seventh grade language arts

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CAR © Bormann and Wright 2009, 2011 TRENTON PUBLIC SCHOOLS Seventh Grade Language Arts Curriculum Framework CURRICULUM OFFICES TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3 rd Floor ~ Room 301 Dr. Fredrick H. McDowell, Jr., Superintendent of Schools Elizabeth DeJesus, Chief Academic Officer Leslie Septor, Humanities Supervisor Adopted August 28, 2017 Mission Statement All students will graduate with a vision for their future, motivated to learn continually and prepared to succeed in their choice of college or career.

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Page 1: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

TRENTON PUBLIC SCHOOLS

Seventh Grade Language Arts

Curriculum Framework

CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION

108 N. Clinton Avenue

3rd Floor ~ Room 301

Dr. Fredrick H. McDowell, Jr., Superintendent of Schools

Elizabeth DeJesus, Chief Academic Officer

Leslie Septor, Humanities Supervisor

Adopted August 28, 2017

Mission Statement

All students will graduate with a vision for their future, motivated to learn

continually and prepared to succeed in their choice of college or career.

Page 2: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

Unit One: Unlocking the Text Grade Level: 7

Timeframe: 10 weeks Time Frame: September-November (10 Weeks)

Unit Focus: Reading-Narrative; Writing-Narrative

Essential Questions

• How do readers use authors’ clues to make inferences?

• What key concepts do fiction and non-fiction share?

• How does an author’s word choice impact an audience?

• How does point of view affect the theme of a piece of writing?

• What aspects of a text are developed to determine the central idea of a piece of writing?

New Jersey Student Learning Standards (NJSLS)

Standards/Cumulative Progress Indicators (Taught and Assessed): Reading Literature: Key Ideas and Details 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). Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.7.5 Analyze how a drama'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. Integration of Knowledge and Idea 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.

Reading Informational Text:

Key Ideas and Details

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.

Page 3: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

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. Craft and Structure 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. Writing: Narrative Text Types and Purposes W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences W.7.3A 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.7.3B Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W.7.3C Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.7.3D Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W.7.3E Provide a conclusion that follows from and reflects on the narrated experiences or events. Production and Distribution of Writing W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. 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. W.7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Range of Writing: 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. Primary Speaking and Listening: Comprehension and Collaboration

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly. SL.7.1.A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1.B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

Page 4: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

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. Presentation of Knowledge and Ideas

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.7.4. 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. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) Primary Language Standards: Comprehension and Collaboration: SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.7.1.A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1.B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1.C. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.1.D. Acknowledge new information expressed by others and, when warranted, modify their own views. Presentation of Knowledge and Ideas: SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) Primary Language Standards: L.7.1.C Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. 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. Knowledge of Language: 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. Vocabulary Acquisition and Use: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

Page 5: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

L.7.4.A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4.C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4.D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Standard

SLO- WALT Formative Assessment Activities and Resources Reflection

Instructional Plan Academic Vocabulary for Unit 1 genre, context clues, setting, plot, conflict (internal, external), character, character traits, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s craft literary elements, context clues, point of view, character motivation, imagery, style, literary elements, flashback, foreshadowing, imagery, style, elaboration, rising action, climax, exposition, omniscient, falling action, figurative language, dialogue, allusion, irony

Pre-assessment- Online diagnostic through EdConnect

Week One- Focus Standards 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. 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. RL 7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 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.

RL 7.1 RI 7.1

Infer what the writer means but has not stated using evidence from the text Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

Formative Questions How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog The Scholarship Jacket The War of the Wall

Page 6: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

Checks for understanding Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice From Beowulf From Young Arthur Other Activities

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

t show the main characters reaction

• Rewrite the ending of a story

RL 7.1 RI 7.1

Make and support predictions with evidence from the text or from knowledge or genre

Formative Questions How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog The Scholarship Jacket The War of the Wall Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice

Page 7: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

From Beowulf From Young Arthur Other Activities

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

to show the main characters

reaction

• Rewrite the ending of a story

RL 7.1 RL 7.1

Continuously check with the evidence in a text to ensure that writing reflects understanding

Formative Questions How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

Holt Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog The Scholarship Jacket The War of the Wall Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice From Beowulf From Young Arthur Other Activities

Page 8: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

t show the main characters reaction

• Rewrite the ending of a stor

RL 7.6 Derive the author’s purpose and stance even when implicitly stated

Formative Questions How do readers analyze point of view and purpose in a text? How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.6 Text Analysis Workshop: Character and Point of View The Scholarship Jacket A Retrieved Reformation Other Activities

• News reports from various

perspectives

• Critique author’s point of view by

providing a persuasive rebuttal

• Read and analyze two accounts of

the same experience

RL 7.6 Analyze the selection of genre in relation to inferred writer’s purpose for a range of texts

Formative Questions How do readers analyze point of view and purpose in a text?

Holt McDougal Literature myrhw.com iReady Newsela

Page 9: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Achieve 3000 Anthology Connections RL 7.6 Text Analysis Workshop: Character and Point of View The Scholarship Jacket A Retrieved Reformation Other Activities

• News reports from various

perspectives

• Critique author’s point of view by

providing a persuasive rebuttal

• Read and analyze two accounts of

the same experience.

RI 7.6 Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Formative Questions How do readers analyze point of view and purpose in a text? How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.I.7.6 Homeless Why We Shouldn’t Go to Mars Great White Sharks From It’s Not About the Bike/from 23 Days in July Other Activities

Page 10: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

• Introduce the rhetorical triangle and

investigate how audience, subject

and author interact.

• Read an essay and identify the

counter arguments.

• Quick writes used to have students

create counter arguments.

• Provide a model essay based upon a

commonly held belief and ask

students to paraphrase both the

author’s and opposing viewpoint.

RI 7.6 Explain and evaluate the effectiveness of the techniques the author uses to distinguish his/her point of view from others

Formative Questions How can we differentiate between the author’s central argument and counter argument that the author presents in the same piece? Why is it important to acknowledge and understand opposing viewpoints? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.I.7.6 Homeless Why We Shouldn’t Go to Mars Great White Sharks From It’s Not About the Bike/from 23 Days in July Other Activities

• Introduce the rhetorical triangle and

investigate how audience, subject

and author interact.

• Read an essay and identify the

counter arguments.

• Quick writes used to have students

create counter arguments.

Page 11: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

• Provide a model essay based upon a

commonly held belief and ask

students to paraphrase both the

author’s and opposing viewpoint.

Week Two- Focus Standards RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL.7.2. 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 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 W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences Academic Vocabulary genre, context clues, setting, plot, conflict (internal, external), character, character traits, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s craft literary elements, context clues, point of view, character motivation, imagery, style, literary elements, flashback, foreshadowing, imagery, style, elaboration, rising action, climax, exposition, omniscient, falling action, figurative language, dialogue, allusion, irony

RL 7.4

Analyze why the author used a specific word choice or sound device and it’s on the reader

Formative Questions How does word choice impact the overall meaning of the text? How does the author’s use of structure affect the meaning of the text? 3. How does the author’s point of view and purpose shape and direct the text? Formative Strategies Word Sort Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.4 The Charge of the Light Brigade/The Highwayman Two Haiku/Fireflies/Fireflies in the Garden The Delight Song of Tsoai-Talee/Four Skinny Trees Text Analysis Workshop: Mood and Style maggie and mully and molly and may/who are you, little i/old age sticks The Names Other Activities

• Figurative Language Chart depicting

examples

Page 12: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

• Create an advertisement utilizing

figurative language

• Compile a poetry booklet depicting

examples of figurative language

RL 7.4

Evaluate the effectiveness of the author’s word choice or sound device

Formative Questions How does word choice impact the overall meaning of the text? How does the author’s use of structure affect the meaning of the text? 3. How does the author’s point of view and purpose shape and direct the text? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.4 The Charge of the Light Brigade/The Highwayman Two Haiku/Fireflies/Fireflies in the Garden The Delight Song of Tsoai-Talee/Four Skinny Trees Text Analysis Workshop: Mood and Style maggie and mully and molly and may/who are you, little i/old age sticks The Names Other Activities

• Figurative Language Chart depicting

examples

• Create an advertisement utilizing

figurative language

• Compile a poetry booklet depicting

examples of figurative language

Page 13: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

RL 7.2 RI 7.2

Analyze the development of the theme or central idea over the course of the fictional text, including the relationship between characters, setting, and plot over the course of a text

Formative Questions How does determining the central idea of the text contribute to understanding the text? How do supporting ideas help to develop the central idea? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.2 RI 7.2 A Wall of Remembrance/A Mother’s Words/U.S Involvement in Vietnam Text Analysis Workshop: Understanding Theme Amigo Brothers The War of the Wall Two Haiku/Fireflies/Fireflies in the Garden From It’s Not About the Bike/from 23 Days in July Text Analysis Workshop: Reading for Information Other Activities

• Quote interpretation.

• Collage depicting meaning.

• Write a book review

• Illustrate a story in chronological

order.

• Creating an outline

• Generate a Summary

• Participate in Jigsaws

RL 7.2 RI 7.2

Provide a statement of a theme(s) or a central idea(s) of a fictional text, based on textual evidence and explain the theme or central idea of a fictional piece using key details as

Formative Questions Can a central idea change? How do supporting ideas help to develop the central idea? Formative Strategies Do Now’s

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000

Page 14: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

evidence, including details from the beginning, middle, and end of the text

Class discussions Exit Tickets Checks for Understanding

Anthology Connections RL 7.2 RI 7.2 A Wall of Remembrance/A Mother’s Words/U.S Involvement in Vietnam Text Analysis Workshop: Understanding Theme Amigo Brothers The War of the Wall Two Haiku/Fireflies/Fireflies in the Garden From It’s Not About the Bike/from 23 Days in July Text Analysis Workshop: Reading for Information Other Activities

• Quote interpretation.

• Collage depicting meaning.

• Write a book review

• Illustrate a story in chronological

order.

• Creating an outline

• Generate a Summary

• Participate in Jigsaws

RL 7.2 RI 7.2

Summarize the text objectively, capturing the main ideas and Distinguish between essential and nonessential details of a text to create an objective summary of the text

Formative Questions What are the elements of a good summary? How does a reader write a summary without personal opinions and judgements? Formative Strategies One Sentence Summary Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.2 RI 7.2 A Wall of Remembrance/A Mother’s Words/U.S Involvement in Vietnam

Page 15: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

Text Analysis Workshop: Understanding Theme Amigo Brothers The War of the Wall Two Haiku/Fireflies/Fireflies in the Garden From It’s Not About the Bike/from 23 Days in July Text Analysis Workshop: Reading for Information Other Activities

• Quote interpretation.

• Collage depicting meaning.

• Write a book review

• Illustrate a story in chronological

order.

• Creating an outline

• Generate a Summary

• Participate in Jigsaws

W.7.3A Engage the reader with a story hook; introduce the narrator and/or characters and Establish a point of view and background story

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections W 7.3 Writing Workshop: Short Story Writing Narrative: Personal Narrative Other Activities

• Write an alternative ending a story

• Write a story from the perspective

of a different character

• Create a narrative using graphic

organizers (for example a plot

Page 16: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

diagram) to list sequence of events

during the brainstorming stages of

the writing process.

• Dissect a current reading piece to

identify story elements prior to

creating their own composition.,

thus leading to writing.

• Create an activity to emphasize

mechanical and usage elements

such as quotation marks, adjectives,

and adverbs. Write a class narrative

story (“round-robin style”). –

possible activity is to assign each

student a specific length to write (a

paragraph) about a teacher directed

topic.

• Create a graphic novel (comic book

style).

• Using a graphic organizer, such as a

Venn Diagram, determine two

characters’ different perspectives on

the same event—Be more specific

about sources: The True Story of the

Three Little Pigs, Wicked

Page 17: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

W 7.3B

Organize an event sequence that unfolds naturally and logically and use narrative techniques effectively to develop experiences, events, and/or characters

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W7.3 C Transition from one idea to the next by using appropriate words and phrases

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.3 D

Use figurative language to aid in the description of ideas by using sensory and specific language

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies

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CAR © Bormann and Wright 2009, 2011

Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Week Three- Focus Standards RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL 7.5. Analyze how a drama’s or poems form or structure (e.g, soliloquy, sonnet) contribute to its meaning. W 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

RL 7.3 Analyze how the plot and setting affect the actions/choices of the characters and the impact of the relationship between characters, setting, and plot on the reader

Formative Questions How does the interaction of story elements shape understanding? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Plot, Setting, Character Seventh Grade The Last Dog Rikki-tikki-tavi Text Analysis Workshop: Character and Point of View Zebra Amigo Brothers Text Analysis Workshop: Mood and Style Dark They Were, and Golden-Eyed Text Analysis Workshop: Myths, Legends, Epics and Tales From Beowulf From Young Arthur Other Activities

• Plot diagram

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CAR © Bormann and Wright 2009, 2011

• Character T-Chart

• Character Interview

• Develop a comic strip.

• Participate in Reader’s Theater.

RL 7.3 Evaluate the author’s effectiveness in determining the interactions between character, setting and plot

Formative Questions How can you determine whether the author was successful in creating connections between the characters, setting and plot? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Plot, Setting, Character Seventh Grade The Last Dog Rikki-tikki-tavi Text Analysis Workshop: Character and Point of View Zebra Amigo Brothers Text Analysis Workshop: Mood and Style Dark They Were, and Golden-Eyed Text Analysis Workshop: Myths, Legends, Epics and Tales From Beowulf From Young Arthur Other Activities

• Plot diagram

• Character T-Chart

• Character Interview

• Develop a comic strip.

Page 20: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

• Participate in Reader’s Theater.

RL 7.5 Describe the form and structure of a drama, poem or nonfiction text

Formative Questions What are the different forms when writing a dram, poem or nonfiction text? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Maggie and milly and molly and may/who are you, little i/old age sticks Text Analysis Workshop: Appreciating Poetry The Names The Charge of the Light Brigade/The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Other Activities

• Participate in literary

centers/circles.

• Compare various types of poetry.

• Write song lyrics for a theatrical

review.

• Alter a chapter from a selected

novel

RL 7.5 Explain how text structure impacts overall meaning of text and why an author chooses a specific form or structure

Formative Questions How does the structure of a text contribute to its meaning? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections

Page 21: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

Checks for Understanding Maggie and milly and molly and may/who are you, little i/old age sticks Text Analysis Workshop: Appreciating Poetry The Names The Charge of the Light Brigade/The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Other Activities

• Participate in literary

centers/circles.

• Compare various types of poetry.

• Write song lyrics for a theatrical

review.

• Alter a chapter from a selected

novel

W.7.3A Engage the reader with a story hook; introduce a narrator and/or characters and Establish a point of view and background story

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Writing Workshop: Short Story Writing Narrative: Personal Narrative Other Activities

• Write an alternative ending a story

• Write a story from the perspective

of a different character

• Create a narrative using graphic

organizers (for example a plot

diagram) to list sequence of events

Page 22: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

during the brainstorming stages of

the writing process.

• Dissect a current reading piece to

identify story elements prior to

creating their own composition.,

thus leading to writing.

• Create an activity to emphasize

mechanical and usage elements

such as quotation marks, adjectives,

and adverbs. Write a class narrative

story (“round-robin style”). –

possible activity is to assign each

student a specific length to write (a

paragraph) about a teacher directed

topic.

• Create a graphic novel (comic book

style).

