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Montclair Public Schools | Academic Office BOE Approved: June 15, 2015

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Montclair Public Schools

2015-2016

English Language Arts Curriculum Guide

Grade 7


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Introduction

The Montclair Public Schools believes in celebrating the rich history of our magnet school system while ensuring consistent, high quality instruction for all learners. The English Language Arts curriculum is built upon this belief immersing students in the process of reading, writing, speaking, and listening to create a vital community of learners. When students engage with and respond to a variety of literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that allows them to become active participants in society. This approach provides all students with equitable access to the same learning goals while allowing teachers the flexibility to adapt to the needs of their learners.

The standards below are overarching. While these standards may not appear specifically in any unit, they are the collective goals of all units.

By the end of Grade 7 English Language Arts, students in the Montclair Public Schools:

RL.7.10-By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

RI.7.10- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.

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

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.

SL.7.6- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

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

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

L.7.2.b- Spell correctly.

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

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.7.6- 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

http://www.corestandards.org/ELA-Literacy/RI/8/10/

http://www.corestandards.org/ELA-Literacy/SL/8/6/

http://www.corestandards.org/ELA-Literacy/L/8/2/





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Grade 7 Scope and Sequence

Marking Period

MPS Curriculum

Modules

Instructional Units with Focus Standards

Common Read

1 September-November

Identity/ Coming of Age

Unit 1: Identity

They Cage the Animals at Night by Jennings

Michael Burch

Unit 2: Coming of Age

2 November-

January

Clash and Acceptance of Ideals, Values

and Beliefs

Unit 3: Clash of Ideals, Values and Beliefs

Unit 4: Acceptance of Ideals, Values and Beliefs

3 February-

April

Dissent and Justice

Unit 5: Dissent

Before We Were Free

by Julia Alvarez

Unit 6: Justice

4 April –June

Leadership

Unit 7: Leadership I

Unit 8: Leadership II


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English Language Arts Refined 2014-2015

Montclair Public Schools | Academic Office G7.MP1.U.1

Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 7 Marking Period:

1 Unit Title: Unit 1: Identity/Coming of Age Pacing: 4-6 weeks

ESSENTIAL QUESTION What does it mean to come of age? What is the relationship between choices and consequences? How are rhetorical appeals used to influence a reader?

TARGET STANDARDS ELA CCSS Standards 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.

RL. 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

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 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.

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.

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

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



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INSTRUCTIONAL PROGRESSION Weekly

Plan

Direct Instruction Evidence of Learning Tier III

Vocabulary

Week 1 & 2 Reading Explore the concept of Coming of Age. Review the elements of plot: setting, characters,

conflict, exposition, climax, and resolution. Explore: How do story elements work together

to establish a character’s identity? Writing Administer baseline narrative writing prompt. Conduct mini lessons:

o Point of view o Dialogue o Description o Quotation marks and commas in dialogue

Reading Through activity such as interviewing a close

family member or teacher, explain someone’s Coming-of-Age moment.

List a definition and example for each narrative element.

Using organizer such as a T-chart, identify character traits and offer evidence to support the trait.

Writing

Write a first draft of a narrative and revise in response to mini-lessons.

Identity

Setting

Characters

Conflict

Exposition

Climax

Resolution

Point of View

Rhetoric

Rhetorical

Appeal

Ethos

Pathos

Logos

Week 3 & 4 Reading Review how story elements interact

including how setting impacts characters and how characters drive plot, citing textual evidence

Model how to cite textual evidence to support analysis

Differentiate between explicit information and inferred understanding.

Reading Participation in paired and whole class

discussion of the connection and interaction of story elements.

Response to oral and written analysis questions that show how story elements work together.

Identify: transitions, clauses, and sensory language contribute to understanding a text.

Explicit

Implicit

Inference

Transition

Clause



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Writing

Conduct mini-lessons on transitional words/phrases, clauses to convey sequence, descriptive details, and sensory language.

Writing

Revise narrative draft to include use of transition words, clauses, and sensory language.

Week 5 & 6 Reading Review different types of conflict. Review different types of characters.

Writing Review conventions of English:

capitalization, punctuation, spelling Teach how to use commas to separate

coordinate adjectives.

Reading Analyze two or more types of conflict in a

text. In a group activity, evaluate characters from

selected-text and analyze the way in which they are portrayed over the course of the text.

