Bruse School Planner

Olathe Public Schools 2017 — 2018
USD #233
JULY 2017 JANUARY 2018
School Year Calendar Dates
S M TW T FS
Official “open to public” date for school buildings . . . . . . . . . . . July 24 S M TW T FS 1 2 3 4 56
Registration Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . July 27
New Educators Report . . . . . . . . . . . . . . . . . . . . . . . . . . Aug . 4, 7 & 8 1 7 8 9 10 11 12 13
Full Day Professional Day (Educator Flex Day) . . . . . . . . . . . . . . . . . Aug . 9 2 3 4 5 6 78 14 15 16 17 18 19 20
Professional Day . . . . . . . . . . . . . . . . . . . . . . . . . Aug . 10, 11, 14 & 15 9 10 11 12 13 14 15 21 22 23 24 25 26 27
½ Day (AM) Grades K–5, 6, 9 . . . . . . . . . . . . . . . . . . . . . . . . . Aug . 16 16 17 18 19 20 21 22 28 29 30 31
2330 2431 25 26 27 28 29
(No EC, 7, 8, 10, 11, 12)
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . Aug . 16 AUGUST 2017 FEBRUARY 2018
Full Day of Classes All Students (EC-PM, K-12) (EC-AM AUG . 21) . Aug . 17
Labor Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sept . 4 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . Sept . 29 1 2 3 45 1 23
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Oct . 13
½ Day (AM) Grades K–12 (No EC) . . . . . . . . . . . . . . . . . . . . . . Oct . 18 6 7 8 9 10 11 12 4 5 6 7 8 9 10
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . Oct . 18 13 14 15 16 17 18 19 11 12 13 14 15 16 17
Parent/Teacher Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct . 18 20 21 22 23 24 25 26 18 19 20 21 22 23 24
Parent/Teacher Conferences (No Classes EC—12) . . . . . . . . . . Oct . 19 27 28 29 30 31 25 26 27 28
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct . 20
Thanksgiving Break (No School) . . . . . . . . . . . . . . . . . . . . . Nov . 22—24 SEPTEMBER 2017 MARCH 2018
Semester Break (No School) . . . . . . . . . . . . . . . . . . . . Dec . 20—Jan . 2
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . . Jan . 3 S M TW T FS S M TW T FS
Students Return (EC-AM returns Jan . 8) . . . . . . . . . . . . . . . . . . . . . . . . Jan . 4 12
Martin Luther King Jr . Holiday (No School) . . . . . . . . . . . . . . . . Jan . 15 1 23
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Jan . 16 3 4 5 6 7 89 4 5 6 7 8 9 10
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . .Feb . 2 10 11 12 13 14 15 16 11 12 13 14 15 16 17
Parent/Teacher Conferences (No EC) . . . . . . . . . . . . . . . . . . . .Feb . 7 17 18 19 20 21 22 23 18 19 20 21 22 23 24
Parent/Teacher Conferences (No Classes EC—12) . . . . . . . . . . .Feb . 8 24 25 26 27 28 29 30 25 26 27 28 29 30 31
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb . 9
Presidents’ Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb . 19 OCTOBER 2017 APRIL 2018
Spring Break (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . Mar . 12—16
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . .Mar . 19 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Apr . 13 1 2 3 4 5 67
Seniors Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 17 8 9 10 11 12 13 14 1 2 3 4 5 67
Senior Commencement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 20 15 16 17 18 19 20 21 8 9 10 11 12 13 14
Early Childhood Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 23 22 23 24 25 26 27 28 15 16 17 18 19 20 21
Last ½ Day (AM) Grades K–11 . . . . . . . . . . . . . . . . . . . . . . . . . May 24 29 30 31 22 23 24 25 26 27 28
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . May 24 29 30
Professional Day — last day for staff . . . . . . . . . . . . . . . . . . . . . May 25
Summer Conference . . . . . . . . . . . . . . . . . . . . . . May 30, 31 & June 1

Reporting Periods

1st Quarter . . . . . . . . . . . . . Aug . 16 — Oct . 12 . . . . . . . . . . . . 40 Days

2nd Quarter . . . . . . . . . . . . . Oct . 16 — Dec . 19 . . . . . . . . . . . . 42 Days NOVEMBER 2017 MAY

3rd Quarter . . . . . . . . . . . . . . Jan . 4 — Mar . 9 . . . . . . . . . . . . . 41 Days S M TW T FS 2018
1 2 34
4th Quarter . . . . . . . . . . . . . Mar . 20 — May 24 . . . . . . . . . . . . 47 Days
5 6 7 8 9 10 11
Regular School Hours Hours for Aug. 16 12 13 14 15 16 17 18 S M TW T FS
19 20 21 22 23 24 25
Early Childhood (AM) . . 8:20 — 11:30 Grades K—5 . . . . . . . . . 8:20 — 11:20 26 27 28 29 30 1 2 3 45
6 7 8 9 10 11 12
Early Childhood (PM) . . 12:30 — 3:40 Grade 6 . . . . . . . . . . . 7:50 — 12:15 13 14 15 16 17 18 19
Grades K—5 . . . . . . . 8:20 — 3:40 Grade 9 . . . . . . . . . . . 8:00 — 12:15 20 21 22 23 24 25 26
Grades 6—8 . . . . . . . 7:50 — 3:10 27 28 29 30 31
Hours for Oct. 18

Grades 9—12 . . . . . . 8:00 — 3:00 Grades K—5 . . . . . . . . . 8:20 — 11:20
Grades 6-8 . . . . . . . . . 7:50 — 12:15

Grades 9-12 . . . . . . . . 8:00 — 12:15 DECEMBER 2017 JUNE

-- Revised 7/11/17 -- Hours for May 24 2018
Visit www.olatheschools.com
for future calendar updates. Grades K—5 . . . . . . . . . 8:20 — 12:00 S M TW T FS S M TW T FS
Grades 6—8 . . . . . . . . . 7:50 — 11:15
Grades 9—11 . . . . . . . . 8:00 — 11:15 12 12
3 4 5 6 7 89 3 4 5 6 7 89
Parent/Teacher Conference Dates Oct. 18—19, Feb. 7—8 10 11 12 13 14 15 16 10 11 12 13 14 15 16
17 18 19 20 21 22 23 17 18 19 20 21 22 23
Specific information on conference times will be provided by buildings. 2431 25 26 27 28 29 30 24 25 26 27 28 29 30
If Parent/Teacher Conferences are cancelled due to inclement weather, they
will be rescheduled the following week on the same day at the same time if
circumstances permit .

Notification Statement of Non—discrimination: The Olathe Public Schools prohibit discrimination on the basis of race, color, national origin, Professional Conference Day
sex, age, religion or disability in its programs, activities or employment, and provides equal access to the Boy Scouts and other designated Day EC, K—12
youth groups to its facilities as required by: Title IX of the Education Amendments of 1972, Title VI and Title VII of the Civil Rights Act of 1964,
the Age Discrimination Act of 1975, the Americans with Disabilities Act (ADA), the Individuals with Disabilities Education Act, Section 504 of Professional Day — New Half Day—Students Holiday
the Rehabilitation Act of 1973 and other relevant state and federal laws . Inquiries regarding compliance with applicable civil rights statutes Educators Pre—service Senior
related to ethnicity, gender, age discrimination or equal access may be directed to Staff Counsel, 14160 Black Bob Road, Olathe, KS 66063— Commencement
2000, phone 913—780—7000 . All inquiries regarding compliance with applicable statutes regarding Section 504 of the Rehabilitation Act and Registration Day Schools Closed,
the Individuals with Disabilities Education Act and the Americans with Disabilities Act may be directed to the Assistant Superintendent General Support Buildings Open
Administration, 14160 Black Bob Rd . Olathe, KS 66063—2000, phone (913) 780—7000 . Interested persons including those with impaired vision
or hearing, can also obtain information as to the existence and location of services, activities and facilities that are accessible to and usable
by disabled persons by calling the Assistant Superintendent General Administration . (04/13)

T/ProfCouncil/2016-17/Calendar/DistrictCalendar 2017-18 FINAL



English Language Arts: Reading Standards for 7th Grade

The student will:

Literature Informational Text

Key Ideas and Details

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

RL.7.2 Determine a theme or central idea of a text and analyze its development over the RI.7.2 Determine two or more central ideas in a text and analyze their development over
course of the text; provide an objective summary of the text. the course of the text; provide an objective summary of the text.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how
shapes the characters or plot). ideas influence individuals or events, or how individuals influence ideas or events).

Craft and Structure

RL.7.4 Determine the meaning of words and phrases as they are used in a text, including RI.7.4 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 figurative, connotative, and technical meanings; analyze the impact of a specific word
of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story choice on meaning and tone.
or drama.

RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) RI.7.5 Analyze the structure an author uses to organize a text, including how the major
contributes to its meaning. sections contribute to the whole and to the development of the ideas.

RL.7.6 Analyze how an author develops and contrasts the points of view of different RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the
characters or narrators in a text. author distinguishes his or her position from that of others.

Integration of Knowledge and Ideas

RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, RI.7. 7 Compare and contrast a text to an audio, video, or multimedia version of the text,
or multimedia version, analyzing the effects of techniques unique to each medium (e.g., analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech

lighting, sound, color, or camera focus and angles in a film). affects the impact of the words).

RL.7. 8 (Not applicable to literature) RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient to support the claims.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a RI.7.9 Analyze how two or more authors writing about the same topic shape
historical account of the same period as a means of understanding how authors of fiction their presentations of key information by emphasizing different evidence or

use or alter history. advancing different interpretations of facts.

Range of Reading and Level of Text Complexity

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

as needed at the high end of the range.

Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.
Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.

Kansas Standards for Literacy Learning

Engage in literacy learning through a collaborative and community effort and in an integrated fashion, rather than as discreet skills in isolation.
Use meta-cognitive strategies to monitor literacy learning progress.
Engage the five essential components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) at all grade levels based on individual student needs.
Engage a strategic and coherent focus on literacy learning across all content areas with shared literacy
Develop the literacy skills presented throughout these standards in both academic and career/technical education contexts.

Kansas Standards

English Language Arts: Reading Standards for 7th Grade

The student will:
Text Types and Purposes

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

a) Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
b) Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c) Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d) Establish and maintain a formal style.
e) Provide a concluding statement or section that follows from and supports the argument presented.

W.7.2 Write informative/explanatory texts to examine a topic and convey ides, concepts, and information through the selection, organization, and analysis of relevant content.

a) Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include
formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d) Use precise language and domain-specific vocabulary to inform about or explain the topic.
e) Establish and maintain a formal style.
f) Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a) Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
e) Provide a conclusion that follows from and reflects on the narrated experiences and events.

Create—both independently and collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined in standards 1, 2, and 3.
Production and Distribution of Writing

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined standards 1-3 above.
W.7.5 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. (Editing for conventions should demonstrate command of the Language standards 1-3 up to and including grade 7.)
W.7.6 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 citing
sources.

Strengthen writing craft-both independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6 Trait model.
Research to Build and Present Knowledge

W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related focused questions for further research and investigation.
W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase
the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a) Apply grade 7 Reading standards to literature (e.g., “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”).

b) Apply grade 7 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims”).

Range of Writing
W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific
tasks, purposes, and audiences.

Kansas Standards

English Language Arts: Speaking and Listening Standards for 7th Grade

The student will:
Comprehension and Collaboration

SL.7.1 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
other’s 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 the 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.
SL.7.2 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.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

Presentation of Knowledge and Ideas
SL.7.4 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.
SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 for
specific expectations).

English Language Arts: Language Standards for 7th Grade

The student will:
Conventions of Standard English

L.7.1 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.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a) Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b) Spell correctly.

Knowledge of Language
L.7.3 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.*

Vocabulary Acquisition and Use
L.7.4 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.
a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b) Use common, grade–appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or

clarify its precise meaning or its part of speech.
d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
b) Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
c) Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 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.
*Denotes skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

Language Progressive Skills, by Grade
The following skills, marked with an asterisk in Language standards 1-3, are particularly likely to require continued attention in higher grades as they are applied to increasingly
sophisticated writing and speaking.

Standard Grades

6 7 8 9-10 11-12

L.3.1.f. Ensure subject-verb and pronoun-antecedent agreement

L.3.3.a. Choose word and phrases for effect

L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their)

L.4.3b. Choose punctuation for effect.

L.5.1d. Recognize and correct inappropriate shifts in verb tense.

L.5.2a. Use punctuation to separate items in a series. 1

L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.

L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use
strategies to improve expression in conventional language.

L.6.2a.Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style. 2

L.6.3b. Maintain consistency in style and tone.

L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaces and dangling modifiers.

L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and
redundancy.

1 Subsumed by L.9-10.1a
2 Subsumed by L.11-12.3a



English Language Arts Grade Seven Curriculum

Key Ideas and Details Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text

RL.6.1 Cite textual evidence to support analysis of RL.7.1. Cite several pieces of textual evidence to RL.8.1. Cite the textual evidence that most strongly

what the text says explicitly as well as inferences support analysis of what the text says explicitly as supports an analysis of what the text says explicitly

drawn from the text. well as inferences drawn from the text. as well as inferences drawn from the text.

