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Montclair Public Schools | Academic Office BOE Approved: June 15, 2015
1
Montclair Public Schools
2015-2016
English Language Arts Curriculum Guide
Grade 7
Montclair Public Schools | Academic Office BOE Approved: June 15, 2015
2
Introduction
The Montclair Public Schools believes in celebrating the rich history of our magnet school system while ensuring consistent, high quality instruction for all learners. The English Language Arts curriculum is built upon this belief immersing students in the process of reading, writing, speaking, and listening to create a vital community of learners. When students engage with and respond to a variety of literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that allows them to become active participants in society. This approach provides all students with equitable access to the same learning goals while allowing teachers the flexibility to adapt to the needs of their learners.
The standards below are overarching. While these standards may not appear specifically in any unit, they are the collective goals of all units.
By the end of Grade 7 English Language Arts, students in the Montclair Public Schools:
RL.7.10-By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
RI.7.10- By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently.
W.7.4-Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.7.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
SL.7.6- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
L.7.1- Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
L.7.2- Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
L.7.2.b- Spell correctly.
L.7.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.7.4- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
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
Montclair Public Schools | Academic Office BOE Approved: June 15, 2015
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Grade 7 Scope and Sequence
Marking Period
MPS Curriculum
Modules
Instructional Units with Focus Standards
Common Read
1 September-November
Identity/ Coming of Age
Unit 1: Identity
They Cage the Animals at Night by Jennings
Michael Burch
Unit 2: Coming of Age
2 November-
January
Clash and Acceptance of Ideals, Values
and Beliefs
Unit 3: Clash of Ideals, Values and Beliefs
Unit 4: Acceptance of Ideals, Values and Beliefs
3 February-
April
Dissent and Justice
Unit 5: Dissent
Before We Were Free
by Julia Alvarez
Unit 6: Justice
4 April –June
Leadership
Unit 7: Leadership I
Unit 8: Leadership II
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English Language Arts Refined 2014-2015
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Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 7 Marking Period:
1 Unit Title: Unit 1: Identity/Coming of Age Pacing: 4-6 weeks
ESSENTIAL QUESTION What does it mean to come of age? What is the relationship between choices and consequences? How are rhetorical appeals used to influence a reader?
TARGET STANDARDS ELA CCSS Standards RL. 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
RL. 7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
W. 7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W. 7.3a 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.
W. 7.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. W. 7.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to
another. W. 7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey
experiences and events.
W. 7.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.
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.
L. 7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L. 7.2a Use a comma to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie…)
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INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Week 1 & 2 Reading Explore the concept of Coming of Age. Review the elements of plot: setting, characters,
conflict, exposition, climax, and resolution. Explore: How do story elements work together
to establish a character’s identity? Writing Administer baseline narrative writing prompt. Conduct mini lessons:
o Point of view o Dialogue o Description o Quotation marks and commas in dialogue
Reading Through activity such as interviewing a close
family member or teacher, explain someone’s Coming-of-Age moment.
List a definition and example for each narrative element.
Using organizer such as a T-chart, identify character traits and offer evidence to support the trait.
Writing
Write a first draft of a narrative and revise in response to mini-lessons.
Identity
Setting
Characters
Conflict
Exposition
Climax
Resolution
Point of View
Rhetoric
Rhetorical
Appeal
Ethos
Pathos
Logos
Week 3 & 4 Reading Review how story elements interact
including how setting impacts characters and how characters drive plot, citing textual evidence
Model how to cite textual evidence to support analysis
Differentiate between explicit information and inferred understanding.
Reading Participation in paired and whole class
discussion of the connection and interaction of story elements.
Response to oral and written analysis questions that show how story elements work together.
Identify: transitions, clauses, and sensory language contribute to understanding a text.
Explicit
Implicit
Inference
Transition
Clause
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Writing
Conduct mini-lessons on transitional words/phrases, clauses to convey sequence, descriptive details, and sensory language.
Writing
Revise narrative draft to include use of transition words, clauses, and sensory language.
Week 5 & 6 Reading Review different types of conflict. Review different types of characters.
