7th Grade English Scope and Sequence

**Updated/aligned with PA Common Core Standards 8/30/10 (Kilby, Nagle, Davis) Tredyffrin/Easttown School District Planned Course Outline Course Title: English Grade/Level: Length of Course: year Length of Period: 45 minutes Brief Course Narrative Description: The seventh grade English curriculum incorporates the recognition and exploration of an evolving media-literate world The course is designed to help students become more effective communicators and thinkers Students analyze various texts which incorporate different genres, cultural perspectives, and writing styles In addition, students develop critical thinking skills, and comprehension skills A hallmark of the course is an intense focus on student writers finding their voices in both creative and expository formats This curriculum incorporates PA Common Core Standards for English Language Arts (http://www.corestandards.org/the-standards) Course Resources: Literature and the Language Arts (Purple Anthology) Write Source Lessons That Change Writers – Nancie Atwell Middle School Is Worse Than Meatloaf – Jennifer Holm (Writer’s Notebook) Course Goals/PA Common Core Standards: RL = Reading Literature RI = Reading Information W = Writing SL = Speaking and Listening L = Language Reading: Literature (RL) Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says  explicitly as well as inferences drawn from the text.  2. 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.  3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes  the characters or plot).  Craft and Structure 4. 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.  5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.  6. Analyze how an author develops and contrasts the points of view of different  characters or narrators in a text.  Integration of Knowledge and Ideas 7. 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).  8. (Not applicable to literature)  9. 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.  Range of Reading and Level of Text Complexity 10.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 Reading: Informational Text (RI) Key Ideas and Details 1. Cite several pieces of textual evidence to support analysis of what the text says  explicitly as well as inferences drawn from the text.  2. Determine two or more central ideas in a text and analyze their development over the  course of the text; provide an objective summary of the text.  3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how  ideas influence individuals or events, or how individuals influence ideas or events).  Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including  figurative, connotative, and technical meanings; analyze the impact of a specific word choice on  meaning and tone.  5. Analyze the structure an author uses to organize a text, including how the major  sections contribute to the whole and to the development of the ideas.  6. Determine an author’s point of view or purpose in a text and analyze how the author  distinguishes his or her position from that of others.  Integration of Knowledge and Ideas 7. Compare and contrast a text to an audio, video, or multimedia version of the text,  analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the  impact of the words).  8. Trace and evaluate the argument and specific claims in a text, assessing whether the  reasoning is sound and the evidence is relevant and sufficient to support the claims.  9. Analyze how two or more authors writing about the same topic shape their  presentations of key information by emphasizing different evidence or advancing different  interpretations of facts.  Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range Writing (W) Text Types and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence.  Introduce claim(s), acknowledge alternate or opposing claims, and organize the  reasons and evidence logically.  Support claim(s) with logical reasoning and relevant evidence, using accurate,  credible sources and demonstrating an understanding of the topic or text.  Use words, phrases, and clauses to create cohesion and clarify the relationships  among claim(s), reasons, and evidence.  Establish and maintain a formal style.  Provide a concluding statement or section that follows from and supports the  argument presented.  2. Write informative/explanatory texts to examine a topic and convey ideas, concepts,  and information through the selection, organization, and analysis of relevant content.  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,  and information, using strategies such as definition, classification, comparison/contrast, and  cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia  when useful to aiding comprehension.  Develop the topic with relevant facts, definitions, concrete details, quotations, or  other information and examples.  Use appropriate transitions to create cohesion and clarify the relationships  among ideas and concepts.  Use precise language and domain­specific vocabulary to inform about or explain  the topic.  Establish and maintain a formal style.  Provide a concluding statement or section that follows from and supports the  information or explanation presented.  3. Write narratives to develop real or imagined experiences or events using effective  technique, relevant descriptive details, and well­structured event sequences.  Engage and orient the reader by establishing a context and point of view and  introducing a narrator and/or characters; organize an event sequence that unfolds naturally and  logically.  