unit 1: understanding texts (literary & informational...

7th Grade Language Arts

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CMS Seventh Grade Curriculum Guide

Unit 1: Understanding Texts (Literary & Informational)

Unit 1 Essential Questions:

How do literary elements and devices work to impact texts?

How does the author’s use of point of view impact readers’ perceptions of and reactions to characters in a text?

How does an author establish claims and determine purpose and audience when writing an argumentative essay?

How do elaboration and support work together to validate opinions and claims?

How does the use of text features supplement written information?

How does text structure impact the relationship between ideas in a text?

Focus Vocabulary: Genre, Poetry, Drama, Nonfiction, Fiction, Media, Context Clues, Setting, Plot, Conflict, Character (static and

dynamic, major and minor, protagonist and antagonist), Characterization, Character Traits, Character Motivation, Conflict (Internal

vs. External) , Perspective, Point of View (1st person, 3rd person limited, 3rd person omniscient), Author’s Craft, Literary Elements,

Foreshadowing, Flashback, Suspense, Compare/Contrast, Imagery, Style, Argumentation, Author’s/Writer’s Purpose, Audience,

Claim, Evidence, Support, Elaboration, Expository, Editorial, Opinion, Critique, Criteria, Counterargument, Statistics, Anecdote,

Elaboration, Transitions, Chronological, Spatial Order, Degree of Importance

Lesson Essential Questions Aligned Teaching Options Suggested Texts


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LEQ 1: What are the different

elements of genres and how can

readers differentiate between them?

CCSS: RL.7.1

RL.7.2, RL7.3

RL.7.4, RL.7.5, RL.7.6, RI. 7.1,

RI.7.3

Have students make 4-column foldables labeled as: Genre, Definition,

Characteristics, Personal Examples. Divide students into jigsaw learning

groups whereby they become “experts” in a particular genre. Provide each

group with a variety of mentor texts allowing them to read, review, and

develop definitions for and determine the characteristics of their assigned

genre. Once expert groups have completed the initial work, reorganize

groups to form mixed genre groups and allow students to teach each other

their genre.

Students can also use the handout from the following link to as a means for

support.

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u0_intro_ess

entials_nt1.pdf

Media Connection: Students can view the video clip as a review and add

additional notes to their graphic organizer.

“Just the Facts: Understanding Literature: The Elements of Drama” http://player.discoveryeducation.com/index.cfm?guidAssetId=A51F9E33-7777-47AB-A520-

F336407B6E44&blnFromSearch=1&productcode=US

Genre Workshop (p. 4-11)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u0_intro_essentials_nt1.pdf

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u0_intro_essentials_nt1.pdf

http://player.discoveryeducation.com/index.cfm?guidAssetId=A51F9E33-7777-47AB-A520-F336407B6E44&blnFromSearch=1&productcode=US




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LEQ 2: How do readers use context

clues to construct meaning of

unfamiliar words?

CCSS: L. 7.4 a-d, L. 7.6

Collect samples of sentences and/or short paragraphs containing

challenging words with strong context clues. You may want to choose from

your personal reading, read-alouds, or use this as a way to preview a text.

Display the short paragraph with the word removed or covered. Have

students read the sentence and suggest words that could complete it.

Record their suggestions. Display and read the next sentence in the

paragraph allowing students to refine their suggestions and/or add to the

list already generated. Reveal the first letter of the focus word and allow

students to begin the process of “guessing” based on context clues and the

letter shown. Repeat the process of revealing letters and discussing the

clues until the word has been named. If students are unable to name the

exact word, reveal it and discuss its meaning, connection to the clues

provided and significance of the author‟s choice in using the word.

Display a text of reasonable length containing challenging words. The

target words should be removed and displayed as underlines – creating a

cloze text. Provide a list of the target words in a scrambled order (not the

order in which they appear in the displayed text). Be sure the text includes

sufficient relevant context clues by which readers will be able to construct

meaning. Have students begin to brainstorm which words complete the

sentences in the text and explain their rationale for their choices. At the

end of the exercise, display the text with the targeted words shown and

allow students to discuss how they used clues to place the words in the

text.

Have students answer the LEQ.

Various texts

LEQ 3: What are text features?

CCSS: RI.7.1, RI. 7.2, RI. 7.5

Have students create a T-Chart of text features they find and explain the

purpose of each feature.

“Text Analysis Workshop: Reading

for Information” (p.902)

“What Do You Know About

Sharks?” (p.908)


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LEQ 4: How do text features add to

your understanding of a text?

CCSS: RI. 7.1, RI. 7.2, RI. 7.4, RI.

7.5

What do you think is the author‟s main purpose for writing (selected text)?

Explain how the text features help achieve this purpose.

“What Do You Know About

Sharks?” (p.908)

LEQ 5: What are the different types

of text structures and how do they

impact a text?

CCSS: RI. 7.5, RI. 7.1, RI. 7.9

Have students create a T-Chart of the different text structures they find and

explain the purpose of each. Have students rewrite a section of a selected

text using a different text structure. What is the impact of the revised

writing on the overall meaning of the text?

“Text Analysis Workshop: Reading

for Information” (p.902) “Like Black Smoke: The Black

Death‟s Journey/ A World Turned

Upside Down: How the Black

Death Affected Europe” (p.930,

936)

LEQ 6: How does analyzing the

elements of a story build a deeper

understanding of a text?

CCSS:

RL. 7.1, RL.7.3

Teachers should model and guide students through the text analysis

workshop. Students can use the handouts from the following links to take

notes:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_

plotset_nt1.pdf

And

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_

plotset_nt2.pdf

Text Analysis Workshop

(p. 28-33)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_plotset_nt1.pdf





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LEQ 7: How do character traits

reveal character motivation?

CCSS:

RL.7.1

RL.7.6

RL. 7.3

RL.7.7

Character Analysis

Character analysis outline or chart – create a graphic organizer that presents

the methods of characterization (pages 186 and 213).

Student should use the chart to apply to one of the stories read.

