7th+Grade+-+Curriculum+Map

2. Students will be able to predict outcomes of possible conflicts based on how elements work together. 3. Students will be able to identify text to support predictions. 4. Students will be able to identify themes in text and explain themes using text to support their perspective. 5. Students will be able to identify main idea in text and use text to support their observations. 6. Students will be able to use context clue to determine meaning of words and phrases. || 1.MAPS 2. Grade level common assessment 3. daily formative assessment 4. Final paper-3 paragraph 5. in class and independent journals ||  || * Narrative writing: W3  * Organization and purpose: W2a * Development of topics: W2b * Narrow topic: W7 * Satisfying conclusion: W3e Precise/effective language: L3a * Word choice to describe: W3d * Collaborative planning: W5 * Commas in adjective *phrases: L2a * Variety of transitions: W2c * Capitalization, punctuation, and spelling: L2
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =1= || =Narrative= |||||||||||||||| **__Enduring Understandings:__ Stories are renderings of life; they can not only keep us company, but admonish us, point us in new directions, or give us the courage to stay a given course. With today's focus on technological literacy, we cannot neglect the power of a story well told. (paraphrase of Robert Coles) It is our job as writers to develop stories that engage a variety of audiences.**
 * __Essential Questions:__ How do stories make life more interesting? How can we use different types of stories as valuable resources to learn from and communicate our own expriences? How do reading and writing stories shape and affect our perspectives and values? How can gathering information about a writer translate into great writing?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * Analyze the interactions between elements of a text (individuals, events, setting, ideas, etc.): RI3 and RL3
 * Cite several pieces of textual evidence to support analysis of explicit info as well as inferences: RL1 and RI1
 * Determine theme or central ideas of a text. Observe and summarize its development: RL2 and RI2
 * Determine how language usage or manipulation impacts meaning: RI4 and RL4 || 1. Students will be able to identify the relationships between the elements (i.e. how setting affects character development, how setting/characters affect conflict, etc).
 * Development of narrative plot: W3b
 * <span style="font-family: 'times new roman','serif';">Point of view and organization for narrative: W3a
 * <span style="font-family: 'times new roman','serif'; font-size: 15px;">* indicate skills revisited throughout the year ** || # Students will learn and understand the the assessment of the six traits of writing.
 * 1) Students will be able to plan a narrative with the understanding of a plot diagram (exposition, rising action, climax, falling action, resolution)
 * 2) Students will be able to use specific details and a main conflict to develop characters.
 * 3) Students will be able to identify distinguishable features and styles of narrative writing.
 * 4) Students will be able to use dialogue to further plot and character development, and punctuate dialogue correctly.
 * 5) Students will be able to write narrative from various perspectives (first and third person). || * Personal narrative
 * Invented Character development essay
 * Narrative plotting from fairy tales
 * Comic Strip to narration
 * Invented character full narrative
 * News to narration narrative essay || * Write Source Text Book
 * Current Event News Articles
 * Model texts excerpts from published narrative authors.
 * Comic strips
 * Student writing samples
 * Thinking Maps ||

