7th grade MJ Intensive Reading

M/J Intensive Reading, Grade 7
Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and
can be accessed at www.cpalms.org.

The main resources for the support of instruction are PWImpact units and Scholastic Read XL units.

An overview of the four quarters of instruction is listed below.

Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4
Level
PWImpact Unit: PWImpact Unit: PWImpact Unit: PWImpact Unit:
7 Believe Zombies Evolving Robots Taking a Stand
Read XL Unit 12:
Read XL Unit 3: Read XL Unit 9: Novel Study:
No Easy Answers Thrills and Chills Sci-Fi Eyes Tangerine

Required Vocabulary Assessment Vocabulary Assessment Vocabulary Assessment Vocabulary Assessment
Summative Authentic Assessment – Authentic Assessment – Authentic Assessment – Design Authentic Assessment – Action
Assessments
Presentation Collaborative Project a Robot Plan
Extended Paragraph Write About It Write About It

The curriculum map represents what is required in any given quarter of instruction to ensure that all of the standards are taught as a support for learning.
Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from PWImpact and Scholastic Read
XL or other outside sources to best support students’ learning needs.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used
in the students’ writing, research, discussions and presentations.

The study and application of word study, vocabulary and fluency should take place within the context of what students read and write.

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017

Page 1

M/J Intensive Reading, 7th Grade Language Arts Florida Standards

Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida
Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not
formally assessed.

LAFS.7.RL.1.1 Strand: READING STANDARDS FOR LITERATURE
LAFS.7.RL.1.2
LAFS.7.RL.1.3 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RL.2.4
LAFS.7.RL.2.5 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
LAFS.7.RL.2.6
LAFS.7.RL.3.7 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes
LAFS.7.RL.3.9 and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
LAFS.7.RL.4.10
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to
each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
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.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

LAFS.7.RI.1.1 Strand: READING STANDARDS FOR INFORMATIONAL TEXT
LAFS.7.RI.1.2
LAFS.7.RI.1.3 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

LAFS.7.RI.2.4 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
LAFS.7.RI.2.5
LAFS.7.RI.2.6 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence
LAFS.7.RI.3.7 ideas or events).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact
LAFS.7.RI.3.8 of a specific word choice on meaning and tone.

LAFS.7.RI.3.9 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

LAFS.7.RI.4.10 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the
delivery of a speech affects the impact of the words).
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.
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or
advancing different interpretations of facts.
By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 2

LAFS.7.W.1.1 Strand: WRITING STANDARDS
LAFS.7.W.1.2
LAFS.7.W.2.4 Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.3.7
LAFS.7.W.3.9 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis
LAFS.7.W.3.9a of relevant content.
LAFS.7.W.3.9b Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
LAFS.7.W.4.10 expectations for writing types are defined in standards 1–3 above.)
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further
research and investigation.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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”).
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”).
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.

LAFS.7.SL.1.1 Strand: SPEAKING AND LISTENING STANDARDS

LAFS.7.SL.1.1a 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
LAFS.7.SL.1.1b issues, building on others’ ideas and expressing their own clearly.
LAFS.7.SL.1.1c Come to discussions prepared, having read or studied required material under study; explicitly draw on that preparation by referring to evidence on the
LAFS.7.SL.1.1d topic, text, or issue to probe and reflect on ideas under discussion.
LAFS.7.SL.1.2 Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion
LAFS.7.SL.2.6 back on topic as needed.
Acknowledge new information expressed by others and, when warranted, modify their own views.
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.

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

LAFS.7.L.3.4 Strand: LANGUAGE STANDARDS

LAFS.7.L.3.4a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from
LAFS.7.L.3.4b a range of strategies.
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.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 3

LAFS.7.L.3.4c 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.
LAFS.7.L.3.4d
LAFS.7.L.3.5 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).
LAFS.7.L.3.5a
LAFS.7.L.3.5b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

LAFS.7.L.3.5c Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

LAFS.7.L.3.6 Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic,
condescending).
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.

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 4

M/J Intensive Reading, 7th Grade Quarter 1 PWImpact Unit Believe
Read XL Unit 3 No Easy Answers

Essential Question: How can belief in oneself affect the path a person chooses in life?

