ELA, Grade 7, Unit #4 - GLCE chunking calendar
This map serves as a guide for how to scaffold the GLCEs set forth in this marking period. It contains a suggested scope (3 chunks) and sequence of when and how to address the GLCEs, with a suggest timeframe for how long the instruction approach should take.
Monday / Tuesday / Wednesday / Thursday / FridayW.PR.07.04
(5 days)
Writing Workshop Session I, II, III
W.PR.07.02
W.PS.07.01 (3days)
W.AT.07.01
W.GN.07.01
Writing Workshop Session
IV, V / W.PR.07.02
W.PS.07.01 (3days)
W.AT.07.01
Writing Workshop Session
VI, VII
Re-teach / R.IT.07.01
W.PR.07.02 (1 week)
W.PR.07.04
W.PR.07.03
Writing Workshop Session
VIII, IX, X, XI
W.PR.07.04
R.NT.08.02 (5 days)
Writing Workshop Session
XII, XIII, XIV, XV
Re-teach / Re-teach / Assessment
Assessment / Assessment / Assessment / Re-teach / Re-teach
ELA grade 7 GLCE Chunking
Chunk 1 (3 days)
W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.
Chunk 2
W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conflicts, antagonists/protagonists, personification).
W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).
W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast).
W.AT.07.01 be enthusiastic about writing and learning to write.
Chunk 3
W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).
W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast).
W.AT.07.01 be enthusiastic about writing and learning to write.
Chunk 4
R.IT.07.01 analyze the structure, elements, features, style, and purpose of informational genre including persuasive essay, research report, brochure, personal correspondence, autobiography and biography
W.PR.07.02 apply a variety of pre-writing strategies for both narrative (e.g., graphically depict roles of antagonist/protagonist, internal/external conflict) and informational writing (e.g., position statement/supporting evidence, problem statement/solution, or compare/contrast).
W.PR.07.03 revise drafts to reflect different perspectives for multiple purposes and to ensure that content, structure, elements of style and voice, literary devices, and text features are consistent.
W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.
Chunk 5 (5 days)
R.NT.07.04 analyze author’s craft including the use of theme, antagonists, protagonists, overstatement, understatement, and exaggeration.
W.PR.07.04 draft focused ideas using titles, leads, and endings in a variety of text structures to achieve a specific purpose for intended audiences when writing compositions.