Developmental and Advanced English Language Arts …old.collierschools.com/english/la/docs/Developmental and... · 2011-09-13 · Developmental and Advanced English Language Arts

Developmental and Advanced English Language Arts

Curriculum Map

Grade 7

2011-2012

1

First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English

Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students

will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision

Statement.

In essence, there are three major components involved in lesson planning:

Standards (What do I want my students to know?),

Materials (What will my students read/use/manipulate?),

and Checks for Understanding (How will I know if my students mastered the standard?).

This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate

confusion about the term “fidelity,” we offer you these qualifiers:

Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use

SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students

master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet

student needs, based on the Next Generation Sunshine State Standards.

When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard

activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’

mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular

modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this

curriculum map to meet students’ needs.

The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our

SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison

Brietenstine, Marci Garner, and Sara Treiser.

http://www.floridastandards.org/homepage/index.aspx


Curriculum Map

Grade 7

2011-2012

2

Sunshine State Standards Key

! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)

@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)

# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)

^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)

& = Communication Strand (Standards: Listening and Speaking)

% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology

The research project --- District requirement. Starting the research process before the 4th

quarter in smaller sections is advisable as

the Pre-Laureate Program requirements are substantial.

1. Research Process Hotlinks: http://www.collierschools.com/research/

2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

SpringBoard Resources:

1. Collier County Site: http://www.collier.k12.fl.us/teachers/

2. SpringBoard official site: www.springboard.collegeboard.org

Addendums: There are three addendums after the 4th

quarter map: Research, Prentice Hall alignment, and Sacred book list.

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/

http://www.collier.k12.fl.us/teachers/

http://www.springboard.collegeboard.org/


Curriculum Map

Grade 7

2011-2012

3

Quarter 1

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 1: Writing Process; Personal Narrative; Short Story

Interactive Websites: www.alline.org/euro/middle.html Essential Questions for Unit 1: How do authors use narrative elements to create a story? Why is storytelling an important aspect of a culture or society?

Embedded Assessments for Unit 1: 1. Embedded Assessment 1: Revising a Personal Narrative About Choice 2. Embedded Assessment 2: Creating an Illustrated Myth

Key:

! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy

http://languagearts.mrdonn.org/grammar.html

http://www.springboard.collegeboard.com/

http://www.alline.org/euro/middle.html


Curriculum Map

Grade 7

2011-2012

4

Power Benchmarks

Recommended Strategies

SpringBoard Texts

Prentice Hall Texts Ancillary Materials

Recommended Formative Assessments

Recommended Summative Assessments

! Reading Student use strategies to determine the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details; ! Reading Analyzes author’s purpose

Think-Pair-Share Marking the Text Skimming Scanning Summarizing Paraphrasing

Activity 1.1 Preview the Unit and Unpack Embedded Assessment 1

Elements of Fiction 6-7; What is a short story? 200–201; Elements of short stories 202–203; Author’s Purpose 128-149; “My First Free Summer“ 132-136; “Angela’s Ashes” 140-148

Word Connections: Narrative Suffix: -ive Writing Workshop: Writing Process

Completion pg 5 Student discussions

Vocabulary Notebook

! Reading Student determines main idea or essential message through inferring, paraphrasing, and identifying relevant details; # Writing Process generates ideas

Brainstorming Think-Pair-Share Oral Reading Free Writing

Activity 1.2-1.3 Exploring the Concept of Choice and Thinking About the Choices I Make

Word Connections: Latin root: -sequ- Prefix: con-

Completion of chart pg 6-7 Student responses Quickwrite pg 8

Vocabulary Notebook

! Vocabuary Development Student uses multiple strategies to develop grade appropriate vocabulary

Word Map Think Aloud

Activity 1.4 The Idea of Choice

Vocabulary Workshop: Using Dictionary and Thesaurus 186-187

Word Wall Visual Thesaurus: http://www.visualthesaurus.com/

Completion of pg 9 Word Sort

Vocabulary Notebook

! Reading Student determines

Marking the Text Prediction

Activity 1.5 Choices Have

Learning About Poetry 572–575;

Word Connections: Connotation/Diction

Word Wall

Student Reflection

http://www.visualthesaurus.com/

http://www.visualthesaurus.com/


Curriculum Map

Grade 7

2011-2012

5

Power Benchmarks


SpringBoard Texts




main idea or essential message; @ Literary Analysis Analyzes author’s use of poetic devices

Summarizing Paraphrasing Think-Pair-Share Diffusing

Consequences Poem: “The Road Not Taken”

Forms of Poetry 583; Vocabulary Workshop: Connotation & Denotation 708-709

Literary Term: Rhyme Scheme Grammar Usage: punctuation

Student Discussions

@ Literary Analysis Student locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements

Close Reading Marking the Text Summarizing Predicting

Activity 1.6 Touch Choices That Reveal Character Novel Excerpt: from “Staying Fat for Sarah Byrnes”

Narrative Text 23; Comparing Fiction & Nonfiction 78; Comparing Biography & Autobiography 468;

Grammar: Dash Chris Crutcher: http://www.chriscrutcher.com/

Student Analysis of Text

Close Reading of Text

@ Literary Analysis Student identifies, analyzes, and applies knowledge of fiction

Graphic Organizer Prewriting Drafting Think-Pair-Share Free Writing Word Map

Activity 1.7 Exploring Personal Narrative

Literary Analysis: Point of View 49;

Writing Workshop: Personal Narrative Literary Term: Incident

Completion of pages 13-15

Vocabulary Notebook Writing Prompt pg 15

! Reading Student determines main idea or essential message @Literary Analysis Analyzes elements of characterization, setting, & plot; @Literary Analysis

Marking the Text Oral Reading Quickwrite Think-Pair-Share

Activity 1.8-1.10 Analyzing a Personal Narrative on Choice, The Choices We Make, and Learning from Our Choices Autobiography: From “Dust Tracks on

“The Three-Century Woman” 9-17; from “An American Childhood” 52-59; “The Luckiest Time of All” 62-67; “Barrio Boy” 80-85 “A Day’s Wait” 86-91; “Papa’s Parrot” 26-30

Grammar Usage Verb Tenses Commas Academic Vocabulary: Characterization Literary Terms: Tone

Marking the Texts Completion of pg 18; 26 Revisit Essential Question #1

Vocabulary Notebook Student Reflections

http://www.chriscrutcher.com/

http://www.chriscrutcher.com/


Curriculum Map

Grade 7

2011-2012

6

Power Benchmarks


SpringBoard Texts




Locates and analyzes author’s use of allusions and descriptive, idiomatic, and figurative language

a Road”; Short Story: “A Hundred Bucks of Happy”; Personal Narrative: “Ditching”

Transitions Word Connections: Analogy

@ Literary Analysis Student analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution; # Writing Process Uses prewriting strategies to generate ideas and formulate a plan; # Writing Process Writes a draft appropriate to topic, audience, and purpose

Revisiting Prior Work Think Aloud Prewriting Drafting

Activity 1.11 Choosing a Topic for a Timed Writing

“No Gumption” 474-482 Writing Workshops: Autobiographical Narrative 176–183; Short Story 384–391; Descriptive Essay: 92-97; Anecdote 335

Grammar: Verb Tenses Writing Workshop: Personal Narrative Guys Write for Guys Read: http://www.guysread.com/

Completion of pg 29 Timed Writing

SpringBoard Test/Quiz on content

# Writing Process Student revises and refines the draft for clarity and effectiveness & Communication Student uses effective listening strategies for informal discussions

Notetaking Think-Pair-Share Sharing & Responding Graphic Organizer Revising

Activities 1.12-1.16 Understanding Revision and How We Choose To Respond, Revising the Beginning, Middle, and Ending

Writer’s Toolbox: 93, 94-95, 179-183, 487, 553,387-391, 643, 703, & 1045

Writing Workshop: Writing Process Grammar: Verb Tenses Literary Term: Speaking Listening

Completion of pgs 35-37

Rewriting of Prior Work pgs 35 & 37

http://www.guysread.com/

http://www.guysread.com/


Curriculum Map

Grade 7

2011-2012

7

Power Benchmarks


SpringBoard Texts




Academic Vocabulary: Sensory Details SB Unit 4: Making Revision Choices

Embedded Assessment 1 Revising a Personal Narrative About Choice

Embedded Assessment 1

Published Work

! Reading Student uses a variety of strategies to determine the main idea or essential message; & Communication Student uses effective listening strategies for informal discussions

Word Map Activity 1.17 Preview the Unit and Unpack Embedded Assessment 2

Academic Vocabulary: Folklore Word Connections: Fable

Completion of pg 43 Student Discussions

Vocabulary Notebook

@ Literary Analysis Student locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;

Predicting Previewing Quickwrite Visualizing Word Map

Activity 1.18 Characters and Choices Novel Except: From “A Single Shard”

