Professional Documents
Culture Documents
Grade Seven
Strand
Reading: Literature
Topic
Standard Statements
1. Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from
the text.
Enduring Understanding
Imaginative texts can provide rich and timeless insights into universal themes, dilemmas and social realities of the world. Literary text
represents complex stories in which the reflective and apparent thoughts and actions of human beings are revealed. Life therefore shapes
literature and literature shapes life.
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Reading: Literature
Topic
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Reading: Literature
Topic
Using the RAFT Strategy (Nancy Vandervanter 1982). RAFT is an acronym for Role, Audience, Format and Topic. Using this strategy, students
will examine the role of the writer, the audience, the format and the topic prior to writing. This activity can be used across the curriculum with
either nonfiction or fiction. Examples are:
Nonfiction
Role: Scientist
Format: Speech
Fiction
Role: Cinderella
Format: Letter
Strategies that Work: Teaching Comprehension to Enhance Learning, by Harvey, Stephanie and Anne Goudvis. Stenhouse Publishers, York, ME,
second edition 2007. This is a seminal resource text for intermediate and middle school classroom teachers for reading strategies.
Reading Reminders: Tools, Tips, and Techniques, by Burke, Jim. Heinemann Publishing, Portsmouth, NH, 2000. This resource for teachers
contains multiple approaches to teach strategies. It is complete with tools and techniques on implementation.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Reading: Literature
Topic
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Reading: Literature
Topic
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Reading: Literature
Topic
Standard Statements
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Reading: Literature
Topic
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Reading: Literature
Topic
The Common Core states that there is a general, steady decline over
time, across grades, and substantiated by several sources in the
difficulty and likely also the sophistication of content of the texts
students have been asked to read in school since 1962. To help
teachers match complex, grade-appropriate texts to their students, the
Common Core Standards document contains a model with three
dimensions for measuring text complexity. To effectively establish the
text complexity level, all three dimensions must be used together:
(1) Qualitative dimensions of text complexity (levels of meaning or
purpose, structure, language conventionality and clarity, and
knowledge demands)
(2) Quantitative dimensions of text complexity (word length or
frequency, sentence length, text cohesion typically measured
by computer software)
(3) Reader and task considerations (motivation, knowledge,
experiences, purpose and complexity of task assigned)
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Reading: Literature
Topic
Enduring Understanding
In order to meet the rigorous demands of college and/or the workforce, students must be able to read and comprehend increasingly complex
literary text. They must read widely and deeply from among a broad range of high-quality, challenging text and develop the skill, concentration
and stamina to read these texts independently and proficiently.
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Reading: Literature
Topic
Basic: Provide students with a list of annotated cues, keys or codes (e.g., ? question, P prediction, TS Text to Selfconnection).
Extended: Students will devise a self-annotated guide (encourage students to use their creativity).
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Topic
Standard Statements
1. Cite several pieces of textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
The focus of this topic, Key Ideas and Details, is the understanding and
analysis of text. Readers are expected to analyze (separate text into
parts for individual study) several pieces of textual evidence in order to
identify the central ideas in a text which may be expressed explicitly as
3. Analyze the interactions between individuals, events, and ideas in a well as from inferences (general conclusions from information given)
drawn from text. By analyzing interactions in text, the reader will be
text (e.g., how ideas influence individuals or events, or how
provided with textual evidence, which will help in determining the
individuals influence ideas or events).
message of the passage.
In the next grade band, students are expected to continue to cite both
implicit and explicit text evidence, determine and analyze a central
idea of text, and provide an objective summary of text.
Enduring Understanding
Knowledge-based information is an ever-changing genre, which encompasses daily communication. The ability to comprehend and analyze
informational text develops critical thinking, promotes logical reasoning and expands ones sense of the world and self.
