bcs- written in bone '20

Bartlett City Schools 7th Grade Quarter 1

Grade 7 Written in Bone 9 Weeks Unit Overview • During this quarter, students will read literary and informational texts about the stories of our past to understand how different texts offer unique historical perspectives and how authors

sometimes alter details of history to serve a purpose. Students express their understanding by corroborating details of the past, deciphering an author’s purpose, and writing their own fictionalized version of a historical account.

Essential Questions: • How do different literary and informational texts offer unique historical perspectives of the same event? • What is an author’s purpose for altering details from history to develop a fictionalized account of the past? Anchor Text Qualitative Analysis of Anchor Text • Written in Bone: Buried Lives of Jamestown and

Colonial Maryland by Sally Walker, 1140L Anchor Text Complexity Analysis-

• Purpose: Slightly Complex • Text Structure: Slightly Complex • Language Features: Exceedingly Complex • Knowledge Demands: Very Complex

The qualitative measures and reader and task considerations suggest that the text is best placed in the 6th-8th grade band text complexity level. The purpose of the informational text is clear to the reader. With clear headings, detailed maps, photographs and captions, the text structure is easily accessible. Due to the subject of anthropology, tier three vocabulary is present throughout the text. Context clues help with defining words, but students may still struggle with understanding unfamiliar words and phrases. Having prior knowledge about anthropology and colonial times would be helpful for students but aren’t necessary for comprehension.

Related Texts Informational • “Jamestown: 1607, The First Months” from Discourse on the Plantation of the Southern Colony in Virginia by the English, 1606 by Master George Percy https://tinyurl.com/z9odyoz Literary • “Indian” (poem) by Rosemary and Stephen Vincent Benet https://teachingidentitycara.weebly.com/poem-3.html • “Ode to the Virginian Voyage” (poem) by Michael Drayton (included in student materials) • “Pocahontas” (poem) by William Makepeace Thackeray https://www.poemhunter.com/poem/pocahontas-3/ • Blood on the River: Jamestown, 1607 by Elisa Carbone

Nonprint • Finding Remains (video) by Smithsonian’s National Museum of Natural History https://www.youtube.com/watch?v=T9V_6HKHZTM • 30,000 Skeletons (video) by Smithsonian Education https://www.youtube.com/watch?v=B8tjcwMMMyI • Written in Bone Online Exhibition (interactive website) by Smithsonian National Museum of Natural History https://anthropology.si.edu/writteninbone/ • Written in Bone: Life and Death in Colonial Chesapeake (video) by Smithsonian Education https://www.youtube.com/watch?v=So6L3s1tc2E

End-of-Unit Assessment: Read the following excerpt from Written in Bone by Sally Walker:

The idea that forensic anthropologists explore bones to tell the stories of the past is developed throughout Written in Bone. What is another central idea of the text? How are both ideas developed over the course of the text?

To answer these questions: • Determine another central idea of the text. • Examine Written in Bone to determine how each central idea is developed. • Locate evidence to support how each central idea developed.

Write an essay with logical reasoning and relevant evidence. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of textual evidence, including direct quotations and parenthetical citations.


Grade Level Standards Addressed: Reading: Literary 7.RL.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases. 7.RL.CS.5 Analyze the form or structure of a story, poem, or drama, considering how text form or structure contributes to its theme and meaning. 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed. Reading: Informational 7.RI.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RI.KID.3 Analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning

and tone, including allusions to other texts and repetition of words and phrases. 7.RI.CS.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. 7.RI.CS.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. 7.RI.IKI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject. 7.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient to support the claims. 7.RI.IKI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing an alternate explanation of events. 7.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed. Language 7.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. A. When reading or listening, explain the function of phrases and clauses with effectively-placed modifiers. B. When writing or speaking, produce simple, compound, and complex sentences with effectively-placed modifiers. 7.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading or writing, explain the function of commas to separate

coordinate adjectives and use them correctly to do so. 7.L.KL.3 When writing and speaking, choose precise language to express ideas concisely. 7.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 7th grade-level text by choosing flexibly from a range of strategies. A. Use context as a clue to the meaning of a word or a phrase. B. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. C. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. D. Use etymological patterns in spelling as clues to the meaning of a word or phrase. 7.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively. 7.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking and Listening 7.SL.CC.1 Prepare for collaborative discussions on 7th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas

clearly. 7.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify claims and findings and to emphasize major points. Writing 7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.


A. Introduce claim(s). B. Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s). C. Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons. D. Use credible sources and demonstrate an understanding of the topic or source material. E. Craft an effective and relevant conclusion that supports the argument presented. F. Use precise language and content-specific vocabulary. G. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. H. Use varied sentence structure to enhance meaning and reader interest. I. Establish and maintain a formal style.

7.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. B. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension. C. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. D. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material. E. Craft an effective and relevant conclusion. F. Include formatting, graphics, and multimedia when appropriate. G. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. H. Use precise language and domain-specific vocabulary. I. Use varied sentence structure to enhance meaning and reader interest. J. Establish and maintain a formal style. 7.W.PDW.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.) 7.W.PDW.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.) 7.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. All screencasts and teacher notes can be found at the following link: https://tinyurl.com/LearnzillionResources


Week 1

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.5, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.8, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.RW.10

Lesson 1 Instructional Plan

Text(s): Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

Student Learning Target: o I can determine the meaning of unknown and multi-meaning words in a text. 7.RI.CS.4 o I can explain the gist of the topic for Written in Bone. 7.RI.KID.2

Determine the meaning of unknown and multiple meaning words L1PPT

o Students will: o Work with a partner to review the Roots and Affixes handout to identify word parts found in “forensic anthropology”. o Add forensic and anthropology to vocabulary chart, analyzing the word in different contexts. o Discuss the meaning of the phrase based on the definition of the word parts; share and generate a class definition. o Complete the semantic map based on the partner and class ideas about forensic anthropology. o Discuss projected question (see teacher notes for guiding questions and prompts). o Listen and follow along as the teacher reads aloud the first two paragraphs of Chapter 1; discuss why the author uses the

word “grave” in the title. o Write entry in reading log (see slideshow for details). o An exemplar response: One specific area of science is called forensic anthropology. This area of science involves studying

the skeletal remains of people in order to determine information about the people’s life and death. In Written in Bone, scientists uncover the graves of people from colonial Jamestown and Maryland. The scientists study the bones and use information from the historical record to “write” a story about the people whose remains they found.

Diverse Learners Support Greek and Latin Roots blank Greek and Latin Roots complete Teacher Notes L1 TWR Teacher Notes TWR Guided Practice


TWR Sentence Fragment Independent Practice



Student Learning Targets: • I can determine the meaning of unknown words. 7.RI.CS.4 • I can identify conclusions and evaluate supporting textual evidence. 7.RI.IKI.8 Identifying conclusions and evaluating evidence. L2PPT • Students will:

o Describe or explain their newest vocabulary words (forensic and anthropology) using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.)

o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework

o Use context clues and prior knowledge to compose definitions of unknown words in Written in Bone (see list in teacher resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Listen and follow along as teacher reads the beginning of chapter 1 aloud (see teacher notes for think aloud guidance). o Discuss “excavated” and add to Roots and Affixes handout. o Continue active listening as teacher continues reading text aloud. o Review how to complete sections of the Conclusion/Evidence graphic organizer. o Finish reading Chapter 1 with a partner. Identify conclusions and evidence that supports the conclusions; record the

information into the first and second column of the chart. o Turn and talk with a partner to address the question about relevant and sufficient text evidence; discuss whole group o Complete the third column of the graphic organizer individually. o Scaffold-Follow the Argument Road Strategy

Conclusions and Evidence Tracker blank Conclusions and Evidence Tracker complete Teacher Notes L2 TWR Teacher Notes TWR Scrambled Sentences




Student Learning Target: • I can analyze the structure an author uses to organize a text and develop ideas. 7.RI.CS.5 • I can demonstrate command of the conventions of capitalization and punctuation. 7.L.CSE.1

Analyzing text structure and author’s craft (See teacher notes for specific guidance with this entire lesson) L3PPT • Students will:

o Participate as teacher models the process for identifying and noting text structure with sticky notes. o Skim Chapter 1 with a partner and identify the listed text structures and how they help support the reader. Discuss whole-

group to review and answer projected discussion question. o Repeat the same process to identify the listed author’s craft moves and how they help engage the reader. Discuss whole-

group to review and answer projected discussion question. o Complete reading log entry (see slideshow for details). o Review and practice basic punctuation and capitalization rules. o Scaffold: Text structures o Scaffold-Author’s Craft resources

Scaffold: Consider these questions when teaching Author’s craft: Why do you think this author chose to write this book/story/poem/etc. at the particular time he/she wrote it? Why did the author write in the style he/she did? Why do you think the author chose the content he/she did? Who do you think influenced the author? What would the author’s writing have been like if the author had not been in contact with that person? What political, economic, religious, environmental, or gender perspectives are reflected in the author’s work? What were the societal and historical influences that motivated or inspired the author? Why did the author choose to write from the point of view that he/she did? What if the author had lived 25 years in the future? Would his/her point of view have changed? What if the author had lived in another part of the country or the world? How might his/her writing have changed? How have the author’s works influenced other authors? How did the author develop his/her voice? Has the writing of the author gained more or less popularity over time? What societal changes might have caused this change in popularity? Teacher Notes L3 TWR Sentence Types




Student Learning Targets: • I can demonstrate an understanding of a central idea of a text by writing an objective summary. 7.RI.KID.2 • I can determine the meaning of unknown words. 7.RI.CS.4 Revising sentences for precise meaning L4PPT • Students will:

o Describe or explain their newest vocabulary words from lesson 2 using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.)


o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework

o Participate as teacher models the process for revising sentences; record information in graphic organizer o Work with a partner to find 3 complex sentences from Chapter 1, chunk the sentences on index cards, and rearrange the

phrases to make the sentences more precise. Complete the Sentence Composing graphic organizer. o Complete reading log entry (see slideshow for details). o Scaffold: Skill Summary o Scaffold: How to Write a Summary o Sentence Composing organizer complete o Sentence Composing organizer blank

Teacher Notes L4 TWR Picture Quest

Week 2

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.5, 7.RL.RRTC.10 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.5, 7.RI.RRTC.10 Speaking and Listening 7.SL.CC.1 Writing 7.W.RW.10



Text(s): “Ode to the Virginian Voyage” (poem) by Michael Drayton (included in student materials)

Student Learning Targets: • I can determine the meaning of unfamiliar words in a text. 7.RL.CS.4 • I can write an objective summary of a text. 7.RL.KID.2 • I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 7.L.CSE.1 Determining the meaning of unfamiliar words in poetry L5PPT • Students will:

o Listen and follow along as the teacher reads lines 1-30 of poem aloud. Underline any unfamiliar vocabulary. o Determine the meaning of the identified vocabulary based on context clues, prior knowledge, and a dictionary. Discuss

whole-group and write definitions in the margin of the text. o Describe or explain their newest vocabulary words from previous lesson using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words in “Ode to the Virginian Voyage” (see list in

teacher resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Repeat the same process for lines 31-72. o Work with a partner to reread the entire poem and put stars next to words and phrases that create a visual of an action. Write

or draw a description of the visual in the margin of the text. o Reread the pairs’ assigned stanza, paraphrase, and record the paraphrase onto chart paper. Review the paraphrases. o Write a summary of the poem independently, using the displayed charts for support as needed. o Review sentence fragments, phrases, and subjects and predicates o Scaffold: Skill: Elements of a Poem

Teacher Notes L5



Text(s): “Ode to the Virginian Voyage” (poem) by Michael Drayton (included in student materials)

Student Learning Targets: o I can analyze how author’s specific word choice impacts the meaning of a poem. 7.RL.CS.4 o I can analyze the structure of a poem and how it contributes to the meaning. 7.RL.CS.5 o I can determine the meaning of unfamiliar words in a text. 7.L.VAU.4 o I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 7.L.CSE.1 Analyzing structure and word choice in a poem L6PPT

o Students will: o Describe or explain their newest vocabulary words from previous lesson, using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Write analogies for vocabulary words (teacher choice) o Listen as teacher models how to analyze words for the connotative and figurative meanings; record information in the

Analyzing Poetry graphic organizer (see teacher notes for guidance). o Work with a partner to identify and analyze the impact of at least five words/phrases from the poem. Record the

words/phrases into the chart, noting the connotative and figurative meaning of each. o Reread the first stanza and the last word in each line. Discuss the patterns of the lines whole-group (see teacher notes of

guiding questions). o Discuss how the author’s word choice and structure contribute to the poem’s meaning; complete reading log entry. o Practice with scrambled sentences in order to determine effective clause order in sentences. o Scaffold: Skill: Elements of a Poem

Analyzing Poems blank Analyzing Poems completed An exemplar response is: o The author’s word choices have mostly positive connotations. The rhyme scheme of the poem is ABCCAB, which gives the song a

bouncy feel and a positive connotation. The word choices and the structure contribute to the tone because they make the speaker’s attitude toward colonizing America very positive and even idealized or romanticized.

Teacher Notes L6 Section 1 Quiz Answer Key Standards Assessed: L.VAU.4, RI.IKI.8, RI.IKI.7, RI.CS.5, RI.KID.2, RI.CS.6, W.TTP.2


Lesson 3 Instructional Plan Text(s): Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

Student Learning Target: • I can determine the central idea of a text and its development. 7.RI.KID.2 • I can determine the meaning of unfamiliar words in a text.7.RI.CS.4 • I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 7.L.CSE.1 Determining the central idea of a text L7PPT • Students will:

o Describe or explain their newest vocabulary words from previous lesson using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.)

o Create synonyms and antonyms for words from previous lesson o Use context clues and prior knowledge to compose definitions of unknown words in Written in Bone (see list in teacher

resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Listen as teacher models how to analyze chapter one of the text to determine a central idea and complete the graphic

organizer; record information in the Analyzing Central Idea graphic organizer (see teacher notes for guidance). o Listen and follow along as the teacher reads chapter two of the text aloud. At the end of each section, briefly discuss the

section and jot down the main idea on a sticky note. o Work with a partner to review the sticky notes and determine what ideas or topics each note has in common. Complete the

graphic organizer to determine and analyze the central idea of the chapter. o Review and practice using subordination conjunctions effectively in context. o Scaffold: Skill: Central Idea

Diverse Learners Additional Support Analyzing Central Idea Blank Analyzing Central Idea Complete Teacher Notes L7 TWR Because But So




Student Learning Targets: o I can analyze the structure an author uses to organize sections of a text. 7.RI.CS.5 o I can analyze how major sections of a text contribute to the development of central ideas. 7.RI.KID.2 o I can determine the meaning of unfamiliar words in a text. 7.RI.CS.4

Analyzing how structure contributes to the central idea of a text L8PPT o Students will:

o Read Chapter 3 with a partner, pausing after each section to discuss the main idea and write it on a sticky note. o Describe or explain their newest vocabulary words from previous lesson using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words in Written in Bone (see list in teacher


o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Analyze root mort and prefix dis found in vocabulary words o Discuss the projected questions (see slideshow) and update the Analyzing Central Ideas graphic organizer. o Participate in whole-group discussion about chapters 2 and 3 (see teacher notes for guiding questions if necessary);

complete reading log entry. o Scaffold: Skill: Greek and Latin Roots and Affixes

o Scaffold: Skill: Central Idea

Analyzing Central Ideas blank Analyzing Central Ideas Completed Analyzing Central Ideas Completed 2 Teacher Notes L8



Student Learning Target: • I can analyze the relationships and interactions between individuals, events, and ideas in a text. 7.RI.KID.3 • I can determine the meaning of unfamiliar words in a text. 7.RI.CS.4 • I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 7.L.CSE.1 Analyzing interactions in an informational text L9PPT

• Students will: o Describe or explain their newest vocabulary words from previous lesson using their own explanations and definitions (turn


resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide

Bartlett City Schools 7th Grade Quarter 1 a definition, and students will compose their own student-friendly definition.

o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Create analogies for vocabulary words (teacher choice) o Listen as teacher models how to identify interactions in the text and the text evidence that supports the interaction; record

information in the Analyzing Interactions graphic organizer (see teacher notes for guidance). o Reread chapters 2 and 3 with a partner and identify two interactions between individuals, events, or ideas. Record the

interactions in the first column of the chart and the text evidence that supports the interaction in the second column. o Listen as teacher models thinking through how interactions in the text lead to conclusions (see teacher notes for guidance);

record information in the chart. o Work with a partner to discuss the interactions identified and record the responses in the third column of the chart; complete

reading log entry. o Review four basic sentence types and practice writing them with familiar content.

Analyzing Interactions blank Analyzing Interactions completed Teacher Notes L9 TWR Subordinating Conjunctions Teacher TWR Subordinating Conjunctions

Week 3

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.3, 7.RL.RRTC.10 Reading: Informational 7.RI.KID.1, 7.RI.KID.3, 7.RI.CS.5, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.9, 7.RI.RRTC.10 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.RW.10



Text(s): “Jamestown: 1607, The First Months” by Master George Percy https://tinyurl.com/z9odyoz Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

Student Learning Target: • I can identify claims and supporting textual evidence in two informational texts. 7.RI.IKI.8 Identifying claims and analyzing text evidence L10PPT • Students will:

o Read chapter 4 with a partner. Identify claims in the text and the evidence that supports the claims. Record the claims and text evidence on sticky notes (see teacher notes for guiding questions).

o Play a quick review game using the vocabulary words learned so far from the multiple texts (example: Pictionary, Memory, Jeopardy, Charades, Bingo, I have…Who has…)


o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Number the paragraphs of the informational text to ensure text evidence is accurately referenced. o Listen and follow along as the teacher reads the text aloud; discuss the main idea of the text excerpt whole-group. o Reread the excerpt with a partner, identify claims in the text and evidence that supports the claims. Record the claims and

text evidence on sticky notes (see teacher notes for guiding questions). Complete reading log entry. o Review four basic sentence types and practice writing them with familiar content. o Scaffold: How to trace an argument. o Scaffold: Lesson on Evaluating an Argument o Scaffold: Tracing an Argument

An exemplar response is:

o One claim that the author makes in chapter 4 of Written in Bone is that the forensic team dates the grave of the captain to 1607-1608. In the text it says, “Within the pit, settlers had buried typical seventeenth-century colonial trash: pieces of tobacco pipes, bricks, and oyster shells. Because these artifacts dated approximately to the 1630s, the team knew that anything beneath the trash pit would have to belong to an earlier time period.”(44) The author explains that because the grave of the captain is found underneath the trash, it has to be older than the 1630s. The author also explains that the position of the grave makes it so it must have been built before the fort wall. These two pieces of evidence led the scientists to estimate the captain’s death between 1607-1608. The evidence for these claims is sound and sufficient because it is aligned to the claim and it is based on the observations of expert forensic anthropologists and scientific evidence.

