Pan-Asia English Language Arts – Grade 7

Discussion and Oral Presentation  

Standard One: Students will use agreed-upon rules for informal and formal and informal discussions in small and large groups.  They will pose questions, listen to the ideas of others and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge.  They will make oral presentations that demonstrate appropriate consideration of audience, purpose and the information to be conveyed.

1. Benchmarks:
1.1. Use agreed-upon rules for informal and formal discussions in large and small groups such as Book Club, Literature Circles and Buddy Reading.
1.2. Facilitate discussion groups independent from the teacher; identify and practice techniques to improve group productivity such as discussion guidelines, setting time limits for speakers and deadlines for decision-making.
1.3. Organize and present ideas in a logical order.
1.4. Ask for clarification when others’ responses are unclear.
1.5. Actively listen, respond to, and build on ideas generated during group discussions.
1.6. Use information to inform or change their perspectives.
1.7. Support their responses with evidence or details; expect and request the same of others.
1.8. Summarize and evaluate what they have learned from the discussion.
1.9. Evaluate the productivity of group discussion using group created criteria and make suggestions to address the needs of the group.
1.10. Give oral presentations for a variety of purposes, using teacher-made criteria that demonstrate consideration of audience, purpose and content.
1.11. Create an appropriate guide to prepare, improve, and assess presentations.
1.12. Use assessment criteria to prepare their presentations.
1.13. Listen critically and express opinions in oral presentations.
1.14. Distinguish between fact and opinion.
1.15. Gather relevant information for a research project or composition through interviews.
1.16. Conduct interviews for research projects and writing.

Language 

Standard Two:  Students will understand and acquire new vocabulary and use it correctly in reading and writing.  They will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. They will describe, analyze and use appropriately formal and informal English.

2. Benchmarks:
2.1. Determine the meaning of unfamiliar words using knowledge word parts and context clues.
2.2. Recognize that a word performs different functions according to the position in the sentence.
2.3. Understand how the features of word dictionaries and thesauruses help them determine pronunciations, meanings, alternate word choices, and parts of speech of words.
2.4. Identify the eight basic parts of speech.
2.5. Expand or reduce sentences during oral and written responses.
2.6. Demonstrate appropriate use of formal and informal language.
2.7. Identify differences between oral and written language patterns.
2.8. Recognize common irregularly spelled words by sight.
2.9. Use letter-sound knowledge to decode written English.
2.10. Read grade-appropriate imaginative/literary and informational/expository text fluently, accurately, and understanding.
2.11. Understand how language is used for different purposes: creative expression, description, explaining, and persuading.
2.12. Identify and analyze sensory details and figurative language.
2.13. Identify and analyze the author’s use of dialogue and description.
2.14. Recognize organizational structures of informational/expository texts.

Reading and Literature

Standard Three: Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech. They will identify the basic facts and main ideas in a text and use them as the basis for interpretation.  They will deepen their understanding of literary or non-literary works by relating them to their contemporary context or historical background. They will identify, analyze and apply knowledge of the characteristics of different genres.  They will identify, analyze and apply knowledge of themes in a literary works and provide evidence from the texts to support their understanding.

3. Benchmarks:
3.1. Demonstrate fluency and understanding when reading different grade-level appropriate text.
3.2. Select books for independent reading.
3.3. Use before, during, and after reading strategies to enhance their comprehension of different texts.
3.4. Use background knowledge to make inferences and predictions and to make personal connections with what is being read.
3.5. Set a purpose for reading.
3.6. Ask questions to clarify information.
3.7. Summarize information to check understanding.
3.8. Visualize information in text to support comprehension.
3.9. Identify and analyze the topic and main idea of different texts.
3.10. Use knowledge of text features and organization structure to make meaning of what is being read.
3.11. Monitor their learning; understand when comprehension breaks down, knowing and using self-correcting strategies to make meaning of what is being read.
3.12. Relate a literary work to artifacts, artistic creations, or historical sites of the period of its setting.
3.13. Identify and analyze the characteristics of various genres as forms chosen by an author to accomplish a purpose.
3.14. Analyze and evaluate similar themes across a variety of selections, distinguishing theme from topic.
3.15. Locate and analyze elements of plot and characterization; use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict.
3.16. Identify and use knowledge of common textual features and organizational structures.
3.17. Recognize use of arguments for and against an issue.
3.18. Distinguish between the concepts of theme in literary work and author’s purpose in expository text.
3.19. Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry.
3.20. Identify and analyze imagery and figurative language.
3.21. Identify and analyze how an author’s use of words creates tone and mood.
3.22. Identify conventions in epic tales.
3.23. Identify and analyze similarities and differences in mythologies from different cultures.
3.24. Develop and present characters explaining how the artistic choices made.

