Download 7th Language Arts 1st Nine Weeks Lesson Standard Learning

7th Language Arts
1st Nine Weeks
Lesson
Standard
Learning Targets
RL 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.
Knowledge Targets
 Students must know an
analysis is a detailed
examination of text based
on explicit and implicit
information.
 Students must know citing
textual evidence means to
quote, summarize, or
paraphrase from a text to
support an argument or a
claim.
 Students must know
inferences are drawn
through background
knowledge and details in a
text.
Reasoning Targets
 Students must identify
implicit and explicit clues
in literary text.
 Students must identify
textual evidence that will
support a claim or stance.
 Students must support
claims with relevant
citations of explicit
information.
 Students must support
claims with relevant
citations of implicit
information.
Student Friendly
Statements
Student-Friendly
Knowledge Targets
 I know an analysis
is a detailed
examination of text
based on explicit
and implicit
information.
 I know citing
textual evidence
means quoting,
summarizing, or
paraphrasing from
a text to support an
argument or claim.
 I know inferences
are drawn through
background
knowledge and
details in a text.
Student-Friendly
Reasoning Targets
 I can identify
implicit and explicit
clues in literary
text.
 I can identify
textual evidence
that will support a
claim or stance.
 I can support a
claim with relevant,
explicit examples
Essential Question
Why does a reader use
implicit and explicit
evidence to support
their analysis of
literary text?
A reader's analysis of
literary text must be
supported with
sufficient evidence in
order to be convincing.
Tennessee Academic Vocabulary
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analysis
cite/citation
claim
explicit
implicit
infer/inference (TAV)
paraphrase (TAV)
textual evidence
Additional
Resources
Assessments
7th Language Arts
1st Nine Weeks

RL 7.3
Analyze how
particular elements
of a story or drama
interact (e.g., how
setting shapes the
characters or plot).
Knowledge Targets
 Students must know the
elements of stories:
setting, character, theme,
conflict, and plot.
 Students must know the
elements of plot:
exposition, rising action,
climax, falling action, and
resolution.
 Students must know the
protagonist in a story is
the main character.
 Students must know the
antagonist is the adversary
to the protagonist.
 Students must know
themes are the messages
the author wants to convey
or the lessons learned by
the character(s).
 Students must identify the
elements in a particular
story or drama.
 Students must know
interaction is reciprocal
action or influence.
 Students must know story
elements interact and
or evidence.
I can support a
claim with relevant,
implicit examples
or evidence.
Student-Friendly
Knowledge Targets
 I know the
elements of stories:
setting, character,
theme, conflict, and
plot.
 I know the
elements of plot:
exposition, rising
action, climax,
falling action, and
resolution.
 I know the
protagonist in a
story is the main
character.
 I know the
antagonist is the
opponent of the
protagonist.
 I know themes are
messages from the
author or lessons
the characters
learn about life,
human nature, or
society.
 I can identify the
Why should a reader
analyze story elements
and their interactions?
Good readers know the
interactions of the
elements are what
creates dynamic
stories.
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adversary
antagonist
climax (TAV)
conflict
exposition
falling action
interaction with text
(TAV)
mood (TAV)
protagonist
reciprocal action
resolution
rising action
theme
turning point
irony (TAV)
foreshadowing (TAV)
flashback (TAV)
epilogue (TAV)
7th Language Arts
1st Nine Weeks
shape one another.
 Students must know story
elements continually
interact to move the story
along.
Reasoning Targets
 Students must determine
how the elements of a
story relate to one another.
 Students must determine
how the elements of a
story interact to move the
story along.
 Students must explain how
elements change as they
interact.
 Students must analyze
characters' traits and their
actions to determine how
they affect the setting, plot,
theme, and other
characters.
 Students must analyze
characters' responses to
events and interactions
with others and how this
affects setting, plot, other
characters, and themes.
elements in a
particular story or
drama.
 I know interaction
is reciprocal action
or influence.
 I know that story
elements interact
and shape one
another.
 I know story
elements
continually interact
to move the story
along.
Student-Friendly
Reasoning Targets
 I can determine
how the elements
of a story relate to
one another.
 I can determine
how the elements
of a story interact
to move the story
along.
 I can explain how
elements change as
they interact.
 I can analyze
characters' traits
and their actions to
determine how
they affect the
setting, plot, theme,
7th Language Arts
1st Nine Weeks

RL 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 of
sounds (e.g.,
alliteration) on a
specific verse or
stanza of a poem or
section of a story or
drama.
Knowledge Targets
 Students must know a
stanza or verse is a group
of lines in a poem set off by
a space.
 Students must identify
figurative language in text
(e.g., similes, metaphors,
rhymes, and alliterations).
 Students must know a
rhyme is the repetition of
an identical or similarly
accented sound or sounds.
 Students must know a
rhyme scheme is a set
pattern of rhymes at the
end of a verse or stanza.
 Students must know an
alliteration is a pattern of
sound that includes the
repetition of consonant
sounds in the beginning of
successive words or within
and other
characters.
I can analyze
characters'
responses to events
and interactions
with others and
how this affects
setting, plot, other
characters, and
themes.
Student-Friendly
Knowledge Targets
 I know a stanza or
verse is a group of
lines in a poem, set
off by a space.
 I can identify
figurative language
in text (e.g., similes
and metaphors).
 I know a rhyme is
the repetition of an
identical or
similarly accented
sound or sounds.
 I know rhyme
scheme is a set
pattern of rhymes
at the end of a
verse or stanza.
 I know an
alliteration is a
pattern of sound
How does the use of
figurative language
help to deepen the
meaning of the text?
How does rhyme and
other sound devices
impact the meaning or
tone of the text?
The tone or meaning of
a text is determined
by an author's use of
specific words and
phrases, including
connotations and
figurative language.
Authors use specific
techniques to create
distinctive sound
patterns in text.
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alliteration
connotation (TAV)
denotation (TAV)
figurative language
rhyme
stance
stanza
tone
verse
accent (TAV)
repetition (TAV)
Internal Rhyme (TAV)
Pitch (TAV)
Stress (TAV)
7th Language Arts
1st Nine Weeks
the words of a text.
that includes the
repetition of
 Students must know words
consonant sounds
have connotations
in the beginning of
(associations or secondary
successive words
meanings) as well as
or within the words
denotations (the dictionary
of a text.
definition of a word) (e.g.,
refined, respectful, polite,
 I know words
diplomatic,
have connotations
condescending).
(associations or
secondary
 Students must know tone
meanings) as well
is the author's attitude
as denotations (the
toward the topic conveyed
dictionary
through words and
definition of a
phrases.
word) (e.g., refined,
 Students must understand
respectful, polite,
every text has a tone, and
diplomatic,
that an author's choice of
condescending).
words and phrases
 I know tone is the
controls the tone of the
author's attitude
text.
toward the topic
Reasoning Targets
conveyed through
 Students must determine
words and phrases.
how the author's use of
 I understand every
words and phrases
text has a tone, and
controls the meaning/tone
that an author's
of the text.
choice of words
 Students must explain how
and phrases
the author's use of
controls the tone of
figurative language further
the text.
illustrates/expands the
Student-Friendly
purpose and meaning of
Reasoning Targets
the text.
 I can determine
 Students must explain how
how the author's
the author's use of
use of words and
7th Language Arts
1st Nine Weeks

