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Gloucester Township Public Schools

English Language Arts Grade 7 Curriculum

Gloucester Township Public Schools | 1

ELA Grade 7

LAUNCH UNIT

Time Frame: 3-4 Weeks

Performance Task: PARCC-like Narrative Writing Assessments

Description: The goal of the Launch Unit of study is to establish routines and procedures,

to review previous year’s skills, and to prepare students to be confident and successful

throughout the year. The unit’s lessons set expectations and provide careful modeling of the behaviors in

action.

CCSS Target Skills

Reading Writing Language Speaking and Listening

Reading Strategies

Visualizing, questioning, making

connecting, inferring, summarizing,

synthesizing

Narrative

Latin and Greek Roots: Unit 1

Model Socratic seminar

Elements of Literature

Review: plot, setting, theme, conflict

(internal/external)

Launch: Point of view (first person,

third person limited and omniscient),

characterization

(direct/indirect)

Parts of Speech:

nouns, pronouns, verbs,

adjectives

adverbs, prepositions,

conjunctions, interjections

Literary Terms

Review: figurative language (simile,

metaphor, hyperbole, personification,

repetition, allusion, idiom)

Launch:

Irony, dialect, mood/tone, symbolism

Benchmark and Cross Curricular

Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark

Assessment


Common Core

“I Can” Statements Number Reading Standards for Literature

RL 7.2 I can determine the theme of a text.

I can give an unbiased summary of a text.

RL 7.3 I can analyze how the elements of a story/drama, such as setting, characters, or plot, interact.

RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.

I can determine the connotative meaning of a word or phrase based on how it is used in a text.

I can analyze the impact of repetition on a specific part of a story, poem, or drama.

RL 7.6 I can analyze how an author develops the points of view of different characters or narrators in a text.

RL 7.10 I can read and comprehend literature at a seventh-grade level.

Number Reading Standards for Informational Texts

RI 7.4 I can determine the figurative meaning of a word or phrase.

I can determine the connotative meaning of a word or phrase.

I can determine the technical meaning of a word or phrase.

I can analyze the impact of word choice on the meaning of an informational text.

I can analyze the impact of word choice on the tone of an informational text.

Number Writing Standards

W7.3 I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

details, and well-structured event sequences

Number Speaking and Listening Standards

SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.

A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my

preparation to refer to evidence and reflect on ideas under discussion.

B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of

others in a discussion.

C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion

focused.

D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.

Number Language Standards

L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level.



L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of

strategies.

A: I can use context clues to help me determine the meaning of a word or phrase.

B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word.

C: I can use general and specialized reference materials to find the correct pronunciation of a word.

I can use general and specialized reference materials to determine or clarify a word’s precise meaning.

I can use general and specialized reference materials to find its part of speech.

D: I can verify the inferred meaning of a word or phrase using different strategies.

L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.

A: I can interpret figures of speech, such as allusions, using context clues.

B: I can use the relationship between particular words to better understand each word.

C: I can distinguish between the connotations of words with similar meanings.


Text/Media Sources

Media

None in this unit

Resources Texts:


Elements of Language

Scope magazine

Prestwickhouse Latin & Greek Roots, Book II

Newsela.com

Assessments

*Benchmark* STAR Reading Test

Elements of Literature assessments

Completed Plot mountain

Latin & Greek Roots Vocabulary Unit 1 Quiz

Extended Texts Anthologies Articles

Prestwick Latin & Greek Roots, Book II:

Unit 1


“Rikki-tikki-tavi” by Rudyard Kipling, pp.

3-15

“The Dinner Party” retold by Mona Gardner

pp. 17-18

“Amigo Brothers” by Piri Thomas, p. 245-

253

“Right Hook-Left Hook: The Boxing

Controversy” p. 249

Choice of informational article:

Newsela.com

Scope Magazine


Scope and Sequence

Skills

Addressed Activities

Framework

Element Resources Standards

Establish

classroom

rules and

procedures

Set up binders and/or notebooks.

Establish independent reading, classroom,

and library rules and procedures.

Icebreakers/Get acquainted

SL 7.1

Participate in

collaborative

discussions

Elements of

Plot

Choose one of the stories listed in resources

to review this skill after presenting mini

lesson. Create plot mountain.

Reading

Workshop

EOL p. xxx; xxxiv

EOL text p. 22-23

EOL CD for selection

RL 7.2

Identify theme;

provide unbiased

summary

RL 7.3

Analyze elements

of plot

Character-

ization

Choose one of the stories listed in resources


lesson.

Reading

Workshop

EOL p. xxxii RL 7.3

Analyze elements

of plot

Conflict Choose one of the stories listed in resources


lesson.

Reading

Workshop

EOL p. 244 RL 7.3

Analyze elements

of plot

Point of view Choose one of the stories listed in resources


lesson.

Reading

Workshop

EOL p. xxxvi RL 7.6

Point of view

Literary

Terms

Identify examples throughout stories

providing additional instruction as needed.

Reading

Workshop

Mini lessons located in EOL text:

figurative language p. 168, 520, 564, 577

irony p. 558

dialect p. 481

mood/tone p. 393/226

repetition p. 350

symbolism p. 24

RL 7.4

Figurative meaning,

connotation, and

repetition in

literature


Skills


Framework


Narrative

Writing

After reading “Amigo Brothers,” students

will continue the narrative:

When “Amigo Brothers” ends, the two main

characters leave the ring. Write a new

ending to the story that tells what happens

next.

Consider what actions Antonio and Felix

may have taken as well as what they may

have said to each other.

Be sure to use what you have learned about

setting, characters, and the plot of the

passage in your narrative.

Writing

Workshop

EOL text

EOL CD for selection

W 7.3

Writing Narratives

L 7.2

Standards of

English

Informational

text

Use Newsela.com or Scope magazine

Or “Right Hook-Left Hook: The Boxing

Controversy” to model how reading

strategies apply to informational text.

Reading

Workshop

RI 7.4

Figurative,

connotative

meanings, and

technical meaning

Parts of

Speech

Generate list of examples of the eight parts

of speech from the stories read. Create

foldable or similar project.

Do Now

Activity

Elements of Language text L 7.4

Parts of Speech

Vocabulary Complete unit 1 to establish weekly

vocabulary procedures and expectations.

Do Now

Activity

Prestwickhouse Latin & Greek Roots pp. 6-11

Connotation: EOL p. 44

Denotation: EOL p. 120

RL 7.4

Figurative meaning,

connotation, and

repetition in

literature; Greek

and Latin roots

L 7.5

Figurative

language; word

relationships


ELA Grade 7

Unit A Topic: Choices

Time Frame: 6-8 weeks

Performance Task: Narrative Essay

Unit Description: This is a narrative based unit on either the novel Among the Hidden by Margaret Peterson Haddix or The Giver by Lois Lowry.

Through the study of several informational and narrative texts, students will analyze the ways that characters and individuals must make choices in

order to adapt and survive difficult situations. Students will also explore ways that governments influence the quality of life of their citizens. The

theme of choices will be further explored through the study of the work of O. Henry. Students will identify elements of literature, answer text based

questions using evidence from the text, explore key ideas, complete journal writing assignments, publish a personal narrative essay, write a prose

constructed response, and complete Internet research.

CCSS Target Skills


Determine impact of literary

elements on central idea

Prose constructed response Phrases and Clauses

Improve fluency

Teacher generated Tier 2

Vocabulary

Explanatory Essay Conjunctions Present findings to class

Elements of literature

Narrative writing Latin and Greek Roots Units 2-5

Summarizing

Nonfiction text structure

Reading Strategies

Theme


Common Core “I Can” Statements Number Reading Standards for Literature

RL 7.1 I can find several pieces of textual evidence to support my ideas about the text.


I can analyze how the text is developed.





I can analyze the impact of rhyme on a specific part of a story, poem, or drama.


RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning.

