7th Grade Language Arts 16 2017 - DMPS Secondary English...

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7th Grade

Language Arts

2016-2017

Course Numbers

LA701/702 (and LA701IB/702IB)

LA7010/7020 (and LA7010IB/7020IB)

7th Grade Language Arts 2016-2017

2

Course Description

7th grade language arts, often called ELA7, is the Des Moines Public Schools core curricular course for students in 7th grade in the study of reading, writing, speaking, and listening. Students grapple with increasingly complex texts in both fiction and non-fiction genres while studying the craft of skillful authors. Additionally, students in ELA7 focus their writing efforts on informative writing as they learn to become more effective communicators and critical consumers of information.

Read the full language of the Core Standards here.

Standards-Referenced Grading Basics

The teacher designs instructional activities and assessments that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows. Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Evidence shows the student can... Topic Score

Demonstrate all learning targets from Level 2, Level 3, and Level 4 4.0

Demonstrate all learning targets from Level 2 and Level 3 with partial success at Level 4 3.5

Demonstrate all learning targets from Level 2 and Level 3 3.0

Demonstrate all Level 2 learning targets and some of the Level 3 learning targets 2.5

Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3 2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets 1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0

Produce no evidence appropriate to the learning targets at any level 0

*Students who demonstrate success at Level 3 learning targets but not Level 2 learning targets are the students for whom additional investigation and multiple opportunities are most vital.

Scale Level Symbols The targets on this level can be changed Targets on this level can not be changed More targets can be added to this level

No targets are written at this level

The common core state standard code is located on each scale.

The Learning Goal is the complete Level 3 of the scale.

Each lettered bullet point represents one Learning Target.


3

Course Map

Unit Estimated Duration Content Standards Grading Topics Year-Long Standards

Unit One: Evidence-Based

Reading and Writing

9 Weeks

• Reading Literature 1 • Reading Informational Text 1 • Analyzing Textual Evidence Collected & Reported:

• Constructing Writing [W4, W5] Collected & Reported Unscored : • Comprehending Text [RL10, RI10]

Collected But Not Reported: • Applying Grammar and Mechanics [L1,

L2] • Mastering Vocabulary [RL4, RI4, L4]

• Writing 2 • Language 3

• Writing to Explain/Inform [Both Semesters]

• Reading Literature 5 • Language 5 • Analyzing Poetry

Unit Two: Elements of Literature

9 Weeks • Reading Literature 2 • Reading Literature 3 • Analyzing Story Elements

• Reading Literature 6 • Analyzing Character Perspective

Unit Three: Argumentation 9 Weeks

• Reading Informational Text 6 • Reading Informational Text 8 • Reading Informational Text 9

• Evaluating Arguments and Purpose Collected & Reported:

• Mastering Vocabulary [RL4, RI4, L4] • Constructing Writing [W4, W5] • Applying Grammar and Mechanics [L1,

L2] • Comprehending Text [RL10, RI10]

• Reading Informational Text 2 • Reading Informational Text 9 • Integrating Multiple Texts

Unit Four: Deeper Reading 9 Weeks

• Reading Literature 9 • Comparing Literature to Source Material

• Writing 2 • Language 3

• Writing to Explain/Inform [Both Semesters]

Course Texts ELA7 uses a literature textbook that mirrors that of ELA8, with a supplemental teacher’s edition aligned with English I and English II. ELA7 also uses a writing and grammar textbook aligned to all courses from ELA6 through English II.

• Student Literature: McDougal Littell Literature Grade 7 © 2008 • Teacher Literature: Holt McDougal Literature Grade 7 © 2012 • Grammar and Writing: Prentice Hall Writing Coach Grade 7 © 2012

Grade Fall MAP Winter MAP Spring MAP 7 October 7 January 31 May 19


4

Year-Long Language Arts Grading Topics

CCSS: RL7.4, RI7.4, L7.4

Grading Topic: Mastering Vocabulary [Post ONLY in Semester 2]

4

In addi t ion to s core 3 .0 per formance , s tudents demonstra te they have the ab i l i t y to : A. Analyze the impact of a specific word choice on meaning and tone in a text, including analogies or allusions to other texts B. Distinguish among the connotations (associations) of words with similar denotations (definitions) in a text

3 Students demonstra te they have the ab i l i t y to :

A. Determine the meaning of words and phrases as they are used in a text, including technical meanings B. Use context as a clue to the meaning of a word or phrase Learning

Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking and listening B. Identify specific words that have an impact on meaning and tone in a text C. Demonstrate the use of context clues in structured sentences in isolation

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered

Assessments.

Topic Guidance Questions for Students... Advice for Teachers...


