7th Grade ELA Curriculum Guide BIG... We'll help you get there! Red Bank Middle School 101 Harding Road, Red Bank, NJ 07701 7th Grade ELA Curriculum Guide Mayra Velazquez 7th grade

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7th Grade ELA

Curriculum Guide 2017 - 2018

Adopted: September 2012

Updated: August 2017


Red Bank Middle School 101 Harding Road, Red Bank, NJ 07701

7th Grade ELA Curriculum Guide

Mayra Velazquez 7th grade ELA teacher

Maria Iozzi Principal

Julius Clark Vice Principal

James Pierson Vice Principal


Red Bank Borough Schools Language Arts Literacy Curriculum Unit Plan

Unit Title/Theme: Unit 1 Reading Fiction Grade 7

Essential Question(s) Enduring (Content) Understanding(s)

1. What are the characteristics of a fictional text? 2. What life lessons can be learned from literature? 3. How do the conflicts and themes presented in literature relate to our

lives? 4. What do stories teach us about human nature? 5. What reading strategies can readers use to help them comprehend

and analyze text? 6. How does reading affect your life?

▪ There are certain characteristics that are common to all stories. ▪ Stories can be interpreted on various levels. ▪ The conflicts and themes found in literature relate to our lives. ▪ Authors use a variety of writing techniques and literary devices to

engage the reader. ▪ Readers use before, during, and after reading strategies to aid in

comprehension and to construct meaning. ▪ Reading expands understanding of the world, its people, and

oneself. ▪ Literature addresses universal themes of human existence and

conflict.

NJSLS Standards Other

RL.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. RL.7.6. Analyze how an author develops and contrasts the points of view of

Technology Standards ● 8.1.8.A.1 Demonstrate knowledge of a real world problem using

digital tools.

● 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized

learning plan, business letters or flyers) using one or more digital

applications to be critiqued by professionals for usability.

● 8.1.8.D.1 Understand and model appropriate online behaviors

related to cyber safety, cyber bullying, cyber security, and cyber

ethics including appropriate use of social media.

● 8.1.8.D.2 Demonstrate the application of appropriate citations to

digital content.

● 8.1.8.D.3 Demonstrate an understanding of fair use and Creative

Commons to intellectual property.

● 8.1.8.D.4 Assess the credibility and accuracy of digital content.

● 8.1.8.D.5 Understand appropriate uses for social media and the


different characters or narrators in a text. RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). RL.7.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at grade level text complexity band or above, scaffolding as needed. RI.7.7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. -Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. -Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. -Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. -Acknowledge new information expressed by others and, when warranted, modify their own views. L.7.4. Determine 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. -Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or

negative consequences of misuse.

● 8.1.8.E.1 Effectively use a variety of search tools and filters in

professional public databases to find information to solve a real

world problem.

21st Century Life and Careers 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

● 9.1.8.A.4 Relate earning power to quality of life across cultures. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.6 Evaluate the relationship of cultural traditions and

historical influences on financial practice. ● 9.1.8.E.4 Prioritize personal wants and needs when making

purchases. 9.2 Career Awareness, Exploration, and Preparation Standards

● 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally

● 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions


phrase. -Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). -Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. -Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. -Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. -Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. -Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

Student Learning Objectives (WAL To/That…)

RL.7.1. WALT make inferences based on textual evidence and our prior knowledge WALT locate direct evidence in the text to support our thinking about what the text says WALT use the “Right in the Text” strategy WALT identify explicit textual support for an analysis of text WALT properly quote text to support our thinking RL.7.2. WALT identify and analyze recurring themes (life lessons) and central ideas as they appear throughout a text WALT summarize text with objectivity (without opinions or judgment) RL.7.3. WALT setting, characters, and plot are directly related to one another WALT setting and characters influence plot


WALT analyze how events drive the action of the story and impact the characters RL.7.4. WALT use context clues to determine the meanings of words and phrases WALT identify the figurative and connotative meanings of words and phrases WALT analyze how the use of alliteration impacts a text RL.7.5. WALT analyze how the structure of a text contributes to its meaning RL.7.6. WALT analyze how an author develops and contrasts the points of view of different characters or narrators RL.7.7. WALT compare and contrast textual material to an adaptation RL.7.9. WALT compare and contrast and reflect on a fictional text to a historical account of the same period—to understand how authors use history as a grounds for fictional works WALT identify parallels between modern day fiction and historical accounts WALT interpret the author’s use of history to influence and create present day literature RL.7.10. WALT read and comprehend literature with proficiency RI.7.7. WALT compare and contrast a text to its audio, video, or media version WALT analyze how the delivery of speech impacts words SL.7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles


WALT pose higher level questions WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.4. WALT determine or clarify the meaning of unknown and multiple-meaning words WALT use context clues to determine the meaning of a word or phrase WALT use known affixes and roots to determine the meaning of a word or phrase WALT to use reference materials (print and digital) to clarify meanings and parts of speech WALT to verify the perceived meaning of a word by checking its meaning in context or a resource L.7.5. WALT interpret figurative language and figures of speech WALT use word relationships to better understand each of the words WALT distinguish between connotations and denotations of words

Learning Activities Resources Formative Assessments Summative Assessments

Within the reading fiction unit, students can demonstrate their comprehension of this genre by engaging in the following learning activities:

● Identify and explain plot structure (i.e. exposition, rising action, climax, falling action, resolution) of short stories/texts—Create plot diagram

● Analyze how authors create the setting in a short story through the use of imagery, figurative language, and literary techniques—Literary technique analysis

● Maintain character analysis, figurative language, and vocabulary charts for review and evaluation—Character, figurative language, vocabulary analysis

● Develop/respond to leveled questions—3 Levels of Reading

● Define the concept of theme and identify the theme(s) in stories read—Thematic analysis

Grade appropriate/district approved novels, articles, and short stories which may include the following: The Outsiders S.E. Hinton The Pigman Paul Zindel Monster Walter Dean Myers Number the Stars Lois Lowry Gathering Blue Lois Lowry Of Mice and Men John Steinbeck

Quick Write GIST—20 word summary One Pager Sticks and Stones 10 Critical Points—10 point list of the most essential elements in a chapter HMT—Highlight, Mark Text Cornell Notes Cornell Notes Summary Quizzes Response to Literature Questions

Unit Assessment Written response to text: OEQ-RACE Evidence Essay Dialectical Journal Response- DJR-Level 1, Level 2, Level 3


● Identify and explain characterization techniques in short stories—Close readings-Analysis of characterization

● Trace character development throughout the course of a written work—Character analysis

● Identify and explain the use of figurative language/ figurative expressions in short stories—Leveled responses

● Analyze how authors create mood and tone in short stories through the use of imagery, figurative language, and literary techniques—Close readings-Mood/Tone

● Identify the point of view in a short story and analyze how point of view affects the reader’s interpretation of the story.

