7th Grade Language Arts CMS Seventh Grade Curriculum Guide

Unit 1: Understanding Texts (Literary & Informational) Unit 1 Essential Questions: How do literary elements and devices work to impact texts? How does the author’s use of point of view impact readers’ perceptions of and reactions to characters in a text? How does an author establish claims and determine purpose and audience when writing an argumentative essay? How do elaboration and support work together to validate opinions and claims? How does the use of text features supplement written information? How does text structure impact the relationship between ideas in a text? Focus Vocabulary: Genre, Poetry, Drama, Nonfiction, Fiction, Media, Context Clues, Setting, Plot, Conflict, Character (static and dynamic, major and minor, protagonist and antagonist), Characterization, Character Traits, Character Motivation, Conflict (Internal vs. External) , Perspective, Point of View (1st person, 3rd person limited, 3rd person omniscient), Author’s Craft, Literary Elements, Foreshadowing, Flashback, Suspense, Compare/Contrast, Imagery, Style, Argumentation, Author’s/Writer’s Purpose, Audience, Claim, Evidence, Support, Elaboration, Expository, Editorial, Opinion, Critique, Criteria, Counterargument, Statistics, Anecdote, Elaboration, Transitions, Chronological, Spatial Order, Degree of Importance Lesson Essential Questions

Aligned Teaching Options

Suggested Texts

1

7th Grade Language Arts LEQ 1: What are the different elements of genres and how can readers differentiate between them? CCSS: RL.7.1 RL.7.2, RL7.3 RL.7.4, RL.7.5, RL.7.6, RI. 7.1, RI.7.3

Have students make 4-column foldables labeled as: Genre, Definition, Characteristics, Personal Examples. Divide students into jigsaw learning groups whereby they become “experts” in a particular genre. Provide each group with a variety of mentor texts allowing them to read, review, and develop definitions for and determine the characteristics of their assigned genre. Once expert groups have completed the initial work, reorganize groups to form mixed genre groups and allow students to teach each other their genre.

Genre Workshop (p. 4-11)

Students can also use the handout from the following link to as a means for support. http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u0_intro_ess entials_nt1.pdf Media Connection: Students can view the video clip as a review and add additional notes to their graphic organizer. “Just the Facts: Understanding Literature: The Elements of Drama” http://player.discoveryeducation.com/index.cfm?guidAssetId=A51F9E33-7777-47AB-A520F336407B6E44&blnFromSearch=1&productcode=US

2

7th Grade Language Arts LEQ 2: How do readers use context clues to construct meaning of unfamiliar words?

Collect samples of sentences and/or short paragraphs containing challenging words with strong context clues. You may want to choose from your personal reading, read-alouds, or use this as a way to preview a text.

CCSS: L. 7.4 a-d, L. 7.6

Display the short paragraph with the word removed or covered. Have students read the sentence and suggest words that could complete it. Record their suggestions. Display and read the next sentence in the paragraph allowing students to refine their suggestions and/or add to the list already generated. Reveal the first letter of the focus word and allow students to begin the process of “guessing” based on context clues and the letter shown. Repeat the process of revealing letters and discussing the clues until the word has been named. If students are unable to name the exact word, reveal it and discuss its meaning, connection to the clues provided and significance of the author‟s choice in using the word.

Various texts

Display a text of reasonable length containing challenging words. The target words should be removed and displayed as underlines – creating a cloze text. Provide a list of the target words in a scrambled order (not the order in which they appear in the displayed text). Be sure the text includes sufficient relevant context clues by which readers will be able to construct meaning. Have students begin to brainstorm which words complete the sentences in the text and explain their rationale for their choices. At the end of the exercise, display the text with the targeted words shown and allow students to discuss how they used clues to place the words in the text. Have students answer the LEQ. LEQ 3: What are text features? CCSS: RI.7.1, RI. 7.2, RI. 7.5

Have students create a T-Chart of text features they find and explain the purpose of each feature.

“Text Analysis Workshop: Reading for Information” (p.902) “What Do You Know About Sharks?” (p.908)

3

7th Grade Language Arts LEQ 4: How do text features add to your understanding of a text? CCSS: RI. 7.1, RI. 7.2, RI. 7.4, RI. 7.5 LEQ 5: What are the different types of text structures and how do they impact a text?

What do you think is the author‟s main purpose for writing (selected text)? Explain how the text features help achieve this purpose.

“What Do You Know About Sharks?” (p.908)

Have students create a T-Chart of the different text structures they find and explain the purpose of each. Have students rewrite a section of a selected text using a different text structure. What is the impact of the revised writing on the overall meaning of the text?

“Text Analysis Workshop: Reading for Information” (p.902) “Like Black Smoke: The Black Death‟s Journey/ A World Turned Upside Down: How the Black Death Affected Europe” (p.930, 936)

CCSS: RI. 7.5, RI. 7.1, RI. 7.9

LEQ 6: How does analyzing the elements of a story build a deeper understanding of a text? CCSS: RL. 7.1, RL.7.3

Teachers should model and guide students through the text analysis workshop. Students can use the handouts from the following links to take notes: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_ plotset_nt1.pdf And http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_txtwkshp_ plotset_nt2.pdf

Text Analysis Workshop (p. 28-33)

4

7th Grade Language Arts LEQ 7: How do character traits reveal character motivation? CCSS: RL.7.1 RL.7.6 RL. 7.3 RL.7.7

Character Analysis Character analysis outline or chart – create a graphic organizer that presents the methods of characterization (pages 186 and 213). Student should use the chart to apply to one of the stories read. Activity: Choose a character from a story read in class. Determine the characterization techniques used by the author. Explain how the author used the techniques to develop the character throughout the story. Reflective question: How did the author‟s use of characterization techniques reveal character changes throughout the story?

