English 7 Curriculum - West Ada School District · 2 ©West Ada School District, updated Sept. 2015...

1 ©West Ada School District, updated Sept. 2015

ELA Curriculum Grade 7

West Ada School District

English Language Arts Curriculum

Grade 7

Literature and Strategies

Writing Composition

2013

Curriculum Revision Committee: Robert Zumbrun, Crossroads Middle School Whitney Lewis, Eagle Middle School Alison Stark, Eagle Middle School Roma Blinn, Galileo K-8 Debbie Dawson, Heritage Middle School Dara Sears, Heritage Middle School Sara Grebe, Lake Hazel Middle School Amy Lee, Lewis and Clark Middle School Christina Bishop, Lowell Scott Middle School

Sheila Saunders, Lowell Scott Middle School Sharon Borton, Meridian Middle School Becci Carmack, Meridan Middle School Susette Freeman, Meridian Middle School Thomas Pirc, Meridian Middle School Janna Davis, Pathways Middle School Misty Callens, Pathway Middle School Heather Tabacco, Sawtooth Middle School Suzanne Mackelprang, Secondary Academic Coach

Quarter 1 Quarter 2 Quarter 3 Quarter 4

River of Change

Struggles and Injustice

Triumph Over Trial Beyond Boundaries

Table of Contents Page Scope and Sequence 2-4 Unit 1 5-13 Unit 2 14-23 Unit 3 24-37 Unit 4 38-46



SCOPE AND SEQUENCE

F indicates that the standard is a focus standard and will be explicitly taught during the unit. X indicates that this standard will be met throughout the year, but will not be explicitly taught; rather, teachers will need to ensure that students are meeting these standards as a result of explicit instruction through other standards.

Standard Unit 1/Qtr 1 Unit 2/Qtr 1 Unit 3/Qtr 3 Unit 4/Qtr 4

Reading Literature

1 F

2 F F

3 F F

4 F F

5 F F

6 F F

7 F F

8 n/a n/a n/a n/a

9 F x

10 x x x x


Reading Informational Text

1 F F

2 F F

3 F F

4 F

5 F

6 F

7 F

8 F

9 F

10 x x x x




Writing

1 F

1a F

1b F

1c F

1d F

1e F

2 F

2a F F

2b F F

2c F F

2d F F

2e F F

2f F F

3 F F

3a F F

3b F F

3c F F

3d F F

3e F F

4 F F F F

5 F F F F

6 x x x x

7 F F F

8 F F

9 F F

9a F F

9b F F

10 x x x x




Speaking and Listening

1 F x x x

1a F

1b F

1c F

1d F

2 F

3 F

4 F F

5 x x x

6 x x x x

Standard Unit 1 Unit 2 Unit 3 Unit 4

Language

1 x x x X

1a F

1b F

1c F

1d N/A N/A N/A N/A

2 x x x X

2a x x x X

2b x x x X

2c N/A N/A N/A N/A

3 x F

3a F

4 x x x x

4a F F F F

4b F F F F

4c F F F F

4d F F F F

5 F F

5a F F

5b F F

5c F F

6 x x x x



Grade Seven Unit1

Quarter 1

River of Change

“We all are who we are – until that moment when we strive for

something greater.”

-Brad Meltzer

OVERVIEW During quarter one, students will explore how change influences self-reflection

and one’s world view. In the process of transitioning from childhood to adulthood,

adolescents develop their personal belief systems, adapt to change, and explore

different perspectives. Exposure to works of literature guides students to self-reflection

and understanding about their personal beliefs. Through reading, analyzing and

evaluating narrative and informational texts and writing informational texts, students will

examine how change causes personal growth.

ENDURING UNDERSTANDINGS Personal values evolve.

Change causes personal growth.

Personal change can affect outlook.

Motivation for change can come from internal and/or external sources.

ESSENTIAL QUESTIONS How does change cause personal growth?

GUIDING QUESTIONS What is self-discovery?

How do individuals develop a morality code?

What factors motivate change?

How do values change over time?

How does internal conflict lead to personal growth?

STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading Vocabulary

character*

o review how author’s

develop character

o round/flat

characters

conflict*: o person vs. fate o person vs. nature o person vs. person o person vs. self o person vs. society

point of view*

o first person, third

person limited, third

person omniscient

theme* central Idea*

Language Vocabulary phrase/clause

quotation marks*

Writing Vocabulary organizational

structure*: definition,

classification,

compare/contrast,

cause/effect

audience*

cite* Formally using

direct quotes and

internal citations:

evidence*

o Informally, i.e.,

“According to…”

“Quote” (White, 72).

formal vs. informal

voice/tone*

informational essay*

Speaking/Listening

Vocabulary: collaborative

discussions*

http://www.google.com/imgres?q=water+flowing+from+book&hl=en&safe=active&gbv=2&biw=1024&bih=620&tbm=isch&tbnid=UGyMWBKKw-cMWM:&imgrefurl=http://www.schoolofwisdom.com/african_philosophy/the-african-wheel/&docid=qUQ6iwp6q64zGM&imgurl=http://www.schoolofwisdom.com/african_philosophy/images/water-flowing-over-edge-earth.jpg&w=380&h=338&ei=WDPOT4v4H4KW2gW714nKDA&zoom=1&iact=hc&vpx=80&vpy=276&dur=4616&hovh=212&hovw=238&tx=126&ty=129&sig=107814561608018585571&page=4&tbnh=108&tbnw=121&start=57&ndsp=20&ved=1t:429,r:5,s:57,i:211



STUDENTS WILL BE ABLE TO DO THE FOLLOWING:

READING: LITERATURE

RL.7.2 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.

RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how

setting shapes the characters or plot).

RL.7.6 Analyze how an author develops and contrasts the points of view of different

characters or narrators in a text.

RL.7.10 By the end of the year, read and comprehend literature, including stories,

dramas, and poems, in the grades 6-8 complexity band proficiently, with

scaffolding as needed at the high end of the range.

Reading: Informational Text

RI.7.2 Determine two or more central ideas in a text and analyze their development


RI.7.3 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).

RI.7.10 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.7.2

1.

Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis

of relevant content.

2. W.7.2.a 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.

W.7.2.b

3.

Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples.

W.7.2.c

4.

Use appropriate transitions to create cohesion and clarify the relationships

among ideas and concepts.

W.7.2.d

5.

Use precise language and domain-specific vocabulary to inform about or

explain the topic.

W.7.2.e Establish and maintain a formal style.

W.7.2.f

6.

Provide a concluding statement or section that follows from and supports the

information or explanation presented.

7. W.7.4 Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

8. W.7.5 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.



9. W.7.6 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

W.7.7 Conduct short research projects to answer a question, drawing on several

sources and generating additional related, focused questions for further

research and investigation.

W.7.10 Write routinely over extend time frames (time for research, reflection, and

revision) and shorter time frames (a single setting or a day or two) for a range

of discipline-specific tasks, purposes, and audiences.


Comprehension and Collaboration

SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 7 topics, texts, and

issues, building on others’ ideas and expressing their own clearly.

SL.7.1.a 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.

SL.7.1.b Follow rules for collegial discussions, track progress toward specific goals and

deadlines, and define individual roles as needed.

SL.7.1.c 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.

SL.7.1.d Acknowledge new information expressed by others and, when warranted,

modify their own views.

SL.7.5 Include multimedia components and visual displays in presentations to clarify

claims and findings to emphasize salient points.

SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command

of formal English when indicated or appropriate.

Language

L.7.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

L.7.1.a Explain the function of phrases and clauses in general and their function in

specific sentences.

L.7.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating,

enjoyable movie but not He wore an old[,] green shirt).

L.7.2.b Spell correctly.

L.7.3 Use knowledge of language and its conventions when writing speaking,

reading, or listening.

L.7.3.a Choose language that expresses ideas precisely and concisely, recognizing

and eliminating wordiness and redundancy.

L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grade 7 reading and content, choosing flexibly from a

range of strategies.



L.7.4.a 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.

L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to

the meaning of a word (e.g., belligerent, bellicose, rebel). Unit focus: Root

words)

L.7.4.c 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.

L.7.4.d 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).

L.7.6 Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases; gather vocabulary knowledge when

considering a word or phrase important to comprehension or expression.

SUGGESTED WORKS ADOPTED RESOURCES

Timeless Voices, Timeless Themes: Bronze (2000), Prentice Hall

Reader's Handbook (2002), Great Source

Language Network (2001), McDougal-Littell

Write Source 2000 (1995), Great Source

Write Traits Classroom Kits (2002-04), Great Source

Step Up to Writing Secondary Sets (3rd edition), Sopris West

Spelling and Vocabulary (2006), Houghton Mifflin

ANCHOR TEXTS: Anchor texts are dedicated specifically to this unit. Teachers do not

need to use all of them in this unit. However, these texts should not be used in any other

unit. It is not expected that all texts will be used.

Red Kayak by Priscilla Cummings (novel) (Lexile Level 800)

Out of the Dust by Karen Hesse(novel) (Lexile Level 830)

My Furthest Back Person(autobiography), PH, p. 38

Seventh Grade (short story), PH, p. 122

SUPPORTING TEXTS: Supporting texts may be used with this unit or with other units per

teacher discretion. It is not expected that every resource listed below will be used, nor is

it a complete list of every text available.