connotative meanings
conveys the author's
stance within a text.
Students must determine
how rhymes and
alliterations impact (e.g.,
unify thoughts, create
verbal appeal, or
emphasize specific words)
verses or stanzas of a
poem, or selections of a
story or drama.
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RL 7.6
Analyze how an
author develops
and contrasts the
points of view of
different characters
or narrators in a
text.
Knowledge Targets
 Students must know
characters in a story have
different perspectives.
 Students must know one
way authors control the
information relayed to
phrases controls
the meaning/tone
of the text.
I can explain how
the author's use of
figurative language
further
illustrates/expands
the purpose and
meaning of the text.
I can explain how
the author's use of
connotative
meanings conveys
the author's stance
within a text.
I can determine
how rhymes and
alliterations impact
(e.g., unify
thoughts, create
verbal appeal, or
emphasize specific
words) in verses or
stanzas of a poem,
or selections of a
story or drama.
Student-Friendly
Knowledge Targets
 I know characters
in a story have
different
perspectives.
 I know one way
How does point of view
affect the readers
thoughts about
characters and events
in a text?
Using multiple points of
view impacts the
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complexity
first person point of
view (TAV)
third person limited
point of view (TAV)
third person
omniscient point of
7th Language Arts
1st Nine Weeks
readers is by including or
excluding points of view.
 Students must know
authors may switch the
point of view to offer the
reader a different
perspective on characters
or events.
 Students must know
authors offer more than
one point of view in order
to explain the story in
more depth or to increase
the complexity of the plot.
 Students must identify
contrasting points of view
in a text.
 Students must know
contrasting points of view
increase the complexity of
the story, but may limit the
reader's identification with
(or sympathy for) the
protagonist.
Reasoning Targets
 Students must identify the
different points of view in
a text.
 Students must contrast the
points of view of the
characters.
 Students must surmise
why an author develops
the story through different
points of view.
authors control the
information
relayed to readers
is by including or
excluding points of
view.
 I know authors
may switch the
point of view to
offer the reader a
different
perspective on
characters or
events.
 I know authors
offer more than one
point of view in
order to explain the
story in more depth
or to increase the
complexity of the
plot.
 I can identify
contrasting points
of view in a text.
 I know offering
more than one
point of view may
limit the reader's
sympathy or
identification with
the protagonist.
Student-Friendly
Reasoning Targets
 I can identify the
reader's interaction
with the elements of
the story, as well as the
writer's flexibility to
create a complex story.
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view (TAV)
narrator
7th Language Arts
1st Nine Weeks
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Students must explain how
the contrasting points of
view increase the
complexity of the story, but
may limit the reader's
identification with (or
sympathy for) a single
protagonist.
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RL
7.10
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.
different points of
view in a text
I can contrast the
points of view of
the characters.
I can explain the
effects of the
author developing
the story through
different points of
view.
I can explain how
the contrasting
points of view
increase the
complexity of the
story, but may limit
the reader's
identification with
(or sympathy for) a
single protagonist
7th Language Arts
1st Nine Weeks
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.
Knowledge Targets
 Students must know an
analysis is a detailed
examination of text.
 Students must know
inferences are drawn
through background
knowledge and details in a
text.
 Students must know
explicit information and
ideas are directly stated in
the text.
 Students must know
implicit information and
ideas are not directly
stated in the text.
 Students must know citing
textual evidence means to
quote, summarize, or
paraphrase from a text to
support an argument or a
claim.
Reasoning Targets
 Students must draw
conclusions about what
informational text is
saying, explicitly and
implicitly.
 Students must draw
inferences from
informational text to make
and support an analysis.
 Students must support
their
Student-Friendly
Knowledge Targets
 I know an analysis
is a detailed
examination of text.
 I know inferences
are drawn through
background
knowledge and
details in a text.
 I know explicit
information and
ideas are directly
stated in the text.
 I know implicit
information and
ideas are not
directly stated in
the text.
 I know citing
textual evidence
means to quote,
summarize, or
paraphrase from a
text to support an
argument or a
claim.
Student-Friendly
Reasoning Targets
 I can draw
conclusions about
what a text is
saying, explicitly
and implicitly.
 I can make
How do readers use
informational text to
support their critical
understanding/analysis
of a text?
Informational text
analysis needs to be
supported by explicit
information in the text,
as well as inferences
the reader draws from
the text.
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analysis
cite/citation
claim
explicit
implicit
infer/inference
paraphrase
textual evidence
7th Language Arts
1st Nine Weeks
analysis/inference/conclus
ion with explicit and
implicit textual evidence.

