Scope and Sequence Seventh Grade Language Arts Nine Weeks I Nine Weeks II Nine Weeks III Nine Weeks IV Weeks 1-2 1.02 , 5.01 , 6.01 , 6.02 2.01 5.02 2.01 Weeks 3- 4 5.02 , 5.01 , 1.01 4.02 , 2.02 5.01 4.02 , 2.02 Weeks 5-6 3.01 , 2.02 , 5.01 2.02 5.01 , 5.02 , 1.01 1.01 , 4.01 , 5.01 , 3.01 , 5.02 Weeks 7-8 4.01 , 5.01 , 3.01 5.01 , 5.02 3.01 , 5.01 3.01 , 2.02 , 5.01 Benchmark Assessments
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Scope and Sequence Seventh Grade Language Arts
Nine Weeks I Nine Weeks II Nine Weeks III Nine Weeks IV
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
constructing
essays/presentati
ons that respond
to a given
problem by
proposing a
solution that
includes
relevant details.
recognizing
and/or creating
an organizing
structure
appropriate to
purpose,
audience, and context.
group essays and
presentations.
an effective
problem-solution
essay?
students in organizing
ideas.
Model an effective
problem-solution
essay.
Develop an effective
problem solution
essay using
organizational plan.
(Reading, Writing)
Orally present an
argument with solid
solutions. (Speaking)
Learning Manual *Class Display Set –
Thinking Maps
CARS
STARS
Reading In the Content Area Manual (Literacy Coach)
Duplin County Schools Writing Notebook-Middle Grades 6-8
Duplin County Language Arts Literary Manual
Duplin County Schools –In-Service Workshops and Training Sessions and Materials
ESL Literacy Manuals
SIOP Resource Person-(Annual Training Sessions are available)
Technology-AlphaSmarts, Computers, Internet
www.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
3.03 Study and
create arguments
that evaluate
through:
understanding
the importance
of establishing a
firm judgment.
justifying the
judgment with
logical, relevant
reasons, clear
examples, and
supporting
details.
creating an
organizing
structure
appropriate to
purpose,
audience, and context.
Express argumentative style using justification with logic, relevance and support, while organizing the structure appropriately for audience, purpose, and context.
Nine Weeks III
Compare and
contrast various
texts to identify
the soundness of
judgments.
Examine and
evaluate
documents for the
purpose of
identifying specific
examples and
evidence to
support judgments.
Identify the
characteristics of
the evaluative
process.
Support
development of
How do I
determine if an
argument is
logical?
What strategies
and criteria do I
use to study,
analyze,
evaluate, and
create
arguments?
What things do I
need to consider
when creating
and sharing
critiques and
evaluations?
What are the
strategies that I
Audience Bias Evaluate Persuasive Propaganda
Create a flow map to
model the steps in
composing an
argumentative essay.
School Uniforms
(http://www.learnnc.or
g/lp/pages/3911)
(Reading, Writing,
Listening, Speaking,
Viewing, Technology)
The Penny Problem
(http://www.econedlin
k.org/lessons/index.php
?lesson=EM257&page=te
acher) (Reading,
Writing, Listening,
Speaking, Viewing,
Technology)
Participate effectively
in the peer editing
process. (Reading,
Writing, Speaking,
Viewing, Listening)
Stars
Competitive Edge
Sharpen Up Reading
Sharpen Up Writing
Reading Coach
Writing Coach
Inspiration / Kidspiration-Media (On school computers)
Edu-Test
Accelerated Reader
Internet Sources: ex. www.rubrics.com
Test Ready Reading
Test Ready Writing
Test Ready Vocabulary
Thinking Maps-Tools for Learning Manual *Class Display Set –
Thinking Maps
CARS
STARS
Reading In the Content Area Manual (Literacy Coach)
Duplin County Schools Writing Notebook-Middle Grades 6-8
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
logical reasons,
examples, and
details in creating
an evaluative text
using graphic
organizers.
Apply information
from graphic
organizer to an
appropriate
structure for
delivery.
Utilize the process
for developing
group essays
and/or
presentations.
should use to
identify and
evaluate the
arguments and
critiques in
texts?