Short Stories

“A Day’s Wait,” PH, p. 72

“Luckiest Time of All,” PH, p. 398

“After Twenty Years,” PH, p. 453

“Rikki-tikki Tavi,” PH, p. 464

“Ribbons,” PH, p. 524

“Treasure of Lemon Brown,” PH, 532

Approved Supplementary Novels

Across Five Aprils by Irene Hunt (1100 Lexile)

A Day No Pigs Would Die by Robert Peck (690 Lexile)

The Adventures of Tom Sawyer by Mark Twain (950 Lexile)



Letters From Rifka by Karen Hess (660 Lexile)

No Promises In the Wind by Irene Hunt (930 Lexile)

The Red Pony by John Steinbeck (810 Lexile)

See You at Harry’s by Joanna Knowles (600 Lexile)

Shane by Jack Schaefer (870 Lexile)

Poems

“I’m Nobody,” PH, p. 31

“Me,” PH, p. 32

“Oranges,” PH, p. 82

“If,” PH, p. 138

“Aunt Leaf,” PH, p. 790

Nonfiction

from “In Search of Our Mother’s Gardens,” PH, p. 111

“Melting Pot,” PH, p. 128

“Cat on the Go,” PH, p. 382

“No Gumption,” PH, p. 566

“The Chase,” PH, p. 576

“Nolan Ryan,” PH, p. 590

“Winslow Homer,” PH, p. 586

“Barrio Boy,” PH, p. 611

“I am a Native of North America,” PH, p. 615

Songs

“On my Own,” PH, p. 256

Picture Books

Bootsie Barker Bites by Barbara Bottner

DIGITAL CONTENT

Media

Martin Luther King, Jr. “ I have a Dream” (speech)

http://www.youtube.com/watch?v=1UV1fs8lAbg&feature=related

Martin Luther King, Jr. “ I Have Been to the Mountaintop” (speech)

http://www.youtube.com/watch?v=Oehry1JC9Rk

Music

Aguilera, Christina: “Beautiful”

http://www.lyrics007.com/Christina%20Aguilera%20Lyrics/Beautiful%20Lyrics.html

Perry, Katy: “Firework”

http://www.directlyrics.com/katy-perry-firework-lyrics.html

Poetry

“Tony Steinberg: Brave Seventh Grade Viking Warrior” by Taylor Mali -

http://www.taylormali.com/poems-online/tony-steinberg-brave-seventh-grade-

viking-warrior/ “Like Lilly Like Wilson,” by Taylor Mali: http://www.taylormali.com/poems-

online/like-lilly-like-wilson/

http://www.youtube.com/watch?v=1UV1fs8lAbg&feature=related

http://www.youtube.com/watch?v=Oehry1JC9Rk

http://www.lyrics007.com/Christina%20Aguilera%20Lyrics/Beautiful%20Lyrics.html

http://www.directlyrics.com/katy-perry-firework-lyrics.html

http://www.taylormali.com/poems-online/tony-steinberg-brave-seventh-grade-viking-warrior/

http://www.taylormali.com/poems-online/tony-steinberg-brave-seventh-grade-viking-warrior/

http://www.taylormali.com/poems-online/like-lilly-like-wilson/

http://www.taylormali.com/poems-online/like-lilly-like-wilson/



SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.)

INTRODUCTORY ACTIVITY

1. PERSONAL ESSAY (W.7.2, W.7.5): Write a multi-paragraph essay about self. Students

reflect to answer the following questions to introduce themselves to the teacher and

class: Who am I? What are my hobbies/likes? Use early in unit to gage student

writing level and to walk through the steps of the writing process.

READING STRATEGY FOCUS

1. CHARACTER ANALYSIS (RL.7.2, RL.7.10): Students will read Red Kayak or other text

chosen for class and examine the theme(s) presented in the novel. How are the

themes developed in the story? Analyze the development over the course of the

text while providing an objective summary of the text. Use written reflection,

graphic organizers, class discussion to extract meaning and interpretation.

2. GUIDED RESEARCH VIA NOTE TAKING ON SETTING, CHARACTERIZATION, AND THEME

(RL.7.1, RL.7.2, RL.7.3, RL.7.6, RL.7.10, W.7.7): As students read novels and short

stories from the text, they will take notes about the story setting, characters and

theme in a journal or on a shared spreadsheet/graphic organizer, citing page

numbers with relevant information so students can cite the texts during class

discussion. Scaffold instruction so notes are modeled by the teacher, then

completed as a group, and finally completed independently.

Research Questions:

What is the setting and what specific words does the author use to describe it

Who are the minor characters, and how are they described?

Who are the major characters and how are they described?

What is the problem faced by the character(s)? How do he/she/they resolve

the problem?

What is the primary theme of the text(s) (i.e., good vs. evil)?

3. PROCESS GRID (RL.7.2, RL.7.3, RI.7.2, RI.7.3): Students engage in multiple

readings/rereading of short stories informational essays/articles that center on the

ideas of personal beliefs/perspectives. With guidance from the teacher, student will

create a large table (to be displayed on the wall) with a minimum 3-columns, and 4-

rows table. After reading a selection, they identify at least two themes or central

ideas from the selection. Using the process grid, students determine categories to

help them analyze the development of these ideas and provide an objective

summary (Power of 7 Strategy).

4. GUIDED RESEARCH VIA NOTETAKING ON CENTRAL IDEAS IN NARRATIVE

INFORMATIONAL TEXT (RL.7.2, RL.7.3, RI.7.2, RI.7.3, RI.7.10, W.7.9): Students engage in

multiple readings/rereading of short stories informational essays/articles that center

on the ideas of personal beliefs/perspectives. The first time students read the text,

they focus on developing a basic understanding of the text. During subsequent

rereading, students focus on determining central ideas of the text and citing

evidence to support the central ideas with guidance from the teacher to

determine what focus questions they should try to answer when rereading, such as



what is the central idea or theme of the text? How do I know?, etc. Students should

be able to summarize each text. Suggested texts: “Seventh Grade” by Gary Soto

(PH, p. 122), “Melting Pot” by Anna Quindlen (PH, p. 128), “I am a Native of North

America” by Chief Dan George (PH, p. 615) and “My Furthest-Back Person” by Alex

Haley (PH. p. 39).

WRITING STRATEGY FOCUS

1. WRITER’S WORKSHOP (W.7.4, W.7.5, W.7.6, L.7.1, L.7.2 ): Using a writer’s workshop

approach to writing/language learning helps create an expectation that good

writers write regularly in varying modes, for different purposes and audiences. It is

highly recommended that teachers use a workshop approach to writing and keep

students portfolios of students writing for future reflection and revision.

2. BRAINSTORM AND ORGANIZE (W.7.4, W.7.5): Using brainstorming techniques

(webbing, listing, Venn diagram, alphabet cue, etc.) and graphic organizers to help

develop and organize ideas, student will identify pertinent information, and begin

the drafting process.

3. WRITING PROCESS (W.7.4, W.7.5, W.7.6, SL.7.1): Students will research the stages of

the writing process, take notes, and create a presentation to present to the class.

Set students in groups, give each group a different stage of the process, have them

generate information and examples for their stage, and create a visual aid for the

presentation.

4. SHORT RESEARCH: INFORMATIONAL ESSAY (W.7.2, W.7.2.a, W.7.2.b, W.7.2.c, W.7.2.d,

W.7.2.e, W.7.2.f, W.7.4, W.7.5, W.7.6, W.7.7, W.7.10): Students will read a variety of

informational/nonfiction texts which focus on personal beliefs. Students should be

able to summarize the text and then compare/contrast the purpose of the text and

the main ideas in the text by citing evidence from each text. What do the texts

have in common? How are they different? Students will then write a

compare/contrast essay comparing and contrasting how two of the texts address

the same purpose using evidence from the text. Students then take their essays

and create an informational brochure, infographic (or other informational text) that

presents the information from the essay in a different medium. Suggested works: the

“Melting Pot” by Anna Quindlen (PH, p. 128), “I am a Native of North America” by

Chief Dan George (PH, p. 615) and “My Furthest-Back Person” by Alex Haley (PH. p.

39)

5. ROUTINE WRITING (W.7.10, L.7.1, L.7.2, L.7.3): Students will write for a set amount of

time to a specific prompt weekly or bi-weekly to help develop writing fluency. Focus

on getting ideas on page and fluency with a focus on word use, punctuation, and

spelling.

6. TWO VOICE POEM (W.7.2, W.7.4, W.7.5, SL.7.6): Students write a two voice poem

comparing and contrasting how two characters/narrators from works read in class

address the enduring understandings of change and personal growth using specific

details (evidence) from the texts as supporting details for the poem’s main idea.

Working in groups, students draft, revise, and edit their poems and then share them

with the class.



SPEAKING AND LISTENING ACTIVITIES

1. INTRODUCTION TO CLASS DISCUSSION EXPECTATIONS (SL.7.1, SL.7.1.a, SL.7.1.b,

SL.7.1.c, SL.7.1.d): Explicitly outline the speaking/listening expectations for your class.

What does good listening look like? Sound like? What is a collegial discussion?

What are the responsibilities of students when they are engaging in a collegial

discussion? Practice collegial discussions regularly throughout the unit.

2. SOCRATIC DISCUSSION (SL.7.1, SL.7.1.a, SL.7.1.b): Using Socratic dialogue techniques

such as Socratic Seminar, students will work in a group setting to verbally respond to

a variety of questions posed by teacher concerning the setting, character or theme

(or other chosen topics) from Red Kayak or other texts read for class. Students

should use their notes taken from their reading to cite evidence during class

discussion.

3. READING/LISTENING TO GREAT ORATORY (RI.7.6, SL.7.1, SL.7.1.a, SL.7.1.b, SL.7.1.c,

SL.7.1.d): Students will listen to Martin Luther King’s, “I Have a Dream Speech,”

locating specific phrases within the speech where M.L.K. expressed his moral beliefs.

Students will then share their findings with the class in a whole-group discussion,

discussing ways in which their personal beliefs align or diverge from those of M.L.K.

Students can also repeat the process with Taylor Mali poems, identifying where a

character’s personal beliefs changed and how that change influenced Mali as both

the writer and speaker of the poems.

4. PRESENTING A DRAMATIC READING (SL.7.6): Students will practice and then recite

their two voice poems in small groups to the class. The recitation’s tone should be

appropriate to character and themes presented in the poem.

LANGUAGE ACTIVITIES

1. VOCABULARY FOLDABLE (L.7.4, L.7.4.a, L.7.4.b, L.7.4.c, L.7.4.d, L.7.5, L.7.6): Using a 4-

square paper fold, students will create a 4-sectioned vocabulary graphic organizer.

Students will locate the following information by using a dictionary and/or thesaurus,

and organize their responses on the foldable as follows: (1) top left corner, write

name of vocabulary word at the top in bold, write dictionary definition below word,

and write your own definition of the word below, (2) top right corner, make a list of

synonyms for the word, (3) bottom left corner, make a list of antonyms for the word,

and (4) bottom right corner, draw a picture or symbol that represents the word’s

meaning.

