Bruse School Planner

English Language Arts Grade Seven Curriculum

Presentation of Knowledge and Ideas Speaking and Listening Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can

follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

S.L. 6.4. Present claims and findings, sequencing ideas SL.7.4. Present claims and findings, emphasizing SL.8.4. Present claims and findings, emphasizing

logically and using pertinent descriptions, facts, and salient points in a focused, coherent manner with salient points in a focused, coherent manner with
details to accentuate main ideas or themes; use pertinent descriptions, facts, details and examples; relevant evidence, sound valid reasoning, and well-
appropriate eye contact, adequate volume, and clear use appropriate eye contact, adequate volume, chosen details; use appropriate eye contact,
pronunciation. and clear pronunciation. adequate volume, and clear pronunciation.

SPEAKING & LISTENING PRE REQUISITE SKILLS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD AND CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will (DO):  Role-playing
The student:  Determine relevant evidence that supports the  Graphic organizers
SL.7.4. Presents claims and findings, (2) Identifies  Use analogies to show relationships:
emphasizing salient points in a appropriate eye claim.
focused, coherent manner with contact.  Determine sound, valid reasoning. least important to most important,
pertinent descriptions, facts, details (6) Identifies claims  Determine well-chosen details. whole to part, etc.
and examples; uses appropriate eye and findings.  Present claims and findings emphasizing  Impromptu speeches to practice eye
contact, adequate volume, and (6) Identifies adequate contact, volume, and pronunciation.
clear pronunciation. volume. salient points with relevant evidence.
(6) Identifies clear  Present claims and findings emphasizing Resources:
Cognitive demand/Level of pronunciation.  United Streaming video “Perfect
thinking: Level 2 Basic Skills & salient points with sound and valid reasoning.
Concepts, Level 3 Strategic Thinking Vocabulary: topic, text,  Present claims and findings emphasizing Communication”
& Reasoning, Level 4 Extended story, recount,  Watch a political debate
Thinking experience, salient points with well-chosen details.  Write Source 2000
appropriate facts,  Demonstrate appropriate eye contact.  Speech for Effective Communication
Essential Questions: pertinent details,  Demonstrate adequate volume.
What verbal and non-verbal descriptive details,  Demonstrate clear pronunciation. textbook
elements of presentation are speak clearly,  Determine salient points.  Elements of Literature
needed to effectively deliver a understandable, pace,  Determine pertinent descriptions, facts,
speech? salient
details, and examples.
How is the speech organized and
developed to flow logically? Sample Performance Task:
Students will give an impromptu
speech/presentation and will be given the
opportunity to self-reflect as well as have peers
evaluate.

What descriptions, facts, and details Assessment:
help convey my message? Kansas/SBAC
District: BOY, MY

41 ©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

Presentation of Knowledge and Ideas Speaking and Listening Anchor Standard 5: Make strategic use of digital media and visual displays of data to express

information and enhance understanding of presentations

S.L. 6.5. Include multimedia components (e.g., graphics, SL.7.5. Include multimedia component and visual SL.8.5. Integrate multimedia and visual displays into

images, music, sound) and visual displays in displays in presentations to clarify claims and presentations to clarify information, strengthen
presentations to clarify information. findings and emphasize salient points. claims and evidence, and add interest.

SPEAKING & LISTENING 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  Model by presenting a topic to students using
The student: (DO):
SL.7.5. Includes (5) Includes multimedia components  Include multimedia and visual various forms of presentation.
multimedia component and visual displays in presentations. Ex. Lecture only, lecture with visual, lecture
and visual displays in (6) Identifies when multimedia displays. with interactive tools.
presentations to clarify components and visual displays  Determine when to include  Students discuss and evaluate which style best
claims and findings and clarify information. fits the presentation.
emphasize salient multimedia and visual displays to  Collaborate with the library media specialist,
points. Vocabulary: multimedia, visual clarify information. computer teacher, and IRT.
displays, presentations, clarify,  Determine when to include  Invite guest speakers to give presentations.
Cognitive demand/Level emphasize, enhance, facts, details multimedia and visual displays to Have a class discussion about the effectiveness
of thinking: Level 2 Basic emphasizes salient points. of the presentation.
Skills & Concepts, Level 3  Determine when to include
Strategic Thinking & multimedia and visual displays to Resources:
Reasoning, Level 4 add interest.  Multimedia Applications for the Classroom:
Extended Thinking
Sample Performance Task: http://www.cited.org/index.aspx?page_id=106
Essential Questions: For a culminating project, seventh
How does using multi- grade students will select a common
media components theme found in the literature and other
clarify and strengthen texts. They will present a multimedia
presentations? project that reflects that theme.
Ex. Stereotypes, personal growth, or
How does using visual perseverance.
displays of data clarify
and strengthen Assessment:
presentations? Kansas/SBAC
District: BOY, MY