What is storytelling? 902-903; Characteristics of the Oral Tradition 904-905; Character Traits: from “Letters from Rifka” 251-257; “Two Kinds” 259-277

Grammar & Usage: Antecedents A Single Shard: www.multcolib.org/talk/guides-single.html; A Single Shard trailer: www.youtube.com/watch?v=9QjGvDPZ__g

Completion of pgs 44 & 49

Quickwrite pg 49

@ Literary Analysis Prewriting Activity 1.19 Icarus and Daedalus, Icarus and Daedalus: Completion of pgs Vocabulary

http://www.multcolib.org/talk/guides-single.html

http://www.multcolib.org/talk/guides-single.html

http://www.youtube.com/watch?v=9QjGvDPZ__g

http://www.youtube.com/watch?v=9QjGvDPZ__g


Curriculum Map

Grade 7

2011-2012

8

Power Benchmarks


SpringBoard Texts




Student locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;

Word Map Introduction to Mythology

916-923; Demeter and Persephone 924-928; Popocatepetl and Ixtlaccihuatl 946-951; The Voyage from the Odyssey 968-971; Sun and Moon in a Box 992–996; How the Snake Got Poison 1000–1002; Are Stories Are Anansi’s 1018–1022

www.youtube.com/watch?v=7W1TZ16W-3k

50-51

Notebook

! Reading Student uses a variety of strategies to determine the main idea or essential message; ! Reading Identifies cause-and-effect relationships; @ Literary Analysis Locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;

Previewing Predicting Oral Reading Marking the Text Summarizing Paraphrasing

Activity 1.20 Structural Elements of a Narrative Plot Myth: Daedalus and Icarus

Literary Analysis: Plot 217

Writing Workshop: Short Story Word Connections: Analogy Academic Vocabulary: Plot Theme

Completion of pgs 52 & 57 Student Discussions

Small Group Discussions pg 58 Writing Prompt pg 58

! Vocabulary Graphic Organizer Activity 1.21 Vocabulary Workshop: Grammar Usage: Completion of chart Vocabulary

http://www.youtube.com/watch?v=7W1TZ16W-3k

http://www.youtube.com/watch?v=7W1TZ16W-3k


Curriculum Map

Grade 7

2011-2012

9

Power Benchmarks


SpringBoard Texts




Development Student identifies advanced word/phrase relationships and their meanings

Brainstorming Know Your Roots: Word Choice

Word Origins 394-395 Borrowed and Foreign Words 888-889

Writing Dialogue on pg 59 Notebook

@ Literary Analysis Student locates and analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language @ Literary Analysis Analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;

Previewing Predicting Close Reading Mark the Text Questioning the Text Visualizing Think-Pair-Share Quickwrite

Activity 1.22-1.25 Poor Choices, Symbols, Myths and Reality, & Creation Stories Myths: Phaethon Arachne Raven and the Source of Light

Literary Analysis: Figurative Language 601

Grammar Usage: Topic Sentence Modifiers Writing Workshops: Writing Process and Short Story Academic Vocabulary: Symbol Symbolism

Completion of pgs 70-72; 76-77 Student Discussions Revisit Essential Question #2

Vocabulary Notebook Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.

Embedded Assessment 2 Creating An Illustrated Myth

The Cay, Letters From Rifka, Red Fern Grows





Curriculum Map

Grade 7

2011-2012

10

Quarter 2

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 2: Response to Literary or Expository Text; Procedural Texts Interactive Websites: www.alline.org/euro/middle.html Essential Questions: How do advertisers attempt to influence consumers? How do purpose and audience shape the content in a persuasive text?

Embedded Assessment 1: Analyzing an Advertisement and Creating a New One Embedded Assessment 2: Writing a Letter to the Editor

Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy





Curriculum Map

Grade 7

2011-2012

11

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Student analyzes author’s purpose; ! Reading ; Determines the main idea or essential message

Marking the Text Think-Pair-Share Skimming/scanning Summarizing/Paraphrasing Graphic Organizer


KWL Chart Completion of pg 93 Student Discussions

! Reading Student analyzes author’s purpose; @Literary Analysis Locates and analyzes specific information and perspectives from organizational text features and understand how they affect meaning; & Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker

Graphic Organizer Marking the Text Quickwrite Think-Pair-Share Skimming/Scanning Summarizing Paraphrasing Think Aloud Previewing Predicting

Activity 2.2 Looking at My Choices Article: “Today’s Youth Look to…” Article: from “Ramp to Riches”

Expository Essay: “Life Without Gravity” 423-429; Informational Texts: “Walking for Exercise and Pleasure” 364-366; “2006 Safe Kids…” 367-369

Grammar Usage: Preposition Prepositional Phrases Affect/Effect Word Connections: Analogy Tony Hawk & Shawn White 60 minutes clip

Completion of pgs 94, 96, & 99

Quickwrite pg 100


Curriculum Map

Grade 7

2011-2012

12

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



& Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker

Marking the Text Word Map

Activity 2.3 Consumeropoly

Completion of p 102

Vocabulary Notebook

! Reading Determines the main idea or essential message @Literary Analysis Identifies and analyzes specific information from organizational text; & Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker

Discussion Groups Graphic Organizers Visualizing Word Map

Activity 2.4 Media, Advertising, and Consumer Choices Article: “Facts About Marketing to Children”

Persuasive Speech: “All Together Now” 491-497 Persuasive Essay: The Eternal Frontier” 499-505

Word Connections: Foreign Words Endnotes Footnotes Academic Vocabulary: Media Advertising

Completion of pgs 103, 107, 108-111 Revisit Essential Question #1 Student Discussions

Quickwrite pg 111

@Literary Analysis Student identifies and analyzes specific

Graphic Organizer Marking the Text Summarizing/Paraphrasing

Activity 2.5-2.6 Persuasive Techniques and Advertising Claims

Communications Workshop: Evaluating Media Messages/Advertis

KWHL chart Word Connections: Persuade

Completion of pgs 112-114 Student Analysis

Vocabulary Notebook


Curriculum Map

Grade 7

2011-2012

13

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



information from organizational text; &Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker

Visualizing Diffusing

ements 710

Videos of TV ads http://www.youtube.com/ Writing Workshop: Persuasive Writing Literary Terms: Rhetorical Question

@Literary Analysis Identifies and analyzes specific information from organizational text; &Communication Uses effective listening and speaking strategies

Graphic Organizer Skimming/Scanning Think-Pair-Share Word Map

Activity 2.7-2.9 Audience in Advertisements: Part One; Common Persuasive Words and Phrases; Audience in Advertisements: Part Two

Informational Texts: “The Rhythms of Rap” 686-688

Videos of TV ads http://www.youtube.com/ http://www.naplesnews.com/ Revisit Essential Question #1 and Introduce Essential Question #2


Vocabulary Notebook

@Literary Analysis Identifies and analyzes specific information from organizational text; % Information and Media Literacy

Marking the Text Skimming/Scanning Word Map Prewriting Drafting Think Aloud

Activity 2.10-2.11 Elements of Advertisements and Analysis of an Advertisement

Print advertisements from magazines Literary Terms: Analyze Writing Workshop: Persuasive Writing

Completion of pg 122-123

Writing Prompt pg 124

http://www.youtube.com/




http://www.naplesnews.com/

http://www.naplesnews.com/


Curriculum Map

Grade 7

2011-2012

14

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Student explains how text features aid the reader’s understanding; & Communication Uses effective listening and speaking strategies;

Embedded Assessment #1 Analyzing an Advertisement and Creating a New One

Writing Workshops: Writing Process Persuasive Writing Scoring Guide pg 130

Embedded Assessment #1

Published Work

^Writing Application Student develops formal communication that follows a format with a clearly stated purpose; # Writing Process Drafts, revises, and edits writing

Peer Response Quickwrite Revising Self-Editing

Activity 2.12 Fighting Back

Writing Workshop: Business Letter pgs 982-987; Comparison & Contrast Essay 548-552

Grammar Usage: Standard Business Letters Word Connections: RSVP Writing Workshop: Procedural Texts: Business Letters SB Unit 4: Making Revision Choices

Quickwrite p 132 Business Letter

! Reading Metacognitive Markers Activity 2.13-2.14 Drafting Thesis Word Connections: Student Student


Curriculum Map

Grade 7

2011-2012

15

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Student determines the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details; # Writing Process Identify the purpose and intended audience for writing

Predicting Rereading Think-Pair-Share Prewriting Skimming/Scanning SOAPSTone

What We Choose to Believe and Post-Reading: What We Choose to Believe Article: “America the Not-So-Beautiful”

Statement: p. 700 & 1042

Prosperity Grammar Usage: Parallel Structure Thesis Statement Writing Workshop: Response to Literary, Expository Text, or Persuasive Writing

Discussions Practice Writing a Thesis Statement

Reflections

! Reading Process Analyzes author’s purpose; @ Literary Analysis analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language

Marking the Text Skimming/Scanning SOAPSTone Summarizing Paraphrasing

Activity 2.15 Fact or Opinion? Article: “Buying Into the GREEN movement”

Facts and Opinions: “What Makes a Rembrandt a Rembrandt?” 412-418;

Word Connections: Bio- Degrade Eco- Literary Terms: Oxymoron Grammar Usage: Hyphens Appositive Writing Workshop: Response to Literary or Expository Text

Completion of pg 139

SOAPSTone pg 146 Writing Prompt pg 146

! Reading Process Student uses a

Graphic Organizer Marking the Text

Activity 2.16 News or Views?

