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English Language Arts (2021) Grade(s): 7

ELA21.7.27

Quote, paraphrase, summarize, and present findings, following an appropriate citation style and avoiding plagiarism.

Example: MLA, APA

Unpacked Content

Knowledge

Students know:
  • Strategies to quote, paraphrase, and summarize information from research sources.
  • Writing skills to present research findings and avoid plagiarism.
  • Citation styles, such as MLA and APA.

Skills

Students are able to:
  • Quote, paraphrase, and summarize information from research sources.
  • Present research findings through writing while avoiding plagiarism.
  • Appropriately use citation styles.

Understanding

Students understand that:
  • Particular citation styles exist to support the integration of outside information into one's writing.
  • There are different ways to use outside information, from quoting directly, to summarizing and paraphrasing ideas.
  • Plagiarism is a serious offense and can be avoided by understanding appropriate citation styles.

Vocabulary

  • Quote
  • Paraphrase
  • Summarize
  • Citation styles
  • Plagiarism

Aligned Learning Resources

Let's Talk About Measurement--Rise and Shine: Math Time
English Language Arts (2021) Grade(s): 7

ELA21.7.28

Incorporate research into oral presentations, summarizing and supporting opinions and ideas with relevant details.

Unpacked Content

Knowledge

Students know:
  • Strategies to incorporate research into oral presentations.
  • Methods to summarize and support opinions and ideas with relevant details.

Skills

Students are able to:
  • Incorporate research findings into oral presentations.
  • Summarize research findings and support opinions and ideas with relevant details from research.

Understanding

Students understand that:
  • Effective oral presentations include summaries of research findings, with opinions and ideas supported with relevant details.

Vocabulary

  • Research
  • Oral presentations
  • Summarizing
  • Supporting
  • Opinions
  • Relevant details

Aligned Learning Resources

Finding the Science Behind Science Fiction Through Paired Readings
My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
English Language Arts (2021) Grade(s): 7

ELA21.7.28a

Collect information through the research process to answer follow-up questions and participate in discussions about their research findings.

Unpacked Content

Knowledge

  • Research strategies.
  • Collaborative discussions occur when participants actively listen, build on others' ideas, and ask clarifying questions.
  • Generally accepted rules for discussions.

Skills

  • Engage in research with the purpose of answering questions about the information.
  • Participate in discussions about research findings.

Understanding

  • Information obtained through research can be used to answer audience questions about the findings.

Vocabulary

  • Research process
  • Follow-up questions
  • Research findings
English Language Arts (2021) Grade(s): 7

ELA21.7.29

Determine word meaning through the use of word parts, context clues, connotation and denotation, or print or digital reference tools.

Examples: affixes, Greek and Latin roots, stems; dictionary, thesaurus, glossary

Unpacked Content

Knowledge

Students know:
  • The meaning of words can be identified by examining the word's morphological structure or its connotation or denotation.
  • Word meaning can be determined by using context clues within the text.
  • Strategies for using print and digital reference tools.

Skills

Students are able to:
  • Use word parts, context clues, connotation, and denotation to determine word meanings.
  • Use print and digital reference tools to determine word meanings.

Understanding

Students understand that:
  • If they encounter an unfamiliar or unknown word in text, they should use a strategy to discover the word meaning or consult a reference tool to find the word meaning.

Vocabulary

  • Word meaning
  • Word parts
  • Context clues
  • Connotation
  • Denotation
  • Print reference tools
  • Digital reference tools

Aligned Learning Resources

Key Words Are Key
Let’s Take a [Chapter Vocabulary] Walk!
The Reading-Comprehension Trot
The 15-Question Quiz Moonwalk - Because We’re Assessing Backwards!
Engineering the Perfect Poem by Using the Vocabulary of STEM
Greek and Latin Science Root Words
English Language Arts (2021) Grade(s): 7

ELA21.7.30

Read and evaluate texts from science, social studies, and other academic disciplines to determine how those disciplines treat domain-specific vocabulary and content organization.

Unpacked Content

Knowledge

Students know:
  • Strategies to read and evaluate texts from various academic disciplines.
  • Content-specific text will often include a particular structure and domain-specific vocabulary.

Skills

Students are able to:
  • Read texts from subjects other than English language arts and assess the use of domain-specific vocabulary.
  • Read texts from subjects other than English language arts and evaluate how the academic discipline organizes content.

Understanding

Students understand that:
  • Different academic disciplines may utilize different vocabulary.
  • Different academic disciplines may arrange content in particular organizational styles.

Vocabulary

  • Academic disciplines
  • Domain-specific vocabulary
  • Content organization

Aligned Learning Resources

Engineering the Perfect Poem by Using the Vocabulary of STEM
Julius Caesar, Rhetoric, and Relevance: Shakespeare Uncovered
Let's Explore Light
English Language Arts (2021) Grade(s): 7

ELA21.7.31

Infer word meaning through active listening in various contexts for purposeful, effective communication.

