Seventh Grade ELA Units Of Study - New Bedford High School
MassachusettsCurriculum FrameworkSeventh GradeELA Units of StudyMay 2015
New Bedford School DistrictELA-Grade 7Units of Study May 2015Realistict FictionHistorical FictionScience Fiction/FantasyInformational/Nonfiction Text
Realistic Fiction
Unit or Topic:Realistic FictionCourse/Subject:Grade Level: 71Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
Established GoalsRL.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly aswell as inferences drawn from the text.R.L.2. Determine a theme or central idea of a text and analyze its development over the course ofthe text, provide an objective summary of the text.RL.6. Analyze how an author develops and contrasts the points of view of different characters ornarrators in a text.R.L.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, ormultimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,sound, color, or camera focus and angles in a film).R.L. 9. Compare and contrast a fictional portrayal of a time, place, or character and a historicalaccount of the same period as a means of understanding how authors of fiction use or alterhistory.W.1. Write arguments to support claims with clear reasons and relevant evidence.W.3. Write narratives to develop real or imagined experiences or events using effective technique,relevant descriptive details, and well-structured event sequences.W.3.A. Write short narratives, poems, scripts, or personal reflections that demonstrateunderstanding of the literary concepts of mood, tone, point of view, personification, or symbolism.W.4. Produce clear and coherent writing in which the development, organization, and style areappropriate to task, purpose, and audience. (Grade-specific expectations for writing types aredefined in standards 1-3 above.)W.5. With some guidance and support from peers and adults, develop and strengthen writing asneeded by planning, revising, editing, rewriting, or trying a new approach, focusing on how wellpurpose and audience have been addressed. (Editing for conventions should demonstratecommand of Language standards 1-3 up to and including grade 7.)S.L. 1. Engage effectively in a range of collaborative discussion (one-on-one, in groups, andteacher led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideasand expressing their own clearly.a. Come to discussions prepared, having read or researched material under study; explicitly drawon that preparation by referring to evidence on the topic, text, or issue to probe and reflect onideas under discussion.b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, anddefine individual roles as needed.c. Pose questions that elicit elaboration and respond to others’ questions and comments withrelevant observations and ideas that bring the discussion back on topic as needed.d. Acknowledge new information expressed by others, and, when warranted, modify their ownviews.L.1. Demonstrate command of the conventions of standard English grammar and usage whenwriting or speaking.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, andspelling when writing.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listeningResources:PoetryA Christmas Carol by Charles Dickens; p. 398Seventh Grade by Gary Soto; p. 34The War of the Wall by Toni Cade Bambara; p. 338Thank you M’am by Langston Hughes; p. 68The Outsiders by S.E. HintonLost and Found by Anne SchraffMonster by Walter Dean MyersThe Crossover by Kwame AlexanderTouching Spirit Bear by Ben MikaelsenThe Delight Song of Tsoai-Talle, p. 614The Earth is a Living Thing, p. 568Gold, p. 571The Rider, p. 212Scaffolding, p. 576Scholastic Up Front and Scope MagazinesScholastic2Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
Students will understand that Essential Questions to Guide Learning &Inquiry Students will understand theelements of literacy. Students will be able to understandthe theme of a story and the author’spoint of view. Students will be able to compare andcontrast characters from variouspieces of literature. Students will be able to contrastdifferent pieces of literature indifferent forms and genres (e.g.stories and poems; historicalnovels). Conflict exists between characters andis also external.Students will know How to draw inferences from severalpieces of realistic fiction.Determine a central theme or idea.How the author develops the point ofview of the narrator or speaker in atext.How pieces of literature vary byhearing and seeing to what theyperceive when they listen or watch.How to identify different types ofconflict within literature.Performance Task How can conflict guide ourdecisions?Is it important to feel connectedto a group?Students will be able to Make inferences based on readingseveral pieces of similar literature.Determine the theme or idea of apiece(s) of literature.Determine the author’s point of viewof the narrator or speaker in a text.Compare and contrast differentpieces of literature by listening andwatching.Identify