● Write a passage from the point of view of a character.

● Write a coherent essay of literary analysis with a clear thesis statement, evidence from texts, and a strong introduction and conclusion.

● Respond critically to literature through discussions that connect to and make reference to text.

● Respond critically to literature through written responses that connect to and make reference to text.

● Apply narrative strategies and literary techniques learned to story writing projects.

Prentice Hall Literature AVID Critical Reading NJ Holistic Scoring Rubric for Writing NJ OEQ Rubric

OEQ AVID 5-Point Summary


Differentiation

To accommodate the needs of diverse learners, the following differentiation strategies can be utilized where appropriate within the unit activities:

● Assess students’ prior knowledge—Pre-test/KWL/survey

● Provide students with leveled vocabulary/individualized vocabulary

● Provide students with fragmented notes

● Allow students to self-select texts

● Provide students with adapted texts

● Provide students with audio versions of texts

● Provide students with a tiered assignment

● Provide students with a fragmented assignment

● Compact or extend the curriculum according to students’ readiness levels

● Pair students with peers-at, below, or above their learning levels

● Incorporate a variety of cooperative learning activities: TPS, Jigsaw, Numbered Heads

● Use a variety of grouping strategies: flexible, random, student-selected

● Provide students with a variety of graphic organizers to choose from

● Use leveled questions as a form of assessing understanding

● Allow students to create mnemonic devices or provide when necessary

● Vary the task or prompt when using the Question Formulation Technique

● Adjust the instructional focus or activity based on students’ proficiency on a specific skill

● Customize RAFT (Role, Audience, Format, Topic) tasks to the individual student

● Tailor learning log responses to the individual student

● Provide students with a variety of reading/writing prompts



Unit Title/Theme: Unit 2 Reading Non-Fiction


1. Why do people read? 2. What do people read? 3. What are the benefits of reading? 4. How does reading affect your life? 5. How do readers prepare for reading? 6. What are readers thinking about as they read? 7. What can a reader do when they don’t understand?

▪ Reading expands understanding of the world, its people and oneself. ▪ Authors use a variety of writing techniques and literary devices to


comprehension and to construct meaning. ▪ The future can be shaped by understanding the past.


RI.7.1. Cite several pieces of textual evidence and make relevant connections

to support analysis of what the text says explicitly as well as inferences drawn

from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their

development over the course of the text; provide an objective summary of

the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a

text (e.g., how ideas influence individuals or events, or how individuals

influence ideas or events). RI.7.4. Determine the meaning of words and

phrases as they are used in a text, including figurative, connotative, and

technical meanings; analyze the impact of a specific word choice on meaning

and tone.

RI.7.4. Determine the meaning of words and phrases as they are used in a

text, including figurative, connotative, and technical meanings; analyze the

impact of a specific word choice on meaning and tone


digital tools.




● 8.1.8.D.1 Understand and model appropriate online behaviors related

to cyber safety, cyber bullying, cyber security, and cyber ethics

including appropriate use of social media.


digital content.







professional public databases to find information to solve a real world

problem.


RI.7.5. Analyze the structure an author uses to organize a text, including how

the major sections contribute to the whole and to the development of the

ideas.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze

how the author distinguishes his or her position from that of others.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version

of the text, analyzing each medium’s portrayal of the subject (e.g., how the

delivery of a speech affects the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text,

assessing whether the reasoning is sound and the evidence is relevant and

sufficient to support the claims.

RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural

context, and background knowledge) 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.

RI.7.10. By the end of the year, read and comprehend literary nonfiction at

grade level text-complexity or above, scaffolding as needed.

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one,

in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and

issues, building on others’ ideas and expressing their own clearly.

-Come to discussions prepared, having read or researched material under

study; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.

-Follow rules for collegial discussions, track progress toward specific goals and

21st Century Life and Careers: ● 9.1.8.A.2 Relate how career choices, education choices, skills,

entrepreneurship, and economic conditions affect income. ● 9.1.8.A.4 Relate earning power to quality of life across cultures. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal income,

individual and family security, and consumer decisions. ● 9.1.8.B.6 Evaluate the relationship of cultural traditions and historical

influences on financial practice. ● 9.1.8.B.11 Evaluate the appropriate financial institutions to assist

with meeting various personal financial needs and goals. ● 9.1.8.C.1 Compare and contrast credit cards and debit cards and the

advantages and disadvantages of using each. ● 9.1.8.C.3 Compare and contrast debt and credit management

strategies. ● 9.1.8.C.9 Summarize the causes and consequences of personal

bankruptcy. ● 9.1.8.E.4 Prioritize personal wants and needs when making

purchases. ● 9.2.8.B.4 Evaluate how traditional and nontraditional careers have

evolved regionally, nationally, and globally


deadlines, and define individual roles as needed.

-Pose questions that elicit elaboration and respond to others’ questions and

comments with relevant observations and ideas that bring the discussion

back on topic as needed.

-Acknowledge new information expressed by others and, when warranted,

modify their own views.

L.7.4. Determine 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.

-Use context (e.g., the overall meaning of a sentence or paragraph; a word’s

position or function in a sentence) as a clue to the meaning of a word or

phrase.

-Use common, grade-appropriate Greek or Latin affixes and roots as clues to

the meaning of a word (e.g., belligerent, bellicose, rebel).

-Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both

print and digital, to find the pronunciation of a word or determine or clarify

its precise meaning or its part of speech.

-Verify the preliminary determination of the meaning of a word or phrase

(e.g., by checking the inferred meaning in context or in a dictionary).

L.7.5. Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.

-Interpret figures of speech (e.g., literary, biblical, and mythological allusions)


in context.

-Use the relationship between particular words (e.g., synonym/antonym,

analogy) to better understand each of the words.

-Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., refined, respectful, polite, diplomatic,

condescending).

L.7.6. Acquire and use accurately grade-appropriate general academic and

domain-specific words and phrases; gather vocabulary knowledge when

considering a word or phrase important to comprehension or expression.