RL 7.6 I can analyze how an author develops the points of view of different characters or narrators in a text.



RI 7.1 I can find several pieces of textual evidence to support my ideas about the text.

RI 7.3 I can analyze how individuals, events, and ideas interact in informational text.







W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas.

A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting,

graphics, and multimedia when useful.

B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other

information.

C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory

writing.

D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing.

E: I can establish and maintain a formal style in my informative or explanatory writing.



F: I can create a conclusion that follows form and supports the information I present in my writing.

W 7.3 I can write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and

well-structured event sequences.

W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience.

W 7.7 I can conduct short research projects using several sources generate additional questions to further my research.

W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.

A: I can draw evidence from literature to support my analysis, reflection, and research at a seventh-grade level.

B: I can draw evidence from informational texts to support my analysis, reflection, and research at a seventh-grade level.

W 7.10 I can write for a range of time frames, tasks, purposes, and audiences.





B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of others

in a discussion.

C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion focused.


SL 7.5 I can clarify claims and findings in a presentation by including multimedia components and visual displays.

SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.



A: I can use commas to separate coordinate adjectives.

B: I can spell correctly at a seventh-grade level.


strategies.








Number Standards






Text/Media Sources

Media

Inferences & Drawing Conclusions: http://www.quia.com/rr/332704.html

Create Your Own Comic Strip: www.makebeliefscomix.com

Background on William Sydney Porter

(O. Henry)

www.biography.com/people/william-sydney-porter-9542046

A Retrieved Reformation (play adaptation)

www.scholastic.com/scope (11/21/2011)

Resources Among the Hidden by Margaret Peterson Haddix or The Giver by Lois Lowry



Scope Magazine


Extended Texts Anthology Articles

Among the Hidden by Margaret Peterson

Haddix or The Giver by Lois Lowry

(Reading should be a combination of

read-aloud/modeling, collaborative

reading/small groups, and independent

reading.)


“After Twenty Years” by O. Henry

“The Cop and the Anthem” by O. Henry

A Retrieved Reformation (play

adaptation) from Scope Magazine

Latin and Greek Roots Units 2-5

“China Starts to Give Girls Their Due”

https://newsela.com/articles/water-

farming/id/846/#articles/water-farming/id/846/

New York Times upfront The Newsmagazine for Teens:

“China’s Stolen Sons”

http://teacher.scholastic.com/scholasticnews...

“How China’s One-Child Policy Affects the Elderly”

http://www.cnbc.com/id/101130958

http://www.quia.com/rr/332704.html

http://www.makebeliefscomix.com/

http://www.biography.com/people/william-sydney-porter-9542046

http://www.scholastic.com/scope

https://newsela.com/articles/water-farming/id/846/#articles/water-farming/id/846/


http://teacher.scholastic.com/scholasticnews



makesbeliefscomix.com

cnbc.com

youtube.com

biography.com

census.gov/popclock

Assessments Formative Summative

Prose Constructed Response

Vocabulary Units 2-5 Quizzes

Cold Read Quizzes

Personal Narrative Essay

End of Unit Grammar Assessment

End of Unit Benchmark Assessment


Scope and Sequence Skills

Addressed

Activities Framework

Element

Resources Standards

Elements of

Plot:

Exposition

Read aloud Among the Hidden or The Giver

to determine basic situation and conflict.

(Reading should be a combination of read-

aloud/modeling, collaborative


reading.)

Reading

Workshop

Novel RL 7.3

Analyze story

Elements

Research to

Build

Background

Skill Lesson: Drawing Conclusions

Use the internet to research 6 types of

government (totalitarian, democracy,

dictatorship, communism, monarchy,

socialism.) Create poster with a

picture/explanation representing each type of

government. In your lit logs, answer the

questions: Which type of government makes

survival difficult for its citizens? Which

makes survival easiest? Provide evidence to

support your answer.

1. What kind of government is being portrayed

in the class novel? Provide evidence to

support your answer. (Ask this question

several times throughout the novel as the

opinion may change as the story progresses.)

Reading

Workshop

Elements of Literature p. 230

Inferences & Drawing Conclusions:


RI 7.1

Textual Evidence

W 7.7

Conduct short

research

W 7.9

Draw evidence to

support analysis

SL7.5

Include multimedia

components



Skills


Framework


Text

Evidence

Reading

Strategies

Among the Hidden:

Text based question:

Why are Luke and the other third children

called shadow children? Cite evidence from

the text to support your answer

Journal entries:

What would be the hardest part for

you of hiding like Luke does. What

would you miss the most?

Although Luke and Jen are both

“shadow children,” their lives are

very different.

Describe how their family situations

affect the way they each live their

lives.

The Giver:

Text based question:

Lois Lowry never directly explains how her

utopia is organized, but she does deliver

many clues. What are some clues that lead

you to make a conclusion about this society?

Cite evidence from the text to support your

answer.

Journal entries:

Jonas cannot stop thinking about what

the Elders will decide about his future

career. Describe your goals/dreams

Reading

Workshop

Journaling

Novel

RL7.1

Text evidence

RL7.2

Determine theme

RL7.3

Analyze how

elements interact

RL7.10

Read grade level

literature


for your future career. Is the decision

left entirely up to you? Or will your

family influence/direct your future?

Explain.

Jonas must attend a ceremony before

he receives his assignment. Have you

ever watched or participated in a

ceremony? Explain, and then compare

your ceremony experience to that of

Jonas.

Think about how large of a role music

plays in your everyday life. Describe

your daily experience with music.

Think about how The Giver is the

only one who can hear music. Why do

you think this community has no

music? Why would this experience be

excluded from their lives?

Close Read:

Informative

Text

Students will read article: “An Architect

Plans to Build Aquaponic Gardens in North

Carolina and Haiti” independently and

complete online quiz.

Reading

Workshop

https://newsela.com/articles/water-

farming/id/846/#articles/water-farming/id/846/

RI 7.1

Text evidence

RI 7.3

Analyze interaction

between individuals,

events, and ideas

\




Skills


Framework


Class Model:

Narrative

Writing

At the conclusion of the novel, students will

write the next chapter telling what happens to

Luke as he goes to Hendricks School for

Boys.

*This essay should be modeled in the

classroom as a springboard for the

individual, published personal narrative

essay.

Process

Writing

Class Model

Novel W 7.3

Write narratives

W.7.4

Produce clear and

coherent writing

W7.10

Write for periods of

time

Writing a

Personal

Narrative

Students will write a formal personal

narrative essay on a self-selected topic.

Students should read teacher-selected mentor

texts to identify elements of literary analysis

prior to brainstorming ideas for own writing

piece. Students will use the writing process

to publish a final piece.

Writing

Workshop

Teacher Resource:

http://teacher.scholastic.com/writeit/cavalcade/g

enre.asp?genre=Essay

W 7.3

Write narratives

W.7.4

Produce clear and

coherent writing

W7.10

Write for periods of

time

Prose

Constructed

Response

Read several selections by O. Henry to

identify examples of characters struggling

with doing the right thing. Record characters

and their choices on T chart.

After reading biographical information about

O. Henry, write an explanatory essay

discussing how his life experiences are

reflected in his work providing textual

evidence as support.

Writing

Workshop

Background on William Sydney Porter

(O. Henry)

www.biography.com/people/william-sydney-

porter-9542046

The Cop and the Anthem

After Twenty Years Elements of Literature p. 192

A Retrieved Reformation (play)

www.scholastic.com/scope (11/21/2011)

RL 7.2

Determine theme

RL 7.5

Analyze text

structure

RL 7.6

Point of view

W 7.2

Write informative

texts

W 7.7

Conduct short

research

W7.9 Evidence to support

http://teacher.scholastic.com/writeit/cavalcade/genre.asp?genre=Essay

http://teacher.scholastic.com/writeit/cavalcade/genre.asp?genre=Essay



http://www.scholastic.com/scope


Skills


Framework


Informative

Essay

Nonfiction

Text

Structure

Skill Lesson: Nonfiction text

structure/comprehend informational text

Luke and Jen are trying to survive life as

shadow children due to extreme

overpopulation.

