Language Arts Scope and Sequence

Transcription

1 Mr. Crawford 7 th Grade Language Arts Scope and Sequence September Basic Skills in Reading, Writing, Listening, and Speaking Reading Literature 4 -Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. Reading Literature 10 - By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Writing 2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 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 discipline-specific tasks, purposes, and audiences. Writing 3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Speaking and Listening 1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. Why does word choice matter? Am I clear about what I just read? Why write? How do I develop meaning through collaboration? Inquiry By Design: Introduction to the Reading Life Inquiry By Design: Introduction to the Writing Life Based on a compilation of scores on short work samples, teacher observations, and selfreflection.

2 October Strategies to Use in Comprehending and Developing Meaning from Texts All Common Core Standards for Reading Informational Text are addressed through the seven strategies that we will be accessing. Am I clear about what I just read? How do I know? Author s choice: Why does it matter? What makes a story a great story? In what ways does creative choice impact an audience? Whose story is it and why does it matter? AVID: Exploring Texts with Strategic Reading One work sample for each of the seven strategies. November Interpreting Literature through Analysis of Literary Concepts Reading 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. Reading Literature 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. Speaking and Listening 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. Speaking and Listening 3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. Writing 1 Write arguments to support claims with clear reasons and relevant evidence.

3 Writing 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Am I clear about what I just read? How do I know? What makes collaboration meaningful? Making meaning from a variety of sources: What will help? What s my purpose and how do I develop it? Writing clearly: What makes a difference? Final product: What does it take? Inquiry By Design: Introduction to Interpretive Work Based on a compilation of scores on short work samples, teacher observations, and selfreflection. December Studying Culture through Literature with an Emphasis on the Elements of Fiction, i.e., character, setting, theme, dialogue, plot, point of view, style Reading 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. Reading Literature 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. Reading Literature 3 - Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Reading Literature 6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 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. Speaking and Listening 5 - Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

4 Am I clear about what I just read? How do I know? Author s choice: Why does it matter? What makes a story a great story? How does an author use the elements of fiction to develop ideas and create meaning? What makes a presentation great? Why is how I say and present something important? Man to Send Rain Clouds Other short stories TBD Assorted learning and practice guides and worksheets Students will create PowerPoint presentations to demonstrate their understanding of a story with an emphasis on answering the last Essential Question listed above. January The Writing Process: Planning, Developing, and Creating a Short Story Writing 3 - Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Writing 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. What s my purpose and how do I develop it? Writing clearly: What makes a difference? Final product: What does it take? Assorted learning and practice guides and worksheets

5 Final production of story. February Revisiting the AVID Reading Strategies and Using Them Across a Wide Array of Nonfiction Genres in Order to Establish Meaning. Reading Informational Text 1 - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text 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. Reading Informational Text 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). Reading Informational Text 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. Reading Informational Text 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. Am I clear about what I just read? How do I know? Author s choice: Why does it matter? Un what ways does creative choice impact an audience? Whose story is it and why does it matter? Assorted texts from Newsela, AVID Weekly, and other sources Multiple choice tests that demonstrate ability to analyze text. March - April Expository and Argumentative Writing

6 Writing 1 - Write arguments to support claims with clear reasons and relevant evidence. Writing 2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Writing 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 6 - Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. Writing 7 - Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. What s my purpose and how do I develop it? Final product: What does it take? Writing clearly: What makes a difference? What do good researchers do? Inquiry By Design: Investigative Report Writing: Explanations and Arguments Final production of paper May - June Poetry and Drama Reading 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. Reading Literature 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. Reading Literature 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. Reading Literature 5 - Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

7 Reading Literature 6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Speaking and Listening 1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. Writing 1 - Write arguments to support claims with clear reasons and relevant evidence. Writing 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 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. Writing 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 discipline-specific tasks, purposes, and audiences. Am I clear about what I just read? Author s choice: Why does it matter? What makes a great poem or drama What makes collaboration meaningful? What s my purpose and how do I develop it? Writing clearly: What makes a difference? Final product: What does it take? Inquiry By Design: Creating Characters in Poetry: A Study of Two Poets Based on a compilation of scores on short work samples, teacher observations, and selfreflection. Common Core Language Standards ***These will be addressed throughout the year by incorporation into all units.*** Language1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

8 Language 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. Language 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Language 6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Why do the rules of language matter? Communicating clearly: What does it take? How does situation affect meaning? How does author s choice impact an audience? When a word doesn t make sense, what can I do? How do I use what I know to figure out what I don t know? Common Core Speaking and Listening Standards ***These will be addressed throughout the year by incorporation into all units.*** Speaking and Listening 1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. Speaking and Listening 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. Speaking and Listening 3 - 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. Speaking and Listening 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. Speaking and Listening 5 - Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. What makes collaboration meaningful? Making meaning from a variety of sources: What will help? What makes a presentation great? Does how I say something really matter?