RI.7.1. WALT make inferences based on textual evidence and our prior knowledge WALT locate direct evidence in the text to support our thinking about what the text says WALT use the “Right in the Text” strategy WALT identify explicit textual support for an analysis of text WALT properly quote text to support our thinking RI.7.2. WALT identify and analyze central ideas as they appear throughout a text WALT summarize text with objectivity (without opinions or judgment) RI.7.3. WALT analyze the interactions between individuals, events and ideas WALT analyze how societal perceptions influence the ideas of others


WALT individual’s ideas are shaped by opinions and facts RI.7.4. WALT determine the meaning of unfamiliar words or phrases WALT determine the meaning of figurative language in text WALT differentiate between the literal and connotative meanings/ implied meanings in text WALT analyze literal, connotative, and technical meanings of words WALT analyze the author’s word choice and how if effects the meaning of text RI.7.5. WALT recognize organizational patterns in text WALT use critical reading strategies of chunking text to comprehend information WALT analyze how sections contribute to the overall development of ideas RI.7.6. WALT identify an author’s point of view/an author’s purpose in text WALT identify how an author addresses opposing viewpoints RI.7.7. WALT compare and contrast a text to its audio, video, or media version WALT analyze how the delivery of speech impacts words RI.7.8. WALT identify the argument and claims made by an author WALT to determine whether an author’s reasoning is strong and supported by relevant evidence WALT evaluate strong claims and weak claims WALT to recognize relevant and irrelevant evidence and how this evidence impacts specific claims RI.7.9. WALT recognize how two author’s writings about the same topic present different evidence to support their own opinions WALT compare and contrast how two or more authors present key information about the same topic RI.7.10. WALT read and comprehend grade appropriate text with proficiency


SL.7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT pose higher level questions WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.4. WALT determine or clarify the meaning of unknown and multiple-meaning words WALT use context clues to determine the meaning of a word or phrase WALT use known affixes and roots to determine the meaning of a word or phrase WALT to use reference materials (print and digital) to clarify meanings and parts of speech WALT to verify the perceived meaning of a word by checking its meaning in context or a resource L.7.5. WALT interpret figurative language and figures of speech WALT use word relationships to better understand each of the words L.7.6. WALT use grade-appropriate general academic and domain-specific words and phrases

Learning Activities Resources Formative Assessments Summative Assessment

Within the reading non-fiction unit, students can demonstrate

their comprehension of this genre by engaging in the following

learning activities:

● Identify and explain the characteristics of nonfiction- Locate

evidence in texts read.

● Distinguish between various types of nonfiction texts (ie.

Memoir and autobiography).

Grade appropriate/district approved novels, articles and essays which may include the following: Number the Stars Lois Lowry The Outsiders S.E. Hinton

GIST—20 word summary 10 Critical Points—10 point list of the most essential elements in a chapter HMT—Highlight, Mark Text

Unit Assessment Written response to text: OEQ-RACE Evidence Essay


● Identify and explain the effect of stylistic devices used in

nonfiction (ie. persuasive techniques, statistics, fact opinion)

● Identify and explain the characteristics of various types of

essays (e.g., literary and narrative).

● Identify and analyze the effect of rhetorical strategies in

speeches such as alliteration, repetition, extended

metaphors, and parallelism.

● Engage with non-fiction text using the Question Formulation

Technique.

● Respond critically to nonfiction through discussions that

connect to and make reference to text.

● Respond critically to nonfiction through written responses

that connect to and make reference to text.

● Apply rhetorical strategies learned to essay writing projects.

Monster Walter Dean Myers Of Mice and Men John Steinbeck AVID Critical Reading AVID Weekly articles AVID Elementary articles Scholastic Upfront articles Junior Scholastic articles TeenBiz articles Prentice Hall Literature NJ Holistic Scoring Rubric for Writing NJ OEQ Rubric

Cornell Notes Cornell Notes Summary Quizzes Response to Literature Questions OEQ AVID 5-Point Summary

Differentiation

























Unit Title/Theme: Unit 3 Reading Historical Text


1. Why do people read? 2. What do people read? 3. What are the benefits of reading? 4. How does reading affect your life? 5. How do readers prepare for reading? 6. What are readers thinking about as they read? 7. What can a reader do when they don’t understand?

▪ Reading expands understanding of the world, its people and oneself. ▪ Authors use a variety of writing techniques and literary devices to


comprehension and to construct meaning. ▪ The future can be shaped by understanding the past.


RI.7.1. Cite several pieces of textual evidence and make relevant connections


from the text.

RI.7.2. Determine two or more central ideas in a text and analyze their


the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a

text (e.g., how ideas influence individuals or events, or how individuals

influence ideas or events). RI.7.4. Determine the meaning of words and

phrases as they are used in a text, including figurative, connotative, and

technical meanings; analyze the impact of a specific word choice on meaning

and tone.

RI.7.5. Analyze the structure an author uses to organize a text, including how

the major sections contribute to the whole and to the development of the


digital tools.








digital content.








ideas.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze

how the author distinguishes his or her position from that of others.

RI.7.7. Compare and contrast a text to an audio, video, or multimedia version

of the text, analyzing each medium’s portrayal of the subject (e.g., how the

delivery of a speech affects the impact of the words).

RI.7.8. Trace and evaluate the argument and specific claims in a text,

assessing whether the reasoning is sound and the evidence is relevant and

sufficient to support the claims.

RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural

context, and background knowledge) 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.

RI.7.10. By the end of the year, read and comprehend literary nonfiction at

grade level text-complexity or above, scaffolding as needed.










problem.

21st Century Life and Careers: 9.1.8.A.4 Relate earning power to quality of life across cultures.

● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal income,


influences on financial practice. ● 9.1.8.C.3 Compare and contrast debt and credit management


bankruptcy. ● 9.1.8.E.1 Explain what it means to be a responsible consumer and the

factors to consider when making consumer decisions. ● 9.1.8.E.4 Prioritize personal wants and needs when making

purchases. ● 9.1.8.E.8 Recognize the techniques and effects of deceptive

advertising. ● 9.1.8.F.3 Relate the impact of business, government, and consumer

fiscal responsibility to the economy and to personal finance. ● 9.2.8.B.4 Evaluate how traditional and nontraditional careers have

evolved regionally, nationally, and globally












phrase.











in context.






condescending).




RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source

on the same topic.


RI.7.1. WALT make inferences based on textual evidence and our prior knowledge WALT locate direct evidence in the text to support our thinking about what the text says WALT use the “Right in the Text” strategy WALT identify explicit textual support for an analysis of text WALT properly quote text to support our thinking RI.7.2. WALT identify and analyze central ideas as they appear throughout a text WALT summarize text with objectivity (without opinions or judgment) RI.7.3. WALT analyze the interactions between individuals, events and ideas WALT analyze how societal perceptions influence the ideas of others WALT individual’s ideas are shaped by opinions and facts RI.7.4. WALT determine the meaning of unfamiliar words or phrases WALT determine the meaning of figurative language in text WALT differentiate between the literal and connotative meanings/ implied meanings in text WALT analyze literal, connotative, and technical meanings of words WALT analyze the author’s word choice and how if effects the meaning of text RI.7.5. WALT recognize organizational patterns in text


WALT use critical reading strategies of chunking text to comprehend information WALT analyze how sections contribute to the overall development of ideas RI.7.6. WALT identify an author’s point of view/an author’s purpose in text WALT identify how an author addresses opposing viewpoints RI.7.7. WALT compare and contrast a text to its audio, video, or media version WALT analyze how the delivery of speech impacts words RI.7.8. WALT identify the argument and claims made by an author WALT to determine whether an author’s reasoning is strong and supported by relevant evidence WALT evaluate strong claims and weak claims WALT to recognize relevant and irrelevant evidence and how this evidence impacts specific claims RI.7.9. WALT recognize how two author’s writings about the same topic present different evidence to support their own opinions WALT compare and contrast how two or more authors present key information about the same topic RI.7.10. WALT read and comprehend grade appropriate text with proficiency SL.7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT pose higher level questions WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.4.


WALT determine or clarify the meaning of unknown and multiple-meaning words WALT use context clues to determine the meaning of a word or phrase WALT use known affixes and roots to determine the meaning of a word or phrase WALT to use reference materials (print and digital) to clarify meanings and parts of speech WALT to verify the perceived meaning of a word by checking its meaning in context or a resource L.7.5. WALT interpret figurative language and figures of speech WALT use word relationships to better understand each of the words L.7.6. WALT use grade-appropriate general academic and domain-specific words and phrases RH.6-8.1. WALT cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.2. WALT determine the central ideas or information of a primary or secondary source WALT provide an accurate summary of a source RH.6-8.3. WALT identify key steps in a text’s description of a process related to history/social studies RH.6-8.4. WALT determine the meaning of words and phrases as they are used in a text, including vocabulary specific to history/social studies RH.6-8.5. WALT describe how a text presents information RH.6-8.6. WALT identify aspects of a text that reveal an author’s point of view or purpose


RH.6-8.7. WALT incorporate visual information with other information RH.6-8.8. WALT distinguish among fact, opinion, and reasoned judgment in a text RH.6-8.9. WALT analyze the relationship between a primary and secondary source on the same topic


Within the reading historical text unit, students can demonstrate their comprehension of this genre by engaging in the following learning activities: ● Analyze excerpts from texts noting how events echo

sentiments of time period. ● Analyze historical fiction noting differences between

historical fact and literary fiction. ● Analyze how historical fiction draws on themes, patterns of

events, or character types from traditional stories. ● Compare and contrast story characters, plots, themes, and

settings from stories about history. ● Determine the author’s point of view in two texts about the

same topic and discuss the effect it has on the work. ● Respond critically to historical texts through discussions that

connect to and make reference to text. ● Respond critically to historical texts through written

responses that connect to and make reference to text. ● Engage with non-fiction text using the Question Formulation

Technique. ● Conduct an in-depth research project on a historical event of

Grade appropriate/district approved novels, articles and essays Number the Stars Lois Lowry The Boy Who Dared Susan Campbell Bartoletti The Outsiders S.E. Hinton Of Mice and Men John Steinbeck AVID Critical Reading AVID Weekly articles AVID Elementary articles Scholastic Upfront articles Junior Scholastic articles TeenBiz articles Prentice Hall Literature NJ Holistic Scoring Rubric for Writing

GIST—20 word summary One Pager Sticks and Stones 10 Critical Points—10 point list of the most essential elements in a chapter HMT—Highlight, Mark Text Cornell Notes Cornell Notes Summary Quizzes Response to Literature Questions OEQ AVID 5-Point Summary Timeline

Unit Assessment Written response to text: OEQ-RACE Evidence Essay Dialectical Journal Response-DJR— Level 1, Level 2, Level 3


choice, followed by an analysis that includes insights from

historical fiction.

NJ OEQ Rubric

Differentiation























Red Bank Borough Schools

Language Arts Literacy Curriculum Unit Plan

Unit Title/Theme: Unit 4 Reading Drama


1. How does drama differ from other types of text? 2. What life lessons can be learned from drama? 3. How do the conflicts and themes presented through drama relate to

our lives? 4. What does drama teach us about human nature? 5. What reading strategies can readers use to help them comprehend

and analyze text? 6. Why do people read? 7. How does reading affect your life?

▪ There are certain characteristics that are particular to drama. ▪ The conflicts and themes found in drama relate to our lives. ▪ Authors use a variety of writing techniques and literary devices to


comprehension and to construct meaning. ▪ Reading expands understanding of the world, its people, and oneself. ▪ Literature and drama address universal themes of human existence,

and conflict.


RL.7.2. Determine a theme or central idea of a text and analyze its


the text.

RL.7.3. Analyze how particular elements of a story or drama interact (e.g.,

how setting shapes the characters or plot).

RL.7.4. Determine the meaning of words and phrases as they are used in a

text, including figurative and connotative meanings; analyze the impact of

rhymes and other repetitions of sounds (e.g., alliteration) on a specific

verse or stanza of a poem or section of a story or drama.

RL.7.5. Analyze how a drama or poem’s form or structure (e.g., soliloquy,

sonnet) contributes to its meaning.

RL.7.6. Analyze how an author develops and contrasts the points of view of


digital tools.








digital content.







different characters or narrators in a text.

RL.7.10. By the end of the year, read and comprehend literature, including

stories, dramas, and poems, at grade level text complexity band or above,

scaffolding as needed.



















phrase.



problem.

