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7th Grade Pacing Guide 2016-2017

Approximate Semester Timelines

Semester 1 9/6-1/27

Semester 2 1/28-6/16

*** The week of September 6, 2016 will be used for establishing classroom norms and procedures, and

collecting Summer Reading assignments.

*** Monday, September 12, 2016, implementation of the pacing guide for Collections will begin.

***Monday, September 19, 2016, the implementation of Small Group Instruction will begin and take place

during the FIRST 40 minutes of the period in ALL classrooms. Whole group instruction will take place

during the LAST 40 minutes of the period.

*** Benchmarks, in the form of the selection tests, will be given every 2 weeks. The data should be

analyzed and submitted as per forthcoming instructions.

Semester 1 will cover Collections 1 and 3, in that order, and in their entirety.

Semester 2 will cover Collections 6 and 5, in that order, and in their entirety.

Semester 1

Collection 1: Bold Actions

Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will

include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies

within the Collections Teacher’s Guide

Reading: Anchor texts: “Rogue Wave” by Theodore Taylor

“The Flight of Icarus” by of Icarus

A Long Walk to Water by Linda Sue Park

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Supporting texts: “Big things Come in Small Packages” by Eleanora Tate (Close Reader)

“Parents of Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life”

by Paul Harris

“Ship of Fools” by Joanna Weiss

“Was Abby Too Young to Sail?” by CBS News

“Finding Your Everest” by Robert Medina (Close Reader)

“Arachne” by Olivia Coolidge (Close Reader)

“Icarus’s Flight by Stephen Dobyns

“Women in Aviation” by Patricia and Fredrick McKissack

Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection

questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements

sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the

end of each text in the Collection

Grammar: Language Conventions Lessons at the end of each text

Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the

Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to

be introduced and discussed as it appears throughout the Collection, and used when speaking and writing

throughout the rest of the Collection

Benchmarks/Common Formative Assessments: The following Selection Tests : Rogue Wave

Comparing News Coverage

The Flight of Icarus

Icarus's Flight

Women in Aviation

Common Summative Assessments: Collection 1 Test

Common Writing Assessments: Performance Task pg.50 Writing a Report- can be assigned as a project to be

started in class and completed at home over a period of time

Collection 1 Performance Task A- Write a Short Story pgs. 53-56

Unit 2 in the Performance Assessment book: Informative Essay pgs. 33-66

District Assessments:

i-Ready Diagnostic

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Collection 3: Nature at Work

Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will

include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies

within the Collections Teacher’s Guide

Reading: Anchor texts: “from Mississippi Solo by Eddy Harris

Supporting texts: from Polar Dream by Helen Thayer (Close Reader)

from The Tempest by William Shakespeare

“Allied with Green” by Naomi Shihab Nye

“Big Rocks’ Balancing Act” by Douglas Fox

“The Hidden Southwest: The Arch Hunters” by James Vlahos (Close Reader)

“Ode to Enchanted Light” by Pablo Neruda

“Sleeping in the Forest” by Mary Oliver

from Poems About Nature by leslie Marmon Silko, Victor Hernandez Cruz, and Gwendolyn

Brooks (Close Reader)

Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection

questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements

sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the

end of each text in the Collection

Grammar: Language Conventions Lessons at the end of each text

Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the

Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to

be introduced and discussed as it appears throughout the Collection, and used when speaking and writing

throughout the rest of the Collection

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Benchmarks/Common Formative Assessments: The following Selection Tests: Mississippi Solo

: The Tempest

Allied with Green

Big Rocks’ Balancing Act

Ode to Enchanted

Light/Sleeping in the Forest

Common Summative Assessments: Collection 3 Test

Common Writing Assessments: Performance Task pg.142 Literary Analysis

Collection 3 Performance Task B- Write a Poetry Analysis pgs. 179-182

Unit 3 in the Performance Assessment book: Literary Analysis pgs. 67-96

Unit 4 in the Performance Assessment book: Task 2- Informative Essay pgs

109-120

District Assessments:

i-Ready Diagnostic

Semester 2

Collection 6: Guided by a Cause

Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will

include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies

within the Collections Teacher’s Guide

Reading: Anchor texts: from Flesh & Blood So Cheap: The Triangle Factory Fire and its Legacy by Albert

