ROCKY FORD CURRICULUM GUIDE
SUBJECT: RWC
Grade Level Expectation
GRADE: 7
Evidence Outcome
TIMELINE: 3rd Quarter
Student-Friendly
Learning Obj.
Level of
Thinking
Resource
Correlation
Academic Vocabulary
Standard: 1. Oral Expression and Listening
Concepts and skills students master:
GLE: 1. Formal
presentations require
preparation and
effective delivery
GLE: 2. Small and
large group
discussions rely on
active listening and
the effective
contributions of all
participants
b. Include multimedia
components and visual
displays in presentations to
clarify claims and findings
and emphasize salient
points. (CCSS: SL.7.5) C
i. 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.
C
C. Delineate a speaker’s
argument and specific claims,
evaluating the soundness of
the reasoning and the
relevance and sufficiency of the
evidence. C
1
We will include
Application Internet
multimedia
Power Point
components and
Audio-Visual
visual displays
equipment
in presentations
Computers
to clarify claims
and findings and
emphasize
relevant points
We will come to Application McDougal-Littell
discussions
literature and
prepared,
Writing and
having read or
Grammar books
researched
material under
study
Analysis
Newspapers
Periodicals
Internet
Clarify claims
Effective delivery
Emphasize
Formal presentation
Multimedia
Relevant
Salient
Visual display
Active listening
Contributions
Delineate
Evidence
Explicitly
Prepared
Probe
Reflect
Relevance
Researched material
Soundness of
reasoning
Sufficiency
Standard: 2. Reading for All Purposes
Concepts and skills students master:
GLE: 1. Literary
elements,
characteristics, and
ideas are interrelated
and guide the
comprehension of
literary and fictional
texts
b. Use Craft and Structure to:
iii. Analyze how an author develops
and contrasts the points of view of
different characters or narrators in a
text. M
We will analyze
how an author
develops and
contrasts the
points of view of
different
characters or
narrators in a
text.
Analysis
GLE: 2 Informational
and persuasive texts
are summarized and
evaluated
b.
We will 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.
Application McDougal-Littell
Synthesis
literature and
Writing and
Grammar books
Newspapers
Periodicals
Internet
We will organize
and synthesize
information from
a variety of
Synthesis
Informational and
persuasive texts are
summarized and
evaluated
2
Use Integration of Knowledge
and Ideas to:
i. 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. (CCSS:
RI.7.8) C
ii. 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. M
c. Use Integration of Knowledge
and Ideas to:
i. Organize and synthesize
information from multiple
McDougal-Littell
literature and
Writing and
Grammar books
Newspapers
Periodicals
Internet
Analysis
Lit book
Newspaper
Analyze
contrast
Craft
Fictional text
Interrelatedness
Literary text
Narrators
Point of view
Structure
Analyze
Assess
Claims
Evaluate
Evaluation
Evidence
Informational text
Integration
Interpretation of facts
Key information
Persuasive text
Relevance
Soundness
Sufficiency
Summarize
Trace
Evaluate
Informational texts
Organize
Persuasive texts
sources, determining the
relevance of information M
3. Purpose, tone,
and meaning in
word choices
influence literary,
persuasive, and
informational texts
3
a. 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. (CCSS: L.7.4) C
b. Differentiate between
primary and secondary
meanings of words C
c. Demonstrate understanding
of figurative language, word
relationships, and nuances
in word meanings. (CCCS:
L.7.5)C
d. 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. M
sources and
determine the
relevance of the
information
We will
Determine or
clarify the
meaning of
unknown and
multiplemeaning words
and phrases
We will
differentiate
between primary
and secondary
meanings of
words
We will
demonstrate
understanding
of figurative
language, word
relationships,
and nuances in
word meanings
We will acquire
and use
accurately
gradeappropriate
general
academic and
domain-specific
words and
phrases
We will gather
vocabulary
knowledge
when
Relevance
Summarize
Synthesize
Application Literature book
Student resources
Dictionary
Analysis
McDougal-Littell
Application literature
Dictionary
McDougal-Littell
Application literature
Academic words
Acquire
Clarify
Differentiate
Domain-specific words
Expression
Figurative language
Informational text
Literary text
Multiple-meaning
Nuances
Persuasive text
Primary meaning
Reading strategies
Secondary meaning
Word relationships
considering a
word or phrase
important to
Standard: 3 Writing and Compositions
Concepts and skills students master:
GLE: 1 Composing
literary and
narrative texts that
incorporate a range
of stylistic devices
demonstrates
knowledge of genre
features
Use a variety of planning
strategies to generate and
organize ideas (such as
brainstorming, mapping,
graphic organizers) C
b. Revise writing to strengthen the
clarity and vividness of voice, tone,
and ideas C
We will plan,
using a variety
of strategies to
generate and
organize ideas
2. Organization is
used when
composing
informational and
persuasive texts
a. Write arguments to support
claims with clear reasons and
relevant evidence. (CCSS:
W.7.1) C
i. Develop texts that explain a
process; define a problem
and offer a solution; or
support an opinion I
i.