This activity could be done in a small group format, with several

vocabulary words being given to each student.

2. WORDS, WORDS, WORDS (Repeat this activity with each unit)(L.7.4.a, L.7.4.b, L.7.4.c,

L.7.4.d): Throughout the school year, students will collect new words and phrases

either on index cards or in a student created dictionary. For each word or phrase,

students will do the following:

Write their guess about the meaning of the word or phrase.

Write the sentence in which they first encountered the word or phrase, so they

can re-examine the context clues to help determine the meaning of the word or

phrase.



Note the meanings of affixes and roots if applicable.

Consult specialized reference materials and write the meaning of the word or

phrase and the pronunciation guide of necessary.

Additional strategies for teaching vocabulary are available at this website: “On

Target: Strategies to Build Student Vocabularies Grades 4 –12”:

http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On

%20Target-Strategies%20to%20Build%20Vocabularies.pdf

3. UNDERSTANDING CLAUSES (L.7.1.a): Students will read about clauses in Language

Network, pg. 186-187. As a whole group, they will provide examples of sentences

that contain different clauses, listing examples on the board. Students will underline

independent clauses in one color and dependent clauses in another and make

changes to existing sentences to revise them into sentences containing different

clause types. Students will then explain the function of phrases and clauses in

general and their function in specific sentences.

4. WRITING/REVISION FOCUS: PHRASES AND CLAUSES (L.7.1.a): Students will identify

and differentiate between phrases and clauses, revising writing by adding and

deleting phrases and clauses to determine the overall effect in writing. Students will

explain the function of phrases and clauses in general and their function in specific

sentences.

SBAC PERFORMANCE ASSESSMENT PREP

(RL.7.2, W.7.2, W.7.2.a, W.7.2.b, W.7.2.c, W.7.2.d, W.7.2.e, W.7.2.f, W.7.4, W.7.5, W.7.6,

W.7.8, W.7.7, W.7.9.b, W.7.10, , L.7.1, L.7.2) (Approximate time: 2-3 class periods)

Resources:

“Me” by Walter de la Mare, PH p. 32 (poem),

“Two Kinds” from The Joy Luck Club, PH, p. 15 (novel excerpt)

Use informational writing rubric for scoring

Student Instructions:

You will read closely a short story and a poem. Take notes from each text to help

identify how each selection addresses the theme of perspective about one’s self.

Write an essay explaining how the two selections address the theme of perspective

about one’s self. Use evidence from each text to support your answer. Before you start

writing the essay, be sure to plan your writing using a graphic organizer or outline. Draft

your essay, and complete any final revising and editing prior to turning everything in.

http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Academic%20Vocab/On%20Target-Strategies%20to%20Build%20Vocabularies.pdf




Grade Seven Unit 2

Struggles & Injustice

“Change comes hard in America, but it comes

constantly.” --Anna Quindlen

OVERVIEW The nature of society generates struggles and injustice. Some individuals within society

face strife and injustice. Tolerance and acceptance are essential in overcoming

obstacles. During the second quarter, students will learn about societal struggles and

injustice by interacting with a variety of informational texts and media. These resources

provide a basis for researching and analyzing conflict and overcoming struggles and

injustice. Students will write arguments supported by research. (Note: Teachers may

include a formal academic research project here or in Unit 3)

ENDURING UNDERSTANDINGS Struggle and injustice are inherent in society.

Groups of individuals can perpetuate and eliminate injustice in society.

ESSENTIAL QUESTIONS Are we doomed to repeat the past?

GUIDING QUESTIONS How does society allow injustices to occur?

How might struggles be both beneficial and detrimental?

How does society strive to overcome struggles and injustice?

How does society change to address intolerances?

How does learning from the past help shape the future?

STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading Vocabulary

argument*

central Idea*

compare/contrast*

connotative

credible

denotative

evidence* (textual,

relevant, logical)

infer*/inference*

interpret*

sound argument

theme*

Writing Vocabulary

analysis*

cite sources*

claim*

coherent/cohesion

compare/contrast*

concluding

statement/section*

evidence (logical)*

paraphrase*

plagiarism

quote*

summary/summarize

*

works cited*

Language Vocabulary

clause*

complex sentence

compound sentence*

compound-complex

sentences

simple sentence*

modifiers (misplaced

modifiers, dangling

modifiers)

phrase*

quotation marks*



STUDENTS WILL BE ABLE TO:

Reading: Literature

RL.7.1 Cite textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.



RL.7.6 Explain how an author develops the point of view of the narrator or speaker

in a text.

RL.7.9 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 or fiction use or alter history.


Key Ideas and Details

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text

says explicitly as well as inferences drawn from the text.

Craft and Structure

RI.7.5 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.

RI.7.6 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

RI.7.8 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.

RI.7.9 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


grades 6–8 text complexity band proficiently, with scaffolding as needed at

the high end of the range. (Lexile Range: 955-1155.)

Writing

Text Types and Purposes

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.

W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic

or text.

W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), reasons, and evidence.

W.7.1.d Establish and maintain a formal style.

W.7.1.e Provide a concluding statement or section that follows from and supports the

argument presented.



W.7.2 Write informative/explanatory texts to examine a topic and convey ideas,



Production and Distribution of Writing

W.7.4 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.)

W.7.5 With some guidance and support from peers and adults, develop and



addressed.

W.7.6 Use technology, including the Internet, to produce and publish writing and







W.7.8 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.

W.7.9 Draw evidence from literary or informational texts to support analysis,

reflection, and research.

W.7.9.a 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”).

W.7.9.b 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

W.7.10 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



















SL.7.3 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

SL.7.4 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.


claims and findings and emphasize salient points.



Language

Conventions of Standard English



L.7.1.b Choose among simple, compound, complex, and compound-complex

sentences to signal differing relationships among ideas.






Knowledge of Language

L.7.3 Use knowledge of language and its conventions when writing, speaking,



and eliminating wordiness and redundancy.

Vocabulary Acquisition and Use






phrase.


the meaning of a word (e.g., belligerent, bellicose, rebel). Unit focus: suffixes.


















Spelling and Vocabulary, (2006), Houghton Mifflin


need to use all of them in this unit. These texts, however, should not be used in any

other unit. Therefore, students who transfer to other schools within the district will not

read the same anchor texts more than once, giving them a richer literary experience.

Roll of Thunder, Hear My Cry (approved supplemental novel, 920 Lexile)

Lonely Particular, PH, p. 234 (poem)

The Enemy, PH, p. 235 (poem)

SUPPORTING TEXTS: Supporting texts can be used with this unit or with other units as

desired.

Short Stories

“After 20 Years,” PH, p. 453

Poems

“Martin Luther King,” PH, p. 770

Approved Supplemental Novels

The Children of Willesden Lane (920 Lexlie, also fits with Unit 3)

City of Ember by Jeanne DuPrau (680 Lexile, also fits with Unit 4)

Endless Steppe by Esther Hautzig (940 Lexile)

Farewell to Manzanar (non-fiction memoir) (1040 Lexile)

North to Freedom (also titled I am David) (980 Lexile)

Nonfiction

“Melting Pot,” PH, p. 128

“All Together Now,” PH, p. 618

“American Decades” (Accessible via Gale eBooks)

“American Decades” Primary Sources (Accessible via Gale eBooks)

Songs

“Abraham, Martin, and John,” PH, p. 773



Picture Books

Rocks in the Sky by Matthew Brownlow

The Story of Ruby Bridges by Robert Coles

A Place Where Sunflowers Grow by Amy Lee-Tai

Baseball Saved Us by Ken Mochizuki

My First Biography: Harriet Tubman by Marion Dane Bauer

The Bracelet by Yoshiko Uchida

Flowers from Mariko by R. Noguchi & D. Jenks

So Far From the Sea by Eve Bunting

DIGITAL CONTENT

Teacher Resources

Roll of Thunder, Hear My Cry: Discussion Guide:

http://www.scholastic.com/teachers/lesson-plan/roll-thunder-hear-my-cry-

discussion-guide

The Endless Steppe Teacher Guide

http://my.hrw.com/nsmedia/novelwise_hs_te_version/find/bytitlepdf/endlessstep

pe_pdfs/endlesssteppe_teacherintro.pdf

Media

Farewell to Manzanar (film) http://www.imdb.com/title/tt0074518/

Roll of Thunder, Hear My Cry (film) http://www.imdb.com/title/tt0078173/

PBS Video Links with Japanese Internment Camp Poetry

http://www.pbs.org/newshour/bb/entertainment/july-dec08/lawson_10-03.html

Websites

Roll of Thunder, hear My Cry:

http://en.wikipedia.org/wiki/Roll_of_Thunder,_Hear_My_Cry

Injustice on our Plates: http://www.tolerance.org/activity/injustice-our-plates

Radical Pedagogy:

http://radicalpedagogy.icaap.org/content/issue5_1/11_maina.html

Students Require Explicit Acceptance: http://www.tolerance.org/blog/students-

require-explicit-acceptance

Classroom Activities: http://www.tolerance.org/activities

Teaching Tolerance: Accepting and Embracing Differences:

http://www.911memorial.org/sites/all/files/CC_Tolerance_0.pdf

Information About The Great Depression

http://www.english.illinois.edu/maps/depression/depression.htm

Discover Nikkei (Resource about Japanese migrants)

http://www.discovernikkei.org/en/

Japanese American National Museum - Includes Virtual Galleries

http://www.janm.org/

Teaching American History – This website has various tools that will support

historical novels www.eastconn.org/tah/

Manzanar Historical Site (Resource about Manzanar, includes videos)

http://www.nps.gov/manz/index.htm

http://www.scholastic.com/teachers/lesson-plan/roll-thunder-hear-my-cry-discussion-guide

http://www.scholastic.com/teachers/lesson-plan/roll-thunder-hear-my-cry-discussion-guide

http://my.hrw.com/nsmedia/novelwise_hs_te_version/find/bytitlepdf/endlesssteppe_pdfs/endlesssteppe_teacherintro.pdf

http://my.hrw.com/nsmedia/novelwise_hs_te_version/find/bytitlepdf/endlesssteppe_pdfs/endlesssteppe_teacherintro.pdf

http://www.imdb.com/title/tt0074518/

http://www.imdb.com/title/tt0078173/

http://www.pbs.org/newshour/bb/entertainment/july-dec08/lawson_10-03.html

http://en.wikipedia.org/wiki/Roll_of_Thunder,_Hear_My_Cry

http://www.tolerance.org/activity/injustice-our-plates

http://radicalpedagogy.icaap.org/content/issue5_1/11_maina.html

http://www.tolerance.org/blog/students-require-explicit-acceptance

http://www.tolerance.org/blog/students-require-explicit-acceptance

http://www.tolerance.org/activities

http://www.911memorial.org/sites/all/files/CC_Tolerance_0.pdf

http://www.english.illinois.edu/maps/depression/depression.htm

http://www.discovernikkei.org/en/

http://www.janm.org/

http://www.eastconn.org/tah/

http://www.nps.gov/manz/index.htm



SUGGESTED ACTIVITIES AND ASSESSMENTS (Focus standards for this unit are in bold.)

