english language artsgloucestertownshipschools.entest.org/grade 7 ela curriculum.pdf · rl 7.6 i...
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Gloucester Township Public Schools
English Language Arts Grade 7 Curriculum
Gloucester Township Public Schools | 1
ELA Grade 7
LAUNCH UNIT
Time Frame: 3-4 Weeks
Performance Task: PARCC-like Narrative Writing Assessments
Description: The goal of the Launch Unit of study is to establish routines and procedures,
to review previous year’s skills, and to prepare students to be confident and successful
throughout the year. The unit’s lessons set expectations and provide careful modeling of the behaviors in
action.
CCSS Target Skills
Reading Writing Language Speaking and Listening
Reading Strategies
Visualizing, questioning, making
connecting, inferring, summarizing,
synthesizing
Narrative
Latin and Greek Roots: Unit 1
Model Socratic seminar
Elements of Literature
Review: plot, setting, theme, conflict
(internal/external)
Launch: Point of view (first person,
third person limited and omniscient),
characterization
(direct/indirect)
Parts of Speech:
nouns, pronouns, verbs,
adjectives
adverbs, prepositions,
conjunctions, interjections
Literary Terms
Review: figurative language (simile,
metaphor, hyperbole, personification,
repetition, allusion, idiom)
Launch:
Irony, dialect, mood/tone, symbolism
Benchmark and Cross Curricular
Key
__Red: ELA
__ Blue: Math
__ Green: Science
__ Orange: Social Studies
__ Purple: Related Arts
__ Yellow: Benchmark
Assessment
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Common Core
“I Can” Statements Number Reading Standards for Literature
RL 7.2 I can determine the theme of a text.
I can give an unbiased summary of a text.
RL 7.3 I can analyze how the elements of a story/drama, such as setting, characters, or plot, interact.
RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.
I can determine the connotative meaning of a word or phrase based on how it is used in a text.
I can analyze the impact of repetition on a specific part of a story, poem, or drama.
RL 7.6 I can analyze how an author develops the points of view of different characters or narrators in a text.
RL 7.10 I can read and comprehend literature at a seventh-grade level.
Number Reading Standards for Informational Texts
RI 7.4 I can determine the figurative meaning of a word or phrase.
I can determine the connotative meaning of a word or phrase.
I can determine the technical meaning of a word or phrase.
I can analyze the impact of word choice on the meaning of an informational text.
I can analyze the impact of word choice on the tone of an informational text.
Number Writing Standards
W7.3 I can write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences
Number Speaking and Listening Standards
SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.
A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my
preparation to refer to evidence and reflect on ideas under discussion.
B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of
others in a discussion.
C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion
focused.
D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.
Number Language Standards
L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level.
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Number Language Standards
L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of
strategies.
A: I can use context clues to help me determine the meaning of a word or phrase.
B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word.
C: I can use general and specialized reference materials to find the correct pronunciation of a word.
I can use general and specialized reference materials to determine or clarify a word’s precise meaning.
I can use general and specialized reference materials to find its part of speech.
D: I can verify the inferred meaning of a word or phrase using different strategies.
L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.
A: I can interpret figures of speech, such as allusions, using context clues.
B: I can use the relationship between particular words to better understand each word.
C: I can distinguish between the connotations of words with similar meanings.
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Text/Media Sources
Media
None in this unit
Resources Texts:
Elements of Literature
Elements of Language
Scope magazine
Prestwickhouse Latin & Greek Roots, Book II
Newsela.com
Assessments
*Benchmark* STAR Reading Test
Elements of Literature assessments
Completed Plot mountain
Latin & Greek Roots Vocabulary Unit 1 Quiz
Extended Texts Anthologies Articles
Prestwick Latin & Greek Roots, Book II:
Unit 1
Elements of Literature
“Rikki-tikki-tavi” by Rudyard Kipling, pp.
3-15
“The Dinner Party” retold by Mona Gardner
pp. 17-18
“Amigo Brothers” by Piri Thomas, p. 245-
253
“Right Hook-Left Hook: The Boxing
Controversy” p. 249
Choice of informational article:
Newsela.com
Scope Magazine
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Scope and Sequence
Skills
Addressed Activities
Framework
Element Resources Standards
Establish
classroom
rules and
procedures
Set up binders and/or notebooks.
Establish independent reading, classroom,
and library rules and procedures.
Icebreakers/Get acquainted
SL 7.1
Participate in
collaborative
discussions
Elements of
Plot
Choose one of the stories listed in resources
to review this skill after presenting mini
lesson. Create plot mountain.
Reading
Workshop
EOL p. xxx; xxxiv
EOL text p. 22-23
EOL CD for selection
RL 7.2
Identify theme;
provide unbiased
summary
RL 7.3
Analyze elements
of plot
Character-
ization
Choose one of the stories listed in resources
to review this skill after presenting mini
lesson.
Reading
Workshop
EOL p. xxxii RL 7.3
Analyze elements
of plot
Conflict Choose one of the stories listed in resources
to review this skill after presenting mini
lesson.
Reading
Workshop
EOL p. 244 RL 7.3
Analyze elements
of plot
Point of view Choose one of the stories listed in resources
to review this skill after presenting mini
lesson.
Reading
Workshop
EOL p. xxxvi RL 7.6
Point of view
Literary
Terms
Identify examples throughout stories
providing additional instruction as needed.
Reading
Workshop
Mini lessons located in EOL text:
figurative language p. 168, 520, 564, 577
irony p. 558
dialect p. 481
mood/tone p. 393/226
repetition p. 350
symbolism p. 24
RL 7.4
Figurative meaning,
connotation, and
repetition in
literature
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Skills
Addressed Activities
Framework
Element Resources Standards
Narrative
Writing
After reading “Amigo Brothers,” students
will continue the narrative:
When “Amigo Brothers” ends, the two main
characters leave the ring. Write a new
ending to the story that tells what happens
next.
Consider what actions Antonio and Felix
may have taken as well as what they may
have said to each other.
Be sure to use what you have learned about
setting, characters, and the plot of the
passage in your narrative.
Writing
Workshop
EOL text
EOL CD for selection
W 7.3
Writing Narratives
L 7.2
Standards of
English
Informational
text
Use Newsela.com or Scope magazine
Or “Right Hook-Left Hook: The Boxing
Controversy” to model how reading
strategies apply to informational text.
Reading
Workshop
RI 7.4
Figurative,
connotative
meanings, and
technical meaning
Parts of
Speech
Generate list of examples of the eight parts
of speech from the stories read. Create
foldable or similar project.
Do Now
Activity
Elements of Language text L 7.4
Parts of Speech
Vocabulary Complete unit 1 to establish weekly
vocabulary procedures and expectations.
Do Now
Activity
Prestwickhouse Latin & Greek Roots pp. 6-11
Connotation: EOL p. 44
Denotation: EOL p. 120
RL 7.4
Figurative meaning,
connotation, and
repetition in
literature; Greek
and Latin roots
L 7.5
Figurative
language; word
relationships
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ELA Grade 7
Unit A Topic: Choices
Time Frame: 6-8 weeks
Performance Task: Narrative Essay
Unit Description: This is a narrative based unit on either the novel Among the Hidden by Margaret Peterson Haddix or The Giver by Lois Lowry.
Through the study of several informational and narrative texts, students will analyze the ways that characters and individuals must make choices in
order to adapt and survive difficult situations. Students will also explore ways that governments influence the quality of life of their citizens. The
theme of choices will be further explored through the study of the work of O. Henry. Students will identify elements of literature, answer text based
questions using evidence from the text, explore key ideas, complete journal writing assignments, publish a personal narrative essay, write a prose
constructed response, and complete Internet research.
CCSS Target Skills
Reading Writing Language Speaking and Listening
Determine impact of literary
elements on central idea
Prose constructed response Phrases and Clauses
Improve fluency
Teacher generated Tier 2
Vocabulary
Explanatory Essay Conjunctions Present findings to class
Elements of literature
Narrative writing Latin and Greek Roots Units 2-5
Summarizing
Nonfiction text structure
Reading Strategies
Theme
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Common Core “I Can” Statements Number Reading Standards for Literature
RL 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RL 7.2 I can determine the theme of a text.
I can analyze how the text is developed.
I can give an unbiased summary of a text.
RL 7.3 I can analyze how the elements of a story/drama, such as setting, characters, or plot, interact.
RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.
I can determine the connotative meaning of a word or phrase based on how it is used in a text.
I can analyze the impact of rhyme on a specific part of a story, poem, or drama.
I can analyze the impact of repetition on a specific part of a story, poem, or drama.
RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning.
RL 7.6 I can analyze how an author develops the points of view of different characters or narrators in a text.
RL 7.10 I can read and comprehend literature at a seventh-grade level.
Number Reading Standards for Informational Texts
RI 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RI 7.3 I can analyze how individuals, events, and ideas interact in informational text.
RI 7.4 I can determine the figurative meaning of a word or phrase.
I can determine the connotative meaning of a word or phrase.
I can determine the technical meaning of a word or phrase.
I can analyze the impact of word choice on the meaning of an informational text.
I can analyze the impact of word choice on the tone of an informational text.
Number Writing Standards
W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas.
A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting,
graphics, and multimedia when useful.
B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other
information.
C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory
writing.
D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing.
E: I can establish and maintain a formal style in my informative or explanatory writing.
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Number Writing Standards
F: I can create a conclusion that follows form and supports the information I present in my writing.
W 7.3 I can write narratives to develop real or imagined experiences using effective technique, relevant descriptive details, and
well-structured event sequences.