Suggested Texts: “Seventh Grade” (p.36) “Thank You, Ma‟am” (p.68) “The Last Dog” (p.48) “Rikki-tikki-tavi” (p.78)

Media Connection: Compare and contrast a written text to its filmed or multimedia version. How do characters represented in the multimedia version compare to images created for the reader by the text? Analysis: How does the use of multimedia impact the use of author characterization techniques? Rikki Tikki Saves Teddy from a Snake http://player.discoveryeducation.com/index.cfm?guidAssetId=00AA66E 8-DA3E-41D7-84D96512E8E131B0&blnFromSearch=1&productcode=US#

LEQ 8: How do conflict and setting impact characters? CCSS: RL.7.1 RI.7.1 RL.7.3 RI.7.3 W.7.9 SL.7.1 SL. 7.4

Story Element Role Play Role play – Students will choose to become either conflict or setting. Use examples from previously read selections to support your argument. Speak from the perspective of why you have the bigger impact or influence on the character(s). Use text selections to support your argument.

Suggested Texts: “Amigo Brothers” (p.324) “Zebra” (p.192) “A Wall of Remembrance/ A Mother‟s Words/ U.S. Involvement in Vietnam” (p.217, 220) “The Scholarship Jacket” (p.226) “Prometheus/ Orpheus and Eurydice”(p.648, 652)

5

7th Grade Language Arts LEQ 9: How does the author‟s use of point of view and perspective impact a reader‟s reactions to elements within a text? CCSS: RL.7.1 RL.7.3 RL.7.6 RI.7.1 RI.7.3 RI.7.6

Alternative Point of View (Writing Task) Choose a story and rewrite it based on an alternate perspective. Be able to explain how this switch in perspective changed the story. Extension- Think of peripheral characters whose voice could impact the text (i.e. Rapunzel‟s hairdresser!) Provide students with a magazine or newspaper article. Have them summarize the article, name the point the article is attempting to make, and determine from whose perspective the article is being told. Have students choose a person from the article whose voice is less prominent than the main speaker. Students should choose critical areas in the article to interject the voice. Have them write thought bubbles containing the voice. In writing explain the impact of the voice on the telling of the story (article).

Suggested Texts: “Homeless” (p.369) “Amigo Brothers” (p.324) “The War of the Wall” (p.340) “Dark They Were, and Golden Eyed” (p.462) “maggie and milly and molly and may/ who are you, little i/ old age sticks” (p.524, 525, 526) “Names/ Nombres” (p.806)

Class discussion – Analyze student responses from task 3 (above). Discuss how perspectives change the meaning of the text. How do they change the reader‟s point of view? Media Connection: Have students write from the perspective of one of the individuals represented in the photograph. Students should consider the possible internal conflict the person may be struggling with. “Marine Special Forces unit patrols isolated area.” http://player.discoveryeducation.com/index.cfm?guidAssetId=73EC66BE-9A36-44C9-885F1D4192A0F9E6&blnFromSearch=1&productcode=US

6

7th Grade Language Arts LEQ 10: How does an author use the relationships between literary elements to create and advance the plot? CCSS: RL.7.1 RI.7.1 RL.7.3 RI.7.3 RL.7.6 RI.7.6 W.7.3 W.7.4 W.7.10

Have students choose a previously read story or current story. Have them represent the story elements using icons, illustrations or other graphic elements. Student should organize their chosen elements to present the connections between the elements used in the story they have chosen to illustrate. Upon completion, conduct a gallery walk to allow students to display their work. The gallery walk may be interactive whereby students use sticky notes to leave feedback for their fellow students. If you choose to conduct the interactive version, be sure students are instructed on how to provide useful feedback. Student work could be used as a means of assessing student understanding of the relationship between the elements in the story. Be sure students include text-specific details on the icons they use and/or create.

Suggested Texts: “Ricki-tikki-tavi” (p.78) “Dirk the Protector” (p.278) “A Mother‟s Words” (p.220) “Casey at the Bat” (p.134)

A written explanation of their choices and how the elements advanced the plot could serve as W2 mini-task.

7

7th Grade Language Arts LEQ 11: How do foreshadowing, flashback, and suspense contribute to the development and advancement of plot? CCSS: RL.7.1 RL.7.3 RL.7.7 RI.7.1 RI.7.3 RI.7.5 RI.7.7 W.7.3 W.7.4 W.7.5 W.7.10

Teacher should show appropriate examples of texts containing the devices listed in the LEQ (foreshadowing, flashback, and suspense) using internet video clips, movie excerpts, etc. Provide students with a graphic organizer or foldable allowing them to record instances of foreshadowing, flashback and suspense in the viewed texts. Allow students to collaboratively discuss the advancement of the plot and how the devices supported the movement of events. Repeat the activity above with a written text allowing students to record instances of devices and discussing the impact of the devices on the movement of events in the plot. Have students conduct a comparative analysis of how viewed texts and written texts differ in their use of the devices in this lesson.

Suggested Texts: “Rikki-tikki-tavi” (p.78) “Casey at the Bat” (p,134) “A Retrieved Reformation” (p. 236) “The Last Dog” (p.48) “Dark They Were, and GoldenEyed” (p.462) “Prometheus/ Orpheus and Eurydice” (p.648, 652)

Use the LEQ as means of assessing student understanding of the concepts. Reflective Task: Answer the LEQ. http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u1_riki_ti ki_tavi_ta1.pdf

LEQ 12: How do title, plot, characters, and setting work together to reveal theme? CCSS: RL.7.1 RL.7.2 RL.7.3 RI.7.1 RI.7.2 RI.7.3 W.7.3 W.7.4 W.7.6

Be sure students understand and can name the theme of a text. Use several texts and create puzzle pieces with each piece representing a different element from those listed in the LEQ. Mix up or leave out elements from the different stories and place them in an envelope. Organize students into collaborative learning groups and provide each group with an envelope. Groups will use the information in the envelope to determine a theme from the materials given. (They should notice that elements have been mixed causing the theme to be unclear and/or confusing.) Upon completion have students discuss how the theme may have been impacted by the elements they were given.