Writing Review conventions of English:
capitalization, punctuation, spelling Teach how to use commas to separate
coordinate adjectives.
Reading Analyze two or more types of conflict in a
text. In a group activity, evaluate characters from
selected-text and analyze the way in which they are portrayed over the course of the text.
Writing Produce a final draft that demonstrates the
proper conventions of English and grammar required in this unit.
Conflict
Internal
External
Round
Flat
Static
Dynamic
Coordinate
Adjective
RESOURCES Required Optional Additional
They Cage the Animals at Night by Jennings Michael Burch *May be used in either Marking Period 1 OR Marking Period 2.
Suggested: Gathering Blue by Lois Lowry Witch of Blackbird Pond by Elizabeth George Speare Poetry: To An Athlete Dying Young http://www.poetryfoundation.org/poem/175749 Teacher Choice(s) from Grade-Level Optional Text List
Film: Stand by Me (1986, Rob Reiner)
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Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 7
Marking Period:
1
Unit Title: Unit 2: Identity Pacing: 4-6 weeks
ESSENTIAL QUESTION How is identity established? How does a person form an identity that remains true and authentic to him/herself? How do the trials/difficulties in a “Coming of Age” novel help to analyze both the character and the story?
TARGET STANDARDS ELA CCSS Standard 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.7.4 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 sound (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
L.7.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. L.7.1a Explain the function of phrases and clauses in general and their function in specific sentences. L.7.1b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. L.7.1c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. 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. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7)
W.7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W.7.1d Establish and maintain a formal style.
W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
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INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III Vocabulary
Weeks 1 & 2 Reading: Review theme vs. main idea. Explain how to identify the main
idea in a text and determine how that idea builds to a theme.
Examine how plot details develop the complexity of a theme.
Writing Evaluate a literary analysis to
identify different characteristics of the genre.
Model prewriting for literary analysis essays.
Reading Compare/contrast main idea and theme. Analyze text in collaborative group to
evaluate how an author expands a theme.
Writing
In a written response, identify the characteristics of an analysis.
Outline literary analysis essay on theme or characterization.
Connotative meaning Compound-complex sentences Analyze Comparison Contrast
Weeks 3 & 4 Reading Conduct activity focused on the
meaning of words/phrases as they are used in the text, including figurative and connotative meaning.
Model how authors’ word choices develop character and theme.
Conduct lesson to show how repetition and rhyme affect meaning of poetry.
Writing
Conduct mini-lessons on incorporating evidence in supporting paragraphs.
Conduct mini-lessons on different sentence forms.
Reading Using a graphic organizer such as a T
chart, analyze how authors’ specific word choices develop character and theme.
In a written response, analyze the impact of literary devices on the meaning of a poem.
Writing
Draft literary analysis essay integrating evidence for support.
Incorporate examples of the different sentence forms in literary analysis essay.
Dangling modifiers Derive Clarify Cite Convey Establish Edit
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Weeks 4 & 5 Reading Compare/contrast how different
authors use of language for plot dev. to build themes.
Writing
Model effective peer editing to strengthen writing.
Review expectations for published final copy.
Reading Complete organizer such as a Venn
diagram to compare how two authors approach a similar theme.
Writing
Peer-edit essays, offering suggestions to improve both content and sentence structures.
Publish final draft of literary analysis essay.
RESOURCES Required Optional Additional
They Cage the Animals at Night by Jennings Michael Burch *May be used in either Marking Period 1 OR Marking Period 2
Suggested: Gathering Blue by Lois Lowry Witch of Blackbird Pond by Elizabeth George Speare Short Stories: Henry Sugar and other Stories By Roald Dahl Poetry: As I Grew Older by Langston Hughes The Kid Identity by Colby Selter Minstrel Man – Langston Hughes Teacher Choice(s) from Grade-Level Optional Text List
www.readwritethink.org
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Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 7 Marking Period:
2 Unit Title: Unit 3: Clash of Ideals, Values and Beliefs
Pacing: 4 Weeks
ESSENTIAL QUESTION What factors shape our values and beliefs? What happens when belief systems of societies and individuals come into conflict? How do we analyze different perspectives on issues?