Additional Supports for Diverse Learners

Teacher Notes L10 TWR Subordinating Conjunctions Teacher Notes



Text(s): “Jamestown: 1607, The First Months” by Master George Percy https://tinyurl.com/z9odyoz Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

Student Learning Targets: • I can analyze how structure contributes to the development of ideas in a text. 7.RI.CS.5 • I can analyze the author’s purpose of two informational texts.7.RI.CS.6 • I can compare and contrast two texts on the same topic. 7.RI.IKI.9 • I can determine the meaning of unfamiliar words in a text. 7.RI.CS.4

Comparing and contrasting informational texts (Combines lessons 11 & 12) L12PPT • Students will:

o Listen as teacher models how to use the SOAPStone strategy to consider the different structural elements of the text excerpt; record in SOAPSTone graphic organizer (see teacher notes for guidance).

o Work with a partner to use the SOAPSTone chart (minus section P) to analyze chapter 4 of Written in Bone; record analysis. Discuss how the structure and development of ideas in the two texts are similar and different.

o Listen as teacher models how to use the SOAPStone strategy to consider the author’s purpose in the excerpt; record in SOAPSTone graphic organizer (see teacher notes for guidance).

o Work with a partner to analyze the author’s purpose in Written in Bone; record analysis. Discuss how each author distinguishes his or her position from others.

o Complete reading log entries (finish for homework if necessary). o Describe or explain their newest vocabulary words from previous lesson using their own explanations and definitions (turn



o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Find connections between different vocabulary words and categorize them, comparing similarities and differences

SOAPSTone Tracker blank SOAPStone Tracker complete Teacher Notes L11 Teacher Notes L12 Section 2 Quiz Answer Key Standards Assessed: RI.KID.3, RI.IKI.8, RI.CS.6, RI.IKI.9, W.TTP.2 TWR Appositives Teacher Notes TWR Appositives



Text(s): “Blood on the River: Jamestown, 1607 by Elisa Carbone

Student Learning Target: • I can analyze how specific elements of a story interact with and affect each other. 7.RL.KID.3 • I can use context clues and prior knowledge in order to determine the meaning of unknown words. 7.L.VAU.4 Analyzing how setting and characters interact L13PPT • Students will:

o Engage in “Dance Card”, having students share their pictures and descriptions of their vocabulary words from multiple texts with each other

o Participate in introductory discussion about Blood on the River and how each chapter begins with a quotation from a primary source. Make predictions about the excerpt for today’s lesson (see teacher notes for guidance).

o Listen and follow along as the teacher reads the text aloud. (start at the beginning of chapter 9 and pause after “and I will die here.” Focus on details related to the setting and characters and how those elements influence Samuel.

o Listen as teacher models how to annotate on different colored sticky notes (see teacher notes for guidance). o Listen and follow along as the teacher continues reading text aloud. Continue looking for details related to how setting and

characters influence Samuel. o Work with a partner to write at least one note about the setting and one note about a character on sticky notes. o Read the rest of chapter 9 aloud with a partner, look for details related to how setting and characters influence Samuel, and

write a sticky note annotation for each detail. Discuss. o Read chapter 10 for homework and complete 3 annotation sticky notes. o Review correct use of conjunctions, independent clauses, and dependent clauses, and practice writing them in context.

Teacher Notes L13 TWR Creating Appositives Teacher Notes TWR Creating Appositives



Student Learning Targets: • I can analyze how specific elements of a story interact with and affect each other. 7.RI.KID.3 • I can use context clues and prior knowledge in order to determine the meaning of unknown words. 7.L.VAU.4 Identifying text evidence to support analysis of setting and characters L14PPT • Students will:

o Read chapter 11 with a partner, look for details related to how the setting and characters in the text influence Samuel, and write a sticky note annotation for each detail. Discuss projected question.

o Turn and Talk with each other, sharing their student-friendly definitions and illustrations of words from multiple texts o Play a quick review game using the vocabulary words learned so far from the multiple texts (example: Pictionary, Memory,

Jeopardy, Charades, Bingo, I have…Who has…) o Repeat the same process for chapter 12. Complete the annotations independently if necessary.


o Read chapter 13 for homework and complete 3 annotation sticky notes. o Review correct use of conjunctions, independent clauses, and dependent clauses, and practice writing them in context.

Teacher Notes L14 TWR Sentence Combining Teacher Notes TWR Sentence Combining TWR Sentence Combining Independent



Student Learning Targets: • I can Introduce a claim. 7.W.TTP.1 • I can support claim(s) with logical reasoning and relevant, sufficient evidence. 7.W.TTP.1 • I can use context clues and prior knowledge in order to determine the meaning of unknown words 7.L.VAU.4 • I can prepare for a discussion. 7.SL.CC.1 Preparing for a class debate L15PPT • Students will:

o Review and summarize the directions for the philosophical chairs debate. o Discuss the question “Which has greater influence on Samuel in Blood on the River- the setting or the other characters?”

with the group. Refer back to the text and sticky note annotations, determine three reasons that support the claim, and write the claim and reasons in the debate preparation handout.

o Assess the claim using the SODA strategy (see slideshow) and make revisions to the claim based on the evaluation. o Split the group into three smaller groups and decide with reason to assign each one. Work in the smaller groups to locate

text evidence to support the assigned reason and explain how that evidence supports the reason and claim. Complete chart. o Share the evidence and explanation for each reason with the group and use the SODA strategy again to assess the

evidence and explanation; revise as necessary. o Analyze prefixes in and em by connecting their meanings to vocabulary words using these prefixes. o Practice using appositives in context correctly

Debate prep blank Debate prep complete Teacher Notes L15

Week 4

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.3, 7.RL.IKI.9, 7.RL.RRTC.10 Reading: Informational 7.RI.KID.2, 7.RI.CS.4, 7.RI.RRTC.10 Speaking and Listening 7.SL.CC.1


Writing 7.W.TTP.1



Student Learning Target: • I can acknowledge alternate or opposing claim(s).7. W.TTP.1 • I can use context clues and prior knowledge in order to determine the meaning of unknown words. 7.L.VAU.4 • I can identify topic sentences and supporting details in text. W.TTP.1 Continue preparing for a class debate L16PPT • Students will:

o Turn and Talk with each other, sharing their student-friendly definitions and illustrations of vocabulary words from multiple texts

o Analyze roots trans and ped by connecting their meanings to vocabulary words using these prefixes. o Review the concept of opposing claim, think about a possible claim that the other group could make, discuss three reasons

that support that claim, and write the opposing claim and reasons in the debate preparation handout. o Discuss the opposing claim reason with smaller groups and develop an argument against it. Record the argument in the

debate preparation handout. o Share the small group’s arguments with the whole group and record each on debate preparation handout. o Identify topic sentences and supporting details in the text.

Sample student response:

o Carbone uses details from the historical record to create characters and a plot in Blood on the River that are filled with realistic, vivid details, which helps the reader visualize and engage in the text. Carbone adds to details from the historical record in order to make the characters more dynamic, show how they relate to each other, and ensure that the literary text has a clear plot. Since there are details missing from the historical record, Carbone is able to fill in those details in the literary text in order to make the story of Jamestown “whole.” For instance, Samuel Collier was the actual page to Captain Smith, so this aspect of Blood on the River is historically accurate. Carbone does add fictionalized events about the personal relationships and emotions of the characters in order to create a more engaging story.

Compare/Contrast blank Compare/Contrast complete Teacher Notes L16




Student Learning Targets: • I can demonstrate understanding of how setting and characters interact. 7.RL.KID.3 • I can support claims with logical reasoning and relevant, sufficient evidence. 7.W.TTP.1 • I can acknowledge alternate or opposing claim(s). 7.W.TTP.1 • I can use context clues and prior knowledge in order to determine the meaning of unknown words. 7.L.VAU.4 • I can introduce a topic clearly, previewing what is to follow. 7.W.TTP.1 SODA strategy and philosophical chairs • Students will:

o Discuss the opposing claims and reasons with the group and use the questions stems to create at least three questions to pose to the opposing group. Record questions in the handout.

o Participate in philosophical chairs debate, with each group presenting a claim and reasons. (see teacher notes for guidance). o Complete final written response to the debate question, including a claim, reasons, and text evidence to support each reason. o Play a quick review game using the vocabulary words learned so far from the multiple texts (example: Pictionary, Memory,

Jeopardy, Charades, Bingo, I have…Who has…) o Draft an effective topic sentence. o Scaffold: Skill: Topic Sentence


Text(s): “Blood on the River: Jamestown, 1607 by Elisa Carbone “Jamestown: 1607, The First Months” by Master George Percy https://tinyurl.com/z9odyoz Written in Bone: Buried Lives of Jamestown and Colonial Maryland by Sally Walker

Student Learning Target: • I can compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.IKI.9 • I can organize ideas and information through a compare and contrast piece of writing. W.TTP.2 Comparing and contrasting texts on a similar topic L17PPT • Students will:

o Listen and follow along as the teacher reads the text aloud; underline words related to Percy’s and other colonists’ relationship with Native people. Discuss projected quote.

o Continue listening to teacher read aloud, thinking about how the colonists’ relationship with the Native people changes by the end of the excerpt.

o Work with a partner to copy the chart onto chart paper and then review the texts to find details about and related to specifically assigned characters (see teacher notes for guidance).

o Review displayed charts and then discuss the projected question. Complete reading log entry independently. o Outline a single paragraph in order to compare and contrast two pieces of texts.

Teacher Notes L17 TWR Sentence Expansion Teacher Notes TWR Sentence Expansion


Week 5

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.CS.4, 7.RL.CS.6, 7.RL.IKI.9, 7.RL.RRTC.10 Language 7.L.VAU.5 Speaking and Listening 7.SL.CC.1, 7.SL.PKI.4



Student Learning Target: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

7.RI.CS.6 • I can provide a concluding statement that supports the information or explanation presented. 7.W.TTP.2

Analyzing contrasting points of view (see teacher notes for clear guidance on stopping points during oral reading) L18PPT • Students will:

o Listen and follow along as the teacher reads the text aloud; look for evidence where the reader learns a character’s point of view related to the Native Americans.

o Listen to the teacher think aloud and record the information in the Point of View graphic organizer. o Refer back to the text to locate evidence to support character’s POV, discuss whole-group, and record information in the

handout. Repeat the same process after each section of oral reading. Assign homework. o Draft an effective concluding sentence. o Scaffold: Skill: Author’s purpose and point of view

Point of View organizer blank Point of View organizer complete Teacher Notes L18 TWR Sentence Expansion Teacher Notes TWR Sentence Expansion




Student Learning Target: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

7.RL.CS.6 Continue analyzing contrasting points of view L19PPT • Students will:

o Read chapters 24 and 25 with a partner, identifying places in the text that show a character’s point of view related to the Native Americans and update the graphic organizer.

Teacher Notes L19 Point of View Graphic organizer complete 2 Point of View Graphic organizer complete 3 Section 3 Quiz Answer Key Standards Assessed: RL.KID.3, RI.CS.6


Text(s): “Blood on the River: Jamestown, 1607 by Elisa Carbone “Indian” by Rosemary and Stephen Vincent Benet https://teachingidentitycara.weebly.com/poem-3.html

Student Learning Targets: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

7.RL.CS.6 • I can determine the meaning of unfamiliar words and phrases as they are used in a text. 7.RL.CS.4 Continue analyzing contrasting points of view L20PPT • Students will:

o Listen to the teacher think aloud and record the information in the Point of View graphic organizer. o Work with a partner to complete the third column of the graphic organizer according to the assigned character. o Listen and read along as the teacher reads “Indian” aloud. o Work with a partner to practice reading fluency (see slideshow and teacher notes for guidance). o Discuss the first stanza of the poem whole-group, paraphrasing what it says. Continue discussion to review specific vocabulary

terms and projected questions. o Write reading log entry.

Point of view completed Teacher Notes L20



Text(s): “Pocahontas” by William Makepeace Thackeray https://www.poemhunter.com/poem/pocahontas-3/

Student Learning Target: • I can analyze the structure of a poem, considering how text structure contributes to its meaning. 7.RL.CS.5 • I can determine the meaning of unknown words using context clues and prior knowledge. 7.L.VAU.4 Analyze the structure of a poem L21PPT Students will:

o Read the poem silently and complete the first row on the TPCASTT graphic organizer. o Use context clues and prior knowledge to compose definitions of unknown words in “Pocahontas” poem (see list in teacher


o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Work with a partner to practice reading fluency, using the same protocol from the previous lesson. o Reread and discuss assigned alternating stanzas and write a paraphrase for each in the margin of the text. o Listen as the teacher models think aloud; discuss projected question with a partner and complete the connotation row in the

TPCASTT handout. Repeat for the attitude and theme sections of the handout. o Complete the remaining sections of the graphic organizer individually. o Scaffold: Comparing the Structure of Poems

TPCASTT BLANK. TPCASTT COMPLETE Tone words Teacher Notes L21



Text(s): Use all texts

Student Learning Target: • I can present claims and findings in a focused manner with pertinent descriptions, facts, details, and examples. 7.SL.PKI.4 • I can effectively engage in academic conversations. 7.SL.PKI.4 • I can determine the meaning of unknown words using context clues and prior knowledge. 7.L.VAU.4 Expressing opinions supported by text evidence (Fishbowl conversation) L22PPT • Student will:

o Review the fishbowl discussion rubric and the discussion question. Use the Debate Preparation handout to develop a claim, three reasons, and the text evidence necessary to prepare for the debate.

o Work in pairs to share and assess each other’s claims via the SODA strategy. o Participate in the fishbowl conversation as either a speaker or a listener. (see teacher notes for guidance). o Provide written feedback to partner via the student discussion tracker after the completion of the discussion. o Describe or explain their newest vocabulary words from previous lesson, using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Analyze the different meanings of wage, compare their definitions in multiple contexts and parts of speech

You can choose to conduct a Socratic Seminar in place of Fishbowl. Socratic Seminar Procedures Socratic Seminar Presentation Socratic Seminar Writing-Silent Work Socratic Seminar Self reflection Teacher Notes L22 Section 4 Quiz Answer Key Standards Assessed: RL.CS.6, L.VAU.5, RL.KID.2, RL.CS.4, RL.IKI.9, RI.IKI.9

Week 6

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.CS.4, 7.RI.CS.5, 7.RI.IKI.8, 7.RI.RRTC.10 Language 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening


7.SL.CC.1, 7.SL.PKI.5 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5



Student Learning Target: • I can analyze the structure an author uses to organize a text, including how major sections contribute to the development of ideas.

7.RI.CS.5 • I can determine the central idea of a text. 7.RI.KID.2

Analyzing how text structures contribute to the development of central ideas L23PPT • Students will:

o Read chapter five of the text independently, pausing at each section heading to turn it into a question and write it on a sticky note. Then write details from each section of text to help answer the questions. Discuss.

o Update the Analyzing Central Ideas graphic organizer with information from chapter 5 and the class discussion. Additional Support for Diverse Learners Central Idea Blank Central Idea Complete Teacher Notes L23



Student Learning Target: • I can analyze the structure an author uses to organize a text, including how major sections contribute to the development of ideas.

7.RI.CS.5 • I can determine the central idea of a text. 7.RI.KID.2

Analyzing how text structures contribute to the development of central ideas (See teacher notes for guidance throughout lesson). L24PPT

o Students will: o Listen and follow along as the teacher reads selected pages of text; record annotations on sticky notes. o Continue reading chapter 6 independently, notes the assigned text structure (see teacher notes), and gather details in the text

related to the structure. o Find a partner with the same text structure and compare annotations; participate in whole-group discussion. o Update the analyzing central ideas graphic organizer with the information from chapter 6.


Analyzing Central Idea complete 4 Teacher Notes L24



Student Learning Targets: • I can summarize a text.7.RI.KID.2 • I can determine the meaning of unfamiliar words and phrases. 7.L.VAU.4 • I can analyze the impact of specific word choices on meaning and tone. 7.RI.CS.4

Determining word meaning and the impact of word choice L25PPT • Students will:

o Work in groups of three to read assigned section of chapter 7, identify three technical vocabulary words, and record the words and analysis in the vocabulary log handout; complete the summary handout for the assigned section of chapter 7.

o Summarize a piece of text using multiple techniques. o Present summary and vocabulary to the rest of the group. Write one summary, incorporating some new vocabulary words. o Scaffold: Skill: Technical Language

Summary Handout blank Summary Handout complete Teacher Notes L25



Student Learning Target: • I can support a claim with logical reasoning. 7.W.TTP.1

Structuring a logical argument about a text L26PPT • Students will:

o Read the prompt, listen as the teacher models, and record the model in the developing reasoning handout. o Complete the reasoning for each sample paragraph on the handout; share with a partner and assess using the explain-

connect-accurate-valid strategy and guided questions. o Make revisions to the reasoning sentence based on peer feedback. o Assign homework (or complete during next class period). o Scaffold: Outline o Scaffold-Modified Outline o Powerpoint for Argumentative Writing o Writing an argument Tips


Structuring a Logical Argument Blank Structuring a Logical Argument Completed Teacher Notes L26

Week 7

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.CS.5, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.8 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.2, 7.W.PDW.4, 7.W.RW.10



Student Learning Target: • I can determine the meaning of unknown words. 7.L.VAU.4 • I can determine the central idea of a text and support it with relevant evidence. 7.RI.KID.2 Practicing for a cold-read task L27PPT • Students will:

o Read the first section of chapter 9 of the text independently; think about the guiding questions and make necessary annotations on sticky notes.

o Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Complete the two writing tasks in the reading log, using evidence from the text to support the responses.

Sample student response:

o The role of the forensic artist is to bring the remains found by the forensic anthropologists to life. In the text it says, “One thing that no one could determine in a laboratory or an archive, however, was what the colonists had looked like when they were alive. Very few were drawn or painted in their lifetimes. Written descriptions of any but the most famous are rare.” (126) This shows that, while forensic anthropologists can determine a lot of information about a person’s life from studying remains, there are no tests and few sources from the historical record that help us understand what colonial people looked like. This is where the forensic artist’s role becomes important. The artist is able to take information from the historical record, from the lab, and from the size and structure of the actual bones, and produce a 3-D sculpture of what the person likely looked like.

o This section of the text supports the central idea that the purpose of forensic anthropology is to understand the life and death of people of the past. In the text it says, “Despite the passage of centuries, we can come face-to-face with people who lived long ago, further strengthening the skeletal story that has already established a connection between us.” This shows that the work of the forensic artist enhances our understanding of people from the past by providing us with a visual of the person. This helps us to


deepen the connection we develop through the information that forensic anthropologists provide when they examine remains. Analyzing Central Ideas organizer complete Teacher Notes L27


Text(s): Finding Remains (video) by Smithsonian’s National Museum of Natural History https://www.youtube.com/watch?v=T9V_6HKHZTM

Student Learning Target: • I can compare and contrast a text to a video version of the text, analyzing teach medium’s portrayal of the subject. 7.RI.IKI.7 • I can determine the meaning of unknown words. 7.RI.CS.4 • I can organize ideas and information through a compare and contrast piece of writing. 7.W.TTP.2

Comparing and contrasting a text to a video version of the text L28PPT • Students will:

o Watch the video and consider the projected questions. o Turn and Talk with each other, sharing their student-friendly definitions of words from the previous lesson o Work with a partner to complete the Venn diagram, referring back to the written text and video for evidence. Discuss. o Complete reading log entry. o Outline a single paragraph in order to compare and contrast information.