Writing Produce a final draft that demonstrates the

proper conventions of English and grammar required in this unit.

Conflict

Internal

External

Round

Flat

Static

Dynamic

Coordinate

Adjective

RESOURCES Required Optional Additional

They Cage the Animals at Night by Jennings Michael Burch *May be used in either Marking Period 1 OR Marking Period 2.

Suggested: Gathering Blue by Lois Lowry Witch of Blackbird Pond by Elizabeth George Speare Poetry: To An Athlete Dying Young http://www.poetryfoundation.org/poem/175749 Teacher Choice(s) from Grade-Level Optional Text List

Film: Stand by Me (1986, Rob Reiner)

http://www.poetryfoundation.org/poem/175749

http://www.poetryfoundation.org/poem/175749


Montclair Public Schools | Academic Office G7.MP1.U2

Montclair Public Schools Instructional Unit

Content: English Language Arts Grade: 7

Marking Period:

1

Unit Title: Unit 2: Identity Pacing: 4-6 weeks

ESSENTIAL QUESTION How is identity established? How does a person form an identity that remains true and authentic to him/herself? How do the trials/difficulties in a “Coming of Age” novel help to analyze both the character and the story?

TARGET STANDARDS ELA CCSS Standard 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.7.4 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 sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences. L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. 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)

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

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

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

W.7.1d Establish and maintain a formal style.

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




Plan

Direct Instruction Evidence of Learning Tier III Vocabulary

Weeks 1 & 2 Reading: Review theme vs. main idea. Explain how to identify the main

idea in a text and determine how that idea builds to a theme.

Examine how plot details develop the complexity of a theme.

Writing Evaluate a literary analysis to

identify different characteristics of the genre.

Model prewriting for literary analysis essays.

Reading Compare/contrast main idea and theme. Analyze text in collaborative group to

evaluate how an author expands a theme.

Writing

In a written response, identify the characteristics of an analysis.

Outline literary analysis essay on theme or characterization.

Connotative meaning Compound-complex sentences Analyze Comparison Contrast

Weeks 3 & 4 Reading Conduct activity focused on the

meaning of words/phrases as they are used in the text, including figurative and connotative meaning.

Model how authors’ word choices develop character and theme.

Conduct lesson to show how repetition and rhyme affect meaning of poetry.

Writing

Conduct mini-lessons on incorporating evidence in supporting paragraphs.

Conduct mini-lessons on different sentence forms.

Reading Using a graphic organizer such as a T

chart, analyze how authors’ specific word choices develop character and theme.

In a written response, analyze the impact of literary devices on the meaning of a poem.

Writing

Draft literary analysis essay integrating evidence for support.

Incorporate examples of the different sentence forms in literary analysis essay.

Dangling modifiers Derive Clarify Cite Convey Establish Edit



Weeks 4 & 5 Reading Compare/contrast how different

authors use of language for plot dev. to build themes.

Writing

Model effective peer editing to strengthen writing.

Review expectations for published final copy.

Reading Complete organizer such as a Venn

diagram to compare how two authors approach a similar theme.

Writing

Peer-edit essays, offering suggestions to improve both content and sentence structures.

Publish final draft of literary analysis essay.


They Cage the Animals at Night by Jennings Michael Burch *May be used in either Marking Period 1 OR Marking Period 2

Suggested: Gathering Blue by Lois Lowry Witch of Blackbird Pond by Elizabeth George Speare Short Stories: Henry Sugar and other Stories By Roald Dahl Poetry: As I Grew Older by Langston Hughes The Kid Identity by Colby Selter Minstrel Man – Langston Hughes Teacher Choice(s) from Grade-Level Optional Text List

www.readwritethink.org




2 Unit Title: Unit 3: Clash of Ideals, Values and Beliefs

Pacing: 4 Weeks

ESSENTIAL QUESTION What factors shape our values and beliefs? What happens when belief systems of societies and individuals come into conflict? How do we analyze different perspectives on issues?

TARGET STANDARDS ELA CCSS Standard 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. RI. 7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an

objective summary of the text. RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how

individuals influence ideas or events.)

RI. 7.5 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. 7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

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

W. 7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W. 7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W. 7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W. 7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W. 7.2e Establish and maintain a formal style. W. 7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. 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.




