Grade 7Unit 1: The Breadwinner

Overarching Questions:

What do these texts reveal about courage and perseverance?

How do writers of narratives use the elements of a story to develop theme?

Pre- Assessment Text 1 – Extended Text Text 2 – Companion Pieces Research

The Benchmark

Personal Narrative – Time you showed courage

SRI

Novel: The Breadwinner

Poetry: “The Highwayman” by

Alfred Noyes

Narrative Non Fiction: “Fish Cheeks” by Amy Tan “My First Free Summer”

by Julia Alvarez “Malala the Powerful” by

Kristin Lewis

Informational Text: “A Life Revealed” by

Cathy Newman -- found in National Geographic

Research: Research Unit on

Afghanistan

The research unit will cover:

Focused research topics Reliability of resources Irrelevant information Group work Group roles Media presentations

Prior Knowledge:

Parts of a narrativeNovel:

Pick out textual evidence Conflict Characterization Theme Main Idea

Poetic Devices: Onomatopoeia Rhyme Rhythm Metaphor Simile Compare/Contrast Genres

Narrative Non Fiction: Answering text

dependent questions Looking at the elements

of a narrative

Informational Text: Comparing and

Contrasting the different points of view between a fictional character and real person

Writing: Personal Narrative

Write an argumentative paragraph supporting your claim of who the true hero is in “The Highwayman”

Write an essay comparing and contrasting the different points of view between a fictional character and real person

Standards:

See attached

Vocabulary:

Vocabulary terms from The Breadwinner and narratives read

Language: Punctuating Dialogue Conjunctions – Coordinating and Subordinating Sentence Combining Knowing Sentence Variety – Simple, Compound, Complex Correcting Run-Ons

Assessments: Weekly language quizzes Common Assessment covering Research and Elements of a

Narrative Research Project “Global Water Crisis” prompt - Write a narrative based on

prompt

Standards for Unit 1:

Reading--CCSS.ELA-Literacy.RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RL.7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.CCSS.ELA-Literacy.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plotCCSS.ELA-Literacy.RL.7.9Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.CCSS.ELA-Literacy.RL.7.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.SPI 0701.4.1 Select the most focused research topic.SPI 0701.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).SPI 0701.4.3 Determine the most appropriate research source for a given research topic.SPI 0701.4.5 Discern irrelevant research material from written text.SPI 0701.8.5 Identify the stated or implied theme of a literary text.SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).SPI 0701.8.9 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).

Informational Text--CCSS.ELA-Literacy.RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RI.7.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.CCSS.ELA-Literacy.RI.7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).CCSS.ELA-Literacy.RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.CCSS.ELA-Literacy.RI.7.10By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.SPI 0701.6.2 Identify the main idea and supporting details in text.

Writing—CCSS.ELA-Literacy.L.7.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-Literacy.W.7.3Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-Literacy.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)CCSS.ELA-Literacy.W.7.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.CCSS.ELA-Literacy.W.7.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.SPI 0701.3.3 Select an appropriate thesis statement for a writing sample.SPI 0701.3.5 Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.SPI 0701.3.8 Select an appropriate concluding sentence for a well-developed paragraph.SPI 0701.3.9 Select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas.SPI 0701.3.10 Select an appropriate title that reflects the topic of a written selection.

Speaking and Listening--CCSS.ELA-Literacy.SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.SL.7.4Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

CCSS.ELA-Literacy.SL.7.5Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.SPI 0701.2.4 Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).SPI 0701.2.5 Organize ideas in the most effective order for an oral presentation.SPI 0701.2.7 Select the most appropriate behaviors for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work andask clarifying questions, come to agreement by seeking consensus or following the majority).SPI 0701.2.8 Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).0701.7.2 Select the visual image that best reinforces a viewpoint or enhances a presentation.

Language--CCSS.ELA-Literacy.L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.7.1.bChoose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.0701.1.11 Recognize and differentiate among simple, compound, and complex sentences.SPI 0701.1.4 Identify the correct use of conjunctions (i.e., coordinating, correlative, subordinating) and interjections within context.SPI 0701.1.7 Identify within context a variety of appropriate sentence combining techniques (i.e., comma with coordinating conjunction, use of semicolon, introductory phrases or clauses).SPI 0701.1.8 Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, periods to join or separate elements) within context.SPI 0701.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}).SPI 0701.1.15 Choose the correct use of quotation marks and commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks).SPI 0701.1.20 Recognize and use grade appropriate and/or content specific vocabulary within context.SPI 0701.1.21 Decode unknown grade level words in context, using previously learned strategies as aids in determining meaning.

Grade 7Unit 2: A Christmas Carol (dramatic adaption)

Overarching Questions:

Can a person change?

How does a written drama compare to its filmed version?

