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Analyze how a poem’s form or structure (e.g., soliloquy, sonnet) contributes to its
meaning.
Draw conclusions using a T-chart about the
VU: structure, sonnet, soliloquy
LFC: pronoun usage, identifying subjects
Analyze how an author contrasts the points of view of different characters or narrators in a 7th grade text.
Write a letter from one character to another that highlights differences between the two characters.
perspective, omniscient, opinionopinion, first-person
LFC: transition wordswords, tense variety and aspect
DC: parallelism
ELP 1
VU: parts of a story: introduction, development, conflict, conclusion
LFC: using quotations
description, dialogue, indentingindenting, ordered story-telling
ELP 1
ELP 2
VU: foreshadowing, flashback, sensory words
LFC: past tense, irregular past, descriptive adjectives, active verbs
DC: sensory descriptiondescription, time-ordered paragraphs
ELP 1
ELP 2
VU: scene, events, dialogue, persuasion, narrator
LFC: pronoun-antecedent agreement, past tense
DC: character’s tonetone, time-ordered paragraphs
ELP 1
ELP 2
WIDA 2
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Create a flipbookTAP (task, audience, purpose) visual organizer with a task, audience, purposepurpose, thesis statement
LFC:
DC tense and aspect
DC: cohesion of ideas, logical connectors
ELP 1
ELP 2
WIDA 2
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 has been addressed.
VU:Model an essay (persuasive) provided by a teacher with examples from a required element checklist.
VU: variety of idioms, required elements: hyperbole, similes, alliteration
LFC:
DC subject-verb agreement, tense and aspect
DC: parallel structure, simple, compound and complex sentences, logical connectors
ELP 1
ELP 2
WIDA 2
Write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
VU:Keep a writer's journal that demonstrates use of various writing styles and topics.
VU: personal narrative, journal
LFC:
DC tenses and aspets
DC: styles of journal writing
ELP 1
ELP 2
WIDA 1, 2
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
VU:Discuss and respond to a range of questions and topics in pairs and small groups.
VU: turn-taking, expressing opinion, clarification
LFC:
DC subject-verb agreement
DC:
ELP 1
ELP 2
WIDA 1, 2
Come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
VU:Utilize realia, images, post-it notes to share ideas gained from independent reading and research.
VU: evidence, explicit, facts, support ideas
LFC:
DC subject-verb agreement
DC: appropriate voice and expression, volume for group discussion
ELP 1
ELP 2
WIDA 1
When participating in collaborative discussions, follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
VU:Discuss and take notes regarding assigned roles and consensus statements.
VU: turn-taking, specific language
LFC:
DC conventions, language, fluency
DC: organization and cohesion of ideas
ELP 1
ELP 2
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.
VU:Ask specific, targeted questions as well as open-ended questions as necessitated by the flow of the discussion.
VU: elaboration, voice, mood
LFC:
DC question-formation, 5W + H words
DC: density of speech
ELP 1
ELP 2
WIDA 1
When participating in collaborative discussions, acknowledge new information expressed by others and, when warranted, modify their own views.
VU:Elaborate and comment on ideas and opinions expressed by others. Share own opinions, acknowledge differences and modify own ideas.
VU: collaborate, acknowledge, modify
LFC:
DC subject-verb agreement, match language forms to purpose
DC: Use intonation and stress to donate new information
ELP 1
ELP 2

WIDA 2
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
VU:Utilize wikispaces to produce a published work in a group. Create a list of citations using bibme.org, or other citation generation software.
VU: revision, proofreading, editing
LFC:
DC subject/verb agreement
DC: compound/complex sentences
ELP 1
ELP 2
WIDA 2
Draw evidence from literary texts to support analysis and reflection. 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 means of understanding how authors of fiction use or alter history”).
VU:Utilize graphic organizers (Venn diagram, T-chart) to compare historical fiction to real historic documents as they relate to a quotation.
VU: facts, assumptions, documents
LFC:
DC

Grade 7: SLOs Unit 1
SLO
CCSS
WIDA
Student Learning Objective
Performance Indicator
(language target)
Function + topic + support
Language needed
1.