Venn diagram blank Venn diagram completed Teacher Notes L28



Student Learning Target: • I can introduce a topic clearly, using the introduction to prepare the reader for what if to follow. 7.W.TTP.2 • I can determine the meaning of unknown words. 7.RI.CS.4

Drafting an introduction for an explanatory writing task L29PPT • Students will:

o Listen and follow along as the teacher reads text aloud. Review the culminating writing task directions and TDOE scoring rubric.

o Review the analyzing central idea organizer and choose one central idea to write about in culminating task. Complete the evidence chart handout individually to organizer and prepare for drafting the essay.


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework


o Read the sample introduction and discuss whole-group. o Draft an introduction to the essay.

Evidence Chart blank Evidence Chart completed Culminating Writing Task Directions Teacher Notes L29 Student Exemplar



Student Learning Targets: o I can develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 7.W.TTP.2 o I can explain and elaborate on the evidence provided in an essay, demonstrating a clear understanding of the topic and source material.

7.W.TTP.2 o I can craft an effective and relevant conclusion. 7.W.TTP.2 o I can determine the meaning of unknown words. 7.RI.CS.4

Drafting body paragraphs and a conclusion L30PPT o Students will: o Review essay structure and draft body paragraphs. o Engage in “Dance Card”, having students share their pictures and descriptions of their vocabulary words from the previous day. o Read and discuss sample introduction and body paragraphs. Repeat with sample conclusion. o Finish drafting body and conclusion paragraphs. o Scaffold: Use exemplar Teacher Notes L30

Week 8

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.CSE.2 Writing 7.W.TTP.2, 7.W.PDW.4, 7.W.PDW.5, 7.W.RW.10




Student Learning Targets: o I can use precise language and domain-specific vocabulary. 7.W.TTP.2 o I can develop and strengthen writing by revising and editing based on peer feedback. 7.W.PDW.5 o I can determine the meaning of unknown words using context clues and prior knowledge. 7.L.VAU.4 o I can use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. 7.W.TTP.2

Revising, editing, and publishing writing (Combines lessons 31 and 32 of slideshows and teacher notes) L31PPT L32PPT

o Students will: o Participate in whole-group discussion about adjective examples. o Review vocabulary from the entire unit in a quick review game o Review the “Two-Part Test” and engage in whole class discussion. o Listen as teacher models the revision process to add coordinate adjectives; skim drafts to make sure coordinate adjectives are

punctuated correctly. o Share draft with a partner; use the two-part text to assess use of coordinate adjectives and provide feedback. Make revisions

based on peer feedback. o Reread essay and make edits, checking off each box in the “self” column of the editing chart. Exchange essays with partners

again, and make suggestions for edits, and check off and initial boxes in the “peer” column of the editing chart. o Incorporate feedback from peer conference and make final revisions or changes. o Review transitions and conjunctions in order to use them effectively in writing. o Scaffold: Use exemplar

Teacher Notes L31 Teacher Notes L32


Text(s): See teacher materials

Cold-read Assessment Part 1 • Assess ability to read, understand, and express understanding of a new text. Read and annotate the text and then complete several

text-dependent questions demonstrating master of the skills. Sample TDQs are listed below: o Which sentence best states the central idea of “Puzzle of the Chesapeake?” o What quotation from “Puzzle of the Chesapeake” best supports the central idea of the passage? o How does paragraph 2 of “Puzzle of the Chesapeake” contribute to the overall development of ideas in the passage?


o How does the author of “Forensic Anthropology” introduce and develop the ideas presented in the text? Standards assessed: 7RI.CS.4, 7.RI.KID.2, 7.RI.CS.5, 7.RI.IKI.9 Cold Read Assessment Cold Read Answer Key



Cold-read Assessment Part 2 • Continue assessing ability to read, understand, and express understanding of a new text. Relevant textual evidence from the

passage is required to address the following writing prompt: Compare and contrast how forensic anthropology is explained in “Puzzles of the Chesapeake,” “Forensic Anthropology,” and “30,000 Skeletons.” Write an extended response that explains which medium you think is most effective in explaining the role of a forensic anthropologist. Cite evidence from at least two sources to support your response. Observe the conventions of standard English. Standards assessed: W.TTP.2


Grade 7 A Christmas Carol 9 Weeks Unit Overview • During this quarter, students will read literary and informational texts about the meaning and redemption found through selflessness and valuing people over material possessions. Students

understand how writers use stories to teach us these lessons and how characters’ choices affect the plot and build the theme of a story. Students express their understanding by exploring how literature resonates with readers and has “staying power,” becoming a part of our language, culture, and moral code.

Essential Questions: • What should we treasure or value most? • Do others see us more clearly than we see ourselves? • How do our experiences and personal relationships change us? Anchor Text Qualitative Analysis of Anchor Text • A Christmas Carol by Charles Dickens, 910L https://ebooks.adelaide.edu.au/d/dickens/charles/d54cc/

Anchor Text Complexity Analysis- • Meaning: Very Complex • Text Structure: Moderately Complex • Language Features: Very Complex • Knowledge Demands: Moderately Complex

The qualitative measures and reader and task considerations suggest that the text is best placed in the 6th-8th grade band text complexity level. The themes of the text are subtle at times and also occur over the full length of the text, requiring students to comprehend the nuances of the storyline. Students may struggle with the structure of the text due to flashbacks and time travel. Vocabulary contains fairly complex language that is sometimes unfamiliar and archaic due to the time period. Some knowledge about the time period of the text is helpful for comprehension, but it is not necessary.

Related Texts Informational texts • “History of Christmas” from BBC http://www.bbc.co.uk/victorianchristmas/history.shtml • “Study: Experiences Make Us Happier Than Possessions” from CNNHealth.com by Elizabeth Landau http://www.cnn.com/2009/HEALTH/02/10/happiness.possessions/ • “Do Experiences or Material Goods Make Us Happier?” from ScienceDaily https://www.sciencedaily.com/releases/2009/02/090223221532.htm Literary texts • “The Gift of the Magi,” by O. Henry http://etc.usf.edu/lit2go/131/the-four-million/2387/the-gift-of-the-magi/ • “The Treasure of Lemon Brown,” by Walter Dean Myers https://www.bisd.net/cms/lib/TX01001322/Centricity/Domain/475/TREASURE OF LEMON BROWN USE THIS ONE.pdf • Reader’s Theater Play of A Christmas Carol adapted by Richard Swallow http://www.timelessteacherstuff.com/readerstheater/ChristmasCarol.pdf Nonprint texts • Live drama or filmed version of A Christmas Carol https://www.youtube.com/watch?v=XT0Rzy5Op2Q • Audio of A Christmas Carol from Lit2Go https://itunes.apple.com/us/itunes-u/a-christmas-carol/id384518768 • Original manuscript of A Christmas Carol with Dickens’s revisions from The New York Times https://tinyurl.com/y8p8p97y End-of-Unit Assessment: Students should complete the following culminating writing task by the end of the unit:

Throughout A Christmas Carol, Charles Dickens introduces different points of view regarding a man’s “business.” Scrooge is described as being a man of “business,” and in Stave I, Marley’s ghost says, “Mankind was my business.” What does Dickens want us to understand about the “business” of being human? Write a multi-paragraph essay that introduces a claim about what Dickens wants us to understand and supports the claim with reasoning and relevant evidence that acknowledges the points of view of the characters and analyzes how Dickens develops his ideas over the course of the text. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of textual evidence, including direct quotations and parenthetical citations.

Grade Level Standards Addressed: Reading: Literary

Bartlett City Schools 7th Grade Quarter 2 7.RL.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases. 7.RL.CS.5 Analyze the form or structure of a story, poem, or drama, considering how text form or structure contributes to its theme and meaning. 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RL.IKI.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multi-media version, analyzing the effects of techniques unique to each medium. 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character. Reading: Informational 7.RI.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RI.KID.3 Analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning

and tone, including allusions to other texts and repetition of words and phrases. 7.RI.CS.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. 7.RI.CS.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. 7.RI.IKI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing an alternate explanation of events. Language 7.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. A. When reading or listening, explain the function of phrases and clauses with effectively-placed modifiers. B. When writing or speaking, produce simple, compound, and complex sentences with effectively-placed modifiers. 7.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading or writing, explain the function of commas to separate


clearly. 7.SL.CC.3 Explain a speaker's argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient. 7.SL.PKI.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. 7.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

A. Introduce claim(s). B. Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s). C. Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons.


D. Use credible sources and demonstrate an understanding of the topic or source material. E. Craft an effective and relevant conclusion that supports the argument presented. F. Use precise language and content-specific vocabulary. G. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. H. Use varied sentence structure to enhance meaning and reader interest. I. Establish and maintain a formal style.

7.W.PDW.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.)

7.W.PDW.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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.)

7.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as defined in W.1-3.

7.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the evidence is relevant and sufficient to support the claims.

7.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. All screencasts and teacher notes can be found at the following link: https://tinyurl.com/LearnzillionResources


Week 1

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.6 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10


Text(s): “The Treasure of Lemon Brown,” by Walter Dean Myers https://www.bisd.net/cms/lib/TX01001322/Centricity/Domain/475/TREASURE OF LEMON BROWN USE THIS ONE.pdf

Student Learning Target: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters. 7.RL.CS.6 • I can use knowledge of language and its conventions when writing. 7.L.CSE.1 Analyze Character Perspective L1PPT • Students will:

o Begin reading “The Treasure of Lemon Brown” by Walter Dean Myers. o Analyze Greg’s perception of his father and Lemon Brown by making evidence-based inferences o Cite evidence from the text to support answers o Practice combining sentences effectively o Scaffold: Skill: Point of View o Scaffold: Author’s craft o Scaffold: Writer’s Craft PPT and PDF and 3 Column WS o Scaffold: Resource and Links for Author’s Craft

Analyze Perspective Handout blank Analyze Perspective Handout complete Teacher notes L1 TWR Sentence Fragments Teacher Notes TWR Sentence Fragments Guided Practice TWR Sentence Fragments Independent Practice




Student Learning Targets: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters. 7.RL.CS.6 • I can summarize a text. 7.RL.KID.2 Analyze Character Perspective and Summarize L2PPT • Students will:

o Continue reading and summarize paragraphs 1-46 of “The Treasure of Lemon Brown” by Walter Dean Myers; add to character analysis chart.

o Analyze Greg’s perception of his father and Lemon Brown by making evidence-based inferences o Complete Cornell Notes (split-page notes) citing evidence from the text to support answers o Summarize a piece of text using multiple techniques. o Scaffold: How to Write a Summary o Scaffold: Skill: Author’s Purpose and Point of View

Split-page notes blank Split-page notes complete

Teacher notes L2 TWR Scrambled Sentences TWR Sequence Words Teacher Notes TWR Sequence Words Guided Practice TWR Sequence Words Independent Practice



Student Learning Targets: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters. 7.RL.CS.6 • I can draw logical inferences from a text. 7.RL.KID.1 • I can cite textual evidence to support conclusions. 7.RL.KID.1 • I can use knowledge of language and its conventions when writing. 7.L.CSE.1 • I can summarize a text. 7.RL.KID.2

Bartlett City Schools 7th Grade Quarter 2 Analyze Greg’s changing perspective L2PPT • Students will:

o Continue reading “The Treasure of Lemon Brown” by Walter Dean Myers o Analyze how Greg’s perspective about his father and Lemon change as a result of his interaction with Lemon Brown o Add to the summary from the previous lesson o Add to the character perspective handout o Add text evidence that shows Greg’s developing perspective about his father and Lemon o Practice expanding sentences effectively.

TWR Sentence Types Teacher Notes TWR Sentence Types Guided Practice TWR Sentence Types Independent Practice



Student Learning Target: • I can determine a theme of a text and analyze its development over the course of the text. 7.RL.KID.2 Analyze theme and its development L3PPT • Students will:

o Identify a theme of “The Treasure of Lemon Brown” by Walter Dean Myers o Analyze how the theme is developed in the text. o Identify how each character in the table defines “treasure.” Cite evidence from the text to support your response o Complete gallery walk, take notes on your analyzing theme handout o Write a paragraph to identify a theme of “The Treasure of Lemon Brown” o Scaffold: Skill: Theme o Scaffold: Thematic Triads Activity o Scaffold: How to Teach Theme Using Chrysanthemum o Scaffold: Teaching theme activities

Analyze theme handout blank Analyze theme handout complete Teacher notes L3 Section Quiz 1 Answer Key Standards Assessed: 7.RL.KID.2, 7.L.VAU.4.a, 7.RL.CS.6


Week 2

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.6 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10


Text(s): A Christmas Carol by Charles Dickens (Stave I)

Student Learning Target: • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 I can analyze how specific elements of a story or drama interact with and affect each other. 7.RL.KID.3 Analyze sensory details, figurative language, their connotations and impact on Scrooge’s characterization L4PPT • Students will:

o Begin reading A Christmas Carol by Charles Dickens. o Use context clues and prior knowledge to compose definitions of unknown words in stave 1 (see list in teacher resources &

chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Identify the author’s use of figurative language and sensory details in the text, their connotations, and what they convey

about the main character o Add text evidence to the character chart related to Scrooge’s actions toward his clerk o Write a paragraph to characterize Scrooge at the beginning of Stave I o Scaffold: Skill: Figurative Language o Mosaic of Thought: Monitor for Meaning Strategy

Analyzing figurative language Stave 1 blank Analyzing figurative language Stave 1 complete Character analysis blank-Scrooge Character analysis complete-Scrooge Teacher notes L4 TWR Picture Questions Teacher Notes TWR Developing Questions




Student Learning Targets: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters in a text. 7.RL.CS.6 • I can analyze how specific elements of a story or drama interact with an affect each other. 7.RL.KID.3 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 Compare character perspectives L5PPT • Students will:

o Continue reading stave 1 of A Christmas Carol by Charles Dickens. o Define words in context and analyze their connotations. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words in stave 1 (see list in teacher resources &


o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Compare and contrast Scrooge’s perspective on Christmas with his nephew’s perspective, using evidence from the text. o Add text evidence to the character chart across all four columns o Write a paragraph to compare and contrast Scrooge’s perspective on Christmas with his nephew’s. o Scaffold: Skill: Plot

Teacher notes L5 Vocabulary chart blank Vocabulary chart complete



Student Learning Targets: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters in a text. 7.RL.CS.6 • I can analyze the impact of specific word choices on meaning and tone. 7.RL.CS.4 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 • I can analyze how specific elements of a story or drama interact with an affect each other. 7.RL.KID.3

Analyze how setting shapes Scrooge’s characterization. L6PPT • Students will: • Continue reading stave 1 of A Christmas Carol by Charles Dickens. • Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework

Bartlett City Schools 7th Grade Quarter 2 • Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn and talk,

volunteers share out, dance card, etc.) • Use context clues and prior knowledge to compose definitions of unknown words in stave 1 (see list in teacher resources & chart in

student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

• Analyze the common prefix in/im found many of the vocabulary words, find similarities and differences in their meanings • Analyze Scrooge’s interactions with various characters and what they reveal about his values. • Analyze the setting and its impact on Scrooge’s characterization. • Scaffold: Notes on Interactions: Characters Teacher notes L6 Analyze setting blank-Stave 1 Analyze setting complete-Stave 1



Student Learning Targets: • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters.7.RL.CS.6 • I can analyze the impact of specific word choices on meaning and tone. 7.RL.CS.4 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 • I can demonstrate correct usage of quotations in a written response. 7.L.CSE.2 Analyze Scrooge’s interaction with Marley, what it reveals about his perspective and values L7PPT • Students will:

o Finish reading stave 1 of A Christmas Carol by Charles Dickens. o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn



o Practice writing analogies for some of their vocabulary words o Analyze the impact of the setting on the text’s tone. o Analyze Scrooge’s interactions with Marley’s ghost and what they reveal about Scrooge’s values. o Revisit the character analysis handout and add details based on Scrooge’s interaction with Marley o Use quotations in writing in order to support claims.

Teacher notes L7 TWR Because But So Teacher Notes TWR Because But So Guided Practice TWR Because But So Independent Practice



Text(s): A Christmas Carol by Charles Dickens (Stave II)

Student Learning Target: • I can analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repition of words and

phrases. 7.RL.CS.4 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 • I can demonstrate correct usage of quotations in a written response.7.L.CSE.2

Analyze the use of repetition and sensory details and their effect on mood and characterization in Stave II L8PPT • Students will:

o Begin reading Stave II of A Christmas Carol by Charles Dickens. o Review vocabulary words from stave 1 with a quick review game: I have…who has…, Memory, Jeopardy, Pictionary,

Charades, Bingo, etc. (see Teacher materials for a complete list) o Use context clues and prior knowledge to compose definitions of unknown words in stave 2 (see list in teacher resources &


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Analyze Dickens’ use of repetition and sensory details focused on sound to examine their effect on the text’s mood and

Scrooge’s characterization o In small groups, respond to discussion questions with supporting evidence. o Use quotations in writing in order to support claims. o Scaffold: Skill: Language, Style, and Tone

Mood words Analyze Repetition and sensory details blank Analyze Repetition and sensory details complete Teacher notes L8 TWR BBS Teacher Notes TWR BBS Guided Practice TWR BBS Independent Practice

Week 3

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.6, 7.RL.IKI.9 Reading: Informational

Bartlett City Schools 7th Grade Quarter 2 7.RI.KID.1, 7.RL.KID.2, 7.RI.CS.4, 7.RI.CS.5, 7.RI.CS.6 Language 7.L. CSE.1, 7.L. CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • I can analyze how specific elements of a story or drama interact with and affect each other. 7.RL.KID.3 • I can analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text.

