Advanced English 7

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Appendix

Additional Educator Resources

Course Details:

Grade: 7

Length: two semesters (required)

Prerequisites: teacher recommendation

Course Description:

The Advanced English 7 course emphasizes literature, writing, and critical thinking skills through a combination of essays, literature, and speaking experiences, such as formal presentations and inquiry-based discussions. This course provides a study of genres of literature and literary terms, and a variety of writing experiences, including an emphasis on the writing process and research methods. The depth and pacing will differ from English 7 in that learners will be expected to routinely work independently on self-guided assignments and explore more complex, advanced texts. Vocabulary study is derived from seventh grade foundational vocabulary, including SAT vocabulary enrichment. Instructors are encouraged to utilize 6+1 Traits^®, graphic organizers, and personalized learning strategies.

Required Reading and Writing Activities

The learner will:

- By the end of the year, read and comprehend literature including stories, dramas, and poems at the high end of the grade level complexity.
- Read daily for pleasure and/or information.
- Read a minimum of two books per semester, which may include teacher-selected texts.
- Actively participate in small group and class discussions, which will focus on reactions and analysis of readings, sample essays, and learners’ writing.
- Review a variety of writing examples, and discuss the strengths and weaknesses of vocabulary, organization, supportive detail, and effective use of rhetoric.
- Write at least three of the following multi-paragraph essays:
  - - Expository essay
    - Persuasive essay
    - Narrative essay
    - Descriptive essay.
- Read, analyze, and create a variety of different styles of poetry (e.g., quatrains, sonnets, free-verse) using poetic devices such as repetition, metaphor, simile, rhyme scheme, and meter.
- Complete a formal research assignment that adheres to MLA or APA guidelines.
- Participate in peer-editing sessions in addition to receiving written teacher feedback and individual conferences.

See the appendix for the Suggested Supplemental Reading List.

Foundation Reading Skills

Graduate - Level Competencies:

Informational Texts

GS.1 Learners will demonstrate the ability to comprehend, analyze, and critique a variety of complex print and non-print informational texts – including texts for science, social studies, and technical subjects, and self-selected material.

Literature

GS.2 Learners will demonstrate the ability to comprehend, analyze, and engage with a variety of complex print and non-print literary texts, both teacher and self-selected.

Course/Grade Competencies:

MS.1 The learner will read to make meaning while flexibly using a variety of strategies to apply and extend literacy skills with fluency and independence at grade level complexity.

Content Objective:

Although foundational skills are not identified beyond the sixth grade span, it is important to continue developing them with learners who may need additional support. A variety of strategies will be taught and used with learners to help them understand texts and continue to make meaning.

Reading Literature

Graduate - Level Competency:

Literature

GS.2 Learners will demonstrate the ability to comprehend, analyze, and engage with a variety of complex print and non-print literary texts, both teacher and self-selected.

Course/Grade Competency:

MS.2 The learner will comprehend and draw conclusions about the author’s intent when reading a variety of increasingly complex literary texts from a range of cultures, and cite a range of relevant and compelling textual evidence to support their analyses.

Content Objectives:

The learner will:

Interpret a theme of the text and analyze author reasoning to develop the text, including use of textual details, textual structures, character interactions, and dialogue to progress the action. The learner will also cite evidence to support the analysis.
Analyze how various literary elements and devices shape text development and impact meaning.
Analyze how visual and multimedia elements of a text contribute to the meaning, tone, or intended effect of a text on the reader/viewer.
Determine the meaning of unknown and multiple-meaning words or phrases based on seventh grade reading and content, choosing flexibly from a range of strategies.
Compare and contrast how authors treat similar themes or literary forms for intended effect.

Standards:

AKSS

RL7.1; RL7.2; RL7.3; RL7.4; RL7.5; RL7.6; RL7.7; RL7.9; RL7.10; W.7.9.a; L.7.4.a-d; L.7.5.a-c

AK Cultural

ABD

AASL

I.A.1-2, II.A.1-3, III.A.1-3, IV.A. 1-3, V.A.1-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Reading Informational Texts

Graduate - Level Competency:

Informational Texts

Course/Grade Competency:

MS.3 The learner will comprehend and draw conclusions about the author’s intent when reading a variety of increasingly complex, nonfictional texts, and cite a range of relevant and compelling textual evidence to support their analyses.

