7th+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** ||
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || Persuasive essays

Editorials

Poetry || Author's Point of View || Identify author's point of view.

Locate key words establishing author's point of view

Explain, in writing, the nature and significance of the author's PoV || Identify viewpoints from different text types

Listen to debate/view debate and discuss POV

Read persuasive essays and discuss POV || Read and identify viewpoints using reading passages

Class discussions on viewpoint and target audience

Brainstorm a list of topical issues; support a stance for each issue with evidence (see lesson plans below: "POV," "POV2") || Change narrative passage to alternate POV (1st person to 3rd Person)

Rewrite fairy tale from the pov of the antagonist

Write thesis statement and support in 5 paragraph essay

Classroom debate || [|www.midddleschooldebate.com/topics/topiclists.htm] ||
 * **Determine Author’s Purpose** || Editorials

Informational texts

Humor

Realistic fiction || Author's Purpose || Predict, orally and in writing, the author's purpose based on context clues (title, genre, and so forth)

Locate key words and phrases which establish author's purpose.

Summarize, in writing, author's purpose

Support written summary with relevant details || Read local newspaper editorials and identify author's purpose

Ask students to bring copies of articles, advertisements, stories, and letters that show examples of each kind of writing. Label poster boards, each with one of the three reasons for writing in this lesson. Ask students to paste their examples on the correct poster. If the writing is in a book, have the student write the title of the book or poem on the correct poster. || Predict purpose

Read and identify

Forum Discussion

www.readwritethink.org

Interdisciplinary activities with social studies analyzing political cartoons for author's purpose || Formal debate Writing piece || [|**Author's Purpose Lesson Plan: Writing to Inform Persuade, or Entertain**] [|**http://lesson-plans-materials.suite101.com/article.cfm/authors_purpose_lesson_plan#ixzz0gYYIi50j**] ||
 * **Follow a Sequence of Instructions** || Manuals

Electronic texts

Tests || Sequence of Instructions || Discriminate between written instructions

Identify steps in a process

Complete sequence of instructions to produce a measurable product || "Faux" survey (complete complicated set of directions including read everthing before doing any work, last line reads if you live in the same state where you go to school, do not complete the survey) || Task oriented assignments/activities

How-to activity -- have students pair up, one gives and one follows instuctions without looking (assembling blocks, creating a drawing, decorate a cookie, etc). Compare and discuss results. || Accomplishment of task Process-based projects (checkpoints through entire project) ||  ||
 * **Identify Features of Electronic Text** || Web pages

Online encyclopedias

Webquests || Features of Electronic Text || Identify purpose of a particular electronic text

Locate key elements relevant to text's purpose || Blogs

Wikipages

Bulletin Boards

Creating Web pages || Webquests of authors, literature

Validity of sources, double-checking sources || Web scavenger hunt

Research-based project incorporating online sources

Create a FaceBook page for a character in a novel ||  ||
 * **Infer** || All genres || Infer || Locate critical information in a written text

Analyze directly stated information

Locate clues to information which is not directly stated

Support inferences with relevant details from the text || Short reading of comprehension passages with questions

www.discoveryschool.com (logic and inference puzzles)

Read short mysteries and find clues in the story and the actions of characters which lead to making a valid inference || Making predictions in literature (read opening chapter of novel and predict conflicts, etc.)

Show key items/objects to class before beginning a novel and have them predict their importance/role within the novel (i.e. //Holes// show peach, lipstick tube, onion, sunflower seeds, shovel, sneaker and have students include these items in their predictions/inferences)

Infer meaning from character's speech and actions

Identifying foreshadowing

Class discussions || Character journals Literary essays

Infer meaning from novel's ending (i.e. //The Giver)// ||  ||
 * **Interpret Character from Dialogue, Actions, Thoughts** || Drama

Comedy

Realistic fiction

Historical fiction || Character || Analyze actions, dialogue, and thoughts.