Activity: Choose a character from a story read in class. Determine the

characterization techniques used by the author. Explain how the author used

the techniques to develop the character throughout the story.

Reflective question: How did the author‟s use of characterization

techniques reveal character changes throughout the story?

Media Connection: Compare and contrast a written text to its filmed or

multimedia version. How do characters represented in the multimedia

version compare to images created for the reader by the text? Analysis:

How does the use of multimedia impact the use of author characterization

techniques?

Rikki Tikki Saves Teddy from a Snake

http://player.discoveryeducation.com/index.cfm?guidAssetId=00AA66E

8-DA3E-41D7-84D9-

6512E8E131B0&blnFromSearch=1&productcode=US#

Suggested Texts:

“Seventh Grade” (p.36)

“Thank You, Ma‟am” (p.68)

“The Last Dog” (p.48)

“Rikki-tikki-tavi” (p.78)

LEQ 8: How do conflict and

setting impact characters?

CCSS: RL.7.1

RI.7.1

RL.7.3

RI.7.3

W.7.9

SL.7.1

SL. 7.4

Story Element Role Play Role play – Students will choose to become either conflict or setting. Use

examples from previously read selections to support your argument.

Speak from the perspective of why you have the bigger impact or

influence on the character(s). Use text selections to support your

argument.

Suggested Texts:

“Amigo Brothers” (p.324)

“Zebra” (p.192)

“A Wall of Remembrance/ A

Mother‟s Words/ U.S.

Involvement in Vietnam” (p.217,

220)

“The Scholarship Jacket” (p.226)

“Prometheus/ Orpheus and

Eurydice”(p.648, 652)

http://player.discoveryeducation.com/index.cfm?guidAssetId=00AA66E8-DA3E-41D7-84D9-6512E8E131B0&blnFromSearch=1&productcode=US




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LEQ 9: How does the author‟s use

of point of view and perspective

impact a reader‟s reactions to

elements within a text?

CCSS: RL.7.1

RL.7.3

RL.7.6

RI.7.1

RI.7.3

RI.7.6

Alternative Point of View (Writing Task)

Choose a story and rewrite it based on an alternate perspective. Be able

to explain how this switch in perspective changed the story.

Extension- Think of peripheral characters whose voice could impact the

text (i.e. Rapunzel‟s hairdresser!)

Provide students with a magazine or newspaper article. Have them

summarize the article, name the point the article is attempting to make,

and determine from whose perspective the article is being told. Have

students choose a person from the article whose voice is less prominent

than the main speaker. Students should choose critical areas in the

article to interject the voice. Have them write thought bubbles

containing the voice. In writing explain the impact of the voice on the

telling of the story (article).

Class discussion – Analyze student responses from task 3 (above).

Discuss how perspectives change the meaning of the text. How do they

change the reader‟s point of view?

Media Connection: Have students write from the perspective of one of

the individuals represented in the photograph. Students should consider

the possible internal conflict the person may be struggling with. “Marine Special Forces unit patrols isolated area.” http://player.discoveryeducation.com/index.cfm?guidAssetId=73EC66BE-9A36-44C9-885F-

1D4192A0F9E6&blnFromSearch=1&productcode=US

Suggested Texts: “Homeless” (p.369)


“The War of the Wall” (p.340)

“Dark They Were, and Golden

Eyed” (p.462)

“maggie and milly and molly and

may/ who are you, little i/ old age

sticks” (p.524, 525, 526)

“Names/ Nombres” (p.806)

http://player.discoveryeducation.com/index.cfm?guidAssetId=73EC66BE-9A36-44C9-885F-1D4192A0F9E6&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=73EC66BE-9A36-44C9-885F-1D4192A0F9E6&blnFromSearch=1&productcode=US


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LEQ 10: How does an author use

the relationships between literary

elements to create and advance the

plot?

CCSS: RL.7.1

RI.7.1

RL.7.3

RI.7.3

RL.7.6

RI.7.6

W.7.3

W.7.4

W.7.10

Have students choose a previously read story or current story. Have them

represent the story elements using icons, illustrations or other graphic

elements. Student should organize their chosen elements to present the

connections between the elements used in the story they have chosen to

illustrate. Upon completion, conduct a gallery walk to allow students to

display their work. The gallery walk may be interactive whereby

students use sticky notes to leave feedback for their fellow students. If

you choose to conduct the interactive version, be sure students are

instructed on how to provide useful feedback. Student work could be

used as a means of assessing student understanding of the relationship

between the elements in the story. Be sure students include text-specific

details on the icons they use and/or create.

A written explanation of their choices and how the elements advanced

the plot could serve as W2 mini-task.

Suggested Texts: “Ricki-tikki-tavi” (p.78)

“Dirk the Protector” (p.278)

“A Mother‟s Words” (p.220)

“Casey at the Bat” (p.134)


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LEQ 11: How do foreshadowing,

flashback, and suspense

contribute to the development and

advancement of plot?

CCSS: RL.7.1

RL.7.3

RL.7.7

RI.7.1

RI.7.3

RI.7.5

RI.7.7

W.7.3

W.7.4

W.7.5

W.7.10

Teacher should show appropriate examples of texts containing the

devices listed in the LEQ (foreshadowing, flashback, and suspense)

using internet video clips, movie excerpts, etc. Provide students with a

graphic organizer or foldable allowing them to record instances of

foreshadowing, flashback and suspense in the viewed texts. Allow

students to collaboratively discuss the advancement of the plot and how

the devices supported the movement of events.

Repeat the activity above with a written text allowing students to record

instances of devices and discussing the impact of the devices on the

movement of events in the plot. Have students conduct a comparative

analysis of how viewed texts and written texts differ in their use of the

devices in this lesson.

Use the LEQ as means of assessing student understanding of the

concepts.

Reflective Task: Answer the LEQ.

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_riki_ti

ki_tavi_ta1.pdf

Suggested Texts: “Rikki-tikki-tavi” (p.78)

“Casey at the Bat” (p,134)

“A Retrieved Reformation” (p.