Prior Knowledge

Text 1 – Extended Text Text 2 – Companion Pieces Research

Edvance unit covering information on the workhouses and child labor in England

Drama: A Christmas Carol

by Charles Dickens

Short Stories: “A Retrieved Reformation” by O. Henry “After Twenty Years” by O. Henry

Narrative Non Fiction: “Eleanor Roosevelt” by William Jay Jacobson

Informational Text: https://2012thebigpicture.wordpress.com/2012/12/08/

enslaved-children-freed-after-being-forced-to-make-christmas-decorations/

Poetry: “Mother to Son” by Langston Hughes

Research:

Online Edvance unit covering information on the workhouses and child labor in England

Drama: Elements of a

drama How does the

structure affect the meaning

Short Stories: Theme Irony Text dependent questions Foreshadowing

Writing: After reading

“Eleanor Roosevelt”, the students will write an analytic

Theme Compare/

Contrast the film version to the written drama

Conflict Text dependent

questions Characterization

with a non print medium

Narrative Non Fiction: Theme Chronological Order Transitions Analytic summary analyzing the central idea

Informational Text: Text dependent questions Fact and opinion

Poetry: Metaphor Symbolism

summary analyzing the central idea

Standards:

See Attached

Vocabulary: Vocabulary from “Eleanor Roosevelt” and A Christmas Carol Transitions

Language: Correct use of commas Punctuating titles Nouns Verbs

Assessments: Common Assessment covering the differences in genres, drama, fact/opinion, symbolism,

transitions, and foreshadowing Compare/Contrast Essay - Students will write an essay comparing and contrasting the

written drama to the screen adaptation

Standards for Unit 2:

Reading:CCSS.ELA-Literacy.RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RL.7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.CCSS.ELA-Literacy.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plotCCSS.ELA-Literacy.RL.7.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.CCSS.ELA-Literacy.RL.7.5Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaningCCSS.ELA-Literacy.RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.CCSS.ELA-Literacy.RL.7.7Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).CCSS.ELA-Literacy.RL.7.9Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.SPI 0701.5.3 Identify stated or implied cause/effect relationships.SPI 0701.5.8 Make inferences and draw conclusions based on evidence in text.0701.7.4 Draw an inference from a non-print medium.SPI 0701.7.5 Choose the statement that best summarizes/communicates the message presented by a medium.SPI 0701.8.5 Identify the stated or implied theme of a literary text.SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context.SPI 0701.8.9 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. echnology).SPI 0701.8.12 Identify the author’s purpose for writing.

Informational Text:CCSS.ELA-Literacy.RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RI.7.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.CCSS.ELA-Literacy.RI.7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).CCSS.ELA-Literacy.RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.CCSS.ELA-Literacy.RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.CCSS.ELA-Literacy.RI.7.6Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.CCSS.ELA-Literacy.RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.CCSS.ELA-Literacy.RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.CCSS.ELA-Literacy.RI.7.10By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as neededSPI 0701.6.1 Formulate clarifying questions before, during, or after reading.SPI 0701.6.2 Identify the main idea and supporting details in text.

Writing: CCSS.ELA-Literacy.W.7.1Write arguments to support claims with clear reasons and relevant evidence.CCSS.ELA-Literacy.W.7.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-Literacy.W.7.4Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)CCSS.ELA-Literacy.W.7.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)CCSS.ELA-Literacy.W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigationCCSS.ELA-Literacy.W.7.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.SPI 0701.3.3 Select an appropriate thesis statement for a writing sample.SPI 0701.3.5 Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

Speaking and Listening:CCSS.ELA-Literacy.SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.7.2Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

Language:CCSS.ELA-Literacy.L.7.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.SPI 0701.1.6 Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.SPI 0701.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}).SPI 0701.1.13 Select the appropriate use of underlining/italicizing with titles, specific words, numbers, and letters.SPI 0701.1.20 Recognize and use grade appropriate and/or content specific vocabulary within context.SPI 0701.1.21 Decode unknown grade level words in context, using previously learned strategies as aids in determining meaning.

Grade 7

Unit 3: The Giver

Overarching Questions:

Why is history important to society?

Is it possible to have a perfect society?

How is word choice important in our daily lives?

Prior Knowledge Text 1 – Extended Text Text 2 – Companion Pieces Research

What do the words utopian and dystopian mean?

Novel: The Giver

Speeches: “The Girl who Silenced

the World” by Severn Suzuki

“Walt Disney’s Vision of Epcot” by Walt Disney

Lois Lowry’s Newbery Award Acceptance speech

“Challenger Explosion” by President Reagan

“The Perils of Indifference” by Elie Wiesel

Poetry:“Mnemonic” by Li-Young Lee

Informational Text: “Global Warming” by

Seymour Simon

Research: Research a topic found

within The Giver (ex. climate control, history’s importance, too much technology, euthanasia, genetic engineering, surveillance and tracking)

Review research standards (reliability, focused research topic, appropriate research source, and discern irrelevant research material)

“12 Things we Know About How the Brain Works” from Brain Rules

Novel: Text dependent questions Theme Characterizations Connotation vs.