• Using a graphic organizer, such as a

Venn Diagram, determine two

characters’ different perspectives on

the same event—Be more specific

about sources: The True Story of the

Three Little Pigs, Wicked

Page 23: Seventh Grade Language Arts

CAR © Bormann and Wright 2009, 2011

W 7.3B

Organize an event sequence that unfolds naturally and logically and use narrative techniques effectively to develop experiences, events, and/or characters

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W7.3 C Transition from one idea to the next by using appropriate words and phrases

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.3 D

Use figurative language to aid in the description of ideas by using sensory and specific language

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s

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Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

Formative Questions How does the self-revision process affect the final product? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities Apply rubric of self-analysis of written draft. (For example, informative / explanatory, persuasive and narrative pieces).

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.

W 7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Formative Questions Why is technology a necessary tool to enhance the appearance of the final product? Why is it important to cite credible sources? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing

Activities

• Internet scavenger hunt to become

acclimated with surfing the web for

credible, supporting information.

• Tutorial practice on keyboarding

skills

• Practice citing sources using MLA or

APA style.

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First drafts Checks for Understanding Individual Conferencing

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

Formative Questions Why are writing tasks that are done routinely and in a timely manner important in becoming a more proficient writer? Why is it important to periodically reflect on your own piece of writing? How can a writer grow through reflection of their own work? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities

• Keep a periodic writing journal with

teacher driven topics.

• Partake in a self-assessments and

peer assessments using the state’s

rubric as a guide.

• Perform conferences with teacher

and peers during revising/editing

stage.

• Self-reflect periodically

comparing/contrasting various

forms of writing submitted in

portfolio.

• Create a chapter book or children’s

story. Research a topic for relevant

facts one of the 21st Century

themes.

Week Four- Focus Standards 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. 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

RL 7.7 Analyze how content differs because of the medium in which it is presented

Formative Questions What are the different mediums that a piece of literature can be presented as? Formative Strategies Pre-Assessment Diagnostic

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000

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Do Now’s Class discussions Exit Tickets Checks for Understanding

Anthology Connections Media Study: Back to the Future Other Activities

• Video of a script

• Write a script production

• Compare and contract film/live

production to text

RL 7.7 Make judgements about which medium best represents the content that is being presented

Formative Questions What are the characteristics of a good representation? How does com Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Media Study: Back to the Future Other Activities

• Video of a script

• Write a script production

Compare and contract film/live production to text

RL 7.7 Compare and Contrast a written story, drama, or poem to its audio, filmed, staged or multimedia version

Formative Questions How does comparing and contrasting stage direction affect the understanding of produced works? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Media Study: Back to the Future Other Activities

• Video of a script

• Write a script production

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Compare and contract film/live production to text

RL 7.9 Compare and contrast historical fiction and factual text and explain how authors of historical fiction omit, embellish or alter the information found in factual text to create a story

Formative Questions How does historical fiction differ from historical events? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Biography and Autobiography Clara Barton: Battlefield Nurse/from The War Diary of Clara Barton Other Activities

• Web quests for informational

discovery

• Comic book of a historical event

• Play of historical event

• Write a fable or fairy tale.

• Create a modern retelling of a fairy

tale.

• Write a script production

RL 7.9 Analyze the importance of the information each author emphasized and the importance of what was excluded

Formative Questions Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Biography and Autobiography Clara Barton: Battlefield Nurse/from The War Diary of Clara Barton

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Other Activities

• Web quests for informational

discovery

• Comic book of a historical event

• Play of historical event

• Write a fable or fairy tale.

• Create a modern retelling of a fairy

tale.

• Write a script production

RL 7.9 Evaluate the effectiveness of the author’s choices to use and/or alter history

Formative Questions Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Biography and Autobiography Clara Barton: Battlefield Nurse/from The War Diary of Clara Barton Other Activities

• Web quests for informational

discovery

• Comic book of a historical event

• Play of historical event

• Write a fable or fairy tale.

• Create a modern retelling of a fairy

tale.

• Write a script production

W 7.7 Select own topics for informational writing and show

Formative Questions

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through writing what is important about the topic (Research Writing Task)

How does an author find and choose topics for informational writing? What inspires informational writing? Why do authors choose certain topics? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding Brainstorming Conferencing

W 7.7 Form questions and locate sources for information about topic (Research Writing Task)

Formative Questions What steps are taken when writing a research paper? What questions do I have about my topic? Where can I find information on my topic? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding Brainstorming Conferencing

Lists of topics for writing Graphic Organizers Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf

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Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

Week Five-Focus Standards RL 7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text 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

RL 7.6 Derive the author’s purpose and stance even when implicitly stated

Formative Questions How do readers analyze point of view and purpose in a text? How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.6 Text Analysis Workshop: Character and Point of View The Scholarship Jacket A Retrieved Reformation Other Activities

• News reports from various

perspectives

• Critique author’s point of view by

providing a persuasive rebuttal

Read and analyze two accounts of the same experience.

RL 7.6 Analyze the selection of genre in relation to inferred writer’s purpose for a range of texts

Formative Questions How do readers analyze point of view and purpose in a text? How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000

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Do Now’s Class discussions Exit Tickets Checks for Understanding

Anthology Connections RL 7.6 Text Analysis Workshop: Character and Point of View The Scholarship Jacket A Retrieved Reformation Other Activities

• News reports from various

perspectives

• Critique author’s point of view by

providing a persuasive rebuttal

• Read and analyze two accounts of

the same experience.

RI 7.6 Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Formative Questions How do readers analyze point of view and purpose in a text? How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.I.7.6 Homeless Why We Shouldn’t Go to Mars Great White Sharks From It’s Not About the Bike/from 23 Days in July Other Activities

• Introduce the rhetorical triangle and

investigate how audience, subject

and author interact.

• Read an essay and identify the

counter arguments.

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• Quick writes used to have students

create counter arguments.

Provide a model essay based upon a commonly held belief and ask students to paraphrase both the author’s and opposing viewpoint.

RI 7.6 Explain and evaluate the effectiveness of the techniques the author uses to distinguish his/her point of view from others

Formative Questions How can we differentiate between the author’s central argument and counter argument that the author presents in the same piece? Why is it important to acknowledge and understand opposing viewpoints? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.I.7.6 Homeless Why We Shouldn’t Go to Mars Great White Sharks From It’s Not About the Bike/from 23 Days in July Other Activities

• Introduce the rhetorical triangle and

investigate how audience, subject

and author interact.

• Read an essay and identify the

counter arguments.

• Quick writes used to have students

create counter arguments.

Provide a model essay based upon a commonly held belief and ask students to paraphrase both the author’s and opposing viewpoint.

RI 7.1 Infer what the writer means but has not stated using evidence from the text Support thinking

Formative Questions Holt McDougal Literature myrhw.com iReady

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beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog The Scholarship Jacket The War of the Wall Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice From Beowulf From Young Arthur Other Activities

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

t show the main characters reaction

Rewrite the ending of a story

RI 7.1 Make and support predictions with evidence from the text or from knowledge or genre

Formative Questions How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Pre-Assessment Diagnostic Do Now’s

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog

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Class discussions Exit Tickets Checks for understanding

The Scholarship Jacket The War of the Wall Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice From Beowulf From Young Arthur Other Activities

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

t show the main characters reaction

Rewrite the ending of a story

W 7.7 Conduct research to gather information in planning a writing project (for example: live interviews, internet, artifacts, articles, books) (Research Writing Task)

Formative Questions What do good researchers do? What is meant by reliable sources for research? How can I tell if something is a reliable source? How can I best keep track of and organize my research? What does it mean to have a direct quote versus paraphrasing? What is the difference between quoting, paraphrasing and summarizing? Why is it important to have a variety of sources? Formative Strategies

Library Resources EBSCO Kids Search Readworks Online Resources: Teacher Tube - Counterclaims and rebuttalshttp://www.teachertube.com/video/counterclaims-and-rebuttals-371017 Writing Fix: Word Choice Resourceshttp://writingfix.com/6_traits/word_choice.htm Writing Resources by Strandhttps://learnzillion.com/resources/57263-writealong-for-6th-grade Word Choice YouTubehttps://www.youtube.com/watch?

W 7.7 Search for appropriate information from multiple sources (books and other print materials, websites, interviews) (Research Writing Task)

W 7.7 Understand the importance of multiple sites and resources for research (Research Writing Task)

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Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Pre-writing Graphic Organizers Checks for Understanding Conferencing

v=NlaeV-TH8WE PARCC Writing Resources Harvard College Writing Centerhttp://writingcenter.fas.harvard.edu/pages/counter-argument Writing Exemplars by Grade Level and Aspects to Consider in Writinghttp://www.corestandards.org/assets/Appendix_C.pdf Thesis Writing Discussion, Planning and Questioning Purdue OWL Writing Labhttps://owl.english.purdue.edu/owl/ Grammar

Week Six- Focus Standards 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. 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. RL 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). RL 7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning

RL 7.2 RI 7.2

Analyze the development of the theme or central idea over the course of the fictional text, including the relationship between characters, setting, and plot over the course of a text

Formative Questions How does determining the central idea of the text contribute to understanding the text? How do supporting ideas help to develop the central idea? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.2 RI 7.2 A Wall of Remembrance/A Mother’s Words/U.S Involvement in Vietnam Text Analysis Workshop: Understanding Theme Amigo Brothers The War of the Wall Two Haiku/Fireflies/Fireflies in the Garden From It’s Not About the Bike/from 23 Days in July

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Text Analysis Workshop: Reading for Information Other Activities

• Quote interpretation.

• Collage depicting meaning.

• Write a book review

• Illustrate a story in chronological

order.

• Creating an outline

• Generate a Summary

• Participate in Jigsaws

RL 7.2 RI 7.2

Provide a statement of a theme(s) or a central idea(s) of a fictional text, based on textual evidence and explain the theme or central idea of a fictional piece using key details as evidence, including details from the beginning, middle, and end of the text

Formative Questions Can a central idea change? How do supporting ideas help to develop the central idea? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.2 RI 7.2 A Wall of Remembrance/A Mother’s Words/U.S Involvement in Vietnam Text Analysis Workshop: Understanding Theme Amigo Brothers The War of the Wall Two Haiku/Fireflies/Fireflies in the Garden From It’s Not About the Bike/from 23 Days in July Text Analysis Workshop: Reading for Information Other Activities

• Quote interpretation.

• Collage depicting meaning.

• Write a book review

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• Illustrate a story in chronological

order.

• Creating an outline

• Generate a Summary

• Participate in Jigsaws

RL 7.3 Analyze how the plot and setting affect the actions/choices of the characters and the impact of the relationship between characters, setting, and plot on the reader

Formative Questions How does the interaction of story elements shape understanding? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Plot, Setting, Character Seventh Grade The Last Dog Rikki-tikki-tavi Text Analysis Workshop: Character and Point of View Zebra Amigo Brothers Text Analysis Workshop: Mood and Style Dark They Were, and Golden-Eyed Text Analysis Workshop: Myths, Legends, Epics and Tales From Beowulf From Young Arthur Other Activities

• Plot diagram

• Character T-Chart

• Character Interview

• Develop a comic strip.

Participate in Reader’s Theater.

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RL 7.3 Evaluate the author’s effectiveness in determining the interactions between character, setting and plot

Formative Questions How can you determine whether the author was successful in creating connections between the characters, setting and plot? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Plot, Setting, Character Seventh Grade The Last Dog Rikki-tikki-tavi Text Analysis Workshop: Character and Point of View Zebra Amigo Brothers Text Analysis Workshop: Mood and Style Dark They Were, and Golden-Eyed Text Analysis Workshop: Myths, Legends, Epics and Tales From Beowulf From Young Arthur Other Activities

• Plot diagram

• Character T-Chart

• Character Interview

• Develop a comic strip.

• Participate in Reader’s Theater.

RL 7.5 Describe the form and structure of a drama, poem or nonfiction text

Formative Questions What are the different forms when writing a dram, poem or nonfiction text? Formative Strategies Pre-Assessment Diagnostic Do Now’s

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections

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Class discussions Exit Tickets Checks for Understanding

Maggie and milly and molly and may/who are you, little i/old age sticks Text Analysis Workshop: Appreciating Poetry The Names The Charge of the Light Brigade/The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Other Activities

• Participate in literary

centers/circles.

• Compare various types of poetry.

• Write song lyrics for a theatrical

review.

• Alter a chapter from a selected

novel

RL 7.5 Explain how text structure impacts overall meaning of text and why an author chooses a specific form or structure

Formative Questions How does the structure of a text contribute to its meaning? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Maggie and milly and molly and may/who are you, little i/old age sticks Text Analysis Workshop: Appreciating Poetry The Names The Charge of the Light Brigade/The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Other Activities

Page 40: Seventh Grade Language Arts

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• Participate in literary

centers/circles.

• Compare various types of poetry.

• Write song lyrics for a theatrical

review.

• Alter a chapter from a selected

novel

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

Formative Questions Why are writing tasks that are done routinely and in a timely manner important in becoming a more proficient writer? Why is it important to periodically reflect on your own piece of writing? How can a writer grow through reflection of their own work? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities

• Keep a periodic writing journal with

teacher driven topics.

• Partake in a self-assessments and

peer assessments using the state’s

rubric as a guide.

• Perform conferences with teacher

and peers during revising/editing

stage.

• Self-reflect periodically

comparing/contrasting various

forms of writing submitted in

portfolio.

• Create a chapter book or children’s

story. Research a topic for relevant

facts one of the 21st Century

themes.

Week Seven- Focus Standards 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.7.3A Engage the reader with a story hook; introduce the narrator and/or characters and Establish a point of view and background story

Formative Questions How does point of view affect the direction a story will take?

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000

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Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Anthology Connections W 7.3 Writing Workshop: Short Story Writing Narrative: Personal Narrative Other Activities

• Write an alternative ending a story

• Write a story from the perspective

of a different character

• Create a narrative using graphic

organizers (for example a plot

diagram) to list sequence of events

during the brainstorming stages of

the writing process.

• Dissect a current reading piece to

identify story elements prior to

creating their own composition.,

thus leading to writing.

• Create an activity to emphasize

mechanical and usage elements

such as quotation marks, adjectives,

and adverbs. Write a class narrative

story (“round-robin style”). –

possible activity is to assign each

student a specific length to write (a

paragraph) about a teacher directed

topic.

• Create a graphic novel (comic book

style).

• Using a graphic organizer, such as a

Venn Diagram, determine two

characters’ different perspectives on

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CAR © Bormann and Wright 2009, 2011

the same event—Be more specific

about sources: The True Story of the

Three Little Pigs, Wicked

W 7.3B

Organize an event sequence that unfolds naturally and logically and use narrative techniques effectively to develop experiences, events, and/or characters

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W7.3 C Transition from one idea to the next by using appropriate words and phrases

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.3 D

Use figurative language to aid in the description of ideas by using sensory and specific language

Formative Questions How does point of view affect the direction a story will take?

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Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

Formative Questions How does the self-revision process affect the final product? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities Apply rubric of self-analysis of written draft. (For example, informative / explanatory, persuasive and narrative pieces).

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.

W 7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently

Formative Questions Why is technology a necessary tool to enhance the appearance of the final product? Why is it important to cite credible sources?

Activities

• Internet scavenger hunt to become

acclimated with surfing the web for

credible, supporting information.

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CAR © Bormann and Wright 2009, 2011

as well as to interact and collaborate with others.

Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

• Tutorial practice on keyboarding

skills

• Practice citing sources using MLA or

APA style.

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

Formative Questions Why are writing tasks that are done routinely and in a timely manner important in becoming a more proficient writer? Why is it important to periodically reflect on your own piece of writing? How can a writer grow through reflection of their own work? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities

• Keep a periodic writing journal with

teacher driven topics.

• Partake in a self-assessments and

peer assessments using the state’s

rubric as a guide.

• Perform conferences with teacher

and peers during revising/editing

stage.

• Self-reflect periodically

comparing/contrasting various

forms of writing submitted in

portfolio.

