MISD Intervention Year at a Glance—7th Grade
Unit 1 – Analyze Across the Genres, Literary
Time Frame: 6 wks.
Nonfiction and Informational and Writing Process
Reading--Reporting Category 1-- Understanding and Analysis Across Genres --The student will
demonstrate an ability to understand and analyze a variety of written texts across reading genres.
Writing—Composition--Reporting Category 1-- The student will demonstrate an ability to compose a
variety of written texts with a clear, controlling idea; coherent organization; sufficient development;
and effective use of language and conventions.
Revision—Reporting Category 2--The student will demonstrate an ability to revise a variety of written
texts.
Editing—Reporting Category 3--The student will demonstrate an ability to edit a variety of texts.
Essential Question—What are similarities and differences of various genres?
TEKS Reading
2ABE—Vocabulary-R
7A—Literary Nonfiction--S
9A—Informational Text—Culture and History—S
Fig. 19 F—Connections across texts, text evidence-R
Writing
14B,C,D—Writing Process—R
16A—Personal Narrative—R
19A—Conventions—Use and functions of parts of speech—R
19Avii—subordinate conjunctions--S
19Aviii—transitions--S
19B—Simple, Compound, Complex sentences--R
20A—Capitalization—R
20Bi—Commas—S
20Bii—Semicolons—S
21A—Spelling—R
1—Fluency--Embedded
Unit 2—Analyze Literary Text and Write Personal Time Frame—5 Weeks
Narrative
Reading--Reporting Category 2--The student will demonstrate an ability to understand and analyze
literary texts. (Media TEKS not included).
Writing—Composition--Reporting Category 1-- The student will demonstrate an ability to compose a
variety of written texts with a clear, controlling idea; coherent organization; sufficient development;
and effective use of language and conventions.
Revision—Reporting Category 2--The student will demonstrate an ability to revise a variety of written
texts.
Editing—Reporting Category 3--The student will demonstrate an ability to edit a variety of texts.
Essential Question—What makes the features of literary text appealing to a reader?
TEKS
New
Spiraled
Reading
Reading
3—ABC—Literary Text/Theme and Genre—S
2ABE—Vocabulary-R
4A—Poetry—S
1—Fluency--Embedded
5A--Drama--S
6A(R), B (R),C(S)—Fiction
8A—Sensory Language—R
Fig. 19 D(S),E(R)-- Inferences, summarize,
paraphrase, synthesize
Writing
19Av—prepositions and phrases—S
19Aii—appositive phrases—S
20Bii—Colons--S
Writing
14B,C,D—Writing Process—R
16A—Personal Narrative—R
19A—Conventions—Use and functions of
parts of speech—R
19Avii—subordinate conjunctions--S
19Aviii—transitions
19B—Simple, Compound, Complex sentences-R
20A—Capitalization—R
20Bi—Commas—S
Bii—Semicolons—S
21A—Spelling—R
Unit 3—Analysis of Informational Text and
Time Frame—5 weeks
Writing Expository Text
Reading—Reporting Category 3—The student will demonstrate an ability to understand and analyze
informational texts.
Writing—Composition--Reporting Category 1-- The student will demonstrate an ability to compose a
variety of written texts with a clear, controlling idea; coherent organization; sufficient development;
and effective use of language and conventions.
Revision—Reporting Category 2--The student will demonstrate an ability to revise a variety of written
texts.
Editing—Reporting Category 3--The student will demonstrate an ability to edit a variety of texts.
Essential Question—How does informational text shape the way we think?
TEKS
New
Spiraled
Reading
Reading
10A Summary/informational—R
2ABE—Vocabulary-R
10B Factual claims/commonplace
Fig. 19 D(S),E(R)-- Inferences, summarize,
assertions-S
paraphrase, synthesize
10C Organizational patterns-R
1—Fluency—Embedded
10D Synthesis and connections—R
Writing
11A Central argument—persuasive-S
19A—Conventions—Use and functions of parts of
11B Rhetorical fallacies-S
speech—R
12B Graphical elements/procedural-S
19Avii—subordinate conjunctions--S
13A—Explicit and implicit
19Aviii—transitions-S
messages/Media—S
19B—Simple, Compound, Complex sentences—R
13C—Media influences—S
19Av—prepositions and phrases—S
Writing
19Aii—appositive phrases—S
17Ai-v—Expository essay—R
20A—Capitalization—R
19Aiii-Adverbial/adjectival
20Bi—Commas—S
phrases/clauses—S
20Bii—Semicolons—S
19Av—Prepositions and phrases—S
20Bii—Colons--S
19Avi—Relative pronouns—S
21A—Spelling—R
20Bii—Hyphens--S
Unit 4 Reading as a Writer and Writing to be Read Time frame—7 weeks
Reading--Reporting Category 1-- Understanding and Analysis Across Genres --The student will
demonstrate an ability to understand and analyze a variety of written texts across reading genres.