TARGET STANDARDS ELA CCSS Standard RI 7.1 Cite several pieces of textual evidence 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. 7.5 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. 7.8 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 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.
W. 7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W. 7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W. 7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W. 7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W. 7.2e Establish and maintain a formal style. W. 7.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. SL. 7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively, orally)
and explain how the ideas clarify a topic, text, or issue under study.
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INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading ● Review what makes a summary free from
opinion and bias. ● Review the common organizational
structures authors use for texts: descriptive, cause/effect, problem/solution, definition, classification, chronological, compare/contrast.
● Explain the “clues” that help a reader
identify a text structure (e.g., transition
words).
● Model how to analyze the impact a text’s structure and organization has on the interpretation of information being presented.
Writing ● Model writing an objective summary of a
text.
Reading In a group discussion, objectively
summarize a text. Create a graphic organizer to show common
text structures used by authors. Analyze two texts on the same topic to
compare and contrast the impact authors’ chosen structures have on meaning.
Writing
Write an objective summary of a text.
Structure
Transition
Objective vs.
Subjective
Weeks 3 & 4 Reading Using teacher-selected text, model how to
examine texts for author’s claims. ● Conduct discussion reviewing the idea of
opposing perspectives.
● Model how to evaluate an author’s claims,
including whether the reasoning is sound
and the evidence is relevant and sufficient.
Writing ● Review strong thesis statements.
Reading Using a graphic organizer and a minimum
of two texts on a topic, compare/contrast the claims made by the authors and the evidence offered to support the claims.
Write an explanation assessing which author presents the most compelling evidence to support his position.
Writing
Working with multiple sources on a topic
Claim Evidence
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● Model how to select relevant facts, details,
quotes, and examples to develop body of
essay.
●
related to the unit’s theme, develop an essay analyzing how different authors develop or present information on a topic.
Weeks 4 & 5 Reading ● Model how to analyze texts for author bias.
Writing ● Conduct mini-lessons on effectively
transitioning when using multiple sources.
Reading ● In collaborative activity such as a jigsaw,
analyze texts for author bias.
Writing
Complete published draft of essay.
RESOURCES Required Optional Additional
They Cage the Animals at Night by Jennings Michael Burch *May be used in either Marking Period 1 OR Marking Period 2
Suggested: Witch of Blackbird Pond by Elizabeth George Speare The Book Thief by Markus Zusak Teacher Choice(s) from Grade-Level Optional Text List
www.writingfix.com childrenslibrary.org www.awesomelibrary.org
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Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 7
Marking
Period: 2 Unit Title:
Unit 4: Acceptance of Ideals, Values and
Beliefs Pacing: 4 weeks
ESSENTIAL QUESTION
Why is it important to understand the values and beliefs of others?
TARGET STANDARDS
ELA CCSS Standard
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. 7.6 Analyze how an author develops and contrasts the points of view of 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).
W. 7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables), and multimedia when useful to aiding comprehension.
W. 7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W. 7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
W. 7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W. 7.3e Establish and maintain a formal style.
W. 7.3f Provide a concluding statement or section that follows from and supports the information or explanation presented.
INSTRUCTIONAL PROGRESSION
Weekly Plan
Direct Instruction Evidence of Learning
Tier III
Vocabulary
Weeks 1 & 2
Reading
Review theme, and conduct activity to
examine the unit theme.
Review point of view: first, second, third
person narration (For review- refer to online
video listed below.)
Read a mentor text or short story with a
Reading
Differentiate between a genre, a topic
and a theme.
Identify the theme of a text.
Compare/Contrast the three major
narrative styles.
Analyze a text and list evidence to show
Genre
Topic
Motif
Theme
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clearly discernible theme. Analyze how a
writer conveys the theme. (For example-
through character development, motifs,
conflict.) A good short story for this activity
is “Priscilla and the Wimps” by Richard Peck.
For the selected text, analyze the differing
points of view. For example, in “Priscilla and
the Wimps”, how do each of the main
characters view the hallways at school?