42 ©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

Presentation of Knowledge and Ideas Speaking and Listening Anchor Standard 6: Adapt speech to a variety of context and communicative tasks, demonstrating

command of formal English when indicated or appropriate.

S.L. 6.6. Adapt speech to a variety of contexts and tasks, SL.7.6. Adapt speech to a variety of contexts and SL.8.6. Adapt speech to a variety of contexts and

demonstrating command of formal English when tasks, demonstrating command of formal English tasks, demonstrating command of formal English
indicated or appropriate. (See grade 6 Language when indicated or appropriate. (See Language when indicated or appropriate. (See Language
standards 1 and 3 for specific expectations.) Standards 1 and 3 for specific expectations.) Standards 1 and 3 for specific expectations.)

SPEAKING & LISTENING 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  Oral RAFT
The student: (DO):  Role play to different audiences.
SL.7.6. Adapts speech to (4) Describes qualities of formal  Determine if formal or informal  Invite guests from the building to have
a variety of contexts and speech.
tasks, demonstrating (4) Describes qualities of informal speech is appropriate in the context “conversation parties.”
command of formal speech. of a given situation.
English when indicated or (5) Adapts speech so it is appropriate  Adapt speech to a given context or Resources:
appropriate. (See to the task and situation. task when speaking.  Speech for Effective Communication
Language Standards 1  Demonstrate correct use of formal
and 3 for specific Vocabulary: complete sentences, English when speaking. textbook
expectations.) appropriate, task, situation, requested  Formal vs. Informal Writing: What's the
details, clarification, formal, informal Sample Performance Task:
Cognitive demand/Level After reading The Outsiders, students Difference and When to Use Them:
of thinking: Level 2 Basic will participate in a “Greaser vs. Soc http://www.youtube.com/watch?v=sdDBY2-
Skills & Concepts, Level 3 Day.” Teacher will prepare the Wmis&feature=related
Strategic Thinking & students with examples of appropriate
Reasoning, Level 4 dress, language, and behavior.
Extended Thinking Students will be given different
scenarios to role-play. Examples
Essential Questions: include their interactions with each
When is it appropriate to other and authority figures.
use formal English?
Assessment:
What presentation style Kansas/SBAC
would be appropriate for District: BOY, MY
a given task?

43 ©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

Conventions of Standard English Language Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing

or speaking.

L.6.1.Demonstrate command of the conventions standard L.7.1. Demonstrate command of the conventions of L. 8.1. Demonstrate command of the conventions of

English grammar and usage when writing or speaking. standard English grammar and usage when writing or standard English grammar and usage when writing or

a. Ensure that pronouns are in proper case (subjective, speaking. speaking.
objective, possessive). a. Explain the function of phrases and clauses in general a. Explain the function of verbals (gerunds, participles,

b. Use intensive pronouns (e.g., myself, ourselves). and their function in specific sentences. infinitives) in general and their functions in particular
c. Recognize and correct inappropriate shifts in pronoun b. Choose among simple, compound, complex, and sentences.
b. Form and use verbs in the active and passive voice.
number and person.* compound-complex sentences to signal differing c. Form and use verbs in the indicative, imperative,
d. Recognize and corrects vague pronouns (i.e., ones with relationships among ideas. interrogative, conditional, and subjective mood.
c. Place phrases and clauses within a sentence, d. Recognize and correct inappropriate shifts in verb
unclear or ambiguous antecedents).* recognizing and correcting misplaced and dangling voice and mood.*
e. Recognize variations from Standard English in their own modifiers.*

and others’ writing and speaking, and identifies and
uses strategies to improve expression in conventional

language.