Identify Bias and Stereotyping:

Literary Terms: Debate


Vocabulary Notebook


Curriculum Map

Grade 7

2011-2012

16

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



variety of strategies to analyze author’s purpose;

Notetaking Think-Pair-Share Word Map

Article: “City Schools Cut Parents’ Lifeline”; Article: “Hang It Up”

“Veteran Returns…” 862-863 “The Wrong Orbit…” 864

Academic Vocabulary: Editorial

# Writing Process Identifies the purpose and intended audience for writing; ^ Writing Application Records information related to a topic

Discussion Groups Graphic Organizer Quickwrite

Activity 2.17 Exploring My Opinions

Article: “Ironing Out Policies…”

Analyze Point of View: “Zoos: Joys or Jails?” 1028-1032

Grammar Usage: Colon

Nonfiction Link: Independent Reading, teacher notes pg 158

Completion of graphic organizer pg 158


! Reading Process Analyzes author’s purpose; @Literary Analysis Analyzes author’s use of word choice to appeal to the reader’s senses and emotions & provide evidence from text to support the analysis

Graphic Organizer Marking the Text Oral reading Rereading Skimming/Scanning

Activity 2.18-2.19 Developing an Argument

Letter to the Editor: Cellphones in School Editorial: “Balancing Act on Cell Phones”

Cause-and-Effect: “The Seasons on Earth” 960-962; “What Gives the Sunrise…” 963-964

Literary Terms: Counter-argument Draconian

Completion of graphic organizer pg 162 Student Discussions

Analysis of Text pg 163

^ Writing Drafting Activity 2.20 Communication Writing Workshop: Completion of Online End of


Curriculum Map

Grade 7

2011-2012

17

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Application Develops and demonstates technical writing the provides information related to real-world tasks

Manipulatives Peer Response Revising Self-Editing

Writing A Letter to the Editor

Workshop: Evaluating a Persuasive Presentation 560

Procedural Texts: Writing a formal letter SB Unit 4: Making Revision Choices

Prewriting pg 165

Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.






Curriculum Map

Grade 7

2011-2012

18

Quarter 3

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 3: Response to Literary or Expository Text; Procedural Texts Interactive Websites: www.alline.org/euro/middle.html Essential Questions: What is the relationship between choices and consequences? How does research contribute to the

discovery of solutions?

Embedded Assessment 1: Writing an Analytical Essay

Embedded Assessment 2: Researching and Presenting a Problem and Solution






Curriculum Map

Grade 7

2011-2012

19

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading analyze author’s purpose; ! Reading determines the main idea or essential message; ! Reading analyzes a variety of text structures

Marking the text Think-Pair-Share Skimming/Scanning Summarizing/Paraphrasing


KWHL Chart Completion of pg 175

@ Literary Analysis Analyzes and applies knowledge of the elements of literary elements; ! Reading Employs a variety of strategies to comprehend grade-level text

Notetaking Adding Word Map Close Reading Graphic Organizer KWHL Chart Predicting Think-Pair-Share

Activity 3.2-3.3 Peeling a Tangerine & Selling the Novel

Poem: “Miracles” 692-694

Academic Vocabulary: Imagery Literary Terms: Simile Metaphor Odes to Common Things by Pablo Neruda


Vocabulary Notebook Quickwrite pg 178

! Reading Analyzes a variety of text structures; @ Literary Analysis Analyzes elements of characterization, setting, & plot including rising action,

Previewing/Predicting Quickwrite Double-Entry Journal Think-Pair-Share Close reading Word Map

Activity 3.4- 3.5 Previewing the Novel & Getting into the Text: A Close Reading of the Prologue

Short Stories: “All Summer in a Day” 99-111; “Suzy and Leah” 113-125;

Grammar Usage: Third Person Analysis

Student Discussions Close Reading of Prologue

Vocabulary Notebook


Curriculum Map

Grade 7

2011-2012

20

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



conflict, & resolution

! Reading Determines main idea or essential message ! Reading Identifies cause-and-effect relationships in text @ Literary Analysis Analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution;

Double-Entry Journals Oral Reading Questioning the Text Summarizing/Paraphrasing Predicting

Activity 3.6-3.7 Beginning the Novel & Choices and Consequences One

Poem: “One” 652 Grammar: Independent & Subordinate Clauses 662-663

Literary Terms: Atmosphere Mood Word Connections: Literal Universal

Completion of graphic organizer of choices pg 182-183 Revisit Essential Question #1


# Writing Process Uses prewriting strategies to generate ideas and formulate a plan; # Writing Process Writes a draft appropriate to topic, audience, and purpose

Adding Self-Editing Peer Editing

Activity 3.8 A Memo

Poem: “I’m Nobody” 672

Grammar Usage: Subordinate clause Word Connections: Subordinate Writing Workshop: Writing Process

First Draft of Memo Peer Editing

Revision of Memo

@ Literary Analysis Student will locate and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution,

Quickwrite Double-Entry Journal Self-Editing Close Reading Summarizing/Paraphrasing Think-Pair-Share

Activity 3.9-3.10 First Day of School Experiences & Film Connections

“The Treasure of Lemon Brown” 205-214

Grammar Usage: Appositive Literary Terms: Flashback Foreshadowing

Double-Entry Journal Completion of pg 186 & chart on pg 187-188

Vocabulary Notebook


Curriculum Map

Grade 7

2011-2012

21

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



& theme Excerpt from: Sandlot or Secondhand Lions

@ Literary Analysis Student will locate and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution, & theme

Double-Entry Journal Questioning the Text Think-Pair-Share Drafting Peer Editing

Activity 3.11-3.12 Lightning Strikes & Wonders of the World

Comparing Characters: 160-175 “The Night the Bed Fell” 162-167; “Stolen Day” 169-174

Writing Workshop: Expository Grammar Usage: Transition

Double-Entry Journal Complete graphic organizer pg 190

Student literary analysis paragraph pg 189

@ Literary Analysis Student analyzes elements of characterization, etc. @ Literary Analysis Locates and analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language; ! Reading Identifies cause-and-effect relationships in text; ! Reading ; Determines the main idea or essential message ;

Drafting Double-Entry Journal Close Reading Role-Playing

Activity 3.13-3.14 The Sinkhole & Amazing Rescues

Poem: ”The Rider” 586 “Life” 604

Grammar Usage: Strong Verbs Coordinating Conjunctions

Completion of chart pg 192 Double-Entry Journal Student transformation of text pg 195

Writing Prompts pg 192


Curriculum Map

Grade 7

2011-2012

22

Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading ; Analyzes text structure; ! Reading . Compares/contrasts elements of multiple texts

! Reading Analyzes variety of text structures; ! Reading Identifies cause-and-effect relationships in text @ Literary Analysis Locates and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution, & theme;

Discussion Groups Double-Entry Journal Graphic Organizer Visualizing

Activities 3.15-3.16 Choices and Consequences Two & The Choices We Make

Completion of pgs 196-197; 198-200


! Reading Identifies cause-and-effect relationships in text

Graphic Organizer Close Reading Metacognitive Markers Revising Self-Editing

Activity 3.17-3.18 Another New School & Comparing Schools

Expository Essay: “Conversational Ballgames” 431-436 Writing Workshops: Causes-and-Effect Essay 878-884

Grammar Usage: Correlative Conjunctions

Writing Workshop: Expository


Writing prompt pg 202

@ Literary Analysis Close Reading Activity 3.19 Reflective Essay: Word Quickwrite pg 203 Double-Entry


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



Student analyzes text

Double-Entry Journal Questioning the Text Quickwrite Rereading

The New Team

“Volar: To Fly” 452-456

Connections: Analogies

Journal

! Reading Student determines the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details; ! Reading Analyzes text structures; ! Reading Identifies cause-and-effect relationships in text

Close Reading Discussion Groups Drafting Notetaking Double Entry Journal Quickwrite Marking the Text Brainstorming

Activity 3.20-3.22 Seeing and Understanding, “It’s Just a Game”, & Choices and Consequences Three

Hyperbole: 69; 907-911

Literary Terms: Motif Hyperbole Grammar Usage: Active & Passive Verbs

Draft of Character Analysis pg 205 Double-Entry Journal assignments pg 206 Completion of graphic organizer pg 207-208


! Reading Student analyzes a variety of text structures and explains their impact; ! Reading Identifies cause-and-effect relationships in text; ! Reading Determines the main idea or essential

Notetaking Predicting Think-Pair-Share Questioning the Text Skimming/Scanning Summarizing/ParaphrasingRAFT Sharing/Responding

Activity 3.23-3.25 Novel Structure: Conflict and Plot, Saving the Grove, & Real Life: Bully-Proofing Article: “Bullying in Schools” Article:

Plot and Conflict: “Rikki-tikki-tavi” 227-245

Literary Terms: Conflict Word Connections: Analogy Grammar Usage: Commas in Series Subject/Verb Agreement

Completion of pg 209-211 First Draft of RAFT

Revised RAFT


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message @ Literary Analysis Analyzes elements of characterization, etc.

