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Grade 7 Honors ELA

Curriculum Guide

2017 - 2018

Adopted: September 2016

Updated: August 2017


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Red Bank Middle School

101 Harding Road, Red Bank, NJ 07701

Grade 7 Honors ELA Curriculum Guide

Erin Ehrola 7th grade ELA teacher

Maria Iozzi Julius Clark James Pierson

Principal Vice Principal Vice Principal


Unit Title/Theme: ELA Grade 7 Honors - Unit 1 Fiction/The Truth About Fiction

Essential Question(s) Enduring (Content) Understanding(s)

1. What are the characteristics of a fictional text? 2. What are the differences between fiction and non‐ fiction? 3. What life lessons can be learned from literature? 4. How can literature provide guidance or examples as we strive to

make appropriate life choices? 5. How do the conflicts and themes presented in literature relate to our

lives? 6. What do stories teach us about human nature? 7. What reading strategies can readers use to help them comprehend

and analyze text? 8. How does reading affect your life? 9. How does foreshadowing enable the reader to predict the outcome

of the story? 10. How do particular lines of dialogue propel the action, reveal the

aspects of a character, or provoke a decision? 11. How would you rate the effectiveness of the interpretation of a film

adaptation of a story or drama? 12. How does an author’s background influence his or her writing? 13. Can fiction reveal truth? Can novels reveal truths about human

nature? 14. What is the relationship between fiction and truth? 15. Can a fictional story be “true”? 16. How are stores from other places and times about me? 17. What can a story teach you about yourself and others? 18. What can we learn from fiction? 19. Does literature reflect a culture or shape it?

▪ There are certain characteristics that are common to all stories. ▪ Stories can be interpreted on various levels. ▪ The conflicts and themes found in literature relate to our lives. ▪ Authors use a variety of writing techniques and literary devices to

engage the reader. ▪ Readers use before, during, and after reading strategies to aid in

comprehension and to construct meaning. ▪ Reading expands understanding of the world, its people, and

oneself. ▪ Literature addresses universal themes of human existence and

conflict. ▪ It is significant to understand the difference between fiction and

non‐fiction texts. ▪ Literature provides a basis for understanding life’s journey as young

adults begin to make choices that affect their future. ▪ Reading comprehension is a skill that achieved through repeated

practice. ▪ All readers possess prior knowledge that is activated while reading

a text. ▪ While writing, the author taps into his/her prior knowledge to

create the text. ▪ Text evidence is essential to properly respond to a writing task. ▪ Using clues found throughout the text, students can speculate

about future events. ▪ Key plot elements are revealed through the dialogue between

characters. ▪ Viewing adaptations of a story or drama enhances understanding of

a work.


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NJSLS Standards Other

RL.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4 Determine the meaning of unknown and multiple meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). RL.7.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed.

Technology Standards ● 8.1.8.A.1 Demonstrate knowledge of a real world problem using

digital tools.

● 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized

learning plan, business letters or flyers) using one or more digital

applications to be critiqued by professionals for usability.

● 8.1.8.D.1 Understand and model appropriate online behaviors

related to cyber safety, cyber bullying, cyber security, and cyber

ethics including appropriate use of social media.

● 8.1.8.D.2 Demonstrate the application of appropriate citations to

digital content.

● 8.1.8.D.3 Demonstrate an understanding of fair use and Creative

Commons to intellectual property.

● 8.1.8.D.4 Assess the credibility and accuracy of digital content.

● 8.1.8.D.5 Understand appropriate uses for social media and the

negative consequences of misuse.

● 8.1.8.E.1 Effectively use a variety of search tools and filters in

professional public databases to find information to solve a real

world problem.

21st Century Life and Careers ● 9.1.8.A.2 Relate how career choices, education choices, skills,

entrepreneurship, and economic conditions affect income. ● 9.1.8.A.4 Relate earning power to quality of life across cultures. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.6 Evaluate the relationship of cultural traditions and

historical influences on financial practice. ● 9.1.8.E.4 Prioritize personal wants and needs when making

purchases. ● 9.2.8.B.4 Evaluate how traditional and nontraditional careers have

evolved regionally, nationally, and globally ● 9.2.8.B.7 Evaluate the impact of online activities and social media

on employer decisions

http://www.corestandards.org/ELA-Literacy/RL/7/1/










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RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

● SL.7.1.A Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

● SL.7.1.B Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

● SL.7.1.C Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

● SL.7.1.D Acknowledge new information expressed by others and, when warranted, modify their own views.

http://www.corestandards.org/ELA-Literacy/RI/7/7/

http://www.corestandards.org/ELA-Literacy/W/7/9/



http://www.corestandards.org/ELA-Literacy/SL/7/1/

http://www.corestandards.org/ELA-Literacy/SL/7/1/a/

http://www.corestandards.org/ELA-Literacy/SL/7/1/b/

http://www.corestandards.org/ELA-Literacy/SL/7/1/c/

http://www.corestandards.org/ELA-Literacy/SL/7/1/d/


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

● L.7.1.A Explain the function of phrases and clauses in general and their function in specific sentences.

● L.7.1.B Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

● L.7.1.C Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

● L.7.2.A Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

● L.7.2.B Spell correctly.

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

● L.7.3.A Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

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

● L.7.5.A Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

● L.7.5.B Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

http://www.corestandards.org/ELA-Literacy/L/7/1/

http://www.corestandards.org/ELA-Literacy/L/7/1/a/

http://www.corestandards.org/ELA-Literacy/L/7/1/b/

http://www.corestandards.org/ELA-Literacy/L/7/1/c/










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● L.7.5.C Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Student Learning Objectives (I Am Learning To…)

RL.7.1 IALT locate evidence to support my thinking in a text IALT cite several pieces of textual evidence to support analysis of what the text says explicitly IALT cite several pieces of textual evidence to support analysis of inferences drawn from the text IALT properly quote a text to support my thinking RL.7.2 IALT determine a theme or central idea of a text and analyze its development over the course of the text IALT provide an objective summary of the text. RL.7.3 IALT analyze how setting, characters, and plot are related to one another IALT analyze how setting and characters influence plot IALT analyze how events drive the action of the story and impact the characters RL.7.4 IALT determine the meaning of words and phrases as they are used in a text using context clues IALT analyze figurative and connotative meanings IALT analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza located in a text. RL.7.5 IALT analyze how a text’s form or structure contributes to its meaning









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RL.7.10 IALT read and understand literature with proficiency W.7.9 IALT draw evidence from texts to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding narrative writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information L.7.1 IALT demonstrate my command of the conventions of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.5 IALT demonstrate understanding of figurative language, word relationships, and nuances in word meanings. IALT interpret figures of speech in context.




