MADISON PUBLIC SCHOOL DISTRICT
Seventh Grade Language Arts Curriculum
Authored by: Paige Henry and Lisa Toto
Reviewed by: Mr. Matthew A. Mingle
Director of Curriculum and Instruction
Mr. Mark DeBiasse
Supervisor of Humanities
Approval Date: March, 2014
Members of the Board of Education:
Lisa Ellis, President
Kevin Blair, Vice President
David Arthur
Shade Grahling
Johanna Habib
Thomas Haralampoudis
Leslie Lajewski
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
Grade 7 English Language Arts
Page 2
I. PURPOSE AND OVERVIEW
The Madison School District seventh grade Language Arts program provides a balanced
instructional approach. Literature and writing projects within this course of study are designed to
give students the skills and motivation to become lifelong readers and writers. This includes study of
adolescent literature across genres, work in relevant texts for connections to other subject areas, and
experience and practice in effective writing traits within a workshop approach. Since students can
make deeper connections between units of study using cross-curricular teaching methods, this
curriculum is designed to provide significant opportunities for children to make meaningful and
lasting connections across subject areas. Within units, projects have been aligned with supporting
literature and writing to enhance connections and deepen students’ understanding. A differentiated
approach allows students to be engaged with reading and writing experiences appropriate to their
skills while providing challenge and opportunity for growth. Teachers assess students regularly to
inform their instructional decisions.
II. GOALS
READING OVERVIEW: College and Career Readiness Anchor Standards for Reading
The grades 6–12 standards on the following pages define what students should understand and be
able to do by the end of each grade. They correspond to the College and Career Readiness (CCR)
anchor standards below by number. The CCR and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—
that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of
the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
A. Reading: Literature
Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
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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.
3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g.,
alliteration) on a specific verse or stanza of a poem or section of a story or drama.
5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its
meaning.
6. Analyze how an author develops and contrasts the points of view of different characters or
narrators in a text.
Integration of Knowledge and Ideas
7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).
8. Compare and contrast a fictional portrayal of a time, place, or character and a historical
account of the same period as a means of understanding how authors of fiction use or alter
history.
Range of Reading and Level of Text Complexity
9. By the end of the year, read and comprehend literature, including stories, dramas, and poems,
in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
B. Reading: Informational Text
Key Ideas and Details
1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
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.
3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
Craft and Structure
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.
5. Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
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.
Integration of Knowledge and Ideas
7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing
each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of
the words).
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.
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.
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Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
OVERVIEW of WRITING: College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages define what students should understand and be
able to do by the end of each grade. They correspond to the College and Career Readiness (CCR)
anchor standards below by number. The CCR and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—
that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task,purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
C. Writing
Text Types and Purposes
1. Write arguments to support claims with clear reasons and relevant evidence.
 Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons
and evidence logically.
 Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
 Use words, phrases, and clauses to create cohesion and clarify the relationships among
claim(s), reasons, and evidence.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from and supports the argument
presented.
2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
 Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison/contrast, and
Grade 7 English Language Arts
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cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension.
 Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
 Use appropriate transitions to create cohesion and clarify the relationships among ideas
and concepts.
 Use precise language and domain-specific vocabulary to inform about or explain the
topic.
 Establish and maintain a formal style.
 Provide a concluding statement or section that follows from and supports the
information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
 Engage and orient the reader by establishing a context and point of view and introducing
a narrator and/or characters; organize an event sequence that unfolds naturally and
logically.
 Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
 Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another.
 Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events.
 Provide a conclusion that follows from and reflects on the narrated experiences or
events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
5. 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.
6. Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
Research to Build and Present Knowledge
7. Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for
citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
 Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional
portrayal of a time, place, or character and a historical account of the same period as a
means of understanding how authors of fiction use or alter history”).
 Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the
argument and specific claims in a text, assessing whether the reasoning is sound and the
evidence is relevant and sufficient to support the claims”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Grade 7 English Language Arts
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SPEAKING AND LISTENING OVERVIEW: College and Career Readiness Anchor Standards
for Speaking and Listening
The grades 6–12 standards on the following pages define what students should understand and be
able to do by the end of each grade. They correspond to the College and Career Readiness (CCR)
anchor standards below by number. The CCR and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—
that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
D. Speaking & Listening
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
 Come to discussions prepared, having read or researched material under study; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
 Follow rules for collegial discussions, track progress toward specific goals and deadlines,
and define individual roles as needed.
 Pose questions that elicit elaboration and respond to others’ questions and comments
with relevant observations and ideas that bring the discussion back on topic as needed.
 Acknowledge new information expressed by others and, when warranted, modify their
own views.
2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under
study.
3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
Presentation of Knowledge and Ideas
4. Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
5. Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
Grade 7 English Language Arts
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OVERVIEW OF LANGUAGE: College and Career Readiness Anchor Standards for Language
The grades 6–12 standards on the following pages define what students should understand and be
able to do by the end of each grade. They correspond to the College and Career Readiness (CCR)
anchor standards below by number. The CCR and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—
that together define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or
listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
E. Language
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
 Explain the function of phrases and clauses in general and their function in specific
sentences.
 Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationships among ideas.
 Place phrases and clauses within a sentence, recognizing and correcting misplaced and
dangling modifiers.*
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
 Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but
not He wore an old [,] green shirt).
 Spell correctly.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
 Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.*
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 7 reading and content, choosing flexibly from a range of strategies.
 Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
 Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of
a word (e.g., belligerent, bellicose, rebel).
 Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
Grade 7 English Language Arts

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Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
 Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
 Use the relationship between particular words (e.g., synonym/antonym, analogy) to better
understand each of the words.
 Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
6. 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.
Grade 7 English Language Arts
UNIT #1: Persuasive / Historical Fiction
BIG IDEA(S):
Courage: Finding Inner Strength
READING:
Setting, plot development, theme, characterization,
identifying support from text for inferences,
symbolism, author’s purpose.
Reinforce key reading skills:
Paraphrase (literal comprehension)
Inference (extended reasoning)
Vocabulary in context
Finding main idea/argument (summarizing)
WRITING:
Intro to 5 paragraph essay (persuasive): thesis;
strength of reasons, ethos/pathos/logos, tone, topic
& concluding sentences, specificity of supporting
details
Literary analysis and journal response (open-ended)
Writer’s Notebook (personal response)
Introduce prewriting strategies appropriate to writing
task, including use of graphic organizer.
Page 9
TIMEFRAME: September – October 20xx
ESSENTIAL QUESTIONS:
 What qualifies a text as historical fiction?
 Why do people read/write historical fiction?
 What can we learn about a particular time in
history by reading historical fiction?
 Why is tradition/culture/heritage important to
one’s identity?
 How does one maintain integrity and strength in
the face of difficulties?
 How do we effectively analyze literature for a
deeper understanding?
 How do we form appropriate/meaningful questions
to deepen the reading process (analysis)?