Plan


Vocabulary

Weeks 1 & 2 Reading ● Review what makes a summary free from

opinion and bias. ● Review the common organizational

structures authors use for texts: descriptive, cause/effect, problem/solution, definition, classification, chronological, compare/contrast.

● Explain the “clues” that help a reader

identify a text structure (e.g., transition

words).

● Model how to analyze the impact a text’s structure and organization has on the interpretation of information being presented.

Writing ● Model writing an objective summary of a

text.

Reading In a group discussion, objectively

summarize a text. Create a graphic organizer to show common

text structures used by authors. Analyze two texts on the same topic to

compare and contrast the impact authors’ chosen structures have on meaning.

Writing

Write an objective summary of a text.

Structure

Transition

Objective vs.

Subjective

Weeks 3 & 4 Reading Using teacher-selected text, model how to

examine texts for author’s claims. ● Conduct discussion reviewing the idea of

opposing perspectives.

● Model how to evaluate an author’s claims,

including whether the reasoning is sound

and the evidence is relevant and sufficient.

Writing ● Review strong thesis statements.

Reading Using a graphic organizer and a minimum

of two texts on a topic, compare/contrast the claims made by the authors and the evidence offered to support the claims.

Write an explanation assessing which author presents the most compelling evidence to support his position.

Writing

Working with multiple sources on a topic

Claim Evidence



● Model how to select relevant facts, details,

quotes, and examples to develop body of

essay.

●

related to the unit’s theme, develop an essay analyzing how different authors develop or present information on a topic.

Weeks 4 & 5 Reading ● Model how to analyze texts for author bias.

Writing ● Conduct mini-lessons on effectively

transitioning when using multiple sources.

Reading ● In collaborative activity such as a jigsaw,

analyze texts for author bias.

Writing

Complete published draft of essay.


They Cage the Animals at Night by Jennings Michael Burch *May be used in either Marking Period 1 OR Marking Period 2

Suggested: Witch of Blackbird Pond by Elizabeth George Speare The Book Thief by Markus Zusak Teacher Choice(s) from Grade-Level Optional Text List

www.writingfix.com childrenslibrary.org www.awesomelibrary.org

http://www.awesomelibrary.org/




Content: English Language Arts Grade: 7

Marking

Period: 2 Unit Title:

Unit 4: Acceptance of Ideals, Values and

Beliefs Pacing: 4 weeks

ESSENTIAL QUESTION

Why is it important to understand the values and beliefs of others?

TARGET STANDARDS

ELA CCSS Standard

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. 7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL. 7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects

of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

W. 7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as

definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,

tables), and multimedia when useful to aiding comprehension.

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

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

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

W. 7.3e Establish and maintain a formal style.

W. 7.3f Provide a concluding statement or section that follows from and supports the information or explanation presented.

INSTRUCTIONAL PROGRESSION

Weekly Plan

Direct Instruction Evidence of Learning

Tier III

Vocabulary

Weeks 1 & 2

Reading

Review theme, and conduct activity to

examine the unit theme.

Review point of view: first, second, third

person narration (For review- refer to online

video listed below.)

Read a mentor text or short story with a

Reading

Differentiate between a genre, a topic

and a theme.

Identify the theme of a text.

Compare/Contrast the three major

narrative styles.

Analyze a text and list evidence to show

Genre

Topic

Motif

Theme



clearly discernible theme. Analyze how a

writer conveys the theme. (For example-

through character development, motifs,

conflict.) A good short story for this activity

is “Priscilla and the Wimps” by Richard Peck.

For the selected text, analyze the differing

points of view. For example, in “Priscilla and

the Wimps”, how do each of the main

characters view the hallways at school?

Connect how these viewpoints reinforce the

theme of the story.

Writing

● Review components of literary analysis

essays.

● Conduct mini-lessons to address areas of

need identified in student drafts during

conferencing.

how points of view develop and support

a theme.

Writing

Plan and draft literary analysis essay on

teacher-selected topic related to some

aspect of point of view.

Point of view

Weeks 3 & 4 Reading

● Conduct activity to demonstrate how point of

view impacts conflict.

● Have students read both popular and critical

reviews to learn how others perceive the

impact of multi-media elements on

development of point of view and theme.

Reading

Analyze a text for how point of view

impacts conflict, citing textual evidence.

In collaborative activity using film and

video reviews, locate and explain

examples of strong analysis of

multimedia texts.