RL 7.1
WIDA 2
Cite several pieces of textual evidence to support analysis of what the text says explicitly in grade 7 text(s).
Identify key details that support the main idea using a graphic organizer in a small group
VU: evidence, prove, character, setting, plot, mood, internal/external conflict, resolution; Transitional words
LFC: quoted/reported speech
DC: Paraphrasing, Conditional sentences Complex sentences
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
2.
RL.7.1
WIDA 2
Cite several pieces of textual evidence to support analysis of inferences drawn from grade 7 text(s).
Locate details within the text that support inference using a graphic organizer in a small group.
VU: inference, conclusion, judgment, vocabulary within text
LFC: language of citation (for example, according to, the author explains)
DC: declarative sentences, complex sentences, quotations, similes/metaphors
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
3.
RL7. 2
WIDA 2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
Identify the theme of a text using a “big idea” list or plot diagram to provide details in a small group
VU: theme, literary terms (setting, character, plot, conflict, climax, resolution)
LFC: Modals; Compound tense (tense progression)
DC: Complex sentences
Coordinating conjunctions
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
4.
RL 7.3
WIDA 2
Analyze how particular elements of a story interact (e.g., how setting shapes the characters) in 7th grade text(s).
Give reasons for actions characters take based on setting using a chart with a partner.
VU: literary terms, questions words, transition words, dialogue
LFC: present tense
DC: use logical connections, parallelism
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
5.
RL.7.3
WIDA 2
Analyze how particular elements of a story interact (e.g., how setting shapes the plot) in 7th grade text(s).
Draw conclusions about plot based on setting using a graphic organizer from Inspiration software with a partner.
VU: literary elements: plot, setting, conflict, theme
LFC: present tense
DC: use logical connections, parallelism, identifying mood
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
6.
RL.7.4
WIDA 2
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.
Identify and interpret poetic devices by highlighting text with a partner.
VU: alliteration, rhyme, simile, metaphor
LFC: descriptive verbs and adjectives, imagery
DC: organizational types of stanzas in poems, free verse, rhyme schemes
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
7.
RL.7.5
WIDA 2
Analyze how a poem’s form or structure (e.g., soliloquy, sonnet) contributes to its
meaning.
Draw conclusions about the meaning of a poem with a partner.
VU: structure, sonnet, soliloquy
LFC: pronoun usage, identifying subjects
DC: understanding speech structure, word order, direct/indirect address
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
8.
RL.7.6
WIDA 2
Analyze how an author develops the points of view of different characters or narrators in a 7th grade text.
Evaluate characters by staging a character dinner party as a whole-class role-play, where students assume character identities while the class audience analyzes the dialogue.
VU: point of view, objective, narration
LFC: first person voice, third person voice (subject, personal, object, possessive, reflexive pronouns)
DC: organization of text/dialogue, exposition
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
9.
RL.7.6
WIDA 2
Analyze how an author contrasts the points of view of different characters or narrators in a 7th grade text.
Write a letter from one character to another that highlights differences between the two characters.
VU: contrast, perspective, omniscient, opinion
LFC: transition words
DC: parallelism
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
10.
RL.7.7
WIDA 2
Compare and contrast a written story to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Use an interactive electronic Venn diagram to compare and contrast elements from the book and movie.
VU: transition words: similarly, likewise, however, in addition, film terms: lighting, sound, angle, focus
LFC: past tense, antonyms
DC: shot, sequence, cropping, close-up
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
11
RL.7.7
WIDA 2
Compare and contrast a poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
Create a podcast that contrasts the printed and audio version of the same poem with a partner.
VU: diction, volume, pitch, intonation, accent, annunciation, rhythm
LFC: pattern, present tense
DC: figurative language, idiomatic expression
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
12.
W.7.3b.
WIDA 2
Write narratives to develop real or imagined experiences or events using effective technique such as dialogue, pacing, and description to develop experiences, events, and/or characters.
Create a digital story (using storybird.com or other program) using a graphic organizer.
VU: parts of a story: introduction, development, conflict, conclusion
LFC: using quotations
DC: leads, description, dialogue, indenting
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
13.
