ScopeAndSequence ELA G7

2016-2017 Scope and Sequence
English Language Arts Grade 7
1st Cycle
Unit
Unit 1:
Foundations of
Reading and
Writing
Reading
Focus:
Narrative
Text
Writing
Focus:
Personal
Narrative
29 Days
Aug. 22-Sept. 30, 2016
# of
Lessons
25
45-min.
Master
Course
Lessons
Unit 1
establishes the
practices and
routines of a
reading and
writing workshop
while exploring
who students
are as readers
and writers.
Students
examine
narrative texts,
including fiction
and literary
nonfiction, while
building their
knowledge of
the reading
process and
reading
comprehension
strategies. In the
writing
workshop,
students draft a
personal
narrative
focusing on the
development of
ideas and the
writing process.
The recommended number of class periods is less than the number of days in the grading cycle
to accommodate differentiated instruction, extended learning time, and assessment days.
Complete instructional planning information and support are in the HISD Curriculum documents.
Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

The student will:
Vocabulary
ELA.7.2B Use context (within a sentence and in larger sections of text) to determine or
clarify the meaning of unfamiliar or ambiguous words.
Reading
ELA.7.1A Adjust fluency (rate, accuracy, expression, appropriate phrasing) when reading
aloud grade-level text based on the reading purpose and the nature of the text.
ELA.7.Fig19A Establish purposes for reading selected texts based upon own or others
desired outcome to enhance comprehension.
ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g., summarizing and
synthesizing; making textual, personal, and world connections; visualizing).
ELA.7.Fig19D Make complex inferences about text and use textual evidence to
support understanding.
ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within and across texts.
ELA.7.Fig19F Make connections between and across texts, including media (e.g., film,
play, music, print media), and provide textual evidence.
ELA.7.6A Summarize plot and explain the influence of the setting on plot development.
ELA.7.7A Describe the structural and substantive differences between an autobiography or
a diary and a fictional adaptation of it.
Writing
ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis or
controlling idea.
ELA.7.14B Develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to create a
focused, organized, and coherent piece of writing.
ELA.16A Write a personal narrative that has a clearly defined focus and communicates
the importance of or reasons for actions and/or consequences.
ELA.7.17B Write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context.
Listening and Speaking
ELA.7.28A Participate productively in discussions, plan agendas with clear goals and
deadlines, set time limits for speakers, take notes, and vote on key issues.
GLOBAL GRADUATE
- State Process Standard
- State Readiness Standard
- Aligned to Upcoming State Readiness Standard
- State Supporting Standard
Houston ISD Curriculum 2016-2017

Page 1 of 11
Updated: June 6, 2016

2nd Cycle
Unit
Unit 2:
Innovation
24 Days
Oct. 3-Nov. 4, 2016
# of
Lessons
20
45-min.
Master
Course
Lessons

The student will:
Vocabulary
ELA.7.2A Determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and affixes.
Reading
Focus:
Reading
Informational
1
Texts45-min. ELA.7.Fig19B Ask literal, interpretive, evaluative, and universal questions of text.
Expository
Fall
and
Writing synthesizing; making textual, personal, and world connections; visualizing).
Procedural
Sample
Lesson
Texts
Writing
Focus:
Revising and
Editing a
ELA.7.9A Explain the difference between the theme of a literary work and the authors
Personal
purpose in an expository text (e.g., inform, influence, entertain, and express)
Narrative
ELA.7.10A Evaluate a summary of the original text for accuracy of the main ideas,
Essay
supporting details, and overall meaning.
Prewriting
ELA.7.10C Use different organizational patterns (e.g., proposition-and-support,
and Drafting
problem-and-solution, cause-effect, compare-contrast, inductive, deductive, chronological
an Expository
order) as guides for summarizing and forming an overview of different kinds of expository
Essay
text.
Unit 2 explores
ELA.7.10D Synthesize and make logical connections between ideas within a text and
the theme of
across
two or three texts representing similar or different genres, and support those
Innovation
findings
with textual evidence.
through reading
ELA.7.12A Follow multi-dimensional instructions from text to complete a task, solve a
expository and
problem, or perform procedures.
procedural texts.
ELA.7.12B Interpret and explain the function of the graphical components of a text.
While continuing
ELA.7.13A Explain and interpret both explicit and implicit messages in various forms of
to build
comprehension in
media.
the reading
workshop,
Writing
students examine
how authors
choose to
communicate
controlling idea.
ideas through the
use of details,
facts, graphical
components, and
ELA.7.14C Revise drafts to ensure precise word choice and vivid images; consistent
organizational
point of view; use of simple, compound, and complex sentences; internal and external
patterns. In the
coherence; and the use of effective transitions after rethinking how well questions of
writing workshop,
purpose, audience, and genre have been addressed.
students continue
GLOBAL GRADUATE