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IALT use the relationship between particular words to better understand each of the words. IALT distinguish among the connotations of words with similar denotations. L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Learning Activities Resources Formative Assessments Summative Assessments

Within the reading fiction unit, students can demonstrate their

comprehension of this genre by engaging in the following learning

activities:

● Explain prior knowledge before reading.

● Identify and explain plot structure (i.e. exposition, rising

action, climax, falling action, resolution) of short stories/texts

● Create plot diagram following a specific text

● Analyze how authors create the setting in a text through

the use of imagery, figurative language, and literary

techniques

● Analyze characters in a text and trace character

development throughout the course of a written work

● Develop/respond to leveled questions

● Define the concept of theme and identify the theme(s) in

stories read

● Respond to the text with precise language and specific

details.

● Identify and explain characterization techniques in texts

● Identify and explain the use of figurative language/

figurative expressions in a text

Grade appropriate/district approved novels, articles, and short stories which may include the following: The Skin I’m In Sharon G. Flake The Outsiders S.E. Hinton The Pigman Paul Zindel Monster Walter Dean Myers Number the Stars Lois Lowry Gathering Blue Lois Lowry The Devil’s Arithmetic Jane Yolen The Pearl John Steinbeck Of Mice and Men John Steinbeck Animal Farm George Orwell A Christmas Carol Charles Dickens

● Quick Write ● Chapter

Summaries ● Summarizing ● Active Reading ● Cornell Notes ● Cornell Notes

Summary ● Quizzes ● Response to

Literature Questions

● OEQ

● Unit Assessment ● OEQ ● Essay ● Reading Journal ● Presentations


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● Analyze how authors create mood and tone in texts

through the use of imagery, figurative language, and literary

techniques

● Identify the point of view in a short story and analyze how

point of view affects the reader’s interpretation of the story.

● Write a passage from the point of view of a character.

● Write a coherent essay of literary analysis with a clear

thesis statement, evidence from texts, and a strong

introduction and conclusion.

● Respond critically to literature through discussions that

connect to and make reference to text.

● Respond critically to literature through written responses

that connect to and make reference to text.

● Apply narrative strategies and literary techniques learned

to story writing projects.

● Identify the author’s stated or implied purpose for writing

a specified text.

● Analyze elements of author’s style including word choice,

sentence structure, imagery, literary devices including

foreshadowing and irony.

● Analyze how particular lines of dialogue propel the action,

reveal the aspects of a character, or provoke a decision.

● Analyze the interpretation of a film adaptation of a drama

or story

● Engage in a range of collaborative discussions with peers.

● Prentice Hall Literature ● AVID Critical Reading ● PARCC Grade 6-8 Scoring

Rubric for Writing (Narrative/Literary Analysis)

● NJ OEQ Rubric ● Various PARCC

assessment excerpts

Differentiation

To accommodate the needs of diverse learners, the following differentiation strategies can be utilized where appropriate within the unit activities:

● Assess students’ prior knowledge—Pre-test/KWL/survey


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● Provide students with leveled vocabulary/individualized vocabulary

● Provide students with fragmented notes

● Allow students to self-select texts

● Provide students with adapted texts

● Provide students with audio versions of texts

● Provide students with a tiered assignment

● Provide students with a fragmented assignment

● Compact or extend the curriculum according to students’ readiness levels

● Pair students with peers-at, below, or above their learning levels

● Incorporate a variety of cooperative learning activities: TPS, Jigsaw, Numbered Heads

● Use a variety of grouping strategies: flexible, random, student-selected

● Provide students with a variety of graphic organizers to choose from

● Use leveled questions as a form of assessing understanding

● Allow students to create mnemonic devices or provide when necessary

● Vary the task or prompt when using the Question Formulation Technique

● Adjust the instructional focus or activity based on students’ proficiency on a specific skill

● Customize RAFT (Role, Audience, Format, Topic) tasks to the individual student

● Tailor learning log responses to the individual student

● Provide students with a variety of reading/writing prompts

● Additional time provided for assessments


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Unit Title/Theme: ELA Grade 7 Honors - Unit 2 Reading Non-Fiction/Fact, Opinion, and Everything in Between


1. Why do people read? 2. What do people read? 3. What are the benefits of reading? 4. How does reading affect your life? 5. How do readers prepare for reading? 6. What are readers thinking about as they read? 7. What can a reader do when they don’t understand? 8. Why should I read and analyze nonfiction texts? 9. How should I read a nonfiction text? 10. How should I use nonfiction text features, such as title,

headings, graphics, key words, captions, table of contents, index and glossary to understand nonfiction text?

11. Why should I use comprehension skills, such as main idea and supporting details, sequencing, drawing conclusions, determining importance, and paraphrasing to deepen my understanding of nonfiction texts?

12. How does the reader’s perspective affect how he/she interprets a piece of literature?

13. How does an author’s background influence his/her writing? 14. How do readers determine facts from opinions? 15. How are facts and opinions gathered from various sources,

organized and recorded in a systematic way? 16. How do readers distinguish between facts, opinions, and bias

information presented in print and non-print media? 17. How do readers interpret and organize information to support

facts and/or opinions?

▪ Reading expands understanding of the world, its people and oneself.

▪ Authors use a variety of writing techniques and literary devices to engage the reader.

▪ Readers use before, during, and after reading strategies to aid in comprehension and to construct meaning.

▪ The future can be shaped by understanding the past. ▪ Types of nonfiction stories that are read and analyzed in

everyday life include letters, articles, editorials, speeches, brochures, biographies, essays, academic journals, etc.

▪ Some common purposes of nonfiction text are to explain, inform, or teach how to do something.

▪ Reading nonfiction text requires specific skills and strategies that differ from reading fiction text.

▪ Nonfiction readers must read thoroughly and with purpose. ▪ Nonfiction text has features that aid in its understanding,

such as title, headings, graphics, key words, captions, table of contents, index, and glossary, etc.

▪ Using comprehension skills, such as main idea and supporting details, sequencing, drawing conclusions, determining importance, and paraphrasing help students better understand what is being read.


RI.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

Technology Standards ● 8.1.8.A.1 Demonstrate knowledge of a real world problem

using digital tools.