internal and external conflictbetween characters and theenvironment.Assessment EvidenceOther Assessment EvidenceVenn DiagramTwo-Column notesStory element graphic organizerThemeAnalysis of: Video clips and audio of textsA.C.E. (attached)Theme Chart (attached)Conflict Chart (attached)W.3: Narrative writingS.L.1. a., b., c., d., Literature Circles;Socratic Circles (attached)Key Criteria for Performance AssessmentKey Criteria for Other AssessmentsKey facts and details are summarized formultiple texts.Presentations will be formatted in clear, andconcise language.Similarities and differences from multiplePresentation will be delivered to ensurePresentation of key findings in multiplepieces of Literature.Power point, Prezi, or other mediapresentations.3Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
texts will be compared and contrasted.understanding of the objective of thelesson.Literary elements will be documented.Characters actions and dialogue will beanalyzed to determine the theme of thestory.Conflict in different texts will be analyzed.Possible Accommodations - forPerformance AssessmentR.A.F.T. Options Role, Audience, Format,and Topic menu for student ble Accommodations for OtherAssessments Listening to audio texts.Working in small groups.4Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
Learning Plan:Lessons 1. and 2. Students will list the literacy elements of a story identifying characters,setting, events, problem and resolution. A literacy element chart will be created for eachtext read.Lessons 3. and 4. Students will read to infer a character’s actions by reading multipletexts and documenting the character’s actions and dialogue on a T-Chart to look foroccurring actions and dialogue. Students will complete a Theme Chart attached.Lessons 5. and 6. Students will listen or view an audio, or live version of the text,including contrasting what they “see” and “hear” when reading the text to what theyperceive when they listen or watch.Lessons 7. and 8. Students will work in groups to chart the similarities and differences ofcharacters by using a Venn Diagram. Each group will write a summary detailing thesimilarities and differences of characters.Lesson 9. and 10. While reading poetry and novels, students will identify anddemonstrate understanding of figurative language, word relationships, and nuances inword meanings. Students will document word meanings and demonstrate understandingby creating sentences in their literature journal.Lessons 11. and 12. Students will read a variety of poetry included in this unit todetermine how conflict shapes our lives and how different texts can shape our lives.Students will compare and contrast characters and themes of poetry and texts todocument similarities and differences. Students will chart the differences in thecharacters of multiple texts. (Conflict Chart attached)Lesson 13. and 14. Students will document the character’s actions and dialogue from thebeginning, middle, and end of the story to be able to determine the theme of the story.Students will work in small groups to complete an A.C. E. chart to answer the question,“What is the theme of the story”? Answers must cite evidence that students have foundthrough out the story and explain their answers to relate to the theme of the story. (referto the A.C.E. Chart attached)Lessons 15. and 16. Students will collaborate and form a panel to discuss their findings ofconflict within their stories and be able to present their findings using R.A.F.T. format topresent to other groups in the class. Students will present claims and findings,sequencing of ideas logically and using pertinent descriptions, facts, and details toaccentuate main ideas or themes; use appropriate eye contact, adequate volume, andclear pronunciation.Lesson 17. Students will use technology, including the internet, to produce and publish anew creative story ending to one of the novels that was read. The writing will includecollaboration with others. Students will type a minimum of three pages in one singlesitting.Lesson 18. and 19. Students will present their story endings using diverse media andformats (e.g. visually, quantitatively, orally) and explain their point of view and how itcontributes to a topic, text, or issue under study.5Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
