LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 7TH GRADE ELA 2014 - 2015
THE POWER OF LANGUAGE
Unit Title:
Time Frame:
The Value of Language
Second Grading Period
Facilitation Questions:
Unit Foci:
Reading: Read informational texts and pair with other genres that are
teacher selected.
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How do writers adjust language register to relate to a specific
audience?
What is the purpose of language?
How important is it to know other cultures’ languages? Why?
Has an adult ever ignored what you were saying? How and
why?
Have you ever been misunderstood? How and what
happened?
How can powerful words move me or others?
What effects do powerful words have on our culture?
How does language influence the future and change history?
Writing: 6 + 1 Traits Focus – organization & sentence fluency. Write
informational texts, such as multi-paragraph essays, persuasive
advertisements, letters, etc. Compose an analysis of a text using Claim
Evidence Commentary.
Curriculum:
Enduring Understandings:
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Authors read with the writer in mind and write with the reader in mind.
Authors use language to convey information.
Authors fully develop and explain their ideas.
Authors read, think, and then write.
Readers find the truth in whatever they read.
Readers can connect multiple texts and make meaning.
Readers utilize all available resources to comprehend a text.
Readers draw conclusions and summarize, using textual evidence.
Unit Title: The Value of Language
Last Revised June 5, 2014
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Readers problem solve and use different strategies to understand and connect to texts.
Essential Questions:
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What is the connection between reading and writing?
How do authors engage readers so that readers make meaning and connections through language?
How do words choices and tone change the message conveyed?
How do you determine whether or not something is really true?
How do authors use language to convey information?
Why is it necessary to narrow the focus when writing?
How can we gain a deeper understanding by connecting multiple texts?
Why is it important to utilize resources like dictionary or thesaurus?
Spiraling TEKS:
 Fig. 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts as they become self-directed, critical readers. The student is expected to:
 Fig. 19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
 Fig. 19 (B) ask literal, interpretive, evaluative, and universal questions of text
 Fig. 19 (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world
connections; creating sensory images)
 Fig. 19 (D) make complex inferences about text and use textual evidence to support understanding RS, SS
 Fig. 19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts RS,
SS
 Fig. 19 (F) make connections between and across texts, including other media (e.g., film, play), and provide textual evidence RS
 7.1 (A) adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text
 7.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes RS
 7.2 (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
RS
 7.2 (C) complete analogies that describe part to whole or whole to part
 7.2 (D) identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
 7.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate
word choices, and parts of speech of words RS
 7.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate
Unit Title: The Value of Language
Last Revised June 5, 2014
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topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or
controlling idea
7.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and
building on ideas to create a focused, organized, and coherent piece of writing RS
7.14 (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding,
deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre
have been addressed RS
7.14 (D) credit drafts for grammar, mechanics, and spelling RS
7.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
7.17 (C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained
evidence from the text using quotations when appropriate
7.19 (A) identify, use and understand the function of the parts of speech in the context of reading, writing, and speaking RS, SS
 (i) verbs (perfect and progressive tenses) and participles
 (ii) appositive phrases
 (iii) adverbial and adjectival phrases and clauses
 (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)
 (v) prepositions and prepositional phrases and their influence on subject-verb agreement
 (vi) relative pronouns (e.g., whose, that, which)
 (vii) subordinating conjunctions (e.g., because, since)
 (viii) transitions for sentence to sentence or paragraph to paragraph coherence
7.19 (B) differentiate between the active and passive voice and know how to use them both SS
7.19 (C) use complete simple and compound sentences with correct subject-verb agreement RS
7.21 (A) spell correctly, including using various resources to determine and check correct spellings RS
The student will know and be able to:
 Fig. 19 (D), (E), & (F) (see spiraling)
 7.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes RS
 7.2 (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