READING LITERATURE PRE REQUISITE SKILLS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD AND CONCEPTS

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:

RL.7.1. Cites several pieces The student: During or after reading any type of grade level text, write or  Socratic Seminar

of textual evidence to (3) Re-read and read orally share answers to a variety of text-dependent questions:  peer prompting to provide

support analysis of what closely to understand  Locate and gather more than one piece of evidence to support from the text for their

the text says explicitly as the text and draw support their thinking about texts read. comments during a class

well as inferences drawn inferences.  Evaluate and categorize evidence linking this evidence to discussion

from the text. (3) Prioritizes conclusions or claims make about the text.  Think Aloud

Cognitive demand/Level of important information.  Use background knowledge and information in the text to  Cornell Notes
thinking: Level 2 Basic Skills (6) Analyzes text. analyze explicit information in the text and inferences made  Dialectical Journals
& Concepts, Level 3 (6) Distinguishes from the text.  Reciprocal Teaching
Strategic Thinking & between relevant and
Reasoning, Level 4 irrelevant evidence  Identify pieces of relevant information to support their Resources:
Extended Thinking from the text. analysis that are linked together to a common idea or  Holt Elements of Literature
(6) Cites textual conclusion.  Building Reading Comprehension
Essential Questions: evidence to support
What reading strategies analysis of what the  Read closely to probe a segment of the text to evaluate Habits by Jeff Zwiers
best help me to understand text states and implies. multiple and varied meanings. Using the details and  Classroom Instruction that Works
and explain the text? examples, provide several pieces of textual evidence to
Vocabulary: textual support the new meaning of the text. by Robert Marzano
How does “reading closely” evidence, cites,
help me to analyze the analyze (analysis),  Applies reading strategies to adjust thinking when analyzing
text? inference, relevant, explicit information from the text and inferences.
claims, explicit, text-
How do I find evidence from dependent Sample Performance Task:
the text to support As you read the novel, Freak the Mighty, find evidence to
answers? support the claim that Kevin and Max followed King Arthur
and his knight’s code of honor.
How do I use evidence from
In Freak The Mighty, compare knight’s code of honor to
pirate’s code of honor.

the text to support my Assessment:
claims/inferences? Kansas/SBAC

District: BOY, MY

1 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Reading Literature Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL.6.2. Determine a theme or central idea of a text RL.7.2 Determine a theme or central idea of a text RL.8.2. Determine a theme or central idea of a text

and how it is conveyed through particular details; and analyze its development over the course of and analyze its development over the course of the

provide a summary of the text distinct from the text; provide an objective summary of the text says explicitly as well as inferences drawn from

personal opinions or judgments. text. the text.

READING LITERATURE PRE REQUISITE SKILLS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD AND CONCEPTS

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
RL.7.2 Determines a theme The student: During or after reading any type of grade level text, write or  Notes and graphic organizers to
or central idea of a text (6) Determines a theme orally share information providing text-dependent
and analyzes its or central idea and how it examples: clarify thinking about the
development over the is conveyed through the  Identify the attributes of an objective summary development of the author’s theme
course of the text; provide details of the text.  Distinguish between an objective summary and a biased  Dialectical Journal
an objective summary of (4) Summarizes (6)  Cornell Notes
the text. without personal opinion summary.  Plot Diagram
or judgment.  Create an objective summary of the text by identifying  “Somebody Wanted But So”
Cognitive demand/Level of summarizing strategy
thinking: Level 2 Basic Skills Vocabulary: literary and monitoring key details that are a part of the theme
& Concepts, Level 3 elements –character, or central idea. Resources:
Strategic Thinking & character traits, setting,  Determine and analyze the theme or central idea by  http://departments.olatheschools.c
Reasoning, Level 4 problem/conflict, reading closely to notice the author’s use of coherent
Extended Thinking solution/resolution, plot, language to build relationships between ideas and om/languagearts/
events, key details, evidence over the course of the text.  Holt Elements of Literature
Essential Questions: summarize, theme,  Re-read to identify key details to determine the  Core Literature
What particular details in central message, development of the theme by noticing the recurring  The AP Vertical Teams Guide for
the text convey the central personal opinion, ideas, and changes in the characters and plot throughout
idea? personal judgment, text- the text. English
dependent
How does identifying a Sample Performance Task:
central idea or theme of a The theme of relationships is evident and can be followed
text help me understand throughout the novel, The Outsiders. Students analyze the
what I’ve read? development of the theme over the course of the novel by
finding examples. Students can then write a summary
identifying evidence of the theme.

Watch excerpts of “West Side Story” to compare and
contrast theme.

Why is it important to Assessment:
summarize the text without Kansas/SBAC
personal opinions or District: BOY, MY
judgments?

2 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Reading Literature Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.6.3. Describe how a particular story’s or drama’s RL.7.3. Analyze how particular elements of a story RL.8.3. Analyze how particular lines of dialogue or

plot unfolds in a series of episodes as well as how or drama interacts (e.g., how setting shapes the incidents in a story or drama propel the action,

the characters respond or change as the plot moves characters or plot). reveal aspects of a character, or provoke a decision.

toward a resolution.

READING LITERATURE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
RL.7.3. Analyzes how The student: During or after reading any type of grade level  Use a graphic organizer to identify the
particular elements of (3)Infers information about the text, write or orally share information providing
a story or drama characters (traits, motivations, text-dependent examples: story elements, how they change, and
interacts (e.g., how feelings, and actions), setting, and  Identify the story elements and trace how the relationship they have on each
setting shapes the events. other.
characters or plot). (6) Describes how a particular story’s each changes throughout the story or drama.  Socratic Circles
plot unfolds using specific details in  Identify the interactions of the story  “Picture Trailers”- draw scenes that
Cognitive the text. come to mind when reading.
demand/Level of (6) Describes how characters respond elements and the relationship they have on
thinking: Level 2 Basic or change as the plot moves towards a each other. Resources:
Skills & Concepts, resolution using specific details in the  Read text closely to analyze the impact  Holt Elements of Literature
Level 3 Strategic text. specific story elements have on the text.  Core Literature Novels
Thinking & Reasoning,  SMART Board graphic organizers
Level 4 Extended Vocabulary: drama elements- scenes, Sample Performance Task:  Holt interactive Graphic Organizers
Thinking dialogue, stage directions, story  After reading “Three Skeleton Key,” by  Hrw.com/nsmedia/intgos/html/go.htm
elements -character, character
Essential Questions: traits(physical & personality), setting, George G. Toudouze, students identify how
Why does analyzing problem/conflict, prediction, the setting impacts the characters and
how elements of a solution/resolution, plot, events, choices.
story interact help me unfolds, key details, series of episodes,  After reading, My Louisiana Sky, students
to understand the text-dependent, most, major, re-read, analyze how segregation impacts the lives
story? close reading of the characters.

Assessment:
Kansas/SBAC
District: BOY, MY

3 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Craft & Structure Reading Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and

analyze how specific word choices shape meaning or tone.

RL.6.4. Determine the meaning of words and phrases as RL.7.4. Determine the meaning of words and RL.8.4. Determine the meaning of words and phrases as

they are used in a text, including figurative language phrases as they are used in a text, including they are used in a text, including figurative and

and connotative meanings; analyze the impact of a figurative and connotative meanings; analyze the connotative meanings; analyze the impact of specific

specific word choice on meaning and tone. impact of rhymes and other repetitions of sounds word choices on meaning and tone, including analogies

(e.g., alliteration) on a specific verse or stanza of a or allusions to other texts.

poem or section of a story or drama.

READING LITERATURE PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands: During or after reading any type of grade level text, write  Context clues lessons
RL.7.4. Determines the The student: or orally share information providing text-dependent  Complete a read- aloud with
meaning of words and (3) Distinguishes literal from examples: figurative language and /or
phrases as they are used in nonliteral language, and (6)  Reread sentences and non-linguistic images (e.g., literary devices evaluating
a text, including figurative connotative, figurative, denotative, how the writing technique
and connotative meanings; and technical meanings. illustrations) in the text to identify information about impacts the work.
analyzes the impact of (5) Identifies and explains figurative the unknown word.  Use music to show figurative
rhymes and other meaning (e.g., simile, metaphor, (6)  Distinguish between words that have literal and non- language. Ex. “Macavity”
repetitions of sounds (e.g., personification, hyperbole, literal meaning. from Cats, and The River by
alliteration) on a specific analogies).  Identify and interprets figurative language and literary Tim McGraw.
verse or stanza of a poem (2) Infers the meanings of word and devices.
or section of a story or phrases using context clues and  Reread to visualize the story. Resources:
drama. word structure.  Reread to identify rhymes and repetitions of sounds in a  Holt Elements of Literature
(6) Re-reads and reads closely to verse, stanza of a poem, or section of a story. Analyze o Teaching Advanced
Cognitive demand/Level of determine the meaning of words how the rhyme or repetition of sounds affected the Students supplement
thinking: Level 1 Recall & and the impact of specific word meaning, mood, or tone of the text and adds layers of p. 82-84
Reproduction, Level 2 Basic choice on the meaning and tone of meaning to the text.  Deeper Meaning by Kelly
Skills & Concepts, Level 3 the text. Gallagher
Strategic Thinking & Sample Performance Task:  A Handbook for Classroom
Reasoning, Level 4 Vocabulary: words, phrases, literal, Students determine the figurative and connotative Instruction that Works by
Extended Thinking nonliteral ,infer, connotative meanings of words as well as of phrases in a text. They Robert Marzano
meaning, figurative language: analyze how specific word choices and diction impact the  The AP Vertical Teams Guide
Essential Questions: simile, metaphor, personification, meaning and tone of the writing and the characterization of English
What do you do when you hyperbole/exaggeration, idiom; of the individuals and places described.  360 Degrees of Text by Eileen
come to an unknown word literary devices: repetition, rhythm, Murphy Buckley
or phrase? rhyme, dialogue, sounds, Assessment: Kansas/SBAC District: BOY, MY

How does the author’s word alliteration; verse, stanza, section,
choice affect the mood
tone/meaning of the text?

4 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Key Ideas and Details Reading Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a
section, chapter, scene, or stanza) relate to each other and the whole.

RL.6.5. Analyze how a particular sentence, chapter, RL.7.5. Analyze how a drama’s or poem’s form or RL.8.5. Compare and contrast the structure of two
scene, or stanza fits into the overall structure of a structure (e.g., soliloquy, sonnet) contributes to its or more texts and analyze how the differing
text and contributes to the development of the meaning. structure of each text contributes to its meaning
theme, setting, or plot. and style.

READING LITERATURE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
RL.7.5. Analyzes how a The student: During or after reading any type of grade level text,  Graphic organizers
drama’s or poem’s form or (2) Understands that authors write or orally share information providing text-  Choral readings of the text
structure (e.g., soliloquy, purposefully organize the text and the dependent examples:  Teach with Reader’s
sonnet) contributes to its relationship between parts of a text  Identify and describe the form or structure of a
meaning. and the whole text. Theatre using terminology
(3) Knows that poems have stanzas, drama (e.g., scenes, act) or poem (e.g., soliloquy,  Writing stories using
Cognitive demand/Level of and dramas have scenes. sonnet).
thinking: Level 2 Basic Skills (3) Identifies chapters, scene, and  Read dramas and poems, observe how the structure chapters, dramas using
& Concepts, Level 3 stanza. adds to the meaning of the work. scenes, or poems using
Strategic Thinking & (5) Explains how each chapter, scene,  Investigate pieces of writing with the same stanza.
Reasoning, Level 4 or stanza builds on the earlier section. structure; identify their unifying element.
Extended Thinking (6)Analyzes how a sentence, chapter,  Explain how the structure adds to the overall Resources:
scene, or stanza fits into the structure meaning of the piece. Use prior knowledge  Holt Elements of
Essential Questions: of a text and adds to the development regarding a particular structure to draw inferences
How does the structure of a of the theme, setting, or plot. regarding how it affects the writing. Literature
text enhance its meaning?  Advanced Student
Vocabulary: analyze, contribute, Sample Performance Task:
enhance, form, structure, dramas, After reading Gary Soto’s “Ode to Family supplementary material
scene, act, poem, stanza, verse, Photographs”, students analyze the structure Soto  The AP Vertical Teams
soliloquy, sonnet, reader’s theater used citing evidence on how the major sections
contribute to the whole and to the development of Guide for English
the ideas.

Assessment:
Kansas/SBAC
District: BOY, MY

5 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Craft & Structure Reading Standard 6: Assess how point of view or purpose shapes the content and style of a text.

RL.6.6. Explain how an author develops the point of RL.7.6. Analyze how an author develops and RL.8.6. Analyze how differences in the points of view of

view of the narrator or speaker in a text. contrasts the points of view of different characters the characters and the audience or reader (e.g., created
through the use of dramatic irony) creates such effects
or narrators in a text.
as suspense or humor.

READING LITERATURE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD
Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
The student: The student: During or after reading any type of grade level  “Hunt for Author’s Purpose”
RL.7.6. Analyzes how an (3) Understands that an author’s purpose text, write or orally share information providing
author develops and for writing affects the author’s decisions text-dependent examples: activity in Deeper Reading
contrasts the points of in view points, the content, and the  Describe the author’s overall purpose for by Kelly Gallagher p. 165
view of different characters presentation of ideas.  Use The True Story of the
or narrators in a text. (4) Understands the point of view is the writing the text. Three Little Pigs and other
lens through the readers is allowed to  Identify the point of view of the characters. children’s literature that
Cognitive demand/Level of see the story.  Read closely to follow what characters say, do, shows a change in point of
thinking: Level 2 Basic Skills (4) Identifies the points of view view.
& Concepts, Level 3 (omniscient, first person, third person and think noticing how the author develops  Write a letter from different
Strategic Thinking & limited). different characters’ or narrators’ view point. points of view.
Reasoning, Level 4 (3) Recognizes that characters have  Observe how these viewpoints resemble or  Holt visual clip on POV
Extended Thinking different viewpoints. differ from one another.
(6) Reads closely to notice how an author  Describe the differences between various Resources:
Essential Questions: develops the point of view of a narrator characters’ points of view.  Holt Elements of Literature
How does understanding or speaker, (5) identifying examples on  Explain how a chosen point of view helps  Deeper Reading by Kelly
the author’s point of view how the narrator’s or speaker’s point of develop the story to achieve the author’s
or purpose in a text help me view influences how the events are purpose. Gallagher
understand the text? described. 
Sample Performance Task:
Which details best support Vocabulary: analyzes, point of view, Students determine the point of view of a
the author’s purpose? narrator, speaker, story elements - character in a text and analyze how he/she
character, character traits, character distinguishes his/her position from an alternate
motivations, character’s feelings, setting, approach.
problem/conflict, solution/resolution, Ex. “Song of the Trees” by Mildred Taylor
plot, events, author’s purpose, key
details, text-dependent Assessment:
Kansas/SBAC
District: BOY, MY

6 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Integration of Knowledge and Ideas Reading Standard 7: Integrate and evaluate content presented in diverse media and formats including visual and

quantitatively, as well as in words*

RL.6.7. Compare and contrast the experience of reading a RL.7.7. Compare and contrast a written story, RL.8.7. Analyze the extent to which a filmed or

story, drama, or poem to listening to or viewing an audio, drama, or poem to its audio, filmed, staged, or live production of a story or drama stays
video, or live version of the text., including contrasting what multimedia version, analyzing the effects of faithful to or departs from the text or script,
they “see” and “hear” when reading the text to what they techniques unique to each medium (e.g., lighting, evaluating the choices made by the director or
perceive when they listen or watch. sound, color, or camera focus and angles in a film). actors.