LANGUAGE PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE INSTRUCTION
STANDARD CONCEPTS OF STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student  Students create and use “Mad Libs” to review
L.7.1. Demonstrates command of the The student: will (DO):
conventions of standard English (3) Identifies and explains the  Demonstrate command of the parts of speech
grammar and usage when writing or role of verbs, nouns,  Sentence Visualization (e.g.,: The dog
speaking. adjectives, and adverbs. Standard English grammar and
a. Explains the function of phrases and (3) Explains subject and verb usage when writing. approached me….)
agreement.  Explain the function of phrases p. 72 in Mechanically Inclined
clauses in general and their function (5) Uses correct verb tense and clauses in general and in  Phrase/Clause Activity-
in specific sentences. and recognizes and corrects specific sentences. Teacher starts lesson saying random phrases
b. Chooses among simple, compound, inappropriate shifts in verb  Choose the best type of sentence and students are unclear as to what the
complex, and compound-complex tenses. for signaling relationships among teacher is doing. Then the teacher explains
sentences to signal differing ideas. that phrases don’t contain subjects and do not
relationships among ideas. Vocabulary: nouns,  Correct misplaced and dangling make sense standing alone. Examples of
c. Places phrases and clauses within a pronouns, verbs, adjectives, modifiers. clauses are given to show the addition of a
sentence, recognizing and correcting adverbs, antecedents,  Demonstrate command of subject and verb.
misplaced and dangling modifiers. agreement, verbals, gerunds, Standard English grammar and  Multisensory Grammar Activity-
participles, infinitives, voice, usage when speaking. http://www.youtube.com/watch?v=rPXFGCM
Cognitive demand/Level of mood, active voice, passive  Choose phrases and clauses nO3U
thinking: Level 1 Recall & voice, indicative mood, correctly when speaking.  Using songs for teaching grammar-
Reproduction, Level 2 Basic Skills & imperative mood,  Select and combine sentences to http://www.songsforteaching.com/grammars
Concepts, Level 3 Strategic Thinking interrogative mood, show relationships pelling.htm
& Reasoning conditional mood, subjective between/among ideas when  Phrases and Clauses YouTube-
mood, phrases, clauses, speaking. http://www.youtube.com/watch?v=Q9wHk4j
dangling modifiers WeQA&feature=related

44 ©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

LANGUAGE PRE REQUISITE SKILLS AND DEMONSTRATION/PERFORMANCE INSTRUCTION
STANDARD CONCEPTS OF STANDARD
Essential Questions: Resources:
What are the functions of phrases Sample Performance Task:  Writing Coach
and clauses in identified sentences? Use color coding on a student  Writing and Grammar for the 21st Century
writing sample to differentiate
How do you appropriately place phrases and clauses. Students will Prentice Hall
phrases and clauses sentences? then reposition phrases and/or  “School House Rock-Grammar Rock”
clauses to determine the most  Mechanically Inclined by Jeff Anderson
How do you choose when to use a appropriate placement.  Write Source
simple, compound, complex, or  Elements of Literature resources
compound-complex sentence? Assessment:  The AP Vertical Teams Guide for English
Kansas/SBAC  www.readwritethink.org
District: BOY, MY  www.webenglishteacher.com

Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are
marked with an asterisk (*).

45 ©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

Conventions of Standard English Language Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing.

L.6.2.Demonstrate command of the conventions of L.7.2. Demonstrate command of the conventions L. 8.2. Demonstrate command of the conventions

standard English capitalization, punctuation, and of standard English capitalization, punctuation, of standard English capitalization, punctuation, and

spelling when writing. and spelling when writing. spelling when writing.

a. Use punctuation (commas, parentheses, a. Use a comma to separate coordinate a. Use punctuation (comma, ellipsis, dash) to

dashes) to set off adjectives (e.g., It was a fascinating, indicate a pause or break.

nonrestrictive/parenthetical elements.* enjoyable, movie but not He wore on old b. Use ellipsis to indicate an omission.

b. Spell correctly. green shirt). c. Spell correctly.

b. Spell correctly.

