English Language Arts and Literacy
In Grade Seven, students will continue to develop the ability to cite relevant evidence when interpreting or analyzing a text or supporting their points in speaking and writing. Your child will also build academic vocabulary as he or she reads more complex texts, including stories, plays, novels, poems, and informational books and articles. Activities in these areas will include:
- Analyzing how the form or structure of a story or poem contributes to its meaning.
- Analyzing how particular elements of a story interact (like how the setting shapes the characters or plot).
- Determining how an author develops point of view in a text.
- Engaging in a range of classroom discussions on topics and texts, expressing ideas clearly and building on the ideas of others.
- Identifying the claim in an argument and evaluating the reasoning and evidence behind the claim.
- Using clues such as Latin and Greek roots or add-ons to a word to determine the meaning of a word.
- Interpreting figures of speech or references to literature in a text.
- Writing for a range of purposes and audiences.
In Grade Seven, students will read a wide range of fiction and nonfiction literature, including stories, novels, and poems.
Writing tasks in Grade Seven may include stories, essays, reports, and argumentative papers. Please review the chart below to see a few examples of how your child will develop important writing skills across grade levels.
This overview for English Language Arts, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Family and consumer Sciences
- Demonstrate ways to organize and delegate responsibilities.
- Analyze the effects of communication technology in family, work, and community settings.
- Demonstrate effective listening and feedback techniques.
- Demonstrate practices and procedures that assure personal and workplace health and hygiene.
- Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of variety of foods.
- Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.
- Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques.
- Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
- Demonstrate professional skills in safe handling of knives, tools, and equipment.
- Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques.
- Analyze nutritional data.
- Analyze recipe/formula proportions and modifications for food production.
- Analyze nutritional needs of individuals.
- Prepare food for presentation and assessment.
- Maintain test kitchen/ laboratory and related equipment and supplies.
- Implement procedures that affect quality product performance.
- Conduct sensory evaluations of food products.
- Apply standards for food quality.
- Analyze the effect of nutrients on health, appearance, and peak performance.
- Analyze sources of food and nutrition information, including food labels, related to health and wellness.
- Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods.
- Demonstrate ability to use technology for fashion, apparel, and textile design.
- Demonstrate basic skills for producing and altering textile products and apparel.
The Illinois Learning Standards for Fine Arts were developed using the National Standards for Arts Education. District 103 adheres to the Illinois Learning Standards. Our most important goals throughout the Fine Arts program are to encourage students to reach their potential, gain confidence in their ability, think creatively, develop appreciation for various styles, and develop a positive feeling toward art and music and its integration into daily living.
The Grade Seven art curriculum focuses on the following:
- Identify, describe and use the elements of value (tint, shade, tone) and color (intermediate, compliments, analogous.) i.e. acrylic landscape.
- Identify and use 1 and 2 point perspective.
- Identify and describe how elements and principles combine within an art form to express ideas.
- Integrate social studies curriculum : Egypt, Greece, American History, Medieval Times, and Renaissance.
- Develop and explore the use of modern technological tools and process used to create 2D images ( i.e. computer based projects ).
- Study and evaluate the work of visual artists from prehistoric time to the present.
- Identify and apply principles of the visual arts in business and
- Industry (i.e. architecture).
- Identify and discuss the range of visual arts and careers.
To view the comprehensive Scope and Sequence of the District Art Curriculum, please visit the District Art Curriculum Parents' Guide.
The Grade Seven music curriculum focuses on the following:
- Read and interpret guitar chords.
- Understand music technology terminology.
- Understand how composers utilize computer notation programs.
- Describe how acoustics affects sound waves.
- Play melodic and harmonic passages on guitar while observing score markings.
- Demonstrate knowledge of music technology by playing and creating on electronic instruments.
- Compose and perform music using the 12-Bar Blues Progression.
- Perform in a rock ensemble setting.
- Understand 4 elements of sound (pitch, volume, tone, enveloping) and how they are utilized in the recreation of sound.
- Recognize atonal, non-traditional notation.
- Recognize music containing an ostinato.
- Compare and contrast various jazz styles and rock styles.
