Seventh grade students use oral language, written language, and media and technology
for expressive, informational, argumentative, critical, and literary purposes.
Students also explore the structure of language and study grammatical rules
in order to speak and write effectively. While emphasis in seventh grade is
placed on argument, students also:
| Competency Goal 1 | The
learner will use language to express individual perspectives in response
to personal, social, cultural, and historical issues. |
| |
1.01 Narrate an expressive account which:- creates a coherent organizing structure appropriate to
purpose, audience, and context.
- orients the reader/listener to the scene, the people, and
the events.
- engages the reader/listener by establishing a context and
creating a point of view.
- establishes the significance of events
1.02 Respond to expressive materials that are read, heard, and/or
viewed by:- monitoring comprehension for understanding of what is
read, heard, and/or viewed.
- summarizing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics.
- comparing and/or contrasting information.
- drawing inferences and/or conclusions.
- determining the main idea and/or significance of events.
- generating a learning log or journal.
- maintaining an annotated list of works read/viewed.
- creating an artistic interpretation that connects self and/or
society to the selection.
- constructing and presenting book/media reviews.
1.03 Interact in group settings by:- responding appropriately to comments and questions.
- offering personal opinions confidently without dominating.
- giving appropriate reasons that support opinions.
- soliciting and respecting another person's opinion.
1.04 Reflect on learning experiences by:- analyzing personal learning growth and changes in perspective.
- examining changes in self throughout the learning process.
- determining how personal circumstances and background shape
interaction with text.
|
| Competency Goal 2 | The
learner will synthesize and use information from a variety of sources. |
| |
2.01 Respond to informational materials that are read, heard,
and/or viewed by:- monitoring comprehension for understanding of what is
read, heard and/or viewed.
- analyzing the characteristics of informational works.
- summarizing information.
- determining the importance of information.
- making connections to related topics/information.
- drawing inferences and/or conclusions.
- generating questions.
2.02 Use multiple sources of print and non-print information in
designing and developing informational materials (such as brochures,
newsletters, and infomercials) through:- identifying and using appropriate primary and secondary
sources.
- comparing, contrasting, and evaluating information from
different sources about the same topic.
- evaluating information for extraneous details, inconsistencies,
relevant facts, and organization.
|
| Competency Goal 3 | The
learner will refine the understanding and use of argument. |
| |
3.01 Explore and analyze argumentative works that are read, heard
and/or viewed by:- monitoring comprehension for understanding of what is
read, heard and /or viewed.
- identifying the arguments and positions stated or implied
and the evidence used to support them.
- recognizing bias, emotional factors, and/or semantic slanting.
- examining the effectiveness of style, tone, and use of language.
- summarizing the author's purpose and stance.
- examining the importance and impact of establishing a position
or point-of-view.
- making connections between works, self and related topics.
- drawing inferences.
- responding to public documents (such as but not limited
to editorials, reviews, local/state/national policies/issues).
3.02 Explore and analyze the problem-solution process by:- studying problems and solutions within various texts and
situations.
- utilizing the problem-solution process within various contexts/situations.
- constructing essays/presentations that respond to a given
problem by proposing a solution that includes relevant details.
- recognizing and/or creating an organizing structure appropriate
to purpose, audience, and context.
3.03 Study and create arguments that evaluate by:- understanding the importance of establishing a firm judgment.
- justifying the judgment with logical, relevant reasons,
clear examples, and supporting details.
- creating an organizing structure appropriate to purpose,
audience, and context.
|
| Competency Goal 4 | The
learner will refine critical thinking skills and create criteria to
evaluate print and non-print materials. |
| |
4.01 Analyze the purpose of the author or creator by:- monitoring comprehension for understanding of what is
read, heard and/or viewed.
- examining any bias, apparent or hidden messages, emotional
factors, and/or propaganda techniques.
- exploring and evaluating the underlying assumptions of the
author/creator.
- understanding the effects of author's craft on the
reader/viewer/listener.
4.02 Develop (with assistance) and apply appropriate criteria
to evaluate the quality of the communication by:- using knowledge of language structure and literary or
media techniques.
- drawing conclusions based on evidence, reasons, or relevant
information.
- considering the implications, consequences, or impact of
those conclusions.
4.03 Develop the stance of a critic by:- considering and presenting alternative points of view
or reasons.
- remaining fair-minded and open to other interpretations.
- creating a critical response/review of a work/topic.
|
Competency
Goal 5 | The learner will respond to various literary
genres using interpretive and evaluative processes. |
| |
5.01 Increase fluency, comprehension, and insight through a meaningful
and comprehensive literacy program by:- using effective reading strategies to match type of text.
- reading self-selected literature and other materials of
individual interest.
- reading literature and other materials selected by the teacher.
- assuming an active role in teacher-student conferences.
- engaging in small group discussions.
- taking an active role in whole class seminars.
- analyzing the effects on texts of such literary devices
as figurative language, dialogue, flashback, allusion, and irony.
- analyzing the effects of such elements as plot, theme, point
of view, characterization, mood, and style.
- analyzing themes and central ideas in literature and other
texts in relation to personal issues/experiences.
- extending understanding by creating products for different
purposes, different audiences and within various contexts.
- analyzing the connections of relationships between and among
characters, ideas, concepts, and/or experiences.
5.02 Study the characteristics of literary genres (fiction, nonfiction,
drama, and poetry) through:- reading a variety of literature and other text (e.g.,
mysteries, novels, science fiction, historical documents, newspapers,
skits, lyric poems).
- analyzing what genre specific characteristics have on the
meaning of the work.
- analyzing how the author's choice and use of a genre
shapes the meaning of the literary work.
- analyzing what impact literary elements have on the meaning
of the text such as the influence of setting on the problem and
its resolution.
|
| Competency Goal 6 |
The learner will apply conventions of grammar and language usage. |
| |
6.01 Model an understanding of conventional written and spoken
expression
by:- using a variety of sentences correctly, punctuating them
properly, and avoiding fragments and run-ons.
- using subject-verb agreement and verb tense that are appropriate
for the meaning of the sentence.
- applying the parts of speech to clarify language usage.
- using pronouns correctly, including clear antecedents and
correct case.
- using phrases and clauses correctly, including proper punctuation
(e.g., prepositional phrases, appositives, dependent and independent
clauses).
- determining the meaning of unfamiliar vocabulary words using
context clues, a dictionary, a glossary, a thesaurus, and/or structural
analysis (roots, prefixes, suffixes) of words.
- extending vocabulary knowledge by learning and using new
words.
- determining when and where dialects and standard/nonstandard
English usage are appropriate.
- applying language conventions and usage during oral presentations.
- choosing language that is precise, engaging, and well suited
to the topic and audience.
- experimenting with figurative language and speech patterns.
6.02 Continue to identify and edit errors in spoken and written
English by:- using common spelling rules, applying common spelling
patterns, and developing and mastering an individualized list of
words that are commonly misspelled.
- mastering proofreading symbols for editing.
- producing final drafts/presentations that demonstrate accurate
spelling and the correct use of punctuation, capitalization, and
format.
- listening to and monitoring self to correct errors.
|