• Create a chapter book or children’s

story. Research a topic for relevant

facts one of the 21st Century

themes.

Week Eight Focus Standards 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.7.3A Engage the reader with a story hook; introduce the narrator and/or characters and Establish a point of view and background story

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts?

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000

Page 45: Seventh Grade Language Arts

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Formative Strategies Do Now’s Class discussions Exit Tickets Checks for Understanding

Anthology Connections W 7.3 Writing Workshop: Short Story Writing Narrative: Personal Narrative Other Activities

• Write an alternative ending a story

• Write a story from the perspective

of a different character

• Create a narrative using graphic

organizers (for example a plot

diagram) to list sequence of events

during the brainstorming stages of

the writing process.

• Dissect a current reading piece to

identify story elements prior to

creating their own composition.,

thus leading to writing.

• Create an activity to emphasize

mechanical and usage elements

such as quotation marks, adjectives,

and adverbs. Write a class narrative

story (“round-robin style”). –

possible activity is to assign each

student a specific length to write (a

paragraph) about a teacher directed

topic.

• Create a graphic novel (comic book

style).

• Using a graphic organizer, such as a

Venn Diagram, determine two

characters’ different perspectives on

the same event—Be more specific

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about sources: The True Story of the

Three Little Pigs, Wicked

W 7.3B

Organize an event sequence that unfolds naturally and logically and use narrative techniques effectively to develop experiences, events, and/or characters

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W7.3 C Transition from one idea to the next by using appropriate words and phrases

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.3 D

Use figurative language to aid in the description of ideas by using sensory and specific language

Formative Questions How does point of view affect the direction a story will take? Why is precise and vivid language necessary to create narrative texts? Formative Strategies

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Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

W 7.4 Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience.

Formative Questions How does the self-revision process affect the final product? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities Apply rubric of self-analysis of written draft. (For example, informative / explanatory, persuasive and narrative pieces).

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.

W 7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Formative Questions Why is technology a necessary tool to enhance the appearance of the final product? Why is it important to cite credible sources? Formative Strategies Do Now’s Class discussions Exit Tickets

Activities

• Internet scavenger hunt to become

acclimated with surfing the web for

credible, supporting information.

• Tutorial practice on keyboarding

skills

• Practice citing sources using MLA or

APA style.

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Pre-writing First drafts Checks for Understanding Individual Conferencing

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

Formative Questions Why are writing tasks that are done routinely and in a timely manner important in becoming a more proficient writer? Why is it important to periodically reflect on your own piece of writing? How can a writer grow through reflection of their own work? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

Activities

• Keep a periodic writing journal with

teacher driven topics.

• Partake in a self-assessments and

peer assessments using the state’s

rubric as a guide.

• Perform conferences with teacher

and peers during revising/editing

stage.

• Self-reflect periodically

comparing/contrasting various

forms of writing submitted in

portfolio.

• Create a chapter book or children’s

story. Research a topic for relevant

facts one of the 21st Century

themes.

Week Nine Focus Standards 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 7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. RL 7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 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. 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.

RL 7.1

Infer what the writer means but has not stated using evidence from the text Support thinking

Formative Questions Holt McDougal Literature myrhw.com iReady

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beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for understanding

Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog The Scholarship Jacket The War of the Wall Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice From Beowulf From Young Arthur Other Activities

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

t show the main characters reaction

• Rewrite the ending of a story

RL 7.4

Evaluate the effectiveness of the author’s word choice or sound device

Formative Questions How does word choice impact the overall meaning of the text? How does the author’s use of structure affect the meaning of the text? 3. How does the author’s point of view and purpose shape and direct the text? Formative Strategies Do Now’s

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.4 The Charge of the Light Brigade/The Highwayman

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Class discussions Exit Tickets Checks for Understanding

Two Haiku/Fireflies/Fireflies in the Garden The Delight Song of Tsoai-Talee/Four Skinny Trees Text Analysis Workshop: Mood and Style maggie and mully and molly and may/who are you, little i/old age sticks The Names Other Activities

• Figurative Language Chart depicting

examples

• Create an advertisement utilizing

figurative language

• Compile a poetry booklet depicting

examples of figurative language

RI 7.6 Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Formative Questions How do readers analyze point of view and purpose in a text? How does a change in point of view affect our perception? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.I.7.6 Homeless Why We Shouldn’t Go to Mars Great White Sharks From It’s Not About the Bike/from 23 Days in July Other Activities

• Introduce the rhetorical triangle and

investigate how audience, subject

and author interact.

• Read an essay and identify the

counter arguments.

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• Quick writes used to have students

create counter arguments.

Provide a model essay based upon a commonly held belief and ask students to paraphrase both the author’s and opposing viewpoint.

RL 7.9 Analyze the importance of the information each author emphasized and the importance of what was excluded

Formative Questions Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections Text Analysis Workshop: Biography and Autobiography Clara Barton: Battlefield Nurse/from The War Diary of Clara Barton Other Activities

• Web quests for informational

discovery

• Comic book of a historical event

• Play of historical event

• Write a fable or fairy tale.

• Create a modern retelling of a fairy

tale.

• Write a script production

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

Formative Questions Why are writing tasks that are done routinely and in a timely manner important in becoming a more proficient writer?

Activities

• Keep a periodic writing journal with

teacher driven topics.

• Partake in a self-assessments and

peer assessments using the state’s

rubric as a guide.

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range of discipline-specific tasks, purposes, and audiences

Why is it important to periodically reflect on your own piece of writing? How can a writer grow through reflection of their own work? Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

• Perform conferences with teacher

and peers during revising/editing

stage.

• Self-reflect periodically

comparing/contrasting various

forms of writing submitted in

portfolio.

• Create a chapter book or children’s

story. Research a topic for relevant

facts one of the 21st Century

themes.

Week Ten Benchmark Assessment:

RI 7.1

Continuously check with the evidence in a text to ensure that writing reflects understanding

Formative Questions How does knowledge and selection of textual evidence deepen comprehension of text? What is the difference between what the text says explicitly and what is inferred? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for understanding

Holt Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.L.7.1 Seventh Grade The Last Dog The Scholarship Jacket The War of the Wall Dark they Were, And Golden Eyed Maggie and milly and molly and may/who are you, little i/old age sticks The Charge of the Light Brigade/ The Highwayman Two Haiku/Fireflies/Fireflies in the Garden Prometheus/Orpheus and Eurydice From Beowulf From Young Arthur

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Other Activities

• Analyzing and creating editorials

• Engage in small group discussions

• Participate in Jigsaws

• Creating a character interview

• Change a major element of the text

t show the main characters reaction

• Rewrite the ending of a stor

RI 7.2 Explain how two or more central ideas in a nonfiction piece develop over the course of the text, including the relationship between people, ideas, and events

Formative Questions How do supporting ideas help to develop the central idea? Formative Strategies Do Now’s Class discussions Exit Tickets Checks for understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections RL 7.2 RI 7.2 A Wall of Remembrance/A Mother’s Words/U.S Involvement in Vietnam Text Analysis Workshop: Understanding Theme Amigo Brothers The War of the Wall Two Haiku/Fireflies/Fireflies in the Garden From It’s Not About the Bike/from 23 Days in July Text Analysis Workshop: Reading for Information Other Activities

• Creating an outline

• Engage in close reading

• Engage in a small group discussion

Participate in Jigsaws

• Generate a Reader’s Response Entry

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RI 7.6 Explain and evaluate the effectiveness of the techniques the author uses to distinguish his/her point of view from others

Formative Questions How can we differentiate between the author’s central argument and counter argument that the author presents in the same piece? Why is it important to acknowledge and understand opposing viewpoints? Formative Strategies Pre-Assessment Diagnostic Do Now’s Class discussions Exit Tickets Checks for Understanding

Holt McDougal Literature myrhw.com iReady Newsela Achieve 3000 Anthology Connections R.I.7.6 Homeless Why We Shouldn’t Go to Mars Great White Sharks From It’s Not About the Bike/from 23 Days in July Other Activities

• Introduce the rhetorical triangle and

investigate how audience, subject

and author interact.

• Read an essay and identify the

counter arguments.

• Quick writes used to have students

create counter arguments.

Provide a model essay based upon a commonly held belief and ask students to paraphrase both the author’s and opposing viewpoint.

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

Formative Questions Why are writing tasks that are done routinely and in a timely manner important in becoming a more proficient writer? Why is it important to periodically reflect on your own piece of writing? How can a writer grow through reflection of their own work?

Activities

• Keep a periodic writing journal with

teacher driven topics.

• Partake in a self-assessments and

peer assessments using the state’s

rubric as a guide.

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Formative Strategies Do Now’s Class discussions Exit Tickets Pre-writing First drafts Checks for Understanding Individual Conferencing

• Perform conferences with teacher

and peers during revising/editing

stage.

• Self-reflect periodically

comparing/contrasting various

forms of writing submitted in

portfolio.

• Create a chapter book or children’s

story. Research a topic for relevant

facts one of the 21st Century

themes.

Summative Written Assessments

1. District Benchmark

Summative Performance Assessment

Demonstrate a deep understanding of character by assigning multiple character traits to the main character that either change or do not change across the novel or text. Readers use and cite multiple pieces of evidence from the text to support their inferences around the character. Readers can write in narrative form or choose a graphic organizer of their choice to demonstrate this understanding. (web, socio-gram, tree map etc.)

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Trenton School District Curriculum Guide for: Grade 7

Course Description

Unit Name: Approximate Monthly Pacing Schedule

Approximate number of Instructional Days

1 Unlocking the Text Reading: Literature Writing Narratives

Sept.-Nov. 46

2 The Human Condition Reading: Information

Writing: Research/Informational

Nov.-Jan. 32

3 Who do you think you are? Model Curriculum: Reading Information/Writing

Argument

Feb.-April 46

4 Digging Deeper Model Curriculum: Reading Literature/Writing

April-June 34

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Stage 1 Desired Results

New Jersey Student Learning Standards Primary Reading Standards: Key Ideas and Details: 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. 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. 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. RL.7.2Determine 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. 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). Craft and Structure RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Primary Writing Standards: Text Types and Purposes Production and Distribution of Writing: W.7.1Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W.7.1.B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.7.1.C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W.7.1.D. Establish and maintain a formal style/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. 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.

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W.7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Research to Build and Present Knowledge: W.7.7. (Choice) 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. (Choice) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9. (Choice) Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9.A. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

W.7.9.B. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). Range of Writing: W.7.10. Write routinely over extended time frames (time for research, reflection, 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. Primary Speaking and Listening Standards: Comprehension and Collaboration: SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.7.1.A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1.B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1.C. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.1.D. Acknowledge new information expressed by others and, when warranted, modify their own views. SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence Presentation of Knowledge and Ideas: SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) Primary Language Standards: L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.7.1.A. Explain the function of phrases and clauses in general and their function in specific sentences. L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2.B. Spell correctly. Knowledge of Language: 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. Vocabulary Acquisition and Use: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4.C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4.D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.7.5.B. Use the relationship between particular words (e.g., 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.

Overview Reading Writing Speaking and Listening Language

Unit 2 Primary Focus Standards: RL.7.1 RI.7.1 RL.7.2 RI.7.2 RL.7.6 RI.7.3 RI.7.4 RI.7.5 RI.7.6 RI.7.7 RI 7.8 RI. 7.9

Primary Focus Standards: W.7.1A,B,C,D,E W.7.4 W.7.5 W.7.6 W.7.10 Select at least one from W.7.7, W.7.8, W.7.9A,B

Primary Focus Standards: SL.7.1A,B,C,D SL.7.3 SL.7.4 SL.7.6

Primary Focus Standards: L.7.1B L.7.2B L.7.3A L.7.4A,C,D L.7.5 B L.7.6

Text Type: (fiction and nonfiction)

● 1 - 2 Extended Texts ● 4-8 shorter texts

depending upon length and complexity

Writing Genre: ● Research ● Arguments ● Routine Writing

Task Type: ● Discuss, analyze and

present effectiveness of media messages in small groups and whole class

These standards are embedded within the writing process

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Overview Reading Writing Speaking and Listening Language

Reading Standards for Unit 2

Key Ideas and Details RI 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Thinking Within the Text

➢ Continuously check with the evidence in a text to ensure that writing reflects understanding Thinking Beyond the Text

➢ Infer what the writer means but has not stated using evidence from the text ➢ Support thinking beyond the text with specific evidence based on personal ➢ experience, or knowledge or evidence from the text ➢ Identify evidence that supports argument ➢ Make and support predictions with evidence from the text or from knowledge or genre

Thinking About the Text

➢ Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text RI7.2. 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. Thinking Within the Text

➢ Construct summaries that are concise and reflect the important and overarching ideas and information in texts Thinking Beyond the Text

➢ Recognize underlying messages in fiction and nonfiction texts ➢ State an interpretation of the writer’s underlying messages (themes) ➢ Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today

Thinking About the Text

➢ Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) ➢ Evaluate how the writer has used illustrations and print to convey big ideas 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). Thinking Beyond the Text

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➢ Reflect inferences about the main and supporting characters’ feelings, motivations,attitudes, and decisions based on information from the text (also for subjects of biography)

➢ In texts with multiple complex characters, infer traits, motivations and changes

through examining how the writer describes them, what they do, what they say and think, and what other characters say about them ➢ Infer character’s or subject’s thinking processes and struggles at key decision points in their lives in fiction or biography

Thinking About the Text

➢ Become critical of the subjects of biography (decisions, motivations, accomplishments) Craft and Structure RI7.4 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. Thinking Within the Text

➢ Recognize subtle meaning for words used in context ➢ Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use ➢ Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English ➢ Understand a variety of words that represent big ideas and abstract ideas and

concepts Thinking Beyond the Text

➢ Identify and understand new meanings of words when they are used as similes and metaphors and apply these understanding to analyzing the whole text in terms of deeper meanings

➢ Demonstrate awareness of and sensitivity to words that impute stereotypes (race, gender, age) in general as well as to a particular audience ➢ Demonstrate awareness of words that have connotative meaning relative to social values

Thinking About the Text ➢ Notice and provide examples of the ways writers select words to convey precise meaning ➢ Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood

RI7.5 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. Thinking About the Text

➢ Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole ➢ Notice how the writer has organized an informational text (categories and

subcategories, sequence, and others) and evaluate the coherence of the organization

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➢ Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey meaning

➢ Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction

➢ Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and solution, causes and effect)

➢ Recognize differentiation of plot and structures for different purposes and audiences RI7.6 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. Gathering Information/Research Recognize that information is framed by the source’s point of view and use this information to detect bias on websites Thinking About the Text

➢ Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view Thinking Within the Text

➢ Derive and discuss the author’s purpose(even if not implicitly stated) and hypothesize reasons for it ➢ Recognize bias in fiction or non fiction texts and identify appropriate examples and rationales ➢ Respond to and critique the author’s moral lesson of a text ➢ Critique the biographer’s presentation of a subject, noticing bias

Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda Integration of Knowledge and Ideas RI7.7 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) Thinking Within the Text

➢ Notice and respond to stress and tone of voice while listening and afterward Thinking Beyond the Text

➢ Revise understandings and/or change opinions based on new information acquired through listening, reading, or discussion ➢ Make connections between the text and other texts that have been read, or heard (particularly texts with diverse settings) and demonstrate in wtiting ➢ Demonstrate knowledge of strategies used by media games, video, radio/TV, broadcasts, websites to entertain and influence people ➢ Recognize faulty reasoning and bias in presentations and media messages

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Thinking about the Text

➢ Critique presentations for subtexts, significant inclusions or exclusions ➢ Critique presentations with regard to logic or presentation of evidence for arguments

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 Thinking Beyond the Text

➢ Infer and describe a writer’s attitude toward social issues as revealed in texts ➢ Differentiate between evidence and opinion ➢ Recognize and address opposing points of view on a issue or topic