Marrin

from The Story of the Triangle Factory Fire by Zachary Kent

“Craig Kielburger Reflects on Working Toward Peace” by Craig Kielburger

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Supporting texts: “The Most Daring of Our Leaders” by Lynne Olsen (Close Reader)

“Speech to the Democratic National Convention” by John Lewis (Close Reader)

from Uprising by Margaret Peterson Haddix

from “Doris Is Leaving” by ZZ Packer (Close Reader)

“Difference Maker: John Begman and Popcorn Park” by David Karas (Close Reader)

“It Takes a Child” by Judy Jackson

“A Poem for My Librarian, Mrs. Long” by Nikki Giovanni

“Train Time” by D’Arcy McNickle

Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection

questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements

sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the

end of each text in the Collection

Grammar: Language Conventions Lessons at the end of each text

Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the

Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to

be introduced and discussed as it appears throughout the Collection, and used when speaking and writing

throughout the rest of the Collection

Benchmarks/Common Formative Assessments: The following Selection Tests :

from Flesh and Blood So Cheap…

from The Story of the Triangle Factory Fire

from Uprising Craig Kielburger Reflects on Working Toward Peace

from It Takes a Child

A Poem for My Librarian, Mrs. Long

Train Time

Common Summative Assessments: Collection 6 Test

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Common Writing Assessments: Performance Task pg.304 Writing a New Chapter- can be assigned as a project

to be started in class and completed at home over a period of time

Performance Task pg.314 Writing a Critique- can be assigned as a project to be

started in class and completed at home over a period of time

Performance Task pg.334 Writing a Character Analysis

Collection 6 Performance Task A- Write an Expository Essay pgs. 337-340

Unit 1 in the Performance Assessment book: Argumentative Essay

Essay pgs. 2-32

Unit 4 in the Performance Assessment book: Task 3- Literary Analysis

pgs 121-128

District Assessments:

i-Ready Diagnostic

Collection 5: The Stuff of Consumer Culture

Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will

include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies

within the Collections Teacher’s Guide

Reading: Anchor texts: from Life At Home in the 21st Century

Supporting texts: “Teenagers and New Technology” (Close Reader)

“Always Wanting More” from I Want That

“Labels and Illusions” (Close Reader)

“Dump”

“How Things Work”

“Earth (A Gift Shop)”

“He-y Come On Ou-t!” (Close Reader)

Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection

questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements

sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the

end of each text in the Collection

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Grammar: Language Conventions Lessons at the end of each text

Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the

Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to

be introduced and discussed as it appears throughout the Collection, and used when speaking and writing

throughout the rest of the Collection

Benchmarks/Common Formative Assessments: The following Selection Tests : from Life at Home in the

21st Century

from I Want That!

Dump/How Things Work

Earth (A Gift Shop)

Common Summative Assessments: Collection 6 Test

Common Writing Assessments: Performance Task pg.238 Discussion

Performance Task pg.248 Writing an Analysis

Collection 5 Performance Task - Multimedia Presentation pgs. 259-262

(Students can choose any of the following options for their presentation: news report, video, powerpoint,

poster/advertisement, any other creative options student/teacher may agree upon

Unit 4 in the Performance Assessment book: Task 1- Argumentary Essay pgs 99-108

District Assessments: i-Ready Diagnostic

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Pennsauken Public Schools

Content Area: English Language Arts Grade Cluster: 7th

Course Description

Language Arts is an 84 minute course in which students receive both reading and writing skills based upon the

Common Core State Standards. The students receive language arts every day throughout the school year. Students

explore the CCSS based skills to further develop their understanding and mastery of each standard in order to be

able to apply them to both college and career. To help achieve this mastery, the Collections Text from Houghton

Mifflin Harcourt will be used. This text offers the maximum flexibility for planning instruction as well as various

text complexities to help challenge students, to help students at grade level, to help struggling students, and to help

students who are ELL and with special needs. The text offers differentiation for all students through informational

text passages, online textbook access, online videos and text related discussions, as well as tools for teachers to

integrate both media and digital technology into the classroom.

Overarching Understanding(s) for the Course

When a student has completed 7th grade Language Arts, he or she will know…

● RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.

● RL7.2: 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.

● RL7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the

characters or plot).

