Delta RV Seventh Grade Communication Arts Revised Skill/Concept. Recall

Transcription

1 Delta RV Seventh Grade Communication Arts Revised 2009 Reading - Literature 1: Develop and apply skills and strategies to the reading process CA 2: reading and evaluating fiction, poetry and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 7: identifying and evaluating relationships between language and culture C Students will: apply decoding strategies to problem solve unknown words when reading when needed: A. context clues B. root and affix knowledge C. phonemic awareness. Phonics CA 2, Students will complete vocabulary assignments to increase pronunciation and comprehension of unfamiliar or unknown words. Students will practice root and affix knowledge, phonemic awareness, and context strategies to know and understand unfamiliar or unknown words. Students will be expected to demonstrate correct word usage in their class oral readings and writings. Vocabulary assessments Vocabulary games D Fluency read grade-level instructional text: A. with fluency, accuracy, and expression B. adjusting rate to difficulty and type of text. CA 2, Recall Students will read aloud a variety of short stories, novels, articles, newspapers, magazines, dramas, and poetry in class. Prior to reading, the teacher will stress the importance of reading loudly and clearly so that all participants can easily hear and follow the reading. As needed, the teacher will give prompt instruction in rate, fluency, clarity and volume. Fluency checklist Teacher observation Peer fluency checklist 1

2 Reading Literature 1: Develop and apply skills and strategies to the reading process E Students will: Integrate Vocabulary develop vocabulary through text, using: A. roots and affixes B. context clues C. glossary, dictionary, and thesaurus. CA 2, 3 1.5, 1.6 Students will review components of a dictionary, glossary, and thesaurus page. Students will use a dictionary to define assigned prefixes and suffixes. Students will combine these prefixes, suffixes, and roots to develop new words. As the new words are created, students will define them and use each correctly in a sentence. Notice glossary in literature textbook, pp Teacher or peer periodically check unknown or unfamiliar word journal Students through the year create a literature unfamiliar and unknown word journal. The student will periodically add words. 2

3 Reading - Literature 1: Develop and apply skills and strategies to the reading process F Students will: Pre-Reading apply pre-reading strategies to aid comprehension: A. access prior knowledge B. preview C. predict with evidence D. set a purpose and rate for reading. CA 2, 3 1.5, 1.6 Prior to reading any class selection, students will answer questions utilizing their previewing skills. Answers may be written to preview questions in a reader s response journal or notebook at timely points in reading. Teacher will model an acceptable rate of reading (e. g. in poetry). Teacher or peer periodic scoring of the response journal or notebook Teacher will model setting a purpose for reading a certain selection. 3

4 Reading - Literature 1: Develop and apply skills and strategies to the reading process G Students will: during reading, utilize strategies to: During reading A. determine meaning of unknown words B. self-monitor comprehension C. question the text D. infer E. visualize F. paraphrase G. summarize CA 2, 3 1.5, 1.6 Students will take turns reading aloud Christmas Day in the Morning or FLOWERS FOR ALGERNON (both examples). After completing the various selections, students will participate in a student or teacher led discussion of the answers to the questions. Scoring of completed questions by peers or teacher H Post-reading apply post-reading skills to comprehend, interpret, analyze, and evaluate text: A. identify and explain the relationship between the main idea and supporting details B. question to clarify C. reflect D. draw conclusions E. paraphrase F. summarize CA 2, 3 1.5, 1.6 Strategic Thinking Students will read orally The house of Dies Drear (e.g.) in small groups to analyze and draw conclusions about the causes of conflict between the characters (e.g. Kenneth and Thomas). After reading the selection, students will analyze the text to draw specific conclusions with a graphic organizer. Scoring of the graphic organizer 4