Connect how these viewpoints reinforce the
theme of the story.
Writing
● Review components of literary analysis
essays.
● Conduct mini-lessons to address areas of
need identified in student drafts during
conferencing.
how points of view develop and support
a theme.
Writing
Plan and draft literary analysis essay on
teacher-selected topic related to some
aspect of point of view.
Point of view
Weeks 3 & 4 Reading
● Conduct activity to demonstrate how point of
view impacts conflict.
● Have students read both popular and critical
reviews to learn how others perceive the
impact of multi-media elements on
development of point of view and theme.
Reading
Analyze a text for how point of view
impacts conflict, citing textual evidence.
In collaborative activity using film and
video reviews, locate and explain
examples of strong analysis of
multimedia texts.
View a print text and multi-media
version of a text and analyze the effects
of multi-media elements (sounds, music,
lighting, angle of camera, presence of
another character, aspects of setting),
particularly in relation to the
development of point of view and theme.
Conflict
Multimedia
Summary
Critical Review
Claim
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Writing
● Conduct mini-lessons to address areas of
need identified in student drafts during
conferencing.
Writing
Revise and edit draft of literary analysis
essay.
Publish final draft.
RESOURCES
Required Optional Additional
They Cage the Animals at Night by Jennings
Michael Burch
*May be used in either Marking Period 1
OR Marking Period 2
Suggested:
“Priscilla and The Wimps”
http://teachers2.wcs.edu/high/ihs/dianef/E
nglish%20II%20periods%201%202%205/P
riscilla%20and%20the%20Wimps.pdf
Mister Sato’s Point of View video
https://www.youtube.com/watch?v=SKi56c
PUSFk
Teacher Choice(s) from Grade-Level
Optional Text List
Prezi of “Priscilla and the Wimps”
https://prezi.com/ycf9a1g8gi4x/priscilla-
and-the-wimps-stand-up/
Purdue Owl
https://owl.english.purdue.edu/owl/
Purdue OWL You Tube:
https://www.youtube.com/user/OWLPurdu
e
Roane State OWL Argument Writing:
http://www.roanestate.edu/owl/Argument.
html
Revision Checklists
http://writingfix.com/PDFs/Process/SWG_R
evision_Checklists.pdf
Technology Infusion:
Literary Elements Game:
http://www.quia.com/rr/627140.html
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Montclair Public Schools Instructional Unit
Content: English Language Arts Grade: 7 Marking Period:
3 Unit Title: Unit 5: Dissent and Justice Pacing: 4 Weeks
ESSENTIAL QUESTION What makes protest effective in bringing about change? How do we communicate our ideas clearly to others?
TARGET STANDARDS ELA CCSS Standard 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. 7.7 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). 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. 7.8b 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.”) W. 7.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. SL. 7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally)
and explain how the ideas clarify a topic, text, or issue under study. SL. 7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence. SL. 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts,
details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient
points. INSTRUCTIONAL PROGRESSION
Weekly Plan
Direct Instruction Evidence of Learning
Tier III Vocabulary
Weeks 1 & 2 Reading Using an informational text such as a
speech with both a written version and
Reading Analyze how key words contribute to the
theme and tone of a text, as well as how
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another form of representation (audio, video, and/or multimedia), conduct an activity to examine literal, figurative, connotative and denotative meanings.
Highlight words that have an impact on perspective. What happens when words are changed?
Review elements that affect our understanding and influence the way we react to a text. How do these elements either support or distract from the meaning conveyed through words?
Writing
Guide students through the process of selecting a global issue to research for a short speech on the topic.
they create a particular reaction in a reader.
In a brief written response, analyze how a medium (audio, video, and/or multimedia) affects interpretation and meaning of a text.
Writing
Conduct brief research and gather information on a global issue to prepare a short speech on the topic.
Connotation
Denotation
Figurative
Technical
Weeks 3 & 4 Reading ● Show media clip such as TED talk on global
issues and model how to take notes when analyzing how a claim is supported by evidence in a multimedia clip.
● Model how to reflect on notes and determine if evidence is valid and strong.
