This text resource illustrates the Standards Map for the Grade 7 Reading Literature domain in the Common Core State Standards.
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual evidence
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2 - Cite (Support evidence)
3 - Support (Analysis)
2 - Cite (Inferences)
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2 - I can cite several pieces of textual evidence to support analysis of what the text says explicitly.
3 - I can support analysis of what the text says explicitly.
2 - I can cite inferences drawn from the text.
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A. Citing evidence and drawing inferences from text will support your analysis.
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A.1 Why do I cite several pieces of evidence?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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2 - Determine (Theme or central idea)
4 - Analyze (Theme development)
3 - Provide (Objective summary)
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2 - I can determine a theme or central idea of a text.
4 - I can analyze theme development over the course of the text.
3 - I can provide an objective summary of the text.
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A. Central ideas are developed throughout the course of a text by repetition, logical links, sequencing and supporting details.
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A.1 How do I determine a central idea of a text?
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Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Element interaction)
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4 - I can analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
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A. Where and when a story takes place may influence how the plot develops.
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A.1 How are elements of a story or drama related?
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Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Impact Analysis
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2 - Determine (Meaning)
1 - Include (Figurative meanings)
1 - Include (Connotative meanings)
4 - Analyze (Impact of rhymes)
4 - Analyze (Impact of repetitions of sounds on specific verse, stanza, section)
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2 - I can determine the meaning of words and phrases as they are used in a text.
1 - I can include figurative meanings.
1 - I can include connotative meanings.
4 - I can analyze the impact of rhymes on a specific verse or stanza of a poem or section of a story or drama.
4 - I can analyze the impact of other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
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A. Rhymes and repetitions may be used to draw attention to meaning.
B. Meanings can be figurative or connotative.
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A.1 How do word sounds impact meanings?
B.1 Why is meaning different for some contexts?
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Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Form or Structure
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4 - Analyze (Form or structure)
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4 - I can analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
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A. Poems or drama form or structure may contribute to meaning.
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A.1 Why do some poems or dramas appear to have form?
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Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Point of View
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4 - Analyze (Development of point of view)
4 - Analyze (Contrast of points of view)
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4 - I can analyze how an author develops points of view of different characters or narrators in a text.
4 - can analyze how an author contrasts points of view of different characters or narrators in a text.
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A. Differing points of view of characters add to the conflict of the story and deepen the plot.
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A.1 Why do authors use varying points of view in stories?
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Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Comparison and Contrast
Analysis
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6 - Compare (Written story, poem or drama to audio, filmed, staged, or multimedia version)
6 - Contrast (Written story, poem or drama to audio, filmed, staged, or multimedia version)
4 - Analyze (Unique medium technique effects)
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6 - I can compare a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
6 - I can contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version.
4 - I can analyze the effects of techniques unique to each medium e.g., lighting, sound, color, or camera focus and angles in a film).
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A. Different techniques may effect how the story is interpreted.
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A.1 How do techniques such as lighting, sound, color or camera focus effect presentation?
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Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Fictional Portrayal
Historical Account of the same period
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6 - Compare (Fictional portrayal)
6 - Contrast (Fictional portrayal)
2 - Understand (Author of fiction use or alter history)
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6 - I can compare fictional portrayal of a time, place, or character and a historical account of the same period.
6 - I can contrast fictional portrayal of a time, place, or character and a historical account of the same period.
2 - I can understand how a authors of fiction use or alter history.
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A. Authors of fiction use or alter history to portray of time, place, or character and a historical account.
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A.1 How does a fictional account differ from the actual account of history.
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Read (Literature)
2 - Comprehend (Literature)
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1 - I can read stories in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
1 - I can read dramas in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
1 - I can read poems in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can comprehend stories in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can comprehend dramas in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
2 - I can comprehend poems in grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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A. Being proficient in reading and comprehending stories, dramas, and poems is important for one to appreciate a range of literature.
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A.1 How might comprehending stories differ from dramas or poems?
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