W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
W 7.7 I can conduct short research projects using several sources generate additional questions to further my research.
W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.
A: I can draw evidence from literature to support my analysis, reflection, and research at a seventh-grade level.
B: I can draw evidence from informational texts to support my analysis, reflection, and research at a seventh-grade level.
W 7.10 I can write for a range of time frames, tasks, purposes, and audiences.
Number Speaking and Listening Standards
SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.
A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my
preparation to refer to evidence and reflect on ideas under discussion.
B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of others
in a discussion.
C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion focused.
D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.
SL 7.5 I can clarify claims and findings in a presentation by including multimedia components and visual displays.
SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.
Number Language Standards
L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level.
A: I can use commas to separate coordinate adjectives.
B: I can spell correctly at a seventh-grade level.
L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of
strategies.
A: I can use context clues to help me determine the meaning of a word or phrase.
B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word.
C: I can use general and specialized reference materials to find the correct pronunciation of a word.
I can use general and specialized reference materials to determine or clarify a word’s precise meaning.
I can use general and specialized reference materials to find its part of speech.
D: I can verify the inferred meaning of a word or phrase using different strategies.
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Number Standards
L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.
A: I can interpret figures of speech, such as allusions, using context clues.
B: I can use the relationship between particular words to better understand each word.
C: I can distinguish between the connotations of words with similar meanings.
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Text/Media Sources
Media
Inferences & Drawing Conclusions: http://www.quia.com/rr/332704.html
Create Your Own Comic Strip: www.makebeliefscomix.com
Background on William Sydney Porter
(O. Henry)
www.biography.com/people/william-sydney-porter-9542046
A Retrieved Reformation (play adaptation)
www.scholastic.com/scope (11/21/2011)
Resources Among the Hidden by Margaret Peterson Haddix or The Giver by Lois Lowry
Elements of Literature
Elements of Language
Scope Magazine
Prestwickhouse Latin & Greek Roots, Book II
Extended Texts Anthology Articles
Among the Hidden by Margaret Peterson
Haddix or The Giver by Lois Lowry
(Reading should be a combination of
read-aloud/modeling, collaborative
reading/small groups, and independent
reading.)
Elements of Literature
“After Twenty Years” by O. Henry
“The Cop and the Anthem” by O. Henry
A Retrieved Reformation (play
adaptation) from Scope Magazine
Latin and Greek Roots Units 2-5
“China Starts to Give Girls Their Due”
https://newsela.com/articles/water-
farming/id/846/#articles/water-farming/id/846/
New York Times upfront The Newsmagazine for Teens:
“China’s Stolen Sons”
http://teacher.scholastic.com/scholasticnews...
“How China’s One-Child Policy Affects the Elderly”
http://www.cnbc.com/id/101130958
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makesbeliefscomix.com
cnbc.com
youtube.com
biography.com
census.gov/popclock
Assessments Formative Summative
Prose Constructed Response
Vocabulary Units 2-5 Quizzes
Cold Read Quizzes
Personal Narrative Essay
End of Unit Grammar Assessment
End of Unit Benchmark Assessment
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Scope and Sequence Skills
Addressed
Activities Framework
Element
Resources Standards
Elements of
Plot:
Exposition
Read aloud Among the Hidden or The Giver
to determine basic situation and conflict.
(Reading should be a combination of read-
aloud/modeling, collaborative
reading/small groups, and independent
reading.)
Reading
Workshop
Novel RL 7.3
Analyze story
Elements
Research to
Build
Background
Skill Lesson: Drawing Conclusions
Use the internet to research 6 types of
government (totalitarian, democracy,
dictatorship, communism, monarchy,
socialism.) Create poster with a
picture/explanation representing each type of
government. In your lit logs, answer the
questions: Which type of government makes
survival difficult for its citizens? Which
makes survival easiest? Provide evidence to
support your answer.
1. What kind of government is being portrayed
in the class novel? Provide evidence to
support your answer. (Ask this question
several times throughout the novel as the
opinion may change as the story progresses.)
Reading
Workshop
Elements of Literature p. 230
Inferences & Drawing Conclusions:
http://www.quia.com/rr/332704.html
RI 7.1
Textual Evidence
W 7.7
Conduct short
research
W 7.9
Draw evidence to
support analysis
SL7.5
Include multimedia
components
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Skills
Addressed Activities
Framework
Element Resources Standards
Text
Evidence
Reading
Strategies
Among the Hidden:
Text based question:
Why are Luke and the other third children
called shadow children? Cite evidence from
the text to support your answer
Journal entries:
What would be the hardest part for
you of hiding like Luke does. What
would you miss the most?
Although Luke and Jen are both
“shadow children,” their lives are
very different.
Describe how their family situations
affect the way they each live their
lives.
The Giver:
Text based question:
Lois Lowry never directly explains how her
utopia is organized, but she does deliver
many clues. What are some clues that lead
you to make a conclusion about this society?
Cite evidence from the text to support your
answer.
Journal entries:
Jonas cannot stop thinking about what
the Elders will decide about his future
career. Describe your goals/dreams
Reading
Workshop
Journaling
Novel
RL7.1
Text evidence
RL7.2
Determine theme
RL7.3
Analyze how
elements interact
RL7.10
Read grade level
literature
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for your future career. Is the decision
left entirely up to you? Or will your
family influence/direct your future?
Explain.
Jonas must attend a ceremony before
he receives his assignment. Have you
ever watched or participated in a
ceremony? Explain, and then compare
your ceremony experience to that of
Jonas.
Think about how large of a role music
plays in your everyday life. Describe
your daily experience with music.
Think about how The Giver is the
only one who can hear music. Why do
you think this community has no
music? Why would this experience be
excluded from their lives?
Close Read:
Informative
Text
Students will read article: “An Architect
Plans to Build Aquaponic Gardens in North
Carolina and Haiti” independently and
complete online quiz.
Reading
Workshop
https://newsela.com/articles/water-
farming/id/846/#articles/water-farming/id/846/
RI 7.1
Text evidence
RI 7.3
Analyze interaction
between individuals,
events, and ideas
\
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Skills
Addressed Activities
Framework
Element Resources Standards
Class Model:
Narrative
Writing
At the conclusion of the novel, students will
write the next chapter telling what happens to
Luke as he goes to Hendricks School for
Boys.
*This essay should be modeled in the
classroom as a springboard for the
individual, published personal narrative
essay.
Process
Writing
Class Model
Novel W 7.3
Write narratives
W.7.4
Produce clear and
coherent writing
W7.10
Write for periods of
time
Writing a
Personal
Narrative
Students will write a formal personal
narrative essay on a self-selected topic.
Students should read teacher-selected mentor
texts to identify elements of literary analysis
prior to brainstorming ideas for own writing
piece. Students will use the writing process
to publish a final piece.
Writing
Workshop
Teacher Resource:
http://teacher.scholastic.com/writeit/cavalcade/g
enre.asp?genre=Essay
W 7.3
Write narratives
W.7.4
Produce clear and
coherent writing
W7.10
Write for periods of
time
Prose
Constructed
Response
Read several selections by O. Henry to
identify examples of characters struggling
with doing the right thing. Record characters
and their choices on T chart.
After reading biographical information about
O. Henry, write an explanatory essay
discussing how his life experiences are
reflected in his work providing textual
evidence as support.
Writing
Workshop
Background on William Sydney Porter
(O. Henry)
www.biography.com/people/william-sydney-
porter-9542046
The Cop and the Anthem
After Twenty Years Elements of Literature p. 192
A Retrieved Reformation (play)
www.scholastic.com/scope (11/21/2011)
RL 7.2
Determine theme
RL 7.5
Analyze text
structure
RL 7.6
Point of view
W 7.2
Write informative
texts
W 7.7
Conduct short
research
W7.9 Evidence to support
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Skills
Addressed Activities
Framework
Element Resources Standards
Informative
Essay
Nonfiction
Text
Structure
Skill Lesson: Nonfiction text
structure/comprehend informational text
Luke and Jen are trying to survive life as
shadow children due to extreme
overpopulation.
Examine the idea of overpopulation via the
articles and media sources.
Students should keep a chart/record of the
nonfiction text features found in the articles
and how these features aided their
comprehension
Skill Lesson: Essay Writing
Students will read articles and view media
regarding population laws and
overpopulation.
Write an essay explaining how population
laws/overpopulation affects a country (i.e.:
USA or China).
Writing
Workshop
Reading
Workshop
Elements of Literature p. 123
http://teacher.scholastic.com/scholasticnews...
New York Times upfront The Newsmagazine for
Teens: “China’s Stolen Sons”
“How China’s One-Child Policy Affects the
Elderly”
http://www.cnbc.com/id/101130958
Census Data: http://www.census.gov/popclock/
Population Video:
http://www.yout census.gov/popclock
ube.com/watch?v=sc4HxPxNrZ0
(View video only and not article listed below
view screen.)
Teacher Resource:
http://www.scholastic.com/teachers/lesson-
plan/teach-text-structure-nonfiction
RI 7.1
Text evidence
RI 7.3
Analyze interaction
between individuals,
events, and ideas
RI 7.5
Analyze text
structure
W 7.2
Write informative
essays
W 7.7
Conduct short
research
W 7.9
Draw evidence to
support analysis
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Skills
Addressed Activities
Framework
Element Resources Standards
Grammar
and
Mechanics
Study
Complete Do Now activities and textbook
exercises.
