7 1stsixweeks

English Language Arts/Reading
Course: 7th Grade ELAR Designated Six Weeks: First

Focus: Fiction, Literary Nonfiction, Personal Narrative, Controlling Idea (Expository Days to teach: 31
Writing)
TEKS Guiding Questions/ Assessment Academic Instructional Suggested Resources/
Specificity Vocabulary Strategies Weblinks
Ongoing TEKS reinforced each six weeks

ELA Google Drive: https://drive.google.com/folderview?id=0B2ZIZkYLMHTHNm5uaElMUnhONzg&usp=sharing
Holt McDougal Literature: http://my.hrw.com/
1st Six Weeks - Reading
(7.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different
cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
**(A) describe multiple themes in a work What is the theme in Released STAAR questions: Fiction Dialectical journal Theme from Scholastic
of fiction; literature? The author helps the reader Theme
(Supporting) understand how it felt to be on Analyze Respond to text and Theme in Literature on
How does setting affect _______ by support with text YouTube
(CRS): (Reading A.1d, C.2d)
your ability to evidence
http://www.thecb.state.tx.us/collegereadiness/
crs.pdf understand various A theme expressed in this story (Ongoing TEKS
genres of literature? centers on 7.17C)
**(C) analyze how place and time What lesson does the narrator Brainstorm common
influence the theme or message of a Make thematic
learn by --? themes often found in
literary work. connections across
stories (Gallery
(Supporting) fiction & literary
Walk)
nonfiction
(CRS): (Reading A.7b)
*Connect 7.3A & 7.3C ELPS 4J, 4K
to Fiction & 7.3C in http://ritter.tea.state.t
x.us/rules/tac/chapter
Literary Nonfiction
074/ch074a.html#74.
Texts
4
1
**Indicates that this TEKS/SE is a skill tested on the SAT college entrance exam.

Writing)
(7.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction
and provide evidence from text to support their understanding. Students are expected to:
**(A) explain the influence of the setting What role do the Released STAAR questions: Plot Dialectical journal Connections
on plot development; literary elements play How does the setting influence Exposition #1, #2, #3
(Readiness) within plot the plot of the story? Rising action Holt Literature
development? How does it contribute to the Climax Short answer "The Dinner Party" p.
(CRS): (Reading A.10a)
conflict of the story? Falling action responses using 32
http://www.thecb.state.tx.us/collegereadiness/ Why is it important to Denouement textual evidence "Seventh Grade" p. 34
crs.pdf know each characters Why is ___important to the Setting "The Last Dog" p. 46
characteristics? story? Internal Short story plot "Thank You, Ma'am" p.
response diagram 66
**(B) analyze the development of the How does the conflict (Character)s interaction with External "Rikki-tikki-tavi" p. 76
plot through the internal and external in a selection move the (character) contributes to the response W-H-W Strategy "Zebra" p. 190
responses of the characters, including plot to the climax and plot by Motivation "The Scholarship
their motivations and conflicts; resolution? Conflict Reading Routine Jacket" p. 224
(Readiness) Which of the following best Narrator Chart "A Retrieved
In discovering the describes (character)s Point of view Reformation" p. 234
layers of meaning in internal conflict in the story? first person Literature Circles "The Three-Century
**(C) analyze different forms of point of literature, what role do POV Woman" p. 248
view, including first-person, third-person the literary elements The point of view from which third person Close Reading "Charles" p. 258
omniscient, and third-person limited. play? the story is told gives the omniscient Signposts "The Two Brothers" p.
(Supporting) reader insight into POV 319
What role does the third person Group Close Reading "Amigo Brothers" p.
(CRS): (Reading A.7ac) structure play in The details in paragraph __ limited POV & Annotations 322
conveying effective help the reader infer that Inference "The War of the Wall"
meaning? Drawing Respond to text and p. 338
Which sentence foreshadows conclusions support with text "What Do Fish Have to
What is the best that --? evidence Do with Anything" p.
2

Writing)
summary of the story? (Ongoing TEKS 350

The author uses short 7.17C) "A Crush" p. 374
How do authors use sentences in paragraph __ to "Dark They Were, and
narrative elements to create a feeling of Use fiction picture Golden-Eyed" p. 460
create a story? books and fairy tales "A Day's Wait" p. 482
Based on these sentences, the to teach structure
How do the choices reader can infer---
authors make regarding Graphic organizer for Informational Text
character development story POV and to Connection w/ Fiction:
impact the conflict and analyze different http://www.kellygallag
plot in a story? POVs her.org/article-of-the-
week/
How does the writer use http://tweentribune.com
a particular device to https://newsela.com
create meaning? http://www.dogonews.c
om
(7.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to support their understanding.
**Students are expected to describe the How do Released STAAR questions Structure Create graphic ***Drama: Clara
structural and substantive differences autobiographies and Read this sentence from Substantive organizer for literary Barton p. 856
between an autobiography or a diary and diaries differ from their paragraph 5. The author uses Autobiography and language devices. Read and compare to
a fictional adaptation of it. fictional adaptations? this sentence to explain how Diary diary entry, The War
(Supporting) Biography Create graphic Diary of Clara Barton
How does your What can the reader infer Fictional organizer to p. 870
connection help you to about --? adaptation compare/contrast
(CRS): (Reading A.11b) better understand the Memoir structure & meaning Connections
http://www.thecb.state.tx.us/collegereadin memoir? How does the author reveal--? Anecdotes in different types of
ess/crs.pdf Word choice literary nonfiction Compare/contrast life
What is the author's The author includes the Author's stories focusing on
3