Use narrative techniques, such as dialogue, pacing, and description, to develop  experiences, events, and/or characters.  Use a variety of transition words, phrases, and clauses to convey sequence and  signal shifts from one time frame or setting to another.  Use precise words and phrases, relevant descriptive details, and sensory  language to capture the action and convey experiences and events.  Provide a conclusion that follows from and reflects on the narrated experiences  or events.  Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style  are appropriate to task, purpose, and audience. (Grade­specific expectations for writing types are  defined in standards 1–3 above.)  5. With some guidance and support from peers and adults, develop and strengthen  writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on  how well purpose and audience have been addressed.  6. Use technology, including the Internet, to produce and publish writing and link to and  cite sources as well as to interact and collaborate with others, including linking to and citing  sources.  Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.  8. 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.  9. Draw evidence from literary or informational texts to support analysis, reflection, and  research.  Apply grade 7 Reading standards to literature (e.g., “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”).  Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate  the argument and specific claims in a text, assessing whether the reasoning is sound and the  evidence is relevant and sufficient to support the claims”).  Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision)  and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks,  purposes, and audiences.  Speaking and Listening (SL) Comprehension and Collaboration 1. Engage effectively in a range of collaborative discussions (one­on­one, in groups, and  teacher­led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas  and expressing their own clearly.  Come to discussions prepared, having read or researched material under study;  explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.  Follow rules for collegial discussions, track progress toward specific goals and  deadlines, and define individual roles as needed.  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.  Acknowledge new information expressed by others and, when warranted, modify  their own views.  2. Analyze the main ideas and supporting details presented in diverse media and formats  (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under  study.  3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the  reasoning and the relevance and sufficiency of the evidence.  Presentation of Knowledge and Ideas 4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate  volume, and clear pronunciation.  5. Include multimedia components and visual displays in presentations to clarify claims  and findings and emphasize salient points.  6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal  English when indicated or appropriate.  - Language (L) Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage  when writing or speaking.  Explain the function of phrases and clauses in general and their function in  specific sentences.  Choose among simple, compound, complex, and compound­complex sentences  to signal differing relationships among ideas.  Place phrases and clauses within a sentence, recognizing and correcting  misplaced and dangling modifiers.*  2. Demonstrate command of the conventions of standard English capitalization,  punctuation, and spelling when writing.  Use a comma to separate coordinate adjectives (e.g., It was a fascinating,  enjoyable movie but not He wore an old[,] green shirt).  Spell correctly.  Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or  listening.  Choose language that expresses ideas precisely and concisely, recognizing and  eliminating wordiness and redundancy.*  Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple­meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.  Use context (e.g., the overall meaning of a sentence or paragraph; a word’s  position or function in a sentence) as a clue to the meaning of a word or phrase.  Use common, grade­appropriate Greek or Latin affixes and roots as clues to the  meaning of a word (e.g., belligerent, bellicose, rebel).  Consult general and specialized reference materials (e.g., dictionaries,  glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.  Verify the preliminary determination of the meaning of a word or phrase (e.g., by  checking the inferred meaning in context or in a dictionary).  5. Demonstrate understanding of figurative language, word relationships, and nuances in  word meanings.  Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in  context.  Use the relationship between particular words (e.g., synonym/antonym, analogy)  to better understand each of the words.  Distinguish among the connotations (associations) of words with similar  denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).  6. Acquire and use accurately grade­appropriate general academic and domain­specific  words and phrases; gather vocabulary knowledge when considering a word or phrase important  to comprehension or expression.  