End of Unit Grammar Test
Do Now Elements of Language
Phrases and Clauses pp. 401-421
Conjunctions pp. 374-377
Chapter Review p. 382
L 7.2
Command of
conventions
Vocabulary
Study Latin & Greek Root Vocabulary
Literary Terms
Do Now Prestwickhouse Latin & Greek Roots, Book II
Units 2-5
RL 7.4
Determine meanings
of words
RI 7.4
Determine meanings
of words
L 7.4
Present claims &
findings
L 7.5
Include multi-media
components
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ELA Grade 7
Unit B Topic: Myths and Creatures
Time Frame: 6-8 Weeks
Performance Task: Literary Analysis Essay
Unit Description: This is a literary analysis unit based on the novel Freak the Mighty by Rodman Philbrick. By reading several informational and
narrative texts, students will explore the connection between mythology and science, compare real monsters to mythological creatures, answer prose
constructed responses using evidence from the text, explore key ideas, produce a literary analysis essay, analyze character, and create oral or visual
presentations.
CCSS Target Skills
Reading Writing Language Speaking and Listening
Determine impact of literary
elements on central idea
Prose constructed response Use compound and complex
sentences in writing
Improve fluency
Compare/contrast Character Analysis Latin & Greek root vocabulary
Units 6-9
Present findings to class
Characterization Literary Analysis Literary Terms Presenting a dramatic reading
Summarizing
Nonfiction text structure
Draw conclusions
Point of View
Theme
Teacher generated vocabulary
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Common Core “I Can” Statements Number Reading Standards for Literature
RL 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RL 7.2 I can determine the theme of a text.
I can analyze how the text is developed.
I can give an unbiased summary of a text.
RL 7.3 I can analyze how the elements of a story/drama, such as setting, characters, or plot, interact.
RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.
I can determine the connotative meaning of a word or phrase based on how it is used in a text.
I can analyze the impact of rhyme on a specific part of a story, poem, or drama.
I can analyze the impact of repetition on a specific part of a story, poem, or drama.
RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning.
RL 7.10 I can read and comprehend literature at a seventh-grade level.
Number Reading Standards for Informational Texts
RI 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RI 7.3 I can analyze how individuals, events, and ideas interact in informational text.
RI 7.4 I can determine the figurative meaning of a word or phrase.
I can determine the connotative meaning of a word or phrase.
I can determine the technical meaning of a word or phrase.
I can analyze the impact of word choice on the meaning of an informational text.
I can analyze the impact of word choice on the tone of an informational text.
RI 7.10 I can read and comprehend informational text at a seventh-grade level.
Number Writing Standards
W 7.1 I can write an argument with clear reasons and relevant evidence.
A: I can write an organized and logical argument that acknowledges alternate or opposing claims.
B: I can support my claims or argument using logical reasoning and evidence from credible sources.
C: I can use words, phrases and clauses to create cohesion and clarify the relationships among claims, reasons, and
evidence.
D: I can establish and maintain a formal style in my argument writing.
E: I can create a conclusion that follows from and supports the argument I present in my writing.
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Number Writing Standards
W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas.
A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include
formatting, graphics, and multimedia when useful.
B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other
information.
C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory
writing.
D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing.
E: I can establish and maintain a formal style in my informative or explanatory writing.
F: I can create a conclusion that follows form and supports the information I present in my writing.
W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences.
A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and
presents a logical sequence of events.
B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or
characters in my narrative writing.
C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative
writing.
D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and
convey experiences and events in my narrative writing.
E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events
described.
W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose
and audience.
W 7.5 I can develop and strengthen my writing by planning, revising, editing, rewriting, or trying a new approach.
I can focus on how well purpose and audience have been addressed.
W 7.7 I can conduct short research projects using several sources generate additional questions to further my research.
W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.
A: I can draw evidence from literature to support my analysis, reflection, and research at a seventh-grade level.
B: I can draw evidence from informational texts to support my analysis, reflection, and research at a seventh-grade level.
W 7.10 I can write for a range of time frames, tasks, purposes, and audiences.
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Number Speaking and Listening Standards
SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.
A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my
preparation to refer to evidence and reflect on ideas under discussion.
B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of
others in a discussion.
C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion
focused.
D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.
SL 7.3 I can evaluate the soundness of reasoning behind a speaker’s argument and specific claims.
SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner.
I can use appropriate eye contact, adequate volume, and clear pronunciation.
SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.
Number Language Standards
L 7.1.b I can demonstrate a seventh-grade level of command of standard English grammar and usage when writing and speaking.
B: I can use a variety of simple, compound, and complex sentences to signal differing relationships among ideas.
L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of
strategies.
A: I can use context clues to help me determine the meaning of a word or phrase.
B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word.
C: I can use general and specialized reference materials to find the correct pronunciation of a word.
I can use general and specialized reference materials to determine or clarify a word’s precise meaning.
I can use general and specialized reference materials to find its part of speech.
D: I can verify the inferred meaning of a word or phrase using different strategies.
L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.
A: I can interpret figures of speech, such as allusions, using context clues.
B: I can use the relationship between particular words to better understand each word.
C: I can distinguish between the connotations of words with similar meanings.
L 7.6 I can acquire and use vocabulary appropriate for seventh-grade reading and content.
Gloucester Township Public Schools | 23
Texts/Media Sources
Media
“The Legend of King Arthur”
http://www.caerleon.net/history/arthur/page2.htm
“Knights of the Round Table”
http://www.medieval-life-and-times.info/medieval-knights/code-of-chivalry.htm
Character Analysis
http://www.readwritethink.org/files/resources/lesson_images/lesson175/RWT186-2.pdf
Characterization
http://www.readwritethink.org/classroom-resources/lesson-plans/action-character-exploring-character-175.html?tab=3#tabs
Theme
http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature
Extended Texts Anthology Articles
Freak the Mighty by Rodman
Philbrick
(Reading should be a
combination of read-
aloud/modeling, collaborative
reading/small groups, and
independent reading.)
Elements of Literature Text
“Orpheus the Great Musician” p.
513
“Echo and Narcissus” p. 523
‘The Labors of Hercules” p. 541
Additional selections from
Collection 7 as needed
Prestwickhouse Latin & Greek Roots,
Book II
“Bionic Brains and Beyond”
https://newsela.com/articles/bionic-leg/id/1282/#articles/bionic-
leg/id/1284/
Scope Magazine Articles: http://scope.scholastic.com
“Monster of the Everglades”
“Then and Now: Hercules and Superman”
“The Hunt for Medusa’s Head”
“Monster in the Cave”
“Lexi Youngberg: Invincible”
November 21, 2011 *Viewable as PDF on GTPS Share
Drive.
Frankenstein, October 22, 2012
Gloucester Township Public Schools | 24
Resources
Freak the Mighty by Rodman Philbrick
Elements of Literature text
Elements of Language text
Prestwickhouse Latin & Greek Roots, Book II
Scope Magazine
caerleon.net
medieval-life-and-times.info
online.wsj.com
readwritethink.org
NewsELA.org
Assessments
Formative Summative
Selection tests
Character Analysis
Prose constructed response
Latin and Greek Roots Unit tests
Literary Analysis Essay
End of Unit Grammar Assessment
STAR Reading Test (January)
End of Unit Benchmark Assessment
Gloucester Township Public Schools | 25
Scope and Sequence Skills
Addressed
Activities Framework
Element
Resources Standards
Extended
Text
Read aloud: Freak the Mighty
(Reading should be a combination of read-
aloud/modeling, collaborative
reading/small groups, and independent
reading.)
Reading
Workshop
Novel for each student
RL 7.1
Text evidence
RL 7.2
Determine theme
RL 7.10
Read on level
Text
Evidence
Read “The Legend of King Arthur” and take
notes in literature log noting names of
characters for reference during novel.
Students will work in groups of 4 to create a
song, poem, or rap that describes the code of
chivalry adhered to by the Knights of the
Round Table.
After reading Freak the Mighty, complete
journal entry describing how Kevin and Max
followed the code of chivalry. Provide
textual evidence to support.
Reading
Workshop
http://www.caerleon.net/history/arthur/page2.ht
m
http://www.medieval-life-and-
times.info/medieval-knights/code-of-
chivalry.htm
RI 7.1
Text evidence
RI 7.3
Analyze interaction
between individuals,
events, and ideas
W 7.2
Write
informative/explanat
ory texts
W 7.9
Draw evidence from
text
SL 7.4
Present claims and
findings
Informative
Text Close
Reading
Read article: “Robotic Leg Gets Wired to
Communicate Directly with the Brain” and
complete online quiz.
Reading
Workshop
https://newsela.com/articles/bionic-
leg/id/1282/#articles/bionic-leg/id/1284/
RI 7.1
Text evidence
RI 7.10
Comprehend grade
level material
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Skills
Addressed
Activities Framework
Element
Resources Standards
Thesis
Writing
Skill lesson: Thesis statement
Students will write a thesis statement and
debate the ethics of bionic body part
replacement and enhancement after reading
the article, “Bionic Brains and Beyond” or
“Lexi Youngberg: Invincible.”
Socratic
Seminar
Elements of Language p. 795-796
“Bionic Brains and Beyond”
http://online.wsj.com/news/articles/SB10001424
052702303640104577436601227923924#print
Mode
“Lexi Youngberg: Invincible”
Scope Magazine
http://scope.scholastic.com/
November 21, 2011
*Viewable as PDF on GTPS Share Drive.