Writing
● Model how to outline a brief talk either in written or presentation form.
● Model how to incorporate evidence to support claim.
Reading Evaluate the strength of the evidence that
supports a claim in a multimedia text. Rank the evidence - Which evidence is the
most important and convincing? Which information does not contribute to the claim?
Writing
Using outline, prepare a brief talk either in written or presentation form such as TED Talk, incorporating multimedia elements within the text.
Using a checklist and/or evaluation tool (teacher-created or class-created), provide feedback to peers on the strength of claim, evidence, and level of influence based on words and multi-media elements.
Claim Support Evidence Reflect Valid Analysis
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RESOURCES Required Optional Additional
Before We Were Free by Julia Alvarez *May be used in either Marking Period 3 OR Marking Period 4
Suggested: “The Lottery” by Shirley Jackson (print and film) http://sites.middlebury.edu/individualandthesociety/files/2010/09/jackson_lottery.pdf Various film versions of The Lottery: https://www.youtube.com/ Teacher Choice(s) from Grade-Level Optional Text List
TED talks- Global Issues https://www.ted.com/talks News Articles https://newsela.com/ Poetry Out Loud https://www.youtube.com/user/poetryoutloudvideos Favorite Poem Project http://www.favoritepoem.org
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Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 7 Marking Period:
3 Unit Title: Unit 6: Justice Pacing: 4 Weeks
ESSENTIAL QUESTION How are we responsible for the society in which we live? How do we build arguments that are informative and persuasive?
TARGET STANDARDS ELA CCSS Standard 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. 7.9 Analyze 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.
W. 7.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W. 7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text. W. 7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W. 7.1d Establish and maintain a formal style. W. 7.1e Provide a concluding statement or section that follows from and supports the argument presented. 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. 7.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. 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").
SL. 7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
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INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading Review common text structures taught in
Unit 3: problem/solution; comparison/contrast; cause/effect; sequence; description.
Have students read a variety of short texts (e.g., op/ed; news article; informational text on a controversial issue) and examine how texts types can present information differently due to purpose. How does the text type chosen build an idea and influence what a reader understands?
Explain how information can be presented with a “slant” in order to support an author’s argument.
Teach strategies to help students determine if a text is credible and reliable.
Writing Guide students in selection of a topic for an
argumentative essay on a social issue. Review categories of transition words and
their proper placement in an essay.
Reading Analyze a text to determine the author’s
point of view and purpose, identifying key words and phrases as evidence.
Use a graphic organizer to compare and contrast two texts on the same topic.
In a collaborative group activity, analyze text to identify where information is “slanted” toward a certain purpose/opinion.
Writing
Research and a selected social issue. Draft a claim related to the topic of study. Draft an argumentative essay on selected
topic and incorporate strong transitions.
Structure Text Type Purpose Evidence Summarize Credible Reliable
Weeks 3 & 4 Reading ● Guide students in locating reliable support
for selected claim.
Writing
List “emotional” and/or “influential” words to be included in the essay.
Reading Read and/or view additional sources (print
and non-print) that will provide support for selected claim.
Writing
Continue drafting essay. Read draft for clarity, adding transition words, phrases
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Review quoting and paraphrasing to avoid plagiarism.
Review counterclaims and model how to draft an effective claim and counterclaim that shows the controversial nature of the topic.
and sentences. Include specific word choices that will “influence” the reader.
Write an effective claim and counterclaim that shows the controversial nature of the topic.
Weeks 4 & 5 Reading Instruct students on important elements of
peer review of both written text and oral presentations.
Writing ● Conduct mini-lessons to address areas of
need identified in student drafts during conferencing.
Reading Evaluate drafts of peer essays for word
choices and effectiveness of claims. Evaluate peer presentations, analyzing for
elements such as eye contact, enunciation, and intonation.
Writing
● Publish and present final draft.