LANGUAGE PRE REQUISITE SKILLS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD AND CONCEPTS STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will (DO):  “Human Sentence”
The student:  Apply correct capitalization.
L.7.2. Demonstrates command of (6) Knows that a dash is  Apply correct punctuation. p. 133 of Mechanically Inclined.
the conventions of standard two hyphens without a  Apply correct spelling. Resources:
English capitalization, punctuation, space between them or  Use punctuation (commas, parentheses,  Writing Coach
and spelling when writing. on either side.
a. Uses a comma to separate (3) Recalls and applies dash) to indicate a pause or break. Writing and Grammar for the 21st Century
spelling rules.  Use commas to set off words or phrases Prentice Hall
coordinate adjectives (e.g., It (3) Identifies and  “School House Rock-Grammar Rock”
was a fascinating, enjoyable, corrects misspelled that make a distinct break in the flow of  Mechanically Inclined by Jeff Anderson
movie but not He wore on old words. thought.  Write Source
green shirt).  Elements of Literature resources
b. Spells correctly. Vocabulary: Sample Performance Task:  The AP Vertical Teams Guide for English
comma, coordinate Provide students a text without punctuation  www.readwritethink.org
Cognitive demand/Level of adjectives, ellipsis, and capitalization. Read aloud the text and  www.webenglishteacher.com
thinking: Level 1 Recall & nonrestrictive, discuss the issues presented. Next, provide
Reproduction, Level 2 Basic Skills & parenthetic the students a correct copy and read aloud to
Concepts discuss how punctuation and capitalization
change the meaning of the text.
Essential Questions:
How do I use Assessment:
punctuation/capitalization/  Kansas/SBAC
spelling correctly to enhance my  District: BOY, MY
writing?

46 ©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

Knowledge of Language Language Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make

effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.6.3. Use knowledge of language and its L.7.3 Use knowledge of language and its conventions L. 8.3. Use knowledge of language and its conventions when

conventions when writing, speaking, reading or when writing, speaking, reading, or listening. writing, speaking, reading, or listening.

listening. a. Choose language that expresses ideas precisely a. Use verbs in the active and passive voice and in the

a. Vary sentence patterns for meaning, and concisely, recognizing and eliminating conditional and subjective mood to achieve particular effects

reader/listener interest, and style.* wordiness and redundancy.* (e.g., emphasizing the actor or action; expressing uncertainty

b. Maintain consistency in style and tone.* or describing a state contrary to fact).

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

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

L.7.3 Uses knowledge of The student: (DO):  Use six-trait writing lessons for word choice
(2) Recognizes language  Use knowledge of language when  Use Jay Leno’s “Headliners” through
language and its conventions conventions for listening,
when writing, speaking, speaking, reading, and writing. speaking. Google images to show wordiness and
reading, or listening. (2) Recognizes and compares  Use knowledge of language conventions redundancy in printed material
a. Chooses language that formal and informal uses of  Use the SWBS (Somebody, Wanted, But,
English. when speaking. So) strategy for concise summarization
expresses ideas precisely (1) Understands that the  Use precise and concise language to
and concisely, recognizing speaker or writer’s choice of Resources:
and eliminating wordiness words, phrases, and (3) eliminate wordiness and redundancy  Writing Coach
and redundancy.* conventions affects the when speaking.  Writing and Grammar for the 21st Century
meaning.
Cognitive demand/Level of Sample Performance Task: Prentice Hall
thinking: Level 1 Recall & Vocabulary: language, To prepare for an informative speech,  “School House Rock-Grammar Rock”
Reproduction, Level 2 Basic language conventions, style, students will use three different sized index  Mechanically Inclined by Jeff Anderson
Skills & Concepts, Level 3 tone, sentence patterns cards to relay the information. The largest  by Jane Straus
Strategic Thinking & card contains all information gathered on  Write Source
Reasoning, Level 4 the topic. Students are then asked to  Elements of Literature resources
Extended Thinking Level 1 narrow down their information on the  The AP Vertical Teams Guide for English
Recall & Reproduction, medium sized card. Lastly, students will  www.readwritethink.org
Level 2 Basic Skills & write the most concise information about  www.webenglishteacher.com
Concepts, Level 3 Strategic their topic on the smallest card.
Thinking & Reasoning Example Topics: Life Science, Kansas History,
and other related topics to Language Arts.
Essential Question:
How do you use language to