READING LITERATURE PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:

RL.7.7. Compares and contrasts a The student: During or after reading any type of grade level text, write or orally  Venn Diagram

written story, drama, or poem to its (K) Visualizes when reading and share information providing text-dependent examples:

audio, filmed staged, or multimedia experiencing a text.  Experience a written story, drama, or poem and its audio, Resources:

version, analyzing the effects of (2) Uses, (3) explains, and (5) analyzes filmed, staged, or multimedia version.  Use any of the
techniques unique to each medium following texts to
information from (2) illustrations, words  Read and attend closely to notice and identify techniques

(e.g., lighting, sound, color, or in print, digital text, (4) visual, oral (5) unique to each medium. compare and
camera focus and angles in a film). multimedia presentations  Generate a list of techniques expressed in each medium. contrast to the
(6) Experiences a variety of genres and  Identify how the different mediums affected the content. audio/video
Cognitive demand/Level of thinking: text presented in various media and  Compare and contrast two or more mediums identifying how medium:
Level 2 Basic Skills & Concepts, Level 3 formats on a topic. o “Monsters are Due
Strategic Thinking & Reasoning, Level (6) Reads and attends closely to compare the content is the same and how the content differs. on Maple Street”

4 Extended Thinking and contrast the experience of reading a Sample Performance Task: (Twilight Zone
story, drama, or poem to listening to or  Students read aloud the teleplay of “Monsters are due on
Essential Questions: viewing an audio, video, or live version of Episodes-original
How do the different mediums affect the text. Maple Street” on p. 57 in Elements of Literature.
the content? (6) Recognizes the differences in multiple  Introduce McCarthyism through YouTube (“The Hollywood and modern
text formats (text, audio, video, live
What techniques and features are version). Ten”). episodes)
unique to each medium? (6) Evaluates the value of multiple text  Read p. 77 in textbook to make connections/inferences to the o The Outsiders
formats. o My Louisiana Sky
How do visual and multi-media teleplay. o Freak the Mighty
elements help me to infer the Vocabulary: compare, contrast, analyze,  Students then watch the original Twilight Zone episode and o “The Highwayman”
meaning and tone of the text? story, drama, poem, audio, filmed, o “Rikki-tikki Tavi”
staged, multimedia version, effects, compare and contrast to the teleplay.
What additional information do I techniques, unique, medium, key details,  An extension activity would be to have the students watch the
learn from noticing the visual and re-read, close reading, close attention
multimedia elements within a text? modern Twilight Zone episode and discuss the “monsters”
present in our world today.
Assessment:
Kansas/SBAC
District: BOY, MY

*Please see Writing Standards 7-9 “Research to Build Knowledge” and Speaking and Listening Standards 1-3 “Comprehension and Collaboration for additional

standards relevant to gathering, assessing and applying information from print and digital sources. ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.
7

English Language Arts Grade Seven Curriculum

Integration of Knowledge and Ideas Reading Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

RL.6.9. Compare and contrast texts in different RL.7.9. Compare and contrast a fictional portrayal RL.8.9. Analyze how a modern work of fiction draws

forms or genres (e.g., stories and poems; historical of a time, place, or character and a historical on themes, patterns of events, or character types

novels and fantasy stories) in terms of their account of the same period as a means of from myths, traditional stories, or religious works

approaches to similar themes and topics. understanding how authors of fiction use or alter such as the Bible, including describing how the

history. material is rendered new.

READING LITERATURE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD
Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
The student: The student: During or after reading any type of grade level text,  Venn Diagram
RL.7.9. Compares and (K) Compares and contrasts information. write or orally share information providing text-  Interactive Journal
contrasts a fictional (1) Understands that authors make purposeful dependent examples:
portrayal of a time, decisions about settings, plots, and themes  Read historical fiction and a factual text on the same (comparing and
place, or character and a when writing about the same characters. contrasting theme,
historical account of the (3 )Reads closely to notice key details about topic. Identify details from the historical fiction that setting, plot or
same period as a means the setting, characters, plot, theme in multiple align with the historical account. characters)
of understanding how stories.  Identify the details that have been embellished.
authors of fiction use or (6)Reads text on similar themes and topics.  Identify the details that have been altered. Resources:
alter history. Traces how each author conveys the message.  Identify the details that have been omitted.  Elements of
Compares and contrasts the information.  Compare and contrast the information from the
Cognitive demand/Level (6)Investigates authors’ backgrounds. historical fiction with the historical account and Literature
of thinking: Level 2 Basic (6) Compares and contrasts how each author explain how the author used or altered history. See Collection 7 for
Skills & Concepts, Level 3 infuses their philosophy and persona into their text on King Arthur.
Strategic Thinking & work. Sample Performance Task: Other resource
Reasoning  Students read “The Sword in the Stone” on p. 793. materials available
Vocabulary: compare, contrast, fictional, on p. 877.
Essential Questions: portrayal, historical novels, historical account, Compare and contrast this fictional story to the  United Streaming
How does the author’s story elements -character, character traits, historical accounts presented in “He’s no King” on p.  Deeper Reading by
historical account help character motivations, character’s feelings, 817. Kelly Gallagher p.
develop the fictional setting, mood, problem/conflict,  Extension activity: watch documentaries on King 165, 205
portrayal of the time, solution/resolution, plot, events, theme, topic, Arthur to compare to the two texts.
place, or character in the key details, text-dependent, most, major, re-
text? read, close reading Assessment:
Kansas/SBAC
District: BOY, MY

8 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Range of Reading and Level of Text Complexity Reading Literature Standard 10: Read and comprehend complex literary and informational texts independently

and proficiently

RL.6.10. By the end of the year, read and RL.7.10. By the end of the year, read and RL.8.10 By the end of the year, read and

comprehend literature, including stories, drama, comprehend literature, including stories, dramas, comprehend literature, including stories, drams,

and poetry, in the grades 6-8 text complexity band and poems, in the grades 6-8 text complexity band and poems, at the high end of 6-8 text complexity

proficiently, with scaffolding as needed at the high proficiently, with scaffolding as needed at the high band independently and proficiently.

end of the range. end of the range. Encounter a diverse range of engaging and

Encounter a diverse range of engaging and Encounter a diverse range of engaging and culturally sensitive text and media that motivate the

culturally sensitive text and media that motivate the culturally sensitive text and media that motivate desire to be literate.

desire to be literate. the desire to be literate. Read—both independently and collaboratively—

Read—both independently and collaboratively— Read—both independently and collaboratively— print, non-print, and multi-modal works proficiently

print, non-print, and multi-modal works proficiently print, non-print, and multi-modal works and critically to be media literate.

and critically to be media literate. proficiently and critically to be media literate.

READING LITERATURE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will
RL.7.10. By the end of the (3) Identifies and understands key ideas and (DO):  Teacher modeling and thinking
year, reads and details, makes inferences, draws conclusions During or after reading any type of grade
comprehends literature, and responds to text dependent questions using level text, write or orally share answers aloud of close reading with
including stories, dramas, evidence from the text to support responses. to a variety of text-dependent questions:
and poems, in the grades 6- (3) Identifies the author’s craft and structure to  Makes connections among ideas and short passages of complex text
8 text complexity band support comprehension.
proficiently, with (3) Determines when they are not between texts, considers a wide range  Scaffold a reading lesson to
scaffolding as needed at the comprehending and making meaning and of textual evidence, and becomes
high end of the range. applies appropriate strategies in order in more sensitive to inconsistencies, support challenged readers
increase comprehension when encountering ambiguities, and poor reasoning in
Encounters a diverse difficult text. text. and provide the learning
range of engaging and  Reads closely, independently and
culturally sensitive text and Vocabulary: story, drama, poems, story proficiently literature in the grades 6-8 opportunities needed.
media that motivate the elements -character, setting, problem/conflict, text complexity band.
desire to be literate. prediction, inference, solution/resolution, plot,  THIEVES reading strategy-
events, key detail, logical, evidence, conclusions, Sample Performance Task:
Reads—both theme, proficient, independent, explicit, text-  Students read a variety of texts. T is for the title and topic.
independently and dependent, most, major, re-read, close reading,  Through a Reader’s Workshop and H is for the headings
collaboratively—print, non- QAR types of questions-Right There, Think & I is the introduction and opening
print, and multi-modal Search, Author & You, ambiguities Socratic Circles, students share the paragraph
works proficiently and strategies they used to evaluate the E is for every first sentence in a
critically to be media text, citing key details to support paragraph.
literate. their position. V is for vocabulary/visuals
including photographs, drawings,
maps, charts, graphs.
E is end-of-chapter questions
and/or end of paragraph
S is summary

9 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

READING LITERATURE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Resources:
Cognitive demand/Level of Assessment:  Elements of Literature
thinking: Level 1 Recall & Kansas/SBAC  Strategies that Work by
Reproduction, Level 2 Basic District: BOY, MY
Skills & Concepts, Level 3 Stephanie Harvey
Strategic Thinking &  What to do When Kids Can’t
Reasoning, Level 4 Extended
Thinking Read by Kylene Beers

Essential Questions:
What reading strategies will
help me to tackle
challenging text?

How do I “read closely”?

10 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Key Ideas & Details Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text

RI.6.1 Cite textual evidence to support analysis of RI.7.1 Cite several pieces of textual evidence to RI. 8.1 Cite the textual evidence that most strongly

what the text says explicitly as well as inferences support analysis of what the text says explicitly as supports an analysis of what the text says explicitly

drawn from the text. well as inferences drawn from the text. as well as inferences drawn from the text.

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
RI.7.1 Cites several pieces of The student: During or after reading any type of grade level  Verbalizing or showing text- explicit
textual evidence to support (6) Finds pieces of relevant text, write or orally share answers to a variety
analysis of what the text says evidence. of text-dependent questions: evidence
explicitly as well as inferences (6) Locates, evaluates, and  Use textual evidence when analyzing  “What the Text Says + What I Say =
drawn from the text. categorizes evidence.
(6) Links evidence to claims explicit information in the text. Inference”
Cognitive demand/Level of they have made about the  Cite several pieces of textual evidence used  Highlighting and using post-it notes to
thinking: Level 2 Basic Skills & text.
Concepts, Level 3 Strategic (6) Cites textual evidence to to support their thinking or claims. mark text
Thinking & Reasoning, Level 4 support analysis of explicit  Use textual evidence when analyzing  Graphic Organizers “Inference
Extended Thinking information in the text and
inferences drawn from the inferences drawn from the text. Machine” and “Thieves” from Building
Essential Questions: text.  Cite several pieces of textual evidence used Reading Comprehension Habits by Jeff
What reading strategies best (6) Re-reads and reads closely Zwiers
help me to understand and to analyze informational text to support their thinking or claims.
explain the text? and examine the text’s  Reread to support answers with accurate Resources:
content.  Elements of Literature Holt-
How does “reading closely” help evidence from the text.
me to analyze the text? Vocabulary: Informational  Applies reading strategies to adjust thinking Section 8 “Reading for Life”
text, textual evidence, cites,  Building Reading Comprehension
How do I find evidence from the analyze (analysis), inference, when analyzing what the text says and
text to support answers? relevant, claims, explicit, text- locating relevant evidence. Habits by Jeff Zwiers
dependent  Readwritethink.org
How do I use evidence from the Sample Performance Task:
text to support my Students analyze explicit information and
claims/inferences? inferences drawn from “Rosa Parks” by Rita
Dove, and Nelson Mandela’s excerpt from
How does the use of evidence “Long Walk to Freedom,” citing several pieces
strengthen my response? of textual evidence to support their
claim/question.
How do I correctly integrate Sample Question: How did their strong
evidence from the text into my convictions change the world?
writing?
Assessment:
Kansas/SBAC District: BOY, MY

11 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Key Ideas and Details: Reading Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details

and ideas.

RI.6.2. Determine a central idea of a text and how it RI.7.2 Determine two or more central ideas in a RI.8.2 Determine a central idea of a text and

is conveyed through particular details; provide a text and analyze their development over the analyze its development over the course of the

summary of the text distinct from personal opinions course of the text; provide an objective summary text, including its relationship to supporting ideas;

or judgments. of the text. provide an objective summary of the text.

READING INFORMATIONAL PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD Knows/Understands: STANDARD Teaching Strategies:
The student:  “I” chart (topic in upper
The student: (3) Identifies the difference between As a result of learning, the student will (DO):
RI.7.2 Determines two or central ideas and key supporting details During or after reading any type of grade level horizontal line, supporting
more central ideas in a text in an information text. text, write or orally share information providing details below, main idea in the
and analyzes their (6) Understands how details and text-dependent examples: lower horizontal line)
development over the examples work together to support the  Identify two or more central ideas.  Venn Diagram with key details
course of the text; provides central idea.  Define and recognize an objective summary. and minor details
an objective summary of (6) Determines the central idea(s) in a  Reread to follow the development of two or  Graphic organizer for main
the text. text. ideas and key details. Ex. Bull’s
(6) Identifies the characteristics of an more central ideas over the course of the Eye
Cognitive demand/Level of effective summary (e.g., objective vs. text.  Graphic organizer for retelling
thinking: Level 2 Basic Skills subjective.  Analyze and graphically represent the informational text
& Concepts, Level 3 (4) Summarizes. development of two or more central ideas.
Strategic Thinking & (3 )Re-reads and reads closely to identify  Provide an objective summary of the text. Resources:
Reasoning, Level 4 key supporting details needed to recount  Applies reading strategies to adjust thinking  Holt Elements of Literature
Extended Thinking and determine the main idea. when identifying two or more central ideas
with key supporting details. p. 740 “The Search Goes On”
Essential Questions: Vocabulary: informational text, focus, by Carolyn Meyer and Charles
What particular details in key details, central idea(s), analyze, Sample Performance Task: Gallenkamp
the text convey the central development, summary, objective Students provide an objective summary of a  Appendix B of Common Core
idea? summary, subjective summary, text- piece of text identify the central idea and Standards document.
dependent analyze how the central idea is developed. See
How does identifying a Appendix B of Common Core Standards
central idea of a text help document.
me understand what I’ve Assessment:
read? Kansas/SBAC
District: BOY, MY

What information in the
text do I need to provide an
objective summary?