Thinking About the Text

➢ Evaluate the quality or authenticity of the text, including the writer’s qualifications and background knowledge ➢ Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text ➢ Identify contradiction ➢ Discuss whether social issues and different cultural groups are accurately represented in a fiction or nonfiction text ➢ Critique texts in terms of the writer’s bias or the use of exaggeration and subtle misinformation (as in propaganda) ➢ Identify, analyze and critique persuasive techniques

RI 7.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretation of facts. Thinking Within the Text

➢ Build meaning across several texts (fiction and nonfiction) Thinking Beyond the Text

➢ Make connections among informational texts and historical fiction and content ➢ area study, using information from one seeing to assist comprehending in the other ➢ Show evidence of connections to other texts (theme, plot, characters, structure, ➢ writing style ➢ Connect characters within and across texts and genres by circumstances, traits, or ➢ actions

Thinking About the Text

➢ Evaluate the quality or authenticity of the text, including the writer’s qualifications or background knowledge

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➢ Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualities as propaganda ➢ Engage in critical thinking across a writer’s body of work of or across works on the same content and discuss findings or produce a literary essay

Key Ideas and Details RL 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Thinking Within the Text

➢ Continuously check with the evidence in a text to ensure that writing reflects understanding

Thinking Beyond the Text

➢ Infer what the writer means but has not stated using evidence from the text Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

➢ Identify evidence that supports argument ➢ Make and support predictions with evidence from the text or from knowledge or genre

Thinking About the Text Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text RL7.2.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 7.2 Determine theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text Thinking Within the Text

➢ Construct summaries that are concise and reflect the important and overarching ideas and information in texts Thinking Beyond the Text

➢ Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today Thinking About the Text

➢ Notice how the writer reveals the underlying messages or the theme of a text ➢ (through a character, through plot and events) ➢ Derive and critique the moral lesson of a text

Evaluate how the writer has used illustrations and print to convey big ideas

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Text Complexity Grade Band 6-8: Lexile Ranges Aligned to CCR Expectations: 955-1155

Writing Standards Seventh Grade Unit 2 Text Types and Purposes W.7.1 Write arguments to support claims with clear reasons and relevant evidence a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Craft and Structure RL7.6. 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. Gathering Information/Research

➢ Recognize that information is framed by the source’s point of view and use this information to detect bias on websites Thinking About the Text

➢ Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view Thinking Within the Text

➢ Build meaning across several texts (fiction and nonfiction) Thinking Beyond the Text

➢ Make connections among informational texts ➢ and historical fiction and content area study, using information from one seeing to assist comprehending in the other ➢ Show evidence of connections to other texts (theme, plot, characters, structure, writing style ➢ Connect characters within and across texts and genres by circumstances, traits, or actions

Thinking About the Text

➢ Evaluate the quality or authenticity of the text, including the writer’s qualifications ➢ Analyze texts to determine the writer’s point of view or bias, identifying specific ➢ Engage in critical thinking across a writer’s body of work or across works on the same content and discuss findings or produce literary essay

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c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style e. Provide a concluding statement or section that follows from and supports the argument presented. Writing (Essay)

➢ Begin with a title or opening that tells the reader what is being argued or explained a clearly stated thesis

➢ Provide a series of clear arguments or reasons to support the argument

➢ Use opinions supported by fact sentences

➢ Write well-crafted that express the writer’s convictions

Writing (Organization) ➢ Bring the piece to closure , logical conclusion, through an ending or summary statement

➢ Support ideas with facts, details, examples, and explanations from multiple authorities

Writing (Voice) ➢ Produce expository writing that is persuasive and well constructed, and reveals the stance of the writer toward the topic

Writing (Drafting/Revising)

➢ Add transitional words and phrases to clarify meaning and make the writing smoother

➢ Add words, phrases, sentences, and paragraphs to clarify meaning

Oral, Visual, and Technological Communication (Ideas and Content) ➢ Make persuasive presentations that present a clear logical argument

➢ Recognize and address opposing points of view on an issue or topic

➢ Support the argument with relevant evidence

➢ Narrative with a series of events flowing from it

Production and Distribution of Writing

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Writing (Hybrid Texts-Mixed Genres)

➢ Select different genres with a clear purpose in mind

Writing (Organization)

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➢ Organize the text appropriately as a narrative or informational piece

Writing(Rehearsing/Planning)

➢ Understand how the purpose of the writing influences the selection of genre ➢ Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan ➢ Write with a specific reader or audience in mind ➢ Write for a broader, unknow audience ➢ Select from a variety of forms the kind of text that will fit the prupose (books with illustration and word; alphabet books, label books poetry books,

illustration only books; letter; newspaper accounts; broadcasts)

Writing (Drafting/Revising)

➢ Identify vague parts and change the language or content to be more precise, to the point, or specific

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

Writing (Rehearsing/Planning)

➢ Use sketches, webs, lists, diagrams, and freewriting to think about, plan for, and try out writing ➢ Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens ➢ Observe carefully events, people, settings, and other aspects of the world to gather information on a topic or to make a story and characters true to life ➢ Get ideas from other books and writers about how to approach a topic ➢ Take audience and purpose into account when choosing a topic or addressing a theme

Writing (Drafting/Revising)

➢ Understand the role of the writer, teacher or peer writer in a conference ➢ Understand revision as a means for making written messages stronger and clearer to readers ➢ Change writing in response to peer or teacher feedback ➢ Understand that a writer rereads and revises while drafting(recursive process) ➢ Reorganize paragraphs or sections for better sequence or logical progression of ideas ➢ Identify vague parts and change the language or content to be more precise, to the point, or specific ➢ Reshape writing to make the text into different genre (for example: personal narrative to poem)

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Writing (Editing/Proofreading)

➢ Understand that the writer shows respect for the reader by applying what is known about conventions ➢ Know how to use an editing and proofreading checklist ➢ Understand that a writer can ask another person to do a final edit (after using what is known)

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.

Writing ( Handwriting/Computer)

➢ Use the computer to get ideas down, revise, edit, and publish ➢ Make wider use of computer skills, including PowerPoint, in presenting text components of a computer system

Oral, Visual, and Technological Communication (Gathering Information/Research)

➢ Use technology tools for research across curriculum areas ➢ Understand that material downloaded from interactive media should credited and cited

Oral, Visual, and Technological Communication (Publishing)

➢ Use a variety of technology tools ( dictionary, thesaurus; grammar checker etc. ) to maximize the accuracy of technology produced products ➢ Communicate knowledge through multimedia presentation, desktop published reports, and other electronic media

Research to Build and Present Knowledge

W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Writing (Rehearsing/Planning)

➢ Form questions and locate sources for information about topic ➢ Conduct research to gather information in planning a writing project (for example: live interviews, internet, artifact, articles, books) ➢ Search for appropriate information from multiple sources ( books and other print materials, websites, interviews)

Oral Visual and Technological Communication (Gathering information/Research)

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➢ Understand the importance of multiple sites and resources for research

W.7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Writing (Expository Nonfiction)

➢ Accurately document reports and articles with reference, footnotes, and citations ➢ Include a bibliography of references, in appropriate style, to support a report or article ➢ Avoid bias and/or present perspectives and counter perspectives on a topic

Writing (Idea Development)

➢ Provide details that are accurate, relevant, interesting, and vivid

Writing (Rehearsing/Planning)

➢ Use notes to record and organize information ➢ Search for appropriate information from multiple sources (books and other print materials, websites, interviews) ➢ Understand the concept of plagiarism and avoid it (for example: using quotes and citing resources) ➢ Evaluate sources for validity and point of view

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

a. Apply grade 7 Reading standards to literature (e.g. compare and contrast a fictional portrayal of a time, place, or character and historical account of the same period as a means of understanding how authors of fiction use or alter history)

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 evidence is relevant and sufficient to support the claims)

Writing About Reading (Thinking Within the Text)

➢ Continuously check with the evidence in a text to ensure that writing reflects understanding

Writing About Reading (Thinking Beyond the Text)

➢ Describe connections between fiction and nonfiction texts, historical fiction and content area study, fantasy and realism

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Writing (Essay)

➢ Provide details, examples, and images that develop and support the thesis

Writing (Test Writing)

➢ Respond to a text in a way that reflects analytic or aesthetic thinking ➢ State a point of view and provide evidence

Range of Writing

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audience

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Essential Questions

➢ How do the features and structures of informational text impact our comprehension? ➢ How is the central idea developed in a text? ➢ How do details interact in an informational text? ➢ How do ideas, opinions, and comprehension of a topic change based upon the format of which the text is written?

➢ How does an effective reader gain insight and strengthen understanding when reading?

What Key Critical Knowledge and Skills will Students acquire as a result of this unit?

Reading: Literature and Informational RI. 7.1 RL.7.2

• Paraphrase evidence from text

• Correctly cite evidence

• Closely read the text (questioning, determining importance, looking for patterns) to extract quality evidence to support a claim

• Use evidence from the text to make and check predictions as you read

• Make personal connections, connections to other texts, and/or global connections, when relevant

• Gather evidence from the text to support inferences or explicit meaning

• Read and analyze a variety of literary genres and informational texts

• Probe a segment of text in order to study and evaluate its multiple, deeper, and varied meanings

• Combine text information and prior knowledge (personal experience and/or previous reading) to create new information in the form of inferences

• Refer to the text for support when analyzing and drawing inferences RI 7.2 RL.7.2

• Provide a statement of a theme(s) or a central idea(s) of a fictional text, based on textual evidence

• Explain the theme or central idea of a fictional piece using key details as evidence, including details from the beginning, middle, and end of the text

• Analyze the development of the theme or central idea over the course of the fictional text, including the relationship between characters, setting, and plot over the course of a text

• Evaluate recurring ideas and changes in the characters and plot over the course of the text (why did the author make those changes, impact on the reader, effectiveness of the author’s choices)

• Identify how the theme or central idea relates to the characters, setting, and/or plot over the course of the text

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• Explain how two or more central ideas in a nonfiction piece develop over the course of the text, including the relationship between people, ideas, and events

• Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations) to help determine two or more central idea of a text

• Summarize the text objectively, capturing the main ideas

• Distinguish between essential and nonessential details of a text to create an objective summary of the text RI 7.3

• Use a note taking structure to track key individuals, events, and/or ideas in informational texts.

• Explain the relationships between individuals, events, and ideas in a text

• Reflect on how historical figures influenced ideas or events of the time period and vice versa

• Analyze why the author chose to describe the interaction between ideas, individuals, and events in a particular way

• Analyze the impact of the interaction between ideas, individuals, and events on the reader

• Analyze the effectiveness of the interaction between ideas, individuals, and events in communicating the author’s central idea RI.7.4

• Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical)

• Analyze the impact of specific word choice on meaning and/or tone

• Analyze why the author used a specific word choice or sound device

• Analyze the impact of a word choice or sound device on the reader

• Evaluate the effectiveness of the author’s word choice or sound device RI.7.5

• Describe the form and structure of a drama or poem

• Describe the structure used to organize a nonfiction text

• Explain how text structure impacts overall meaning of text

• Identify how the differing form or structure of a text contributes to its meaning

• Analyze how parts of a text contribute to meaning

• Explain why the author chose a specific form or structure

• Analyze the impact of the form or structure on the reader (how would the text be different if the form changed?)

• Evaluate the effectiveness of the chosen form or structure RI.7.6

• Identify the author’s point of view

• Explain the techniques the author uses to distinguish his/her point of view from others

• Evaluate the effectiveness of the techniques the author uses to distinguish his/her point of view from others RL. 7.6

• Identify the viewpoints of characters in a text

• Compare and contrast the characters’ points-of-view

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• Trace how the author created and conveyed the similar and/or dissimilar characters

• Analyze the impact of the author’s point of view choices on the reader

• Evaluate the effectiveness of the author’s point of view choices RI.7.7

• Analyze how content differs depending on the medium in which it is presented

• Explain how content shifts/transforms/re-shapes when presented in written, audio, video or multimedia formats

• Identify techniques present in each format

• Compare/contrast two or more formats’ portrayal of the same subject

• Reflect upon how the techniques within all mediums utilized affect and/or shape/color the particular segment of text RI.7.8

• Support arguments presented in text with evidence.

• Identify arguments and specific claims in a text

• Determine which textual segments most strongly support the author's claim

• Determine the validity of the reasoning

• Determine the relevance and sufficiency of the evidence

• Delineate and evaluate the argument and specific claims in a text RI.7.9

• Track key individuals, events, and/or ideas in informational texts from two or more authors.

• Investigate how one topic may be presented in different ways

• Compare and contrast two or more authors’ presentations of key information.

• Analyze the importance of the different information each author emphasized and excluded

• Analyze how the authors use the same information, but produce different texts because of interpretation

• Use a variety of previous knowledge (e.g. practical knowledge, historical/cultural context, and background knowledge) to make connections to and reflect on the text

• Evaluate the effectiveness of the authors’ emphasis of specific evidence and different interpretations of facts for promoting their view Writing: Argument w.7.3

• Write arguments to support claims

• Support arguments with clear reasons and relevant evidence

• Introduce claim(s)

• Write a clear thesis statement

• Address opposing claims

• Organize the reasons and evidence logically.

• Choose appropriate reasoning and evidence to support claims

• Evaluate sources for accuracy and reliability

• Demonstrate an understanding of the topic or text

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• Use transitional words and phrases

• Use transitions to clarify the relationships among claim(s), counterclaims, reasons, and evidence

• Choose a consistent style, approach, and form for the task

• Close the text with a conclusion

Stage 2 Assessment Evidence

What evidence will show that students understand?

Required Performance Task: Summarize the author’s point of view in one statement from a history article on gold mining. Support the statement with three pieces of text evidence and distinguish the author’s opinion from another author’s point of view.

NJTLS: RI7.6, W.7.4, W7.9, L.7.2a-b, L.7.3, L.7.4. a-d, L.7.5. a-c, L.7.6

Recommended Performance Task: Write an argumentative essay using the article and video below as your sources of evidence to establish if renewable energy sources should continue to be used in the future: http://www.clean-energy-ideas.com/solar/solar-energy/pros-and-cons-of-solar-energy http://video.nationalgeographic.com/video/energy-conservation http://www.readwritethink.org/files/resources/lesson_images/lesson829/Argument-Propaganda.pdf

NJTLS: W.7.1, W.7.4,W.7.6, RI.7.1, RI.7.6, RI.7.7,

Recommended Performance Task: Write an informational piece which focuses on one topic and is free of personal opinion and bias. Transition words, phrases, and details necessary for organization are present. Multimedia and graphics are utilized where appropriate. Relevant facts are included.