The comprehensive Scope and Sequence of the District Music Curriculum is currently under review. It will be posted when finalized.
An Optional Fine Arts Program is available to students in Grade Seven. This includes:
Additional Creative Arts Classes
To supplement the classes included in the “Additional Curriculum Areas”, Daniel Wright also offers several ENCORE classes for Grade Seven. Curricular descriptions of these classes will be added as soon as the curriculum is aligned to the National Standards.
- Performing Arts
Library Media Center
Lincolnshire D103 provides a fully equipped library at Daniel Wright School. The library is specifically designed to accommodate the age range and needs of the students within the building. In addition to a rich array of hard and soft cover books that have been carefully selected with the student body in mind, students will also find ebooks and databases, videos, reference books and pictures, computers, study areas, reading areas, and a staff of a trained librarian and assistant to provide support to the students as well as the teaching staff. Daniel Wright maintains a collection of material that supports classroom curriculum and provides for individual needs, interests, abilities, and maturity levels. Based on classroom curricular needs, the library can provide classes and projects to enhance the learning process.
Students visit the library with their class and/or on an individual basis, depending on student needs, teacher discretion and/or assignment requirements. Specific or flexible scheduling is developed in collaboration with the classroom teacher and the library staff.
For additional information about the library program for District 103, please review the Library Media Center Standards.
In Grade Seven, students will further develop their understanding of rates and ratios, using tables, graphs, and equations to solve real-world problems involving proportional relationships. Students will also work on quickly and accurately solving multi-step problems involving positive and negative rational numbers—any number that can be made by dividing one integer by another, such as ½, 0.75, or 2. Additionally, students will expand their knowledge of geometry and apply the properties of operations to solve real world problems involving the measurement of multi-dimensional objects. Activities in these areas will include:
- Determining whether two quantities are in a proportional relationship and using knowledge of rates, ratios, proportions, and percentages to solve multi-step problems.
- Identifying the unit rate of change (the constant rate at which the value of a variable changes) in tables, graphs, equations, and verbal descriptions.
- Calculating the unit rates associated with ratios of fractions, including quantities measured in different units (for example, the ratio of ½ a mile for every ¼ of an hour means that you travel 2 miles in an hour).
- Solving problems using equations to find the value of one missing variable.
- Applying the properties of operations to generate equivalent mathematical expressions.
- Solving multi-step word problems by adding, subtracting, multiplying, and dividing positive and negative rational numbers in any form (including whole numbers, fractions, or decimals).
- Understanding that numbers cannot be divided by 0.
- Converting rational numbers to decimals using long division.
- Describing situations in which positive and negative quantities combine to make zero.
- Finding the area of two-dimensional objects and the volume and surface area of three-dimensional objects
In response to the State of Illinois’ adoption of the Common Core State Standards (CCSS) for student learning, District 103 (in collaboration with Area 125 Consortium School Districts 76, 79, 96, 102, 103 and 125) has aligned its mathematics curricula to the CCSS.
- Pre-Algebra: This course incorporates all 7th grade Common Core Math Standards.
- Algebra: This accelerated course covers 7th and 8th grade Common Core Standards.
- Algebra I: This honors course covers all 8th grade Common Core Standards as well as all of the high school Algebra 1 Common Core Standards. This class is extremely fast-paced and requires academic maturity, dedication, and independence.
The Grade Seven math curriculum will incorporate the Standards for Mathematical Practice that support the Common Core State Standards.
This overview for Mathematics, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Physical Education and Health
District 103 provides students in Grade Seven with a comprehensive Physical Education and Health curriculum. This curriculum reflects developmentally appropriate expectations for students in the areas of physical activity, movement, health-related fitness, sportsmanship and group cooperation in team and group activities. In addition to Physical Education classes, recess is offered to students on a daily basis.
Instruction in building habits for a healthy lifestyle is included in the Physical Education classes and the health classes. These habits for a healthy life style focus on taking care of your body, both physically and emotionally, and on making safe choices in a variety of situations.
The Grade Seven Physical Education curriculum is based on the following goals:
- Apply movement concepts to strategy and game situations.
