Scope And Sequence Seventh Grade Language Arts
Scope and Sequence Seventh Grade Language ArtsNine Weeks INine Weeks IINine Weeks IIINine Weeks IVWeeks 1-21.02, 5.01, 6.01, 6.022.015.022.01Weeks 3- 45.02, 5.01, 1.014.02, 2.025.014.02, 2.02Weeks 5-63.01, 2.02, 5.012.025.01, 5.02, 1.011.01, 4.01, 5.01, 3.01, 5.02Weeks 7-84.01, 5.01, 3.015.01, 5.023.01, 5.013.01, 2.02, 5.01Benchmark Assessments
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalCompetency Goal1The learner willuse language toexpressindividualperspectives inresponse topersonal, social,cultural, andhistorical issues.Objective1.01 Narrate anexpressive accountwhich:Creates acoherentorganizingstructureappropriateto purpose,audience,and context.Orients thereader/listener to thescene, thepeople, andthe events.Engages thereader byestablishinga contextTargetDateClarifyingObjectivesCompose anarrative inresponse to avariety of issues,which embodiesstructure, targetaudience, andpurpose.InstructionTask AnalysisNineWeeks INineWeeksIIINineWeeksIVDevelop anexpressive idea inwhich toelaborate.Examine detailsand feelings of aspecific personalevent.Strategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityHow do Igenerate a planfor narrating anexpressiveaccount thatincludes purpose,audience, andcontext?What are thesignificant eventsof a story?Construct anorganizationalplan.Generate acoherent personalHow do Icategorize theelements ofwriting into theNorth Carolina 5features of rposeCharacterAnalysisDialogueDialectBrainstorm thoughtsin order to generateideas.Use thinking maps toorganize thoughts.Introduce 5 featuresof good writing.Introduce ROLE,AUDIENCE, FORMAT,and TOPIC.Model a coherentpersonal account.Grandparent ade 7&scos subject English Language Arts&scos 2004-ELA-0007-01-01)(Reading, Writing,Listening, Speaking,Viewing, Technology)From Picture lesson view.asp?id 116)(Reading, Writing,Listening, Speaking,Viewing, Technology)Letter To The EditorResourcesStarsCompetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjectiveand creatinga point ofview.Establishesthesignificanceof sk AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century g?Model the NorthIn what wayswere feelingsand specificdetails sharedthroughout thenarrative?Carolina 5 Featuresof Good Writing.Create a final draftof an expressiveaccount.What strategieswork best for mewhen doingexpressivewriting?How can Imeasure theeffectiveness ofgood writing?How do I createan ns/lesson view.asp?id 929)(Reading, Writing,Listening, Speaking,Viewing, sons/lesson view.asp?id 311)(Reading, Writing,Listening, Speaking,Viewing, Technology)Students will completea thinking map.(Writing, Reading)Compose a first draft ofa coherent accountfollowing the 5 featuresResourcesDuplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internetwww.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityplan and outlinefor an expressiveessay?of good writing, whichincludes an emphasis onPURPOSE, AUDIENCE,FORMAT, and TOPIC.(Writing, Reading)How do we writean effectiveexpressive essay?1.02 Respond toexpressive materialsthat are read, heard,and/or viewed by:monitoringcomprehensionforunderstanding ofwhat is read,heard, and/orviewed.summarizing thecharacteristicsof expressiveworks.Use a variety ofexpressiveliterary works tocreate personalresponse interms ofsignificance,learning,connections, andreflectiveproducts.NineWeeks IRead, view, andlisten to variousexpressivematerials.Compare andcontrast thecharacteristics ofexpressive works.Analyze the effectWhat are thedifferencesbetweenNarrative andExpressivewriting?How does thisliterary workconnect to meand my world?What is ontext CluesFictionInferencesMain IdeaNarratorPlotExplain thecharacteristics ofexpressive materials.Introduce activereading strategieswhich allow studentsto comprehendmaterials that areread, heard, and/orviewed.Use Venn Diagram tocompare and contrastinformation and makeWe Read Every , Writing,Listening, Speaking,Viewing, /pages/2928)(Reading, Writing,Listening, Speaking,Viewing, Technology)IssuesStarsCompetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjectivedetermining theimportance ofliterary effectson thereader/viewer/listener.makingconnectionsbetween works,self and n.drawinginferencesand/orconclusions.determining themain idea and/orsignificance ofevents.generating alearning log orjournal.maintaining anClarifyingObjectivesTargetDateInstructionTask Analysisof literary devicesin materials thatare read, viewed,or listened to.Draw conclusionsand makeinferences.Design an artisticrepresentation thatconnects to what isread, viewed, orheard.Compare andcontrast print andStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityinformal andformal expressivewriting?Point of ViewReflectiveSetting StyleThemeconnections 3919)(Reading, Writing,Listening, Speaking,Viewing, Technology)Students will create anartistic reflection whichconnects self to work.(Reading, Writing)Students will use nonprint materials tointerpret meaning ofwork. (Reading)ResourcesThinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)Duplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internetwww.