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Groton Public Schools

Curriculum Map

INTRODUCTION

Course Title: Grade 7 Language Arts

Curriculum Area and Grade: Language Arts: Grade 7

Course Purpose:

To meet the literacy demands of the 21st century, Grade 7 students will be able to read, write, speak, view, and listen at grade level and meet district

and state standards for Language Arts. Our goal is to instill a love of learning by providing students a world class education which develops life-

long readers and writers.

Major Learning Goals and Understandings:

Students will:

Read, write, speak, listen, and view to build an understanding of written, visual, and oral texts.

Experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures.

Apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of

purposes and audiences.

Create works using visual, written, oral, performance, and technological formats.

Employ the language arts for life-long learning, work, and enjoyment.

21st Century Learning Expectation(s): www.p21.org

All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem

solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication,

including: the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation

of embedded literacy across the content areas, and the strengthening of personal responsibility.

http://www.p21.org/

Units/Theme/Concept and # of Weeks Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks Unit=7 weeks

1. Narrative ( Baseball in April) 2. Point of View ( Nothing But the Truth)

3. Persuasive 4. Research/Mythology: ( Heroes, Gods and Monsters of the Greek

Myths)

5. Historical Fiction – ( A Long Walk to Water) 6. Poetry(Day Book of Critical Reading and Writing Red Cover)

Mappers/Authors: Michelle Carsillo, Betzy C Farnsworth, Barbara Mlynarski, Nancy Stankiewicz, Deborah Waddicor. Andrea Davis-

Secondary Curriculum Coordinator

Date Approved: 6/12/2012

Unit 1: Welcome to 7th

Grade Narrative ( “ 7th

Grade”)

Part 1 – Unit 1: Welcome to 7th

Grade Narrative ( “ 7th

Grade”)

Grade: Seventh

Subject:

Language Arts Course:

7th grade Language Arts

Length of Unit: (7 weeks)

Common Core State Standards

W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured

event sequences.

a) 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.

b) Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c) Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d) Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e) Provide a conclusion that follows from and reflects on the narrated experiences or events.

W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5: 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.

L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and when writing.

RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL2: 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.

RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL10: By the end of the year, read and comprehend literature in grade 6-8 text complexity band proficiently, with scaffolding as needed at the high

end of the range

L4: 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.

a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of

a word or phrase.

b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c) Consult general and specialized 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.

d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a

dictionary).

Supporting Standards

RI4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings

W6: 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.

L1:Demonstrate command of the conventions of standard English grfammar and usage when writing or speaking.

a) Choose among simple, compound, complex, and compound-complex sentiences tpo signal differing relationships among ideas.

L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Use a comma to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie but not He wore and Old(,) green shirt).

b) Spell correctly

L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

Connecticut State Standards

See above

Part 2 – Standards

Key (GLE) Content Knowledge and Concepts/Skills

Bloom’s Taxonomy Levels

Creating, Evaluating, Analyzing,

Applying, Understanding and

Remembering

The students will know:

1. Structure of a story

2. What point of view is in the

context of a narrative

3. Steps of the writing process

4. The structure of a narrative

5. A specific point of view

6. How to support answers with

evidence from the text

7. The purpose for reading and

writing

8. How to edit for Standard

English Language

The students will be able to:

identify the elements of a narrative

complete prewriting graphic organizer

identify and write from different points of view

compose a rough draft

compose a one page personal narrative

revise and edit their drafts

produce a typed final copy

use evidence from the text to support an answer

define words using context clues

All of Bloom’s levels will be

addressed in a recursive

manner.

Big Idea and Essential Questions

Big Ideas

It is important to write about our lives and experiences.

Reading about the lives of others helps us to understand the world in a new way.

Essential Questions

Why is it important to write about our lives?

What can we learn about the world by reading literature that describe the lives of others?

How can I make my writing understandable and interesting for readers?

Part 3 – Common Unit Assessments

Students will read “Seventh Grade” by Gary Soto

Diagnostic Assessment for “Seventh Grade” (see appendix)

Assess student comprehension with Gary Soto “Seventh Grade” with attached diagnostic.

Respond to selections from the Daybook by making text -to-self connections.

Respond to narrative samples by identifying theme and literary devices within the text.

Students will complete a prewriting graphic organizer and a rough draft

Compose a narrative, minimum of two pages, typed, double spaced, which has been developed through the writing process and conforms to the

conventions of standard English language.

