CROSSWalk. for the Co on Core State Standards

Transcription

1 English Language Arts Grade 7 CROSSWalk for the Co on Core State Standards

2 Table of Contents Common Core State Standards Correlation Chart... 6 Chapter 1 Reading Literature Chapter 1: Diagnostic Assessment for Lessons Lesson 1 Fiction Common Core State Standards RL.7.9, 10; W.7.9.a Lesson 2 Drama RL.7.3, 4, 5, 10; W.7.9.a Lesson 3 Poetry RL.7.4, 5; W.7.9.a Lesson 4 Plot RL.7.3, 10; W.7.9.a Lesson 5 Character RL.7.6, 10; W.7.9.a Lesson 6 Theme RL.7.2, 10; W.7.9.a Lesson 7 Figurative Language RL.7.4, 10; RI.7.4, 10; W.7.9.a b; L.7.5.a Lesson 8 Make Inferences RL.7.1, 10; RI.7.1, 10; W.7.9. a b Chapter 1: Cumulative Assessment for Lessons Chapter 2 Reading Informational Text Chapter 2: Diagnostic Assessment for Lessons Lesson 9 Main Idea and Supporting Details Lesson 10 Arguments and Author s Point of View Lesson 11 Primary and Secondary Sources Lesson 12 Compare and Contrast Lesson 13 Text Structures RI.7.2, 3, 10; RH.7.2, 10; RST.7.1, 5, 10; W.7.9.a b; WHST.7.9 RI.7.2, 5, 6, 8, 10; RH.7.6, 10; RST.7.10; W.7.9.a b; WHST.7.9 RH.7.1, 2, 9, 10; RST.7.1, 2, 10 RI.7.3, 5, 6, 9, 10; RH.7.5, 9, 10; RST.7.9, 10; W.7.9.a b; WHST.7.9 RI.7.5, 10; RH.7.3, 5, 10; RST.7.3, 5, 6, 10; W.7.9.a b; WHST.7.9 4

3 Common Core State Standards Lesson 14 Graphics Lesson 15 Facts and Opinion Chapter 2: Cumulative Assessment for Lessons Chapter 3 Writing Chapter 3: Diagnostic Assessment for Lessons Lesson 16 Write an Argument Lesson 17 Write an Informative Text Lesson 18 Write a Narrative RI.7.7, 10; RH.7.7, 10; RST.7.7, 10 RI.7.10; RH.7.8, 10; RST.7.8, 10; WHST.7.9 W.7.1.a e, 4, 5, 9.b, 10; WHST.7.1.a e, 4, 5, 10 W.7.2.a f, 4, 5, 9.b, 10; WHST.7.2.a f, 5, 10 W.7.3.a e, 4, 5, 10; WHST.7.4, 5, 10 Lesson 19 Revising, Editing, and Publishing Lesson 20 Using Resources W.7.5, 6; WHST.7.5, 6, 10 RH.7.1; RST.7.9; W.7.7, 8, 9.a b; WHST.7.7, 8, 10 Chapter 3: Cumulative Assessment for Lessons Chapter 4 Language Chapter 4: Diagnostic Assessment for Lessons Lesson 21 Phrases and Clauses L.7.1.a, 1.c Lesson 22 Sentences Lesson 23 Punctuation, Capitalization, and Spelling Lesson 24 Writing Concisely Lesson 25 Finding Word Meanings Lesson 26 Roots and Affixes L.7.1.b L.7.2.a, 2.b L.7.3.a, 6 L.7.4.a, 4.c, 4.d, 6; RH.7.4; RST.7.4 L.7.4.b Lesson 27 Denotation and Connotation L.7.5.b, 5.c Chapter 4: Cumulative Assessment for Lessons Summative Assessment: Chapters Glossary Mechanics Toolbox

4 1 Fiction RL.7.9, RL.7.10, W.7.9.a Getting the Idea Fiction is a literary work produced from a writer s imagination. A genre is a category, or type, of literature. The chart below lists some of the major genres of fiction. Type of Fiction Definition Example contemporary a narrative set in modern times Holes fiction historical fiction novel short story fable myth a narrative set in the past that gives a fictional account of historical figures or events a long narrative, usually divided into chapters a short narrative with a plot and characters a short story with a moral or lesson; often has animal characters a traditional story that tells about a culture s heroes, ancestors, or gods; may explain how the natural world was created or how it works Number the Stars My Side of the Mountain The Ransom of Red Chief The Ant and the Grasshopper How Sun and Moon Came to Be A work of fiction may be very long or very short. It may deal with familiar scenes from everyday life or describe events that would never happen in the real world. It may tell about serious issues or be lighthearted and comical. While there are many different ways in which authors shape their works, fictional texts include the same basic elements: characters, a setting, and a plot. You will learn more about the elements of fiction later in this chapter. The important thing to remember is that fiction is a work of invention, even when the story includes facts or realistic events. 24 Chapter 1: Reading Literature