236)

“The Last Dog” (p.48)

“Dark They Were, and Golden-

Eyed” (p.462)

“Prometheus/ Orpheus and

Eurydice” (p.648, 652)

LEQ 12: How do title, plot,

characters, and setting work

together to reveal theme?

CCSS: RL.7.1

RL.7.2

RL.7.3

RI.7.1

RI.7.2

RI.7.3

W.7.3

W.7.4

W.7.6

Be sure students understand and can name the theme of a text. Use

several texts and create puzzle pieces with each piece representing a

different element from those listed in the LEQ. Mix up or leave out

elements from the different stories and place them in an envelope.

Organize students into collaborative learning groups and provide each

group with an envelope. Groups will use the information in the envelope

to determine a theme from the materials given. (They should notice that

elements have been mixed causing the theme to be unclear and/or

confusing.)

Upon completion have students discuss how the theme may have been

impacted by the elements they were given.

Suggested Texts “War of the Wall” (p.340)


“The Monsters are Due on Maple

Street” (p.140)

“Homeless” (p.369)

“Eating Alone” (p.395)

“Casey at the Bat” (p.134)

Reference all previous texts

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_riki_tiki_tavi_ta1.pdf

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_riki_tiki_tavi_ta1.pdf


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Concept Reflection #1 (leads to Culminating Task): Answer the following question using a scavenger hunt with Literature book: What

elements make a story memorable to you? Choose 3 of the elements previously examined that you believe have the greatest impact on the

texts. Using the selections read, choose the most riveting examples of each element. Make a list of characteristics that contribute to making

that element memorable. Explain or describe each characteristic in detail using evidence from the text.

Concept: Comparing and Contrasting Elements of Texts Lesson Essential Questions Aligned Teaching Options Suggested Texts

LEQ 1: How can comparing and

contrasting across texts deepen a

reader‟s understanding of theme and

literary elements?

CCSS: RL.7.1

RI.7.1

RL.7.2

RI.7.2

RL.7.3

RI.7.3

W.7.2

Comparing and Contrasting Across Texts Compare and contrast the themes from the paired readings and

distinguish how authors developed the theme using setting, conflict, and

characters.

Compare and contrast the characters and the development of plot across

stories (pages 316-321).

Suggested Paired Texts: “Thank You, M‟am” and

“Charles” (p.68, 258)

“Spring Harvest of Snow Peas”

and

“Eating Alone” (p.394, 395)

“What Do Fish Have to do with

Anything?” and “Homeless”

(p.352, 369)

“Why We Shouldn‟t Go To

Mars” and “Dark They Were,

and Golden-Eyed” (p.970, 462)


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LEQ 2: How do you craft a

compare/contrast analytical response

when comparing literary elements

(theme, characters, etc.)?

CCSS: RL.7.1

RL.7.2

RI.7.1

RI.7.2

W.7.4

SL.7.1

W.10

Comparing and Contrasting Across Texts Lead students in a discussion on texts about which they may have had

strong reactions. Ask them how they would compare and contrast them.

Record their responses. Their responses should lead to the criteria

around which their comparative essay will be developed.

Use the following essay frame: Authors use a variety of elements and

devices around which they construct their texts. After reading several

pieces of texts, compare 3 texts to analyze how the writers used elements

and devices to deliver a theme.

Choose three elements of the selections to compare and contrast. Use a

graphic organizer to organize and display the information. Examples:

characters, the author‟s ending to the story, the author‟s description of

the setting (using Literature textbook page 303 as a guide).

Suggested Paired Texts: “Thank You, Ma‟am” and

“Mother to Son” (p.68)

“Zebra” and “The Rider” (p.192,

212)

“A Mother‟s Words” and “A

Wall of Remembrance” (p.220,

217)

“Three-Century Woman” and

“Old Age Sticks” (p.250, 526)

LEQ 3: How can readers distinguish

between an author‟s use of literary

elements (style) in two different

genres (same author writing in

different genres or same topic,

different genre, different author)?

CCSS:

RL.7.1

RL.7.7

RI.7.1

RI.7.7

W.7.1

W.7.10

Comparing and Contrasting Across Texts (Author’s Style) Prewriting Activity – Using the elements from the task in LEQ 2, which

style do you prefer and why? Justify your response (first steps in

argumentative writing).

Suggested Paired Texts: “Thank You, Ma‟am” and

“Mother to Son” (p.68)

“Zebra” and “The Rider” (p.192,

212)

“A Mother‟s Words” and “A

Wall of Remembrance” (p.220,

217)

“Three-Century Woman” and

“Old Age Sticks” (p.250, 526)

“The Names” and

“Enemies Attack: A Nation

Mourns” (p.562, 565)


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Concept Reflection #2 (leads to Culminating Task): Pick two or three texts from this unit. For each, reflect on the message/theme the writer

is trying to express. In your reflection, explain how the elements of the texts combine to deliver the message/theme.

Concept: Developing Author’s Craft and Style

LEQ 1: How do writers establish

claims and determine purpose and

audience when writing an

argumentative essay?

CCSS:

W.7.1

W.7.4

W.7.9

L.7.1

L.7.2

L.7.3

L.7.9

Argumentative Writing – Establishing a Claim Identify claims, counterclaims, purpose, support, and elaboration in an

essay or editorial (R 40-41, pages 162-168 and 952-957).

Students can complete the following handouts about the parts of an

argument for the texts about professional athlete‟s salaries:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_at

hlt_salar_ta1.pdf

Select a mentor text. Model how to determine the claim being

established by the author. Provide students with a variety of mentor

texts (you may have to provide copies or use textbooks). Have them

determine and label the claims being made by the writer. If you are using

non-consumable texts, please provide students with sticky notes by

which to determine the claims and mark the text.

If students are using non-consumable texts, have them place their work

in a daybook or in their notebook, writing the title of the text, its author,

and the claims they have found.


