Common Core Standards:
Reading:
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.
Students should demonstrate the ability to read a fictional passage or text, understand and articulate what the text directly, as well as indirectly states in order to make an assumption about the text.
Students should be able to identify, extract, and cite the text to support the response.
RL.7.2. Determine 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.
Students should demonstrate the ability to articulate the theme or central idea of a fictional text, providing specifics from the text to support the response.
Students should be able to write a summary of the text that is free of bias and personal opinions.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Students should be able to describe the elements of plot and describe how a particular
story or drama fits into the elements of plot structure.
Students should demonstrate the ability to recognize how characters respond and change as the plot moves forward.
Students should be able to articulate the effects characters’ decisions have on the plot, how the setting affects the characters and plot, how characters affect each other, etc.
RL.7.10. By 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.
Students should be exposed to a wide range of fictional texts, including those considered below grade level, on grade level, and above grade level.
Students should be encouraged to continue choosing higher-level texts, or those that continue to challenge the individual student.
Students should be able to demonstrate proficiency in the skills outlined in this section.
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).
Students should be exposed to information in a variety of formats or media (i.e. charts, graphs, statistics, movies, essays, photos, PowerPoint, websites, etc.)
Students should be able to synthesize this information to help them articulate understanding of a topic or issue.
W.7.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.7.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3
above.)
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.
NETS for Teachers Standards
1.Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5.Engage in Professional Growth and Leadership
NETS for Students Standards
1.Creativity and Innovation
2.Communication and Collaboration
3. Research and Information Fluency
4.Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts
Reading:
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.
Students should demonstrate the ability to read a fictional passage or text, understand and articulate what the text directly, as well as indirectly states in order to make an assumption about the text.
Students should be able to identify, extract, and cite the text to support the response.
RL.7.2. Determine 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.
Students should demonstrate the ability to articulate the theme or central idea of a fictional text, providing specifics from the text to support the response.
Students should be able to write a summary of the text that is free of bias and personal opinions.
RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
Students should be able to describe the elements of plot and describe how a particular
story or drama fits into the elements of plot structure.
Students should demonstrate the ability to recognize how characters respond and change as the plot moves forward.
Students should be able to articulate the effects characters’ decisions have on the plot, how the setting affects the characters and plot, how characters affect each other, etc.
RL.7.10. By 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.
Students should be exposed to a wide range of fictional texts, including those considered below grade level, on grade level, and above grade level.
Students should be encouraged to continue choosing higher-level texts, or those that continue to challenge the individual student.
Students should be able to demonstrate proficiency in the skills outlined in this section.
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).
Students should be exposed to information in a variety of formats or media (i.e. charts, graphs, statistics, movies, essays, photos, PowerPoint, websites, etc.)
Students should be able to synthesize this information to help them articulate understanding of a topic or issue.
W.7.9. Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.7.4. Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3
above.)
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.
NETS for Teachers Standards
1.Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital Age Learning Experiences and Assessments
3. Model Digital Age Work and Learning
4. Promote and Model Digital Citizenship and Responsibility
5.Engage in Professional Growth and Leadership
NETS for Students Standards
1.Creativity and Innovation
2.Communication and Collaboration
3. Research and Information Fluency
4.Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship
6. Technology Operations and Concepts