7.RL.CS.6 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 • I can write a summary. 7.RL.KID.2

Summarize Scrooge’s interaction with the Ghost of Christmas Past L9PPT • Students will:

o Continue reading Stave II of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for

homework o Use context clues and prior knowledge to compose definitions of unknown words in stave 2 (see list in teacher resources &


o Analyze the prefix re as found in their vocabulary words, find similarities and differences in their meanings o Summarize Scrooge’s interaction with the Ghost of Christmas Past, and cite evidence to demonstrate how their interaction

affects Scrooge’s perspective. o Revisit character analysis handout and add details based on Scrooge’s first and second experience with the Ghost of

Christmas Past o Summarize Scrooge’s first two experiences with the Ghost of Christmas Past and explain how they affect his perspective. o Scaffold: Skill: Greek and Latin Roots o Scaffold: Scaffolding to Summarize

Teacher notes L9






7.RL.CS.4

Analyze Scrooge’s changing perspective L10PPT • Students will:

o Finish reading Stave II of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Use context clues and prior knowledge to compose definitions of unknown words in stave 2 (see list in teacher resources &


o Categorize their vocabulary words for this stave, or compare the similarities and differences between the words for this stave o Analyze changes in Scrooge’s perspective as a result of his experiences with the Ghost of Christmas Past. o Add to the summary from yesterday by summarizing what Scrooge observes from his past in this final interaction o Revisit the character analysis handout and add details o Scaffold: Skill: Character

Teacher notes L10 Section 2 Quiz Answer Key (Teacher should decide whether to give this quiz after lesson 5 of week 2 or after students have read all of Staves 1 and 2) Standards Assessed: 7.RL.CS.6, 7.RL.KID.2, 7.RL.CS.4 TWR Sub. Conj. Teacher Notes TWR Sub. Conj. Guided Practice TWR Sub. Conj. Independent Practice



Text(s): “History of Christmas” from BBC http://www.bbc.co.uk/victorianchristmas/history.shtml

Student Learning Targets: • I can determine the meaning of words and phrases as they are used in a text. 7.RI.CS.4 • I can analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the

development of ideas. 7.RI.CS.5 • I can determine an author’s purpose in a text and analyze how the author distringuishes his or her position from that of others.

7.RI.CS.6 Summarize “The History of Christmas,” analyze how the text’s structure contributes to the author’s purpose and the text’s meaning. L11PPT • Students will:

o Read, summarize, and define words in context in an article titled, “The History of Christmas” o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Continue to add vocabulary words to their chart as they read, completing their pictures/symbols during class or for homework o Turn and Talk with each other, sharing their student-friendly definitions of words from stave 2 o Write a 3-5 sentence summary of the text o Reread “History of Christmas” with a partner, and analyze the structure of paragraphs 4-11. o Analyze the text’s structure, and determine how it contributes to the author’s purpose o Scaffold: Skill: Author’s Purpose and Point of View o Scaffold: Skill: Informational Text Structure

Analyze Structure blank Analyze Structure complete Teacher notes L11 TWR Appositives Teacher Notes TWR Appositives Guided Practice TWR Appositives Independent Practice


Text(s): A Christmas Carol by Charles Dickens (Stave III)

Student Learning Targets: • I can analyze how specific elements of a story or drama interact with and affect each other. 7.RL.KID.3 • I can compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.IKI.9 • I can organize ideas and information through a compare and contrast piece of writing. W.TTP.2 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 Compare and contrast setting and mood across staves; compare and contrast depictions of Christmas traditions across texts

Bartlett City Schools 7th Grade Quarter 2 L12PPT • Students will:

o Begin reading Stave III of A Christmas Carol by Charles Dickens. o Use context clues and prior knowledge to compose definitions of unknown words in stave 3 (see list in teacher resources &


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Review words from stave 2 with a quick review game (Bingo, Pictionary, Memory, Jeopardy, Charades, I have…Who has…,

etc.) o Compare and contrast the setting of Stave III with the setting of Stave I and the moods they establish. o With a partner, reread the excerpt of Stave I and compare and contrast the setting handout o Compare and contrast in a single paragraph how Christmas traditions are described across texts.

Compare and Contrast setting blank Compare and Contrast setting complete Teacher notes L12 Section Quiz 3 Answer Key Standards Assessed: 7.RI.CS.6, 7.RI.CS.5, 7.RL.KID.3, 7.RL.CS.6





7.RL.CS.4 Analyze Scrooge’s observation of the Cratchit family, character perceptions L13PPT • Students will:

o Continue reading Stave III of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn



o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Create synonyms and antonyms for words from stave 3 (learned so far)

Bartlett City Schools 7th Grade Quarter 2 o Add details to the character analysis chart based on Scrooge’s interaction with the Ghost of Christmas Present o Analyze Scrooge’s experiences with the Ghost of Christmas Present and how they impact his character and perspective. o Compare and contrast Scrooge with the Cratchit family o Add details to character analysis chart based on Scrooge’s visit to the Cratchits

Teacher notes L13 TWR Appositives Teacher Notes TWR Appositives Guided Practice TWR Appositives Independent Practice

Week 4

Instructional Focus, Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.6 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.CS.5 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10





7.RL.CS.4 Analyze Scrooge’s observation of his nephew’s family and how it influences his perceptions L14PPT • Students will:

o Continue reading Stave III of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn


Bartlett City Schools 7th Grade Quarter 2 chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Analyze the prefix dis in relation to their vocabulary words (dispelled, dissolving) o Add text evidence to the analyze character chart that shows what Fred thinks of Scrooge o Share the analyze character chart and revise text evidence as necessary o Add details to the character analysis chart based on Scrooge’s visit to his nephew’s house o Summarize Scrooge’s interaction with the Ghost of Christmas Present and what it reveals about Scrooge’s perceptions of

others and their perceptions of him o Scaffold: Use Writing Revolution SPO

Teacher notes L14 TWR Combining Sentences Teacher Notes TWR Combining Sentences Guided Practice TWR Combining Sentences Independent Practice





7.RL.CS.4

Analyze Scrooge’s final interaction with the Ghost of Christmas Present and its impact on Scrooge L15PPT • Students will:

o Finish reading Stave III of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn



o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Compose their own analogies for 3 words of their choice from stave 3 o Analyze Scrooge’s final interaction with the Ghost of Christmas Present and the ghost’s impact on Scrooge’s character and

perceptions o Add details to your character analysis chart based on Scrooge’s final interaction with the Ghost of Christmas Present.

Teacher notes L15




Student Learning Target: • I can analyze how specific elements of a story or drama interact with and affect each other. 7.RL.KID.3 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 Analyze the impact of the setting on Scrooge’s development L16PPT • Students will:

o Use context clues and prior knowledge to compose definitions of unknown words in stave 3 (see list in teacher resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Analyze, discuss, and write a response about the impact of the Christmas setting on Scrooge’s character development o Write an example of how the Christmas setting impacts the characters and synthesize the evidence gathered o Explain how the setting reveals the characters’ values. o Scaffold: The Common Core Reading Book -Activity

Teacher notes L16


Text(s): A Christmas Carol by Charles Dickens (Stave IV)

Student Learning Targets: • I can analyze how specific elements of a story or drama interact with and affect each other. 7.RL.KID.3 • I can cite several pieces of textual evidence to support conclusions. 7.RL.KID.1 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 Analyze Scrooge’s interaction with Ghost of Yet to Come and its impact on mood L17PPT • Students will:

o Read and discuss Stave IV of A Christmas Carol. o Use context clues and prior knowledge to compose definitions of unknown words in stave 4 (see list in teacher resources &


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Review words from stave 3 with a quick review game (Bingo, Pictionary, Memory, Jeopardy, Charades, I have…Who has…,

etc.)

Bartlett City Schools 7th Grade Quarter 2 o Compare and contrast the Ghost of Christmas Yet to Come with the Ghost of Christmas Present and the moods created by

each. Used this and evidence from the text to make a prediction about what Scrooge will learn in Stave IV. o Answer questions 1-3 on your split-page notes handout o Predict what Scrooge will learn with the Ghost of Christmas Present in Stave IV. Use text evidence to support the prediction.

Split page notes Stave IV blank Split page notes Stave IV complete Teacher notes L17





7.RL.CS.4 Analyze Scrooge’s experiences with Ghost of Yet to Come L18PPT • Students will:

o Continue reading Stave IV of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn



o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Analyze the common prefix in found many of the vocabulary words, find similarities and differences in their meanings o Analyze Scrooge’s experiences with the Ghost of Christmas Yet To Come and what he learns about others’ perceptions and

feelings toward the man who died o Add evidence to analyze Scrooge’s experience chart o Discuss observation/experience and add to analyze Scrooge’s experiences

Bartlett City Schools 7th Grade Quarter 2 Analyze Scrooge’s Experiences blank Analyze Scrooge’s Experiences complete Teacher notes L18

Week 5

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.5, 7.RL.CS.6 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, RI.KID.3, 7.RI.CS.6, 7.RI.IKI.9 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1, 7.SL.CC.3 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • I can analyze the author uses structure to contribute to the theme and meaning of a text. 7.RL.CS.5 • I can analyze how specific elements of a story or drama interact with and affect each other. 7.RL.KID.3 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4 Analyze Dickens’ use of structure, Scrooge’s character L19PPT • Students will:

o Finish reading Stave IV of A Christmas Carol by Charles Dickens. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn



o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Practice writing analogies for vocabulary from stave 4 o Add evidence to analyze Scrooge’s experiences handout and Add text evidence to character chart o Compare and contrast the deaths that Scrooge experiences and how they impact him o Analyze Dickens’ use of structure at and how it contributes to the climax o Scaffold: Characterization and Author’s Craft

Bartlett City Schools 7th Grade Quarter 2 Teacher notes L19 Section Quiz 4 Answer Key Standards Assessed: 7.RL.CS.6, 7.RL.KID.3, 7.RL.CS.5, 7.RL.CS.4


Text(s): “Study: Experiences Make Us Happier than Possessions” by Elizabeth Landau http://www.cnn.com/2009/HEALTH/02/10/happiness.possessions/

Student Learning Target: • I can determine a central idea of a text and analyze its development over the course of the text; provide an objective summary

7.RI.KID.2 • I can determine the meaning of words and phrases as they are used in a text. 7.RI.CS.4

Summarize a nonfiction article and connect ideas across texts L20PPT • Students will:

o Read and summarize a nonfiction article titled,“Study: Experiences Make Us Happier than Possessions” o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words in the article (see list in teacher resources

& chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Review some familiar vocabulary words in this text (annual, diminishing) that they learned in previous staves; engage in word

play, where they experiment with different forms of these words in different contexts (dim, diminish, diminishing, annual, annuity, anniversary, etc.)

o Examine how the central ideas of the article relate to A Christmas Carol o Discuss unit essential questions and how they relate to the nonfiction text and A Christmas Carol o Scaffold: Skill: Summarizing Non-fiction

Bartlett City Schools 7th Grade Quarter 2 Teacher notes L20


Text(s): “Do Experiences or Material Goods Make Us Happier?” from Scientific Daily https://www.sciencedaily.com/releases/2009/02/090223221532.htm

Student Learning Targets: • I can determine a central idea of a text and analyze its development over the course of the text; provide an objective summary.

7.RI.KID.2 • I can analyze how two authors writing about the same topic shape their presentations of key informaiton by emphasizing different

evidence of advancing an alternate explanation of events. 7.RI.IKI.9 • I can determine the meaning of words and phrases as they are used in a text. 7.RI.CS.4 • I can organize ideas and information through a compare and contrast piece of writing. 7.W.TTP.2 Summarize a nonfiction article and compare and contrast ideas across texts L21PPT • Students will:

o Read and summarize a nonfiction article titled, “Do Experiences or Material Goods Make Us Happier?” o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words in the article (see list in teacher resources

& chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Write analogies for the words from the article (challenge: use other previous vocabulary words in the analogies) o Review words from stave 4 with a quick review game (Bingo, Pictionary, Memory, Jeopardy, Charades, I have…Who has…,

etc.) o Identify two central ideas that are conveyed in the article o Compare and contrast the central ideas of this text with the article from the previous lesson in a single paragraph template.

Teacher notes L21 Summarize and Connect ideas across texts blank Summarize and Connect ideas across texts complete


Text(s): A Christmas Carol by Charles Dickens “Do Experiences or Material Goods Make Us Happier?” from Scientific Daily

Student Learning Targets: • I can analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RL.KID.3 • I can 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. 7.RL.CS.6 • I can prepare for collaboritve discussions on grade level topics and texts. 7.SL.CC.1 • I can determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

7.RL.CS.4

Bartlett City Schools 7th Grade Quarter 2 https://www.sciencedaily.com/releases/2009/02/090223221532.htm “Study: Experiences Make Us Happier than Possessions” by Elizabeth Landau http://www.cnn.com/2009/HEALTH/02/10/happiness.possessions/ “The Treasure of Lemon Brown,” by Walter Dean Myers

• I can demonstrate correct usage of quotations in a written response. 7.L.CSE.2

Gather text evidence to prepare for a scholarly discussion L22PPT • Students will:

o Review words from staves 1-4 (teacher choice) using a review game (Bingo, Pictionary, Memory, Jeopardy, Charades, I have…Who has…, etc.)

o Gather evidence from all unit texts in preparation for a fishbowl discussion o Gather evidence from the four unit texts that can be used to argue both sides of the question o With a partner, review the evidence gathered for each side of the question. o Draft a claim statement for each side of the argument o Review how to use quotations in writing in order to support a claim. o Socratic Seminar PPT o Socratic Seminar Self Reflection o Socratic Seminar Procedures o Socratic Seminar Silent Work (Writing)

Teacher notes L22 Evidence chart blank Evidence chart complete

Week 6

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1, 7.SL.CC.3, 7.SL.PKI.4, 7.SL.PKI.6 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10


Text(s): A Christmas Carol by Charles Dickens “Do Experiences or Material Goods Make Us Happier?” from Scientific Daily https://www.sciencedaily.com/releases/2009/02/090223221532.htm

Student Learning Targets: • I can present claims and findings in a focused manner with pertinent descriptions, facts, details, and examples. 7.SL.PKI.4 • I can effectively engage in academic conversations. 7.SL.CC.1

Engage in a scholarly discussion using text evidence L23PPT • Students will:

o Participate in a fishbowl discussion about what people should treasure. o Use text evidence and accountable talk to support the discussion

Bartlett City Schools 7th Grade Quarter 2 “Study: Experiences Make Us Happier than Possessions” by Elizabeth Landau http://www.cnn.com/2009/HEALTH/02/10/happiness.possessions/ “The Treasure of Lemon Brown,” by Walter Dean Myers https://www.bisd.net/cms/lib/TX01001322/Centricity/Domain/475/TREASURE OF LEMON BROWN USE THIS ONE.pdf

Teacher notes L23


Text(s): A Christmas Carol by Charles Dickens (Stave V)

Student Learning Targets: • I can determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings. 7.RL.CS.4 • I can analyze the relationships and interactions among individuals, events, and ideas in a text.7.RL.KID.3 • I can develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose

and audience have been addressed. 7.W.PDW.5 Analyze language and interactions that demonstrate the change in Scrooge’s character L24PPT • Students will:

o Begin reading Stave V of A Christmas Carol by Charles Dickens. o Use context clues and prior knowledge to compose definitions of unknown words in stave 5 (see list in teacher resources &


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Describe or explain vocabulary words using their own explanations and definitions o Analyze language used to describe Scrooge and the setting, and analyze the connotations of these words and phrases o Analyze Scrooge’s interactions with others to determine how his character has changed o Add Scrooge’s interactions to the analyze character handout; share and discuss

Teacher notes L24


Text(s): A Christmas Carol by Charles Dickens (Stave V)

Student Learning Targets: • I can analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RL.KID.3 • I can determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings. 7.RL.CS.4

Analyze interactions that demonstrate Scrooge’s character change L25PPT • Students will:

Bartlett City Schools 7th Grade Quarter 2 o Finish reading A Christmas Carol o Use context clues and prior knowledge to compose definitions of unknown words in stave 5 (see list in teacher resources &


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Analyze the root mal as it is found in a vocabulary word o Create synonyms and antonyms for words from stave 5 o Analyze Scrooge’s final interactions with his nephew, Fred, and employee, Bob Cratchit, and what they reveal about his

“business” o Share and discuss the evidence added to the analyze character handout. Revise or refine evidence as needed. o Identify and review the four types of writing in preparation for the cold-read task.

Teacher notes L25 Section 5 Quiz Answer Key Standards Assessed: 7.RI.KID.2, 7.RL.KID.2, 7.RI.CS.6, 7.RI.IKI.9, 7.RL.IKI.9. (Teacher should determine whether to give this quiz after lesson 4 or at the end of this lesson)


Text(s): A Christmas Carol by Charles Dickens

Student Learning Target: • I can determine a theme of a text and analyze its develoment over the course of the text. 7.RL.KID.2 • I can evaluate the meaning of words and phrases are they are used in a text, finding connections with other known words and phrases.

7.RL.CS.4 • I can develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose

and audience have been addressed. 7.W.PDW.5

Analyze theme and its development L26PPT • Students will:

o Review vocabulary words from staves 1-5 (teacher choice) by finding connections from words between staves (example: finding words that share similar meanings, finding words that use the same root or prefix, etc.)

o Break the writing process down into a series of four steps: planning and outlining, drafting, revising, and editing. o Identify themes of A Christmas Carol by Charles Dickens o Analyze how themes are developed in the text to prepare for our Culminating Writing Task o Identify and explain at least two pieces of textual evidence that support a theme.

Analyze theme handout blank Analyze theme handout complete

Bartlett City Schools 7th Grade Quarter 2 Teacher notes L26

Week 7

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, 7.RL.IKI.7 Language 7.L. CSE.1, 7.L. CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.PDW.6, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • I can support a claim with logical reasoning and relevant evidence. 7.W.TTP.1 • I can acknowledge and refute alternate or opposing claims. 7.W.TTP.1 Write and revise a claim, identify a counterclaim, gather evidence, begin first draft L27PPT • Students will:

o Read and discuss culminating writing prompt; draft a claim using provided sentence starter o Share claim with a partner and evaluate using the SODA strategy. Revise claim as necessary. o Draft an outline of the essay by continuing to identify text evidence and organizing the evidence to support claims. o Discuss how to incorportate a counterclaim into the essay. o Continue gathering evidence for essay. o Construct arguments on both sides of a topic. o Outline writing for an essay using the single paragraph outline and multi paragraph outline.

