Grade 7
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Language Arts
GRADE LEVEL: 7th
CREATION DATE: Fall 2008
Revised – Fall 2008
Grade 7
Essential Question, Concept or Theme: A. Students will read, analyze, and interpret a
variety of literary genre in an effort to establish lifetime reading habits.
Approx. Time Allotment:
Standards: 1.1.8 A-H, 1.2.8 A-C, 1.3.8 A-F, 1.7.8 A-C
Benchmark/Skills
READING
1. Students will determine the meaning of
unfamiliar words.
a) During reading, use knowledge of
decoding skills (phonics, syllabication),
structural analysis (prefix, root word,
suffix), context clues, and glossaries to
understand vocabulary. Example: Greek
and Latin prefixes, roots, suffixes.
b) Expand a reading vocabulary by
identifying and correctly using idioms
and words with literal and figurative
meanings.
c)
Use a dictionary or related reference
(thesaurus, encyclopedia, Internet) to
identify/use correctly new reading
vocabulary words.
d) Identify and correctly use
interdisciplinary vocabulary.
e)
f)
Describe the origins and meanings of
common, learned, and foreign words as
found in context when reading and
writing.
Analyze the role and place of standard
American English in speech, writing,
and literature. (Example: dialect in Roll
of Thunder, Hear My Cry)
g) Identify new words that have been added
to the English language over time as
found in context of reading and writing.
Revised – Fall 2008
Assessment
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Required: MAP
Gates
Recommended: McDougal
Littell The Language of
Literature, Selection tests
and McDougal Littell The
Language of Literature, Unit
tests
Teacher-made tests
Publisher tests reflecting
teacher-selected items
Oral questioning
Use of 12 Powerful Words
Teacher conference
PSSA Reading Assessment
Rubric
Aligned Materials/
Resources/Technology
Instructional Strategies
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Before, During, After reading strategies
Reciprocal teaching
Questioning with the use of 12 Powerful Words
Predictions
Visualize
Connect
Clarify
Evaluate
Discussion
KWL charts
Sequencing
Making associations
Monitoring comprehension
Freewriting
Wait time
Word wall
Use of dictionary/thesaurus
Self evaluation
Teacher evaluation
Rubrics
Anticipation guides
Graphic organizers
Cooperative learning activities (e.g. jigsaw, think-pairshare)
Learning logs
Reading/Writing workshop
Modeling
Reading aloud
Summer reading list
Teen Biz
Grade 7
Essential Question, Concept or Theme: A.
Students will read, analyze, and interpret a variety of literary genre in an effort to establish
lifetime reading habits.
Approx. Time Allotment:
Standards: 1.1.8 A-H, 1.2.8 A-C, 1.3.8 A-F, 1.7.8 A-C
Benchmark/Skills
READING
2. Students will read, understand, analyze,
and interpret various literary genres.
Before reading (Critically)
a. Identify and use common organizational
structures (enumeration,
chronological/sequential order,
cause/effect, comparison/contrast) and
graphic features (title, headings,
subheadings, pictures/captions, maps,
charts, graphs, highlighted words/phrases,
visual aids, introduction, conclusion,
questions) to build background.
b. Access prior knowledge.
c. Set a purpose for reading.
During Reading
a. Identify basic facts and ideas in texts
using specific strategies (recalling genre
characteristics; generating essential
questions as aids to comprehension;
monitoring understanding by revising
predictions, self-questioning, making
associations, and restating; and clarifying
understanding through rereading and
discussion).
b. Differentiate fact from opinion in
traditional texts as well as electronic
media, newspapers, magazines, and
periodicals.
c. Make and adjust inferences and
conclusions.
d. Read and understand essential content of
informational texts and documents (Main
ideas, supporting details).
