7th Grade Language Arts Curriculum Mapping and Alignment to

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					7th Grade Language Arts
Curriculum Mapping and Alignment
to State Standards 2009/2010
                       McDougal Littell/Literature Series 2009

    First Week of School                                                                           Illinois Standards
    Pre-Assessment: Personal Bio-poem, Heart Map, Review of
    Six-traits TOOLS folders

  September
Unit:                              “Friendship”                                                             1.A3a, 1.A.3b,
Novel/Short Stories:               “Seventh Grade” (Gary Soto),                                             1.B.3a, 1.B.3b,
                                   The Outsiders (S.E. Hinton)                                              1.B.3c, 1.B.3d,
                                   “Charles” (Shirley Jackson)                                              1.C.3a, 1.C.3b,
Reading Strategies:                Ask questions, reread, summarize, survey,                                1.C.3c, 1.C.3d,
                                   predict, infer, retell, use visual clues                                 2.A.3a, 2A.3b
                                                                                                            2.A. 3c, 2.A.3d,
Reading Skills:                    Character, Plot, Setting, Point-of-view, Theme
                                                                                                            2.B.3a, 2.B. 3c
Phonics/Word study:                Develop vocabulary through rich,                                         3.A.3, 3.B.3a,
                                   multicultural text (Seventh Grade) and literature (The Outsiders);       3.B.3b, 3.C.3a,
                                   identify how word choice, style, and language structure convey           4.A.3a 4.A. 3c
                                   viewpoint                                                                4.A.3d, 4B.3a
Literary Devices:                  Foreshadowing, conflict, irony, mood                                     4B.3d
Fluency Component:                 Reading Age-appropriate literature through reading aloud
                                   and small group reading; CBM testing for all tier 2 and 3 students

6+1 Trait:                         Ideas
Type (N,P,E):                      Narrative                  Format: Paragraph; Weekly
                                                                        Journal Writing; Short Story,
                                                                        Extended Response
Spelling skill:                    Editing for conventions in writing; spelling of new vocabulary
Part of Speech:       Chapter 1 The Sentence and Its Parts (10 lessons)
Assessment (pre- on-going, summative): Reading Comprehension Quizzes and Final
Test for The Outsiders; Character Bio-poem and Character Sketch project for The Outsiders; Pre-test,
Chapter Mid-point Test, and Chapter Test for Chapter 1
    October
    6th-10th ITBS/COG testing
Unit:                              Continue “Friendship” Unit; Begin Civil Rights Unit
Novel/Short Stories:               Continue Outsiders; Begin Roll of Thunder, Hear My Cry (Mildred D.
                                   Taylor); “My Encounter with Martin Luther King, Jr.” (Maya Angelou),
                                   “Amigo Brothers” (Piri Thomas); Icarus and Daedelus (Greek Myth)        1.A3a, 1.A.3b,
Reading Strategies:                Ask questions, reread, summarize, survey,                               1.B.3a, 1.B.3b,
                                   predict, infer, retell, use visual clues                                1.B.3c, 1.B.3d,
Reading Skills:                    Plot, Characterization, Theme,                                          1.C.3a, 1.C.3b,
                                   Summarize, Setting, Point-of-view, Connect                              1.C.3c, 1.C.3d,
                                                                                                           2.A.3a, 2A.3b
Phonics:                           Develop vocabulary through rich, multicultural text
                                                                                                           2.A. 3c, 2.A.3d,
                                   (Amigo Brothers) and multicultural literature
                                                                                                           2.B.3a, 2.B.3b,
                                   (Roll of Thunder, Hear My Cry); identify how word choice, style, and
                                                                                                           2.B3c, 3.A.3,
                                   language structure convey viewpoint