Teacher notes L27 Prepare to write your essay blank Prepare to write your essay complete Painted essay handout Student exemplar

Bartlett City Schools 7th Grade Quarter 2 Culminating writing task directions



Student Learning Targets: • I can support a claim with logical reasoning and relevant evidence. 7.W.TTP.1 • I can acknowledge and refute alternate or opposing claims. 7.W.TTP.1 Culminating writing task: writing a first draft L28PPT • Students will:

o Review TDOE writing rubric for scoring o Briefly review claim with partner o Write first draft of essay in class. o Scaffold: Student Exemplar-Painted essay

Teacher notes L28


Text(s): A Christmas Carol by Charles Dickens Original manuscript of A Christmas Carol with Dickens’s revisions https://tinyurl.com/y8p8p97y

Student Learning Targets: o I can support a claim with logical reasoning and relevant evidence. 7.W.TTP.1 o I can acknowledge and refute alternate or opposing claims. 7.W.TTP.1 o I can create a vocabulary review game for unknown words found in the text. o I can develop and strengthen writing as needed by planning, revising, editing, rewriting, focusing on how well purpose and

audience have been addressed. 7.W.PDW.5 Peer feedback, revise, edit, and publish L29PPT L30PPT

o Students will: o Review vocabulary words from staves 1-5 (teacher choice) by playing a review game (Pictionary, Bingo, Memory, Jeopardy,

Bingo, etc.), or by creating their own review game using vocabulary words o Review and practice revising strategies o Proofread and edit writing o Give/receive peer feedback on essays according to teacher guidelines; revise according to feedback o Examine Dicken’s original manuscript of the text and discuss. o Work with a partner to analyze and revise a sample paragraph for clarity relationships and and strengthen cohesion. o Edit essay using editing marks o Complete final draft of essay (finish for homework if necessary).

Teacher notes L29 Teacher notes L30



Text(s): A Christmas Carol by Charles Dickens (film version) https://www.youtube.com/watch?v=XT0Rzy5Op2Q

Student Learning Target: • I can compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multi-media version, analyzing the effects of

techniques unique to each medium. 7.RL.IKI.7

Compare Dickens’ novel with a film adaptation L31PPT • Students will:

o Compare and contrast a film adaptation of A Christmas Carol o Analyze how audio and visual elements in the film contribute to the mood and meaning of the text o Complete Comparison Chart

Teacher notes L31

Week 8

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.5, 7.RI.CS.6, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L. CSE.1, 7.L. CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10


Text(s): “The Gift of the Magi,” by O. Henry

Student Learning Targets: • I can determine a theme of a text and analyze its develoment over the course of the text; provide an objective summary. 7.RL.KID.2 • I can analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RL.KID.3 • I can determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings. 7.RL.CS.4

Summarize “Gift of the Magi” and analyze the impact of description and setting on characterization L32PPT • Students will:

Bartlett City Schools 7th Grade Quarter 2 o Read the short story, “The Gift of the Magi,” by O. Henry o Use context clues and prior knowledge to compose definitions of unknown words in “The Gift of the Magi” (see list in teacher


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class o Analyze the author’s use of description and setting and its impact on characterization o Summarize the text using the Somebody-Wanted-But-So-Then handout. o Discuss and answer the questions on split-page notes and summarize

Teacher notes L32


Text(s): “The Gift of the Magi,” by O. Henry http://etc.usf.edu/lit2go/131/the-four-million/2387/the-gift-of-the-magi/

Student Learning Targets: • I can determine a theme of a text and analyze its develoment over the course of the text; provide an objective summary. 7.RL.KID.2 • I can analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RL.KID.3 • I can determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings. 7.RL.CS.4

Determine a theme of “The Gift of the Magi” L33PPT • Students will:

o Determine a theme of “The Gift of the Magi” using textual evidence. o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Create synonyms and antonyms for words from “The Gift of the Magi” o Identify themes that are shared across the fictional texts of the entire unit o Explain how the main characters’ experiences and changing perspectives support the theme’s development in each text. Cite

text evidence. Teacher notes L33


Text(s): Cold-read Assessment Part 1

Bartlett City Schools 7th Grade Quarter 2 See teacher materials o Assess ability to read, understand, and express understanding of a new text. Read and annotate the text and then complete

several text-dependent questions demonstrating master of the skills. Standards Assessed:7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.5, 7.RI.CS.6



Cold-read Assessment Part 2 o Continue assessing ability to read, understand, and express understanding of a new text. Relevant textual evidence from the

passage is required to address the following writing prompt:

Write a multiparagraph essay that explains how Albom distinguishes Morrie’s point of view from his own as well as from others mentioned in the selection, such as Ted Turner, who claim that “more is good.” Use effective transitions and cite evidence from the selection to support your response. Be sure to observe the conventions of standard English.

Standards Assessed: 7.W.TTP.2


Grade 7 The Giver 9 Weeks Unit Overview • During this quarter, students will read dystopian literature and related informational texts to understand how individual perspectives are shaped by knowledge and memory and to determine

whether perfection is worth the sacrifice. Students express their understanding by analyzing how a theme is developed through characters and their contrasting points of view and also comparing and contrasting the themes of similar texts.

Essential Questions: • What makes an ideal society? • How much should the government be able to control/limit your individual rights for the benefit of society? • In what ways are we influences by our society? How can one person impact his/her society? Anchor Text Qualitative Analysis of Anchor Text • The Giver by Lois Lowry, 760L

http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text)

• https://www.youtube.com/watch?reload=9&v=ZQq79KFowEA (full audio version)

Anchor Text Complexity Analysis- • Meaning: Moderately Complex • Text Structure: Slightly Complex • Language Features: Slightly Complex • Knowledge Demands: Moderately Complex

Students will have to use their understanding of government and laws to understand the way Jonas’ society is governed differently. Discussion of words with implied and symbolic meaning will be key to student comprehension. Written in narrative form, the book tells the continuous story of Jonas’ experiences of learning the truth about his community and should be fairly easy for students to follow. The text is written in third person point of view and uses grade appropriate language. Although students may have read similar texts, they will need to know and understand the definitions of dystopia and utopia. Some students may need support with understanding the dynamics of the community and how the society is different than their own.

Related Texts Informational texts • “Preamble” from The Constitution of the United States (student materials) Literary texts • Maze Runner by James Dasher (choice book) • The Hunger Games (full text) by Suzanne Collins (choice book) • The Hunger Games- Chapters 1 & 2 (student materials) • Unwind by Neal Shusterman (choice book) • Divergent by Veronica Roth (choice book) • Uglies by Scott Westerfield (choice book) • “The Human Abstract” by William Blake (student materials) • “Imagine” by John Lennon https://www.azlyrics.com/lyrics/johnlennon/imagine.html Nonprint texts • “Imagine” by John Lennon (video) http://viewpure.com/yRhq-yO1KN8?start=0&end=0 • “The Reaping” scene from The Hunger Games https://www.youtube.com/watch?v=e3PJ3Du_zDc • Exemplar student presentation https://prezi.com/w0vh9vnbfrbe/the-giver/?utm_campaign=share&utm_medium=copy

End-of-Unit Assessment: Students should complete the following culminating writing task by the end of the unit:

How do Jonas’ experiences develop a theme over the course of The Giver? Write a literary analysis that develops a claim logically and demonstrates an understanding of the text. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of textual evidence to support the analysis, including direct quotations and parenthetical citations.

Bartlett City Schools 7th Grade Quarter 4 Grade Level Standards Addressed: Reading: Literary 7.RL.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases. 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RL.IKI.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multi-media version, analyzing the effects of techniques unique to each medium. 7.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed. Reading: Informational 7.RI.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RI.KID.3 Analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning

and tone, including allusions to other texts and repetition of words and phrases. 7.RI.CS.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. Language 7.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. A. When reading or listening, explain the function of phrases and clauses with effectively-placed modifiers. B. When writing or speaking, produce simple, compound, and complex sentences with effectively-placed modifiers. 7.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading or writing, explain the function of commas to separate


clearly. 7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under study. 7.SL.CC.3 Explain a speaker's argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient. 7.SL.PKI.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. 7.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify claims and findings and to emphasize major points. 7.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing 7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

A. Introduce claim(s). B. Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s). C. Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons.


D. Use credible sources and demonstrate an understanding of the topic or source material. E. Craft an effective and relevant conclusion that supports the argument presented. F. Use precise language and content-specific vocabulary. G. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. H. Use varied sentence structure to enhance meaning and reader interest. I. Establish and maintain a formal style.

7.W.TTP.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow. B. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in comprehension. C. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. D. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear understanding of the topic and the source material. E. Craft an effective and relevant conclusion. F. Include formatting, graphics, and multimedia when appropriate. G. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. H. Use precise language and domain-specific vocabulary. I. Use varied sentence structure to enhance meaning and reader interest. J. Establish and maintain a formal style. 7.W.PDW.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


how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.) 7.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; link to and cite sources; type a complete product in a single sitting as

defined in W.1-3. 7.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation. 7.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a

standard format for citation. 7.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the

evidence is relevant and sufficient to support the claims. 7.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.


Week 1

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.5 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10


Text(s): The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) https://www.youtube.com/watch?reload=9&v=ZQq79KFowEA (full audio version)

Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Cite several pieces of textual evidence to support conclusions. RL.KID.1 • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CSE.1 Examine word connotations and analyze setting PPT1 • Students will:

o Listen and follow along as the teacher reads chapter 1 aloud. o Read the projected quote from the text and participate in whole-group and partner discussion of questions. o Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Work with a partner to re-read paragraphs 1-9 of chapter 1 and answer questions 1-3 on the Cornell Notes handout. o Write a paragraph describing Jonas’ community based on at least two pieces of textual evidence. o Practice using appositives in context correctly and effectively.

Diverse Learners Support Split page notes blank Split page notes complete Teacher Notes L1 TWR Sentence Fragments Teacher Notes TWR Sentence Fragments Guided Practice TWR Sentence Fragments Independent Practice




Student Learning Targets: • Analyze how specific elements of a story interact with and affect each other. RL.KID.3 • Cite several pieces of textual evidence to support conclusions. RL.KID.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Continue to analyze setting PPT2 • Students will:

o Listen and follow along as the teacher continues reading chapter 1 aloud (see teacher notes for starting and stopping point guidance).

o Read the projected quote from the text and participate in partner and whole-group discussion of questions. o Work with a partner to re-read the identified section (see information on slide) and answer questions 4-7 on the Cornell

Notes handout (see teacher notes for guiding questions). o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn

and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Write a paragraph describing Jonas’ community and how its values are similar or different from your community. Cite at

least two pieces of textual evidence to support the description of your community. o Practice combining sentences effectively.

TWR Scrambled Sentences Teacher Notes TWR Scrambled Sentences Guided Practice TWR Scrambled Sentences Independent Practice Teacher Notes L2


Text(s): The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) https://www.youtube.com/watch?reload=9&v=ZQq79KFowEA (full audio version) “Preamble” from The Constitution of the United States (student materials) text

Student Learning Targets: • Analyze what the text says explicitly and draw logical inferences. RI.KID.1 • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Determine the meaning and purpose of the preamble/preview essential questions PPT3 • Students will:

o Listen and follow along as the teacher reads the text aloud and models the way in which students will reread, paraphrase, and analyze lines from the text (see teacher notes for guidance).

o Work with a partner to discuss the first two lines of the text and how the word union is used in context. Discuss whole-group (see teacher notes for guiding questions and student look-fors).


o Reread the assigned lines from the Preamble and follow the directions on the slide to complete the handout. Discuss whole-group.

o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.)

o Create their own analogies using the vocabulary words from chapter 1 o Review the essential questions on the slide and discuss with a partner. o Write a paragraph making a prediction about the central ideas and themes of The Giver using textual evidence to support

the response. Preamble blank Preamble complete Teacher Notes L3 Section Quiz 1 Answer Key Standards Assessed: RL.KID.1, RL.KID.3, RL.CS.4, RL.CS.6, L.VAU.4



Student Learning Targets: • Analyze how specific elements of a story interact with and affect each other. RL.KID.3 • Cite several pieces of textual evidence to support conclusions. RL.KID.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Analyze character interactions PPT4 • Students will:

o Listen and follow along as the teacher begins reading chapter 2 aloud (see teacher notes for starting and stopping suggestions).


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Work with a partner to reread the identified excerpts and answer questions 1-3 on the Cornell notes handout. o Discuss projected question in pairs and then whole-group (see teacher notes for guiding questions). o Write a paragraph to describe how Jonas’ feels about his community and how it operates, citing at least two pieces of text

evidence to support the description. o Read chapter 3 and complete reading log for homework.

Diverse Learner Support Reading Log Handout Split page notes Ch.2-8 blank Split page notes Ch.2-8 complete


Teacher Notes L4 TWR Sentence Types Teacher Notes TWR Sentence Types Guided Practice TWR Sentence Types Independent Practice

Week 2

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • Analyze what the text says explicitly and dray logical inferences RL.KID.3 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Use knowledge of language and its conventions when writing. L.CSE.1 Analyze Jonas’ memory and make inferences about character and setting PPT5 • Students will:

o Review homework responses with a partner and edit summaries as necessary (see teacher notes for guiding questions and student look-fors).



o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework Discuss the questions on the slide with a partner and then discuss whole-group (see teacher notes for guidance).

o Work with a partner to re-read the excerpt and answer questions 4-6 on the Cornell Notes handout. o Discuss questions on slide in pairs then whole-group.


o Read chapters 4 & 5, complete a reading log entry for each chapter for homework, and add chapter 4-5 vocabulary words to vocabulary chart.

o Practice expanding sentences effectively. Teacher Notes L5 TWR Developing Questions Teacher Notes TWR Developing Questions Guided Practice TWR Developing Questions Independent Practice



Student Learning Targets: • Analyze what the text says explicitly and dray logical inferences RL.KID.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Analyze repeated incidents in the text and make inferences about their meaning PPT6 • Students will:


o Write synonyms and antonyms for some of their new vocabulary words (from homework reading) o Review homework responses with a partner and edit summaries as necessary (see teacher notes for guiding questions and

student look-fors). o Work with a partner to discuss the projected quote and answer the questions on the slide (see teacher notes for guidance). o Engage in whole-class discussion and listen as teacher models how to begin completing the incident chart (see teacher

notes for guidance). o Work with a partner to reread the identified excerpt (see slide for specifics) and record 2 other incidents where release is

mentioned from previous chapters. o Read chapters 6 & 7, complete reading log entries for each chapter for homework, and add chapter 6-7 vocabulary words to

vocabulary chart. Incident Chart blank Incident Chart complete Teacher Notes L6 TWR Because But So Teacher Notes TWR Because But So Guided Practice




Student Learning Targets: • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3 • Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. RL.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Analyze Jonas’ characterization PPT7 • Students will:




o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Listen and follow along as the teacher begins reading chapter 8 aloud; answer questions 7-8 on the Cornell Notes handout

and discuss (see teacher notes for guiding questions). o Continue listening as teacher read chapter 8 aloud; answer questions 9-10 on the Cornell Notes handout and discuss. o Write a paragraph to address the question on the slide.

Teacher Notes L7 TWR Because But So Teacher Notes TWR Because But So Guided Practice TWR Because But So Independent Practice



Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings RL.CS.4 • Analyze the impact of specific word choices on meaning and tone. RL.CS.4 Continue to analyze Jonas’ character PPT8 • Students will:

o Work with a partner to read the excerpt of text noted on the slide and discuss the answers to questions 1-2 on the Cornell Notes handout.



o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Categorize vocabulary words (teacher choice), comparing similarities and differences between their definitions

Bartlett City Schools 7th Grade Quarter 4 o Listen and follow along as the teacher continues reading chapter 9 aloud (see teacher notes for starting and stopping points). o Discuss the projected quote and discuss the questions on the slide with a partner (see teacher notes for guidance). o Answer question 3 on the Cornell Notes handout. o Read chapters 10 & 11, write reading log entries for both chapters for homework, and add chapter 6-7 vocabulary words to

vocabulary chart. Diverse Learners Support Reading Log Handout Split page notes Ch.9-12 blank Split page notes Ch.9-12 complete Teacher Notes L8 TWR Subordinating Conjunctions Teacher Notes TWR Subordinating Conjunctions Guided Practice TWR Subordinating Conjunctions Independent Practice



Student Learning Targets: • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Continue to analyze Jonas’ character PPT9 • Students will:




o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Listen and follow along as the teacher reads an excerpt from chapter 11. o Reread the projected quote and discuss the questions on the slide with a partner. o Reread the excerpt indicated on the slide and answer questions 4-6 on the Cornell Notes handout. o Read chapter 12, complete reading log for homework, and add chapter 12 vocabulary words to vocabulary chart.

Teacher Notes L9 TWR Subordinating Conjunctions Teacher Notes TWR Subordinating Conjunctions Guided Practice TWR Subordinating Conjunctions Independent Practice


Week 3

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, 7.RL.IKI.7, 7.RL.RRTC.10 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.5 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • Analyze what the text says explicitly and draw logical inferences. RL.KID.1 • Analyze how an author establishes, conveys, and contrasts points of view of different characters or narrators in a text. RL.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Analyze setting, Jonas’ perception of his community PPT10 • Students will:


o Listen and follow along as the teacher reads an excerpt from chapter 12. o Discuss the projected quote, bold vocabulary, and questions on the slides (see teacher notes for guiding questions and

student look-fors). o Complete section 3 on the Cornell Notes handout; begin reading Chapter 13 independently if time allows. o Review vocabulary words from chapters 1-12 with a quick review game: I have…who has…, Memory, Jeopardy, Pictionary,

Charades, Bingo, etc. (see Teacher materials for a complete list) o Describe or explain their newest vocabulary words (from previous lesson) using their own explanations and definitions (turn




Teacher Notes L10



Text(s): The Hunger Games- Chapters 1 & 2 (student materials)

Practice Cold Read • Students will:

o Read text, answer multiple choice questions, and complete short writing assignment that addresses the similarities between The Reaping in The Hunger Games and The Ceremony of Twelves in The Giver.