In reading, students will be able to:  Demonstrate development of lifelong reading habits  Experience a variety of texts to demonstrate comprehension skills including literal comprehension, interpretation, evaluation, and application  Read independently and critically for a variety of purposes, using skills and self-generated questions to - identify author’s purpose and style - analyze argument - recognize use of literary devices - call upon an effective reading vocabulary In writing, students will be able to:  Apply literary techniques to create their own voice  Write in a variety of modes, both creative and expository  Write with attention to focus, content development, organization, style, and conventions  Select style, mode, diction, and tone appropriate to task and audience  Control the conventions of standard written English, specifically grammar, usage, spelling and punctuation, through self-editing, and, where necessary, seek support through peer editing, reference materials and technological tools  Continue to develop vocabulary in context, applying word analysis skills and consulting appropriate resources for clarification In speaking and listening, students will be able to:  Demonstrate speaking and listening skills in a variety of environments, including:   - formal presentations - group discussions - interviews - theatrical performances Extract important information from discussions and lectures, synthesizing new information with previous knowledge and experience Identify a speaker’s point of view Cultural Competence Goals for the Course:    Examine texts, authors, and perspectives through a multicultural lens Explore the concept of tolerance from a global perspective Connect students’ diverse backgrounds and prior knowledge to the common goals of becoming effective communicators and lifelong learners District Thinking Skills Goals: C-1 C-2 C-3 C-4 C-5 C-6 C-7 C-8 State and Explain goals and purposes Identify the question they need to answer and the problem they need to solve Gather and organize information and data Explicitly assess information and draw conclusions Demonstrate understanding of concepts Identify assumptions State implications and consequences Examine information from more than one point of view Creative Thinking Behaviors/Goals CR-1 Generate many diverse solutions to presented and found problems CR-2 Exhibit imagination, curiosity, and wonder through the senses CR-3 Focus on the task for long periods of time CR-4 Develop a capacity for working within ambiguity CR-5 Make decisions after reflection and review CR-6 Distinguish between the novel and the CR-7 Recognize challenges as opportunities for creative growth CR-8 Understand the a creative process is as important as creative product Affective Behaviors/Goals AS-1 Think independently AS-2 Develop insight into egocentricity and sociocentricity AS-3 Exercise fair-mindedness AS-4 Explore thoughts underlying feelings and feelings underlying thoughts AS-5 Develop intellectual humility AS-6 AS-7 AS-8 AS-9 Develop Develop Develop Develop intellectual courage intellectual good faith or integrity intellectual perseverance confidence in reason Information Literacy Behaviors/Goals T-1 Access information efficiently and effectively T-2 Evaluate information and technology applications critically, competently, and creatively T-3 Organize, apply, produce, and communicate knowledge accurately and creatively T-4 Construct meaningful personal knowledge and enrich understanding of career, community, health, leisure, and other personal situations T-5 Create products in a variety of formats T-6 Create new knowledge by evaluating, combining, or extending information using multiple technologies T-7 Access and reflect diverse sources, contexts, disciplines, and cultures T-8 Practice responsible use of technology systems, information, and software T-9 Express ideas, exchange information, and collaborate with others in a learning community Technology Goals of the Course: Students will be able to:      Use advanced word processing functions (MS Word) to facilitate all steps of the writing process (planning and organization, composition of rough drafts, revisions and re-writing, peer editing, and polishing of final drafts Effectively develop visual PowerPoint presentations that incorporate principles of effective note-taking, summarization, and synthesis of multiple ideas, perspectives, analysis, and creativity Use web-based sources such as subscription databases, Webquests, Wikis, blogs, and various websites to aid in comprehensive research, reading, and writing projects Provide students with hands-on experiences to develop skills in utilizing technology as a learning tool and provide them with access to the tools of the modern workplace Apply media literacy skills to help prepare themselves for living and learning in a global culture that is increasingly connected through advanced technology/ multimedia and influenced by powerful images, words, and sounds Units of Instruction: Short Stories Goal: Students explore various styles of short story writing and apply aspects of these styles to their own creative writing PA Common Core Standards: RL 1, 2, 3, 4, 6, W 3, 4, 5, SL L 1-6 Topics of Study:  Major literary devices such as characterization (direct/indirect), plot structure, setting, and conflict  Writing focus involving character development, sensory details, language choice, establishment of setting, and focus on the author’s purpose  Culminating creative writing assignment: flash fiction Differentiated Instruction: Students are given opportunities to choose both their reading and their writing topics Extension/enrichment reading assignments offered in conjunction with the gifted support professional staff (including “The Legend of Sleepy Hollow”) In addition, art, poetry and music are utilized to connect