Page 2 of 11

2nd Cycle
Unit
24 Days
Oct. 3-Nov. 4, 2016
# of
Lessons
to apply the
writing process to
their personal
narratives, and
apply their
understanding of
expository text to
begin crafting an
expository essay.

The student will:
ELA.7.14D Edit drafts for grammar, mechanics, and spelling.

ELA.7.14E Revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic that
presents effective introductions and concluding paragraphs.
ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic that
contains a clearly stated purpose or controlling idea.
ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic that is
logically organized with appropriate facts and details and includes no extraneous
information or inconsistencies.
ELA.7.17A.v Create multi-paragraph essays to convey information about a topic that
uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
ELA.7.19A.viii Identify, use, and understand the function of transitions for sentence to
sentence, paragraph to paragraph coherence in the context of reading, writing, and
speaking.
ELA.7.19B Write complex sentences and differentiate between main versus subordinate
clauses.
ELA.7.20A Use conventions of capitalization.
ELA.7.20B.i Recognize and use punctuation marks including commas in compound
sentences after introductory words, phrases, and clauses.
ELA.7.20B.ii Recognize and use punctuation marks including semicolons, colons,
hyphens, and quotations.
ELA.7.21A Spell correctly, including using various resources to determine and check
correct spellings.
GLOBAL GRADUATE

Page 3 of 11

3rd Cycle
Unit
Unit 3: Conflict
Reading
Focus:
Fiction
Writing
Focus:
Revising
and Editing
an
Expository
Essay
Prewriting
and Drafting
a Myth
27 Days
Nov. 7-Dec. 16, 2016
# of
Lessons
22
45-min.
Master
Course
Lessons
Unit 3 explores
the theme of
conflict through
the reading of
fiction. While
continuing to
strengthen
comprehension
skills in the
reading
workshop,
students analyze
how authors
convey theme
through narrative
elements and
stylistic choices.
In the writing
workshop,
students
continue to apply
the writing
process to their
expository
essays, and
apply their
understanding of
fiction by crafting
a short story.

The student will:
Vocabulary
ELA.7.2D Identify the meaning of foreign words commonly used in written English with
emphasis on Latin and Greek words (e.g., habeus corpus, e pluribus unum, bona fide,
nemesis).
ELA.7.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine
the meanings, syllabication, pronunciations, alternate word choices, and parts of speech
words.
Reading
ELA.7.3A Infer and describe multiple themes in a work of fiction, and support using
textual evidence.
ELA.7.3B Describe conventions in myths and epic tales (e.g., extended simile, the quest,
the heros tasks, circle stories).
ELA.7.6B Analyze the development of the plot through the internal and external
responses of the characters, including their motivations and conflicts.
ELA.7.6C Describe and analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited.
Writing
controlling idea.
GLOBAL GRADUATE

Page 4 of 11

3rd Cycle
Unit
27 Days
Nov. 7-Dec. 16, 2016
# of
Lessons

The student will:

ELA.7.15Ai Write an imaginative (fictional) story that sustains reader interest
ELA.7.15A.ii Write an imaginative (fictional) story that includes well-paced action and an
engaging story line (plot).
ELA.7.15.A.iii Write an imaginative (fictional) story that creates a specific, believable setting
created through the use of sensory details.
ELA.7.15A.iv Write an imaginative (fictional) story that develops interesting characters and
dialogue that develops the story.
ELA.7.15A.v Write an imaginative (fictional) story that uses a range of literary strategies
and devise to enhance the style and tone.
ELA.7.19A.i Identify, use, and understand the function of verbs (perfect and progressive
tenses) and participles in the context of reading, writing, and speaking.
ELA.7.19A.iii Identify, use, and understand the function of adverbial and adjectival
phrases and clauses in the context of reading, writing, and speaking.
ELA.7.19A.v Identify, use, and understand the function of prepositions and prepositional
phrases and their influence on subject-verb agreement in the context of reading, writing, and
speaking.
ELA.7.19A.vii Identify, use, and understand the function of subordinating conjunctions
(e.g., because, since) in the context of reading, writing, and speaking.
ELA.7.19C Identify, use and understand the function of a variety of complete sentences
(e.g., simple, compound, complex) that include properly placed modifiers, correctly identified
antecedents, parallel structures, and consistent tenses.
ELA.7.20B.ii Recognize and use punctuation marks including semicolons, colons,
hyphens, and quotations.
GLOBAL GRADUATE

Page 5 of 11

4th Cycle
Unit
Unit 4:
Courage
Reading
Focus:
Literary
Analysis
(Novel,
Drama,
Poetry)
Writing
Focus:
Expository
Text Response to
Literature
27 Days
Jan. 4 - Feb. 10, 2017
# Class
Periods
22
45-min.
Master
Course
Lessons
Unit 4 explores
the theme of
courage through
the reading of
multiple genres.
While continuing
to strengthen
comprehension
skills in the
reading
workshop,
students read a
novel, poetry,
and drama to
analyze how
authors create
meaning and
convey mood
through the use
of dramatic
conventions,
poetic
techniques, and
fictional
elements. In the
writing
workshop,
students craft an
original poem
and will

The student will:
Vocabulary
ELA.7.2A Determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and affixes.
Reading
ELA.7.3A Infer and describe multiple themes in a work of fiction, and support using
textual evidence.
ELA.7.3C Analyze how place and time in which a literary work was written influence the
theme or message of a literary work.
ELA.7.4A Explain how figurative language (e.g., personification, metaphors, similes,
hyperbole) contributes to the meaning of a poem, and analyze the importance of graphical
elements (e.g., capital letters, line length, word position, figurative language, syntax) on the
meaning of a poem.
ELA.7.5A Explain a playwrights use of dialogue and stage directions.
ELA.7.6B Analyze the development of the plot through the internal and external
responses of the characters, including their motivations and conflicts.
ELA.7.8A Determine the figurative meaning of phrases and analyze how an authors use
of language creates imagery, appeals to the senses, and suggests mood.
across two or three texts representing similar or different genres, and support those findings
Writing
controlling idea.
GLOBAL GRADUATE

Page 6 of 11

4th Cycle
Unit
27 Days
Jan. 4 - Feb. 10, 2017
# Class
Periods
formulate an
expository essay
in the form of a
literary
response.

The student will:
ELA.7.15B.i Write poems using poetic techniques (e.g., rhyme scheme, meter).
ELA.7.15B.ii Write poems using figurative language (e.g., personification, idioms,
hyperbole, similes, metaphors).
ELA.7.15B.iii Write poems using graphic elements (e.g., word position, capital letters, and
line length).
ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that
accurately synthesizes ideas from several sources.
ELA.7.17A.v Write multi-paragraph essays to convey information about a topic that uses
a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
ELA.7.17C Write responses to literary or expository texts that demonstrate the writing skills
for multi-paragraph essays and provide sustained evidence from the text using quotations
when appropriate.
ELA.7.19A.ii Identify, use, and understand the function of appositive phrases in the
context of reading, writing, and speaking.
ELA.7.19A.iv Identify, use, and understand the function of conjunctive adverbs (e.g.,
consequently, furthermore, indeed) in the context of reading, writing, and speaking.
ELA.7.27A Present a critique of a literary work, film, or dramatic production, employing eye
contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions
of language to communicate ideas effectively.
GLOBAL GRADUATE