Infer character traits from actions, dialogue, and thoughts. || Instruction in characterization techniques

Teacher led examples of social interactions

Blackline masters with quotes from story lead classroom discussion on characterization identify character traits from a short movie clip || * [|"Whoodat?" - Novel/Short Story Graphic Organizer]

Graphic organizer Questioning || <<<This organizer can be modified as a portion of a more formal summative assessment or checked/turned in for a formative assessment

Character speeches

Original skit using dialogue/dialect

Dinner party for all characters from various literature (ex: menu, seating, conversation)

Oscars (Academy Awards) for characters ||  ||
 * **Interpret Data, Charts, Graphs** || Informational essays

Newspaper/magazine articles

Persuasive essays

Commercials || Data, Charts, Graphs || Select, Classify and Analyze relevant information from data, charts, graphs; Construct a written response utilizing information from charts and graphs || Utilizing results from survey, create a visual display of results || Cross-curricular content

Sports statistics

Informational text || Writing based on statistical findings (charts/graphs)

Comparison/contrast essay -- rival products using data, charts, etc ||  ||
 * **Interpret Graphic Organizers** || Newspaper/magazine articles || Graphic Organizers || Select, classify, and analyze relevant information from data, charts, graphs; construct a written response utilizing information from graphs and charts || Utilizing popular content (ie - Disney characters), whole class; cooperative groups to analyze a graphic organizer. || Create and use graphic organizers

[|www.freeology.com]

[|www.eduplace.com/graphicorganizer] || Require graphic organizers for writing pieces: compare/contrast, character sketches, persuasive, narrative ||  ||
 * **Interpret Literary Devices** || Poetry

Short Stories

Mysteries

Realistic fiction || Literary Devices || Apply literary devices in written pieces, identify purposes of literary devices and apply to creative writing;

infer theme from characterization, and plot events.

Explain the use of poetic devices such as personification, assonance, alliteration, etc.

Respond to the author's use of imagery || Instructional examples of literary devices

Samples from short literary pieces Using musical instruments to interpret onomatopoeia with a written piece Use folk tales and childrens' stories to illustrate personification || Identify literary devices within text

Evaluate use of literary devices through literary journals, class discussions, WebQuests, Jeopardy games

Object "grab bags" to create personalities for chosen personal objects (personification) || Original narrative piece using literary devices

Create scrapbooks, yearbooks, magazines, etc. based on the devices found in the literature

Work collaboratively to write a children's book from the viewpoint of a personified object ||  ||
 * **Interpret Poetry** || Poetry

Song lyrics || Poetry || Respond to the author's use of imagery;

compose poetry utilizing various poetic devices;

explain the significance of the use of various poetic devices;

infer meaning based on poetic devices. || Introduce using music lyrics from popular songs

Introduce poetic elements with samples and instruction

Introduce using children's poetry (Silverstein, Prelutsky) || Form questions about poem's meaning

Class discussion

Write original poems in the style of a published poet

(see lesson plans below: "Metaphor," "Simile & Metaphor") || Written critiques, of a poet's work (2-3 poems)

Rewrite poem as prose or turn prose passage into poetry

Rewrite poem as a news/tabloid/gossip article/column

Create a visualization after reading a piece of poetry ||  ||
 * **Interpret Vocabulary** || Newspaper articles

Reference works

Poetry

Informational texts || Vocabulary || illustrate/visualize contextual vocabulary

infer meaning of unfamiliar words through the use of context clues

discover, identify, differentiate, compare and contrast different types of context clues || Introduce/instruction on context clues

Instruction on 'vocabulary' of vocabulary - synonym, antonym, connotation, denotation, syntax, literal/figurative usage

blackline masters with selected vocabulary from classroom novels || Give nonsense words, have students use context clues to create meaning

Use of dictionary/thesaurus (word of the week)

Newspaper articles: locate unfamiliar words, write definition, parts of speech, write original sentences using words

vocabulary journals || Create a dictionary using unfamiliar words including definitions, antonyms, synonyms, sentences, visuals, etc.