RS
 7.2 (C) complete analogies that describe part to whole or whole to part
 7.2 (D) identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
 7.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate
word choices, and parts of speech of words RS
Unit Title: The Value of Language
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7.9 (A) explain the difference between the theme of a literary work and the author’s purpose in an expository text SS
7.10 (A) evaluate a summary of the original text for accuracy of the main ideas, supporting details, and overall meaning RS
7.10 (B) distinguish factual claims from commonplace assertions and opinions SS
7.10 (C) use different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text RS
7.10 (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different
genres, and support those findings with textual evidence RS
7.11 (A) analyze the structure of the central argument in contemporary policy speeches (e.g., argument by cause and effect, analogy,
authority) and identify the different types of evidence used to support the argument SS
7.11 (B) identify such rhetorical fallacies as ad hominem, exaggeration, stereotyping, or categorical claims in persuasive texts SS
7.12 (A) follow multi-dimensional instructions from text to complete a task, solve a problem, or perform procedures
7.12 (B) explain the function of the graphical components of a text SS
7.13 (A) interpret both explicit and implicit messages in various forms of media SS
7.13 (C) interpret how visual and sound techniques (e.g., special effects, camera angles, lighting, music) influence the message SS
7.17 (A) write a multi-paragraph essay to convey information about a topic that: RS, SS
 (i) presents effective introductions and concluding paragraphs
 (ii) contains a clearly stated purpose or controlling idea
 (iii) is logically organized with appropriate facts and details and includes no extraneous information or inconsistencies
 (iv) accurately synthesizes from several sources
 (v) uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs
7.17 (B) write a letter that reflects an opinion, registers a complaint, or requests information in business or friendly context
7.17 (C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained
evidence from the text using quotations when appropriate
7.18 (A) establishes a clear thesis or position SS
7.18 (B) considers and responds to the views of others and anticipates and answers reader concerns and counter-arguments
7.18 (C) includes evidence that is logically organized to support the author’s viewpoint and that differentiates between fact and opinion SS
7.19 (A) identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking: RS, SS
 (iv) conjunctive adverb (e.g., consequently, furthermore, indeed)
 (vii) subordinating conjunctions (e.g., because, since)
 (viii) transitions for sentence to sentence or paragraph to paragraph coherence
7.19 (B) write complex sentences and differentiate between main versus subordinate clauses SS
7.20 (B) recognize and use punctuation marks RS, SS
 (i) commas after introductory words
Unit Title: The Value of Language
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 (ii) semicolons, colons, and hyphens
Student Understanding (student friendly TEKS):
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Fig. 19 (D) I will infer using textual evidence.
Fig. 19 (E) I will summarize and put text into my own words in ways that keep the same order so that the meaning is not changed.
Fig.19 (F) I will make connections to other texts while I am reading. I will say to myself This reminds me of…
7.2 (A) I will look at the root, the prefixes, and suffixes to figure out the meaning of words I don't know.
7.2 (B) I will use context to clarify the meaning of unfamiliar words.
7.2 (C) I will figure out the relationship between words in an analogy.
7.2 (D) I will recognize common words or parts of words that come from Greek and Latin.
7.2 (E) I will use the dictionary or glossary when I cannot figure out the meaning of a word or use a thesaurus when I want to find a
synonym.
7.9 (A) I will describe the difference between the theme in a story and the purpose of an expository text.
7.10 (A) I will evaluate the summary of an informational text to see if the main idea and important details are included.
7.10 (B) I will distinguish between facts and commonplace assertions and opinions.
7.10 (C) I will use the different organizational patters in expository texts as a guide for summarizing.
7.10 (D) I will read expository text and (1) synthesize ideas within the text, (2) make logical connections between it and other texts, and (3)
provide textual evidence to support my thinking.
7.11 (A) I will describe how the central arguments in current speeches are built and name the types of evidence used to support the
argument.
7.11 (B) I will identify the false logo with writer uses in an argument to persuade an audience, such as ad hominem, exaggeration,
stereotyping, and categorical claims.
7.12 (A) I will follow directions in a text.
7.12 (B) I will explain how the graphical components help to create meaning in an informational text.
7.13 (A) I will interpret the explicit and implicit messages in different forms of media.
7.13 (C) I will evaluate how the media influences and informs the audience.