Composition

Standard Four: Students will write with a clear focus, coherent organization and sufficient detail for different audiences and purposes.  They will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone and word choice in their compositions after revising them.  They will use knowledge of standard English conventions in their writing, revising and editing and organize ideas in a way that makes sense for their purpose.  They will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain and use it to answer their own questions

4. Benchmarks:
4.1. Maintain a process for collecting ideas for writing from different texts and sources (dialogue, artifacts, memories, images, etc.).
4.2. Distinguish between writing for different purposes and for different audiences.
4.3. Understand and analyze different genres and organizational structures.
4.4. Monitor their selection of appropriate genres and organizational structures for drafts.
4.5. Monitor their selection of appropriate strategies for developing ideas into drafts.
4.6. Monitor their selection of appropriate strategies for revising the organization and ideas in drafts.
4.7. Demonstrate effective use of language for talking about pieces of writing (e.g. craft, focus, structure, genre, voice, audience).
4.8. Write stories or scripts with well-developed characters, setting, dialogues, clear conflict and resolution, and sufficient descriptive detail.
4.9. Write poems using poetic techniques, figurative language, and graphic elements.
4.10. For informational/expository writing: write reports based on research that includes quotations, footnotes or endnotes, and a bibliography.
4.11. Select and use appropriate rhetorical techniques for a variety of purposes, such as to convince or entertain the reader.
4.12. Revise writing to improve level of detail and precision of language after determining where to add images and sensory detail, combine sentences, vary sentences, and rearrange text.
4.13. Improve word choice by using dictionaries or thesauruses.
4.14. Use knowledge of types of sentences (simple, compound, complex), correct mechanics (comma after introductory structures), correct usage (pronoun reference), sentence structure (complete sentences, properly placed modifiers), and standard English spelling when writing and editing.
4.15. Integrate the use of organizing techniques that break up strict chronological order in a story (starting in the middle of the action, then filling in background information using flashbacks).
4.16. Organize information into a coherent essay or report with a thesis statement in the introduction, transition sentences to link paragraphs, and a conclusion. (See Key Question requirement.)
4.17. Apply and evaluate their steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual projects:
4.18. Differentiate between primary and secondary source materials;
4.19. Differentiate between paraphrasing and using direct quotes in a report;
4.20. Organize and present research using Grades 7-8 Learning Standards in the Composition Strand as a guide for writing;
4.21. Document information and quotations and use consistent format for footnotes or endnotes; and
4.22. Use standard MLA or APA format to document sources.
4.23. Use established criteria from a scoring rubric to evaluate compositions, recitations, or performances before presenting them to an audience.

Media and Technology

Standard Five: Students will identify, analyze and apply knowledge of the conventions, elements and techniques of films, radio, video, television, multimedia productions, the Internet, and emerging technologies and provide evidence from their works to support their understanding.

6. Benchmarks:
6.1. Create presentations using computer technology, posters, reports, and graphic design
6.2. Develop and apply criteria for assessing the effectiveness of presentations
6.3. Gather information using the Internet and information databases
6.4. Use their understanding of television to distinguish between fact and fiction
6.5. Examine and explain advertising
6.6. View, understand and discuss informational media productions.
6.7. Compare stories in print with their filmed adaptations, describing the similarities and differences in the portrayal of characters, plot, and settings
6.8. View, understand, and discuss informational media productions.
6.9. Use film, radio, TV and the Internet to demonstrate an understanding of how these mediums convey information and entertain in ways that are different from text.
6.10. Create a media production using effective images from text, music, software or graphics.
6.11. Analyze the techniques used in different media to affect the readers’ or viewers’ emotions.
6.12. Create media presentations and written reports on the same subject and compare the differences in effects of each medium.

