introduce and state an opinion on a topic. Content: CC.1.4.7.I Acknowledge alternate or opposing claims and support claim with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic. Organization: CC.1.4.7.J Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. Style: CC.1.4.7.K Write with an awareness of the stylistic aspects of composition. Use precise language and domain­specific vocabulary to inform about or explain the topic. Use sentences of varying lengths and complexities. Use precise language. Develop and maintain a consistent voice. Establish and maintain a formal style. Conventions: CC.1.4.7.L Demonstrate a grade­appropriate command of the conventions of standard English grammar and spelling.

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

Writing: Response to Literature Students will use close reading skills to critically analyze how the elements within a text’s key ideas and details, craft and structure, and integration of knowledge and ideas work together or in isolation to relay content and provide deep meaning in both informational and literary texts. After in­depth exploration

SWBAT to analyze specific elements of text that work either in tandem or in isolation IOT craft a structured essay that clearly communicates that analysis.

CC.1.4.7.S W.7.9

Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade­level reading standards for literature and literary non­fiction.

Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9.A 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"). W.7.9.B Apply grade 7 Reading standards to literary 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").

of text evidence to support ideas surrounding the text, students will utilize grade­appropriate writing skills and strategies to clearly express the analysis. The students will be mindful of task, purpose, and audience when writing, will maintain clear and consistent organizational structure, and will employ grade­level conventions of grammar and language. Students will frequently provide explicit text examples throughout the written response as support.

Writing: Production and Distribution of Writing Process Teachers will guide students through thinking about their own written work critically in order to revise and strengthen written communication. Students will work in peer groups to look critically at their writing and provide suggestions for revision. Students will also independently revise their work based on grade­level skills and focus areas explored. For example, a teacher may model via close reading analysis of text how an author has used a specific informational structure to provide content. Then, in partners, students may review each other’s work to try to identify whether a specific informational structure has been used, and if not, how one may be able to be incorporated to better relay the information. Or, students may use information regarding a specific area of focus from a mini lesson (such as run­on sentences or paragraph formation) and look intently at their own written work to identify and fix any mistakes.

SWBAT to respond to questions from a teacher or peer IOT clarify their written communication SWBAT utilize teacher and peer discussions IOT revise written work

CC.1.4.7.T

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.

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are defined in standards 1­3 above.) W.7.5 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 1­3 up to and including grade 7 here.)

Writing: Technology and Publication Students, with teacher supervision and support, will utilize age­ and grade­appropriate digital platforms, including approved Internet resources, to create, publish, or enhance written work. Independently or in partnerships or small groups, students will present information, opinions, or stories using technology. For example, a student can use a word processing platform to type

SWBAT navigate digital platforms IOT to enhance written work SWBAT utilize appropriate keyboarding skills IOT produce typed work of at least two pages

CC.1.4.7.U Use technology, including the Internet, to produce and publish writing and link

W.7.6 Use technology, including the Internet, to produce and publish writing and link to

to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

a finished essay, or a digital presentation program to create slides to match an informational piece. Students may also use Internet resources, such as approved blogging sites or website builders, to publish their work to a wider audience.

Writing: Conducting Research Students will research topics of interest, make observations, and write about them. For example, a student may develop a research question and, with teacher assistance, locate a variety of materials to help answer that question. Furthermore, as they gather information, they may craft new questions to explore based on what they have already researched. They may then use more materials to locate answers to the questions, paraphrase important information, and write essays on what they have found. They may do these writing tasks in partnerships or in small groups so that ideas can be shared.