- Reduce open space by using locomotor movements in combination with movement concepts.
- Compare and contrast inefficient movement patterns.
- Identify barriers to maintaining a physically active lifestyle.
- Identify and participate in activities associated with the components of health related fitness.
- Monitor and understand the effects of exercise on the human body.
- Engage in physical activity with responsible interpersonal behavior.
- Work towards a common goal and making responsible decisions.
- Demonstrate decision making skills both independently and with others during physical activity.
The Science Curriculum taught at Daniel Wright School reflects the recommendations of the Next Generation Science Standards.
The Daniel Wright Junior High School Science teachers rewrote the science curriculum during the 2014-2015 school year using the Next Generation Science Standards. This is the first year (2015-2016) the new units are being taught. There may be some variation between the intended curriculum, what is described here, and the implemented curriculum. Revisions may be made to the curriculum units as the unit is being taught.
To better understand the structure of the Science curriculum for the middle school (6-8) students, an explanation of four major disciplines within the field of science can be found by accessing the links below.
- Physical Science
- Life Sciences
- Earth and Space Sciences
- Engineering, Technology and Application of Science
Science Units taught in Grade Seven include:
In this unit, students will develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. They will develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. They will construct a scientific explanation on evidence for how environmental and genetic factors influence the growth of organisms.
In this unit, students will develop an understanding of the structure and function of cells. Students will conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells. Students will develop and use a model to describe the function of a cell as a whole and ways the parts of the cell contribute to the function. They will develop an argument supported by evidence for how the body is a system of interacting subsystems composed of a group of cells. They will construct a scientific explanation on evidence for how environmental and genetic factors influence the growth of organisms.
In this unit, students will develop an understanding of matter and energy cycles between living and non-living factors. Students will understand how photosynthesis and respiration within organisms cycle materials through an ecosystem. Students will develop models that show how food is rearranged into different molecules that support growth and release energy. Students will collect data and interpret this data to understand the relationships within living and nonliving components of an ecosystem.
Earth Within the Universe
In this unit, students will develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Students will use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. Students will integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. Students will develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons They will also develop and use a model to describe the role of gravity in the motion within galaxies and the solar system Students will be able to construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interaction.
Scientific Inquiry Method is integrated throughout the Science Curriculum.
The Science Performance Expectations for Grade Seven have been recommended by the Next Generation Science Standards, a collaborative group of over 20 states, including Illinois.
Social Emotional Learning and Erin's Law
Social and emotional learning is the process through which children develop awareness and management of their emotions; set and achieve important personal and academic goals; use social awareness and interpersonal skills to establish and maintain positive relationships; and demonstrate decision-making and responsible behaviors to achieve school and life success. There is a strong research base that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. Please visit the link below to view the District’s Scope and Sequence for Social Emotional Learning.
In addition to our curriculum for Social Emotional Learning, the district also provides lessons on the prevention of Childhood Sexual Abuse (Erin’s Law). These lessons are an integrated part of the health curriculum and are taught by a trained, certified staff member.
District 103, using the support of an expert consultant in the field of Digital Media and Technology, has developed procedures and policies for a 1:1 Teaching & Learning environment. These procedures are based on:
- Best practices in teaching digital citizenship.
- Integrating digital tools with instruction.
- Role playing various classroom situations and discussing guidelines.
- The integration of technology in today's society at large.
Using the Common Sense Media Curriculum, student lessons were developed at each grade level to support the expectations of being a good citizen while on line and when using technology in the classroom and at home. Lessons for Grade Seven include:
- My Media.
- A Creator's Responsibilities.
- Safe Online Talk.
- Which Me Should I Be?
- Gender Stereotypes Online.
The aim of Social Studies is the promotion of civic competence – the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Civic ideals and practices enable students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship.
District 103, in partnership with neighboring districts, has begun the revision of the Social Studies curriculum which currently reflects the Illinois Social Studies Standards. The revision process is being guided by the newly issued College, Career, and Civic Life (C3) Framework, and is supported by the Illinois State Board of Education. To view the entire document that explains the C3 Framework, please visit the National Council for the Social Studies website.