12 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Key Ideas and Details Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RI.6.3. Analyze in detail how a key individual, event, RI.7.3 Analyze the interactions between RI.8.3 Analyze how a text makes connections

or idea is introduced, illustrated, and elaborated in individuals, events, and ideas in a text (e.g., how among and distinctions between individuals, ideas,

a text (e.g., through examples or anecdotes). ideas influence individuals or events, or how or events (e.g., through comparisons, analogies, or

individuals influence ideas or events). categories).

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands: During or after reading any type of grade level text, write or  Twenty Questions
RI.7.3 Analyzes the The student: orally share information providing text-dependent examples:
interactions between (5) Uses specific information in the  Identify the interactions between individuals, events and p.58 in Deeper
individuals, events, and text to explain the relationships Reading by Kelly
ideas in a text (e.g., how between individuals, events, and ideas in a text. Gallagher
ideas influence individuals ideas in informational text.  Identify inconsistencies, ambiguities, and poor reasoning in  Kelly Gallagher’s
or events, or how (6) Identifies key individuals, key Cause/Effect
individuals influence ideas events, key ideas, and key ideas texts. Dominoes graphic
or events). about individuals or events.  Read closely to analyze the interactions between  Socratic Circles
(6) Notices and analyzes in detail  Timelines
Cognitive demand/Level of when a key individual, event, or idea individuals, events, and ideas in text noticing how ideas
thinking: Level 2 Basic Skills is introduced, illustrated, and influence individuals or events, and how individuals Resources:
& Concepts, Level 3 elaborated citing examples and influence ideas or events.  Discovery Education
Strategic Thinking & anecdotes from the text.  Reread to cite examples to support the analysis of the
Reasoning, Level 4 (6) Applies reading strategies to interactions between individuals, events, and ideas in a text. video clip on bias
Extended Thinking adjust thinking when looking for how  Notices the interactions between individuals, events, and and the author, C.S.
a key individual, event, or idea is ideas in a text and how the ideas influence individuals and Lewis.
Essential Questions: introduced, illustrated, and events, or how individuals influence ideas or events.  Deeper Reading by
How does analyzing the elaborated.  Applies reading strategies to adjust thinking when looking Kelly Gallagher
interactions between for how a key individual, event, or idea is introduced,
individuals, events, and Vocabulary: informational text, illustrated, and elaborated and how they interact.
ideas in a text help me to analyze, key individual, key event,
understand the information key idea, introduced, illustrated, Sample Performance Task:
in the text? elaborated, examples, interactions, Students analyze the interactions between in a Kansas history
influence, anecdotes, text- topic attending to how one part influences another and citing
dependent examples to support the analysis.

Assessment:
Kansas/SBAC
District: BOY, MY

13 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Craft & Structure Reading Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning or tone.

RI.6.4. Determine the meaning of words and RI.7.4 Determine the meaning of words and RI.8.4 Determine the meaning of words and

phrases as they are used in a text, including phrases as they are used in a text, including phrases as they are used in a text, including

figurative, connotative, and technical meanings. figurative, connotative, and technical meanings; figurative, connotative, and technical meanings;

analyzes the impact of a specific word choice on analyze the impact of specific word choices on

meaning and tone. meaning and tone, including analogies or allusions

to other texts.

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands: During or after reading any type of grade level text,  Context clues lessons
RI.7.4 Determines the The student: write or orally share information providing text-  Frayer model
meaning of words and (2)Infers word meaning using dependent examples:  Show an example of a text with
phrases as they are used in context clues and word structure.  Identify figurative, connotative, and technical
a text, including figurative, (3) Distinguishes literal from and without the figurative
connotative, and technical nonliteral language, and (6) words and phrases. language to analyze the impact
meanings; analyzes the connotative, figurative, denotative,  Identify tone in text. on the text
impact of a specific word and technical meanings.  Determine the meaning of figurative, connotative,  Think Aloud
choice on meaning and (5)Identifies and explains figurative  30 Second Vocabulary
tone. meaning (e.g., simile, metaphor, and technical words/phrases.
(6) personification, hyperbole,  Analyze who meaning and tone are impacted by Resources:
Cognitive demand/Level of analogies).  A Handbook for Classroom
thinking: Level 1 Recall & (6 )Identifies the tone of the text. specific word choice.
Reproduction, Level 2 Basic  Re-reads and reads closely to analyze the impact Instruction that Works by
Skills & Concepts, Level 3 Vocabulary: word, phrase, Robert Marzano
Strategic Thinking & figurative, connotative, technical, the author’s word choice has on the meaning and  Flocabulary.com
Reasoning, Level 4 word choice, tone, analogies, tone.
Extended Thinking simile, metaphor, personification,
hyperbole, onomatopoeia, idiom Sample Performance Task:
Essential Questions: Students determine the figurative and connotative
meanings of words as well as of phrases in text. They
What do you do when you analyze how the specific word choices and diction
come to an unknown word or impact the meaning and tone of the writing and the
phrase? characterization of the individuals and places
How does the author’s word described.
choice affect the Assessment:
tone/meaning of the text? Kansas/SBAC
District: BOY, MY

14 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Key Ideas and Details Reading Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a

section, chapter, scene, or stanza) relate to each other and the whole.

RI.6.5. Analyze how a particular sentence, RI.7.5 . Analyze the structure an author uses to RI.8.5. Analyze in detail the structure of a specific

paragraph, chapter, or section fits into the overall organize a text, including how the major sections paragraph in a text, including the role of particular

structure of a text and contributes to the contribute to the whole and to the development sentences in developing and refining a key concept.

development of the ideas. of the ideas.

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands: During or after reading any type of grade level text, write or  “Thieves” graphic
RI.7.5 . Analyzes the The student: orally share information providing text-dependent
structure an author uses to (4) Describes the overall structure of a examples: organizer from
organize a text, including text (e.g., chronology, comparison,  Determine the structure the author uses. Building Reading
how the major sections cause/effect, problem/solution) .  Identify and determine how major sections of text Comprehension by
contribute to the whole (6) Observes that information text has Jeff Zwiers
and to the development of multiple sections that must cohesively contribute to or develop the main idea.  Use recipes to show
the ideas. link together.  Analyze the structure the author uses. text structure
(6) Analyzes how a particular  Read closely to notice and identify examples of how the  Use” foldables” to
Cognitive demand/Level of sentence, paragraph, chapter, or show text structure
thinking: Level 2 Basic Skills section fit into the overall structure of major sections to contribute to the whole text. types
& Concepts, Level 3 a text and contributes to the  Read closely to notice and identify examples of how the  Teach the students
Strategic Thinking & development of the ideas. the signal words for
Reasoning, Level 4 (6) Re-reads noticing the structure the major sections contribute to the development of the each text structure
Extended Thinking author uses to organize the text. ideas.  RAFT
 Magazines and
Essential Questions: Vocabulary: sentence, paragraph, Sample Performance Task: newspapers
How does analyzing the chapter, section, text structure, After reading How a Change a Flat Tire on p. 906 in
overall structure an author chronology, comparison, cause/effect, Elements of Literature, students analyze the structure used Resources:
uses help me gain a deeper problem/solution, sequentially, citing evidence on how the major sections contribute to the  Building Reading
understanding of the text? description, contribute, whole and to the development of the ideas.
development, analyze, major Comprehension by
How does reading closely Assessment: Jeff Zwiers
help me notice how the Kansas/SBAC  Holt Elements of
major sections contribute to District: BOY, MY Literature
the whole and to the  50 Essential Lessons
development of the ideas? by Jim Burke

15 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Craft & Structure Reading Standard 6: Assess how point of view or purpose shapes the content and style of a text.

RI.6.6. Determine an author’s point of view or RI.7.6. Determine an author’s point of view or RI.8.6. Determine an author’s point of view or
purpose in a text and explain how it is conveyed in purpose in a text and analyze how the author purpose in a text and analyze how the author
the text. distinguishes his or her position from that of acknowledges and responds to conflicting evidence
others. or viewpoints.

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
RI.7.6. Determines an The student: During or after reading any type of grade level  Read several pieces of text around a
author’s point of view or (6 )Determines an author’s point text, write or orally share information providing
purpose in a text and of view or purpose in a text. text-dependent examples: particular topic, noting how authors
analyze how the author (6) Analyzes the author’s purpose  Determines the author’s point of view or each approach the topic differently.
distinguishes his or her and overall message of the text  Use current events from NY Times
position from that of and how the author distinguishes purpose. Learning Blog to discuss points of view
others. his/her position from others.  Identify details or examples for developing e.g., Perception of Americans, School
(6) Reads closely to identify how Uniforms, Sports Safety, etc.
Cognitive demand/Level of the author’s point of view or the point of view or purpose.
thinking: Level 2 Basic Skills purpose is presented in the text.  Explain how the author conveys his/her point Resources:
& Concepts, Level 3 (6) Re-reads to identify the details  Holt Elements of Literature
Strategic Thinking & the author includes to support of view.
Reasoning, Level 4 his/her purpose.  Make a distinction between the author’s (Collection 4)
Extended Thinking  CNN Student News
Vocabulary: distinguish, compare, point of view and those of others mentioned  NY Times Learning Blog
Essential Questions: contrast, point of view, author’s or implied.  Dogonews.com
How does understanding purpose, key details, author’s  Reread to contrast how the author  Article of the Week (AOW) Kelly
the author’s point of view position, text-dependent distinguishes his/her position from that of
or purpose in a text help me others. Gallagher
understand the text?  Support analysis with textual examples.

Sample Performance Task:
Students determine the point of view in a text
and analyze how the author distinguishes
his/her position from an alternate approach.

Which details best support Assessment:
the author’s purpose? Kansas/SBAC
District: BOY, MY

16 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Integration of Knowledge and Ideas Reading Standard 7: Integrate and evaluate content presented in diverse media and formats including visual and

quantitatively, as well as in words*

RI.6.7. Integrate information presented in different RI.7.7 Compare and contrast a text to an audio, RI.8.7. Evaluate the advantages and disadvantages

media or formats (e.g., visually, quantitatively) as video, or multimedia version of the text, analyzing of using different mediums (e.g., print or digital

well as in words to develop a coherent each medium’s portrayal of the subject (e.g., how text, video, multimedia) to present a particular

understanding of a topic or issue. the delivery of a speech affects the impact of the topic or idea.

words).

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will (DO):  Venn Diagrams
RI.7.7 Compares and contrasts a text The student: During or after reading any type of grade level text,  Create a chart for the students to
to an audio, video, or multimedia (4) Interprets information on a topic write or orally share information providing text-
version of the text, analyzing each presented in multiple formats. dependent examples: write down their experiences as
medium’s portrayal of the subject (5) Uses multiple sources of  Recognize characteristics of audio, video, and they read, listen, and “watch” the
(e.g., how the delivery of a speech information to learn about a topic. text.
affects the impact of the words). (5 )Reads closely to gather multimedia versions of text.  Have students read a news
information from different genres or  Observe how content shifts, transform and transcript and then watch the
Cognitive demand/Level of thinking: text formats and (6) different media news report.
Level 2 Basic Skills & Concepts, Level 3 and formats. reshape when presented in written, audio,
Strategic Thinking & Reasoning, Level 4 video, or multimedia formats. Resources:
Extended Thinking Vocabulary: compare, contrast,  Read/attend closely to identifying techniques  Elements of Literature
versions, analyze, impact(s), audio, present in each format.  Holt Supplementary Materials
Essential Questions: video, multimedia, medium’s,  Describe similarities and differences in the  Ex. “What’s Really in a Name” by
What media or formats will give you relevant information, key ideas, facts, different format’s portrayal of subjects.
the most relevant information on your graphs & charts, art work, multi-  Analyze how the audio, video, or multimedia Joan Burdit p. 365
topic? media, graphics, version of various text portrays the subject.  Scholastic Informational Reading
pictures/illustrations/photographs,
How can using information from maps, captions, re-read, close reading Sample Performance Task: Booklets
multiple sources help you get a deeper After reading “I have a Dream”, by Martin Luther (“Ten Most…”)
understanding of a topic? King, students compare and contrast the text to
the video version, analyzing how the techniques in
the video affected the information.

How do you gather information from Assessment:
different sources and use it to learn Kansas/SBAC
more about a topic or issue? District: BOY, MY

*Please see Writing Standards 7-9 “Research to Build Knowledge” and Speaking and Listening Standards 1-3 “Comprehension and Collaboration for additional

standards relevant to gathering, assessing and applying information from print and digital sources.

17 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Integration of Knowledge and Ideas Reading Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence.

RI.6.8. Trace and evaluate the argument and RI.7.8. Trace and evaluate the argument and RI.8.8. Delineate and evaluate the argument and

specific claims in a text, distinguishing claims that specific claims in a text, assessing whether the specific claims in a text, assessing whether the

are supported by reasons and evidence from claims reasoning is sound and the evidence is relevant reasoning is sound and the evidence is relevant and

that are not. and sufficient to support the claims. sufficient; recognize when irrelevant evidence is

introduced.

