|Name of Course:
||Language Arts 7
|Language Arts 7 is a year-long course that integrates reading, writing, speaking, and listening and allows students to explore several universal themes. Students participate in oral and silent reading of varied types of literature; informative, narrative, and argumentative writing; and varied listening, speaking, and viewing activities. Instruction in language skills, in approaching writing as a process, and in thinking strategies is also integrated into the course.
- 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.
- RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
- 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.
- 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.
- W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
- W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
- W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well–structured event sequences.
- W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- Journeys and Survival
- A Long Walk to Water by Linda Sue Park
- Identity and Transformation: Then and Now
- Pygmalion by George Bernard Shaw
- Slavery: The People Could Fly
- The People Could Fly by Virginia Hamilton
- Excerpts from Narrative of the Life of Frederick Douglass by Frederick Douglass
- Frederick Douglass: The Last Day of Slavery by William Miller
- Screen Time and the Developing Brain
- Various informational support texts.
Instructional Practices & Support
|Instructional practices will be aligned to the National Institute for Excellence in Teaching (NIET) Framework.
Teachers will maximize classroom time to provide instructional opportunities that are targeted and tailored to student needs. Students will experience high-quality instruction which includes:
- A classroom culture that adheres to productive classroom norms and relationships
- High quality tasks that lend to authentic engagement
- Productive discussions where students make sense, justify and generalize
Classroom Management Procedures
|Classroom management procedures will be aligned to the multi-tiered system of support framework, Positive Behavior Intervention and Support (PBIS) to build an emotionally safe, positive and engaging environment. Teachers will understand, support and implement orchestration of the elements in the classroom:
- Establish positive ongoing teacher-student relationships
- Establish, post, and teach rules and procedures regularly
- Implement proactive strategies and interventions
- Use of acknowledgment system with specific immediate praise, and feedback
- Manage student behavior with a continuum of corrective strategies
- Students will be given multiple opportunities to demonstrate proficiency following additional instruction and ongoing assessment,
- Multiple data points will be used to determine the reported grade (formative and/or summative)
- Ongoing assessments may be given in a format different than the original and re-assessment will be given when students demonstrate new learning
- The time frame of ongoing assessments will be determined by the team and individual teachers based on student progress.
- Late work will be accepted without penalty within the unit of study.
- Extra credit will not be factored into grading.