5 Reading - Literature 1: Develop and apply skills and strategies to the reading process I Students will: Making connections compare, contrast and analyze connections: A. text to text (information and relationships in various fiction and nonfiction works) B. text to self (text ideas and own experiences) C. text to world (text ideas and the word by ideas and the world by identifying how literature reflects a culture and historic time frame). CA 2, 3, 7 1.5, 1.6, 1.9, 3.5 Strategic Thinking Students will read an article from a newspaper (a current event) and summarize the article. Students will read a selection and create a retelling of the selection. Students will read a selection from different texts and write a comparison/contrast of (e.g. social differences between certain times in history (e.g. 19th century and present). Students will create a Venn diagram. While reading a selection (e.g. Rosa Parks ), students will participate in a student led small groups discussion about the main character s experiences. Students will create a T-chart concerning Rosa Parks and their own experiences. Scoring of summary Scoring of retelling of the selection Scoring of the Venn diagram Scoring of analysis paper written from Venn diagram Scoring of T chart on character Rosa Parks and students experiences 5

6 Reading - Literature 2: Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry and drama from a variety of cultures and times CA 2: reading and evaluating fiction, poetry, and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) A Students will: Text Features use grade level text to: A. interpret and analyze information in title B. recognize and interpret the text features of fiction, poetry, and drama. CA 2, 3 1.5, 1.6, 3.5 Teacher will model recognition and interpretation of text features in fiction, poetry, and drama. Students will create a game to play to display their knowledge of text features in fiction, poetry, and drama. Students will play game of knowledge of text features Teacher observation 6

7 Reading - Literature 2: Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times B Students will: identify and explain literary techniques, in text emphasizing: A. hyperbole B. imagery C. propaganda D. onomatopoeia E. alliteration F. simile G. metaphor H. personification Literary Techniques CA 2 1.5, 1.6, 3.5 Students will research and create their own dictionary of figurative language definitions leaving space to add examples: hyperbole, imagery, propaganda, onomatopoeia, alliteration, simile, metaphor, and personification. Student created dictionary will be scored for completeness of definitions, examples, and neatness periodically throughout the year C Literary Elements use details from text to: A. demonstrate comprehension skills B. identify plot and sub-plot, mood, flashback, and types of conflict (e.g.-internal and external) C. analyze cause and effect D. identify and explain point of view E. evaluate the problem-solving processes of characters F. evaluate the effectiveness of solutions. CA 2 1.5, 1.6, 2.4, 3.1, , , 3.8 Strategic Thinking Students will read and discuss various selections. Students will create a graphic organizer (e.g., plotline, story plot, cause and effect T-chart, problem and solution T-chart, climax mountain, point of view T-chart, flashback timeline) to demonstrate comprehension skills. Scoring of various graphic organizers when utilized 7

8 Reading - Literature 3: Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) A Students will: Text Features B Literary Techniques explain and analyze text features to clarify meaning, emphasizing consumer text. identify and explain literary techniques and figurative language in nonfiction text emphasizing: A. hyperbole B. imagery C. propaganda D. onomatopoeia E. alliteration F. simile G. metaphor H. personification. CA 3 1.5, 1.6, 2.4, 3.5 CA 3 1.5, 1.6 Students will read selections about information in the workplace. Students will read selections that will analyze information in consumer documents. Students will participate in discussion on workplace/consumer information. Students will plan and deliver a public service announcement to their peers in the classroom. Students will read various selections during the school year that exemplify various literary techniques and figurative language. Students will participate in a teacher led discussion about the various literary techniques and figurative language. Students will create a journal of examples of literary techniques and figurative language Teacher observation Scoring of public service announcement text Teacher observation Scoring periodically of journal 8

9 Reading - Literature 3: Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times C Students will: Text Structures use details from text to: A. summarize author s ideas B. make predictions C. make inferences D. evaluate the accuracy of the information. analyze the text to: E. sequence events F. compare and contrast G. compare authors viewpoints H. identify and explain cause and effect I. identify problem solving processes and explain the effectiveness of solutions J. analyze two or more texts. CA 3 1.5, 1.6, 1.7, 2.4, 3.1, 3.4, 3.5, 3.6, 3.7, 3.8 Strategic Thinking Students will participate in a teacher led discussion of instructional text format. The students will read and evaluate an instructional text. The students will then create an instructional text e.g. how to change a flat tire or how to make a box cake. Students will read two articles on the same topic using the internet, newspaper, book, or magazine. Then the students will compare and contrast the author s viewpoints in the two articles by creating a Venn diagram or other graphic organizer. Scoring of the instructional text Scoring of the graphic organizer such as the Venn diagram 9