RI 7.2
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.
Knowledge Targets
 Students must know the
central idea of a text is the
overall message.
 Students must know one
text can contain multiple
central ideas.
 Students must know the
details in a text contribute
to the central idea.
 Students must know
subjective writing includes
personal opinions or
judgments about a text.
 Students must know
objective writing is based
on fact and does not
reference personal
opinions or judgments of
a text.
 Students must know a
summary identifies the
author, title, and main
ideas of a text.
Reasoning Targets
inferences from
text to make and
support my
analysis.
I can determine
which piece(s) of
textual evidence
will support my
analysis.
Student-Friendly
Knowledge Targets
 I know that the
central idea of a
text is the overall
message.
 I know that one
text can have
multiple central
ideas.
 I know that the
details in a text
contribute to the
central idea.
 I know that
subjective writing
includes personal
opinions and
judgments.
 I know that
objective writing is
based on fact and
does not reference
personal opinions
or judgments of a
How do central ideas
develop over the
course of a text? How
can a reader use his or
her understanding of
central ideas to
summarize a text
objectively?
Informational texts can
contain multiple
central ideas that must
be derived through
analysis of particular
details. In order to
create an objective
summary of the text,
readers must consider
the central idea as it
develops over the
course of the text.
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central idea
judgement
objective
subjective
summary
7th Language Arts
1st Nine Weeks
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RI 7.3
Analyze the
interactions
between
individuals, events,
and ideas in a text
(e.g., how ideas
text.
Students must infer
multiple central ideas in a
 I know that a
text.
summary identifies
the author, title,
Students must analyze
and main ideas of a
how the central ideas
text.
develop over the course of
Student-Friendly
a text, determining when
they first appear and when Reasoning Targets
they get reinforced by
 I can infer multiple
details in the text.
central ideas in a
text.
Students must explain how
the details in a text support  I can analyze how
the text's central ideas.
the central ideas
develop over the
Students must determine
course of a text,
the main ideas in a text and
determining when
use them in an objective
they first appear
summary.
and when they are
reinforced by
details in the text.
 I can explain how
the details in a text
support the text's
central ideas.
 I can determine the
main ideas in a text
and use them in an
objective summary.
Knowledge Targets
 Students must know
interactions among
individuals, events, or
ideas influence each other
in text.
Student-Friendly
Knowledge Targets
 I know interactions
between people,
events, and ideas
influence each
How do interactions
with ideas and events
play a part in shaping
people's thoughts and
actions?
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central idea
influence
interactions
subsequent
7th Language Arts
1st Nine Weeks
influence
individuals or
events, or how
individuals
influence ideas or
events).
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Students must identify
transition words and
phrases that signal
interactions between
individuals, ideas, or
events (e.g., because, as a
consequence, in turn).
Reasoning Targets
 Students must identify the
elements involved in
interactions and how they
influence other elements in
the text.
 Students must describe
how an event (or sequence
of events) impacts an
individual, a subsequent
event, or an idea.
 Students must describe
how individuals can
influence each other
through their actions and
participation in events.
 Students must explain how
one person's or group's
ideas can influence others.
 Students must describe in
detail how events change
the course of people's lives
and impact their beliefs.
 Students must describe in
detail how ideas and
events work together to
support and clarify the
central idea of the text.
other in text.
 I can identify
transition words
and phrases that
signal interactions
between
individuals, ideas,
or events (e.g.,
because, as a
consequence, as a
result).
Student-Friendly
Reasoning Targets
 I can identify the
elements involved
in an interaction
and describe the
cause/effect
relationship they
have on one
another in a text.
 I can explain how
an event (or
sequence of
events) impacts an
individual, a
subsequent event,
or an idea.
 I can explain how
individuals can
influence each
other through their
actions and
participation in
events.
People are influenced
by their life
experiences.
7th Language Arts
1st Nine Weeks
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Students must describe in
detail how people
influence the way events
happen.
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RI 7.4
Determine the
meaning of words
and phrases as they
are used in a text,
including
figurative,
connotative, and
technical meanings;
analyze the impact
of a specific word
choice on meaning
and tone.
I can explain how
one person's or
group's ideas can
influence others.
I can describe in
detail how events
change the course
of people's lives
and impact their
beliefs.
I can describe in
detail how ideas
and events work
together to support
and clarify the
central idea of the
text.
I can describe in
detail how people
influence the way
events happen
Knowledge Targets
Student-Friendly
Knowledge Targets
 Students must identify
figurative language in text
 I can identify
(e.g., similes, metaphors).
figurative language
in text such as
 Students must know words
similes and
have connotations
metaphors.
(associations or secondary
meanings) as well as
 I know words
denotations (the dictionary
have connotations
definition of a word) (e.g.,
(associations or
refined, respectful, polite,
secondary
diplomatic,
meanings) as well
condescending).
as denotations (the
How do authors
communicate
tone/meaning in a text?
The tone or meaning of
a text is determined
by an author's use of
specific words and
phrases, including
connotations and
figurative language.
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Associations (TAV)
Connotation (TAV)
Denotation (TAV)
figurative language
stance
tone (TAV)
ononmatopoeia (TAV)
semantic change (TAV)
7th Language Arts
1st Nine Weeks

Students must understand
that technical words and
phrases are used to clarify
processes and procedures.
 Students must know tone
is the author's
attitude/feelings toward
the topic conveyed
through words and
phrases.
 Students must understand
every text has a tone, and
that an author's choice of
words and phrases
controls the tone of the
text.
Reasoning Targets
 Students must determine
how the author's use of
words and phrases
deepens the reader's
understanding of the
content of the text.
 Students must explain how
the author's use of
figurative language further
illustrates/expands the
meaning and tone of a text.
 Students must explain how
the author's use of
connotative meanings
conveys the author's
stance/tone within a text.
 Students must explain how
the author's use of
dictionary
definition of a
word) (e.g., refined,
respectful, polite,
diplomatic,
condescending).
 I know that
technical words
and phrases are
used by the author
to clarify specific
processes and
procedures.
 I know tone is the
author's attitude
toward the topic
conveyed through
words and phrases.
 I know every text
has a tone, and that
an author's choice
of words and
phrases controls
the tone of the text.
Student-Friendly
Reasoning Targets
 I can determine
how the author's
use of words and
phrases deepens
the reader's
understanding of
the content of the
text.
 I can explain how
7th Language Arts
1st Nine Weeks
technical words and
phrases clarifies processes
and procedures.
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RI 7.6
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.
Knowledge Targets
 Students must know
authors write from a
unique perspective or
point of view (which is
distinguished from other
points of view presented).
 Students must know point
of view can be analyzed by
determining the author's
relationship to the topic or
event in the text.
the author's use of
figurative language
further
illustrates/expands
the meaning and
tone of the text.
I can explain how
the author's use of
connotative
meanings conveys
the author's
stance/tone within
the text.
I can explain how
the author's use of
technical words
and phrases
clarifies the
processes and
procedures
described in
technical text.
Student-Friendly
Knowledge Targets
 I know authors
write from a unique
perspective or
point of view
(which is
distinguished from
other points of
view presented).
 I know point of
view can be
How does the author's
distinction of his or her
own position from that
of others affect the
style or content of the
text?
Readers' critical
analysis of an author's
point of view and
purpose helps them to
assess the author's
credibility as a source







bias
credibility
distinguish
objectivity
position
reliability
viewpoint
7th Language Arts
1st Nine Weeks