How to Create and Use Socratic SeminarsTable of ContentsDefinition of Socratic SeminarsPurpose of Socratic SeminarsAdvantages of Socratic SeminarsSteps for Socratic SeminarsRules and Roles for Socratic SeminarsManagement Tips for Socratic SeminarsOptions for Assessing and Evaluating Student Work in Socratic SeminarsBibliographyDefinition of Socratic SeminarsA Socratic Seminar is a scholarly discussion of an essential question in which studentopinions are shared, proven, refuted, and refined through dialogue with other students. Inclasses of more than fifteen students, the fishbowl format for Socratic seminars should beused. In this format, the teacher or seminar leader facilitates the discussion. Only half theclass, seated in an inner circle, participates in the discussion at one time. The other half of theclass, seated in an outer circle, consists of the students who act as observers and coaches.Every student's participation is graded.Purpose of Socratic SeminarsIn a Socratic Seminar, participants seek to answer an essential question and gain deeperunderstanding of laws, ideas, issues, values, and/or principles presented in a text or textsthrough rigorous and thoughtful dialogueAdvantages of Socratic Seminars Provides opportunities for critical readings of textsTeaches respect for diverse ideas, people, and practicesEnhances students' knowledge and research baseCreates a community of inquiryDevelops critical thinking, problem solving, speaking, and listening skillsClarifies one's ideas, ethics and valuesMaximizes student participationEncourages divergent thinkingSteps for Socratic Seminars6Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
Preparation: Prior to the discussion, the teacher will select an appropriate text. The text must becomplex and rich in ideas that promote thinking and discussion. Readings in literature,history, science, math, health, and philosophy or works of art or music may be used.All students will read the text prior to the discusssion.The teacher will develop the essential or opening question for the discussion. Aneffective opening question arises from genuine curiosity on the part of the teacherand/or the participants, has no single “right” answer, is framed to generate dialogueleading to greater understanding of the ideas in the text, and can best be answered byreference to the text.The teacher may share all possible discussion questions with students before theseminar or the teacher may share only one question before the seminar starts,depending on the length of the text, complexity of the discussion question(s) and ideaspresented in the text, and the time allotted for the discussion.Prior to the discussion, the teacher must provide adequate time for all students torecord the essential question, develop their answer, and identify support for theanswer.Pre-Conference: Prior to the seminar, the teacher will determine which students will be innercircle participants and will assign each participant a coach from the outer circle.The teacher should consider students’ thinking, listening, speaking, and readingskills when pairing students. Just before the seminar each participant and his or her coach will meet for a preconference to discuss the participant's goals for the discussion. The teacher mayallow a few minutes of informal discussion between participants and theircoaches in order to build some confidence in the participant’s ideas before theseminar.Seminar: Students sit in one of two circles (inner circle for participants, outer circle forcoaches).Teacher poses the essential or opening question.The teacher may need to ask follow up questions to lead the participants togreater understanding of the text.Students respond to the question orally or in writing.Teacher facilitates the seminar discussion by guiding students to a deeper andclarified consideration of the ideas of the text, a respect for varying points ofview, and adherence to and respect for the seminar process.Students cite evidence from the text, ask questions, speak, listen, makeconnections, and add insight or new knowledge to discuss their point of view inregards to the opening question.Teacher takes notes for evaluative purposes but provides no verbal or nonverbalfeedback that either affirms or challenges what the students say. The teachermay ask follow-up questions; however, teacher questions are used sparingly anddeliberately.7Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
When satisfied that the opening question has been thoroughly explored, theteacher asks one or more additional questions to examine central points of thetext.Students may pose new questions when the discussion is exhausted. Newquestions posed must relate to students’ ideas and contributions in response tothe initial essential question.Once the text has been explored thoroughly the teacher may ask a closingquestion, which is derived from the text but which seeks to have students applythe topic to their own lives or the world.The teacher will thank students for their participation and summarize the mainideas and concepts examined during the discussion.Post-Conference: After the discussion, the coaches provide feedback to the participants toacknowledge their strengths and identify their weaknesses in a post-conference. The teacher will grade each coach based on his or her written and oral feedbackto the participant.Rules and Roles for Socratic SeminarsThe Participants: May only participate in the discussion if they have read the selection Must support their opinions with evidence from the text May speak at any time during the seminar with respect for the other participants