7th Grade CCSS

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7th Grade CCSS by Mind Map: 7th Grade CCSS

1. Language

1.1. Vocabulary Acquisition and Use

1.1.1. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Groups of 4-5 students will be formed. Then students will play a game similar to Balderdash but adapted it for new vocabulary. Students will win a point if meanings are correctly defined. Play a game of jeopardy to quiz class on the Greek or Latin affixes and roots. Students will learn to use different resources like www.dictionary.com or Oxford On-line Dictionary to find the proper pronunciation. They will then create their own digital vocabulary notebook that resembles the look of one of the resources above. Student will need to record themselves pronouncing the word properly.

1.1.2. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Read a passage from the Bible and have students interpret the figures of speech. Then students share their personal views in small groups. Students will create a 6+ sentence paragraph they will share with a partner. The students trade papers and then find 3-4 words that can be replaced with another synonym. Students keep trading papers with different partners until the majority of the words have been replaced. Have students pick a song they enjoy that includes the use of slang. Students will re-write the song and replace any use of slang or obscure language.

1.2. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

1.2.1. Students will analyze grade-appropriate text and highlight any new vocabulary. Then they need to find the definition and create notecards.

1.2.2. Analyze grade-appropriate poetry and write about how choice of words influences the meaning and tone of the poem.

1.2.3. Create a "Wall of Phrase". Students will be allowed "freelance" opportunity to add vocabulary.

2. Speaking & Listening

2.1. Comprehension and Collaboration

2.1.1. 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Students will gather in groups of 4-5 students. They will use the "1 stray, 4 stay" method to rotate opinions in different groups. Assign "reading with a purpose" on a controversial issue. Students will need to decide their personal opinion on a debatable issue. They will form small debate groups and analyze their stance once again after the debate. Did their opinions change? If so, why? Assign project-based book report. Students will need to provide a framework for the work that needs to be completed and how it will be completed among the members.

2.1.2. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. After reading assigned text book, students will watch the movie and write about how the different media format compares to the book. Students will read poetry and then listen to a verbal rendition of the poem, Students will analyze both medias and how they compare and contrast. Students will create their own verbal interpretation of a poem they wrote. They will record themselves and then present the audio to the class.

2.2. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.t

2.2.1. Student will need to find personal biases, agendas, or political affiliations that can influence a writer. After reading an assigned excerpt, students will need to relate how the background information on the writer is influencing their writing.

2.2.2. Hold a class discussion that analyzes a politician's speech. Student will discuss the main arguments and politician's stance on the issue. Students will use fallacies of speech to determine soundness of reasoning.

2.2.3. Students pick use the newspaper or online news to find a current event, Students will analyze the work done by the reporter and comment on the issue, opinion, or writer of the article.

3. Reading

3.1. Key Ideas and Details

3.1.1. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Students will work with multiple resources to learn MLA and APA citation. As students read , they will be required to document textual evidence for their analysis of the text, Identify the different figures of speech in poety and how it affects the meaning of the text.

3.1.2. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Students will create a mind map that summarize key details and ideas of a text. Students will create a "movie trailer" for a book being read as a class. The movie trailer should clearly convey the central idea or theme of the text. Students will use current events that affect the community. They will create a poster board that depicts the central theme of the current event.

3.1.3. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Students will work in pairs to discuss and write how a specific character in a story is affected by the setting. Students will pick a character from a book being read as a class and they will create a timeline for the character. This will help the student make a visual representation of the character's development in the text. Students will use magazine cutouts to create a poster board that analyzes how particular elements of a story interact.

4. Writing

4.1. Range of Writing

4.1.1. 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 tasks, purposes, and audiences. Students will be responsible for keeping a class journal. Journal entries may be personal or school-related topics. Students will write an essay and develop multiple drafts. A minimum of three drafts with classmate's feedback will need to be turned in. Students develop an electronic writing portfolio. All writing assignments will somehow be digitized. At the end of the year, students will look through their writing and develop a personal reflecting of their work.