Students must know the
objectivity of a text can be
influenced by an author's
purpose and/or personal
bias.
 Students must know
authors structure their text
to best achieve their
purpose in writing (e.g.,
compare/contrast,
cause/effect, sequence,
description,
problem/solution).
 Students must know
authors may acknowledge
other positions or
viewpoints to reinforce
(strengthen) their own.
 Students must know
authors may include other
viewpoints/positions to
lend credibility to their
overall understanding of
the topic.
 Students must know
authors may assert
themselves as experts or
trustworthy sources (but
that doesn't make it so).
Reasoning Targets
 Students must analyze the
author's relationship to the
topic or central idea in the
text.
 Students must determine




analyzed by
determining the
author's
relationship to the
topic or event in
the text.
I know the
objectivity of a text
can be influenced
by an author's
purpose and/or
personal bias.
I know authors
structure their text
to best achieve
their purpose in
writing (e.g.,
compare/contrast,
cause/effect,
sequence,
description,
problem/solution).
I know authors
may acknowledge
other positions or
viewpoints to
reinforce
(strengthen) their
own.
I know authors
may include other
viewpoints/positio
ns to lend
credibility to their
overall
understanding of
of information
7th Language Arts
1st Nine Weeks





the point of view from
which the author has
written.
Students must determine
the author's purpose for
writing a text.
Students must recognize
bias in an author's
presentation of
information.
Students must contrast the
author's point of view with
others presented in the
text.
Students must explain how
authors use different
positions or viewpoints to
advance their purpose.
Students must assess the
author's reliability as a
source of information.
the topic.
 I know authors
may assert
themselves as
experts or
trustworthy
sources (but that
doesn't make it so).
Student-Friendly
Reasoning Targets
 I can analyze the
author's
relationship to the
topic or central
idea in the text.
 I can determine the
point of view from
which the author
has written.
 I can determine the
author's purpose
for writing a text.
 I can recognize bias
in an author's
presentation of
information.
 I can contrast the
author's point of
view with others
presented in the
text.
 I can explain how
authors use
different positions
or viewpoints to
7th Language Arts
1st Nine Weeks

RI 7.10
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.
W 7.3
Write narratives to
develop real or
imagined
experiences or
events using
effective technique,
relevant
descriptive details,
and well-structured
event sequences.
Knowledge Targets
 Students must know
characters can be
developed in a narrative
through their own actions
or thoughts in a narrative.
 Students must know a
speaker helps develop the
events and sequence of
events in a narrative.
 Students must know the
speaker, audience, and
purpose must be
connected to effectively
write a narrative.
Reasoning Targets
 Students must integrate
advance their
purpose.
I can assess the
author's reliability
as a source of
information.
Student-Friendly
Knowledge Targets
 I know that
characters can be
developed in a
narrative through
their own actions
or thoughts in a
narrative.
 I know that a
speaker helps
develop the events
and sequence of
events in a
narrative.
 I know that the
speaker, audience
How do audience,
speaker and purpose
affect a narrative? How
can these elements be
used with figurative
language to improve
the narrative?
Effective narrative
writing combines
audience, speaker and
purpose with figurative
language to improve a
narrative.


effective techniques
figurative language
7th Language Arts
1st Nine Weeks
audience, speaker, and
purpose to improve a
narrative.
 Students must determine
the most effective way of
combining speaker,
audience, and purpose
with effective techniques,
details, and event
sequences.
 Students must develop
audience, speaker, and
purpose through figurative
language to improve a
narrative.
Product Targets
 Students must compose a
narrative that connects
figurative language,
audience, speaker, purpose
with effective techniques,
details, and event
sequence to improve the
narrative
and purpose must
be connected to
effectively write a
narrative.
Student-Friendly
Reasoning Targets
 I can integrate
audience, speaker
and purpose to
improve a
narrative.
 I can determine the
most effective way
of combining
speaker, audience
and purpose with
effective
techniques, details,
and event
sequences.
 I can develop
audience, speaker
and purpose
through figurative
language to
improve a
narrative.
 Student-Friendly
Product Targets
 I can compose a
narrative with real
or imagined
experiences that
utilizes effective
techniques,
7th Language Arts
1st Nine Weeks
descriptive details,
and a clear event
sequence.
W7.3a
Engage and orient
Knowledge Targets
the reader by
 Students must know the
establishing a
context means where and
context and point of
when a story takes place in
view and
a narrative text.
introducing a
 Students must know
narrator and/or
context is established to
characters;
engage and orient the
organize an event
reader (e.g., setting,
sequence that
circumstance).
unfolds naturally
 Students must know point
and logically
of view is the perspective
from which the story is
told (e.g., first person, third
person).
 Students must know that
writing in the first person
limits the reader to one
character's perspective
(e.g., using pronouns such
as "I" or "we").
 Students must know that
writing in the third person
allows more freedom in
how the story is told (e.g.,
using pronouns such as
"he", "she", and "they").
 Students must know there
are different character
types (e.g., protagonist,
antagonist).
Student-Friendly
Knowledge Targets
 I know the context
means where and
when a story takes
place in a narrative
text.
 I know context is
established to
engage and orient
the reader (e.g.,
setting,
circumstance).
 I know point of
view is the
perspective from
which the story is
told (e.g., first
person, third
person).
 I know that writing
in the first person
limits the reader to
one character's
perspective (e.g.,
using pronouns
such as "I" or "we").
 I know that writing
in the third person
allows more
freedom in how the
What does it mean to
orient the reader? How
does the writer
establish the context of
the narrative and
orient the reader?
To orient the reader
means to tell the
audience who is telling
the story, and
establishes a situation
by describing the
setting and the roles
while introducing the
challenge in the story
through the
perspective of the
storyteller




first person
orient the reader
third person limited
third person omniscient
7th Language Arts
1st Nine Weeks

Students must know
events in a narrative text
are organized sequentially.
Reasoning Targets
 Students must determine
how to engage the reader
at the beginning of a
narrative text.
 Students must determine
how to establish the
context for the narrative.
 Students must determine
from what point-of-view
the story will be written
(e.g., first person, third
person).
 Students must determine
the narrator and
characters to include in
their narrative text.
 Students must organize the
narrative to maintain a
natural and logical flow for
the reader.
 Product Targets
 Students must compose a
narrative that engages and
orients the reader to the
development of the
narrator and/or characters
and the sequence.
story is told (e.g.,
using pronouns
such as "he", "she",
and "they").
 I know there are
different character
types (e.g.,
protagonist,
antagonist).
 I know events in a
narrative text are
organized
sequentially.
Student-Friendly
Reasoning Targets
 I can determine
how to engage the
reader at the
beginning of a
narrative text.
 I can determine
how to establish
the context for the
narrative.
 I can determine
from what point-ofview the story will
be written (e.g.,
first person, third
person).
 I can determine the
narrator and
characters to
include in a
narrative text.
7th Language Arts
1st Nine Weeks