“Taming Wild Girls”

! Reading Student uses context clues to determine meanings of unfamiliar words; ! Reading Analyzes author’s purpose; ! Reading Determines the main idea or essential message; ! Reading Compares/contrasts elements in multiple texts @ Literary Analysis Analyzes elements of characterization, etc. @ Literary Analysis Locates and analyzes author’s use of allusions and descriptive, idiomatic, and figurative lang.

Close Reading Double Entry Journal Marking the Text Oral Reading

Activity 3.26-3.27 Saving Paul & Choices and Consequences Four

Comparing Universal Themes: 96; Allusion 395

Literary Terms: Allusion

Student Reponses Choral Reading of Poem Completion of pgs 220-221


! Reading Identifies cause-and-

Drafting Summarizing/Paraphrasing

Activity 3.28-3.29 Paul’s Report to

Poem: “Martin Luther

Word Connections:

Writing Prompts pgs 222-223

Vocabulary Notebook


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effect relationships in text; ! Reading Determines the main idea or essential; @ Literary Analysis Locates and analyzes author’s use of allusions and descriptive, idiomatic, and figurative lang.

Discussion Groups Quickwrite Word Map

the Police & What Is a Brother?

King” 670; “After Twenty Years” 372-377 Comparing Irony: “After Twenty Years” 370-377; Communication Workshop: Delivering an Oral Summary 396

Critique

Embedded Assessment 1 Writing an Analytical Essay

Writing Workshop: Response to Literary or Expository Text SB Unit 4: Making Revision Choices


Published Work

% Research Student assesses, organizes, and checks the validity and reliability of information in text, using a variety of techniques by examining several sources of information

Skimming/Scanning Brainstorming

Activities 3.30-3.32

Communication Workshop: Conducting an Interview 890; Research Presentation 1054

Academic Vocabulary: Research Writing Workshop: Research Grammar Usage: Parenthetical Citation

Group Discussions Completion of pg 230-234 Revisit Essential Question #2

Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.

Embedded Prewriting & Embedded




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Assessment 2 Researching and Presenting a Problem and Solutions

Planning of Research

Assessment 2


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Unit Four – (This unit has been incorporated in the previous 3 Units. This

Unit may be taught in conjunction with Units 1, 2, 3, & 5 or in isolation.)

Essential Question 1: Why is it important to revisit, reflect on, and revise previously written texts? What

influences a writer’s choices during the revision process?

Embedded Assessment: Making Revision Choices

Writing Workshops for Unit 4: Writing Process, Short Story, Expository Writing, Response to Literary or

Expository Text, & Research



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# Writing Process Student will write a draft appropriate to the topic, audience, and purpose

Marking the Text Think-Pair-Share Skimming/Scanning Summarizing Paraphrasing

Activity 4.1-4.3 Preview the Unit and Unpack Embedded Assessment 1; Revisiting Choices; Revisiting Writing

Writing Workshops: Writing Process Persuasive Writing


Quickwrite pg 248 Reflective Prompt pg 253

# Writing Process Student revises and refine the draft for clarity and effectiveness

Prewriting Drafting

Activities 4.4-4.5 Choosing Your Voice, RAFT Brainstorming

Word Connections: Plagiarism


Student Reflections

# Writing Process Student drafts, revises, and edits writing

Brainstorming Quickwrite Word Map

Activity 4.6 Reviewing Revision

Word Connections: Revision Academic Vocabulary: Global Revision


Quickwrite pg 258

# Writing Process Student drafts, revises, and edits writing

Marking the Text Revisiting Prior Work Deleting Substituting

Activities 4.7-4.9 Replacing “Dead Words”; Deleting wordiness; Combining Sentences

Word Connections: Analogy Appositive Prefix ad- Literary Terms: Cliché Grammar Usage: “to be” verbs Complex Sentence


Revision of a Earlier Draft


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Power Benchmarks


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# Writing Process Student will evaluate draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation

Think Aloud

Activity 4.10 Revising Structure: Rearranging a Text

Completion of pg 265

Published Work

Embedded Assessment Making Revisions Choices

Published Work


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Quarter 4

Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 5: Script Writing and Poetry Interactive Websites: www.alline.org/euro/middle.html Essential Questions: How does a speaker create and present an effective oral text? How do literary devices enhance a text?

Embedded Assessment 1: Creating and Presenting a Monologue Embedded Assessment 2: Create a Narrative Poem






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Power Benchmarks


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Ancillary Materials



! Reading Process Student uses a variety of strategies to analyze author’s purpose; ! Reading Process Determines main idea or message

Marking the Text Think-Pair-Share Skimming/Scanning Summarizing/Paraphrasing


KWL chart Completion of pg 275

^ Writing Application Student uses language to express information or preferences in a variety of activities

Predicting Think-Pair-Share Graphic Organizer

Activities 5.2-5.3 Warming Up with Pantomime & Emotional Choices

Movie Excerpt: Hook

Completion of pg 276-279 Student Responses

Vocabulary Notebook

^ Writing Application Student will write a variety of expressive forms

Discussion Groups Marking the Text Quickwrite Think-Pair-Share

Activities 5.4-5.5 A Linear Array of Tones & Writing with Feeling

Comparing Tone & Theme: “The Fox Outwits the Crow”; Aesop’s “The Fox and the Crow” 1036-1038

Word Connections: Analogy Academic Vocabulary: Tone

Group Discussions Quickwrite pg 282

Student Responses pg 281 Writing Prompt pg 282

! Reading Process Student demonstrates the ability to read grade level text orally with accuracy, appropriate rate,

Oral Interpretation Marking the Text Oral Reading Think-Pair-Share TP-CASTT

Activities 5.6-5.7 What We Choose to Emphasize & Choosing to Use Inflection with Poetry

Poetry: “Loo-Wit” 606-607;

Academic Vocabulary: Oral Interpretation Grammar Usage: Ellipsis

Understanding of TPCASTT Completion of pg 286

TPCASTT with another poem


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Power Benchmarks


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Ancillary Materials



and expression; @ Literary Analysis Locates various literary devices, and structure and analyze how they contribute to the mood and meaning in poetry

Poetry: “Choices”

Literary Terms: Inflection Pitch Volume Tempo Phrasing

! Reading Process Demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression; @ Literary Analysis Locates various literary devices, and structure and analyze how they contribute to the mood and meaning in poetry

Marking the Text Oral Reading TP-CASTT Summarizing

Activity 5.8 Choosing to Apply an Understanding of Inflection Poetry: “Stopping By Woods on a Snowy Evening”; “To Satch” ; “Driving to Town Late to Mail a Letter”; “Mother to Son”; “It Happened in Montgomery”

Vocabulary Workshop: Figurative Language 1052-1053 Poetry: “Father William” 676 “Jim” 680

http://www.readwritethink.org “Invictus” by Wlliam Earnest Henley http://www.youtube.com/watch?v=eVi4k44A1Yo

Student Discussions Oral Reading Analysis of Poetry

TPCASTT pg 292

! Vocabulary Development Student uses context clues to determine meanings of unfamiliar words; and determine the

Discussion Groups Summarizing/Paraphrasing Drafting Marking the Text RAFT

Activities 5.9-5.10 Discovering Meaning & Analyzing and Responding to “Casey at the Bat”

Learning About Poetry 574-575 Poetry: “Maestro” 577; “Bailando” 580

Word Connections: Prefixes Multi- Pre- De- Un-

Student Discussions Oral Reading Completion of pg 297

Close Reading of Text

http://www.readwritethink.org/

http://www.readwritethink.org/

http://www.youtube.com/watch?v=eVi4k44A1Yo




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Ancillary Materials



correct meaning of words with multiple meanings in context; @ Literary Analysis Locates and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution, & theme;

Re- Mono- Academic Vocabulary: Monologue You Tube: Who’s On First; James Earl Jones reading of poem

! Reading Process Demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression; @ Literary Analysis Locates and analyzes elements of characterization, etc.