NJTLS: RL7.1, RL7.2, RL7.7, RL7.3b, W.7.3, SL.7.2,L.7.6

Key Criteria: Pre and Formative-Student notes and contribution to class discussion; response to open-ended question; pre-writing/planning first drafts and revisions of writing; completion of graphic organizers Summative-Other assessment measures-projects; published writing; teacher created vocabulary assessments; end of unit reading assessment

Other evidence: Quizzes Academic prompts Observations

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Readers/Writers Notebook entries Student Reflection Anecdotal records Graphic Organizers Portfolio Reading Logs Entrance/Exit Tickets

Stage 3 Learning Plan

Instructional Activities/Strategies to enable students to achieve desired results: To assist in meeting these standards, teachers may: Use extended texts (novels selected by students and or teacher) Short texts (literary and informational) Use short informational pieces as mentor text(s) to support the development of students’ informational reading/writing Use multiple texts: Non-Negotiable Core Text choices: Holt McDougal Literature (2012):

➢ Pro Athletes’ Salaries Aren’t Overly Exorbitant: Argument (RI8) ➢ Do Professional Athletes Get Paid Too Much?: Argument (RI8) ➢ Like Black Smoke: The Black Death’s Journey: Cause and Effect, Pattern of Organization & Setting a Purpose for Reading (RI 1, RI 5,RI 9) ➢ A World turned Upside Down: How the Black Death Affected Europe (RI 1, RI 5, RI 9) ➢ The War of the Wall: Citing Textual Evidence, Theme (RL1, RL2) ➢ Paired Text:

▪ Homeless (narrative nonfiction)/What’s Fish Got to Do with Anything (Narrative) (RI 1, RI 6, RI 9) ▪ Article(Text)Stars with Wings/Poem: Fireflies (RI 1, RI 5, RI9)

Academic Vocabulary: Argument, counter argument, bias, perspective, nonfiction elements, purpose, role, audience, expository, perspective, organization, captions, text features, labels, factual, analysis, format, media, cause and effect, chronological order, summarize, main idea, details, cite, evidence, comparison, impact, diverse, claim, opinion, informational, compare and contrast, inference, The 80 minute Readers Workshop: Mini Lesson (10-15 min)/Whole Group Guided Reading/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group) Conferring /Individual (15 minutes) Sharing/ Whole Group(10 minutes) Closing/Closing (10 minutes) The 80 minute Writers Workshop

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Mini Lesson (10-15 min)/Whole Group Guided Writing/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group) Conferring /Individual (15 minutes) Sharing/ Whole Group(10 minutes) Closing/Closing (10 minutes) Engage students in accountable talk: The Essential Elements of Guided Reading: The Teacher:

➢ Selects the text ➢ Previews the text ➢ Provides an introduction for the text selected ➢ Introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge,

experiences, and skills of the readers ➢ Discussed the text with students and encourages them to discuss the text with each other ➢ Invites students to ask questions about the text to expand their understanding ➢ Requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters,

problem solution, etc. ➢ Engages students in word work based on the text to increase word knowledge and automaticity in word solving

Categories of Mini-Lessons

➢ Management ➢ Strategies/Skills ➢ Literary Analysis

Mini Lessons Focus on Reading Informational Texts:

➢ Activate prior knowledge or schema to support their thinking about a topic or issue ➢ Skim and/or scan the text to gather information ➢ Access the text through the table of contents and the index ➢ Use the table of contents to determine the topics introduced and discussed in the book/article ➢ Use headings and subheadings to gather the information needed ➢ Note the type of organizational pattern that is used(sidebars, emboldened words, etc.) ➢ Determine which information is critical to understanding a specific concept issue, or topic ➢ Use the glossary to better understand unfamiliar words

Teaching points/Accountable Talk Integrate teaching points throughout lessons/units. The explicit nature of each teaching point is to help when planning mini-lessons, conferences or small group lessons.

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Tie these standards to the speaking and listening standards outlined in the Common Core “students must have ample opportunities to take part in rich, structured, conversations as part of whole class, in small groups, and with a partner”. Provide opportunities to model talk during read alouds and scaffold talk during accountable talk.

To assist in meeting these standards, teachers may: Instructional Strategies: Gradual Release Model Conferencing Guided Reading Read Aloud/Think Aloud Anticipation Guides Strategy Groups Anchor Charts: Sample anchor charts http://pinterest.com/source/working4theclassroom.blogspot.com/ Reading and Writing Units of Study: Nonfiction/Informational Month: January (Trenton School District Language Arts Curriculum Framework 2011)

➢ Where Readers Find Nonfiction ➢ Why Readers Read Nonfiction ➢ Nonfiction Text Structures ➢ Solving Unknown Vocabulary Words in Nonfiction Text ➢ Tips for Highlighting Important Ideas in Nonfiction ➢ Characteristics of a Strong Summary ➢ Ways Readers Talk to Each Other About Nonfiction Text

Note Taking ➢ Marginal notes ➢ Column notes ➢ Sticky Notes VIP (Very Important Points) ➢ Cornell Note taking Strategies

Graphic Organizers ➢ KWL(Know -Want to Know – Learned) ➢ KIM (Key vocabulary Information or definition Memory/picture ➢ KNQ (Know - New information I learned - Questions I have) ➢ Compare and Contrast ➢ Cause and effect ➢ Concept map/cluster diagram ➢ Spider map ➢ T-Chart

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➢ RAFT (Role –Audience- Format –Topic) Journaling – double entry journal learning log dialectical journal Summarizing

➢ A+B+C (A-identify the text, B- Use strong Verbs, C- Add a finish) ➢ GIST

Cooperative Learning ➢ Jigsaw ➢ Numbered Heads Together ➢ Think Pair Share ➢ Write Around ➢ Round Table ➢ Tea Party

Question answer relations Fishbowl Gallery Walk Accountable Talk Inquiry Circles Inquiry Bursts Socratic Seminar Additional Unit Resources Use extended text(novels selected by students and or teacher Short texts(literary and informational) Use short informational pieces as mentor text(s) to support the development of students’ informational reading/writing Novels Graphic Novels Articles Internet Visual text (photographs, art, etc) Media

Differentiation Considerations when planning for instruction

➢ Provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills.

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➢ Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.

Based on Content

➢ Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. ➢ Encourage thinking at various levels of Bloom's taxonomy. ➢ Use a variety of instructional delivery methods to address different learning styles. ➢ Break assignments into smaller, more manageable parts that include structured directions for each part. ➢ Choose broad instructional concepts and skills that lend themselves to understanding at various levels of complexity.

Based on Process

➢ Provide access to a variety of materials which target different learning preferences and reading abilities. ➢ Develop activities that target auditory, visual, and kinesthetic learners. ➢ Establish stations for inquiry-based, independent learning activities. ➢ Create activities that vary in level of complexity and degree of abstract thinking required. ➢ Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

Based on Product

➢ Use a variety of assessment strategies, including performance-based and open-ended assessment. ➢ Balance teacher-assigned and student-selected projects. ➢ Offer students a choice of projects that reflect a variety of learning styles and interests. ➢ Make assessment an ongoing, interactive process.

Resources for differentiated instruction:

Hunter Differentiating Instruction in the English Classroom Content, process, Product, and Assessment Barbara King Shaver and Alyce Heinmann

www.differentiatedinstruction.net

www.readingrockets.org/atoz/differentiated_instruction

Professional Unit Resources

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➢ The Common Core State Standards for English Language Arts and Literacy in History and Social Studies, Science and Technological

Subjects ➢ Comprehension Through Conversation: The Power of Purposeful Talk in the Reading Workshop by Maria Nichols. (2006). ➢ Conferring with Readers: Supporting Each Student’s Growth and Independence by Jennifer Serravallo and Gravity Goldberg. (2007). ➢ The Continuum of Literacy Learning: Grades PreK-8: Behaviors and Understandings to Notice, Teach, and Support by Gay Su Pinnell and

Irene C. Fountas. (2011). ➢ Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Gay Su Pinnell and Irene C. Fountas. (2000). ➢ Notebook Connections: Strategies for the Reader’s Notebook by Aimee E. Buckner. (2009). ➢ The Reading Zone: How to Help Kids Become Skilled, Passionate, Habitual, Critical Readers by Nancie Atwell. (2007). ➢ Shared Reading for Grades 3 and Beyond by Sue Brown. (2004).

➢ Teaching Reading in Middle School by Laura Robb. (2000). ➢ Thinking Through Genre; Units of Study in Reading and Writing Workshops Grades 6-12 by Heather Lattimer. (2003). ➢ Writing About Reading: From Book Talk to Literary Essays, Grades 3-8 by Janet Angelillo.(2003). ➢ Summarizing, Paraphrasing and Retelling: Skills for Better Reading, Writing and Test Taking by Emily Kissner

http://readwritethink.org http://readinglady.com www.teachingchannel.org www.slideshare.net

Technology Integration IPads/laptops Videos Elmo CD/DVD

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Trenton School District Curriculum Guide for: Grade 7

Course Description

Unit Unit Name:1 Approximate Monthly Pacing Schedule

Approximate number of Instructional Days

1 Unlocking the Text Reading: Literature/Informational

Writing: Literary Analysis

Sept.-Nov. 46

2 The Human Condition Reading: Informational

Writing: Research/Informational

Nov.-Jan. 32

3 Who do you think you are? Reading: Information

Writing: Narrative

Feb.-April 46

4 Digging Deeper Reading: Literature

Writing:

April-June 34

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Stage 1 Desired Results

New Jersey Student Learning Standards Primary Reading Standards: Key Ideas and Details: 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. 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. 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. 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. RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). Craft and Structure: RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 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. RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning 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. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. 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. Primary Writing Standards: Text Types and Purposes W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing: W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. 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.

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W.7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. Research to Build and Present Knowledge: W.7.7. (Choice) 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. (Choice) Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.7.9. (Choice) Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9.A. Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

W.7.9.B. Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims"). Range of Writing: W.7.10. Write routinely over extended time frames (time for research, reflection, 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. Primary Speaking and Listening Standards: Comprehension and Collaboration: SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.7.1.A. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.7.1.B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1.C. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.1.D. Acknowledge new information expressed by others and, when warranted, modify their own views. Presentation of Knowledge and Ideas: SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) Primary Language Standards: L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.7.1.A. Explain the function of phrases and clauses in general and their function in specific sentences. L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2.B. Spell correctly. Knowledge of Language: 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. Vocabulary Acquisition and Use: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4.C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4.D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Overview Reading Writing Speaking and Listening Language

Unit 3 Primary Focus Standards: RL.7.1 RI.7.1 RL.7.2 RI.7.2 RL.7.3 RI.7.6 RL.7.4 RL.7.5 RL.7.6 RL.7.7 RL. 7.9

Primary Focus Standards: W.7.3A,B,C,D,E W.7.4 W.7.5 W.7.6 W.7.10 Select at least one from W.7.7, W.7.8, W.7.9A,B

Primary Focus Standards: SL.7.1A,B,C,D SL.7.2 SL.7.4 SL.7.6

Primary Focus Standards: L.7.1C L.7.2A,B L.7.3A L.7.4A,C,D L.7.5A,C L.7.6

Text Type: (fiction and nonfiction)

● 1 - 2 Extended Texts ● 4-8 shorter texts

depending upon length and complexity

Writing Genre: ● Research ● Informative and

Explanatory ● Routine Writing

Task type: ● Socratic Seminars and

Debates

These standards are embedded within the writing process

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Reading Standards for Unit 3 Key Ideas and Details RL 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Thinking Within the Text

➢ Continuously check with the evidence in a text to ensure that writing reflects understanding

Thinking Beyond the Text

➢ Infer what the writer means but has not stated using evidence from the text Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

➢ Identify evidence that supports argument ➢ Make and support predictions with evidence from the text or from knowledge or genre

Thinking About the Text Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text RL7.2.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 7.2 Determine theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text Thinking Within the Text

➢ Construct summaries that are concise and reflect the important and overarching ideas and information in texts Thinking Beyond the Text

➢ Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today Thinking About the Text

➢ Notice how the writer reveals the underlying messages or the theme of a text ➢ (through a character, through plot and events) ➢ Derive and critique the moral lesson of a text

Evaluate how the writer has used illustrations and print to convey big ideas RL7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot) Thinking Within the Text

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➢ Provide details that are important to understanding the relationship among plot, setting, and character traits Thinking Beyond the Text

➢ Infer character’s or subject’s thinking processes and struggles at the key decision points in their lives in fiction or biography Thinking About the Text

➢ Note specific examples of the writer’s craft (leads, dialogue, definition of terms within the text. divisions of text, use of descriptive language, interesting verbs, ending)analyze a text or group of texts to reveal insights into the writer’s craft (the way the writer reveals characters, or uses symbolism, humor, irony, suspense

➢ Analyze how language, illustrations, and layout work together as a unified whole to set mood and convey meaning Integration of Knowledge and Ideas RL7.7 Compare and contrast a written story, drama, or poem to it 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) Thinking Within the Text

➢ Search for and use information in a wide range of graphics and integrate with information from print (e.g. pictures, captions, diagrams, illustrations with labels, maps, charts)

Thinking Beyond the Text ➢ Integrate existing content knowledge with new information from a text to consciously create new understandings ➢ Revise understandings and/or change opinions based on new information acquired through listening, reading, or discussion

Thinking About the Text ➢ Comment on how layout and the format of a text contribute to the meaning, effectiveness, and artistic quality of both fiction and nonfiction

Range of Reading and Level of Text Complexity RL 7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text Complexity Grade Band 6-8

➢ Lexile Ranges Aligned to CCR Expectations: 955-1155

Craft and Structure

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➢ Notice how an author uses words in a connotative way (to imply something beyond the literal meaning RL7.5. Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet contributes to its meaning. Thinking Beyond the Text

➢ Notice and discuss the information provided in section titles, heading, and subheadings, to predict information provided in a text Thinking About the Text

➢ Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole ➢ Notice how the writer has organized an informational text (categories and subcategories, sequence, and others) and evaluate the coherence

of the organization ➢ Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey

meaning ➢ Comment on how layout and the format of a text contribute to the meaning, ➢ effectiveness, and artistic quality of both fiction and nonfiction ➢ Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and

solution, causes and effect) ➢ Recognize differentiation of plot and structures for different purposes and audiences

RL7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Thinking Within the Text

➢ Recognize subtle meaning for words used in context ➢ Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use ➢ Notice that words have multiple meanings and use this knowledge to understand a text ➢ Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English ➢ Understand a variety of words that represent big ideas and abstract ideas and concepts

Thinking About the Text

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Writing Standards Unit 1 Text Types and Purposes W 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

RL7.6. 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. Gathering Information/Research

➢ Recognize that information is framed by the source’s point of view and use this information to detect bias on websites Thinking About the Text

➢ Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view Thinking Within the Text

➢ Build meaning across several texts (fiction and nonfiction) Thinking Beyond the Text

➢ Make connections among informational texts ➢ and historical fiction and content area study, using information from one seeing to assist comprehending in the other ➢ Show evidence of connections to other texts (theme, plot, characters, structure, writing style ➢ Connect characters within and across texts and genres by circumstances, traits, or actions

Thinking About the Text

➢ Evaluate the quality or authenticity of the text, including the writer’s qualifications ➢ Analyze texts to determine the writer’s point of view or bias, identifying specific ➢ Engage in critical thinking across a writer’s body of work or across works on the same content and discuss findings or produce literary essay

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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.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

Writing (Memoir-Personal Narrative/Autobiography)

➢ Understand a personal narrative as an important story from the writer’s life ➢ Use literary language (powerful nouns and verbs, figurative language)

Writing (Short Fiction)

➢ Understand fiction as a short story about an event in the life of a main character ➢ Compose a narrative with setting, dialogue, plot or conflict, main characters, specific details, and satisfying ending ➢ Take points of view by writing in first or third person

Writing (Language Use)

➢ Use concrete sensory details and descriptive language to develop plot (tension and problem resolution) and setting in memoir, biography and fiction ➢ Use descriptive language and dialogue to present characters, who appear and develop in memoir, biography and fiction ➢ Write in second person to talk directly to the reader or for literary effect ➢ Use dialogue and action to draw readers into the story

Writing (Word Choices)

➢ Select precise words to reflect what the writer is trying to say ➢ Use transitional words for time flow (meanwhile, next)

Writing (Drafting/Revising)

➢ Establish an initiating event in a narrative with a series of events flowing from it

Production and Distribution of Writing

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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Writing (Hybrid Texts-Mixed Genres)

➢ Select different genres with a clear purpose in mind

Writing (Organization)

➢ Organize the text appropriately as a narrative or informational piece

Writing(Rehearsing/Planning)

➢ Understand how the purpose of the writing influences the selection of genre ➢ Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan ➢ Write with a specific reader or audience in mind ➢ Write for a broader, unknown audience ➢ Select from a variety of forms the kind of text that will fit the purpose (books with illustration and word; alphabet books, label books poetry books,

illustration only books; letter; newspaper accounts; broadcasts)

Writing (Drafting/Revising)

➢ Identify vague parts and change the language or content to be more precise, to the point, or specific

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

Writing (Rehearsing/Planning)

➢ Use sketches, webs, lists, diagrams, and freewriting to think about, plan for, and try out writing ➢ Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens ➢ Observe carefully events, people, settings, and other aspects of the world to gather information on a topic or to make a story and characters true to life ➢ Get ideas from other books and writers about how to approach a topic ➢ Take audience and purpose into account when choosing a topic or addressing a theme

Writing (Drafting/Revising)

➢ Understand the role of the writer, teacher or peer writer in a conference ➢ Understand revision as a means for making written messages stronger and clearer to readers

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➢ Change writing in response to peer or teacher feedback ➢ Understand that a writer rereads and revises while drafting(recursive process) ➢ Reorganize paragraphs or sections for better sequence or logical progression of ideas ➢ Identify vague parts and change the language or content to be more precise, to the point, or specific ➢ Reshape writing to make the text into different genre (for example: personal narrative to poem)

Writing (Editing/Proofreading)

➢ Understand that the writer shows respect for the reader by applying what is known about conventions ➢ Know how to use an editing and proofreading checklist ➢ Understand that a writer can ask another person to do a final edit (after using what is known)

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.