The Ancient World
In this unit, students will learn that Greek civilization began almost 4,000 years ago, but Greek ideas about government, science, and the arts are still important today. When Alexander the Great conquered the Persian Empire, he spread Greek culture and ideas throughout southwest Asia and the Mediterranean world.
New Empires and New Faiths
In this unit, students will study how the Romans created an empire that covered much of the Mediterranean world. They developed a civilization as well as an empire with a lasting influence on western civilization. While the Romans built their empire, a group called the Christians spread a new religion, which also became a major influence on European civilization. A few hundred years after the beginnings of Christianity, another important religion arose in the Middle East: Islam. Followers of Islam conquered much of the Middle East, Northern Africa, and part of Europe. They also made great cultural contributions to the world.
The Middle Ages
In this unit, students will learn that between A.D. 500 and 1500, warriors ruled Europe. Despite constant fighting, Europeans made advances in their culture. European ideas about government and religion still shape our lives today.
A Changing World - Early Modern Europe
In this unit, students will learn of the new ideas that brought the Middle Ages to an end. Advances in the arts and learning as well as dramatic changes to Christianity led to the beginning of modern times in Europe. By the end of the Renaissance, Europe and the rest of the world were entering a time of rapid change. Voyages of exploration and scientific discoveries affected people in the world. In the late 1700s, the French Revolution and brought great changes to Europe and the spread of nationalism changed how people lived their lives.
Creating a Nation
In this unit, students will learn how the colonies united for a common cause—freedom from tyranny. Once independent, the colonies had to work at staying united while dealing with their differences. This resulted in the Constitution of the United States, which outlines our form of government.
Launching the Republic
In this unit, students will study the challenges the new American government faced and how foreign affairs influenced the policies of the United States.
Nationalism and Sectionalism
In this unit, the students will learn about Andrew Jackson’s impact on the country, more westward expansion, and the sectional differences between Northern and Southern states, as well as religious, educational, and cultural reform movements.
The above units were selected and created by District 103 teaching staff.
Seventh grade students at Daniel Wright participate in Spanish language classes daily. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The current middle school program is in process of revision as students arrive from K-6 with increasing levels of proficiency in Spanish. The middle school program continues to develop skills in each mode of communication – interpretive, interpersonal and presentational with the intent of developing the skills that students will need to articulate to a high school language program. Students who successfully complete the K-8 program of language study will place into level 2 high school classes allowing them sufficient time in their high school program to complete the AP Spanish Culture and Language course.
Spanish classes focus on communication and cultural awareness. Students learn to speak, listen, read, and write through paired practice, small group work, and role-plays. Emphasis is placed upon being able to use language in meaningful, real-life situations. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish. By the end of the year, students will have been introduced to skills, knowledge, and attitudes that will help them live and work in an increasingly global society.
Performance Goals – Novice High/Intermediate Low
By the end of seventh grade, students will be able to communicate using sentences and strings of sentences on familiar topics. They will understand the Spanish that their teacher uses when speaking about familiar topics, but will also begin to understand the main ideas of authentic written texts or conversations with short, simple messages that focus on familiar topics. They will be able to handle short social interactions by asking and answering questions.
Unit 1: My World
Essential Question: Who am I?
Students will be able to introduce themselves to others commenting on who they are, where they live, their age and other aspects of their unique identity. They will also be able to discuss their likes and dislikes with others.
Unit 2: School Days
Essential Question: What does school look like around the world?
Students will learn about school in their community and in other cultures. They will consider what students learn in school and will be able to compare what schools are like in their community and in other places.
Unit 3: Food as Culture
Essential Question: What is the role of food in our lives?
Students will consider foods that are commonly eaten for different meals in other cultures. They will compare their shopping habits for food to those of other cultures. They will also consider how food choices impact health.
Unit 4: Making Plans
Essential Question: How do people around the world spend their free time?
Students will consider the types of activities that they do and will compare how they spend free time to how those is different cultures spend their free time. They will engage in conversations with others to make plans compromising when necessary and negotiating details such as time and place.