Students will show evidence of editing and revising.

Part 4 – Common/Assured Learning Experiences

Includes a description of what all students will have experienced in this unit district-wide.

All students will read “Seventh Grade” by Gary Soto and narrative selections from the Daybook for Critical Reading and Writing

All students will complete the diagnostic assessment

Use the writing process to publish a piece of narrative writing.

Incorporate sophisticated organization techniques to produce a polished, mature piece.

Read a variety of short stories to broaden an understanding of the narrative genre.

Identify literary techniques, theme, and components of narrative genre within sample texts.

Use grade-appropriate conventions (grammar, spelling, punctuation, and penmanship) to achieve clarity of meaning.

Part 5-Teacher Notes

Each unit will include embedded technology and literacy.

This section provides recommendations for each unit with the understanding that content

resources and technology are dynamic in nature and their relevance is time sensitive. Teachers

are encouraged to use additional technologies and texts to achieve the same objectives.

Use Baseball in April for the story “Seventh Grade”

Day Book of Critical Reading and Writing

http://www.scholastic.com/browse/search/teacher?

www.readwritethink.org

http://www.webenglishteacher.com/narrative.html

http://teacher.scholastic.com/writeit/readwork.asp?Genre=Memoir

www.garysoto.com

http://www.scholastic.com/browse/search/teacher

http://www.readwritethink.org/

http://www.webenglishteacher.com/narrative.html

http://teacher.scholastic.com/writeit/readwork.asp?Genre=Memoir

http://www.garysoto.com/

Unit 2: Point of View

Part 1 - Unit 2: Point of View

Grade:

Seventh

Subject:

Language Arts

Course:


Length of Unit:

7


RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL2: 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.

RL3: Analyze how particular elements of a story or drama interact (e.g. how the setting shapes the characters or plot).

RL6: Analyze how an author develops and contrasts the point of view of characters or narrators in a text.

RI4: 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 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.

RI6: 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.

RI8: 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.

RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in grades 6-8 text complexity band

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



a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c. Consult general and specialized 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.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

W9: 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: a-d 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7

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

a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on

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

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the

discussion back on topic as needed.

d. Acknowledge new information expressed by others and, when warranted, modify their own views.



W4: Produce clear, coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


See above






Remembering


point of view of a story

How to support an inference

from a text

How different genres shape a

story.


Identify and compare/contrast a variety of genres

Respond to literature using evidence from the text

Identify the theme of a text.

Determine the point of view of a story

All levels will be addressed in

a recursive manner.


Big Idea

An author’s message can be interpreted through a variety of perspectives.

Authors can use a variety of genres in order to convey their message.

Essential Questions

What effect does citing evidence have on an argument?

How do text genres influence point of view?


Students will choose a genre with two contrasting poinst of view to create a response which conveys a message. For example, a student’s diary

entry and a conversation between parents about a single event.



Read Nothing But the Truth ( 2012-13)and/or The Giver, in the years thereafter.

Determine a story’s theme.

Select a character from the novel and trace her or his development within the piece.

Identify examples of conflict from a novel.





are encouraged to use additional technologies and text to achieve the same objectives.

When selecting resources, teachers should consider:

http://avi-writer.com/

http://www.classzone.com/novelguides/litcons/nothing/guide.cfm

http://fictionwriting.about.com/od/crafttechnique/a/pointofview.htm

Use of literature circles www.literaturecircles.com

LRC collection

“The Giver” the movie (after 2012/2013)

http://www.prometheanplanet.com/en-us/Resources/Item/40375/identify-type-of-conflict

http://avi-writer.com/

http://www.classzone.com/novelguides/litcons/nothing/guide.cfm

http://fictionwriting.about.com/od/crafttechnique/a/pointofview.htm

http://www.literaturecircles.com/

http://www.prometheanplanet.com/en-us/Resources/Item/40375/identify-type-of-conflict

Unit 3: Persuasive

Part 1 - Unit 3: Persuasive

Grade: Seventh

Subject:



Length of Unit: (# of weeks)

Seven weeks


RI8: 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 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.

RI6: Determine an author’s point of view of purpose in a text and analyze how the author distinguishes his or her position from that of others,

W1: Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the

topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from and supports the argument presented.





RI9: 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.

L6: 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.

L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly



word or phrase.


c. Consult general and specialized 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.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SL 3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the

evidence.







Remembering


1. Persuasive techniques in

writing.

