FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
CCRS
SEVENTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSE
39
EVIDENCE OF STUDENT
ATTAINMENT
CONTENT STANDARDS
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.
a.
b.
c.
d.
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 meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., belligerent, bellicose, rebel).
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.
Verify the preliminary determination of the meaning of a word or phrase.
Students employ a variety of strategies in
writing and/or speaking to establish the
meaning of unknown and multiplemeaning words and phrases based on
grade 7 reading and content by:




41
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.




using context clues to determine
meaning (e.g. the overall meaning of
a sentence or paragraph, a word's
position or function in a sentence)
using Greek and Latin affixes and
roots as clues to the meaning of a
word
checking reference materials
(glossaries, dictionaries,
thesauruses) in print or digital
format, for the pronunciation,
precise meaning of a word, or its
part of speech
verifying the determination of the
meaning of a word or phrase by
using context or by using a
dictionary
acquire and use grade-appropriate
vocabulary accurately
utilize general academic words and
phrases
utilize domain-specific words and
phrases
identify and learn about vocabulary
that is important to comprehension
and/or expression
RESOURCES
www.flocabulary.com
www.vocabtest.com/middle
school/7thgrade.php
www.internet4classrooms.com
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
CCRS Writing Standards, Appendix D
1
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
37
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
a.
b.
25
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable moviebut
not He wore an old[,] green shirt).
Spell correctly.
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.
Students, when writing, apply standard
capitalization, punctuation, and spelling
including:


using commas to separate adjectives
spelling words correctly

use technology to produce and
publish writing
use the Internet to produce and
publish writing
link to and cite sources
use technology to interact and
collaborate with others

1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.


Students use writing and/or speaking to:

10
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.


analyze the meaning of a text by
explaining explicit ideas
draw inferences
provide several pieces of textual
evidence to support analysis
Students analyze the meaning of a text
by:



38
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness
and redundancy.
30
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
explaining explicit ideas
drawing inferences
providing several pieces of textual
evidence to support analysis
Students, in writing and/or speaking:
CCRS Writing Standards, Appendix D
Dictionaries, Thesauruses, Word
Processing Programs
Global Scholar, My Skills Tutor, STAR,
Essays, PowerPoint
www.studentpublishing.com
www.studentreasures.com
www.betterlesson.com
(Middle School 5-8 Research Writing
and Practices)
www.glencoe.com/sites/common
assets/workbooks/language
arts/rprw/68rprw.pdf
(Grades 6-8)
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
2
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
Elements of Writing textbook
own clearly.
a.
b.
c.
d.
Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views.

Students engage effectively in a range of
discussions with a variety of participants,
demonstrating the ability to:




33
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.
express ideas precisely and concisely




be prepared by reading or
researching required materials
refer to evidence in order to explore
and use ideas gained from
preparation
follow rules for collegial discussions
ask questions that draw out more
information
make comments that keep
discussion on topic
contribute relevant observations and
ideas
recognize new information expressed
by others
modify own views, if necessary
Students use appropriate eye contact,
adequate volume, and clear pronunciation
to convey focused, coherent ideas
including:
34
24
Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.
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. (Editing for conventions should demonstrate command of the first



www.fvkasa.org/
resources/files/
civil-presentation.pdf
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
www.readwritethink.org/files/resourc
es/printouts/30700 rubric.pdf
presenting claims and findings
emphasizing main points
using key details and examples
Students include multimedia components
and visual displays to:
Group discussions
Debates
Public speaking
Presentations


Elements of Writing textbook
clarify claims and findings
emphasize main points in
3
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
three standards in the Language strand in Grades K-7.)
presentations.
Students, with some guidance and
support from adults and peers, develop
and strengthen writing by:
23
Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.