10 Reading - Literature 3: Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures and times D Students will: Understanding Directions read and follow multi-step directions to complete a complex task. CA 3 1.5, 1.6 Students will complete teacher led exercises requiring active listening and correctly following oral directions. Students will interpret and complete multi-step assignments as they are written on the whiteboard. Students will demonstrate following directions throughout the year by listening to the teacher and completing tasks correctly on a daily basis. Scoring of a specific task by teacher to be certain directions were followed 10

11 Reading - Literature Listening and Speaking 1: Develop and apply effective listening skills and strategies CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multimedia productions) CA 6: participating in formal and informal presentations and discussions of issues and ideas A Students will: Purpose for Listening listen: A. enjoyment B. for information C. for directions D. critically to recognize and interpret propaganda techniques. CA 5, 6 1.5, 1.6, 1.10 Students will comprehend and take notes on common propaganda techniques: bandwagon, glittering, generalities, just plain folks, testimonial, endorsement, and transfer. Students will create propaganda techniques including drawings. Students will identify and write persuasive statements. Teacher observation and peer scoring while students are in small groups identifying various propaganda techniques B Listening Behavior use active-listening behaviors: A. ask questions of speaker B. use body language and facial expressions to indicate agreement, disagreement, or confusion. CA 5, In small groups, students will enjoy identifying various propaganda techniques. Students will ask questions and use body language and facial expressions while listening to various propaganda techniques in small groups. Teacher observation 11

12 Reading - Literature Listening and Speaking 2: Develop and apply effective speaking skills and strategies for various audiences and purposes CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 6: participating in formal and informal presentations and discussion of issues and ideas A Students will: in discussions and presentations, use: CA 1, 6 Discussion and Presentation A. predetermined time constraints when giving a speech. B. media supplements to present information to the class. C. organized to present material. 2.1, 2.3, 4.6 Strategic Thinking 12

13 Reading - Literature Listening and Speaking 2: Develop and apply effective speaking skills and strategies for various audiences and purposes B Students will: Giving Directions give clear and concise multi-step oral directions to complete a complex task. 1, 6 2.1, 2.3 Students will develop lists of a varying number of points to remember when generating clear and concise multi-step oral instructions (and to reinforce will write them on the whiteboard or in their writing notebooks or journals). Discussions will follow-up to reinforce the following points on giving oral directions: speak slowly and clearly when giving directions and give directions in step-by-step order. Teacher observation Peers will orally tell the various groups if their directions are given clearly and concisely. 13

14 Reading - Literature Information Literacy 1: Develop and apply effective research process skills to gather, analyze, and evaluate information CA 2: reading and evaluating fiction, poetry, and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 4: writing formally (such as reports, narratives, essays, and informally (such as outlines, notes) A Students will: Research Plan formulate a written plan assistance, to guide investigation and research of focus questions. CA 2, 3 1.1, 1.4, 4.5 Extended Thinking Working in pairs or groups of three, students will select a research topic from a group of topics provided by the teacher. The teacher and groups together will evaluate the various media provided and available. They will select the most appropriate media for their topic. The groups will formulate a written plan that will include research questions. Peer scoring of the research plan Teacher observation of research plan as it develops B Acquire Information locate and use multiple resources to: A. acquire relevant information B. evaluate reliability of information C. fulfill research plan. CA 2, 3 1.2, 1.4,

15 Reading - Literature Information Literacy 1: Develop and apply effective research process skills to gather, analyze, and evaluate information C Students will: Record Information record relevant in formation from a given text using a variety of note-taking and organizational strategies. CA 2, 3, 4 1.2, 1.8 Students will review the various note-taking techniques. With the help of various graphic organizers (e.g. cause/effect organizer, table organizer, or cycle organizer, the small groups or class as a whole will select relevant information from a given text to satisfy the given topic. The information will be noted on the graphic organizers. Class and teacher will observe note-taking on graphic organizers that were selected by entire class or small groups D Sources Consulted document research sources using a given citation format. CA 4 1.4, 1.7, , 4.4 Given a teacher created format as a worksheet, students will find and correct any errors on the format for the following research resources: encyclopedia, various books, various magazines, and the internet. Students will usually use a teacher generated list for resources. Student and teacher in conference will do any needed corrections for reference sources used in a research project. Students will usually use a teacher generated list for resources 15