short story themes to students’ background knowledge Readings: “Lamb to the Slaughter” – Roald Dahl “The Legend of Sleepy Hollow” – Washington Irving “Harrison Bergeron” – Kurt Vonnegut “The Occurrence at Owl Creek Bridge” – Ambrose Bierce “The Happy Prince” – Oscar Wilde “The Man Who Was a Horse” – Julius Lester “Celebrated Jumping Frog of Calaveras County” – Mark Twain “The Tell-Tale Heart” – Edgar Allan Poe “Skin” – Roald Dahl “The Landlady” – Roald Dahl “Broken Chain” – Gary Soto “Seventh Grade” – Gary Soto “All Summer in a Day” – Ray Bradbury Tolerance “Fishcheeks” – Amy Tan (can be used as a segue into Flash Fiction Writing Assignment) “A Sound of Thunder” – Ray Bradbury “The Monsters Are Due on Maple Street” – Rod Serling “Rikki-Tikki-Tavi” – Rudyard Kipling “Fan Club” – Rona Maynard “A Secret for Two” – Quentin Reynolds (Literature and the Language Arts Anthology, p 570) *See 7th Grade Short Story Anthology Goal: Students develop an awareness of culture and society within the global community in order to examine American identity PA Common Core Standards: RL 1, 2, 3, 4, 6, RI 1-7 W 1, 2, 4-9 SL 1, 2, 3, 5, L 1-6 Topics of Study:  Culture of the Amish, Muslim-Americans, AsianAmericans, Latino-Americans, African-Americans  Is America a tolerant society?  How has America changed since September 11th?  Can you think of an instance of tolerance (or intolerance) that you have experienced?  How does one’s personal background influence his/her perspective and his/her level of tolerance?  Integrate current events to connect and expand upon themes of tolerance from the novels Differentiated Instruction: Students will participate in a field trip to Bird in Hand, PA to visit the Plain and Fancy living Amish farm that will include a theatre performance, a tour of the vast Amish farm lands, and visiting a country farm stead Upon return to classes, students compare the life of the Amish to that of other cultures In addition, students participate in literature circles based on leveled readings Finally, the culminating project involves multimedia analysis of guiding questions and requires the application of higher level thinking skills Readings: Poetry        Seedfolks by Paul Fleischman Of Beetles and Angels by Mawi Asgedom Project Mulberry by Linda Sue Park A Step From Heaven by An Na Ask Me No Questions by Marina Budhos Weedflower by Cynthia Kadohata Gideon’s People by Carolyn Meyer -The Gift To Be Simple by Bill Coleman -Life In An Amish Community by Katherine Wagner Goal: Students explore various styles of poetry and apply aspects of these styles to their own anthology of poems PA Common Core Standards: RL 4, 5, W 4,5 SL 1, 5, L 1-6 Topics of Study:  Major poetic devices such as figurative language, simile, metaphor, symbolism, and personification  Sonnets, tritinas, sestinas, odes, free verse  Writing focus involving Nancie Atwell’s techniques of “Cutting to the Bone” and examining the essence of a topic, and Barry Lane’s technique of “Exploding the Moment.”  Culminating creative writing assignment: poetry portfolio incorporating various poetic styles and devices Differentiated Instruction: Students are exposed to various types of poetry and poets Students are also given opportunities to extend their learning by focusing on a favorite poet Extension/enrichment reading assignments offered in conjunction with the gifted support professional staff In addition, students choose their own poems to include in the poetry anthology Finally, art and music are utilized to connect lyrics to the concept of poetic expression Students use Animoto.com to connect images, poetry and music Nonfiction Suggested Readings: Robert Frost Billy Collins George Ella Lyons Atwell’s Student Models – McDonalds, “My Room,” “First Love” Pablo Neruda Music – Dylan and The Beatles, Rap Poetry Starter Pictures Shakespeare William Carlos Williams Words In Motion: Poetry – Unit 9: Literature & Language Arts Anthology Goal: Students read high interest nonfiction essays to gain critical reading strategies for evaluating argument and perspective PA Common Core Standards: RL 4, RI 1-9 W 1, 2, 4-9 SL 1, 2, 3, L 1-6 Topics        Stargirl /Schooled of Study: Locating important information Summarizing ideas Making connections between concepts Drawing inferences Analyzing and extracting supporting evidence Using essays as models for student writing Nonfiction essays > commentaries > editorials (scaffolding instruction Differentiated Instruction: Readings are taken from multiple text sources (anthologies, newspapers, magazines, and journals) as well as multimedia sources (websites, subscription databases, blogs, wikis) Students are given choices for their reading and writing topics Readings: Leonard Pitts (Miami Herald) Rick Reilly (Sports Illustrated) Susan Ager (Detroit Free Press) Kathleen Parker (Tribune Media Services) Stephen King (Entertainment Weekly) Julia Alvarez (Writing Matters) Barbara Kingsolver (High Tide in Tucson) Richard Rodriguez (Hunger of Memory) Goal: Students read one of two “coming of age” novels dealing with issues surrounding conformity and individuality PA Common Core Standards: RL 1, 2, 3, 4, RI 7, W 1, 2, 4, 5, 8, SL 1, L 1-6 Memoir Topics of Study:  Character study focused on the price of individuality  Analysis of and connection between multiple themes  Language choice  Discussion skills – creating interpretive and evaluative questions  Persuasive essay  Style, tone, and symbolism  Using quotations to support an argument  Use formal and informal debate to explore individuality vs conformity Differentiated