2. Persuasive writing

structure.


Distinguish between persuasive and expository writing

Use the persuasive structure to formulate a well-organized letter.

Utilize the writing process to complete a persuasive piece of writing.

Reflect on and evaluate persuasive writing samples to improve their

own persuasive writing.

Utilize appropriate graphic organizers for nonfiction reading.

Evaluate their final persuasive essay/letter.

All of Bloom’s levels will be


manner.


Big Ideas

Persuasive writing is a powerful way to communicate and influence others.

Essential Questions

How does persuasive writing apply to our lives?

How can our words initiate change?


Compose a typed, persuasive letter in a formal style, five paragraph minimum, which will be assessed using the CMT 6 point rubric.

Identify the components of a sample persuasive letter (lead, thesis statement, main arguments, call to action).



Read samples of persuasive writing and identify the persuasive techniques used in each sample.

Evaluate the persuasive writing of others basing the evaluation on the CMT rubric.

Write a persuasive letter utilizing the structure of a persuasive letter as well as persuasive techniques.


Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies.

Teacher Resources:

Daybook of Critical Reading and Writing

A Curricular Plan for the Writing Workshop Grade 7, Common Core Reading and Writing Workshop by Lucy

Calkins

A Curricular Plan for the Reading Workshop Grade 7, Common Core Reading and Writing Workshop by Lucy

Calkins

Empowering Writers Comprehensive Persuasive/Argument Writing Guide

Empowering Writers Comprehensive Expository Writing Guide

Image grammar Activity Book by Harry R. Noden

State of Connecticut Department for Education (rubric)

http://www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=11&lin

k1=43&link2=11

http://www.webenglishteacher.com/argument.html

http://www.creativewriting-prompts.com/persuasive-essay-graphic-organizer.html

http://www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=11&link1=43&link2=11

http://www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=11&link1=43&link2=11

http://www.webenglishteacher.com/argument.html

http://www.creativewriting-prompts.com/persuasive-essay-graphic-organizer.html

Unit 4 Mythology/Research

Part 1 - Unit 4 Mythology/Research

Grade: 7 Subject: Language Arts Course: 7th grade Language Arts Length of Unit (7 Weeks)


SL2: 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 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.

SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 1. Demonstrate

command of the conventions of standard English grammar and usage when writing or speaking.


a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

* 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Explain the function of phrases and clauses in general and their function in specific sentences.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

L3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.

b) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

W2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and

analysis of relevant content.

a) 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.

b) Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c) Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d) Use precise language and domain-specific vocabulary to inform about or explain the topic.

e) Establish and maintain a formal style.

f) Provide a concluding statement or section that follows from and supports the information or explanation presented

W6: 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.

W7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for

further research and investigation

W8: 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.

W10: 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


a) Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and

redundancy.



a) Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.

b) Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

c) Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the


d) Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a

dictionary).



a. Explain the function of phrases and clauses in general and their function in specific sentences.

b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*





Remembering


1. How to use multiple sources

in research

2. Students will use a graphic

organizer to take notes on a

mythological character

3. Students will use the writing

process to create a research

paper

4. Students will read and

respond to a variety of

myths

5. How to create a works cited

page


Read and comprehend a variety of myths

Use print and internet resources to determine important information for a

research paper

Take notes on a graphic organizer

Write a rough draft

Edit, revise, and publish a minimum of a two page double spaced

research paper

Create a works cited page

Present their findings orally and visually to the class using technology

1. All levels will be addressed

in a recursive manner.


Big Idea

Consulting and referencing numerous, reliable sources increases your credibility.

Myths are timeless.

Essential Questions

How can mythology help us understand other cultures?

How can we determine the realiability of sources?


Read and respond to myths through journal entries.

Demonstrate the ability to extract important information from a variety of texts to compose a two page research paper through the writing process

with a works cited page

Oral and visual presentation of research



Use the writing process to publish a research paper

Identify important information

Revise and edit their writing

Use grade-appropriate conventions (grammar, spelling, punctuation, and penmanship) to achieve clarity of meaning.

Apply and demonstrate effective communication skills when sharing research findings.

Read a variety of Greek myths

Understand and demonstrate the difference between plagiarism and paraphrasing.



This section provides recommendations for each unit with the understanding that content resources

and technology are dynamic in nature and their relevance is time sensitive. Teachers are

encouraged to use additional technologies and text to achieve the same objectives.