7.17 (A) I will write a multi-paragraph essay to convey information about a topic.
 (i) I will write a multi-paragraph essay to express information about a specific topic and use introductions and conclusions.
 (ii) I will write a multi-paragraph essay to express information about a specific topic that contains a clearly stated purpose or
controlling idea.
 (iii) I will write a multi-paragraph essay to express information about a specific topic that is logically organized with appropriate facts
and details and includes no extraneous information or inconsistencies.
 (iv) I will write a multi-paragraph essay considering information from several sources.
Unit Title: The Value of Language
Last Revised June 5, 2014
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 (v) I will write a multi-paragraph that uses a variety of sentence structures and appropriate transitioning.
7.17 (B) I will write a business/friendly letter that expresses an opinion, a complaint, or asks for information.
7.17 (C) I will write responses to texts and incorporate relevant quotations used appropriately.
7.18 (A) I will write an essay to persuade and establish a clear position.
7.18 (B) I will write a persuasive essay that looks at what other people say on the same topic, and I will anticipate concerns and respond to
them, including arguments for a different viewpoint.
7.18 (C) I will write a persuasive essay that includes evidence that is organized in a way that makes sense and will include only facts, not
opinions because I will know the difference.
7.19 (A) I will identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking.
 (iv) I will use conjunctive adverbs (e.g., consequently, furthermore, indeed) appropriately.
 (vii) I will use subordinating conjunctions (e.g., because, since) appropriately.
 (viii) I will use transitions for sentence to sentence or paragraph to paragraph coherence appropriately.
7.19 (B) I will write complex sentences and know the difference between the main clause and the subordinating clause or clauses.
7.20 (B) I will recognize and use punctuation marks.
 (i) I will recognize and use commas after introductory words.
 (ii) I will recognize and use semicolons, colons, and hyphens.
Targeted College Readiness Standards: Click here to access CCRS document in full.
Targeted ELPs: Click here to access ELPS TEA web document in full.
Language of Instruction:
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tone
sequence
author’s purpose
expository
text features
persuade
main idea
supporting details
extraneous details
evidence
controlling idea
Unit Title: The Value of Language
Last Revised June 5, 2014
Academic Vocabulary (for mastery by end of year):
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Unit 2
Reading
o rhetorical fallacy
 ad hominem (TEKS 7.11B)
 categorical claim
 stereotype
o assertions
 commonplace assertions
o policy
o explicit
o implicit
English
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revise and edit
Six + 1 Traits
o ideas
o organization
o voice
o word choice
o sentence fluency
o conventions
o presentation
text-based evidence
logical order
controlling idea
coherence
 internal
 external
Instruction:
These materials and instructional experiences offer workable components which necessitate the addition of
other choices to construct a sequence of learning experiences in which reading and writing blend.
Reading Skill Focus:
Written Composition and Grammar:
Reading:
Composition/Essay:
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Reading for information
Author’s purpose and tone
analyze persuasive texts, including speeches
understand different types of evidence used to persuade
summarize informational texts – use organizational patterns
of text as guide
analyze procedural texts
analyze the purpose for graphs, graphics, maps, charts, etc. in
informational texts (7.12B)
follow multi-step instructions
interpret fact, opinion and commonplace assertion
implicit vs. explicit
make connections between and across texts from the same
and different genres
Cornell Notes
http://www.google.com/search?q=cornell+notes&sourceid=
ie7&rls=com.microsoft:en-us:IE-SearchBox&ie=&oe=
Unit Title: The Value of Language
Last Revised June 5, 2014
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Unit 2
Instructional focus
o introductions (narrative vs. expository)
o sequencing
clear controlling idea
o effective conclusions
o appropriate transitions
o Cornell Notes
http://www.google.com/search?q=cornell+notes&sourcei
d=ie7&rls=com.microsoft:en-us:IE-SearchBox&ie=&oe=
 questions - create meaningful questions
 note-taking – plagiarism vs. paraphrasing
 summary – synthesizing and thinking
o MLA citation (mini lesson)
Composition focus
o Writing Process
o Write informational essay with clear controlling idea
 Suggested prompt:
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o Questions - create meaningful questions
o Note-taking – name source (title and author);
plagiarism vs. paraphrasing
o Summary – synthesizing and thinking
READ the following quote.