Role Playing Marking the Text Oral Interpretation

Activities 5.11-5.13 Role Playing, Reader’s Theatre, & Reading a Monologue

A Christmas Carol 736-822: “The Monsters Are Due on Maple Street” 833-856

Literary Terms: Persona Writing Workshop: Script Writing

Grammar Usage: Use of punctuation for dramatic effect Word Connections: -nota

Student Improvisations Completion of pg 300 and 308 Students’ reading of monologues

Performance Reflection pg 299 Quickwrite pg 308

Embedded Assessment 1 Creating and Presenting A Monologue


Published Work Presentation


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Power Benchmarks


SpringBoard Texts

Prentice Hall Texts

Ancillary Materials



! Reading Process Student determines main idea or essential message; ! Vocabulary Determine meanings of unfamiliar words using context clues; ! Reading Process Compares/contrasts elements in multiple texts; @ Literary Analysis Analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language; @ Literary Analysis Analyzes the author’s purpose

Close Reading Marking the Text Oral Reading

Activities 5.14-5.17 What Is a Narrative Poem?, A Picture Is Worth 1,000 Words, Narrative Poetry: “The Highwayman”, Poetic Devices at Work

Poetry: “Little Red riding Hood and the Wolf”; “Fifth Grade Auto-Biography”; “The Highwayman”; “Oranges”

Poetry: “The Village Blacksmith” 614; “Fog” 616

Writing Workshop: Poetry

Literary Terms: Parody

Word Connections: Diction

Completion of pgs 317-318 & 327

TP-CASTT pg 322

@ Literary Analysis Analyzes the author’s purpose

Discussion Groups Marking the Text Predicting Quickwrite Think-Pair-Share

Activities 5.18-5.20 Finding a Poem Anywhere, A Poet Talks About Creating Poetry, &

Poem: “The Cremation of Sam McGee” 542

Grammar Usage: Relative Clauses Relative Pronouns Idioms

Student Discussions and Analysis

Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of




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Transformation of Text Short Story: “Seventh Grade” Poetry: “Learning to Bargain”; “Disease, Disease”

Unit assessment. Look at the roster reports for detailed assessment results.

Embedded Assessment 2 Creating a Narrative Poem

“How I Learned English” 637; “Annabel Lee” 668


Published Narrative Poem


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Addendum 1: Six Traits Research Units Research Paper: The research paper and presentation for each grade level can be an extension of one of the Embedded Assessments found within the SpringBoard Text so there is relevance and continuity for the research.

6th

grade: Unit 5, Embedded Assessment #1 --- Research paper may occur in 4th

quarter 7

th grade: Unit 3, Embedded Assessment #2 --- Research paper may occur in 3

rd quarter

8th

grade: Unit 5, Embedded Assessment #2--- Research paper may occur in 4th

quarter

Research Process Hotlinks: http://www.collierschools.com/research/

Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)

6th grade – Focus is Library Oriented:

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Evaluate 3+ sources and choose 2 articles on the topic 4. Read the articles 5. Take notes on the articles using outlining and note taking strategies 6. Teach paraphrasing and summarizing mini-lessons

7th grade – Focus is Research with Technology

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify 4+ quality resources on the topic 6. Evaluate sources and choose quality articles

http://www.collierschools.com/research/

http://www.collier.k12.fl.us/gifted/


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7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 4 – 5 page research paper answering the essential questions 10. Works Cited page must include a minimum of 4 sources 11. Use MLA format. This should be consistent throughout the paper

8th grade – Focus in on Pre-Laureate Paper and Presentation

1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify quality resources on the topic 6. Evaluate at least 7 sources and choose quality articles and sources 7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 6+ page research paper answering the essential questions 10. Works Cited page must include a minimum of 7 sources 11. Use MLA format. This should be consistent throughout the paper


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Addendum #2: Prentice Hall and SpringBoard Alignment

ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010

UNIT 1:The Choices We Make

Springboard Unit Goals:

To make connections among texts and to oneself

To explain the role of personal voice in writing

To analyze genres and their organizational structures

Key Matches for Unit Goals from Prentice Hall Literature:

Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738,

742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related activities see: Applying the Big Question: Talk About It & Write About It, 185, 393, 557, 707, 887, 1051 Voice, 93, 388;Voice, create speaker's, 700

Elements of Fiction, 6-7; What is a short story?, 200–201; Elements of short stories, 202–203; Types of Nonfiction, 410-411; What is poetry, 572–573; Poetry, elements, 574–575; Poetry, forms, 583; What is Drama, 722–723; Elements of drama, 724–725; What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905

Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386; Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Theme, 202,

214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Setting, 6, 99, 103, 105, 109, 111, 118, 121, 125, 178, 202, 215, 386

Writing Workshops: Publishing and Presenting, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049


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To examine the function and use of narrative elements

To use the writing process to prepare drafts for publication

Learning Focus: The Stories of Folklore and Myth, p. 4

SpringBoard Readings:

Poetry: Excerpt from “You,” by Edgar A. Guest

Poetry: “The Road Not Taken,” by Robert Frost

Novel Excerpt: From Staying Fat for Sarah Byrnes, by Chris

Crutcher

Suggested Texts from Prentice Hall Literature:

Icarus and Daedalus, Josephine Preston Peabody, 916-923

Demeter and Persephone, Anne Terry White, 924-928

Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood, 946-951


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Autobiography: From Dust Tracks on a Road, by Zara Neale

Hurston

Short Story: “A Hundred Bucks of Happy,” by Susan Beth Pfeffer

Fiction: “Ditching,” from The Classroom of Life, by Alan

Lawrence Sitomer

The Voyage from the Odyssey, Mary Pope Osborne, 968-971

Sun and Moon in a Box, 992–996

How the Snake Got Poison, 1000–1002

Are Stories Are Anansi’s, 1018–1022

The Fox Outwits the Crow, William Cleary, 1036

The Fox and The Crow, 1038

Academic Vocabulary:

Characterization

Coverage of Academic Vocabulary in Prentice Hall Literature:

Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, direct/indirect, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840, 845, 847, 849, 850, 852, 857

What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905; Literary Analysis: Myth, 913; Literary Analysis: folk tale, 1007 Narrative, 8, 18, 23, 45, 78; Autobiographical narrative, 176, 195;

Autobiography, 7, 410, 411, 468

Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386; Resolution, conflict and, 309, 312, 315, 317, 319, 323, 325, 330, 333


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Folklore

Personal Narrative

Plot

Sensory Details

Symbolism

Theme

Sensory language, 576

Symbol, 574, 601, 609, 617 Theme, 202, 214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Comparing Literary Works: Universal themes, 966, 970, 971, 975, 976, 978, 980, 981

Grammar & Usage: Suggested Activities from Prentice Hall Literature:


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End Marks, p. 10

Semicolon, p. 10

Comma, pp. 10, 28

Dash, pp. 10, 12

Punctuation, 183, 705, 809, 858, 932, 956, 985; also see: Writing Workshop:

Editing and Proofreading, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987,

1049

Activities to Prepare for Embedded Assessment:

1.3 Thinking About Choices I Make (Brainstorming-Graphic

Organizer), p. 8

1.4 The Idea of Choice (Word Map), p. 9

1.5 Choices Have Consequences (Literary Terms: Rhyme), p. 10

1.6 Three Choices That Reveal Character, p. 11

Suggested Activities from Prentice Hall Literature:

Students use a variety of graphic organizers to comprehend material in

Prentice Hall Literature: Language and Literacy. See pages 45, 67, 125, 149,

245, 277, 333, 359, 437, 457, 503, 525, 617, 661, 681, 769, 802, 857, 931, 955,

1003, and 1023.

Rhythm and Rhyme, 665, 668, 673, 679, 680, 681

Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267,

277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852,

857, 866, 1007


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1.9 The Choices We Make (Transitions). P. 26

1.12 Understanding Revision, p.31

1.14, 1.15, 1.16 Revising the Beginning, Middle and End, pp. 34–

37

Transitions, 94, 486, 771, 826, 859, 882, 1044

Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,

984, 1044

Embedded Assessment 1:

Revising a Personal Narrative About Choice, p. 38


Writing Workshop: Autobiographical Narrative, 176–183; Short Story, 384–

391; Writing: Journal Entry, 279; Anecdote, 335

Learning Focus: Writing Original Stories, p. 42


Novel: From A Single Shard, by Linda Sue Park, p. 44

Myth: “Daedalus and Icarus,” by Geraldine McCaughrean

Myth: “Phaethon,” by Bernard Evslin

Myth: “Arachne,” by Olivia Coolidge


Icarus and Daedalus, Josephine Preston Peabody, 916-923

Demeter and Persephone, Anne Terry White, 924-928

Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood, 946-951

The Voyage from the Odyssey, Mary Pope Osborne, 968-971


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Myth: “Rand and the Sources of Light,” by Donna Rosenberg

Grammar & Usage:

Topic Sentence, p. 67


Thesis statement, write, 641; Topic, find/choose, 177, 302, 484, 549, 1041


1.17 Folk Literature, p. 43

1.18 Character and Choices, p. 44

1.19 Introduction to Mythology, p. 50


What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905;

Folk Tale, 1007, 1010, 1014, 1020, 1023

The following myths and legends involve characters making choices: “Icarus

and Daedalus,” 916; “Demeter and Persophone,” 294; “Popocateptl and

Ixtlaccihuatl,” 946

What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905

Roots, 94, 101, 102, 107, 112, 121, 122, 129, 272, 283, 284, 297, 302, 315,

316, 329, 490, 495, 496, 507, 562, 569, 570, 581, 706, 733, 856, 865, 866, 873,


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1.21 Know Your Roots: Word Choice, p. 59

1.23 Symbols, p. 71

1.24 Myths and Reality, p. 73

1.25 Creation Stories, p. 76

934, 939, 940, 953

Symbol, 574, 601, 609, 617

Myths, 913, 916, 918, 921, 927, 931; Legend and Fact, 935, 939, 943, 951, 954,

955; also see: 946


Creating an Illustrated Myth, p. 81


Writing Activity: Myth; Writing Workshop: Short Story, 384–391; also see:

Myth, 905, 913, 916, 918, 921, 927, 931

UNIT 2:What Influences My Choices?