Required Assessments Assessment Standards

 Vocabulary Assessment - LAFS.7.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
PWImpact Unit Believe LAFS.7.RL.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
p. 27-28 from the text.
LAFS.7.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
 Authentic Assessment – selection, organization, and analysis of relevant content.
Create and participate in a LAFS.7.W.2.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to
presentation PWImpact interact and collaborate with others, including linking to and citing sources.
Unit Believe p. 29 LAFS.7.W.3.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related,
focused questions for further research and investigation.
 Read “Only a Dollar’s

Worth,” p. 26-29, “Just a LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,

Pigeon,” p. 30-31 and “A facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Matter of Honor,” p. 32-33 LAFS.7.SL.2.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
from Read XL. Use text salient points.
evidence from the three LAFS.7.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and
short stories to write an content, choosing flexibly from a range of strategies.
extended paragraph to LAFS.7.L.3.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
answer this question. How clue to the meaning of a word or phrase.

did the teens demonstrate

their belief that some things

are more important than

money? (Reading Short-

Response Rubric) PWImpact

Unit Believe p. 31

Required Texts and Activities Focus Standards

PWImpact Believe Unit LAFS.7.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 High Interest Article “The LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
Road Not Taken,” p. 1-9 LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
 Technical Article “The Digital technical meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and
Age,” p. 10-23 to the development of the ideas.
 College and Career Article
LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal
“Songwriter,” p. 24-26
of the subject (e.g., how the delivery of a speech affects the impact of the words).

LAFS.7.RI.3.8: 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.

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 5

LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by

emphasizing different evidence or advancing different interpretations of facts.
LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.L.3.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).

Scholastic Read XL Unit 3 No LAFS.7.RL.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
Easy Answers from the text.
 “Only a Dollar’s Worth,” LAFS.7.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or
p. 26-29 section of a story or drama.
 “Just a Pigeon,” p. 30-31
 “A Matter of Honor,”

p. 32-33
 Comprehension Check 1-5

p.34

Please Note:
 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.
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ELA Formative Assessment Resources (ELFAS)
 RI.1.1 Hard Work Beats Talent
 RL.2.5 Miracles
 RI.2.6, RI.3.8, W.3.9b, L.2.3, SL.2.4, SL.2.5 What’s the Point? (7 lesson bundle)
 RL.1.2 Reading Detectives: Searching Out the Central Theme

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 6

M/J Intensive Reading, 7th Grade Quarter 2 PWImpact Unit Zombies
Read XL Unit 9 Thrills and Chills

Essential Questions: How does the popularity of Zombies relate to fear and the outbreak of infectious disease?

Required Summative Assessment Standards
Assessments

 Vocabulary Assessment - LAFS.7.RL.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
PWImpact Unit Zombies from the text.
p.27-28 LAFS.7.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by
 Authentic Assessment – emphasizing different evidence or advancing different interpretations of facts.
Work on a collaborative LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
project PWImpact Unit LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Zombies p. 29-30 LAFS.7.SL.1.1: 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 others’ ideas and expressing their own clearly.
 Write About It prompt 1 - LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
Read XL Unit 9 Thrills and facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Chills p.111 LAFS.7.SL.2.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.3.4: 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.
LAFS.7.L.3.4a: 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.
LAFS.7.L.3.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined,
respectful, polite, diplomatic, condescending).

Required Texts and Activities Focus Standards

PWImpact Unit Zombies LAFS.7.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 High Interest Article “The LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
Origin of Zombies,” p. 1-9 LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
 Technical Article “The technical meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position
Science of Zombies,” from that of others.
p. 10-23
LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal
 College and Career Article
“Career with the CDC,” of the subject (e.g., how the delivery of a speech affects the impact of the words).
p. 24-26 LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 7

LAFS.7.L.3.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,
bellicose, rebel).

Scholastic Read XL Unit 9 Thrills LAFS.7.RL.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
and Chills from the text.
 “Jordie’s Revenge,” LAFS.7.RL.1.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
p. 100-107 LAFS.7.L.3.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
 Comprehension Check 1-3 clue to the meaning of a word or phrase.
 Vocabulary Check p. 111 LAFS.7.L.3.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent,

bellicose, rebel).

Please Note:

 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.