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of sk Analysisrespondingappropriately tocomments andquestions.offeringpersonalStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century rintannotated list ofworksread/viewed.creating anartisticinterpretationthat connectsself and/orsociety to theselection.constructing andpresentingbook/mediareviews.1.03 Interact ingroup settings by:Instructionexpressive works.Discuss/expressin a meaningfulway personalobservationsfrom a given text,while beingrespectful ofothers’NineWeeksIVApply listeningtechniques.Identify empathy.Demonstraterelevance tocontent.Whatcharacteristicsdefine a “good”essay?How do I planand outline anEmpathySympathyApathyClarificationModel role-modelingand active listeningand showing empathy.Use graphic organizersto show relationshipsbetween personalexperience andTV tart-grade7/4392)(Reading, Writing,Listening, Speaking,Viewing, Technology)StarsCompetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-Test
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of ting.givingappropriatereasons thatsupportopinions.soliciting andrespectinganother getDateInstructionTask AnalysisRecognize the needfor assistance.Strategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityexpressive essay?How do Igenerate aneffectiveexpressive essay?What is activelistening?How caninteractingwithin a groupdevelop activelistening skills?What areexamples ofpositiveinterdependence?content.Seeing Two g, Writing,Listening, Speaking,Viewing, Technology)School Uniforms: Pointof-View ing, Writing,Listening, Speaking,Viewing, Technology)The student willparticipate in:carouselbrainstormingResourcesAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)Duplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityHow can mygroup membersand I be surethat everyone isaccountable forlearning?Inside/OutsideCirclesPlace MatResourcesTechnologyAlphaSmarts,Computers, Internetwww.gohrw.comFour CornersJigsawGamesCooperativeDialogue(Reading, Writing,Listening, Speaking,Viewing,Technology)1.04 Reflect onlearning experiencesUse priorexperience toNineWeeksDevelop personallearning throughHow do I monitormy learning?ConnectionsInferencesUse thinking maps toshow change in selfSeven Directions(http://www.learnnc.orStarsCompetitive EdgeSharpen Up Reading
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjectiveby:analyzingpersonallearning growthand changes inperspective.examiningchanges in selfthroughout thelearning process.determininghow personalcircumstancesand backgroundshapeinteraction withtext.TargetDateClarifyingObjectivesreflect upon avariety of texts,while assessingpersonal growthand change.InstructionTask AnalysisIVchanges inperspective.Consider changesin self throughoutthe learningprocess.Determine howpersonalcircumstances andbackground forminteraction withthe text.Strategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityHow do Imeasure changesin perspectivethroughout thelearning process?InteractPerspectivePoint of ViewCircumstancesand perspective.Model the use oflearning logs.g/lp/pages/4041)(Reading, Writing,Listening, Speaking,Viewing, Technology)Respond to learningthrough the use oflearning logs. (Writing)ResourcesSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)Duplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century rvice Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internetwww.gohrw.comEvaluation & iveNote(s):
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalCompetencyGoal 2The learner willsynthesize anduse informationfrom a variety ofsources.Objective2.01 Respond toinformationalmaterials that areread, heard, and/orviewed by:monitoringcomprehensionforunderstanding ofwhat is read,heard and/orviewed.analyzing thecharacteristicsof ing theimportance ofinformation.makingconnections tivesReflect upon avariety ofinformationaltexts throughexamination , andcreation ofinvestigativequestions.InstructionTask AnalysisNineWeeks IDetermine theauthor’s purpose.Identify the mainidea.Recognizesequencing.Distinguishbetween fact andopinion.Paraphraseinformation.Determineintended audience.Strategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityWhat are thedifferencesbetweenexpressive andinformationalwriting?What strategiescan I use tocomprehendinformationalmaterials?What are thecharacteristics ofinformationalworks?What is a onesentencesummary ndaSourceDesign a Venn diagramto show thedifference betweenfact and opinion.Summarize materialsby paraphrasinginformation read,heard, or viewed.Use rhetorical triangleto teach author’spurpose and intendedaudience.Will I Ever Use This InReal rt-grade7/4397)(Reading, Writing,Listening, Speaking,Viewing, Technology)We Read Every Day(http://www.learnnc.org/lp/pages/3210)(Reading, Writing,Listening, Speaking,Viewing, Technology)Story ding, Writing,Listening, Speaking,ResourcesStarsCompetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)Duplin County SchoolsWriting NotebookMiddle Grades 6-8