Group analysis of vocabulary connecting to other content areas, writing simpler definitions, creating mnemonic devices to recall vocab ||  ||
 * **Locate Stated Information** || Informational texts

Biography/Autobiography

Electronic texts || Stated Information || restate question in written response

identify key words

create outlines and take notes || Instruction on scanning and skimming

Model process || Use short reading comprehensions with pointed questions

Use other content areas and their reading assignments to practice finding stated information || Students are presented with informational text and asked to identify facts and supporting details

Students create original questions and answer key for literary pieces. Give to other students to complete. ||  ||
 * **Recall Fact and Detail** || Realistic fiction

Mystery

Informational texts || Fact and Detail || Create outlines

Match specific details to passages read || Teacher introduces active questioning strategies

Teacher models scanning for specific information, using "key words" to quickly locate this information

Reinforcement throughout year, using a variety of text types

Use various writing strategies to identify facts and supporting details in informational text || Students are presented with specific detail questions and asked to determine appropriate "key words," then locate the information in the passage || Formal assessment paralleling state assessment

Students develop specific detail questions for an existing text and explain why these are good questions ||  ||
 * **Recognize Cause and Effect** || Procedural writing

Fairy tales

Informational texts (science) || Cause and Effect || Analyze plot structure

Infer effect from a cause

Differentiate between cause and effect || Teacher models clear examples of cause-effect pairs

Teacher provides causes and asks students to infer effects

Teacher provides effects and asks students to infer causes || Students construct cause-effect chains for specific texts

__Scaffolding__: Initially, cause-effect chains are mostly complete; students fill in gaps

Later, students are required to fill in more and more of each chain

Expository text ("Exploring the Titanic"), students apply cause-effect chains to the text. || Essays describing cause-effect relationship ||  ||
 * ** Recognize Different Levels of Meaning in Text ** || Poetry

Fantasy

Persuasive essays || Different Levels of Meaning || Differentiate between implicit/explicit information || Introduce concepts - explicit/implicit, denotative/connotative

Provide real-world examples (sarcasm, figurative language) || Students discuss levels of meaning in trageted passages (narrative, persuasive, poetry)

Students chart levels of meaning on "iceberg" diagram (on the surface/below the surface) || Denotation/connotation writing pieces

Questions targeted at implicit meaning ||  || ("What is my purpose for reading a set of VCR instructions?") || Class discussions of reading purpose throughout the year with varied texts
 * **Set a Purpose for Reading** || All genres || Purpose for Reading || Distinguish various purposes for reading || Teacher discusses various purposes for reading (locate information/respond to literative/critically evaluate) with appropraite examples

Making predictions || Internet scavenger hunt ||  ||
 * **Understand Text as a Whole** || Fables

Poetry

Informational texts

Fiction || Text as a Whole || Interpret Theme

Summarize plot utilizing a plot diagram || Identify comprehension strategies

Sample passages

Identify and apply all or part of text including titles, headings, data, glossaries, etc || Instruction and application of reading strategies: -predict -visualize -clarify -questioning -connecting -evaluate

Practice summaries of full text || Students keep reading logs/journals implementing reading strategies

Students create their own "test" assessing their comprehension

Narrative - students complete graphic organizer identifying story elements

Create a board game interpreting novels in small groups

Compare and contrast essays utilizing info from text ||  ||
 * **Understand Text Structures** || All genres || Text Structures || Define literary genres

Identify and describe various elements of literary genres || Identify different text structures

Instruction on different text structures

Create plot maps utilizing short pieces of fiction || Read, identify, and answer questions on different text types

Read electronic texts and identify common elements

Complete Venn diagram on various text types as another || Rewrite one type of text as another

Include notation/journaling explaining choices, reasons for changes/differences ||  ||
 * **Construct a Thesis and Support with Fact** || Persuasive essay

Opinion column/Editorial || Thesis || Determine purpose for writing

compose a thesis statement

defend a thesis statement utilizing details and facts || Definition of thesis

Samples

Teacher modeling || Sample paragraphs (from literature, articles, online) and identify thesis and supporting facts - highlight

Sample thesis statements - students add supporting facts [|http://teachingtoday.glencoe.com] || Expository, persuasive, literary essays using a thesis - statement supporting facts, details, and examples ||  ||
 * **Construct Fluent Sentences** || All genres || Sentence Fluency || Logically sequence ideas using appropriate transitions

Determine appropriate and effective word choice || Compare/contrast well written sentences with badly constructed sentences

Instruct on key components: different lengths, different beginnings, different sentence types

whole class activities - selecting action verbs, adjectives, etc. || "Train" activity - one students gets short sentence, adds a word, passes to next to add another word. Do this with a row until a fluent sentence is formed. (variation - start with a picture and have students write a sentence that relates to the picture)

Edit each other's work

"Puzzle" pieces with indiviudal words, formulate in full, fluent sentences || Students share one chapter of their memoirs. Evaluate based on flow sentences, what you hear, not what you see.

