Missouri Learning Standards

Unit 1 – TOOLS OF RESEARCH

Being able to find, evaluate, and cite information is a crucial skill in today’s world. In “Tools of Research,” you will learn these skills and put them to use as you learn more about your personal history. You will record information in your research log as you interview family to learn more about your childhood, and you will use online sources to learn more about the world as it was when you were born. Create a personal timeline and share it with your classmates.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Using appropriate text, determine the theme(s) of a text and explain the relationship between the theme(s) and supporting evidence; summarize the text distinct from personal opinions. (7.RL.1.D)
• Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views. (7.SL.1.C)
• Analyze how a text’s form or overall structure contributes to meaning. (7.RL.2.A) & (7.RI.2.A)
• Evaluate an author’s argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (7.RI.2.D)
• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (7.W.1.A.B)
• Word choice, syntax, and style: Choose appropriate precise language for the style, task and audience; convey the relationship among ideas through varied sentence structures. (7.W.3.A.B)
• Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence; acknowledging counterclaims; establishing relationships between claims and supporting evidence. (7.W.2.A.C)
• Use technology, including the Internet, to produce, publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (7.W.3.A.E)

Unit 2 – THE WATERSHED

How do our actions and daily activities affect the world around us? Using resources from StudySync, Missouri Department of Conservation and your local Watershed Committee of the Ozarks, you will learn about your local watershed and role water plays in our world. Discover how chemical contaminants and invasive species affect our water supply and our world. In conclusion, plan a green space for your school, and put your argumentative writing skills to work as you convince your principal to fund your green space.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Draw conclusions, infer and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1.A) & (7.RI.1.A)
• Read and comprehend informational text independently and proficiently. (7.RI.3.D)
• Narrative: Develop narratives including poems about real or imagined experiences, which establish and maintain a consistent point of view, and include clearly identified characters, well-structured event sequences, narrative techniques and relevant, descriptive details. (7.W.2.A.A)
• Expository: Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details; establish relationships between ideas and supporting evidence. (7.W.2.A.B)
• Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence; acknowledging counterclaims; establishing relationships between claims and supporting evidence. (7.W.2.A.C)
• Organization and Content: Introduce the topic, maintain a clear focus throughout the text,and provide a conclusion that follows from the text. Add or delete content to clarify meaning. (7.W.3.A.A)
• Word choice, syntax, and style: Choose appropriate precise language for the style, task and audience; convey the relationship among ideas through varied sentence structures. (7.W.3.A.B)
• Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. (7.W.3.A.C)
• Use effective transitions to clarify relationships and connect ideas, claims and signal time shifts. (7.W.3.A.D)
• Use technology, including the Internet, to produce, publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (7.W.3.A.E)

Unit 3 – GETTING ALONG

Conflict surrounds us in our everyday lives. How can we solve conflicts in our world? Research a particular location in the Middle East and write a letter to the UN outlining your plan to resolve conflict. Enjoy reading about a variety of real and fictional conflicts, including Romeo and Juliet, The Outsiders, and Helen Keller.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Analyze how a text’s form or overall structure contributes to meaning. (7.RL.2.A) & (7.RI.2.A)

Unit 4 – PURSUIT PART 1

What drives us to set and pursue goals in our lives? Do we learn more from accomplishing goals or from the path we take to achieve? Learn about brave individuals who searched for gold, determined characters who fought for equality, and families who fled their home in search of a better life. Choose individuals to research who have pursued goals and dreams and write an essay to reflect why people strive to reach difficult goals.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Draw conclusions, infer and analyze by citing several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (7.RL.1.A) & (7.RI.1.A)
• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings using context, affixes, or reference materials. (7.RL.1.B) & (RI.1.7.B)
• Interpret visual elements of a text and draw conclusions from them (when applicable). (7.RL.1.C) & (7.RI.1.C)
• Analyze how the setting, characters, and plot of a text affect each other and contribute to meaning. (7.RL.2.D)
• Evaluate an author’s argument, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (7.RI.2.D)
• Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing how the techniques unique to each medium contribute to meaning. (7.RL.3.A)
• Compare and contrast information presented in different mediums and analyze how the techniques unique to each medium contribute to meaning. (7.RI.3.A)
• Compare and contrast a fictional portrayal of a time, place, or character with realistic accounts of the same subject matter. (7.RL.3.B)
• Compare and contrast how two or more authors writing about the same topic make decisions about craft and structure. (7.RI.3.B)
• Explain how characters and settings reflect historical and/or cultural contexts. (7.RL.3.C)
• Explain how the text reflects historical and/or cultural contexts. (7.RI.3.C)
• Read and comprehend literature, including stories, dramas and poems, independently and proficiently. (7.RL.3.D)
• Read and comprehend informational text independently and proficiently. (7.RI.3.D)
• Word choice, syntax, and style: Choose appropriate precise language for the style, task and audience; convey the relationship among ideas through varied sentence structures. (7.W.3.A.B)
• Conventions of standard English and usage: Demonstrate a command of the conventions of standard English grammar and usage, including spelling and punctuation. (7.W.3.A.C)
• Use effective transitions to clarify relationships and connect ideas, claims and signal time shifts. (7.W.3.A.D)