Critique Strong voice Eye contact Enunciation Intonation
RESOURCES Required Optional Additional
Before We Were Free by Julia Alvarez *May be used in either Marking Period 3 OR Marking Period 4
Teacher Choice(s) from Grade-Level Optional Text List
Text structure- easy examples http://www.pendercountyschools.net/UserFiles/Servers/Server_3727387/File/text%20structure%20from%20signal%20words.pdf Checklist and Transitions http://www.d123.org/olhms/jcipriani/documents/ArgumentativeEssayTipsTransitionsSheet.pdf “Claims, Claims, Claims” https://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf
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“How to Write an Argument Essay” by Shmoop https://www.youtube.com/watch?v=-lzGy5gizKg Transition Words and Phrases http://www.readingrockets.org/content/pdfs/transition%20words.pdf Text Structures http://teacher.scholastic.com/reading/bestpractices/nonfiction/fiveTextStructures.pdf
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Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 7 Marking Period:
4 Unit Title: Unit 7: Leadership I Pacing: 4 weeks
ESSENTIAL QUESTION How do leaders influence the people and the world around them? How do writers share their own views on life?
TARGET STANDARDS ELA CCSS Standard RL. 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. 7.7 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).
W. 7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W. 7.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
W. 7.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. W. 7.2c Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. W. 7.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. W. 7.2e Establish and maintain a formal style. W.7.2.f Provide a concluding statement or section that follows from and supports the information or explanation presented.
W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and
well-structured event sequences. L. 7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L. 7.5a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. L. 7.5b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. L. 7.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful,
polite, diplomatic, condescending).
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INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading Read an essay, such as one from This I
Believe website, and offer quotes from on the power of words to develop an understanding of how words and leadership are connected. http://www.goodreads.com/quotes/tag/power-of-words
Model identifying “powerful” words in a text. Why is it important to choose the right word?
Writing ● Model how to alter word choice for effect.
Reading In a collaborative activity of teacher’s
choosing, analyze why others believe that words are influential and can have a strong impact.
Evaluate a text for “powerful” words, discussing how each contributes to the text.
Relate a time in life when words were important.
Writing Working with a teacher-selected text or
with a text selected from portfolios, change key words in two ways - first to make a text more “neutral” or less specific. Then, change to words that are stronger than the identified key words.
Figurative
Denotative
Connotative
Analogy
Weeks 3 & 4 Reading ● Read a speech out loud guiding students to
understanding of meaning and purpose. What are the phrases that help point to the purpose?
● Locate an audio and/or a multimedia version of the speech and review strategies taught in Unit 5 to help students “read” a multi-media version of a speech. New focus: What elements of multimedia distract from the message?
Reading Identify/ list words and phrases that help
the reader understand the purpose of the speech.
Analyze the impact of elements of media and note how those elements reinforce or distract from the message of the words.
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Writing ● Guide student selection of a topic, purpose
and audience for a brief personal essay. ● Conduct mini-lessons to address areas of
need identified in student drafts during conferencing.
Writing Identify the purpose and audience for the
personal essay, explaining how to target the audience.
Draft a personal essay, “writing in” additional elements that include both visual and sound effects if the essay were to be presented orally.
Working with a partner, identify the words and phrases in the speech that carry the most meaning.
RESOURCES
Required Optional Additional Before We Were Free by Julia Alvarez *May be used in either Marking Period 3 OR Marking Period 4
Teacher Choice(s) from Grade-Level Optional Text List
This I Believe http://thisibelieve.org Top 100 Speeches http://www.americanrhetoric.com/top100speechesall.html Famous Speeches in History http://www.emersonkent.com/famous_speeches_in_history.htm Best 2013 commencement speeches http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/19/obama-michelle-colbert-clinton-bill-biden-etc-the-best-2013-commencement-speeches-so-far/
Technology Infusion: Use of Google images for examples related to word study Use of multi-media versions of speeches
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Montclair Public Schools Instructional Unit Content: English Language Arts Grade: 7 Marking Period:
4 Unit Title: Unit 8: Leadership II Pacing: 5 weeks
ESSENTIAL QUESTION Do the attributes of a leader remain the same over time? Why is creative writing a powerful form of expression?
TARGET STANDARDS ELA CCSS Standard RL.7.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
RL.7.9 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.
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.
W.7.3 Writing narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequence.