● RL7.4: Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds

(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

● RL7.5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to

its meaning

● RL7.10: By the end of the year, read and comprehend literature, including stories, dramas, and

poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high

end of the range.

● RI7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly

as well as inferences drawn from the text.

● RI7.2: 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.

● RI7.3: 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).

● RI7.4: 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.

● RI7.5: 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.

● RI7.8: 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.

● RI7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text

complexity band proficiently, with scaffolding as needed at the high end of the range.

● W7.1: Write arguments to support claims with clear reasons and relevant evidence.

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● W7.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

● W7.4:Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are

defined in standards 1-3 above.)

● W7.5: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 here.)

● W7.7:Conduct short research projects to answer a question, drawing on several sources and

generating additional related, focused questions for further research and investigation.

● W7.8: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.

● W7.9:Draw evidence from literary or informational texts to support analysis, reflection, and

research.

● W7.10: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.

● SL7.1: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.

● SL7.4: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.

● SL7.5:Include multimedia components and visual displays in presentations to clarify claims and

findings and emphasize salient points.

● SL7.6:Adapt speech to a variety of contexts and tasks, demonstrating command of formal English

when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific

expectations.)

● L7.1:Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking.

● L7.2:Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

● L7.4:Determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 7 reading and content, choosing flexibly from a range of strategies.

● L7.5:Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

● L7.6: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. 21

st Century Theme(s), Interdisciplinary Opportunities

● Global Awareness

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○ Using 21st century skills to understand and address global issues

○ Learning from and working collaboratively with individuals representing diverse cultures, religions

and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community

contexts

○ Understanding other nations and cultures, including the use of non-English languages

● Financial, Economic, Business and Entrepreneurial Literacy

○ Knowing how to make appropriate personal economic choices

○ Understanding the role of the economy in society

● Civic Literacy

○ Understanding the local and global implications of civic decisions

● Environmental Literacy

○ Demonstrate knowledge and understanding of the environment and the circumstances and

conditions affecting it, particularly as it relates to air, climate, land, food, energy, water and

ecosystems

○ Demonstrate knowledge and understanding of society’s impact on the natural world (e.g.,

population growth, population development, resource consumption rate, etc.)

○ Investigate and analyze environmental issues, and make accurate conclusions about effective

solutions

● Learning and Innovation Skills

○ Think creatively

○ Work creatively with others

○ Implement innovations

○ Reason effectively

○ Use systems thinking

○ Make judgements and decisions

○ Solve problems

○ Communicate clearly

○ Collaborate with others

● Information, Media and Technology Skills

○ Access and evaluate information

○ Use and manage information

○ Analyze media

○ Create media products

○ Apply technology effectively

● Life and Career Skills

○ Adapt to change

○ Be flexible

○ Work independently

○ Be self-directed learners

○ Interact effectively with others

○ Work effectively in diverse teams

○ Manage projects

○ Produce results

○ Guide and lead others

○ Be responsible to others

Technology Standards

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Desired Results

Unit: # 1 Unit Name: Bold Actions

New Jersey Common Core State Standard/Core Curriculum Content Standard::

● RL1 , RL2, RL3, RL 4, RL5, RL6, RL 10

● RI 1, RI 2, RI 3, RI4, RI5, RI6, RI8, RI9, RI10,

● W1 (a,b,c,d,e), W2, W3 (a,b,c,d,e), W4, W5, W6, W7, W8, W9, W10

● SL1 (a,c,d), SL2, SL3, SL4, Sl5, SL6

● L1 (a,b), L2 (a), L3, L4 (a,b,c), L5 , L6

Essential Question(s)

● What does it mean to face challenges fearlessly, even if it means failing at the attempt?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

● Student will be able to…

- identify, analyze, and make inferences, about the elements of plot in a short story

- analyze and compare news stories about the same event from various sources

- analyze the elements of a myth and determine two or more themes

- understand how the elements of form and the use of alliteration emphasize ideas and meaning in a

poem

- identify, analyze, and draw conclusions about an author’s purpose for writing informational texts

- use Latin roots as clues to word meanings

- use the noun suffixes -ty and -ity correctly

- understand and differentiate between connotations and denotations

- apply the academic vocabulary embedded in the unit

Assessment Evidence

Performance Task(s)