clearly express your ideas, Assessment:
avoiding wordiness and Kansas/SBAC
eliminate redundancy? District: BOY, MY

Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are

marked with an asterisk (*).

47 ©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

Vocabulary Acquisition and Use Language Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using

context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L.6.4. Determine or clarify the meaning of L. 7.4. Determine or clarify the meaning of unknown and L. 8.4. Determine or clarify the meaning of unknown

unknown and multiple-meaning words and multiple-meaning words and phrases based on grade 7 and multiple-meaning words and phrases based on
phrases based on grade 6 reading and content, reading and content, choosing flexibly from a range of grade 8 reading and content, choosing flexibly from a
choosing flexibly from a range of strategies. strategies. range of strategies.
a. Use context (e.g., the overall meaning of a a.Use context (e.g., the overall meaning of the sentence a. Use context (e.g., the overall meaning of the

sentence or paragraph; a word’s position or of paragraph; a word’s position or function in a sentence of paragraph; a word’s position or function
function in a sentence) as a clue to the sentence) as a clue to the meaning of a word or phrase. in a sentence) as a clue to the meaning of a word or
meaning of a word or phrase. b.Use common, grade-appropriate Greek or Latin affixes phrase.
b. Use common, grade-appropriate Greek or and roots as clues to the meaning of a word (e.g., b. Use common, grade-appropriate Greek or Latin
Latin affixes and roots as clues to the meaning affixes and roots as clues to the meaning of a word

of a word (e.g., audience, auditory, audible). belligerent, bellicose, rebel). (e.g., recede, recede, secede).

c. Consult reference materials (e.g., dictionaries, c. Consult general and specialized reference materials c. Consult general and specialized reference materials

glossaries, thesauruses), both print and (e.g., dictionaries, glossaries, thesauruses), both print (e.g., dictionaries, glossaries, thesauruses), both
digital, to find the pronunciation of a word or and digital, to find the pronunciation of a word or print and digital, to find the pronunciation of a word
determine or clarify its precise meaning or determine or clarify its precise meaning or its part of or determine or clarify its precise meaning or its part
part of speech. speech. of speech.
d. Verify the preliminary determination of the d.Verify the preliminary determination of the meaning of
meaning of a word or phrase (e.g., by a word or phrase (e.g., by checking the inferred d. Verify the preliminary determination of the meaning
checking the inferred meaning in context or in meaning in context or in a dictionary).
a dictionary). of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).

LANGUAGE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Teaching Strategies:
The student: Knows/Understands: As a result of learning, the student will  Weekly word work
(DO):
L. 7.4. Determines or clarifies the The student:  Determine the meaning of a word or consisting of “Teach a
Root a Week” from
meaning of unknown and multiple- (1) Recognizes that many words have phrase by using context clues. Greek and Latin Roots by
 Determine the meaning of words by using Tim Rasinski
meaning words and phrases based on more than one meaning.  Make Vocabulary Quilts
the meaning of common Greek and Latin  Wordles*
grade 7 reading and content, choosing (4) Identifies common, grade root words, prefixes, or suffixes.  Activities listed in
 Choose flexibly from a range of District “Building
flexibly from a range of strategies. appropriate Greek and Latin affixes and vocabulary strategies to determine or Academic Background
clarify the meaning of an unknown word Knowledge through
a. Uses context (e.g., the overall roots. or phrase. Direct Vocabulary
 Consult general and specialized reference Instruction” packet from
meaning of the sentence of (1) Recognizes that context clues can materials, both print and digital, to find 2011 Summer Conf.
pronunciation, to determine or clarify
paragraph; a word’s position or help determine the meaning of precise meaning, or part of speech.