Page 7 of 11

5th Cycle
30 Days
Feb. 13 - Mar. 31, 2017

Unit
# of Lessons
The student will:
Unit 5:
Revolution
24
45-min.
Master Course
Lessons
Reading
Focus:
1
Informational
45-min.
Text
Spring Writing
Persuasive
Sample
and Expository
Lesson
Writing
Focus:
Persuasive
Essay
Unit 5 explores the

theme of
revolution through
informational text.
While continuing to
strengthen
comprehension
skills in the
reading workshop,
students examine
various mediums
to analyze the
effects of
persuasive
techniques on
meaning and an
authors message.
In the writing
workshop,
students
synthesize what
they have learned
to develop a
persuasive essay.
Vocabulary
ELA.7.2A Determine the meaning of grade-level academic English words
derived from Latin, Greek, or other linguistic roots and affixes.
ELA.7.2B Use context (within a sentence and in larger sections of text) to
determine or clarify the meaning of unfamiliar or ambiguous words.
ELA.7.2C Complete analogies that describe part to whole or whole to part.
Reading
ELA.7.Fig19A Establish purposes for reading selected texts based upon own or
others desired outcome to enhance comprehension.
ELA.7.Fig19C Reflect on understanding to monitor comprehension (e.g.,
summarizing and synthesizing; making textual, personal, and world connections;
visualizing).
ELA.7.Fig19D Make complex inferences about text and use textual evidence
to support understanding.
ELA.7.Fig19E Summarize, paraphrase, and synthesize texts in ways that
maintain meaning and logical order within and across texts.
ELA.7.Fig19F Make connections between and across texts, including media
(e.g., film, play, music, print media), and provide textual evidence.
ELA.7.10B Distinguish factual claims from commonplace assertions and
opinions.
ELA.7.10C Use different organizational patterns (e.g., proposition-and-support,
problem-and-solution, cause-effect, compare-contrast, inductive, deductive,
chronological order) as guides for summarizing and forming an overview of
different kinds of expository text.
ELA.7.11A Analyze the structure of the central argument in contemporary policy
speeches (e.g., argument by cause and effect, analogy, authority) and identify the
different types of evidence used to support the argument.
ELA.7.11B Identify and analyze such rhetorical fallacies as ad hominem,
exaggeration, stereotyping, or categorical claims in persuasive texts.
ELA.7.13B Interpret how visual and sound techniques (e.g., special effects,
camera angles, lighting, and music) influence the message.
ELA.7.13C Evaluate various techniques used in media to influence and inform
audiences.
Writing
ELA.7.14A Plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience, determining appropriate topics through a range
of strategies (e.g., discussion, background reading, personal interests, interviews),
and developing a thesis or controlling idea.
ELA.7.14B Develop drafts by choosing an appropriate organizational strategy
(e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to
create a focused, organized, and coherent piece of writing.
GLOBAL GRADUATE

Page 8 of 11

5th Cycle
30 Days
Feb. 13 - Mar. 31, 2017

Unit
# of Lessons
The student will:
ELA.7.14C Revise drafts to ensure precise word choice and vivid images;
consistent point of view; use of simple, compound, and complex sentences;
internal and external coherence; and the use of effective transitions after rethinking
how well questions of purpose, audience, and genre have been addressed.
ELA.7.14E Revise final draft in response to feedback from peers and teacher and
publish written work for appropriate audiences.
ELA.7.17A.i Write a multi-paragraph essay to convey information about a topic
that presents effective introductions and concluding paragraphs.
ELA.7.17A.ii Write a multi-paragraph essay to convey information about a topic
that contains a clearly stated purpose or controlling idea.
ELA.7.17A.iii Write a multi-paragraph essay to convey information about a topic
that is logically organized with appropriate facts and details and includes no
extraneous information or inconsistencies.
ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic
that accurately synthesizes ideas from several sources.
ELA.7.17A.v Write multi-paragraph essays to convey information about a topic
that uses a variety of sentence structures, rhetorical devices, and transitions to link
paragraphs.
ELA.7.18A Write a persuasive essay to the appropriate audience that
establishes a clear thesis or position.
ELA.7.18B Write a persuasive essay to the appropriate audience that considers
and responds to the views of others and anticipates and answers reader concerns
and counter-arguments.
ELA.7.18C Write a persuasive essay to the appropriate audience that includes
evidence that is logically organized to support the authors viewpoint and that
differentiates between fact and opinion.
ELA.7.19A.vi Identify, use, and understand the function of relative pronouns
(e.g., whose, that, which) in the context of reading, writing, and speaking.
ELA.7.26A Listen to and interpret a speakers purpose by explaining the content,
evaluating the delivery of the presentation, and asking questions or making
comments about the evidence that supports a speakers claims.
ELA.7.26C Draw conclusions about the speakers message by considering verbal
communication (e.g., word choice, tone) and nonverbal cues (e.g., posture,
gestures, facial expressions).
ELA.7.28A Participate productively in discussions, plan agendas with clear goals
and deadlines, set time limits for speakers, take notes, and vote on key issues.
GLOBAL GRADUATE