Writing)
experience of the question in paragraph ___ Purpose Respond to text and autobiographies
events? most likely to--- support with text
evidence Holt Literature
How does the author (Ongoing TEKS From An American
feel about what is 7.17C) Childhood p. 122
happening? Encounter with Martin
Types of Literary Luther King Jr. p. 266
Why is this experience Nonfiction Texts Dirk the Protector p.
important to the author? Autobiography 276
What did the author Biography Eleanor Roosevelt p.
learn from his/her Personal narrative 784
experience? about Memoir Names/Nombres p.
him/herself? other Diary 804
people? the world? Journal From Its Not About
the Bike p. 814
How does the theme in From 23 Days in July
the text apply to your p. 820
life? From Malcom X p.
826
What are the defining The Noble
characteristics of a Experiment p. 832
memoir/essay/autobiogr
aphy/biography?
What is the purpose a

memoir/essay/
autobiography/
biography?
4

Writing)
(7.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory
language creates imagery in literary text and provide evidence from text to support their understanding.
**Students are expected to How does figurative Released STAAR questions: Sensory language SIFTT Analysis Boxing Match!: Mood
determine the figurative meaning language add to the The author uses _____ in these Figurative language vs. Tone
of phrases and analyze how an mood of the story? lines ___ to show & meaning TWIST
author's use of language creates Mood Slideshare: Tone and
imagery, appeals to the senses, *Connect 7.8 to Which line best communicates the Imagery ELPS 4J Mood
and suggests mood. Literary Texts speakers feelings of ______? http://ritter.tea.state.t
(Readiness) x.us/rules/tac/chapter
The imagery in stanzas ____ 074/ch074a.html#74.
(CRS): (Reading A.6a, A.10ab) suggests that 4
http://www.thecb.state.tx.us/coll
egereadiness/crs.pdf In paragraph ____, which words
does the author use to create a
____ mood?
Read this sentence from

paragraph ____. The author
includes this sentence most likely
to show
The author use of _____ in

paragraph _____ creates a
feeling of
The figurative language in

paragraph ____ helps the reader
imagine---
5

Writing)
1st Six Weeks - Writing

(7.16) Writing. Students write about their own experiences.
**Students are expected to write Why are purpose and TEKS-based rubric Personal narrative Quick Writes- Texas Write Source
a personal narrative that has a audience important in Consequence Students respond in p. 92-159, 361
clearly defined focus and personal narratives? Prompt Examples: journals to a focus
communicates the importance of Write a personal narrative about a question and/or from Empowering Writers:
or reasons for actions and/or What belongs in a time when you had to make a the weeks discussion www.empoweringwrite
consequences. story? decision. Be sure to write in detail rs.com
(SE not in assessed curriculum) about the choice you made and STAAR-like Personal
Where do writing ideas describe what happened as a result Narrative Prompt Write for Texas
(CRS): (Writing A.1b, A.3a) come from? of your decision. www.writefortexas.org
http://www.thecb.state.tx.us/c *Full writing process
ollegereadiness/crs.pdf How do writers convey Write a personal narrative about a for personal narrative TEKS-based Personal
meaningful, personal time when you had fun (Ongoing TEKS Narrative Rubric
experiences, and participating in an activity with 7.14A-E)
reflections on their other people.
decisions, in a personal ELPS 5F, 5G
narrative? Write a personal narrative about a http://ritter.tea.state.t
time when you worked out a x.us/rules/tac/chapter
problem on your own. 074/ch074a.html#74.
4
(7.17) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific
audience for specific purposes.
**(A) write a multi-paragraph Writing responses to What is a controlling idea? What Controlling idea Mentor text (student Empowering Writers:
essay to convey information text is its purpose in expository (thesis statement) writing) Genre Review
about a topic that: writing? Authors Purpose p. 2-3
(Readiness) Checklists and mini Controlling Idea
lessons to show and Generator Expository Writing
(ii) contains a clearly stated practice controlling Breakdown
6

