Priority Standards Supporting Standards Concepts Skills Learning Targets Unit : Pacing RL.7.1 Cite analysis of what the text says explicitly as well as inferences 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. 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. 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. -define textual evidence ( word for word support). (K) - define inference and explain how a reader uses textual evidence to reach a logical conclusion ( based on what I ve read, it s most likely true that ). (R) - read closely and find answers explicitly in text (right there answers) and answers that require an inference. (S) - analyze an author s words and determine textual evidence needed to support both explicit and inferential questions. (R) -define theme (a central idea or lesson about life the author is revealing). (K) - analyze plot (the events that happen) to determine a theme. (R) - define summary (a shortened version of the text that states its key points). (K) - compose a summary stating the key points of the text without adding my own opinions or feeling. (P) -define central idea (main point in a piece of writing). (K) -determine how an author s use of details conveys (makes known) two or more central ideas in a text. (R) -Analyze how central ideas are developed over the course of a text. (R) -define summary. (K) -compose an objective summary stating the key points of the text without adding my own opinions or feelings. (P) Weeks 13-18 cite, textual evidence, analyze, explicit, inference determine, opinion, objective, central idea, theme, summary RL.7.10 By the end of the year, read and comprehend literature, including -recognize when the text I am reading is too easy or too difficult for me. (K) Comprehend, reading strategies, literature,
stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. -determine reading strategies (e.g., ask questions, make connections, take notes, make inferences, visualize, reread) that will help me comprehend difficult texts. (S) scaffold, proficient, nonfiction RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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. -identify the writing style (argument, informative/ explanatory, or narrative) that best fits my task, purpose, and audience. (K) -use organizational/ formatting structures (graphic organizers) to develop my writing ideas. (S) -compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style. (P) -use prewriting strategies to formulate ideas (graphic organizers, brainstorming, lists). (S) -recognize that a well-developed piece of writing requires more than one draft. (K) -apply revision strategies (reading aloud, checking for misunderstandings, adding and deleting details) with the help of others. (S) -edit my writing by checking for errors in capitalization, punctuation, grammar, and spelling. (S) -analyze my writing to determine if my purpose and audience have been fully addressed and revise when necessary. (R) Idea development, organization, writing style, task, purpose, audience New approach, planning, revision strategy, edit
-prepare multiple drafts using revisions and edits to develop and strengthen my writing. (S) 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 discipline-specific tasks, purposes, and audiences. -recognize when revising, editing, and rewriting are not enough, and I need to try a new approach. (R) -recognize that different writing tasks (journal, reflection, research) require varied time frames to complete. (K) -determine a writing format or style to fit my task, purpose, and/or audience. (R) -write for a variety of reasons (e.g., to inform, to describe, to persuade, to entertain/ convey an experience). (P) task, purpose, audience, writing format, writing style L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie. NOT He wore an old [,] green shirt.) b. Spell correctly. -determine when to capitalize words (e.g., proper nouns, I, first word in a sentence). (K) -define coordinate adjectives (two or more adjectives that equally modify a noun) and non-coordinate adjectives (two or more adjectives that do not equally modify a noun). (K) -determine when adjectives are coordinate and need to be separated by commas. (e.g., My guinea pig has soft, fluffy fur. Hint if you place and between the adjectives and the sentence makes sense, use a comma.) (R) -identify misspelled words and use resources to assist me in spelling correctly. (K) Demonstrate, standard English, capitalization, punctuation, spelling, commas, parentheses, dashes, non-restrictive elements, parenthetical elements, coordinate adjectives, non-coordinate adjectives L.7.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the -Recognize and define common Greek and Latin affixes and roots. (K) -break down unknown words into units of meaning to infer the definition of the unknown word. (R) -verify my inferred meaning of an unknown word by consulting general and specialized reference materials (dictionaries, glossaries, and thesauruses). (K) Determine, clarify, multiple meaning, suffixes, affixes, root words, reference materials, inferred meaning, context clues
meaning of a word or phrase. b. Use common, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 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. -Classify point of view as: (K) *first person *second person *third person *third person limited *third person omniscient -analyze how an author develops the narrator s point of view by revealing thoughts, feelings, actions, and spoken words. (R) -define point of view as how the author feels about the situation/topic of a text. (K) Explain, narrator, speaker, point of view, first person, second person, third person, third person limited, third person omniscient Determine, explain, position, point of view, author s purpose
-determine an author s point of view and explain his or her purpose for writing the text. (R) W.7.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/ contrast, and cause / effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. -analyze how an author develops the point of view by revealing thoughts, feelings, actions, and/or spoken words. (R) -select a topic and identify and gather relevant information to share with my audience. (R) -define common organizational/ formatting structures and determine the structures that will allow me to organize my information best. (R) -analyze the information, identify vocabulary specific to my topic, and organize information gathered using my chosen structures(s). (S) -present my information in a formal style that includes an introduction, supporting details, transitions, and provide a concluding statement that supports the information presented. (P) Informative text, explanatory text, introduction, definition, classification, compare/ contrast, cause/ effect, graphics, multimedia, relevant facts, concrete details, precise language, domain specific, formal style, conclusion, cohesion, organizational structure, formatting structure, transitions
f. Provide a concluding statement or section that follows from and supports the information or explanation presented. W.7.6 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. 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. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 7 reading standards to literature (e.g., Compare and -identify technology (word, Publisher, PowerPoint) that will help me compose, edit, and publish my writing. (K) -choose credible websites on the internet that will help me compose, edit, and publish my writing. (R) -collaborate with peers, teachers, and other experts through technology to enhance my writing. (S) -demonstrate proper keyboarding skills (type a minimum of three pages in a single sitting) to compose and prepare my writing for publication. (S) -determine the credibility of a source by reviewing ho wrote it, when it was written, and why it was written. (R) - gather information needed to support my research. (S) -define plagiarism. (K) -determine when my research data or facts must be quoted in my writing. (R) -avoid plagiarism by paraphrasing and/or summarizing my research findings. (S) -provide bibliographic information for sources that I paraphrased or quoted in my writing. (K) -define textual evidence. (K) -determine textual evidence that supports my analysis, reflection, or research. (R) Technology, internet, keyboarding, skills, credible, websites, hyperlink, produce/ publish Print resources, digital resources, quote, bibliography, search terms, credibility, paraphrase, plagiarism Literary, informational text, support, reflection, research, textual evidence, analysis
contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history ). 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 ). -compose written responses and include textual evidence to strengthen my analysis, reflection, or research. SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. -identify parts of my presentation that could use clarification. (K) -determine an appropriate media component or visual display to clarify my information. (R) Media component, clarification, visual display, salient