W7.3b
Use narrative
techniques, such as
dialogue, pacing,
and description, to
develop
experiences,
events, and/or
characters.
Knowledge Targets
 Students must know a
story is developed using
narrative techniques (e.g.,
dialogue and interior
monologue provide insight
into the narrator's and
characters' personalities
and motives).
 Students must know a
narrative is developed
using relevant details
about scenes, objects, or
people to describe specific
actions (e.g., movement,
gestures, postures,
expressions).
I can determine
how to organize the
narrative to
maintain a natural
and logical flow for
the reader.
Student-Friendly
Product Targets
I can compose a
narrative that
engages and
orients the reader
to the narrator
and/or characters
as the sequence
unfolds naturally
and logically.
Student-Friendly
Knowledge Targets
 I know a story is
developed using
narrative
techniques (e.g.,
dialogue and
interior monologue
provide insight into
the narrator's and
characters'
personalities and
motives).
 I know a narrative
is developed using
relevant details
about scenes,
What are narrative
techniques? How are
narrative techniques
used in narrative
writing to develop
experiences, events,
and characters?
Writers use narrative
techniques such as
dialogue, pacing, and
description to develop
experiences, events,
and characters.











character traits
description
dialogue
interior monologue
motive
pacing
physical traits
plot
suspense
tension
visual details
7th Language Arts
1st Nine Weeks

Students must know a
narrative is developed
using well-structured
event sequences to
manipulate pace, to
highlight significance of
events, and create tension
or suspense.
Reasoning Targets
 Students must determine if
dialogue should be used in
their writing.
 Students must develop the
visual details of scenes,
objects, and people in
narrative writing.
 Students must compose
details that depict specific
actions (e.g., movements,
gestures, postures, and
expressions).
 Students must develop
dialogue that provides
insight into the narrator's
and characters'
personalities and motives.
 Students must manipulate
the pace of a story to
highlight significant
events, or to create tension
and suspense

objects, or people
to describe specific
actions (e.g.,
movement,
gestures, postures,
expressions).
I know a narrative
is developed using
well-structured
event sequences to
manipulate pace, to
highlight
significance of
events, and create
tension or
suspense.
Student-Friendly
Reasoning Targets
 I can determine if
dialogue should be
used in my writing.
 I can develop the
visual details of
scenes, objects, and
people in narrative
writing.
 I can compose
details that depict
specific actions
(e.g., movements,
gestures, postures
and expressions).
 I can develop
dialogue that
7th Language Arts
1st Nine Weeks

W.7.3c
Use a variety of
transition words,
phrases, and
clauses to convey
sequence and
signal shifts from
one time frame or
setting to another.
Knowledge Targets
 Students must know
transition words, phrases,
and clauses help develop
the sequence of
events (e.g., later, next,
then, before long, at the
same time).
 Students must know
narrative transitions signal
shifts in time or place.
Reasoning Targets
 Students must determine
which type of transition is
appropriate in a narrative
to convey sequence.
 Students must determine
which type of transition is
appropriate in a narrative
to signal a shift from one
time frame or setting to
another for readers.
provides insight
into the narrator's
and characters'
personalities and
motives.
I can manipulate
the pace of a story
to highlight
significant events,
or to create tension
and suspense.
Student-Friendly
Knowledge Targets
 I know transition
words, phrases,
and clauses help
develop the
sequence of
events (e.g., later,
next, then, before
long, at the same
time).
 I know narrative
transitions signal
shifts in time or
place.
Student-Friendly
Reasoning Targets
 I can determine
which type of
transition is
appropriate in a
narrative to convey
sequence.
How are transitions
used in narrative
writing? Why do
writers use transition
words, phrases and
clauses in narratives?
Writers use wellcrafted transitions to
support the pace and
flow of the writing.
Narrative writing uses
a variety of transition
words, phrases, and
clauses to convey
sequence and signal
shifts from one time
frame or setting to
another.


transitional phrase
transitional clause
7th Language Arts
1st Nine Weeks

W.7.3d
Use precise words
and phrases,
relevant
descriptive details,
and sensory
language to capture
the action and
convey experiences
and events.
Knowledge Targets
 Students must know
concrete words are nouns
that can be seen, heard,
tasted, smelled, and
touched.
 Students must know
abstract words are
concepts or ideas.
 Students must know
sensory details are
descriptive phrases that
use the five senses (e.g., If
the event is a day at the
beach - visual: kids
building a sandcastle;
sound: the lifeguard's
warning whistle; smell:
ocean air; taste: salt
water; feeling: sand
between toes).
 Students must know
imagery evokes an idea,
thought, or feeling through
the use of concrete words
or sensory details.
I can determine
which type of
transition is
appropriate in a
narrative to signal
shifts from one
time frame or
setting to another.
Student-Friendly
Knowledge Targets
 I know concrete
words are nouns
that can be seen,
heard, tasted,
touched and
smelled.
 I know abstract
words are concepts
or ideas.
 I know sensory
details are
descriptive phrases
that use the senses
(e.g., If the event is
a day at the beach visual: kids
building a
sandcastle; sound:
the lifeguard's
warning whistle;
smell: ocean
air; taste: salt
water; feeling: sand
between toes).
Why is precise
language important?
What are effective
techniques to include
precise words and
phrases?
Descriptions and
details allow the
audience to create vivid
images. Precise and
descriptive language
are techniques used to
capture the action and
convey experiences





capture the action
imagery
precise words and
phrases
relevant
sensory language
7th Language Arts
1st Nine Weeks

Students must know to
"capture the action" a
writer must include
enough detail and sensory
language so the reader can
envision the event or
experience.
Reasoning Targets
 Students must determine
which experiences and
events need elaboration.
 Students must determine
when and where to add
concrete words and
sensory details to
narrative writing.
 Students must determine
which type of sensory
language is appropriate for
the given context.
 Students must determine if
descriptive details are
relevant.
 Students must determine if
the sensory language used
provides enough detail to
capture the action and
enables the reader to
visualize the event or
experience.