Denotation Analogies

Speeches: Finding a thesis Finding main points Summary vs. critique Effective methods for

engaging an audience Author’s purpose

Poetry: Central Idea Theme Relate poem to The Giver Discuss free verse

Informational Text: Identify main idea and

supporting details Select a visual image that

best reinforces a viewpoint

Writing: Write an argument

supporting your claim about researched topic

Standards:See attached

Vocabulary: Vocabulary from The Giver

Language: Precise language and vivid language Connotation and denotation Usage errors Analogies

Assessments: Common assessment covering speeches (thesis statement,

critique, summary, main idea, analogies, connotation and denotation, theme)

Vocabulary test from The Giver Written research-based argumentative essay

Standards for Unit 3:

Reading:

CCSS.ELA-LITERACY.RL.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RL.7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.CCSS.ELA-LITERACY.RL.7.3Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)CCSS.ELA-LITERACY.RL.7.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.CCSS.ELA-LITERACY.RL.7.6Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.SPI 0701.5.3 Identify stated or implied cause/effect relationships.SPI 0701.5.8 Make inferences and draw conclusions based on evidence in text. SPI 0701.8.5 Identify the stated or implied theme of a literary text. SPI 0701.8.6 Identify how the author reveals character (i.e., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks). SPI 0701.8.7 Identify flashback, foreshadowing, and symbolism within context. SPI 0701.8.9 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).SPI 0701.8.12 Identify the author’s purpose for writing.

Informational Text:CCSS.ELA-LITERACY.RI.7.1Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-LITERACY.RI.7.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.CCSS.ELA-LITERACY.RI.7.3Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).CCSS.ELA-LITERACY.RI.7.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.CCSS.ELA-LITERACY.RI.7.5Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.CCSS.ELA-LITERACY.RI.7.6Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.CCSS.ELA-LITERACY.RI.7.7Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).CCSS.ELA-LITERACY.RI.7.8Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.CCSS.ELA-LITERACY.RI.7.9Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.SPI 0701.6.1 Formulate clarifying questions before, during, or after reading. SPI 0701.6.2 Identify the main idea and supporting details in text.

SPI 0701.6.4 Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams). Writing

CCSS.ELA-LITERACY.W.7.1Write arguments to support claims with clear reasons and relevant evidence.CCSS.ELA-LITERACY.W.7.7Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.CCSS.ELA-LITERACY.W.7.8Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.SPI 0701.3.3 Select an appropriate thesis statement for a writing sample.SPI 0701.3.5 Select the appropriate time-order or transitional words/phrases to enhance the flow of a writing sample. SPI 0701.3.6 Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.SPI 0701.3.8 Select an appropriate concluding sentence for a well-developed paragraph. SPI 0701.3.9 Select illustrations, explanations, anecdotes, descriptions, and/or facts to support key ideas. SPI 0701.4.1 Select the most focused research topic. SPI 0701.4.2 Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source). SPI 0701.4.3 Determine the most appropriate research source for a given research topic. SPI 0701.4.5 Discern irrelevant research material from written text. Speaking and ListeningCCSS.ELA-LITERACY.SL.7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.CCSS.ELA-LITERACY.SL.7.3Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.SPI 0701.2.3 Identify the thesis and main points of a speech. SPI 0701.2.4 Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).SPI 0701.2.7 Select the most appropriate behaviors for participating productively in a team (e.g., ask primarily relevant questions that move the team toward its goal and contribute to the topic of discussion, articulate the goals that have been provided for the team work and ask clarifying questions, come to agreement by seeking consensus or following the majority).SPI 0701.2.9 Distinguish between a summary and a critique.LanguageCCSS.ELA-LITERACY.L.7.3.AChoose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*CCSS.ELA-LITERACY.L.7.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.CCSS.ELA-LITERACY.L.7.5.BUse the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.CCSS.ELA-LITERACY.L.7.5.CDistinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).SPI 0701.1.9 Recognize usage errors occurring within context (i.e., double negatives, troublesome words: {to/too/two, their/there/they’re, its/it’s, sit/set, lie/lay, affect/effect, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among, rise/raise, stationary/stationery}).SPI 0701.1.19 Replace unknown words in context with appropriate synonyms or antonyms.

SPI 0701.1.20 Recognize and use grade appropriate and/or content specific vocabulary within context. SPI 0701.1.21 Decode unknown grade level words in context, using previously learned strategies as aids in determining meaning. SPI 0701.5.5 Select the correct word or phrase to complete an analogy, using synonyms, antonyms, homonyms, categories, subcategories, whole/part, functions, and verb forms.

Grade 7Unit 4: Poetry

Overarching Questions:

Pre- Assessment Text 1 – Extended Text Text 2 – Companion Pieces Text 4 – Common Assessment / Unit Test

Standards: Vocabulary

Comparing Text Language

Grade 7Unit 5:

Overarching Question

Pre- Assessment Text 1 – Extended Text Text 2 – Companion Pieces Text 4 – Common Assessment / Unit Test

Standards Vocabulary

Comparing Text Language