SWBAT review information from a variety of resources IOT create written work related to those resources that answers a specific research question SWBAT use research culled from multiple resources IOT create new questions to guide further inquiry. SWBAT utilize paraphrasing skills IOT relay researched information

CC.1.4.7.V

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Writing: Credibility, Reliability, and Validity of Sources Students, with teacher guidance and prompting, will research topics of interest and write about them. For example, students may select a variety of books or materials related to a specific topic. They may then use those materials to answer questions, either teacher­ or self­generated. They may do these writing tasks in partnerships or in small groups so that ideas can be shared, or they may work independently. Students will take notes in a variety of ways in order to pinpoint a note­taking method that works well for their task, purpose, and preference. They will utilize those notes to aid in paraphrasing information, and in grouping information for organization of essays, reports, and presentations. Students will provide in­text citations for direct quotes or paraphrased information according to a selected format (i.e. APA or MLA). They will provide an organized bibliography (also following the determined format) that names the specific sources used to complete the research.

SWBAT explore given information from a variety of resources in small groups IOT answer a specific question related to the topic. SWBAT utilize note­taking skills IOT organize information for clear written communication. SWBAT list specific sources used in research IOT provide validity and credibility to presented information.

CC.1.4.7.W 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.

W.7.8 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.

Writing: Range of Writing Students will build stamina in writing by engaging in a consistent routine across content areas that encourages writing tailored to specific tasks that require specific time frames. Students will understand that writing time is devoted to different purposes, and that those purposes may require different amounts of time. For example, an on­demand writing assignment may require planning, drafting, and revision over only one or two days, while a full research project may take weeks and employ many styles of writing over that time (note­taking, bibliographies, and essays). They will fully recognize writing as a process with many different parts that are necessary in completing a published piece (research and

SWBAT attend to writing tasks over different periods of time IOT build writing stamina. SWBAT attend to writing tasks over different periods of time IOT achieve a specific writing goal. SWBAT complete specific tasks for an identified purpose for writing IOT complete appropriate portions of the writing process.

CC.1.4.7.X

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks, purposes and audiences.

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks, purposes, and audiences.

rehearsal, drafting, revision, editing, etc.), and will note that completed written products can take on many different forms throughout the process.

PA Common Core Standard National Common Core Standard Correlation Standard Interpretation Objectives

Speaking and Listening: Comprehension and Collaboration

Students will demonstrate competencies as listeners and speakers engaging in collaborative discussions with adults and peers.

Students will:

Listen for and critically analyze details from a speaker to ask and answer questions.

Identify reasons a speaker provides to support particular idea.

Critically examine reasons and evidence provided by a speaker in order to assess validity in relationship to a presented claim.

Listen critically to text read aloud to determine main idea.

Make deep connections between what information is presented orally or in other formats and topics, texts, or issues currently under study in the classroom.

SWBAT engage in active listening and present themselves verbally in large and small group situations with both peers and adults IOT to meet grade appropriate outcomes/expectations as identified in the standards.

CC.1.5.7.A Collaborative Discussion Engage effectively in a range of collaborative discussions, on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly. CC.1.5.7.B Critical Listening Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. CC.1.5.7.C Evaluating Information Analyze the main ideas and supporting details presented in diverse media formats (e.g. visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.1 Engage effectively in a range of collaborative discussions (one­on­one, in groups, and teacher­led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views. SL.7.2 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. SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Speaking and Listening: Presentation of Knowledge and Ideas When speaking aloud to a group, students will relate to the audience by sharing stories, experiences, interests, and information. Students will speak clearly, both in pronunciation and presentation of ideas, and at an appropriate volume for the audience. Students will prepare for presentations in advance by carefully organizing information in a logical, easy­to­follow sequence. They will consider how they may best engage the listeners in their presentation by assessing the audience they are addressing. They will adopt an appropriate tone and speaking style (formal vs. informal) to fit the audience. Students will enhance presentations with appropriate and related audio or visual representations in a variety of mediums that emphasizes or clarifies specific points or key details.

SWBAT engage in active listening and present themselves verbally in large and small group situations with both peers and adults IOT to meet grade appropriate outcomes/expectations as identified in the standards.

CC.1.5.7.D Purpose, Audience, Task Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CC.1.5.7.E Context Adapt speech to a variety of contexts and tasks. CC.1.5.7.F Multimedia Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. CC.1.5.7.G Conventions Demonstrate command of the conventions of standard English when speaking based on grade 7 level and content.

SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.)