● 8.1.8.A.2 Create a document (e.g. newsletter, reports,



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RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity, with scaffolding as needed.

personalized learning plan, business letters or flyers) using

one or more digital applications to be critiqued by

professionals for usability.


related to cyber safety, cyber bullying, cyber security, and

cyber ethics including appropriate use of social media.

● 8.1.8.D.2 Demonstrate the application of appropriate citations

to digital content.

● 8.1.8.D.3 Demonstrate an understanding of fair use and

Creative Commons to intellectual property.

● 8.1.8.D.4 Assess the credibility and accuracy of digital

content.

● 8.1.8.D.5 Understand appropriate uses for social media and

the negative consequences of misuse.


professional public databases to find information to solve a

real world problem.

21st Century Life and Careers ● 9.1.8.A.2 Relate how career choices, education choices, skills,

entrepreneurship, and economic conditions affect income. ● 9.1.8.A.4 Relate earning power to quality of life across

cultures. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal

income, individual and family security, and consumer decisions.

● 9.1.8.B.6 Evaluate the relationship of cultural traditions and historical influences on financial practice.

● 9.1.8.B.11 Evaluate the appropriate financial institutions to assist with meeting various personal financial needs and goals.

● 9.1.8.C.1 Compare and contrast credit cards and debit cards and the advantages and disadvantages of using each.

● 9.1.8.C.3 Compare and contrast debt and credit management











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W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.







strategies. ● 9.1.8.C.9 Summarize the causes and consequences of

personal bankruptcy. ● 9.1.8.E.4 Prioritize personal wants and needs when making

purchases. ● 9.2.8.B.4 Evaluate how traditional and nontraditional careers

have evolved regionally, nationally, and globally











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● .L.7.2.B Spell correctly.



















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RI.7.1 IALT make inferences based on textual evidence IALT locate evidence in the text to support my analysis IALT cite several pieces of textual evidence to support my analysis IALT cite information correctly RI.7.2 IALT determine two or more central ideas in a text IALT analyze the development of an idea over the course of the text IALT provide an objective summary of the text. RI.7.3 IALT analyze the interactions between individuals, events, and ideas in a text. RI.7.4 IALT determine the meaning of words and phrases as they are used in a text IALT analyze figurative, connotative, and technical meanings IALT analyze the impact of a specific word choice on meaning and tone. RI.7.5 IALT analyze the structure an author uses to organize a text IALT analyze how the major sections of a text contribute to the whole IALT analyze how structure contributes to the development of the ideas. RI.7.6 IALT determine an author's point of view or purpose in a text IALT analyze how the author distinguishes his or her position from that of others.









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RI.7.7 IALT compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject. RI.7.8 IALT trace and evaluate the argument and specific claims in a text IALT assess whether the reasoning of an argument is sound IALT assess whether the evidence is relevant and sufficient to support the claims of the text RI.7.9 IALT analyze how two or more authors writing about the same topic IALT analyze how authors shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10 IALT read and comprehend grade appropriate text with proficiency W.7.9 IALT draw evidence from texts to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding narrative writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information L.7.1







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IALT demonstrate my command of the conventions of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.5 IALT demonstrate understanding of figurative language, word relationships, and nuances in word meanings. IALT interpret figures of speech in context. IALT use the relationship between particular words to better understand each of the words. IALT distinguish among the connotations of words with similar denotations. L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Learning Activities Resources Formative Assessments

Summative Assessment

Within the reading non-fiction unit, students can

demonstrate their comprehension of this genre by

engaging in the following learning activities:

● Explain prior knowledge before reading.

● Identify and explain the characteristics of nonfiction

● Locate and cite evidence in texts read.

● Distinguish between various types of nonfiction

texts (ie. Memoir and autobiography).

● Identify and use nonfiction text features

Grade appropriate/district approved novels, articles and essays which may include the following: Number the Stars Lois Lowry The Outsiders S.E. Hinton Monster Walter Dean Myers Of Mice and Men John Steinbeck

● Summarizing ● Active

Reading ● Cornell Notes ● Cornell Notes



● OEQ

● Unit Assessment

● Written response to text: OEQ

● Essay ● Debate



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● Research, collect, and organize information from

informational text in order to form an argument for or

against an issue.

● Compare and contrast the delivery of various types

of nonfiction

● Identify and explain the effect of stylistic devices

used in nonfiction (ie. persuasive techniques, statistics,

fact opinion)

● Identify and explain the characteristics of various

types of essays (e.g., literary and narrative).

● Compare and contrast author’s views on a similar

topic

● Synthesize information found in multiple texts on

the same topic via a prose constructed response.

● Identify and analyze the effect of rhetorical

strategies in speeches such as alliteration, repetition,

extended metaphors, and parallelism.

● Engage with non-fiction text using active reading

● Respond critically to nonfiction through discussions


● ∙ Respond to the text with precise language and

specific details.

● Respond critically to nonfiction through written

responses that connect to and make reference to text.

● Apply rhetorical strategies learned to essay writing

projects.

Night Elie Wiesel Gathering Blue Lois Lowry As per NJ Statue, the following topics are required to be taught:

● Tolerance, genocide, and the Holocaust

● Contributions of African Americans

● AVID Critical Reading ● AVID Weekly articles ● AVID Elementary

articles ● Scholastic Upfront

articles ● Junior Scholastic

articles ● TeenBiz articles ● Prentice Hall

Literature ● NJ Holistic Scoring

Rubric for Writing ● NJ OEQ Rubric

● Group discussions


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Differentiation

To accommodate the needs of diverse learners, the following differentiation strategies can be utilized where appropriate within the unit

activities:






















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Unit Title/Theme: ELA Grade 7 Honors - Unit 3 Reading Historical Text/Is Literature History?


1. Why do people read? 2. What do people read? 3. What are the benefits of reading? 4. How does reading affect your life? 5. How do readers prepare for reading? 6. What are readers thinking about as they read? 7. What can a reader do when they don’t understand? 8. How can historical fiction stories teach us about history? 9. What makes characters in historical fiction believable? 10. Why do characters do what they do and feel how they feel? 11. What are the details that make a story seem realistic? 12. Why can readers see their own life in some stories? 13. What can a reader learn from reading historical fiction? 14. What strategies could you use to see the world through the

eyes of others? 15. What causes people to harm or do injustice to others? 16. How do we distance ourselves from political, religious, and

social tragedy? 17. Are people who stand by and stay silent when they witness

injustice equally responsible for its occurrence? What does this say about human nature?