5 Lesson 1: Fiction A good example of this is historical fiction, which blends fact and fiction. In The Autobiography of Miss Jane Pittman, author Ernest James Gaines chronicles the life of the fictional title character. Told mostly from Jane s point of view, the novel describes events from Jane s childhood until she is about 110 years old. Although Jane is a fictional character, the context of her experiences is real. A former slave, she tells about her life before and after the end of the American Civil War. She is a personal witness to the cruelty of slavery and the injustice of racial discrimination. She lives through the turmoil of the civil rights movement in the 1960s. The reader experiences these events through Jane s eyes. In that way, the reader gains insight into what life was like for many African Americans during specific periods in our country s history. When authors set out to write historical fiction, they begin by immersing themselves in the time period in which their novel will be set. This involves reading a great many different books and studying other relevant source materials. An author will especially want to read first-hand accounts of the period written by the people who actually lived at the time, such as letters, diary entries, autobiographies, personal essays, and newspaper articles. In the end, though, historical fiction is fiction. Sometimes, authors will change the facts in order to make the narrative more interesting. They may gloss over the flaws of real-life characters in order to make them appear more heroic. The dialogue of the characters will almost certainly be made up by the author, though it may be based on a first-hand source. Well-written and well-researched historical novels are enlightening and educational. However, if you read historical fiction and become interested in a particular time period, seek out authoritative historical accounts. It is the best way to learn about the real characters and events. 25

6 Thinking It Through Read the following paragraph, and then answer the question that follows. One day, long ago, a dog found a bone while digging in a forest. What luck! thought the dog, snatching up the bone to carry home. As the dog crossed the bridge over a stream, he glanced into the water and spotted his own shadow. What s this? he thought. Another dog is carrying a bone twice as large as mine! Immediately, the dog jumped into the stream and began to struggle with his own shadow, attempting to take the bigger bone. As he opened his mouth, the bone slipped out. It fell into the stream and floated away before he could retrieve it. Thus, he was left without either bone. What type of fiction is this paragraph? Explain how you know. HINT Think about what the main character learns from his experience. 26 Chapter 1: Reading Literature

7 Lesson 1: Fiction Coached Example Read the passages and answer the questions. When Spring Comes, Winter Must Leave Many years ago, when the world was new, a fellow named Old Man Winter lived in a lodge made of ice and snow. Wherever he walked, the ground turned hard and cold. When he breathed, the rivers froze, and the lakes became solid. One day, Old Man Winter noticed that the snowdrifts were growing smaller, and the ice on the lake was cracking. One afternoon, as he was dozing off, there was a knock on the door of his lodge. Go away! he shouted. Suddenly, the door fell down and a young man rushed into the lodge. Who are you? And how dare you burst into my home? Old Man Winter shouted. I am the one who makes birds fly away! I am young and strong, and you do not frighten me, the young man responded. When I walk over the land, the snow melts, and the birds and animals come to see me. You cannot stay. It is time now for you to go. The old man opened his mouth to speak, but no words came out. Sweat poured from his brow, and he grew smaller and smaller. Before long, he was gone. His lodge melted away, and where it once had been, flowers began to grow. Once again, Young Spring had chased away Old Man Winter. Walking to School It was a cold, windy morning. Ryan walked along the snowy sidewalk with his best friend, Jake. Snowflakes carried on the wind flew briskly into their faces. As if getting up at the crack of dawn to go to school wasn t bad enough, we have to do it through a snowstorm, Ryan grumbled. Jake laughed. This isn t a snowstorm! This is awesome! I hope it builds up so I can go sledding this afternoon. Want to come? Ryan shook his head and buried his face in his wool scarf. No thanks! Right now I m trying to imagine myself on the beach, catching a serious tan. Oh, come on. Don t tell me you re afraid of a little snow. I mean, summer s fun, but winter is great. Sledding, skiing, skating, snowball fights that s what winter s all about. Ryan shivered. I m just glad spring is around the corner. Walk a little faster, will you? I can t wait to get indoors where it s warm and dry. 27