● Task 1: Write a short story in which a main character or characters take bold actions in the face of a

seemingly overwhelming challenge. TE pgs 53-56 (Student Resources p.R6)

● Task 2: Present an oral commentary about the rewards and risks associated with bold actions. TE pgs 57-

60

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

● SRI

● Words Their Way Spelling Assessment

● Movie Outline TE pg 16 Blog: TE pgs 30-30a - Create a blog to discuss what you think is an appropriate

age to pursue a bold undertaking(Abbey’s solo sailing adventure) Possible alternative to a blog may be a

Pop-Up Debate (Student Resources p.R14)

● Graphic Comic TE pg 36-Retell your own version of the myth “The Flight of Icarus” in the form of a

graphic comic

● 8.1.8.A.1- Understand and use technology systems: Demonstrate knowledge of a real world problem using

digital tools

● 8.1.8.B.1 - Synthesize and publish information about a local or global issue or event

● 8.1.8.D.1 - Understand and model appropriate online behaviors related to cyber safety, cyber bullying,

cyber security, and cyber ethics including appropriate use of social media

● 8.1.8.D.5 - Understand appropriate uses for social media and the negative consequences of misuse

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● Questioning and Discussion (Student Resources p.R12)

● Performance Assessment: Unit #3 Literary Analysis Parts: 1,2, and 3 (pg 67-96)

● Selection Tests

● Collection Test

Learning Plan

Differentiation of Activities, Assessments, and Multiple Resources,

for high achieving, grade level, struggling students, and special needs/ELL

Challenging Students Meeting Needs of Students

at Grade Level

Helping Students Who

Struggle

Meeting Special

Needs/ELL

TE pg. 14

TE pg. 18i

TE pg. 30e

TE pg. 38f

TE pg. 38g

TE pgs. 2b, 2c, 2d, 2e TE pg.10

TE pg. 18c

TE pg. 18g

TE pg. 22

TE pg. 25

TE pg. 30c

TE pg. 38c

TE pg. 40

TE pg. 45

TE pg. 4

TE pg. 18d

TE pg. 18f

TE pg. 18g

TE pg. 19

TE pg. 30e

TE pg. 32

TE pg. 38d

TE pg. 38e

TE pg. 39

TE pg. 42

Desired Results

Unit: # 2 Unit Name: Perception and Reality

New Jersey Common Core State Standard/Core Curriculum Content Standard::

● RL1, RL2, RL3, RL4, RL5, RL7, RL10

● RI1, RI2, RI4, RI5

● W1(a, b, c, d, e), W2(a,b, c, d, e, f), W4, W5, W6, W7,W8, W9(a), W10

● SL1 (a,b,c,d, SL2,SL4, SL5, SL6

● L1(a), L2(b), L4(a, b, c, d), L5(b), L6

Essential Question(s)

● How do we explore things in life that are not always how we perceive them to be?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

Students will be able to...

● Identify elements of a folktale and summarize the story

● Analyze a poem’s form as well as the use of figurative language and sound devices to understand their

effects on meaning

● Analyze how text features contribute to a text and to summarize text objectively

● Analyze the purposes of public art and the techniques used to create the illusion of three-dimensionality

● Identify and Analyze how setting affects characters’ traits, motivations, and actions

● Analyze the elements of a drama and make comparisons between an script and a performance

● use Latin suffixes as clues to word meanings

● use the Greek Prefix neuro- correctly

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● understand and differentiate between reference materials to aid in learning

● apply the academic vocabulary embedded in the unit

Assessment Evidence

Performance Task(s)

● Task 1: Write an Opinion Essay TE pgs 127-130 - After reading the texts in this collection, do you believe

the saying “Seeing is believing” is true?