18. How does one voice inform our understanding of a historical event?

19. What does tragedy do to familial relationships, beliefs, values, and morality?

20. What beliefs/values do you feel strongly about? How do these beliefs govern your actions?

21. Is literature history? How does it function in a historical timeline and what role does it play in the formation or reduction of history?

▪ Reading expands understanding of the world, its people and oneself.

▪ Authors use a variety of writing techniques and literary devices to engage the reader.

▪ Readers use before, during, and after reading strategies to aid in comprehension and to construct meaning.

▪ The future can be shaped by understanding the past. ▪ Seeing the world through the eyes of others, no matter how

different from you they are, makes for a great writer. ▪ The characters come before the story. Once you figure them

out and set them loose, the story unfolds on its own. ▪ It's important for a character, picture, place, world, to feel

somehow natural regardless of the writing type. ▪ A good character is one that feels as real as a personal friend

or enemy. ▪ Good stories mirror true life. ▪ Universal truths about human nature are found in literature.


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RI.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI.7.9 Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors











to digital content.




content.





real world problem.

21st Century Life and Careers ● 9.1.8.A.4 Relate earning power to quality of life across

cultures. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal



● 9.1.8.C.3 Compare and contrast debt and credit management strategies.











20

writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity, with scaffolding as needed. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.





● 9.1.8.C.9 Summarize the causes and consequences of personal bankruptcy.

● 9.1.8.E.1 Explain what it means to be a responsible consumer and the factors to consider when making consumer decisions.

● 9.1.8.E.4 Prioritize personal wants and needs when making purchases.

● 9.1.8.E.8 Recognize the techniques and effects of deceptive advertising.

● 9.1.8.F.3 Relate the impact of business, government, and consumer fiscal responsibility to the economy and to personal finance.

● 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally










21












● L.7.5.B Use the relationship between particular words (e.g.,














22

synonym/antonym, analogy) to better understand each of the words.


L.7.6

Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases; gather vocabulary knowledge

when considering a word or phrase important to comprehension or

expression.


RI.7.1 IALT make inferences based on textual evidence IALT locate evidence in the text to support my analysis IALT cite several pieces of textual evidence to support my analysis IALT cite information correctly RI.7.2 IALT determine two or more central ideas in a text IALT analyze the development of an idea over the course of the text IALT provide an objective summary of the text. RI.7.3 IALT analyze the interactions between individuals, events, and ideas in a text. RI.7.4 IALT determine the meaning of words and phrases as they are used in a text IALT analyze figurative, connotative, and technical meanings IALT analyze the impact of a specific word choice on meaning and tone.








23

RI.7.5 IALT analyze the structure an author uses to organize a text IALT analyze how the major sections of a text contribute to the whole IALT analyze how structure contributes to the development of the ideas. RI.7.6 IALT determine an author's point of view or purpose in a text IALT analyze how the author distinguishes his or her position from that of others. RI.7.7 IALT compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject. RI.7.8 IALT trace and evaluate the argument and specific claims in a text IALT assess whether the reasoning of an argument is sound IALT assess whether the evidence is relevant and sufficient to support the claims of the text RI.7.9 IALT analyze how two or more authors writing about the same topic IALT analyze how authors shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.10 IALT read and comprehend grade appropriate text with proficiency W.7.9 IALT draw evidence from texts to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding narrative writing IALT come to class discussions prepared









24

IALT follow rules for class discussions IALT track progress, goals, and deadlines IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information L.7.1 IALT demonstrate my command of the convections of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.5 IALT demonstrate understanding of figurative language, word relationships, and nuances in word meanings. IALT interpret figures of speech in context. IALT use the relationship between particular words to better understand each of the words. IALT distinguish among the connotations of words with similar denotations. L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression


Summative Assessments

Within the reading historical text unit, students can demonstrate their comprehension of this genre by engaging in the following learning activities:

● Explain the historical context of a story.

Grade appropriate/district approved novels, articles and essays The Devil’s Arithmetic

● Summarizing ● One Pager ● Sticks and

Stones

● Unit Assessment

● OEQ ● Essay



25

● Analyze excerpts from texts noting how events echo sentiments of time period. ● Determine how time, place and character create a perspective ● Analyze historical fiction noting differences between historical fact and literary fiction. ● Analyze how historical fiction draws on themes, patterns of events, or character types from traditional stories. ● Compare and contrast story characters, plots, themes, and settings from stories about history. ● Determine the author’s point of view in two texts about the same topic and discuss the effect it has on the work. ● Respond critically to historical texts through discussions that connect to and make reference to text. ● Respond critically to historical texts through written responses that connect to and make reference to text. ● Engage with non-fiction text using the Question Formulation Technique. ● Conduct an in-depth research project on a historical

event of choice, followed by an analysis that includes

insights from historical fiction.

● Connect historical events to modern day events.

Jane Yolen Number the Stars Lois Lowry Night Elie Wiesel The Devil’s Arithmetic Jane Yolen Role of Thunder, Hear my Cry Mildred D. Talor The Boy Who Dared Susan Campbell Bartoletti The Outsiders S.E. Hinton Of Mice and Men John Steinbeck The Pearl John Steinbeck As per NJ Statue, the following topics are required to be taught:

● Tolerance, genocide, and the Holocaust

● Contributions of African Americans

● AVID Critical Reading ● AVID Weekly articles ● AVID Elementary

articles ● Scholastic Upfront

articles ● Junior Scholastic

articles ● TeenBiz articles

● Chapter Summary

● Active Reading

● Cornell Notes ● Cornell Notes



● OEQ ● Timeline

● Reading Journal

● Presentations


26

● Prentice Hall Literature

● NJ Holistic Scoring Rubric for Writing

● NJ OEQ Rubric

Differentiation


activities:






















27

Unit Title/Theme: ELA Grade 7 Honors - Unit 4 Drama/From Page to Performance


1. How does drama differ from other types of text? 2. What life lessons can be learned from drama? 3. How do the conflicts and themes presented through drama

relate to our lives? 4. What does drama teach us about human nature? 5. What reading strategies can readers use to help them

comprehend and analyze text? 6. Why do people read? 7. How does reading affect your life? 8. What makes a character believable and why? 9. How do scenes create suspension of disbelief and why? 10. How do scenes build suspense? 11. How does reading a play differ from seeing it? 12. What is the purpose of a play and why is reading as a text not

it’s intention? 13. Why is it important to see a play performed? 14. What are the positive and negative aspects to the medium of

drama?