29
36
Write routinely over extended time frames, including time for research, reflection, and revision, and
shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks,
purposes, and audiences.
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
a.
b.
c.
d.
Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase,
with inverted word order, with indefinite pronouns as subjects, compound subjects joined by
correlative and coordinating conjunctions, and collective nouns when verb form depends on the
rest of the sentence. (Alabama)
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing
relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling
modifiers.


planning
revising
editing
rewriting
trying a new approach to best
address purpose and audience
are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
produce writing for a range of tasks,
purposes, and audiences, including
writing in short and/or extended
time frames.
Students, when writing and/or speaking,
apply standard grammar and usage
including:



understanding parts of speech
(phrases, clauses)
varying sentence structures to
convey relationships between ideas
using phrases and clauses correctly
https://sites.google.com/a/bismarckr
5.org/7th-grade-english/the-writingprocess-7
www.paperrater.com
CCRS Writing Standards, Appendix D
www.studentpublishing.com
www.studentreasures.com
Elements of Writing textbook
CCRS Writing Standards, Appendix D
4
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
FIRST SIX WEEKS
A.
Short Stories, Composition, Listening, Speaking
9
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.
12
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).
35
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.





40
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.
b.

c.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better
understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g.,refined, respectful, polite, diplomatic, condescending).




15
33
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.
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.

read and actively engage in
comprehending appropriately
complex stories and poetry
analyze the interaction between
individuals, events, and ideas in a
text
adapt speech to a variety of contexts
and tasks.
demonstrate command of speaking
in formal English when indicated or
appropriate
interpreting literary allusions in
context
interpreting biblical allusions in
context
interpreting mythological allusions in
context
using the relationship between
particular words (synonym/antonym)
to better understand each of the
words
using the relationship between
particular words (analogy) to better
understand each of the words
distinguishing among the
connotations (associations) of words
with similar denotations (definitions)
determine an author's point of view
or purpose
analyze how an author distinguishes
his/her position from that of others
Students use appropriate eye contact,
adequate volume, and clear pronunciation
to convey focused, coherent ideas
including:

presenting claims and findings
Prentice Hall Literature
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
CCRS Writing Standards, Appendix D
http://quizlet.com/6204352/7thgrade-elements-of-literature-flashcards
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
Prentice Hall Literature
http://www.readwritethink.org/files/r
esources/printouts/30700_rubric.pdf
http://www.wikihow.com/Give-aPresentation-in-Front-of-YourSeventh-Grade-Class
5
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE



41
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.



23

Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

24
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.
emphasizing main points
using key details and examples
acquire and use grade-appropriate
vocabulary accurately
utilize general academic words and
phrases
utilize domain-specific words and
phrases
identify and learn about vocabulary
that is important to comprehension
and/or expression.
are flexible in the use of
development, organization, and style
to produce clear and coherent
writing appropriate to task,
audience, and purpose
apply this skill to a variety of styles
of writing (opinion, informative /
explanatory, and narrative)
Students, with some guidance and
support from adults and peers, develop
and strengthen writing by:





planning
revising
editing
rewriting
trying a new approach to best
address purpose and audience
CCRS Writing Standards, Appendix D
www.studentpublishing.com
http://www.studenttreasures.com
http://www.paperrater.com
CCRS Writing Standards,
Appendix D
With practice and support, students:
29
Write routinely over extended time frames, including time for research, reflection, and revision, and
shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks,
purposes, and audiences.

produce writing for a range of tasks,
purposes, and audiences, including
writing in short and/or extended
time frames.
CCRS Text Exemplars, Appendix B
6
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
(Suggested Reading List)
34
Include multimedia components and visual displays in presentations to clarify claims and findings and
emphasize salient points.
Students include multimedia components
and visual displays to:


36
Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
a.
b.
c.
d.
Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional
phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects
joined by correlative and coordinating conjunctions, and collective nouns when verb form
depends on the rest of the sentence. (Alabama)
Explain the function of phrases and clauses in general and their function in specific
sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and
dangling modifiers.
clarify claims and findings
emphasize main points in
presentations.
Students, when writing and/or speaking,
apply standard grammar and usage
including:



Elements of Writing textbook
understanding parts of speech
(phrases, clauses)
varying sentence structures to
convey relationships between ideas
using phrases and clauses correctly
SECOND SIX WEEKS
22
A. Narrative Writing
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a.
b.
c.
d.
Engage and orient the reader by establishing a context and point of view and introducing a
narrator, characters, or both; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
Students write a narrative that includes
real or imagined experiences or events:






engaging reader
establishing the situation
introducing narrator or characters
organizing an event sequence that
unfolds naturally
using dialogue, pacing, and
description to develop experiences,
events, and/or characters
varying transitional words, phrases,
http://owl.english.purdue.edu/owl/re
source/685/04
www.greatsource.com/iwrite/student
s/s_narrative.html
CCRS Writing Standards, Appendix D
7
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
e.
Provide a conclusion that follow from and reflects on the narrated experiences or events.