VOCAB/GRAMMAR SKILLS:

Root of the Week: Use Greek roots as clues to
common, grade-appropriate words

Grammar: Parts of speech review
Punctuation: Proper use of commas
TEST PREP:
Timed pre-test: Persuasive writing unit
Launch persuasive unit in support of timed persuasive

task.

Why is Writer’s Workshop an effective way to learn
to write?
Why do we write?
How do we effectively use ethos, pathos, and logos
to appeal to our audience?
How do we craft strong reasons and generate
supporting details?
How do we anticipate and overcome opposition
(counterargument)?
How do we successfully incorporate compositional
risks such as rhetorical questions and anecdotal
leads?
Why is it important to use and know good grammar
and expand our vocabulary?
Why is proper punctuation important?
ENDURING UNDERSTANDINGS:
1) Students will understand that good writers use descriptive details and character traits in order to
establish characterization.
2) Students will understand that good readers use inference skills and context clues in order to identify
themes.
3) Students will understand that good readers use inference skills and context clues in order to
understand characters.
4) Students will understand that in order to analyze text effectively, they must be able to cite several
pieces of textual evidence to support what the text says explicitly as well as inferences drawn from the
text.
5) Students will understand that there are four key critical reading skills: paraphrasing,
(literal comprehension), inference, (extended reasoning), vocabulary in context, and finding the main
Grade 7 English Language Arts
Page 10
idea/argument, (summarizing).Students will understand that reading historical fiction provides a
different perspective about historical events.
6) Students will understand that maintaining one’s heritage, culture, values and identity can help one
maintain integrity and strength in the face of hardship.
7) Students will understand that effective open-ended responses use RACER in order to answer all parts
of the task (Restate question, Answer the question, Cite evidence, Explain relevance (importance),
Raise Insight).
8) Students will understand that good writers construct a concise, well-formed thesis statement to
maintain focus within a strong persuasive argument essay.
9) Students will understand that successful persuasive essays contain (ideally three) specific reasons,
supported by details, and a counterargument to overcome opposition.
10) Students will understand that good writers can craft a strong persuasive appeal based on ethos, pathos
and logos.
11) Students will understand that a complete sentence must have a subject and predicate.
12) Students will understand that parts of speech perform roles within a complete sentence.
READING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
STUDENTS WILL:
 Answer comprehension questions, skill
builder sheet and outline “Immigrant Kids”
 Take notes: instruction/beginning of year
set-up (plot, theme, characters, setting)
 Participate in discussion/read-aloud
“Memory Coat” – for background
knowledge
 Participate in Reader’s Theatre activities to
aid comprehension of text and reinforce
content of Greek mythology.
Tier 2 Activities/Strategies
(Application/Analysis)
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
RL7.1
RL7.2
L7.5
Tier 1 Resources/Materials:
ALL CLASSES: Historical Fiction
 Napoli, KING OF MULBERRY STREET,
 SCOPE magazine
Supporting literature/short stories
 “Amigo Brothers” Thomas
 “Immigrant Kids” Friedman
 “After 20 Years” O. Henry, “Seventh Grade” Soto
 “A Crush” Rylant
 “Thank You Ma’am” Hughes
 “Memory Coat,” Woodruff
 Additional anthology selections for Honors
 SSR: Personal Choice: HISTORICAL FICTION
 Immigrant Kids skill builder sheet (MCDougall
Little)
 Note sheet for novels
 SCOPE plays (“Monster in the Maze”)
Tier 2 CCSS:
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
RIT7.1
RIT7.2
RI7.9
Grade 7 English Language Arts
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STUDENTS WILL:
 Analyze poetry in support of KOM -- “The
New Colossus”
 Compare/contrast “Memory Coat” with
KOM -- analyze
 Complete close reading activity to build
inferences based on context clues and
questioning (decoding Italian vocabulary in
context, line by line examination to generate
questions/inferences)
 Complete poetry comparison project (KOM):
Honors project: Write a 5 paragraph paper
to compare/contrast themes in KOM
relative to a given poem and provide
quotations from text as support.
 Complete a carousel activity, identifying
themes & character traits with supporting
text evidence
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
Tier 2 Resources/Materials:
ALL CLASSES: Historical Fiction
Same as Tier 1
Supporting literature/short stories
Same as Tier 1 &
 Character Traits Reference Sheet
 Figurative language/Literary terms reference sheet
 Note sheet for novels
 Theme sheet
 Conflict Sheet
STUDENTS WILL:
 Complete Character in a Bag project:
Identify or create symbols from life and
apply to characters in relation to story arc;
supporting with thorough explanation.
 Make personal connections and express
reactions to reading with insights in Writer’s
Notebook (student discussions, written
reactions)
 Respond to SSR choice and present project -(Historical fiction review)—using persuasive
writing skills, students will present and
defend novels’ award-winning designation.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Summer reading presentations
 Novel notes
 Character in a bag write-ups and
presentations
 Carousel responses
 Honors project
 SSR historical fiction project
WRITING
Tier 3 Resources/Materials:
ALL CLASSES: Historical Fiction
Same as Tier 1 & 2
Supporting literature/short stories
Same as Tier 1 & 2
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
Tier 3 CCSS:
RL7.6
RL7.5
RI7.6
RI7.10
RL7.10
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 SS connections: Immigration period (bridge from
6th)
 Greek Friday: video & utilization of youtube.com
 Edmodo.com: blogging
 Smart interactive grammar program Aegeom
middle school lessons (accessed through network)
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
W.7.1
7.1a
Grade 7 English Language Arts