Revised – Fall 2008
Assessment
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Required: MAP
Gates
Recommended: McDougal Littell
The Language of Literature, Selection
tests and McDougal Littell The
Language of Literature, Unit tests
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Written response, essay
Multiple intelligence projectspresentations
Journal
Teacher-made tests
Book chat
Performance Assessment
Publisher tests reflecting teacherselected items
PSSA Reading Assessment Rubric
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Aligned Materials/
Resources/Technology
Novels:
Core
A Soldier’s Heart, Paulsen
A Christmas Carol,
Dickens
The Watsons Go to
Birmingham, Curtis
Heterogeneous
The Landry News,
Clements
Hatchet, Paulsen
Letters From Rifka
ELA
Nothing but the Truth, Avi
Miracle Worker
Optional
The Call of the Wild,
London
Treasure Island, Stevenson
Danny, Champion of the
World, Dahl
Maniac Magee, Spinelli
Matilda, Dahl
Medicine for Melancholy,
Tuck Everlasting, Babbitt
Old Yeller
Instructional Strategies
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Before, during, after reading strategies
Reciprocal teaching
Use of 12 Powerful Words
KWL charts
Sequencing
Making associations
Monitoring comprehension
Freewriting
Wait time
Self evaluation
Teacher evaluation
Rubrics
Anticipation guides
Graphic organizers
Cooperative learning activities (e.g. jigsaw,
think-pair-share)
Learning logs
Reading/Writing workshop
Modeling
Reading aloud
Teen Biz
Grade 7
After Reading
a. Distinguish between essential and
nonessential information.
b.
Assess text organization and content to
determine author’s purpose and
effectiveness.
c.
Demonstrate understanding and
interpretation of both fiction and
nonfiction text, including public
documents.
d.
Summarize written text.
e.
Make, and support with evidence,
assertions about texts.
f.
Make extensions to related ideas, topics,
or information.
g.
Evaluate what was read by: determining
author’s purpose and viewpoint,
distinguishing fact from opinion,
distinguishing fantasy from reality,
determining validity, detecting
propaganda techniques, judging literary
quality, and making value judgments.
Revised – Fall 2008
Grade 7
Essential Question, Concept or Theme: A.
Students will read, analyze, and interpret a variety of literary genre in an effort to establish
lifetime reading habits.
How do fiction and non fiction differ? What are the distinguishing characteristics of each?
What are the basic differences between short stories, novels, plays, and poems?
Approx. Time Allotment:
Standards: 1.1.8 A-H, 1.2.8 A-C, 1.3.8 A-F, 1.7.8 A-C
Benchmark/Skills
READING
3. Students will read and identify
authors’ use of various literary
elements and literary devices
a. Compare/contrast texts using
themes, settings, characters, and
ideas.
b.
c.
d.
e.
Compare/analyze literary elements:
character, setting, conflict, plot
(exposition, rising action, climax,
falling action, resolution), theme,
and point of view in literature.
Identify, evaluate, and analyze
various poetic devices (alliteration,
onomatopoeia, imagery, hyperbole,
simile, metaphor, personification,
rhyme, rhythm, repetition, meter,
stanza, sensory words, line length,
arrangement of words on a page).
Analyze the elements of drama
(character, scene, act, plot, stage
directions, narration, dialogue).
Identify use of literary devices
(figurative language: simile,
metaphor, personification,
hyperbole, allusion) in literature.
Revised – Fall 2008
Assessment
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Required: Gates
MAP
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Recommended:
McDougal Littell The
Language of Literature,
Selection tests and
McDougal Littell The
Language of Literature,
Unit tests
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Identify literary devices
via oral/written response
Journal response-double
entry journal
Story map
Test
Publisher tests reflecting
teacher-selected items
PSSA Reading
Assessment Rubric
Aligned Materials/
Resources/Technology
Anthology Core;
“A Day’s Wait”
“Seventh grade”
“Thank You Ma’m”
“Names, Nombres”
“Zebra”
“Homeless”
Poetry:
“The Bat”
(rhyme scheme)
“Mooses”
(symbolism)
“Sarah Cynthia Sylvia Stout
Would Not Take the
Garbage Out”
(alliteration, hyperbole,
rhyme scheme)
“The World is not a Pleasant
Place to Be”
(personification)
“The Highwayman”
“Ode to an Artichoke”
(personification, metaphor,
symbolism)
Nightmares: Poems to
Trouble Your Sleep
Instructional Strategies
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Use of 12 Powerful Words
Reciprocal teaching
Teen Biz
Discussion
KWL charts
Sequencing
Monitoring comprehension
Freewriting
Wait time
Self evaluation
Teacher evaluation
Rubrics
Anticipation guides
Graphic organizers
Cooperative learning activities (e.g. jigsaw, think-pair-share)
Learning logs
Reading/Writing workshop
Modeling
Reading aloud
Summer reading list
Grade 7
READING
4. Students will read
independently
a. Students will self-select
reading material from a
variety of genres.