▪ There are certain characteristics that are particular to drama. ▪ The conflicts and themes found in drama relate to our lives. ▪ Authors use a variety of writing techniques and literary

devices to engage the reader. ▪ Readers use before, during, and after reading strategies to

aid in comprehension and to construct meaning. ▪ Reading expands understanding of the world, its people, and

oneself. ▪ Literature and drama address universal themes of human

existence, and conflict. ▪ Dramas have distinct structures to convey meaning. ▪ Characters actions in drama have consequences. ▪ Drama is meant to be seen and performed.


RL.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL.7.4 Determine the meaning of unknown and multiple meaning words and











to digital content.






28

phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). RL.7.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.




content.





real world problem.

21st Century Life and Careers

● 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

● 9.1.8.A.4 Relate earning power to quality of life across cultures.

● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal



















29












● 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success

● 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an education plan

● 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career


● 9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available online

● 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce

● 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions












30


















31


RL.7.1 IALT locate evidence to support my thinking in a drama IALT cite several pieces of textual evidence to support analysis of what the drama says explicitly IALT cite several pieces of textual evidence to support analysis of inferences drawn from the drama IALT properly quote a drama to support my thinking RL.7.2 IALT determine a theme or central idea of a drama and analyze its development over the course of the text IALT provide an objective summary of the drama. RL.7.4 IALT determine the meaning of words and phrases as they are used in a text using context clues IALT analyze figurative and connotative meanings IALT analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza located in a drama. RL.7.5 IALT analyze how a drama’s form or structure contributes to its meaning RL.7.10 IALT read and understand drama with proficiency W.7.9 IALT draw evidence from texts to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding narrative writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines







32

IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information L.7.1 IALT demonstrate my command of the conventions of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.5 IALT demonstrate understanding of figurative language, word relationships, and nuances in word meanings. IALT interpret figures of speech in context. IALT use the relationship between particular words to better understand each of the words. IALT distinguish among the connotations of words with similar denotations. L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression



Within the reading drama unit, students can demonstrate

their comprehension of this genre by engaging in the

following learning activities:

Prentice Hall Literature: The Dream Bearer Walter Dean Myers Anne Frank-Play version

● Quick Write ● Chapter

Summary (Acts)

● Summarizing

● Unit Assessment

● OEQ ● Essay ● Reading Journal



33

● Identify the key characteristics of a play which are

shared with other forms of literature (literary

elements)

● Identify and explain plot structure (i.e. exposition,

rising action, climax, falling action, resolution) in

drama—Create plot diagram

● Explain how tension and suspense can be created

by characters, environments (place, time,

atmosphere/mood), and actions

● Label the stylistic elements found within drama –

Literary technique analysis

● Explain the physical, emotional, and social

dimensions of characters found in dramatic texts

● Analyze how the stylistic elements found in drama

impact the written work –Literary technique analysis

● Trace the multiple settings in a drama and analyze

how they contribute to the overall plot and theme.

● Identify the information given by the playwright

and information that must be provided by directors

● Identify characteristics of plays that are unique to

drama (stage directions- entrances, exits, character

blocking and emotional states, description of

appearances, props, set description, lighting,

description of set, monologues, asides)

● Analyze how settings contribute to and impact the

plot— Literary technique analysis

● Define the concept of theme and identify the

theme(s) in drama —Thematic analysis

It’s a Wonderful Life (Stage Adaptation) Monster Walter Dean Myers Monsters Are Due on Maple Street Rod Serling A Christmas Carol Israel Horovitz Sorry, Wrong Number Lucille Fletcher A Midsummer Night’s Dream William Shakespeare

● Various PARCC excerpts from past state tests

● Various grade level one act plays

● Active Reading

● Cornell Notes

● Cornell Notes Summary

● Quizzes ● Response to


● OEQ


34

● Identify and explain characterization techniques

found in drama –Analysis of characterization

● Trace character development throughout the

course of a drama—Character Analysis

● Identify and explain the use of figurative language/

figurative expressions in drama—Figurative language

analysis

● Analyze how authors create tone and mood in

drama –Close readings-Mood/Tone

● Identify the point of view and analyze how point of

view affects the reader’s interpretation of the piece.

● Develop/respond to leveled questions—3 Levels of

Reading

● Write a coherent essay of literary analysis with a

clear thesis statement, evidence from texts, and a

strong introduction and conclusion.

● Respond critically to drama through discussions

that connect to and make reference to text

● Respond critically to drama through written


● Interact directly with text and characters through

reenactment of scenes.

● Analyze different interpretations of a drama (i.e.

films, television episodes, radio shows, theatrical

plays, etc.)

● Compare and contrast the written work to a visual

interpretation.


35

Differentiation


activities:





















● Additional time for assessments


36

Unit Title/Theme: ELA Grade 7 Honors - Unit 5 Poetry/How to Enjoy Poetry


1. What are the characteristics of poetry? 2. What life lessons can be learned from poetry? 3. How do the conflicts and themes presented in poetry relate

to our lives? 4. What does poetry teach us about human nature? 5. What reading strategies can readers use to help them

comprehend and analyze poetry? 6. How does reading affect your life? 7. When is a picture better than words? 8. How do I best convey feelings through words on a page? 9. How are the various forms of poetry similar and different? 10. What are the main characteristics of poetry and description? 11. What makes this form of writing different from other genres? 12. Who are the likely readers or audience for this form of

writing? 13. What kind of organization could be used for this form of

writing? 14. How and why should I use figurative and/or descriptive

language in my writing? 15. How does looking at things through a poet’s eyes help my

writing? 16. How do poets express themes of self and identity? 17. How can I express myself through poetry? 18. How can I appreciate and enjoy poetry?

▪ There are certain characteristics that make poetry different from any other literary genre.

▪ The conflicts and themes found in poetry relate to our lives. ▪ Authors use a variety of writing techniques and literary

devices to engage the reader. ▪ Readers use before, during, and after reading strategies to

aid in comprehension and to construct meaning. ▪ Reading expands understanding of the world, its people and

oneself. ▪ Poetry is viewing events, feelings, and ideas in a way that is

unique to the writer. ▪ Poets choose and place words in intentional and purposeful

ways to create imagery, rhythm, and meaning. ▪ Poetic language is used by all kinds of writers in many other

genres.