● Task 2: Write an Expository Essay TE pgs 131-134 - Draw from Sorry, Wrong Number and “Another

Place, Another Time” to write an expository essay that explains how a single action or event can

dramatically change a person’s perception. (Student Resources p.R4)

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

● Dramatic Reading TE pg 69 - Dramatic reading with a group

● Questioning and Discussion TE pg76 With a small group discuss which speaker of the two poems seems to

be more affected by what he perceives- Possible alternative may be a classroom POP-Up Debate

● Demonstration TE pg 86 - Demonstrate a magic trick and the scientific principal behind it

● Poster TE pgs 92-92a - Use different forms of media and visual aids to create a poster that announces and

exhibit of Beever’s art in a city

● Character Profile TE pg 108 - With a partner, write a one page character profile of Gilbert

● Character Analysis TE pg 126 - Write a 3 paragraph character analysis of Mrs. Stevenson

● Performance Assessment: Unit #2 Informational Essay Parts: 1,2, and 3 (pg 33-66)

● Selections Tests

● Collection Test

Learning Plan

Differentiation of Activities, Assessments, and Multiple Resources,

for high achieving, grade level, struggling students, and special needs/ELL

Challenging Students Meeting Needs of

Students at Grade Level

Helping Students Who

Struggle

Meeting Special Needs/ELL

TE p.84

TE p.104

TE p.123

TE p.126g

TE p.62b

TE p.62c

TE p.62d

TE p.62e

TE p.66

TE p.70d

TE p.70f

TE p.74

TE p.80

TE p.88c

TE p.88e

TE p.90

TE p.98

TE p.102

TE p.120

TE p.64

TE p.71

TE p.77

TE p.89

TE p.93

TE p.112

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Desired Results

Unit: # 3 Unit Name: Nature At Work

New Jersey Common Core State Standard/Core Curriculum Content Standard::

● RL 1, RL 2, RL 3, RL 4, RL 5, RL 10

● RI 1, RI 2, RI 3, RI 4, RI 5, RI 6

● W 1(a, b, c, d, e), W 2(a,b, c, d, e, f), W 3(a,b,c,d,e), W 4, W 5, W 7,W 8, W 9(a), W 10

● SL1 (a,,c,d), SL4, SL6

● L1(a,b), L4(b,c), L5(a), L6

Essential Question(s)

● How can we explore the beauty, power, and mystery of nature?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

● apply the academic vocabulary embedded in the unit

● identify features of a memoir and analyze the author’s style

● identify elements of Shakespearean language, interpret meaning, and analyze a soliloquy

● determine the theme of a short story and to analyze word choice and style

● analyze elements of an expository essay and its structure

● analyze poetic form and learn how poets use figurative language to express feelings and ideas\

● use a glossary to determine the meaning of words and phrases

● interpret figures of speech in context

● use Latin roots as clues to word meanings

Assessment Evidence

Performance Task(s)

● Task 1: Write a memoir TE pgs 175-178 - Write a memoir about a natural setting that is meaningful to

you.

● Task 2: Write a poetry analysis TE pgs 179-182 - Analyze each poet’s style by comparing and contrasting

form, structure, and use of figurative language

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

● Questioning and Discussion (Student Resources p.R12)

● Selection Tests

● Collection Test

● Performance Assessment: Mixed Practice: On Your Own (Literary Analysis: Poetry)(pg121-128)

● Analysis TE pg 142 - Write a two-four paragraph literary analysis that explains how the author uses

figurative language(similes and personification) in his memoir

● Oral report TE pg 166 - Choose a concept or term about geology from “Big Rocks’ Balancing Acts”,

research you term and present to class.

● Dramatic reading TE 148-148a - Work in small groups to read several lines of a soliloquy that express one

idea or related ideas

● Essay TE pg 154 - Develop a three to four paragraph persuasive essay that is either in support of or against

Lucy’s position in “Allied with Green”

● Poem TE pgs 174-174a - Write a four stanza poem to describe am experience with nature

● SRI

● Words Their Way Spelling Assessment

● Write an essay (Student Resources p.R4, R16)

● Write a poem

Learning Plan

Differentiation of Activities, Assessments, and Multiple Resources,

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for high achieving, grade level, struggling students, and special needs/ELL

Challenging Students Meeting Needs of

Students at Grade Level

Helping Students Who

Struggle

Meeting Special Needs/ELL

TE p.140

TE p.144f

TE p.144g

TE p.164

TE p.168e

TE p.174f

TE p.174g

TE p.136b-136e

TE p.144c

TE p.150

TE p.158

TE p.168c

TE p.172

TE p.174c

TE p.138

TE p144d

TE p.145

TE p.149

TE p.157

TE p.170

TE p.174e

Desired Results

Unit: # 4 Unit Name: Risk and Exploration

New Jersey Common Core State Standard/Core Curriculum Content Standard::