b. Demonstrate fluency and
comprehension by reading
familiar materials aloud with
accuracy, self-correcting
mistakes and using
appropriate rhythm, flow,
meter, and pronunciation.
Revised – Fall 2008
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Group discussion
Oral presentation/ written
report
Performance Assessment
Literature Circles
Reading response journal
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Use of 12 Powerful Words
Teen Biz
Book reports/brags/chats
Discussion
KWL charts
Sequencing
Monitoring comprehension
Freewriting
Wait time
Self evaluation
Teacher evaluation
Rubrics
Anticipation guides
Graphic organizers
Cooperative learning activities (e.g. jigsaw, think-pair-share)
Learning logs
Reading/Writing workshop
Modeling
Reading aloud
Summer reading list
Grade 7
Essential Question, Concept or Theme: A.
Students will read, analyze, and interpret a variety of literary genre in an effort to establish
lifetime reading habits.
What can you find out about yourself from reading independently?
What can you find out about life from reading fiction?
Standards: 1.1.8 A-H, 1.2.8 A-C, 1.3.8 A-F, 1.7.8 A-C
Adaptations/Inclusion
Techniques
READING
• Stories on CD
• Project calendar for long-term
assignments
• Extended time for testing
• Extended time for projects with
specified due date
• Test read aloud to student
• Use of scribe
• Preferential seating
• Graphic organizers
• Visual cues
• Oral/written directions
• One-to-one directions
• Student restatement of directions
• Preteach/Teach/Reteach
• Extra practice
• Alternate assessment
• Study guides
• Daily agenda/assignment book
• Peer tutors
• Extra copies of materials/texts at home
• Chunking/reduction of assignment
length
• Adjustment in quantity of assignments
• Adapted test
• Use of graphic organizer during test
• Others as stated in student’s IEP
Revised – Fall 2008
Enrichment
Strategies
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Multiple
intelligence
projects
Literature circles
Independent, selfselected study
HOTS (Higher
Order Thinking
Skills)
Shared Inquiry
Field trips
Guest speakers
Community
awareness
projects
Complex, openended, abstract,
and multifaceted
products and
activities
Approx. Time Allotment:
Remediation
Strategies
McDougal Littell The
Language of Literature
Resource Kit:
• Literary Analysis
Transparencies
• Reading and Critical
Thinking Transparencies
• Vocabulary
Transparencies
• ClassZone
www.mcdougallittell.com
• Audio Library
• Video Library
• McDougal Littell The
Language of Literature
Interactive Reader
• Reading specialist
Bridges textbook
Bridges Skill builder
workbook
Multicultural/
Interdisciplinary Connection
Multicultural:
Exposure to culturally conscious authors and literature
focused primarily on addressing customs, traditions,
language, issues, and problems of various cultures, with an
emphasis on understanding and celebrating differences.