To understand how our lives are affected by persuasion

To identify and analyze persuasive techniques, appeals, language, and images in print and nonprint texts


Informational Texts


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To create persuasive advertisements and to write persuasive letters to the editor

Analyzing author’s argument (web page and textbook article), 462–467

Identify author’s perspective (review and interview), 812–817

Identify bias and stereotyping (editorials), 862–865

Analyze point of view (editorials), 1028–1033

Communications Workshop

Evaluating Media Messages/Advertisements, 710

Comprehension Skills

Persuasive techniques, 491, 495, 497, 503

Classifying fact and opinion, 507, 511, 515, 519, 522, 525

Integrated Language Skills

Writing: Persuasive Letter, 505

Writing: Letter to the Editor, 361

Listening and Speaking: Public Service Announcement, 505


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Timed Writing: Editorial, 1033

Daily Bellringer Activities

Using Persuasive Techniques (Week 1, Day 3), p. 2

Writing Persuasively (Week 7, Day 2), p. 14

Making judgments (Week 25, Day 3), p. 50

Learning Focus: Persuasive Advertising, p. 92


Informational Text: “Today’s Youth Look to Advertising as Much

as Their Friends When Making Purchase Decisions,” from Harris

Interactive

Online Article: “Tiger Woods: Billion Dollar Athlete,” by Mark

Simmons

Informational Text: “Facts About Marketing to Children,” from

The Center for a New American Dream

Coverage of Persuasive Advertising in Prentice Hall Literature:






Informational Texts




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Consumerism

Media

Persuasion

Audience

Purpose

Editorial







Informational Texts




2.4 Media, Advertising, and Consumer Choice, p. 103

2.5 Persuasive Techniques, p. 112




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2.6 Advertising Claims, p. 115

2.7 Audience in Advertisements: Part One, p. 117

2.8 Common Persuasive Words and Phrases, p. 118

2.9 Audience in Advertisements: Part Two, p. 120

2.10 Elements of Advertisements, p. 121

2.11 Analysis of an Advertisement, p. 123

Evaluating Media Messages/Advertisements, 710;




Research and Technology

Ad, help-wanted, 527

Informational Texts




Analyzing an Advertisement and Creating a New One, p. 125


Communications Workshop:Evaluating Media Messages/Advertisements, 710;

Listening and Speaking: Public Service Announcement, 505

Learning Focus: Persuasive Writing, p. 131


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Persuasive Essay: “America the Not-so Beautiful,” from Not

That You Asked, by Andrew Rooney

Feature Article: “Buying into the Green Movement,” by Alex

Williams

Article: “City Schools Cut Parents’ Lifeline 9the Cellphone)” by

Elissa Goodman

Editorial: “Hang It Up,” by Jesse Scaccia

Article: “Ironing Out Policies on School Uniforms,” by Carol

Matsinger

Letter to the Editor: “Cellphones in School”

Editorial: “Balancing Act on Cell Phones”


Persuasive Speech: “All Together Now,” Barbara Jordan, 494-499

Persuasive Essay: The Eternal Frontier,” Louis L’Amour, 500-503

Editorial: “Zoos: Joys or Jails? 1029-1030

Editorial: Kid Territory: Why Do We Need Zoos? 1031-1032


2.15 Fact or Opinion? p. 139

2.16 News or Views? P. 147

2.17 Exploring My Opinions, p. 155


Fact or Opinion, 491, 495, 497, 501, 503, 507, 511, 515, 519, 522, 525, 528;

Communications Workshop:Evaluating Media Messages/Advertisements, 710

Writing: Letter to the Editor, 361; Persuasive Letter, 505; Listening and

Speaking: Public Service Announcement, 505; Timed Writing: Editorial, 1033;


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2.18 Developing and Argument, p. 159

2.19 Reading an Editorial, p. 161

2.20 Writing a Letter to the Editor, p. 165

Informational Texts: Editorials, Identify bias and stereotyping, 862–865;

Analyze point of view, 1028–1033


Writing a Letter to the Editor, p. 166


Writing: Letter to the Editor, 361

UNIT 3:Our Choices and Life’s Lessons


To make connections between or among texts and your own lives


Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related

activities see: Applying the Big Question: Talk About It & Write About It, 185, 393, 557, 707, 887, 1051 Novel and Novella, 6; Novel Excerpts: from An American Childhood, 52-61; from Barrio Boy, 80-85; from Angela’s Ashes, 140-149; from Letters from Rifka, 252-259; Two Kinds from The Joy Luck Club, 260;

Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23 Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–


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To analyze, interpret, and evaluate a novel on a variety of levels and for a variety of purposes

To read with fluency and apply appropriate language conventions (sentence structure, usage, punctuation) in oral reading, discussion, and writing

To conduct research and present a convincing argument

1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey,

683, Costume Plans, 771; Research Presentation, 1054

Learning Focus: Understanding Literary Analysis, p. 174


Novel: Tangerine, by Edward Bloor

Article: Excerpt from “Bullying in Schools,” by Hilda Clarice

Quiroz, June Lane Arnette, Ronald D. Stephens

Article: “Taming Wild Girls,” by Jeffrey Kluger

Poem: “To an Athlete Dying Young,” by A. E. Housman


From An American Childhood, Annie Dillard, 50-59

The Luckiest Time of All, Lucille Clifton, 60-67

My First Free Summer, 132–136

The Treasure of Lemon Brown, Walter Dean Myers, 204-215

Letters From Rifka, Karen Hesse, 250-257

The Third Wish, Joan Aiken, 310-319


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Amigo Brothers,Piri Thomas, 320-333

Volar: To Fly, 452–456

No Gumption, 474–482

All Together Now, 494–496

The Eternal Frontier, 500–502

A Christmas Carol, Act 1, 740–768


Imagery

Point of View

Literary Analysis


Imagery, 692

First/third person, 6; Omniscient/limited, 49; also see: Point of view: fiction/nonfiction, 7, 10, 53, 58, 59, 65, 66, 67 Critical Reading: Respond to Big Question, 184, 392, 556, 706, 886, 1050;

Respond, 21, 30, 44, 58, 66, 85, 110, 124, 136, 148, 199, 215, 224, 244, 256, 276, 295, 318, 332, 340, 358, 419, 428, 436, 473, 482, 496, 502, 514, 541, 546, 581, 608, 616, 635, 638, 654, 660, 672, 680, 735, 768, 806, 856, 873, 876, 911, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022, 1037, 1038 Writing Workshops: Problem and Solution Essay, 640–645

Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054


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Problem/Solution Essay

Research

Grammar & Usage:

First-Person Perspective, p. 179

Present Tense, p. 179

Subordinate Clause, p. 184

Transition, p. 191


First/third person, 6; Omniscient/limited, 49; also see: Point of view:

fiction/nonfiction, 7, 10, 53, 58, 59, 65, 66, 67

Verb Tense, 278, 305, 882, R41, R42

Clause, 662, R41


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Strong Verbs, p. 192

Subordinating Conjunction, p. 184

Coordinating Conjunctions, p. 195

Correlative Conjunctions, p. 201

Active and Passive Voice, p. 206

Transitions, 94, 486, 771, 826, 859, 882, 1044

Verb, 246, 278, 305, 388, 598, 882, R40, R41, R42

Conjunctions, 438, 487, 662, 703

Voice, 388


3.2 Peeling a Tangerine (Literary Terms: Simile and Metaphor),

p. 176

3.7 Choices and Consequences, p. 182

3.15 Choices and Consequences Two, p. 196


Figurative language, 574, 601, 607, 609, 613, 615, 617

Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267,

277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852,

857, 866, 1007


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3.10 Film Connections (Literary Terms: Flashback and