Unit 5 – PURSUIT PART 2

As you continue to read about others who have pursued goals and strived for change, will you be inspired to get involved and make your world a better place? This unit will challenge you to create a community betterment program and to present your program to your classmates by designing a WeVideo to share. How will you make your community a better place? Remember, “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the only thing that ever has.” -Margaret Mead

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Compare and contrast information presented in different mediums and analyze how the techniques unique to each medium contribute to meaning. (7.RI.3.A)
• Explain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence; summarize the text distinct from personal opinions. (7.RI.1.D)
• Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views. (7.SL.1.C)
• Speak clearly, audibly, and to the point, using conventions of language as appropriate to task, purpose and audience when presenting including appropriate volume at an understandable pace. (7.SL.2.A)
• Position body to face the audience when speaking and makes eye contact with listeners at various intervals using effective gestures to communicate a clear viewpoint. (7.SL.2.B)
• Plan and deliver appropriate presentations based on the task, audience and purpose including multimedia components in presentations to clarify claims and findings and emphasize significant points. (7.SL.2.C)

Unit 6 – THE POWER THAT BE PART 1

Are the structures that surround us always fair and just? As you read texts including a dystopian novel, a dark tale, and a folktale, you will likely consider what can happen when we blindly follow the individuals and structures that surround us. In this unit, you will research the power structures of three different countries in Europe and present your learning to your classmates.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. (7.RL.2.B)
• Analyze how an author develops his/her point of view or purpose and distinguishes it from those of others. (7.RI.2.B)
• Analyze how specific word choices contribute to meaning and tone. (7.RL.2.C)
• Analyze how word choice contributes to meaning and tone. (7.RI.2.C)
• Conduct research to answer a question; gather relevant sources, print and digital; integrate information using a standard citation system. (7.W.1.A.A)
• Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. (7.W.1.A.B)
• Narrative: Develop narratives including poems about real or imagined experiences, which establish and maintain a consistent point of view, and include clearly identified characters, well-structured event sequences, narrative techniques and relevant, descriptive details. (7.W.2.A.A)
• Expository: Develop informative/explanatory writing to examine a topic with relevant facts, examples, and details; establish relationships between ideas and supporting evidence. (7.W.2.A.B)
• Argumentative: Develop argumentative writing by introducing and supporting a claim with clear reasons and relevant evidence; acknowledging counterclaims; establishing relationships between claims and supporting evidence. (7.W.2.A.C)
• Organization and Content: Introduce the topic, maintain a clear focus throughout the text,and provide a conclusion that follows from the text. Add or delete content to clarify meaning. (7.W.3.A.A)
• Use technology, including the Internet, to produce, publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. (7.W.3.A.E)
• Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. (6.SL.1.A)

Unit 7 – THE POWERS THAT BE PART 2

Kick off this powerful unit by participating in a simulation to learn more about democracy and autocracy. Imagine life in a utopian society and create a narrative, set in your utopian society. End the unit by reading A Long Walk to Water and learning about the hardships of two eleven-year old children in two unique time periods in Sudan.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Using appropriate text, determine the theme(s) of a text and explain the relationship between the theme(s) and supporting evidence; summarize the text distinct from personal opinions. (7.RL.1.D)
• Delineate a speaker’s argument and claims, evaluating reasoning in order to pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. (7.SL.1.B)

Unit 8 – JUSTICE SERVED

What gives us the courage to stand up and help when our fellow humans face struggles and injustices? Read stories, informational texts and speeches that will teach you about famous people who have defended human rights. Learn about Nelson Mandela, Gandhi, Cesar Chavez, and Harriet Tubman. Research your local community and create your own documentary to show how individuals in your community are making the world a better place.

Missouri Learning Standards: You will know you have achieved the learning goal when you can:

• Explain the central/main idea(s) of a text and explain the relationship between the central idea(s) and supporting evidence; summarize the text distinct from personal opinions. (7.RI.1.D)
• Acknowledge new information expressed by others including those presented in diverse media and, when warranted, modify their own views. (7.SL.1.C)