Examine the idea of overpopulation via the

articles and media sources.

Students should keep a chart/record of the

nonfiction text features found in the articles

and how these features aided their

comprehension

Skill Lesson: Essay Writing

Students will read articles and view media

regarding population laws and

overpopulation.

Write an essay explaining how population

laws/overpopulation affects a country (i.e.:

USA or China).

Writing

Workshop

Reading

Workshop


http://teacher.scholastic.com/scholasticnews...

New York Times upfront The Newsmagazine for

Teens: “China’s Stolen Sons”

“How China’s One-Child Policy Affects the

Elderly”


Census Data: http://www.census.gov/popclock/

Population Video:

http://www.yout census.gov/popclock

ube.com/watch?v=sc4HxPxNrZ0

(View video only and not article listed below

view screen.)

Teacher Resource:

http://www.scholastic.com/teachers/lesson-

plan/teach-text-structure-nonfiction

RI 7.1

Text evidence

RI 7.3

Analyze interaction


events, and ideas

RI 7.5

Analyze text

structure

W 7.2

Write informative

essays

W 7.7

Conduct short

research

W 7.9

Draw evidence to

support analysis

http://teacher.scholastic.com/scholasticnews


http://www.census.gov/popclock/

http://www.youtube.com/watch?v=sc4HxPxNrZ0

http://www.youtube.com/watch?v=sc4HxPxNrZ0

http://www.scholastic.com/teachers/lesson-plan/teach-text-structure-nonfiction



Skills


Framework


Grammar

and

Mechanics

Study

Complete Do Now activities and textbook

exercises.

End of Unit Grammar Test

Do Now Elements of Language

Phrases and Clauses pp. 401-421

Conjunctions pp. 374-377

Chapter Review p. 382

L 7.2

Command of

conventions

Vocabulary

Study Latin & Greek Root Vocabulary

Literary Terms

Do Now Prestwickhouse Latin & Greek Roots, Book II

Units 2-5

RL 7.4

Determine meanings

of words

RI 7.4

Determine meanings

of words

L 7.4

Present claims &

findings

L 7.5

Include multi-media

components


ELA Grade 7

Unit B Topic: Myths and Creatures


Performance Task: Literary Analysis Essay

Unit Description: This is a literary analysis unit based on the novel Freak the Mighty by Rodman Philbrick. By reading several informational and

narrative texts, students will explore the connection between mythology and science, compare real monsters to mythological creatures, answer prose

constructed responses using evidence from the text, explore key ideas, produce a literary analysis essay, analyze character, and create oral or visual

presentations.

CCSS Target Skills


Determine impact of literary

elements on central idea

Prose constructed response Use compound and complex

sentences in writing

Improve fluency

Compare/contrast Character Analysis Latin & Greek root vocabulary

Units 6-9

Present findings to class

Characterization Literary Analysis Literary Terms Presenting a dramatic reading

Summarizing

Nonfiction text structure

Draw conclusions

Point of View

Theme

Teacher generated vocabulary
















RI 7.3 I can analyze how individuals, events, and ideas interact in informational text.






RI 7.10 I can read and comprehend informational text at a seventh-grade level.


W 7.1 I can write an argument with clear reasons and relevant evidence.

A: I can write an organized and logical argument that acknowledges alternate or opposing claims.

B: I can support my claims or argument using logical reasoning and evidence from credible sources.

C: I can use words, phrases and clauses to create cohesion and clarify the relationships among claims, reasons, and

evidence.

D: I can establish and maintain a formal style in my argument writing.

E: I can create a conclusion that follows from and supports the argument I present in my writing.




A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include

formatting, graphics, and multimedia when useful.


information.


writing.




W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences.

A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and

presents a logical sequence of events.

B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or

characters in my narrative writing.

C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative

writing.

D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and

convey experiences and events in my narrative writing.

E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events

described.

W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose

and audience.

W 7.5 I can develop and strengthen my writing by planning, revising, editing, rewriting, or trying a new approach.

I can focus on how well purpose and audience have been addressed.











B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of

others in a discussion.


focused.


SL 7.3 I can evaluate the soundness of reasoning behind a speaker’s argument and specific claims.

SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner.

I can use appropriate eye contact, adequate volume, and clear pronunciation.



L 7.1.b I can demonstrate a seventh-grade level of command of standard English grammar and usage when writing and speaking.

B: I can use a variety of simple, compound, and complex sentences to signal differing relationships among ideas.


strategies.











L 7.6 I can acquire and use vocabulary appropriate for seventh-grade reading and content.


Texts/Media Sources

Media

“The Legend of King Arthur”

http://www.caerleon.net/history/arthur/page2.htm

“Knights of the Round Table”

http://www.medieval-life-and-times.info/medieval-knights/code-of-chivalry.htm

Character Analysis

http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-2.pdf

Characterization

http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html?tab=3#tabs

Theme

http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature

Extended Texts Anthology Articles

Freak the Mighty by Rodman

Philbrick

(Reading should be a

combination of read-


reading/small groups, and

independent reading.)

Elements of Literature Text

“Orpheus the Great Musician” p.

513

“Echo and Narcissus” p. 523

‘The Labors of Hercules” p. 541

Additional selections from

Collection 7 as needed

Prestwickhouse Latin & Greek Roots,

Book II

“Bionic Brains and Beyond”

https://newsela.com/articles/bionic-leg/id/1282/#articles/bionic-

leg/id/1284/

Scope Magazine Articles: http://scope.scholastic.com

“Monster of the Everglades”

“Then and Now: Hercules and Superman”

“The Hunt for Medusa’s Head”

“Monster in the Cave”

“Lexi Youngberg: Invincible”

November 21, 2011 *Viewable as PDF on GTPS Share

Drive.

Frankenstein, October 22, 2012






https://newsela.com/articles/bionic-leg/id/1282/#articles/bionic-leg/id/1284/


http://scope.scholastic.com/


Resources

Freak the Mighty by Rodman Philbrick

Elements of Literature text

Elements of Language text


Scope Magazine

caerleon.net

medieval-life-and-times.info

online.wsj.com

readwritethink.org

NewsELA.org

Assessments

Formative Summative

Selection tests

Character Analysis

Prose constructed response

Latin and Greek Roots Unit tests

Literary Analysis Essay


STAR Reading Test (January)




Addressed


Element

Resources Standards

Extended

Text

Read aloud: Freak the Mighty




reading.)

Reading

Workshop

Novel for each student

RL 7.1

Text evidence

RL 7.2

Determine theme

RL 7.10

Read on level

Text

Evidence

Read “The Legend of King Arthur” and take

notes in literature log noting names of

characters for reference during novel.

Students will work in groups of 4 to create a

song, poem, or rap that describes the code of

chivalry adhered to by the Knights of the

Round Table.

After reading Freak the Mighty, complete

journal entry describing how Kevin and Max

followed the code of chivalry. Provide

textual evidence to support.

Reading

Workshop

http://www.caerleon.net/history/arthur/page2.ht

m

http://www.medieval-life-and-

times.info/medieval-knights/code-of-

chivalry.htm

RI 7.1

Text evidence

RI 7.3

Analyze interaction


events, and ideas

W 7.2

Write

informative/explanat

ory texts

W 7.9

Draw evidence from

text

SL 7.4

Present claims and

findings

Informative

Text Close

Reading

Read article: “Robotic Leg Gets Wired to

Communicate Directly with the Brain” and

complete online quiz.