Practice Cold Read Task Answer Key Standards Assessed: RL.KID.1, RL.KID.2, RL.KID.3, RL.CS.4, RL.CS.5, RL.CS.6, L.VAU.5


Text(s): The Hunger Games- Chapters 1 & 2 (student materials) “The Reaping” scene from The Hunger Games https://www.youtube.com/watch?v=e3PJ3Du_zDc

Student Learning Targets: • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3 • Compare and contrast a written story to its audio, filmed, staged, or multi-media version, analyzing the effects of techniques unique to

each medium. RL.IKI.7 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Compare and contrast text and film versions of The Hunger Games and The Giver PPT12 PPT13 • Students will:

o Describe or explain their newest vocabulary words (from lesson 1 in week 3) using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.)

o Listen and follow along as the teacher reads The Reaping scene from The Hunger Games aloud. Take notes on the left-side of the T-chart handout about the plot, setting, and characters.

o Watch the film scene of The Reaping whole-group. Take notes on the right-side of the T-chart handout about the plot, setting, and characters.

o Discuss the questions on the slides with a partner and then whole-group (see teacher notes for guiding questions and student look-fors).

o Demonstrate understanding by writing a paragraph in response to the question on page 2 of the T-chart handout. TChart blank TChart complete Teacher Notes L12 Teacher Notes L13 Section Quiz 2 Answer Key Standards Assessed: RL.KID.1, RL.KID.2, RL.KID.3, RL.CS.4, RL.CS.6, RL.IKI.7


TWR Appositives Teacher Notes TWR Appositives Guided Notes TWR Appositives Independent Practice


Text(s): Maze Runner by James Dasher (choice book) The Hunger Games by Suzanne Collins (choice book) Unwind by Neal Shusterman (choice book) Divergent by Veronica Roth (choice book) Uglies by Scott Westerfield (choice book)

Student Learning Target: • Read and comprehend a variety of literature throughout the grades 6-8 complexity band proficiently. RL.RRTC.10 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Preview and select independent reading novel PPT14 • Students will:

o Review the essential questions for the unit in small groups (see teacher notes for guidance). o Read information about utopia and dystopia from the slide, discuss in small groups, and add information to vocabulary chart.

Discuss whole group to ensure everyone has the correct definitions for the words (see teacher notes for guiding questions). o Review extension task directions. o Participate in book preview by rotating to different stations for each book in 5-minute increments. Complete book preview

handout according to the guidelines on the sheet and projected slide. o Quickly review the notes on the handout and rank the number 1 and number 2 choices for the independent reading novel.

(Teacher note: Collect forms and review the selections to ensure students are matched with the books that make sense for their individual reading levels. This also avoids groups with too many members and too few copies of books).

o Read chapters 13 & 14, complete reading log for homework, and add chapter 13-14 vocabulary words to vocabulary chart. Book Preview blank Teacher Notes L14 TWR Appositives Teacher Notes TWR Appositives Guided Practice TWR Appositives Independent Practice

Week 4

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, 7.RL.RRTC.10 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1, 7.SL.CC.3, 7.SL.PKI.4, 7.SL.PKI.6 Writing


7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • Analyze what the text says explicitly and draw logical inferences. RL.KID.1 • Provide an objective summary. RL.KID.2 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Analyzing The Giver’s perspective PPT20 • Students will:


o Describe or explain their newest vocabulary words (from homework reading) using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.)


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Write analogies for some of their new vocabulary words (teacher choice) o Work with a partner to read the excerpt noted on the slide and discuss the answers to questions 1-3 on the Cornell Notes

handout. o Discuss the contradiction present in the bold line of the projected quote (see teacher notes for guiding questions and student

look-fors). o Answer question 4 on handout independently. o Read chapter 15 & 16, complete reading log for homework, and add chapter 15-16 vocabulary words to vocabulary chart.

Diverse Learners Support Reading Log Handout Split page Notes Ch.13-16 blank Split page Notes Ch.13-16 complete Teacher Notes TWR Combining Sentences Teacher Notes TWR Combining Sentences Guided Practice TWR Combining Sentences Independent Practice




Student Learning Targets: • Provide an objective summary. RL.KID.2 • Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. RL.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 Analyze changes in Jonas’ perspective; compare characters’ perspectives PPT21 • Students will:




o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Listen and follow along as the teacher read an excerpt from chapter 16 aloud. o Work with a partner to read the excerpt referenced on the slide and discuss questions 5 & 6 on the Cornell Notes handout. o Discuss the projected question from the slide in small groups and then whole-group, using textual evidence to support the

answers (see teacher notes for guiding questions and student look-fors). Teacher Notes TWR Sentence Expansion Teacher Notes TWR Sentence Expansion Guided Practice TWR Sentence Expansion Independent Practice


Text(s): “The Human Abstract” by William Blake (student materials) “Imagine” by John Lennon (lyrics only) https://www.azlyrics.com/lyrics/johnlennon/imagine.html “Imagine” by John Lennon (video) http://viewpure.com/yRhq-yO1KN8?start=0&end=0

Student Learning Targets: • Determine a theme of a text and analyze its development over the course of the text. RL.KID.2 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Analyze the impact of specific word choices on meaning and tone. RL.CS.4 • Develop and strengthen writing as needed. W.PDW.5 Determine the themes of “imagine” and “The Human Abstract” PPT22 • Students will:


o Compare similarities and differences between new vocabulary words, sharing comparisons with other students o Review and practice revising strategies.


o Listen to the audio recording of “Imagine” without doing any analysis of its meaning. Briefly discuss with a partner. o Listen to the audio recording again, this time using the TP-CASTT strategy, starting with “Title” to analyze the song lyrics

(see teacher notes for guiding questions and student look-fors). o Work with a partner to paraphrase an assigned stanza and discuss. o Participate as teacher models the other parts of the TP-CASTT strategy with the song lyrics (see teacher notes for guidance). o Complete the T section of the handout for “The Human Abstract” then listen and follow along as the teacher reads the poem

aloud. Read a second time as a class to practice fluency. o Reread the poem with a partner, discuss and analyze the poem using the TP-CASTT strategy, and then discuss whole-group o Discuss question on the slide to demonstrate understanding (see teacher notes for guiding questions).

TP-CASTT blank TP-CASTT Complete Teacher Notes


Text(s): The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) “The Human Abstract” by William Blake (student materials) “Imagine” by John Lennon (lyrics only) https://www.azlyrics.com/lyrics/johnlennon/imagine.html

Student Learning Targets: • Engage in collaborative discussions on grade level topics and texts. SL.CC.1 • Explain a speaker’s argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient. SL.CC.3 Discussing key ideas across texts PPT23 • Students will:

o Participate in a philosophical chairs debate about the three questions on the projected slides (see teacher notes for guidance on activity).

o Write a 1-2 paragraph response to the question on the slide to demonstrate understanding. Teacher Notes Section Quiz 3 Answer Key Standards Assessed: RL.KID.1, RL.KID.2, RL.KID.3, RL.CS.4, L.VAU.4


Week 5

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, 7.RL.RRTC.10 Language 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1, 7.SL.CC.2, 7.SL.CC.3 Writing 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • Analyze what the text says explicitly and draw logical inferences. RL.KID.1 • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Organize ideas and information through a compare and contrast piece of writing. W.TTP.2 Analyze Jonas’ point of view compared to others in his community PPT24 • Students will:

o Listen and follow along as the teacher reads the beginning of chapter 17 aloud. o Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Compare their vocabulary words that begin with the same prefix (possibilities include con, trans, re, im, in, ex), and share

comparisons with other students. o Work with a partner to discuss and answer question 1 on the Cornell Notes handout. o Continue the process through the chapter. o Work with a partner to reread and add information to the incident chart and discuss. o Compare and contrast using the single paragraph outline.

Diverse Learners Support Incident Chart blank Incident Chart complete Split page notes Ch.17-19 blank Split page notes Ch.17-19 complete Teacher Notes


Section Quiz 4 Answer Key Standards Assessed: RL.KID.1, RL.KID.2, RL.KID.3, RL.CS.4, RL.CS.6, L.VAU.4



Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3

Determine word meanings and their connotations and analyze how incidents of plot impact characters PPT25 • Students will:

o Listen and follow along as the teacher reads the beginning of chapter 18 aloud. o Describe or explain their newest vocabulary words (from homework reading) using their own explanations and definitions

(turn and talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Compare their vocabulary words that begin with the same prefix (possibilities include con, trans, re, im, in, ex), and share

comparisons with other students. o Work with a partner to discuss the bold word in the projected quote and answer the questions on the slide. o Continue listening as the teacher reads aloud. o Work with a partner to define the three bold vocabulary words on the projected passage and discuss the question on the

slide in partners and then whole-group. o Continue listening as the teacher finished reading chapter 18 aloud. o Work with a partner to answer questions 4-5 on the Cornell Notes handout.

Teacher Notes



Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. RL.CS.6 • Organize ideas and information through a compare and contrast piece of writing. W.TTP.2

Analyze how Jonas’ perspective about release differs from the community PPT26 • Students will:

o Discuss the question on the projected slide with a partner and then whole-group (see teaching notes for guiding questions). o Listen and follow along as the teacher reads chapter 19 aloud; discuss.




o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Read the projected passage and discuss the questions from the slide with a partner and then whole-group (see teacher note

for guiding questions and student look-fors). o Work with a partner to add this incident to the incident chart and discuss the projected questions from the slide. o Compare and contrast using the single paragraph outline.

Teacher Notes



Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Demonstrate correct usage of quotations in a written response. L.CSE.2 Determine themes of The Giver PPT27 • Students will:

o Discuss the question on the projected slide with a partner and then whole-group (see teaching notes for guiding questions). o Work in small groups to discuss and identify a theme from the text and explain how Jonas’ new knowledge of release helps

to develop and convey that theme. Discuss whole-group. o Review the SODA method for determining the strength of a claim (see teaching notes for guidance). o Listen as the teacher models how the reader identifies a reason to support a claim (see teaching notes for guidance). o Continue listening as the teacher models how to explain what evidence is and how it is used to support the reasons. o Work with a partner to complete the Claim, Reasons, and Relevant Evidence chart according to the directions on the slide. o Read chapters 20 & 21, complete reading log for homework, complete reading log for homework, and add chapter 20-21

vocabulary words to vocabulary chart. o Describe or explain their newest vocabulary words (from previous lesson), using their own explanations and definitions (turn



o Use quotations in writing in order to support claims. Claims Reason Evidence blank Claims Reason Evidence complete Teacher Notes


Week 6

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, .RL.RRTC.10 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10



Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3

Analyze the setting and its impact on Jonas PPT28 • Students will:


o Listen and follow along as the teacher begins reading chapter 22 aloud. o Read the projected passage and discuss with questions on the slide with a partner and then whole-group. Add definition to

vocabulary chart. o Continue listening as teacher reads aloud; discuss the projected questions about setting from the slides (see teacher notes for

guiding questions). o Work with a partner to read the rest of chapter 22, then discuss and answer questions 1-3 on the Cornell Notes handout. o For homework, read chapter 23, complete reading log, and complete reading log for homework, and add chapter 23

vocabulary words to vocabulary chart. o Describe or explain their newest vocabulary words (from homework), using their own explanations and definitions (turn and

talk, volunteers share out, dance card, etc.) o Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in


o Categorize a variety of their vocabulary words, based on categories created by the teacher or by the students themselves (compare and contrast words in categories).

Diverse Learners Support Reading Log Handout Split page notes Ch.22-23 blank Split page notes Ch.22-23 complete


Teacher Notes Section Quiz 5 Answer key Standards Assessed: RL.KID.1, RL.KID.2, RL.KID.3, RL.CS.4, RL.CS.6, L.VAU.4



Student Learning Target: • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4

Analyze the text’s conclusion PPT29 • Students will:

o Play a review game using their vocabulary (teacher choice) from The Giver (Memory, Jeopardy, Pictionary, Charades, Bingo, etc. (see Teacher materials for a complete list)


o Listen and follow along as the teacher reads the conclusion of chapter 23 aloud. o Work with a partner to discuss the questions on the slides, then discuss whole-group. o Answer question 4 on the Cornell Notes handout.

Teacher Notes



Student Learning Targets: • Introduce a claim and support it with logical reasoning and relevant, sufficient evidence. W.TTP.1 • Explain a speaker’s argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient. RI.IKI.8 Develop and present a text-based claim about the text’s conclusion PPT30 • Students will:

o Work in small groups to share ideas about the text’s conclusion, develop a claim about what happens to Jonas/his community at the end of the book, identify three pieces of relevant text-evidence that support the claim, and write the claim and evidence on chart paper (see teacher notes for guidance).

o Present the claim and text-evidence to the class. Take notes on other group presentations when they present. o Answer question 5 on the Cornell Notes handout. o Construct arguments on both sides of a topic.


Evaluating Text Based Claims blank Evaluating Text Based Claims complete Teacher Notes



Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 Introducing the culminating writing task: determining themes PPT35 • Students will:

o Read the culminating writing task directions and review the TN scoring rubric. o Discuss the topics or big ideas from The Giver whole-group (see teaching notes for guidance). o Work in small groups to complete the bulleted points on the projected slide. o Participate in silent gallery and take notes on the Analyzing Theme handout. Go back to small groups and discuss the

questions to synthesize the thinking from the gallery walk. o Write a thesis or claim statement in response to the prompt on the slide.

Analyzing Theme blank Analyzing Theme complete CWT Directions CWT Exemplar Teacher Notes

Week 7

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, .RL.RRTC.10 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10




Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4

Culminating writing task: revising a claim and gathering evidence PPT36 • Students will:

o Create their own review game or “test” for vocabulary words from The Giver o Share theme/claim statements from the previous lesson with a partner. Evaluate partner’s claim using the SODA strategy from

the slide and make revisions as necessary. o Review the Painted Essay Structure (optional) and the sample claim/reason/evidence slide. o Complete the Preparing to Write Your Essay handout according to the directions. Review completed handout with a partner

and provide feedback on the first body paragraph. o Outline writing for an essay using the single paragraph outline and multi paragraph outline.

Painted Essay Prepare to write blank Prepare to write complete Teacher Notes



Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Introduce a relevant topic clearly, previewing what is to follow. W.TTP.1.a

Culminating writing task: writing a first draft PPT37 • Students will:

o Continue creating their own review game or “test” for vocabulary words from The Giver o Read the two sample introductory paragraphs on the slide and then discuss the teacher provided questions with a partner (see

teacher notes for guidance). o Practice writing an introduction paragraph o Write a rough draft for the culminating writing task.

Teacher Notes




Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Provide a concluding statement that supports the information presented. W.TTP.1e

Culminating writing task: revising your essay PPT38 • Students will

o Review the culminating writing prompt and TN scoring rubric. o Listen and follow along as the teacher reads the sample paragraph on the slide aloud to the class. Discuss the paragraph with

a partner according to the teacher’s questions and then discuss whole-group (see teacher notes for guiding questions and student look-fors).

o Read the revised paragraph from the projected slide and discuss whole-group. o Share rough draft essays with a partner to give and receive peer feedback using the projected questions on the slide. o Review partner feedback and make revisions as necessary. o Practice writing a conclusion paragraph. o Edit and complete the final draft of the essay for homework.

Teacher Notes


Text(s): The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) Independent reading novels

Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 Introducing the extension task: determine themes of IR novels and compare to The Giver PPT39 • Students will:

o Work in small reading groups to read the extension task directions, identify topics or big ideas for the independent novel, determine two themes by explaining what the author teachers about that topic, and find at least two pieces of textual evidence to support each theme (see teacher notes for guidance).

o Compare and contrast the independent novel with The Giver according to the guidelines listed on the slide. o Select on theme that the group can agree on, write a thesis statement in response to the prompt, then take notes on how the

theme compares to a theme of The Giver. Analyzing theme blank Extension Task directions Teacher Notes



Text(s): The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) Independent reading novels

Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1

Extension task: revising a claim and gathering evidence PPT40 • Students will:

o Share theme/claim statements from the previous lesson with a partner. Evaluate partner’s claim using the SODA strategy from the slide and make revisions as necessary.

o Complete the Preparing to Write Your Essay handout according to the directions. Review completed handout with a partner and provide feedback on the first body paragraph.

o Teacher Note: Students will NOT write this essay! They are simply gathering information to use for their group project about their independent novel.

Extension task exemplar Painted essay Teacher Notes

Week 8

Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, .RL.RRTC.10 Speaking and Listening 7.SL.CC.1, 7.SL.CC.2, 7.SL.PKI.4, 7.SL.PKI.5 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.RBPK.9, 7.W.RW.10


Text(s): Exemplar presentation- https://prezi.com/w0vh9vnbfrbe/the-giver/?utm_campaign=share&utm_medium=copy The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text)

Student Learning Targets: • Include multimedia components and visual displays in presentations to clarify claims and findings and to emphasize major points.

SL.PKI.5 • Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under

study. SL.CC.2 Analyze an exemplar and organize your multimedia presentation PPT42 • Students will:

o Review the extension task student directions and presentation rubric.


Independent reading novel o View the exemplar presentation and note the important components of the presentation. Discuss projected questions from the three slides whole-group.

o Work with small group to share ideas, identify the theme for the group presentation, and discuss how it is developed similarly or differently in each text.

o Complete storyboard handout for the presentation by identifying key ideas/text the group will include and the visuals that will match. Determine the most logical way to present the ideas to views.

Multimedia presentation rubric Presentation Storyboard blank Presentation Storyboard complete Teacher Notes


Text(s): Exemplar presentation- https://prezi.com/w0vh9vnbfrbe/the-giver/?utm_campaign=share&utm_medium=copy The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) Independent reading novel

Student Learning Targets: • Include multimedia components and visual displays in presentations to clarify claims and findings and to emphasize major points.

SL.PKI.5 • Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under

study. SL.CC.2 Incorporating multimedia effectively to clarify, support, and enhance our presentations PPT43 • Students will:

o View the exemplar presentation again and answer the projected questions on the slide. Then discuss the projected questions from the three slides whole-group.

o Work with small group to identify the multimedia elements for the presentation, decide how the elements will be incorporated, determine how the elements will clarify, support, or enhance the meaning, and record the planning on page two of the storyboard handout.

o Begin working with the group to create the presentation using the outline created on the storyboard handout. Teacher Notes



Text(s): Exemplar presentation- https://prezi.com/w0vh9vnbfrbe/the-giver/?utm_campaign=share&utm_medium=copy The Giver by Lois Lowry, 760L http://schools.smcps.org/lms/images/6thgrade/thegiver.pdf (full text) Independent reading novel

Student Learning Targets: • Include multimedia components and visual displays in presentation to clarify claims and findings and to emphasize major points

SL.PKI.5 • Present claims and findings, emphasize salient points in a focused, coherent manner with pertinent descriptions, facts, details, and

examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.PKI.4 Multimedia extension task presentations PPT44 • Students will:

o Review the peer feedback handout and respond to the prompting questions in each column for each group presentation. o Work with the small group to present the multimedia project. o Follow the directions on the projected slide to provide feedback to the selected group. o Review the group’s feedback and discuss 3 things the group did well, 2 things the group could improve, and 1 key take away

from the presentation. o Participate in whole-group discussion to review the essential questions of the unit.

Teacher Notes



Cold-read Task • Students will:

o Assess ability to read, understand, and express understanding of a new text. Read and annotate the text and then complete several text-dependent questions demonstrating master of the skills.