Discussion and Oral Presentation  

Standard One: Students will use agreed-upon rules for informal and formal and informal discussions in small and large groups.  They will pose questions, listen to the ideas of others and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge.  They will make oral presentations that demonstrate appropriate consideration of audience, purpose and the information to be conveyed.

Benchmarks:

•  1.1 Use agreed-upon rules for informal and formal discussions in large and small groups such as Book Club, Literature Circles and Buddy Reading.
• 1.2 Facilitate discussion groups independent from the teacher; identify and practice techniques to improve group productivity such as discussion guidelines, setting time limits for speakers and deadlines for decision-making.
• 1.3 Organize and present ideas in a logical order.
• 1.4 Ask for clarification when others’ responses are unclear.
• 1.5 Actively listen, respond to, and build on ideas generated during group discussions.
• 1.6 Use information to inform or change their perspectives.
• 1.7 Support their responses with evidence or details; expect and request the same of others.
• 1.8  Summarize and evaluate what they have learned from the discussion.
• 1.9 Evaluate the productivity of group discussion using group created criteria and make suggestions to address the needs of the group.
• 1.10 Give oral presentations for a variety of purposes, using teacher-made criteria that demonstrate consideration of audience, purpose and content.
• 1.11 Create an appropriate guide to prepare, improve, and assess presentations.
• 1.12 Use assessment criteria to prepare their presentations.
• 1.13 Listen critically and express opinions in oral presentations.
• 1.14 Distinguish between fact and opinion.
• 1.15 Gather relevant information for a research project or composition through interviews.
• 1.16 Conduct interviews for research projects and writing.

Language 

Standard Two:  Students will understand and acquire new vocabulary and use it correctly in reading and writing.  They will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages and they will describe, analyze and use appropriately formal and informal English.

Benchmarks:

• 2.1 Determine the meaning of unfamiliar words using knowledge word parts and context clues.
• 2.2 Recognize that a word performs different functions according to the position in the sentence.
• 2.3 Understand how the features of word dictionaries and thesauruses help them determine pronunciations, meanings, alternate word choices, and parts of speech of words.
• 2.4 Identify the eight basic parts of speech.
• 2.5 Expand or reduce sentences during oral and written responses.
• 2.6 Demonstrate appropriate use of formal and informal language.
• 2.7 Identify differences between oral and written language patterns.
• 2.8 Recognize common irregularly spelled words by sight.
• 2.9 Use letter-sound knowledge to decode written English.
• 2.10 Read grade-appropriate imaginative/literary and informational/expository text fluently, accurately, and understanding.
• 2.11 Understand how language is used for different purposes: creative expression, description, explaining, and persuading.
• 2.12 Identify and analyze sensory details and figurative language.
• 2.13 Identify and analyze the author’s use of dialogue and description.
• 2.14 Recognize organizational structures of informational/expository texts.

Reading and Literature

Standard Three: Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech and will identify the basic facts and main ideas in a text and use them as the basis for interpretation.  They will deepen their understanding of a literary or non-literary or non-literary work by relating it to its contemporary context or historical background and they will identify, analyze and apply knowledge of the characteristics of different genres.  They will identify, analyze and apply knowledge of a theme in a literary work and provide evidence from the texts to support their understanding.

Benchmarks:

• 3.1 Demonstrate fluency and understanding when reading different grade-level appropriate text.
• 3.2 Select books for independent reading.
• 3.3 Use before, during, and after reading strategies to enhance their comprehension of different texts.
• 3.4 Use background knowledge to make inferences and predictions and to make personal connections with what is being read.
• 3.5 Set a purpose for reading.
• 3.6 Ask questions to clarify information.
• 3.7 Summarize information to check understanding.
• 3.8 Visualize information in text to support comprehension.
• 3.9 Identify and analyze the topic and main idea of different texts.
• 3.10 Use knowledge of text features and organization structure to make meaning of what is being read.
• 3.11 Monitor their learning; understand when comprehension breaks down, knowing and using self-correcting strategies to make meaning of what is being read.
• 3.12 Relate a literary work to artifacts, artistic creations, or historical sites of the period of its setting.
• 3.13 Identify and analyze the characteristics of various genres as forms chosen by an author to accomplish a purpose.
• 3.14 Analyze and evaluate similar themes across a variety of selections, distinguishing theme from topic.
• 3.15 Locate and analyze elements of plot and characterization; use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict.
• 3.16 Identify and use knowledge of common textual features and organizational structures.
• 3.17 Recognize use of arguments for and against an issue.
• 3.18 Distinguish between the concepts of theme in literary work and author’s purpose in expository text.
• 3.19 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry.
• 3.20 Identify and analyze imagery and figurative language.
• 3.21 Identify and analyze how an author’s use of words creates tone and mood.
• 3.22 Identify conventions in epic tales.
• 3.23 Identify and analyze similarities and differences in mythologies from different cultures.
• 3.24 Develop and present characters explaining how the artistic choices made.

Composition

Standard Four: Students will write with a clear focus, coherent organization and sufficient detail for different audiences and purposes.  They will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone and word choice in their compositions after revising them.  They will use knowledge of standard English conventions in their writing, revising and editing and organize ideas in a way that makes sense for their purpose.  They will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain and use it to answer their own questions

Benchmarks:.

• 4.1 Maintain a process for collecting ideas for writing from different texts and sources (dialogue, artifacts, memories, images, etc.).
• 4.2 Distinguish between writing for different purposes and for different audiences.
• 4.3 Understand and analyze different genres and organizational structures.
• 4.4 Monitor their selection of appropriate genres and organizational structures for drafts.
• 4.5 Monitor their selection of appropriate strategies for developing ideas into drafts.
• 4.6 Monitor their selection of appropriate strategies for revising the organization and ideas in drafts.
• 4.7 Demonstrate effective use of language for talking about pieces of writing (e.g. craft, focus, structure, genre, voice, audience).
• 4.8 Write stories or scripts with well-developed characters, setting, dialogues, clear conflict and resolution, and sufficient descriptive detail.
• 4.9 Write poems using poetic techniques, figurative language, and graphic elements.
• 4.10 For informational/expository writing: write reports based on research that includes quotations, footnotes or endnotes, and a bibliography.
• 4.11 Select and use appropriate rhetorical techniques for a variety of purposes, such as to convince or entertain the reader.
• 4.12 Revise writing to improve level of detail and precision of language after determining where to add images and sensory detail, combine sentences, vary sentences, and rearrange text.
• 4.13 Improve word choice by using dictionaries or thesauruses.
• 4.14 Use knowledge of types of sentences (simple, compound, complex), correct mechanics (comma after introductory structures), correct usage (pronoun reference), sentence structure (complete sentences, properly placed modifiers), and standard English spelling when writing and editing.
• 4.15 Integrate the use of organizing techniques that break up strict chronological order in a story (starting in the middle of the action, then filling in background information using flashbacks).
• 4.16 Organize information into a coherent essay or report with a thesis statement in the introduction, transition sentences to link paragraphs, and a conclusion. (See Key Question requirement.)
• 4.17 Apply and evaluate their steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual projects:
• 4.18 Differentiate between primary and secondary source materials;
• 4.19 Differentiate between paraphrasing and using direct quotes in a report;
• 4.20 Organize and present research using Grades 7-8 Learning Standards in the Composition Strand as a guide for writing;
• 4.21 Document information and quotations and use consistent format for footnotes or endnotes; and
• 4.22 Use standard MLA or APA format to document sources.
• 4.23 Use established criteria from a scoring rubric to evaluate compositions, recitations, or performances before presenting them to an audience.

Media

Students will be able to identify, analyze and apply knowledge of the conventions, elements and techniques of film, radio, video, television, multimedia productions, the Internet and emerging technologies and provide evidence from the works to support their understanding.  They will design and create coherent media productions with a clear controlling idea, adequate detail and appropriate consideration of audience, purpose and medium.

Benchmarks:

• 5.1 Analyze the techniques used in different media to effect on the reader’s or viewer’s emotions
• 5.2 Create media presentations and written reports on the same subject and compare the differences in effects of each medium.
• 5.3 Use criteria to assess the effectiveness of media presentations.