Heroes,Gods and Monsters of the Greek Myths by Bernard Evslin

Collaboration with the social studies teacher

Unit 5 – Historical Fiction ( A Long Walk to Water)

Part 1 - Unit 5 – Historical Fiction ( A Long Walk to Water)

Grade: Seventh

Subject:


7th grade Language Arts Length of Unit:

(# of weeks)

Seven


RL9: 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.

RI2: 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.

RI5: 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: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject. ?? If

video is available.

W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical

account of the same period as a means of understanding how authors of fiction use or alter history”).

W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences.


L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly



word or phrase.


c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the


d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a

dictionary).



SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher/lead) with diverse partners on grade 7 topics,

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

RI1: Cite several pieces of textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text.

RI10: 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.

SL4: 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.

SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.







Remembering


The structure of

informational texts

The elements of historical

fiction

How to make connections

to the text


Generate and respond in writing text-to-text, text to self, and text-to-world

connections

Describe and provide examples of how an author uses historical events to

create historical fiction

Investigate topics using multiple sources.

Locate informational articles that relate to the historical period depicted in the

book A Long Walk to Water

1. The levels will be


manner.


Big Idea

Historical fiction can help us understand different time periods and peoples and how they connect to the world around you.

Essential Questions

How can historical fiction help us understand the world?


Read and respond to a piece of historical fiction by comparing and contrasting a present day nonfiction article and/or audio, video, multimedia

texts to the historical novel.

Create a timeline of the central character’s journey



Read and respond to historical fiction, A Long Walk to Water, making text-to-text, text-to-self, and text-to-world connections.

Read informational non-fiction for the purpose of understanding the time and events depicted in the book.



This section provides recommendations for each unit with the understanding that content resources

and technology are dynamic in nature and their relevance is time sensitive. Teachers are

encouraged to use additional technologies and text to achieve the same objectives.


A Long Walk to Water


Collaborate with social studies teacher

http://www.lessonplanspage.com/LAJH.htm


http://www.lessonplanspage.com/LAJH.htm


Unit 6: Poetry( Daybook of Critical Reading and Writing)

Part 1 - Unit 6: Poetry( Daybook of Critical Reading and Writing)

Grade: Seventh

Subject:



Length of Unit: (# of weeks)

Seven


RL4: 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.

RL5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.

RL10: 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.

W3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.


L5 (a-c): Demonstrate an understanding of figurative language, word relations, and nuances in word meanings.




L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing

flexibility from a range of strategies.

L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a

word or phrase.

L4b: Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the


L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in the

dictionary).

W4: Produce clear, coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, revising,

rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

RL7: 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).


See above






Remembering


Poetic forms

How to write a variety of

poetry

Identify and use figurative

language.

Understand how

figurative language works.


Read and write a variety of poems in multiple styles which muct include:

concrete, diamante, free verse, rhyming, cinquain, quatrain,

Identify, understand, and use figurative language .

Identify how text format can impact a poem’s meaning

Will be addressed in a

recursive manner.


Big Idea

Poetry is one way we can express our thoughts, feelings, emotions, and memories.

Essential Questions

How can I use poetry to express myself?


Includes description of what students must produce/perform as indicators of mastery of this unit.

Students will identify a variety of literary techniques used within a poem.

Students will be able to respond to a poem, substantiating their points with specific details from the poem.

Students will write six types of poetry taken from the Daybook. ( See above)



Using the Daybook:

Students will read a variety of poems on a wide-range of topics.

Students will have the opportunity to find poems on their own which resonate with them.

Students will respond to poems they have read, commenting on what thoughts, images or feelings the poem elicited in them.

Students will write a variety of poems, experimenting with different styles and topics.

Students will discuss and examine how literary techniques such as metaphor, allusion, onomatopoeia, alliteration, etc. can add meaning to a

poem.





are encouraged to use additional technologies and text to achieve the same objectives.



www.poetry.org


www.dodgepoetryfestival

www.poetryfoundation.org

http://www.webenglishteacher.com/poetrygeneral.html

http://sms.iwcs.k12.va.us/iprojectpoetry/iprojectpoetry.html

http://www.poetry.org/


http://www.dodgepoetryfestival/

http://www.poetryfoundation.org/

http://www.webenglishteacher.com/poetrygeneral.html

http://sms.iwcs.k12.va.us/iprojectpoetry/iprojectpoetry.html

groton public schools curriculum map · groton public schools curriculum map ... of writing and use...

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