What are the
things I should
consider when
creating and
sharing
arguments and
critiques?
What things do I
need to consider
when creating
and sharing
critiques/evaluat
ions?
Create an evaluative
thesis statement.
(Writing)
Support and elaborate
upon ideas using details
from brainstorming.
(Writing)
Duplin County Language Arts Literary Manual
Duplin County Schools –In-Service Workshops and Training Sessions and Materials
ESL Literacy Manuals
SIOP Resource Person-(Annual Training Sessions are available)
Technology-AlphaSmarts, Computers, Internet
www.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
Evaluation & Assessment
Target
Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
Goal 4 The learner will
refine critical
thinking skills
and create
criteria to
evaluate print
and non-print
materials.
4.01 Analyze the
purpose of the
author or creator by:
monitoring comprehension for understanding of what is read, heard and/or viewed.
exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
identifying and exploring
Examine and express argumentative style using justification with logic, relevance, and support, while organizing the structure appropriately for audience, purpose, and context.
Uncovering Assumptions Through Critical Writing (http://www.learnnc.org/lp/pages/3810) (Reading, Writing, Listening, Speaking, Viewing, Technology) Is Mr. Wolf Really A Bad Guy? (http://www.learnnc.org/lp/pages/3187) (Reading, Writing, Listening, Speaking, Viewing, Technology) Create advertisements. (Writing)
Stars
Competitive Edge
Sharpen Up Reading
Sharpen Up Writing
Reading Coach
Writing Coach
Inspiration / Kidspiration-Media (On school computers)
Edu-Test
Accelerated Reader
Internet Sources: ex. www.rubrics.com
Test Ready Reading
Test Ready Writing
Test Ready Vocabulary
Thinking Maps-Tools for Learning Manual *Class Display Set –
Thinking Maps
CARS
STARS
Reading In the Content Area Manual (Literacy Coach)
Duplin County Schools Writing Notebook-Middle Grades 6-8
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
(http://www.readwritethink.org/lessons/lesson_view.asp?id=79) (Reading, Writing, Listening, Speaking, Viewing, Technology) Expository Detective’s Handbook (http://www.readwritethink.org/lessons/lesson_view.asp?id=40) (Reading, Writing, Listening, Speaking, Viewing, Technology) Create a comprehensive timeline using a computer. (Reading, Writing, Technology) Rewrite the end of a
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
story based on initial conclusion considering the impact of that conclusion. (Reading, Writing)
4.03 Develop the
stance of a critic by:
considering alternative points of view or reasons.
remaining fair-minded and open to other interpretations.
constructing a critical response/review of a
Critique with an open viewpoint while composing an evaluative response to a given literary work or topic.
Nine Weeks III
Analyze
perspective by
identifying point-
of-view.
Write a review of a
book, movie, or
restaurant.
Produce a book
talk.
Develop and share
alternate points of
view.
Analyze various
viewpoints on an
What is point of
view?
How do I
recognize a
different point of
view?
What do I need
to consider when
evaluating a
selection?
What do I need
to consider when
evaluating
communication?
Critical stance Fair-minded Perspective Point of view
Coach students in
considering
alternative points of
view by developing
critical thinking skills.
Brainstorm ideas with
students using Smart
Board.
Construct/model a
critical response as a
class.
What Do You See? (http://www.learnnc.org/lp/pages/3079) (Reading, Writing, Listening, Speaking, Viewing, Technology) Research and Historical Fiction (http://www.readwritethink.org/lessons/lesson_view.asp?id=864) (Reading, Writing, Listening, Speaking, Viewing, Technology) Inventing and
Stars
Competitive Edge
Sharpen Up Reading
Sharpen Up Writing
Reading Coach
Writing Coach
Inspiration / Kidspiration-Media (On school computers)
Edu-Test
Accelerated Reader
Internet Sources: ex. www.rubrics.com
Test Ready Reading
Test Ready Writing
Test Ready Vocabulary
Thinking Maps-Tools for Learning Manual *Class Display Set –
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
demand writing to
an evaluative
prompt.