Suggested Texts “War of the Wall” (p.340) “Amigo Brothers” (p.324) “The Monsters are Due on Maple Street” (p.140) “Homeless” (p.369) “Eating Alone” (p.395) “Casey at the Bat” (p.134) Reference all previous texts

8

7th Grade Language Arts Concept Reflection #1 (leads to Culminating Task): Answer the following question using a scavenger hunt with Literature book: What elements make a story memorable to you? Choose 3 of the elements previously examined that you believe have the greatest impact on the texts. Using the selections read, choose the most riveting examples of each element. Make a list of characteristics that contribute to making that element memorable. Explain or describe each characteristic in detail using evidence from the text.

Concept: Comparing and Contrasting Elements of Texts Lesson Essential Questions LEQ 1: How can comparing and contrasting across texts deepen a reader‟s understanding of theme and literary elements? CCSS: RL.7.1 RI.7.1 RL.7.2 RI.7.2 RL.7.3 RI.7.3 W.7.2

Aligned Teaching Options Comparing and Contrasting Across Texts Compare and contrast the themes from the paired readings and distinguish how authors developed the theme using setting, conflict, and characters. Compare and contrast the characters and the development of plot across stories (pages 316-321).

Suggested Texts Suggested Paired Texts: “Thank You, M‟am” and “Charles” (p.68, 258) “Spring Harvest of Snow Peas” and “Eating Alone” (p.394, 395) “What Do Fish Have to do with Anything?” and “Homeless” (p.352, 369) “Why We Shouldn‟t Go To Mars” and “Dark They Were, and Golden-Eyed” (p.970, 462)

9

7th Grade Language Arts LEQ 2: How do you craft a compare/contrast analytical response when comparing literary elements (theme, characters, etc.)?

Comparing and Contrasting Across Texts Lead students in a discussion on texts about which they may have had strong reactions. Ask them how they would compare and contrast them. Record their responses. Their responses should lead to the criteria around which their comparative essay will be developed.

CCSS: RL.7.1 RL.7.2 RI.7.1 RI.7.2 W.7.4 SL.7.1 W.10

Use the following essay frame: Authors use a variety of elements and devices around which they construct their texts. After reading several pieces of texts, compare 3 texts to analyze how the writers used elements and devices to deliver a theme.

LEQ 3: How can readers distinguish between an author‟s use of literary elements (style) in two different genres (same author writing in different genres or same topic, different genre, different author)?

Comparing and Contrasting Across Texts (Author’s Style) Prewriting Activity – Using the elements from the task in LEQ 2, which style do you prefer and why? Justify your response (first steps in argumentative writing).

CCSS: RL.7.1 RL.7.7 RI.7.1 RI.7.7 W.7.1 W.7.10

Suggested Paired Texts: “Thank You, Ma‟am” and “Mother to Son” (p.68) “Zebra” and “The Rider” (p.192, 212) “A Mother‟s Words” and “A Wall of Remembrance” (p.220, 217) “Three-Century Woman” and “Old Age Sticks” (p.250, 526)

Choose three elements of the selections to compare and contrast. Use a graphic organizer to organize and display the information. Examples: characters, the author‟s ending to the story, the author‟s description of the setting (using Literature textbook page 303 as a guide). Suggested Paired Texts: “Thank You, Ma‟am” and “Mother to Son” (p.68) “Zebra” and “The Rider” (p.192, 212) “A Mother‟s Words” and “A Wall of Remembrance” (p.220, 217) “Three-Century Woman” and “Old Age Sticks” (p.250, 526) “The Names” and “Enemies Attack: A Nation Mourns” (p.562, 565)

10

7th Grade Language Arts Concept Reflection #2 (leads to Culminating Task): Pick two or three texts from this unit. For each, reflect on the message/theme the writer is trying to express. In your reflection, explain how the elements of the texts combine to deliver the message/theme.

Concept: Developing Author’s Craft and Style LEQ 1: How do writers establish claims and determine purpose and audience when writing an argumentative essay? CCSS: W.7.1 W.7.4 W.7.9 L.7.1 L.7.2 L.7.3 L.7.9

Argumentative Writing – Establishing a Claim Identify claims, counterclaims, purpose, support, and elaboration in an essay or editorial (R 40-41, pages 162-168 and 952-957). Students can complete the following handouts about the parts of an argument for the texts about professional athlete‟s salaries: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_at hlt_salar_ta1.pdf Select a mentor text. Model how to determine the claim being established by the author. Provide students with a variety of mentor texts (you may have to provide copies or use textbooks). Have them determine and label the claims being made by the writer. If you are using non-consumable texts, please provide students with sticky notes by which to determine the claims and mark the text.

Suggested Texts: “Homeless” (p.369) “Do Professional Athletes Get Paid Too Much?” (p.962) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) “Why We Shouldn‟t Go To Mars” (p.970) “Take A Book Wherever You Go” (p.1001)

If students are using non-consumable texts, have them place their work in a daybook or in their notebook, writing the title of the text, its author, and the claims they have found.