21st Century Life and Careers:

● 9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

● 9.1.8.A.4 Relate earning power to quality of life across cultures. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal income,










fiscal responsibility to the economy and to personal finance. ● 9.2.8.B.1 Research careers within the 16 Career Clusters and

determine attributes of career success ● 9.2.8.B.2 Develop a Personalized Student Learning Plan with the

assistance of an adult mentor that includes information about career












in context.





condescending).

areas of interest, goals and an education plan ● 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills

that can be developed through school, home, work, and extracurricular activities for use in a career


● 9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available online

● 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce




RL.7.2. WALT identify and analyze recurring themes (life lessons) and central ideas as they appear throughout a text WALT summarize text with objectivity (without opinions or judgment) RL.7.3. WALT setting, characters, and plot are directly related to one another WALT setting and characters influence the plot of a story WALT analyze how events drive the action of the story and impact the characters RL.7.4. WALT use context clues to determine the meanings of words and phrases WALT identify the figurative and connotative meanings of words and phrases WALT analyze how the use of alliteration impacts a text RL.7.5. WALT analyze how the structure of a text contributes to its meaning RL.7.6. WALT analyze how an author shows the points of view of different characters RL.7.10. WALT read and comprehend literature with proficiency SL.7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT pose higher level questions WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT respond to others’ questions and comments with ideas that bring the discussion back on topic


WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.4. WALT determine or clarify the meaning of unknown and multiple-meaning words WALT use context clues to determine the meaning of a word or phrase WALT use known affixes and roots to determine the meaning of a word or phrase WALT to use reference materials (print and digital) to clarify meanings and parts of speech WALT to verify the perceived meaning of a word by checking its meaning in context or a resource L.7.5. WALT interpret figurative language and figures of speech WALT use word relationships to better understand each of the words WALT distinguish between connotations and denotations of words


Within the reading drama unit, students can demonstrate their

comprehension of this genre by engaging in the following


● Identify and explain plot structure (i.e. exposition, rising

action, climax, falling action, resolution) in drama—Create

plot diagram

● Label the stylistic elements found within drama –Literary

technique analysis

● Analyze how the stylistic elements found in drama impact

the written work –Literary technique analysis

● Trace the multiple settings in a drama and analyze how they

contribute to the overall plot and theme.

● Analyze how settings contribute to and impact the plot—

Literary technique analysis

Prentice Hall Literature: The Dream Bearer Walter Dean Myers Anne Frank-Play version Monster, Walter Dean Myers Monsters Are Due on Maple Street Junior Scholastic AVI D Critical Reading

Quick Write GIST—20 word summary One Pager Sticks and Stones 10 Critical Points—10 point list of the most essential elements in a chapter HMT—Highlight, Mark Text Cornell Notes Cornell Notes Summary Quizzes Response to Literature Questions OEQ

Unit Assessment Written response to text: OEQ-RACE Evidence Essay Dialectical Journal Response-DJR Level 1, Level 2, Level 3


● Define the concept of theme and identify the theme(s) in

drama —Thematic analysis

● Identify and explain characterization techniques found in

drama –Analysis of characterization

● Trace character development throughout the course of a

drama—Character Analysis

● Identify and explain the use of figurative language/

figurative expressions in drama—Figurative language

analysis

● Analyze how authors create tone and mood in drama –Close

readings-Mood/Tone

● Identify the point of view and analyze how point of view

affects the reader’s interpretation of the piece.

● Develop/respond to leveled questions—3 Levels of Reading

● Write a coherent essay of literary analysis with a clear thesis

statement, evidence from texts, and a strong introduction

and conclusion.

● Respond critically to drama through discussions that

connect to and make reference to text

● Respond critically to drama through written responses that


● Interact directly with text and characters through

reenactment of scenes.

AVID 5-Point Summary


Differentiation
























Unit Title/Theme: Unit 5 Reading Poetry


1. What are the characteristics of poetry? 2. What life lessons can be learned from poetry? 3. How do the conflicts and themes presented in poetry relate to our

lives? 4. What does poetry teach us about human nature? 5. What reading strategies can readers use to help them comprehend

and analyze poetry? 6. How does reading affect your life?

▪ There are certain characteristics that make poetry different from any other literary genre.

▪ The conflicts and themes found in poetry relate to our lives. ▪ Authors use a variety of writing techniques and literary devices to


comprehension and to construct meaning. ▪ Reading expands understanding of the world, its people and oneself.


RL.7.1. Cite several pieces of textual evidence and make relevant connections


from the text.

RL.7.2. Determine a theme or central idea of a text and analyze its


the text.

RL.7.4 Determine the meaning of words and phrases as they are used in a

text, including figurative and connotative meanings; analyze the impact of

rhymes and other repetitions of sounds (e.g., alliteration) on a specific

verse or stanza of a poem or section of a story or drama.

RL.7.5. Analyze how a drama or poem’s form or structure (e.g., soliloquy,

sonnet) contributes to its meaning.

RL.7.6. Analyze how an author develops and contrasts the points of view of

different characters or narrators in a text.


digital tools.








digital content.









RL.7.9. Compare, contrast and reflect on (e.g. practical knowledge,

historical/cultural context, and background knowledge) a fictional portrayal

of a time, place, or character and a historical account of the same period as a

means of understanding how authors of fiction use or alter history.

RL.7.10. By the end of the year, read and comprehend literature, including

stories, dramas, and poems, at grade level text complexity band or above,

scaffolding as needed.

















problem.


in context.





condescending).


RL.7.1. WALT make inferences based on textual evidence and our prior knowledge WALT locate direct evidence in the text to support our thinking about what the text says WALT use the “Right in the Text” strategy WALT identify explicit textual support for an analysis of text WALT properly quote text to support our thinking RL.7. 2. WALT identify and analyze recurring themes (life lessons) and central ideas as they appear throughout a text WALT summarize text with objectivity (without opinions or judgment) RL.7.4. WALT use context clues to determine the meanings of words and phrases WALT identify the figurative and connotative meanings of words and phrases WALT analyze how the use of alliteration impacts a text RL.7.5. WALT analyze how the structure of a text contributes to its meaning RL.7.6. WALT analyze how an author shows the points of view of different characters or narrators


RL.7.9. WALT compare and contrast and reflect on a fictional text to a historical account of the same period--to understand how authors use history as a grounds for fictional works WALT identify parallels between modern day fiction and historical accounts WALT interpret the author’s use of history to influence and create present day literature RL.7.10. WALT read and comprehend literature with proficiency SL.7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT pose higher level questions WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.5. WALT interpret figurative language and figures of speech WALT use word relationships to better understand each of the words WALT distinguish between connotations and denotations of words


Using a variety of poems, students can demonstrate their

comprehension of this genre by engaging in the following


● Define and explain poetic devices, such as alliteration,

assonance, consonance, and describe the ways in which they

help reveal the theme(s) of the poem.