                                                                                                           3.B.3a,
Literary Devices:                  Foreshadowing, conflict                                                 3.B.3b, 3.C.3a,
Fluency Component:                 Reading Age-appropriate literature through reading aloud                4.A.3a, 4.A. 3b
                                   and small group reading; CBM testing for all tier 2 and 3 students      4.A. 3c, 4.A.3d
6+1 Trait :                        Review of All traits (Ideas, Organization, Voice, Word Choice, Sentence 4B.3d
                                   Fluency, Conventions, Presentation
Type(N,P,E):                       Narrative                    Format: Essay, Extended Response,
                                                                 Weekly Journal Writing, Extended Response
Spelling skill:       Editing for conventions in writing; spelling of new vocabulary
Part of Speech:       Chapter 2 Nouns (5 lessons)
Assessment (pre- on-going, summative): Reading Comprehension Quizzes; Narrative
Essay, Pre-test, Chapter Mid-point Test, and Chapter Test for Chapter 2
  November
Unit:                               Continue Civil Rights Unit                                       1.A3a, 1.A.3b, 1.B.3a,
Novel/Short Stories:                Continue Roll of Thunder, Hear My Cry (Mildred D.                1.B.3b,
                                    Taylor) “War of the Wall” (Toni Cade Bambera);                   1.B.3c, 1.B.3d,
                                    “Thank you Ma’am” (Langston Hughes)                              1.C.3a, 1.C.3b, 1.C.3c,
                                    “ Fish Cheeks “ (Amy Tan)                                        1.C.3d, 2.A.3a, 2A.3b
                                                                                                     2.A. 3c, 2.A.3d,
Reading Strategies:                 Ask questions, reread, summarize, survey,
                                                                                                     2.B.3a, 2.B.3b,
                                    predict, infer, retell, use visual clues
                                                                                                     2.B3c, 3.A.3, 3.B.3a,
Reading Skills:                     Making Inferences, Monitor, Plot, Characterization, Theme,       3.B.3b, 3.C.3a,
                                    Summarize, Setting, Point-of-view, Connect                       4.A.3a, 4.A. 3b,
Phonics:                            Develop vocabulary through rich, multicultural text              4.A. 3c
                                    (“Thank you Ma’am” and “War of the Wall”) and                    4.A.3d, 4B.3d
                                    multicultural literature (Roll of Thunder, Hear My Cry);
                                    identify how word choice, style, and language structure
                                    convey viewpoint
Literary Devices:                   Foreshadowing, Conflict
Fluency Component:                  Reading Age-appropriate literature through reading aloud
                                    and small group reading; CBM testing for all tier 2 and 3 students
6+1 Trait :                         Organization, Ideas, Sentence Fluency, Word Choice, Conventions
Type(N,P,E):                        Persuasive, Narrative        Format: Letter; Weekly Journal Writing
                                                                 Extended Response
Spelling skill:       Editing for conventions in writing; spelling of new vocabulary
Part of Speech:       Chapter 3 Pronouns (10 Lessons)
Assessment (pre- on-going, summative): Reading Comprehension Quizzes and Final
Test for “Roll of Thunder, Hear My Cry,” Persuasive Letter; Pre-test, Chapter Mid-point Test, and Chapter
Test for Chapter 3
  December
Unit:                               “Dreams”
                                                                                                   1.A3a, 1.A.3b, 1.B.3a,
Novel/Short Stories:                The Pearl; “The Scholarship Jacket” (Marta Salinas)            1.B.3b,
Reading Strategies:                 Ask questions, reread, summarize, survey,                      1.B.3c, 1.B.3d,
                                    predict, infer, retell, use visual clues                       1.C.3a, 1.C.3b, 1.C.3c,
Reading Skills:                     Plot, Characterization, Theme,                                 1.C.3d, 2.A.3a, 2A.3b
                                    Summarize, Setting, Point-of-view, Connect                     2.A. 3c, 2.A.3d,
                                                                                                   2.B.3a, 2.B.3b,
Phonics:                            Develop vocabulary through rich, multicultural text            2.B3c, 3.A.3, 3.B.3a,
                                    (“The Scholarship Jacket”) and multicultural literature        3.B.3b, 3.C.3a,