11

7th Grade Language Arts LEQ 2: How does the writer‟s use of various types of evidence provide support and elaboration to validate claims? CCSS: W.7.1 W.7.4 W.7.9 L.7.1 L.7.2 L.7.3 L.7.9

LEQ 3: How do writers support claims? CCSS: W.7.1 W.7.4 W.7.9 L.7.1 L.7.2 L.7.3 L.7.9 SL.7.1 SL.7.2 SL.7.3 SL.7.4

Argumentative Writing – Support and Elaboration Use mentor texts to critique how well a writer used support and elaboration to validate their claim. Use reverse mapping or rainbow writing (use different colors to identify essay components, such as elaboration, claims, etc.) ( R 40-41 L – Pages 162-168 and 952-957). The following handout can be used to examine the texts about professional athletes salaries: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_pro_athlt _salar_rs1.pdf

Suggested Texts: “Homeless” (p.369) “Do Professional Athletes Get Paid Too Much?” (p.962) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) “Why We Shouldn‟t Go To Mars” (p.970) “Take A Book Wherever You Go” (p.1001)

Argumentative Writing – Elaboration Techniques Elaboration strategies – Reverse map a text. Identify the types of elaboration used. What are the effects of those elaboration techniques on the text? How do these techniques strengthen the author‟s argument? Using the article above, have students research possible counterclaims to the points being made. Write a counterargument using the research as support. R 33-R 34, R 41 R 40-41 Pages 162-168 and 952-957 Page 958 class discussion activity Page 968 role-play activity Think Central for poorly-written essay (Writing and Grammar/ Interactive Student Models)

Suggested Texts: “Homeless” (p.369) “Do Professional Athletes Get Paid Too Much?” (p.962) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) “Why We Shouldn‟t Go To Mars” (p.970) “Take A Book Wherever You Go” (p.1001)

12

7th Grade Language Arts LEQ 4: How do writers effectively introduce their topics?

Argumentative Writing – Introductions (Beginning of Culminating Task)

CCSS: SL.7.1 SL.7.2 SL.7.3 SL.7.4 W.7.1 W.7.4 W.7.9

Class discussion – Examine the introductions of various essays (surprise statement, provide a description, ask a question, relate an anecdote, address the reader, begin with a controlling idea). Determine whether it captured your attention as a reader and why. Using one of the techniques examined above, begin writing your introduction for the culminating task (R 30, Introductions).

LEQ 5: How do writers choose an organizational pattern and use transitions to construct content and form?

Argumentative Writing – Transition Techniques (Continue to Craft Culminating Task) Examine the transition strategies in various essays. Create an outline of your first draft with a focus on varied transitions (time/sequence, spatial order, degree of importance, compare/contrast, cause/effect) (R32-33).

CCSS: W.7.1 W.7.4 W.7.9

Suggested Texts: “Homeless” (p.369) “Do Professional Athletes Get Paid Too Much?” (p.962) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) “Why We Shouldn‟t Go To Mars” (p.970) “Take A Book Wherever You Go” (p.1001)

Suggested Texts: “Homeless” (p.369) “Do Professional Athletes Get Paid Too Much?” (p.962) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) “Why We Shouldn‟t Go To Mars” (p.970) “Take A Book Wherever You Go” (p.1001)

13

7th Grade Language Arts LEQ 6: How do writers effectively conclude their topics? CCSS: W.7.1 W.7.4 W7.9

Argumentative Writing - Conclusions Practice writing with various strategies to conclude your essay (use ideas from Literature textbook page 165). Examples: Rephrase your introduction in the conclusion, ask a question, make a recommendation, and offer an opinion.

Suggested Texts: “Homeless” (p.369) “Do Professional Athletes Get Paid Too Much?” (p.962) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) “Why We Shouldn‟t Go To Mars” (p.970) “Take A Book Wherever You Go” (p.1001)

Unit 1 Required Culminating Task: Based on the stories read throughout the unit, choose one and craft a skilled expository essay answering the following question: What makes this story appealing to the intended audience? When writing your essay, be sure to include the following: A clear identification of the target audience including text support to justify your determination. How do the elements work together to impact the reader‟s experience? Choose an element and establish a claim regarding the significance of the element on the progression of the plot and overall message. (R1/R10, W1) * CMS Rubric for W1 Argumentation Tasks Grades 6-12

*Use the information from the following link to help students organize their thoughts for this task: http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Fiction_Frames.pdf Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html

14

7th Grade Language Arts

Unit 2: Understanding Writers Unit 2 Essential Questions: How do the elements of literature interact to create the central idea/theme of a text? How does an author’s use of literary devices impact the development of a text? How do an author’s purpose, style, perspective, and culture/experiences impact the central/theme of a text? How does the inferential meaning of text impact the central idea/theme? Focus Vocabulary: Character Motivation, Imagery, Central Conflict, Sensory Details, Author’s Craft, Genre, Author’s Style, Purpose, Perspective, Audience, Point of view, Organization, Dialogue, Transitions, Dialect, Conclusion, Foreshadowing, Introduction, Flashback, Textual Evidence, Suspense, In-text Citation, Plot Stages, Writing Process, Theme

Lesson Essential Questions

Aligned Teaching Options

Suggested Texts

15

7th Grade Language Arts LEQ 1: How does an author use language and structures of language to create mood and tone in a text?