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Topic
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Topic
The focus of this topic, Craft and Structure, is the analysis (separating
text into parts for individual study) of an authors word choice and the
effect that it has on the tone (authors attitude toward the subject) and
meaning of the text. How an author (by choice of point of view)
distinguishes his or her position from other authors also is an important
focus of this topic. By analyzing text structure (e.g., expository, causeeffect, comparison-contrast) and text organization, a reader is able to
understand how an authors use of craft and structure contributes to
the development of ideas in text.
In the next grade band, students are expected to determine the
meanings of words and phrases as they are used in text, analyze an
authors ideas or claims and analyze how an author develops text.
Enduring Understanding
Informational text, like all creative products, demonstrates style and craftsmanship. Readers can respond analytically and objectively to text
when they understand the purpose or reason behind the authors intentional choice of tools such as word choice, point of view and structure.
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Topic
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Topic
Enduring Understanding
Integrating knowledge and ideas from informational text expands the knowledge base and the perspectives found in text, which empowers the
reader to make informed choices in life.
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Topic
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Topic
The Common Core states that there is a general, steady decline- over
time, across grades, and substantiated by several sources in the
difficulty and likely also the sophistication of content of the texts
students have been asked to read in school since 1962. To help
teachers match complex, grade-appropriate texts to their students, the
Common Core Standards document contains a model with three
dimensions for measuring text complexity. To effectively establish the
text complexity level, all three dimensions must be used together:
(1) Qualitative dimensions of text complexity (levels of meaning or
purpose, structure, language conventionality and clarity, and
knowledge demands)
(2) Quantitative dimensions of text complexity (word length or
frequency, sentence length, text cohesion typically measured
by computer software)
(3) Reader and task considerations (motivation, knowledge,
experiences, purpose and complexity of task assigned)
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Topic
Enduring Understandings
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality,
increasingly challenging informational texts.
Instructional Strategies and Resources
Instruction Manual
Have students go through instruction manuals to analyze and determine how the parts are structured. Then have students write their own
instruction manuals. This will help students be aware of the importance of headings, subheadings, organization and structure.
Career Connection
Students will select an instruction manual that represents a career field of interest (selection provided by the teacher, contributed by student, or
available on the Internet). Lead a class discussion where students have a chance to brainstorm which types of careers they think might be
associated with the manual, answering questions like: who created it?, who designed it?, who produced it?, what is the purpose?, and who will
consume it? (representing the many roles involved throughout the process). After students write their own instruction manuals, revisit the
brainstorm discussion to emphasize the application of classroom content to the workplace.
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Topic
Range of Reading and Level of Text Complexity
Stump the Teacher
Students and teachers read a selection independently. The students ask the teacher questions for a set amount of time. Then the teacher asks
students questions for a brief amount of time.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Writing
Topic
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Writing
Topic
The more convincing a writer is in the feelings and beliefs about the
topic or real or imagined experience written about, the likelier it is that
a reader will agree with the writers viewpoint.
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Writing
Topic
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Writing
Topic
Moodle, a free, secure Web application, is a learning-management system that educators can use to create online learning sites. Students can
use Moodle to submit drafts of their work.
Animoto is a Web application site for both teachers and students to create multimedia productions. It easily turns pictures and text into video
clips. Get free All-Access Passes for free unlimited full-length video creations.
Resource: Literature - Exploring Point of View after reading/viewing this page, students respond to an informative/explanatory prompt directed
to three audiences (i.e., peers, principal, grandparent)..
Writing Workshop
Use writing workshops that begin with mini-lessons on purpose and audience in writing. Break students into peer-editing groups in which
students read their papers to the group while group members evaluate each other using a response rubric. Students should change peer-editing
groups often in order to get other perspectives and the teacher should circulate among the groups providing assistance and guidance as
needed.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Writing
Topic
5. With some guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
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Writing
Topic
Enduring Understanding
Effective writing is the result of a multi-stage, reflective process in which the writer must develop, plan, revise, edit and rewrite work to evoke
change or clarify ideas. The stages of these processes are enhanced with collaboration and technology.