                                    (The Pearl)
Literary Devices:                   Imagery, Symbolism, Conflict, Foreshadowing, Imagery
                                    Irony, Metaphor, Simile
Fluency Component:                  Reading Age-appropriate literature through reading aloud
                                    and small group reading; CBM testing for all tier 2 and 3 students
6+1 Trait :                         Organization, Ideas, Presentation
Type (N,P,E):         Narrative (Group)          Format: Essay, Weekly Journal Writing
Spelling skill:       Editing for conventions in writing; spelling of new vocabulary
Part of Speech:       Chapter 4 Verbs (8 lessons)
Assessment (pre- on-going, summative): Reading Comprehension Quizzes and Final
Test for The Pearl, Hear My Cry; Narrative Essay Pre-test, Chapter Mid-point Test, and Chapter Test for
Chapter 4
   January
Unit:                               Shakespeare
Stories:                            Romeo and Juliet (abridged), Midsummer Night’s Dream (abridged)
                                    “A Day’s Wait” (Ernest Hemingway)
Reading Strategies:                 Ask questions, reread, summarize, survey,
                                     predict, infer, retell, use visual clues

Reading Skills:                      Plot, Characterization, Summarize, Setting, Connect,
                                     Point-of-view, Elements of Drama (Antagonist, Protagonist,
                                     rising action, stage directions, tragedy, comedy,
                                     dialogue, mood, scenes)                                               1.A3a, 1.A.3b,
                                                                                                          1.B.3a, 1.B.3b,
Phonics:                             Develop vocabulary through classical literature (Shakespeare);       1.B.3c, 1.B.3d,
                                     identify how word choice, style, and language structure              1.C.3a, 1.C.3b, 1.C.3c,
                                     convey viewpoint                                                     1.C.3d, 2.A.3a, 2A.3b
Literary Devices:                    Conflict, Foreshadowing, Imagery, Irony, Iambic Pentameter,          2.A. 3c, 2.A.3d,
                                     blank verse, prose                                                   2.B.3a, 2.B.3b,
Fluency Component:                   Reading Age-appropriate literature through reading aloud             2.B3c, 3.A.3, 3.B.3a,
                                     and small group reading; CBM testing for all tier 2 and 3 students   3.B.3b, 3.C.3a,
                                                                                                          4.A.3a, 4.A.3b
6+1 Trait :                          Organization, word choice, voice
                                                                                                          4.A. 3c, 4.A.3d, 4B.3d,
Type(N,P,E):                         Persuasive                    Format: Essay, Weekly Journal          5.A.3a, 5.A.3.b,
                                                                Writing, Extended Response                5.C.3a, 5.C.3c
Spelling skill:                      Editing for conventions in writing; spelling of new vocabulary
Part of Speech:       Chapter 5 Adjectives/Adverbs (7 lessons)
Assessment (pre- on-going, summative): Reading comprehension quiz on Romeo and
Juliet, playbill for Midsummer Night’s Dream; Persuasive Essay, Pre-test, Chapter Mid-point Test, and
Chapter Test for Chapter 5
   February
Unit:                                Continue with Shakespeare; Begin “Hope and Struggles”
Stories:                             “Zebra” (Chaim Potok)                                             1.A3a, 1.A.3b, 1.B.3a,
                                     “The People Could Fly” (Virginia Hamilton)                        1.B.3b,
                                     ISAT prep stories with questions/extended responses               1.B.3c, 1.B.3d,
                                                                                                       1.C.3a, 1.C.3b, 1.C.3c,
Reading Strategies:                  Ask questions, reread, summarize, survey,
                                                                                                       1.C.3d, 2.A.3a, 2A.3b
                                     predict, infer, retell, use visual clues                          2.A. 3c, 2.A.3d,
Reading Skills:                      Plot, Characterization, Summarize, Setting, Connect,              2.B.3a, 2.B.3b,
                                     Point-of-view, Elements of Drama (Antagonist, Protagonist,        2.B3c, 3.A.3, 3.B.3a,
                                     rising action, stage directions, tragedy, comedy,                 3.B.3b, 3.C.3a,