14

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.
and clauses to convey sequence and
signal shifts in time or setting
using precise words and phrases
using relevant descriptive details
using sensory language
capturing action
conveying experiences and events
precisely
using a conclusion that follows from
narrated experiences or events
Students, with scaffolding as needed:
9
8
B.
Study of the Short Story

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.
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history.
6
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters
or plot).
2
Analyze how an author develops and contrasts the points of view of different characters or narrators in
a text.
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
Students use writing and/or speaking to
analyze the organization of text including:

3
read and actively engage in
comprehending appropriately
complex stories and poetry
Prentice Hall Literature



how the major sections contribute to
the whole
how the major sections work
together to develop ideas
compare and contrast a historical
account and its fictional portrayal
analyze the interaction between
elements of a story or drama
http://www.flocabulary.com/7thgrade-vocabulary-word-list
Prentice Hall Literature
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
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
Students use writing and/or speaking to:
11
Determine two or more central ideas in a text and analyze their development over the course of the


objectively summarize a text
analyze the development of a central
8
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
text; provide an objective summary of the text.

idea or theme over the course of a
text
objectively summarize a variety of
informational texts including an
analysis of the development of two
or more central ideas over the
course of a text
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
THIRD SIX WEEKS
A.
21
Informative/Explanatory Writing
Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a.
b.
c.
d.
e.
f.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison or contrast, and cause and effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or
explanation presented.
Students create informative/ explanatory
pieces to examine a topic and convey
ideas, concepts, and information through
the selection, organization, and analysis
of relevant content by:











clearly introducing the topic
previewing what is to follow
organizing ideas, concepts, and
information
using strategies such as definition,
classification, comparison/contrast,
and cause/effect
purposefully included formatting,
graphics, and multimedia
fully developing a topic through
relevant facts, definitions, concrete
details, and quotations
using transitional words, phrases,
and clauses to create cohesion and
clarify relationships among ideas and
concepts
using precise word choice including
domain-specific vocabulary
establishing a formal style
ending with a relevant and
supportive concluding statement or
section
read and actively engage in
comprehending appropriately
www.studentpublishing.com
www.studentreasures.com
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
CCRS Writing Standards, Appendix D
Prentice Hall Literature page R19
9
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
19
33
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.
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.

Students use appropriate eye contact,
adequate volume, and clear pronunciation
to convey focused, coherent ideas
including:



22
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a.
b.
c.
d.
e.
Engage and orient the reader by establishing a context and point of view and introducing a
narrator, characters, or both; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
complex informational texts
compare and contrast a text and its
audio, video, or multimedia version
presenting claims and findings
emphasizing main points
using key details and examples
Students write a narrative that includes
real or imagined experiences or events:












engaging reader
establishing the situation
introducing narrator or characters
organizing an event sequence that
unfolds naturally
using dialogue, pacing, and
description to develop experiences,
events, and/or characters
varying transitional words, phrases,
and clauses to convey sequence and
signal shifts in time or setting
using precise words and phrases
using relevant descriptive details
using sensory language
capturing action
conveying experiences and events
precisely
using a conclusion that follows from
narrated experiences or events
Prentice Hall Literature textbook
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
Prentice Hall page R19
MLA Handbook
CCRS Writing Standards, Appendix D
Prentice Hall Literature
http://www.paperrater.com
10
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
B.
1
Research
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Students use writing and/or speaking to:



10
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Students analyze the meaning of a text
by:



16
26
27
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions for further research and investigation.
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.
Apply Grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of
a time, place, or character and a historical account of the same period as a means of
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
http://owl.english.purdue.edu/owl/se
ction/2/
http://www.umuc.edu/library/libhow/
mla_examples.cfm
CCRS Writing Standards,
Appendix D
www.youtube.com
www.teachertube.com
https://www.teachingchannel.org
Students learn relevant information from
multiple credible and accurate print and
digital sources by:


Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.
explaining explicit ideas
drawing inferences
providing several pieces of textual
evidence to support analysis
Students use several sources to conduct
short research projects that:
 answer a question
 developing new questions based on
investigation



28
analyze the meaning of a text by
explaining explicit ideas
draw inferences
provide several pieces of textual
evidence to support analysis

effectively using search terms
quoting or paraphrasing data and
conclusions
avoiding plagiarism
following standard citation format
compare and contrast a fictional
portrayal of a time, place, or
character and a historical account of
the same time period as a means of
understanding how authors of fiction
use or alter history
trace and evaluate the argument and
http://turnitin.com
Prentice Hall Literature pages R25-26
MLA Handbook
11
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
b.
understanding how authors of fiction use or alter history”).
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.”)