Students create sentences and evaluate against a rubric for sentence fluency

Identify parts of speech in a sentence and create sentences using each POS ||  ||
 * **Critique** || Persuasive essay

Informational text

Short stories || Critique || Form a criticism of a literary work

Form a thesis statement

Analyze and assess the validity of a thesis statement || Definition of word

Read restaurant/movie/music reviews (teen reviews) || Oral critiques of literary text

Read published critiques and discuss

Write critiques of movies/television shows

Collaboratively write a critique of "big mac" vs. "whopper" or "skittles" vs. "m&ms", "I-phone" vs "droid" etc. || Write literary reviews, critiquing specific literary devices

Evaluate author's writing style in formal essay discussing 6+1 traits

Write a critique of school policies ||  || Remove thesis and conclusion from essay and have group members establish the writer's POV utilizing details from the body of the piece || Essays, research papers, etc. ||  ||
 * **Establish Consistent Point of View in Writing** || Non-Fiction Writing || Point Of View in Writing || Organize thoughts to create a consistent point of view || Model a thesis statement and support with details || Peer reviews
 * **Generate Ideas/Brainstorm** || Any || Ideas || Create a brainstorm list

Construct a web

Elaborate/organize ideas on a variety of topics || Sample/Model skill using graphic organizers and class discussions || Practice using different methods: -webs -charts -outlines -lists

Brainstorm ideas for school improvement, field trips, student handbook || Use brainstorming/prewriting for all writing pieces; include in portfolio

Brainstorm ideas for next assignment (student-created writing assignments) ||  ||
 * **Make Effective Word Choices** || Poetry

Persuasive essays

Drama

Comedy || Word Choice || Select appropriate words to convey meaning || Instruction of thesaurus use

www.wordle.net || "Word Wall List:" replace worn out words with new and improved on wall

Evaluate word choice in different writing pieces

Rewrite general descriptive piece as specific descriptive piece

Edit each other's writing and revise word choice || Rewrite a positive descriptive piece or critique as a negative one using effective word choice

Creative writing: describe a new villian

Write a postcard describing a setting using limited amount of words to create a word picture

Cloze passages ||  ||
 * **Note-taking** || Informational texts

Short stories

Biographies || Note-taking || Identify important information

Organize and summarize information

Paraphrase for understanding || Teacher introduces key concepts of note-taking (speed, shortcuts, "your notes have to make sense to you")

Teacher models note-taking formats - outlines - thought maps - two column notes || Students take notes in response to a variety of reading/listening tasks

"[|Incredible Shrinking Notes]" || Students construct responses based on their notes ||  ||
 * **Organize Writing** || Persuasive essays

Biography/Autobiography || Organization || Identify various forms of text structure

Create organizers and outlines || Teacher models use of graphic organizers

Teacher models outlining, thesis, supporting details || Ongoing tasks involving use of the writing process to organize writing

Graphic Organizers || Teacher/peer evaluation of work ||  ||
 * **Recall Fact and Detail From Oral Text** || Biographies

Informational texts Short stories || Fact and Detail from Oral Text ||  || See "Recall fact and detail" ||   ||   ||   ||
 * **Recognize Different Levels of Meaning in Oral Text** || Persuasive essays

Commercials

Drama || Different Levels of Meaning in Oral Text ||  || See "Recognize different levels of meaning in text" ||   ||   ||   ||
 * **Set Purpose for Listening** || All genres || Purpose for Listening ||  || DI - what to listen for (vocabulary) -how to set-up note-taking sheet

Discussion - 1st vs. 2nd listen || Have students listen for understanding and summarize important information || Listening comprehension discussions and written assessments || [|http://learningthroughlistening.org] || Sentence structure Punctuation ||  || Sentence diagramming
 * **Use Conventions of English Language** || All genres || Spelling

model editing || Grammar foldables

Editing passages

Mad Libs

Independent practice

DOL/Everyday edits || Any writing assignment

Anticipatory sets/correct sentences daily ||  || Persuasive essays || Voice ||  || Teacher provides examples of strong voice and weak voice in writing || Students evaluate writing (their own/other writers') for voice
 * **Using Effective Writer’s Voice** || All narrative genres