Reach an authentic
audience with a
piece of
informational or
persuasive writing I
We will write
arguments to
support claims
with clear
reasons and
relevant
evidence
We will develop
texts that
explain a
process.
We will define a
problem and
offer a solution
We will explain
and imitate
emotional
appeals used by
writers who are
trying to
i.
i. Explain and imitate
emotional appeals used by
writers who are trying to
persuade an audience I
ii. Introduce claim(s),
acknowledge alternate or
4
Application Grammar and
Writing book
Synthesis
Synthesis
McDougal-Littell
literature and
Writing and
Grammar books
Newspapers
Application Periodicals
Internet
Application
Application
Application
Brainstorming
Clarity
Generate ideas
Graphic organizers
Ideas
Mapping
Organize ideas
Planning strategies
Revision
Tone
Vividness
Voice
Alternate claim
Authentic audience
Claims
Clarity
Cohesion
Conclusion
Credible source
Emotional appeals
Evidence
Evidence
Informational writing
Logical order
Logical reasoning
Opposing claim
Persuasive writing
Process
Reasons
Relevant evidence
opposing claims, and
organize the reasons and
evidence logically. C
iii. Support claim(s) with logical
reasoning and relevant
evidence, using accurate,
credible sources and
demonstrating an
understanding of the topic
or text. C
vii.Use words, phrases, and
clauses to create cohesion
and clarify the relationships
among claim(s), reasons, and
evidence. C
viii.Establish and maintain a
formal style. C
a.
Provide a concluding
statement or section that
follows from and supports
the argument presented. C
persuade an
audience
We will
Introduce
claim(s),
acknowledge
alternate or
opposing
claims, and
organize the
reasons and
evidence
logically
We will support
claims with
logical
reasoning and
relevant
evidence, using
accurate,
credible sources
and
demonstrating
an
understanding
of the topic or
text
We will use
words, phrases,
and clauses to
create cohesion
(connectedness)
and clarify the
relationships
among claim(s),
reasons, and
evidence.
5
Evaluation
McDougal-Littell
literature and
Application Writing and
Grammar books
Newspapers
Periodicals
Internet
Application
Application
We will write a
satisfying
conclusion
a. Demonstrate command of the
3. Editing writing for
conventions of standard English
proper grammar,
capitalization, punctuation, and
usage, mechanics, and
spelling when writing C
clarity improves written b. Demonstrate command of the
conventions of standard English
work
grammar and usage when
writing or speaking. C
i. Explain the function of
phrases and clauses in
general and their function in
specific sentences. M
ii. Choose among simple,
compound, complex, and
compound-complex
sentences to signal differing
relationships among ideas.
M
iii. Place phrases and clauses
within a sentence,
recognizing and correcting
misplaced and dangling
modifiers. M
iv.
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. C
6
We will
Application McDougal-Littell
demonstrate
literature and
command of the
Writing and
conventions of
Grammar books
standard
Application Newspapers
English
Periodicals
capitalization,
Internet
punctuation, and
spelling when
writing or
Application
speaking.
We will explain
the function of
phrases and
clauses in
general and
their function in
specific
sentences
We will choose
among simple,
compound,
complex, and
compoundcomplex
sentences to
signal differing
relationships
among ideas.
We will place
phrases and
clauses within a
sentence,
Application
Application
Application
Clauses
Complex sentence
Compound sentence
Compound-complex
sentence
Dangling modifier
Editing
Misplaced modifier
Phrases
Revision
Rewriting
Simple sentence
recognizing and
correcting
misplaced and
dangling
modifiers
We will 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.
7