13
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning and
tone.

specific claims of a text, assessing
whether the reasoning is sound and
the evidence is relevant and
sufficient to support the claims
use clues in a text and outside
resources to determine the
figurative, connotative, and/or
technical meaning of words and
phrases in a text
analyze the impact of word choice
on meaning and tone
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
FOURTH SIX WEEKS
A.
20
Write arguments to support claims with clear reasons and relevant evidence.
Students write arguments to support
claims with clear reasons, relevant
evidence, and:
a.

b.
c.
d.
e.
Persuasive/Argumentative Writing
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument
presented.








use an introduction that states the
claim and acknowledges opposing
claims
use a logical structure for organizing
reasons and evidence
use supporting claims with logical
reasoning
use supporting claims with accurate
and credible sources
demonstrate a clear understanding
of the topic
clarify relationships between claims
and reasons with words, phrases,
and clauses
use a formal style
end with a concluding statement or
section that is related to and
supports the argument
trace and evaluate an argument and
specific claims
http://owl.english.purdue.edu/owl/re
source/659/01
http://www.roanestate.edu/owl/argu
ment.html
http://grammar.ccc.commnet.edu/gr
ammar/composition/argument.htm
http://www.paperrater.com
Elements of Writing textbook
CCRS Writing Standards, Appendix D
12
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
17
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.



18
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.
14
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.
assess the reasoning behind an
argument
assess the relevancy of evidence
used to support claims
analyze how two or more authors
present key information, evidence,
and interpretations of facts on a
single topic
Students use writing and/or speaking to
analyze the organization of text including:


how the major sections contribute to
the whole
how the major sections work
together to develop ideas
http://www.readwritethink.org/files/r
esources/printouts/30700_rubric.pdf
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
Prentice Hall Literature
Students, with scaffolding as needed:
19
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.
32
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the
relevance and sufficiency of the evidence.

During or after listening or viewing,
students:



31
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.
read and actively engage in
comprehending appropriately
complex informational texts
delineate a speaker's argument and
specific claims
evaluate soundness of the reasoning
evaluate relevance and sufficiency of
evidence
During or after listening or viewing,
students:

http://www.roanestate.edu/owl/argu
ment.html
http://grammar.ccc.commnet.edu/gr
ammar/composition/argument.htm
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
analyze main ideas and supporting
13
FAYETTE COUNTY SCHOOLS
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SEVENTH GRADE

30
details presented in diverse media
formats
explain how the ideas clarify a topic,
text, or issue under study.
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.
Students engage effectively in a range of
discussions with a variety of participants,
demonstrating the ability to:
a.

b.
c.
d.
Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views.







be prepared by reading or
researching required materials
refer to evidence in order to explore
and use ideas gained from
preparation
follow rules for collegial discussions
ask questions that draw out more
information
make comments that keep
discussion on topic
contribute relevant observations and
ideas
recognize new information expressed
by others
modify own views, if necessary
http://www.readwritethink.org/files/r
esources/printouts/30700_rubric.pdf
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
FIFTH SIX WEEKS
A.
4
Poetry
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.
Students use writing and/or speaking to:


Prentice Hall Literature textbook
determine the meaning of words and
phrases based on how they are used
in a text
understand figurative and
14
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE

5
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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.
Composition of Poetry
29
Write routinely over extended time frames, including time for research, reflection, and revision, and
shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks,
purposes, and audiences.
35
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. (See Grade 7 Language standards 36 and 38 for specific expectations.)
30
b.
Prentice Hall Literature textbook
Reading List
CCRS Writing Standards, Appendix D

Elements of Writing textbook
adapt speech to a variety of contexts
and tasks.
demonstrate command of speaking
in formal English when indicated or
appropriate
Share poetry in group/class settings
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.
a.
read and actively engage in
comprehending appropriately
complex stories and poetry
With practice and support, students:
 produce writing for a range of tasks,
purposes, and audiences, including
writing in short and/or extended
time frames.