“Do Professional Athletes Get

Paid Too Much?” (p.962)

“Pro Athletes‟ Salaries Aren‟t

Overly Exorbitant” (p.960)


Mars” (p.970)

“Take A Book Wherever You

Go” (p.1001)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt_salar_ta1.pdf

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt_salar_ta1.pdf


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LEQ 2: How does the writer‟s use of

various types of evidence provide

support and elaboration to validate

claims?

CCSS:

W.7.1

W.7.4

W.7.9

L.7.1

L.7.2

L.7.3

L.7.9

Argumentative Writing – Support and Elaboration Use mentor texts to critique how well a writer used support and elaboration

to validate their claim. Use reverse mapping or rainbow writing (use

different colors to identify essay components, such as elaboration, claims,

etc.) ( R 40-41 L – Pages 162-168 and 952-957). The following handout

can be used to examine the texts about professional athletes salaries:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt

_salar_rs1.pdf







Mars” (p.970)


Go” (p.1001)

LEQ 3: How do writers support

claims?

CCSS:

W.7.1

W.7.4

W.7.9

L.7.1

L.7.2

L.7.3

L.7.9

SL.7.1

SL.7.2

SL.7.3

SL.7.4

Argumentative Writing – Elaboration Techniques Elaboration strategies – Reverse map a text. Identify the types of

elaboration used. What are the effects of those elaboration techniques on the

text? How do these techniques strengthen the author‟s argument?

Using the article above, have students research possible counterclaims to

the points being made. Write a counterargument using the research as

support.

R 33-R 34, R 41

R 40-41

Pages 162-168 and 952-957

Page 958 class discussion activity

Page 968 role-play activity

Think Central for poorly-written essay (Writing and Grammar/ Interactive

Student Models)







Mars” (p.970)


Go” (p.1001)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt_salar_rs1.pdf

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt_salar_rs1.pdf


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LEQ 4: How do writers effectively

introduce their topics?

CCSS:

SL.7.1

SL.7.2

SL.7.3

SL.7.4

W.7.1

W.7.4

W.7.9

Argumentative Writing – Introductions

(Beginning of Culminating Task)

Class discussion – Examine the introductions of various essays (surprise

statement, provide a description, ask a question, relate an anecdote, address

the reader, begin with a controlling idea). Determine whether it captured

your attention as a reader and why.

Using one of the techniques examined above, begin writing your

introduction for the culminating task (R 30, Introductions).







Mars” (p.970)


Go” (p.1001)

LEQ 5: How do writers choose an

organizational pattern and use

transitions to construct content and

form?

CCSS:

W.7.1

W.7.4

W.7.9

Argumentative Writing – Transition Techniques (Continue to Craft

Culminating Task) Examine the transition strategies in various essays.

Create an outline of your first draft with a focus on varied transitions

(time/sequence, spatial order, degree of importance, compare/contrast,

cause/effect) (R32-33).







Mars” (p.970)


Go” (p.1001)


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LEQ 6: How do writers effectively

conclude their topics?

CCSS:

W.7.1

W.7.4

W7.9

Argumentative Writing - Conclusions Practice writing with various strategies to conclude your essay (use ideas

from Literature textbook page 165). Examples: Rephrase your introduction

in the conclusion, ask a question, make a recommendation, and offer an

opinion.







Mars” (p.970)


Go” (p.1001)

Unit 1 Required Culminating Task:

Based on the stories read throughout the unit, choose one and craft a skilled expository essay answering the following question: What makes

this story appealing to the intended audience? When writing your essay, be sure to include the following: A clear identification of the target

audience including text support to justify your determination. How do the elements work together to impact the reader‟s experience? Choose

an element and establish a claim regarding the significance of the element on the progression of the plot and overall message.

(R1/R10, W1) * CMS Rubric for W1 Argumentation Tasks Grades 6-12

*Use the information from the following link to help students organize their thoughts for this task:

http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Fiction_Frames.pdf

Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision and

editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html

http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Fiction_Frames.pdf

http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html


15

Unit 2: Understanding Writers


How do the elements of literature interact to create the central idea/theme of a text?

How does an author’s use of literary devices impact the development of a text?

How do an author’s purpose, style, perspective, and culture/experiences impact the central/theme of a text?

How does the inferential meaning of text impact the central idea/theme?

Focus Vocabulary: Character Motivation, Imagery, Central Conflict, Sensory Details, Author’s Craft, Genre, Author’s Style,

Purpose, Perspective, Audience, Point of view, Organization, Dialogue, Transitions, Dialect, Conclusion, Foreshadowing,

Introduction, Flashback, Textual Evidence, Suspense, In-text Citation, Plot Stages, Writing Process, Theme

Lesson Essential

Questions

Aligned Teaching Options Suggested Texts


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LEQ 1: How does an

author use language

and structures of

language to create

mood and tone in a

text?

Complete a graphic organizer using anchor words connoting positive, negative, or neutral moods

and tones. Students categorize words from suggested texts to match the anchor words. Assign

students a text. They will rewrite a portion of the text to create a different mood/tone from the

original. Explain how the change in language impacted the new text.

Write the word Mood on the board. Conduct a Word Splash activity - Students say the first words

that come to their minds for the word. Write their responses on the board. Based on student

responses, have the class develop a usable definition of the word Mood. Repeat this activity with

the word Tone.

Use the link below to provide students with a list of Mood and Tone words

http://www.mrziaja.com/English_II_Downloads_files/tone%20and%20mood%20word%20lists.pdf

An ongoing activity – choose several words from the list, choose students to demonstrate their

meaning to the class (provide the roll-play group with the meaning). Have students record the

words and their meaning in either their daybooks or on a chart in the classroom.

Provide students with a literary and informational text. Have them establish the mood and tone of

both texts. Using the Mood and Tone charts, ask students to describe the mood and tone providing

specific text details as support for their description.

Have students answer the LEQ as an assessment. You may want to ask: What is the connection

between mood and tone? How do these impact the reader‟s understanding?