Responses to comprehension based
questions
 Open-ended response questions using
RACER
 Review key writing terms: prewrite,
compose, review, revise, publish; peerconference; lead; thesis; transition words;
tone; details; counterargument; offer
solution.
Tier 2 Activities/Strategies
(Application/Analysis)
STUDENTS WILL:
 Practice prewriting within time limits.
 Complete timed district writing prompts:
Persuasive pre & post
 Respond to writing prompts in Writer’s
Notebook – open-ended prompts based on
character development, theme, setting,
author’s purpose and style, conflict and
resolution of conflict, real world application.
 Respond to open-ended questions using
RACER
 Practice identifying and citing text evidence
to support observations (class activities and
practice exercises/worksheets)
 Complete a carousel activity, identifying and
correcting valid thesis statements
 Utilize SCAN platform (persuasive) to assist
in crafting ethos/pathos/logos-driven
reasons
 Participate in group and paired activities to
revise appeals to achieve proper tone (no
Page 12
7.1b
7.1d
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L7.5
Tier 1 Resources/Materials:
 Nancy Atwell, Lessons that Change Writers; 180
Days of Poetry
 SCAN (tregoed.org)
 Edmodo.com
Tier 2 CCSS:
W.7.1
7.1a
7.1b
7.1d
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a
L.7.4b
Tier 2 Resources/Materials:
Same as Tier 1 &
 Persuasive Letter to Ernesto Graphic Organizer
 Thesis statement reference sheet
 Ethos, pathos, logos persuasive appeals
teachertube.com and handout
 Attention Grabbing Lead-Bridge-Thesis reference
sheet
 Transitional words reference sheet
Grade 7 English Language Arts
hostility, exaggeration, insincere flattery)
Write a persuasive letter from Ernesto: craft
reasons to support thesis
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
Page 13

STUDENTS WILL:
 Respond to writing prompts in Writer’s
Notebook – open-ended prompts based on
character development, theme, setting,
author’s purpose and style, conflict and
resolution of conflict, real world application.
 Respond to open-ended questions using
RACER
 Participate in class activities & practice
exercises using text evidence to support
observations
 Utilize SCAN platform to assist in considering
POV, crafting counterarguments and
suggesting solutions in persuasive writing
 Craft letters using friendly and business letter
formats between characters, self-reflecting on
personal growth and change (“Thank You
Ma’am”).
STUDENT WORK PRODUCTS/
ASSESSMENTS:
 Honors: essay with text evidence
comparing novel to related poetry
 Persuasive pre & post- test
 SCAN responses
Tier 3 CCSS:
W.7.1
7.1a
7.1b
7.1d
W.7.4
W7.5
W7.6
W7.10
L.7.1
L.7.2
L.7.4a
L.7.4b
Tier 3 Resources/Materials:
 Same as in Tier 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 SS: non-fiction and historical connections
 Edmodo, SCAN
 Smart interactive grammar program Aegeom
middle school lessons (accessed through network)
VOCABULARY/GRAMMAR/SKILLS
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
Tier 1 CCSS:
L.7.4
L.7.4.c
L. 7.4D
STUDENTS WILL:
 Craft a flip book to review and identify
examples of parts of speech
Tier 1 Resources/Materials:
 Sadlier-Oxford workbooks and website
 Smart interactive grammar program Aegeom
Grade 7 English Language Arts

Identify common errors in grammar, such as
sentence fragments, improper usage of
parts of speech
 Complete MadLibs for vocabulary units
 Define new vocabulary words based on
Greek Root of the week.
 Read provided excerpts with embedded
vocabulary to understand meaning.
Tier 2 Activities/Strategies
(Application/Analysis)
STUDENTS WILL:
 Create DRAW SOMETHING!-style cards in
which students create/illustrate context for
vocabulary words.
 Utilize DRAW-SOMETHING! cards to identify
vocabulary words using visual context clues.
 Utilize context clues from passages to infer
meaning.
 Utilize unit words in journal writing/Writer’s
Notebook responses to literary prompts.
 Use in writing new vocabulary words based
on Greek Root of the week.
 Identify and correct sentence fragments,
run-ons, and comma splices, applying
knowledge of subject/predicate and parts of
speech
Tier 3 Activities/Strategies
(Synthesis/Evaluation)
STUDENTS WILL:
 Create and complete MadLib stories and
games using unit vocabulary words.
 Given a set of vocabulary-based or
grammar-based cards, create complex
sentences.
STUDENT WORK PRODUCTS/
ASSESSMENTS:
STUDENTS WILL:
Page 14





middle school lessons (accessed through network)
Chompchomp.com
Studyisland.com
Class novels & lit circle books, anthology, SSR
books
Previous year’s MadLibs
Vocabulary index sheet and unit reference sheets
Tier 2 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
Tier 2 Resources/Materials:
 Same as Tier 1
Tier 3 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
L.7.5c
L.7.6
Tier 3 Resources/Materials:
 Same as Tier 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Smart interactive grammar program Aegeom
Grade 7 English Language Arts
 Complete the beginning of year vocab diagnostic
test
 Beginning of year grammar assessment (FP-Rich
McNanna
Page 15


middle school lessons (accessed through network)
Sadlier-Oxford website
Chompchomp.com
TEST PREP
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
Tier 1 CCSS:
W.7.1
W7.1a
W.7.4
W.7.5
STUDENTS WILL:
 Complete pretests: Studyisland.com,
persuasive pretest.
 Students will practice prewriting techniques,
such as brainstorming activities.
 Students will identify writing tasks, purpose
and audience based on given prompts.
Tier 1 Resources/Materials:
 Supplementary texts, and practice passages
 NJASK/PARCC Scoring Rubric with student friendly
version as reference sheet
 Persuasive Prompts: state resources at
http://www.nj.gov/education/assessment/ms/58/ref/lal/ and sample student work
 Persuasive pre-writing graphic organizer
Tier 2 Activities/Strategies
(Application/Analysis)
Tier 2 CCSS:
W.7.1
W7.1a
W.7.4
W.7.5
Tier 2 Resources/Materials:
 Same as Tier 1