RL.7.1 Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2 Determine a theme or central idea of a text and analyze its









37

development over the course of the text; provide an objective summary of the text. RL.7.4 Determine the meaning of unknown and multiple meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.








to digital content.




content.





real world problem.










38
























39







RL.7.1 IALT locate evidence to support my thinking in a poem IALT cite several pieces of textual evidence to support analysis of what the poem says explicitly IALT cite several pieces of textual evidence to support analysis of inferences drawn from the poem IALT properly quote a poem to support my thinking RL.7.2 IALT determine a theme or central idea of a poem and analyze its development over the course of the text IALT provide an objective summary of the poem. RL.7.3 IALT analyze how setting, characters, and plot are related to one another










40

IALT analyze how setting and characters influence plot IALT analyze how events drive the action of the story and impact the characters RL.7.4 IALT determine the meaning of words and phrases as they are used in a text using context clues IALT analyze figurative and connotative meanings IALT analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem. RL.7.5 IALT analyze how a poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning RL.7.10 IALT read and understand poetry with proficiency W.7.9 IALT draw evidence from poems to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding narrative writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information L.7.1 IALT demonstrate my command of the convections of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression





41

L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.5 IALT demonstrate understanding of figurative language, word relationships, and nuances in word meanings. IALT interpret figures of speech in context. IALT use the relationship between particular words to better understand each of the words. IALT distinguish among the connotations of words with similar denotations. L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression



Using a variety of types of poems, students can

demonstrate their comprehension of this genre by

engaging in the following learning activities:

● Define and explain poetic devices, such as

alliteration, assonance, consonance

● Describe the ways in which poetic devices help

reveal the theme(s) of the poem.

● Identify the form, rhyme scheme, and meter of

poems studied

● Describe the importance of form, rhyme scheme, or

meter of a poem and how it contributes to meaning.

Thematic poems connected to different literature units, including but not limited to: The Outsiders S.E. Hinton Number the Stars Lois Lowry A Midsummer Nights Dream William Shakespeare

● Prentice Hall Literature

● Grade appropriate music lyrics

● One Pager ● Active

Reading ● Cornell Notes ● Cornell Notes



● Summarizing ● Compare/Con

trast (Venn Diagram)

● Unit Assessment

● OEQ ● Reading

Journal Response

● Poetic Analysis/ Interpretation

● Various poetic forms

● Socratic Seminar



42

● Describe how poetry differs from prose and explain

why authors would choose one form over another for a

particular purpose.

● Recognize and explain the distinguishing

characteristics of various kinds of poetry, such as lyric

poetry, blank verse, haiku, sonnet…

● Identify and explain different figurative language

and its impact on the meaning of a poem.

● Identify sound devices in a poem and explain their

contribution to the overall meaning of the poem.

● Recognize poetry terms in specific contexts.

● Compare and contrast poetry terms and examples.

● Define and offer examples of various forms of

poetry.

● Analyze and evaluate form, figurative language and

effects of sound.

● Define the concept of theme and identify the

theme(s) in poems read—Thematic analysis

● Respond critically to poetry through discussions


● Respond critically to poetry through written


● Apply strategies and techniques learned to poetry

writing projects.

● Write in a variety of styles of poetry.

● Compare and contrast one form of poetry to

another.

● PARCC level poetry from past state assessments


43

Differentiation


activities:






















44

Unit Title/Theme: ELA Grade 7 Honors - Unit 6 Narrative Writing


1. How is writing fiction different from writing nonfiction? 2. How does purpose influence the format of your writing? 3. How does audience influence the style of your writing? 4. Why do we write? 5. How do the characterization, conflict, and plot of a work of

nonfiction differ from those of a work of fiction? 6. How is your style of writing influenced by the purpose of

writing? 7. What is the importance of sharing? 8. How can we use evaluation and reflection to improve our

writing? 9. How does word choice and effective use of grammar, spelling

and mechanics contribute to your writing? 10. What are the main characteristics of fiction writing and how

can this be used in my writing? 11. What kind of organization could be used for narrative

writing? 12. What kind of voice would be most effective for this form of

writing?

▪ Effective communication relies on the use of proper form, style, organization and fluency.

▪ A strong writing community is built through sharing and respecting other’s ideas and abilities.

▪ Writers have a distinct purpose for writing and maintain that purpose throughout the piece.

▪ Writing is a multi-step process. ▪ Writing is a reflective process. ▪ Effective written communication depends on proper use of

grammar, spelling, mechanics, and word choice. ▪ Writers get their ideas from many places which include

memories, personal life experiences, literature, observations, etc.

▪ Even the smallest moment in time can be captured to tell a story.

▪ There are various types of fiction (realistic, imaginative, historical, etc.), each having special characteristics.

▪ Authors write narrative fiction to express themselves, to entertain, and to think about the world around them.


W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

● W.7.3.A Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

● W.7.3.B Use narrative techniques, such as dialogue, pacing, and

Technology Standards ● 8.1.8.A.2 Create a document (e.g. newsletter, reports,







http://www.corestandards.org/ELA-Literacy/W/7/3/a/

http://www.corestandards.org/ELA-Literacy/W/7/3/b/


45

description, to develop experiences, events, and/or characters.

● W.7.3.C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

● W.7.3.D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

● W.7.3.E Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.7.5 With some guidance and support from peers and adults, develop and 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 here.) W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-

http://www.corestandards.org/ELA-Literacy/W/7/3/c/

http://www.corestandards.org/ELA-Literacy/W/7/3/d/

http://www.corestandards.org/ELA-Literacy/W/7/3/e/



http://www.corestandards.org/ELA-Literacy/L/7/




46

one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.




















47


● .L.7.2.B Spell correctly.