READING INFORMATIONAL PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will (DO):  Evaluate Fact v. Opinion
R.I.7.8. Traces and evaluates The student: During or after reading any type of grade  Trace an Author’s Argument
the argument and specific (5) Distinguishes between level text, write or orally share information
claims in a text, assessing relevant and irrelevant evidence. providing text-dependent examples: (p. 389 in Elements of Literature)
whether the reasoning is (6) Understands that arguments  Explain the relationship between an  Have students write counter-
sound and the evidence is need to be supported with
relevant and sufficient to evidence. argument, specific claims, sound arguments to the arguments presented
support the claims. (6) Identifies a claim in a text and reasoning, and relevant evidence. in the texts below.
the reasons and evidence that  Read closely to determine which textual  Collaborate with Social Science
Cognitive demand/Level of support the claim. segments most strongly support the teachers
thinking: Level 2 Basic Skills & (6) Reads closely to follow the author’s argument.
Concepts, Level 3 Strategic argument with specific claims  Track claims, facts, reasoning and evidence Resources:
Thinking & Reasoning and evidence. presented as support.  Elements of Literature:
(6) Distinguishes between claims  Evaluate the argument identifying if the
Essential Questions: that are supported by reasons reasoning and evidence is sufficient or “Mirror, Mirror on the Wall” p. 390
How does recognizing the and evidence and claims that are incomplete, relevant and sound or “Can we Rescue the Reefs” p. 470
specific claims and the not supported. pointless and weak. “Right Hook-Left Hook” p. 497
supporting evidence help you (6) Evaluates the effectiveness of  YouTube clips of debates
as a reader? an argument based on the Sample Performance Task:
evidence supporting the claim. Students trace the line of argument in a text
Why is it important to assess and evaluate the claims and opinions in the
whether the reasoning is Vocabulary: trace, evaluate, text, assessing whether claims are supported
sound and evidence is argument, claim(s), distinguish, by sufficient facts, reasons, and evidence that
relevant and sufficient to sound, reasons, evidence, are relevant and sound.
support the claim? relevant, sufficient, close reading,
rereading, textual evidence Assessment:
Kansas/SBAC
District: BOY, MY

18 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Integration of Knowledge and Ideas Reading Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take.

RI.6.9. Compare and contrast one author’s RI.7.9. Analyze how two or more authors writing RI.8.9. Analyze a case in which two or more texts

presentation of events with that of another (e.g., a about the same topic shape their presentations of provide conflicting information on the same topic

memoir written by and a biography on the same key information by emphasizing different evidence and identify where the texts disagree on matters of

person) or advancing different interpretations of facts. fact or interpretation.

READING INFORMATIONAL PRE REQUISITE SKILLS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD AND CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands: During or after reading any type of grade level text, write  Note taking strategies for
RI.7.9. Analyzes how two or more The student: or orally share information providing text-dependent
authors writing about the same (5)Analyzes multiple examples: multiple texts
topic shape their presentations of accounts of the same  Trace an author’s presentation of key information  Venn Diagram
key information by emphasizing event or topic.  Writing a report with
different evidence or advancing (6)Reads two or more identifying the evidence provided.
different interpretations of facts. texts about the same  Trace the presentation of key information identifying important information from
topic. the text
Cognitive demand/Level of (6) noting how each the evidence provided by multiple authors in their text
thinking: Level 2 Basic Skills & author presents on the same topic. Resources:
Concepts, Level 3 Strategic Thinking information.  Analyze the presentation of key ideas in multiple texts  Use the topic of bullying to
& Reasoning, Level 4 Extended (6) Reads multiple texts on on the same topic identifying how each author
Thinking the same topic closely presents the information emphasizing different show how different authors
comparing and evidence or having different interpretations of facts. approach the subject:
Essential Questions: contrasting how authors  Reads multiple texts on the same topic closely to http://topics.nytimes.com/t
How does analyzing how different present information. analyze how the authors present the information. opics/reference/timestopics
authors present the same /subjects/b/bullies/index.ht
information help the reader learn Vocabulary: analyze, Sample Performance Task: ml
more about the topic? topic, presentations of After reading opposing articles on a topic (Ex. Bullying),
information, key students will present their findings to the class. They can
How are texts on the same topic information, evidence, role-play and become the authors. The students in the
presented by multiple authors interpretation of facts, class must interpret the information presented. Create a
different? text-dependent, re-read, physical number line/scale in the room and have the
close reading students stand in the location of their degree of support
How does reading multiple texts on for the argument.
the same topic provide me with a
better understanding of the Assessment:
information? Kansas/SBAC
District: BOY, MY

19 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Range of Reading and Level of Text Complexity Reading Literature Standard 10: Read and comprehend complex literary and informational texts independently

and proficiently

RI.6.10 By the end of the year, read and RI.7.10 By the end of the year, read and RI.8.10 By the end of the year, read and

comprehend literary nonfiction in the grades 6-8 comprehend literary nonfiction in the grades 6-8 comprehend literary nonfiction at the high end of

text complexity band proficiently, with scaffolding text complexity band proficiently, with scaffolding the grades 6-8 text complexity band independently

as needed at the high end of the range. as needed at the high end of the range. and proficiently.

Encounter a diverse range of engaging and Encounter a diverse range of engaging and Encounter a diverse range of engaging and

culturally sensitive text and media that motivate the culturally sensitive text and media that motivate culturally sensitive text and media that motivate the

desire to be literate. the desire to be literate. desire to be literate.

Read—both independently and collaboratively— Read—both independently and collaboratively— Read—both independently and collaboratively—

print, non-print, and multi-modal works proficiently print, non-print, and multi-modal works print, non-print, and multi-modal works proficiently

and critically to be media literate. proficiently and critically to be media literate. and critically to be media literate.

READING INFORMATIONAL PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will  Teacher modeling
RI.7.10 By the end of the (3) Identifies and understands key ideas and (DO):  Close reading with short
year, reads and details, makes inferences, draws conclusions During or after reading any type of grade
comprehends literary and responds to text dependent questions using level text, write or orally share answers to a passages of complex text
nonfiction in the grades 6-8 evidence from the text to support responses. variety of text-dependent questions:  Lifting Text
text complexity band (3) Identifies the author’s craft and structure to  Reads accurately and comprehends
proficiently, with scaffolding support comprehension. (Harvey, Goudvis)
as needed at the high end of (6)Reads accurately and comprehends literary memoirs.  Scaffold the reading of a
the range nonfiction including subgenres of exposition,  Makes connections among ideas and
argument, personal essays, speeches, opinion lesson to support
Encounters a diverse pieces, essays about art or literature, between texts, considers a wide range of challenged readers and
range of engaging and biographies, journalism, and historic, scientific, textual evidence, and becomes more provide the learning
culturally sensitive text and technical or economic accounts (including digital sensitive to inconsistencies, ambiguities, opportunities needed
media that motivate the sources) written for a broad audience. and poor reasoning in text.
desire to be literate. (3) Determines when they are not  Reads closely, independently and Resources:
comprehending and making meaning and proficiently literary nonfiction with  Orphan Train by Andrea
Reads—both applies appropriate strategies in order in scaffolding as needed at the high end of
independently and increase comprehension when encountering the grades 6-8 text complexity band. Warren
collaboratively—print, non- difficult text.  Elements of Literature
print, and multi-modal works Sample Performance Task:  Appendix B of the
proficiently and critically to Student reads and comprehends seventh
be media literate. grade text independently and proficiently, common Core
using evidence from the text to support
their claim.

20 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

READING INFORMATIONAL PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Vocabulary: exposition, argument, personal
Cognitive demand/Level of essays, biographies, memoirs, journalism, Assessment:
thinking: Level 1 Recall & historic, scientific, technical, economic accounts, Kansas/SBAC
Reproduction, Level 2 Basic prediction, inference, events, key detail, logical, District: BOY, MY
Skills & Concepts, Level 3 evidence, conclusions, proficient, independent,
Strategic Thinking & explicit, text-dependent, most, major, re-read,
Reasoning, Level 4 Extended close reading, QAR types of questions-Right
Thinking There, Think & Search, Author & You

Essential Questions:

What reading strategies will
help me tackle challenging
texts?

21 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Text Types and Purposes Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence.

W.6.1. Write arguments to support claims with clear W.7.1. Write arguments to support claims with clear W.8.1. Write arguments to support claims with clear reasons

reasons and relevant evidence. reasons and relevant evidence. and relevant evidence.
a. Introduce claims(s) and organize the reasons and a. Introduce claim(s) acknowledges alternate or opposing a. Introduce claim(s), acknowledges and distinguishes the
evidence clearly.
b. Support claim(s) with clear reasons and relevant claims, and organizes the reasons and evidence logically. claim(s) from alternate or opposing claims, and organize the
evidence, using credible sources and demonstrating an b. Support claim(s) with logical reasoning and relevant reasons and evidence logically.
understanding of the topic or text. evidence, using accurate, credible sources and b. Support claim(s) with logical reasoning and relevant
c. Use words, phrases, and clauses to clarify the demonstrating an understanding of the topic or text. evidence, using accurate, credible sources and
relationships among claim(s) and reasons. c. Use words, phrases, and clauses to create cohesion and demonstrating an understanding of the topic or text.
d. Establish and maintain a formal style. clarify the relationships among claim(s), reasons, and c. Use words, phrases, and clauses to create cohesion and
e. Provide a concluding statement or section that follows evidence. clarify the relationships among claim(s), and counterclaims,
from the argument presented. d. Establish and maintain a formal style. reasons, and evidence.
e. Provide a concluding statement or section that follows d. Establish and maintains a formal style.
Create—both independently and collaboratively— e. Provide a concluding statement or section that follows from
technical, non-print, digital, and multi-modal versions of from and supports the argument presented. and supports the argument presented.
text types and purposes outlined in the standard.
Create—both independently and collaboratively— Create—both independently and collaboratively—
technical, non-print, digital, and multi-modal versions of technical, non-print, digital, and multi-modal versions of text
text types and purposes outlined in the standard. types and purposes outlined in the standard.

WRITING PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
W.7.1. Writes arguments to Knows/Understands: Prewriting:  Brainstorm for your claim
support claims with clear The student:  Determine how to introduce claims and  Select graphic organizers to aid students
reasons and relevant (2) Explains a concluding  Socratic Seminar for discussion and
evidence. statement. acknowledge alternate or opposing claims.
a. Introduces claim(s) (6) Explains that arguments  Identify a claim and acknowledges alternate or debate
support a claim with reasons and  Partner with the school librarian to co-
acknowledges alternate evidence. opposing claims.
or opposing claims, and (6) Stakes a claim with reasons  Organize reasons and evidence logically. teach lessons on credible sources
organizes the reasons and and relevant evidence to support  Build support for claims using logical reasoning  Bring in materials that show effective
evidence logically. it.
b. Supports claim(s) with (6) Distinguishes between clear and relevant evidence. word choice, for example the “I Have a
logical reasoning and and ambiguous reasons to  Build support for claims by distinguishing Dream” speech by MLK Jr.
relevant evidence, using support the claim.  Concluding statements instruction may
accurate, credible sources (6) Distinguishes between between relevant and irrelevant evidence. be done with courtroom examples
and demonstrating an relevant and irrelevant evidence.  Evaluate sources for credibility and accuracy.  Use examples and non-examples to
understanding of the topic (6) Distinguishes between a  Identify words, phrases, and clauses that create show formal style
or text. credible source and one that is
c. Uses words, phrases, and not credible. cohesion and clarify relationships among claim(s), Resources:
clauses to create cohesion (6) Explains and understands counterclaims, reasons, and evidence.  Elements of Literature First Course
and clarify the formal style.  Plan a concluding statement following the  Core Literature Novels
relationships among argument.  OWL (online writing lab) Purdue
claim(s), reasons, and  Appendix C of Common Core Standards
evidence.
d. Establish and maintain a
formal style.

22 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

WRITING PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS

e. Provides a concluding Vocabulary: argument, claims, Writing:  The AP Vertical Teams Guide for English
statement or section that support, reasons, relevant,
follows from and evidence, acknowledge, Write an argument to do the following: Teachers
supports the argument distinguish, alternate, opposing,
presented. logical, accurate, credible  Support claims with clear, logical reasons, and  Write Source:

Creates—both relevant evidence. http://www.thewritesource.com/stude

 Introduce claims, acknowledge and distinguishes ntmodels/

independently and sources, phrases, clauses, claim(s) from alternate or opposing claims.  New York Times Learning Blog:

collaboratively—technical, cohesion, clarify, relationships,  Demonstrate logical organization of reasons and http://learning.blogs.nytimes.com/
non-print, digital, and
multi-modal versions of text counterclaims, formal style, evidence.  www.readwritethink.org:

types and purposes outlined concluding statement, concluding  Cite credible and accurate sources of o http://www.readwritethink

in the standard. section, non-print, digital, information. .org/classroom-

interpretations, judgments  Demonstrate an understanding of the topic or resources/lesson-

Cognitive text. plans/finding-common-

demand/Level of  Use words, phrases, and clauses to create ground-using-

thinking: Level 2 Basic cohesion and clarify relationships among 938.html?tab=1#tabs

Skills & Concepts, Level claim(s), counterclaims, reasons and evidence. o http://www.readwritethink
3 Strategic Thinking &  Establish and maintains a formal style. .org/classroom-
Reasoning, Level 4  Provide a concluding statement that follows resources/lesson-
Extended Thinking plans/persuading-principal-
from and supports the argument presented.

Essential Questions: Presentation: writing-persuasive-
How do I determine if a  Create a print, or non-print, digital argument to 1137.html
source is credible?  Web English Teacher:
support claims with clear reasons and relevant http://www.webenglishteacher.com/ar
evidence.
gument.html
How does the Sample Performance Task:  MLA guide for citing sources:
credibility of the source Using the claim, “Is conformity necessary in a
affect the strength of society,” have the students research the need for http://www.mla.org/

my claim? conformity in sports, the military, law enforcement,

etc. Students will write an argument based upon

How does my evidence their research and make connections to the novel,
support my claim? Stargirl, and their own experiences with
conformity.