Cold Read Task Answer Key Standards Assessed: RL.KID.1, RL.KID.2, RL.CS.4, RL.CS.5, RL.CS.6, RI.KID.1, RI.KID.2, RI.KID.3, RI.CS.5, RI.IKI.8, W.TTP.2


Grade 7 Behind the Scenes 9 Weeks Unit Overview • During this quarter, students will read literary and informational texts about the Civil War, a tumultuous period in our country’s history. Students understand that by examining different

perspectives through various accounts, real and fictional, they can gain a deeper understanding of the time period and express their understanding through identifying and then comparing and contrasting different accounts of people, events, and ideas of the time.

Essential Questions: • What are the authors’ messages about slavery? • What role does Mrs. Lincoln play in the emancipation of slaves? • How does an author use imagery to develop a central message of a text? Anchor Text Qualitative Analysis of Anchor Text • Behind the Scenes by Elizabeth Keckley, 1100L (see

student materials) • Behind the Scenes audio version

http://etc.usf.edu/lit2go/87/behind-the-scenes/

Anchor Text Complexity Analysis- • Purpose: Moderately Complex • Text Structure: Slightly Complex • Language Features: Exceedingly Complex • Knowledge Demands: Moderately Complex

Students will need to gain some knowledge about 1868 and recognize the author’s desire to dismiss lies told about Mrs. Lincoln before they will understand the meaning and purpose of the text. Central ideas are hard to determine because of the archaic language and metaphor used in the text. Information is presented in chronological order and events are easy to follow. Much of the language is archaic and students will likely struggle with the vocabulary and outdated expressions. The meaning of many sentences is unclear without explicit vocabulary instruction. Many students will also have difficulty understanding the author’s use of metaphor, particularly in passages where she addresses the theme of slavery vs. freedom. Students will benefit from having a basic knowledge about Abraham Lincoln, slavery, and the Civil War in order to fully understand the motivations of people mentioned in the text.

Related Texts Informational texts • “A Fitting Friendship Between Dressmaker and Mary Todd Lincoln” by Jeanne Kolker (see teacher resources) • “The Great Escape of Slavery from Ellen and William Craft” by Marian Smith Holmes (see teacher resources) • “Notable Visitors: Fredrick Douglass” by The Lehrman Institute (see teacher resources) • “The Value of Literacy to the Enslaved” by EDSITEment! (see teacher resources) • Narrative of the Life of Fredrick Douglass, an American Slave by Fredrick Douglass (see student materials) • “Mary Todd Lincoln- Influence Peddler” by Biography.com https://www.biography.com/video/mary-todd-lincoln-influence-peddler-3348547939 • “Mary Todd Lincoln- Mini Biography” by Biography.com https://www.biography.com/video/mary-todd-lincoln-mini-biography-2204985230 • “Mary Todd Lincoln- The White House” by Biography.com https://www.biography.com/video/mary-todd-lincoln-the-white-house-3348547929 Literary texts • “The People Could Fly” by Virginia Hamilton (see teacher resources) • “O Captain! My Captain!” by Walt Whitman (see student materials) Nonprint texts • “The People Could Fly” audio version https://tinyurl.com/yfl8lfo • Narrative of the Life of Fredrick Douglass, an American Slave audio version https://tinyurl.com/grt7m7b End-of-Unit Assessment: Students should complete the following culminating writing task by the end of the unit:

Bartlett City Schools 7th Grade Quarter 4 In the Preface to her memoir Behind the Scenes: Or, Thirty Years a Slave, and Four Years in the White House, Elizabeth Keckley discusses two topics: slavery and Mrs. Lincoln. What is Keckley’s position on slavery? What is her position on Mrs. Lincoln? How does she develop and support her position on each point throughout her memoir?

Write an essay explaining Keckley’s positions on both slavery and Mrs. Lincoln. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases. Cite several pieces of textual evidence, including direct quotations and parenthetical citations.

Grade Level Standards Addressed: Reading: Literary 7.RL.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RL.KID.3 Analyze how specific elements of a story or drama interact with and affect each other. 7.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words and phrases. 7.RL.CS.5 Analyze the form or structure of a story, poem, or drama, considering how text form or structure contributes to its theme and meaning. 7.RL.CS.6 Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. 7.RL.IKI.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multi-media version, analyzing the effects of techniques unique to each medium. 7.RL.IKI.9 Compare and contrast an historical account with a fictional portrayal of the same time, place, or character. 7.RL.RRTC.10 Read and comprehend a variety of literature throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed. Reading: Informational 7.RI.KID.1 Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions. 7.RI.KID.2 Determine a central idea of a text and analyze its development over the course of the text; provide an objective summary. 7.RI.KID.3 Analyze the relationships and interactions among individuals, events, and ideas in a text. 7.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning

and tone, including allusions to other texts and repetition of words and phrases. 7.RI.CS.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. 7.RI.CS.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. 7.RI.IKI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject. 7.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient to support the claims. 7.RI.IKI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing an alternate explanation of events. 7.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 6-8 text complexity band proficiently, with a gradual release of scaffolding at the high end as needed. Language 7.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage. A. When reading or listening, explain the function of phrases and clauses with effectively-placed modifiers. B. When writing or speaking, produce simple, compound, and complex sentences with effectively-placed modifiers. 7.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. When reading or writing, explain the function of commas to separate

coordinate adjectives and use them correctly to do so. 7.L.KL.3 When writing and speaking, choose precise language to express ideas concisely. 7.L.VAU.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on 7th grade-level text by choosing flexibly from a range of strategies. A. Use context as a clue to the meaning of a word or a phrase. B. Use common grade-appropriate morphological elements as clues to the meaning of a word or a phrase. C. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase. D. Use etymological patterns in spelling as clues to the meaning of a word or phrase. 7.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships, and connotation/denotation and use them correctly and effectively. 7.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases; develop vocabulary knowledge when considering a word or phrase important to comprehension or expression.


Speaking and Listening 7.SL.CC.1 Prepare for collaborative discussions on 7th grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas

clearly. 7.SL.CC.2 Analyze the main ideas and supporting details presented in diverse media formats; explain how this clarifies a topic, text, or issue under study. 7.SL.CC.3 Explain a speaker's argument and specific claims, focusing on whether the reasoning is sound, relevant, and sufficient. Writing 7.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

A. Introduce claim(s). B. Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or opposing claim(s). C. Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons. D. Use credible sources and demonstrate an understanding of the topic or source material. E. Craft an effective and relevant conclusion that supports the argument presented. F. Use precise language and content-specific vocabulary. G. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. H. Use varied sentence structure to enhance meaning and reader interest. I. Establish and maintain a formal style.

J. Establish and maintain a formal style. 7.W.PDW.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


how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.) 7.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and generating additional related, focused questions for further research and investigation. 7.W.RBPK.8 Integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a

standard format for citation. 7.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts, applying grade 7 standards for reading; assess whether the

evidence is relevant and sufficient to support the claims. 7.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.


Week 1

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, 7.RL.IKI.7, 7.RL.IKI.9, 7.RL.RRTC.10 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.9, 7.W.RW.10


Text(s): Preface from Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/

Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CSE.1 • Cite several pieces of textual evidence to support conclusions. RI.KID.1 Meet the Author PPT1 • Students will:

o Listen and follow along to the audio version or as the teacher reads the text aloud. Discuss who the narrator of the text is and her topic.

o Circle or underline vocabulary or unfamiliar expressions while listening to the first paragraph again. o Review the process for completing the vocabulary log as teacher models; work in pairs to complete the chart for assigned

words. o Choose one word from the assigned words and create a wall poster of at least 5 pieces of information about the word that

will help them understand the word. o Revise the projected quote from the text. o Review and practice using subordination conjunctions effectively in context.

Vocabulary Poster blank Teacher Notes L1 TWR Sentence Fragments Teacher Notes TWR Sentence Fragments Guided Practice TWR Sentence Fragments Independent Practice



Text(s): Preface from Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/

Student Learning Targets: • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient to support

the claims. RI.IKI.8 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Identify claims PPT2 • Students will:

o Work with a partner to reread the preface from the text and complete the comprehension questions. o Use context clues and prior knowledge to compose definitions of unknown words in Preface (see list in teacher



o Discuss what claims the author makes about slavery and paragraph an answer. o Use the text to identify and underline sentences containing the claim related to slavery. o Select a sentence where the author expresses an idea about slavery and rewrite it in your own words.

Comprehension Questions blank Comprehension Questions complete Teacher Notes L2 TWR Scrambled Sentences Teacher Notes TWR Scrambled Sentences Guided Practice TWR Scrambled Sentences Independent Practice


Text(s): “The People Could Fly” by Virginia Hamilton (see student materials) “The People Could Fly” audio version https://tinyurl.com/yfl8lfo

Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Analyze how specific elements of a story or drama interact with and affect each other. RL.CS.5 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4 • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CSE.1 Examine tone to determine theme PPT3 • Students will:

o Describe or explain their newest vocabulary words from the Preface using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.).

o Create synonyms and antonyms for vocabulary words from the Preface.


o Review correct use of conjunctions, independent clauses, and dependent clauses, and practice writing them in context. o Listen and follow along to the audio version or as the teacher reads the text aloud. Discuss. o Work with a partner to list words and phrases used to describe the characters and their actions on the t-chart. o Discuss the projected questions in pairs and then whole-group. Repeat until all projected questions have been discussed. o Complete theme statement for reading log entry.

Character description blank Character description complete Conversation Stems Teacher Notes L3 TWR Developing Questions Teacher Notes TWR Developing Questions Independent Practice


Text(s): Preface from Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/ “The People Could Fly” by Virginia Hamilton (see student materials) “The People Could Fly” audio version https://tinyurl.com/yfl8lfo

Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Analyze how an author establishes, conveys, and contrasts the points of view of different characters or narrators in a text. RL.CS.6 • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Compare and contrast fictional and nonfictional narratives PPT4 • Students will:

o Share theme statements from the previous lesson. o Compare and contrast vocabulary words from the Preface by categorizing them according to their meanings o Continue reviewing words from the Preface by o Work with a partner to discuss the projected question and then discuss whole-group. o Work with a partner to complete the H-chart to compare and contrast the ideas about slavery in the two texts used so far.

Discuss the projected questions with partner and then whole-group. Write reading log entry. H-Chart blank H-Chart complete Teacher Notes L4 TWR Sentence Types Teacher Notes


TWR Sentence Types Guided Practice TWR Sentence Types Independent Practice


Text(s): Behind the Scenes Chapter 1 by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/ “The People Could Fly” by Virginia Hamilton (see student materials) “The People Could Fly” audio version https://tinyurl.com/yfl8lfo

Student Learning Targets: • Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing

different evidence or advancing an alternate explanation of events. RL.IKI.9, RI.IKI.9 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Continue to compare and contrast fictional and nonfictional narratives PPT5 • Students will:

o Listen and follow along to the audio version or as the teacher reads the text aloud. Discuss. o Use context clues and prior knowledge to compose definitions of unknown words in chapter 1 (see list in teacher



o Work with a partner to skim the text, locate the four events that Keckley experienced or witnessed about slavery during her childhood, and summarize each event in one sentence.

o Complete close read of excerpt of the text and discuss use of specific vocabulary (see teacher notes for guiding questions).

o Identify and underline the words and phrases in the passage that describe lightness and darkness; review. o Discuss the projected discussion questions with a partner and then whole-group. o Select from one of the projected questions to write reading log entry, using evidence from the text to support the answer.

Teacher Notes L5

Week 2

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.KL.3, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.7, 7.W.RBPK.8, 7.W.RBPK.9, 7.W.RW.10



Text(s): Behind the Scenes chapter 1 by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/

Student Learning Targets: • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 Identify and paraphrase claims PPT6 • Students will:

o Work with a partner or in small groups to complete the slavery claim chart by copying sentences related to slavery from the text and paraphrasing them.

o Describe or explain their newest vocabulary words from chapter 1 using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.).

o Use context clues and prior knowledge to compose definitions of unknown words in chapter 1 (see list in teacher resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.


o Participate in whole-class discussion about the projected quotes and questions on the slide and the evidence to support. o Complete the reading log entry according to the information on the slide. o See Section 1 quiz in teacher resources.

Slavery Claim Chart blank Slavery Claim Chart complete Teacher Notes L6 Section Quiz 1 Answer Key Standards Assessed: RI.KID.1, RI.CS.4, RI.CS.6, RI.IKI.8, RL.KID.1, RL.CS.4, RL.CS.6, L.VA.4 TWR Because But So Teacher Notes TWR Because But So Guided Practice TWR Because But So Independent Practice




Student Learning Targets: • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Analyze relationships and interactions among individuals, events and ideas in a text. RI.KID.3 • Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Read about Keckley’s emancipation PPT7 • Students will:

o Listen and follow along to the audio version or as the teacher reads the text aloud (See teacher notes for guiding questions during the read aloud).




o Analyze the root man as it is used in their vocabulary words and other words they know. o Work with a partner to read projected excerpt, paraphrase in own words, and share whole-group. o Continue listening and following along to the audio version or as the teacher reads more of the text aloud. Discuss the

question on the slide at the appropriate time. Repeat the process through paragraph 21. o Complete the Attitude Toward Slavery chart with the teacher, then with a partner for the second entry, and finish

individually. Diverse Learners Support Attitude Towards Slavery blank Attitude Towards Slavery complete Teacher Notes L7 TWR Because But So Teacher Notes TWR Because But So Guided Practice TWR Because But So Independent Practice




Student Learning Targets: • Cite several pieces of textual evidence to support conclusions. RI.KID.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Write an objective summary. RI.KID.2 Discover how imagery impacts meaning PPT8 • Students will:

o Reread paragraphs 1-21 of chapter 3, underlining examples of imagery involving lightness and darkness. o Describe or explain their newest vocabulary words (from previous lesson chapter 3) using their own explanations and

definitions (turn and talk, volunteers share out, dance card, etc.). o Use context clues and prior knowledge to compose definitions of unknown words in chapter 3 (see list in teacher



o Analyze the prefix per- as it is used in their vocabulary words and other words they know. o Work with a partner to discuss one of the chosen examples of imagery in the projected passage; discuss whole-group. o Read the remainder of chapter 3 and consider the questions on the slide; discuss (see teacher notes for guiding questions

and student look-fors). o Complete the parts of speech activity on the slide o Write an objective summary of events leading to Elizabeth Keckley’s legal emancipation in reading log using multiple

techniques Teacher Notes L8


Text(s): Narrative of the Life of Fredrick Douglass, an American Slave by Fredrick Douglass (see student materials)

Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Write an objective summary. RI.KID.2 Read a second account of emancipation PPT9 • Students will:

o Read the first paragraph of the text and answer the questions on the next slide. o Describe or explain their newest vocabulary words in chapter 3 using their own explanations and definitions (turn and talk,

volunteers share out, dance card, etc.). o Review vocabulary words from the Preface through chapter 1 with a quick review game: I have…who has…, Memory,

Bartlett City Schools 7th Grade Quarter 4 Jeopardy, Pictionary, Charades, Bingo, etc. (see Teacher materials for a complete list)

o Work with a partner to list specific events on the left side of the T-chart and quotations from the text that include descriptions of how the author is feeling about the event on the right.

o Read paragraphs 2-4 and add to the T-chart; refer to paragraph 4 and identify examples of imagery involving animals. o Read the rest of the excerpt and add to the T-chart. o Orally summarize Douglass’s emancipation with a partner, using the T-chart to guide the summarization. o Homework: Write an objective summary of Douglass’s Emancipation in reading log using multiple techniques.

Attitude Towards Slavery blank Attitude Towards Slavery complete

Teacher Notes L9

TWR Sub. Conj. Teacher Notes

TWR Sub. Conj. Guided Practice

TWR Sub. Conj. Independent Practice


Text(s): Narrative of the Life of Fredrick Douglass, an American Slave by Fredrick Douglass (see student materials) Behind the Scenes by Elizabeth Keckley, 1100L (see student materials)

Student Learning Targets: • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.


different evidence or advancing an alternate explanation of events. RI.IKI.9 Compare and contrast emancipation stories PPT10 • Students will:

o Review vocabulary words from chapter 3 with a quick review game: I have…who has…, Memory, Jeopardy, Pictionary, Charades, Bingo, etc. (see Teacher materials for a complete list)

o Review the two summaries of emancipation experiences and complete Venn diagram of similarities and differences of each.

o Read projected quotes on the slide and compare and contrast the attitude of each writer toward their work. Discuss. o Describe how Keckley and Douglass feel about working for their “masters”, using at least 2 pieces of textual evidence to

support the claims. Discuss whole-group. o Complete the “Attitude Toward Slavery” chart (see teacher notes for guidance). o Use notes to discuss the answer to the question the slide in pairs and then whole-group.

Bartlett City Schools 7th Grade Quarter 4 o Complete reading log entry.

Compare and Contrast Stories blank Teacher Notes L10 TWR Appositives Teacher Notes TWR Appositives Guided Practice TWR Appositives Independent Practice

Week 3

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4 Speaking and Listening 7.SL.CC.1, 7.SL.CC.2, 7.SL.CC.3 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.7, 7.W.RBPK.9, 7.W.RW.10


Text(s): “The Value of Literacy to the Enslaved” by EDSITEment! (see teacher resources) “The Great Escape of Slavery from Ellen and William Craft” by Marian Smith Holmes (see teacher resources)

Student Learning Targets: • Write an objective summary. RI.KID.2 • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6

Examine a third emancipation story PPT11 • Students will:

o Read the text and underline one idea learned about slaves and literacy. o Reread the quote from Douglass’s autobiography and discuss how the words relate to the ideas presented in the article

(see teacher notes for guiding questions). o Listen and follow along as the teacher reads the first paragraph of the second text aloud. Discuss how the narration of

this emancipation story is different from the other two already read in class.


o Read the rest of the article and list the events in chronological order. o Discuss projected questions about literacy; write an objective summary of the events that led up to the Crafts’

emancipation. Teacher Notes L11 TWR Appositives Teacher Notes TWR Appositives Guided Practice TWR Appositives Independent Practice


Text(s): Narrative of the Life of Fredrick Douglass, an American Slave by Fredrick Douglass (see student materials) Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) “The Great Escape of Slavery from Ellen and William Craft” by Marian Smith Holmes (see teacher resources)

Student Learning Targets: • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts; assess whether

the evidence is relevant and sufficient to support the claims. W.RBPK.9 Prepare to write an argument PPT12 • Students will:

o Read the projected writing prompt on the slide and discuss the accompanying questions and the questions on the following two slides as a whole-group.

o Write a main claim for each of the three texts (see teacher notes for guidance). o Complete the Compare and Contrast chart according to the directions on the slide. o Review use of quotations in writing in order to support claims.