Suggested Texts:

Holt Units 4,5,6 “A Christmas

Carol” (p.428)

“Clara Barton:

Battlefield

Nurse”(p.858)

“The Highwayman”

(p.587)

“It‟s Not About the

Bike”(p.816)

“War of the Wall”

(p.340)

Write Source –

“Revising for Word

Choice”

(p.308-309)

http://www.mrziaja.com/English_II_Downloads_files/tone%20and%20mood%20word%20lists.pdf


17

LEQ 2: How does an

author‟s background

impact their use of

language and create

style?

CCSS: RI.7.4,

RL.7.4

Discussion: What does it mean to have style? How does someone create their style?

Use any of the authors study information in the textbook (i.e. Ray Bradbury) to connect the

cultural influences to the author‟s work. Students complete the sentence based on this study: “I

know (author‟s name) culture because s/he ____________________ .”

Use multiple texts by the same author to examine the effect of culture on writing. Some

authors to consider: Shirley Jackson, O. Henry, Toni Cade Bambara, Gary Soto. Be sure to

provide students with opportunities to research the authors‟ background to build context for

their stories.

Suggested Texts:

Holt Units 4,5,6 “The Delight Song of

Tsoai-Talee” (p.614)

“Four Skinny Trees”

(p.616)

“Abuelita Who?”

(p.292)

“A Christmas Carol”

(p.428)

“Once Perfect Rose”

(p.518)

“Song for an April

Dusk” (p.520)

“Eleanor Roosevelt”

(p.786)

O. Henry stories such

as “A Retrieved

Reformation” (p.236)

Shirley Jackson

stories, such as

“Charles,” “An

Ordinary Day With

Peanuts,” (p.258, 458)

“The Lottery”


18

LEQ 3: What is the

relationship between

author‟s purpose,

style, and genre?

CCSS: RL.7.3,

RI.7.1, RI.7.6, W. 7.2

Select an additional text from the same author and clearly explain how the text was influenced

by the author‟s culture.

*resources available at www.discoveryeducation.com

Media Connection: After viewing the video clip have students discuss and list how Charles

Dickens‟ childhood influenced his writing and choice of topics later in his career.

“The Childhood of Charles Dickens” http://player.discoveryeducation.com/index.cfm?guidAssetId=E08C0F1E-77E5-4E2E-A9DC-

CFCA3B3C8C36&blnFromSearch=1&productcode=US

Examine a variety of genres, including poetry, narrative texts, and informational texts to

identify elements of style for each genre. Explain in writing the connection between

genre/style elements and the purpose, audience, or message.

Suggested Texts:

Holt Units 4,5,6 “A Day‟s Wait”

(p.484)

“The Highwayman”

(p.587)

“A Christmas Carol”

(p.4280

“Clara Barton:

Battlefield

Nurse”(p.858)

Any poem by Maya

Angelou

“The People Could

Fly” (p.5498)

“Encounter with

Martin Luther King,

Jr.” (p.268)

Any poem by

Maya Angelou

“Crispin the Cross of

Lead” (p.707)

“Serf on the Run” and

“Medieval

Adventures” (p.713,

714)

Concept Reflection #1 (leads to Culminating Task): Given multiple texts by the same author, write a paragraph citing textual evidence to show

how patterns across these texts reveal author‟s style.

http://www.discoveryeducation.com/

http://player.discoveryeducation.com/index.cfm?guidAssetId=E08C0F1E-77E5-4E2E-A9DC-CFCA3B3C8C36&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=E08C0F1E-77E5-4E2E-A9DC-CFCA3B3C8C36&blnFromSearch=1&productcode=US


19

Concept: Author’s Craft

(Figurative Language, Imagery, Form, Structure, Sound Devices) LEQ 1: How does

the form and structure

of a text help to

convey a writer‟s

message or ideas?

CCSS: RL.7.5, RI.7.5

Use the graphic organizer on page 527 to analyze the form and structure of poems.

Form- poetry, prose, dialogue

Structure- cause/effect, problem/solution, chronological order, order of importance

Teacher creates packets with examples for each text structure for students to use in a jigsaw activity.

Students work in groups to read, identify characteristics, and create the definition for their assigned

text structures.

Students choose a text to read, determine its meaning and structure. They should be able to answer

the LEQ.

Suggested

Texts:

Holt Units 4,5,6 “Two Haiku”

(p.596)

“Fireflies”

(p.597)

“A Minor Bird”

(p.554)

“Under the Back

Porch” (p.555)

“maggie and

millie and molly

and may”

(p.522)

“old age sticks”

(p.526)

“The Monsters

Are Due on

Maple Street”

(p.140)

“A Mother‟s

Words” (p.220)

Write Source –

“Writing Poems”

(p.354-361)


20

LEQ 2: How does

the relationship

between imagery and

figurative language

impact the meaning

of a text?

CCSS: RL.7.4, RL.7.5

Referencing the graphic organizer created previously, add elements of figurative language to

demonstrate how figurative language impacts and adds to the theme of the text. The following

graphic organizer can be used:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u4_maggie_milly_ta1.pdf

Suggested

Texts:

Holt Units 4,5,6 “the earth is a

living thing”

(p.568)

“Sleeping in the

Forest” (p.570)

“Gold” (p.571)

“The Courage

That My Mother

Had” (p.559)

“The Monsters

Are Due on

Maple Street”

(p.140)

Write Source –

“Using Special

Poetry

Techniques”

(p.360-361)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u4_maggie_milly_ta1.pdf


21

LEQ 3: What is the

relationship between

sound devices and

style?

CCSS:SL 7.2, RL.7.4

Provide students written texts devoid of sound devices (such as Lemony Snicket, Nikki Giovanni,

songs). Have students describe feelings evoked by this version of the text. Then listen to the text

read with the devices now included. Compare the texts and evaluate the use of sound devices and

their impact. (Poetic Devices p.556-557)

Media Connection: Have students view and analyze the use of sound and rhythm helps create

mood.