8 1. The first passage is an example of HINT A. a myth. B. a novel. C. historical fiction. D. contemporary fiction. The passage explains an occurrence in nature. 2. How are the two passages similar? A. They are both contemporary fiction. B. They both focus on the change of seasons. C. They both illustrate that summer is the best season. D. They both suggest that it should be winter all year round. HINT The correct answer is true for both passages. 3. Which character in When Spring Comes, Winter Must Leave would Ryan MOST LIKELY relate to? Explain your answer. HINT Choose the character that would most appeal to Ryan. 4. Explain one key difference between the two passages. HINT Think about the major elements in the passages, and choose one to contrast. 28 Chapter 1: Reading Literature

9 Lesson 1: Fiction Lesson Practice Use the Reading Guides to help you understand the passages. Reading Guide What period in history is this historical account about? Why do some people describe the relocation centers as concentration camps? Why do you think it would be important for an author writing a fiction story based on this period to read Executive Order 9066? After the Japanese bombed Pearl Harbor, the United States forced Japanese Americans to live in internment camps, believing this action was necessary to protect national security. Years later, the United States issued an official apology and gave compensation to the citizens involved. Executive Order 9066 On December 7, 1941, the Japanese bombed Pearl Harbor on the coast of Oahu Island in Hawaii. The surprise attack resulted in the death or wounding of over 3,000 Americans. In addition, nineteen U.S. naval vessels, including eight battleships, were sunk or badly damaged. The next day, the United States declared war on Japan. On February 19, 1942, President Franklin D. Roosevelt issued Executive Order The Order authorized the government to prescribe military areas from which people may be excluded, and with respect to which, the right of any person to enter, remain in, or leave shall be subject to whatever restrictions the Secretary of War or the appropriate military commander may impose in his discretion. The Order allowed about 120,000 people of Japanese ancestry living on the West Coast to be excluded from certain areas and to be evacuated and imprisoned in ten relocation centers, which by many accounts were more accurately described as concentration camps. Although most of the people were American citizens or in the country legally, they were forced out of their homes and jobs. They could take with them only what they could carry, and then were placed in camps surrounded by guards and barbed wire. About half of those incarcerated were children, who were sometimes separated from their families. Camps were often overcrowded and unsanitary. Medical care was not always adequate, contributing to the death of some of the prisoners. Many believe that Order 9066 was necessary to protect against espionage and sabotage after the United States declared war on Japan. However, others say that imprisoning people this way without any evidence or due process of law was a grave injustice. 29

10 Reading Guide What type of fiction is this passage? Some of the events in this passage actually happened. How do the two passages relate to each other? How do they complement each other? What can you learn about the time period from each passage? A World Turned Upside Down Michiko opened her eyes and stared at the fly buzzing around her sleeping baby brother. She waved it away, and then followed its path over the neighboring beds in the barracks. She almost envied the fly, for it was free to go where it wished. Michiko shut her eyes and fought the urge to cry. Only weeks ago her life had been so different. She still remembered the day that her father rushed home from work. He had called for Michiko s mom, and the two of them had talked in low, urgent tones. Then, they had turned on the radio and listened to news reports. Michiko knew when her parents did not wish to be disturbed. She had taken her brother outside to sit on the front porch. Her friend Annie had walked by with her father, but when Michiko had waved hello, Annie had quickly turned her head. Annie s father had glared at Michiko as if she had personally wronged him. Finally, her parents had called her inside. Her mother said, Japan bombed a naval station in Hawaii. The United States will probably declare war on Japan. Life may become difficult for us, Michiko. But we have nothing to worry about! she had cried, wishing her words would make it true. We re American citizens! Within a few months, Michiko s father had lost his job. Then, they had received notice that they had to evacuate their home. This is our house! What about all my things? They can t make us leave! A few days later, they had boarded a bus to a relocation center in Poston, Arizona. And here she was, living among strangers and surrounded by armed guards as if she were a criminal. Her grandmother had been sent to a camp in Idaho, and Michiko missed her terribly. 30 Chapter 1: Reading Literature

11 Lesson 1: Fiction Answer the following questions. 1. What distinguishes Executive Order 9066 from works of fiction? A. It is a factual account about real people and real events. B. It describes events that happened in the past. C. It focuses on a particular group of people. D. It has a historical context. 3. Which element from A World Turned Upside Down BEST helps the reader identify its genre? A. the relationship between Michiko s parents B. details about the bombing of Pearl Harbor C. how Michiko treats her brother D. Michiko s unhappiness 2. A World Turned Upside Down is BEST described as A. a fable. B. a novel. C. historical fiction. D. contemporary fiction. 4. The author of A World Turned Upside Down MOST LIKELY A. thinks that Executive Order 9066 was justified. B. believes that Executive Order 9066 was unjust. C. thinks that the United States should not have entered the war. D. did not do research on Japanese relocation centers. 5. Write three details from A World Turned Upside Down that support ideas stated in Executive Order