Writing)
purpose or controlling idea ideas p. 8-58

(Readiness)
1st Six Weeks - Oral and Written Conventions

(7.19) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing.
Students will continue to apply earlier standards with greater complexity. Students are expected to:
**(A) identify, use, and What is the job of a Assess in context of writing Parts of speech Mentor Sentences Texas Write Source:
understand the function of the subordinate Subject-verb Sentence Types p. 563-
following parts of speech in the conjunction? Released STAAR questions agreement ELPS 5E, 5F 565
context of reading, writing, and What change, if any, should be Prepositions http://ritter.tea.state.t Conjunctions p. 542-
speaking What are the parts of a made in sentence __? Prepositional phrases x.us/rules/tac/chapter 544
(Readiness) simple sentence? Independent clause 074/ch074a.html#74. Subject-Verb
Compound sentence? What is the correct way to write Dependent clause 4 Agreement p. 554-557
(v) prepositions and sentence __? Simple sentence
prepositional phrases and their Why is subject-verb Compound sentence Gretchen Bernabei
influence on subject-verb agreement important in How should/does sentence ___ Comma http://trailofbreadcrumb
agreement your writing? need to be changed? Subordinating s.net/writing-
(Supporting) conjunction strategies/star-points-
What is the correct way to rewrite grammar
**(C) use a variety of complete sentences ___ and ___?
sentences (e.g., simple, Grammar Keepers
compound structures) and
consistent tenses.
(Readiness)
(7.20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to:
7

Writing)
**(A) use conventions of How do you Assess in context of writing Capitalization Mentor Sentences Texas Write Source
capitalization; incorporate the standard p. 676-685
(Readiness) rules of grammar into Released STAAR questions p. 644-653, 195, 445
written and spoken How should sentence __ be
(CRS): (Writing A.5a)
formats? changed? Gretchen Bernabeis
http://www.thecb.state.tx.us/college
readiness/crs.pdf Grammar Keepers
8

Writing)
Course: 7th Grade ELAR Designated Six Weeks: EVERY SIX WEEKS
ONGOING STANDARDS
TEKS
Reading/Comprehension Skills
Figure 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an authors
message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.
7.1 Reading/Fluency. Students read grade-level text with fluency and comprehension.
7.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing
7.1(A) read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension
Process Tools
7.2(A) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
7 Fig. 19(A) establish purposes for reading selected texts based upon own or others desired outcome to enhance comprehension
7 Fig. 19(B) ask literal, interpretive, evaluative, and universal questions of text
7 Fig. 19(C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing;
making textual, personal, and world connections; creating sensory images)
Comp.
7 Fig. 19(D) make complex inferences about text and use textual evidence to support understanding
Tools
7 Fig. 19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts
7 Fig. 19(F) make connections between and across texts, including other media (e.g., film, play), and provide textual evidence
7.2 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing
(Embedded or Across
Knowledge and Skills
7.3 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Genres)
7.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to support their understanding.
7.9 Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's
purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
9

Writing)
7.12 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and
documents.
7.13 Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to
impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Writing Process
7.14 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
7.14(A) 7.14(B) 7.14(C) 7.14(D) 7.14(E)
plan a first draft by selecting a genre develop drafts by choosing an revise drafts to ensure precise word edit drafts for grammar, revise final draft in
appropriate for conveying the intended appropriate organizational strategy choice and vivid images; consistent mechanics, and spelling response to feedback
meaning to an audience, determining (e.g., sequence of events, cause-effect, point of view; use of simple, from peers and teacher
appropriate topics through a range of compare-contrast) and building on compound, and complex sentences; and publish written
strategies (e.g., discussion, background ideas to create a focused, organized, internal and external coherence; and the work for appropriate
reading, personal interests, interviews), and coherent piece of writing use of effective transitions after audiences
and developing a thesis or controlling rethinking how well questions of
idea purpose, audience, and genre have been
addressed
7.17(C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained evidence from the text using
quotations when appropriate
7.21 Oral and Written Conventions/Spelling. Students spell correctly
Listening and Speaking
7.26 Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply
earlier standards with greater complexity.
10

Writing)
7.26(A) listen to and interpret a speakers purpose by explaining the content, evaluating the delivery of the presentation, and
asking questions or making comments about the evidence that supports a speakers claims
SEs Not Included in Assessed 7.26(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
Curriculum 7.26(C) draw conclusions about the speakers message by considering verbal communication (e.g., word choice, tone) and
nonverbal cues (e.g., posture, gestures, facial expressions)
7.27 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with
greater complexity. Students are expected to present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume,
enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.
7.28 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity.
Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key
issues.
11

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7 1stsixweeks

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English Language Arts/Reading

Course: 7th Grade ELAR Designated Six Weeks: First

Ongoing TEKS reinforced each six weeks

Course: 7th Grade ELAR Designated Six Weeks: First

Course: 7th Grade ELAR Designated Six Weeks: First

summary of the story? (Ongoing TEKS 350

Course: 7th Grade ELAR Designated Six Weeks: First

What is the purpose a

Course: 7th Grade ELAR Designated Six Weeks: First

Read this sentence from

The author use of _____ in

The figurative language in

Course: 7th Grade ELAR Designated Six Weeks: First

1st Six Weeks - Writing

Course: 7th Grade ELAR Designated Six Weeks: First

purpose or controlling idea ideas p. 8-58

1st Six Weeks - Oral and Written Conventions

Course: 7th Grade ELAR Designated Six Weeks: First

Course: 7th Grade ELAR Designated Six Weeks: First

Course: 7th Grade ELAR Designated Six Weeks: First

Course: 7th Grade ELAR Designated Six Weeks: First

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