Complete a graphic organizer using anchor words connoting positive, negative, or neutral moods and tones. Students categorize words from suggested texts to match the anchor words. Assign students a text. They will rewrite a portion of the text to create a different mood/tone from the original. Explain how the change in language impacted the new text. Write the word Mood on the board. Conduct a Word Splash activity - Students say the first words that come to their minds for the word. Write their responses on the board. Based on student responses, have the class develop a usable definition of the word Mood. Repeat this activity with the word Tone. Use the link below to provide students with a list of Mood and Tone words http://www.mrziaja.com/English_II_Downloads_files/tone%20and%20mood%20word%20lists.pdf An ongoing activity – choose several words from the list, choose students to demonstrate their meaning to the class (provide the roll-play group with the meaning). Have students record the words and their meaning in either their daybooks or on a chart in the classroom. Provide students with a literary and informational text. Have them establish the mood and tone of both texts. Using the Mood and Tone charts, ask students to describe the mood and tone providing specific text details as support for their description.

Suggested Texts: Holt Units 4,5,6 “A Christmas Carol” (p.428) “Clara Barton: Battlefield Nurse”(p.858) “The Highwayman” (p.587) “It‟s Not About the Bike”(p.816) “War of the Wall” (p.340) Write Source – “Revising for Word Choice” (p.308-309)

Have students answer the LEQ as an assessment. You may want to ask: What is the connection between mood and tone? How do these impact the reader‟s understanding?

16

7th Grade Language Arts LEQ 2: How does an author‟s background impact their use of language and create style?

Discussion: What does it mean to have style? How does someone create their style?

CCSS: RI.7.4, RL.7.4

Use multiple texts by the same author to examine the effect of culture on writing. Some authors to consider: Shirley Jackson, O. Henry, Toni Cade Bambara, Gary Soto. Be sure to provide students with opportunities to research the authors‟ background to build context for their stories.

Use any of the authors study information in the textbook (i.e. Ray Bradbury) to connect the cultural influences to the author‟s work. Students complete the sentence based on this study: “I know (author‟s name) culture because s/he ____________________ .”

Suggested Texts: Holt Units 4,5,6 “The Delight Song of Tsoai-Talee” (p.614) “Four Skinny Trees” (p.616) “Abuelita Who?” (p.292) “A Christmas Carol” (p.428) “Once Perfect Rose” (p.518) “Song for an April Dusk” (p.520) “Eleanor Roosevelt” (p.786) O. Henry stories such as “A Retrieved Reformation” (p.236) Shirley Jackson stories, such as “Charles,” “An Ordinary Day With Peanuts,” (p.258, 458) “The Lottery”

17

7th Grade Language Arts LEQ 3: What is the relationship between author‟s purpose, style, and genre? CCSS: RL.7.3, RI.7.1, RI.7.6, W. 7.2

Select an additional text from the same author and clearly explain how the text was influenced by the author‟s culture. *resources available at www.discoveryeducation.com Media Connection: After viewing the video clip have students discuss and list how Charles Dickens‟ childhood influenced his writing and choice of topics later in his career. “The Childhood of Charles Dickens” http://player.discoveryeducation.com/index.cfm?guidAssetId=E08C0F1E-77E5-4E2E-A9DCCFCA3B3C8C36&blnFromSearch=1&productcode=US

Examine a variety of genres, including poetry, narrative texts, and informational texts to identify elements of style for each genre. Explain in writing the connection between genre/style elements and the purpose, audience, or message.

Suggested Texts: Holt Units 4,5,6 “A Day‟s Wait” (p.484) “The Highwayman” (p.587) “A Christmas Carol” (p.4280 “Clara Barton: Battlefield Nurse”(p.858) Any poem by Maya Angelou “The People Could Fly” (p.5498) “Encounter with Martin Luther King, Jr.” (p.268) Any poem by Maya Angelou “Crispin the Cross of Lead” (p.707) “Serf on the Run” and “Medieval Adventures” (p.713, 714)

Concept Reflection #1 (leads to Culminating Task): Given multiple texts by the same author, write a paragraph citing textual evidence to show how patterns across these texts reveal author‟s style.

18

7th Grade Language Arts Concept: Author’s Craft (Figurative Language, Imagery, Form, Structure, Sound Devices) LEQ 1: How does the form and structure of a text help to convey a writer‟s message or ideas? CCSS: RL.7.5, RI.7.5

Use the graphic organizer on page 527 to analyze the form and structure of poems. Form- poetry, prose, dialogue Structure- cause/effect, problem/solution, chronological order, order of importance Teacher creates packets with examples for each text structure for students to use in a jigsaw activity. Students work in groups to read, identify characteristics, and create the definition for their assigned text structures. Students choose a text to read, determine its meaning and structure. They should be able to answer the LEQ.

Suggested Texts: Holt Units 4,5,6 “Two Haiku” (p.596) “Fireflies” (p.597) “A Minor Bird” (p.554) “Under the Back Porch” (p.555) “maggie and millie and molly and may” (p.522) “old age sticks” (p.526) “The Monsters Are Due on Maple Street” (p.140) “A Mother‟s Words” (p.220) Write Source – “Writing Poems” (p.354-361)

19

7th Grade Language Arts LEQ 2: How does the relationship between imagery and figurative language impact the meaning of a text? CCSS: RL.7.4, RL.7.5

Referencing the graphic organizer created previously, add elements of figurative language to demonstrate how figurative language impacts and adds to the theme of the text. The following graphic organizer can be used: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u4_maggie_milly_ta1.pdf

Suggested Texts: Holt Units 4,5,6 “the earth is a living thing” (p.568) “Sleeping in the Forest” (p.570) “Gold” (p.571) “The Courage That My Mother Had” (p.559) “The Monsters Are Due on Maple Street” (p.140) Write Source – “Using Special Poetry Techniques” (p.360-361)

20

7th Grade Language Arts LEQ 3: What is the relationship between sound devices and style?