=**(Expository)**= |||||||||||||||| **__Enduring Understandings:__ Nonfiction unlocks mysteries, nurtures curiosity and fulfills the need to know. Reading and writing nonfiction is a prerequisite to success in an information driven society.** 2. Students will be able to use text to support ideas and opinions developed from reading materials. 3. Students will be able to identify theme and use text to explain that theme. 4. Students will be able to identify main idea(s) of reading materials and use text to support findings. 5. Students will be able to make connections between literary elements and explain how they affect each other. 6. Students will be able to complete double buble thinking maps to C/C novel to additinal resources. || 1. Basic Common Grade Level Assessment - theme/perspective 2. Essay - 4 paragraphs - theme with text support. 2. Compare/Contrast story to a series of photos and posters 3. Journals and one-pagers 4. in class journals - changes in perspective with supporting evidence || 1. __Red Scarf Girl__ 2. ABC Clio articles-Cultural Revolution 3. //Little Red Book// 4. || * <span style="font-family: 'times new roman','serif';">Writing expository pieces: W2 Þ <span style="font-family: 'times new roman','serif';">Collaborative writing, editing, revising: W5  Þ <span style="font-family: 'times new roman','serif';">Use of technology to interact and collaborate: W6  Þ <span style="font-family: 'times new roman','serif';">Paraphrasing versus plagiarism: W8  * <span style="font-family: 'times new roman','serif';">Simple, compound, and complex sentence: L1b * <span style="font-family: 'times new roman','serif';">Citation of works: W8
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =**2**= || =**Informational Text/Writing**=
 * __Essential Questions:__ How are perspectives changed as a result of interacting with nonfiction? How is nonfiction text crafted to fulfill a specific purpose and reach an intended audience? How can we evaluate the quality of information we read and write through subtleties of facts and opinions?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * <span style="font-family: 'times new roman','serif';">Cite several pieces of textual evidence to support analysis of explicit info as well as inferences: RL1 and RI1
 * <span style="font-family: 'times new roman','serif';">Determine a theme or central ideas of a text. Observe and summarize its development: RL2 and RI2
 * <span style="font-family: 'times new roman','serif';">Analyze the interactions between elements of a text (individuals, events, setting, ideas, etc.): RI3 and RL3
 * <span style="font-family: 'times new roman','serif';">Analyze author’s purpose and point of view and how it distinguishes his/her view from others’: RI6
 * <span style="font-family: 'times new roman','serif';">Trace and evaluate the argument and specific claims in a text: RI8
 * <span style="font-family: 'times new roman','serif'; font-size: 15px;">Analyze how two or more authors writing about the same topic advance different interpretations of facts: RI9
 * Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). <span style="font-family: 'times new roman','serif'; font-size: 15px;">RI7 || 1. Students will be able to use text to support thoughts about events in reading material.
 * <span style="font-family: 'times new roman','serif';">Word choice to inform and explain: W2d
 * <span style="font-family: 'times new roman','serif';">Formal style for purpose to explain: W2e
 * <span style="font-family: 'times new roman','serif'; font-size: 15px;">*indicate skills revisited throughout the yea ** || Students will--
 * Write to explain/teach/inform
 * Implement research in writing, using their own words.
 * Cite sources in bibliography
 * Identify and use relevant and legitimate sources for information
 * Use formal and professional style to write objectively on a topic. || * Handshake procedures
 * Interview Essay
 * Travel Expo Poster
 * 60s Research Paper || * StoryCorp videos and interviews, handouts
 * Travel Brochures
 * ABC-Clio
 * Biographies and anthologies from media center ||