                                     dialogue, mood, scenes)                                           4.A.3a, 4.A.3b
Phonics:                             Develop vocabulary through rich, multicultural text               4.A. 3c, 4.A.3d, 4B.3d
                                     (“Zebra” and “The People Could Fly”) and classical literature
                                     (Shakespeare); identify how word choice, style, and language
                                     structure convey viewpoint
Literary Devices:                    Conflict, Foreshadowing, Imagery, Irony, Iambic Pentameter,
                                     Blank verse, Prose, Style, Onomatopoeia, Simile, Metaphor,
                                     Personification, Hyperbole, Consonance, Assonance, Alliteration
Fluency Component:                   Reading Age-appropriate literature through reading aloud
                                     and small group reading; CBM testing for all tier 2 and 3 students
6+1 Trait :                          Ideas/Content, Word Choice
Type(N,P,E):                         Narrative                     Format: Weekly Journal Writing,
                                                                   Extended Response, poetry
Spelling skill:       Editing for conventions in writing; spelling of new vocabulary
Part of Speech:       Poetry unit (No grammar)
Assessment (pre- on-going, summative): Re-enactment of scenes from “Romeo and
Juliet”; literary terms quiz, inkblot poem, poetry dissection worksheets,


   March
   March 3rd-March 14th ISAT testing
Unit:                     Continue with “Hope and Struggles”
Stories:                  “Diary of Anne Frank” play version (Hackett and Goodrich)
Reading Strategies:       Ask questions, reread, summarize, survey,
                                     predict, infer, retell, use visual clues
Reading Skills:                      Plot, Characterization, Summarize, Setting, Connect,
                                     Point-of-view, Elements of Drama (Antagonist, Protagonist,
                                     rising action, stage directions, tragedy, comedy,
                                   dialogue, mood, scenes)
Phonics:                           Develop vocabulary through literature; identify how word       1.A3a, 1.A.3b, 1.B.3a,
                                   choice, style, and language structure convey viewpoint         1.B.3b,
Literary Devices:                  Conflict, Foreshadowing, Imagery, Irony,                       1.B.3c, 1.B.3d,
                                   Blank verse, Prose, Style                                      1.C.3a, 1.C.3b, 1.C.3c,
                                                                                                  1.C.3d, 2.A.3a, 2A.3b
Fluency Component:                 Reading Age-appropriate literature through reading aloud
                                                                                                  2.A. 3c, 2.A.3d,
                                   and small group reading; CBM testing for all tier 2 and 3      2.B.3a, 2.B. 3c
                                   students                                                       3.A.3, 3.B.3a,
6+1 Trait :                        All 6 Traits                                                   3.B.3b, 3.C.3a, 4.A.3a,
Type(N,P,E):                       Expository                 Format: Poet Research Essay, 4.A.3b, 4.A. 3c
                                                              Weekly Journal Writing,             4.A.3d, 4B.3a 4B.3d,
                                                              Extended Response                   4.B.3a, 4.B.3b, 5.A.3a,
                                                                                                  5.B.3a, 5.B.3b, 5.C.3a,
Spelling skill:                    Editing for conventions in writing; spelling of new vocabulary
                                                                                                  5.C.3b, 5.C.3c
Part of Speech:                    Chapter 6 Prepositions (4 Lessons)
Assessment (pre- on-going, summative): Anne Frank Letter/Poem project, Final Test
on Anne Frank; Poet Research Essay and Presentation, Pre-test, and Chapter Test for Chapter 6

  April
                                                                                                 1.A3a, 1.A.3b, 1.B.3a,
Unit:                              “Adventure and Bravery”                                       1.B.3b,
Stories:                           “The Adventures of Tom Sawyer” (Mark Twain)                   1.B.3c, 1.B.3d,
                                                                                                 1.C.3a, 1.C.3b, 1.C.3c,
                                   Novel of students’ choice
                                                                                                 1.C.3d, 2.A.3a, 2A.3b