Students will repeatedly practice pre-writing
with the persuasive pre-writing organizer.
 Students will utilize the elements of a
Persuasive Writing assignment to compose
an essay.
 Students will utilize compositional risks and
higher order vocabulary in their persuasive
writing assignment.
 Students will apply RACER mnemonic for
open-ended responses.
Tier 3 Activities/Strategies
(Synthesis/Evaluation)


Students will apply the elements of the
Persuasive writing assignment to compose
an essay.
Teacher will provide students with a model
to help students evaluate their own writing.
Using this model, students will evaluate the
persuasive assignment of their peers in a
Tier 3 CCSS:
W.7.1
W7.1a
W.7.4
W.7.5
Tier 3 Resources/Materials:
 Same as Tiers 1,2
 Peer-editing guide
Grade 7 English Language Arts
Page 16
peer-editing workshop and make
recommendations by utilizing the
NJASK/PARCC Scoring Rubric.
 Students will appraise their persuasive
assignments and revise it so that each part
of the question is matched up with the
components on the NJASK/PARCC Scoring
Rubric.
STUDENT WORK PRODUCTS/
INTERDISCIPLINARY CONNECTIONS/ USE OF
ASSESSMENTS:
TECHNOLOGY:
Studyisland.com;
chompchomp.com, SCAN
 Quiz on the elements of a Persuasive Writing
assignment
 Score/Grade Persuasive Writing assignments
 Formal & informal writing assessments
 Studyisland.com scores
 Grammar pretest
SPEAKING/ LISTENING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)


Class will establish class rules.
Class will establish rules and roles for lit
circle – group meeting discussions.
 Students will prepare notes (answer openended questions, or identify literary devices
from a specific text) to be prepared for
discussions.
 Students will develop questions using notes
and prior reading to develop discussion
questions.
Tier 2 Activities/Strategies
(Application/Analysis)



Students will develop questions using notes
and prior reading to develop discussion
questions
Students will provide evidence during the
discussion to support their arguments.
Students will analyze peer evidence and
arguments and respond to the discussion
topics.
Tier 1 CCSS:
SL .7.1
S.L. 7.1a
S.L. 7.1.c
S.L. 7.1.d
Tier 1 Resources/Materials:




Rubrics for oral presentations
Guidelines for lit circle discussions and class
participation
Rubrics for lit circle group activities
Pre-writing, brainstorming and note-taking sheets
Tier 2 CCSS:
SL .7.1
S.L. 7.1a
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.3
S.L.7.4
S.L.7.5
S.L. 7.6
Tier 2 Resources/Materials:
 Same as Tier 1
 Greek Friday project description and rubric
Grade 7 English Language Arts
Page 17

Students will interpret and explain Greek
myths as part of Greek Friday presentation
Tier 3 Activities/Strategies
(Synthesis/Evaluation)






Students will interpret and explain Greek
myths as part of Greek Friday presentation
Students will develop questions using notes
and prior reading to develop discussion
questions
Students will provide evidence during the
discussion to support their arguments.
Students will analyze peer evidence and
arguments and respond to the discussion
topics.
Students will evaluate evidence from peers
to generate new ideas.
Students will create original arguments
using the original discussion topics.
STUDENT WORK PRODUCTS/
ASSESSMENTS:

Character in a bag (see above).

Lit group meeting activities and worksheets
Tier 3 CCSS:
SL .7.1
S.L. 7.1a
S.L. 7.1b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.3
S.L.7.4
S.L.7.5
S.L. 7.6
Tier 3 Resources/Materials:

Same as Tiers 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
Utilization of PowerPoint, Prezi
ADDITIONAL OVERALL NOTES (e.g., field trips, guest speaker)
Grade 7 English Language Arts
UNIT #2:
Persuasive Writing; Personal Courage
BIG IDEA(S): Personal Courage
READING:
HONORS: Fantasy-based literature unit
STANDARD: Realistic-fiction based unit
Setting, plot development, theme, characterization,
identifying support from text for inferences, symbolism,
author’s purpose.
Reinforce key reading skills:
Paraphrase (literal comprehension)
Inference (extended reasoning)
Vocabulary in context
Finding main idea/argument (summarizing)
WRITING:
Continue writing 5 paragraph essays (persuasive): thesis;
strength of reasons, ethos/pathos/logos, tone, topic &
concluding sentences, specificity of supporting details
Utilize transitional words and phrases
Literary analysis and journal response (open-ended)
Writer’s Notebook (personal response)
Utilize prewriting strategies appropriate to writing task,
including use of graphic organizer.
VOCAB/GRAMMAR SKILLS:
Root of the Week: Use Greek roots as clues to common,
grade-appropriate Greek the meaning of a word
Vocabulary acquisition, continued (Sadlier-Oxford)
Page 18
TIMEFRAME: October – November 20xx
ESSENTIAL QUESTIONS:
 What qualifies a text as fantasy (or realistic fiction)?
 Why do people read/write fantasy (or realistic
fiction)?
 How do elements of setting interact to create a
fantasy (or realistic fiction-based) novel?
 How does one maintain integrity and strength in the
face of difficulties?
 How do we effectively analyze literature for a deeper
understanding?
 How do we form appropriate/meaningful questions
to deepen the reading process (analysis)?








Why is it important to use and know good grammar
and expand our vocabulary?

Why is it important to vary sentence construction and
length?

