Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicators / CCSS
Review Weak Standards from 2011 – 2012
7-2.1 Analyze central ideas within and across informational texts / 7. RI.2.Determinetwoormorecentralideasinatextand analyzetheirdevelopmentoverthecourseofthetext; provide an objective summaryof the text.
7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.
7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.
Instructional Strategies
7-2.1
  1. After reading a non-fiction passage, the student will create an outline from the passage analyzing central ideas.
  2. While reading a non-fictional text, students will use slim strips of sticky notes to indicate the most important points or ideas. After the reading, student groups must collaborate and reach consensus regarding the central ideas presented in the text. Student groups will share with entire class
  3. Student should read text, cover up what they read, and share the main points of the text.
7-2.6
1. Have students explore graphic features. Have students explain why charts and graphs are important. Ask the
following questions: What can you learn from the chart or graph? As you read the text, is the information from the
chart or graph explained in a different way? Why? (Hoyt 158)
  1. Have students use circle graphs and charts as a tool to explain informational texts.
  2. Have students make a flow chart showing what they have learned. Illustrate each stage and include a caption to explain (Hoyt 159).
7-2.7
  1. Students will identify the different types of persuasive techniques used in advertising including bias and propaganda techniques.
  2. Students will study how propaganda was used in the news during the current presidential campaign.

Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 44-47 and 40-43, "Quinn"Essential Reading Log, Reading Charts and Graphs
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicators / CCSS
7-2.1 Analyze central ideas within and across informational texts.
Review Weak Standards from 2011 – 2012 / 7.RI.2.Determinetwoormorecentralideasinatextand analyzetheirdevelopmentoverthecourseofthetext; provide an objective summaryof the text.
7-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.
7-2.7 Identify the use of propaganda techniques (including glittering generalities and name calling) in informational texts.
Instructional Strategies
7-2.1
  1. After reading a non-fiction passage, the student will create an outline from the passage analyzing central ideas.
  2. While reading a non-fictional text, students will use slim strips of sticky notes to indicate the most important points or ideas. After the reading, student groups must collaborate and reach consensus regarding the central ideas presented in the text. Student groups will share with entire class
  3. Student should read text, cover up what they read, and share the main points of the text.
7-2.6
1. Have students explore graphic features. Have students explain why charts and graphs are important. Ask the
following questions: What can you learn from the chart or graph? As you read the text, is the information from the
chart or graph explained in a different way? Why? (Hoyt 158)
  1. Have students use circle graphs and charts as a tool to explain informational texts.
  2. Have students make a flow chart showing what they have learned. Illustrate each stage and include a caption to explain (Hoyt 159).
7-2.7
  1. Students will identify the different types of persuasive techniques used in advertising including bias and propaganda techniques.
  2. Students will study how propaganda was used in the news during the current presidential campaign.

Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 44-47 and 40-43, "Quinn"Essential Reading Log, Reading Charts and Graphs
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicators / CCSS
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th - Sept. 7th
Indicators / CCSS
7-4.4 Use grammatical conventions of written Standard American English including reinforcement of conventions previously taught. / 7.L.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Explain the function of phrases and clauses in general and their function in specific sentences.
  2. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
  3. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
7.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Use a comma to separate coordinate adjectives (e.g.,It was a fascinating, enjoyable moviebut notHe wore an old[,] green shirt).
  2. Spell correctly.
7.L.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