W 7.1
Write argument
W 7.4
Produce clear
coherent writing
W 7.9
Draw evidence
Dramatic
Reading
Performance task:
Skill Lesson: Performing a dramatic reading
Read/perform the play, Frankenstein.
Complete chart using text evidence to answer
the question, “Who’s the monster?’
(Referring to the monster, society, or the
doctor)
Reading
Workshop
Elements of Language p. 152
www.scholastic.com/scopemagazine
October 22, 2012
RL 7.2
Determine theme
RL 7.3
Analyze how events
shape drama
RL 7.5
Analyze drama’s
structure
SL 7.1
Collaborative
discussions
SL 7.4
Present claims and
findings
SL 7.6
Adapt speech
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Skills
Addressed Activities
Framework
Element Resources Standards
Text
Evidence
Journal Entry Topics:
Kevin is very interested in knights and
robots.
Provide textual evidence that proves
this.
How does focusing on knights and
robots helps Kevin cope with his
disability?
Max is referred to as the “spitting image” of
his father, “Killer Kane.”
Describe how Max’s appearance
affects the way that people treat him.
How does being compared to his
father makes Max feel?
In the end, Max realizes that Kevin lied to
him about getting a bionic body.
How did this lie help Kevin?
How might their friendship have been
different had Kevin been honest with
Max?
In the beginning of the novel, Max says, “I
never had a brain until Freak came along and
let me borrow his for a while.”
How did Freak help Max “get” a
brain?
Does Max really have a learning
disability?
Journaling
Writing
Workshop
Additional teacher created open-ended
questions.
RL 7.1
Text evidence
RL 7.2
Determine theme
RL 7.3
Analyze how
elements of story
interact
W 7.10
Read on grade level
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Skills
Addressed Activities
Framework
Element Resources Standards
Narrative
Writing
Journal entries:
Kevin says that remembering is an invention
of the mind, that you can remember anything,
whether it happened or not. What does he
mean by this? Do you agree?
Both Max and Kevin are judged based on
their physical appearances. Describe a time
when you were judged unfairly. Have you
ever misjudged anyone based on his or her
appearance?
How would the novel have been different if it
had been told from Kevin’s point of view?
Why did the author choose to keep the
severity of Kevin’s situation a secret from the
reader?
Journaling Additional teacher created prompts W 7.3
Write narrative
Theme
Skill Lesson: Theme
Students should identify three themes present
in the novel Freak the Mighty. Students
should then find three pieces of text evidence
to support each theme selected. Students
should then narrow their choice to one theme
and share as a whole class.
Reading
Workshop
Theme
http://www.scholastic.com/teachers/top_teaching
/2011/02/helping-students-grasp-themes-in-
literature
RL 7.1
Text evidence
RL 7.2
Determine theme
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Skills
Addressed Activities
Framework
Element Resources Standards
Author’s
Purpose
Skill Lesson: Purposes of Myths
Read “Orpheus the Great Musician”
Read “Echo and Narcissus”
Provide background knowledge about the
purpose of myths. Students should read and
annotate stories to find the author’s purpose
for writing/telling the myth. Identify what
natural element each myth is trying to
explain.
In groups, students can write a modern day
myth to explain the purpose of an
environmental or technological element.
Reading
Workshop
Elements of Literature p. 497
Elements of Literature p. 512
Elements of Literature p.522
RL 7.1
Text evidence
W 7.4
Produce clear
coherent writing
W 7.5
Develop and
strengthen writing
W 7.9
Draw evidence
Modeling
Literary
Analysis
One of the purposes of myths is to explain the
greatest hopes and deepest fears of humans.
Write an essay analyzing what humans learn
about the hopes and fears associated with
love through reading these two myths.
Provide textual evidence from all two myths
as support.
Class Model
Process
Writing
Theme
http://www.scholastic.com/teachers/top_teaching
/2011/02/helping-students-grasp-themes-in-
literature
W 7.1
Write an argument
W 7.9
Draw evidence
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Skills
Addressed Activities
Framework
Element Resources Standards
Modeling
Literary
Character
Analysis
Skill Lesson: Characterization
After reading chapter 21 in Freak the Mighty,
write a character analysis essay describing
either Kevin or Max. In your essay explain
how the author reveals the character of Kevin
or Max to the reader. Use evidence from the
text to support your analysis.
*This essay should be modeled in the
classroom as a springboard for the
individual, published literary analysis
essay.
Class Model
Process
Writing
Elements of Literature p. 356
http://www.readwritethink.org/files/resources/les
son_images/lesson175/RWT186-2.pdf
Characterization
http://www.readwritethink.org/classroom-
resources/lesson-plans/action-character-
exploring-character-175.html?tab=3#tabs
W 7.4
Produce clear
coherent writing
W 7.5
Develop and
strengthen writing
W 7.9
Draw evidence
Writing a
Literary
Analysis
Students will write a formal literary analysis
essay on a character from his/her favorite
novel.
Students should read teacher-selected mentor
texts to identify elements of literary character
analysis prior to brainstorming ideas for own
writing piece. Students will use the writing
process to publish a final piece.
Writing
Workshop Teacher Resource:
http://www.tcc.edu/students/resources/writcent/d
ocuments/essay_kinds_docs/character_analysis_
essay.pdf
W 7.1
Write an argument
W 7.4
Produce clear
writing
W 7.5
Follow a writing
process
W 7.9
Text evidence
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Skills
Addressed Activities
Framework
Element Resources Standards
Compare
and Contrast
Read “The Labors of Hercules”
Skill Lessons: Nonfiction text structure and
reading and writing informational
Read “Monster of the Everglades” and view
video clip. Complete interactive online
research and use to create poster, write an
essay, or an oral presentation.
Skill Lesson: Compare/Contrast
Read “Then and Now Hercules and
Superman”
Complete graphic organizer comparing
Hercules and Superman.
Complete journal entry: Which of these
characters is the most powerful? Use
information from the text to support your
answer.
Reading
Workshop
Journaling
Elements of Literature p. 541
Elements of Language p. 158, 168
www.scholastic.com/teachers/lesson-plan/teach-
text-structure-nonfiction
www.scholastic.com/scopemagazine
November 22, 2010
Elements of Language P. 108-110
www.scholastic.com/scopemagazine
November 22, 2010
RL 7.1
Text evidence
RL 7.3
Analyze interaction
of elements
RI 7.1
Text evidence
RI 7.3
Analyze interaction
of elements
RI 7.10
Read on grade level
W 7.1
Write arguments to
support claims
W 7.4
Produce clear
coherent writing
W 7.5
Develop and
strengthen writing
SL 7.3
Delineate speaker’s
argument
SL 7.4
Present claims and
findings
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Skills
Addressed Activities
Framework
Element Resources Standards
Prose
Constructed
Response
Students will analyze point of view after
reading “The Hunt for Medusa’s Head” and
viewing video clip “Medusa: My Side of the
Story.”
Write an essay that provides analysis of how
point of view changes the conclusions readers
draw about a character. Include evidence
from both the play, “The Hunt for Medusa’s
Head” and the video “Medusa: My Side of
the Story.” You will also include evidence
about one of the characters from Collection 7
with evidence from the text.
Writing
Workshop
Elements of Literature p. 202-203
www.scholastic.com/scopemagazine
September 19, 2011
RL 7.5
Analyze drama’s
structure
W 7.4
Produce clear
coherent writing
SL 7.1
Collaborative
discussions
SL 7.6
Adapt speech to
situation
Grammar
and
Mechanics
Study
Compound & Complex Sentences
End of Unit Grammar Assessment
Do Now
Elements of Language
Compound & Complex Sentences pp. 441-450
Chapter Review pp. 451-454
L 7.1
Conventions of
English
Vocabulary
Study Teacher generated vocabulary
Greek & Latin roots
Literary Terms
Do Now Prestwickhouse Latin & Greek Roots, Book II
Units 6-9
RL 7.4
Determine meanings
of words
RI 7.4
Determine meanings
of words
L 7.4
Clarify word
meaning
L 7.5
Figurative language
L 7.6
Grade appropriate
vocabulary
Gloucester Township Public Schools | 33
ELA Grade 7
Unit C Topic: Nutrition: Chew on This
Time Frame: 4-5 Weeks
Performance Task: Argumentative Essay
Unit Description: This is an informational unit based on the novel Chew on This by Eric Schlosser and Charles Wilson. Through the close reading
of several informational texts students will analyze nonfiction text structure, informational text strategies, and media bias while discovering the
importance of proper nutrition and food choices.
CCSS Target Skills Reading Writing Language Speaking and
Listening
Analyzing editorial cartoons Prose constructed response Compound and complex
sentences in writing
Improve fluency
Compare/contrast Argumentative essay Latin & Greek Roots, Units 10-
13
Present findings to class
Summarizing
Creating editorial cartoons
Analyzing different types of text
Draw conclusions
Make inferences
Analyzing text for media bias
Gloucester Township Public Schools | 34
Common Core “I Can” Statements Number Reading Standards for Literature
RL 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RL 7.2 I can determine the theme of a text.
I can analyze how the text is developed.
I can give an unbiased summary of a text.
RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.
I can determine the connotative meaning of a word or phrase based on how it is used in a text.
I can analyze the impact of rhyme on a specific part of a story, poem, or drama.
I can analyze the impact of repetition on a specific part of a story, poem, or drama.
RL 7.10 I can read and comprehend literature at a seventh-grade level.
Number Reading Standards for Informational Texts
RI 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RI 7.2 I can analyze how two or more central ideas are developed over the course of a text.
I can give an unbiased summary of a text.
RI 7.3 I can analyze interactions between individuals, events, and ideas in a text.