Content Objectives:

The learner will:

- Identify the central idea or theme, and support conclusions about how the text’s organization, content, reasoning, and use of evidence supports the author’s point of view.
- Determine the meaning of unknown and multiple-meaning words or phrases based on seventh grade reading and content, choosing flexibly from a range of strategies.
- Compare and contrast how authors portray similar topics, events, or issues, and interpret how the treatment affects the message.
- Compare and integrate relevant information from two sources, and identify conflicting information on the same topics/subjects when developing understanding of a text.
- Analyze and explain how visual and multimedia elements contribute to the overall meaning, accuracy, tone, or intended effect.

Standards:

AKSS

RI.7.1; RI.7.2; RI.7.3; RI.7.4; RI.7.5; RI.7.6; RI.7.7; RI.7.8; RI.7.9; RI.7.10; W.7.9.b;

L.7.4.a-d; L.7.5.a-c; L.7.6; RH.6-7-8.1

ISTE

1.d, 3

AK Digital Literacy

6-12. EL.4

AASL

III.A.1-3, V.A.1-3, VI.A.1-3, I.B.1-3, III.B.1-2, IV.B.1-4, VI.B.1-3, III.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, IV.D.1-3, V.D.1-3, VI..D.1-3

Narrative Writing

Graduate - Level Competency:

Writing

GS.3 Learners will write in a variety of modes, including analytical, narrative, explanatory, and expressive, using complex reasoning, structure, and language.

Course/Grade Competency:

MS.4 The learner will produce clear, coherent, and effective narrative writing for a range of types, purposes, and audiences (e.g., blogs, podcasts, graphic novels, nonfiction).

Content Objectives:

The learner will:

- Use text structures, transitional devices, and narrative strategies to engage the audience and establish context, develop characters and setting, and establish chronology from problem to resolution with a sense of closure.
- Maintain a point of view, tone, and style as it develops across the text.
- Use correct punctuation, spelling, and grammar in a finished product.
- Edit and revise text for clarity, coherence, and intent.

Standards:

AKSS

W.7.3.a-e; W.7.4; W.7.5; W.7.6; W.7.10; L.7.1.a-c; L.7.2.a-b; L.7.3.a; L.7.6

AK Digital Literacy

6-12.ID.3, 6-12.ID.4

AASL

I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Informational Writing:

Graduate - Level Competencies:

Writing

GS.3 Learners will write in a variety of modes, including analytical, narrative, explanatory, and expressive, using complex reasoning, structure, and language.

Research

GS.6 Learners will demonstrate the ability to conduct research to investigate self-selected and given topics, evaluate sources, utilize databases, and synthesize information independently and collaboratively.

Course/Grade Competency:

MS.5 The learner will produce clear, coherent, and effective expository writing for a range of types, purposes, and audiences.

Content Objectives:

The learner will:

- Identify a focus and use informational text structures to develop and elaborate on a central idea.
- Maintain a focus, point of view, formal style, and tone using techniques and features that organize, analyze, and elaborate on information presented.
- Locate and integrate relevant and credible information from a source into a text.
- Develop a conclusion that summarizes or synthesizes key information presented in support of a central idea.
- Use correct punctuation, spelling, and grammar in a finished product.
- Edit and revise text for clarity, coherence, and intent.

Standards:

AKSS

W.7.1.a-e; W.7.2.a-f; W.7.4; W.7.5; W.7.6; W.7.7; W.7.8; W.7.9.a-b; W.7.10; L.7.1.a-c; L.7.2.a-b; L.7.3.a; L.7.6; RH.6-7-8.1

AK Digital Literacy

6-12.ID.3, 6-12.ID.4

AASL

I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Opinion/ Argument Writing

Graduate - Level Competencies:

Writing

GS.3 Learners will write in a variety of modes, including analytical, narrative, explanatory, and expressive, using complex reasoning, structure, and language.

Research

Course/Grade Competency:

MS.6 The learner will produce clear, coherent, and persuasive writing for a range of types, purposes, and audiences.