Reading Strategies:                Ask questions, reread, summarize, survey,                     2.A. 3c, 2.A.3d,
                                   predict, infer, retell, use visual clues                      2.B.3a, 2.B.3b,
Reading Skills:                    Plot, Characterization, Summarize, Setting, Connect,          2.B3c, 3.A.3, 3.B.3a,
                                   Point-of-view                                                 3.B.3b, 3.C.3a,
Phonics:                           Develop vocabulary through classical literature; identify     4.A.3a, 4.A.3b
                                   how word choice, style, and language structure convey         4.A. 3c, 4.A.3d, 4B.3d
                                   viewpoint
Literary Devices:                  Conflict, Foreshadowing, Imagery, Irony, Satire, Allusion
Fluency Component:                 Reading Age-appropriate literature through reading aloud
                                   and small group reading; CBM testing for all tier 2 and 3 students
6+1 Trait :                        All Traits
Type(N,P,E):                       Expository                 Format: Compare/contrast Essay,
                                                              Weekly Journal Writing, Extended Response
Spelling skill:                    Editing for conventions in writing; spelling of new vocabulary
Part of Speech:                     Chapter 7 Verbals/Verbal Phrases (4 Lessons), Chapter 8 Sentence
                                    Structure (5 lessons)
Assessment (pre- on-going, summative): PowerPoint Book Report Journal, Character
Constellation, Reading comprehension quizzes; Compare/contrast Essay, Chapter Test for Chapter 7, Pre-
test and Chapter Test for Chapter 8

  May/June
                                                                                                    1.A3a, 1.A.3b,
Unit:                              Continue with “Adventure and Bravery”; Science Fiction
                                                                                                   1.B.3a, 1.B.3b,
Stories:                           “The Adventures of Tom Sawyer” (Mark Twain)                     1.B.3c, 1.B.3d,
                                   “Riki-tiki-tavi” (Rudyard Kipling)                              1.C.3a, 1.C.3b, 1.C.3c,
                                   “The Monsters are Due on Maple Street” (Rod Serling)            1.C.3d, 2.A.3a, 2A.3b
                                   “Dark They Were, and Golden-eyed” (Ray Bradbury)                2.A. 3c, 2.A.3d,
                                   “The Last Dog” (Katherine Peterson)                             2.B.3a, 2.B. 3c
Reading Strategies:                Ask questions, reread, summarize, survey,                       3.A.3, 3.B.3a,
                                   predict, infer, retell, use visual clues                        3.B.3b, 3.C.3a, 4.A.3a,
Reading Skills:                    Plot, Characterization, Summarize, Setting, Connect,            4.A.3b, 4.A. 3c
                                                                                                   4.A.3d, 4B.3a 4B.3d,
                                   Point-of-view
                                                                                                   4.B.3a, 4.B.3b, 5.A.3a,
Phonics:                           Develop vocabulary through classical literature; identify       5.B.3a, 5.B.3b, 5.C.3a,
                                   how word choice, style, and language structure convey           5.C.3b, 5.C.3c
                                   viewpoint
Literary Devices:                  Conflict, Foreshadowing, Imagery, Irony, Satire, Allusion, Mood
Fluency Component:                 Reading Age-appropriate literature through reading aloud
                                   and small group reading; CBM testing for all tier 2 and 3 students
6+1 Trait :                        All Traits
Type(N,P,E):                       Expository, Narrative      Format: “My Life as 7th
                                                              Grader” Memoir Essay, Civil War Research
                                                              Essay, Weekly Journal Writing, Spring
                                                              Writing Prompts for writing folder
Spelling skill:                    Editing for conventions in writing; spelling of new vocabulary
Part of Speech:                    Subject-Verb Agreement (5 Lessons), Capitalization (4 Lessons),
                                   Punctuation (5 Lessons)
Assessment (pre- on-going, summative): PowerPoint Book Report Journal,
PowerPoint Book Report Project, Reading comprehension quizzes, Final Test for Tom Sawyer, “My Life as
7th Grader” Memoir Essay; Civil War Research Essay Pre-test and Chapter Test for Chapter 9, Pre-test and
Chapter Test for Chapter 10