W.7.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
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.
INSTRUCTIONAL PROGRESSION Weekly
Plan
Direct Instruction Evidence of Learning Tier III
Vocabulary
Weeks 1 & 2 Reading Introduce new vocabulary relevant to
teacher-selected text supporting unit theme. Review how to infer character’s leadership
traits through actions, thoughts, dialogue. Read texts demonstrating different
perspectives on the same time period, guiding students’ evaluation of each and their relationships to one another.
Reading Analyze literary conventions and elements
of plot in a teacher-selected read. In a brief written response, analyze how a
fiction author uses or transforms history when writing a text.
Soliloquy
Sonnet
Hyperbole
Assonance
Alliteration
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Offer a fictional portrayal of a time, place, or character and a historical account of the same period and conduct collaborative activity to compare the two.
Writing
Generate creative writing ideas through discussions and from printed material.
Guide students in selection of creative writing project(s).
Writing Respond to question: How does the writing
process apply to poetry? Create a clear plan or outline for creative
writing/poetry. Using resources and reference materials
select effective vocabulary that creates consistency in style, tone and voice.
Rhythm
Onomatopoeia
Internal rhyme
External rhyme
End rhyme
Weeks 3 & 4 Reading Illustrate how the historical, social, and
cultural context influences the character’s thoughts, words, and actions.
Explore variations of universal themes in literary texts and poetry.
Writing
Conduct activity to have students reflect on personal experiences or historical events as the foundation for producing a creative poem or short story.
Conduct mini-lessons to address areas of need identified in student drafts during conferencing.
Reading Analyze the historical, social, and cultural
context of setting and its impact on character development.
Compare/contrast characters from fictional narratives or poems. Use text evidence to support the analysis.
In collaborative discussions, analyze poetry on a variety of theme for the use of literary devices.
Writing
Write a creative story or poem developing real or imagined experiences or events using effective techniques and descriptive details.
Symbolism
Metaphor
Imagery
Personification
Idiom
Analogy
Allusion
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Weeks 4 & 5 Reading Review different types of poems and model
how structure and style can impact meaning.
Writing
Review the use of literary devices/elements in a short story (fiction) or poem.
Reading Analyze different poems for how structure
and style impact meaning.
Writing
Revise for stronger use of literary devices. Produce final copy for publication and/or
presentation.
RESOURCES Required Optional Additional
Before We Were Free by Julia Alvarez *May be used in either Marking Period 3 OR Marking Period 4
Suggested: “Friends in the Klan” by Marilyn Nelson “O Captain! My Captain! By Walt Whitman Teacher Choice(s) from Grade-Level Optional Text List
20 Poems and Activities That Meet the Common Core http://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf Academy of American Poets – www.poets.org/poetsorg/lesson-plans Resource Guide for Middle School Teachers www.poetryfoundation.org
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DIFFERENTIATION Special Education ELL RtI SAIL
Modifications & accommodations as listed in the student’s IEP
Assign a peer to help keep student on task
Modified or reduced assignments Reduce length of assignment for
different mode of delivery Increase one to one time Working contract between you
and student at risk Prioritize tasks Think in concrete terms and
provide hands on tasks Position student near helping
peer or have quick access to teacher
Anticipate where needs will be Break tests down in smaller
increments NJDOE resources
Strategy groups Teacher conferences Graphic organizers Modification plan NJDOE resources Adapt a Strategy-Adjusting
strategies for ESL students: http://www.teachersfirst.com/content/esl/adaptstrat.cfm
Tiered Interventions following RtI framework
RtI Intervention Bank Fundations Double-Dose (Tier II) LLI (Tier III) FFI Skill Report: DRA On-Line NJDOE resources Lit Lab Read 180 System 44
Contents should be modified: abstraction, complexity, variety, organization
Process should be modified: higher order thinking skills, open-ended thinking, discovery
Products should be modified: real world problems, audiences, deadlines, evaluation, transformations
Learning environment should be modified: student-centered learning, independence, openness, complexity, groups varied
Activities aligned with above grade level text using DRA results
Jr. Great Books Library Activities NJDOE resources
CROSS CURRICULAR RESOURCES The Amistad Commission’s Literacy components for Primary Grades: http://njamistadcurriculum.net/ Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm
ALIGNMENT TO 21st CENTURY SKILLS AND TECHNOLOGY 21st Century/ Interdisciplinary Themes: Bold all that apply 21st Century Skills: Bold all that apply Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy Information, Communication & Technology Life & Career Skills
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Technology Infusion College and Career Readiness Anchor
Standards CCRA.W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others CCRA.W.8. Gather relevant information from multiple print and digital sources, assesses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRA.SL.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Reading Grade 8 Students RI.8.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
Writing Grade 6 Students W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Grade 7 Students 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.7.8. 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
Language Grade 6-8 Students L.6-8.4.c 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.