● RL1, RL2, RL4, RL5

● RI1,RI2, RI3, RI4, RI5, RI6, RI7, RI8

● W1(a,b,c,d,e), W4, W5, W7, W8, W9(a)

● SL1(a,c,d), SL3, SL4, SL5, SL6

● L1(a,b), L3, L4(a,b,c,d), L5(b), L6

Essential Question(s)

● How can individuals consider risks in extreme conditions when they must confront a compelling situation?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

The student will be able to…

● Trace and evaluate an argument

● Identify tone and evaluate the reasoning used to support a claim

● Analyze the structure of an informational text and paraphrase central ideas and details

● Identify and analyze how imagery and extended metaphor can express a particular message or idea

● Use context clues to the meaning of a word or phrase

● use Greek roots as clues to word meanings ● use prefixes as clues to word meanings

Assessment Evidence

Performance Task(s)

● Task 1: Give a Persuasive Speech TE pgs 215-218 - Draw from Kennedy’s speech and other texts in the

collection to prepare and give a persuasive speech to persuade others whether major exploration is worth

the risk.

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

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Desired Results

Unit: # 5 Unit Name: The Stuff of Consumer Culture

New Jersey Common Core State Standard/Core Curriculum Content Standard::

● RL 1, RL 2, RL 3, RL 4, RL 5, RL10

● RI 1, RI 2, RI 3, RI 4, RI 5, RI 10

● W 1 (b), W 2 (a,b,c,d,f), W 3, W 4, W 5, W 6, W 7, W 8, W 10

● SL 1, SL 4, SL 5, SL 6

● L 1 (a), L 2 (b), L 3 (a), L 4 (a,d), L 5 (b), L6

Essential Question(s)

● Consumer Culture: How much is enough?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

● identify cause-and-effect patterns of organization in an informational text and draw conclusions from text

and graphs

● identify features of an author’s style and make inferences using textual details and their own knowledge

● analyze a poem’s form and identify theme and irony

● identify elements of science fiction and analyze a story to determine its theme

● Research Report TE pg 190 - Research and write about a recent or planned space mission for medical

research by NASA(Student Resources p.R8)

● Informal Debate TE pg 198 Debate question: Would further exploration of the Mariana Trench be

worthwhile? (Student Resources p.R14)

● Persuasive Essay TE Pg 210 - Write a one to three paragraph persuasive essay based on Santiago Herrera’s

statement at the end of the excerpt from “living in the Dark” (Student Resources p.R2, R23, R24, R25,

R28, R16)

● Analysis in Writing TE pgs 214-214a - Write at least one paragraph analyzing the extended metaphor in

the poem Your World

● Performance Assessment: Unit #1 Argumentative Essay Parts: 1,2, and 3 (pg 1-32)

● Selection Tests

● Collection Test

● Questioning and Discussion (Student Resources p.R12)

Learning Plan

Differentiation of Activities, Assessments, and Multiple Resources,

for high achieving, grade level, struggling students, and special needs/ELL

Challenging Students Meeting Needs of

Students at Grade

Level

Helping Students Who

Struggle

Meeting Special Needs/ELL

TE p.192e

TE p.196

TE p.208

TE p.184b

TE p.184c

TE p.184d

TE p.184e

TE p.188

TE p.192c

TE p.194

TE p.204

TE p.212g

TE p.186

TE p.193

TE p.201

TE p.213

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● acquire and use accurately grade appropriate and domain specific words

● verify meaning of words using context clues

● differentiate between and appropriately use synonyms and antonyms

Assessment Evidence

Performance Task(s)

● Task 1: Create a multimedia presentation TE pgs 259-262 - Research a topic related to consumerism, write

an informative essay about the topic, prepare and give a multi-media presentation on the topic.