16 Reading - Literature Information Literacy 2: Develop and apply effective skills and strategies to analyze and evaluate oral and visual media CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multimedia productions A Students will: Media Message I identify and explain media techniques used to convey messages in various media (e.g.- videos, pictures, websites, artwork, plays, and/or news programs). CA 5 1.5, 1.7, 2.7 Skilll/Concept 16

17 Writing--Composition 1: Apply a writing process in composing text CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes) A Students will: Writing Process follow a writing process: A. use appropriate prewriting strategies as needed B. generate a draft C. read, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice D. edit for conventions E. share writing. CA 1, 4 1.8, 2.1, 2.2 Strategic Thinking Different mini-lessons on the writing process will be taught and modeled when needed by individuals or whole class. Students have an ongoing writer s workshop in their notebook or journal as the different types of writing are assigned during the school year. (e.g. persuasive, narrative, descriptive, etc.) Scoring guide Student/teacher conferences on writing 17

18 Writing--Composition 1: Apply a writing process in composing text B Students will: Organize for Writing organize writing through the use of a writer s workshop notebook. CA 1, 4 1.8, 2.1, 2.2 Skillk/Concept Students will participate in writer s workshop and maintain a writer s notebook Scoring guide Student/teacher conferences on writing 18

19 Writing - Composition 2:Compose well-developed text CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling capitalization) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes) A Students will: compose text: Audience and Purpose A. showing awareness of audience B. choosing a form appropriate to topic and specific audience. CA Strategic Thinking Mini-lessons Writer s workshop in notebook Scoring guide Student/teacher conferences on writing B Ideas and Content compose text with: A. a strong, controlling idea B. relevant, specific details. CA Strategic Thinking Mini-lessons Writer s workshop notebook Scoring guide Student/teacher conference on writing 19

20 Writing--Composition 2: Compose well-developed text C Students will: compose text with: Organization and Sentence Structure A. an effective beginning, middle, and end B. a logical order C. appropriate paragraphing D. a variety of sentence structures, including complex sentences. E. cohesive devices, especially transitions. CA Strategic Thinking Mini-lessons Writer s workshop notebook Scoring guide Student/teacher conferences on writing when needed 20

21 Writing--Composition 2: Compose well-developed text D Students will: compose text using: Word Choice A. precise and vivid language B. writing techniques, such as figurative language, sensory detail, and purposeful dialogue. CA Strategic Thinking Students will review information on using adjectives/verbs effectively. Students will use the word list in their writer s notebook adjectives, verbs, words instead of said, words instead of and, transition phrases, etc., to incorporate into their writings. Students will read a variety of literature types and investigate the literary devices used to enhance their writing. Scoring guide Teacher/student conferences when needed Students will create various types of writing containing sensory details, figurative language, and purposeful dialogue. 21

22 Writing--Composition 2: Compose well-developed text E Students will: in written text: Conventions A. capitalize within dialogue B. use commas and quotation marks in dialogue, and semi-colons in compound sentences C. use correct agreement of pronoun and antecedent, and consistent verb tense D. use standard spelling, classroom resources, including a dictionary or spell check on the computer, to edit for spellling CA Recall Students will review quotation marks in dialogue. Students will write dialogue in pairs with a peer. Students will classify sentences by type and use appropriate punctuation, including compound/complex sentence structure and use of semi-colons. Students will match pronouns to their antecedent. Students will identify tenses of verbs and use correct, consistent tenses within their writing. Students will apply all of the above in their writings. Scoring guide 22

