7th Grade ELA

DAR Middle School
7th Grade Standard ELA
1st Nine Weeks
2018-2019

Teacher: Rhonda Starnes
E-Mail: starnesr@marshallk12.org

Unit Focus:
Non-fiction
Big Idea Focus: Where do I come from?
Defining Question: Why do we study the past?
Skills Focus:
Reading: Understanding Informational Texts
Writing: Theme Analysis
Grammar: Simple Sentences (subject/verb agreement, sentence fragments, compound subjects and predicates, appositives, prepositional phrasesResources:

Resources:
Major Work:
Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker Nonfiction article: “The Lost Colony of Roanoke Island”
Poetry: “Annabel Lee” by Edgar Allan Poe
Artwork: Jamestown Lifescape by Keith Rocco
Videos: Lost Colony of Roanoke, Written in Bone, and Finding Remains

Dates

Activities

Assignments

Aug. 8-10

First Days of School:
Classroom Expectations
Tones
Establishing Routines

 

Aug. 13-17

DGP (Daily Grammar Practice): Week 1 Unit 1 Vocabulary

Visual Analysis of Jamestown Lifescape

Parts of Speech: Nouns, Verbs, Adjectives, and Adverbs

Understanding Thesis and Topic Sentences

STAR Reading Test (Friday)

DGP: Week 1

Vocab Quadrant Cards

Mood Web

“Annabel Lee” annotation


Aug. 20 – 24

DGP: Week 2
Unit 2 Vocabulary

Parts of Speech: nouns (common, proper, and possessive) and commas.

Constructing Topic Sentences

SCANTRON/Global Scholar Test (Wed-Fri)

 

DGP: Week 2

Constructing Topic Sentences

 

Aug. 27 – 31

DGP: Week 3

Parts of Speech: nouns (common, proper, and possessive) and commas.

Writing paragraphs using AEC (Assertion, Evidence/Examples, Commentary)method

 

DGP Week

Unit 2 Vocabulary test

Grammar Workbook page(s): 5, 1-2, 151-152, 145-148

AEC Paragraph

 

Sept. 4 – 7

Sept. 3: Labor Day Holiday

DGP: Week 4

Grammar: Subject Verb Agreement

Vocabulary:Review Unit 1 and 2

Written in Bone: Buried Lives of Jamestown and Colonial Maryland: chapters 1

Dialectical Journal - chapter 1

DGP Week 4

DGP Formal Assessment

Subject Verb handout

Grammar Workbook page(s): 127, 128, 129, 130


Sept. 10 -14

DGP: Week 5

AR: Biography (non-fiction)

Public Speaking: AR Book

Written in Bone: Buried Lives of Jamestown and Colonial Maryland: chapters 2 - 3

Dialectical Journal - chapter 2-3

DGP: Week 5

AR Test on Biography

Speech: Biography of person from the AR book

Dialectical Journal - chapter 2-3

Sept. 17 -21

DGP: Week 6

Grammar: Subjects; punctuation; prepositional phrases; appositives

Written in Bone - Chapters 4-5

Dialectical Journal - chapters 4-5






DGP: Week 6

Grammar Workbook page(s): 45-52, 69-72, 73-74

Dialectical Journal - chapters 4-5 (chapter 4 taken for daily grade)


Sept. 24 - 28





 

Oct. 1 - 5






 

Oct. 11-12

Oct 8-10: Fall Break

Dedication Day Activities

Dedication Day Activities









































































































Course of Study:
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.7.1] 

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.7.2] 

3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). [RL.7.3]

4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. [RL.7.4] 

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. [RL.7.6] 

8. 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. [RL.7.9] 

9. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.7.10] 

10. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.7.1] 

11. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. [RI.7.2] 

12. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). [RI.7.3] 

13. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. [RI.7.4]  

14. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. [RI.7.5] 

19. By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.7.10]

21. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2] 

23. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [W.7.4] 

24. 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. [W.7.5] 

25. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. [W.7.6] 

26. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. [W.7.7] 

28. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.7.9] 

29. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.7.10]

30. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. [SL.7.1] 

31. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. [SL.7.2] 

33. 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. [SL.7.4] 

34. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. [SL.7.5] 

35. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. [SL.7.6]

36. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.7.1] 

37. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.7.2] 

38. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.7.3]

39. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 7 reading and content, choosing flexibly from a range of strategies. [L.7.4] 

40. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.7.5] 

41. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.7.6]