Reading

Workshop

https://newsela.com/articles/bionic-

leg/id/1282/#articles/bionic-leg/id/1284/

RI 7.1

Text evidence

RI 7.10

Comprehend grade

level material









Skills

Addressed


Element

Resources Standards

Thesis

Writing

Skill lesson: Thesis statement

Students will write a thesis statement and

debate the ethics of bionic body part

replacement and enhancement after reading

the article, “Bionic Brains and Beyond” or

“Lexi Youngberg: Invincible.”

Socratic

Seminar

Elements of Language p. 795-796

“Bionic Brains and Beyond”

http://online.wsj.com/news/articles/SB10001424

052702303640104577436601227923924#print

Mode

“Lexi Youngberg: Invincible”

Scope Magazine


November 21, 2011

*Viewable as PDF on GTPS Share Drive.

W 7.1

Write argument

W 7.4

Produce clear

coherent writing

W 7.9

Draw evidence

Dramatic

Reading

Performance task:

Skill Lesson: Performing a dramatic reading

Read/perform the play, Frankenstein.

Complete chart using text evidence to answer

the question, “Who’s the monster?’

(Referring to the monster, society, or the

doctor)

Reading

Workshop

Elements of Language p. 152

www.scholastic.com/scopemagazine

October 22, 2012

RL 7.2

Determine theme

RL 7.3

Analyze how events

shape drama

RL 7.5

Analyze drama’s

structure

SL 7.1

Collaborative

discussions

SL 7.4

Present claims and

findings

SL 7.6

Adapt speech

http://online.wsj.com/news/articles/SB10001424052702303640104577436601227923924#printMode




http://www.scholastic.com/scopemagazine


Skills


Framework


Text

Evidence

Journal Entry Topics:

Kevin is very interested in knights and

robots.

Provide textual evidence that proves

this.

How does focusing on knights and

robots helps Kevin cope with his

disability?

Max is referred to as the “spitting image” of

his father, “Killer Kane.”

Describe how Max’s appearance

affects the way that people treat him.

How does being compared to his

father makes Max feel?

In the end, Max realizes that Kevin lied to

him about getting a bionic body.

How did this lie help Kevin?

How might their friendship have been

different had Kevin been honest with

Max?

In the beginning of the novel, Max says, “I

never had a brain until Freak came along and

let me borrow his for a while.”

How did Freak help Max “get” a

brain?

Does Max really have a learning

disability?

Journaling

Writing

Workshop

Additional teacher created open-ended

questions.

RL 7.1

Text evidence

RL 7.2

Determine theme

RL 7.3

Analyze how

elements of story

interact

W 7.10

Read on grade level


Skills


Framework


Narrative

Writing

Journal entries:

Kevin says that remembering is an invention

of the mind, that you can remember anything,

whether it happened or not. What does he

mean by this? Do you agree?

Both Max and Kevin are judged based on

their physical appearances. Describe a time

when you were judged unfairly. Have you

ever misjudged anyone based on his or her

appearance?

How would the novel have been different if it

had been told from Kevin’s point of view?

Why did the author choose to keep the

severity of Kevin’s situation a secret from the

reader?

Journaling Additional teacher created prompts W 7.3

Write narrative

Theme

Skill Lesson: Theme

Students should identify three themes present

in the novel Freak the Mighty. Students

should then find three pieces of text evidence

to support each theme selected. Students

should then narrow their choice to one theme

and share as a whole class.

Reading

Workshop

Theme

http://www.scholastic.com/teachers/top_teaching

/2011/02/helping-students-grasp-themes-in-

literature

RL 7.1

Text evidence

RL 7.2

Determine theme





Skills


Framework


Author’s

Purpose

Skill Lesson: Purposes of Myths

Read “Orpheus the Great Musician”

Read “Echo and Narcissus”

Provide background knowledge about the

purpose of myths. Students should read and

annotate stories to find the author’s purpose

for writing/telling the myth. Identify what

natural element each myth is trying to

explain.

In groups, students can write a modern day

myth to explain the purpose of an

environmental or technological element.

Reading

Workshop



Elements of Literature p.522

RL 7.1

Text evidence

W 7.4

Produce clear

coherent writing

W 7.5

Develop and

strengthen writing

W 7.9

Draw evidence

Modeling

Literary

Analysis

One of the purposes of myths is to explain the

greatest hopes and deepest fears of humans.

Write an essay analyzing what humans learn

about the hopes and fears associated with

love through reading these two myths.

Provide textual evidence from all two myths

as support.

Class Model

Process

Writing

Theme

http://www.scholastic.com/teachers/top_teaching

/2011/02/helping-students-grasp-themes-in-

literature

W 7.1

Write an argument

W 7.9

Draw evidence





Skills


Framework


Modeling

Literary

Character

Analysis

Skill Lesson: Characterization

After reading chapter 21 in Freak the Mighty,

write a character analysis essay describing

either Kevin or Max. In your essay explain

how the author reveals the character of Kevin

or Max to the reader. Use evidence from the

text to support your analysis.



individual, published literary analysis

essay.

Class Model

Process

Writing


http://www.readwritethink.org/files/resources/les

son_images/lesson175/RWT186-2.pdf

Characterization

http://www.readwritethink.org/classroom-

resources/lesson-plans/action-character-

exploring-character-175.html?tab=3#tabs

W 7.4

Produce clear

coherent writing

W 7.5

Develop and

strengthen writing

W 7.9

Draw evidence

Writing a

Literary

Analysis

Students will write a formal literary analysis

essay on a character from his/her favorite

novel.


texts to identify elements of literary character

analysis prior to brainstorming ideas for own

writing piece. Students will use the writing

process to publish a final piece.

Writing

Workshop Teacher Resource:

http://www.tcc.edu/students/resources/writcent/d

ocuments/essay_kinds_docs/character_analysis_

essay.pdf

W 7.1

Write an argument

W 7.4

Produce clear

writing

W 7.5

Follow a writing

process

W 7.9

Text evidence






http://www.tcc.edu/students/resources/writcent/documents/essay_kinds_docs/character_analysis_essay.pdf




Skills


Framework


Compare

and Contrast

Read “The Labors of Hercules”

Skill Lessons: Nonfiction text structure and

reading and writing informational

Read “Monster of the Everglades” and view

video clip. Complete interactive online

research and use to create poster, write an

essay, or an oral presentation.

Skill Lesson: Compare/Contrast

Read “Then and Now Hercules and

Superman”

Complete graphic organizer comparing

Hercules and Superman.

Complete journal entry: Which of these

characters is the most powerful? Use

information from the text to support your

answer.

Reading

Workshop

Journaling


Elements of Language p. 158, 168

www.scholastic.com/teachers/lesson-plan/teach-

text-structure-nonfiction


November 22, 2010

Elements of Language P. 108-110


November 22, 2010

RL 7.1

Text evidence

RL 7.3

Analyze interaction

of elements

RI 7.1

Text evidence

RI 7.3

Analyze interaction

of elements

RI 7.10

Read on grade level

W 7.1

Write arguments to

support claims

W 7.4

Produce clear

coherent writing

W 7.5

Develop and

strengthen writing

SL 7.3

Delineate speaker’s

argument

SL 7.4

Present claims and

findings






Skills


Framework


Prose

Constructed

Response

Students will analyze point of view after

reading “The Hunt for Medusa’s Head” and

viewing video clip “Medusa: My Side of the

Story.”

Write an essay that provides analysis of how

point of view changes the conclusions readers

draw about a character. Include evidence

from both the play, “The Hunt for Medusa’s

Head” and the video “Medusa: My Side of

the Story.” You will also include evidence

about one of the characters from Collection 7

with evidence from the text.