Why is proper punctuation important?
Grammar: Parts of speech review
Choose among simple, compound, complex, and
compound-complex sentences to signal differing
relationships among ideas.
Punctuation: Continue proper use of commas; introduce
semi-colons and commas/conjunctions to correct run-ons.
TEST PREP:
Timed pre-test: Persuasive writing unit (administration of
post-test)
Complete persuasive unit in support of timed persuasive
Why is Writer’s Workshop an effective way to learn
to write?
Why do we write?
How do we effectively use ethos, pathos, and logos to
appeal to our audience?
How do we craft strong reasons and generate
supporting details?
How do we anticipate and overcome opposition
(counterargument)?
How do we successfully incorporate compositional
risks such as rhetorical questions and anecdotal
leads?
How do we utilize transition words and phrases to
help the flow of writing?
Grade 7 English Language Arts
Page 19
task.
ENDURING UNDERSTANDINGS:
1) Students will understand that good writers use descriptive details and character traits in order to establish
characterization.
2) Students will understand that good readers use inference skills and context clues in order to: identify themes,
understand characters, and identify the effects of setting on character and conflicts.
3) Students will understand that in order to analyze text effectively, they must be able to cite several pieces of
textual evidence to support what the text says explicitly as well as inferences drawn from the text.
4) Students will understand that there are four key critical reading skills: paraphrasing,
(literal comprehension), inference, (extended reasoning), vocabulary in context, and finding the main
idea/argument, (summarizing).
5) (Honors): Students will understand that reading fantasy involves deeper level thinking skills and imagination
to understand a more complicated, fantasy-based setting, including the ability to suspend disbelief of normal
constraints of nature.
6) (Standard): Students will understand that realistic fiction uses every day, possible scenarios to tap into universal
themes such as the benefits and difficulties of friendship.
7) Students will understand that maintaining one’s values and identity can help one maintain integrity and
strength in the face of hardship.
8) Students will understand that effective open-ended responses use RACER in order to answer all parts of the
task (Restate question, Answer the question, Cite evidence, Explain relevance (importance), Raise Insight).
Students will understand that effective open-ended responses use RACER in order to answer all parts of the
task (Restate question, Answer the question, Cite evidence, Explain relevance (importance), Raise Insight).
9) Students will understand that good writers construct a concise, well-formed thesis statement to maintain focus
within a strong persuasive argument essay.
10) Students will understand that successful persuasive essays contain (ideally three) specific reasons, supported
by details, and a counterargument to overcome opposition.
11) Students will understand that concise, coherent body paragraphs are anchored by clear topic sentences.
12) Students will understand that good writers can craft a strong persuasive appeal based on ethos, pathos and
logos.
13) Students will understand that transitional words and phrases help achieve cohesiveness between paragraphs
and within paragraphs for smoother writing.
14) Students will understand that a complete sentence must have a subject and predicate.
15) Students will understand that successful compositional risks include a variety of sentence structures and
lengths to create rhythm and interest for the reader.
16) Students will understand that parts of speech perform roles within a complete sentence.
READING
RELEVANT RE
SOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
Students will:
 Take notes: (plot, theme, conflict, setting).
 Demonstrate how characters are connected to
one another (explain interdependent
relationships).
Tier 1 CCSS:
RL7.1
RL7.2
RL7.3
L7.5
RIT7.1
RIT7.2
RI7.9
Tier 1 Resources/Materials:
Related nonfiction selections to support novel
HONORS NOVELS:
Fantasy/Theme= Personal Courage
Grade 7 English Language Arts




Read and recall evidence from the text.
Classify and organize plot events.
Identify elements of setting that distinguish the
work as fantasy (honors) or realistic fiction
(standard).
Read non-fiction selections related to lit circle
novel and identify main idea and support.
Page 20
Collins, GREGOR THE OVERLANDER
Friesner, NOBODY’S PRINCESS
Spinnell, QUIVER
Stroud, AMULET OF SAMARKAND
Mebus, GODS OF MANHATTAN
From textbook: “Phaethon and Sun Chariot”
STANDARD NOVELS:
Realistic Fiction/Theme=Personal Courage
Smith, PEAK
Avi, WOLF RIDER
Creech, WALK TWO MOONS
BUDDHA BOY, Kotje
STARGIRL, Spinelli
OKAY FOR NOW, Schmidt
Optional novel: Collins, HUNGER GAMES
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Complete close reading activity to build
inferences based on context clues and
questioning (line by line reading of first few pages
to generate questions/inferences).
 Read supplementary text as basis for comparison
to lit circle text and draw conclusions about
themes (“The Scholarship Jacket” –standard;
“The Monsters are Due on Maple Street”-honors).
 Complete a carousel activity, identifying themes
& character traits with supporting text evidence.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
From textbook:
 “The Scholarship Jacket” (standard)
 “The Monsters are Due on Maple Street” (honors)
SCOPE MAGAZINE
SSR: HISTORICAL FICTION Personal Choice (continued)
Tier 2 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
RIT7.1:
RIT7.2:
RI7.9
Tier 2 Resources/Materials:
 Same as Tier 1
Tier 3 CCSS:
RL7.1
Grade 7 English Language Arts
Students will:
 Critique author’s use of literary elements in the
novel relative to creative mood, vivid settings,
compelling conflict: Was author successful?
 Determine the meaning of words and phrases
from lit circle novels and textbook selections, and
then evaluate usage as it helps connect to the
setting and tone of the novel.
 Assess the characters’ actions and choices to
explain how personal courage is displayed in the
face of adversity –AND—
 Project how the outcome may have been
different had the characters chosen different
paths).
 Honors: Compose an essay to explain what
message Rod Serling may be making about
human nature given the characters’ actions and
reactions (“Monsters are Due…”), selecting and
properly citing key evidence to support claims.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Summer reading presentations (continued from
unit 1)
 Novel notes
 Carousel responses
 Honors project (response to “Monsters are
Due…”)
 Written responses to text selection (thematic
comparisons, both standard & honors)
 SSR historical fiction project
WRITING
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Page 21
RL7.2
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
RL7.10
RIT7.1
RIT7.2
RI7.6
RI7.9
RI7.10
Tier 3 Resources/Materials:
 Same as Tiers 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo.com: blogging
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
 Greek Friday student video presentations
(continued from Unit 1).
 www.youtube.com for selected clips.
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
W.7.4
Grade 7 English Language Arts
Students will:
 Respond to comprehension based questions.
 Respond to open-ended response questions
using RACER.
 Review key writing terms: prewrite, compose,
review, revise, publish; peer-conference; lead;
thesis; transition words; tone; details;
counterargument; offer solution.
 Identify and describe the 5 stages of effective
writing: pre-writing, drafting, revising, editing,
and publishing.
 Review the role of a topic sentence (it must
supply the argument for a specific paragraph).
 Identify key requirements of a valid thesis
statement.
 Identify common pitfalls in tone within
persuasive/argument essays (hostile tone,
exaggeration of claims, insincere flattery, overly
casual tone).
Tier 2 Activities/Strategies (Application/Analysis)
Page 22
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a
L.7.4b
Tier 1 Resources/Materials:
 Nancy Atwell, Lessons that Change Writers; 180
Days of Poetry
 SCAN (tregoed.org)
 Edmodo.com
Tier 2 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a
L.7.4b
Grade 7 English Language Arts
Students will:
 Practice prewriting within time limits.
 Complete timed district writing prompts:
Persuasive pre & post.
 Respond to writing prompts in Writer’s
Notebook– open-ended prompts based on
character development, theme, setting, author’s
purpose and style, conflict and resolution of
conflict, real world application.
 Respond to open-ended questions using RACER.
 Practice identifying and citing text evidence to
support observations (class activities and practice
exercises/worksheets).
 Select appropriate transition words to signal new
ideas, contrasts, and additional support at the
start of body paragraphs and within paragraphs.
 Utilize SCAN platform (persuasive) to assist in
crafting ethos/pathos/logos-driven reasons.
 Compose a persuasive/argument essay using 5paragraph format.
 Participate in class activities & practice exercises,
selecting appropriate and varied text evidence to
support observations.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Respond to writing prompts in Writer’s Notebook
– open-ended prompts based on character
development, theme, setting, author’s purpose
and style, conflict and resolution of conflict, real
world application.
 Update prior units 1-3
 Respond to open-ended questions using RACER,
including insightful ending.
 Differentiate between strong and weak topic
sentences; make revisions where needed.
 Craft clear topic sentences that lead to succinct
paragraphs.
Page 23
Tier 2 Resources/Materials:
 Same as Tier 1
 Persuasive Letter to Ernesto Graphic Organizer
 Thesis statement reference sheet
 Ethos, pathos, logos persuasive appeals
teachertube.com and handout
 Attention Grabbing Lead-Bridge-Thesis reference
sheet
 Transitional words reference sheet
 Persuasive writing graphic organizers
Tier 3 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a
L.7.4b
Tier 3 Resources/Materials:
 Same as Tiers 1,2
 Student friendly version of NJASK/PARCC Writing
Rubric
Grade 7 English Language Arts
Page 24