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of etDateInstructionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunity?Viewing, Technology)How does thisliterary workconnect to otherliterary works,the world, andme?Sticky-Note Reading, Writing,Listening, Speaking,Viewing, Technology)Problem-Solving tart-grade7/4393)(Reading, Writing,Listening, Speaking,Viewing, TechnologyIdentify the mainpurpose of materialsthat are read, heard,and/or viewed.(Reading, Writing,ResourcesDuplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internetwww.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century ning, Viewing,Technology)Respond effectively to aprompt. (Writing)Design a bubble chartto determine theauthor’s purpose.(Reading, Writing)2.02 Use multiplesources of print andnon-print informationin designing anddevelopinginformationalmaterials (such asbrochures,newsletters, andinfomercials)Use a variety ofinformationaltexts to evaluatematerials whichcompare andcontrastinformation anddistinguish thevalidity of thatNineWeeks IInvestigate avariety of sources.NineWeeks IIDiscriminatebetween primaryand secondarysources.NineWeeksIVWhat areexamples ofinformationalmaterials?How can thevalidity of asource aIntroduce students toa variety of print andnon-print informationthrough the use oftechnology.Compare and contrastprimary andsecondary 2912)(Reading, Writing,Listening, Speaking,Viewing, Technology)Resource mpetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjectivethrough:identifying andusingappropriateprimary andsecondarysources.comparing,contrasting, andevaluatinginformationfrom differentsources aboutthe same topic.evaluatinginformation forextraneousdetails,inconsistencies,relevant ion.TargetDateInstructionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityWhat is thedifferencebetween primaryand Create a tree map todistinguish betweenthe varieties ofsources.(Reading, Writing,Listening, Speaking,Viewing, Technology)Literature 025)(Reading, Writing,Listening, Speaking,Viewing, Technology)The Life of ng, Writing,Listening, Speaking,Viewing, Technology)Multigenre esourcesTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)Duplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internet
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityn view.asp?id 293)(Reading, Writing,Listening, Speaking,Viewing, Technology)Edgar Allen Poe(http://www.readwritethink.org/lessons/lesson view.asp?id 411)(Reading, Writing,Listening, Speaking,Viewing, Technology)Martin Luther King, Jr.(http://edsitement.neh.gov/view lesson plan.asp?id 326)Choose Your OwnAdventure: A HypertextWriting Story(http://www.readwriteResourceswww.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century ons/lesson view.asp?id 128)(Reading, Writing,Listening, Speaking,Viewing, Technology)Design and develop abrochure or newsletterusing informationgathered in print andnon-print sources.(Writing, Technology)Students will identifyprimary and secondarysources on a t-chart.(Writing, Reading)Evaluation & iveNote(s):Resources
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalCompetencyGoal 3The learner willfine theunderstandingand use ofargument.Objective3.01 Explore andanalyzeargumentative worksthat are read, heard,and/or viewed by:monitoringcomprehensionforunderstanding ofwhat is read,heard and /orviewed.identifying thearguments andpositions statedor implied andthe evidenceused to supportthem.recognizingbias, emotionalfactors, ent andstated impliedpositions,identifyingsupportingevidence, use ofbias, relatedinferences andlearningconnections.InstructionTask AnalysisNineWeeks INineWeeksIIINineWeeksIVEvaluatecomprehension ofwhat material isread, heard,and/or viewed.Develop thecharacteristics ofan argumentativework.Establish theimportance ofauthor’s wordchoice and focus.Rewrite theauthor’s purposeand stance.GenerateStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityWhat are thedifferencesbetween problemsolution andexpressivewriting?What is acounterargument?How do Idetermine theeffectiveness ofan argumentativeessay?How do I BiasToneStanceStyleSupportModel the use ofthinking maps tomonitorcomprehension andsummarize theauthor’s purpose.Model the use of RAFTas a tool to analyzethe characteristics ofan argumentativeprompt.Use examples andnon-examples tounderstand thedifference betweenfact and opinion.Interdisciplinary Unit g, Writing,Listening, Speaking,Viewing, Technology)Fairy lessons/lesson view.asp?id 1)(Reading, Writing,Listening, Speaking,Viewing, Technology)Restate the author’spurpose and stance.(Reading, Speaking)ResourcesStarsCompetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools forLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjectivesemanticslanting.examining theeffectiveness ofstyle, tone, anduse of language.summarizing theauthor's purposeand stance.examining theimportance andimpact ofestablishing aposition orpoint-of-view.makingconnectionsbetween works,self and relatedtopics.drawinginferences.responding topublicdocuments (suchas but notlimited toClarifyingObjectivesTargetDateInstructionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century ween works,self, and relatedtopics.and organize aproblem solutionessay?Assemble aresponse to publicdocuments.What strategiescan I use todetermine theauthor’s purposeof anargumentativetext?Discriminatebetween fact andopinion.Construct anintroductory paragraph.