function in a sentence) as a clue to unknown or multiple-meaning words.

the meaning of a word or phrase. (4) Uses reference materials (e.g.,

b. Uses common, grade-appropriate glossaries, dictionaries, thesauruses)

Greek or Latin affixes and roots as both print and digital, to find the

clues to the meaning of a word pronunciation and determine or clarify

(e.g., belligerent, bellicose, rebel). the precise meaning of key words and

phrases.

48 ©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

LANGUAGE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
c. Consults general and specialized Vocabulary: multiple-meaning word,  Become a “word
reference materials (e.g., context clue, prefix, suffix, affix, root Sample Performance Task: detective” to uncover
dictionaries, glossaries, word, glossary, dictionary, thesaurus  Students use the PAVE strategy to find the meaning of words.
thesauruses), both print and digital, Ex. Use a light to shed
to find the pronunciation of a word meanings of vocabulary words. meaning on word, a
or determine or clarify its precise  Students create “Greek and Latin Root magnifying glass for a
meaning or its part of speech. closer look…
d. Verifies the preliminary Trees” to show meanings of words.
determination of the meaning of a  PAVE strategy
word or phrase (e.g., by checking Assessment:
the inferred meaning in context or Kansas/SBAC Resources:
in a dictionary). District: BOY, MY  http://www.wordle.net/
 Greek and Latin Roots by
Cognitive demand/Level of thinking:
Level 1 Recall & Reproduction, Level 2 Tim Rasinski
Basic Skills & Concepts  Writing Coach-
 Writing and Grammar
Essential Questions:
How can context clues help me for the 21st Century
determine the meaning of an Prentice Hall
unknown word?  “School House Rock-
Grammar Rock”
How can understanding the meanings  Mechanically Inclined by
of Greek and Latin root words help me Jeff Anderson
determine the meaning of unknown  Write Source
words?  Elements of Literature
resources
How can using a print or digital  The AP Vertical Teams
reference material help me Guide for English
understand the
pronunciation/meaning/part of speech
of unknown words?

Why is it important to verify my
prediction about a word’s meaning or
pronunciation?

49 ©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

Vocabulary Acquisition and Use Language Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

L.6.5.Demonstrate understanding of figurative L.7.5. Demonstrate understanding of figurative L. 8.5. Demonstrate understanding of figurative

language, word relationships, and nuances in word language, word relationships and nuances in word language, word relationships and nuances in word
meanings. meanings. meanings.
a. Interpret figures of speech (e.g., personification) a. Interpret figures of speech (e.g. literary, biblical, and a. Interpret figures of speech (e.g. verbal irony,

in context. mythological allusions) in context. puns) in context.
b. Use the relationship between, particular words b. Use the relationship between particular words (e.g., b. Use the relationship between particular words

(e.g., cause/effect, part/whole, item/category) to synonym/antonym, analogy) to better understand to better understand each of the words
better understand each of the words. each of the words c. Distinguish among connotations (associations) of
c. Distinguish among connotations (associations) of
c. Distinguish among the connotations words with similar denotations (definitions) (e.g., words with similar denotations (definitions) (e.g.,
bullheaded, willful, firm, persistent, resolute).
(associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical,

unwasteful, thrifty). refined, respectful, polite, diplomatic, condescending).