Assessment:
Kansas/SBAC
District: BOY, MY

23 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Text Types and Purposes Writing Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.

W. 6.2. Write informative/explanatory texts to examine a topic W.7.2. Write informative/explanatory texts to examine a W.8.2. Write informative/explanatory texts to examine a topic

and convey ideas, concepts, and information through the topic and convey complex ideas, concepts, and information and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content. through the selection, organization, and analysis of relevant selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, content. a. Introduce a topic clearly, previewing what is to follow,

using strategies such as definition, classification, a. Introduce a topic clearly, previewing what is to follow, organizes ideas, concepts, and information into broader

comparison/contrast, and cause/effect; include formatting organizes ideas, concepts, and information, using strategies categories; includes formatting (e.g., headings), graphics

(e.g., headings) graphics (e.g., charts, tables), and multimedia such as definition, classification, comparison/contrast, and (e.g., charts, tables), and multimedia when useful to aiding

when useful to aiding comprehension. cause/effect; includes formatting (e.g., headings), graphics comprehension.

b. Develop the topic with relevant facts, definitions, concrete (e.g., charts, tables), and multimedia when useful to aiding b. Develop the topic with relevant, well-chosen facts,

details, quotations, or other information and examples. comprehension. definitions, concrete details, quotations, or other

c. Use appropriate transitions to clarify the relationships b. Develop the topic with relevant facts, definitions, concrete information and examples.

among ideas and concepts. details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion

d. Use precise language and domain-specific vocabulary to c. Use appropriate transitions to create cohesion and clarify and clarify the relationships among ideas and concepts.

inform about or explain the topic. the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to

e. Establish and maintain a formal style. d. Use precise language and domain specific vocabulary to inform and explain the topic.

f. Provide a concluding statement or section that follows from inform about or explain the topic. e. Establish and maintain a formal style.

the information or explanation presented. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from

Create—both independently and collaboratively—technical, f. Provide a concluding statement or section that follows from and supports the information or explanation presented.
Create—both independently and collaboratively—
non-print, digital, and multi-modal versions of text types and and supports the information or explanation presented.

purposes outlined in the standard. Create—both independently and collaboratively— technical, non-print, digital, and multi-modal versions of text

technical, non-print, digital, and multi-modal versions of text types and purposes outlined in the standard.

types and purposes outlined in the standard.

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: As a result of learning, the student will (DO):  Guide students to
W.7.2. Writes informative/ The student: Prewrite:
explanatory texts to examine a topic (3) Explains that informative/explanatory texts  Identify a topic. create a list of topics on
and convey complex ideas, concepts, examine topics, convey ideas, concepts, and  Develop a topic with relevant, well-chosen which they feel a
and information through the information. strong connection
selection, organization, and analysis (5) Organizes the information for the reader. facts.  Assign journal prompts
of relevant content. (6) Distinguishes between relevant and irrelevant  Organizes ideas, concepts, and information. to explore these topics
a. Introduces a topic clearly, facts, definitions, and details.  Analyze and organize relevant content using  Have students graphic
(6) Understands that appropriate transitions create organizers, such as
previewing what is to follow, cohesion and clarify relationships. facts, definitions, concrete details, and KWL, and Cornell Notes
organizes ideas, concepts, and (6) Identifies precise language and domain specific quotations to develop the topic.  Provide examples and
information, using strategies such vocabulary. non-examples of
as definition, classification, (6) Identifies a formal style.  Select appropriate and varied transitions to informative text using
comparison/contrast, and (6) Explains that a concluding statement or sections create cohesion and clarify relationships. the Six-Traits.
cause/effect; includes formatting follows from and supports the information or
(e.g., headings), graphics (e.g., explanation presented.  Determine precise language and domain specific
charts, tables), and multimedia vocabulary.
when useful to aiding
comprehension.  Determine an effective, supportive conclusion for
the topic or section.

24 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Vocabulary: informative/explanatory text, Resources:
g. Develops the topic with relevant topic, ideas, concepts, information, selection, Writing:  Elements of Literature
facts, definitions, concrete details, organization, analysis, relevant, introduce,  Develop a topic using definitions, concrete
quotations, or other information preview, organize, categories, formatting, First Course
and examples. headings, graphics, charts, tables, multimedia, details, quotations, examples and other  Core Literature Novels
facts, definitions, concrete details, quotations, information with organization.  Appendix C of Common
h. Uses appropriate transitions to transitions, cohesion, clarify, relationships,  Apply formatting, graphics, and multimedia
create cohesion and clarify the precise language, domain specific vocabulary, to aid comprehension. Core Standards
relationships among ideas and establish, maintain, formal style, concluding  Use appropriate and varied transitions to  New York Times Learning
concepts. statement, concluding section, non-print, clarify the relationships among ideas and
digital, multi-modal, technical concepts and create cohesion. Blog:
i. Uses precise language and domain  Use precise language and domain specific http://learning.blogs.nytim
specific vocabulary to inform about vocabulary.
or explain the topic.  Establish and maintain a formal style. es.com/
 Provide an effective concluding statement  Write Source:
j. Establishes and maintains a formal or section that supports the topic. http://www.thewritesource
style. Presentation:
 Create a technical, print, non-print, digital, .com/studentmodels/
k. Provides a concluding statement or or multi-modal informative/ explanatory
section that follows from and pieces to examine a topic, convey ideas or
supports the information or to explain concepts and information.
explanation presented.
Sample Performance Task:
Creates—both independently and Have students explore topics found in the
collaboratively—technical, non-print, novel, Freak the Mighty. For example,
digital, and multi-modal versions of students can find sources on the topic of King
text types and purposes outlined in Arthur and his knights. Students will then
the standard. write and present an informative piece based
on their findings.
Cognitive demand/Level of
thinking: Level 1 Recall & Assessment:
Kansas/SBAC
Reproduction, Level 2 Basic Skills & District: BOY, MY
Concepts, Level 3 Strategic
Thinking & Reasoning, Level 4
Extended Thinking

Essential Questions:
What structure would be best
for organizing my ideas,
concepts, and information?

How can I determine which
facts, definitions, details,
quotes or other information
will best develop my topic?

How can I best use transitions
and precise language to clarify
my topic?

25 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Text Types and Purposes Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen

details, and well-structured event sequences.

W. 6.3. Write narratives to develop real or imagined experiences W.7.3. Write narratives to develop real or imagined experiences W.8.3. Write narratives to develop real or imagined experiences or

or events using effective technique, relevant descriptive details, or events using effective technique, relevant descriptive details, events using effective technique, relevant descriptive details, and
and well-structured event sequences. and well-structured event sequences. well-structured event sequences.
a. Engage and orient the reader by establishing a context and a. Engage and orient the reader by establishing a context and a. Engage and orient the reader by establishing a context and point
introducing a narrator and/or characters; organize an event point of view and introducing a narrator and/or characters; of view and introducing a narrator and/or characters; organize an
sequence that unfolds naturally and logically. organize an event sequence that unfolds naturally and logically. event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and b. Use narrative techniques, such as dialogue, pacing, and b. Use narrative techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or characters. description, to develop experiences, events, and/or characters. description, and reflection, to develop experiences, events, and/or
c. Use a variety of transition words, phrases, and clauses to c. Use a variety of transition words, phrases, and clauses to characters.
convey sequence and signal shifts from one time frame or convey sequence and signal shifts from one time frame or c. Use a variety of transition words, phrases, and clauses to convey
setting to another. setting to another. sequence, signal shifts from one time frame or setting to another,
d. Use precise words and phrases, relevant descriptive details, d. Use precise words and phrases, relevant descriptive details, and show the relationships among experiences and events.
and sensory language to convey experiences and events. and sensory language to capture the action and convey d. Use precise words and phrases, relevant descriptive details, and
e. Provide a conclusion that follows from the narrated experiences and events. sensory language to capture the action and convey experiences
experiences or events. e. Provide a conclusion that follows from and reflects on the and events.
narrated experiences or events. e. Provide a conclusion that follows from and reflects on the
Create—both independently and collaboratively—technical, narrated experiences or events.
non-print, digital, and multi-modal versions of text types and Create—both independently and collaboratively—technical,
purposes outlined in the standard. Create—both independently and collaboratively—technical,

non-print, digital, and multi-modal versions of text types and non-print, digital, and multi-modal versions of text types and

purposes outlined in the standard. purposes outlined in the standard.

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will  Use fairy tales for story
W.7.3. Writes narratives to (3) Explains narrative text and attributes of (DO):
develop real or imagined narrative text. Prewriting: structure, dialogue and point of
experiences or events using (3) Identifies narrative techniques such as  Design and organize event view.
effective technique, relevant dialogue, (5) pacing (4) description  Read a play and discuss the
descriptive details, and well- (4) Recognizes transition words, phrases, and sequences that unfold naturally and importance of pacing, and
structured event sequences. (5) clauses. logically. character development within
a. Engages and orients the reader (6) Recognizes how authors use precise  Identify various points of view in the work. Students then write a
by establishing a context and words/phrases to help readers visualize or narratives. short play utilizing these
point of view and introducing a sense the action.  Analyze the relationships among techniques.
narrator and/or characters; (6) Distinguishes between relevant descriptive experiences and events.
organize an event sequence that details and irrelevant descriptive details.  Use a variety of transitions to shift Resources:
unfolds naturally and logically. (3) Recognize how authors use description to from one setting to another.  Library/Media resources
b. Uses narrative techniques, help readers visualize or sense the action.  Use precise, descriptive, and sensory  What Teachers Can Do When
such as dialogue, pacing, and (4) Recognize how authors use sensory details language to capture the action and
description, to develop to help readers visualize or sense the action. to develop experiences and events. Kids Can’t Read by Kylene Beers
experiences, events, and/or  Assemble a conclusion that reflects  readwritethink.org
characters. on experiences and events.  Elements of Literature
c. Uses a variety of transition
words, phrases, and clauses to
convey sequence and signal
shifts from one time frame or
setting to another.

26 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Vocabulary: narrative, real experiences,
d. Uses precise words and imagined experiences, structured event Writing:
phrases, relevant descriptive sequences, engage, orient the reader, point of Write a narrative that
details, and sensory language to view, narrator, characters, natural(ly),  Engages the reader.
capture the action and convey logical(ly), dialogue, pacing, description,  Establishes a context or point of
experiences and events. reflection, transition words/phrases/clauses,
e. Provides a conclusion that sequence, shifts, time frame, setting, view.
follows from and reflects on the relationships, precise, relevant, descriptive,  Uses dialogue, pacing, and
narrated experiences or events. sensory language, conclusion, non-print, digital,
multi-modal, technical description to develop experiences,
Creates—both independently events, characters.
and collaboratively—technical,  Uses a variety of transitions to
non-print, digital, and multi- convey sequence and signal shifts.
modal versions of text types and  Uses appropriate precise, descriptive
purposes outlined in the sensory language.
standard.  Leads to a reflective conclusion.
Presentation:
Cognitive demand/Level of  Creates a print, non-print, digital, or
thinking: Level 1 Recall & multi-modal narrative to develop
Reproduction, Level 2 Basic real or imagined experiences or
Skills & Concepts, Level 3 events.
Strategic Thinking &
Reasoning, Level 4 Sample Performance Task:
Extended Thinking Read “Girls” by Gary Paulsen and
rewrite the story from Eileen’s point-of-
Essential Questions: view. Include the plot events,
What are ways to engage character description, and dialogue.
readers by using a narrative
hook? Assessment:
Kansas/SBAC
How does word choice and District: BOY, MY
sensory language help to
convey experiences and
events?

What narrative techniques
help with development of
characters, setting, action,
themes?

27 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Production and Distribution of Writing Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

W.6.4. Produce clear and coherent writing in which the W.7.4. Produce clear and coherent writing in which the W.8.4. Produce clear and coherent writing in which the

development, organization, and style are appropriate to development, organization, and style are appropriate development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific to task, purpose, and audience. (Grade-specific task, purpose, and audience. (Grade-specific

expectations for writing types are defined in standards expectations for writing types are defined in standards expectations for writing types are defined in standards 1-

1-3). 1-3 above.) 3 above.)

Strengthen writing craft-both independently and Strengthen writing craft-both independently and Strengthen writing craft-both independently and

collaboratively-through a recursive writing and revision process collaboratively-through a recursive writing and revision collaboratively-through a recursive writing and
revision process and the use of the common
and the use of the common vocabulary of the 6 Trait model. process and the use of the common vocabulary of the 6

Trait model. vocabulary of the 6 Trait model.

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will  Venn Diagram
W.7.4. Produces clear and (3) Recognizes that writers prewrite (DO):  Paragraph Structure
coherent writing in which the either orally or in writing to determine Prewrite:  Discussing why authors write certain
development, organization, and their ideas and organization.  Analyze the reason for writing to
style are appropriate to task, (3) Understands the Trait of Ideas. pieces of work and what the purpose
purpose, and audience. (Grade- (3) Understands the Trait of decide the task, purpose, and of the work is.
specific expectations for writing Organization. audience.
types are defined in standards 1- (3) Recognizes that the first step in  Determine suitable idea development Resources:
3 above.) prewriting is to understand the task, strategies.  Creating Writers Through 6-Trait
purpose, and audience.  Determine a plan for organization.
Strengthens writing craft-both (3) Identifies the writer’s purpose in  Determine a suitable style. Writing Assessment and Instruction
independently and mentor texts. Write: (5th Edition) by Vicki Spandel.
collaboratively-through a (3) Identifies the writer’s main idea and  Write a piece with an idea that is  Teaching Adolescent Writers by Kelly
recursive writing and revision organization (introduction/lead, text developed and appropriate to the Gallagher
process and the use of the structure/order, conclusion) in mentor task and purpose.  Elements of Literature
common vocabulary of the 6 Trait texts.  Write a piece with an effective  Write Source 2000
model. (4) Distinguishes between clear and introduction, written in an
confusing writing. appropriate order with a satisfying
Cognitive demand/Level of conclusion.
thinking: Level 3 Strategic  Produce writing that is clear and
Thinking & Reasoning, Level coherent.
4 Extended Thinking  Produce writing with a style the suits
the purpose.
Essential Questions:
Who is my audience?

