UCSD # 1

Grade 7 English Unit Framework

2013-2014 MIDDLE SCHOOL ENGLISH FRAMEWORK

Quarter and
Unit / Estimated Number of Days / Reading Focus should include:
-Writing as a support
-Language Usage Standards 4,5,6
-Speaking/Listening Standards 1,6
-Lots of independent reading
-Other forms of reading as supports / Writing Focus should include:
-Reading as a support (e.g. mentor texts)
-Language Usage Standards 1,2,3
-Lots of independent reading
Quarter 1
Unit 1 / 5 days / Launching the Workshop
RL: 9
SL: 1ab / Launching the Workshop
Quarter 1
Unit 2 / 30-40 days / Narrative 1 ( primary genre short story with nonfiction support)
RL: Primary Standards:2, 3 (elements),1,6
Supporting Standards:4, 5
SL: 1ab
LU: 4ac, 5ab, 6
Summative Assessment:(see grade specific unit)
Due by: Oct 17 / Narrative (narrative forms with a primary emphasis on character)
W: 3abcde, 4, 5
LU: 1,2
Product:
7- Realistic Fiction that evolves a character/ believable internal or external conflict/ 3rd person point of view*
Quarter 2
Unit 3 / 5 days / Media/Technology: Finding and Analyzing Sources
RI: Primary Standards:8
Supporting Standards: 7 / Media/Technology: Finding and Analyzing Sources
W: 6,7, 8, 9b
Quarter 2
Unit 4 / 40 days / Argument(primary genre nonfiction with supporting fiction)
RI: Primary Standards:8, 1, 2,6, 9
Supporting Standards: 3,4,5
SL: 1abcd, 3, 4
LU: 4abc, 5bc, 6
Summative Assessment: (see grade specific unit)
Due by: Dec 20 / Argument
W: 1abcde, 4,5, 6, 8,9b
LU: 1,2
Written Product:
7- Letter to a legislator
Speaking/Listening: Argument
SL: Audience: 2, 3 / Speaker:4, 5
Presentation Product:
7- Proposal to legislator
Quarter 3
Unit 5 / 30-40 Days / Narrative 2(Primary genre Novel with nonfiction support)
RL: Primary Standards:9,1, 2, 3(elements)
Supporting Standards:4, 5, 6
SL: 1abcd, 3
LU: 3, 6, 4abc, 5a
Summative Assessment (see grade specific unit)
Due by: February 12 / Argument: Literary Analysis
W: 1abcde, 4,5, 6,9a
LU: 1,2
Product:
7- Literary essay on theme through setting
Quarter 4
Unit 6 / 35 days / Research: Informative or Expository(primary genre nonfiction with supporting fiction)
RI (L): Primary Standards:1, 2,3, 5, 8, 9
Supporting Standards: 4
SL: 1abcd, 2
LU: 4abcd, 6
Summative Assessment:(see grade specific unit)
Due by: April 11 / Research: Informative or Expository
W: 2abcdefg, 7,9
LU: 1,2, 3
SL: 4,5
Product:
7- Magazine article and posting/creating web page/blog etc. collaborate
Quarter 4
End Of Course
Assessment / 2-3 Days / BIG BY- End of Course Assessment
Total
4 Summative Assessments standards 1-9
1 End of Course (majority of standards) / BIG BY- End of Course Assessment
Total
4 Major writing pieces
1 Major speech
1 End of Course (focus on argument writing)
Quarter 4
Unit 7 / 5 days / Film Study
RL: 7 / Film Study
Product: T-chart comparison
Standard / Unit 1- Launching / Unit 2- Narrative
R-Narrative- SS
W- Narrative / Unit 3- Finding and Analyzing Sources / Unit 4- Argument
R- Argument
W- Argument / Unit 5- Narrative
R- Narrative- Novel
W- Literary Analysis / Unit 6- Research
R- Informative/ expository
W- Informative Expository / Unit 7- Film Study
RL/RI 1 / P / P / P / P
RL/RI 2 / P / P / P / P
RL/RI 3 / P / S / P / P
RL/RI 4 / S / S / S / S
RL/RI 5 / S / S / S / P
RL/RI 6 / P / P / S
RL/RI 7 / S / P
RL/RI 8 / P / P / P
RL/RI 9 / P / P / P / P
RL/RI 10 / X / X / X / X / X / X
W 1 / P / P
W2 / P
W3 / P
W4 / P / P / P
W5 / P / P / P
W6 / P / P / P
W7 / P / P
W8 / P / P
W9 / P (b) / P (b) / P (a) / P
W10 / X / X / X / X / X / X
SL 1 / P (a,b) / P (a,b) / P(a,b,c,d) / P (a,b,c,d) / P (a,b,c,d)
SL 2 / P / P
SL 3 / P / P
SL 4 / P / P
SL 5 / P / P
SL 6 / P
LU 1 / P / P / P
LU 2 / P / P / P
LU 3 / P / P
LU 4 / P (a,c) / P (a,b,c) / P (a,b,c) / P (abcd)
LU 5 / P (a,b) / P (b,c) / P (a)
LU 6 / P / P / P / P