Students infer purpose, mood, and tone based on voice

[] || Students attempt to mimic existing writers' styles (ex - Edgar Allen Poe)

Students attempt to recognize other authors' writing based on voice ||  ||
 * **Use Graphic Organizers** || N/A || Graphic Organizers ||  || DI and discussion with established graphic organizers

wordle.net

www.eduplace.com/graphicorganizer || Word webs

Mind maps

Outlines

Vocabulary while you read

Literature: section by section (or chapter) organization || Listening comprehension

Long-response essays ||  || Poetry || Vocabulary ||  || Define "sophisticated vocabulary"
 * **Use Sophisticated Vocabulary** || Informational texts

Identify in text

Thesaurus use || Compare literature passages with sophisticated passages vs. unsophisticated passages (Ex. __The Giver__ vs. __The Outsiders__) to determine characteristics

Rewrite simple passages using sophisticated vocabulary || Writing pieces requiring sophisticated vocabulary

Rewrite a children's story for an older audience using sophisticated vocabulary ||  || Poetry Biographies || *Character
 * **Compare and Contrast** || Short stories
 * Setting
 * Plot
 * Author's Purpose
 * Theme
 * Conventions
 * Word Choice
 * Text Structure ||  || Use information about students to compare/contrast (schedules, sports, siblings, etc.)

Hula-hoop Venn Diagrams || Use graphic organizers - Venn diagrams

Compare/contrast characters from different pieces || Literary essay comparing/contrasting rival products

Compare/contrast movie vs. book version ||  ||
 * **Determine Importance** || Informational texts

Mystery

Biography Historical fiction || Determine Importance ||  || Instruction on highlighting strategy (Ruby Payne reading strategy)

Short expository passages || Highlight important facts in content area reading

Read, answer questions, highlight important facts in reading comprehension passages parallel to state assessment || Read article and outline important ideas, facts, examples

Write summaries

Found poem - Use literary/expository passage to cut out important words and phrases and reassemble into a poem capturing the main idea of the text ||  ||
 * **Determine Theme** || Narrative genres

Folktales

Poetry || Theme ||  || Instruction in theme

Children's fairy tales/fables identifying theme || Identify theme in various literary pieces

Connect themes to real life with journals, news articles, poetry

Analyze quotes from specific novels to articulate theme || Write an original children's story including strong themes

Literary essay analyzing/ applying/ evaluating author's themes ||  || Commercials Editorials || Fact and Opinion ||  || Compare/contrast (Direct Instruction) || Mock Trial || Writing projects
 * **Distinguish between Fact and Opinion** || Persuasive essay

Editorials (to blend both appropriately) ||  || Persuasive essays || Paraphrase ||  || Famous speech analysis
 * ** Paraphrase ** || Online texts (blogs, Twitter, etc.)

Vocabulary (definition modeling)

Reinstatement during discussion || WebQuest

DBQs

Writer's Workshop (with partner- "what you wrote vs. what I got")

Using electronic texts/blogging || Research-based products

Oral presentations of literature, speeches, etc. ||  ||
 * **Sequence** || Procedural writing

Reference texts || Sequence ||  || Teacher modeled how-to directions || Graphic organizers

Outlining || Storyboarding

Chapter summaries ||  ||
 * **Summarize** ||  || Summarize ||   || Summarize day's lesson as a whole class

Orally summarize favorite movies

Model 5Ws || Graphic organizers for literature (see lesson plans below: "Double Nickel") Book clubs

Outlining

Venn diagrams

Ticket out the door

Visualizations || Literature Circles

Book reports

Research papers

Oral Presentations ||  ||
 * **Use Supporting Details** || Persuasive writing

Informational texts

Newspaper articles || Supporting Details ||  || Mind mapping

Text scans (class highlighting)

5Ws&H with classroom novels || Outlining

iSearch

Reading Comprehension Passages

Think/Pair/Share - Peer Edit (Why/Where does this need help?)

Bell work/ Free writing || Writing Pieces - Research Papers - Persuasive Essays - Expository

Previous NYS Assessments

Classroom Debate Discussion ||  ||