7-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. / 7.W.8 Gather relevantinformation frommultiple print anddigitalsources,usingsearchtermseffectively; assessthecredibilityandaccuracyofeachsource; andquoteorparaphrasethedataandconclusionsof others whileavoidingplagiarismandfollowinga standardformat forcitation.
7-6.3 Use standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.
Instructional Strategies
7-4.4
1.The teacher will present to students sentences and/or paragraphs that contain grammatical errors. Students will correct mistakes. Quadrant C
7-6.2
1. Teacher will model gathering information from Internet sites or informational text and use direct quotations. Quadrant
A
2. Students will work with a partner to paraphrase or summarize research information on an approved topic of interest
from a variety of sources. They will write a report and present it to the class.
3. The student will begin organizing works cited list using all their sources from their research by listing information on
note cards.
4. The student will highlight important statements from their gathered research using highlighter. Using the outline
from their topic, the student will notate where each quote will be placed. The student will begin writing research
paper.
5. The student will work with partner proofing his/her research paper. The student will have exact copy of research to
be checked for proper documentation once inserted into draft focusing on correct use of direct quotations,
paraphrasing, summarizing.
7-6.3
  1. Students will research a topic and present it to the class using note cards properly crediting the sources. Quadrant D
  2. Students will work in a group to prepare a multi-media presentation about a particular poet and document the sources. Quadrant D
  3. The teacher will prepare a PowerPoint presentation to model the Modern Language Association (MLA) style that includes footnotes, title page, and works cited. Quadrant C
  4. The teacher will give pre-arranged groups a selection of excerpts from various sources such as encyclopedias, dictionaries, newspapers, etc. and have them cite sources and topics using the MLA style of documentation. Quadrant A
  5. Students will make note-cards containing information on their topics and will make source cards to use for works cited pages while doing their research projects. Quadrant A
  6. Students will use the electronic card catalog to develop a bibliography on an assigned research topic. Quadrant B
  7. The teacher will model the correct format for citing books, encyclopedias, Internet sites, magazines, and newspapers. The teacher needs to consult the latest MLA documentation standards. Quadrant C
Examples:
  • Book: Last name, first name of author. Title. Place of Publication: Publisher, copyright dates. Medium of Publication
  • Encyclopedia: “Title.” Name of Encyclopedia/Dictionary. Edition. (if stated) Year of publication. Medium of Publication.
  • Newspaper: Last name, first name of author. “Name of article.” Newspaper Name Day Month Year: page numbers. Medium of Publication.
  • Magazine: Last name, first name of author. “Name of article.” Magazine Name Day Month Year: page numbers. Medium of Publication.

Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 100-103, 134-137, "Quinn"Essential Reading Log, TV411: Summarizing Research Guide:
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 10th - Sept. 14th
Sept. 10th - Sept. 14th
Indicators / CCSS
7-1.2 Explain the effect of point of view on a given narrativetext. / 7.RL.6. Analyze how an author establishes and contrasts the points of view of different characters or narrators in a text.
7-1.6 Analyze a given literary text to determine its theme. / 7.RL.2. Determineathemeorcentralideaofatextandanalyzeitsdevelopmentoverthecourseofthetext;provide anobjective summaryof the text.
Instructional Strategies
7-1.2
1.The teacher will lead students in a discussion of how the use of personal pronouns helps the reader identify the point of view of a story. Quadrant A
2.After reading poetry, the student will identify the poem’s speaker. Quadrant C
3.Student will use T-chart to distinguish between 1st and 3rd person narration. Quadrant C
4.Students will change the speaker in a portion of text by altering the personal pronouns. Follow up with a discussion of how changing speakers affects the impact of the text. Quadrant D
5.Rewrite a folk tale of Asia or Africa from another point of view. Quadrant D
6.Students will write an “I am…” poem. The teacher should refer to the activity entitled “Reading Like a Writer, Writing Like a Spider.”
7-1.6
  1. Using Venn diagrams, students will work in groups to compare and contrast the themes in two stories. Quadrant C
  2. After reading at least two of the recommended Nov.els or pieces of poetry, students will compare and contrast the themes. Quadrant C
  3. After reading two pieces of poetry, students will compare and contrast the themes using a three column T-chart.

  1. Having read a text, students will write a theme statement for the text in the middle of a piece of paper. Radiating around the theme, students will illustrate and/or write moments from the text that caused them to arrive at the theme.
  2. The teacher should differentiate theme statements from topics and summaries.

Resources
Daily Oral Language
Websites: Short story “Seventh Grade” by Gary Soto CCCS Appendix B
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 66-69, 78-81, "Quinn"Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 17th - Sept. 21th
Sept. 17th - Sept. 21st
Indicators / CCSS
7-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. / 7.W.1. Write arguments to support claims with clearreasons andrelevantevidence
  1. a. Introduce claim(s), acknowledge alternate or opposingclaims, and organize the reasons and evidencelogically.
  2. b. Support claim(s) with logical reasoning and relevantevidence,usingaccurate,crediblesources, anddemonstratinganunderstandingofthetopicor text.
  3. Usewords,phrases,andclausestocreatecohesion andclarifytherelationshipsamongclaim(s),reasons, andevidence.
  4. Establishand maintainaformalstyle.
  5. Provide a concluding statementorsectionthatfollowsfromand supportsthe argumentpresented.