Sign on to https://portal.fldoesso.org

ELA Formative Assessment Resources (ELFAS)

 6.RL.4.10 A Close Reading of Eyes of the Sphinx

 RI.3.8 Out to Lunch

 RL.1.2 Theme in a Box

 SL.1.1d A Tasty Conversation

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 8

M/J Intensive Reading, 7th Grade Quarter 3 PWImpact Evolving Robots
Read XL Unit 12 Sci-Fi Eyes

Essential Questions: How do robots affect our lives today, and what does the future hold for the interaction between humans and robots?

Required Summative Assessment Standards
Assessments

 Vocabulary Assessment - LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
PWImpact Unit Evolving LAFS.7.W.1.2a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
Robots p.22 selection, organization, and analysis of relevant content.
LAFS.7.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
 Authentic Assessment – purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Design a robot that will LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
benefit our society facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
PWImpact Unit Evolving LAFS.7.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and
Robots p. 23 content, choosing flexibly from a range of strategies.
LAFS.7.L.3.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
 Write About It prompt 1 clue to the meaning of a word or phrase.
(Reading Short-Response
Rubric) PWImpact Unit
Believe p. 31

Required Texts and Activities Focus Standards

PWImpact Evolving Robots Unit LAFS.7.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 High Interest Article “Robots LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
On The Rise,” p. 1-12 LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
 Technical Article “The technical meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.7.RI.2.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and
Evolution of Animatronics,” to the development of the ideas.
p. 13-19
LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position
Scholastic Read XL Unit 12 Sci-Fi
Eyes from that of others.
LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.SL.1.1: 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 others’ ideas and expressing their own clearly.
LAFS.7.L.3.4: 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.

LAFS.7.RL.1.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text.
LAFS.7.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 9

 “Young Blue Eyes,” partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

p. 142-149

 Talk About It prompt 1 p.152

 Comprehension Check 1-3

p. 152

Please Note:

 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.

Sign on to https://portal.fldoesso.org

ELA Formative Assessment Resources (ELFAS)

 W.2.4 Rascally R.A.F.T.

 RL.1.1 Evidence of Space Travelers

 RI.2.4 Destination Mars

 RI.3.9 Computer Virus Analysis

M/J Intensive Reading, 7th Grade Curriculum Map 2016-2017 Page 10

M/J Intensive Reading, 7th Grade Quarter 4 PWImpact Unit Taking a Stand
Novel Study Tangerine

Essential Questions: What is bullying, and what can young people do to stop the momentum of hatred in our society?

Required Summative Assessment Standards
Assessments

 Vocabulary Assessment - LAFS.7.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
PWImpact Unit Taking a purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Stand p.27-28 LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.SL.1.1a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
 Authentic Assessment – partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Design and participate in an LAFS.7.SL.2.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions,
action plan based on the facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
PWImpact Unit Taking a LAFS.7.SL.2.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
Stand p. 29 salient points.
LAFS.7.L.3.4: 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.
LAFS.7.L.3.4a: 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.
LAFS.7.L.3.5b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the
words.

Required Texts and Activities Focus Standards

PWImpact Taking a Stand Unit LAFS.7.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 High Interest Article “Don’t LAFS.7.RI.1.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an
objective summary of the text.
Say Goodbye,” p. 1-9 LAFS.7.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
 Technical Article technical meanings; analyze the impact of a specific word choice on meaning and tone.

“Repercussions of Bullying,” LAFS.7.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position
p. 10-23
 College and Career Article from that of others.
“School Psychologist,”
p. 24-25 LAFS.7.RI.3.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal

of the subject (e.g., how the delivery of a speech affects the impact of the words).
LAFS.7.RI.3.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by
emphasizing different evidence or advancing different interpretations of facts.
LAFS.7.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LAFS.7.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
selection, organization, and analysis of relevant content.
LAFS.7.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.7.SL.1.1a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
LAFS.7.SL.2.4: 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.

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Novel Study Tangerine LAFS.7.SL.2.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize
salient points.
LAFS.7.L.3.4a: 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.
LAFS.7.L.3.4b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the
words.

Standards and activities will vary according to students’ needs.

Please Note:
 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.
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ELA Formative Assessment Resources (ELFAS)
 RI.1.1 To Steal or Not To Steal
 RL.1.1 Textual Evidence to Support Hope
 SL.1.1c Enlightened Elaborations
 RI.3.7 Chief Joseph Speech

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