W.7.3. IALT write narratives that develop real or imagined experiences/ events, using relevant descriptive details, and well-organized sequences IALT engage the reader by establishing a point of view, introducing a narrator and/or characters IALT organizing events logically for the narrative I am writing IALT use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters IALT use a variety of transition words, phrases, and clauses to show sequence, time frame, and setting changes IALT use precise words and phrases, descriptive details, and sensory language to show action, experiences, and events IALT provide a conclusion that ‘flows’ from and reflects on the narrated experiences or events W.7.4 IALT produce clear and well-organized writing that is appropriate to the task, purpose, and audience W.7.5

IALT develop and strengthen writing through the writing process







48

IALT utilizing planning, revision, editing, and rewriting

IALT focus on the effectiveness of purpose and audience

W.7.6

IALT utilize technology to produce and publish writing, link and cite sources, interact, and collaborate with others

W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding narrative writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information L.7.1 IALT demonstrate my command of the convections of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression


49



Students will examine and evaluate writing exemplars to note:

● Effective openings/closings ● Organizational strategies (ex: Freytag’s Pyramid, plot diagram) ● Figurative language ● Rhetorical Devices ● Dialogue ● Compositional risks ● Sentence construction, grammar, punctuation, spelling, usage ● Word choice ● Character Development ● Fluency and coherence (especially in relation to PARCC narrative tasks) ● Awareness of audience ● Single focus

Students will write narratives that:

● Are organized in a logical manner and develop narrative elements, such as setting, characters, and conflict. ● Engage and orient readers by establishing a context and point of view, and organize a sequence of events or experiences. ● If modeled after a PARCC assessment: convey consistency in the continuation of the story provided (i.e. consistent characters, setting, plot, etc.) ● Provide a satisfying and logical conclusion.

● Past PARCC assessment writing tasks (grades 7 and 8)

● Past PARCC assessment sample student answers (grades 7 and 8)

● Teacher created writing prompts modeled after PARCC assessments

● AVID Middle Level Writing

● AVID HS Writing ● PARCC Scoring Rubric

for 6-8th Grade Narrative Writing

● Conferencing ● Peer

edit/scoring ● Self-

evaluation ● The writing

process ● Rough Drafts

● Published work

● Presentation ● Timed

writing ● Final Drafts


50

Differentiation


activities:



















● Provided extended time on assignments


51

Unit Title/Theme: ELA Grade 7 Honors - Unit 7 Literary Analysis


1. Why do we need to evaluate what we read? 2. How do readers react and respond to what they’ve read? 3. What connections do readers make? 4. How might being able to recognize literary features help in

appreciating literature? 5. How does purpose influence the format of your writing? 6. How is your style of writing influenced by the purpose of

writing? 7. How do literary elements affect the meaning of a piece of

literature? 8. How do I find appropriate textual evidence to support my

ideas? 9. How do I write an effective literary analysis? 10. How do writers find meaning by using Reader's Response

strategies to review a story as a whole and carefully study a text's themes?

11. How do writers collect and connect evidence and use it to support their thesis?

12. How do writers structure and organize literary essays? 13. How do writers connect evidence to their thesis to create

cohesion?

▪ Authors write with different purposes in mind. ▪ Readers develop a deeper understanding through reflection

and written response to text. ▪ Readers use strategies to construct meaning. ▪ Readers develop a deeper understanding through reflection

of text. ▪ Writers have a distinct purpose for writing and maintain that

purpose throughout the piece. ▪ Readers reflect on what they have read to gain meaning. ▪ The reader’s interaction with the writer can lead to self-

discovery. ▪ Literary analysis requires an understanding of literary

terminology. ▪ Interacting with others about literature provides a basis for

analyzing and writing about literature. ▪ Poetry is an art, a studied art, not a fast read. ▪ Poetry is based on connotation, not denotation. ▪ Poetry is open to interpretation but only with substantiation

from the poem itself.


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

● W.7.1.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

● W.7.1.B Support claim(s) with logical reasoning and relevant

Technology Standards ● 8.1.8.A.2 Create a document (e.g. newsletter, reports,





to digital content.







52

evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

● W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

● W.7.1.D Establish and maintain a formal/academic style, approach, and form.

● W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented.

W.7.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.7.5 With some guidance and support from peers and adults, develop and 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 here.) W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9.A Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").











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● W.7.9.B Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.















54











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











55

IALT organize the reasons and evidence logically. IALT support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. IALT use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. IALT establish and maintain a formal/academic style, approach, and form. IALT provide a concluding statement or section that follows from and supports the argument presented. W.7.4 IALT produce clear and well-organized writing that is appropriate to the task, purpose, and audience W.7.5




W.7.6


W.7.9 IALT draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding literary analysis writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information



56

SL.7.2 IALT analyze the main ideas and supporting details presented in diverse media and formats IALT explain how ideas in different formats clarify a topic, text, or issue under study. SL.7.3 IALT describe a speaker's argument and specific claims IALT evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence. SL.7.4 IALT present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples L.7.1 IALT demonstrate my command of the conventions of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing .7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression



Within the unit, students will read selections from various genres and generate written responses that:

Grade appropriate/district approved novels, articles, poems, and short stories

● One Pager ● Summarizing ● 10 Critical

Points

● Novel Guide ● OEQ—RACE

Evidence




57

● Use textual evidence to appropriately and

effectively defend opinions and analysis in written

responses and evaluations (OEQ, Quick Write, Literary

Analysis)

● Analyze different types of conflict (i.e. man vs. self,

man vs. man, man vs. society, man vs. nature) in a work

● Closely analyze a key passage from a novel or short

story and comment on how it contributes the work as

whole.

● Contrast two works connected by theme, author,

topic, etc.

● Observe common tendencies, contradictions,

outliers, and subtleties in literature.

● Contrast the moral conflicts of characters in various

works

● Analyze character traits in works.

● Consider how the literature this period reflects

both on the human psyche and on the human

condition.

● Analyze how author’s style contributes to meaning.

which may include the following: The Outsiders S.E. Hinton The Pigman Paul Zindel Monster Walter Dean Myers Number the Stars Lois Lowry Of Mice and Men John Steinbeck Night Elie Wiesel Animal Farm George Orwell Gathering Blue Lois Lowry A Midsummer Night’s Dream William Shakespeare A Christmas Carol Charles Dickens

● Open-Ended Questions

● NJ OEQ Rubric ● Past PARCC

assessment writing tasks (grades 7 and 8)


● Teacher created writing prompts

● Active reading

● Self-Assessment and Evaluation—Self-Scoring

● Cornell Notes ● Cornell Notes

Summary ● Response to






● ICE—Interpret, Connect, Extend

● Reading Journal Response-DJR—Level 1, Level, 2, Level 3

● Compare/Contrast Essay

● Author Study ● Published

work (essay) ● Presentation ● Timed writing ● Final Drafts


58

modeled after PARCC assessments



for 6-8th Grade Literary Analysis

Differentiation


activities:



















59


● Provide additional time for the assignment


60

Unit Title/Theme: ELA Grade 7 Honors - Unit 8 Research Simulation


1. How does purpose influence the format of your writing? 2. How does audience influence the style of your writing? 3. Why do we write? 4. How is your style of writing influenced by the purpose of

writing? 5. What is the importance of sharing? 6. How can we use evaluation and reflection to improve our

writing? 7. How does word choice and effective use of grammar, spelling

and mechanics contribute to your writing? 8. What should we tell and what should we describe to make

information clear? 9. What are the main characteristics of a research essay? 10. How is research writing similar or different from other genres

of writing? 11. Who are the likely readers or audiences for this form of

writing? 12. What kind of organization could be used for this form of

writing? 13. What kind of voice would be most effective for this form of

writing? 14. What is the best way to find important information about a

topic? 15. What kinds of facts and evidence are most effective for

support in research? 16. How do I use sources and text features to find reliable

information? 17. How do I determine if my researched information is reliable

and valid? 18. What is the impact of technology on research and

communication? 19. What are the benefits and limitations of using technology?