Reading—Reporting Category 3—The student will demonstrate an ability to understand and analyze
informational texts.
Writing—Composition--Reporting Category 1-- The student will demonstrate an ability to compose a
variety of written texts with a clear, controlling idea; coherent organization; sufficient development;
and effective use of language and conventions.
Revision—Reporting Category 2--The student will demonstrate an ability to revise a variety of written
texts.
Editing—Reporting Category 3--The student will demonstrate an ability to edit a variety of texts.
Essential Question—What are the similarities and differences of a personal narrative essay and an
expository essay?
TEKS
No new TEKS
Spiraled TEKS
Reading
7A—Literary Nonfiction--S
9A—Informational Text—Culture and
History—S
Fig. 19 D(S),E(R)-- Inferences, summarize,
paraphrase, synthesize--R
8A—Sensory Language—R
Fig. 19 F—Connections across texts, text
evidence-S
1—Fluency (Embedded)
Writing
14B,C,D—Writing Process—R
16A—Personal Narrative—R
17Ai-v—Expository essay—R
19A—Conventions—Use and functions of
parts of speech—R
19Avii—subordinate conjunctions--S
19Aviii—transitions-S
19B—Simple, Compound, Complex
sentences—R
19Av—prepositions and phrases—S
19Aii—appositive phrases—S
20A—Capitalization—R
20Bi—Commas—S
20Bii—Semicolons—S
20Bii—Colons--S
21A—Spelling—R
Unit 5—Making Inferences about Literature and
Word Choice
Time Frame—4 weeks until writing assessment—
March 30 and 31—Reading—April 22 (2 weeks
and ½ from writing assessment and 1 week into
Unit 6)
Reading --Reporting Category 2--The student will demonstrate an ability to understand and analyze
literary texts.
Writing—Composition--Reporting Category 1-- The student will demonstrate an ability to compose a
variety of written texts with a clear, controlling idea; coherent organization; sufficient development;
and effective use of language and conventions.
Revision—Reporting Category 2--The student will demonstrate an ability to revise a variety of written
texts.
Editing—Reporting Category 3--The student will demonstrate an ability to edit a variety of texts.
Essential Question—How does word choice affect a work of literature? How does word choice affect
an essay?
TEKS
No new TEKS
Spiraled
Reading
3A,B,C--Theme and genre--S
4A—Poetry—S
5A--Drama--S
6A(R), B (R),C(S)—Fiction
8A—Sensory Language—R
Fig. 19 D(S),E(R)-- Inferences, summarize,
paraphrase, synthesize
13 A,C--Reading/Media Literacy—S
14B,C,D—Writing Process—R
Writing
17Ai-v—Expository essay—R
19A—Conventions—Use and functions of
parts of speech—R
19Avii—subordinate conjunctions--S
19Aviii—transitions-S
19B—Simple, Compound, Complex
sentences—R
19Av—prepositions and phrases—S
19Aii—appositive phrases—S
20A—Capitalization—R
20Bi—Commas—S
20Bii—Semicolons—S
20Bii—Colons--S
21A—Spelling—R
Unit 6—Connecting literary to informational text
and reading to write.
Time Frame—7 weeks (About a week lost in
testing, however)—Reading test—April 22—1
week into 6th unit
Reading --Reporting Category 2--The student will demonstrate an ability to understand and analyze
literary texts.
Writing—Composition--Reporting Category 1-- The student will demonstrate an ability to compose a
variety of written texts with a clear, controlling idea; coherent organization; sufficient development;
and effective use of language and conventions.
Revision—Reporting Category 2--The student will demonstrate an ability to revise a variety of written
texts.
Editing—Reporting Category 3--The student will demonstrate an ability to edit a variety of texts.
Essential Question—How do our connections to real life affect our reading and writing?
TEKS
No new
Spiraled
Reading
6A(R), B (R),C(S)—Fiction
10A Summary/informational—R
10B Factual claims/commonplace assertions-S
10C Organizational patterns-R
10D Synthesis and connections—R
8A—Sensory Language—R
Fig. 19 D(S),E(R)-- Inferences, summarize,
paraphrase, synthesize
Fig. 19 F—Connections across texts, text
evidence-S
Writing
14B,C,D—Writing Process—R
19A—Conventions—Use and functions of parts
of speech—R
19Avii—subordinate conjunctions--S
19Aviii—transitions-S
19B—Simple, Compound, Complex
sentences—R
19Av—prepositions and phrases—S
19Aii—appositive phrases—S
20A—Capitalization—R
20Bi—Commas—S
20Bii—Semicolons—S
20Bii—Colons--S
21A—Spelling—R