● Identify the form, rhyme scheme, and meter of poems

The Outsiders S.E. Hinton Number the Stars Lois Lowry Prentice Hall Literature Grade appropriate music lyrics Thematic poems connected to literature

GIST—20 word summary One Pager HMT—Highlight, Mark Text Cornell Notes Cornell Notes Summary Quizzes Response to Literature Questions

Unit Assessment Written response to text: OEQ-RACE Evidence Dialectical Journal Response- DJR Poetic Analysis/ Interpretation Various poetic forms Socratic Seminar


studied

● Describe how poetry differs from prose and explain why

authors would choose one form over another for a particular

purpose.

● Recognize and explain the distinguishing characteristics of

various kinds of poetry, such as lyric poetry, blank verse,

haiku…

● Define important poetry terms: form, figurative language and

effects of sound.

● Associate definitions and terms in form, figurative language

and effects of sound as they apply to poems read.

● Recognize poetry terms in specific contexts.

● Compare and contrast poetry terms and examples.

● Define and offer examples of various forms of poetry.

● Analyze and evaluate form, figurative language and effects of

sound.

● Define the concept of theme and identify the theme(s) in

poems read—Thematic analysis

● Respond critically to poetry through discussions that connect

to and make reference to text.

● Respond critically to poetry through written responses that


● Apply strategies and techniques learned to poetry writing

projects.

Summary Compare/Contrast (Venn Diagram)

Differentiation

























Unit Title/Theme: Unit 6 Writing Narratives—Personal/Fictional


1. How does purpose influence the format of your writing? 2. How does audience influence the style of your writing? 3. Why do we write? 4. How is your style of writing influenced by the purpose of writing? 5. What is the importance of sharing? 6. How can we use evaluation and reflection to improve our writing? 7. How does word choice and effective use of grammar, spelling and

mechanics contribute to your writing?

▪ Effective communication relies on the use of proper form, style, organization and fluency.

▪ Writers have a distinct purpose for writing and maintain that purpose throughout the piece.

▪ Writing is a multi-step process. ▪ Writing is a reflective process. ▪ Effective written communication depends on proper use of grammar,

spelling, mechanics, and word choice.


W.7.3. Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured

event sequences.

-Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that

unfolds naturally and logically.

-Use narrative techniques, such as dialogue, pacing, and description, to

develop experiences, events, and/or characters.

-Use a variety of transition words, phrases, and clauses to convey sequence

and signal shifts from one time frame or setting to another.

-Use precise words and phrases, relevant descriptive details, and sensory

language to capture the action and convey experiences and events

-Provide a conclusion that follows from and reflects on the narrated

Technology Standards ● 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized






experiences or events.

W.7.4. Produce clear and coherent writing in which the development,

organization, voice and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in standards 1–3

above.)

W.7.5. With some guidance and support from peers and adults, develop and

strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on how well purpose and audience have

been addressed.

W.7.6. Use technology, including the Internet, to produce and publish writing

and link to and cite sources as well as to interact and collaborate with others,

including linking to and citing sources.

W.7.10. Write routinely over extended time frames (time for research,

reflection, metacognition/self correction, and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.















L.7.1. Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

-Explain the function of phrases and clauses in general and their function in

specific sentences.

-Choose among simple, compound, complex, and compound-complex

sentences to signal differing relationships among ideas.

-Place phrases and clauses within a sentence, recognizing a…


capitalization, punctuation, and spelling when writing.

-Use a comma to separate coordinate adjectives (e.g., It was a fascinating,

enjoyable movie but not He wore an old[,] green shirt).

-Spell correctly.

L.7.3. Use knowledge of language and its conventions when writing, speaking,


reading, or listening.

-Choose language that expresses ideas precisely and concisely, recognizing

and eliminating wordiness and redundancy.*





W.7.3. WALT write narratives to develop real or imagined experiences/ events, using relevant descriptive details, and well-organized sequences WALT engage the reader by establishing a point of view, introducing a narrator and/or characters and organizing events logically WALT use narrative techniques, such as dialogue, pacing, and description to develop experiences, events, and/or characters WALT use a variety of transition words, phrases, and clauses to show sequence, time frame, and setting changes WALT use precise words and phrases, descriptive details, and sensory language to show action, experiences, and events WALT provide a conclusion that ‘flows’ from and reflects on the narrated experiences or events W.7.4. WALT produce clear and well-organized writing that is appropriate to the task, purpose, and audience W.7.5.

WALT develop and strengthen writing through the writing process

W.7.6.

WALT use technology to produce and publish writing, link and cite sources, interact, and collaborate with others

W.7.10. WALT write over extended time frames

WALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1. WALT engage in collaborative discussions


WALT come to discussions prepared WALT pose higher level questions WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.1. WALT demonstrate command of the conventions of standard English grammar and usage when writing or speaking WALT recognize variations of standard English in our own writing and others’ writing and speaking WALT identify use of strategies to improve expression L.7.2. WALT demonstrate command of standard English capitalization, punctuation, and spelling when writing WALT vary sentence patterns for meaning L.7.3. WALT use knowledge of language and its conventions when writing, speaking, or listening WALT choose language that expresses our ideas precisely and concisely L.7.6. WALT use grade-appropriate general academic and domain-specific words and phrases


Students will examine and evaluate writing exemplars to note: ● Effective openings/ closings ● Organizational strategies ● Figurative language ● Dialogue ● Compositional risks ● Sentence construction, Grammar, punctuation, spelling,

usage ● Word choice

State assessment writing tasks Teacher created writing prompts modeled after state assessments AVID Middle Level Writing AVID HS Writing NJ Holistic Scoring Rubric for Writing

Conferencing Peer edit/scoring Self-evaluation The writing process Cloze activities

Published work Presentation Timed writing


● Fluency and coherence ● Awareness of audience ● Single focus Students will write narratives that: ● Engage and orient readers by establishing a context and point

of view, and organize a sequence of events or experiences. • Develop narrative elements (e.g., setting, event sequence, characters) using relevant sensory details. ● Provide a satisfying conclusion that follows from the events, experiences, or ideas.