Complete a carousel activity, identifying valid
thesis statements or making revisions to weak
thesis statements.
 Participate in group and paired activities to revise
appeals to achieve proper tone, avoiding
hostility, exaggeration, insincere flattery.
 Compose a 5 paragraph essay in which the
student crafts an argument about a debatable
issue, formulates a coherent thesis statement,
offers three supporting reasons, with clear topic
sentences which are concisely and specifically
supported with evidence, and includes an
effective counterargument.
 Utilize SCAN platform to assist in considering
POV, crafting counterarguments and suggesting
solutions in persuasive writing.
 Evaluate their own drafts and those of peers to
reflect the inclusion of quotes, analysis, topic
sentences, complete paragraphs, introductions,
thesis statements (and MLA citations where
appropriate).
 Using teacher-provided models, students will
evaluate their own writing assignments as well as
the writing of their peers.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Evidence of prewriting
 5 paragraph persuasive/argument essay
 Responses to literature (see Reading section
above)
 Persuasive pre & post- test
 SCAN responses
 Carousel responses: creation of thesis
statements
VOCABULARY/GRAMMAR/SKILLS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo, SCAN
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
L.7.4
L.7.4.c
L. 7.4D
Students will:
Tier 1 Resources/Materials:
 Continue to add to parts of speech flip book
 Sadlier-Oxford workbooks and website
(review and identify examples of parts of speech).
 Smart Interactive grammar program Aegeom
 Identify common errors in grammar, such as
middle school lessons (accessed through network)
sentence fragments, improper usage of parts of
 Chompchomp.com
speech.
 Studyisland.com
 Complete MadLibs for vocabulary units.
 Class novels & lit circle books, anthology, SSR books
 Define new vocabulary words based on Greek
 Previous year’s MadLibs
Root of the week.
 Vocabulary index sheet and unit reference sheets
 Read provided excerpts with embedded
vocabulary to understand meaning (“Vocabulary
Grade 7 English Language Arts



