C O M M O N C O R E

1. COMMON CORE

2. READING: LITERATURE (RL) I will be able to 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. I’ll be able to prove a statement from what I’ve read with info from another page because I’ve paid attention.

3. READING: LITERATURE (RL) I will be able to RL.7.2Determine 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. I will read a selection and understand what it is about and be able to write and speak it.

4. READING: LITERATURE (RL) I will be able to RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). I can understand how and why say a scary story would not be scary on a bright, sunny day as opposed to a dark, stormy night.

5. READING: LITERATURE (RL) I will be able to RL.7.4Determine 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. I will read AND UNDERSTAND the words. I will know why words are important! If I read an autobiography, I pick out the words that tell me its an autobiography.

6. READING: LITERATURE (RL) I will be able to RL.7.5Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning A sonnet is 14 lines and a soliloquy is spoken by one person on stage alone. Know the difference.

7. READING: LITERATURE (RL) I will be able to RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. I can see the differences between characters and their views in reading selections.

8. READING: LITERATURE (RL) I will be able to RL.7.7Compare and contrast a written story, drama, or 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). I can tell the similarities and differences between a book and the movie version.

9. READING: LITERATURE (RL) I will be able to RL.7.9Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Tell the similarities and differences between a fake story about oh say, the 1980s and the history book section over the 1980s.

10. READING: LITERATURE (RL) I will be able to RL.7.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. By May, I will test advanced, be a better reader by understanding poems, dramas i.e. that is plays, and stories showing the state my teacher is awesome! THE CHAMP IS HERE!

11. Reading: Informational Text I will be able to 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. I’ll be able to prove a statement from what I’ve read with info from another page because I’ve paid attention.

12. Reading: Informational Text I will be able to RI.7.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text Be able to tell two main points from what you have read and explain how they develop from beginning to end. Summarize it too.

13. Reading: Informational Text I will be able to RI.7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). Understand that people influence people by their actions.

14. Reading: Informational Text I will be able to RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. Understand the definitions of wotrds and how words are used to show tone. TONE IS THE ATTITUDE OF AN AUTHOR.

15. Reading: Informational Text I will be able to RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. UNDERSTAND HOW THE WRITER LISTS THOUGHTS THAT BUILD ONE OVERALL THOUGHT LIKE HOW TO INSTRUCTIONS TO CHANGE OIL OR BUILD A CHAIR.

16. Reading: Informational Text I will be able to RI.7.6Determine 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. Understand the writer’s opinion and how it is different from others’ thoughts.

17. Reading: Informational Text I will be able to RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Understand that a speech performed with enthusiasm is better than reading the same speech in a dry voice. Tell the difference between the book version and the movie version.

18. Reading: Informational Text I will be able to RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. If a text asks, “Why is the sky blue?”, the given reason cannot be “BECAUSE.” Notice information used as evidence.

19. Reading: Informational Text I will be able to RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. It’s like watching politicians or attorneys argue about the same idea only spinning the same info to suit their needs.

20. Reading: Informational Text I will be able to RI.7.10By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. By May, I will test advanced, be a better reader by understanding nonfiction showing the state my teacher is awesome! THE CHAMP IS HERE!

21. Writing I will be able to W.7.1aIntroduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. I can give my opinion, admit others may have a different viewpoint, and I can organize my thoughts so that everyone understands my point of view.

22. Writing I will be able to W.7.1bSupport claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. Make your case, and back up your thoughts with evidence not just the word BECAUSE.

23. Writing I will be able to W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. I will write sentences that are not simple sentences. I WILL USE BIG, SMART WORDS.

24. Writing I will be able to W.7.1dEstablish and maintain a formal style. DO NOT USE YOU OR CONTRACTIONS. DO NOT OVERUSE I. Academic writing is not a Facebook or Twitter status update.

25. Writing Do not end your writing flat. Your final paragraph should tie up your thoughts And restate your main points. Add nothing new. I will be able to W.7.1eProvide a concluding statement or section that follows from and supports the argument presented.

26. Writing I will be able to 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. I will write an essay that does not sound like a text message using info from what I’m reading. .

27. Writing I will be able to W.7.2aIntroduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. I will write a detail rich, awesome first paragraph that could compare/contrast, show cause and effect, use graphs, and other cool things to make my work stand out.

28. Writing I will be able to W.7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. I will write on topic not straying off to my favorite color if the topic is the ramifications of Reconstruction on the South. Stick to the facts.

29. Writing I will be able to W.7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. However, therefore, nevertheless, again, finally, in conclusion….

31. Writing I will be able to W.7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. Do not fill academic writing with funny sayings and clichés like, “I'm fit as a Fiddle.

32. Writing I will be able to W.7.2e Establish and maintain a formal style Again, do not write like a status update. Write without contractions.

33. Writing I will be able to W.7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. Finish strong. Use a finish that connects to the rest of the piece of writing. Do not Randomly throw in your love for chocolate cake, hunting, and or boy bands.

34. Writing I will be able to W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences Write a really detailed story that has a start, middle, and strong end.

35. Writing I will be able to W.7.3aEngage 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. I can write a story that people can understand. What I mean is my story will be layered and organized-not a crazy, random creation of details flung together.

36. Writing I will be able to W.7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. My story will flow like a peaceful stream with a lot of detail and the characters are going to talk.

37. Writing I will be able to W.7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. After the test, the student wished he had studied more. Therefore, he decided that next year, would be his year. Yes, next year would be the year of Dan.

38. Writing I will be able to W.7.3dUse precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. Don’t write a story about sprinkling sugar on a dirt pile and call it a Sundae. Stay Focused on a topic.

39. Writing I will be able to W.7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events. THE CLOSING SHOULD BE FOCUSED AND TIE UP THE REST OF THE PAPER. DON’T LEAVE THE ENDING UNFINISHED.

40. Writing I will be able to W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience I will great pieces of work that my specific readers can understand.

41. Writing I will be able to W.7.5 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 and audience have been addressed. I plan, write, re-write, edit, re-write, and think about that’s right-more writing.

42. Writing I will be able to W.7.6 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, including linking to and citing sources. I can use the internet to work with others and do research.(Just not a wiki)

43. Writing I will be able to W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Create an original research paper using three sources from different sources.

44. Writing I will be able to 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. CREATE RESEARCH PAPER USING INFO AND CITING MY SOURCES CORRECTLY.

45. Writing I will be able to W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Get research info from poems, stories, plays, textbooks, encyclopedias, and other Sources.

46. Writing I will be able to W.7.9a 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 a means of understanding how authors of fiction use or alter history” Tell the similarities and differences between a fake story about oh say, the 1980s and the history book section over the 1980s.

47. Writing I will be able to W.7.9b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”) Tell if someone’s argument is valid-real based on evidence found in the writing.

48. Writing I will be able to W.7.10 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 discipline-specific tasks, purposes, and audiences. Write more, write longer, write for life.

49. Speaking & Listening I will be able to SL.7.1 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. DISCUSS WITH PEOPLE YOU DON’T HANG OUT WITH 7TH GRADE TOPICS. HAVE AN OPINION AND REASONS WHY YOU DO.

50. Speaking & Listening I will be able to SL.7.1aCome to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. BE PREPARED TO DISCUSS THE TOPIC.