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

● Selection Tests

● Collection Test

● Performance Assessment: Mixed Practice: On Your Own (Informative Essay)(pg. 109-120)

● Questioning and Discussion TE pg 238 - Small group discussions about the claims, or positions, that

Thomas Hines shares about our consumer culture (Student Resources p.R12)

● Writing an essay TE pg 230 - Write a brief informational essay about a new development in TV technology

(Student Resources p.R4)

● Writing Analysis TE pg 248 - Write a one page analysis comparing and contrasting the views and

experiences of consuming in each of the poems: “Dump” and “How Things Work

● Writing a short story TE p 256 - Choose a part of the plot from “Earth(A Gift Shop)’, and expand it into a

short story of your own (Student Resources p.R6)

Learning Plan

Differentiation of Activities, Assessments, and Multiple Resources,

for high achieving, grade level, struggling students, and special needs/ELL

Challenging Students Meeting Needs of

Students at Grade Level

Helping Students Who

Struggle

Meeting Special Needs/ELL

TE p.228

TE p.232f

TE p.232g

TE p.240e

TE p.254

TE p.258f

TE p.258g

TE pgs. 220b-220e

TE p.223

TE p.232c

TE p.240c

TE p.243

TE p.245

TE p. 258c

TE p.222

TE p.232d

TE p.233

TE p.240d

TE p.240e

TE p.241

TE p.249

TE p.258d

TE p.258e

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Desired Results

Unit: # 6 Unit Name: Guided By A Cause

New Jersey Common Core State Standard/Core Curriculum Content Standard::

● RL1, RL2, RL3, RL4, RL5, RL6, RL9

● RI1, RI2, RI3, RI4, RI5, RI6, RI8, RI9, RI10

● W1, W2(a,b,c,d,f), W3, W4, W5, W6, W7,W8, W9(a,b) W10

● SL1(a) SL2, SL4

● L1(a,c), L2

Essential Question(s)

● What inspires people to take action to improve their world?

Instructional Outcomes (Student Learning Objectives - SLOs) - measurable

The student will be able to…

● Determine central ideas and details analyze chronological order, and analyze authors’ writing on the same

topic

● Analyze points of view in a text and compare and contrast different genres

● Identify and analyze elements of a personal essay and determine an author’s point of view

● Analyze the purpose of a documentary and understand the features used in it

● Analyze a poet’s style and determine a theme

● Analyze methods of characterization and flashback in a short story

Assessment Evidence

Performance Task(s)

● Task 1: Write an Expository Essay TE pgs 337-340 - Research additional information about a topic or

person related to the Triangle factory Fire, use research findings to write an expository essay on the topic

or person. (Student Resources p.R4, R16)

● Task: 2: Write a Personal Essay TE pgs 341-344 - Draw from the selections in this collection to write a

personal essay about a cause that is important to you.

Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)

● Selection Tests

● Collection Test

● Performance Assessment: Unit Mixed Practice On Your Own Argumentative Essay (pg 99-108)

● Oral Presentation TE pg 280 - Give an oral presentation about a current event that shares features with the

Triangle factory Fine

● Write a new chapter TE pg 304 - Write a new chapter maintaining the 3rd person limited point of view, but

have the events seen through the eyes of a different character

● Write a Critique TE pg 314 - Write a two -three paragraph essay offering your opinion of Craig

Kielburger’s essay

● Create a Photo Documentary TE pgs 320-320a - Create a photo documentary that tells the story of a

person in your school or community who works on an important social cause

● Write a poem TE pg 325 - Write a free verse poem about an experience or a connection with someone who

acted generously to you

● Character Analysis TE pg 334 - Write two or three paragraphs to describe the character of the Major in

“Train Time”

● SRI

● Words Their Way Spelling Assessment

Learning Plan

Differentiation of Activities, Assessments, and Multiple Resources,

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for high achieving, grade level, struggling students, and special needs/ELL

Challenging

Students

Meeting Needs of

Students at Grade Level

Helping Students Who

Struggle

Meeting Special Needs/ELL

TE p. 282g

TE p. 301

TE p. 306e

TE p. 332

TE pgs. 264b-264e

TE p.270

TE p.282c

TE p. 284

TE p. 293

TE p. 306c

TE p. 310

TE p. 320c

TE p. 323

TE p. 328

TE p.266

TE p. 275

TE p. 282d

TE p. 282f

TE p. 283

TE p. 306c

TE p. 308

TE p. 317

TE p. 320d

TE p. 320e

TE p. 321

TE p. 327

Board Approved Course Textbook (Title, Publisher, copyright)

Collections, Houghton Mifflin Harcourt, 2015

Collections, Close Reader, Houghton Mifflin Harcourt, 2015