“How Rhythm in Poetry Creates Mood” http://player.discoveryeducation.com/index.cfm?guidAssetId=C85E4450-5AB5-439D-

A9485F947E75FE06&blnFromSearch=1&productcode=US

Suggested

Texts:

Holt Units 4,5,6 “The

Highwayman”

(p.587)

“Annabel Lee”

(p.579)

“Jabberwocky”

(p.606)

Write Source –

“Using Special

Poetry

Techniques”

(p.360-361)

“Text Analysis

Workshop:

Appreciating

Poetry” (p. 554-

559)

Concept Reflection #2 (leads to Culminating Task): Write an Author’s Study article that argues patterns across multiple works by one

author and analyzes how these patterns reveal the author’s style and culture.

http://player.discoveryeducation.com/index.cfm?guidAssetId=C85E4450-5AB5-439D-A9485F947E75FE06&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=C85E4450-5AB5-439D-A9485F947E75FE06&blnFromSearch=1&productcode=US


22

Concept: Cultural Characteristics of Folklore

(Myths, Legends, Epics, Tales)

LEQ 1: What are the

structural

characteristics of

traditional stories

(myths, legends,

folktales, fables)?

CCSS:RL.7.5

Students will create a foldable to identify the characteristics of each category of traditional stories. The

final page will summarize the similarities. As students begin to characterize these texts, be sure to

provide informational resources to allow students to build their understandings of the context in which

these traditional stories may have been crafted.

Suggested

Texts:

Holt Units 4,5,6 “Prometheus”

(p.648)

“The People

Could Fly”

(p.498)

“Waters of

Gold” (p.722)

“Brer Possum‟s

Dilemma”

(p.718)

“Sally Ann

Thunder Ann

Whirlwind”

(p.734)


23

LEQ 2: How does an

author use traditional

stories to reveal

cultural values?

CCSS: RL.7.7, W.7.3

Incorporate into the foldable the question, “What can we learn from traditional stories and why are

they memorable?”

The following handout that corresponds with “Sir Gawain and the Green Knight” can be adapted to

fit any text:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u6_frm_sir_gawain_ta1.pdf

Suggested

Texts:

Holt Units 4,5,6 “Prometheus”

(p.648)

“The People

Could Fly”

(p.498)

“Sir Gawain and

the Green

Knight” (p.692)

“Waters of

Gold” (p.722)

“Brer Possum‟s

Dilemma”

(p.718)

“Icarus and

Daedalus”

(p.662)

“The Race

Between Toad

and Donkey”

(p.750)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u6_frm_sir_gawain_ta1.pdf


24

LEQ 3: What

qualities in a

traditional work

create longevity?

CCSS:RL.7.4, RL.7.5

Provide a variety of traditional stories to allow students opportunities to extract cultural influences

for each example.

Using the supporting informational texts, have students complete an organizer to track the features

and cultural qualities that may create the longevity. Create a three-tier timeline whereby students

layout the traditional stories on the top, their cultural and social features in the middle, and

connections to modern-day society. Using the timeline, have students draw conclusions about why

the stories have “stood the test of time.”

Media Connection: Based on the theme and values represented in the clip below have students

discuss if this message still relates today.

“The Tale of Sir Gawain and the Green Knight” http://player.discoveryeducation.com/index.cfm?guidAssetId=79AA76AD-9A59-42A8-A186-

2D1A251D48EC&blnFromSearch=1&productcode=US

Use graphic organizer to compare stories with recurring themes. Add to foldable (page 749/ graphic

organizer).

Suggested

Texts:

Holt Units 4,5,6

“Phaethon, Son

of Apollo”

(p.666)

“The People

Could Fly”

(p.498)

“Sir Gawain and

the Green

Knight” (p.692)

“Waters of

Gold” (p.722)

“Brer Possum‟s

Dilemma”

(p.718)

“Icarus and

Daedalus”

(p.662)

“Prometheus”

(p.648)

(p.662)

“The Two Ways

to Count to Ten”

(p.744)

http://player.discoveryeducation.com/index.cfm?guidAssetId=79AA76AD-9A59-42A8-A186-2D1A251D48EC&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=79AA76AD-9A59-42A8-A186-2D1A251D48EC&blnFromSearch=1&productcode=US


25

LEQ 4: How do an

author‟s purpose,

style, perspective, and

culture/experiences

impact the central

idea/theme of a text?

CCSS: (R1/R10, W2)

Choose traditional stories from this unit. Select several cultural and style elements from the text and

recreate it for a different culture and/or time period. Explain in writing the impact of language on the

cultural and style changes made. How might the changes impact the story‟s relativity in its time period?

Suggested Texts:

Refer to selected

texts used

throughout the

unit.


After exposure to multiple genres and authors, students will select a text (poem, short story, novel, speech, article, picture, etc.) and explain how the

author‟s craft, background, and/or culture contributed to its central idea. (R1/R10, W2)

*Teacher can use the “Expository Writing: Writing for Assessment” workshop from Write Source (p.214-217) to help students prepare this task.


26

Unit 3: Sources of Information

Unit 3 Essential Questions: How does the type of source (primary, secondary) impact the information presented?

How does the use of word choice and persuasive techniques enhance the effectiveness of an argument?

How does a reader determine the soundness of an argument?

How do writers use counter-arguments?

How does media influence public opinion and action?

Focus Vocabulary: Text Features, Text Structures, Persuasive Techniques, Sound Reasoning, Argument, Biography,

Autobiography, Primary Source, Secondary Source, Factual Claims, Rhetorical Fallacies, Bias, Textual Evidence, In-text Citation

Lesson Essential Questions Aligned Teaching Options Suggested Texts

LEQ1: What is the difference

between a primary and secondary

source? CCSS: RL. 7.9, RI. 7.1, RI. 7.3

Provide a variety of real-world primary and secondary sources. Have

students view each text and use them to develop the definition and

characteristics of a primary and secondary source. Be sure they record the

information in either an organizer or foldable. Students should be able to

answer the LEQ at the end of this inquiry lesson.

“Text Analysis Workshop:

Biography and Autobiography”

(p.778)

Write Source – “Primary vs.