Writing

Workshop

Elements of Literature p. 202-203


September 19, 2011

RL 7.5

Analyze drama’s

structure

W 7.4

Produce clear

coherent writing

SL 7.1

Collaborative

discussions

SL 7.6

Adapt speech to

situation

Grammar

and

Mechanics

Study

Compound & Complex Sentences


Do Now


Compound & Complex Sentences pp. 441-450

Chapter Review pp. 451-454

L 7.1

Conventions of

English

Vocabulary

Study Teacher generated vocabulary

Greek & Latin roots

Literary Terms

Do Now Prestwickhouse Latin & Greek Roots, Book II

Units 6-9

RL 7.4

Determine meanings

of words

RI 7.4

Determine meanings

of words

L 7.4

Clarify word

meaning

L 7.5

Figurative language

L 7.6

Grade appropriate

vocabulary



ELA Grade 7

Unit C Topic: Nutrition: Chew on This


Performance Task: Argumentative Essay

Unit Description: This is an informational unit based on the novel Chew on This by Eric Schlosser and Charles Wilson. Through the close reading

of several informational texts students will analyze nonfiction text structure, informational text strategies, and media bias while discovering the

importance of proper nutrition and food choices.

CCSS Target Skills Reading Writing Language Speaking and

Listening

Analyzing editorial cartoons Prose constructed response Compound and complex

sentences in writing

Improve fluency

Compare/contrast Argumentative essay Latin & Greek Roots, Units 10-

13

Present findings to class

Summarizing

Creating editorial cartoons

Analyzing different types of text

Draw conclusions

Make inferences

Analyzing text for media bias














RI 7.2 I can analyze how two or more central ideas are developed over the course of a text.


RI 7.3 I can analyze interactions between individuals, events, and ideas in a text.






RI 7.5 I can analyze how the organization of an informational text contributes to the development of ideas.

RI 7.6 I can determine an author’s point of view or purpose

I can analyze how the author distinguishes his position from that of others

RI 7.7 I can compare and contrast the way a subject is portrayed in different mediums such as text, audio, video, or multimedia.

RI 7.8 I can evaluate an argument by assessing if the reasoning in the argument is sound.

I can evaluate an argument by assessing if the evidence sufficiently supports the claims.

RI 7.9 I can understand how 2 or more authors write about the same topic yet emphasize different evidence.



W 7.1b I can support my claims or argument using logical reasoning and evidence from credible sources.






B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters

in my narrative writing.


writing.

D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey

experiences and events in my narrative writing.

E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.


and audience.



W 7.6 I can use technology to produce and publish my writing, as well as to link to and cite sources I use in my writing.

I can use technology to interact and collaborate with others about my writing.


W 7.8 I can assess the credibility and accuracy of multiple print and digital sources when gathering information for my research.

I can quote and paraphrase the data and conclusions of others and use proper citation to avoid plagiarism.










in a discussion.


focused.




SL 7.2 I can analyze the main ideas and supporting details presented in different mediums.

I can explain how the main ideas and supporting details clarify a topic under study.

SL 7.3 I can delineate a speaker’s argument and specific claims evaluating the soundness and relevance of the evidence.





L 7.1 I can demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.

A. Explain the functions of clauses and phrases in general and their function in specific sentences.

B. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.


A: I can use commas to separate coordinate adjectives.

B: I can spell correctly at a seventh-grade level.


strategies.







L 7.5 I can understand figurative language, word relationships, and nuances in word meanings.

B. Use the relationship between particular words (synonym/antonym, analogy) to better understand each of the words.


Texts/Media Sources Extended Text Texts Articles

Chew on This by Eric Schlosser

and Charles Wilson

(Reading should be a

combination of read-

aloud/modelling, collaborative

reading/small groups, and

independent reading.)


“Fish Cheeks” by Amy Tan, p.

135

Elements of Language text

"Publisher Urges Fast Food Giants to Focus on Facts, Kids'

Health"

http://www.houghtonmifflinbooks.com/features/chewonthis/focusonf

acts.shtml

Scope Magazine September 2013

"Are These Chips Too Delicious?”

“Should Trans Fats Be Banned?”

Infographic on sugar consumption

http://www.foodtechconnect.com/2013/10/18/infographic-of-the-

week-americas-sugar-addiction/

Media

Editorial Cartoons: http://nieonline.com/aaec/cftc.cfm

Editorial Cartoons: http://www.studentnewsdaily.com/archive/editorial-cartoon-for-students/

Pbslearningmedia.org (Childhood Obesity)

http://vitalnj.pbslearningmedia.org/resource/25b218a9-86ab-4877-84b3-bbbefb254935/25b218a9-86ab-4877-84b3-bbbefb254935/

Let's Move (how kids can get started to be healthy) http://www.letsmove.gov/kids

Share Drive

Jamie Oliver "How Chicken Nuggets are Made" Video

Jamie Oliver…Teach every child about food (www.ted.com/talks/jamie_oliver.html) *start video at 10:30*

http://www.houghtonmifflinbooks.com/features/chewonthis/focusonfacts.shtml


http://www.foodtechconnect.com/2013/10/18/infographic-of-the-week-americas-sugar-addiction/

http://www.foodtechconnect.com/2013/10/18/infographic-of-the-week-americas-sugar-addiction/

http://nieonline.com/aaec/cftc.cfm

http://www.studentnewsdaily.com/archive/editorial-cartoon-for-students/

http://vitalnj.pbslearningmedia.org/resource/25b218a9-86ab-4877-84b3-bbbefb254935/25b218a9-86ab-4877-84b3-bbbefb254935/

http://www.letsmove.gov/kids

http://www.ted.com/talks/jamie_oliver.html


Resources

Chew on This by Eric Schlosser and Charles Wilson

Elements of Literature text

Scope magazine (Scholastic.com)

Prestwickhouse Latin & Greek

Newsela.com

nieonline.com

studentnewsdaily.com

Houghtonmifflinbooks.com

pbslearningmedia.org

letsmove.gov


Selection tests

Prose constructed response

Latin & Greek Roots Units 10-13 quizzes

Argumentative Essay

End of Unit Grammar Test





Framework


Building

Background

Read “Fish Cheeks” by Amy Tan. Complete

journal entry: Describe your favorite family

meal.

Journal writing:

Describe your favorite fast food meal at your

favorite fast food restaurant. Do you think

this is a healthy meal or not? Explain.

View video clip:

Jamie Oliver: “Teach Every Child About

Food”

Complete journal writing:

After viewing this video, has your opinion of

your favorite meal changed? Explain your

answer using evidence from the video.

Journaling Elements of Literature text

Video Clip

Jamie Oliver: “Teach Every Child About Food”

RL 7.2

Determine theme

RI 7.8

Evaluate argument

SL 7.2

Analyze ideas

presented in

different mediums

SL 7.3

Evaluate a

speakers argument

W 7.1

Support argument

with claims from

credible sources

W 7.3

Real or imagined

narrative

Reading

Extended

Text

Chew on This Chapter 2: The Youngster

Business.

Use post-it notes to flag information for

informative-argumentative essay.




reading.)

Reading

Workshop

Chew on This

RI 7.1

Text evidence

RI 7.2

Two or more central

ideas

RI 7.3

Analyze how ideas

influence individuals


Skills


Framework


Analyzing

Media

View video clip:

Pbslearningmedia.org (Childhood Obesity)

Journal activity:

Does fast food contributes to childhood

obesity? Provide specific details from the text

and the video to support your opinion.

Viewing

Media

Journaling

Pbslearningmedia.org (Childhood obesity)

RI 7.1

Text evidence

RI 7.2

Two or more central

ideas

RI 7.3

Analyze how ideas

influence individuals

Reading

Extended

Text

Providing

Text

Evidence

Read aloud: Chew on This Chapter 4: The

Secret of Fries



Complete journal (SAMPLE):

In this chapter we learn how fast food French

fries and milk shakes differ from homemade.

Which is the best option? Provide text

evidence to support your answer.

Reading

Workshop

Chew on This W 7.9

Evidence to support

analysis

Reading

Extended

Text

Research

Read aloud: Chew on This Chapter 5: Stop

the Pop



Present Infographic on sugar consumption

Group activity:

Analyze food labels comparing

amounts of sugar in various drinks.