Critical Media Literacy (http://www.readwritethink.org/lessons/lesson_view.asp?id=97) (Reading, Writing, Listening, Speaking, Viewing, Technology) Analyzing Advice (http://www.readwritethink.org/lessons/lesson_view.asp?id=372) (Reading, Writing, Listening, Speaking, Viewing, Technology) Students will construct a critical response by completing a book review. (Reading,
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
Writing)
Evaluation & Assessment
Target
Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes.
5.01 Increase
fluency,
comprehension, and
insight through a
meaningful and
comprehensive
literacy program by:
using effective
reading
strategies to
match type of
text.
reading self-
selected
literature and
other materials
of individual
interest.
reading
literature and
other materials
selected by the
teacher.
assuming an
Explore literary elements through a variety of genres and informational materials, infer meaning, and determine significance of literary components used by the author.
Nine Weeks I Nine Weeks II Nine Weeks III Nine Weeks IV
Utilize strategies
for reading various
types of text for a
variety of
purposes.
Demonstrate the
ability to choose
and use
appropriate
reading strategies
as needed.
Respond
appropriately to
what is read.
Self-monitor pace
How does the
organization of
the various
genres determine
the strategies I
use in interpret
and understand
what I have read?
What strategies
do I use to
understand what
the author is
trying to
communicate?
How do I analyze
the effects of the
author’s choices
used to convey
the message?
Acronym Alliteration Allusion Almanac Analogy Analyze Antagonist Author’s purpose Atlas Attitude Assonance Autobiography Biography Cause/Effect Character analysis Characterization Chronological order
Create story maps.
Write character
sketches.
Participate in
literature circles.
Model effective
reading strategies
Compose plot
diagrams.
Provide opportunities
to examine
stereotypes.
Encourage students to
select high-interest
reading materials.
Conduct student-lead
Poetry Through Music:
“Smooth”
(http://www.learnnc.or
g/lp/pages/2905)
(Reading, Writing,
Listening, Speaking,
Viewing, Technology)
Elements of a Fable
(http://www.learnnc.or
g/lp/pages/2913)
(Reading, Writing,
Listening, Speaking,
Viewing, Technology)
A Christmas Carol
(http://www.learnnc.or
g/lp/pages/3093)
(Reading, Writing,
Listening, Speaking,
Viewing, Technology)
Stars
Competitive Edge
Sharpen Up Reading
Sharpen Up Writing
Reading Coach
Writing Coach
Inspiration / Kidspiration-Media (On school computers)
Edu-Test
Accelerated Reader
Internet Sources: ex. www.rubrics.com
Test Ready Reading
Test Ready Writing
Test Ready Vocabulary
Thinking Maps-Tools for Learning Manual *Class Display Set –
Thinking Maps
CARS
STARS
Reading In the Content Area Manual (Literacy Coach)
Duplin County Schools Writing Notebook-Middle Grades 6-8
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
n Point-of-view Plot Prose Realistic fiction Refrain Reflective Protagonist Repetition Rhyme scheme Rhythm Rising action Science-fiction Scene Sensory imagery Short story Setting Simile Speaker
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
Stage directions Stanza Style Suspense Symbolism Tall tale Teleplay Theme Tone Memoir Meter Screenplay
Evaluation & Assessment
Target
Date
Formative Common Benchmark Summative Note(s):
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
Competency Goal 6 The learner will
apply
conventions of
grammar and
language usage.
6.01 Model an
understanding of
conventional written
and spoken
expression by:
using a variety
of sentences
correctly,
punctuating
them properly,
and avoiding
fragments and
run-ons.
using subject-
verb agreement
and verb tense
that are
appropriate for
the meaning of
the sentence.
applying the
parts of speech
to clarify
language usage.
using pronouns
Create a written product and oral presentation which applies correct conventions of grammar/sentence structure, multiple-meaning words, uses of references, while distinguishing precise/appropriate language, and experimenting with literary devices.
Nine Weeks I Nine Weeks II
Analyze usage in
samples/examples.
Apply conventions
of grammar and
usage in speaking
and writing.
How do I
demonstrate and
model an
understanding of
conventional
written and
spoken language?