7-4.3 reatemultiple-paragraphcompositionsthatincludeacentralidea with supporting details and use appropriate transitions between paragraphs.
7-5.4Createpersuasivepieces(forexample,letterstotheeditororessays) that include a stated position with supporting evidence for a specific audience.
7-6.5Useappropriateorganizationalstrategiestopreparewrittenworks, oralandauditorypresentations, and visualpresentations.
Instructional Strategies
  1. Students will use research materials and the Internet to learn about an unfamiliar place. After research, students will construct and write an informative travel brochure persuading people to visit this place. Quadrant D
  2. Students will write a persuasive letter to the editor of a local newspaper stating their position on an issue. Quadrant D
  3. Students will write a letter to their state and/or national representative(s) that persuades him or her to take up a necessary project in your community. Quadrant D
  4. Students will write a persuasive article that convinces readers to take action on an issue in their community. Quadrant D
  5. Create and deliver a persuasive speech that convinces your audience to side with you on an issue. Quadrant D
  6. Have students create a public service announcement to be broadcast at their school that persuades others at the school to take action on an issue. Quadrant D
9. Students will select an appropriate graphic organizer to organize information before writing or presenting orally.
10. Students will select an appropriate graphic organizer from the internet for a written work.
Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 130-133,118-121,122-125,126-129,"Quinn"Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 24th - Sept. 25th
Indicators / CCSS
7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).
Instructional Strategies
7-1.3
  1. Students will write descriptions of their favorite objects. Next, the students will write paragraphs that describe the main character of a story or Novel. In the last paragraph, the student will compare their object to the main character for an extended metaphor. Quadrant C
  2. Students will find examples of figurative language in literature. Quadrant A
  3. After reading a story, students will find examples of figurative language and then illustrate the examples. Quadrant B
4. Students will create a flip-book foldable. On each page, students will define a figurative language term; give an
example from the text currently being read; and create their own examples. Illustrations for each term are optional. It
is imperative to include an extended metaphor and oxymoron.
Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 66-69, 78-81, "Quinn"Essential Reading Log, Shakespeare Sonnet 18: (extended metaphor)
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 24th - Sept. 28th
Sept. 26th - Sept. 27th
Indicators / CCSS
7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.
Instructional Strategies
7-1.5
1.Students will identify imagery in poetry. Quadrant A
2.After a discussion on symbolism, students will identify symbolism used in a poem. QuadrantA
3.After reading a text, students will complete a sensory chart identifying which of the five senses are utilized while reading the passage.
4.Give each student a different place or event from real life (wedding, amusement park, funeral, circus, etc.). The students describe the tone of the event and the ways it affected their mood.
5. Put students into groups. Assign each group 3-4 short stories by an author that is rich in symbolism, foreshadowing,
flashback, and imagery. Students should demonstrate their ability to interpret author’s craft by imitating the author’s
style in a group short story.
Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book ELA: pgs. 74-77, "Quinn"Essential Reading Log
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Sept. 24th – Sept. 28th
Sept. 28th
Indicators / CCSS
7-1.4 Analyze an author’s development of conflict and the individual characters as either static, dynamic, round, or flat in a given literary text.
Instructional Strategies
  1. The teacher will lead the students in a brainstorming exercise to decide how characterization is determined. Discussion will focus on static, dynamic, round, and flat characters. Quadrant A
  2. Students will use character web to analyze characterization.
Quadrant C
  1. To teach round and flat characters, use a baby doll to illustrate a round character and paper dolls to illustrate flat characters. To teach static and dynamic characters, use a rock for static and a live plant for dynamic character. Quadrant A
  2. Students will make a 3-part fan fold using a sheet of paper. They will cut out paper dolls (3 figures) connected at hands and feet. The first section will show the characteristics of the character at the beginning of the text. The 3rd section will show the characteristics of the character at the end of the story. The middle section will be used to illustrate the character’s appearance as the student sees him/her. Mount the paper dolls on construction paper. Students can add dialogue for the character on the construction paper; label static, dynamic, flat, round.
  3. (Continued from #4) Add a section above the middle section of the paper doll trifold to describe the conflict the character faced in the story.
  4. Create a flipbook for each of the main types of conflict a character faces (man vs. self; man vs. man; man vs. nature; man vs. society; …). Define, give an example, and illustrate each type of conflict. Distinguish each as internal or external.
7. The teacher will do a plot diagram to discuss conflict and characters.
Resources
Daily Oral Language
Websites:
S3 Curriculum:
Other Resources: PASS Coach Book, pgs. 62-65, "Quinn"Essential Reading Log, Kate Chopin “Desiree’s Baby”
Common Core:
Appendix A: Glossary of Key Terms
Appendix B: Text Exemplars & Sample Performance Tasks:
Appendix C: Samples of Student Writing
Assessment
Week of Oct. 1st - Oct. 5th
Oct. 1st - Oct. 2nd
Indicators / CCSS
7-3.4 Interpret the connotations of words to understand the meaning of a given text. / 7.RI.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.