Instructional Strategies and Resources
RAFT
Students use a customized Role, Audience, Format, Topic (RAFT) Organizer at the inception of the task. Students use formula wheels
with rubrics in order to meet the requirements of the specific type of writing.
Writers Workshop
Use writing workshops that begin with mini-lessons on purpose and audience in writing. Break students into peer-editing groups in which
students read their papers to the group while group members evaluate each paper using a response rubric. Students should change peerediting groups often in order to get other perspectives. The teacher should circulate among the groups providing assistance and guidance
as needed.
Board Games
In order to promote clear and coherent writing, have students create board games based on a novel or short story with directions that
use signal words and precise instructions as to how to play the game. Teachers can check the clarity of writing by having students play
each others games and point out things that are unclear or inconsistent.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Writing
Topic
Standard Statements
7. Conduct short research projects to answer a question, drawing on
several sources and generating additional related, focused
questions for further research and investigation.
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Writing
Topic
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Writing
Topic
Range of Writing
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Writing
Topic
Range of Writing
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Topic
Standard Statements
Content Elaborations
1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 7
topics, texts, and issues, building on others ideas and expressing
their own clearly.
a. Come to discussions prepared having read or researched
material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
b. Follow rules for collegial discussions, track progress toward
specific goals and deadlines, and define individual roles as
needed.
c. Pose questions that elicit elaboration and respond to
others questions and comments with relevant
observations and ideas that bring the discussion back on
topic as needed.
d. Acknowledge new information expressed by others and,
when warranted, modify their own views.
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Topic
Enduring Understanding
Strong listening and speaking skills are critical for learning, communicating and allowing better understanding of the world. Applying these skills
to collaboration amplifies each individuals contributions and leads to new and unique understandings and solutions.
Instructional Strategies and Resources
Cubing Strategy
Students will address statements regarding nonfictional or fictional text using the Cubing Strategy. Teachers will create three sets of cubes with
the following levels of thinking on each side: Compare it, Associate it, Analyze it, Apply it, Argue for it, and Argue against it. Students will be
grouped in readiness levels and take turns rolling the die to address the given statement using what the die tells them to do. The statements
may vary to challenge the different readiness groups, i.e., Students who play sports get good grades.
Carousel
The teacher identifies five key questions on a particular content/topic and posts those questions on chart paper throughout the room. The
students are divided into five small groups and carousel to each question. Students are encouraged to put comments, questions and insights
on each chart paper. After completion of the carousel, a full-class discussion is held about comments from each chart.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Topic
Standard Statements
4. Present claims and findings, emphasizing salient points in a
focused, coherent manner with pertinent descriptions, facts,
details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
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Topic
Enduring Understanding
Proficient speakers make deliberate choices regarding language, content and media to capture and maintain the audience in order to convey
their message.
Instructional Strategies and Resources
Demonstration/Peer Review
Have students write and present a demonstration while their peers evaluate based on a rubric. This should allow students a chance to see how
others see their speaking skills and identify which areas they need to improve.
Living Museums
Students present exhibits portraying characters and artifacts as they would have existed during a given time period.
Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and students with disabilities can be
found at this site. Resources based on the Universal Design for Learning principles are available at www.cast.org.
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Language
Topic
Standard Statements
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and
their function in specific sentences.
b. Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing
and correcting misplaced and dangling modifiers.
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Language
Topic
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Language
Topic
Knowledge of Language
Standard Statements
3. Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose language that expresses ideas precisely and
concisely, recognizing and eliminating wordiness and
redundancy.
Enduring Understanding
Language exists within the contexts of audience and purpose. Knowledge of language and skillful application of conventions and craft enhance
expression and aid comprehension. Success in the post-secondary setting, as well as the workplace, requires effective communication.
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Language
Topic
Knowledge of Language
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Language
Topic
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Language
Topic
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