INTRODUCTORY ACTIVITIES

1. LETTERS (RI.7.1, RI.7.3, RI.7.8, W.7.1, W.7.4, W.7.5, W.7.6, SL.7.3, SL.7.4, L.7.1, L.7.2, L.7.3,

L.7.5)

LETTERS TO THE EDITOR/EDITORIALS: Students will read letters to the editor and

editorials in newspapers/magazines to identify letters that suggest changes.

Students will identify claims presented in the letters, assessing whether the

reasoning is sound and the evidence is sufficient to support the claims.

LETTER TO THE EDITOR: In response to reading about a social injustice, students will

write an editorial/letter to the editor addressing a current injustice. The letter

should appeal to making a change in society.

ADDRESS AND CHANGE: Students will look for editorials that address issues that

need to be change, reading and discussing the editorials and the issues in small

groups, and propose possible solutions. Students will then create an oral

presentation/power point to present the problem and solution(s) to the class.

READING ACTIVITIES

1. GUIDED RESEARCH VIA NOTE TAKING ON POINT OF VIEW AND CHARACTER

(RL.7.1, RL.7.6, W.7.7): As students read narrative works selected for class, they will

track different characters to see how an author develops and contrasts the points of

view of different characters (or narrators when appropriate) in a text. Scaffold

instruction so notes are modeled by the teacher, then completed as a group, and

finally completed independently.

Research Questions:

Who are the minor characters, and how are they described by the narrator?

Who are the major characters and how are they described by the narrator?

What do the characters do and say

o About themselves?

o About each other?

6. MAKE A NOTE OF IT (RI.7.8, W.7.8): As students study information from various sources

(books, articles, media), they will use the following suggested questions and ideas to

create note-cards about people who have overcome struggles. These note cards

will be used to help them complete the “Research Project” assignment.

List the biographical information about this person.

What caused this person’s difficulties?

Describe the struggles in detail.

How were these struggles overcome?

What help did this person receive in order to conquer his/her struggles?

If the struggle is still ongoing, how is it being handled?

What was learned from the experience?

How has this person made a difference in society?



1. COMPARE AND CONTRAST FICTION WITH REALITY (RL.7.9, W.7.9.a): Compare and

contrast 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. Write a short

paper that reflects your ideas.

2. TWO AUTHORS: SAME TOPIC (RI.7.6, RI.7.9): After reading two informational texts

from different authors about a similar topic, students determine the author’s point of

view or purpose in each text and analyze how the author distinguishes his or her

position. Then analyze how the authors writing about the same topic shape their

presentations of key information by emphasizing different evidence or advancing

different interpretations of facts. (Suggested works: nonfiction related to Farewell to

Manzanar or historical background articles related to works read for class.) Use the

process grid strategy to help students develop solid comprehension prior to the

analysis.

3. PROCESS GRID (RI.7.2, RI.7.3): With guidance from the teacher, student will create a

large table (to be displayed on the wall) with a minimum 3-columns, and 4-rows

table. After reading a selection, they identify at least two central ideas from the

selection. Using the process grid, students determine categories to help them

analyze the development of these ideas and provide an objective summary (Power

of 7 Strategy).

4. COGNITIVE CONTENT DICTIONARY (L.7.4): Students will create a cognitive content

dictionary of new words they encounter while reading. This is done by making a

large table (poster size to be hung on the wall) containing these five categories:

Word, Predicted Meaning, Meaning, Picture, and Sentence (Power of 7 Strategy).

5. STRUCTURE ANALYSIS (RI.7.5): Reread Martin Luther King’s “I Have a Dream Speech”

from Unit 1. Why does he structure/organize his speech the way he does? How

would it have been different if it were structured without the historical references?

Why is the introduction important to the speech? (Can also use this activity with the

narrative structure of Farewell to Manzanar. What effect does the author’s returning

to Manzanar as an adult with her family have upon the story? How would the

memoir be different if the author ended her story when she was still in high school?

WRITING ACTIVITIES

1. WRITER’S WORKSHOP (W.7.4, W.7.5, W.7.6, L.7.1, L.7.2 ): Using a writer’s workshop





2. REASEARCHING AND PRESENITNG AN ARGUMENT (RI.7.1, RI.7.3, RI.7.8, W.7.1, W.7.1.a,

W.7.1.b, W.7.1.c, W.7.1.d, W.7.1.e, W.7.2, W.7.4, W.7.5, W.7.6, W.7.8, W.7.9, W.7.9.b,

SL.7.2, SL.7.3, SL.7.4, SL.7.5, L.7.3.a): Students will research a question related to civil

injustice (i.e., Have we overcome racism in our country over the last century? Do

teenagers deserve the same rights as adults? ) and write an argumentative research

paper in which they present a claim and support their claim with evidence from



their research. They will then present their findings via a power point, blog, website,

etc.

3. THE MOST DIFFICULT STRUGGLE (RL.7.2 , RI.7.2, W.7.1, W.7.1.a, W.7.1.b, W.7.1.c,

W.7.1.d, W.7.1.e, W.7.4, W.7.5, W.7.8, L.7.3.a): Students will collect information about

social conflicts represented in literature read for class from a variety of sources,

including fiction, non-fiction, and media resources and then write an essay or

informational article identifying and analyzing which struggle they deem to be the

most difficult. As part of this process, students will proof the paper of at least one of

their peers and make suggestions for revision. Students rewrite their papers after

receiving feedback from their peers. Information could be collected using a variety

of note taking strategies.

4. BLOG POST (SL.7.1, W.7.4, W.7.5, W.7.6, W.7.9): Students will create a blog post about

a current social struggle presenting information learned from the unit and suggest a

possible path towards resolution. Students will then read and respond to the posts of

their classmates.

SPEAKING AND LISTENING

1. SOCRATIC SEMINAR (RI. 7.1, SL.7.1, SL.7.2, SL.7.4): Students will collect notes from

various non-fiction sources read in class. They may use a variety of note taking

strategies. They will then generate a list of discussion questions for use in a Socratic

seminar discussing the various aspects of struggle in society, using the

essential/guiding questions above as “seed” questions, if necessary.

LANGUAGE ACTIVITIES 1. WRITING/REVISION FOCUS: PHRASES AND CLAUSES (L.7.1.a): Students will identify

and differentiate between phrases and clauses, revising writing by adding and

deleting phrases and clauses to determine the overall effect in writing. Students will

explain the function of phrases and clauses in general and their function in specific

sentences. (Review from Unit 1)

2. SENTENCE COMBINING (L.7.1.b): Students will practice combining sentences using

simple, compound, complex and compound complex sentences to signal differing

relationships among ideas. Students need to be able to identify simple, compound,

complex, compound complex sentences.

3. WRITING/REVISION FOCUS (L.7.1.c): Students will read and correct writing for

misplaced and dangling modifiers as well as explain how to identify misused

modifiers and how to correct them.

4. WORDS, WORDS, WORDS (continued from Unit 1)(L.7.4.a, L.7.4.b, L.7.4.c, L.7.4.d):

Throughout the school year, students will collect new words and phrases either on

index cards or in a student created dictionary. For each word or phrase, students

will do the following:




phrase.










SBAC PERFORMANCE ASSESSMENT PREP (RI.7.7, RI.7.8, W.7.2, W.7.4, W.7.7, W.7.9, SL.7.3)

Resources:

“Segregated prom tradition yields to unity” CNN article/video about segregated

prom in 2013 http://www.cnn.com/2013/04/30/living/wilcox-integrated-prom

“Black and White Proms” People, 5/19/2003, Vol. 59 Issue 19, p107, 2p, 4 Color

Photographs (Access via EBSCO library database)(Lexile 1070)

“Georgia High School Students Return to Segregated Proms” Jet, 5/26/2003, Vol.

103 Issue 22, p18, 3/4p, 1 Color Photograph (Access via EBSCO library database).

(Lexile 1110)

Use argument rubric

Task:

Students watch the video and read each article provided, taking notes on what the

central idea and key details are for each. Students then write an argument essay

explaining how the video and articles support the enduring understandings for the unit:

Struggle and injustice are inherent in society.

Groups of individuals can perpetuate and eliminate injustice in society.



http://www.cnn.com/2013/04/30/living/wilcox-integrated-prom



Grade Seven Unit 3

Quarter 3

Triumph Over Trial

"Success is not final, failure is not fatal: it is the courage to

continue that counts."

-Winston Churchill

OVERVIEW Everyone faces trials in life. Some trials are emotional; some are physical. During 3rd

quarter, students will examine how individuals triumph over their trials through reading

and writing a variety of narrative text (both fiction and nonfiction). (Note: Teachers

may include a formal academic research project here or in Unit 2)

ENDURING UNDERSTANDINGS External conflicts help build qualities a character possesses.

External circumstances can create internal changes.

Conflicts influence an individual’s point of view.

Setting plays a role in character development.

Narratives come in many forms.

Narratives can be used to explore the effects of conflict.