Examples: classroom discussion, oral presentations, digital formats

Unpacked Content

Knowledge

Students know:
  • Strategies to identify word meaning in spoken language.
  • Active listening skills.

Skills

Students are able to:
  • Actively listen to infer word meaning.
  • Engage in purposeful, effective communication.

Understanding

Students understand that:
  • Listening is vital in understanding the full meaning of a speaker's message and when communicating effectively with others.

Vocabulary

  • Infer
  • Active listening
  • Various contexts
  • Purposeful communication
  • Effective communication

Aligned Learning Resources

A Portrait of Our World: Making Connections and Developing Comprehension
English Language Arts (2021) Grade(s): 7

ELA21.7.32

Apply vocabulary in writing to convey and enhance meaning.

Unpacked Content

Knowledge

Students know:
  • Word choice can convey a message and enhance the meaning of written communication.

Skills

Students are able to:
  • Strategically use vocabulary to convey meaning and enhance meaning when writing.

Understanding

Students understand that:
  • Vocabulary plays an important role in conveying clear meaning and in enhancing the intended meaning in writing.

Vocabulary

  • Vocabulary

Aligned Learning Resources

Alphabiography Project: Totally You
Proper Case of Pronouns | No Nonsense Grammar
English Language Arts (2021) Grade(s): 7

ELA21.7.33

Select and utilize effective words and phrases that are suitable for purpose and audience to communicate clearly in a variety of situations.

Unpacked Content

Knowledge

Students know:
  • Strategies to adapt spoken language suitable for the purpose and audience of a particular situation.

Skills

Students are able to:
  • Use words and phrases intentionally given a particular audience, purpose, or situation.

Understanding

Students understand that:
  • The words and phrases they use in speech should change depending on the purpose, audience, and situation of their presentation.

Vocabulary

  • Effective words and phrases
  • Purpose
  • Audience
  • Situations
English Language Arts (2021) Grade(s): 8

ELA21.8.R1

Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.

Unpacked Content

Knowledge

Students know:
  • Active listening skills.
  • How to engage in discussions and conversations in a variety of settings.
  • Agreed-upon rules for participation.

Skills

Students are able to:
  • Demonstrate active listening skills during discussion and conversation in pairs, small groups, or whole-class settings.
  • Converse in pairs, small groups, and large groups.
  • Practice the agreed-upon rules for participation.

Understanding

Students understand that:
  • Conversations and discussions follow agreed-upon rules which help us actively listen and gain understanding.

Vocabulary

  • Active listening
  • Discussion
  • Conversation
  • Rules
  • Participation

Aligned Learning Resources

Guilty or Innocent?: A Case for Close Reading
Color of Silence: Sensory Imagery in Pat Mora's Poem
Alphabiography Project: Totally You
Leading to Great Places in the Middle School Classroom
I've Got It Covered! Creating Magazine Covers to Summarize Texts
Cover to Cover: Comparing Books to Movies
Fantastic Characters: Analyzing and Creating Superheroes and Villains
Finding the Science Behind Science Fiction Through Paired Readings
Investigating the Holocaust: A Collaborative Inquiry Project
What is Poetry? Contrasting Poetry and Prose
Doodle Splash: Using Graphics to Discuss Literature
Perspectives and Point of View
Acceptable Use
The Consequences of Being Too Plugged In-- Part 2 of Unplug: The Digital Diet Plan
English Language Arts (2021) Grade(s): 8

ELA21.8.R2

Use context clues to determine meanings of unfamiliar spoken or written words.

Unpacked Content

Knowledge

Students know:
  • Context clues in speech or text can provide the meaning of unfamiliar words.
  • There are different types of context clues, including inference/general clues, definition/explanation clues, restatement/synonym clues, and contrast/antonym clues.
  • Context clues in text are often indicated by punctuation marks.

Skills

Students are able to:
  • Use context clues to determine the meanings of unfamiliar words in speech.
  • Use context clues to determine the meanings of unfamiliar words in text.

Understanding

Students understand that:
  • An author or a speaker use context clues to explain the meaning of unusual words or academic, domain-specific vocabulary.

Vocabulary

  • Context clues
  • Determine
  • Unfamiliar spoken words
  • Unfamiliar written words

Aligned Learning Resources

Guilty or Innocent?: A Case for Close Reading
A Portrait of Our World: Making Connections and Developing Comprehension
English Language Arts (2021) Grade(s): 8

ELA21.8.R3

Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.

Unpacked Content

Knowledge

Students know:
  • Digital and electronic tools must be used appropriately, safely, and ethically.
  • Digital and electronic tools can be used for research or for writing tasks.
  • Digital and electronic tools can be independently or with others.