Examples:
Selections from The Language of Literature
Interdisciplinary Novels:
Literature connections to social studies:
Soldier’s Heart (Gary Paulson)
Nothing but the Truth (AVI)
The Landry News (Andrew Clements)
Watsons go to Birmingham
Grade 7
Essential Question, Concept or Theme: B. Students will write in a variety of formats
(informational, narrative, persuasive) using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.8 A-D, 1.5.8 A-G
Benchmark/Skills
WRITING
1. Student will write in a variety of
literary modes including informational,
narrative, persuasive.
a. Write a personal narrative/short story
that focuses on one well defined
experience incorporating dialogue,
sensory detail, logical sequence of
events, effective beginning and strong
conclusion.
b. Compose a script or play reflecting
common story elements of character,
setting, plot, theme, and dialogue.
c. Create original poetry for pleasure and
sharing that uses sensory words,
figurative language, line length,
arrangement of words on the page, and
sound effect.
d. Create multi-paragraph informational
piece(s) (e.g. compare-contrast, howto, problem-solution, cause-effect,
poetry analysis, research report, book
review, designing a web site).
e. Write a multi-paragraph persuasive
piece using a clearly stated opinion,
convincing evidence which anticipates
and counters reader concerns and
arguments, and a logical conclusion.
f. Maintain a written/electronic record of
activities, course work, experience,
honors, and interests.
g. Have the opportunity to publish and
present pieces of writing.
Revised – Fall 2008
Assessment
Informational, narrative,
persuasive writing pieces
McDougal Littell The Language of
Literature, Rubrics
McDougal Littell Language
Network, Rubrics
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•
Rubrics
PSSA Domain Scoring Rubric
Aligned Materials/
Resources/Technology
McDougal Littell The Language of
Literature Teacher Resources:
• Unit Resource Books
• Writing Transparencies
• Grammar Transparencies
• ClassZone www.mcdougallittell.com
• McDougal Littell The Language of
Literature, copyright 2001
• Unit One, Writing Workshop: Response
to Literature (informational)
• Unit Two, Writing Workshop:
Interpretive Essay (informational)
• Unit Three, Writing Workshop:
Problem-Solution Essay (persuasive)
• Writing Workshop: Short Story
(narrative)
• Unit Four, Writing Workshop:
Comparison-and-Contrast Essay
(informational)
• Unit Five, Writing Workshop: Opinion
Statement (persuasive)
• Writing Workshop: Research Report
(informational)
McDougal Littell Language Network,
copyright 2001
Instructional Strategies
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Mapping
Brainstorming
Discussion
Sequencing
Retelling
Summarizing
Questioning
Think-aloud
Wait time
Self evaluation
Teacher evaluation
Rubrics
Graphic organizers
Theme reader
Cooperative learning activities
(e.g. think-pair-share)
Cumulative Writing Folder
(e.g. John Collins)
WILT (What I Learned
Today) Journals
Reading/Writing workshop
Modeling
Reading aloud
Grade 7
Essential Question, Concept or Theme: B. Students will write in a variety of formats
(informational, narrative, persuasive) using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.8 A-D, 1.5.8 A-G
Benchmark/Skills
WRITING
2. Students will write with clear intent
of focus, style, organization, and
content.
a.
Write with sharp, distinct focus by
identifying topic, task, and audience.
b.
Write using well-developed content
through richness of detail and use of
relevant information.
c.
Write with controlled and/or subtle
organization using proper sequencing,
meaningful transitions, and beginnings
and endings that establish focus and
purpose.
d.
Write with an understanding of style by
using variety in types and lengths of
sentences, appropriate word choice, and
consistent voice.
Assessment
Informational, narrative,
persuasive writing pieces
McDougal Littell The Language
of Literature, Rubrics
McDougal Littell Language
Network, Rubrics
Rubrics
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PSSA Domain Scoring
Rubric
Aligned Materials/
Resources/Technology
McDougal Littell The Language of
Literature Teacher Resources:
• Unit Resource Books
• Writing Transparencies
• Grammar Transparencies
• ClassZone
www.mcdougallittell.com
McDougal Littell The Language of
Literature, copyright 2001
• Unit One, Writing Workshop:
Response to Literature
(informational)
• Unit Two, Writing Workshop:
Interpretive Essay
(informational)
• Unit Three, Writing
Workshop: Problem-Solution
Essay (persuasive)
• Writing Workshop: Short
Story (narrative)
• Unit Four, Writing Workshop:
Comparison-and-Contrast
Essay (informational)
• Unit Five, Writing Workshop:
Opinion Statement
(persuasive)
• Writing Workshop: Research
Report (informational)
McDougal Littell Language Network,
copyright 2001
Revised – Fall 2008
Instructional Strategies
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Mapping
Brainstorming
Discussion
Sequencing
Retelling
Summarizing
Questioning
Think-aloud
Wait time
Self evaluation
Teacher evaluation
Rubrics
Graphic organizers
Theme reader
Cooperative learning activities (e.g.
think-pair-share)
Cumulative Writing Folder (e.g.