I know imagery
evokes an idea,
thought, or feeling
through the use of
concrete words and
sensory details.
 I know to "capture
the action" a writer
must include
enough detail and
sensory language
so the reader can
visualize the event
or experience.
Student-Friendly
Reasoning Targets
 I can determine
which experiences
and events need
elaboration.
 I can determine
when and where to
add concrete words
and sensory details
to my narrative
writing.
 I can determine
which type of
sensory language is
appropriate for the
given context.
 I can determine if
descriptive details
are relevant.
 I can determine if
7th Language Arts
1st Nine Weeks
the sensory
language used
provides enough
detail to capture
the action and
enables the reader
to visualize the
event or
experience.
W.7.3e
W.7.4
Provide a
conclusion that
follows from and
reflects on the
narrated
experiences or
events.
Knowledge Targets
 Students must know a
conclusion summarizes or
provides reflection on the
events in a narrative.
 Students must know a
conclusion may not signal
the complete end of a
series.
 Students must know the
conclusion links to the
introduction in some way.
 Reasoning Targets
 Students must develop an
appropriate conclusion to
a story.
Student-Friendly
Knowledge Targets
 I know a conclusion
summarizes or
provides reflection
on the events in a
narrative.
 I know a conclusion
may not signal the
complete end of a
series.
 I know the
conclusion links to
the introduction in
some way.
 Student-Friendly
Reasoning Targets
 I can develop an
appropriate
conclusion to a
story
What is a conclusion?
How does a conclusion
summarize or provide
closure to a narrative?
Produce clear and
coherent writing in
which the
Knowledge Targets
 Students must know that
development, organization,
Student-Friendly
Knowledge Targets
 I know that
How do the thesis
statement, topic
sentences, and details


conclusion
reflects



audience
details
purpose
Writers give insight
into character changes,
state outcomes, and
present new
developments or
alludes to the next
event.
7th Language Arts
1st Nine Weeks
development,
organization, and
style are
appropriate to task,
purpose, and
audience. (Gradespecific
expectations for
writing types are
defined in W.7.1-3.)
and style are dependent
upon task, purpose, and
audience.
 Students must know that
the thesis statement, topic
sentences, and details in
writing help convey the
task, purpose, and
audience of the written
piece.
Reasoning Targets
 Students must develop
clear and coherent writing
that uses a thesis
statement, topic sentences,
and details.
 Students must
demonstrate task, purpose,
and audience in writing
through development,
organization, and style.
 Product Targets
 Students must create a
clear and coherent writing
piece that is appropriately
developed and organized
according to task and
purpose.
development,
organization, and
style are dependent
upon task, purpose,
and audience.
 I know that the
thesis statement,
topic sentences,
and details in
writing help convey
the task, purpose,
and audience of the
written piece.
Student-Friendly
Reasoning Targets
 I can develop clear
and coherent
writing that uses a
thesis statement,
topic sentences,
and details.
 I can demonstrate
task, purpose, and
audience in writing
through
development,
organization and
style.
Student-Friendly
Product Targets
 I can create a clear
and coherent
writing piece that is
appropriately
developed and
organized
affect the development,
organization and style
of a writing? How can
they enhance it?
The thesis statement,
topic sentences, and
details in a writing help
the development,
organization, and style
of the written piece.



task
thesis statement
topic sentence
7th Language Arts
1st Nine Weeks
according to task
and purpose.
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 L.7.13.)
Knowledge Targets
 Students must know each
piece of writing has a
purpose and an audience.
 Students must know that a
new approach affects the
tone, style, purpose,
audience, and speaker of a
written piece.
 Students must know the
writing process:
prewriting, writing,
editing, revising, and
rewriting.
Reasoning Targets
 With some guidance and
support from peers and
adults:
 Students must decide how
to edit their paper with
correct conventions,
grammar, and syntax.
 Students must decide how
to revise their writing to
make it clear, informative,
descriptive, or convincing.
 Students must analyze
how a new approach has
changed the tone, style,
purpose, audience, and
speaker of a written piece.
 Students must analyze
Student-Friendly
Knowledge Targets
 I know each piece
of writing has a
purpose and an
audience.
 I know that a new
approach affects
the tone, style,
purpose, audience
and speaker of a
written piece.
 I know the writing
process:
prewriting, writing,
editing, revising,
and rewriting.
Student-Friendly
Reasoning Targets
 With some
guidance and
support from peers
and adults:
 I can decide how to
edit their paper
with correct
conventions,
grammar, and
syntax.
 I can decide how to
revise my writing
to make it clear,
How do audiences and
purpose align with a
writing? How can a
new approach change
how they align?
Changing any part of a
written piece (e.g.
audience, purpose,
approach, style,
speaker) changes other
aspects of the written
piece.









approach
audience
editing
prewriting
purpose
revising
rewriting
syntax
tone
7th Language Arts
1st Nine Weeks





how their message will be
received by their audience.
Students must apply the
writing process to improve
and strengthen their
writing.
Product Targets
With some guidance and
support from peers and
adults:
Students must compose a
written piece using a new
approach on a topic or
event.
Students must use the
writing process to
strengthen a written piece.
Students must write a
piece that connects to the
audience and aligns to the
purpose.






informative,
descriptive, or
convincing.
I can analyze how a
new approach has
changed the tone,
style, purpose,
audience, and
speaker of a
written piece.
I can analyze how
my message will be
received by my
audience.
I can apply the
writing process to
improve and
strengthen my
writing.
Student-Friendly
Product Targets
With some
guidance and
support from peers
and adults:
I can write a story
by taking it through
the writing process
of prewriting
(planning), writing,
revising, editing,
and rewriting.
I can try a new
approach in the
process of writing
7th Language Arts
1st Nine Weeks

W.7.9
Draw evidence
from literary or
informational texts
to support analysis,
reflection, and
research.
Knowledge Targets
 Students must know the
differences between
writing an analysis, a
reflection, and research.
 Students must know how
to locate evidence in a
variety of sources based on
the purpose of the written
piece.
 Students must know how
to properly connect
evidence from a literary or
informational text within a
paper.
Reasoning Targets
 Students must determine
what evidence to draw
from a text to support the
task required.
 Students must determine
the text structure of the
text aligned to the task.
 Students must develop a
written piece by
connecting literary and
informational text with the
task.
my story.
I can write a piece
of writing that
connects to the
audience and aligns
with the purpose.
Student-Friendly
Knowledge Targets
 I know the
differences
between writing an
analysis, a
reflection, and
research.
 I know how to
locate evidence in a
variety of sources
based on the
purpose of the
written piece.
 I know how to
properly connect
evidence from a
literary or
informational text
within a paper.
Student-Friendly
Reasoning Targets
 I can determine
what evidence to
draw from a text to
support the task
required.
 I can determine the
How does the text
structure connect to
the evidence used from
literary and
informational texts?
How can changing the
text structure affect
what evidence is used?
Writer's use text
structure and evidence
from literary and
informational text to
support analysis,
reflection, and
research.




analysis
evidence
reflection
research
7th Language Arts
1st Nine Weeks

W.7.9a
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
Students must determine
how to extract and
compose evidence from
the text.
Product Targets
 Students must compose
analysis, reflection, and
research papers that
compile evidence from
literary or informational
texts to support a task.
text structure of the
text aligned to the
task.
 I can develop a
written piece by
connecting literary
and informational
text with the task.
 I can determine
how to extract and
compose evidence
from the text.
Student-Friendly
Product Targets
 I can compose
analysis, reflection,
and research
papers that compile
evidence from
literary or
informational texts
to support a task
Knowledge Targets
 Students must determine
task, purpose, and
audience.
 Students must know
narrative elements and
story themes.
 Students must know
literary techniques (e.g.,
figurative language,
imagery).
 Students must know how
Student-Friendly
Knowledge Targets
 I can identify task,
purpose, and
audience.
 I know narrative
elements and story
themes.
 I know literary
techniques (e.g.,
figurative language,
imagery).
How can authors use
fiction to use or alter
history? How can
comparing and
contrasting two or
more works help a
reader better
understand how fiction
used or altered history?
Comparing how
authors use or alter
history in fictional



alter
fictional
portrayal
7th Language Arts
1st Nine Weeks
history").