C.
analyze the relationship between the
form or structure of a drama or
poem and its meaning
Students, with scaffolding as needed:

B.
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
Students use writing and/or speaking to:

9
connotative meanings
analyze the impact of rhymes and
repetitions of sounds as used in a
poem
CCRS Writing Standards, Appendix D
Come to discussions prepared, having read or researched material under study; explicitly draw on
that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and
15
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
d.
define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with
relevant observations and ideas that bring the discussion back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views.
D.
Study of Drama
c.
3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters
or plot).
7
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or
camera focus and angles in a film).
Students use writing and/or speaking to:

CCRS Text Exemplars, Appendix B
(Suggested Reading List)
analyze the interaction between
elements of a story or drama
Students use speaking and/or writing to:
http://quizlet.com/16448794/7thgrade-elements-of-drama-flash-cards

Prentice Hall Literature textbook
compare and contrast how a written
story, drama, or poem compares to
its audio, filmed, staged, or
multimedia version
www.youtube.com
www.teachertube.com
SIXTH SIX WEEKS
A.
29
20
Myths, Legends, Fables, and Folk Tales
Write routinely over extended time frames, including time for research, reflection, and revision, and
shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks,
purposes, and audiences.
With practice and support, students:

Write arguments to support claims with clear reasons and relevant evidence.
a.
b.
c.
d.
e.
Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument
produce writing for a range of tasks,
purposes, and audiences, including
writing in short and/or extended
time frames.
Students write arguments to support
claims with clear reasons, relevant
evidence, and:

CCRS Text Exemplars, Appendix B
(Suggested Reading List)
CCRS Writing Standards, Appendix D
use an introduction that states the
claim and acknowledges opposing
claims
16
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
presented.







21
Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content.
a.
b.
c.
d.
e.
f.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information,
using strategies such as definition, classification, comparison or contrast, and cause and effect;
include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
Use appropriate transitions to create cohesion and clarify the relationships among ideas and
concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or
explanation presented.
use a logical structure for organizing
reasons and evidence
use supporting claims with logical
reasoning
use supporting claims with accurate
and credible sources
demonstrate a clear understanding
of the topic
clarify relationships between claims
and reasons with words, phrases,
and clauses
use a formal style
end with a concluding statement or
section that is related to and
supports the argument
Students create informative/ explanatory
pieces to examine a topic and convey
ideas, concepts, and information through
the selection, organization, and analysis
of relevant content by:








CCRS Writing Standards, Appendix D
clearly introducing the topic
previewing what is to follow
organizing ideas, concepts, and
information
using strategies such as definition,
classification, comparison/contrast,
and cause/effect
purposefully included formatting,
graphics, and multimedia
fully developing a topic through
relevant facts, definitions, concrete
details, and quotations
using transitional words, phrases,
and clauses to create cohesion and
clarify relationships among ideas and
concepts
using precise word choice including
17
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
22
a.
b.
c.
d.
e.
Engage and orient the reader by establishing a context and point of view and introducing a
narrator, characters, or both; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences,
events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the
action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.


Students write a narrative that includes
real or imagined experiences or events:












Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling
when writing.
37
a.
b.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable moviebut
not He wore an old[,] green shirt).
Spell correctly.
domain-specific vocabulary
establishing a formal style
ending with a relevant and
supportive concluding statement or
section
engaging reader
establishing the situation
introducing narrator or characters
organizing an event sequence that
unfolds naturally
using dialogue, pacing, and
description to develop experiences,
events, and/or characters
varying transitional words, phrases,
and clauses to convey sequence and
signal shifts in time or setting
using precise words and phrases
using relevant descriptive details
using sensory language
capturing action
conveying experiences and events
precisely
using a conclusion that follows from
narrated experiences or events
CCRS Writing Standards, Appendix D
Students, when writing, apply standard
capitalization, punctuation, and spelling
including:


using commas to separate adjectives
spelling words correctly
Elements of Writing textbook
Students, in writing and/or speaking:
18
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
38
35
6
3
a.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
Analyze how an author develops and contrasts the points of view of different characters or narrators in
a text.
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters
or plot).
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.
8