Other
Smart Board Applications
Digital Texts
Audio Texts
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others while avoiding plagiarism and following a standard format for citation. Grade 8 Students W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others W.8.8. 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.
Evidence of Student Learning Common benchmark DRA continuum Reading observational records Evaluation rubrics Self-reflections Teacher-student conferences Running records
Students’ published pieces Unit tests Quizzes
English Language Arts 2015-2016
GRADE TITLE AUTHOR GENRE
7 100 Best Loved Poems Philip Smith Poetry
7 A Break With Charity Ann Rinaldi Historical Fiction
7 Al Capone Does My Shirts Gennifer Choldenko Historical Fiction
7 And Then There Were None Agatha Christie Fiction- Mystery
7 April Morning Howard Fast Historical Fiction
7 Copper Sun Sharon M. Draper Historical Fiction
7 Daniel's Story Carol Matas Holocaust- Historical
7 Gathering Blue Lois Lowry Science Fiction
7 Hidden P.C. Cast Science Fiction
7 I Have Lived a Thousand Years Livia Bitton-Jackson Historical Fiction
7 Lyddie Katherine Paterson Historical Fiction
7 Monster Walter Dean Meyers Realistic Fiction
7 My Brother Sam Is Dead James Lincoln Collier Historical Fiction
7 No Promises in the Wind Irene Hunt Historical Fiction
7 Nothing But the Truth Avi Fiction
7 Numbering All the Bones Ann Rinaldi Historical Fiction
7 Over the Wall John Ritter Realistic Fiction
7 Scorpions Walter Dean Meyers Realistic Fiction
7 Seedfolks Paul Fleischman Multi-cultural Fiction
7 Stargirl Jerry Spinelli Realistic Fiction
7 Survivor's--True Stories Allan Zullo Biography
7 The Black Stallion Walter Farley Adventure
7 The Book Thief Markus Zusak Historical Fiction
7 The Boy in the Striped Pajamas John Boyne Historical Fiction
7 The Bumblebee Flies Away Robert Cormier Mystery/ Suspense
7 The Devil's Arithmetic Jane Yolen Historical Fiction
7 The Executioner Jay Bennet Mystery/ Suspense
7 The House of Dies Drear Virginia Hamilton Historical Fiction
7 The House of the Scorpion Nancy Farmer Science Fiction
SUGGESTED GRADE 7 OPTIONAL TEXT LIST
Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015
English Language Arts 2015-2016
7 The Last Book in the Universe Rodman Philbrick Science Fiction
7 The Legend of Sleepy Hollow Washington Irving Fiction
7 The Mirror of Fire and Dreaming Chitra Banerjee Divakarani Multi-cultural Fiction
7 The Outsiders (2015-2016 ONLY) S.E. Hinton Realistic Fiction
7 The Ruby in the Smoke Philip Pullman Fiction
7 The View From Saturday E.L. Konigsburg Fiction
7The Watsons Go to Birmingham (2015-
2016 ONLY)Christopher Paul Curtis Historical Fiction
7 The Witch of Blackbird Pond Elizabeth George Speare Historical Fiction
7 Treasure Island Robert Louis Stevenson Adventure
7 Witch Child Celia Rees Mystery
7 Witches! Nonfiction
Montclair Public Schools/ Academic Office BOE Approved: June 15, 2015