Writing ( Handwriting/Computer)

➢ Use the computer to get ideas down, revise, edit, and publish ➢ Make wider use of computer skills, including PowerPoint, in presenting text components of a computer system

Oral, Visual, and Technological Communication (Gathering Information/Research)

➢ Use technology tools for research across curriculum areas ➢ Understand that material downloaded from interactive media should credited and cited

Oral, Visual, and Technological Communication (Publishing)

➢ Use a variety of technology tools (dictionary, thesaurus; grammar checker etc. ) to maximize the accuracy of technology produced products ➢ Communicate knowledge through multimedia presentation, desktop published reports, and other electronic media

Range of Writing

Writing (Test Writing)

➢ Analyze prompts to determine purpose, audience, and genre (story, essay, persuasive, letter) ➢ Write a clear and focused response that will be easy for the evaluator to understand

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Writing (Language Use)

➢ Vary language and style as appropriate to audience and purpose

Writing (Voice)

Produce expository writing that is persuasive and well-constructed, and reveals the stance of the writer toward the topic

Produce narratives that are engaging, honest, and reveal the person behind the writing

Writing (Rehearsing/Planning)

➢ Use a writer’s notebook or booklet as a tool for collecting ideas, experimenting, planning, sketching, or drafting ➢ Gather a variety of entries (character map, timeline, sketches, observations, free writes, drafts, lists) in a writer’s notebook

Writing (Drafting/Revising)

➢ Understand revision as means for making written messages stronger and clearer to readers

Writing (Editing/Proofreading)

➢ Understand that the writer shows respects for the reader by applying what is known about conventions

Writing (Viewing Self as a Writer)

➢ Write in a variety of genres across the year ➢ View self as a writer ➢ Write with initiative, investment and independence ➢ Self-evaluate own writing and talk about what is good about it and what techniques were used ➢ State what was learned from each piece of writing ➢ Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week)

Adapted from: Campbellsport School District, Wisconsin

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Essential Questions

➢ How do readers use authors’ clues to make inferences? ➢ What key concepts do fiction and non-fiction share? ➢ How does an author’s word choice impact an audience? ➢ How does point of view affect the theme of a piece of writing? ➢ What aspects of a text are developed to determine the central idea of a piece of writing? .

What Key Knowledge and Skills will Students acquire as a result of this unit?

Reading: Literature and Informational RL.7.1 RI.7.1

• Paraphrase evidence from text

• Correctly cite evidence

• Closely read the text (questioning, determining importance, looking for patterns) to extract quality evidence to support a claim

• Use evidence from the text to make and check predictions as you read

• Make personal connections, connections to other texts, and/or global connections

• Gather evidence from the text to support

• Read and analyze a variety of literary genres and informational texts

• Probe a segment of text in order to study and evaluate its multiple, deeper, and varied meanings

• Combine text information and prior knowledge (personal experience and/or previous reading) to create new information in the form of inferences

• Refer to the text for support when analyzing and drawing inferences RL.7.2 RI.7.2

• provide a statement of a theme(s) or a central idea(s) of a fictional text, based on textual evidence

• Explain the theme or central idea of a fictional piece using key details as evidence, including details from the beginning, middle, and end of the text

• Analyze the development of the theme or central idea over the course of the fictional text, including the relationship between characters, setting, and plot over the course of a text

• Evaluate recurring ideas and changes in the characters and plot over the course of the text (why did the author make those changes, impact on the reader, effectiveness of the author’s choices)

• Identify how the theme or central idea relates to the characters, setting, and/or plot over the course of the text

• Explain how two or more central ideas in a nonfiction piece develop over the course of the text, including the relationship between people, ideas, and events

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• Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations) to help determine two or more central idea of a text

• Summarize the text objectively, capturing the main ideas

• Distinguish between essential and nonessential details of a text to create an objectives summary of the text RL.7.3 RI.7.3

• Analyze the impact specific story elements have on the text

• Relate the change in character to changes in setting or plot and vice versa (change in setting affects character or plot, change in plot affects character and setting)

• Analyze how the plot and setting affect the actions/choices of the characters

• Explain why the author chose to have elements of a story interact in a specific way

• Analyze the impact of the relationship between characters, setting, and plot on the reader

• Evaluate the author’s effectiveness in determining the interactions between character, setting, and plot RL.7.4 RI.7.4

• Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical)

• Analyze the impact of specific word choice on meaning and/or tone

• Explain poetic devices used in text

• Analyze the impact of poetic sound devices (rhyme scheme, alliteration, consonance, etc) on a particular section of a text

• Analyze why the author used a specific word choice or sound device

• Analyze the impact of a word choice or sound device on the reader

• Evaluate the effectiveness of the author’s word choice or sound device RL.7.5 RI.7.5

• Describe the form and structure of a drama or poem

• Describe the structure used to organize a nonfiction text

• Explain how text structure impacts overall meaning of text

• Identify how the differing form or structure of a text contributes to its meaning

• Analyze how parts of a text contribute to meaning

• Explain why the author chose a specific form or structure

• Analyze the impact of the form or structure on the reader (how would the text be different if the form changed?)

• Evaluate the effectiveness of the chosen form or structure RL.7.6 RI.7.6

• Identify the viewpoints of characters in a text

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• Compare and contrast the characters’ points-of-view

• Trace how the author created and conveyed the similar and/or dissimilar characters

• Analyze the impact of the author’s point of view choices on the reader

• Evaluate the effectiveness of the author’s point of view choices Writing: Narrative W.7.3

• Engage the reader with a story hook

• Introduce a narrator and/or characters

• Establish a point of view and background story

• Organize an event sequence that unfolds naturally and logically

• Use narrative techniques effectively to develop experiences, events, and/or characters

• Transition from one idea to the next by using appropriate words and phrases

• Use figurative language to aid in description

• Describe ideas by using sensory and specific language

• Write a conclusion that brings the story events to a meaningful close

• Clearly convey a conflict and a resolution to the conflict

Stage 2

Assessment Evidence What evidence will show that students understand?

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Required Performance Task: Demonstrate a deep understanding of character by assigning multiple character traits to the main character that either change or do not change (static versus dynamic) across the novel or text. Readers use and cite multiple pieces of evidence from the text to support their inferences around the character. Readers can write in narrative form or choose a graphic organizer of their choice to demonstrate this understanding. (web, socio-gram, tree map etc.)

NJTLS: RL.7.1, RL7.3, W.7.4, W.7.9, L.7.2, L.7.3

Recommended Performance Task:

Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story “Eleven.” [RL.6.6]

http://lcps.k12.nm.us/wp-content/uploads/2015/07/Cisneros-Eleven.pdf

NJTLS: RL.7.1, RL.7.2, W.7.3a, W.7.4,L.7.2a-bL.7.6

Recommended Performance Task: Demonstrate understanding of theme. Students read the lyrics to a song and explain how the theme is developed using text evidence to support their explanation. They will listen to the lyrics and explain whether or not the addition of the music altered the theme and how. Students will compose a personal narrative through a self-selected format that describes how a connected set of personal experiences has influenced their identity.

NJTLS: RL7.1, RL7.2, RL7.7, RL7.3b, W.7.3, SL.7.2,L.7.6

Key Criteria: Pre and Formative-Student notes and contribution to class discussion; response to open-ended question; pre-writing/planning first drafts and revisions of writing; completion of graphic organizers Summative-Other assessment measures-projects; published writing; teacher created vocabulary assessments; end of unit reading assessment

Other evidence: Quizzes Academic prompts Observations Readers/Writers Notebook entries Student Reflection Anecdotal records Graphic Organizers Portfolio Reading Logs Entrance/Exit Tickets

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Stage 3 Learning Plan

Instructional Activities/Strategies to enable students to achieve desired results: To assist in meeting these standards, teachers may: Use extended texts (novels selected by students and or teacher) Short texts (literary and informational) Use short informational pieces as mentor text(s) to support the development of students’ informational reading/writing Use multiple texts: Non-Negotiable Core Text choices: Holt McDougal Literature (2012):

➢ Amigo Brothers: Theme and Setting (RL2, RL3) ➢ The Scholarship Jacket: First Person POV (RL6, RL1) ➢ A Retrieved Reformation: Third Person POV (RL 6) ➢ Dirk the Protector: POV (RL6) ➢ What do you know about Sharks? Citing textual evidence and Central Idea (RI 1, RI2) ➢ Poems (Characterization):

It Was a Long Time Before (RL 3) Abuelito Who (RL3, RL 5)

Vocabulary: genre, context clues, setting, plot, conflict (internal, external), character, character traits, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s craft literary elements, context clues, point of view, character motivation, imagery, style, literary elements, flashback, foreshadowing, imagery, style, elaboration, rising action, climax, exposition, figurative language The 80 minute Readers Workshop Block: Mini Lesson (10-15 min)/Whole Group Guided Reading/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group) Conferring /Individual (15 minutes) Sharing/ Whole Group(10 minutes) Closing/Closing (10 minutes) The 80 minute Writers Workshop Block: Mini Lesson (10-15 min)/Whole Group Guided Writing/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group) Conferring /Individual (15 minutes) Sharing/ Whole Group(10 minutes) Closing/Closing (10 minutes) Engage students in accountable talk: Teaching points/Accountable Talk: Integrate teaching points throughout lessons/units. The explicit nature of each teaching point is to help when planning mini-lessons, conferences or small group lessons. Tie these standards to the speaking and listening standards outlined in the Common Core

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“students must have ample opportunities to take part in rich, structured, conversations as part of whole class, in small groups, and with a partner”. Provide opportunities to model talk during read-alouds and scaffold talk during accountable talk. The Essential Elements of Guided Reading: The Teacher:

➢ Selects the text ➢ Previews the text ➢ Provides an introduction for the text selected ➢ Introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the knowledge,

experiences, and skills of the readers ➢ Discussed the text with students and encourages them to discuss the text with each other ➢ Invites students to ask questions about the text to expand their understanding ➢ Requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters,

problem solution, etc. ➢ Engages students in word work based on the text to increase word knowledge and automaticity in word solving

Categories of Mini-Lessons:

➢ Management ➢ Strategies/Skills ➢ Literary Analysis

Mini Lesson Focus on Narrative Texts:

➢ Reading Strategies Inferences Predictions Visualize Connect Clarify Evaluate

➢ Identifying and Analyzing elements of fiction ➢ Determining how the time and place(setting) are important to the story ➢ Identifying the problem in the story ➢ Determining the central message, lesson or moral of a story ➢ How the central message, lesson or moral is conveyed through key details in the text how the setting of the story shapes the characters

To assist in meeting these standards, students may: Engage in partner talk, small group and whole class discussion as well as note-taking and graphic organizers to clarify thinking about the development of the author’s theme over time within a text.

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Jot textual evidence and use to develop theories over time Use graphic organizers such ad plot diagrams, timelines, venn diagrams, t-charts Provide written justification using textual evidence to support ideas. Reflective Journals Instructional Strategies: Gradual Release Model Read Aloud/Think Aloud Anticipation Guides Strategy Groups Anchor Charts: Sample anchor charts http://pinterest.com/source/working4theclassroom.blogspot.com/ See Reading and Writing Units of Study: Nonfiction/Informational Month: January (Trenton School District Language Arts Curriculum Framework 2011)

➢ Text structure ➢ Character Analysis ➢ Solving Unknown Vocabulary Words in Nonfiction Text ➢ Tips for Highlighting Important Ideas in Nonfiction ➢ Why Readers Read fiction ➢ Characteristics of a Strong Summary ➢ Ways Readers Talk to Each Other Narrative Text

Note Taking ➢ Marginal notes ➢ Column notes ➢ Sticky Notes VIP (Very Important Points) ➢ Cornell Note taking Strategies

Graphic Organizers ➢ Character Map ➢ Plot diagram ➢ KNQ (Know - New information I learned - Questions I have) ➢ Compare and Contrast ➢ Cause and effect ➢ T-Chart

Journaling double entry journal learning log dialectical journal Foldables Summarizing

➢ A+B+C (A-identify the text, B- Use strong Verbs, C- Add a finish) ➢ GIST

Cooperative Learning

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➢ Jigsaw ➢ Numbered Heads Together ➢ Think Pair Share ➢ Write Around ➢ Round Table ➢ Tea Party

Fishbowl Gallery Walk Accountable Talk Literature Circles Socratic Seminar Additional Unit Resources

➢ Leveled Readers ➢ Use extended texts (novels selected by students and or teacher) ➢ Short texts(literary and informational) Use short pieces as mentor text(s) to support the development of students’ reading/writing ➢ Novels ➢ Graphic Novels ➢ Internet ➢ Visual text (photographs, art, etc) ➢ Media ➢ McDougal Littell/Holt McDougal Teachers Edition

Resource Manager Best Practices Toolkit Interactive Reader Technology www.thinkcentral.com Video Trailer Power Notes Think Aloud Models WordSharp Interactive Writing and Grammar DVD: Teacher One Stop Student One Stop Power Notes Audio Anthology Grammar Notes Audio Tutor

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Differentiated Instruction Strategies Resources:

Considerations when planning for instruction ➢ Provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and

skills. ➢ Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the

middle.

Based on Content

➢ Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. ➢ Encourage thinking at various levels of Bloom's taxonomy. ➢ Use a variety of instructional delivery methods to address different learning styles. ➢ Break assignments into smaller, more manageable parts that include structured directions for each part. complexity.

Based on Process

➢ Provide access to a variety of materials which target different learning preferences and reading abilities. ➢ Develop activities that target auditory, visual, and kinesthetic learners. ➢ Establish stations for inquiry-based, independent learning activities. ➢ Create activities that vary in level of complexity and degree of abstract thinking required. ➢ Use flexible grouping to group and regroup students based on factors including content, ability, and assessment results.