Foreshadowing), p. 186

3.18 Introduction to Mythology, p. 202

3.23 Novel Structure: Conflict and Plot, p. 209

Flashback and Foreshadowing, 203, 204, 212, 215

What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905;

Myths, 913, 916, 918, 921, 927, 931

Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240,

241, 242, 243, 245, 386; Resolution, conflict and, 309, 312, 315, 317, 319, 323,

325, 330, 333


Writing an Analytical Essay, p. 224


Writing Workshop: Comparison and Contrast, 548–555; Persuasive Essay,

698–705; Cause and Effect Essay, 878–885

Learning Focus: Real-World Situations, p. 229

Grammar & Usage:

Direct Quotation and Parenthetical Citation, p. 234


Bibliography, 1048, 1049; Citing Sources, R34–R35; Quotations, 183, 307, 391,

396, 1004, R43


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3.30 Brainstorming for a Research Project, p. 230

3.31 Evaluating My Sources: How Reliable Are They? P. 231

3.32 Creating an Annotated Bibliography, p. 234


Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–

1049

Library resources, use, 879, 982; Research Report, 1040–1049; Informational

Texts: Web page and textbook article, 462–467

Biographical Report, 69; Use Primary and Secondary Sources, 1041; Avoid

Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck,

21; Citing Sources, R34–R35


Researching and Presenting a Problem and Solutions, p. 235


Writing Workshops: Problem and Solution Essay, 640–645

UNIT 4:Reflecting on My Choices


To revisit and evaluate previously written texts


Reflecting On Your Writing & Rubric for Self-Assessment, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049


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To recognize how audience and format influence voice

To understand the difference between revising and editing

Voice, 93, 388;Voice, create speaker's, 700; Prewriting, 92, 177, 302, 385,

484, 549, 640, 699, 824, 879, 982, 1040 Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882, 984, 1044; Editing and Proofreading, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049

Learning Focus: A Writer’s Choice, p. 245


Voice

Revision

Global Revision


Voice, 93, 388;Voice, create speaker's, 700; Communications Workshop, 188, 396, 560, 710, 890, 1054

Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826,

882, 984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045

Grammar & Usage:

Verb Tenses, p. 260

Comma in a Series, p. 264


Verb tense, 278, 305, 882

Commas, 956, 985


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Complex Sentence, p. 264

Complex sentence, 682, R41


4.4 Choosing Your Voice, p. 254

4.5 RAFT Brainstorming, p. 256

4.6 Reviewing Revision, p. 257

4.7 Reviewing: Replacing “Dead Words,” p. 259

4.8 Revision: Deleting Wordiness, p. 260


Voice, 93, 388;Voice, create speaker's, 700; Communications Workshop,188,

396, 560, 710, 890, 1054

Writing Workshop: Prewriting, 92, 177, 302, 385, 484, 549, 640, 699, 824, 879,

982, 1040

Writing Workshop: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,

984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045

Revising: Word choice, 94, 527, 1025; Nouns, 95, 180; Details, 94, 388, 552,

642, 984

Revising: Sentences, 487, 552, 643, 702, 1044


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4.9 Revision: Combining Sentences, p. 262

4.10: Revising Structure: Rearranging a Text, p. 265

Revising: Organization, 94, 1044; Paragraph, beginning new, 882; Conclusion,

552; Introduction, sharpen, 552; Ideas, 94, 304, 527, 702, 882


Making Revision Changes, p. 266


Writing Workshop: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,

984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045

UNIT 5:How We Choose to Act


To learn to communicate in a variety of forms (verbal, nonverbal)


Writing Workshops, 92–97, 176–183, 302–307, 384–391, 484–489, 548–555,

640–645, 698–705, 824–829, 878–885, 982–987, 1040–1049;

Communications Workshop, 188, 396, 560, 710, 890, 1054

Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also


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To improve skills in oral reading and presentation

To increase textual analysis skills and apply them to a variety of genres

see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23

Critical Reading: Respond to Big Question, 184, 392, 556, 706, 886, 1050; Respond, 21, 30, 44, 58, 66, 85, 110, 124, 136, 148, 199, 215, 224, 244, 256, 276, 295, 318, 332, 340, 358, 419, 428, 436, 473, 482, 496, 502, 514, 541, 546, 581, 608, 616, 635, 638, 654, 660, 672, 680, 735, 768,

806, 856, 873, 876, 911, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022,

1037, 1038

Learning Focus: Performing with a Purpose, p. 274


Poetry: “Choices,” by Nikki Giovanni

Poetry: “Stopping by Woods on a Snowy Evening,” by Robert

Frost

Poetry: “To Satch,” by Samuel Allen

Poetry: “Driving to Town Late to Mail a Letter,” by Robert Bly

Poetry: “Mother to Son,” by Langston Hughes

Poetry: “It Happened in Montgomery,” by Phil W. Petrie


“The Rider,” Naomi Shihab Nye, 586

“Seal,” William Jay Smith, 588

“Winter,” Nikki Giovanna, 594

“Forsythia,” Mary Ellen Scott, 595

“Life,” Naomi Long Madgett, 604

“The Village Blacksmith,” Henry Wadsworth Longfellow,614


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Poetry: “Casey at the Bat,” by Ernest Lawrence Thayer

Monologue: “Eye Contact,” by Deborah Karczewski

Monologue: “Snob,” by Deborah Karczewski

Monologue: “Roommate,” by Deborah Karczewski

Monologue: “Mr. Perfect,” by Deborah Karczewski

Monologue: “Family Addition,” by Deborah Karczewski

Monologue: “Too Young for …/” by Deborah Karczewski

Monologue: “Party,” by Deborah Karczewski

“I’m Nobody,” Emily Dickinson, 672

“Father Wiliiam,” Lewis Carroll, 676

“Stopping By Woods on a Snowy Evening,” Robert Frost, 678

My Head Is Full of Starshine, Peg Kehret (monologue), 874

All Summer in a Day, Ray Bradbury, 102–110

Two Kinds from Joy Luck Club, Amy Tan, 260–276

Seventh Grade, Gary Soto, 290–295

The Third Wish, Joan Aiken, 312–318

Mother to Son, Langston Hughes, 613–614

How I Learned English, Gregory Djanikian, 637–638

Stopping by Woods on a Snowy Evening, Robert Frost, 679


Oral Interpretation


Poetry Reading, 663; Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story, 707, 1005; Dramatic Reading, 47

Tone, use appropriate, 984; Tone, 8, 1034


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Tone

Monologue

Narrative Poem

Poetic Devices

Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story,

707, 1005; Dramatic Reading, 47

Narrative poetry, 544, 545, 546, 575, 575, 628

Poetry, elements, 574–575; Figurative Language, 607, 609, 613, 615; Sound Devices, 647, 651, 654, 655, 661; Rhythm and Rhyme, 665, 668, 673, 679, 680, 681

Grammar & Usage:

Ellipsis, p. 284

Monologues, p. 301


For related information see Punctuation, page R43.

Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story, 707,

1005; Dramatic Reading, 47


5.4 A Linear Array of Tones, p. 280



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5.7 Choosing to Use Inflection with Poetry, p. 284

5.9 Discovering Meaning, p. 293

5.11 Role Playing, p. 298

5.12 Reader’s Theater, p. 300

5.13 Reading a Monologue, p. 301

Tone, use appropriate, 984; Tone, 8, 1034

Poetry Reading, 663; also see: Rhythmic Presentation, 707

Critical Thinking, 590, 596, 608, 616, 654, 660, 672, 680; After You Read, 591,

597, 609, 617, 655, 661, 673, 681

Dramatic monologue, 809; Dramatic reading, 47; Interview, 151, 557, 890;

News story, 335; Television news report, 1025

Dramatic Monologue, 809; also see: Rhythmic Presentation, 707; Story, 707,

1005


Creating and Presenting a Monologue, p. 309


Dramatic Monologue, 809; also see: Rhythmic Presentation, 707; Story, 707,

1005

Learning Focus: Writing Narrative Poetry, p. 315

SpringBoard Readings: Suggested Texts from Prentice Hall Literature:


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Poetry: “Little Red Riding Hood and the Wolf,” by Roald Dahl

Poetry: “Fifth Grade Autobiography,” by Rita Dove

Poetry: “The Highwayman,” by Alfred Noyes

Poetry: “Oranges,” by Gary Soto

Short Story: “Seventh Grade,” by Gary Soto

Interview: “Questions and Answers About Poetry,” from A Fire

in My Hands, by Gary Soto

Poetry: “Learning to Bargain,” by Gary Soto

“The Highwayman,” Alfred Noyes, 630

“How I Learned English,” Gregory Djanikian, 636

“Annabell Lee,” Edgar Allan Poe, 668

Pat Mora discusses Poetry, 572–573; Model Selections, 577, 578, 579, 580;

Pat Mora on Supporting a Point, 701

Seventh Grade, Gary Soto, 290-293

Grammar & Usage:

Varying Sentence Lengths, p. 324


Compound sentence, 682; Compound-complex sentence, R41; also see:

Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643,

702, 1044


5.14 What Is a Narrative Poem, p. 316

5.17 Poetic Devices at Work, p. 328


Narrative Poetry, 544, 545, 546, 575, 575, 628

Poetry, elements, 574–575; Figurative Language, 607, 609, 613, 615; Sound


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5.19 A Poet Talks About Creating Poetry, p. 335

Devices, 647, 651, 654, 655, 661; Rhythm and Rhyme, 665, 668, 673, 679, 680,

681

Pat Mora discusses Poetry, 572–573; Model Selections, 577, 578, 579, 580;

Pat Mora on Supporting a Point, 701


Creating a Narrative Poem, p. 343


Lyric Poem, 599; Poem, 683; also see: What is poetry, 572–573

Addendum #3: Sacred Book List

Lists were compiled from:

1. Collier County Public School Current “Sacred Book” list

2. Sunshine State Young Readers’ Novels

3. Sunshine State: Florida Teen Reads

4. Reader’s Journey Novels

5. SpringBoard Suggested Novels

6. Prentice Hall Literature Suggested Novels

7. Janet Allen Suggested Novels


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8. College Board Top 100 Novel

List

9. Advanced Placement

Recommendations:

High School Teacher

Syllabi

College Board A.P. Literature Suggestions

College Board A.P. Language Suggestions

Novels from A.P. Free Response Questions

KEY

+Sunshine State Young Readers Award Program

Âdvanced Honors

-Reader’s Journey

* Spring Board

Middle School Book List 6th grade

Title Author Lexile SpringBoard

*Dragonwings Yep, Laurence

870

*Holes Sachar, Louis 660

*Island of the Blue Dolphins O'Dell, Scott 1000


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*Taking Sides Soto, Gary 750

Reader’s Journey

-A Long Way from Chicago Peck, Richard 750

-Things Not Seen Clements, Andrew 690

-Miracle’s Boys Woodson, Jacqueline 660

-Bearstone Hobbs, Will 780

-Redwall Redwall 800

-Tarantula in My Purse: And 172 Other Wild Pets, The

George, Jean Craighead 830

-Strong Right Arm: The Story of Mamie “Peanut” Johnson, A

Green, Michelle Y. 860

-Boy 1090

-Westing Game, The Raskin, Ellen 750

-Pushing Up the Sky: Seven Native American Plays for Children

Bruchac, Joseph NP

-Liberation of Gabriel King Going, K.L. 780

-Hero’s Trail

Barron 850

-Mousetrap, The Christie, Agatha NP

-Hiroshima Yep, Laurence 660

-Play to Win Jongh, James de and Carles Cleveland NP

CCPS Recommendations

A Wrinkle in Time L'Engle, Madeleine 740

Call it Courage Sperry, Armstrong 830

Hatchet Paulsen, Gary 1020

My Side of the Mountain George, Jean Craighead 810

Tuck Everlasting Babbitt, Natalie 770

The Heart of a Chief Bruchac, Joseph 750


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Incredible Journey Burnford, Sheila 1320

Journey Home

King of the Wind Henry, Marguerite 830

M.C. Higgins the Great Hamilton, Virginia 620

Shark Beneath the Reef George, Jean Craighead 800

Sing Down the Moon O'Dell, Scott 820

My Brother Sam is Dead Collier, James Lincoln and Christopher Collier

770

Out of the Dust

Advanced

^Cheaper by the Dozen Gilbreth, Frank and Ernestine Carey 890

^Freedom’s Crossing Clark, Margaret Goff 720

^Swiss Family Robinson Wyss, Johann 910

^Treasure Island Stevenson, Robert Louis 1070

Sunshine State Young Readers

+Rules Rules, Cynthia NP

+Hurt Go Happy Rorby, Ginny 870

Prentice Hall

A Backwoods Boy White, Bailey NP


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*Tangerine Bloor, Edward 680

*The Call of the Wild London, Jack 790

*Dogsong Paulson, Gary 930

*Julie of the Wolves Craighead, George 860

*Sukey and the Mermaid San Souci, Robert 820

Reader’s Journey

-Rules of the Road Bauer, Joan 850

-Fast Sam, Cool Clyde, and Stuff Myers, Walter Dean 860

-Heat Lupica, Mike 940

-Stand Tall Bauer, Joan 520

-Who Moved My Cheese Johnson, Spencer 880

-Oddballs Sleator, William 1010

-F is for Freedom

-Touching Spirit Bear Mikaelsen, Ben 670

-Crazy Loco Rice, David 830

-Storm Breakers Horowitz, Anthony

-Novio Boy Soto, Gary NP

-Doors

-Lost in Yonkers Neil Simon NP

-Kid Who Invented the Popsicle: And Other Extraordinary Stories Behind Everyday Things

7th grade


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-Portraits of African-American Heroes Bolden, Tonya 1140

-Watsons Go To Birmingham Curtis, Christopher Paul 1000

CCPS Supplementary

The Cay Taylor, Theodore 860

A Christmas Carol Sims, Lesley 510

The Contender Lipsyte, Robert 760

Esperanza Rising Ryan, Pam Munoz 750

Goodbye, Vietnam Whelan, Gloria

Local News Soto, Gary 770

The True Confessions of Charlotte Doyle Avi 740

Where the Red Fern Grows Rawls, Wilson 700

Adventure of Ulysses

Child of the Owl Yep, Laurence 720

Clay Marble Ho, Minfong 860

Famous Stories for Performance

I, Juan the Pareja De Trevino, Elizabeth B. 1100

Jaguar Smith, Roland 690

Letters from Rifka Hesse, Karen 660

Lupita Manana Beatty, Patricia 760

Red Scarf Girl Jiang, Ji-Li 780

Sounder Armstrong, William H. 900

Advanced

Âdventures of Tom Sawyer Mark Twain 490

^The Call of the Wild Jack London 790

Â Paradise Called Texas Shefelman, Janice Jordan NP


+Eggs Spinelli, Jerry NP

Prentice Hall


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No Gumption Baker, Russell NP

An American Childhood Dillard, Annie 1040

Angela’s Ashes McCourt, Frank 1110


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*The Giver Lowry, Lois 760

*Terrible Things: An Allegory of the Holocaust Bunting, Eve NP

Reader’s Journey

-Thwonk 860

-Baseball’s Biggest Bloopers: The Games That Got Away

NP

-Famous Hispanic Americans Morey, Janet and Wendy Dunn 1170

-An Island Like You: Stories of the Barrio Cofer, Judith Ortiz NP

-Al Capone Does My Shirts Choldenko, Gennifer 600

-Code Talker Bruchac, Joseph 910

-We Just Want to Live Here Rifa’l, Amal; Ainbinder, Odelia with Tempel, Sylke

920

-Open your Eyes: Extraordinary Experiences in Faraway Places

Davis, Jill NP

-Under the Royal Palm NA

-Devil’s Arithmetic, The Yolen, Jane 730

-Under the Baseball Moon Ritter, John H 750

-Maus: A Survivor’s Tale Speigelman, Art NP

-Nerdlandia Soto, Gary NP

-Effect of Gamma Rays on Man-in-the-Moon Marigolds, The

Zindel, Paul NP

-Monster Myers, Walter Dean 670

-Ultimate Robot Malone, Robert 1230

-Famous Hispanic Americans Morley, Janet 1170

CCPS Recommendations

8th Grade


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The Cay Taylor, Theodore 860

A Christmas Carol Dickens, Charles 1080

The Contender Lipsyte, Robert 760

Esperanza Rising Ryan, Pam Munoz 750

Goodbye, Vietnam Whelan, Gloria 810

Local News Soto, Gary 820

The True Confessions of Charlotte Doyle Avi 740

Where the Red Fern Grows Rawls, Wilson 700

Adventure of Ulysses NA

Child of the Owl Yep, Laurence 920

Clay Marble Ho, Minfong 860

Famous Stories for Performance NP

I, Juan de Pareja De Trevino, Elizabeth B. 1100

Jaguar

Letters from Rifka Hesse, Karen 660

Lupita Manana Beatty, Patricia 760

Red Scarf Girl Jiang, Ji-Li 780

Sounder Armstrong, William H. 900

Advanced

Âdventures of Tom Sawyer Twain, Mark 750

^*The Call of the Wild London, Jack 1120

Â Paradise Called Texas NP


+Peak Smith, Roland 780

Prentice Hall

Cub Pilot on the Mississippi Twain, Mark NP

An American Childhood Dillard, Annie 1040

Travels with Charley Steinbeck, John NP


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I Know Why the Caged Bird Sings Angelou, Maya 1330

Anne Frank: The Diaries of a Young Girl Frank, Anne NP


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Documents

Developmental and Advanced English Language Arts …old.collierschools.com/english/la/docs/Developmental and... · 2011-09-13 · Developmental and Advanced English Language Arts