View a print text and multi-media

version of a text and analyze the effects

of multi-media elements (sounds, music,

lighting, angle of camera, presence of

another character, aspects of setting),

particularly in relation to the

development of point of view and theme.

Conflict

Multimedia

Summary

Critical Review

Claim



Writing

● Conduct mini-lessons to address areas of

need identified in student drafts during

conferencing.

Writing

Revise and edit draft of literary analysis

essay.

Publish final draft.

RESOURCES

Required Optional Additional

They Cage the Animals at Night by Jennings

Michael Burch

*May be used in either Marking Period 1

OR Marking Period 2

Suggested:

“Priscilla and The Wimps”

http://teachers2.wcs.edu/high/ihs/dianef/E

nglish%20II%20periods%201%202%205/P

riscilla%20and%20the%20Wimps.pdf

Mister Sato’s Point of View video

https://www.youtube.com/watch?v=SKi56c

PUSFk

Teacher Choice(s) from Grade-Level

Optional Text List

Prezi of “Priscilla and the Wimps”

https://prezi.com/ycf9a1g8gi4x/priscilla-

and-the-wimps-stand-up/

Purdue Owl

https://owl.english.purdue.edu/owl/

Purdue OWL You Tube:

https://www.youtube.com/user/OWLPurdu

e

Roane State OWL Argument Writing:

http://www.roanestate.edu/owl/Argument.

html

Revision Checklists

http://writingfix.com/PDFs/Process/SWG_R

evision_Checklists.pdf

Technology Infusion:

Literary Elements Game:

http://www.quia.com/rr/627140.html

http://teachers2.wcs.edu/high/ihs/dianef/English%20II%20periods%201%202%205/Priscilla%20and%20the%20Wimps.pdf



https://www.youtube.com/watch?v=SKi56cPUSFk

https://www.youtube.com/watch?v=SKi56cPUSFk

https://prezi.com/ycf9a1g8gi4x/priscilla-and-the-wimps-stand-up/

https://prezi.com/ycf9a1g8gi4x/priscilla-and-the-wimps-stand-up/

https://owl.english.purdue.edu/owl/

https://www.youtube.com/user/OWLPurdue

https://www.youtube.com/user/OWLPurdue

http://www.roanestate.edu/owl/Argument.html

http://www.roanestate.edu/owl/Argument.html

http://writingfix.com/PDFs/Process/SWG_Revision_Checklists.pdf

http://writingfix.com/PDFs/Process/SWG_Revision_Checklists.pdf

http://www.quia.com/rr/627140.html




Content: English Language Arts Grade: 7 Marking Period:

3 Unit Title: Unit 5: Dissent and Justice Pacing: 4 Weeks

ESSENTIAL QUESTION What makes protest effective in bringing about change? How do we communicate our ideas clearly to others?

TARGET STANDARDS ELA CCSS Standard 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. 7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the

subject (e.g., how the delivery of a speech affects the impact of the words). W.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused

questions for further research and investigation. W. 7.8b Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text

assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.”) W. 7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL. 7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally)

and explain how the ideas clarify a topic, text, or issue under study. SL. 7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and

sufficiency of the evidence. SL. 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,

details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient

points. INSTRUCTIONAL PROGRESSION

Weekly Plan

Direct Instruction Evidence of Learning

Tier III Vocabulary

Weeks 1 & 2 Reading Using an informational text such as a

speech with both a written version and

Reading Analyze how key words contribute to the

theme and tone of a text, as well as how



another form of representation (audio, video, and/or multimedia), conduct an activity to examine literal, figurative, connotative and denotative meanings.

Highlight words that have an impact on perspective. What happens when words are changed?

Review elements that affect our understanding and influence the way we react to a text. How do these elements either support or distract from the meaning conveyed through words?

Writing

Guide students through the process of selecting a global issue to research for a short speech on the topic.

they create a particular reaction in a reader.

In a brief written response, analyze how a medium (audio, video, and/or multimedia) affects interpretation and meaning of a text.

Writing

Conduct brief research and gather information on a global issue to prepare a short speech on the topic.

Connotation

Denotation

Figurative

Technical

Weeks 3 & 4 Reading ● Show media clip such as TED talk on global

issues and model how to take notes when analyzing how a claim is supported by evidence in a multimedia clip.

● Model how to reflect on notes and determine if evidence is valid and strong.