Instruction: Students choose between two novels with varying gender perspectives Persuasive essay affords opportunities for higher level thinking, analysis and expression of opinion Readings: Stargirl by Jerry Spinelli Schooled by Gordan Korman “My Favorite Chaperone” by Jean Davies Okimoto from First Crossings “Appearances Are Destructive” by Mark Mathabane, p 792 of Literature and Language Arts Anthology Goal: Students read a variety of memoirs and analyze literary devices such as focusing on a moment in time, developing a strong writer’s voice, and experimenting with conversational writing style PA Common Core Standards: RL 4, RI 3, 4, 6, W 3, 4, SL 1, L 1-6 Graphic Novel Topics of Study:  Identification of memoir genre (versus autobiography)  Common characteristics of memoirs  Use of fiction techniques in memoir writing such as engaging leads, sensory details, language choice, dialogue and paragraph structure  Rule of “So What?” (Nancie Atwell)  Instilling emotion in student writing Differentiated Instruction: Students read excerpts from memoirs culled from many walks of life In addition, students choose the focus and tone of their own memoir pieces Readings: Boy: Tales from Childhood, Roald Dahl An American Childhood, Annie Dillard Knots in My Yo-Yo String, Jerry Spinelli The Life and Times of the Thunderbolt Kid, Bill Bryson How to Write Your Life Story, Ralph Fletcher Bad Boy, Walter Dean Myers Living Up the Street, Gary Soto Angela’s Ashes, Frank McCourt On Writing, Stephen King Candy, Hilary Liftin A Girl Named Zippy, Haven Kimmel Goal: Students synthesize elements of traditional, critical and visual literacy through the introduction of the genre of graphic novels PA Common Core Standards: RL 1, 2, 3, 4, W 4, 5, SL 1, 2, L 1-6 Classic Novel Topics of Study:  Examining traditional literary elements in the nontraditional genre of graphic novels  Reading strategies  Examine the graphic novel genre and make connections between the illustrations and the text  Focus on the impact of color, text, panels, point of view, extensions of scenes or endings of the novels  Engage in identifying the reading strategies used while reading (inferences, making connections, etc)  Creation of a student generated story utilizing features of graphic novels Differentiated Instruction: Students read multiple graphic novels incorporating multiple perspectives and reading levels Readings: American Born Chinese The Invention of Hugo Cabret Bone Diary of a Wimpy Kid Clan Apis Houdini: The Handcuff King Days Like This Yotsuba&! Goal: Students apply the skills and knowledge gleaned from the year’s instruction to the study of a classic novel *Grammar and Style in Writing PA Common Core Standards: RL 1, 2, 3, 4, 6, RI W 1, 2, 4, 5, SL 1, L 1-6 *Independent Reading Topics of Study:  Character analysis  Themes: good versus evil, social class, corruption, greed, power of wealth, symbolism  Comparison between text and film  Setting  Analysis of author’s background Differentiated Instruction: Use of multimedia, including audio book and film versions of the novel Jigsaw groupings to facilitate comprehension and discussion Readings: The Pearl Animal Farm Call of the Wild       parts of speech sentence structure verb tense punctuating citations varying sentence beginnings identifying and revising run-ons and fragments Students will read at least outside reading selections from different genres (assigned quarterly) Possible Project Ideas: - Soundtrack for Book - Biography Speech/Presentations - Diorama, Sculpture, Portrait, Comic Strip portraying biography subject - Character Scrapbook - Character Sketch This I Believe PA Common Core Standards: RL W 3, 4, SL 1, L 1-6 Time Line: Short Stories Tolerance Poetry Nonfiction Stargirl / Schooled Memoir Graphic Novel Classic Novel Grammar, Style, and Vocabulary 10 Independent Reading 11 This I Believe September – mid October Mid October – November December 1st Half of January 2nd Half of January – mid February mid February – March (spring break) April May/June Infused throughout the year 10 Infused throughout the year Resources:  Off-site performances  Museums  Videos/filmstrips  Group discussions  Artists in residency  Periodicals  Computer software  Textbooks  Other-please specify  Visual aids  Art media/reproductions  Demonstrations  Readings/literature  Visiting artists Multiple Intelligences Integrated:  Visual/Spatial  Logical/Mathematical  Verbal/Linguistic  Interpersonal  Musical/Rhythmic  Body/Kinesthetic  Intrapersonal  Naturalist Grading: Notes: Course of Study Authors: James Boukalik, Cam Hopkins, Chris Kilby, Charles Erwin District Supervisor: Wendy Towle Date: July 2, 2008 Revision Date: ... technique, relevant descriptive details,? ?and? ?well­structured event sequences.  Engage? ?and? ?orient the reader by establishing a context? ?and? ?point of view? ?and? ? introducing a narrator? ?and/ or characters; organize an event? ?sequence? ?that unfolds naturally? ?and? ?... 4. Produce clear? ?and? ?coherent writing in which the development, organization,? ?and? ?style  are appropriate to task, purpose,? ?and? ?audience.  (Grade? ?specific expectations for writing types are  defined in standards 1–3 above.)  5. With some guidance? ?and? ?support from peers? ?and? ?adults, develop? ?and? ?strengthen ... 6. Use technology, including the Internet, to produce? ?and? ?publish writing? ?and? ?link to? ?and? ? cite sources as well as to interact? ?and? ?collaborate with others, including linking to? ?and? ?citing  sources.  Research to Build? ?and? ?Present Knowledge