Provide students written texts devoid of sound devices (such as Lemony Snicket, Nikki Giovanni, songs). Have students describe feelings evoked by this version of the text. Then listen to the text read with the devices now included. Compare the texts and evaluate the use of sound devices and their impact. (Poetic Devices p.556-557)

CCSS:SL 7.2, RL.7.4 Media Connection: Have students view and analyze the use of sound and rhythm helps create mood. “How Rhythm in Poetry Creates Mood” http://player.discoveryeducation.com/index.cfm?guidAssetId=C85E4450-5AB5-439DA9485F947E75FE06&blnFromSearch=1&productcode=US

Suggested Texts: Holt Units 4,5,6 “The Highwayman” (p.587) “Annabel Lee” (p.579) “Jabberwocky” (p.606) Write Source – “Using Special Poetry Techniques” (p.360-361) “Text Analysis Workshop: Appreciating Poetry” (p. 554559)

Concept Reflection #2 (leads to Culminating Task): Write an Author’s Study article that argues patterns across multiple works by one author and analyzes how these patterns reveal the author’s style and culture.

21

7th Grade Language Arts Concept: Cultural Characteristics of Folklore (Myths, Legends, Epics, Tales) LEQ 1: What are the structural characteristics of traditional stories (myths, legends, folktales, fables)? CCSS:RL.7.5

Students will create a foldable to identify the characteristics of each category of traditional stories. The final page will summarize the similarities. As students begin to characterize these texts, be sure to provide informational resources to allow students to build their understandings of the context in which these traditional stories may have been crafted.

Suggested Texts: Holt Units 4,5,6 “Prometheus” (p.648) “The People Could Fly” (p.498) “Waters of Gold” (p.722) “Brer Possum‟s Dilemma” (p.718) “Sally Ann Thunder Ann Whirlwind” (p.734)

22

7th Grade Language Arts LEQ 2: How does an author use traditional stories to reveal cultural values? CCSS: RL.7.7, W.7.3

Incorporate into the foldable the question, “What can we learn from traditional stories and why are they memorable?” The following handout that corresponds with “Sir Gawain and the Green Knight” can be adapted to fit any text: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u6_frm_sir_gawain_ta1.pdf

Suggested Texts: Holt Units 4,5,6 “Prometheus” (p.648) “The People Could Fly” (p.498) “Sir Gawain and the Green Knight” (p.692) “Waters of Gold” (p.722) “Brer Possum‟s Dilemma” (p.718) “Icarus and Daedalus” (p.662) “The Race Between Toad and Donkey” (p.750)

23

7th Grade Language Arts LEQ 3: What qualities in a traditional work create longevity? CCSS:RL.7.4, RL.7.5

Provide a variety of traditional stories to allow students opportunities to extract cultural influences for each example. Using the supporting informational texts, have students complete an organizer to track the features and cultural qualities that may create the longevity. Create a three-tier timeline whereby students layout the traditional stories on the top, their cultural and social features in the middle, and connections to modern-day society. Using the timeline, have students draw conclusions about why the stories have “stood the test of time.” Media Connection: Based on the theme and values represented in the clip below have students discuss if this message still relates today. “The Tale of Sir Gawain and the Green Knight” http://player.discoveryeducation.com/index.cfm?guidAssetId=79AA76AD-9A59-42A8-A1862D1A251D48EC&blnFromSearch=1&productcode=US

Use graphic organizer to compare stories with recurring themes. Add to foldable (page 749/ graphic organizer).

Suggested Texts: Holt Units 4,5,6 “Phaethon, Son of Apollo” (p.666) “The People Could Fly” (p.498) “Sir Gawain and the Green Knight” (p.692) “Waters of Gold” (p.722) “Brer Possum‟s Dilemma” (p.718) “Icarus and Daedalus” (p.662) “Prometheus” (p.648) (p.662) “The Two Ways to Count to Ten” (p.744)

24

7th Grade Language Arts LEQ 4: How do an author‟s purpose, style, perspective, and culture/experiences impact the central idea/theme of a text?

Choose traditional stories from this unit. Select several cultural and style elements from the text and recreate it for a different culture and/or time period. Explain in writing the impact of language on the cultural and style changes made. How might the changes impact the story‟s relativity in its time period?

Suggested Texts: Refer to selected texts used throughout the unit.

CCSS: (R1/R10, W2) Unit 2 Required Culminating Task: After exposure to multiple genres and authors, students will select a text (poem, short story, novel, speech, article, picture, etc.) and explain how the author‟s craft, background, and/or culture contributed to its central idea. (R1/R10, W2) *Teacher can use the “Expository Writing: Writing for Assessment” workshop from Write Source (p.214-217) to help students prepare this task.

25

7th Grade Language Arts

Unit 3: Sources of Information Unit 3 Essential Questions: How does the type of source (primary, secondary) impact the information presented? How does the use of word choice and persuasive techniques enhance the effectiveness of an argument? How does a reader determine the soundness of an argument? How do writers use counter-arguments? How does media influence public opinion and action? Focus Vocabulary: Text Features, Text Structures, Persuasive Techniques, Sound Reasoning, Argument, Biography, Autobiography, Primary Source, Secondary Source, Factual Claims, Rhetorical Fallacies, Bias, Textual Evidence, In-text Citation

Lesson Essential Questions LEQ1: What is the difference between a primary and secondary source? CCSS: RL. 7.9, RI. 7.1, RI. 7.3

LEQ2: How can we recognize factual claims from opinions in a text? CCSS: RI. 7.9, RI 7.1 RI. 7.5, RI.7.3