ESSENTIAL QUESTIONS Why are our stories important?

GUIDING QUESTIONS How can external circumstances cause internal change?

How does the setting affect the outcome of the situation?

What is the difference between a conflict and a circumstance?

How does external change affect an individual’s outlook both positively and

negatively?

How might imposed choices be handled?

Can all conflicts be resolved? Why/Why not?

How does one develop the skills necessary for survival?

How do individuals demonstrate perseverance?

How does the authors’ use of literary techniques such as diction and imagery,

flashback and point of view enhance the text and engage the reader?



STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading Vocabulary:

abridged biography* cause/effect* chronological order*

cite*

claim* compare/contrast* conflict: external

and internal* dialogue*

inference* flashbacks foreshadowing*

mood personification* plot* point of view* setting*

themes*: o person vs. fate o person vs.

nature o person vs.

person o person vs. self o person vs.

society

text evidence* tone* soliloquy sonnet stanza* symbol/Symbolism*

Writing Vocabulary cause/effect* chronological order* narrative* sensory language* works cited*

Language Vocabulary

affixes*

coordinate*

adjectives

connotation* dangling modifiers denotation*

figurative language* imagery*

misplaced modifiers

repetition*

rhyme* sensory language*

STUDENTS WILL BE ABLE TO MASTER THE FOLLOWING: These focus standards must be taught during this unit.

Reading: Literature

Craft and Structure

RL.7.4 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.

RL.7.5 Analyze how a drama or poem’s form or structure (e.g., soliloquy, sonnet)

contributes to its meaning.

RL.7.7 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.




dramas, and poems, in the grades 6–8 text complexity band proficiently, with

scaffolding as needed at the high end of the range. (Suggested Lexile

Range: 955-1155)






says explicitly as well as inferences drawn from a text.



ideas or events).

RI.7.4 Determine the meanings 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.


RI.7.7 Compare and contrast a text to an audio, video or multimedia version of the

text, analyzing each medium’s portrays of the subject (e.g., how the delivery

of a speech affects the impact of the words).




the high end of the range. (Suggested Lexile Range: 955-1155 )

Writing

W.7.3 Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event

sequences.

W.7.3.a 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.

W.7.3.b Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters

W.7.3.c Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events.

W.7.3.e Provide a conclusion that follows from and reflects on the narrated

experiences or events.








addressed.



















alter history”).




claims”).

Range of Writing

W.7.10 Write routinely over extended time frames (time for research, reflection, and







issues, building on others’ ideas an expressing their own clearly.

SL.7.2 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.








Language




L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting

misplaced and dangling modifiers.











position or function in a sentence) as a clue to the meaning of word or

phrase.


the meaning of a word (e.g., belligerent, bellicose, rebel). Unit Focus: Suffixes






L.7.5 Demonstrate understanding of figurative language, word relationships, and

nuances in word meanings

L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions)

in context. (See RI.7.4)

L.7.5.c Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., refined, respectful, polite, diplomatic,

condescending). (See RI.7.4)











Spelling and Vocabulary (2006), Houghton Mifflin



ANCHOR TEXTS:

Call of the Wild by Jack London (approved supplementary novel, 1170 Lexile)

(Can be downloaded for free on iTouch and iPads.)

Deathwatch by Robb White (approved supplementary novel, 990 Lexile)

“A Boy and a Man from Banner in the Sky,” (short story) PH, p. 210

“From “Into Thin Air,” (non-fiction excerpt) PH, p. 218

“The Charge of the Light Brigade,” (poem) PH, p. 230

“Diary of Anne Frank,” (drama) in grade 8 Prentice Hall Anthology

“Suzy and Leah,” (historical fiction) PH, p. 512


desired.

Short Stories

“Lather and Nothing Else,” PH, p. 491

“The Third Wish,” PH, p. 199

“The People Could Fly: African American Folk Tale,” PH, p. 822

“The Cremation of Sam McGee,” PH, p. 736


The Boy in the Striped Pajamas by John Boyne (1080 Lexile)

Brian’s Winter by Gary Paulsen (1140 Lexile)

The Children of Willesden Lane (920 Lexile)

Down River by Will Hobb (760 Lexile)

My Brother Sam is Dead by James and Chris Collier (770 Lexile)

The River by Gary Paulsen (960 Lexile)

Sounder by William Armstrong (900 Lexile)

Wonder by RJ Palacio (790 Level)

Poems

“The Enemy,” PH, p. 235

“The Courage my Mother Had,” PH, p. 169

“Martin Luther King,” PH, p. 772

“Lonely Particular,” PH, p. 234

From “ Henry V,” PH, p. 232

“The Song of Wandering Aengus,”

http://www.poets.org/viewmedia.php/prmMID/19602

“Oranges,” PH, p. 82

Nonfiction “I am a Native of North America,” PH, p. 615

“Cat on the Go,” PH, p. 382

“Winslow Homer: America’s Greatest Painter,” PH, p. 586

Media

Scholastic Magazines: Scope, Upfront, Jr. Scholastic (Social Studies emphasis),

Action(Reading Intervention), Choices

http://www.poets.org/viewmedia.php/prmMID/19602



Peter Svatek, dir., The Call of the Wild: Dog of the Yukon (1997, Rating: PG, 91

min.)

Art/Photos

Théodore Géricault, The Raft of the Medusa (1818-1819)

http://en.wikipedia.org/wiki/The_Raft_of_the_Medusa

Winslow Homer, The Gulf Stream (1899) http://www.metmuseum.org/toah/works-

of-art/06.1234

Websites

Context Clue Lesson:

(http://www.readwritethink.org/files/resources/lesson_images/lesson1089/types_

context_clues.pdf)

Welcome to the MY HERO Project: www.myhero.com

Bio.: www.biography.com

The World of Jack London: www.Jacklondons.net

The New York Times: www.nytimes.com

SUGGESTED ACTIVITIES AND ASSESSMENTS (The focus standards for this unit are in bold.) INTRODUCTORY ACTIVITY

1. PERSEVERANCE (SL.7.1, L.7.4.c): What is meant by the word perseverance? Look

up the word in a dictionary and write your ideas down on a sticky note. Your

teacher will give you the opportunity to "Give one, get one" in order to go

beyond the dictionary definition. Create a class word map of the word

perseverance. As you find examples of perseverance in texts read during the

unit, write them on sticky notes and add them to your chart. While working on

this unit, your teacher may ask you to create an online concept map.

READING STRATEGY FOCUS 1. READING POETRY: FIRST READ (RL.7.2, RL.7.4, SL.7.5): Introductory Activity: Students

will read "The Song of Wandering Aengus” by William Butler Yeats and talk with a

classmate about what they think the poem means, both literally and figuratively.

Students will write their ideas down in their journal or on an online document.

Students will revisit this poem at the end of the unit to see if their thoughts and ideas

have changed.

2. READING POETRY: FINAL READ (RL.7.5, SL.7.6): Students will re-read the first poem

read in this unit, "The Song of Wandering Aengus”. After this unit of study, students

will describe how their understanding of this poem has changed. What new insights

have they gained? Students will add these insights on the shared spreadsheet

created in Activity 1 (in a new column next to your initial thoughts). Memorize

and/or recite the poem aloud while emphasizing different words. Record them

using a video camera in order to see and hear the different phrasing. How does

changing emphasis change the meaning of the sentences? Follow the

performances with a class discussion about how this poem relates to the theme of

this unit (survival in the wild).

http://www.louvre.fr/llv/activite/detail_parcours.jsp?CURRENT_LLV_PARCOURS%3C%3Ecnt_id=10134198673226914&CONTENT%3C%3Ecnt_id=10134198673327664&CURRENT_LLV_CHEMINEMENT%3C%3Ecnt_id=10134198673327664&bmLocale=en

http://en.wikipedia.org/wiki/The_Raft_of_the_Medusa

http://www.metmuseum.org/toah/works-of-art/06.1234



http://www.myhero.com/

http://www.biography.com/

http://www.jacklondons.net/

http://www.nytimes.com/



3. SURVIVAL (RL.7.1, RL.7.2, RI.7.1, RI.7.3): As different survival stories (fiction and

nonfiction) are read, students will take notes about how characters (people and

animals) are affected by their environment supporting with text evidence (quotes,

paraphrases and summaries with page numbers). Answer the following questions:

Which character are you studying?

What is a typical day like for this character?

What challenges did this character face?

How did this character overcome these challenges?

If you were to change the setting to something completely different how

would it affect the character? The plot?

4. CALL OF THE WILD: PLOT (RL.7.3): During the Call of the Wild, Buck evolves gradually

from a pampered pet to wild wolf. During the reading of this novel, students will

track evidence of Buck’s transformation citing page numbers of each event. After

the reading is completed the novel, students will decide which 3-5 events caused

the most change in Buck and write an explanation describing what these events

were and how they changed Buck. Make sure to include proper citations

throughout the writing. Does Buck prefer his pampered life in California or the Life in

the Wild Yukon? From Buck’s Point of view, students will answer this question citing

specific text evidence to support their answer.

5. CALL OF THE WILD/DIARY OF ANNE FRANK: THE MOVIE OR THE BOOK? (RL.7.7):

Compare and contrast the novel with the film version of The Call of the Wild or

compare and contrast the printed version of the play The Diary of Anne Frank with a

live version. Cite specific similarities and differences between the versions, and

explain the effect the differences have on the presentation of the story.

6. DRAMATIC FORM AND STRUCTURE (RL.7.5): Analyze how a drama’s or poem’s form

or structure (soliloquy, sonnet ) contributes to its meaning. For example, how would

a drama be different without the soliloquy? How would a sonnet be different if it

were written in free verse?

7. PERSONIFICATION (RL.7.3, L.7.5, L.7.5.a): Students will find examples of

personification in the stories they have read, recording them in their journal or on a

class spreadsheet, and discussing how this additional "character” plays a role in the

story.

8. SURVIVAL KIT PROJECT

Option 1: (RL.7.2, RI.7.2, RI.7.1, RI.7.3): Students will analyze the development

of characters and themes in nonfiction/fiction texts about survival: o Find current nonfiction articles on line related to survival skills o Create a “Survival Kit”—a creative container to hold items that

symbolize the survival skills they researched o Write one paragraph for each symbol explaining how it symbolizes

the survival trait.