2. Students will be able to research time period and C/C to novels. 3. Students will be able to explain how elements and POV effect text 4. Students will be able identify author's message and the persuasive thechniques tied to the message.(?) || 1. Basic Common Grade Level assessment-Compare/contrast 2. 5 paragraph essay - compare/contrast a. time period vs. Novel b. Character vs. Character 2. independent reading - response papers 3. paragraph explaining/analyzing the persuasiveness of the author's message 4. MAPS || 1. Brain Pop 2. ABC Clio 3. LIT circle novels-WWII and The Holocaust || * <span style="font-family: 'times new roman','serif';">Supporting an argument: W1a * <span style="font-family: 'times new roman','serif';">Use of evidence: W9 * <span style="font-family: 'times new roman','serif';">Use of relevant evidence: W1b * <span style="font-family: 'times new roman','serif';">Clarification of relationships among claim, reasons, and evidence: W1c * <span style="font-family: 'times new roman','serif';">Conclusion that supports arguments: W1e * <span style="font-family: 'times new roman','serif';">Correction of dangling modifiers: L1c * <span style="font-family: 'times new roman','serif';">Correct uses of phrases and clauses within a sentence: L1c
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =3= || =Persuasive= |||||||||||||||| **Enduring Understandings: Researching and studying propaganda allows students to understand another position so you can weigh arguments that come into your life.**
 * Essential Questions: How is argument different from a complaint or personal attack? How can I make a convincing argument for my audience? How does the media influence our perspectives and our experience? How can persuasion be crafted so that it evokes a desired reaction from its audience? How does popular culture reflect persuasion?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * <span style="font-family: 'times new roman','serif';">Cite several pieces of textual evidence to support analysis of explicit info as well as inferences: RL1 and RI1
 * <span style="font-family: 'times new roman','serif';">Compare and contrast fiction to historical account of same period to understand author’s use of fiction to alter history: RL9
 * <span style="font-family: 'times new roman','serif';">Determine a theme or central ideas of a text. Observe and summarize its development: RL2 and RI2
 * <span style="font-family: 'times new roman','serif';">Analyze the interactions between elements of a text (individuals, events, setting, ideas, etc.): RI3 and RL3
 * <span style="font-family: 'times new roman','serif';">Analyze author’s development and contrasting point of view of characters in text: RL6
 * <span style="font-family: 'times new roman','serif';">Analyze how the organization of a text contributes to the development of the ideas: RI5
 * <span style="font-family: 'times new roman','serif'; font-size: 15px;">Compare and contrast a piece to multi-media versions, analyzing effects of technique: RL7
 * Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.RL9 || 1. students will be able to identify motifs, and themes and find supporting text.
 * <span style="font-family: 'times new roman','serif';">Point of view and organization for persuasion: W3a
 * <span style="font-family: 'times new roman','serif';">Formal style for persuasive purpose: W2e
 * <span style="font-family: 'times new roman','serif'; font-size: 15px;">* indicate skills revisited throughout the year ** || # Students will be able to identify, explain, and apply persuasive rhetoric and techniques.
 * 1) Students will be able to write for the appropriate audience and with the purpose to convince.
 * 2) Students will be able to build an argument using a claim, reasons, and evidence.
 * 3) Students will be able to distinguish between reasons and evidence, and how each serves persuasive purposes. || *Advertisement creation and analysis


 * Persuasive Blog


 * Timed Writing Persuasive Essay || YouTube for commercials

Ning.com for Blog ||

2. || 1. Basic Common Grade Level Assessment-compare/contrast, cause/effect 2. ||  || Multi-genre paper aims to apply and deepen previous standards** || Use knowledge of previously reviewed genres to create writing pieces of various genres that work together for a common goal || Multi-genre project such as "Town Hall Project" ||   ||
 * **Quarter** || **Mode** |||||||| **Reading** |||||||| **Writing** ||
 * =4= || =Multi-genre and poetry= |||||||||||||||| **Enduring Understandings: Students will understand that one topic can be looked at through different lenses and literary genres. They will learn they can experience any topic by engaging with multiple texts and expressing understanding in these experiences through research based and narrative writing.**
 * Essential Questions: How does reflection after reading and writing different genres provide a deeper understanding of a topic? How can the use of different voices, different perspectives and/or different styles of writing impact overall understanding of a topic and engage audiences differently? How does the process of reading/writing different genres increase research skills?** ||
 * ^  ||^   || **CCS** || **Obj.** || **Assess.** || **Resources** || **CCS** || **Obj.** || **Assess.** || **Resources** ||
 * ^  ||^   || * <span style="font-family: 'times new roman','serif';">Analyze how drama or poems’ structure contributes to meaning: RL5
 * <span style="font-family: 'times new roman','serif';">Cite several pieces of textual evidence to support analysis of explicit info as well as inferences: RL1 and RI1
 * <span style="font-family: 'times new roman','serif';">Determine a theme or central ideas of a text. Observe and summarize its development: RL2 and RI2
 * <span style="font-family: 'times new roman','serif';">Analyze the interactions between elements of a text (individuals, events, setting, ideas, etc.): RI3 and RL3
 * <span style="font-family: 'times new roman','serif'; font-size: 15px;">Determine how language usage or manipulation impacts meaning: RI4 and RL4 || 1. Students will be able to identify the relationships between the elements (i.e. how setting affects character development, how setting/characters affect conflict, etc).