What is my purpose for
writing this?

What would be the best
way to organize this
writing?

28 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Vocabulary: clear, coherent, prewrite,
purpose, task, audience, clear, coherent, Presentation:
examine, narrative, informational,  Produce clear coherent writing that
argument, ideas, organization, narrow,
manageable, ideas that matter to the has been revised and edited to suit
writer, introduction/lead, style, the task, purpose, and audience.
appropriate, conclusion, logical order, 6
Traits of Writing, rubric, revise, edit Sample Performance Task:
Write a compare and contrast essay
using Nelson Mandela and Rosa Parks
after reading “from Long Road to
Freedom” and “Rosa Parks” from the
Elements of Literature book.

Compare and contrast essay using the
short stories “Charles” and “Miss Awful”
from the Elements of Literature book.

Assessment:
Kansas/SBAC
District: BOY, MY

29 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Production and Distribution of Writing Writing Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach.

W.6.5. With some guidance and support from peers and W.7.5. With some guidance and support from peers and W.8.5. With some guidance and support from peers and
adults, develop and strengthen writing as needed by adults, develop and strengthen writing as needed by adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new planning, revising, editing, rewriting, or trying a new planning, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate approach, focusing on how well purpose and audience approach, focusing on how well purpose and audience
command of Language standards 1-3 up to and including have been addressed. (Editing for conventions should have been addressed. (Editing for conventions should
grade 6.) demonstrate command of Language standards 1-3 up to demonstrate command of Language standards 1-3 up to
and including grade 7). and including grade 8).
Strengthen writing craft-both independently and
collaboratively-through a recursive writing and revision Strengthen writing craft-both independently and Strengthen writing craft-both independently and
process and the use of the common vocabulary of the 6 collaboratively-through recursive writing and revision collaboratively-through recursive writing and revision
Trait model. process and the use of the common vocabulary of the 6 process and the use of the common vocabulary of the 6
Trait model. Trait model.

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will  STAR strategy (substitute/take things
W.7.5. With some guidance (3) Understands the writing process (DO):
and support from peers and (prewrite/planning, draft, conference,  Develop a plan for writing a piece. out/add/rearrange) Teaching
adults, develops and revise, edit, publish).  Write a draft. Adolescent Writers by Kelly Gallagher
strengthens writing as needed (3) Recognizes that writers prewrite  Determine how well the focus of the (p. 60).
by planning, revising, editing, either orally or in writing to determine  Modeling with examples and non-
rewriting, or trying a new their ideas and organization. purpose has been addressed. examples.
approach, focusing on how (3) Identifies how to plan.  Determine how well the focus of  Teach editing symbols
well purpose and audience (2) Understands that a writer’s first  Model and utilize peer and teacher
have been addressed. attempt is called a draft. audience has been addressed. conferencing.
(editing for conventions (2) Recognize that revising strengthens  Conference with teacher or peers.  Editing checklists
should demonstrate writing.  Revise the draft/ written piece.
command of Language (3) Identifies how to revise.  Edit the draft/ written piece. Resources:
standards 1-3 up to and (2) Recognize that editing strengthens  Conference with teacher or peers.  Creating Writers Through 6-Trait
including grade 7. writing.  Rewrite the draft/ written piece.
(3) Identifies how to edit.  Try a new approach with the draft. Writing Assessment and Instruction
Strengthens writing craft- (3) Recognizes that trying a new (5th Edition) By Vicki Spandel
both independently and approach strengthens writing. Sample Performance Task:  Teaching Adolescent Writers (Kelly
collaboratively-through a (3) Understands the Trait of Conventions. Students will write persuasive letters to Gallagher
recursive writing and revision (3) Identifies the importance of knowing a specific audience. For example, a  Elements of Literature
process and the use of the the purpose and (4) audience. letter to the principal on changing a  Write Source 2000
common vocabulary of the 6 school policy.
Trait model.

30 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Cognitive demand/Level of Vocabulary: writing process, plan,
thinking: Level 3 Strategic prewrite, draft, revise, edit, rewrite, Assessment:
Thinking & Reasoning, Level publish, conference, new approach, Kansas/SBAC
4 Extended Thinking audience, purpose, Trait of Conventions, District: BOY, MY
complete sentence, capitalize, period,
Essential Questions: question mark, commas, quotation
How will revising and marks, ellipsis, dash, rubric, accurate
editing this piece make my spelling
writing more clear and
concise?

31 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Production and Distribution of Writing Writing Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and

collaborate with others.

W.6.6. Use technology, including the Internet, to produce W.7.6. Use technology, including the Internet, to W.8.6. Use technology, including the Internet, to

and publish writing as well as to interact and collaborate produce and publish writing and link to and cite sources produce and publish writing and present the
with others; demonstrate sufficient command of as well as to interact and collaborate with others, relationships between information and ideas efficiently
keyboarding skills to type a minimum of three pages in a including linking to and citing sources. as well as to interact and collaborate with others.
single sitting.
Strengthen writing craft-both independently and Strengthen writing craft-both independently and
Strengthen writing craft-both independently and collaboratively-through recursive writing and revision collaboratively-through recursive writing and revision
collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6 process and the use of the common vocabulary of the 6
process and the use of the common vocabulary of the 6 Trait Trait model. Trait model.
model.

WRITING PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will (DO):  Use Google Docs to
W.7.6. Uses technology, including the The student:  Determine the best technology tools for
Internet, to produce and publish (3) Identifies publishing and collaborate with peers
writing and link to and cite sources as collaborative options that use producing and publishing writing appropriate and teacher.
well as to interact and collaborate with technology. to the purpose and audience.  Edmodo
others, including linking to and citing (3) Knows how to collaborate  Determine the best technology options for
sources. effectively. communicating and collaborating with others Resources:
(4) Knows the writing process and for an intended purpose.  www.easybib.com
Strengthens writing craft-both how technology can support each  Evaluate the relationship between information  www.readwrite.org
independently and collaboratively- piece of the process. presented and ideas expressed.  www.prezi.com
through recursive writing and revision  Select technology to present information and
process and the use of the common Vocabulary: key board, search, ideas.
vocabulary of the 6 Trait model. electronic revision tools, electronic  Use technology (Internet) to produce, revise,
editing tools, writing process, plan, edit, and publish writing.
Cognitive demand/Level of prewrite, draft, revise, edit, rewrite,  Use technology to interact and collaborate
thinking: Level 3 Strategic Thinking publish, conference with others.
& Reasoning, Level 4 Extended  Use technology to present information and
Thinking ideas.

Essential Questions: Sample Performance Task:
How can using technology Partner with the librarian to have students create
strengthen your writing? a Prezi for name origins. This connects to
“Names/Nombres” in the Elements of Literature
How can you use technology to text.
produce, revise, edit, and publish
writing? Assessment:
Kansas/SBAC District: BOY, MY
How do you use technology to link
and cite sources?

32 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Research to Build and Present Knowledge Writing Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions,

demonstrating understanding of the subject under investigation.

W.6.7. Conduct short research projects to W.7.7. Conduct short research projects to answer a question, W.8.7. Conduct short research projects to answer a question

answer a question, drawing on several sources drawing on several sources and generating additional related (including a self-generated question), drawing on several

and refocusing the inquiry when appropriate focused questions for further research and investigation. sources and generating additional related, focused

questions that allow for multiple avenues of exploration.

WRITING PRE REQUISITE SKILLS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD AND CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands: Prewrite:  Partner with librarian for
W.7.7. Conducts short The student:  Identify a question to answer through a research project.
research projects to answer a (6) Recognizes that  Identify reliable sources of information. research techniques. In
question, drawing on several research projects answer  Apply an appropriate inquiry method to conduct a addition, partner with social
sources and generating a question. studies teacher to explore
additional related focused (5) Distinguishes between research project. current events.
questions for further research reliable and unreliable  Apply multiple ways of exploration.
and investigation. sources.  Determine which facts/examples best answer a question. Resources:
(6) Identifies inquiry  Draw conclusions about the validity of sources.  CNN Student News
Cognitive demand/Level of methods to conduct a  Formulate questions that would allow for other ways of  http://learning.blogs.nytimes.c
thinking: Level 3 Strategic research project.
Thinking & Reasoning, Level exploration. om/
4 Extended Thinking Vocabulary: research, Write:  United Streaming
topic, research project, Conduct short research projects that:  Teaching Adolescent Writers
Essential Questions: self-generated question,  Answer questions.
How do I know when I’ve multiple, exploration,  Draw on several sources. (Kelly Gallagher)
found enough resources to observe, experiment,  Generate focused questions that allow for multiple ways of  www.kellygallagher.org
accurately answer my writing process, plan,  www.npr.org
question? prewrite, draft, revise, exploration.
edit, rewrite, publish,
How do I know when/if I conference Sample Performance Task:
need to refocus my inquiry? Students will select a piece of literature read throughout the
year to answer the question: How do stereotypes exist in our
world today? Choose a current event and evidence from the
text to support your findings.

Assessment:
Kansas/SBAC
District: BOY, MY

33 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Research to Build and Present Knowledge Writing Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility

and accuracy of each source, and integrate the information while avoiding plagiarism.

W.6.8. Gather relevant information from multiple print W.7.8. Gather relevant information from multiple print W.8.8. Gather relevant information from multiple print

and digital sources; assess the credibility of each source; and digital sources, using search terms effectively; and digital sources, using search terms effectively; assess

and quote or paraphrase the data and conclusions of assess the credibility and accuracy of each source; and the credibility and accuracy of each source; and quote or

others while avoiding plagiarism and providing basic quote or paraphrase the data and conclusions of others paraphrase the data and conclusions of others while

bibliographic information for sources. while avoiding plagiarism and following a standard avoiding plagiarism and following a standard format for

format for citation. citation.

WRITING PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will  A tool for paraphrasing: Teacher models
W.7.8.Gathers relevant The student: (DO):
information from multiple (5) Distinguishes between reliable  Determine the relevance of how to avoid plagiarism by writing a
print and digital sources, and unreliable sources. complex sentence on the board. Beneath
using search terms (5) Recognizes standard format for information from print and digital each word, students are asked to supply
effectively; assess the citation. sources. synonyms for the word in the sentence.
credibility and accuracy of (4) Distinguishes between relevant  Assess the credibility and accuracy of a Students will continue to do this for each
each source; and quote or and irrelevant information. source. word of the sentence. Afterward, the
paraphrase the data and (5) Identifies print and digital  Use search terms effectively. students will use the brainstormed list of
conclusions of others while sources for information.  Gathers information from print and words to generate a student-created
avoiding plagiarism and (6) Knows how to quote and digital sources. sentence for the original sentence.
following a standard format paraphrase sources.  Quote or paraphrase the data and  Model how to quote sources correctly.
for citation. (6) Identifies plagiarism and the conclusions of others avoiding
serious consequences of plagiarism. Resources:
Cognitive demand/Level of plagiarizing.  Library/Media Resources
thinking: Level 2 Basic Skills Sample Performance Task:
Vocabulary: relevant, irrelevant, Teachers will bring in examples of
& Concepts, Level 3 Strategic print source, digital source, search credible sources vs. non-credible sources
Thinking & Reasoning, Level 4 terms, credibility, accuracy, quote, (Wikipedia). Discuss how information has
Extended Thinking paraphrase, data, conclusions, been altered on Wikipedia. For example,
plagiarism, citation, research, Brian Piccolo’s (Brian’s Song) cause of
Essential Questions: notes, evidence death was altered. The information was
How do I effectively format incorrect.
citations?

How do I know if a source is
credible?

How do I quote or Assessment:
paraphrase others without Kansas/SBAC
plagiarizing? District: BOY, MY

34 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Research to Build and Present Knowledge Writing Anchor Standard 9: Draw evidence from literacy or informational text to support analysis, reflection, and

research.

W.6.9. Draw evidence from literary or informational W.7.9. Draw evidence from literacy or informational W.8.9. Draw evidence from literacy or informational texts

texts to support analysis, reflection, and research. texts to support analysis, reflection, and research. to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., a. Apply grade 7 Reading standards to literature (e.g., a. Apply grade 8 Reading standards to literature (e.g.,
“Compare and contrast texts in different forms or genres
[e.g., stories and poems; historical novels and fantasy “Compare and contrast a fictional portrayal of a time, “Analyze how a modern work of fiction draws on themes,
stories] in terms of their approaches to similar themes place, or character and a historical account of the patterns of events, or character types from myths,
and topics”). same period as a means of understanding how traditional stories or religious works such as the Bible,
b. Apply grade 6 Reading standards to literary nonfiction authors of fiction use or alter history”). including describing how the material is rendered new”).
b. Apply grade 7 Reading standards to literary b. Apply grade 8 Reading standards to literary nonfiction
(e.g., “Trace and evaluate the argument and specific nonfiction (e.g. “Trace and evaluate the argument (e.g. “Delineate and evaluate the argument and specific
claims in a text, distinguishing claims that are and specific claims in a text, assessing whether the claims in a text, assessing whether the reasoning is sound
supported by reasons and evidence from claims that reasoning is sound and the evidence is relevant and and the evidence is relevant and sufficient; recognize
are not”). sufficient to support the claims”). when relevant evidence is introduced”).