Option 2: (W.7.3, W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e, L.7.5, L.7.5.a,

L.7.5.b, L.7.5.c): Write a survival-in-the-wild story using figurative language

and exploiting nuances in word meaning for effect.



Option 3: (SL.7.1) Before reading The Diary of Anne Frank, bring in an old

suitcase and have students list what items they would take with them and

explain why it is important to them.

9. SURVIVAL (RL.7.3, SL.7.1): Students will compare and contrast characters from the

various novels read, generalizing about the types of character qualities that enable

a person (or animal) to survive in the wild. After class discussion, students will create

a two- or three-circle Venn diagram or summarize their thoughts in their journal or on

the classroom blog to see how similar and different each student’s thoughts are

from those of their classmates. Students will then find a song that represents survival

and/or perseverance and be able to articulate how it symbolizes those traits.

9. CONTEXTUAL MEANING (RI.7.4, L.7.4.a, L.7.4.c, L.7.4.d): Explicitly explain the different

types of context clues

(http://www.readwritethink.org/files/resources/lesson_images/lesson1089/types_con

text_clues.pdf) and provide examples of sentences using each kind. Students will

Write sentences for class vocabulary that use the different kinds of context

clues

Use context when reading to define unknown words

Use the dictionary to verify students’ predicted meanings derived from

context clues

10. WHICH MEDIUM IS BETTER? (RI.7.7): Students will create a Venn diagram to

compare and contrast a media version (audio, video, or multimedia) of an

informational text. In groups of three, students will produce a talk show for the class.

One student will be the host, one will be in favor of the media version, and one will

be in favor of the text. The “host” will interview these two authorities. Another

option is to split the class in two and have a debate about which more effective as

a way of presenting information—the printed text or the audio, video or multimedia

portrayal.

11. FACT OR FICTION (RL.7.9, SL.7.1): Students will compare and contrast characters

from the various novels and biographies read answering the following questions:

What similarities exist between fictional characters and real people? Can you

generalize about the types of experiences that build perseverance? What destroys

perseverance? After class discussion, students will create a Venn that outlines the

potentially positive and negative experiences.

12. THE TIME OF YOUR LIFE (RL.7.3): As students read one of the novels or biographies

about people or characters with perseverance, they will take notes in a journal or

on a shared online document about how the individuals are affected by the time

period and environment in which they lived, making sure to note page numbers

with relevant information so they can go back and cite the text during class

discussion. Students should address the following questions:

During what historical time period does the novel/biography take place?

Where did the person or character live, and why?

What was that individual’s historical context?

What role, if any, does the person or character’s family play in his/her outlook

on life?



What obstacle(s) does the individual overcome? How?

13. SURVIVAL QUOTES (RL.7.1, RL.7.3): Students will research quotes that represent

survival and/or perseverance shown by a literary character. Students will need to

articulate the quote to the class and be able to explain how it represents the

characters.

14. A PICTURE’S WORTH A THOUSAND WORDS (SL.7.2): While studying the Diary of Anne

Frank or The Boy in the Striped Pajamas, students will find a photograph that

represents the story and be able to explain its significance.

WRITING STRATEGY FOCUS 1. WRITER’S WORKSHOP (W.7.4, W.7.5, W.7.6, L.7.1, L.7.2 ): Using a writer’s workshop





2. EXTERNAL CONFLICT (RI.7.1, RI.7.3, W.7.9.a, W.7.9.b, , RL.7.1, RI.7.8, L.7.1, L.7.2.a,

L.7.2.b): Based on the texts read and discussed in class, students will write an

informative/explanatory essay in response to the essential question: How does our

reaction to external conflict affect us? Cite at least three specific details from texts

read. Work the essay through all stages of the writing process. Optional: Students

will upload their essays to the classroom blog and consider posting their thoughts on

a class wiki about survival in the wilderness.

3. BALLAD (W.7.3, W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e): Students will write a

Ballad about 7th grade survival in the style of “The Cremation of Sam McGee”

Students could create a ballad on their own or each student could contribute a

verse to create an epic class ballad.

4. PEOPLE WHO PERSEVERE (RL .7.4, RI.7.1, RI.7.2, RI.7.3, W.7.2, W.7.4, W.7.5, W.7.6, W.7.7,

W.7.8, W.7.9, W.7.10, SL.7.2, SL.7.6): Students will conduct short research on a person

of interest who demonstrated perseverance and failed before they succeeded,

such as Martin Luther King Jr., Geronimo, or Michael Jordan. Write a description of

this person in 3rd person citing evidence from several sources and editing the work

for grammar and spelling. Next, write a one minute speech or bio-poem in 1st person

covering what the person is known for, how they failed and what they did to

overcome the failure. Students will present their final product in front of the class.

5. WILDERNESS SURVIVAL (W.7.3, W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e, W.7.4, W.7.5,

L.7.1, L.7.2.a, L.7.2.b, L.7.3.a): Students will write their own survival-in-the-wilderness

narrative, incorporating words, techniques, and styles from the novels read and

discussed in class, working with peers to strengthen writing in order to publish it on

the class web page. Students will edit their writing for the grammar conventions

studied so far this year before uploading it as a blog, podcast, movie, or other

multimedia format of choice.



6. PROSE AND POETRY (RL.7.5, W.7.1, W.7.9.a, L.7.1.a, L.7.1.b, L.7.2.a, L.7.2.b): Students

will compare the prose and poetry of Gary Soto, addressing the question, “How do

the form, diction, and imagery in 'Oranges' compare to the form, diction, and

imagery in ‘Jesse’?” Students will write their initial ideas in a journal and then share

them with a partner. Students will then revise their writing to include additional ideas

based on their discussion, if desired, and write a well-developed literary analysis

argument, citing at least three specific examples from two different texts read.

Students will edit their writing for sentence variety and spelling. Optional: Upload

student papers to the classroom blog.

7. SURVIVAL AT SEA (RI.7.7, W.7.3, W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e, SL.7.2,

SL.7.4, SL.7.5,): After Reading Winslow Homer: America’s Greatest Painter,” PH, p.

586 students will study the works by Géricault and Homer. These works are

considered to be classic images of man’s survival at sea. Students will study the

works separately, beginning with the Géricault. Note the many ways in which the

artist emphasized the high drama of the situation (e.g., the dramatic surf and sky,

billowing sail, imposing wave). Observe that half of the men are reaching toward a

barely visible ship on the horizon, while the rest slip slowly into the surf. Then turn to

the Homer and identify similarities with the Géricault (e.g., the coming boat). Which

work do you think documents a real event? Listen to the story of the Medusa

shipwreck. After, student will write a short story describing the events that they

imagine either led to or came after the scene in Homer’s work.

8. MY PERSONAL STRUGGLES (W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e, W.7.4, W.7.5):

Students will Identify external factors in their lives that they struggle with daily such as

school rules, bullies, and over commitments and write a narrative of how they or a

fictional character confronts these factors. Within the narrative they are to

incorporate research that supports evidence that this is a problem faced by teens

and solutions that will help students cope with the issue. Examples can be found in

most magazine articles.

LANGUAGE STRATEGY FOCUS 1. WORD WALL (L.7.4): As a class, create a word wall or personal dictionary that

includes key literary terms important to the unit.

2. PERSONAL DICTIONARY (L.7.4, L.7.4.b): Where do words come from? How does

knowing their origin help us not only to spell the words, but also to understand their

meanings? Students will keep a personal dictionary, adding words found, learned,

and used throughout this unit to their personal dictionary, including synonyms for

perseverance (e.g., determination, constancy, relentlessness, obstinacy, tenacity,

steadfastness, stalwartness, drive, willpower, etc.). Concentrate on suffixes, and the

difference between connotation and denotation.

3. DESCRIPTIVE WRITING (L.7.2.a): Students will practice using coordinate adjectives to

for improved writing, and practice proofreading and correcting text that includes

incorrect punctuation of coordinate adjectives and other common mistakes.



5. SENTENCE COMBINING (L.7.1.b): Students will practice combining sentences using

simple, compound, complex and compound complex sentences to signal differing

relationships among ideas. Students need to be able to identify simple, compound,

complex, compound complex sentences. (Review from Unit 2)

6. WRITING/REVISION FOCUS (L.7.1.c): Students will read and correct writing for

misplaced and dangling modifiers as well as explain how to identify misused

modifiers and how to correct them.

7. ANALOGIES (L.7.5.b): Students will practice solving analogies by understanding the

common types of bridges (word relationship types).


Throughout the school year, students will collect new words and phrases either on

index cards or in a student created dictionary. For each word or phrase, students

will do the following:




phrase.








SBAC ASSESSMENT PREPARATION Narrating History: (RI.7.9, W.7.1.a, W.7.1.b, W.7.2.d,

W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e, W.7.4, W.7.5, W.7.8, W.7.9, L.7.1, L.7.2, L.7.3,

L.7.6)

Students will:

1. Read and analyze literary text and audiovisual sources about real historical events.

2. Compare and contrast examples of historical fiction about the same historical event.

3. Gather and organize information from sources and integrate the information into

their own narrative writing.

4. Plan, write, and revise a full work of historical fiction narrative demonstrating

a strong, accurate historical point of view, with dialogue and descriptive details

of historical setting, events, facts, and characters

effective organization within and between paragraphs to establish a situation,

introduce the narrator, naturally unfold the sequence of events, and provide

closure

adherence to conventions and rules of grammar, usage, and mechanics

control of language for purpose and audience





Part I (approx. 30 minutes):

Students will read/watch the following, taking notes on important points to write a

constructed response (short answer):

Media:

Read: “What is Historical Fiction?” http://historicalnovelsociety.org/guides/defining-the-

genre/defining-the-genre-what-are-the-rules-for-historical-fiction/

Watch: Deborah Hopkinson interview about writing historical fiction:

http://www.readingrockets.org/books/interviews/hopkinson/

Constructed Response:

Use your remaining time to answer the questions below. Your answers to these questions

will be scored. Also, they will help you think about the sources you’ve read and viewed,

which should help you write your narrative. You may go back and review the articles

and media presented as well as refer to your notes to help you answer the question:

1. What elements of historical fiction are mentioned in both the article, “What is

Historical Fiction?” and the video interview with author Deborah Hopkinson. Use details

from the article and the video to support your answer.