“The man who does not read good books has no
advantage over the man who cannot read them.” Mark Twain
THINK carefully about the following statement.
Reading is the most important skill a person can
learn. People who are able to read well are much
more likely to be successful than people who cannot.
WRITE an essay explaining why reading is such an
important skill to develop. – Sebastian Wren – AISD
o Claim-Evidence-Commentary (C-E-C)
 Three ingredients are necessary in a short answer
paragraph - the claim, the evidence, & the
commentary. This method provides a structure to
answer questions or write an essay and provide
textual evidence to support your thoughts.
 Claim – states your position on the issue and
must have a singular or overarching claim that
dictates your position/argument.
 Evidence – material from the text which
supports the claim. Without any evidence, the
claim is just an assertion.
 Commentary – explains why and how your
evidence supports your claim; it states the
relationship between your claim and
evidence.
o C-E-C – Suggested Prompt: Using evidence from the text,
explain how the speaker used language to persuade the
audience. Be sure to answer in the form of a claimevidence-commentary paragraph and edit for grammar,
mechanics, and spelling.
Unit Title: The Value of Language
Last Revised June 5, 2014
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Grammar and Conventions
 Adverbial and adjectival phrases and clauses
 Variety of complete sentences (simple, compound, complex)
 participles
 coordinating conjunctions and subordinating conjunctions
 compound sentences and complex sentences
 conjunctive adverbs
 appropriate transitions
Core Text Experiences – Teachers choose a representative selection of informational texts along with complementary poetry, fiction, and/or
drama that reflects the Enduring Understandings of the value of language.
Suggested texts (excerpts or full text):
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Non-fiction—various texts from library and other sources (cookbooks, newspapers, magazines,)
Expository Essay—Robert Zimmerman—“Life without Gravity,” pp.424-429
Expository Essay—Nancy Masterson Sakamoto—“Conversational Ballgames,” pp.432-437
Magazine Article—Larry Luxner—“Mongoose on the Loose,” pp. 283-284
Online encyclopedia entry—Natalie Davidson—“The Texas Horned Lizard,” pp. 285-286
Government Publication & Flyer – Walking for Exercise and Pleasure & Bike: Texas Safe Routes to School, pgs. 365-368
Policy Speech & Historical Document/Speech – Remarks on Signing the Civil Rights Bill, July 2, 1964 & I Have a Dream, pp. 463-466
Instructional Manual & Government Publication & Signs – How to Recognize Venomous Snakes in North America, How to Avoid Venomous
Snake Bites, and Park Warning Signs, pp. 531-534
Resources:
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Prentice Hall Language and Literacy unit resources for instruction and assessment ideas
Prentice Hall Writing Coach unit resources
Technology: As teachers use this document, we will add here their Career Connections/Real Life Application: As teachers use this
ideas about ways to use technology in this unit.
 TA: 7.3.B – use and evaluate various search strategies,
including keyword(s) and Boolean operators;
 TA: 7.3.C – select and evaluate various types of digital
Unit Title: The Value of Language
Last Revised June 5, 2014
document, we will add here their ideas about ways to make career and real
life applications in this unit.
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resources for accuracy and validity;
 TA: 7.5.B – practice ethical acquisition of information and
standard methods for citing sources;
Exemplar Lessons: As teachers use this document, we will add
Research Based Instructional Strategies: As teachers use this
exemplar lessons here.
document, we will add representative research-based instructional
strategies here.
Assessment:
Modify or supplement the suggested assessments below to complement unit activities and ensure varied
assessments throughout the year.
Student self-assessment & reflection:
Acceptable evidence or artifacts:
Common Assessment in both Reading and English
Expository essay
Class debate
Persuasive advertisement
Letter
Informative presentation
Unit Title: The Value of Language
Last Revised June 5, 2014
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