Differentiation























Unit Title/Theme: Unit 7 Writing Responses to Literature


1. Why do we need to evaluate what we read? 2. How do readers react and respond to what they’ve read? 3. What connections do readers make? 4. How might being able to recognize literary features help in

appreciating literature? 5. How does purpose influence the format of your writing? 6. How is your style of writing influenced by the purpose of writing?

▪ Authors write with different purposes in mind. ▪ Readers develop a deeper understanding through reflection and

written response to text. ▪ Writers have a distinct purpose for writing and maintain that purpose

throughout the piece. ▪ Readers reflect on what they have read to gain meaning.


W.7.1. Write arguments to support claims with clear reasons and relevant

evidence.

-Introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.

-Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic

or text.

-Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), reasons, and evidence.

-Establish and maintain a formal/academic style, approach, and form.

-Provide a concluding statement or section that follows from and supports

the argument presented.


Technology Standards ● 8.1.8.A.2 Create a document (e.g. newsletter, reports, personalized




digital content.






above.)




been addressed.




W.7.7. Conduct short research projects to answer a question, drawing on

several sources and generating additional related, focused questions for

further research and investigation.

W.7.8. Gather relevant information from multiple print and digital sources,

using search terms effectively; assess the credibility and accuracy of each

source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for citation.

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

reflection, and research.

-Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a

fictional portrayal of a time, place, or character and a historical account of the

same period as a means of understanding how authors of fiction use or alter

history”).

-Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and


evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient to support the

claims”).























-Spell correctly.






W.7.1. WALT write arguments to support our ideas with clear reasons and relevant evidence WALT introduce claims, acknowledge alternate or opposing claims, and organize reasons and evidence logically WALT support claims with logical reasoning and relevant evidence, using accurate, credible sources WALT use words, phrases, and clauses to create a ‘logical flow' among ideas, reasons, and evidence WALT establish and maintain a formal style in writing WALT provide a concluding statement or section that supports an argument W.7.4. WALT produce clear and well-organized writing that’s appropriate to the task, purpose, and audience W.7.5.

WALT develop and strengthen writing through the writing process (with guidance)

W.7.6.

WALT use technology to produce and publish writing, link and cite sources, interact and collaborate with others

W.7.7.


WALT conduct short research projects to answer a question

WALT use several sources for research

WALT generate additional questions for further research and investigation

W.7.8.

WALT gather relevant information from multiple sources, using search terms effectively

WALT assess sources for credibility

WALT quote or paraphrase the ideas of others to avoid plagiarism

WALT follow a standard format for citation

W.7.9. WALT draw evidence from literary or informational texts to support analysis, reflection, and research WALT apply 7th grade reading standards to literature WALT apply 7th reading standards to literary nonfiction W.7.10. WALT write over extended time frames

WALT write for shorter time frames for specific tasks, purposes, and audiences SL.7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT pose higher level questions WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.2. WALT demonstrate command of standard English capitalization, punctuation, and spelling when writing WALT vary sentence patterns for meaning L.7.3.


WALT use knowledge of language and its conventions when writing, speaking, or listening WALT choose language that expresses our ideas precisely and concisely


Within the unit, students will read selections from various genres and generate written responses that: ● Use textual evidence to appropriately and effectively convey

opinion in written responses and evaluations (OEQ, Quick

Write, Literary Analysis)

● Analyze the social and cultural conflict, as expressed in the

works read.

● Closely analyze a key passage from a novel or short story and

comment on how it contributes the work as whole.

● Contrast two works by a single author.

● Observe common tendencies, contradictions, outliers, and

subtleties in literature.

● Contrast the moral conflicts of characters in various works

● Consider how the literature this period reflects both on the

human psyche and on the human condition.

● Analyze how author’s style contributes to meaning.

Grade appropriate/district approved novels, articles, and short stories which may include the following: The Outsiders S.E. Hinton The Pigman Paul Zindel Monster Walter Dean Myers Number the Stars Lois Lowry Of Mice and Men John Steinbeck Open-Ended Questions Teacher created writing tasks NJ Holistic Scoring Rubric for Writing NJ OEQ Rubric

One Pager GIST—20 word summary 10 Critical Points Summarizing HMT —Highlight, Mark Text Self-Assessment and Evaluation—Self-Scoring Cornell Notes Cornell Notes Summary QFT—Question Formulation Technique Response to Literature Questions

Novel Guide OEQ—RACE Evidence ICE—Interpret, Connect, Extend Dialectical Journal Response-DJR—Level 1, Level, 2, Level 3 Compare/Contrast Essay Author Study

Differentiation























Unit Title/Theme: Unit 8 Writing to Inform, Explain, Persuade


1. How does purpose influence the format of your writing? 2. How does audience influence the style of your writing? 3. Why do we write? 4. How is your style of writing influenced by the purpose of writing? 5. What is the importance of sharing? 6. How can we use evaluation and reflection to improve our writing? 7. How does word choice and effective use of grammar, spelling and

mechanics contribute to your writing?

▪ Effective communication relies on the use of proper form, style, organization and fluency.

▪ Writers have a distinct purpose for writing and maintain that purpose throughout the piece.

▪ Writing is a multi-step process. ▪ Writing is a reflective process. ▪ Effective written communication depends on proper use of grammar,

spelling, mechanics, and word choice.


W.7.1. Write arguments to support claims with clear reasons and relevant

evidence.

-Introduce claim(s), acknowledge alternate or opposing claims, and organize

the reasons and evidence logically.

-Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic

or text.

-Use words, phrases, and clauses to create cohesion and clarify the

relationships among claim(s), reasons, and evidence.

-Establish and maintain a formal/academic style, approach, and form.


the argument presented.

W.7.2. Write informative/ explanatory texts to examine a topic and convey


digital tools.








digital content.









ideas, concepts, and information through the selection, organization, and

analysis of relevant content.

-Introduce a topic: organize ideas, concepts, and information, using text

structures (e.g. definition, classification, comparison/contrast, cause/effect,

etc.) and text features (e.g., headings, graphics, and multimedia) when useful

to aiding comprehension.

-Develop the topic with relevant facts, definitions, concrete details,

quotations, or other information and examples.

-Use appropriate transitions to create cohesion and clarify the relationships

among ideas and concepts.