Part 2 (approx. 70 minutes)

You have 70 minutes to plan, draft, and revise your narrative. You may refer to the

sources and the answers you wrote to the questions in part 1, but you cannot change

those answers.

Your Assignment

Write a historical narrative using what you learned from the reading done in this class

and your world civilization class (teacher will need to coordinate with social studies

teacher for specific historical information taught, as well as remind students what

historical texts were read for this class). Your story may take place during the same time

periods or in the same places as the sources, but do not use the same characters,

exact settings, or specific situations from the sources. When writing your story, be sure to

include strong descriptive details, an identifiable historical setting, and believable

characters.

Use the following planning guide to make sure you get started quickly and keep your

story short enough to finish in one hour.

Planning Guide:

I. Setting : The time and place should be real since you are writing historical fiction.

II. Main character: Focus your narrative on one main character since you have just an

hour to complete it. The character can be real or imaginary, but you should include

details that make it seem like the person is really in the time and place you chose for

your setting.

III. Plot:

a. Problem: What is the problem your character will be trying to solve?

http://historicalnovelsociety.org/guides/defining-the-genre/defining-the-genre-what-are-the-rules-for-historical-fiction/

http://historicalnovelsociety.org/guides/defining-the-genre/defining-the-genre-what-are-the-rules-for-historical-fiction/

http://www.readingrockets.org/books/interviews/hopkinson/



b. Events: What is happening as your story begins? How will your story end?

What happens to move your story from the beginning to its ending?

Use narrative rubric to score



Grade Seven Unit 4, Quarter 4

Beyond Boundaries

Life imitates art far more than art imitates life. --Oscar Wilde

OVERVIEW During the fourth quarter, students will draw on the skills practiced during the

school year to engage in a variety of literary explorations through reading and

writing.

ENDURING UNDERSTANDINGS Reading and writing expands imagination and encourages innovation.

Writers create worlds where the unknown can be explored.

Literature is a reflection of the society in which we live.

SUGGESTED ESSENTIAL QUESTION How important are creativity and imagination?

GUIDING QUESTIONS How does literature expand imagination and encourage innovation?

In what ways can writers create worlds where the unknown can be explored?

How does exploration impact society?

In what ways does literature explore the possibilities of imagination and shape

tomorrow’s realities?

In what way is literature (fiction and nonfiction) a reflection of our society?

STUDENTS WILL KNOW AND UNDERSTAND THE FOLLOWING TERMS: * indicates concept previously introduced in earlier grades Reading Vocabulary:

analysis*

character*

narrator*

plot/plot

elements*

point of view*

rhyme*

setting*

stanza*

structure

verse

theme or central

idea*

Writing Vocabulary:

plan*

edit*

revise*

summary/

summarize*

Language Vocabulary:

alliteration*

analogy

antonym*

connotation *

denotation*

synonym*

STUDENTS WILL BE ABLE TO:

Reading: Literature


RL.7.1 Cite several pieces of textual evidence to support analysis of what the text




RL.7.2

Determine a theme or central idea of a text and analyze its development




Craft and Structure





RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)






staged, or multimedia version, analyzing the effects of techniques unique to


film).




scaffolding as needed at the high end of the range. (Suggested Lexile

Range: 955-1155.)

Writing








addressed.

2. W.7.6 Use technology, including the Internet, to produce and publish writing and









alter history”).




claims”).



Range of Writing W.7.10 Write routinely over extended time frames (time for research, reflection, and




Language














in context.

L.7.5.b Use the relationship between particular words (e.g., synonym/antonym,

analogy) to better understand each of the words.



condescending).











Spelling and Vocabulary(2006), Houghton Mifflin




need to use all of them in this unit. These texts, however, should not be used in any

other unit. Therefore, students who transfer to other schools within the district will not

read the same anchor texts more than once, giving them a richer literary experience.

“The Monsters are Due on Maple Street,” (drama) PH, p. 696

“All Summer in a Day,” (short story) PH, p. 288

“Zoo,” (short story) PH, p. 418

“Justin Lebo,” (non-fiction) PH, p. 346

“The Far Side,” (cartoon) PH, p. 710

“The Power of Magical Thinking” by Shirley Wang (Wall Street Journal Article)

http://online.wsj.com/article/SB10001424052748703344704574610002061841322.ht

ml


desired.


The Boy in the Striped Pajamas by John Boyne (1080 Lexile, also listed in Unit 3)

City of Ember by Jeanne DuPrau (680 Lexile, also listed in Unit 2)

Stargirl, by Jerry Spinelli (590 Lexile)

Wonder by R.J. Palacio (790 Lexile)

Short Stories

“The Third Level” PH p. 50

“Rip Van Winkle,” PH p. 144

“Lather and Nothing Else,” PH, p. 491

“The Third Wish,” PH, p. 199

Historical Fiction

“from The Midwife’s Apprentice,” PH, p. 181

Poems

“Father William,” PH, p. 400

“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out,” PH, p. 405

“The Hippopotamus,” PH, p. 420

“The Caterpillar,” PH, p. 421

“The Blind Men and the Elephant,” PH, p. 422

“The Cremation of Same McGee,” PH, p. 736 (also see other multimedia

versions)

“Feelings About Words,” PH, p. 776

“Onomatopoeia,” PH, p. 783

“Aunt Leaf,” PH, p. 791

“Fog,” PH p. 792

“Life,” PH p. 793

“Loo-Wit,” PH, p. 794

“Abraham, Martin, and John,” PH, p. 773

“The Charge of the Light Brigade,” PH, p. 230

http://online.wsj.com/article/SB10001424052748703344704574610002061841322.html

http://online.wsj.com/article/SB10001424052748703344704574610002061841322.html



Nonfiction

“No Gumption,” PH, p. 566 (autobiography)

“Rattlesnake Hunt,” PH, p. 607

“Was Tarzan a Three-Bandage Man?” PH, p. 88

“From Golden Girls: The 1998 U.S. Women’s Hockey Team,” PH, p. 178

“The Night the Bed Fell,” PH, p. 279

“Tenochtitlan,” PH, p. 623

DIGITAL CONTENT

Media

“The Charge of the Light Brigade”

o view pure: ttp://viewpure.com/OzpW3u8XR6s

and from The Blind Side: http://viewpure.com/kaKzps4O1aU)

“Jabberwocky” (Teacher Tube:

http://teachertube.com/viewVideo.php?video_id=197287&title=Jabberwocky_r

eading and Alice in Wonderland/Johnny Depp:

http://teachertube.com/viewVideo.php?video_id=197284&title=Jabberwocky_J

ohnny_Depp)

Fables

Aesop’s Fables: http://aesopfables.com/

Poetry

“Do Not Go Gentle Into That Good Night,” by Dylan Thomas:

http://www.bigeye.com/donotgo.htm

“Sonnet 130: by William Shakespeare:

http://www.shakespeare-online.com/sonnets/130.html

“Totally Like Whatever, You Know?” by Taylor Mali (Written and Video):

http://entersection.com/posts/717-taylor-mali-on-totally-like-whatever-you-know

SUGGESTED ACTIVITIES AND ASSESSMENTS (The focus standards for this unit are in bold.)

INTRODUCTORY ACTIVITY

1. STORY MAP (RL.7.1, RL.7.2, RL.7.6, RL.7.10): As students read the a short story or other

text from this unit, they will create a story map about the story’s genre, setting, and

characters, being sure to note page numbers with relevant information or mark the

text with sticky notes so they can cite the text during class discussion. Prior to class

discussion, teachers may give students the opportunity to share your notes with a

partner. (This activity can be repeated using a novel.) Questions to answer include

the following:

What is the setting?

Who are the major characters?

Who are the minor characters?

Describe the differing points of view (perspectives of each of the characters. What are the problems faced by the characters? How are the problems

resolved? What is the central idea or theme of the story (i.e., good vs. evil)?

http://viewpure.com/kaKzps4O1aU

http://teachertube.com/viewVideo.php?video_id=197287&title=Jabberwocky_reading

http://teachertube.com/viewVideo.php?video_id=197287&title=Jabberwocky_reading

http://teachertube.com/viewVideo.php?video_id=197284&title=Jabberwocky_Johnny_Depp

http://teachertube.com/viewVideo.php?video_id=197284&title=Jabberwocky_Johnny_Depp

http://aesopfables.com/

http://www.bigeye.com/donotgo.htm

http://www.shakespeare-online.com/sonnets/130.html

http://entersection.com/posts/717-taylor-mali-on-totally-like-whatever-you-know



READING STRATEGY FOCUS

1. CREATIVE LEARNING THROUGH FABLES (RL.7.2): After reading The Boy in the

Striped Pajamas, students read selected Aesop’s Fables. How are the works

similar? How are they different? Discuss why fables are useful in helping people

learn lessons. Are fables still an effective medium for teaching people?

2. VOCABULARY DICTIONARY (RL.7.4, L.7.4): Prior to reading and during reading,

students 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. They notate these meaning in a learning

journal or vocabulary dictionary they can refer to throughout the unit.

3. SCHOOL ISSUES (RL.7.2): Before reading “Justin Lebo,” arrange students in groups

of three or four. Students will then brainstorm specific problems in the school or

community that young people might be able to solve, such as not enough

money in the school budget to buy new band uniforms or trash or graffiti

cluttering the school grounds. Next, students will select three ideas and write one

idea on a slip of paper. Each group will randomly draw a problem from the pile

and will discuss and list creative actions that could be taken to solve the

problem found on their paper. Groups will share their problem and solution list for

the class.

4. DOODLE IMAGES (RL.7.2, RL.7.3): Students will doodle images while reading a

story that reflects the elements of the short story. They will then work in a small

group to construct a graphic of their story. They will present the graphic to the

class being able to explain why they chose the graphic images. See “Doodle

Splash: Using Graphics to Discuss Literature “at www.ReadWriteThink.org for the

complete lesson plan on this activity.