RI 7.4 I can determine the figurative meaning of a word or phrase.
I can determine the connotative meaning of a word or phrase.
I can determine the technical meaning of a word or phrase.
I can analyze the impact of word choice on the meaning of an informational text.
I can analyze the impact of word choice on the tone of an informational text.
RI 7.5 I can analyze how the organization of an informational text contributes to the development of ideas.
RI 7.6 I can determine an author’s point of view or purpose
I can analyze how the author distinguishes his position from that of others
RI 7.7 I can compare and contrast the way a subject is portrayed in different mediums such as text, audio, video, or multimedia.
RI 7.8 I can evaluate an argument by assessing if the reasoning in the argument is sound.
I can evaluate an argument by assessing if the evidence sufficiently supports the claims.
RI 7.9 I can understand how 2 or more authors write about the same topic yet emphasize different evidence.
RI 7.10 I can read and comprehend informational text at a seventh-grade level.
Number Writing Standards
W 7.1b I can support my claims or argument using logical reasoning and evidence from credible sources.
Gloucester Township Public Schools | 35
Number Writing Standards
W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences.
A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and
presents a logical sequence of events.
B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters
in my narrative writing.
C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative
writing.
D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey
experiences and events in my narrative writing.
E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.
W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose
and audience.
W 7.5 I can develop and strengthen my writing by planning, revising, editing, rewriting, or trying a new approach.
I can focus on how well purpose and audience have been addressed.
W 7.6 I can use technology to produce and publish my writing, as well as to link to and cite sources I use in my writing.
I can use technology to interact and collaborate with others about my writing.
W 7.7 I can conduct short research projects using several sources generate additional questions to further my research.
W 7.8 I can assess the credibility and accuracy of multiple print and digital sources when gathering information for my research.
I can quote and paraphrase the data and conclusions of others and use proper citation to avoid plagiarism.
W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.
A: I can draw evidence from literature to support my analysis, reflection, and research at a seventh-grade level.
B: I can draw evidence from informational texts to support my analysis, reflection, and research at a seventh-grade level.
W 7.10 I can write for a range of time frames, tasks, purposes, and audiences.
Number Speaking and Listening Standards
SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.
A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my
preparation to refer to evidence and reflect on ideas under discussion.
B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of others
in a discussion.
C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion
focused.
D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.
Gloucester Township Public Schools | 36
Number Speaking and Listening Standards
SL 7.2 I can analyze the main ideas and supporting details presented in different mediums.
I can explain how the main ideas and supporting details clarify a topic under study.
SL 7.3 I can delineate a speaker’s argument and specific claims evaluating the soundness and relevance of the evidence.
SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner.
I can use appropriate eye contact, adequate volume, and clear pronunciation.
SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.
Number Language Standards
L 7.1 I can demonstrate the command of the conventions of standard English grammar and usage when writing or speaking.
A. Explain the functions of clauses and phrases in general and their function in specific sentences.
B. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level.
A: I can use commas to separate coordinate adjectives.
B: I can spell correctly at a seventh-grade level.
L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of
strategies.
A: I can use context clues to help me determine the meaning of a word or phrase.
B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word.
C: I can use general and specialized reference materials to find the correct pronunciation of a word.
I can use general and specialized reference materials to determine or clarify a word’s precise meaning.
I can use general and specialized reference materials to find its part of speech.
D: I can verify the inferred meaning of a word or phrase using different strategies.
L 7.5 I can understand figurative language, word relationships, and nuances in word meanings.
B. Use the relationship between particular words (synonym/antonym, analogy) to better understand each of the words.
Gloucester Township Public Schools | 37
Texts/Media Sources Extended Text Texts Articles
Chew on This by Eric Schlosser
and Charles Wilson
(Reading should be a
combination of read-
aloud/modelling, collaborative
reading/small groups, and
independent reading.)
Elements of Literature
“Fish Cheeks” by Amy Tan, p.
135
Elements of Language text
"Publisher Urges Fast Food Giants to Focus on Facts, Kids'
Health"
http://www.houghtonmifflinbooks.com/features/chewonthis/focusonf
acts.shtml
Scope Magazine September 2013
"Are These Chips Too Delicious?”
“Should Trans Fats Be Banned?”
Infographic on sugar consumption
http://www.foodtechconnect.com/2013/10/18/infographic-of-the-
week-americas-sugar-addiction/
Media
Editorial Cartoons: http://nieonline.com/aaec/cftc.cfm
Editorial Cartoons: http://www.studentnewsdaily.com/archive/editorial-cartoon-for-students/
Pbslearningmedia.org (Childhood Obesity)
http://vitalnj.pbslearningmedia.org/resource/25b218a9-86ab-4877-84b3-bbbefb254935/25b218a9-86ab-4877-84b3-bbbefb254935/
Let's Move (how kids can get started to be healthy) http://www.letsmove.gov/kids
Share Drive
Jamie Oliver "How Chicken Nuggets are Made" Video
Jamie Oliver…Teach every child about food (www.ted.com/talks/jamie_oliver.html) *start video at 10:30*
Gloucester Township Public Schools | 38
Resources
Chew on This by Eric Schlosser and Charles Wilson
Elements of Literature text
Scope magazine (Scholastic.com)
Prestwickhouse Latin & Greek
Newsela.com
nieonline.com
studentnewsdaily.com
Houghtonmifflinbooks.com
pbslearningmedia.org
letsmove.gov
Assessments Formative Summative
Selection tests
Prose constructed response
Latin & Greek Roots Units 10-13 quizzes
Argumentative Essay
End of Unit Grammar Test
End of Unit Benchmark Assessment
Gloucester Township Public Schools | 39
Scope and Sequence Skills
Addressed Activities
Framework
Element Resources Standards
Building
Background
Read “Fish Cheeks” by Amy Tan. Complete
journal entry: Describe your favorite family
meal.
Journal writing:
Describe your favorite fast food meal at your
favorite fast food restaurant. Do you think
this is a healthy meal or not? Explain.
View video clip:
Jamie Oliver: “Teach Every Child About
Food”
Complete journal writing:
After viewing this video, has your opinion of
your favorite meal changed? Explain your
answer using evidence from the video.
Journaling Elements of Literature text
Video Clip
Jamie Oliver: “Teach Every Child About Food”
RL 7.2
Determine theme
RI 7.8
Evaluate argument
SL 7.2
Analyze ideas
presented in
different mediums
SL 7.3
Evaluate a
speakers argument
W 7.1
Support argument
with claims from
credible sources
W 7.3
Real or imagined
narrative
Reading
Extended
Text
Chew on This Chapter 2: The Youngster
Business.
Use post-it notes to flag information for
informative-argumentative essay.
(Reading should be a combination of read-
aloud/modeling, collaborative
reading/small groups, and independent
reading.)
Reading
Workshop
Chew on This
RI 7.1
Text evidence
RI 7.2
Two or more central
ideas
RI 7.3
Analyze how ideas
influence individuals
Gloucester Township Public Schools | 40
Skills
Addressed Activities
Framework
Element Resources Standards
Analyzing
Media
View video clip:
Pbslearningmedia.org (Childhood Obesity)
Journal activity:
Does fast food contributes to childhood
obesity? Provide specific details from the text
and the video to support your opinion.
Viewing
Media
Journaling
Pbslearningmedia.org (Childhood obesity)
RI 7.1
Text evidence
RI 7.2
Two or more central
ideas
RI 7.3
Analyze how ideas
influence individuals
Reading
Extended
Text
Providing
Text
Evidence
Read aloud: Chew on This Chapter 4: The
Secret of Fries
Use post-it notes to flag information for
informative-argumentative essay.
Complete journal (SAMPLE):
In this chapter we learn how fast food French
fries and milk shakes differ from homemade.
Which is the best option? Provide text
evidence to support your answer.
Reading
Workshop
Chew on This W 7.9
Evidence to support
analysis
Reading
Extended
Text
Research
Read aloud: Chew on This Chapter 5: Stop
the Pop
Use post-it notes to flag information for
informative-argumentative essay.
Present Infographic on sugar consumption
Group activity:
Analyze food labels comparing
amounts of sugar in various drinks.
Create a graph depicting results.
Reading
Workshop
Chew on This
Infographic on sugar consumption
RI 7.5
Text structure
W 7.9
Draw evidence
SL 7.1
Collaborative
discussions
SL 7.4
Present claims and
findings
Gloucester Township Public Schools | 41
Skills
Addressed Activities
Framework
Element Resources Standards
Create an argument to answer this
question: Other than water, what is
the best beverage option on the
market?
Present findings to class.
Informative
Essay
Text
Evidence
Read aloud: Chew on This Chapter 6: Meat
Use post-it notes to flag information for
informative-argumentative essay.
Informative-Argumentative Essay:
Write an essay arguing how the
industrialization of cattle raising and meat-
packing over the past few decades has
completely altered the way beef is produced.
Be sure to use evidence from the text to
support this claim.
Jamie Oliver Video Clip: "How Chicken
Nuggets are Made"
Journal entry:
How has this video altered your opinion of
fast food? Provide evidence from the video to
support your opinion.
Writing
Workshop
Journaling
Chew on This
Video Clip (Share Drive):
Jamie Oliver "How Chicken Nuggets are Made"
RI 7.2
Two or more central
ideas
SL 7.2
Analyze main idea
and details
W 7.9
Draw evidence
W 7.10
Write routinely
Compare
Contrast
Scope Article: “Are These Chips Too
Delicious?”