Writing

● Model how to outline a brief talk either in written or presentation form.

● Model how to incorporate evidence to support claim.

Reading Evaluate the strength of the evidence that

supports a claim in a multimedia text. Rank the evidence - Which evidence is the

most important and convincing? Which information does not contribute to the claim?

Writing

Using outline, prepare a brief talk either in written or presentation form such as TED Talk, incorporating multimedia elements within the text.

Using a checklist and/or evaluation tool (teacher-created or class-created), provide feedback to peers on the strength of claim, evidence, and level of influence based on words and multi-media elements.

Claim Support Evidence Reflect Valid Analysis




Before We Were Free by Julia Alvarez *May be used in either Marking Period 3 OR Marking Period 4

Suggested: “The Lottery” by Shirley Jackson (print and film) http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf Various film versions of The Lottery: https://www.youtube.com/ Teacher Choice(s) from Grade-Level Optional Text List

TED talks- Global Issues https://www.ted.com/talks News Articles https://newsela.com/ Poetry Out Loud https://www.youtube.com/user/poetryoutloudvideos Favorite Poem Project http://www.favoritepoem.org

http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf

https://www.youtube.com/

https://www.ted.com/talks

https://newsela.com/

https://www.youtube.com/user/poetryoutloudvideos

https://www.youtube.com/user/poetryoutloudvideos

http://www.favoritepoem.org/




3 Unit Title: Unit 6: Justice Pacing: 4 Weeks

ESSENTIAL QUESTION How are we responsible for the society in which we live? How do we build arguments that are informative and persuasive?

TARGET STANDARDS ELA CCSS Standard RI. 7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the

development of the ideas.

RI. 7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

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

W. 7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W. 7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an

understanding of the topic or text. W. 7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W. 7.1d Establish and maintain a formal style. W. 7.1e Provide a concluding statement or section that follows from and supports the argument presented. W. 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and

accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

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

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.




Plan


Vocabulary

Weeks 1 & 2 Reading Review common text structures taught in

Unit 3: problem/solution; comparison/contrast; cause/effect; sequence; description.

Have students read a variety of short texts (e.g., op/ed; news article; informational text on a controversial issue) and examine how texts types can present information differently due to purpose. How does the text type chosen build an idea and influence what a reader understands?

Explain how information can be presented with a “slant” in order to support an author’s argument.

Teach strategies to help students determine if a text is credible and reliable.

Writing Guide students in selection of a topic for an

argumentative essay on a social issue. Review categories of transition words and

their proper placement in an essay.

Reading Analyze a text to determine the author’s

point of view and purpose, identifying key words and phrases as evidence.

Use a graphic organizer to compare and contrast two texts on the same topic.

In a collaborative group activity, analyze text to identify where information is “slanted” toward a certain purpose/opinion.

Writing

Research and a selected social issue. Draft a claim related to the topic of study. Draft an argumentative essay on selected

topic and incorporate strong transitions.

Structure Text Type Purpose Evidence Summarize Credible Reliable

Weeks 3 & 4 Reading ● Guide students in locating reliable support

for selected claim.

Writing

List “emotional” and/or “influential” words to be included in the essay.

Reading Read and/or view additional sources (print

and non-print) that will provide support for selected claim.

Writing

Continue drafting essay. Read draft for clarity, adding transition words, phrases



Review quoting and paraphrasing to avoid plagiarism.

Review counterclaims and model how to draft an effective claim and counterclaim that shows the controversial nature of the topic.

and sentences. Include specific word choices that will “influence” the reader.

Write an effective claim and counterclaim that shows the controversial nature of the topic.

Weeks 4 & 5 Reading Instruct students on important elements of

peer review of both written text and oral presentations.

Writing ● Conduct mini-lessons to address areas of

need identified in student drafts during conferencing.

Reading Evaluate drafts of peer essays for word

choices and effectiveness of claims. Evaluate peer presentations, analyzing for

elements such as eye contact, enunciation, and intonation.

Writing

● Publish and present final draft.