Aligned Teaching Options Provide a variety of real-world primary and secondary sources. Have students view each text and use them to develop the definition and characteristics of a primary and secondary source. Be sure they record the information in either an organizer or foldable. Students should be able to answer the LEQ at the end of this inquiry lesson. Create a chart to list factual claims, opinions, and common place assertions the author uses to support their main idea. Which type of evidence do they use the most? The following graphic organizer can be adapted and used: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_s harks_ta1.pdf

Suggested Texts “Text Analysis Workshop: Biography and Autobiography” (p.778) Write Source – “Primary vs. Secondary Sources” (p. 364) “Eleanor Roosevelt” (p.786) “Letter to the President General of the Daughters of the American Revolution/ from The Autobiography of Eleanor Roosevelt” (p.801, 802)

26

7th Grade Language Arts LEQ 3: How does author‟s bias impact the information presented? CCSS: RI.7.6, RI. 7.8 LEQ 4: What are the parts of an argument? CCSS: RI. 7.4, RI. 7.5, RI 7.8, L 7.5

Have students create a chart as they read recording the author‟s use of loaded language to help identify bias. The following graphic organizer can be used: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u8_grtwhite_s harks_rs1.pdf Identifying Parts of an Argument: Create an inquiry lesson whereby students view a variety of texts and complete the following: 1. Explore the texts; 2. Label any and all text features; 3. State the text structure of the texts they read; 4. Determine the main points being argued; 5. Label the texts for the components of the argument Journal option: Choose a text, state the point being argued, explain how the writer established his/her argument. Determine which part of the argument was most significant in establishing the point and defend the choice using specific details for support.

LEQ 5: How does considering counterarguments strengthen an argument? CCSS: RI 7.8, L 7.5

Teacher’s Note: Please be sure to explain to students the difference between persuasion and argumentation. Persuasion is a type of argumentation. Persuasion uses emotion as a means to control thinking and behavior. At the heart of persuasion is argument; however, it is embedded in the use of specific techniques. Have students add a counterargument to their response above. Remind them to anticipate your objections and provide a response.

“Great White Sharks” (p.920)

“Text Analysis Workshop: Argument and Persuasion” (p.952) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant/ Do Professional Athletes get Paid Too Much” (p.960, 962) Write Source – “Persuasive Paragraph” (p. 219-22)

“Pro Athletes‟ Salaries Aren‟t Overly Exorbitant/ Do Professional Athletes get Paid Too Much” (p.960, 962) Write Source – ”Prewriting” (p.232)

27

7th Grade Language Arts LEQ: 6 How do persuasive techniques enhance an author‟s argument?

Peer Review: Have students analyze each other‟s responses from above. Students should identify the claim, persuasive techniques used, and how elaboration enhanced the argument.

CCSS: RI. 7.4, RI. 7.5, RI 7.8

LEQ 7: How can a person use media and statistical data to increase their impact on society? CCSS: RI. 7.1, RI. 7.9 RI. 7.2, RI. 7.6

Have students create a multi-media presentation discussing the life and legacy of a person studied in this unit. Be sure the presentation includes key numerical data as a means of support.

“Media Study: Persuasive Techniques in Commercials” (p.984) “Why We Shouldn‟t Go to Mars” (p.970) “Remarks at the Dedication of the Aerospace Medical Health Center” (p.978) Textbook Website – Media and Technology, Media Analysis Guides “The Noble Experiment” (p.834) “Jackie Robinson makes Headlines” (p.846) “Media Study: Jackie Robinson” (p.852) “It‟s Not About the Bike/ “23 Days in July” (p.816, 820) “Do Professional Athletes Get Paid Too Much?” (p.962) Write Source – “Creating a Graph” (p.270-271) “Media Study: Jackie Robinson” (p.85) “Do Professional Athletes Get Paid Too Much?” (p.962) Write Source – “Creating a Graph” (p.270-271)

28

7th Grade Language Arts Unit 3 Required Culminating Task: Using primary and secondary sources, write a speech informing and justifying for the audience your nomination for “Person of the Year.” The presentation must incorporate three elaboration strategies (i.e. cause-effect, anecdote, compare/contrast), any counterclaims regarding the person of choice, and statistical data. Be sure to explain the impact the person has had on an element of society (education, technology, science/medicine, communication, politics, economy, environment). CCSS: R1/R10, W1, SL. 7.4, SL. 7.6 *CMS Rubric for W1 Argumentation Tasks Grades 6-12 *Use the information from the following link to help students organize their thoughts for this task: http://my.hrw.com/la_2010/na_lit/nsmedia/analysis/literary/MS_Persuasion.pdf

Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html

29

7th Grade Language Arts

Unit 4: Components of Research Unit 4 Essential Questions: How do relevant questions help shape your research? How do writers determine the validity of a source? How does evaluating bias help writers present information objectively? How do writers summarize, paraphrase, and quote directly to avoid plagiarism? How can graphic aids be used to present information effectively? Focus Vocabulary: Valid Source, Format (of presentation), Objective, Summarize, Paraphrase, Direct Quote, Plagiarism, Citations, Research Questions, Graphic Aid, Bias, Thesis Statement, Writing Process, Works Cited, Style (Formal vs. Informal)

Lesson Essential Questions

Aligned Teaching Options

LEQ 1: How do researchers develop relevant research questions?

Have students analyze the validity of the questions asked in the selected text.

CCSS: RI 7.1, RI.7.6, RI. 7.3

Media Connection: “Literature to Enjoy and Write About: Interviewing: Biography” http://player.discoveryeducation.com/index.cfm?guidAssetId=2DC2C3EF-7059-4D87-A6D4F7DD22CF1531&blnFromSearch=1&productcode=US

LEQ 2: How and why is it important to evaluate the information available on a selected topic?