John Collins)
WILT (What I Learned Today)
Journals
Reading/Writing workshop
Modeling
Reading aloud
Grade 7
Essential Question, Concept or Theme: B. Students will write in a variety of
formats (informational, narrative, persuasive) using appropriate language
mechanics.
Standards: 1.4.8 A-D, 1.5.8 A-G
Benchmark/Skills
WRITING
3. Students will utilize the writing
process.
a.
Use a variety of prewriting
strategies (outlines, models,
brainstorm, web, free write)
b.
Identify topic, audience and
purpose
c.
Create a written draft
d.
Revise a written draft with
particular focus on: beginnings
and endings that establish focus
and purpose, organization,
richness of detail, and appropriate
and effective word choice.
e.
f.
Edit and proofread written draft
using the conventions of
language.(See below.)
Have the opportunity to publish
and present pieces of writing.
Assessment
Informational, narrative, persuasive
writing pieces
McDougal Littell The Language of
Literature, Rubrics
McDougal Littell Language Network,
Rubrics
Check list showing evidence of each
stage of writing process: prewrite, draft,
revision, edit, final copy.
Rubrics
PSSA Domain Scoring Rubric
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
McDougal Littell The Language of
Literature Teacher Resources:
• Unit Resource Books
• Writing Transparencies
• Grammar Transparencies
• ClassZone
www.mcdougallittell.com
McDougal Littell The Language of
Literature, copyright 2001
• Unit One, Writing Workshop:
Response to Literature
(informational)
• Unit Two, Writing Workshop:
Interpretive Essay
(informational)
• Unit Three, Writing Workshop:
Problem-Solution Essay
(persuasive)
• Writing Workshop: Short Story
(narrative)
• Unit Four, Writing Workshop:
Comparison-and-Contrast Essay
(informational)
• Unit Five, Writing Workshop:
Opinion Statement (persuasive)
• Writing Workshop: Research
Report (informational)
McDougal Littell Language Network,
copyright 2001
Revised – Fall 2008
Instructional Strategies
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Mapping
Brainstorming
Discussion
Sequencing
Retelling
Summarizing
Questioning
Think-aloud
Wait time
Self evaluation
Teacher evaluation
Rubrics
Graphic organizers
Theme reader
Cooperative learning activities
(e.g. think-pair-share)
Cumulative Writing Folder (e.g.
John Collins)
WILT (What I Learned Today)
Journals
Reading/Writing workshop
Modeling
Reading aloud
Grade 7
Essential Question, Concept or Theme: B. Students will write in a variety of
formats (informational, narrative, persuasive) using appropriate language
mechanics.