Create a graph depicting results.

Reading

Workshop

Chew on This

Infographic on sugar consumption

RI 7.5

Text structure

W 7.9

Draw evidence

SL 7.1

Collaborative

discussions

SL 7.4

Present claims and

findings


Skills


Framework


Create an argument to answer this

question: Other than water, what is

the best beverage option on the

market?

Present findings to class.

Informative

Essay

Text

Evidence

Read aloud: Chew on This Chapter 6: Meat



Informative-Argumentative Essay:

Write an essay arguing how the

industrialization of cattle raising and meat-

packing over the past few decades has

completely altered the way beef is produced.

Be sure to use evidence from the text to

support this claim.

Jamie Oliver Video Clip: "How Chicken

Nuggets are Made"

Journal entry:

How has this video altered your opinion of

fast food? Provide evidence from the video to

support your opinion.

Writing

Workshop

Journaling

Chew on This

Video Clip (Share Drive):

Jamie Oliver "How Chicken Nuggets are Made"

RI 7.2

Two or more central

ideas

SL 7.2

Analyze main idea

and details

W 7.9

Draw evidence

W 7.10

Write routinely

Compare

Contrast

Scope Article: “Are These Chips Too

Delicious?”

Read articles and complete chart comparing

and contrasting Modern Flavor Industry with

the Ancient Spice Trade

Reading

Workshop

Scope magazine September 2013 RI 7.7

Compare and

contrast


Skills


Framework


Nonfiction

Text

Elements

Text

Evidence

Skill Lesson: Nonfiction text elements

Read Scope article “Delicious or Deadly” and

view video clip, “Peanut Recall”

Provide text evidence to answer

comprehension questions

Reading

Workshop

Scope Magazine from January 9, 2012 and

related worksheets

RI 7.9

Analyze two or

more views

W 7.9

Draw evidence

W 7.10

Write routinely

Media Bias Skill Lesson: Media Bias

Journal: Is media bias present in the novel

Chew on This? Provide evidence to support

your opinion.

Journaling Elements of Language p. 773

Background information on Media Messages

http://www.studentnewsdaily.com/identifying_m

edia_bias/

RI 7.6

Author’s point of

view or purpose

W 7.9

Draw evidence

W 7.10

Write routinely

Persuasive

Devices

Evidence

from Various

Media

Sources

Skill Lesson: Editorial Cartoons

Students will understand symbolism,

exaggeration, caricature, and analogy and use

to interpret editorial cartoons.

In their groups from the pre reading activity,

create an editorial cartoon to argue and

illustrate problems that fast food is creating.

Writing

Workshop

Elements of Language text pp.228-230


http://www.studentnewsdaily.com/archive/editor

ial-cartoon-for-students/

RI 7.7

Compare/contrast

portrayal of subject

in various media

SL 7.4

Present claims by

emphasizing

significant

information

SL 7.6

Use appropriate

presentation skills

Reading

Extended

Text

Read aloud: Chew on This: Afterword



Reading

Workshop

Chew on This RI 7.1

Text evidence

RI 7.6

Author’s point of

view

http://www.studentnewsdaily.com/identifying_media_bias/

http://www.studentnewsdaily.com/identifying_media_bias/





Skills


Framework


Reading

Informative

Text

Read article: "Publisher Urges Fast Food

Giants To Focus On Facts, Kids' Health"

Editorial about Chew on This authors being

attacked by fast food industry



Reading

Workshop

"Publisher Urges Fast Food Giants To Focus On

Facts, Kids' Health"

http://www.houghtonmifflinbooks.com/features/

chewonthis/focusonfacts.shtml

RI 7.1

Text evidence

RI 7.6

Author’s point of

view

Prose

Constructed

Response

Using evidence gathered from the novel

Chew on This and the editorial "Publisher

Urges Fast Food Giants To Focus On Facts,

Kids' Health" write an essay arguing how

media bias is reflected by both the novel and

by its opponents.

Writing

Workshop W 7.2

Informative

W 7.4

Produce clear and

coherent writing

W 7.5

Develop and

strengthen writing

W 7.7

Short research

W 7.8

Relevant

information

Modeled

Writing

Teacher should class model an informative-

argumentative essay on the following topic:

Should fast food restaurants be allowed to

market specifically to children?

Students may use any post-it notes they

flagged while reading Chew on This as well

as any articles read throughout the unit.



individual, published literary analysis

essay.

Process

Writing

Class Model

W 7.2

Informative

W 7.4

Produce clear and

coherent writing

W 7.5

Develop and

strengthen writing

W 7.8

Relevant

information




Skills


Framework


Writing an

Informative-

Argument

Essay

Students will write a formal informative-

argumentative essay on any topic relating to

Chew on This (both chapters/topics read in

class and those not touched upon).


texts to identify elements of informative-

argumentative essays prior to brainstorming

ideas for own writing piece. Students will use

the writing process to publish a final piece.

Writing

Workshop

Teacher/Student Resource:

http://www.husd.org/cms/lib07/AZ01001450/Ce

ntricity/Domain/2343/COT%20Essay%20Packet

.pdf

W 7.2

Informative

W 7.4

Produce clear and

coherent writing

W 7.5

Develop and

strengthen writing

W 7.7

Short research

W 7.8

Relevant

information

Cold

Reading

Read and annotate article “Should Trans Fats

Be Banned?” by Diane Glass & Shaunti

Feldhahn. Participate in Socratic seminar

Reading

Workshop

Socratic

Seminar

Article on GTPS Share Drive RI 7.1

Text evidence

RI 7.6

Author’s point of

view

Grammar &

Mechanics

Study

Compound and complex sentences Do Now Elements of Literature

pp. 438-446

L 7.1

Conventions of

English

Vocabulary

Study Latin & Greek roots

Literary Terms

Do Now

Prestwickhouse Latin & Greek Roots, Units 10-

13

RL 7.4

Figurative meaning,

connotation,

repetition in

literature; Greek &

Latin roots

RI 7.4

Figurative meaning,

connotation, &

repetition in

http://www.husd.org/cms/lib07/AZ01001450/Centricity/Domain/2343/COT%20Essay%20Packet.pdf




nonfiction

L 7.4

Fig. language; word

relationships

L 7.5

Fig. language &

word relationships


ELA Grade 7

Unit D Topic: Civil Rights


Performance Task: Research/Informative Writing

Unit Description: This is an informational unit based on the novel The Watsons Go to Birmingham -1963 by Christopher Paul Curtis. By exploring

several informational and narrative texts and websites, students will analyze how the fight for civil rights affected people in the 1960s. Students will

describe the climate of the 1960s, answer prose constructed response questions using evidence from the text, explore key ideas, use primary sources,

produce a research paper, compare and contrast using nonfiction, poetry, and speeches, and create multimedia presentations.

CCSS Target Skills Reading Writing Language Speaking and Listening

Primary Sources Prose Constructed Response Latin & Greek Roots, Units 14-17 Analyzing Media

Figurative Language/Allusion Research Compound-complex Sentences Presenting a Speech

Characterization Denotation/connotation Socratic Seminar

Flashback

Dialect

Author’s Purpose

Summarizing

Theme

Irony

Poetry

Teacher Generated Tier-Two

Reading Vocabulary
















RI 7.2 I can analyze how two or more central ideas are developed over the course of a text.







RI 7.5 I can analyze how the organization of an informational text contributes to the development of ideas.

RI 7.6 I can determine an author’s point of view.

I can analyze how an author distinguishes her point of view from those of others.

RI 7.7 I can compare and contrast the way a subject is portrayed in different mediums such as text, audio, video, or multimedia.

RI 7.8 I can evaluate an argument by assessing if the reasoning in the argument is sound.

I can evaluate an argument by assessing if the evidence sufficiently supports the claims.