WRITING PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will (DO):  Use a Teacher Tube
W.7.9. Draws evidence from literacy or The student:  Identify key ideas and details that support
informational texts to support analysis, (4) Identifies that key ideas and video to demonstrate
reflection, and research. details support conclusions. conclusions. how to provide
a. Applies grade 7 Reading standards to (4) Identifies textual evidence.  Cite textual evidence to analyze explicit text. evidence for claims.
literature (e.g., “Compare and contrast a (4) Recognizes that evidence  Draw evidence from key ideas and details as
fictional portrayal of a time, place, or character from key ideas and details Resources:
and a historical account of the same period as a provide support for research. support for research.  Elements of Literature
means of understanding how authors of fiction  Analyze key ideas and details as evidence of
use or alter history”). Vocabulary: evidence, literary
b. Applies grade 7 Reading standards to literary text, informational text, understanding text.
nonfiction (e.g. “Trace and evaluate the analysis, reflection, research,  Reflect on key ideas and details as evidence
argument and specific claims in a text, assessing literature, literary nonfiction
whether the reasoning is sound and the of support and understanding.
evidence is relevant and sufficient to support
the claims”). Sample Performance Task:
Using the prompt “Was King Arthur a fictional
Cognitive demand/Level of thinking: character or a real person?” students will read
Level 2 Basic Skills & Concepts, Level 3 Strategic “King Arthur: The Sword and the Stone” and
Thinking & Reasoning, Level 4 Extended Thinking “He’s No King” from the Elements of Literature
Essential Questions: textbook. Students will form an opinion based
How does citing textual evidence in one or more on evidence and reflection of their reading.
sources help to analyze explicit text?
Assessment:
Kansas/SBAC
District: BOY, MY

How does analyzing and reflecting on key ideas
and details help me understand text?

35 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Range of Writing Writing Anchor Standard 10: Write routinely over extended time frame (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.6.10. Write routinely over extended time frames (time W.7.10. Write routinely over extended time frames W.8.10. Write routinely over extended time frames (time

for research, reflection, and revision) and shorter time (time for research, reflection, and revision) and shorter for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of time frames (a single sitting or a day or two) for a range frames (a single sitting or a day or two) for a range of

discipline-specific tasks, purposes, and audiences. of discipline-specific tasks, purposes, and audiences. discipline-specific tasks, purposes, and audiences.

WRITING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will  Daily short timed writings - practice
W.7.10. Writes routinely over (3) Identifies the importance of knowing (DO):
extended time frames (time the purpose and (4) audience.  Identify discipline-specific tasks, writing to a prompt for different
for research, reflection, and (3) Recognizes the writing process for audiences and for different purposes.
revision) and shorter time extended time frames (prewrite: audiences, and purposes.  The teacher will take students
frames (a single sitting or a research, write, reflect, and revise).  Determine appropriate organizational through writing a process paper.
day or two) for a range of
discipline-specific tasks, Vocabulary: writing process, plan, structure for various types of writing Resources:
purposes, and audiences. prewrite, draft, revise/revision, edit, based upon task, purpose, and  www.kellygallagher.org
rewrite, publish, research, reflection, audience.
Cognitive demand/Level of discipline-specific tasks, purposes,  Write over shortened time frames.
thinking: Level 2 Basic Skills audiences  Write over extended time frames.
& Concepts, Level 3
Strategic Thinking & Sample Performance Task:
Reasoning, Level 4 Teacher will access Kelly Gallagher’s
Extended Thinking “Article of the Week” for students to
read and respond in a timed writing.

Essential Questions: Assessment:
How do I pace myself during Kansas/SBAC
different writing tasks? District: BOY, MY

How do I determine my
purpose/audience during
different writing tasks?

36 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Comprehension and Collaboration Speaking and Listening Anchor Standard 1: Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

S.L. 6.1 Engage effectively in a range of collaborative SL.7.1. Engage effectively in a range of collaborative SL.8.1. Engage effectively in a range of collaborative discussions

discussions (one-on-one, in groups, and teacher-led) with discussions (one-on-one, in groups, and teacher-led) with (one-on-one, in groups, and teacher led) with diverse partners

diverse partners on grade 6 topics and texts, building on diverse partners on grade 7 topics, text, and issues, building on grade 8 topics and text, building on others’ ideas and

others’ ideas and expressing their own clearly. on others’ ideas and expressing their own clearly. expressing their own clearly.

a. Come to discussions prepared having read or studied a. Come to discussions prepared, having read or researched a. Come to discussions prepared, having read or

required material; explicitly draw on that preparation by material under study; explicitly draws on that preparation researched material under study; explicitly draws on

referring to evidence on the topic, text, or issue to probe and by referring to evidence on the topic, text, or issue to that preparation by referring to evidence on the

reflect on ideas under discussion. probe and reflect on ideas under discussion. topic, text, or issue to probe and reflect on ideas

b. Follow rules for collegial discussions, set specific goals and b. Follow rules for collegial discussions, tracks progress under discussion.

deadlines, and define individual roles as needed. toward specific goals and deadlines, and define individual b. Follow rules for collegial discussions, tracks progress

c. Pose and respond to specific questions with elaboration and roles as needed. toward specific goals and deadlines, and defines

detail by making comments that contribute to the topic, text, c. Pose questions that elicit elaboration and respond to individual roles as needed.

or issue under discussion. others’ questions and comments with relevant c. Pose questions that connect the ideas of several

d. Review the key ideas expressed and demonstrate observations and ideas that bring the discussion back on speakers and respond to others’ questions and

understanding of multiple perspectives through reflection and topic as needed. comments with relevant evidence, observations, and

paraphrasing. Acknowledge new information expressed by others and, ideas.

when warranted, modify their own views. d. Acknowledge new information expressed by others

and, when warranted, qualify or justify their own

views in light of the evidence presented.

SPEAKING & LISTENING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:
SL.7.1. Engages effectively in a The student:  Identify key ideas from reading material or research.  Hot Seat
range of collaborative (1) Recognizes that discussions follow  Describes Components of collegial discussion and  Socratic Seminar
discussions (one-on-one, in rules:  Fish Bowl
groups, and teacher-led) with -gains the floor in respectful ways. planning.  Classroom Debates
diverse partners on grade 7 -listens to others effectively.  Recognize key ideas and new information during
topics, text, and issues, building -looks at the speaker and speaker looks Resources:
on others’ ideas and expressing at the other people in the discussion. discussions.  Speech for Effective
their own clearly. -speaks one at a time.  Analyze texts, issues, and others’ opinions.
a. Comes to discussions -speaks about topics and text under  Synthesize ideas, issues, and arguments to formulate Communication (see
discussion. Drama teacher or
prepared, having read or (3) Participates in collaborative personal opinion and questions for others. Communication
researched material under discussion about topics and texts one-  Evaluate personal views and views of others. Media teacher)
study; explicitly draws on on-one, in groups, and teacher led.  Track progress toward specific goals and deadlines,  Boys’ Town Training
that preparation by (3) Comes to discussions prepared,  The 7 Habits of Highly
referring to evidence on the having read or researched material on defining individual roles as needed. Effective People by
topic, text, or issue to probe the topic, and explicitly uses that  Evaluate new information, personal views, as well as Stephen Covey
and reflect on ideas under information by referring to evidence on  Love and Logic by Jim
discussion. the topic, text, or issue. the views of others. Faye
b. Follows rules for collegial  Formulate comments, questions, and responses based
discussions, tracks progress
toward specific goals and on evidence, observations, and ideas.
deadlines, and defines  Engage in a variety of discussions by listening and
individual roles as needed.
sharing acquired and prior knowledge.

37 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

SPEAKING & LISTENING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD
(4) Poses questions that connect the  Demonstrate collegial rules during discussion.
c. Poses questions that elicit ideas of several speakers.  Articulate personal ideas clearly.
elaboration and responds to (4) Responds to others’ questions and  Pose relevant questions that connect ideas of several
others’ questions and comments.
comments with relevant (6) Sets goals and deadlines, and tracks speakers.
observations and ideas that progress.  Respond to questions and comments with relevant
bring the discussion back on (6) Defines individual goals.
topic as needed. details.
Vocabulary: collaborative discussions,  Acknowledge new information posed and use evidence
d. Acknowledges new one-on-one, topic, clearly, prepared,
researched, explicitly, relevant, to modify personal view points:
information expressed by evidence, issue, probe, reflect, respect,  Reflect on the ideas being discussed.
others and, when respectful, listen speak, collegial  Respond to others’ questions and comments
warranted, modifies their discussions, tracks progress, goals,
own views. deadlines, roles, remarks, explains, relevant observations and ideas that brings the
questions, comments, connect, discussion back on topic as needed.
Cognitive demand/Level respond, modify, acknowledge  Acknowledge new information expressed by
of thinking: Level 2 Basic others and when warranted, modifies their own
Skills & Concepts, Level 3 views.
Strategic Thinking &
Reasoning, Level 4 Sample Performance Task:
Extended Thinking  Have students read, reflect, respond (in writing and

Essential Questions: discussion), and reflect again to modify their point of
What defines a “good” view with the following prompt:
(thought provoking/open Is it a benefit to not conform to society’s norms? This
ended/different can be applied to all core literature novels (i.e. Stargirl,
viewpoints Freak the Mighty, etc.)
possible/subjective)
question vs. a “poor” (yes- Assessment:
no/closed) question? Kansas/SBAC
District: BOY, MY
What do I need to do to be
prepared for classroom
discussions?

What can I do or say when
I disagree with another
person’s viewpoint?

How can I pose a question
to elicit elaborate
discussion?

38 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Comprehension and Collaboration Speaking and Listening Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats,

including visually, quantitatively, and orally.

S.L. 6.2 Interpret information presented in diverse media SL.7.2. Analyze the main ideas and supporting SL. 8.2. Analyze the purpose of information

and formats (e.g., visually, quantitatively, orally) and details presented in diverse media and formats presented in diverse media and formats (e.g.,
explain how it contributes to a topic, text, or issue under (e.g., visually, quantitatively, orally) and explain visually, quantitatively, orally) and evaluate the
study. how the ideas clarify a topic, text, or issue under motives (e.g., social, commercial, political) behind

study. its presentation.

SPEAKING & LISTENING PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Knows/Understands: Teaching Strategies:
The student: The student: As a result of learning, the student will  Analyze persuasive writing to be able
(3) Understands that authors have their (DO):
SL.7.2. Analyzes the main own purposes and the purpose can  Identify the author’s purpose with to identify and recognize certain
ideas and supporting affect how information is presented techniques (bandwagon, loaded
details presented in diverse (6) Interprets and (6) Explains how the information presented. words, glittering generalities,
media and formats (e.g., information presented contributes to a  Identify the author’s purpose for the transfer) when they are encountered.
visually, quantitatively, topic, text, or issue under study.  Double Entry journals
orally) and explains how presentation of information.  Text-to-Self and Text-to-World
the ideas clarify a topic, Vocabulary: analyze, interpret, clarify,  Analyze the purpose of information connections
text, or issue under study. topic, text, issue, author’s/presenter’s  Literature Circles
purpose, diverse media (e.g., visually presented in diverse media and
Cognitive demand/Level of quantitatively, orally) formats. Resources:
thinking: Level 2 Basic Skills  Explain how main ideas and details  www.ted.com
& Concepts, Level 3 clarify a topic, text, or issue.  United Streaming
Strategic Thinking &  Analyze the main ideas and  TeacherTube
Reasoning, Level 4 supporting details.
Extended Thinking  Clarify the topic, text, or issue under
study.
Essential Questions:
Which type of media is Sample Performance Task:
effective in explaining or Teacher shares an informational visual,
clarifying a topic, text, or nonfiction visual, fiction visual, podcast,
issue? blog, tweet, and T.E.D. video on the
topic of stereotypes as a prewriting
activity to demonstrate the diverse
media and formats that are available.

Assessment:
Kansas/SBAC
District: BOY, MY

39 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.

English Language Arts Grade Seven Curriculum

Comprehension and Collaboration Speaking and Listening Anchor Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

S.L. 6.3. Delineate a speaker’s argument and specific SL.7.3. Delineate a speaker’s argument and SL.8.3. Delineate a speaker’s argument and specific

claims, distinguishing claims that are supported by specific claims, evaluating the soundness of the claims, evaluating the soundness of the reasoning
reasons and evidence from claims that are not. reasoning and relevance and sufficiency of the and relevance and sufficiency of the evidence and

evidence. identifying when irrelevant evidence is introduced.

SPEAKING & LISTENING PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION
STANDARD CONCEPTS
As a result of learning, the student will (DO): Teaching Strategies:
The student: Knows/Understands:  Delineate a speaker’s argument and specific claims.  Classroom debates
The student:  Evaluate the soundness of the speaker’s reasoning.  Active Listening
SL.7.3 Delineates a (4) Identify the speaker’s  Evaluate the relevance and sufficiency of the
speaker’s argument and argument, claims, and Resources:
specific claims, evaluating evidence. speaker’s evidence.  www.kellygallagher.com
the soundness of the (5) Explains how the argument  Distinguish between sound and unsound reasoning  CNN Student News
reasoning and relevance & claim is supported by  Ted.com
and sufficiency of the evidence. in a speaker’s argument.  NY Times learning blog
evidence. (6) Delineates an argument  Distinguish between relevant and irrelevant  Boy’s Town training
and the claims.
Cognitive demand/Level of (6) Distinguishes between evidence in a speaker’s argument.
thinking: Level 2 Basic Skills claims that are supported by  Distinguish between sufficient and insufficient
& Concepts, Level 3 evidence and claims that are
Strategic Thinking & not. evidence in a speaker’s argument:
Reasoning, Level 4  Define and identify sound reasoning.
Extended Thinking Vocabulary: argument, claims,  Define and identify unsound reasoning.
evidence, evaluate, reasoning,  Define and identify relevant evidence.
Essential Questions: relevance/relevant, irrelevant,  Define and identify irrelevant evidence.
What is the speaker’s sufficient, soundness  Define and identify sufficient evidence.
claim?  Define and identify insufficient evidence.
 Evaluates the soundness of the reasoning,
What evidence does the
speaker give to support relevance, and sufficiency of the evidence.
their claim, and is it
sufficient? Sample Performance Task:
Students will read an editorial piece and identify the
How do you choose claim and the evidence. Students will evaluate the
relevant evidence to piece and determine if the evidence was sufficient.
support the argument? Students will respond on a t-chart with the headings:
Relevant/Sufficient Evidence and Questionable
Evidence.

Assessment:
Kansas/SBAC
District: BOY, MY

40 ©USD #233, Olathe, Kansas BOE approved March 2013
This material was developed for the exclusive use of USD #233 staff.