Secondary Sources” (p. 364)

LEQ2: How can we recognize

factual claims from opinions in a

text?

CCSS: RI. 7.9, RI 7.1 RI. 7.5,

RI.7.3

Create a chart to list factual claims, opinions, and common place assertions

the author uses to support their main idea. Which type of evidence do they

use the most? The following graphic organizer can be adapted and used:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_s

harks_ta1.pdf

“Eleanor Roosevelt” (p.786) “Letter to the President General

of the Daughters of the

American Revolution/ from The

Autobiography of Eleanor

Roosevelt” (p.801, 802)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_sharks_ta1.pdf

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_sharks_ta1.pdf


27

LEQ 3: How does author‟s bias

impact the information presented?

CCSS: RI.7.6, RI. 7.8

Have students create a chart as they read recording the author‟s use of loaded

language to help identify bias. The following graphic organizer can be used:

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_s

harks_rs1.pdf

“Great White Sharks” (p.920)

LEQ 4: What are the parts of an

argument?

CCSS: RI. 7.4, RI. 7.5, RI 7.8,

L 7.5

Identifying Parts of an Argument: Create an inquiry lesson whereby

students view a variety of texts and complete the following: 1. Explore the

texts; 2. Label any and all text features; 3. State the text structure of the texts

they read; 4. Determine the main points being argued; 5. Label the texts for

the components of the argument

Journal option: Choose a text, state the point being argued, explain how the

writer established his/her argument. Determine which part of the argument

was most significant in establishing the point and defend the choice using

specific details for support.

Teacher’s Note: Please be sure to explain to students the difference

between persuasion and argumentation. Persuasion is a type of

argumentation. Persuasion uses emotion as a means to control thinking

and behavior. At the heart of persuasion is argument; however, it is

embedded in the use of specific techniques.

“Text Analysis Workshop:

Argument and Persuasion”

(p.952) “Pro Athletes‟ Salaries Aren‟t

Overly Exorbitant/ Do

Professional Athletes get Paid

Too Much” (p.960, 962)

Write Source – “Persuasive

Paragraph” (p. 219-22)

LEQ 5: How does considering

counterarguments strengthen an

argument?

CCSS: RI 7.8, L 7.5

Have students add a counterargument to their response above. Remind them

to anticipate your objections and provide a response.


Overly Exorbitant/ Do

Professional Athletes get Paid

Too Much” (p.960, 962)

Write Source – ”Prewriting”

(p.232)

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_sharks_rs1.pdf

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_sharks_rs1.pdf


28

LEQ: 6 How do persuasive

techniques enhance an author‟s

argument?

CCSS: RI. 7.4, RI. 7.5, RI 7.8

Peer Review: Have students analyze each other‟s responses from above.

Students should identify the claim, persuasive techniques used, and how

elaboration enhanced the argument.

“Media Study: Persuasive

Techniques in Commercials”

(p.984) “Why We Shouldn‟t Go to

Mars” (p.970) “Remarks at the Dedication of

the Aerospace Medical Health

Center” (p.978)

Textbook Website – Media and

Technology, Media Analysis

Guides

LEQ 7: How can a person use

media and statistical data to

increase their impact on society?

CCSS: RI. 7.1, RI. 7.9

RI. 7.2, RI. 7.6

Have students create a multi-media presentation discussing the life and

legacy of a person studied in this unit. Be sure the presentation includes key

numerical data as a means of support.

“The Noble Experiment”

(p.834) “Jackie Robinson makes

Headlines” (p.846) “Media Study: Jackie Robinson”

(p.852) “It‟s Not About the Bike/ “23

Days in July” (p.816, 820) “Do Professional Athletes Get


Write Source – “Creating a

Graph” (p.270-271) “Media Study: Jackie Robinson”

(p.85) “Do Professional Athletes Get


Write Source – “Creating a

Graph” (p.270-271)


29


Using primary and secondary sources, write a speech informing and justifying for the audience your nomination for “Person of the Year.” The

presentation must incorporate three elaboration strategies (i.e. cause-effect, anecdote, compare/contrast), any counterclaims regarding the person of

choice, and statistical data. Be sure to explain the impact the person has had on an element of society (education, technology, science/medicine,

communication, politics, economy, environment).

CCSS: R1/R10, W1, SL. 7.4, SL. 7.6

*CMS Rubric for W1 Argumentation Tasks Grades 6-12

*Use the information from the following link to help students organize their thoughts for this task:

http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Persuasion.pdf

Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision

and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html

http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Persuasion.pdf



30

Unit 4: Components of Research


How do relevant questions help shape your research?

How do writers determine the validity of a source?

How does evaluating bias help writers present information objectively?

How do writers summarize, paraphrase, and quote directly to avoid plagiarism?

How can graphic aids be used to present information effectively?

Focus Vocabulary: Valid Source, Format (of presentation), Objective, Summarize, Paraphrase, Direct Quote, Plagiarism,

Citations, Research Questions, Graphic Aid, Bias, Thesis Statement, Writing Process, Works Cited, Style (Formal vs. Informal)

Lesson Essential Questions Aligned Teaching Options

Suggested Texts

LEQ 1: How do researchers develop

relevant research questions?

CCSS: RI 7.1, RI.7.6, RI. 7.3

Have students analyze the validity of the questions asked in the

selected text.

Media Connection:

“Literature to Enjoy and Write About: Interviewing: Biography” http://player.discoveryeducation.com/index.cfm?guidAssetId=2DC2C3EF-7059-4D87-A6D4-

F7DD22CF1531&blnFromSearch=1&productcode=US

“Research Strategies

Workshop” (p.1010-1027) “Writing Workshop: Research

Paper” (p.1028) “An Interview with Ray

Bradbury” (p.478)

LEQ 2: How and why is it important to

evaluate the information available on a

selected topic?

CCSS: W. 7.7, SL7.1c

Distribute a short article on a topic or person of interest to students.

Have pairs write questions that they might ask to elicit further

information about the subject or person.