UNIT 2: Narrative One

Reading Unit Overview:This unit teaches students to use elements and evidence to determine theme primarily in short stories. Since this reading process is cyclical, readers can enter at any point

Reading Process for Unit:

Specific Forms/Genres and Standards for Reading part of the unit

Specific Forms/Genre: short stories with nonfiction support
ReadingPrimary Standards/Teaching Points for the Unit / Speaking/Listening Supporting Standards/Teaching Points for the Unit / Language Usage Supporting Standards/Teaching Points for the Unit
RL 2- Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text
2a. Teaching Points- Objective summary
- I can identify story elements plot, characters, setting, point of
view
- I can sequence events in the plot
- I can understand the interaction between different elements
of the story
- I can recognize key events in the story
- I can recognize the relationship between plot, character and
theme
2b. Teaching Points- Determining theme -What is theme? (An
underlying message or lesson conveyed through the story)
- I can define theme using 7th grade language
- I can explain what theme is and what role it plays in literature
- I can follow the progression/development of a theme as the
plot and characters evolve
RL3- Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters or plot)
3a. Teaching Points- Connect ideas in the story to: other
elements of the story, other stories, the world outside the
text
- I can explain a logical connection between setting, character,
conflict within the text
- I can relate our world to the world in the story
- I can find similarities between problems in the real world and
the problems faced by characters in the story
- I can analyze the relationship between actions and outcomes
in the story
RL1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
Teaching Points
- I can find quotes from the text to logically support ideas about
theme
- I can explain the connection between the theme and lines I
quoted from the text
- I can explain how evidence supports theme (s) in the story
RL6- Analyze how an author develops and contrasts the points of view of different characters or narrators in a text / SL1a- come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text or issue to probe and reflect on ideas under discussion
1a. Teaching Points
- I can come to discussions prepared, having read or studied
required material
- I can explicitly draw on that preparation by referring to evidence
on the topic, text or issue
- I can probe and reflect on ideas under discussion
SL1b-Follow rules for collegial discussions, set specific goals and deadlines and define individual roles as needed
1b. Teaching Points
- I can follow rules for collegial discussions
-I can set specific goals and deadlines
-I can define individual roles as needed / LU4a- Use context (e.g. 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
4a. Teaching Points
- I can use context (the overall meaning of a sentence or
paragraph) as a clue to the meaning of a word or phrase
- I can use context (a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase
LU4c- Consult reference materials both print and digital to find the pronunciation of a word or determine or clarify its precise meaning or part of speech
4c. Teaching Points
- I can consult print reference materials for pronunciation
of a word , clarify precise meaning or its part of speech
- I can consult digital reference materials for
pronunciation of a word , clarify precise meaning or its
part of speech
LU5a- Interpret figures of speech in context (e.g. literary, biblical and mythological allusions) in context
LU5b- Use relationships between particular words (e.g. synonym/antonym, analogy) to better understand each of the words
5ab. Teaching Points
- I can identify figures of speech/allusions
- I can recognize their allusion
- I can interpret what they mean in relation to the story
LU6- 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
Supporting Standards:
RL4- Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem, section of a story or drama
RL5- Analyze how a drama’s or poem’s form or structure contributes to its meaning
Reading Summative Assessment: Measured Progress computer assessment on Primary and Supporting Standards.
[Note: performance assessment below can also be used as needed] / Success Criteria
80% on all standards
Growth on identified problems of practice

Narrative Unit 1: Summative Assessment Reading

What things do we notice throughout the story?