W 7.1b I can support my claims or argument using logical reasoning and evidence from credible sources.


A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting,

graphics, and multimedia when useful.


information.


writing.







B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters

in my narrative writing.


writing.

D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey

experiences and events in my narrative writing.

E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.


and audience.



W 7.6 I can use technology to produce and publish my writing, as well as to link to and cite sources I use in my writing.

I can use technology to interact and collaborate with others about my writing.


W 7.8 I can assess the credibility and accuracy of multiple print and digital sources when gathering information for my research.

I can quote and paraphrase the data and conclusions of others and use proper citation to avoid plagiarism.












in a discussion.

C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion focused.


SL 7.2 I can analyze the main ideas and supporting details presented in different mediums.

I can explain how the main ideas and supporting details clarify a topic under study.






A: I can use commas to separate coordinate adjectives. B: I can spell correctly at a seventh-grade level.


strategies.












Text/Media Sources

Media

President Lyndon Johnson- Speech on Voting Rights

“Lyndon B. Johnson: Voting Rights Act Address”

www.youtube.com/watch?v=MxEauRq1WxQ

Transcript of “Lyndon B. Johnson: Voting Rights Act Address”

http://www.greatamericandocuments.com/speeches/lbj-voting-rights.html

http://blog.flocabulary.com/allusion/

Martin Luther King Jr. “I Have a Dream” speech (copies and video)

http://www.archives.gov/press/exhibits/dream-speech.pdf

1963! (PowerPoint presentation)

DVDs

Selma, Lord, Selma (DVD) and A Raisin in the Sun (DVD)

Extended Texts Text Articles

The Watsons Go to Birmingham-1963 by

Christopher Paul Curtis

(Reading should be a combination of

read-aloud/modeling, collaborative


reading.)


“A Mason Dixon Memory” by Clifton

Davis

Langston Hughes poems:

“Harlem” and “Dreams”

“I Have a Dream Speech” by Martin

Luther King


Compound-complex sentences

The Brave Boys of Greensboro (Play)

Langston Hughes: A Biography in Poems (Play)

Heroes of the Civil Rights Movement

http://www.infoplease.com/spot/bhmheroes1.html

Civil Rights Icons

http://www.pbs.org/black-culture/explore/civil-rights-

leaders/

“Remembering the March on Washington, and King's

Historic Speech” from www.newsela.com

http://www.youtube.com/watch?v=MxEauRq1WxQ





http://www.pbs.org/black-culture/explore/civil-rights-leaders/


http://www.newsela.com/


Resources

The Watsons Go to Birmingham-1963 by Christopher Paul Curtis

Elements of Literature Text

Elements of Language Text

Scope Magazine


DVDs

www.newsela.com

youtube.com

www.flocabulary.com

www.brainpop.com


Selection tests

Prose Constructed Response

Latin & Greek Roots Units 14-17 Quizzes

Informative Research Paper


*Benchmark*STAR Reading Assessment

End of Unit Assessment (Project based)

http://www.newsela.com/


http://www.flocabulary.com/

http://www.brainpop.com/


Scope and Sequence

Skills

Addressed


Element

Resources Standards

Background

Information

Using

Primary

Sources

Present Power Point to familiarize students

with the culture of the 1960s including

fashions, music, prices and a timeline of civil

rights events.

View movie Selma Lord, Selma to identify

the attitudes of people and atmosphere of the

south in 1965 during the fight for voting

rights.

Skill Lesson: Primary Source Document

Read document/view video: Transcript of

Lyndon B. Johnson’s Voting Rights Act

Address

Answer questions in journals similar to

below:

1. Explain how the events in Selma led

to Voting Rights Act of 1965.

2. Explain two specific problems

illustrated in the movie that were

solved by this law.

3. What problems did you see in the

movie that were not resolved with

Voting Rights Act of 1965?

Reading

Workshop

Reading

Workshop

1963! (PowerPoint presentation on GTPS share)

DVD Selma, Lord, Selma

President Lyndon Johnson- Speech on Voting

Rights

www.youtube.com/watch?v=MxEauRq1WxQ

Transcript of “Lyndon B. Johnson: Voting

Rights Act Address”

http://www.greatamericandocuments.com/speec

hes/lbj-voting-rights.html

RL 7.2

Determine and

analyze theme

RI 7.3

Analyze interactions

between individuals

and events

SL 7.1

Engage in

collaborative

discussions

SL 7.2

Analyze main idea

and supporting

details

SL 7.4

Present claims and

supporting details





Topics Activities Framework


Reading

Extended

Text

The Watsons Go to Birmingham -1963 by

Christopher Paul Curtis




reading.)

Reading

Workshop

Novel for each student

RL 7.1Cite text

evidence

RL 7.2 Determine

and analyze theme

RL 7.3 Analyze

elements of story

RL 7.4 Determine

word meaning

RL 7.10

Comprehend

literature

Figurative

Language

Skill Lesson: Allusion

Identify allusions in The Watson’s Go to

Birmingham-1963 with power point

presentation. Students will then update these

1963 allusions with current allusions.

Reading

Workshop


Allusion (Power Point Presentation on GTPS

Share Drive)

RL 7.3

Elements of story

interact

RL 7.4

Determine figurative

meaning

Reading

Extended

Text

Text

Evidence

Journal entry: “The character of Byron seems

to change in chapter 6. How is Bryon

different? Does this change your opinion of

him? Cite evidence from the text to support

your answer.

Momma and Dad feel that they need to send

Byron to Alabama. How do they think this

trip will help Byron? Do you agree with

them? Provide evidence from the text to

support your answer.

Journaling Additional teacher created journal questions. RL 7.1

Cite text evidence

RL 7.2

Determine and

analyze theme

W 7.10

Write routinely over

time



Skills

Addressed


Element

Resources Standard

Model

Writing:

Informative

Essay

Research

Summary

Skill Lessons: Summarizing Information

Skill Lesson: MLA style

Students will research an important person in

Civil Rights History. Students will present

findings in a one page research paper.



individual, published informative essay.

Writing

Workshop

Elements of Language p. 164-165

Heroes of the Civil Rights Movement

http://www.infoplease.com/spot/bhmheroes1.ht

ml

Civil Rights Icons

http://www.pbs.org/black-culture/explore/civil-

rights-leaders/

RI 7.3


between individuals

and events

RI 7.6

Author’s point of

view

RI 7.7

Compare and

contrast

RI 7.10

Comprehend

nonfiction literature

W 7.4

Produce clear &

coherent writing

W 7.6

Use technology to

produce writing

W 7.7

Conduct brief

research

W 7.8

Gather research

from multiple

sources

W 7.9

Draw evidence from

text






Skills


Framework


Irony Skill Lesson: Irony

Journal entry: Why is Grandma Sand’s

appearance ironic?

Reading

Workshop

http://www.ereadingworksheets.com/free-

reading-worksheets/irony-worksheets/

RL 7.3

Analyze elements of

story

Writing &

Presenting a

Speech

Extended

Metaphor

Skill Lesson: Reading Media

Compare the text of Martin Luther King’s

speech to the presentation of the speech.

Skill Lesson: Extended Metaphor

Skill Lesson: Denotation and Connotation

Students will write a speech modeled after

MLK’s “I Have a Dream” Speech.