Write Research Questions: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u9_research_paper_rsw1.pdf

“Speaking and Listening

Workshop: Conducting an

Interview” (p.890) „How Hemingway Wrote” (p.493)

Write Source – “Prewriting”

(p.387-390)

http://player.discoveryeducation.com/index.cfm?guidAssetId=2DC2C3EF-7059-4D87-A6D4-F7DD22CF1531&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=2DC2C3EF-7059-4D87-A6D4-F7DD22CF1531&blnFromSearch=1&productcode=US

http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u9_research_paper_rsw1.pdf


31

LEQ 3: How does a researcher

determine the reliability, validity, and

usefulness of a source?

CCSS: W.7.6, W7.8, W.7.7

Divide students into small groups. Give each group a different

reference work. Have each group chart the key features of their

reference work and offer examples of the kinds of questions it could

answer (p. 1020). Answer the question: How do the features create

validity and usability of the sources reviewed?

Choose several articles from The Onion (be sure to read them carefully

before giving them to students); selected tabloids, and other print &

media sources. Have students determine if the information presented

is trustworthy, reliable, and useful.

Using the articles you‟ve presented, have students develop a criteria

they can use to determine the validity, reliability, and usefulness of

sources.

“Research Strategies

Workshop: Choosing and

Evaluating Sources” (p.1020)

“Make a Source List” (p.1032) www.hmcurrentevents.com

Write Source – “Evaluating

Sources” (p. 376)

LEQ 4: How does bias impact the

usefulness of texts?

CCSS: W.7.8, W.7.9b

Have students review several texts to determine the levels of bias

contained in them. Have them compare and contrast several articles

from different sources on the same topic to analyze the use of

language in determining bias. Be sure they can name and explain the

significance of language as a means of determining bias.

Have them answer the LEQ.

Media Connection: Pair the video section below with “23 Days in

July”. Choose segments from the full video and have students analyze

the information presented to determine the level of bias.

“The Science of Lance Armstrong” http://player.discoveryeducation.com/index.cfm?guidAssetId=F18CC46F-C1D9-428B-A705-1F90CCCEB234&blnFromSearch=1&productcode=DETB

“23 Days in July” (p.820)

http://www.hmcurrentevents.com/

http://player.discoveryeducation.com/index.cfm?guidAssetId=F18CC46F-C1D9-428B-A705-1F90CCCEB234&blnFromSearch=1&productcode=DETB

http://player.discoveryeducation.com/index.cfm?guidAssetId=F18CC46F-C1D9-428B-A705-1F90CCCEB234&blnFromSearch=1&productcode=DETB


32

LEQ 5. How can writers effectively

summarize, paraphrase, and quote

directly to avoid plagiarism?

CCSS: W. 7.4, W. 7.5, W. 7.8

Have students turn to a passage in a nonfiction selection. Have

students work in small groups to take notes on this passage using both

the paraphrasing and the summarizing method. Record different

groups‟ examples on the board. Choose or put together the best

paraphrase and summary to serve as models (1033).

Media Connection: Have students view media clip on plagiarism.

“Plagiarism” http://player.discoveryeducation.com/index.cfm?guidAssetId=919CAA7D-DC32-4D20-B3A5-

B6D311F09E92&blnFromSearch=1&productcode=US

“Writing Workshop: Research

Paper” (p.1028)

Write Source – “Taking

Reading Notes” (p. 445-448,

391-392)

http://player.discoveryeducation.com/index.cfm?guidAssetId=919CAA7D-DC32-4D20-B3A5-B6D311F09E92&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=919CAA7D-DC32-4D20-B3A5-B6D311F09E92&blnFromSearch=1&productcode=US


33

LEQ 6: How do writers judge the

effectiveness of their work?

CCSS: W.7.2d, W.7.5

Discussion: Part I: Ask students how they made the decision to

purchase a particular item of clothing. List student responses on the

board. Do the same thing asking about how they determine what

piece of technology they will or will not buy? List responses on the

board.

Discussion Part II: Have students group their responses into

categories and assign numerical value to them in order of importance.

Be sure they can justify their value system.

Discussion Part III: Have students develop categories by which they

would judge the effectiveness of a written text. Write responses on the

board being sure they can prioritize categories and assign a value scale

(ie. 1-4).

Assign differentiated groups with appropriately complex texts. Have

students use their categories and value scales to evaluate the texts. Be

sure they can explain their reasoning. You may consider supplying

sticky notes and highlighters for students to work through the analysis

process. Conduct a whole group discussion on the process.

Journal Option: How can this process be used to help “me” improve

my writing?

Ask students to develop a rubric for how their work should be

evaluated.

Extension Option: Choosing the Perfect In-School Treat (involves the

purchase of a variety of candies for demonstration)

Have students complete Analyze a Student Draft activity on

pages1038-1041. Use revision rubric on page 1038 for peer review.

Multiple Texts


Paper” (p.1028-1041)


34

LEQ 7: How can graphic aids enhance

information?

CCSS: W. 7.5

Have students choose a nonfiction text that has numerical information

and organize it into a graphic aid. Students should write a paragraph

explaining how the graphic aid enhances the original text.


Paper” (p.1028) “Pro Athletes‟ Salaries Aren‟t


Write Source – “Multimedia

Presentations (p.411-415)

LEQ 8: How do writers use in-text

citations and a works cited page to avoid

plagiarism?

CCSS: W. 7.4, W. 7.5, W. 7.8

Teacher should model and guide students through the Learn How

activity on page 1041.


Paper” (p.1028)

Write Source – “Writing” (p.

397)


Students will establish a research topic, locate sources of information, evaluate materials, and take notes in order to create a written research paper

and oral presentation. The presentation may use one of the following formats: Powerpoint/Smartboard presentation, wiki page, newsletter, brochure,

or speech.

Teacher‟s Note: Collaborate with the Media Specialist to assist in implementing the Big 6 Research Model for your students.

Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision

and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html

CCSS: R1/R10, W7.7, W7.8, W7.1, W7.9a-b


unit 1: understanding texts (literary & informational...

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