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).
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history.
express ideas precisely and concisely
adapt speech to a variety of contexts
and tasks.
demonstrate command of speaking
in formal English when indicated or
appropriate


analyze how an author develops and
contrasts different characters' or
narrators' points of view
analyze the interaction between
elements of a story or drama
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.
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
Students, with scaffolding as needed:

read and actively engage in
comprehending appropriately
complex stories and poetry
analyze the interaction between
individuals, events, and ideas in a
text
Students use writing or speaking to:

17
CCRS Writing Standards Appendix D
Students use writing and/or speaking to:

9
12


Prentice Hall Literature textbook
Reading List
CCRS Text Exemplars, Appendix B
(Suggested Reading List)
compare and contrast a
historical account and its
fictional portrayal
Students use writing and/or speaking to:

trace and evaluate an argument
and specific claims
19
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE


assess the reasoning behind an
argument
assess the relevancy of
evidence used to support claims
20
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
SUGGESTED READING LIST:
TITLE
Where the Red Fern Grows
The Cay
Bridge to Terabithia
Missing May
Hatchet
Sounder
Roll of Thunder, Hear my Cry
Jacob, Have I Loved
Tuck Everlasting
The Wonderful Wizard of Oz
Hoops
Esperanza Rising
Holes
Island of the Blue Dolphins
The Witch of Blackbird Pond
Monster
Freak the Mighty
A Walk to Remember
Homecoming
Tears of a Tiger
The Indian in the Cupboard
The Adventures of Tom Sawyer
Dragonwings
The Black Ships Before Troy: The Story of the Illiad
AUTHOR
Wilson Rawls
Theodore Taylor
Katherine Paterson
Cynthia Rylant
Gary Paulsen
William Armstrong
Mildred D. Taylor
Katherine Paterson
Natalie Babbitt
Frank L. Baum
Walter Dean Myers
Pam Munoz Ryan
Louis Sachar
Scott O’Dell
Elizabeth George Speare
Walter Dean Myers
Rodman Philbrick
Nicholas Sparks
Cynthia Voight
Sharon Draper
Lynne Reid Banks
Mark Twain
Laurence Yep
Rosemary Sutcliff
21
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
SUGGESTED RESOURCES (Narrative):
TITLE
Rikki-Tikki-Tavi
Two Kinds from the Joy Luck Club
Seventh Grade
Stolen Day
Amigo Brothers
After Twenty Years
He-y, Come on O-ut!
The Lottery
The Lady or the Tiger?
Alligator
The Night the Bed Fell
Papa’s Parrot
The Tale of the Mandarin Ducks
AUTHOR
Rudyard Kipling
Amy Tan
Gary Soto
Sherwood Anderson
Piri Thomas
O. Henry
Shinichi Hoshi
Shirley Jackson
Frank R. Stockton
Bailey White
James Thurber
Cynthia Rylant
Katherine Paterson
PAGE NUMBER (OF TEXTBOOK) OR LINK
199
231
250
256
283
324
328
http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf
http://www.gutenberg.org/cache/epub/396/pg396.html
474
477
26
SUGGESTED RESOURCES (Short Stories-Nonfiction/Informational):
TITLE
Life Without Gravity
Conversational Ballgames
I am a Native of North America
from In Search of Our Mother’s Gardens
The Eternal Frontier
All Together Now
The Real Story of a Cowboy’s Life
Rattlesnake Hunt
Yao Ming: NBA Giant is Big in U.S.,
Bigger in China
from An American Childhood
Letter on Thomas Jefferson
AUTHOR
Robert Zimmerman
Nancy Masterson Sakamoto
Chief Dan George
Alice Walker
Louis L’Amour
Barbara Jordan
Geoffrey C. Ward
Marjorie Kinnan Rawlings
Brian Handwerk
372
379
390
397
438
443
452
459
498