5

Year-Long Language Arts Grading Topics, Continued

CCSS: RL7.10, RI7.10

Grading Topic: Comprehending Text [Post in Semester 1 AND Semester 2]

4

Students demonstra te they have the ab i l i t y to : • Read text at the 1250+ Lexile Level (Advanced) MAP to be

administered three times (Fall, Winter,

and Spring).

MAP provides students with a

Lexile Range. The actual Lexile score used to determine

a score on this scale is the lowest

number in the range plus 100.

3.5

Students demonstra te they have the ab i l i t y to : • Read text at the 1135-1249 Lexile Level (Proficient)


• Read text at the 1020-1134 Lexile Level (Proficient) Learning Goal 2.5

Students demonstra te they have the ab i l i t y to : • Read text at the 930-1019 Lexile Level (Basic)

2

Students demonstra te they have the ab i l i t y to : • Read text at the 840-929 Lexile Level (Basic)

1.5

Students demonstra te they have the ab i l i t y to : • Read text at the 420-839 Lexile Level (Below Basic)

1

Students demonstra te they have the ab i l i t y to : • Read text at the BR-419 Lexile Level (Below Basic)

Topic Guidance Questions for Students... Finding the Lexile Range in MAP 1. Access the MAP Teacher site: HERE

2. Open the CLASS REPORT or the STUDENT GOAL SETTING WORKSHEET

3. Find the student’s Lexile Range on whichever of these reports you chose to use 4. Take the lowest score and add 100 to it 5. Find the resulting number on this Topic Scale to determine the student’s Topic

Score in Comprehending Text Only change this Topic Score when a new MAP test (lowest Lexile + 100) would indicate an INCREASE in Topic Score—we will always use the highest score a student has earned when reporting this topic


6


CCSS W7.4, W7.5

Grading Topic: Constructing Writing [Post in Semester 1 AND Semester 2]

4 In addition to score 3.0 performance, the student demonstrates a command of voice and style that rises above formulaic writing.


A. Produce clear and coherent writing in which the development, organization, and style are appropriate the task, purpose, and audience (for example, opinion, informative/explanatory, narrative, and research writing)

B. Strengthen writing by planning, revising, and editing Learning

Goal

2 Students demonstra te they have deve loped the ab i l i t y to :

A. Describe the task, purpose, and audience for a given writing task B. Describe how to modify samples of writing for a specific task, purpose, and audience C. Plan writing using a template or graphic organizer

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



7


CCSS: L7.1, L7.2

Grading Topic: Applying Grammar and Mechanics [Post ONLY in Semester 2]

4

Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage when wr i t ing or speaking to : A. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas [Modified L7.1] B. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers [Modified L7.1] C. Appropriately use commas and dashes in writing D. Appropriately use an ellipsis to indicate an omission in quotations

3 Students demonstra te they have command o f the convent ions o f s tandard Engl i sh cap i ta l izat ion , punc tuat ion , grammar and usage when wr i t ing or speaking to :

A. Explain the function of subjects, predicates, phrases, and clauses in general and their function in particular sentences [Modified L7.1] B. Recognize and correct inappropriate subject-verb agreement and verb usage [Modified L7.1] C. Appropriately use commas to separate coordinate adjectives (for example: It was a fascinating, enjoyable movie but not He wore an old [,] green shirt)

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences [Modified L5.1] B. Use grammar and usage in isolation C. Use conventions in isolation D. Use capitalization conventions, including in titles of people and titles of works

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. No District Tiered Assessments



8

UNIT ONE: Evidence-Based Reading and Writing 9 weeks

Organizing Principles: A unit organized around short text pieces, both fiction and non-fiction, with particular emphasis on poetry. Informative writing efforts begin in this unit and carry through the remainder of the year.

Overview of Unit Materials Textbook Resources Commonly Used Full-Length Texts Supplemental Material

Material is drawn from McDougal Littel Grade 7 Literature Book ©2008 and ©2012. Material that appears ONLY in the 2012 book is denoted with an asterisk (*).

• Seventh Grade (p.30) • Thank You, M’am (p. 66) • Three-Century Woman (p. 240) • Charles (p. 250)

No specific text from this list is required, but these are texts most commonly used in this course in DMPS.

• Freak the Mighty

Resources from outside the textbook are acceptable, but should be shared with the grade-level PLC. Some strong external resources recommended by teachers include:

• Dear Mama / Mother to Son • We Real Cool • Tamara’s Opus (spoken) • To This Day (Spoken) • The Limited • Still I Rise • Knock, Knock (spoken)

Planning Guide to Year-Long Standards Mastering Vocabulary Constructing Writing Applying Grammar and

Mechanics Comprehending Text

• Text-specific vocabulary from short pieces and full-length texts read throughout the unit

• Writing tasks that support Analyzing Textual Evidence

• Writing tasks that support Analyzing Poetry

• Revision of significant tasks, with particular emphasis on Writing to Explain/Inform tasks

• The following chapters of Writing Coach are appropriate to the requirements of this topic: 18.1, 18.2, 19.1, 19.2, 23.1, 25.2

• At minimum, Unit 1 should work on Sentences, Complete Subjects and Predicates, and foundational skills needed to support both

• Fall MAP administered during this unit


9

Unit 1 Topic Scales

CCSS RL7.1, RI7.1 Grading Topic:

Analyzing Textual Evidence

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the learning goal.