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 disciplinespecific tasks,
purposes, and
audiences.
to search for relevant
information and evidence.
Students must identify
historical time periods.
Reasoning Targets
Students must determine
task, purpose, and
audience.
Students must determine
how an author used or
altered history.
Students must compare
two or more fictional
portrayals to understand
time, place, characters, or
historical accounts.
Knowledge Targets
 Students must know
writing can be done in any
academic area.
 Students must know
writing should be done
routinely, each time with a
specific purpose.
 Students
must know writing can be
completed in extended and
short time frames.
Reasoning Targets





I know how to
search for relevant
information and
evidence.
I can identify
historical time
periods.
Student-Friendly
Reasoning Targets
I can determine
task, purpose, and
audience.
I can determine
how an author used
or altered history.
I can compare two
or more fictional
portrayals to
understand time,
place, characters or
historical accounts.
Student-Friendly
Knowledge Targets
 I know writing can
be done in any
academic area.
 I know writing
should be done
routinely, each time
with a specific
purpose.
 I know writing can
be completed in
extended and short
portrayals can aid in
comprehension of
history.
What type of writing is
appropriate for
academic areas? How is
writing used in all
academic areas?
Writing occurs in all
academic areas for
varied reasons and
time frames. Writing in
the content areas can
be note taking, projects,
presentations, journals,
7th Language Arts
1st Nine Weeks



SL.7.1
Engage effectively
in a range of
collaborative
discussions (oneon-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.


Students must evaluate the
task, purpose, and
audience their writing will
address across varied time
frames.
Product Targets
Students must compose
multiple pieces of writing
in a variety of time frames,
in multiple content areas,
and for different tasks,
audiences and purposes.
time frames.
Student-Friendly
Reasoning Targets
 I can evaluate the
task, purpose, and
audience my
writing will
address for varied
time frames.
 Student-Friendly
Product Targets
 I can compose
multiple pieces of
writing in a variety
of time frames, in
multiple content
areas, and for
different tasks,
audiences and
purposes.
observations, and
formal reports.
Students must work
collaboratively in multiple
grouping experiences.
Students must express
themselves clearly in
grouping experiences.

What skills are needed
to working and
communicating
effectively in groups?

I can work
collaboratively in
grouping
experiences.
I can express
myself clearly in
grouping
experiences.
7th Language Arts
1st Nine Weeks
SL.7.1a
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
SL.7.1b Follow rules for
collegial
discussions, track
progress toward
specific goals and
deadlines, and
define individual
roles as needed.
SL.7.1c






Students will follow rules
for a discussion.
Students will track
progress toward a goal.
Students will define
specific roles within a
group setting.


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.
SL.7.1d Acknowledge new
information
Students will come to
discussions prepared.
Students will cite their
evidence clearly to probe
discussion.




What is appropriate
evidence to probe a
discussion?
I can follow rules
for a discussion.
I can track group
progress toward a
goal.
I can define my role
within my group.
Why is it important to
working cooperatively
in a group, track
progress, and define
roles?

Students pose thought
provoking questions to
bring the group back on
topic.
Students are courteous to
others’ thoughts and
I can be prepared
for discussions.
I can cite evidence
clearly to probe
discussion.

I can pose
thought
provoking
questions to
bring group
back on topic.
I can be courteous
to others’ thoughts
What types of
questions are
appropriate for
bringing a group back
to topic?

What ways can
students be
7th Language Arts
1st Nine Weeks
expressed by
others and, when
warranted, modify
their own views.
SL.7.2
SL.7.4
SL.7.6
opinions.
and opinions.
courteous to
others thoughts
and opinions.
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.
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.

Students can analyze main
ideas and explain how the
ideas clarify a topic.

I can analyze main
ideas and explain
how the ideas
clarify a topic.
Why is it important to
find main ideas and
details to help explain
how these ideas clarify
a topic?

Students will present
findings, emphasizing valid
points in a focused
manner.
Students will use
appropriate presentation
skills (e.g. eye contact,
volume, pronunciation)

I can present
findings,
emphasizing valid
points in a focused
manner.
I can use
appropriate
presentation skills
(e.g. eye contact,
volume,
pronunciation)
How do I communicate
effectively?
Adapt speech to a
variety of contexts
and tasks,
demonstrating

Students can adapt speech
to assigned task.

I can adapt speech
to assigned task.
What situations require
different speech
variety?


7th Language Arts
1st Nine Weeks
command of formal
English when
indicated or
appropriate. (See
L.7.1 and L.7.3 for
specific
expectations.)
L.7.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
L.7.1c
Place phrases and
clauses within a
sentence,
recognizing and
correcting
misplaced and
dangling modifiers.

Students will write and
speak using correct
grammar techniques.
Knowledge Targets
 Students must know
a modifier is an optional
element in the structure of
a phrase or clause that
provides additional
information about the
subject, object, or action of
a sentence.
 Students must know a
modifier should be placed
either immediately
preceding or immediately
following the element it
modifies.
 Students must define a
dangling modifier
(misplaced modifier) as an
error in sentence structure

I can write and
speak using correct
grammar
techniques.
Student-Friendly
Knowledge Targets
 I know a modifier is
an optional
element in the
structure of a
phrase or clause
that provides
additional
information
about the subject,
object, or action of
a sentence.
 I know a modifier
should be placed
either immediately
preceding or
immediately
following the
element it modifies.
What skills are needed
to speak and write
using correct grammar?
What are the purposes
of clauses and phrases
as modifiers in
sentences? How does
the placement of a
modifier change the
meaning of a sentence?
Effective
communicators utilize
their knowledge
of standard English
grammar and usage to
clearly communicate
their thoughts and
ideas.





clause
dangling modifier
misplaced modifier
phrase
double negative (TAV)
7th Language Arts
1st Nine Weeks





in which the modifier is
associated with an element
other than the one
intended (e.g., I saw the
trailer peeking through the
window.)
Students must recognize
dangling modifiers in a
sentence.
Students must recognize
misplaced modifiers in a
sentence.
Students must correct
misplaced modifiers.
Students must correct
dangling modifiers.
Students must use
modifiers accurately to
convey the intended
meaning within a sentence.