Writing

Workshop

Copies of Martin Luther King Jr. “I Have a

Dream” speech and video

http://www.archives.gov/press/exhibits/dream-

speech.pdf

http://grammar.about.com/od/e/g/extmetterm.ht

m

Elements of Language p. 761

Elements of Language p. 89; 753

RL 7.2

Determine &

analyze theme

RI 7.2

Determine two or

more central ideas

RI 7.3


between individuals

and events

RI 7.5

Analyze nonfiction

text structure

RI 7.7

Compare & contrast

text to other media

W 7.9

Draw evidence from

text

SL 7.2

Analyze main idea

& details in media

sources

SL 7.4

Present claims &

find supporting

details

SL 7.6 Adapt speech

http://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/

http://www.ereadingworksheets.com/free-reading-worksheets/irony-worksheets/



http://grammar.about.com/od/e/g/extmetterm.htm

http://grammar.about.com/od/e/g/extmetterm.htm


Topics Activities Framework


Close Read:

Informative

Text

Read “Remembering the March on

Washington, and King's Historic Speech” and

take accompanying quiz

Reading

Workshop

https://newsela.com/articles/civilrights-

march/id/929/

RI 7.3


between individuals

and events

RI 7.5

Analyze nonfiction

text structure

Drama/Plays

Read and perform “Langston Hughes: A

Biography in Poems”

Reading

Workshop

“Langston Hughes: A Biography in Poems”


December 12, 2011

RL 7.5

Analyze drama and

poem form and

structure

SL 7.1

Collaborative

discussion

SL 7.6

Adapt speech to task

Prose

Constructed

Response

Write an essay describing how the feelings of

African Americans during the Harlem

Renaissance is reflected through the poetry of

Langston Hughes and the movie A Raisin in

the Sun. Be sure to include specific evidence

from the movie, poems, and background of

Harlem Renaissance that describes the

importance of having dreams.

Reading

Workshop

http://www.brainpop.com/socialstudies/ushistory

/harlemrenaissance/

DVD: A Raisin in the Sun

Langston Hughes poems “Dreams” and

“Harlem”

www.poemhunter.com

RI 7.1

Cite text

RI 7.3


between individuals

& events

W 7.2

Write informative

texts

W 7.9

Gather evidence

from literary &

informational texts


http://www.brainpop.com/socialstudies/ushistory/harlemrenaissance/

http://www.brainpop.com/socialstudies/ushistory/harlemrenaissance/

http://www.poemhunter.com/


Skills


Framework


Close Read:

Drama

Author’s

Purpose

Skill Lesson: Author’s purpose

Cold Read: “The Brave Boys of Greensboro”

Read and annotate play and complete related

materials.

Reading

Workshop

The Brave Boys of Greensboro


February 11, 2013

RI. 7.1

Determine and

analyze theme

RI 7.2

Determine two or

more central ideas in

a text

RI.7.3


between individuals

and events

RI 7.8

Trace and evaluate

argument and its

claims

RI 7.10

Comprehend

nonfiction literature

Theme Analyze several selections from Langston

Hughes that share the same theme as The

Watsons Go to Birmingham.

Reading

Workshop

Langston Hughes poems:

http://www.poemhunter.com/langston-hughes

RL 7.2

Determine and

analyze theme

Flashback Skill Lesson: Flashback

Explain how the use of flashback enhances

this story.

Reading

Workshop

Elements of Literature:

“A Mason-Dixon Memory” p. 206

RL 7.3

Analyze elements of

story

SL 7.6

Adapt speech to task


http://www.poemhunter.com/langston-hughes


Skills

Addressed


Element

Resources Standards

Writing

Informative

Essay

Students will write a formal informative

essay on a self-selected topic. (Teacher may

choose to include a brochure, pamphlet, or

infographic option.)


texts to identify elements of literary analysis

prior to brainstorming ideas for own writing

piece. Students will use the writing process

to publish a final piece.

Writing

Workshop

Teacher Selected Mentor Texts W 7.1

Introduce & support

claims

W 7.2

Write informative

essays

W 7.4

Coherent writing

W 7.7

Conduct short

research

Grammar &

Mechanics

Study

Compound-complex sentences Do Now Elements of Language p.446 L 7.2

Demonstrate

command of

mechanics &

spelling

Vocabulary

Study Teacher-generated Vocabulary

Latin & Greek Root Vocabulary

Denotation & connotation

Do Now Prestwickhouse Latin & Greek Roots, Units 14-

17

Elements of Language p. 89; 753

RL 7.4

Determine word

meaning

RI 7.4

Determine word in

nonfiction

L 7.4

Clarify meanings of

words

L 7.5

Demonstrate

understanding of

figurative language


Skills

Addressed


Element

Resources Standards

End of Unit

Benchmark

Assessment

Project

Students will create a travel scrapbook based

around a trip he/she would take with family.

Students may select destination, but must

work within a budget with parameters set by

teacher. (i.e.: length, gas prices, activities,

etc.)

Students must research, budget, and plan for

trip.

Final product must be in scrapbook (i.e.:

bound in some way) with color, pictures, and

creativity present. Students must also include

written descriptions of location visited, stops

made, activities completed, as well as what

was learned while completing the project.

End of Unit GTPS Share Drive

Teacher created rubric

W 7.2

Write informative

texts

W 7.3.b

Use narrative

techniques

W 7.6

Use technology in

writing

W 7.7

Conduct short

research

W 7.10

Write routinely over

time


Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for

any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS

Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers shall implement any instructional adaptations written in student IEPs.

Teachers will implement strategies for all Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)


Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity.

Teacher will implement Adaptations for Learning Styles (Appendix

Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)


APPENDIX B

Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects


Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed

notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The

learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures


Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The

learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail


APPENDIX C Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models Present a power point presentation.


Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts. Provide written notes

Make predictions Graphic organizers and concept maps


Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically utilize

Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization


Strategy #5: Options for expression and communication

Purpose Examples To allow the learner to express their knowledge in different ways

Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose Examples To scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills


Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort


Strategy #8: Options for sustaining effort and persistence

Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans

Strategy #9: Options for self-regulation

Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort


Appendix D Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students? Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom

management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted

learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).


Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation

High Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers

Use open ended questions

Use divergent thinking questions

Ask student to extrapolate answers when given incomplete information

Tiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials

Complex activities

Transform ideas, not merely reproduce them

Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory

Allow student maximum freedom to plan, based on student readiness for freedom

Use preset timelines to zap procrastination

Use process logs to document the process involved throughout the study


Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments

Allow students who complete work or have mastered skills to complete enrichment activities


Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State

of NJ Department of Education Bilingual

Language Arts

Instruction: Assign a buddy (who might speak same language).

Simplify language, clarify or explain directions.

Read directions in native language (may use online translator)

Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.

Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.

Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly)

Highlight key words or phrases.

Read aloud the text, using a slower rate of speech, as the student follows along.

Allow ELL students to hear the text twice and have a second opportunity to check their answers.

Keep a student’s linguistic ability in mind when selecting reading assignments

Allow ELL students extended time

Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:

Allow for oral response instead of written response.

Provide bilingual dictionaries.

Allow the use of word walls and vocabulary banks.

Allow ELL students to use graphic organizers.

Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting).

Read assessments aloud, not including the reading assessments.

Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for

revision. The ELL student may also independently read aloud their writing assessment for the same purpose.

Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and

practice.


Science

Instruction:

Assign a buddy (who might speak same language)

Pre-teach difficult vocabulary





Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.


Allow ELL students extended time.

Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).

Response:

Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).

Allow for oral response instead of written response (Provide bilingual directions).

Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)


Social Studies

Instruction:

Assign a buddy (who might speak same language)

Simplify language clearly or explain directions.

Read directions in native language.



Pre-teach difficult vocabulary


Read aloud text, questions and possible answers using a slower rate of speech as the student follows along,


Allow ELL students extended time.

Give more frequent breaks as needed during instruction and assessments.

Provide specific seating arrangements (close proximity for direct instruction and teacher assistance).


Response:

Allow for oral response instead of written response


Allow ELL students to use graphic organizers.

Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting).

Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic

Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful.

Read assessment aloud.

Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment

Provide bilingual dictionaries

.

Math

Instruction:

Provide bilingual dictionaries.


Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful.

Pre-teach difficult vocabulary.

Highlight key word or phrases.

Allow ELL students to hear word problems twice and have a second opportunity to check their answers.

Allow ELL students extended time for word problems.

Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy).

Response:

Allow for oral explanations


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