Critique Strong voice Eye contact Enunciation Intonation



Teacher Choice(s) from Grade-Level Optional Text List

Text structure- easy examples http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/text%20structure%20from%20signal%20words.pdf Checklist and Transitions http://www.d123.org/olhms/jcipriani/documents/ArgumentativeEssayTipsTransitionsSheet.pdf “Claims, Claims, Claims” https://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf

http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/text%20structure%20from%20signal%20words.pdf




http://www.d123.org/olhms/jcipriani/documents/ArgumentativeEssayTipsTransitionsSheet.pdf



https://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf

https://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf



“How to Write an Argument Essay” by Shmoop https://www.youtube.com/watch?v=-lzGy5gizKg Transition Words and Phrases http://www.readingrockets.org/content/pdfs/transition%20words.pdf Text Structures http://teacher.scholastic.com/reading/bestpractices/nonfiction/fiveTextStructures.pdf

https://www.youtube.com/watch?v=-lzGy5gizKg

https://www.youtube.com/watch?v=-lzGy5gizKg

http://www.readingrockets.org/content/pdfs/transition%20words.pdf

http://www.readingrockets.org/content/pdfs/transition%20words.pdf

http://teacher.scholastic.com/reading/bestpractices/nonfiction/fiveTextStructures.pdf

http://teacher.scholastic.com/reading/bestpractices/nonfiction/fiveTextStructures.pdf




4 Unit Title: Unit 7: Leadership I Pacing: 4 weeks

ESSENTIAL QUESTION How do leaders influence the people and the world around them? How do writers share their own views on life?

TARGET STANDARDS ELA CCSS Standard RL. 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. 7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

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

W. 7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W. 7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W. 7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W. 7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W. 7.2e Establish and maintain a formal style. W.7.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.

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

well-structured event sequences. L. 7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L. 7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. L. 7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. L. 7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful,

polite, diplomatic, condescending).




Plan


Vocabulary

Weeks 1 & 2 Reading Read an essay, such as one from This I

Believe website, and offer quotes from on the power of words to develop an understanding of how words and leadership are connected. http://www.goodreads.com/quotes/tag/power-of-words

Model identifying “powerful” words in a text. Why is it important to choose the right word?

Writing ● Model how to alter word choice for effect.

Reading In a collaborative activity of teacher’s

choosing, analyze why others believe that words are influential and can have a strong impact.

Evaluate a text for “powerful” words, discussing how each contributes to the text.

Relate a time in life when words were important.

Writing Working with a teacher-selected text or

with a text selected from portfolios, change key words in two ways - first to make a text more “neutral” or less specific. Then, change to words that are stronger than the identified key words.

Figurative

Denotative

Connotative

Analogy

Weeks 3 & 4 Reading ● Read a speech out loud guiding students to

understanding of meaning and purpose. What are the phrases that help point to the purpose?

● Locate an audio and/or a multimedia version of the speech and review strategies taught in Unit 5 to help students “read” a multi-media version of a speech. New focus: What elements of multimedia distract from the message?

Reading Identify/ list words and phrases that help

the reader understand the purpose of the speech.

Analyze the impact of elements of media and note how those elements reinforce or distract from the message of the words.

http://www.goodreads.com/quotes/tag/power-of-words

http://www.goodreads.com/quotes/tag/power-of-words



Writing ● Guide student selection of a topic, purpose

and audience for a brief personal essay. ● Conduct mini-lessons to address areas of

need identified in student drafts during conferencing.

Writing Identify the purpose and audience for the

personal essay, explaining how to target the audience.

Draft a personal essay, “writing in” additional elements that include both visual and sound effects if the essay were to be presented orally.

Working with a partner, identify the words and phrases in the speech that carry the most meaning.

RESOURCES

Required Optional Additional Before We Were Free by Julia Alvarez *May be used in either Marking Period 3 OR Marking Period 4

Teacher Choice(s) from Grade-Level Optional Text List

This I Believe http://thisibelieve.org Top 100 Speeches http://www.americanrhetoric.com/top100speechesall.html Famous Speeches in History http://www.emersonkent.com/famous_speeches_in_history.htm Best 2013 commencement speeches http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/19/obama-michelle-colbert-clinton-bill-biden-etc-the-best-2013-commencement-speeches-so-far/

Technology Infusion: Use of Google images for examples related to word study Use of multi-media versions of speeches

http://thisibelieve.org/

http://www.americanrhetoric.com/top100speechesall.html

http://www.americanrhetoric.com/top100speechesall.html

http://www.emersonkent.com/famous_speeches_in_history.htm

http://www.emersonkent.com/famous_speeches_in_history.htm

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/19/obama-michelle-colbert-clinton-bill-biden-etc-the-best-2013-commencement-speeches-so-far/






1


4 Unit Title: Unit 8: Leadership II Pacing: 5 weeks

ESSENTIAL QUESTION Do the attributes of a leader remain the same over time? Why is creative writing a powerful form of expression?