▪ Effective communication relies on the use of proper form, style, organization and fluency.

▪ Writers have a distinct purpose for writing and maintain that purpose throughout the piece.

▪ Writing is a multi-step process. ▪ Writing is a reflective process. ▪ Effective written communication depends on proper use of

grammar, spelling, mechanics, and word choice. ▪ People rely on a variety of resources to obtain information. ▪ New information may result in a new idea or a change of

stance. ▪ The research process requires the use of a variety of

resources to ensure validity. ▪ Interpreting and analyzing research results will answer a

variety of questions. ▪ Effective communication relies on the purposeful use of

information in a format appropriate to the task and the audience.

▪ Critical examination and evaluation of data is essential to making informed decisions.


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

● W.7.1.A Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

● W.7.1.B Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

● W.7.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

● W.7.1.D Establish and maintain a formal/academic style, approach, and form.

● W.7.1.E Provide a concluding statement or section that follows from and supports the argument presented.

W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

● W.7.2.A Introduce a topic: organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension.

● W.7.2.B Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.











to digital content.




content.





real world problem.

21st Century Life and Careers 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

● 9.1.8.A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

● 9.1.8.A.4 Relate earning power to quality of life across cultures.

● 9.1.8.A.5 Relate how the demand for certain skills determines an individual’s earning power.









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● .W.7.2.C Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

● W.7.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

● W.7.2.E Establish and maintain a formal/academic style, approach, and form.

● W.7.2.F Provide a concluding statement or section that follows from and supports the information or explanation presented.

W.7.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) W.7.5 With some guidance and support from peers and adults, develop and 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 here.) W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of

● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal











● 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success

● 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an education plan

● 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career


● 9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available




http://www.corestandards.org/ELA-Literacy/W/7/2/f/








63

others while avoiding plagiarism and following a standard format for citation. W.7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

● W.7.9.B Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

W.7.10 Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.





online ● 9.2.8.B.6 Demonstrate understanding of the necessary

preparation and legal requirements to enter the workforce ● 9.2.8.B.7 Evaluate the impact of online activities and social

media on employer decisions









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SL.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

















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W.7.1 IALT Write arguments to support claims with clear reasons and relevant evidence. IALT introduce claim(s) and acknowledge alternate or opposing claims IALT organize the reasons and evidence logically. IALT support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. IALT use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. IALT establish and maintain a formal/academic style, approach and form. IALT provide a concluding statement or section that follows from and supports the argument presented. W.7.2 IALT write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. IALT introduce a topic clearly, previewing what is to follow IALT organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect IALT include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension IALT develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. IALT use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. IALT use precise language and domain-specific vocabulary to inform about or explain the topic. IALT establish and maintain a formal style. IALT provide a concluding statement or section that follows from and supports the information or explanation presented.




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W.7.4 IALT produce clear and well-organized writing that is appropriate to the task, purpose, and audience W.7.5




W.7.6


W.7.7 IALT conduct short research projects to answer a question IALT use several sources and generate additional related, focused questions for further research and investigation. W.7.8 IALT gather relevant information from multiple print and digital sources IALT use search terms effectively IALT assess the credibility and accuracy of each source IALT quote or paraphrase data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9 IALT draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.10 IALT write over extended time frames

IALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1 IALT engage in collaborative discussions regarding research simulation writing IALT come to class discussions prepared IALT follow rules for class discussions IALT track progress, goals, and deadlines





67

IALT define individual roles IALT create and ask higher level question IALT respond to others’ questions and comments with ideas that bring the discussion back on topic IALT acknowledge new information expressed by others and make adjustments to my own views after considering this information SL.7.2 IALT analyze the main ideas and supporting details presented in diverse media and formats IALT explain how ideas in different formats clarify a topic, text, or issue under study. SL.7.3 IALT describe a speaker's argument and specific claims IALT evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence. SL.7.4 IALT present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples L.7.1 IALT demonstrate my command of the conventions of standard English grammar and usage when writing or speaking IALT write various types of sentences IALT identify use of strategies to improve expression L.7.2 IALT demonstrate command of standard English capitalization, punctuation, and spelling when writing L.7.3 IALT use knowledge of language and its conventions when writing, speaking, or listening IALT choose language that expresses my ideas precisely and concisely L.7.6. IALT use grade-appropriate general academic and domain-specific words and phrases IALT gather vocabulary knowledge when considering a word or phrase important to comprehension or expression




68



Students will examine and evaluate writing exemplars to note:

● Effective openings/ closings ● Organizational strategies ● Figurative language ● Compositional risks ● Sentence construction, Grammar, punctuation, spelling, usage ● Word choice ● Fluency and coherence ● Awareness of audience ● Single focus ● Credibility of evidence ● Paraphrasing and quoting information ● Development of argument

Students will write research based works that:

● Engage and orient the reader by establishing a clear context and organizes ideas in a way that meets the intended purpose and conveys meaning

• Develop stylistic elements (e.g. rhetorical questions, evidence, quotes, statistics…)

● Incorporate specific details, facts, etc. to support their research and cites information appropriately ● Provide a satisfying conclusion to their essay that follows from the explanations, information, and/or ideas

● Past PARCC assessment writing tasks (grades 7 and 8)


● Teacher created writing prompts modeled after PARCC assessments



for 6-8th Grade Research Simulation Task

● AVID Weekly Articles ● Current Event

Articles ● Informative articles

pertaining to literature units





● Published work (essay)

● Presentation ● ICE—Interpret,

Connect, Extend

● Yes, BUT… ● Timed writing ● Final Drafts

Differentiation


activities:


69



















● Additional time for writing assignments

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