A. Support analysis with inferences and evidence paraphrased from textB. Support analysis with inferences and evidence cited directly from textLearning

Goal


A. Recognize or recall specific vocabulary such as: central idea, cite, explicit, inference, textual evidence B. Describe what a text says explicitly C. Draw logical inferences from the text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-QI



10

Unit 1 Topic Scales, Continued

CCSS: W7.2, L7.3

Grading Topic: Writing to Explain/Inform [Post in Semester 1 AND Semester 2]


3

Students demonstra te they have the ab i l i t y to wr i t e mul t i -paragraph in format ive/explanatory t exts to examine a top i c and convey ideas , concep ts , and in format ion through the s e l e c t ion , organizat ion , and analys i s o f r e l evant content . These t exts :

A. Introduce a topic clearly, previewing what is to follow B. Organize ideas, concepts, and information C. Develop the topic with relevant facts, definitions, concrete details, quotations, and other information and examples D. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts E. Use concise and precise language and domain-specific vocabulary to inform about or explain the topic F. Establish and maintain a formal style G. Provide a concluding statement or section that follows from and supports the information or explanation

Learning Goal

2

Students wi l l per form bas i c proce s s e s , such as : A. Recognize and recall specific vocabulary such as: cause/effect, clarify, concise, comparison/contrast, concluding statement, formal style, informative/explanatory, organization, precise,

supporting details, topic sentence, transition B. Identify the characteristics of a model informative/explanatory writing piece C. Generate a list of details from relevant information related to a topic D. Write a topic sentence E. Write a concluding sentence F. Write a paragraph with a clear topic and supporting details G. Use transitions to link sentences and ideas H. Identify formal style

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-IW

Topic Guidance Questions for Students... Advice for Teachers... • Organization of ideas, concepts, and information should use such strategies

as definition, classification, comparison/contrast, and cause/effect.


11


CCSS RL7.5, L7.5 Grading Topic:

Analyzing Poetry


3

Students demonstra te they have the ab i l i t y to : A. Analyze how a poem’s form contributes to its meaningB. Analyze the impacts of rhymes and other repetitions of sounds on a specific verse or stanza of a poemC. Interpret figurative language in a poemD. Distinguish among the connotations (associations) of words with similar denotations (definitions) in a poem

Learning Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: form, meaning, verse, stanza, figurative language B. Describe the form of a poem C. Identify the meaning of a poem D. Identify examples of rhymes and other repetitions of sounds in a poem E. Identify figurative language in a poem

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-TX



12

UNIT TWO: Elements of Text 9 weeks

Organizing Principles: A good unit for novel study, this unit could also be the focus of continued work in shorter fiction pieces. Students could be given the opportunity to construct brief narrative pieces during this unit to demonstrate their understanding of story elements.



• Rikki-tikki-tavi (p. 72) • Seventh Grade (p. 30) • The Monsters Are Due on

Maple Street (p. 134) • The Scholarship Jacket (p. 216) • A Christmas Carol (p. 386)


• Freak the Mighty • The Outsiders • The Giver • Drums, Girls, and Dangerous Pie


• The Fishing Trip • Amanda and the Wounded Birds



• Text-specific vocabulary from short stories and full-length texts read throughout the unit

• Writing tasks that support Analyzing Story Elements

• Writing tasks that support Analyzing Character Perspective

• Revision of significant tasks


• At minimum, Unit 2 should work on Phrases, Clauses, and foundational skills needed to support both

• Winter MAP administered by the end of this unit


13

Unit 2 Topic Scales

CCSS: RL7.2, RL7.3

Grading Topic: Analyzing Story Elements



A. Analyze how particular elements of a story or drama interact (example: how setting shapes the characters or plot)B. Analyze the development of a theme over the course of a text and cite textual evidence to support analysisLearning

Goal


A. Recognize or recall specific vocabulary such as: development, theme, interact, plot, setting, internal conflict, external conflict B. Determine the theme of a textC. Identify the basic elements of a story or drama (examples: main characters, setting, stages of plot, types of conflict)

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-SE



14


CCSS: RL7.6

Grading Topic: Analyzing Character Perspective


3 Students demonstra te they have the ab i l i t y to : A. Analyze how an author develops and contrasts the perspectives of different characters or narrators in a text Learning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: contrast, develop, narrator B. Describe the differences in the points of view of characters and narrators in a text

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-PV

Topic Guidance Questions for Students... Advice for Teachers... • Perspective refers to the thoughts, motives, etc. of a character, NOT to first-

person, third person limited, etc.