Skills

Students are able to:
  • Engage in safe and ethical behavior when using digital and electronic tools individually and collaboratively.

Understanding

Students understand that:
  • Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
  • Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

Vocabulary

  • Digital tools
  • Electronic tools
  • Appropriately
  • Safely
  • Ethically
  • Research
  • Individually
  • Collaboratively

Aligned Learning Resources

Synthetic vs. Natural: What's the Best Choice?
My Hero's Journey Book Proposal
Book Report Alternative: Comic Strips and Cartoon Squares
Finding the Science Behind Science Fiction Through Paired Readings
Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
Picture This: Combining Infographics and Argumentative Writing
ABC Bookmaking Builds Vocabulary in the Content Areas
Talking Poetry With Blabberize
English Language Arts (2021) Grade(s): 8

ELA21.8.R4

Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.

Unpacked Content

Knowledge

Students know:
  • The writing process steps are to plan, draft, revise, edit, and publish.
  • Various genres of writing.

Skills

Students are able to:
  • Plan writings in various genres.
  • Draft writings in various genres.
  • Revise writings in various genres.
  • Edit writings in various genres.
  • Publish writings in various genres.

Understanding

Students understand that:
  • The writing process is a set of steps that make writing easier.
  • There are different categories, or genres, of writing that can be used for different purposes.

Vocabulary

  • Writing process
  • Plan
  • Draft
  • Revise
  • Edit
  • Publish
  • Genres

Aligned Learning Resources

My Hero's Journey Narrative
E-Cigarettes Public Service Announcement
My Hero's Journey Book Proposal
The Mysteries of Harris Burdick: Using Illustrations to Guide Writing
Doodle Splash: Using Graphics to Discuss Literature
More Than One Way to Create Vivid Verbs
Leading to Great Places in the Middle School Classroom
Songs of Our Lives: Using Lyrics to Write Stories
Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
Finding the Science Behind Science Fiction Through Paired Readings
Picture This: Combining Infographics and Argumentative Writing
Color of Silence: Sensory Imagery in Pat Mora's Poem
Alphabiography Project: Totally You
English Language Arts (2021) Grade(s): 8

ELA21.8.R5

Assess the formality of occasions in order to speak or write using appropriate language and tone.

Unpacked Content

Knowledge

Students know:
  • Some occasions (times and places) call for formal language and tone, while other occasions permit a casual communication.

Skills

Students are able to:
  • Assess the formality of occasions.
  • In formal occasions, speak and write with a formal language and tone.
  • In informal occasions, speak and write with a casual language and tone.

Understanding

Students understand that:
  • Different situations require different types of languages and tones.

Vocabulary

  • Assess
  • Formality
  • Occasions
  • Appropriate language
  • Appropriate tone

Aligned Learning Resources

My Hero's Journey Narrative
My Pledge to Unplug-- Part 3 of Unplug: The Digital Diet Plan
Martha Speaks: Planning an Elephant's Party Digital Game
English Language Arts (2021) Grade(s): 8

ELA21.8.R6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Unpacked Content

Knowledge

Students know:
  • Some contexts and tasks require formal English speech, while others permit more casual speech.

Skills

Students are able to:
  • Adapt speech to a variety of contexts and tasks.
  • Demonstrate command of formal spoken English when appropriate.

Understanding

Students understand that:
  • Certain contexts and tasks will require them to speak in formal English.
  • They can change their speech, such as the vocabulary and sentence structure used, depending on the occasion.

Vocabulary

  • Adapt
  • Speech
  • Contexts
  • Tasks
  • Command
  • Formal English

Aligned Learning Resources

More Than One Way to Create Vivid Verbs
Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems
Martha Speaks: Planning an Elephant's Party Digital Game
English Language Arts (2021) Grade(s): 8

ELA21.8.1

Analyze how informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings, develop central and supporting ideas.

Unpacked Content

Knowledge

Students know:
  • Informational and graphic text elements develop central and supporting ideas.
  • Allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings are types of informational text elements that develop central and supporting ideas.

Skills

Students are able to:
  • Identify informational and graphic text elements, including allusions, point of view, purpose, comparisons, categories, and figurative, connotative, and technical word meanings.
  • Analyze how specific informational and graphic text elements develop the central and supporting ideas in a text.

Understanding

Students understand that:
  • Authors choose to use particular informational and graphic text elements to support the development of the central and supporting ideas of a text.