TARGET STANDARDS ELA CCSS Standard RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events.

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

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

W.7.6 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.


Plan


Vocabulary

Weeks 1 & 2 Reading Introduce new vocabulary relevant to

teacher-selected text supporting unit theme. Review how to infer character’s leadership

traits through actions, thoughts, dialogue. Read texts demonstrating different

perspectives on the same time period, guiding students’ evaluation of each and their relationships to one another.

Reading Analyze literary conventions and elements

of plot in a teacher-selected read. In a brief written response, analyze how a

fiction author uses or transforms history when writing a text.

Soliloquy

Sonnet

Hyperbole

Assonance

Alliteration



Offer a fictional portrayal of a time, place, or character and a historical account of the same period and conduct collaborative activity to compare the two.

Writing

Generate creative writing ideas through discussions and from printed material.

Guide students in selection of creative writing project(s).

Writing Respond to question: How does the writing

process apply to poetry? Create a clear plan or outline for creative

writing/poetry. Using resources and reference materials

select effective vocabulary that creates consistency in style, tone and voice.

Rhythm

Onomatopoeia

Internal rhyme

External rhyme

End rhyme

Weeks 3 & 4 Reading Illustrate how the historical, social, and

cultural context influences the character’s thoughts, words, and actions.

Explore variations of universal themes in literary texts and poetry.

Writing

Conduct activity to have students reflect on personal experiences or historical events as the foundation for producing a creative poem or short story.

Conduct mini-lessons to address areas of need identified in student drafts during conferencing.

Reading Analyze the historical, social, and cultural

context of setting and its impact on character development.

Compare/contrast characters from fictional narratives or poems. Use text evidence to support the analysis.

In collaborative discussions, analyze poetry on a variety of theme for the use of literary devices.

Writing

Write a creative story or poem developing real or imagined experiences or events using effective techniques and descriptive details.

Symbolism

Metaphor

Imagery

Personification

Idiom

Analogy

Allusion



Weeks 4 & 5 Reading Review different types of poems and model

how structure and style can impact meaning.

Writing

Review the use of literary devices/elements in a short story (fiction) or poem.

Reading Analyze different poems for how structure

and style impact meaning.

Writing

Revise for stronger use of literary devices. Produce final copy for publication and/or

presentation.



Suggested: “Friends in the Klan” by Marilyn Nelson “O Captain! My Captain! By Walt Whitman Teacher Choice(s) from Grade-Level Optional Text List

20 Poems and Activities That Meet the Common Core http://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf Academy of American Poets – www.poets.org/poetsorg/lesson-plans Resource Guide for Middle School Teachers www.poetryfoundation.org

http://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf

http://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf

http://www.poets.org/poetsorg/lesson-plans

http://www.poetryfoundation.org/

Montclair Public Schools | Academic Office

1

DIFFERENTIATION Special Education ELL RtI SAIL

Modifications & accommodations as listed in the student’s IEP

Assign a peer to help keep student on task

Modified or reduced assignments Reduce length of assignment for

different mode of delivery Increase one to one time Working contract between you

and student at risk Prioritize tasks Think in concrete terms and

provide hands on tasks Position student near helping

peer or have quick access to teacher

Anticipate where needs will be Break tests down in smaller

increments NJDOE resources

Strategy groups Teacher conferences Graphic organizers Modification plan NJDOE resources Adapt a Strategy-Adjusting

strategies for ESL students: http://www.teachersfirst.com/content/esl/adaptstrat.cfm

Tiered Interventions following RtI framework

RtI Intervention Bank Fundations Double-Dose (Tier II) LLI (Tier III) FFI Skill Report: DRA On-Line NJDOE resources Lit Lab Read 180 System 44

Contents should be modified: abstraction, complexity, variety, organization

Process should be modified: higher order thinking skills, open-ended thinking, discovery

Products should be modified: real world problems, audiences, deadlines, evaluation, transformations

Learning environment should be modified: student-centered learning, independence, openness, complexity, groups varied