How do I
demonstrate my
command of
conventions as I
speak and write?
Appositives Conventions Focus Dialect Formal language Dialect Elaboration Informal language Noun Verb preposition Organization Pronoun Adverb Adjective Style Support Thesaurus Verb Verb tense
Model sentence
diagramming.
Model formal
language in speaking
and writing.
Facilitate the peer-
editing process.
Demonstrate sentence
variety in verbal
phrases.
Model appropriate
usage in speaking and
writing
Develop use of
context clues to
determine meaning
Incorporate the use of
Which Word Is It? (http://www.learnnc.org/lp/pages/3448) (Reading, Writing, Listening, Speaking, Viewing, Technology) Grammar and Editing (http://www.learnnc.org/lp/editions/careerstart-grade6/1980) (Reading, Writing, Listening, Speaking, Viewing, Technology) The ABCs of the Three Little Pigs (http://www.learnnc.org/lp/pages/3310) (Reading, Writing, Listening, Speaking, Viewing, Technology)
Stars
Competitive Edge
Sharpen Up Reading
Sharpen Up Writing
Reading Coach
Writing Coach
Inspiration / Kidspiration-Media (On school computers)
Edu-Test
Accelerated Reader
Internet Sources: ex. www.rubrics.com
Test Ready Reading
Test Ready Writing
Test Ready Vocabulary
Thinking Maps-Tools for Learning Manual *Class Display Set –
Thinking Maps
CARS
STARS
Reading In the Content Area Manual (Literacy Coach)
Duplin County Schools Writing Notebook-Middle Grades 6-8
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
correctly,
including clear
antecedents and
correct case.
using phrases
and clauses
correctly,
including proper
punctuation
(e.g.,
prepositional
phrases,
appositives,
dependent and
independent
clauses).
determining the
meaning of
unfamiliar
vocabulary
words using
context clues, a
dictionary, a
glossary, a
thesaurus,
and/or structural
analysis (roots,
prefixes,
Rhetorical question Sentence structure Punctuation Capitalization Parts of speech Dialect Standard/non-standard English
reference materials
(dictionary,
thesaurus,
encyclopedia,
glossary)
Diagram various types of sentences. (Writing) Compose a complete paragraph using sentence variety and proper grammar. (Writing) Demonstrate appropriate usage in speaking and writing by creating various types of products. (Speaking, Writing)
Duplin County Language Arts Literary Manual
Duplin County Schools –In-Service Workshops and Training Sessions and Materials
ESL Literacy Manuals
SIOP Resource Person-(Annual Training Sessions are available)
Technology-AlphaSmarts, Computers, Internet
www.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
suffixes) of
words.
extending
vocabulary
knowledge by
learning and
using new
words.
determining
when and where
dialects and
standard/nonstan
dard English
usage are
appropriate.
applying
language
conventions and
usage during
oral
presentations.
choosing
language that is
precise,
engaging, and
well suited to
the topic and
audience.
Middle Grades Curriculum Guide for Language Arts 7
Curriculum Target
Date
Instruction
North Carolina Standard Course of Study Strategic Action Plan for Student Learning and Instruction
(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century Skills)
Goal Objective Clarifying
Objectives
Task Analysis Essential
Question
Essential
Vocabulary
Instructional
Opportunity
Learning
Opportunity
Resources
experimenting
with figurative
language and speech patterns.
6.02 Continue to
identify and edit
errors in spoken and
written English by:
using common
spelling rules,
applying
common
spelling
patterns, and
developing and
mastering an
individualized
list of words that
are commonly
misspelled.
mastering
proofreading
Use conventions and editing skills to evaluate spoken and written English, applying self-correction as appropriate.
Nine Weeks I Nine Weeks II
Analyze usage in
samples/examples.
Apply conventions
of grammar and
usage in speaking
and writing.
What strategies
do I use to
identify and edit
errors in spoken
and written
English?
How do I
recognize and
edit inaccuracies
in my work and
in the work of
others?
Editing symbols Suffix Prefix Roots Word origins Patterns Editing symbols Draft Preliminary draft Final draft **List of commonly