Content Objectives:

The learner will:

Use argumentative structures and persuasive techniques to convey claims related to topic, text, and/or issue.
Locate and use reliable and credible sources (e.g., print/non-print primary and secondary sources, interviews) to expand the topic, text, and/or issue.
Maintain an authoritative stance for the claim/thesis by analyzing evidence used in support of each stated criterion for a position.
Logically connect reasons, facts, analyses, and sources to provide a conclusion.
Use correct punctuation, spelling, and grammar in a finished product.
Edit and revise text for clarity, coherence, and intent.

Standards:

AKSS

W.7.1.a-e; W.7.2.a-f; W.7.4; W.7.5; W.7.6; W.7.7; W.7.8; W.7.9.a-b; W.7.10; L.7.1.a-c; L.7.2.a-b; L.7.3.a; L.7.6; RH.6-7-8.1

AK Digital Literacy

6-12.ID.3, 6-12.ID.4

AASL

I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Speaking, Listening, and Language

Graduate - Level Competencies:

Speaking

GS.4 Learners will demonstrate the ability to speak purposefully and effectively, strategically making complex decisions about content, language use, and discourse style.

Listening

GS.5 Learners will demonstrate the ability to listen critically and reflectively in a variety of settings and purpose.

Course/Grade Competency:

MS.7 The learner will initiate and participate effectively in speaking and listening for a variety of purposes and audiences (e.g., informal discussions, formal presentations), listen to diverse perspectives, and express ideas clearly and purposefully.

Content Objectives:

The learner will:

- Present grade-appropriate information that is supported with evidence, elaborate when elicited, and respond to questions with relevant ideas or comments.
- Analyze, interpret, evaluate, and use information delivered orally or visually.

Standards:

AKSS

SL.7.1.a-d; SL.7.2; SL.7.3; SL.7.4; SL.7.5; SL.7.6; L.7.1.a-c; L.7.2.a-b; L.7.3.a; L.7.4.a-d; L.7.5.a-c; L.7.6

AK Digital Literacy

6-12.EL.1

AASL

I.A.1-2, III.A.1-3, III.A.1-3, IV.A.1-3, V.A.2-3, VI.A.1-3, I.B.1-3, II.B.1-3, III.B.1-2, IV.B.1-4, V.B.1-3, VI.B.1-2, I.C.1-4, II.C.1-2, III.C.1-2, IV.C.1-3, V.C.1-3, VI.C.1-2, I.D.1-4, II.D.1-3, III.D.1-2, IV.D.1-3, V.D.1-3, VI.D.1-3

Inquiry, Investigation, and Research

Graduate - Level Competency:

Research

Course/Grade Competency:

MS.8 The learner will engage in group and individual research to investigate, analyze, integrate, and present information, demonstrating an understanding of the use of credible, relevant, and reliable sources.

Content Objectives:

The learner will:

- Compose and orally deliver a presentation for different purposes and audiences, integrating visual, graphic, digital, and/or audio enhancements when appropriate for clarifying the message or intent.
- Communicate clearly following standard English conventions.
- Conduct research projects to explore a topic, issue, or problem.
- Analyze the purpose of information presented in diverse media and formats, and identify the motives (e.g., social, commercial, political) behind its presentation.
- Strategically use precise language, figurative language, syntax, and discourse appropriate to an intent, purpose, and audience.
- Use reasoning, planning, and evidence to determine an area of inquiry, then gather, select, and cite information to support inferences, interpretations, and analyses.

Standards:

AKSS

W.7.7; W.7.8; W.7.9.a-b; L.7.6; WHST.6-7-8.7; RH.6-7-8.1

ISTE

1.c, 2.b, 3, 4.b, 5.c, 6, 7.b-c

AASL

Technology

Graduate - Level Competencies:

Technological

GS.7 Learners will demonstrate the ability to appropriately use the tools of technology to gather, interpret, collaborate, and analyze information and create shareable products.

Media Literacy

GS.8 Learners will engage in independent critical thinking through accessing, analyzing, evaluating, and creating a complex variety of media.

Course/Grade Competency:

MS.9 The learner will demonstrate the ability to appropriately use the tools of technology, including digital media and the Internet, to gather, interpret, and analyze information and create sharable products.

Content Objectives:

The learner will:

- Strategically integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
- Use digital tools and reference materials to interpret intended word meanings, expand understanding from definitional to conceptual, and apply them when communicating.

Standards:

AKSS

W.7.6; W.7.7; W.7.8; SL.7.5; L.7.4.c

ISTE

3, 5.c

AASL

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