LANGUAGE 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  Four corners activity to identify figures
(4) Recognizes the meaning of figurative (DO):
L.7.5. Demonstrates language.  Analyze text to locate and interpret of speech
understanding of figurative (3) Recognizes the different types of  Figures of speech “Taboo”
language, word relationships between words. figures of speech.  Match game with figures of speech
relationships and nuances (6) Defines the meaning of the terms  Analyze the relationship between
in word meanings. connotation and denotations. and definitions-“I have-Who has…”
a. Interprets figures of particular words to better understand  Use children’s literature to identify
Vocabulary: figurative language, simile, the words.
speech (e.g. literary, metaphors, personification, allusions,  Distinguish among the connotations figures of speech
biblical, and mythological verbal irony, puns of words with similar denotations.
allusions) in context.  Demonstrate the relationship Resources:
b. Uses the relationship between words to find meaning.  Writing and Grammar for the 21st
between particular words
(e.g., synonym/antonym, Sample Performance Task: Century Prentice Hall
analogy) to better Students read “Rikki-Tikki Tavi” by  “School House Rock-Grammar Rock”
understand each of the Rudyard Kipling and create a flip book of  Mechanically Inclined by Jeff Anderson
words allusions and figures of speech found in  Write Source
c. Distinguishes among the text. The flip book must contain the  Elements of Literature resources
connotations (associations) examples found from the text and their  The AP Vertical Teams Guide for
of words with similar interpretations.
denotations (definitions) English
(e.g., refined, respectful,
polite, diplomatic, Assessment:
condescending).  Kansas/SBAC
 District: BOY, MY

50 ©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

LANGUAGE PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF INSTRUCTION
STANDARD STANDARD
Cognitive demand/Level of
thinking: Level 1 Recall &
Reproduction, Level 2 Basic
Skills & Concepts, Level 3
Strategic Thinking &
Reasoning

Essential Questions:

How can I identify and
understand figures of
speech in a text?

How can I tell the difference
between a word’s
connotation and
denotation?

Why is it important to
understand the difference
between a word’s
connotation and its
denotation?

51 ©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

Vocabulary Acquisition and Use Language Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases

sufficient for reading, writing, listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when

encountering an unknown term important to comprehension or expression.

L.6.6. Acquire and use accurately grade-appropriate L.7.6. Acquire and use accurately grade- L. 8.6. Acquire and use accurately grade-

general academic and domain-specific words and appropriate general academic, and domain- appropriate general academic and domain-specific

phrases; gather vocabulary knowledge when considering specific words and phrases; gather vocabulary words and phrases; gather vocabulary knowledge
a word or phrase important to comprehension or knowledge when considering a word or phrase when considering a word or phrase important to
expression. important to comprehension or expression. comprehension or expression.

LANGUAGE 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  As you read a literary or informational text, ask
The student: (DO):
L.7.6. Acquires and uses (3) Identifies general  Apply and use knowledge of students to highlight the unfamiliar words or
accurately grade- academic and domain- phrases. Provide a graphic organizer for students
appropriate general specific words and phrases. vocabulary when considering words to record the terms. Offer opportunities for
academic, and domain- (6) Gathers vocabulary and phrases important to students to incorporate these terms in their
specific words and phrases; knowledge important to comprehension or expression. speech or writing.
gathers vocabulary comprehension or  Select appropriate resources to aid in
knowledge when expression. gathering vocabulary knowledge. Resources:
considering a word or  District Curriculum Guide-Appendix 6 Vocabulary
phrase important to Vocabulary: academic, Sample Performance Task:  Writing Coach
comprehension or domain-specific, vocabulary Students read “The Only Girl in the
expression. knowledge World for Me” by Bill Cosby. Use a sense Writing and Grammar for the 21st Century Prentice
matrix to chart the powerful vocabulary Hall
Cognitive demand/Level of used in the text. Students create their  Mechanically Inclined by Jeff Anderson
thinking: Level 1 Recall & own piece; modeled after Bill Cosby.  Write Source
Reproduction, Level 2 Basic This piece should concentrate on  Elements of Literature resources
Skills & Concepts, Level 3 vocabulary usage.  The AP Vertical Teams Guide for English
Strategic Thinking &  www.readwritethink.org
Reasoning, Level 4 Assessment:  www.webenglishteacher.com
Extended Thinking  Kansas/SBAC
 District: BOY, MY
Essential Question:
Why is it important to
increase and accurately use
academic vocabulary?

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



Subject LONG RANGE PLANS

August September October November December

LONG RANGE PLANS

Subject January February March April May

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