Standards: 1.4.8 A-D, 1.5.8 A-G
Benchmark/Skills
WRITING
4. Students will apply the
conventions of language in writing
a. Edit and proofread written draft
using the conventions of language:
• spelling (high-frequency words)
• capitalization
• punctuation (end punctuation,
commas, dialogue)
• grammar (nouns, pronouns,
verbs, adjectives, adverbs,
conjunctions, prepositions,
interjections)
• use of complete sentences (no
run-ons or fragments)
• (See Scope and Sequence for
Grammar)
Revised – Fall 2008
Assessment
Required:
Quarterly Grammar tests
McDougal Littell The Language
of Literature
McDougal Littell Language
Network
Self Assessment & Teacher
Assessment of the following:
• Daily Edit
• Editing Rubric
• Focus Correction Areas
• Peer Edit
• Quiz/ Test
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Marking Period 1:
Sentences and Its Parts
Capitalization
Punctuation
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Marking Period 2:
Nouns
Pronouns
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Marking Period 3:
Verbs
Adjectives
Adverbs
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Marking Period 4:
Prepositions
Conjunctions
Interjections
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
McDougal Littell The Language of
Literature Teacher Resources:
• Unit Resource Books
• Writing Transparencies
• Grammar Transparencies
• ClassZone
www.mcdougallittell.com
McDougal Littell The Language of
Literature, copyright 2001
McDougal Littell Language Network,
copyright 2001
Teacher created resources
Instructional Strategies
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Mapping
Brainstorming
Discussion
Sequencing
Retelling
Summarizing
Questioning
Think aloud
Wait time
Self evaluation
Teacher evaluation
Rubrics
Graphic organizers
Inclusion of 12 Powerful Words
Theme reader
Cooperative learning activities
(e.g. think-pair-share)
Cumulative Writing Folder (e.g. John
Collins)
WILT (What I Learned Today)
Journals
Reading/Writing workshop
Modeling
Reading aloud
Spelling tests/vocabulary
Grade 7
Revised – Fall 2008
•
Spelling lists 1-12
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PSSA Prefixes/Suffixes
Re-, pre-, in, qu-, con-,
post-, de-, trans-, pro-, sub-,
super-, -ance, -ent, -ences, ent, -ly, -ally, -tion,-sion,ion, -ment
Grade 7
Essential Question, Concept or Theme: B. Students will write in a variety of formats
(informational, narrative, persuasive) using appropriate language mechanics.
Adaptations/Inclusion
Techniques
WRITING
• Theme reader
• Project calendar for long-term
assignments
• Extended time for writing
• Extended time for projects with
specified due date
• Test read aloud to student
• Use of scribe
• Preferential seating
• Graphic organizer
• Visual cues
• Alternate material
• Oral/written directions
• One-to-one directions
• Student restatement of directions
• Preteach/Teach/Reteach
• Extra practice
• Alternate assessment
• Daily agenda/assignment book
• Peer tutors
• Extra copies of materials/texts at
home
• Chunking/reduction of
assignment length
• Adjustment in quantity of
assignment
• Alternate assignment
• Individual aide
• Others as stated in student’s IEP
Revised – Fall 2008
Enrichment
Strategies
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Theme reader
Student-centered
learning
Multiple intelligence
projects
Curriculum compacting
Acceleration
Tiered assignments
Expansions
Learning centers
Independent, selfselected study
HOTS (Higher Order
Thinking Skills)
Shared Inquiry
Field Trips
Guest speakers
Complex, open-ended,
abstract, and
multifaceted
products and
activities
Approx. Time Allotment:
Remediation
Strategies
McDougal Littell The Language of
Literature Resource Kit:
• Writing Transparencies
• Grammar Transparencies
McDougal Littell Language Network:
• Grammar, Usage, and Mechanics
Workbook
• ClassZone www.mcdougallittell.com
• Peer tutor
• Extra help
• Theme reader
Multicultural/
Interdisciplinary Connection
Students will be encouraged to explore
multicultural and interdisciplinary topics
related to their reading.
Grade 7
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills.
Approx. Time Allotment:
Standards: 1.6.8 A-F
Benchmark/Skills
LISTENING AND SPEAKING
1. Students will utilize active listening
skills:
a. Listen to others:
Asking probing questions.
Differentiating between relevant and
irrelevant information, ideas, and opinions.
Taking notes when necessary.
b. Listen actively to selections of
fiction/nonfiction literature by:
Relating them to previous knowledge.
Predicting content/events.
Summarizing events in a story.
Comparing/contrasting selections.