Teacher Notes L12 Compare and Contrast 3 Slavery Experience blank Compare and Contrast 3 Slavery Experience complete Compare and Contrast 3 Slavery Experiences exemplar


Text(s): Narrative of the Life of Fredrick Douglass, an American Slave by Fredrick Douglass (see student materials) Behind the Scenes by Elizabeth Keckley, 1100L (see student materials)

Student Learning Targets: • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts; assess whether

the evidence is relevant and sufficient to support the claims. W.RBPK.9 Write an argument PPT13 • Students will:


“The Great Escape of Slavery from Ellen and William Craft” by Marian Smith Holmes (see teacher resources)

o Write an introduction that contains the main claim of the essay (see teacher notes for guiding questions and modeling ideas).

o Write body paragraphs and conclusion (see teacher notes for suggestions and guidance). o See Section 2 Quiz in teacher resources.

Section Quiz 2 Answer Key Standards Assessed: RI.KID.1, RI.CS.6, RI.IKI.8, RI.IKI.9, L.VAU.4, L.VAU.5, W.TTP.2 Teacher Notes L13



Student Learning Targets: • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Write an objective summary. RI.KID.2

Read and Summarize PPT14 • Students will:

o Follow the directions on the projected slide, focusing on the word “modiste” (see teacher notes for guiding questions). o Examine the projected picture of Mary Todd Lincoln. o Use context clues and prior knowledge to compose definitions of unknown words in chapter 5 (see list in teacher



o Work in small groups to read an assigned portion of the text (see teacher notes for excerpt assignments for each group). o Reread the text, identifying unfamiliar words and making a list of events that will help with writing a summary of the

assigned section of text. o Write a summary of the section in reading log.

Diverse Learners Support Teacher Notes L14 TWR Sentence Combining Teacher Notes TWR Sentence Combining Guided Practice TWR Sentence Combining Independent Practice



Text(s): Behind the Scenes (chapters 5, 6, 7) by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/

Student Learning Targets: Analyze the relationships and interactions among individuals, events, and ideas in a text. RI.KID.3 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.CS.5 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Determine a central idea of a text and analyze its development over the course of the text, Write an objective summary. RI.KID.2 Identify main idea, tone, and purpose of selections from the anchor text PPT15

• Students will: • Work in jigsaw groups (1 member from each of the groups during the previous lesson) to share the summary with the

rest of the group. Decide which summary is best to share with the class. Read the group’s summary aloud to the class and answer any questions from other students when finished. Complete the questions on the Keckley’s Description of Mrs. Lincoln chart according to the assigned section of the text. Share findings with the rest of the group and come to a consensus on responses. Determine a set of answers to present the entire class.

• Describe or explain their newest vocabulary words from chapter 5 using their own explanations and definitions (turn and talk, voluntexers share out, dance card, etc.).

• Use context clues and prior knowledge to compose definitions of unknown words (see list in teacher resources & chart in student resources). For words where meaning cannot be determined by context, the teacher will provide a definition, and students will compose their own student-friendly definition.

• Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework

Keckley Description of Mrs. Lincoln blank Keckley Description of Mrs. Lincoln complete Teacher Notes L15 TWR Sentence Expansion Teacher Notes TWR Sentence Expansion Guided Practice TWR Sentence Expansion Independent Practice

Week 4

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language


7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4 Speaking and Listening 7.SL.CC.1, 7.SL.CC.2, 7.SL.CC.3 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.7, 7.W.RBPK.9, 7.W.RW.10


Text(s): “Mary Todd Lincoln- Mini Biography” by Biography.com https://www.biography.com/video/mary-todd-lincoln-mini-biography-2204985230

Student Learning Targets: • Determine a central idea of a text and analyze its development over the course of the text. RI.KID.2 • Determine the author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject.

RI.IKI.7 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Identify main idea, tone, and purpose of a film PPT16 • Students will:

o Share the answers on the chart from the last two lessons with the entire class. Discuss which responses are similar across the groups (see teacher notes for guiding questions and student look-fors).

o Describe or explain their newest vocabulary words from chapters 5-7 using their own explanations and definitions (turn and talk, volunteers share out, dance card, etc.).

o Analyze the root mal and the prefix ex- as they is used in their vocabulary words and other words they know. o Create synonyms and antonyms for their vocabulary words (teacher choice). o Watch the video and discuss the projected questions on the slide. o Complete the questions on handout with evidence from the film.

Film Analysis blank Film Analysis complete Teacher Notes L16


Text(s): “Mary Todd Lincoln- The White House” by Biography.com https://www.biography.com/video/mary-todd-lincoln-the-white-house-3348547929

Student Learning Targets: • Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient. RI.IKI.8 • Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different

evidence or advancing an alternate explanation of events. RI.IKI.9 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4


“Mary Todd Lincoln- Influence Peddler” by Biography.com https://www.biography.com/video/mary-todd-lincoln-influence-peddler-3348547939

Compare and contrast main idea, tone, and purpose PPT17 • Students will:

o Watch first video clip and discuss whole-group. o Work in pairs to complete the questions on the film analysis handout, using information from the film as evidence (see

teaching notes for guidance). o Repeat the same steps for the second video clip. o Participate in whole-group discuss about the projected questions on the slides; complete reading log entry. o Categorize and classify their vocabulary words in to different groups, based on meaning. o Construct arguments on both sides of a topic.

Film Analysis blank Film Analysis complete Teacher Notes L17


Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/

Student Learning Targets: • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Produce simple, compound, and complex sentences with effectively-placed modifiers. L.CSE.1 Examine sentence structures to unlock meaning PPT18 • Students will:

o Read paragraph 2 of the Preface and circle any unfamiliar vocabulary terms. Add words to vocabulary log. o Work in pairs or individually to complete the Sentence structure handout. o Discuss the use of “therefore” in the projected quote; continue to discuss the 3 quotes on the next two slides (see teacher

notes for guiding questions). o Reread paragraph 2 and highlight or underline all sentences containing clauses beginning with but, since, therefore, and

if/then. Complete reading log entry. Sentence Structure Exercise blank Sentence Structure Exercise complete Teacher Notes L18




Student Learning Targets: • 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.CS.5 • Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient. RI.IKI.8 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Identify and explain text evidence PPT19 • Students will:

o Work in pairs to reread paragraph 2 of the Preface and identify the claims and supporting evidence that the author makes about Mrs. Lincoln.

o Review vocabulary words from chapters 5-7 with a quick review game: I have…who has…, Memory, Jeopardy, Pictionary, Charades, Bingo, etc. (see Teacher materials for a complete list)

o Review which 4 claims in the paragraph that are important and unique and add them to the first column of the Evidence chart. Continue to add the best evidence for each claim in the second column and explain the connection between the evidence and the claim in the third column.

o Participate in whole-class discussion about the projected questions on the next two slides. o Complete reading log entry. o Construct arguments on both sides of a topic.

Evidence Chart blank Evidence Chart complete Teacher Notes L19



Student Learning Targets: • Analyze the impact of specific word choices on meaning and tone, including allusions to other texts and repetition of words/phrases.

RI.CS.4 • Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from others.

RI.CS.6 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Examine tone and write an argumentative essay PPT20 • Students will:

o Work with a partner to list specific events on the left side of the T-chart and quotations o Review vocabulary words from chapters 5-7 with a quick review game: I have…who has…, Memory, Jeopardy, Pictionary,


Charades, Bingo, etc. (see Teacher materials for a complete list) o Work in pairs to reread paragraph 2 of the Preface and identify the phrases and clauses the author uses to communicate

her attitude about Mrs. Lincoln and explain how those phrases and clauses contribute to the author’s tone. o Complete T-chart (see teacher notes of guidance). Discuss projected question from slide. o Write a constructed response that explains how the words and phrases in the preface help develop the author’s attitude

toward her topic and convey her purpose for writing (see teacher notes for exemplar response). o See Section 3 Quiz in teacher resources.

Tone Words Section Quiz 3 Answer Key Standards Assessed: RI.KID.1, RI.KID.2, RI.CS.4,RI.CS.6, RI.IKI.8, RI.IKI.9, RL.KID.1, RL.KID.2, RL.CS.4 L.VAU.4, W.TTP.2 Teacher Notes L20

Week 5

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.9, 7.W.RW.10


Text(s): See teacher resources

Practice Cold Read • Students will:

o Assess ability to read, understand, and express understanding of a new text. Read and annotate the text and then complete several text-dependent questions to begin demonstrating mastery of the skills.

Practice Cold Read Task Practice Cold Read Answer Key Standards Assessed: RI.KID.1, RI.KID.2, RI.KID.3, RI.CS.4, RI.CS.5, RI.CS.6, W.TTP.2



Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) (chapter 10) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/



RI.CS.6 • Trace and evaluate the argument and specific claims in a text, assessing whether the evidence is relevant and sufficient. RI.IKI.8 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Examine passages for meaning, author reliability, and purpose PPT24 • Students will:

o Work with a partner to read the excerpt of chapter 10 and make a list of 10 main topics or events covered by author. o Read the projected passage and discuss the questions on the slide. Repeat for next slide. o Reread paragraphs 15-29 and answer the questions on the next 4 slides during a whole-group discussion. o Complete reading log entry. o Use context clues and prior knowledge to compose definitions of unknown words in chapter 10 (see list in teacher


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework.

Diverse Learners Support Teacher Notes L24


Text(s): “Notable Visitors: Fredrick Douglass” by The Lehrman Institute (see teacher resources)



RI.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 Examine a passage for meaning and tone PPT25 • Students will:


o Find related vocabulary words that compare to words from chapter 10 and share with their peers.


o Work in pairs or individually to read the text and circle or highlight words, phrases, or expressions that cannot be defined with context clues. Answer projected question on the next slide via whole-group discussion.

o Work with a partner to answer the comprehension questions on the Notable Visitors handout. o Reread the description of the inauguration in paragraphs 6 and 7. Circle words or phrases that help convey the author’s

tone. Discuss whole-group. Complete reading log entry. Comprehension Questions blank Comprehension Questions complete Teacher Notes L25


Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) “Notable Visitors: Fredrick Douglass” by The Lehrman Institute (see teacher resources)

Student Learning Targets: • Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from others.


different evidence or advancing an alternate explanation of events. RI.IKI.9 • Organize ideas and information through a compare and contrast piece of writing. W.TTP.2 Compare and contrast different accounts and purposes for writing PPT26 • Students will:

o Work in pairs to complete the Compare and Contrast Accounts chart using evidence from both texts. Discuss whole-group (see teacher notes for guidance and student look-fors). Complete reading log entry.

o Compare and contrast different accounts using the single paragraph outline. Compare and Contrast blank Compare and Contrast complete Teacher Notes L26

Week 6

Instructional Focus Reading: Literary 7.RL.KID.1, 7.RL.KID.2, 7.RL.KID.3, 7.RL.CS.4, 7.RL.CS.6, 7.RL.IKI.9, 7.RL.RRTC.10 Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5


Speaking and Listening 7.SL.CC.1 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.9, 7.W.RW.10


Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) (chapter 11) Behind the Scenes audio version http://etc.usf.edu/lit2go/87/behind-the-scenes/

Student Learning Targets: • Analyze the relationships and interactions among individuals, events, and ideas in a text. RI.KID.3 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings RI.CS.4

Understanding word choice PPT27 • Students will:


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework Reread paragraphs 27 and 46 then answer the projected questions on the slide.

o Choose a sentence from either paragraph that includes descriptive language and follow the directions on the slide. Diverse Learners Support Teacher Notes L27


Text(s): “O Captain! My Captain!” by Walt Whitman (see student materials)

Student Learning Targets: • Analyze what the text says explicitly and draw logical inferences; cite several pieces of textual evidence to support conclusions.

RL.KID.1 • Analyze how specific elements of a story or drama interact with and affect each other. RL.KID.3 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RL.CS.4

Read and understand a poem PPT28 • Students will:


o Write analogies using vocabulary words from chapter 11 (teacher choice). o Listen and follow along silently as the teacher reads the poem aloud. Discuss briefly whole-group. o Reread the poem individually and answer the question on the slide. o Work with a partner to complete the comprehension questions handout and share with another pair; discuss whole-group.


o Complete exit ticket writing activity. Comprehension Questions blank Comprehension Questions complete Teacher Notes L28


Text(s): “O Captain! My Captain!” by Walt Whitman (see student materials)

Student Learning Targets: • Determine a theme or central idea of a text and analyze its development over the course of the text. RL.KID.2 • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 Write a literary analysis PPT29 • Students will:

o Review the writing prompt and discuss the projected questions on the slide. o Reread the poem and highlight or underline examples of language describing triumph or despair and discuss the projected

questions on the slide. o Write a response to the prompt, making sure to answer all parts of the question. o See Section 4 Quiz in teacher resources.

Exemplar Response Section Quiz 4 Answer Key Standards Assessed: RI.KID.1, RI.KID.2, RI.CS.4, RI.CS.6, RL.KID.1, RL.KID.2, RL.CS.4, W.TTP.2 Teacher Notes L29

Week 7

Instructional Focus Reading: Informational 7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.CSE.2, 7.L.KL.3, 7.L.VAU.4, 7.L.VAU.5, 7.L.VAU.6 Speaking and Listening 7.SL.CC.1 Writing


7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.7, 7.W.RBPK.8, 7.W.RBPK.9, 7.W.RW.10


Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) chapter 12

Student Learning Targets: • Cite several pieces of textual evidence to support conclusions. RI.KID.1 • 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.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4

Examine author’s tone and explore how it hints at purpose for writing PPT30 • Students will:

o Listen and follow along as the teacher reads the text aloud and models the first entry on the Attitude toward Mrs. Lincoln chart.

o Work with a partner to finish reading excerpts from chapter 12. Add textual evidence and explanations of author’s tone to chart.

o Discuss the projected questions from the next two slides whole-group. o Reread the last paragraph of the chapter and complete reading log entry. o Use context clues and prior knowledge to compose definitions of unknown words in chapter 12 (see list in teacher


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework. Diverse Learners Support Attitude Toward Mrs. Lincoln blank Attitude Toward Mrs. Lincoln complete Teacher Notes L30


Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials) (chapter 15)


others. RI.CS.6 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Introduce a relevant topic clearly, previewing what is to follow. W.TTP.1.a

Explore changing relationships and re-visit author’s purpose PPT31


• Students will: o Read the excerpt of Chapter 15 and answer the projected questions on the slide independently. Discuss responses with a

partner and then whole-group. o Describe or explain their newest vocabulary words from chapter 12 using their own explanations and definitions (turn and

talk, volunteers share out, dance card, etc.). o Use context clues and prior knowledge to compose definitions of unknown words in chapter 15 (see list in teacher


o Add vocabulary words to the vocabulary chart as they read, completing their pictures/symbols during class or for homework o Work with a partner to read the excerpt of the Appendix and answer the projected questions on the slide. Discuss whole-

group. o Complete the Keckley’s relationship with Mrs. Lincoln handout with a partner or independently and discuss whole-group. o Practice writing an introduction paragraph.

Keckley Relationship blank Keckley Relationship complete Teacher Notes L31


Text(s): “A Fitting Friendship Between Dressmaker and Mary Todd Lincoln” by Jeanne Kolker (see teacher resources)


others. RI.CS.6 • Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different

evidence or advancing an alternate explanation of events. RI.IKI.9 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4 • Provide a concluding statement that supports the information presented. W.TTP.1

Explore how different authors advance different interpretations PPT32 • Students will:

o Read the text independently. Discuss the projected questions from the next 4 slides with a partner and then whole-group. o Complete reading log entry. o Describe or explain their newest vocabulary words from chapter 15 using their own explanations and definitions (turn and

talk, volunteers share out, dance card, etc.). o Categorize vocabulary words (teacher choice) by comparing and contrasting different qualities (meanings, usage, etc.). o Practice writing a conclusion paragraph. o See Section 5 Quiz in teacher resources.


Section Quiz 5 Answer Key Standards Assessed: RI.KID.1, RI.CS.4, RI.CS.6 Teacher Notes L32


Text(s): Behind the Scenes by Elizabeth Keckley, 1100L (see student materials)

Student Learning Targets: • Write arguments to support claims with clear reasons and relevant evidence. W.TTP.1 • Support interpretations, analyses, reflections, or research with evidence found in literature or informational texts and assess whether

the evidence is relevant and sufficient to support the claims. W.RBPK.9 • Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings. RI.CS.4

Plan and write an essay PPT33 PPT34 • Students will:

o Read the culminating writing prompt and highlight/underline key words and phrases. Begin organizing the first draft by analyzing the different parts of each question in the prompt and determining how many claims will need to be made and supported in the essay.

o Write draft of essay in class (students will have to complete during next class period if necessary). o Outline writing for an essay using the single paragraph outline and multi paragraph outline (see teacher resources). o Review vocabulary words from Behind the Scenes (teacher choice) with a quick review game: I have…who has…, Memory,

Jeopardy, Pictionary, Charades, Bingo, etc. (see Teacher materials for a complete list) CWT Directions CWT Exemplar Prepare to write How to Avoid Plagiarism Teacher Notes L34

Week 8

Instructional Focus Reading: Informational


7.RI.KID.1, 7.RI.KID.2, 7.RI.KID.3, 7.RI.CS.4, 7.RI.CS.6, 7.RI.IKI.7, 7.RI.IKI.8, 7.RI.IKI.9, 7.RI.RRTC.10 Language 7.L.CSE.1, 7.L.KL.3, 7.L.VAU.4 Speaking and Listening 7.SL.CC.1, 7.SL.CC.2, 7.SL.CC.3 Writing 7.W.TTP.1, 7.W.PDW.4, 7.W.PDW.5, 7.W.RBPK.7, 7.W.RBPK.9, 7.W.RW.10


Text(s): N/A

Student Learning Targets: • When writing and speaking, choose precise language to express ideas concisely. W.TTP.1.f • Demonstrate command of the conventions of standard English grammar and usage. L.CSE.1 • Develop and strengthen writing as needed by planning, revising, editing, rewriting, focusing on how well purpose and audience have

been addressed. W.PDW.5 Evaluate and revise an essay/edit and produce a final draft PPT35 PPT36 • Students will:

o Reread the first draft of the essay. Add or modify sentences to make sure the connections between ideas are clear. Use the Argument Sentence stems and transitions handout for guidance.

o During whole-group discussion, create an editing checklist that contains typical errors students often have with spelling, grammar, and mechanics.

o Use editing marks to corrections; write final version of essay. o Review and practice revising strategies.

Argument Sentence Stems and Transitions Editing Checklist Teacher Notes L35 Teacher Notes L36


Text(s): See teacher resources

Cold-read Task • Students will:

o Assess ability to read, understand, and express understanding of a new text. Read and annotate the text and then complete several text-dependent questions to begin demonstrating mastery of the skills.

Cold Read Task Cold Read Answer Key Standards Assessed: RI.KID.1, RI.KID.2, RI.KID.3, RI.CS.4, RI.CS.5, RI.CS.6, W.TTP.2

bcs- written in bone '20

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