-Use precise language and domain-specific vocabulary to inform about or

explain the topic.

-Establish and maintain a formal/academic style, approach and form.


the information or explanation presented.




above.)




been addressed.

problem.

9.1 Personal Financial Literacy Standards ● 9.1.8.A.2 Relate how career choices, education choices, skills,

entrepreneurship, and economic conditions affect income. ● 9.1.8.A.3 Differentiate among ways that workers can improve earning

power through the acquisition of new knowledge and skills. ● 9.1.8.A.4 Relate earning power to quality of life across cultures. ● 9.1.8.A.5 Relate how the demand for certain skills determines an

individual’s earning power. ● 9.1.8.A.6 Explain how income affects spending decisions. ● 9.1.8.B.5 Explain the effect of the economy on personal income,










fiscal responsibility to the economy and to personal finance. 9.2 Career Awareness, Exploration, and Preparation Standards

● 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success





W.7.7. Conduct short research projects to answer a question, drawing on

several sources and generating additional related, focused questions for

further research and investigation.

W.7.8. Gather relevant information from multiple print and digital sources,

using search terms effectively; assess the credibility and accuracy of each

source; and quote or paraphrase the data and conclusions of others while

avoiding plagiarism and following a standard format for citation.

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

reflection, and research.

-Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a

fictional portrayal of a time, place, or character and a historical account of the

same period as a means of understanding how authors of fiction use or alter

history”).

-Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and

evaluate the argument and specific claims in a text, assessing whether the

reasoning is sound and the evidence is relevant and sufficient to support the

claims”).




● 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an education plan

● 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career


● 9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available online

● 9.2.8.B.6 Demonstrate understanding of the necessary preparation and legal requirements to enter the workforce


















grammar and usage when writing or speaking.

-Explain the function of phrases and clauses in general and their function in

specific sentences.

-Choose among simple, compound, complex, and compound-complex

sentences to signal differing relationships among ideas.

-Place phrases and clauses within a sentence, recognizing a…






-Spell correctly.








in context.





condescending).






W.7.1. WALT write arguments to support our ideas with clear reasons and relevant evidence WALT introduce claims, acknowledge alternate or opposing claims, and organize reasons and evidence logically WALT support claims with logical reasoning and relevant evidence, using accurate, credible sources WALT use words, phrases, and clauses to create a ‘logical flow' among ideas, reasons, and evidence WALT establish and maintain a formal style in writing WALT provide a concluding statement or section that supports an argument W.7.2. WALT write informative/ explanatory texts to examine a topic and convey ideas WALT select and organize content that is relevant to our response WALT introduce a topic clearly, and organize ideas, concepts, and information using organizational strategies Insert where appropriate: Definition, classification, comparison/contrast, and cause/effect; formatting , graphics, and multimedia when useful to aiding comprehension WALT develop a topic with relevant facts, definitions, concrete details, quotations, information and examples WALT use appropriate transitions to create ‘a logical flow’ and to clarify the relationships among ideas WALT use precise language and content -specific vocabulary to inform about or explain a topic WALT establish and maintain a formal style in writing WALT provide a concluding statement or section that supports the information/ explanation presented W.7.4. WALT produce clear and well-organized writing that’s appropriate to the task, purpose, and audience W.7.5.

WALT develop and strengthen writing through the writing process (with guidance)

W.7.6.

WALT use technology to produce and publish writing, link and cite sources, interact and collaborate with others

W.7.7.


WALT conduct short research projects to answer a question

WALT use several sources for research

WALT generate additional questions for further research and investigation

W.7.8.

WALT gather relevant information from multiple sources, using search terms effectively

WALT assess sources for credibility

WALT quote or paraphrase the ideas of others to avoid plagiarism

WALT follow a standard format for citation

W.7.9. WALT draw evidence from literary or informational texts to support analysis, reflection, and research WALT apply 7th grade reading standards to literature WALT apply 7th reading standards to literary nonfiction W.7.10. WALT write over extended time frames

WALT write for shorter time frames for specific tasks, purposes, and audiences SL. 7.1. WALT engage in collaborative discussions WALT come to discussions prepared WALT pose higher level questions WALT follow rules for discussions, track progress, goals, and deadlines, and define individual roles WALT respond to others’ questions and comments with ideas that bring the discussion back on topic WALT acknowledge new information expressed by others and make adjustments to our own views after considering this information L.7.1. WALT demonstrate command of the convections of standard English grammar and usage when writing or speaking WALT recognize variations of standard English in our own writing and others’ writing and speaking WALT identify use of strategies to improve expression


L.7.2. WALT demonstrate command of standard English capitalization, punctuation, and spelling when writing WALT vary sentence patterns for meaning L.7.3. WALT use knowledge of language and its conventions when writing, speaking, or listening WALT choose language that expresses our ideas precisely and concisely L.7.5. WALT interpret figurative language and figures of speech WALT use word relationships to better understand each of the words. WALT distinguish between connotations and denotations of words L.7.6. WALT use grade-appropriate general academic and domain-specific words and phrases


Students will examine and evaluate writing exemplars to note: ● Effective openings/ closings ● Organizational strategies ● Figurative language ● Compositional risks ● Sentence construction, Grammar, punctuation, spelling,

usage ● Word choice ● Fluency and coherence ● Awareness of audience ● Single focus Students will write informational, explanatory or persuasive works that: ● Engage and orient the reader by establishing a context and

AVID Weekly articles AVID Elementary articles Scholastic Upfront articles Junior Scholastic articles State assessment writing tasks Teacher created writing tasks modeled after state assessments Student Exemplars Non-Exemplars Selections from PH Literature series NJ Holistic Scoring Rubric for Writing NJ OEQ Scoring Rubric

Conferencing Peer edit/scoring Self evaluation The writing process Cloze activities

Published work (essay) Presentation ICE—Interpret, Connect, Extend Timed writing


point of view, and organize ideas in a way that meets the intended purpose and conveys meaning

• Develop stylistic elements (e.g. rhetorical questions, evidence, quotes, statistics…) ● Incorporate specific details to support their ideas and

opinions ● Provide a satisfying conclusion that follows from the

explanations, information, or ideas

Differentiation





















Documents

7th Grade ELA Curriculum Guide BIG... We'll help you get there! Red Bank Middle School 101 Harding Road, Red Bank, NJ 07701 7th Grade ELA Curriculum Guide Mayra Velazquez 7th grade