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Assessment
Aligned Materials/
Resources/Technology
Teacher-designed rubrics
Checklists
Teacher conferencing
Teacher observation
Self evaluation
Students will explore the following themes from
The Language of Literature:
• Unit 1:Learning from Experience (Part 1
only)
• Unit 2: Relationships (Part 1 only)
• Unit 3: Flights of Imagination (Parts 1 and
2)
• Unit 4: Nothing Stays the Same (Part 1
only)
• Unit 5: Personal Challenges (Parts 1 and 2)
McDougal Littell Literature in Performance Videos
• McDougal Littell Audio Library Cassettes
and CDs
McDougal Littell Language Network Text (Chapter
31, “Listening and Speaking Skills”)
McDougal Littell The Language of Literature (Unit
6, “Across Cultures: The Oral Tradition” and
“Communication Workshop, Multimedia
Presentation”)
Revised – Fall 2008
Instructional Strategies
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•
•
•
Discussion
Retelling
Summarizing
Paraphrasing
Questioning
Graphic Organizers
Rubrics
Reading
Notetaking
Learning Log
Modeling
Grade 7
Essential Question, Concept or Theme: C. Students will demonstrate effective
listening and speaking skills.
Approx. Time Allotment:
Standards: 1.6.8 A-F
Benchmark/Skills
LISTENING AND SPEAKING
2. Students will speak using skills
appropriate to a variety of formal
presentations:
Speak using skills appropriate to
formal speech situations by:
a. Using complete sentences.
b. Pronouncing words correctly.
c. Adjusting volume and pace.
Revised – Fall 2008
Assessment
•
•
•
•
•
Teacher-designed rubrics
Checklists
Teacher conferencing
Teacher observation
Self evaluation
Aligned Materials/
Resources/Technology
Students will explore the following themes from The
Language of Literature:
• Unit 1:Learning from Experience (Part 1 only)
• Unit 2: Relationships (Part 1 only)
• Unit 3: Flights of Imagination (Parts 1 and 2)
• Unit 4: Nothing Stays the Same (Part 1 only)
• Unit 5: Personal Challenges (Parts 1 and 2)
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
Discussion
Retelling
Summarizing
Paraphrasing
Questioning
Graphic Organizers
Rubrics
Reading
Notetaking
Learning Log
Modeling
Grade 7
Essential Question, Concept or Theme: C. Students will demonstrate effective
listening and speaking skills.
Approx. Time Allotment:
Standards: 1.6.8 A-F
Benchmark/Skills
LISTENING AND SPEAKING
3. Students will apply effective
discussion skills in a group setting:
a. Contribute to discussions by:
• Asking relevant questions.
• Responding to questions
with relevant information.
• Listening to and
acknowledging the
contributions of others.
• Adjusting involvement to
encourage equitable
participation.
• Supporting and explaining
responses when asked.
• Paraphrasing and
summarizing as needed.
b. Participate in small and large
group discussions by:
• Presenting an oral reading of
assigned material.
• Conducting purposeful
interviews.
Revised – Fall 2008
Assessment
•
•
•
•
•
Teacher-designed rubrics
Checklists
Teacher conferencing
Teacher observation
Self evaluation
Aligned Materials/
Resources/Technology
Students will explore the following themes from
The Language of Literature:
• Unit 1:Learning from Experience (Part 1
only)
• Unit 2: Relationships (Part 1 only)
• Unit 3: Flights of Imagination (Parts 1 and
2)
• Unit 4: Nothing Stays the Same (Part 1
only)
• Unit 5: Personal Challenges (Parts 1 and 2)
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
Discussion
Retelling
Summarizing
Paraphrasing
Questioning
Graphic Organizers
Rubrics
Reading
Notetaking
Learning Log
Modeling
Grade 7
Essential Question, Concept or Theme: C. Students will demonstrate effective listening
and speaking skills.
