Grade 07 ELA - Standard: CC.1.4.7.V
Grade 07 ELA - Standard: CC.1.4.7.V
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
7th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- List possible research topics you may want to explore and what you hope to learn by researching the topic. Create a K-W-L chart.
- Distinguish between reputable sources and those that may not be as academically legitimate.
- Summarize the key points discussed in each of the sources found for the research project.
- Hypothesize the answer to your posed research question before investigating the topic.
- Cite evidence found in researched sources that support or contradict your hypothesis or thesis.
- Synthesize your findings in a well-written research paper.
Answer Key/Rubric
- Student will list possible research topics. Teacher should make sure that the topic is challenging enough, appropriate for grade-level study, and able to be researched. A discussion should follow about what the student hopes to learn about the topic. Topic can be adjusted depending on needs and following the discussion. Student will create a K-W-L chart, listing at least one fact that they know, and several questions that they hope to answer.
- Student will demonstrate an understanding that not all sources are created equal. Some web sources are generally more trustworthy than others. For example, .edu, .gov, and .org sites may be more reputable than .com sites. A discussion of Wikipedia as a starting point for research can be undertaken with the understanding that student should further explore the primary sources of information found on Wikipedia rather than relying solely on Wikipedia. Additionally, if print-based sources are required, a discussion should include the date of publication especially in topics that may change over the years.
- Student will summarize the key points in each of the sources found for the research project. This summarization can be done on note cards, in an annotated bibliography, or any other graphic organizer. Depending on class needs, a discussion of proper MLA formatting can be undertaken at this point and instruction about how to set up a paper using MLA can be given. An outstanding website for up-to-date information on MLA (and other types) of formatting can be found at Purdue’s Online Writing Lab: https://owl.english.purdue.edu/owl/.
- Student will hypothesize an answer to the research question(s) he/she hopes to explore. Answers will vary depending on topic. Hypothesis can be written on notecards, in an annotated bibliography, or in any other graphic organizer.
- Student will cite evidence that supports or contradicts their initial hypothesis or thesis statement, using proper formatting (as determined by the teacher). Student will understand that in order to avoid plagiarism, in-text citations are required. Again, the Online Writing Lab at Purdue University is especially helpful in understanding when and how to use in-text citations: https://owl.english.purdue.edu/owl/.
- Student will synthesize information unearthed during research project in a well-written, well-organized research paper (length determined by teacher). Research questions will be posed, supporting evidence will be cited, and a logical conclusion will be drawn. Paper will reflect grade-level understanding of topic and will use standard written English.