Read articles and complete chart comparing
and contrasting Modern Flavor Industry with
the Ancient Spice Trade
Reading
Workshop
Scope magazine September 2013 RI 7.7
Compare and
contrast
Gloucester Township Public Schools | 42
Skills
Addressed Activities
Framework
Element Resources Standards
Nonfiction
Text
Elements
Text
Evidence
Skill Lesson: Nonfiction text elements
Read Scope article “Delicious or Deadly” and
view video clip, “Peanut Recall”
Provide text evidence to answer
comprehension questions
Reading
Workshop
Scope Magazine from January 9, 2012 and
related worksheets
RI 7.9
Analyze two or
more views
W 7.9
Draw evidence
W 7.10
Write routinely
Media Bias Skill Lesson: Media Bias
Journal: Is media bias present in the novel
Chew on This? Provide evidence to support
your opinion.
Journaling Elements of Language p. 773
Background information on Media Messages
http://www.studentnewsdaily.com/identifying_m
edia_bias/
RI 7.6
Author’s point of
view or purpose
W 7.9
Draw evidence
W 7.10
Write routinely
Persuasive
Devices
Evidence
from Various
Media
Sources
Skill Lesson: Editorial Cartoons
Students will understand symbolism,
exaggeration, caricature, and analogy and use
to interpret editorial cartoons.
In their groups from the pre reading activity,
create an editorial cartoon to argue and
illustrate problems that fast food is creating.
Writing
Workshop
Elements of Language text pp.228-230
http://nieonline.com/aaec/cftc.cfm
http://www.studentnewsdaily.com/archive/editor
ial-cartoon-for-students/
RI 7.7
Compare/contrast
portrayal of subject
in various media
SL 7.4
Present claims by
emphasizing
significant
information
SL 7.6
Use appropriate
presentation skills
Reading
Extended
Text
Read aloud: Chew on This: Afterword
Use post-it notes to flag information for
informative-argumentative essay.
Reading
Workshop
Chew on This RI 7.1
Text evidence
RI 7.6
Author’s point of
view
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Skills
Addressed Activities
Framework
Element Resources Standards
Reading
Informative
Text
Read article: "Publisher Urges Fast Food
Giants To Focus On Facts, Kids' Health"
Editorial about Chew on This authors being
attacked by fast food industry
Use post-it notes to flag information for
informative-argumentative essay.
Reading
Workshop
"Publisher Urges Fast Food Giants To Focus On
Facts, Kids' Health"
http://www.houghtonmifflinbooks.com/features/
chewonthis/focusonfacts.shtml
RI 7.1
Text evidence
RI 7.6
Author’s point of
view
Prose
Constructed
Response
Using evidence gathered from the novel
Chew on This and the editorial "Publisher
Urges Fast Food Giants To Focus On Facts,
Kids' Health" write an essay arguing how
media bias is reflected by both the novel and
by its opponents.
Writing
Workshop W 7.2
Informative
W 7.4
Produce clear and
coherent writing
W 7.5
Develop and
strengthen writing
W 7.7
Short research
W 7.8
Relevant
information
Modeled
Writing
Teacher should class model an informative-
argumentative essay on the following topic:
Should fast food restaurants be allowed to
market specifically to children?
Students may use any post-it notes they
flagged while reading Chew on This as well
as any articles read throughout the unit.
*This essay should be modeled in the
classroom as a springboard for the
individual, published literary analysis
essay.
Process
Writing
Class Model
W 7.2
Informative
W 7.4
Produce clear and
coherent writing
W 7.5
Develop and
strengthen writing
W 7.8
Relevant
information
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Skills
Addressed Activities
Framework
Element Resources Standards
Writing an
Informative-
Argument
Essay
Students will write a formal informative-
argumentative essay on any topic relating to
Chew on This (both chapters/topics read in
class and those not touched upon).
Students should read teacher-selected mentor
texts to identify elements of informative-
argumentative essays prior to brainstorming
ideas for own writing piece. Students will use
the writing process to publish a final piece.
Writing
Workshop
Teacher/Student Resource:
http://www.husd.org/cms/lib07/AZ01001450/Ce
ntricity/Domain/2343/COT%20Essay%20Packet
W 7.2
Informative
W 7.4
Produce clear and
coherent writing
W 7.5
Develop and
strengthen writing
W 7.7
Short research
W 7.8
Relevant
information
Cold
Reading
Read and annotate article “Should Trans Fats
Be Banned?” by Diane Glass & Shaunti
Feldhahn. Participate in Socratic seminar
Reading
Workshop
Socratic
Seminar
Article on GTPS Share Drive RI 7.1
Text evidence
RI 7.6
Author’s point of
view
Grammar &
Mechanics
Study
Compound and complex sentences Do Now Elements of Literature
pp. 438-446
L 7.1
Conventions of
English
Vocabulary
Study Latin & Greek roots
Literary Terms
Do Now
Prestwickhouse Latin & Greek Roots, Units 10-
13
RL 7.4
Figurative meaning,
connotation,
repetition in
literature; Greek &
Latin roots
RI 7.4
Figurative meaning,
connotation, &
repetition in
Gloucester Township Public Schools | 45
nonfiction
L 7.4
Fig. language; word
relationships
L 7.5
Fig. language &
word relationships
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ELA Grade 7
Unit D Topic: Civil Rights
Time Frame: 6-7 Weeks
Performance Task: Research/Informative Writing
Unit Description: This is an informational unit based on the novel The Watsons Go to Birmingham -1963 by Christopher Paul Curtis. By exploring
several informational and narrative texts and websites, students will analyze how the fight for civil rights affected people in the 1960s. Students will
describe the climate of the 1960s, answer prose constructed response questions using evidence from the text, explore key ideas, use primary sources,
produce a research paper, compare and contrast using nonfiction, poetry, and speeches, and create multimedia presentations.
CCSS Target Skills Reading Writing Language Speaking and Listening
Primary Sources Prose Constructed Response Latin & Greek Roots, Units 14-17 Analyzing Media
Figurative Language/Allusion Research Compound-complex Sentences Presenting a Speech
Characterization Denotation/connotation Socratic Seminar
Flashback
Dialect
Author’s Purpose
Summarizing
Theme
Irony
Poetry
Teacher Generated Tier-Two
Reading Vocabulary
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Common Core “I Can” Statements Number Reading Standards for Literature
RL 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RL 7.2 I can determine the theme of a text.
I can analyze how the text is developed.
I can give an unbiased summary of a text.
RL 7.3 I can analyze how the elements of a story/drama, such as setting, characters, or plot, interact.
RL 7.4 I can determine the figurative meaning of a word or phrase based on how it is used in a text.
I can determine the connotative meaning of a word or phrase based on how it is used in a text.
I can analyze the impact of rhyme on a specific part of a story, poem, or drama.
I can analyze the impact of repetition on a specific part of a story, poem, or drama.
RL 7.5 I can analyze how a drama or poem’s structure contributes to its meaning.
RL 7.10 I can read and comprehend literature at a seventh-grade level.
Number Reading Standards for Informational Texts
RI 7.1 I can find several pieces of textual evidence to support my ideas about the text.
RI 7.2 I can analyze how two or more central ideas are developed over the course of a text.
I can give an unbiased summary of a text.
RI 7.4 I can determine the figurative meaning of a word or phrase.
I can determine the connotative meaning of a word or phrase.
I can determine the technical meaning of a word or phrase.
I can analyze the impact of word choice on the meaning of an informational text.
I can analyze the impact of word choice on the tone of an informational text.
RI 7.5 I can analyze how the organization of an informational text contributes to the development of ideas.
RI 7.6 I can determine an author’s point of view.
I can analyze how an author distinguishes her point of view from those of others.
RI 7.7 I can compare and contrast the way a subject is portrayed in different mediums such as text, audio, video, or multimedia.
RI 7.8 I can evaluate an argument by assessing if the reasoning in the argument is sound.
I can evaluate an argument by assessing if the evidence sufficiently supports the claims.
RI 7.10 I can read and comprehend informational text at a seventh-grade level.
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Number Writing Standards
W 7.1b I can support my claims or argument using logical reasoning and evidence from credible sources.
W 7.2 I can write an informative or explanatory piece that examines a topic and conveys relevant ideas.
A: I can write an organized and clear informative or explanatory piece using a variety of strategies and include formatting,
graphics, and multimedia when useful.
B: I can develop the topic of an informative or explanatory piece by using facts, definitions, details, quotations, and other
information.
C: I can use appropriate transitions to connect and clarify the relationships among ideas in my informative or explanatory
writing.
D: I can use precise language and vocabulary to explain the topic of my informative or explanatory writing.
E: I can establish and maintain a formal style in my informative or explanatory writing.
F: I can create a conclusion that follows form and supports the information I present in my writing.
W 7.3 I can write a real or imagined narrative using effective technique, descriptive, and well-structured event sequences.
A: I can create a narrative that orients the reader by establishing a context and point of view, introduces a narrator, and
presents a logical sequence of events.
B: I can use narrative techniques such as dialogue, pacing, and description to develop experiences, events and/or characters
in my narrative writing.
C: I can use transition words, phrases, and clauses to convey sequence and signal shifts in time or setting in my narrative
writing.
D: I can use precise words and phrased, relevant descriptive details, and sensory language to capture the action and convey
experiences and events in my narrative writing.
E: I can create a conclusion for my narrative writing that follows from and reflects on the experiences or events described.
W 7.4 I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose
and audience.
W 7.5 I can develop and strengthen my writing by planning, revising, editing, rewriting, or trying a new approach.