Please fill out the table below twice.

  1. As you begin reading stop at the end of page one. Write down important things you noticed about the setting, main character, point of view, and the primary conflict in the story.
  2. At the end of the story take a few minutes to jot down some things you noticed or throught about differently at the end of the story vs. at the beginning.

Things I noticed at the end of page 1 / How things changed by the end of the story
Setting
The main character
Point of view
Conflict

1. After reading the short story, The Jacket,use the chart above to help you in writing one sentence that you think best explains a central theme in this text.

  1. Create a list of quotes (5 minimum) from the text to support your one sentence as being a central theme.
  2. Directly following each quote, write an explanation of why that quote supports your idea of theme.

2. How would have that theme been different if you only used information from the first column of the chart?

Writing

Writing Unit Overview: The writing aspect of this unit focuses on students writing narratives with a primary focus on developing characters, writing from a consistent point of view and using specific narrative techniques.

Specific Forms/Genres and Standards

Specific Forms/Genre: Fiction character
Writing Primary Standards/Teaching Points / Language Usage Supporting Standards/Teaching Points
W3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences
- I can engage and orient the reader by establishing a context
- I can establish a context by introducing the narrator and/or characters
- I can organize an event sequence that unfolds naturally and logically
- I can use narrative techniques such as dialogue, pacing and description to develop experiences,
events and/or characters
- I can use a variety of transition words, phrases and clauses to convey sequence and signal shifts
from one time frame to another
- I can use precise words and phrases, relevant descriptive details and sensory language to convey
experiences and events
- I can provide a conclusion that follows from the narrated experiences or events
W4- Provide 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 (editing for LU 1-3) / (primarily use for editing purposes)
LU 1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
1a-Explain the function of phrases and clauses in general and their function in specific sentences
1a. Teaching points
- I can recognize phrases
- I can recognize clauses
- I can explain how phrases and clauses help relate ideas in a sentence
1c-Place phrases and clauses within a sentence recognizing and correcting misplaced and dangling
modifiers
1c. Teaching points
- I can add phrases and clauses to add detail and explanation
- I can use phrase and clauses to change relationship of ideas in a sentence
LU2- Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing
2a. Use a comma to separate coordinate adjectives
2b. Spell correctly
Summative Assessment/Writing Products
Writing will be fiction that evolves a character/believable internal or external conflict/3rd person point of view* / Success Criteria- writing should
1. Establish a context
2. Establish a credible internal/external conflict
3. Establish and maintain a 3rd person point of view
4. Use a natural and logical sequence
5. Use various narrative techniques (dialogue, pacing, description)
6. Use transitions, phrases, clauses to signal shifts
7. Use precise words, relevant details, sensory language
8. Provide a clear conclusion

UNIT 3-Media/Technology: Digital Media Skills

Unit Overview:This unit is designed to effectively teach digital research skills (find, evaluate, and cite sources) that will support other units requiring research throughout the rest of the year.

Reading Unit Overview:

Specific Forms/Genres and Focus Standards

Focus Standards
W8-Gather relevant information from multiple print 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.
Supporting Standards
W7- Conduct short research projects to answer a question, drawing on several sources and generating additional related focused questions for further research and investigation.