Based on Product

➢ Use a variety of assessment strategies, including performance-based and open-ended assessment. ➢ Balance teacher-assigned and student-selected projects. ➢ Offer students a choice of projects that reflect a variety of learning styles and interests. ➢ Make assessment an ongoing, interactive process. ➢ Choose broad instructional concepts and skills that lend themselves to understanding at various levels of

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Professional Resources

Reading Writing/Language Speaking and Listening Critical Thinking

➢ Close In on Close Reading

➢ Teaching Channel: Thinking Notes Strategy For Close Reading

➢ Summarizing, Paraphrasing & Retelling

➢ Strategies for Analyzing Argument

➢ Common Core Reading Strategies Informational Text

➢ Summarizing Non-Fiction Text

➢ YouTube Reading Lessons Middle School

➢ Common Core Strategies

➢ Teaching Reading ➢ Teaching Theme ➢ Exploring Character ➢ Literary Analysis ➢ Vocabulary: Doing It

Differently

➢ Teacher Tube - Counterclaims and rebuttals

➢ Evidence Based Arguments ➢ Writing Fix: Word Choice

Resources ➢ Writing Resources by

Strand ➢ Word Choice YouTube ➢ Argumentative Writing

YouTube ➢ Writing Exemplars -

Argument/Opinion ➢ PARCC Writing Resources ➢ Harvard College Writing

Center ➢ Teaching Narrative ➢ Writing Exemplars by

Grade Level and Aspects to Consider in Writing

➢ Thesis Writing ➢ Discussion, Planning and

Questioning ➢ Literary Analysis Writing ➢ Writing a Thesis Statement

• Inquiry Based Learning (Edutopia)

• Engaging Students Using Discussion

• Strategies for Student Centered Discussion

• Socratic Seminar: ReadWriteThink

• Fishbowl Strategy

• Stems on Fostering Class Discussion

• Fishbowl Strategies: Teach Like This

• Accountable Talk

• AVID Socratic Seminar

➢ Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

➢ Cognitive Rigor Chart ➢ 5 Strategies For Middle

School Classrooms ➢ Spectrum of Standards by

Grade; Breakdown of Standards and Sample Lessons

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Trenton School District Curriculum Guide for: Grade 7

Course Description

Stage 1 Desired Results

New Jersey Student Learning Standards Primary Reading Standards: Key Ideas and Details: 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. 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. 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. RL.7.2Determine 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. Craft and Structure RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

Module Unit Name Approximate Monthly Pacing Schedule

Approximate number of Instructional Days

1 Unlocking the Text Reading: Literature/Informational

Writing: Literary Analysis

Sept.-Nov.

46

2 The Human Condition Reading: Informational

Writing: Research/Informational

Nov.-Jan. 32

3 Who do you think you are? Reading: Literature Writing: Narrative

Feb.-April 46

4 Reading: Literature/Informational Writing: Informative/Explanatory

April-June 34

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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. RL.7.5Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning 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. RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Text Types and Purposes Production and Distribution of Writing: 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. W.7.2.C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W.7.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.7.2.E. Establish and maintain a formal style/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. 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. W.7.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. sound and the evidence is relevant and sufficient to support the claims"). Range of Writing: W.7.10. Write routinely over extended time frames (time for research, reflection, 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. Primary Speaking and Listening Standards: Comprehension and Collaboration: SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

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

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SL.7.1.B. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. SL.7.1.C. Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

SL.7.1.D. Acknowledge new information expressed by others and, when warranted, modify their own views. SL.7.2 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. Presentation of Knowledge and Ideas: SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. SL.7.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific expectations.) Primary Language Standards: L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2.B. Spell correctly. Knowledge of Language: 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. Vocabulary Acquisition and Use: L.7.4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.A. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. L.7.4.C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4.D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Overview Reading Writing Speaking and Listening Language

Unit 4 Primary Focus Standards: RL.7.1 RI.7.1 RL.7.2 RI.7.2 RL.7.4 RI.7.4 RL.7.5 RI.7.5

Primary Focus Standards: W.7.2A,,C,D,E,F W.7.4 W.7.5 W.7.6

Primary Focus Standards: SL.7.1A,B,C,D SL.7.2 SL.7.5 SL.7.6

Primary Focus Standards: L.7.2B L.7.3A L.7.4A,B,C,D L.7.6

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Reading Standards for Unit 4 Key Ideas and Details RL 7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Thinking Within the Text

➢ Continuously check with the evidence in a text to ensure that writing reflects understanding

Thinking Beyond the Text

➢ Infer what the writer means but has not stated using evidence from the text Support thinking beyond the text with specific evidence based on personal experience, or knowledge or evidence from the text

➢ Identify evidence that supports argument

RL.7.6 RI.7.6 RL. 7.10 RI. 7.10

W.7.10, Select at least one from W.7.7, W.7.8, W.7.9A,B

Text Type: (fiction and nonfiction)

● 1 - 2 Extended Texts ● 4-8 shorter texts

depending upon length and complexity

Writing Genre: ● Research ● Informative and

Explanatory ● Routine Writing

Task type: ● Socratic Seminars and

Debates

These standards are embedded within the writing process

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➢ Make and support predictions with evidence from the text or from knowledge or genre Thinking About the Text Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text RL 7.2 Determine theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text Thinking Within the Text

➢ Construct summaries that are concise and reflect the important and overarching ideas and information in texts Thinking Beyond the Text

➢ Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today Thinking About the Text

➢ Notice how the writer reveals the underlying messages or the theme of a text ➢ (through a character, through plot and events) ➢ Derive and critique the moral lesson of a text

Evaluate how the writer has used illustrations and print to convey big ideas Craft and Structure

➢ Notice how an author uses words in a connotative way (to imply something beyond the literal meaning

RL7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. Thinking Within the Text

➢ Recognize subtle meaning for words used in context ➢ Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use ➢ Notice that words have multiple meanings and use this knowledge to understand a text ➢ Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English ➢ Understand a variety of words that represent big ideas and abstract ideas and concepts

Thinking About the Text

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RL7.5. Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet contributes to its meaning. Thinking Beyond the Text

➢ Notice and discuss the information provided in section titles, heading, and subheadings, to predict information provided in a text Thinking About the Text

➢ Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole ➢ Notice how the writer has organized an informational text (categories and subcategories, sequence, and others) and evaluate the coherence

of the organization ➢ Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey

meaning ➢ Comment on how layout and the format of a text contribute to the meaning, ➢ effectiveness, and artistic quality of both fiction and nonfiction ➢ Understand when a writer has combined underlying organizational structures (description, compare and contrast, temporal sequence, problem and

solution, causes and effect) ➢ Recognize differentiation of plot and structures for different purposes and audiences

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Integration of Knowledge and Ideas RI 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Thinking Within the Text

➢ Continuously check with the evidence in a text to ensure that writing reflects understanding Thinking Beyond the Text

➢ Infer what the writer means but has not stated using evidence from the text ➢ Support thinking beyond the text with specific evidence based on personal ➢ experience, or knowledge or evidence from the text ➢ Identify evidence that supports argument ➢ Make and support predictions with evidence from the text or from knowledge or genre

Thinking About the Text

➢ Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text

RL7.6. 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.

Thinking About the Text

➢ Derive the author’s purpose and stance even when implicitly stated ➢ Analyze the selection of genre in relation to inferred writer’s purpose for a range of texts ➢ Critique the biographer’s presentation of a subject, noticing bias ➢ Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

RL.7.10. **By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (see Appendix A) or above, scaffolding as needed.

Text Complexity Grade Band 6-8:

Lexile Ranges Aligned to CCR Expectations: 955-115

Benchmark Assessment Instructional Level Aligned to CCR Expectations: Level Z (End of 7th Grade)

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RI7.2. 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. Thinking Within the Text

➢ Construct summaries that are concise and reflect the important and overarching ideas and information in texts Thinking Beyond the Text

➢ Recognize underlying messages in fiction and nonfiction texts ➢ State an interpretation of the writer’s underlying messages (themes) ➢ Infer the big ideas or themes of a text (some texts with mature themes and issues) and discuss how they are applicable to people’s lives today

Thinking About the Text

➢ Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events) ➢ Evaluate how the writer has used illustrations and print to convey big ideas

Craft and Structure RI7.4 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. Thinking Within the Text

➢ Recognize subtle meaning for words used in context ➢ Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use ➢ Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English ➢ Understand a variety of words that represent big ideas and abstract ideas and

concepts Thinking Beyond the Text

➢ Identify and understand new meanings of words when they are used as similes and metaphors and apply these understanding to analyzing the whole text in terms of deeper meanings

➢ Demonstrate awareness of and sensitivity to words that impute stereotypes (race, gender, age) in general as well as to a particular audience ➢ Demonstrate awareness of words that have connotative meaning relative to social values

Thinking About the Text ➢ Notice and provide examples of the ways writers select words to convey precise meaning ➢ Comment on the author’s word choice and use of language to create subtle shades of meaning and to create the mood

RI7.5 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. Thinking About the Text

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➢ Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole ➢ Notice how the writer has organized an informational text (categories and

subcategories, sequence, and others) and evaluate the coherence of the organization ➢ Describe, analyze, and write critically about a text as a integrated whole, including how text, illustrations, and other features work together to convey

meaning ➢ Comment on how layout and the format of a text contribute to the meaning,

effectiveness, and artistic quality of both fiction and nonfiction ➢ Understand when a writer has combined underlying organizational structures

(description, compare and contrast, temporal sequence, problem and solution, causes and effect)

➢ Recognize differentiation of plot and structures for different purposes and audiences RI7.6 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. Gathering Information/Research Recognize that information is framed by the source’s point of view and use this information to detect bias on websites Thinking About the Text

➢ Recognize bias in fiction or nonfiction texts and hypothesize the writer’s point of view Thinking Within the Text

➢ Derive and discuss the author’s purpose(even if not implicitly stated) and hypothesize reasons for it ➢ Recognize bias in fiction or non fiction texts and identify appropriate examples and rationales ➢ Respond to and critique the author’s moral lesson of a text ➢ Critique the biographer’s presentation of a subject, noticing bias

Analyze texts to determine the writer’s point of view or bias, identifying specific language that reveals bias or qualifies as propaganda

Writing Standards Seventh Grade Text Types and Purposes 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. W.7.2.C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W.7.2.D. Use precise language and domain-specific vocabulary to inform about or explain the topic. W.7.2.E. Establish and maintain a formal style/academic style, approach, and form.

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W.7.2.F. Provide a concluding statement or section that follows from and supports the information or explanation presented Writing (Literary Nonfiction)

➢ Write an engaging lead and first section that orient the reader and provide an introduction to the topic ➢ Include features (for example: table of contents, boxex of facts set off from the text, diagrams, charts) and other tools (for example: glossary) to provide

information to the reader ➢ Use headings and subheadings to guide the reader

Writing (Expository Nonfiction)

➢ Use quotes from experts (written text, speeches, or interviews)

➢ Use new vocabulary specific to the topic

Writing Essay ➢ Provide details, examples, and images that develop and support the thesis

➢ Include illustrations, charts, or diagrams to inform or persuade the reader

Writing Organization ➢ Bring the piece to closure, to a logical conclusion, through an ending or summary statement

➢ Present reports that are clearly organized with introduction, facts and details to illustrate the important ideas, logical conclusions, and common

expository structure (compare and contrast, temporal sequence, established sequence, cause and effect, problem, solution, description)

Writing (Drafting/Revising) ➢ Maintain central theme or focus across paragraphs

➢ Add transitional word and phrases to clarify meaning and make the writing smoother

Oral ,Visual, and Technological Communication (Ideas and Content) ➢ Demonstrate understanding through full development of a topic using facts, statistics, examples, anecdotes, and quotation

Production and Distribution of Writing

W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Writing (Hybrid Texts-Mixed Genres)

➢ Select different genres with a clear purpose in mind

Writing (Organization)

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➢ Organize the text appropriately as a narrative or informational piece

Writing(Rehearsing/Planning)

➢ Understand how the purpose of the writing influences the selection of genre ➢ Write for a specific purpose: to inform, entertain, persuade, reflect, instruct, retell, maintain relationships, plan ➢ Write with a specific reader or audience in mind ➢ Write for a broader, unknown audience ➢ Select from a variety of forms the kind of text that will fit the purpose (books with illustration and word; alphabet books, label books poetry books,

illustration only books; letter; newspaper accounts; broadcasts)

Writing (Drafting/Revising)

➢ Identify vague parts and change the language or content to be more precise, to the point, or specific

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

Writing (Rehearsing/Planning)

➢ Use sketches, webs, lists, diagrams, and freewriting to think about, plan for, and try out writing ➢ Plan for a story by living inside the story, gaining insight to the characters so that the story can be written as it happens ➢ Observe carefully events, people, settings, and other aspects of the world to gather information on a topic or to make a story and characters true to life ➢ Get ideas from other books and writers about how to approach a topic ➢ Take audience and purpose into account when choosing a topic or addressing a theme

Writing (Drafting/Revising)

➢ Understand the role of the writer, teacher or peer writer in a conference ➢ Understand revision as a means for making written messages stronger and clearer to readers ➢ Change writing in response to peer or teacher feedback ➢ Understand that a writer rereads and revises while drafting(recursive process) ➢ Reorganize paragraphs or sections for better sequence or logical progression of ideas ➢ Identify vague parts and change the language or content to be more precise, to the point, or specific ➢ Reshape writing to make the text into different genre (for example: personal narrative to poem)

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Writing (Editing/Proofreading)

➢ Understand that the writer shows respect for the reader by applying what is known about conventions ➢ Know how to use an editing and proofreading checklist ➢ Understand that a writer can ask another person to do a final edit (after using what is known)

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.

Writing (Handwriting/Computer)

➢ Use the computer to get ideas down, revise, edit, and publish ➢ Make wider use of computer skills, including PowerPoint, in presenting text components of a computer system

Oral, Visual, and Technological Communication (Gathering Information/Research)

➢ Use technology tools for research across curriculum areas ➢ Understand that material downloaded from interactive media should credited and cited

Oral, Visual, and Technological Communication (Publishing)

➢ Use a variety of technology tools ( dictionary, thesaurus; grammar checker etc. ) to maximize the accuracy of technology produced products ➢ Communicate knowledge through multimedia presentation, desktop published reports, and other electronic media

Research to Build and Present Knowledge

➢ Use notes to record and organize information ➢ Search for appropriate information from multiple sources (books and other print materials, websites, interviews) ➢ Understand the concept of plagiarism and avoid it (for example: using quotes and citing resources) ➢ Evaluate sources for validity and point of view

Range of Writing

W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Writing (Test Writing)

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➢ Analyze prompts to determine purpose, audience, and genre (story, essay, persuasive, letter) ➢ Write a clear and focused response that will be easy for the evaluator to understand

Writing (Language Use)

➢ Vary language and style as appropriate to audience and purpose

Writing (Voice)

Produce expository writing that is persuasive and well-constructed, and reveals the stance of the writer toward the topic

Produce narratives that are engaging, honest, and reveal the person behind the writing

Writing (Rehearsing/Planning)

➢ Use a writer’s notebook or booklet as a tool for collecting ideas, experimenting, planning, sketching, or drafting ➢ Gather a variety of entries (character map, timeline, sketches, observations, free writes, drafts, lists) in a writer’s notebook

Writing (Drafting/Revising)

➢ Understand revision as means for making written messages stronger and clearer to readers

Writing (Editing/Proofreading)

➢ Understand that the writer shows respects for the reader by applying what is known about conventions

Writing (Viewing Self as a Writer)

➢ Write in a variety of genres across the year ➢ View self as a writer ➢ Write with initiative, investment and independence ➢ Self-evaluate own writing and talk about what is good about it and what techniques were used ➢ State what was learned from each piece of writing ➢ Be productive as a writer; write a specified quantity within a designated time period (for example: one piece each week) ➢ Adapted from: Campbellsport School District, Wisconsin

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Essential Questions

➢ How do you determine the tone of a poem? ➢ How do readers construct meaning from text? ➢ How does an author create conflict and resolve it? ➢ How do sensory details enhance a story? ➢ Why does an author rely on description, dialogue and action as a way to develop characters? ➢ How does the writers craft shape a story?

What Key Knowledge and Skills will Students acquire as a result of this unit?