15

UNIT THREE: Argumentation 9 weeks

Organizing Principles: A unit focused on how argument works and is successfully made, this unit has many opportunities for larger project-driven work, from research to presentations, but all things work in service of argument, claims, and the idea of sufficient evidence.



• Jackie Robinson (p. 828) • Sharks (p. 872, 884)


• The Outsiders • Barefoot Gen


• Scope Magazine (Throw Away Your Earbuds Now / I Can’t Hear You [paired reading])



• Text-specific vocabulary from short passages and full-length texts read throughout the unit

• Writing tasks that support Evaluating Arguments and Purpose

• Writing tasks that support Integrating Multiple Texts

• Revision of significant tasks


• At minimum, Unit 3 should work on Subject-Verb Agreement, Commas, and foundational skills needed to support both

• There is no MAP administration during this unit


16

Unit 3 Topic Scales

CCSS: RI7.6, RI7.8

Grading Topic: Evaluating Arguments and Purpose



A. Analyze how an author distinguishes his or her point of view in a text from that of others B. Evaluate the argument and specific claims in a text by assessing whether the evidence provides sufficient support of the claims Learning

Goal

2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: argument, claim, distinguish, evaluate, sufficient support B. Determine an author’s point of view in a text C. Determine an author’s purpose in a text D. Trace the argument, claims, and reasoning in a text E. Identify examples of opinion in a text and the words that signal an opinion

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-AR

Topic Guidance Questions for Students... Advice for Teachers... • Bias


17


CCSS: RI7.2, RI7.9

Grading Topic: Integrating Multiple Texts



A. Analyze the development of a central idea over the course of a text and cite textual evidence to support analysis B. Analyze how authors writing about the same topic present key information by emphasizing different evidence or interpretations of facts Learning

Goal

2

Students wi l l per form bas i c proce s s e s , such as : A. Recognize and recall specific vocabulary such as: key information, interpretation, source, central idea, reliable B. Determine the central idea of a text C. Identify important details and events in a text D. Describe the way two different authors present the same information

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-RC



18

UNIT FOUR: Deeper Reading 9 weeks

Organizing Principles: The home of a novel study, this unit focuses upon compare and contrast between historical fiction and historical accounts, with a summative informative writing experience. The flow of this unit should allow ample opportunity to revisit year-long topics as well.



• Pending


• Bad Boy


• Pending



• Text-specific vocabulary from articles, short stories, and full-length texts read throughout the unit

• Writing tasks that support Comparing Literature to Source Material

• Revision of significant tasks, with particular emphasis on Writing to Explain/Inform tasks


• Unit 4 provides additional opportunity for assessment and extension on the year-long grammatical elements

• Spring MAP administered during this unit.


19

Unit 4 Topic Scales

CCSS: RL7.9

Grading Topic: Comparing Literature to Source Material



A. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same time period B. Analyze how authors of fiction use or alter history Learning

Goal 2

Students demonstra te they have deve loped the ab i l i t y to : A. Recognize or recall specific vocabulary such as: alter, historical account, historical fiction, portrayal B. Describe how fictional and historical accounts portray a time, place, or character

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-LC



20


CCSS: W7.2, L7.3

Grading Topic: Writing to Explain/Inform [Post in Semester 1 AND Semester 2]


3

Students demonstra te they have the ab i l i t y to wr i t e mul t i -paragraph in format ive/explanatory t exts to examine a top i c and convey ideas , concep ts , and in format ion through the s e l e c t ion , organizat ion , and analys i s o f r e l evant content . These t exts :

A. Introduce a topic clearly, previewing what is to follow B. Organize ideas, concepts, and information C. Develop the topic with relevant facts, definitions, concrete details, quotations, and other information and examples D. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts E. Use concise and precise language and domain-specific vocabulary to inform about or explain the topic F. Establish and maintain a formal style G. Provide a concluding statement or section that follows from and supports the information or explanation

Learning Goal

2

Students wi l l per form bas i c proce s s e s , such as : A. Recognize and recall specific vocabulary such as: cause/effect, clarify, concise, comparison/contrast, concluding statement, formal style, informative/explanatory, organization, precise,

supporting details, topic sentence, transition B. Identify the characteristics of a model informative/explanatory writing piece C. Generate a list of details from relevant information related to a topic D. Write a topic sentence E. Write a concluding sentence F. Write a paragraph with a clear topic and supporting details G. Use transitions to link sentences and ideas H. Identify formal style

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge. Tiered Assessment: ELA7-IW

Topic Guidance Questions for Students... Advice for Teachers... • Organization of ideas, concepts, and information should use such strategies

as definition, classification, comparison/contrast, and cause/effect.

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