Page 9 of 11

6th Cycle
Unit
Unit 6:
Investigation
Reading
Focus:
Informationa
l Text
Writing
Focus:
Multimedia
Presentation
38 Days
Apr. 3 May 25, 2017
# of
Lessons
30
45-min.
Master
Course
Lessons
Unit 6 explores
investigation
through the
research
process. Utilizing
the components
of project-based
learning,
students
formulate a
question and
conduct
research to write
a research paper
as well as
produce and
present a multimedia
presentation.

The student will:
Vocabulary
ELA.7.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine
the meanings, syllabication, pronunciations, alternate word choices, and parts of speech
words.
Reading
ELA.7.10C Use different organizational patterns (e.g., proposition-and-support, problemand-solution, cause-effect, compare-contrast, inductive, deductive, chronological order) as
guides for summarizing and forming an overview of different kinds of expository text.
across two or three texts representing similar or different genres, and support those findings
ELA.7.13D Assess the correct level of formality and tone for successful participation in
various digital media.
Writing
controlling idea.
GLOBAL GRADUATE

Page 10 of 11

6th Cycle
Unit
38 Days
Apr. 3 May 25, 2017
# of
Lessons

The student will:
ELA.7.17A.iv Write a multi-paragraph essay to convey information about a topic that

accurately synthesizes ideas from several sources.
ELA.7.17A.v Create multi-paragraph essays to convey information about a topic that
uses a variety of sentence structures, rhetorical devices, and transitions to link paragraphs.
ELA.7.17D Produce a multimedia presentation involving text and graphics using available
technology.
ELA.7.22A Brainstorm, consult with others, decide upon a topic, and formulate a major
research question to address the major research topic.
ELA.7.22B Apply steps for obtaining and evaluating information from a wide variety of
sources and create a written plan after preliminary research in reference works and
additional text searches.
ELA.7.23A Follow the research plan to gather information from a range of relevant print and
electronic sources using advanced search strategies.
ELA.7.23B Categorize information thematically in order to see the larger constructs inherent
in the information.
ELA.7.23C Record bibliographic information (e.g., author, title, page number) for all notes
and sources according to a standard format (MLA).
ELA.7.23D Differentiate between paraphrasing and plagiarism and identify the importance
of citing valid and reliable sources.
ELA.7.24A Narrow or broaden the major research question, if necessary, based on further
research and investigation.
ELA.24B Utilize elements that demonstrate the reliability and validity of the sources used
(e.g., publication date, coverage, language, point of view) and explain why one source is
more useful than another.
ELA.7.25A Complies with important information from multiple sources and draws
conclusions and summarizes or paraphrases the findings in a systematic way.
ELA.7.25B Marshals (gathers and organizes) evidence to explain the topic and gives
relevant reasons for conclusions.
ELA.7.25C Presents the findings in a consistent and meaningful format.
ELA.7.25D Follows accepted formats for integrating quotations and citations into the written
text to maintain a flow of ideas (MLA).
ELA.7.26A Listen to and interpret a speakers purpose by explaining the content, evaluating
the delivery of the presentation, and asking questions or making comments about the
evidence that supports a speakers claims.
ELA.7.26B Follow and give complex oral instructions to perform specific tasks, answer
questions, or solve problems.
ELA.7.26C Draw conclusions about the speakers message by considering verbal
communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial
expressions).
GLOBAL GRADUATE

Page 11 of 11

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2016-2017 Scope and Sequence

English Language Arts Grade 7

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

ELA.7.14D Edit drafts for grammar, mechanics, and spelling.

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

ELA.7.14D Edit drafts for grammar, mechanics, and spelling.

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

Unit 5 explores the

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017

2016-2017 Scope and Sequence

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

- State Readiness Standard

- Aligned to Upcoming State Readiness Standard

- State Supporting Standard

Houston ISD Curriculum 2016-2017