Vocabulary

  • Informational text elements
  • Graphic text elements
  • Allusions
  • Point of view
  • Purpose
  • Comparisons
  • Categories
  • Figurative word meanings
  • Connotative word meanings
  • Technical word meanings
  • Central idea
  • Supporting ideas

Aligned Learning Resources

Twenty-First Century Informational Literacy: Integrating Research Techniques and Technology
English Language Arts (2021) Grade(s): 8

ELA21.8.2

Make complex inferences from the structure and content of a text, including comparison and contrast, problem and solution, cause and effect, and substantiated and unsubstantiated claims and evidence, to draw logical conclusions about the author’s perspective.

Unpacked Content

Knowledge

Students know:
  • Authors use particular text structures to indicate their perspective.
  • A text that follows a comparison and contrast structure will describe how two or more things are alike or different.
  • Problem and solution text structure describes a problem and how the problem was solved or could be solved.
  • Cause and effect text structure describes an event (the cause) and the consequence or result of the event (the effect).
  • Claim and evidence structure proposes a particular claim, then provides evidence to support the claim.
  • Substantiated claims will have relevant, credible supporting evidence, while unsubstantiated claims will not.
  • Inferences and conclusions can be drawn by analyzing and synthesizing information in text.

Skills

Students are able to:
  • Identify the structure and content of text.
  • Utilize text structure and content to make complex inferences and draw logical conclusions about an author's perspective.

Understanding

Students understand that:
  • Authors choose to use specific content and format their text in a particular structure to demonstrate their perspective on a topic.

Vocabulary

  • Complex inferences
  • Text structure
  • Text content
  • Comparison and contrast
  • Problem and solution
  • Cause and effect
  • Substantiated claim
  • Unsubstantiated claim
  • Evidence
  • Logical conclusions
  • Author's perspective

Aligned Learning Resources

Guilty or Innocent?: A Case for Close Reading
Making Bar Graphs | The Electric Company Math Activities
English Language Arts (2021) Grade(s): 8

ELA21.8.3

Analyze how authors use key literary elements, including setting, plot, theme, characters, internal and external conflict, dialogue, and point of view, to contribute to the meaning and purpose of a text, using text evidence as support.

Unpacked Content

Knowledge

Students know:
  • Authors of prose and poetry use literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view, throughout a text to develop and/or enhance the meaning of the text.
  • An author's use of literary elements can indicate the author's purpose for writing the text.
  • Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:
  • Identify the setting, plot, characters, theme, internal and external conflict, dialogue, and point of view in literary text.
  • Analyze how literary elements contribute to the meaning and purpose of literary text.
  • Support their analysis of literary elements with textual evidence.

Understanding

Students understand that:
  • Prose and poetry contain common literary elements, such as setting, plot, characters, theme, conflict, dialogue, and point of view.
  • Literary elements contribute to the meaning and purpose of literary text.
  • When they analyze a text, they should include text evidence to support their claims.

Vocabulary

  • Literary elements
  • Setting
  • Plot
  • Theme
  • Characters
  • Internal conflict
  • External conflict
  • Dialogue
  • Points of view
  • Text evidence

Aligned Learning Resources

Guilty or Innocent?: A Case for Close Reading
Cover to Cover: Comparing Books to Movies
Exploring Change Through Allegory and Poetry
Doodle Splash: Using Graphics to Discuss Literature
Becoming History Detectives Using Shakespeare's Secret
Swoop, Lift, and Leap to the Lore
Learn About Dependent and Independent Clauses | No Nonsense Grammar
Letter Formation
Literary Elements and Techniques | Tone and Mood
Multiplying Rational Numbers
Proper Case of Pronouns | No Nonsense Grammar
Novel Postcards-Using Textual Evidence to Explore Character and Setting
English Language Arts (2021) Grade(s): 8

ELA21.8.4

Analyze the use of literary devices, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion, to support interpretations of literary texts, using textual evidence to support the analysis.

Unpacked Content

Knowledge

Students know:
  • Authors of literary texts, such as prose and poetry, often include literary devices and figurative language to create a particular tone and mood.
  • Analyzing literary devices that are used in a text can support an interpretation of the text.
  • Analysis of a text should be supported with text evidence from the writing.

Skills

Students are able to:
  • Identify literary devices in literary texts, including simile, metaphor, personification, onomatopoeia, hyperbole, imagery, tone, symbolism, irony, mood, and allusion.
  • Analyze how an author's use of literary devices supports an interpretation of the text.
  • Cite evidence from the text to support their analysis.

Understanding

Students understand that:
  • Authors use figurative language and literary devices to develop tone and mood in their writing.
  • Literary devices contribute to the literal and/or figurative interpretation of a text.

Vocabulary

  • Literary devices
  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Hyperbole
  • Imagery
  • Tone
  • Symbolism
  • Irony
  • Mood
  • Allusion
  • Literary text
  • Textual evidence

Aligned Learning Resources

Color of Silence: Sensory Imagery in Pat Mora's Poem
Literary Elements and Techniques | Symbolism
What Makes a Myth a Myth

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