Distribute a short article on a topic or person of interest to students. Have pairs write questions that they might ask to elicit further information about the subject or person.

CCSS: W. 7.7, SL7.1c

Write Research Questions: http://my.hrw.com/la_2010/na_lit/student/ebook_gr7/osp/data/u9_research_paper_rsw1.pdf

Suggested Texts “Research Strategies Workshop” (p.1010-1027) “Writing Workshop: Research Paper” (p.1028) “An Interview with Ray Bradbury” (p.478) “Speaking and Listening Workshop: Conducting an Interview” (p.890) „How Hemingway Wrote” (p.493) Write Source – “Prewriting” (p.387-390)

30

7th Grade Language Arts LEQ 3: How does a researcher determine the reliability, validity, and usefulness of a source? CCSS: W.7.6, W7.8, W.7.7

Divide students into small groups. Give each group a different reference work. Have each group chart the key features of their reference work and offer examples of the kinds of questions it could answer (p. 1020). Answer the question: How do the features create validity and usability of the sources reviewed? Choose several articles from The Onion (be sure to read them carefully before giving them to students); selected tabloids, and other print & media sources. Have students determine if the information presented is trustworthy, reliable, and useful.

LEQ 4: How does bias impact the usefulness of texts? CCSS: W.7.8, W.7.9b

Using the articles you‟ve presented, have students develop a criteria they can use to determine the validity, reliability, and usefulness of sources. Have students review several texts to determine the levels of bias contained in them. Have them compare and contrast several articles from different sources on the same topic to analyze the use of language in determining bias. Be sure they can name and explain the significance of language as a means of determining bias. Have them answer the LEQ.

“Research Strategies Workshop: Choosing and Evaluating Sources” (p.1020) “Make a Source List” (p.1032) www.hmcurrentevents.com Write Source – “Evaluating Sources” (p. 376)

“23 Days in July” (p.820)

Media Connection: Pair the video section below with “23 Days in July”. Choose segments from the full video and have students analyze the information presented to determine the level of bias. “The Science of Lance Armstrong” http://player.discoveryeducation.com/index.cfm?guidAssetId=F18CC46F-C1D9-428B-A7051F90CCCEB234&blnFromSearch=1&productcode=DETB

31

7th Grade Language Arts LEQ 5. How can writers effectively summarize, paraphrase, and quote directly to avoid plagiarism? CCSS: W. 7.4, W. 7.5, W. 7.8

Have students turn to a passage in a nonfiction selection. Have students work in small groups to take notes on this passage using both the paraphrasing and the summarizing method. Record different groups‟ examples on the board. Choose or put together the best paraphrase and summary to serve as models (1033).

“Writing Workshop: Research Paper” (p.1028) Write Source – “Taking Reading Notes” (p. 445-448, 391-392)

Media Connection: Have students view media clip on plagiarism. “Plagiarism” http://player.discoveryeducation.com/index.cfm?guidAssetId=919CAA7D-DC32-4D20-B3A5B6D311F09E92&blnFromSearch=1&productcode=US

32

7th Grade Language Arts LEQ 6: How do writers judge the effectiveness of their work? CCSS: W.7.2d, W.7.5

Discussion: Part I: Ask students how they made the decision to purchase a particular item of clothing. List student responses on the board. Do the same thing asking about how they determine what piece of technology they will or will not buy? List responses on the board. Discussion Part II: Have students group their responses into categories and assign numerical value to them in order of importance. Be sure they can justify their value system. Discussion Part III: Have students develop categories by which they would judge the effectiveness of a written text. Write responses on the board being sure they can prioritize categories and assign a value scale (ie. 1-4).

Multiple Texts “Writing Workshop: Research Paper” (p.1028-1041)

Assign differentiated groups with appropriately complex texts. Have students use their categories and value scales to evaluate the texts. Be sure they can explain their reasoning. You may consider supplying sticky notes and highlighters for students to work through the analysis process. Conduct a whole group discussion on the process. Journal Option: How can this process be used to help “me” improve my writing? Ask students to develop a rubric for how their work should be evaluated. Extension Option: Choosing the Perfect In-School Treat (involves the purchase of a variety of candies for demonstration) Have students complete Analyze a Student Draft activity on pages1038-1041. Use revision rubric on page 1038 for peer review.

33

7th Grade Language Arts LEQ 7: How can graphic aids enhance information?

Have students choose a nonfiction text that has numerical information and organize it into a graphic aid. Students should write a paragraph explaining how the graphic aid enhances the original text.

“Writing Workshop: Research Paper” (p.1028) “Pro Athletes‟ Salaries Aren‟t Overly Exorbitant” (p.960) Write Source – “Multimedia Presentations (p.411-415)

Teacher should model and guide students through the Learn How activity on page 1041.

“Writing Workshop: Research Paper” (p.1028) Write Source – “Writing” (p. 397)

CCSS: W. 7.5

LEQ 8: How do writers use in-text citations and a works cited page to avoid plagiarism? CCSS: W. 7.4, W. 7.5, W. 7.8 Unit 4 Required Culminating Task:

Students will establish a research topic, locate sources of information, evaluate materials, and take notes in order to create a written research paper and oral presentation. The presentation may use one of the following formats: Powerpoint/Smartboard presentation, wiki page, newsletter, brochure, or speech. Teacher‟s Note: Collaborate with the Media Specialist to assist in implementing the Big 6 Research Model for your students.

Revision and Grammar Link: Use the following link to differentiate grammar instruction when assisting students through the revision and editing process: http://my.hrw.com/la_2010/na_lit/teacher/ebook_gr7/reteach_wksheets/index.html CCSS: R1/R10, W7.7, W7.8, W7.1, W7.9a-b

34