May whisper with their coaches if the teacher allows it May refer to other works the class has read if the teacher allows it May write notes to themselves during the discussion if the teacher allows it May ask relevant questions of other participantsThe Coaches: Must evaluate the participant's performance during the seminar Must provide oral and written feedback to the participant after the seminar May not speak to their participants during the seminar unless the teacher allowsit May not speak to other participants or coaches at any timeThe Teacher/Leader: Must provide adequate "think time" for students to respond appropriately Can only ask questions; cannot state his or her opinions or interpretations Must require participants to support their opinions with evidence from the text Must encourage participants to agree and disagree for substantial reasons May record the number and quality of participant responses Must determine when to conclude the seminarManagement Tips for Socratic Seminars8Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
Allow no more than 30 minutes for the first seminar; after students have becomefamiliar with the seminar format, 45-50 minutes may be allotted for discussion,particularly when examining more complex textsSelect students for inner and outer circles carefully to prevent off-task behaviorsShare rules, expectations, and grading practices with students prior to the seminar.Distribute an equal number of tokens or “talking chips” to all participants; requireparticipants to use all their tokens or chips prior to the end of the discussionStop discussion to interject commentary, commend participants, or end negativebehavior during the first seminar; as students become familiar with the seminarformat, the teacher should not need to provide any feedbackEliminate the outer circle when using Socratic Seminars in classes of fifteen studentsor lessOptions for Assessing and Evaluating Student Work in Socratic SeminarsStudent participation and understanding may be assessed and evaluated using the followingmethods: Rubric to assess student conduct, speaking, reasoning, listening, and/orpreparation Checklist of positive and negative behaviors Student self-evaluation Peer evaluationBibliographyBall, W., & Brewer, P. (2000). Socratic seminars in the block. Larchmont, NY: Eye onEducation.Copeland, M. (2005). Socratic circles: Fostering critical and creative thinking in middle andhigh school. Portland, ME: Stenhouse Publishers.Moeller, V., & Moeller, M. (2002). Socratic seminars and literature circles for middle andhigh school English. Larchmont, NY: Eye on Education.Polite, V., & Adams, A. (1996). Improving critical thinking through Socraticseminars. Spotlight on student success, No. 110.Polite, V., & Adams, A. (1997). Critical thinking and values clarification through Socraticseminars. Urban Education, , 32(2), 23.Strong, M. (1996). The habit of thought: From Socratic seminars to Socratic practice.Chapel Hill, NC: New View Publications.Tredway, L. (1995). Socratic seminars: Engaging students in intellectual discourse.Educational Leadership, 53(1).9Template adapted by Karin Hess, Center for Assessment using Wiggins & McTighe,2004 Understanding by Design Professional Development Workbook
Historical Fiction
Unit or Topic:Course/Subject: ELAHistorical FictionGrade Level: Grade 7Time Frame: 8-10 weeksEstablished Goals:RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text.RL.7.2: 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.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters orplot).RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative andconnotative meanings; analyze the impact of rhymes and other repeti
A Socratic Seminar is a scholarly discussion of an essential question in which student opinions are shared, proven, refuted, and refined through dialogue with other students. In classes of more than fifteen students, the fishbowl format for Socratic seminars should be used. In this format, the teacher or seminar leader facilitates the discussion.
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
FSA ELA Session Timing The FSA ELA includes the Text-Based Writing Component, administered separately from the rest of FSA ELA to allow time for hand-scoring; will be reported as part of a single ELA score. Headphones are required for all students for Grades 5- 11 ELA listening items (CBT). External keyboards are strongly recommended. 11
Grade 3 FSA ELA / GoodCause Grade 3 FSA ELA Scores – Per F.S. 1008.22(5)(b), to be promoted to grade 4, a student must scorea Level 2 or higher on the Grade 3 FSA ELA Readingassessment. – Students who score a Level 1 on ELA may qualify for a good cause exemption for promotion to Grade
“Seventh Grade” Reading RWBAT: Analyze the short story “Seventh Grade” by Gary Soto through read-alouds, discussions, and annotations. 2-3 class periods “Seventh Grade” Mini-Project RWBAT: Translate knowledge of the short story “Seventh Grade” by