L.7.2
Demonstrate
command of the
conventions of
I can define a
dangling modifier
(misplaced
modifier) as an
error in sentence
structure in which
the modifier is
associated with an
element other than
the one intended
(e.g., I saw the
trailer peeking
through the
window.)
I can recognize
dangling modifiers
in a sentence.
I can recognize
misplaced
modifiers in a
sentence.
I can correct
misplaced
modifiers.
I can correct
dangling modifiers.
I can use modifiers
accurately to
convey the
intended meaning
within a sentence.
7th Language Arts
1st Nine Weeks
standard English
capitalization,
punctuation, and
spelling when
writing.
L.7.3
L.7.3a
L.7.4
Use knowledge of
language and its
conventions when
writing, speaking,
reading, or
listening.
Choose language
that expresses
ideas precisely and
concisely,
recognizing and
eliminating
wordiness and
redundancy.
Determine or
clarify the meaning
of unknown and
multiple-meaning
words and phrases
based on grade 7
Knowledge Targets
 Students must know extra
or redundant words make
communication confusing
and less effective.
 Students must determine
which details should be
included when writing or
speaking.

Students will clarify the
meaning of unknown
words using various
strategies.
Student-Friendly
Knowledge Targets
 I know that extra or
redundant words
make written and
oral
communication
confusing and less
effective.
 I can determine
which details
should be included
when writing or
speaking.

I can clarify the
meaning of
unknown words
using various
strategies.
Why do authors choose
the language they use
in their work? How can
eliminating wordiness
and redundancy impact
the understanding of a
text?
Effective
communicators
understand the
functions of language in
different contexts, use
it to fully comprehend
when reading or
listening, and clearly
address ideas when
speaking or writing.
What strategies are
needed to clarify the
meaning of unknown
words?



concise
redundant/redundancy
wordy/wordiness
7th Language Arts
1st Nine Weeks
reading and
content, choosing
flexibly from a
range of strategies.
L.7.4a
L.7.4b
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).
Knowledge Targets
 Students must identify
words that are unknown
or unfamiliar in a sentence.
 Students must identify
context clues including
overall meaning of a
sentence or paragraph and
a word's position or
function in a sentence.
Reasoning Targets
 Students must determine
the meaning of a word or
phrase from context clues.
Knowledge Targets


Students must identify and
define grade-appropriate
Greek and Latin roots.
Students must identify and
define grade-appropriate
Greek and Latin affixes.
Student-Friendly
Knowledge Targets
 I can identify words
that are unknown
or unfamiliar in a
sentence.
 I can identify
context clues
including overall
meaning of a
sentence or
paragraph and a
word's position or
function in a
sentence.
Student-Friendly
Reasoning Targets
 I can determine the
meaning of a word
or phrase from
context clues.
How can context clues
in a sentence or
paragraph be used to
determine the meaning
of unknown words or
phrases? How does the
context aid in
comprehension?
Student-Friendly
Knowledge Targets
 I can identify and
define gradeappropriate Greek
and Latin roots.
 I can identify and
define grade-
How can Greek and
Latin affixes and root
words help determine
the meanings of
unfamiliar words?





context
overall meaning
paragraph
word's function
word's position






affix
prefix
root word
suffix
etymology (TAV)
foreign phrases (TAV)
Effective readers
determine the meaning
of unknown words by
using structural and
contextual clues.
Effective readers
determine the meaning
7th Language Arts
1st Nine Weeks

L.7.4c
L.7.4d
Students must identify the
connection between
Greek-based and Latinbased words to define an
unknown word.

appropriate Greek
and Latin affixes.
I can identify the
connection
between Greekbased and Latinbased words to
define an unknown
word.
of unknown words by
analyzing word parts.
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.
Knowledge Targets
 Students must identify
general and specialized
print and digital reference
material.
 Students must identify the
pronunciation of a word.
 Students must determine
the precise meaning of a
word.
 Students must identify the
part of speech of a word.
Student-Friendly
Knowledge Targets
 I can identify
general and
specialized print
and digital
reference material.
 I can identify the
pronunciation of a
word.
 I can determine the
precise meaning of
a word.
 I can identify the
part of speech of a
word.
How can general or
specialized reference
materials enhance a
reader's understanding
of an unknown word?
Verify the
preliminary
determination of
the meaning of a
word or phrase
(e.g., by checking
the inferred
meaning in context
Knowledge Targets
 Students must know
multiple methods to
determine meaning.
Student-Friendly
Knowledge Targets
 I know different
ways to determine
meaning.
How does a reader
verify the meaning of
an unknown word or
phrase?
Effective readers
determine the meaning
of unknown words
by using appropriate
reference materials.
Effective readers
determine the meaning
of unknown words by







digital resources
general reference materials
parts of speech
precise meaning
print resources
pronunciation
specialized reference
materials





context
infer
preliminary determination
references
verify
7th Language Arts
1st Nine Weeks
or in a dictionary).

L.7.5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in
word meanings.
L.7.6
Acquire and use
Knowledge Targets
accurately grade Students must acquire and
appropriate general
use accumulated word
academic and
knowledge when
domain-specific
considering words and
words and phrases;
phrases.
gather vocabulary
 Students must apply
knowledge when
vocabulary strategies to
considering a word
evaluate words and their
or phrase
meaning and placement.
important to
Reasoning Targets
comprehension or
 Students must evaluate
expression.
words for accurate usage.
Students must determine
meanings of figurative
language, word
relationships, and nuances
in word meanings

I can determine
meanings of
figurative language,
word relationships,
and nuances in
word meanings.
Student-Friendly
Knowledge Targets
 I can acquire and
use accumulated
word knowledge
when considering
words and
phrases.
 I know how to
apply vocabulary
strategies to
evaluate words and
their meaning and
placement.
Student-Friendly
Reasoning Targets
 I can evaluate
words for accurate
usage.
using structural and
context clues, analyzing
words parts, and/or
using appropriate
reference materials.
How does a reader
understand figurative
language, word
relationships, and
nuances in word
meanings?
Why is it necessary to
learn or acquire
academic and domainspecific words? How
does gathering
vocabulary knowledge
help writers and
speakers maintain
clarity?
Effective
communicators acquire
and use a range of
general academic and
domain-specific words
and phrases by
independently using
strategies to gain
vocabulary important
to comprehension or
expression.





Nuance (TAV)
Semantic change (TAV)
accumulated
acquire
evaluate
7th Language Arts
1st Nine Weeks