(Writing)Develop a stance on agiven subject.Effectively write athesis statement.(Writing)ResourcesDuplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internetwww.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of structionTask AnalysisStrategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century .3.02 Explore andanalyze the problemsolution process by:Within a varietyof texts, use theproblem-solutionprocess, creatingstudyingresponses suitedproblems andto appropriatesolutions withinvarious texts and audience andcontext.situations.utilizing theproblemsolution processwithin variouscontexts/situations.NineWeeksIVEvaluate writingsamples thatpresent problemscoherently,describe thesolutions clearly,support thesolution, and showawareness ofaudience.Generateindividual andWhat are thedifferencesbetween problemsolution andexpressivewriting?How do I planand organize aproblem-solutionessay?How do I argumentCoherentSequenceAwarenessGiven a prompt, hosta class brainstormingsession.Create a class essay tohelp students analyzetheir ideas, select astance, and supportthe stance withdetails.Model the use ofvarious graphicorganizers to assistNo More son view.asp?id 935)(Reading, Writing,Listening, Speaking,Viewing, Technology)Effectively respond to aproblem-solutionprompt, which includesa counterargument.StarsCompetitive EdgeSharpen Up ReadingSharpen Up WritingReading CoachWriting CoachInspiration /Kidspiration-Media (Onschool computers)Edu-TestAccelerated ReaderInternet Sources: ex.www.rubrics.comTest Ready ReadingTest Ready WritingTest Ready VocabularyThinking Maps-Tools for
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjectiveconstructingessays/presentations that respondto a givenproblem byproposing asolution thatincludesrelevant details.recognizingand/or creatingan organizingstructureappropriate topurpose,audience, onTask Analysisgroup essays andpresentations.Strategic Action Plan for Student Learning and Instruction(Revised Bloom’s Taxonomy, Differentiation, and 21’st Century tionVocabularyOpportunityOpportunityan effectiveproblem-solutionessay?students in organizingideas.Model an effectiveproblem-solutionessay.Develop an effectiveproblem solutionessay usingorganizational plan.(Reading, Writing)Orally present anargument with solidsolutions. (Speaking)ResourcesLearning Manual*Class Display Set –Thinking MapsCARSSTARSReading In the ContentArea Manual (LiteracyCoach)Duplin County SchoolsWriting NotebookMiddle Grades 6-8Duplin County LanguageArts Literary ManualDuplin County Schools –In-Service Workshopsand Training Sessionsand MaterialsESL Literacy ManualsSIOP Resource Person(Annual TrainingSessions are available)TechnologyAlphaSmarts,Computers, Internetwww.gohrw.com
Middle Grades Curriculum Guide for Language Arts 7CurriculumNorth Carolina Standard Course of StudyGoalObjective3.03 Study andcreate argumentsthat evaluatethrough:understandingthe importanceof establishing afirm judgment.justifying thejudgment withlogical, relevantreasons, clearexamples, andsupportingdetails.creating anorganizingstructureappropriate topurpose,audience, gumentativestyle usingjustification withlogic, relevanceand support,while organizingthe structureappropriately foraudience,purpose, andcontext.InstructionTask AnalysisNineWeeksIIICompare andcontrast varioustexts to identifythe soundness ofjudgments.Examine andevaluatedocuments for thepurpose ofidentifying specificexamples andevidence tosupport judgments.Strategic Action Plan for Student Learning and Instruction(Revised B
Scope and Sequence Seventh Grade Language Arts Nine Weeks I Nine Weeks II Nine Weeks III Nine Weeks IV W
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
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
Introduction to PYP social studies scope and sequence 2 Social studies scope and sequence Developing a school's social studies scope and sequence Unless a school has adopted the PYP sample programme of inquiry, the social studies content in its own scope and sequence will be different from the sample provided here. Some schools may need to .
Master Syllabi for Grade 6 Courses 1 Grade 6 Math: TX Fundamentals of Geometry and Algebra Scope & Sequence: Scope & Sequence documents describe what is covered in a course (the scope) and also the order in which topics are covered (the sequence). These documents list instructional objectives and skills to be mastered. K¹² Scope & Sequence
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
“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
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
1 Archaeological Laboratory Techniques [8/2015]. Suggested Reading. Adkins, Lesley, and Roy Adkins . 2009 . Archaeological Illustration. Paperback ed. Cambridge Manuals in