Approx. Time Allotment:
Standards: 1.6.8 A-F
Adaptations/Inclusion
Techniques
LISTENING AND SPEAKING
• Project calendar for long-term
assignments
• Extended time for projects
• Text on tape/CDs
• Alternate materials
• One-to-one directions
• Oral/written directions
• Student restatement of
directions
• Chunking/reduction of
assignment length
• Alternate assignment
• Practice with aide
• Others as stated in student’s
IEP
Revised – Fall 2008
Enrichment
Strategies
•
•
•
•
•
Independent, self-selected study
Interest-based learning choices
Shared Inquiry
Field trips
Guest speakers
Remediation
Strategies
McDougal Littell The Language of
Literature Resource Kit
• Communication
Transparencies and
Copymasters
• CD ROM's
Reteach/Retest
Peer tutor
Extra help sessions
ClassZone at www.mcdougallittell.com
Multicultural/
Interdisciplinary Connection
McDougal Littell The Language of
Literature, Unit 6, “Across Cultures,
The Oral Tradition”
Grade 7
Essential Question, Concept or Theme: C. Students will utilize research skills.
Approx. Time Allotment:
Standards: 1.8.8 A-C
Benchmark/Skills
RESEARCH
1. Students will apply research skills:
a. Select and define a topic for research.
b. Locate information using appropriate sources
and strategies:
c. Use subjects, keywords, Boolean operators,
and online search techniques to identify
possible sources.
d. Select appropriate sources in a variety of
formats including books, magazines,
electronic databases, online subscriptions,
and the Internet.
e. Evaluate information sources considering
currency and relevancy to their topic.
f. Locate and access information sources using
the table of contents, indices, keywords,
cross-references, and appendices.
g. Organize and present the main ideas from
research:
h. Read and extract appropriate facts and
concepts.
i. Organize information in a format appropriate
to the finished product (outline, graphic
organizer, storyboard, etc.)
j. Apply relevant data to the solution of the
problem.
k. Communicate results in a format appropriate
to the parameters of the assignment.
l. Practice citing resources using MLA format.
m. Practice responsible and ethical use of all
resources according to the copyright law.
n. Practice responsible and ethical behavior in
regard to the intellectual property of peers.
o. Reflect on use of research questions and
process.
Revised – Fall 2008
•
•
•
•
•
•
•
•
Assessment
Aligned Materials/
Resources/Technology
Rubric
McDougal Littell Test
Generator
Self evaluation
Teacher observation
Teacher conferencing
Writing pieces
PSSA domain rubrics
Teacher created rubrics
Students will explore the following themes
from The Language of Literature:
• Unit 1:Learning from Experience (Part 1
only)
• Unit 2: Relationships (Part 1 only)
• Unit 3: Flights of Imagination (Parts 1
and 2)
• Unit 4: Nothing Stays the Same (Part 1
only)
• Unit 5: Personal Challenges (Parts 1 and
2)
McDougal Littell ClassZone
www.mcdougallitell.com
McDougal Littell Writing Transparencies for
Unit 5
McDougal Littell The Language of Literature:
Teacher Resource Book, Unit 5, “Writing
Workshop”
McDougal Littell Language Network, Chapter 27
Student laptops
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Mapping
Brainstorming
Discussion
KWL charts
Sequencing
Making, assessing, and
revising predictions
Activating prior
knowledge
Previewing/surveying
Summarizing
Questioning
Rubric
Graphic organizers
Modeling
Learning logs
Reading
Grade 7
Essential Question, Concept or Theme: C. Students will utilize research skills.
Approx. Time Allotment:
Standards: 1.8.8 A-C
Adaptations/Inclusion
Techniques
RESEARCH
• Daily assignment book
• Project calendar for long-term
assignments
• Extended time for projects
• Alternate materials
• One-to-one directions
• Oral/written directions
• Student restatement of
directions
• Chunking/reduction of
assignment length
• Alternate assignment
• Use of student laptop
• Graphic organizer
• Individual aide
• Others as indicated by
student’s IEP
Revised – Fall 2008
•
•
•
•
Enrichment
Strategies
Remediation
Strategies
Multiple intelligence projects
Independent, self-selected study
Incorporation of multimedia
(PowerPoint)
Interest-based learning choices
McDougal Littell Resource Kit
• Communication
Transparencies and
Copymasters
• Reteach/Retest
• Peer tutor
• Extra help sessions
• ClassZone at
www.mcdougallittell.com
Multicultural/
Interdisciplinary Connection
•
•
Research connections to other
curricula
Opportunities to research
multicultural topics