Page 25
in Context”), which accompanies each vocabulary
unit in Sadlier Oxford program and answer VIC
questions.
Identify complete sentences (must have a subject
and predicate) versus fragments.
Identify possible sentence structures and lengths
(ways to start sentences and sentence
complexity).
Identify three different ways to correct comma
splices: Separate sentences; insert semi-colon;
insert comma with coordinating conjunctions.
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Create DRAW SOMETHING!-style cards in which
students create/illustrate context for vocabulary
words.
 Utilize DRAW-SOMETHING! cards to identify
vocabulary words using visual context clues.
 Utilize context clues from passages to infer
meaning.
 Utilize unit words in journal writing/Writer’s
Notebook responses to literary prompts.
 Use in writing new vocabulary words based on
Greek Root of the Week.
 Identify and correct sentence fragments, run-ons,
and comma splices, applying knowledge of
subject/predicate, proper punctuation and parts
of speech.
 Complete MadLibs for vocabulary units using
context clues to select appropriate part of speech
and vocabulary word.
 Define new vocabulary words based on Greek
Root of the week; use words in context.
 Read provided excerpts with embedded
vocabulary to understand meaning (“Vocabulary
in Context”), which accompanies each vocabulary
unit in Sadlier Oxford program and answer VIC
questions.
 Revise writing to experiment with structures and
lengths (ways to start sentences and sentence
complexity).
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Tier 2 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
Tier 2 Resources/Materials:
 Same as Tier 1
Tier 3 CCSS:
L.7.4
Grade 7 English Language Arts
Students will:
 Create and complete MadLib stories and games
using unit vocabulary words.
 Given a set of vocabulary-based or grammarbased cards, create complex sentences.
 Utilize newly acquired words in context
throughout assigned writing tasks.
 Appraise their own writing and look for
opportunities to incorporate compositional risks
by varying sentence structure, complexity and
length; revise as needed.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Flip books (parts of speech)
 DRAW SOMETHING! cards
 Madlib exercises
 Vocabulary assessments, including definitions,
synonyms, parts of speech and sentence completion
 Journal/Writer’s Notebook responses, with proper
use of newly acquired vocabulary words
 Studyisland.com topic results
Page 26
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
L.7.5c
L.7.6
Tier 3 Resources/Materials:
 Same as Tiers 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
 Sadlier-Oxford website
 Chompchomp.com, Studyisland.com
TEST PREP
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
W.7.1
W.7.1a
W.7.4
W.7.5
Tier 1 Resources/Materials:
 Supplementary texts, and practice passages
 NJASK/PARCC Writing Scoring Rubric with student
friendly version as reference sheet
 Persuasive Prompts
http://www.nj.gov/education/assessment/ms/58/ref/lal/ and sample student work
 Persuasive pre-writing graphic organizer
 PARCC resources
Students will:
 Complete pretests: Studyisland.com, persuasive
pretest.
 Practice prewriting techniques, such as
brainstorming activities.
 Identify writing tasks, purpose and audience
based on given prompts.
 Identify different types of compositional risks.
 Identify required writing elements for timed
writing tasks and open-ended responses to
literature passages (RACER).
Tier 2 Activities/Strategies (Application/Analysis)
Tier 2 CCSS:
W.7.1
W.7.4
Grade 7 English Language Arts
Students will:
 Repeatedly practice timed pre-writing with the
persuasive pre-writing organizer.
 Utilize the elements of a Persuasive Writing
assignment to compose a 5-paragraph essay.
 Utilize compositional risks and higher order
vocabulary in their persuasive writing
assignments.
 Apply RACER mnemonic for open-ended
responses.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Given a debatable topic, apply the elements of
the persuasive writing assignment to compose a
compelling essay within timed conditions.
 Utilize teacher-provided models to evaluate the
persuasive assignment of their peers in a peerediting workshop and provide specific feedback
utilizing the NJASK/PARCC Writing Scoring Rubric
(student friendly version).
 Critique their persuasive assignments and OER
responses and revise as needed using the
NJASK/PARCC Writing Rubric.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Score/Grade Persuasive Writing assignments
and prewriting
 Formal & informal writing assessments
 Edmodo OER responses to literature using
RACER.
 Studyisland.com scores
SPEAKING/ LISTENING
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Students will:
 Class will establish rules and roles for lit circle –
group meeting discussions.
 Prepare notes (answer open-ended questions, or
Page 27
W.7.5
Tier 2 Resources/Materials:
 Same as Tier 1
Tier 3 CCSS:
W.7.1
W7.1a
W.7.4
W.7.5
Tier 3 Resources/Materials:
 Same as Tiers 1 & 2
 Peer-editing guide
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
Studyisland.com; chompchomp.com, SCAN
RELEVANT
RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
S.L. 7.1
S.L. 7.1.a
S.L. 7.1.b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.2
S.L. 7.6
Tier 1 Resources/Materials:
 Rubrics for oral presentations
 Guidelines for lit circle discussions and class
participation
Grade 7 English Language Arts
identify literary devices from a specific text) to be
prepared for discussions.
 Develop questions using notes and prior reading
to develop discussion questions.
 Present Greek myths as part of Greek Friday
presentation (continued from Unit 1).
Tier 2 Activities/Strategies (Application/Analysis)
Page 28



Rubrics for lit circle group activities
Pre-writing, brainstorming and note-taking sheets
Greek Friday presentation guidelines & rubric
Tier 2 CCSS:
S.L. 7.1
S.L. 7.1.a
S.L. 7.1.b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.2
S.L. 7.6
Students will:
Tier 2 Resources/Materials:
 Develop questions using notes and prior reading
 Same as Tier 1
to develop discussion questions.
 Selected Reader’s Theatre pieces (Scope)
 Provide evidence during the discussion to support
 “Monsters are Due on Main Street” from textbook
their arguments.
(honors)
 Analyze peer evidence and arguments and
respond to the discussion topics.
 Perform Reader’s Theatre selections (Scope
Magazine and textbook—“Monsters are Due…”).
 Interpret and explain Greek myths as part of
Greek Friday presentation (continued from Unit
1).
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Tier 3 CCSS:
SL .7.1
S.L. 7.1a
S.L. 7.1b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.3
S.L.7.4
S.L.7.5
S.L. 7.6
Students will:
Tier 3 Resources/Materials:
 Interpret and explain Greek myths as part of
 Same as Tier 1 & 2
Greek Friday presentation.
 Develop questions using notes and prior reading
to develop discussion questions.
 Provide evidence during the discussion to support
their arguments.
 Analyze peer evidence and arguments and
respond to the discussion topics.
 Evaluate and discuss evidence from peers to
generate new ideas.
 Create original arguments using the given
discussion topics.
Grade 7 English Language Arts
Page 29
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Lit group meeting activities and worksheets
 Student-generated questions on index cards for
Utilization of PowerPoint, Prezi, youtube.com (Greek
whole class and small group discussions
Friday presentations); youtube.com for selected clips.
 Individual and group read-outs in response to lit
circle activities as well as whole class tasks
ADDITIONAL OVERALL NOTES (e.g., field trips, guest speakers):
Young Audiences: PTO-sponsored assembly: Greek myths retold by Seth Reichgott (Phaethon, Pandora and
Odysseus) with follow-up written responses using Edmodo. www.yanj.org
UNIT #3:
Standard: Informative/explanatory writing/Fantasy
Honors: Informative/explanatory writing/Fantasy; classic
BIG IDEA(S): Courage: Finding Inner
Strength Through Friendship
Tragedy; Sympathy versus empathy (honors)
READING:
Standard level: Introduce fantasy
Honors level: Continue fantasy; introduce classic
Setting, plot development, theme, characterization,
identifying support from text for inferences, symbolism,
author’s purpose, conflict (internal, external), irony
Reinforce key reading skills:
Paraphrase (literal comprehension)
Inference (extended reasoning)
Vocabulary in context
Finding main idea/argument (summarizing)
Literary devices
WRITING:
Introduce informative/explanatory writing unit (5paragraph essay)
Continue to reinforce persuasive elements
Literary analysis and journal response (open-ended)
Writer’s Notebook (personal response)
Introduce prewriting strategies appropriate to writing task,
including use of graphic organizer
VOCAB/GRAMMAR SKILLS:
Root of the Week: Use Greek roots as clues to common,
grade-appropriate Greek the meaning of a word
Grammar: Parts of speech review
TIMEFRAME: December – January 20xx
ESSENTIAL QUESTIONS:
 What qualifies a text as fantasy (or realistic fiction)?
 Why do people read/write fantasy (or realistic fiction)?
 How do elements of setting interact to create a fantasy
(or realistic fiction-based) novel?
 How does one maintain integrity, dignity, and strength
in the face of difficulties?
 How do we effectively analyze literature for a deeper
understanding?
 How do we form appropriate/meaningful questions to
deepen the reading process (analysis)?
 How do value-driven choices affect personal
consequences?
 How is persuasion used in a mock trial
(defense/prosecution)?
 What makes a personal decision difficult or
complicated?
 What makes a situation (and literature) tragic?
 What is the definition of irony?
 How can a writer use irony to create an impactful
narrative?