23 Writing - Composition 3: Write effectively in various forms and types of writing CA 4: writing informally (such as reports, narratives, essays) and informally (such as outlines, notes) A Students will: compose a variety of texts: A. using narrative, descriptive, expository, and/or persuasive features B. including a summary (narrative or informational C. responding to literature B Forms/Types/Modes of Writing CA 4 1.8, 2.1 Strategic Thinking Mini-lessons Writer s workshop notebook Scoring guide Scoring of questions requiring students to respond to literary works District Writing Expectations See Seventh Grade Scoring Guide Scoring guide 23

24 Listening and Speaking 1: Develop and apply effective listening skills and strategies CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such a story-telling, debates, lectures, multimedia productions) CA 6: participating in formal and informal presentations and discussions of issues and ideas A Students will: listen: Purpose for Listening A. for enjoyment B. for information C. for directions D. critically to recognize and interpret propaganda techniques. CA 5, 6 1.5, 1.6, 1.10 Listening to a series of brief propaganda statements, students will recognize and evaluate the type of technique represented and have reasons for their choice. Teacher observation Correct propaganda checklist B Listening Behavior use active listening behaviors: A. ask questions of speaker B. use body language and facial expressions to indicate agreement, disagreement, or confusion. CA 5, Students will use appropriate listening behavior while listening in the classroom. Teacher observation 24

25 Listening and Speaking 2: Develop and apply effective speaking skills and strategies for various audiences and purposes CA 1: speaking and writing standard English (including grammar, usage, punctuation, spelling, capitalization) CA 6: participating in formal and informal presentations and discussions of issues and ideas A Students will: in discussions and presentations, use: Discussion and Presentation A. predetermined time constraints when giving a speech B. media supplements to present information to the class C. organized notes to present material. 1, 6 2.1, 2.3, 4.6 Strategic Thinking Students will make use of the computer and large white board to present their information concerning summer vacation. The students may do a power point. Teacher observation 25

26 Listening and Speaking 2: Develop and apply effective speaking skills and strategies for various audiences and purposes B Students will: Giving Directions Give clear and concise multi-step oral directions to complete a complex task. CA 1, 6 2.1, 2.3 Small groups of students will develop lists to remember when giving clear and concise multi-step oral instructions. Follow up class discussions should reinforce the following points: speak slowly and clearly when giving directions and give directions in step-by step order. Teacher observation Listening checklist 26

27 Information Literacy 1: Develop and apply effective research process skills to gather, analyze, and evaluate information CA 2: reading and evaluating fiction, poetry and drama CA 3: reading and evaluating nonfiction works and material (such as biographies, newspapers, technical manuals) CA 4: writing formally (such as reports, narratives, essays) and informally (such as outlines, notes) A Students will: Research Plan develop a written plan with assistance, to guide investigation and research of focus questions. CA 2, 3 1.1, 1.4, 4.5 Extended Thinking Working with a peer or in groups of three, students will randomly select a research topic from a group of topics selected by the teacher. The students will select the most appropriate media for their chosen topic. Then, the student will make a plan that will include proposed possible resources and questions to be answered. Teacher observation Checklist of resources and possible questions. Student/teacher conference concerning media if needed B locate and use multiple resources to: Acquire Information A. acquire relevant information B. evaluate reliability of information C. fulfill research plan CA 2, 3 1.2, 1.4,

28 Information Literacy 1: Develop and apply effective research process skills to gather, analyze, and evaluate information C Students will: record relevant information from a given text using a variety of note-taking and organizational strategies. Record Information CA 2, 3, 4 1.2, 1.8 Students will review the various note-taking techniques including a cause-effect, table, or cycle graphic organizer, T-chart, Venn diagram, or sequence chart. The student wil select relevant information. Peers and teacher will notice the various graphic organizers and notes. D Sources Consulted document research sources using a given format. CA 4 1.4, 1.7, , 4.4 Students will find and correct errors in the format for the following research resources: encyclopedia, various books, various magazines, and the internet Students will construct correct formats. Students may use resources from a teacher presented list. 28

29 Information Literacy 2: Develop and apply effective skills and strategies to analyze and evaluate oral and visual media CA 5: comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multimedia productions) A Students will: Media Message identify and explain media techniques used to convey messages in various media (e.g. videos, pictures, websites, artwork, plays, and/or news programs). CA 5 1.5, 1.7,