W.7.3d.
WIDA 2
Write narratives to develop real or imagined experiences or events using relevant descriptive details; use precise words and phrases, and sensory language to capture the action and convey experiences and events.
Write a memoir using a timeline or sequencing organizer.
VU: foreshadowing, flashback, sensory words
LFC: past tense, irregular past, descriptive adjectives, active verbs
DC: sensory description
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
14.
W.7.3a.
WIDA 2
Write narratives to develop real or imagined experiences or events using well-structured event sequences; engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Retell a story from another character’s point of view using a story chart with a partner.
VU: scene, events, dialogue, persuasion, narrator
LFC: pronoun-antecedent agreement, past tense
DC: character’s tone
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
15.
W.7.3c
WIDA 2
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another when writing narratives.
Use elaboration starters with transitional words to introduce details and signal shifts.
VU: ordinal words: first of all, next, in addition, therefore, consequently
LFC: transitional words
DC: elaboration of ideas, cohesive forms
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
16.
W.7.3e.
WIDA 2
When engaged in narrative writing, provide a conclusion that follows from and reflects on the narrated experiences or events.
Explain the lesson that was learned from the personal experience using self-reflection.
VU: moral, outcome
LFC: conclusion words, repetition
DC: use a closing technique: pose a question, give a strong statement, allude to mystery, begin a new story
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
17.
W.7.4
WIDA 2
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Create a flipbook with a partner identifying the specifics related to the writing topic, intended audience, and the purpose for writing.
VU: task, audience, purpose
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
18.
W.7.5
WIDA 2
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 has been addressed.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
19.
W.7.5
WIDA 2
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 audience has been addressed
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
20.
W.7.6
WIDA 2
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
21.
W.7.9a
WIDA 2
Draw evidence from literary texts to support analysis and reflection. 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 means of understanding how authors of fiction use or alter history”).
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
22.
W.7.10
WIDA 2
Write narratives routinely over extended time frames (time for reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
23.
SL.7.1
WIDA 1, 2
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
24.
SL.7.1a
WIDA 1, 2
Come to discussions prepared, having read or researched required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
25.
SL.7.1b.
WIDA 1
When participating in collaborative discussions, follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
26.
SL.7.1c.
WIDA 1
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.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
27.
SL.7.1d.
WIDA 1
When participating in collaborative discussions, acknowledge new information expressed by others and, when warranted, modify their own views.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
28. SL.7.231.
WIDA 1
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.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
29.
SL.7.6; L.7.3
WIDA 1
Demonstrate a command of formal English and its conventions when writing, speaking, reading, or listening; adapt speech to a variety of contexts and choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
30.
L.7.1a.
WIDA 2
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; explain the function of phrases and clauses in general and their function in specific sentences.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
31.
L.7.1b.
WIDA 2
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
32.
L.7.2a.
WIDA 2
Demonstrate command of the conventions of standard English capitalization,
punctuation, when writing; use a comma to separate coordinate adjectives (e.g., It
was a fascinating, enjoyable movie but not He wore an old [,] green shirt).
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
33.
L.7.2b.
WIDA 2
Demonstrate command of the conventions of standard English to spell correctly.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
34.
L.7.4a.
WIDA 2
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies; 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.
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
35.
L.7.4b.
WIDA 2
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies; use common grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a
word (e.g., belligerent, bellicose, rebel).
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
36.
L.7.4c.d.
WIDA 2
Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies;
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; verify the preliminary determination of
the meaning of a word or phrase e.g., by checking the inferred meaning in context or in a dictionary)
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
37
L.7.6
WIDA 2
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
VU:
LFC:
DC
ELP 1
ELP 2
ELP 3
ELP 4
ELP 5
Grade 7: Reading Standards for Informational Text
Standard
Language Function
Target Performance Indicator
Language
7RI1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Summarizing
Asking informational questions
Defining
sequencing
Identify key details that support the main idea using a graphic organizer in a small group
Declarative sentences
Answer questions with increasing specificity
Vocabulary based on the content area of the text