Activities aligned with above grade level text using DRA results

Jr. Great Books Library Activities NJDOE resources

CROSS CURRICULAR RESOURCES The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/ Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm

ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY 21st Century/ Interdisciplinary Themes: Bold all that apply 21st Century Skills: Bold all that apply Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy

Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy Information, Communication & Technology Life & Career Skills

http://www.state.nj.us/education/educators/standards/

https://drive.google.com/a/mpsdnj.us/file/d/0B0CIp0Y5Z4m-UmVwdjB1bS1DYWM/view?usp=sharing


http://www.teachersfirst.com/content/esl/adaptstrat.cfm

http://www.teachersfirst.com/content/esl/adaptstrat.cfm



http://njamistadcurriculum.net/

http://www.fcrr.org/studentactivities/language_k1.htm


2

Technology Infusion College and Career Readiness Anchor

Standards CCRA.W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others CCRA.W.8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRA.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Reading Grade 8 Students RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

Writing Grade 6 Students W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Grade 7 Students W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources W.7.8. 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

Language Grade 6-8 Students L.6-8.4.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.

Other

Smart Board Applications

Digital Texts

Audio Texts


3

others while avoiding plagiarism and following a standard format for citation. Grade 8 Students W.8.6 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 W.8.8. 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.

Evidence of Student Learning Common benchmark DRA continuum Reading observational records Evaluation rubrics Self-reflections Teacher-student conferences Running records

Students’ published pieces Unit tests Quizzes

English Language Arts 2015-2016

GRADE TITLE AUTHOR GENRE

7 100 Best Loved Poems Philip Smith Poetry

7 A Break With Charity Ann Rinaldi Historical Fiction

7 Al Capone Does My Shirts Gennifer Choldenko Historical Fiction

7 And Then There Were None Agatha Christie Fiction- Mystery

7 April Morning Howard Fast Historical Fiction

7 Copper Sun Sharon M. Draper Historical Fiction

7 Daniel's Story Carol Matas Holocaust- Historical

7 Gathering Blue Lois Lowry Science Fiction

7 Hidden P.C. Cast Science Fiction

7 I Have Lived a Thousand Years Livia Bitton-Jackson Historical Fiction

7 Lyddie Katherine Paterson Historical Fiction

7 Monster Walter Dean Meyers Realistic Fiction

7 My Brother Sam Is Dead James Lincoln Collier Historical Fiction

7 No Promises in the Wind Irene Hunt Historical Fiction

7 Nothing But the Truth Avi Fiction

7 Numbering All the Bones Ann Rinaldi Historical Fiction

7 Over the Wall John Ritter Realistic Fiction

7 Scorpions Walter Dean Meyers Realistic Fiction

7 Seedfolks Paul Fleischman Multi-cultural Fiction

7 Stargirl Jerry Spinelli Realistic Fiction

7 Survivor's--True Stories Allan Zullo Biography

7 The Black Stallion Walter Farley Adventure

7 The Book Thief Markus Zusak Historical Fiction

7 The Boy in the Striped Pajamas John Boyne Historical Fiction

7 The Bumblebee Flies Away Robert Cormier Mystery/ Suspense

7 The Devil's Arithmetic Jane Yolen Historical Fiction

7 The Executioner Jay Bennet Mystery/ Suspense

7 The House of Dies Drear Virginia Hamilton Historical Fiction

7 The House of the Scorpion Nancy Farmer Science Fiction

SUGGESTED GRADE 7 OPTIONAL TEXT LIST

Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015

English Language Arts 2015-2016

7 The Last Book in the Universe Rodman Philbrick Science Fiction

7 The Legend of Sleepy Hollow Washington Irving Fiction

7 The Mirror of Fire and Dreaming Chitra Banerjee Divakarani Multi-cultural Fiction

7 The Outsiders (2015-2016 ONLY) S.E. Hinton Realistic Fiction

7 The Ruby in the Smoke Philip Pullman Fiction

7 The View From Saturday E.L. Konigsburg Fiction

7The Watsons Go to Birmingham (2015-

2016 ONLY)Christopher Paul Curtis Historical Fiction

7 The Witch of Blackbird Pond Elizabeth George Speare Historical Fiction

7 Treasure Island Robert Louis Stevenson Adventure

7 Witch Child Celia Rees Mystery

7 Witches! Nonfiction

Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015

english language arts - montclair public schools … · · 2015-06-19english language arts...

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