5. TECHNIQUES: DO THEY ENHANCE OR DETRACT? (RL.7.5, RL.7.7): Students will

read one or more poetry selections and listen to/view how the

audio/video/multimedia version. Students will then compare and contrast the

versions by analyzing the techniques used (lighting, sound, color, or effects).

Suggested Works: “The Charge of the Light Brigade”, “Abraham, Martin, and

John”, “Jabberwocky”

6. MONSTERS, MONSTERS, MONSTERS (RL.7.7): After reading “The Monsters Are Due

on Maple Street” (PH 695), students will view the Twilight Zone version from You

Tube. There are two different versions, the original Twilight Zone series and one

from 2002-2003. Have students watch both versions and compare and contrast

them to the written version citing specific examples on a Venn diagram.

7. PICTURE THIS (RL.7.2): Before, during and after reading “All Summer in a Day”

students will refer to the picture on p. 292 of PH. Students will answer the

questions:

How does the painting reflect the mood and actions of the children playing

in the sunlight? How so? Cite specific evidence to support your answer.

Based on the story, what title would you choose for this painting? Why?

https://mail.meridianschools.org/owa/redir.aspx?C=013d818de93844db8fdb1a704eb48524&URL=http%3a%2f%2fwww.readwritethink.org%2f



8. DETERMINE MEANING AND ANALYSIS (RL.7.4, RL.7.5, L.7.5, L.7.5.a, L.7.5.c): Students

will read a poem and deconstruct it using an analysis worksheet/guide,

extracting meaning from the various stanza building up to the poem as a whole.

Students will explore the following:

What elements are being utilized (rhyme, alliteration, repetition, assonance,

etc.) and how are they contributing to the meaning of the work?

How might certain figures of speech be interpreted?

Distinguish between the connotation and denotation of individual words and

explain how this contributes to the meaning of the work.

How does this form enhance the poem and lend to meaning? Suggested

works: “Do Not Go Gentle Into That Good Night” by Dylan Thomas

(Villanelle), “Sonnet 130” by William Shakespeare (Sonnet), “Totally Like

Whatever, You Know?” by Taylor Mali (Free Verse), “Fog” by Carl Sandburg

(Free Verse)

Writing Strategy Focus

1. WRITER’S WORKSHOP (W.7.4, W.7.5, W.7.6, L.7.1, L.7.2): Using a writer’s workshop





2. WRITING PORTFOLIO (W.7.4, W.7.5): Students review and organize their writing

portfolio adding additional pieces as assigned. Students complete a personal

reflection on the writing portfolio addressing these questions: How does your

portfolio you’re your growth as a writer? What is your most well-written piece of

writing and why? What was the most challenging piece to write and why? What in

your writing still needs work? Why? What are your future goals as a writer?

Suggested requirements for the writing portfolio include a sonnet, free verse poem,

image poem, descriptive vignette, short story, editorial, letter to editor (or someone

else), informational essay, newspaper article, personal narrative, book/movie review

and personal reflection.

3. TWO VOICE POEM (W.7.2, W.7.4, W.7.5, SL.7.6): Students write a two-voice about the

events in the novel showing Bruno’s and Shmuel’s point of view regarding the events

in the novel (The Boy in the Striped Pajamas) or showing Leo and Stargirl’s or Stargirl

and Susan’s point of view.

4. ODE (W.7.2, W.7.4, W.7.5, W.7.6, SL.7.4): Students write an ode or other kind of poem

(such as a sonnet or haiku) celebrating that person or thing i.e., Ode to the Lunch

Lady, Ode to Reese’s Peanut Butter Cups, Ode to My Vice Principal, etc.). Students

share their odes by posting/sharing them around the building or in other public

spaces/media, such as the student announcements. After publishing their poem,

students write a reflection on how it feels to make their imagination public.



5. FOUND POETRY (W.7.4, and W.7.2 or W.7.3 depending on end result): Students write

a found poem using words from texts read in class.

6. STORIES WORTH RETELLING (W.7.3.a, W.7.3.b, W.7.3.c, W.7.3.d, W.7.3.e, W.7.4, W.7.5,

W.7.6, L.7.1, L.7.2, L.7.3.): After reading “The Night the Bed Fell,” students will

brainstorm ideas for stories shared around the dinner table or at gatherings. Students

will write these stories in a narrative format. Students will then share their stories in

small groups. Each group will select one representative story to share with a larger

audience. Students may share their narratives verbally, or they may create a visual

composition for later presentation (for example, a filmed dramatic reenactment).

7. SETTING THE MOOD THROUGH A VIGNETTE (W.7.3.d): Given a picture, students write

a vignette (descriptive episode or account) using words and phrases that

accurately represents the mood of the picture.

8. AGAINST THE TIDE (W.7.2, W.7.2.a, W.7.2.b, W.7.2.c, W.7.2.d, W.7.2.e, W.7.2.f, W.7.9,

L.7.1, L.7.2, L.7.3): After reading “All Summer in a Day,” students will read non-fiction

articles about bullying (draw from resources above, if needed). Students will create

a graphic organizer listing characteristics of bullying and corresponding events from

the story. Students will then write a brief essay focusing on how the story portrays

bullying among school children. Evidence must be presented to support their claims.

Essays should be revised for clarity and proofread by peers.

9. THE FRIENDLY LETTER (W.7.4, W.7.5, W.7.6, L.7.1, L.7.2, L.7.3): One’s guilt can be from

one’s actions, or one’s failure to act. After reading “All Summer in a Day,” students

will write a friendly letter (or email) to Margot (or a person they know has been

bullied) explaining what they would do differently to help the person in the future,

how their actions could impact the recipient, and offer suggestions on how to

better handle the situation.

10. EDITORIAL (W.7.1, W.7.4, W.7.5, W.7.6): Students write an editorial addressing the

question to what extent is imagination/creativity important in today’s society OR to

what extent should we value creativity in our schools?

11. COPY CHANGE (W.7.4, W.7.5): Students complete a copy change of a selected

work or section of the work to practice developing writing style.

LANGUAGE ACTIVITIES

1. ANALOGIES (L.7.5.b): Students will practice solving analogies by understanding

the common types of bridges (word relationship types).



2. REVISION STYLE (L.7.1.a, L.7.1.b, L.7.1.c, W.7.5): Students choose specific sections

of writing to revise focusing on using a variety of sentence experimenting with

the placement of specific clauses and phrases. How does the meaning of a

sentence change when it starts with a clause or phrase, when the clause or

phrase is embedded in the middle of a sentence, or when the clause or phrase

comes at the end of a sentence?


Throughout the school year, students will collect new words and phrases either

on index cards or in a student created dictionary. For each word or phrase,

students will do the following:




phrase.












COMMON CORE STATE STANDARDS GRADE 7

Click on the links to return to the Sample Activities and Assessments for that unit.

I—Introductory Activity, RL—Reading Literature, RI—Reading Informational, W—Writing,

SL—Speaking and Listening, L—Language, SBAC—SBAC Assessment Prep.

Unit 1: 1-I, 1-RL, 1-RI, 1-W, 1-SL, 1-L, 1-SBAC Unit 2: 2-I, 2-RL, 2-RI, 2-W, 2-SL, 2-L, 2-SBAC

Unit 3: 3-I, 3-RL, 3-RI, 3-W, 3-L, 3-SBAC Unit 4: 4-I, 4-RL, 4-RI, 4-W, 4-L

Reading: Literature


RL.7.1 Cite several pieces of textual evidence to support analysis of what the text






Craft and Structure





RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet)






staged, or multimedia version, analyzing the effects of techniques unique to


film).

RL.7.8 (Not applicable to literature)

RL.7.9 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.


1. RL.7.10 By the end of the year, read and comprehend literature, including stories,


scaffolding as needed at the high end of the range. (Lexile 970-1120)





RI.7.2 Determine two or more central ideas in a text and analyze their development











ideas or events).

Craft and Structure

RI.7.4 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.

RI.7.5 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.

RI.7.6 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.


RI.7.7 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).

RI.7.8 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.

RI.7.9 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.




the high end of the range. (Lexile 970-1120)

Writing

Text Types and Purposes

W.7.1 Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.a Introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.

W.7.1.b Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic

or text.

W.7.1.c Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), reasons, and evidence.

W.7.1.d Establish and maintain a formal style.

W.7.1.e Provide a concluding statement or section that follows from and supports the

argument presented.








W.7.2

Write informative/explanatory texts to examine a topic and convey ideas,



W.7.2.a

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.

W.7.2.b

Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples.

W.7.2.c Use appropriate transitions to create cohesion and clarify the relationships

among ideas and concepts.

W.7.2.d Use precise language and domain-specific vocabulary to inform about or

explain the topic.

W.7.2.e Establish and maintain a formal style.

W.7.2.f Provide a concluding statement or section that follows from and supports the

information or explanation presented.

W.7.3 Write narratives to develop real or imagined experiences or events using

effective technique, relevant descriptive details, and well-structured event

sequences.

W.7.3.a 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.

W.7.3.b Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters

W.7.3.c Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

W.7.3.d Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events.

W.7.3.e Provide a conclusion that follows from and reflects on the narrated

experiences or events.








addressed.
























alter history”).




claims”).

Range of Writing W.7.10 Write routinely over extended time frames (time for research, reflection, and

























SL.7.2. 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.

SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the

soundness of the reasoning and the relevance and sufficiency of the

evidence.


SL.7.4 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.





Language




L.7.1.a Explain the function of phrases and clauses in general and their function in

specific sentences.

L.7.1.b Choose among simple, compound, complex, and compound-complex

sentences to signal differing relationships among ideas.

L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting

misplaced and dangling modifiers.*










and eliminating wordiness and redundancy.*














phrase.


the meaning of a word (e.g., belligerent, bellicose, rebel).









in context.

L.7.5.b Use the relationship between particular words (e.g., synonym/antonym,

analogy) to better understand each of the words.



condescending).




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English 7 Curriculum - West Ada School District · 2 ©West Ada School District, updated Sept. 2015...

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