I can focus on how well purpose and audience have been addressed.
W 7.6 I can use technology to produce and publish my writing, as well as to link to and cite sources I use in my writing.
I can use technology to interact and collaborate with others about my writing.
W 7.7 I can conduct short research projects using several sources generate additional questions to further my research.
W 7.8 I can assess the credibility and accuracy of multiple print and digital sources when gathering information for my research.
I can quote and paraphrase the data and conclusions of others and use proper citation to avoid plagiarism.
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Number Writing Standards
W 7.9 I can draw evidence from texts to support my analysis, reflection, and research.
A: I can draw evidence from literature to support my analysis, reflection, and research at a seventh-grade level.
B: I can draw evidence from informational texts to support my analysis, reflection, and research at a seventh-grade level.
W 7.10 I can write for a range of time frames, tasks, purposes, and audiences.
Number Speaking and Listening Standards
SL 7.1 I can engage in different types of collaborative discussions on seventh-grade topics, texts, and issues.
A: I can be prepared for collaborative discussion by reading or researching the required material in advance and use my
preparation to refer to evidence and reflect on ideas under discussion.
B: I can follow rules for discussions, track progress toward goals and deadlines, and define my role and the roles of others
in a discussion.
C: I can pose and respond to questions and comments with relevant observations and ideas that keep the discussion focused.
D: I can acknowledge new information expressed by others in a discussion and, if necessary, change my own views.
SL 7.2 I can analyze the main ideas and supporting details presented in different mediums.
I can explain how the main ideas and supporting details clarify a topic under study.
SL 7.4 I can present claims and findings by emphasizing significant points in focused and coherent manner.
I can use appropriate eye contact, adequate volume, and clear pronunciation.
SL 7.6 I can adapt my speech to a variety of contexts and tasks, using formal English when necessary.
Number Language Standards
L 7.2 I can demonstrate command of standard English capitalization, punctuation, and spelling at a seventh-grade level.
A: I can use commas to separate coordinate adjectives. B: I can spell correctly at a seventh-grade level.
L 7.4 I can determine or clarify the meaning of words or phrases from seventh-grade reading and content using a range of
strategies.
A: I can use context clues to help me determine the meaning of a word or phrase.
B: I can use Greek and Latin affixes and roots on a seventh-grade level to help me determine the meaning of a word.
C: I can use general and specialized reference materials to find the correct pronunciation of a word.
I can use general and specialized reference materials to determine or clarify a word’s precise meaning.
I can use general and specialized reference materials to find its part of speech.
D: I can verify the inferred meaning of a word or phrase using different strategies.
L 7.5 I can show understanding of figurative language, word relationships, and slight differences in word meanings.
A: I can interpret figures of speech, such as allusions, using context clues.
B: I can use the relationship between particular words to better understand each word.
C: I can distinguish between the connotations of words with similar meanings.
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Text/Media Sources
Media
President Lyndon Johnson- Speech on Voting Rights
“Lyndon B. Johnson: Voting Rights Act Address”
www.youtube.com/watch?v=MxEauRq1WxQ
Transcript of “Lyndon B. Johnson: Voting Rights Act Address”
http://www.greatamericandocuments.com/speeches/lbj-voting-rights.html
http://blog.flocabulary.com/allusion/
Martin Luther King Jr. “I Have a Dream” speech (copies and video)
http://www.archives.gov/press/exhibits/dream-speech.pdf
1963! (PowerPoint presentation)
DVDs
Selma, Lord, Selma (DVD) and A Raisin in the Sun (DVD)
Extended Texts Text Articles
The Watsons Go to Birmingham-1963 by
Christopher Paul Curtis
(Reading should be a combination of
read-aloud/modeling, collaborative
reading/small groups, and independent
reading.)
Elements of Literature
“A Mason Dixon Memory” by Clifton
Davis
Langston Hughes poems:
“Harlem” and “Dreams”
“I Have a Dream Speech” by Martin
Luther King
Elements of Language
Compound-complex sentences
The Brave Boys of Greensboro (Play)
Langston Hughes: A Biography in Poems (Play)
Heroes of the Civil Rights Movement
http://www.infoplease.com/spot/bhmheroes1.html
Civil Rights Icons
http://www.pbs.org/black-culture/explore/civil-rights-
leaders/
“Remembering the March on Washington, and King's
Historic Speech” from www.newsela.com
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Resources
The Watsons Go to Birmingham-1963 by Christopher Paul Curtis
Elements of Literature Text
Elements of Language Text
Scope Magazine
Prestwickhouse Latin & Greek Roots, Book II
DVDs
www.newsela.com
youtube.com
www.flocabulary.com
www.brainpop.com
Assessments Formative Summative
Selection tests
Prose Constructed Response
Latin & Greek Roots Units 14-17 Quizzes
Informative Research Paper
End of Unit Grammar Assessment
*Benchmark*STAR Reading Assessment
End of Unit Assessment (Project based)
Gloucester Township Public Schools | 52
Scope and Sequence
Skills
Addressed
Activities Framework
Element
Resources Standards
Background
Information
Using
Primary
Sources
Present Power Point to familiarize students
with the culture of the 1960s including
fashions, music, prices and a timeline of civil
rights events.
View movie Selma Lord, Selma to identify
the attitudes of people and atmosphere of the
south in 1965 during the fight for voting
rights.
Skill Lesson: Primary Source Document
Read document/view video: Transcript of
Lyndon B. Johnson’s Voting Rights Act
Address
Answer questions in journals similar to
below:
1. Explain how the events in Selma led
to Voting Rights Act of 1965.
2. Explain two specific problems
illustrated in the movie that were
solved by this law.
3. What problems did you see in the
movie that were not resolved with
Voting Rights Act of 1965?
Reading
Workshop
Reading
Workshop
1963! (PowerPoint presentation on GTPS share)
DVD Selma, Lord, Selma
President Lyndon Johnson- Speech on Voting
Rights
www.youtube.com/watch?v=MxEauRq1WxQ
Transcript of “Lyndon B. Johnson: Voting
Rights Act Address”
http://www.greatamericandocuments.com/speec
hes/lbj-voting-rights.html
RL 7.2
Determine and
analyze theme
RI 7.3
Analyze interactions
between individuals
and events
SL 7.1
Engage in
collaborative
discussions
SL 7.2
Analyze main idea
and supporting
details
SL 7.4
Present claims and
supporting details
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Topics Activities Framework
Element Resources Standards
Reading
Extended
Text
The Watsons Go to Birmingham -1963 by
Christopher Paul Curtis
(Reading should be a combination of read-
aloud/modeling, collaborative
reading/small groups, and independent
reading.)
Reading
Workshop
Novel for each student
RL 7.1Cite text
evidence
RL 7.2 Determine
and analyze theme
RL 7.3 Analyze
elements of story
RL 7.4 Determine
word meaning
RL 7.10
Comprehend
literature
Figurative
Language
Skill Lesson: Allusion
Identify allusions in The Watson’s Go to
Birmingham-1963 with power point
presentation. Students will then update these
1963 allusions with current allusions.
Reading
Workshop
http://blog.flocabulary.com/allusion/
Allusion (Power Point Presentation on GTPS
Share Drive)
RL 7.3
Elements of story
interact
RL 7.4
Determine figurative
meaning
Reading
Extended
Text
Text
Evidence
Journal entry: “The character of Byron seems
to change in chapter 6. How is Bryon
different? Does this change your opinion of
him? Cite evidence from the text to support
your answer.
Momma and Dad feel that they need to send
Byron to Alabama. How do they think this
trip will help Byron? Do you agree with
them? Provide evidence from the text to
support your answer.
Journaling Additional teacher created journal questions. RL 7.1
Cite text evidence
RL 7.2
Determine and
analyze theme
W 7.10
Write routinely over
time
Gloucester Township Public Schools | 54
Skills
Addressed
Activities Framework
Element
Resources Standard
Model
Writing:
Informative
Essay
Research
Summary
Skill Lessons: Summarizing Information
Skill Lesson: MLA style
Students will research an important person in
Civil Rights History. Students will present
findings in a one page research paper.
*This essay should be modeled in the
classroom as a springboard for the
individual, published informative essay.
Writing
Workshop
Elements of Language p. 164-165
Heroes of the Civil Rights Movement
http://www.infoplease.com/spot/bhmheroes1.ht
ml
Civil Rights Icons
http://www.pbs.org/black-culture/explore/civil-
rights-leaders/
RI 7.3
Analyze interactions
between individuals
and events
RI 7.6
Author’s point of
view
RI 7.7
Compare and
contrast
RI 7.10
Comprehend
nonfiction literature
W 7.4
Produce clear &
coherent writing
W 7.6
Use technology to
produce writing
W 7.7
Conduct brief
research
W 7.8
Gather research
from multiple
sources
W 7.9
Draw evidence from
text
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Skills
Addressed Activities
Framework
Element Resources Standards
Irony Skill Lesson: Irony
Journal entry: Why is Grandma Sand’s
appearance ironic?
Reading
Workshop
http://www.ereadingworksheets.com/free-
reading-worksheets/irony-worksheets/
RL 7.3
Analyze elements of
story
Writing &
Presenting a
Speech
Extended
Metaphor
Skill Lesson: Reading Media
Compare the text of Martin Luther King’s
speech to the presentation of the speech.
Skill Lesson: Extended Metaphor
Skill Lesson: Denotation and Connotation
Students will write a speech modeled after
MLK’s “I Have a Dream” Speech.