PAGE NUMBER (OF TEXTBOOK) OR LINK
Annie Dillard
John Adams
52
http://teachingamericanhistory.org/library/document/letter-to-thomas-jefferson-4/
22
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
Blood, Toil, Tears, and Sweat
Winston Churchill
Travels with Charley: In Search of
America
Harriet Tubman: Conductor on the
Underground Railroad
A Night to Remember
Vincent Van Gogh: Portrait of an Artist
Preamble & First Amendment of the U.S.
Constituiton
John Steinbeck
http://www.youtube.com/watch?v=gVg7rnRheK8 (audio)
http://www.winstonchurchill.org/learn/speeches/speeches-of-winston-churchill/92blood-toil-tears-and-sweat (speech)
http://books.google.com/
Ann Petry
http://www.harpercollins.com/browseinside/index.aspx?isbn13=9780064461818
Walter Lord
Jan Greenburg
U.SA.
http://freepdfdb.org/pdf/walter-lord-a-night-to-remember-81112268.html
http://books.google.com/books/about/Vincent_Van_Gogh.html?id=dEV03zPAmEoC
http://www.archives.gov/exhibits/charters/constitution_transcript.html
SUGGESTED RESOURCES (Drama):
TITLE
A Christmas Carol
from Grandpa and the Statue
My Head is Full of Starshine
The Monsters are Due on Maple Street
A Doll’s House
Sorry, Wrong Number
AUTHOR
Israel Horovitz
Arthur Miller
Peg Kehret
Rod Serling
Henrik Ibsen
Louise Fletcher
PAGE NUMBER (OF TEXTBOOK) OR LINK
697
786
791
754
http://www.gutenberg.org/files/15492/15492-h/15492-h.htm
http://www.youtube.com/watch?v=dCCsZwpkXcs (radio show)
http://www.youtube.com/movie/sorry-wrong-number (movie link)
SUGGESTED RESOURCES (Poetry):
TITLE
The Rider
Seal
Winter
Haiku
Forsythia
AUTHOR
Naomi Shihab Nye
William Jay Smith
Nikki Giovanni
Buson
Mary Ellen Solt
PAGE NUMBER (OF TEXTBOOK) OR LINK
520
522
527
523
528
23
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
Haiku
Life
The Courage that My Mother Had
Mother to Son
The Village Blacksmith
Fog
The Highwayman
The Cremation of Sam McGee
How I Learned English
Sarah Cynthia Sylvia Stout Would Not
Take the Garbage Out
Annabel Lee
I’m Nobody
Stopping by Woods on a Snowy Evening
Miracles
In Just
The Road Not Taken
Dreams
Chicago
Oranges
The Book of Questions
Matsuo Basho
Naomi Long Madgett
Edna St. Vincent Millay
Langston Hughes
Henry Wadsworth Longfellow
Carl Sandburg
Alfred Noyes
Robert Service
Gregory Djanikian
Shel Silverstein
529
536
537
543
544
547
558
563
567
582
Edgar Allan Poe
Emily Dickinson
Robert Frost
Walt Whitman
E.E. Cummings
Robert Frost
Langston Hughes
Carl Sandburg
Gary Soto
Pablo Neruda
598
601
608
620
622
http://www.bartleby.com/119/1.html
http://www.poets.org/viewmedia.php/prmMID/16075
http://carl-sandburg.com/chicago.htm
http://rauschreading09.pbworks.com/f/%22Oranges%22+by+Gary+Soto.pdf
http://www.poemhunter.com/poem/from-the-book-of-questions/
SUGGESTED RESOURCES (Myths, Legends, Fables, Folktales):
TITLE
Icarus and Daedalus
Demeter and Persephone
Perseus
Percy-Us Brings the Gawgon’s Head
Sun and Moon in a Box
How the Snake Got Poison
AUTHOR
Lloyd Alexander
Alfonso Ortiz &
Erdoes
Zora Neale Hurston
PAGE NUMBER (OF TEXTBOOK) OR LINK
Richard
828
835
872
877
894
901
24
FAYETTE COUNTY SCHOOLS
LANGUAGE ARTS CURRICULUM MAP
SEVENTH GRADE
All Stories are Anansi’s
The Fox Outwits the Crow
The Fox and the Crow
Aesop’s Fables
Folktales for Children
The Black Ships Before Troy: The
Story of the Illiad
Harold Courlander
William Cleary
Aesop
921
932
934
http://www.gutenberg.org/cache/epub/28/pg28.html
http://www.worldoftales.com/folktales.html
Rosemary Sutcliff
http://books.google.com/books/about/Black_Ships_Before_Troy.html?id=PPJSEZMZuL0C
25