Formative Assessments and Teaching Points

Grade 7Online Resources:
NoodleTools
Google
GoWYLD
Possible Research Topics for this Unit:
1. Euthanasia at animal shelters
2. Dress codes at school
3. Protection of endangered species
Lesson One: Overview & NoodleTools
Teaching Points: I can compile bibliographic information using a digital tool.
Teaching Resources
  • Overview 7th Grade (PP)
  • NoodleTools Sign In (PP)
  • 7th Unit Assessment (doc)
  • NoodleTools(via student homepage)
  • Research Map
1st Block
-Introduce unit using Overview PP
-Introduce NoodleTools using PP
-Students set up/login to NT account and practice adding citations (Citation level: Junior)
2nd Block
-Students access assessment wks using My Big Campus
-Students choose topic for unit
-Create project in NoodleTools for this unit
Assessment Worksheet
-Choose and enter research topic
Lesson Two: Google Searching
Teaching Points: I can develop effective search queries, understand search results and re-focus my search using Google filters and search operators.
Teaching Resources
  • Google 7th (PP)
  • 7th Unit Assessment (doc)
  • Google Tips 7th (doc)
  • Google Search Operators (doc)
  • Research Organizer (doc)
1st Block
Google Search PowerPoint
-About Google search
-Choose best terms
-Understanding results
-Narrowing search using
-Google filters
-Operators (OR, “”, -)
2nd Block
-Students search for resources about their selected topic
-Add source citations to NoodleTools project (minimum 10)
Assessment Worksheet
-Enter 5 search terms or queries they used in their research and at least 1 that utilizes search operators
-Identify the best search query
Lesson Three: Credibility of Sources
Optional Lesson: GoWYLD
Teaching Points: I can assess the credibility of internet resources based on set criteria.
Teaching Resources
  • Credibility 7th Grade (PP)
  • 7th Unit Assessment (doc)
  • Website Eval WKS (doc)
* See also tutorial slide presentation within NoodleTools (citing resources)
1st Block
- Credibility PowerPoint
  • purpose
  • balanced
  • accurate
  • reliable
  • timeliness
  • identified source
-Students use worksheets to assess credibility
2nd Block
-Students evaluate the 10 resources they have found for their topic
Assessment Worksheet
- Complete the part of the worksheet that corresponds with the website credibility
Optional Lesson
GoWYLD PowerPoint
- Introduce deep web
- Introduce GoWYLD as a specialized database useful for student research
Lesson Four: Quoting & Paraphrasing/NoodleNotes
Teaching Points: I can quote or paraphrase data and conclusions using online tools.
Teaching Resources
  • NoodleNotes 7th Grade (PP)
  • 7th Unit Assessment (doc)
  • NoodleTools(via student homepage)
* See also tutorial PowerPoints within NoodleTools (homepage tutorials & guide)
1st Block
- NoodleNotesPowerPoint
  • Copy & paste into notecard
  • Mark-up text
  • Quote/paraphrase
  • My ideas
  • Link to bibliography
  • Assign tags
  • Notecards on tabletop
  • Search cards using tags
  • Use notecards with outlines
2nd Block
- Students complete 4 notecards in NoodleTools
  • 2 direct quotes
  • 2 paraphrased statements
Assessment Worksheet
- Copy & paste notecard information into the assessment worksheet
Lesson Five: Complete Assessment WKS
Teaching Points: I can compile bibliographic information using an online tool.
Teaching Resources
  • 7th Unit Assessment (doc)
  • Noodletools URL:
(access via student homepage)
1st Worksheet
-Show students how to copy and paste their bibliography from NoodleTools into their worksheet
-Students copy and paste bibliography from NoodleTools to worksheet
2nd Worksheet
-Review assessment worksheet to make sure it is complete
-Finish any incomplete tasks
Assessment Worksheet
-Copy & paste NoodleTools bibliography into assessment
-Submit completed worksheet to teacher via e-mail or My Big Campus
Summative Assessment
Student Directions: Complete the digital worksheet as you work through the lessons in this unit
Over the course of the unit you will be expected to find at least 10 digital sources that support your argument for your chosen topic and compile a simple bibliography using NoodleTools
After identifying 10 sources you will choose the best four sources and
1. Find 2 quotes that best argues your position from 2
different sources
2. Paraphrase 2 quote from 2 other sources that best argues
your position
3. Describe why each source is credible / Success Criteria
1. Students have identified at least 10 digital sources that best
support their argument and have a simple bibliography
2. Shows 2 best quotes to support their argument from 2
sources
3. Paraphrases 2 quotes from 2 other sources
4. Can describe why each source is credible

UNIT 4- Argument

Reading Unit Overview:This unit teaches students to prove claims with reasoning and evidence for a specific outcome. Students will have exposure to three types of arguments: fact, judgment and policy.

Specific Forms/Genres and Standards for Reading part of the unit

Specific Forms/Genre: nonfiction argument texts with fiction as an ongoing secondary focus
ReadingPrimary Standards/Teaching Points for the Unit / Speaking/Listening Supporting Standards /Teaching Points for the Unit / Language Usage Supporting Standards/Teaching Points for the Unit
RI 8- Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims
RI 1- Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text
RI 2- Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text
RI 6- 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
RI 9- 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