Writing
Workshop
Copies of Martin Luther King Jr. “I Have a
Dream” speech and video
http://www.archives.gov/press/exhibits/dream-
speech.pdf
http://grammar.about.com/od/e/g/extmetterm.ht
m
Elements of Language p. 761
Elements of Language p. 89; 753
RL 7.2
Determine &
analyze theme
RI 7.2
Determine two or
more central ideas
RI 7.3
Analyze interactions
between individuals
and events
RI 7.5
Analyze nonfiction
text structure
RI 7.7
Compare & contrast
text to other media
W 7.9
Draw evidence from
text
SL 7.2
Analyze main idea
& details in media
sources
SL 7.4
Present claims &
find supporting
details
SL 7.6 Adapt speech
Gloucester Township Public Schools | 56
Topics Activities Framework
Element Resources Standards
Close Read:
Informative
Text
Read “Remembering the March on
Washington, and King's Historic Speech” and
take accompanying quiz
Reading
Workshop
https://newsela.com/articles/civilrights-
march/id/929/
RI 7.3
Analyze interactions
between individuals
and events
RI 7.5
Analyze nonfiction
text structure
Drama/Plays
Read and perform “Langston Hughes: A
Biography in Poems”
Reading
Workshop
“Langston Hughes: A Biography in Poems”
www.scholastic.com/scopemagazine
December 12, 2011
RL 7.5
Analyze drama and
poem form and
structure
SL 7.1
Collaborative
discussion
SL 7.6
Adapt speech to task
Prose
Constructed
Response
Write an essay describing how the feelings of
African Americans during the Harlem
Renaissance is reflected through the poetry of
Langston Hughes and the movie A Raisin in
the Sun. Be sure to include specific evidence
from the movie, poems, and background of
Harlem Renaissance that describes the
importance of having dreams.
Reading
Workshop
http://www.brainpop.com/socialstudies/ushistory
/harlemrenaissance/
DVD: A Raisin in the Sun
Langston Hughes poems “Dreams” and
“Harlem”
www.poemhunter.com
RI 7.1
Cite text
RI 7.3
Analyze interactions
between individuals
& events
W 7.2
Write informative
texts
W 7.9
Gather evidence
from literary &
informational texts
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Skills
Addressed Activities
Framework
Element Resources Standards
Close Read:
Drama
Author’s
Purpose
Skill Lesson: Author’s purpose
Cold Read: “The Brave Boys of Greensboro”
Read and annotate play and complete related
materials.
Reading
Workshop
The Brave Boys of Greensboro
www.scholastic.com/scopemagazine
February 11, 2013
RI. 7.1
Determine and
analyze theme
RI 7.2
Determine two or
more central ideas in
a text
RI.7.3
Analyze interactions
between individuals
and events
RI 7.8
Trace and evaluate
argument and its
claims
RI 7.10
Comprehend
nonfiction literature
Theme Analyze several selections from Langston
Hughes that share the same theme as The
Watsons Go to Birmingham.
Reading
Workshop
Langston Hughes poems:
http://www.poemhunter.com/langston-hughes
RL 7.2
Determine and
analyze theme
Flashback Skill Lesson: Flashback
Explain how the use of flashback enhances
this story.
Reading
Workshop
Elements of Literature:
“A Mason-Dixon Memory” p. 206
RL 7.3
Analyze elements of
story
SL 7.6
Adapt speech to task
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Skills
Addressed
Activities Framework
Element
Resources Standards
Writing
Informative
Essay
Students will write a formal informative
essay on a self-selected topic. (Teacher may
choose to include a brochure, pamphlet, or
infographic option.)
Students should read teacher-selected mentor
texts to identify elements of literary analysis
prior to brainstorming ideas for own writing
piece. Students will use the writing process
to publish a final piece.
Writing
Workshop
Teacher Selected Mentor Texts W 7.1
Introduce & support
claims
W 7.2
Write informative
essays
W 7.4
Coherent writing
W 7.7
Conduct short
research
Grammar &
Mechanics
Study
Compound-complex sentences Do Now Elements of Language p.446 L 7.2
Demonstrate
command of
mechanics &
spelling
Vocabulary
Study Teacher-generated Vocabulary
Latin & Greek Root Vocabulary
Denotation & connotation
Do Now Prestwickhouse Latin & Greek Roots, Units 14-
17
Elements of Language p. 89; 753
RL 7.4
Determine word
meaning
RI 7.4
Determine word in
nonfiction
L 7.4
Clarify meanings of
words
L 7.5
Demonstrate
understanding of
figurative language
Gloucester Township Public Schools | 59
Skills
Addressed
Activities Framework
Element
Resources Standards
End of Unit
Benchmark
Assessment
Project
Students will create a travel scrapbook based
around a trip he/she would take with family.
Students may select destination, but must
work within a budget with parameters set by
teacher. (i.e.: length, gas prices, activities,
etc.)
Students must research, budget, and plan for
trip.
Final product must be in scrapbook (i.e.:
bound in some way) with color, pictures, and
creativity present. Students must also include
written descriptions of location visited, stops
made, activities completed, as well as what
was learned while completing the project.
End of Unit GTPS Share Drive
Teacher created rubric
W 7.2
Write informative
texts
W 7.3.b
Use narrative
techniques
W 7.6
Use technology in
writing
W 7.7
Conduct short
research
W 7.10
Write routinely over
time
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Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for
any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONS
Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity.
Teachers shall implement any instructional adaptations written in student IEPs.
Teachers will implement strategies for all Learning Styles (Appendix B)
Teacher will implement appropriate UDL instructional adaptations (Appendix C)
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Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity.
Teacher will implement Adaptations for Learning Styles (Appendix
Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity.
Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)
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APPENDIX B
Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects
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Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan
work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products
Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed
notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement
Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The
learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades
Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
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Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The
learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments
Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
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APPENDIX C Universal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models Present a power point presentation.
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Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts. Provide written notes
Make predictions Graphic organizers and concept maps
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Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose Examples To provide materials that all learners can physically utilize
Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization
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Strategy #5: Options for expression and communication
Purpose Examples To allow the learner to express their knowledge in different ways
Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose Examples To scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills
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Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort
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Strategy #8: Options for sustaining effort and persistence
Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans
Strategy #9: Options for self-regulation
Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort
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Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students? Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive Level
Learning Rate Learning Style
Motivation Strength or Interest
And various curriculum components:
Nature of the Objective Teaching Activities
Learning Activities Resources
Products
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom
management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted
learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
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Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for Accommodation
High Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers
Use open ended questions
Use divergent thinking questions
Ask student to extrapolate answers when given incomplete information
Tiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials
Complex activities
Transform ideas, not merely reproduce them
Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory
Allow student maximum freedom to plan, based on student readiness for freedom
Use preset timelines to zap procrastination
Use process logs to document the process involved throughout the study
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Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.
Allow gifted students to work independently using a contract for goal setting and accountability
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments
Allow students who complete work or have mastered skills to complete enrichment activities
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Appendix E English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State
of NJ Department of Education Bilingual
Language Arts
Instruction: Assign a buddy (who might speak same language).
Simplify language, clarify or explain directions.
Read directions in native language (may use online translator)
Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.
Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly)
Highlight key words or phrases.
Read aloud the text, using a slower rate of speech, as the student follows along.
Allow ELL students to hear the text twice and have a second opportunity to check their answers.
Keep a student’s linguistic ability in mind when selecting reading assignments
Allow ELL students extended time
Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).
Response:
Allow for oral response instead of written response.
Provide bilingual dictionaries.
Allow the use of word walls and vocabulary banks.
Allow ELL students to use graphic organizers.
Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting).
Read assessments aloud, not including the reading assessments.
Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for
revision. The ELL student may also independently read aloud their writing assessment for the same purpose.
Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and
practice.
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Science
Instruction:
Assign a buddy (who might speak same language)
Pre-teach difficult vocabulary
Simplify language, clarify or explain directions.
Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.
Highlight key words or phrases.
Read aloud questions and possible answers, using a slower rate of speech, as the student follows along.
Allow ELL students to hear the text twice and have a second opportunity to check their answers.
Allow ELL students extended time.
Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).
Response:
Allow flexibility in oral presentations (e.g. presentation aides, or small group settings).
Allow for oral response instead of written response (Provide bilingual directions).
Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label)
Allow the use of word walls and vocabulary banks.
Social Studies
Instruction:
Assign a buddy (who might speak same language)
Simplify language clearly or explain directions.
Read directions in native language.
Provide translated test items. Translated test items can be read by the student and/or another bilingual individual.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful.
Pre-teach difficult vocabulary
Highlight key words or phrases.
Read aloud text, questions and possible answers using a slower rate of speech as the student follows along,
Allow ELL students to hear the text twice and have a second opportunity to check their answers.
Allow ELL students extended time.
Give more frequent breaks as needed during instruction and assessments.
Provide specific seating arrangements (close proximity for direct instruction and teacher assistance).
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Response:
Allow for oral response instead of written response
Allow the use of word walls and vocabulary banks.
Allow ELL students to use graphic organizers.
Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting).
Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful.
Read assessment aloud.
Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment
Provide bilingual dictionaries
.
Math
Instruction:
Provide bilingual dictionaries.
Simplify language, clarify or explain directions.
Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful.
Pre-teach difficult vocabulary.
Highlight key word or phrases.
Allow ELL students to hear word problems twice and have a second opportunity to check their answers.
Allow ELL students extended time for word problems.
Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy).
Response:
Allow for oral explanations
Allow the use of word walls and vocabulary banks.