Grade 7 Objectives

Sara Quick

The Courage to Care – Literature Circles   Topic: “Orphan Trains”

7^th Grade Language Arts Performance Objectives

Reading:

1.      Presented with a fictional selection of 500 or more words, which has topical and structural integrity and is at an appropriate level of instruction, the learner will demonstrate an integrated understanding of the language, elements of plot, possible themes, likely motives and traits of characters, and the effect of setting, as evidenced in part by the capacity to

a.       use the context to identify the meaning of specified unfamiliar words;

c.       answer questions about important details, including who, what, when, where, and how;

e.       select the main idea which may be directly stated or implied;

f.        predict the most probable outcome, or what is likely to happen in a particular circumstance;

g.       identify stated and inferred cause and effect relationships;

How objectives are met: Literature Circles

Divide class into groups of six according to different topics.  Each group will be responsible for reading a set of fiction books of 500 or more words and viewing one video appropriate to their topic.  Each student is required to locate these books/video from a library of their own choice.  Each set of books will include a variety of fiction/nonfiction, classic and young adult.  Each group will meet and discuss what they believe the main idea of their set of books has been.  Every student will be given a worksheet to help direct his/her learning while reading his/her set of books.  The worksheet will contain a place to write down the meaning of unfamiliar words, and will ask readers to answer the questions answering who, what, when, where and how while reading.  Along with recording the above mentioned details, each reader will also make predictions concerning possible outcomes while reading as well as any cause-effect relationships illustrated in their books.

Reading:

2.      Presented with a nonfiction selection of more than 500 words, which has topical and structural integrity and is at an appropriate level of instruction, the learner will demonstrate an integrated understanding of the major concepts, the evidence that supports those concepts, the possible application for the concepts, and the possible purposes the selection might serve, as evidenced in part by the capacity to

a.       answer questions about important details;

b.      select the main idea which may be directly stated or implied;

c.       identify one inferred cause and effect relationship;

e.       identify at least two statements of fact and two statements of opinion;

f.        predict whether certain specified information is likely to be included in particular material;

g.       identify at least one of the author’s possible stated or inferred purposes for writing the selection

h.       specify any author bias/slant toward the topic of the passage.

How objectives are met: Literature Circles

Within each group (as mentioned above), a set of nonfiction books (500 or more words) will be read.  Each student will have a worksheet that will ask students to answer questions about important details, identify at least one inferred cause and effect relationship, two statements of fact and two statements of opinion, make a prediction concerning a specific statement I give them, identify one of the author’s possible stated or inferred purposes for writing the selection and any bias or slant the author has toward the subject.  Each group will meet to discuss what the main idea of their set of books is.

Reading 3

Presented with a variety of common/functional reading materials appropriate to the level of instruction, the learner will identify, locate, and use information from the library and other sources, as evidenced in part by the capacity to

a.       follow directions of at least five steps;

b.      select and use appropriate reference sources and illustrative materials including dictionaries, encyclopedias, almanacs, atlases, phone books, schedules, table of contents, and indices;

c.       determine whether propaganda techniques are present.

How objectives are met: Literature Circles

Students will be responsible for using a library of their choice to acquire the books from their required reading set.  They will follow more than five steps of instructions by filling in their worksheet while reading their set of books.  Students will use reference material to identify meanings of unknown words.  Students will record on their worksheet any material they feel was written as propaganda.

Reading 4

Presented with a variety of sources of information to broaden understanding of a topic, theme, or subject, the learner will demonstrate the ability to analyze and synthesize information.

How objective is met: Literature Circles

Students will be analyzing and synthesizing information by completing their worksheet and will be broadening their understanding of the topic by meeting together as a group for literature circle discussions scheduled during class time.

Reading 5

The learner will respond to reading by interpreting text, developing inferences, and using background knowledge and literary elements.

How objective is met: Literature Circles

The students will interpret text, develop inferences while answering the questions on their worksheets.  Included in the worksheet will be a section to record any new information learned.

Writing 1,2,3

Writing 1

Given a prompt, the learner will write in direct response to that prompt using ideas, reasoning, examples, and/or commentary that is pertinent, as evidenced in part by the capacity to

a.       focus on the topic with ample supporting ideas and examples;

b.      develop a logical structure or organizational pattern;

c.       convey a sense of completeness or wholeness;

d.      choose words hat are generally specific and appropriate for the topic;

e.       convey a message related to the prompt;

f.        organize information and/or ideas for composing;

g.       use creative imagery.

Students will use the information they acquired during their literature circles to write a term paper.  They will be given the opportunity to choose one of several suggested topics or suggest a topic of their own liking.  Students will be given a rubric that clearly outlines the standards to meet the writing objective number 1.  The teacher will clearly explain each point of the rubric.  Students will be given class time to discuss with their teacher prewriting strategies.  Students will be required to turn in a copy of their prewriting strategies as well as a rough draft of their work.  Students will meet with peer groups to edit each others’ work and to make comments on each others’ work in progress.  Students will be required to turn in both their prewriting strategies, rough drafts and their final draft at the due date.

Writing 2

Given a prompt, the learner will write in direct response to that prompt demonstrating knowledge of grammar, mechanics, and usage, as evidenced in part by the capacity to

a.       enhance communication by ensuring that subject/verb agreement and verb and noun forms are generally correct;

b.      use the conventions of punctuation and capitalization;

c.       spell words correctly;

d.      develop sentences of varied lengths and patterns;

Students will be given a rubric that clearly outlines the standards to meet the writing objective number 2.  Students will be allowed to use a word processing program to help them with a final draft presentation.

Writing 3

The learner will use the writing process to develop and evaluate self-initiated writing, as evidenced in part by the capacity to

a.       Select and use prewriting techniques to support ideas;

b.      Draft independently;

c.       Revise draft by adding, changing, or deleting material;

d.      Edit with peers;

e.       Publish writing for an intended audience.

How objectives are met: Term Paper (literature circle)

1.      The learner will demonstrate the ability to evaluate the content of a speaker’s message.

Students will view a video appropriate to their literature circle and write up a report answering specific questions regarding their video.

American Heritage

4.      The learner will utilize historical resources

e.       differentiate between historical facts and historical interpretations and acknowledge that the two are related – use biographies, autobiographies, fictional and nonfictional, primary and secondary sources.

5.      The learner will assess the validity of historical narratives

b.      obtain historical data from eyewitness accounts and compare sources to determine   

      consistency and evaluate completeness.

6.      The learner will identify significant historical developments and explain their importance

Students will use biographies, autobiographies, fictional and nonfictional, primary and secondary sources to investigate their literature circle topic.  They will note any discrepancy or distinctions between different types of sources.  The learner will note any discrepancies discovered while reading and will discuss these with his/her literature circle.  The learner will discuss how his/her topic has influenced the course of historical development as significant to society as an element within the term paper.

1.      The learner will interpret information about places from a variety of resources

2.      The learner will identify on a map places that have served as strategic global locations in history and explain how they influenced decisions made by people.

Students will use biographies, autobiographies, fictional and nonfictional, primary and secondary sources to investigate their literature circle topic.  Within their term paper, students will discuss and identify any locations important to their topic.  The student will discuss how decisions made by people effected other people.

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