Reading: Literature and Informational RL.7.1 RI.7.1

• Paraphrase evidence from text

• Correctly cite evidence

• Closely read the text (questioning, determining importance, looking for patterns) to extract quality evidence to support a claim

• Use evidence from the text to make and check predictions as you read

• Make personal connections, connections to other texts, and/or global connections

• Gather evidence from the text to support

• Read and analyze a variety of literary genres and informational texts

• Probe a segment of text in order to study and evaluate its multiple, deeper, and varied meanings

• Combine text information and prior knowledge (personal experience and/or previous reading) to create new information in the form of inferences

• Refer to the text for support when analyzing and drawing inferences RL.7.2 RI.7.2

• provide a statement of a theme(s) or a central idea(s) of a fictional text, based on textual evidence

• Explain the theme or central idea of a fictional piece using key details as evidence, including details from the beginning, middle, and end of the text

• Analyze the development of the theme or central idea over the course of the fictional text, including the relationship between characters, setting, and plot over the course of a text

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• Evaluate recurring ideas and changes in the characters and plot over the course of the text (why did the author make those changes, impact on the reader, effectiveness of the author’s choices)

• Identify how the theme or central idea relates to the characters, setting, and/or plot over the course of the text

• Explain how two or more central ideas in a nonfiction piece develop over the course of the text, including the relationship between people, ideas, and events

• Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations) to help determine two or more central idea of a text

• Summarize the text objectively, capturing the main ideas

• Distinguish between essential and nonessential details of a text to create an objectives summary of the text RL.7.4 RI.7.4

• Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g., figurative, connotative, technical)

• Analyze the impact of specific word choice on meaning and/or tone

• Explain poetic devices used in text

• Analyze the impact of poetic sound devices (rhyme scheme, alliteration, consonance, etc) on a particular section of a text

• Analyze why the author used a specific word choice or sound device

• Analyze the impact of a word choice or sound device on the reader

• Evaluate the effectiveness of the author’s word choice or sound device RL.7.5 RI.7.5

• Describe the form and structure of a drama or poem

• Describe the structure used to organize a nonfiction text

• Explain how text structure impacts overall meaning of text

• Identify how the differing form or structure of a text contributes to its meaning

• Analyze how parts of a text contribute to meaning

• Explain why the author chose a specific form or structure

• Analyze the impact of the form or structure on the reader (how would the text be different if the form changed?)

• Evaluate the effectiveness of the chosen form or structure RL.7.6 RI.7.6

• Identify the viewpoints of characters in a text

• Compare and contrast the characters’ points-of-view

• Trace how the author created and conveyed the similar and/or dissimilar characters

• Analyze the impact of the author’s point of view choices on the reader

• Evaluate the effectiveness of the author’s point of view choices

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RL.7.10 RI.7.10

• Determine difficulties in comprehending and making meaning

• Apply appropriate strategies in order to increase comprehension when encountering grade level text

• Encounter appropriate texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life

Encounter the text with scaffolding when needed Make an increasing number of connections among ideas and between texts Writing: Informational/Explanatory W.7.2

• Focus writing on thoroughly describing or explaining a topic

• Identify the defining elements of this specific writing genre

• Explore topics from their content area classes.

• Introduce a topic clearly, previewing what is to follow

• Organize ideas, concepts, and information into broader categories using strategies such as definition, classification, comparison/contrast, and cause/effect

• Include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension

• Include relevant supporting facts, information, and details

• Transition between ideas using appropriate words and phrases

• Select precise language and domain-specific vocabulary

• Consistently use an appropriate style

• Create language that is appropriate to one's audience and follows a formal tone

• Write a conclusion to bring the text to a close

Stage 2 Assessment Evidence

What evidence will show that students understand?

Required Performance Task: Langston Hughes uses figurative language to create visual images which help the reader understand the theme of the poem. Students could rewrite the poem into a Reader’s Theater version to dramatize the theme of the poem. Students would be encouraged to add dialogue between the mother and the son. They could then act out the new version in groups and present them to the class. http://edhelper.com/poetry/Mother_to_Son_by_Langston_Hughes.htm

NJTLS: W.7.2, W.7.4, W.7.5, W.7.6, W.7.10, SL.7.1, SL 7.2

Recommended Performance Task:

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Using the Nonsense poem, Jabberwocky, students will create a list of the nonsense words that were included in the text. Students will then create real words that they believe can be used as adjectives for the nonsense words. Students will then have to give evidence from the poem to support why they chose the real words to replace the nonsense words.

NJTLS: RL.7.1, RL.7.2,

Key Criteria: Pre and Formative-Student notes and contribution to class discussion response to open ended questions, pre-writing/planning, first drafts, and revisions of writing; completion of graphic organizers Summative- Other assessment measures project, final published copy of essay; teacher created vocabulary assessments; end of unit reading assessment

Other evidence: Quizzes Academic prompts Observations Readers/Writers Notebook entries Student Reflection Anecdotal records Graphic Organizers Portfolio Reading Logs Entrance/Exit Tickets

Stage 3 Learning Plan

Instructional Activities/Strategies to enable students to achieve desired results: To assist in meeting these standards, teachers may: Use extended text (novels selected by students and or teacher Short texts (literary and informational) Use short informational pieces as mentor text(s) to support the development of students’ informational reading/writing Non-Negotiable Core Text choices: Holt McDougal Literature (2012): Poems: The Names: Free Verse Poetry, Imagery (RL4, RL 5, RL6) Structure and Form: RL1, RL4, RL5 A Minor Bird Under the Back Porch Mood and Figurative Language: RL4 The Delight Song of Tsoai-Talee Four Skinny Trees

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Short Stories/Drama: The Monsters are Due on Maple Street (RL4, RL5) Two Ways to Count to Ten: Theme (RL1, RL2) The Race Between Toad and Donkey: THeme (RL1, RL2) Thank you M’am Non-Fiction: Stars with Wings: Symbol and Theme (RI1, RI5, RI9) Academic Vocabulary Haiku, encounter, tradition, integrity, specific, vary, figurative, connotative, genre, context clues, setting, plot, conflict (internal, external), character, character traits, protagonist, antagonist, characterization, conflict, perspective, point of view, author’s craft literary elements, context clues, point of view, character motivation, imagery, style, literary elements, flashback, foreshadowing, imagery, style, elaboration, rising action, climax, exposition, omniscient, falling action, figurative language, dialogue, allusion, irony The 80 minute Readers Workshop Block Mini Lesson (10-15 min)/Whole Group Guided Reading/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group) Conferring /Individual (15 minutes) Sharing/ Whole Group(10 minutes) Closing (10 minutes) The 80 minute Writers Workshop Block Mini Lesson (10-15 min)/Whole Group Guided Writing/Strategy Groups/Independent Work Stations 40 min: two groups with 20 minutes dedicated to each group) Conferring /Individual (15 minutes) Sharing/ Whole Group(10 minutes) Closing(10 minutes) Engage students in accountable talk: Teaching points/Accountable Talk Integrate teaching points throughout lessons/units. The explicit nature of each teaching point is to help when planning mini-lessons, conferences or small group lessons. Tie these standards to the speaking and listening standards outlined in the Common Core “students must have ample opportunities to take part in rich, structured, conversations as part of whole class, in small groups, and with a partner”. Provide opportunities to model talk during read alouds and scaffold talk during accountable talk. The Essential Elements of Guided Reading:

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The Teacher: ➢ Selects the text ➢ Previews the text ➢ Provides an introduction for the text selected ➢ Introduces the whole text or unified sections of the text with attention to the text complexity and demands of the text and the

knowledge, experiences, and skills of the readers ➢ Discussed the text with students and encourages them to discuss the text with each other ➢ Invites students to ask questions about the text to expand their understanding ➢ Requires students to respond in writing (reader response) to focusing/organizing questions based on the text’s theme, ideas, characters,

problem solution, etc. ➢ Engages students in word work based on the text to increase word knowledge and automaticity in word solving

Categories of Mini-Lessons

➢ Management ➢ Strategies/Skills ➢ Literary Analysis

Mini Lesson Focus on Narrative Texts/ Author Study Novel Study/Author Study: A focused period of study in which readers engage in reading several text by the same author and make connections between the author’s life and their work

➢ Choosing an Author to Study ➢ Identifying and analyzing elements of fiction ➢ Determining how the time and place(setting) are important to the story ➢ Identifying the problem in the story ➢ Determining the central message, lesson or moral of a story ➢ How the central message, lesson or moral is conveyed through key details in the text how the setting of the story shapes the characters

Extended Text/ Read Aloud: Bad Boy by Walter Dean Myers “As a boy, Walter Dean Myers was quick-tempered and physically strong, always ready for a fight. He also read voraciously-he would check out books from the library and carry them home, hidden in brown paper bags in order to avoid other boys' teasing. He aspired to be a writer. But growing up in a poor family in Harlem, his hope for a successful future diminished as he came to realize fully the class and racial struggles that surrounded him. He began to doubt himself and the values that he had always relied on, attending high school less and less, turning to the streets and his books for comfort.” . Cross Genre Connection or Across Text or non text sources Article: Back to the Wall from People Weekly (paired with “War of the Wall”) Turing graffiti into a public art education program www.today.com/video/today/52191000 Media Connection:

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http://www.readwritethink.org/classroom-resources/lesson-plans/cover-cover-comparing-books-1098.html http://www.scholastic.com/teachers/collection/book-videos-author-interviews-author-read-alouds-book-trailers-booktalks To assist in meeting these standards, students may:

➢ Engage in partner talk, small group and whole class discussion as well as note-taking and graphic organizers to clarify thinking about the development of the author’s theme over time within a text.

➢ thinking about the development of the author’s theme over time within a text. ➢ Jot textual evidence and use to develop theories over time ➢ Use graphic organizers such ad plot diagrams, timelines, Venn diagrams, t-charts ➢ Provide written justification using textual evidence to support ideas. ➢ Reflective Journals

Instructional Strategies: Gradual Release Model Read Aloud/Think Aloud Anticipation Guides Strategy Groups Anchor Charts: Sample anchor charts http://pinterest.com/source/working4theclassroom.blogspot.com/ See Reading and Writing Units of Study: Novel Study: Author Study, Reading Multiple Texts by the same author (Trenton School District Language Arts Curriculum Framework 2011)

➢ How Reader’s Choose an Author Study ➢ Author 5 square graphic organizer

Author/Childhood/Young Adult Life/Writing Journey/Current Life ➢ Tracking a Novel Across the Chapters or Scene Changes ➢ What We’re Noticing About Ex. Sandra Cisneros’s Writing

Title/Setting/Characters/Plot/Language/Theme ➢ Common Literary Themes ➢ Author’s Life/Connection to the Text T-Chart ➢ Character Analysis ➢ Solving Unknown Vocabulary Words in Nonfiction Text ➢ Tips for Highlighting Important Ideas in Nonfiction ➢ Characteristics of a Strong Summary ➢ Ways Readers Talk to Each Other Narrative Text

Note Taking ➢ Marginal notes ➢ Column notes ➢ Sticky Notes VIP (Very Important Points)

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➢ Cornell Note taking Strategies Graphic Organizers

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Instructional Strategies: Gradual Release Model Read Aloud/Think Aloud Anticipation Guides Strategy Groups Anchor Charts: Sample anchor charts http://pinterest.com/source/working4theclassroom.blogspot.com/ See Reading and Writing Units of Study: Nonfiction/Informational Month: January (Trenton School District Language Arts Curriculum Framework 2011) Note Taking

➢ Marginal notes ➢ Column notes ➢ Sticky Notes VIP (Very Important Points) ➢ Cornell Note taking Strategies

Graphic Organizers ➢ Character Map ➢ Plot diagram ➢ KNQ (Know - New information I learned - Questions I have) ➢ Compare and Contrast ➢ Cause and effect ➢ T-Chart

Journaling double entry journal learning log dialectical journal Foldables Summarizing

➢ A+B+C (A-identify the text, B- Use Strong Verbs, C- Add a finish) ➢ GIST

Cooperative Learning ➢ Jigsaw ➢ Numbered Heads Together ➢ Think Pair Share ➢ Write Around ➢ Round Table ➢ Tea Party

Fishbowl Gallery Walk Accountable Talk Readers Circle

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Socratic Seminar Vocabulary

➢ Word Splash ➢ Frayer Model

Additional Unit Resources ➢ Leveled Readers ➢ Action 100 Leveled Library ➢ Use extended text(novels selected by students and or teacher) ➢ Short texts(literary and informational) Use short pieces as mentor text(s) to support the development of students’

reading/writing ➢ Novels ➢ Graphic Novels ➢ Internet ➢ Visual text (photographs, art, etc) ➢ Media ➢ McDougal Littell/Holt McDougal Teachers Edition

Resource Manager Best Practices Toolkit Interactive Reader Technology www.thinkcentral.com Video Trailer Power Notes Think Aloud Models Word Sharp Interactive Writing and Grammar DVD: Teacher One Stop Student One Stop Power Notes Audio Anthology Grammar Notes

Audio Tutor

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Differentiated Instruction Strategies Considerations when planning for instruction

➢ Provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills.

➢ Provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.

Based on Content

➢ Utilize pre-tests to assess where individual students need to begin study of a given topic or unit. ➢ Encourage thinking at various levels of Bloom's taxonomy. ➢ Use a variety of instructional delivery methods to address different learning styles. ➢ Break assignments into smaller, more manageable parts that include structured directions for each part. complexity.

Based on Process

➢ Provide access to a variety of materials which target different learning preferences and reading abilities. ➢ Develop activities that target auditory, visual, and kinesthetic learners. ➢ Establish stations for inquiry-based, independent learning activities. ➢ Create Use flexible grouping to group and regroup students based on factors including content, ability, and

assessment results.

Based on Product

➢ Use a variety of assessment strategies, including performance-based and open-ended assessment. ➢ Balance teacher-assigned and student-selected projects. ➢ Offer students a choice of projects that reflect a variety of learning styles and interests. ➢ Make assessment an ongoing, interactive process. ➢ Choose broad instructional concepts and skills that lend themselves to understanding at various levels

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Professional Resources

Reading Writing/Language Speaking and Listening Critical Thinking

➢ Close In on Close Reading

➢ Teaching Channel: Thinking Notes Strategy For Close Reading

➢ Summarizing, Paraphrasing & Retelling

➢ Strategies for Analyzing Argument

➢ Common Core Reading Strategies Informational Text

➢ Summarizing Non-Fiction Text

➢ YouTube Reading Lessons Middle School

➢ Common Core Strategies

➢ Teaching Reading ➢ Teaching Theme ➢ Exploring

Character ➢ Literary Analysis ➢ Vocabulary: Doing

It Differently

➢ Teacher Tube - Counterclaims and rebuttals

➢ Evidence Based Arguments

➢ Writing Fix: Word Choice Resources

➢ Writing Resources by Strand

➢ Word Choice YouTube

➢ Argumentative Writing YouTube

➢ Writing Exemplars - Argument/Opinion

➢ PARCC Writing Resources

➢ Harvard College Writing Center

➢ Teaching Narrative ➢ Writing Exemplars by

Grade Level and Aspects to Consider in Writing

➢ Thesis Writing ➢ Discussion, Planning

and Questioning ➢ Literary Analysis

Writing ➢ Writing a Thesis

Statement

• Inquiry Based Learning (Edutopia)

• Engaging Students Using Discussion

• Strategies for Student Centered Discussion

• Socratic Seminar: ReadWriteThink

• Fishbowl Strategy

• Stems on Fostering Class Discussion

• Fishbowl Strategies: Teach Like This

• Accountable Talk

• AVID Socratic Seminar

➢ Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge

➢ Cognitive Rigor Chart

➢ 5 Strategies For Middle School Classrooms

➢ Spectrum of Standards by Grade; Breakdown of Standards and Sample Lessons