Why is Writer’s Workshop an effective way to learn to
write?
Why do we write?
What are the characteristics of a well composed
informative/explanatory essay?
How does one compile and compose strong support
and generate supporting details?
How do we successfully incorporate compositional
risks such as rhetorical questions and anecdotal leads?
What is a universal statement?

Why is it important to use and know good grammar




Grade 7 English Language Arts
Page 30
Punctuation: Proper use of commas
TEST PREP:
Timed pre-test: Persuasive writing unit
Launch persuasive unit in support of timed persuasive task.
and expand our vocabulary?


Why is it important to vary sentence construction and
length?
Why is it important that modifiers are correctly placed
within sentences?
Why is proper punctuation important?

SPEAKING/LISTENING:
Students will defend (or attack) character actions in a mock
trial activity, responding to classmates’ responses to rebut
claims and strengthen arguments.
ENDURING UNDERSTANDINGS:
1) Students will understand that good writers use descriptive details and character traits in order to establish
characterization.
2) Students will understand that good readers use inference skills and context clues in order to identify themes.
3) Students will understand that good readers use inference skills and context clues in order to understand
characters.
4) Students will understand that in order to analyze text effectively, they must be able to cite several pieces of
textual evidence to support what the text says explicitly as well as inferences drawn from the text.
5) Students will understand that there are four key critical reading skills: paraphrasing,
(literal comprehension), inference, (extended reasoning), vocabulary in context, and finding the main
idea/argument, (summarizing).
6) Students will understand that maintaining one’s values and identity can help one maintain integrity and strength
in the face of hardship.
7) Students will analyze and evaluate character actions, crafting a defense or prosecution stance for a mock trial.
8) Students will understand that sympathy is different from empathy in analyzing complex literature and life.
9) Students will understand that writers use irony as a literary device.
10) Students will understand that writers use figurative language to achieve a certain mood in a work.
11) Students will understand that effective open-ended responses use RACER in order to answer all parts of the task
(Restate question, Answer the question, Cite evidence, Explain relevance (importance), Raise Insight).
12) Students will understand that an effective informative/explanatory essay contains many of the same elements as
covered in the persuasive unit: lead, bridge to thesis, thesis statement (central idea), 5 paragraph organization,
topic & concluding sentences, supporting details/examples, transition words, compositional risks, consideration
of audience, universal statement, and polished tone.
13) Students will understand that a complete sentence must have a subject and predicate.
14) Students will understand that parts of speech perform roles within a complete sentence.
15) Students will understand that misplaced and dangling modifiers affect the intended meaning of a sentence.
16) Students will understand that good writers use a variety of compositional risks in order to convey their ideas
most effectively and capture reader interest.
READING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
STUDENTS WILL:
 Read text and answer comprehension questions:
(plot, theme, conflict, setting, characterization, and
Tier 1 CCSS:
RL7.1
RL7.2
L7.5
RIT7.1
RIT7.2
RIT7.9
Tier 1 Resources/Materials:
HONORS:
Fantasy/Theme= Personal Courage
Grade 7 English Language Arts










mood).
Demonstrate how characters are connected to one
another (explain interdependent relationships).
Read and recall evidence from the text.
Classify and organize plot events.
Identify elements of setting that distinguish the
work as fantasy (standard) or classic historical fiction
(honors).
Read non-fiction selections related to class novel
and identify main idea and supporting details.
Participate in Reader’s Theatre activities to aid
comprehension of text and reinforce content of
Greek mythology (standard).
Define irony.
Identify qualities of a tragic hero and tragedies in
literature (honors).
Define concepts of euthanasia, vigilantism.
Define courtroom terms (prosecution, defense,
attorney, judge, counsel, etc.).
Page 31
Lowry, THE GIVER
Classic/Theme: Friendship and Dignity
Steinbeck, OF MICE AND MEN
“Flowers for Algernon” D. Keyes
STANDARD:
Fantasy/Theme=Personal Courage
Riordan, LIGHTNING THIEF
Optional Texts for Standard level (Friendship & Dignity—
theme):
Strassler, THE WAVE
Supplementary Greek myths to accompany Lightning
Thief (standard)
SCOPE MAGAZINE (includes Reader’s Theatre version of
“The Gift of the Magi” and “The Necklace” for standard
levels)
Honors: “The Gift of the Magi” by O Henry and “The
Necklace” by Guy de Maupaussant
Monster in the Maze: Lost in the Labyrinth: 1/31/2011
Multimedia for irony reinforcement: Twilight Zone
options: “Number Twelve Looks Just Like You,” “Time
Enough at Last,” “Obsolete Man,” “A Short Drink from a
Certain Fountain” and “The Self-Improvement of
Salvadore Ross”
Spongebob excerpt: “SB 129” season 1 disc 2 or “A Life of
Crime”
Nonfiction:
Howie Mandel interview on OCD and Top Wrongly
Convicted Felons article (LThief-Standard)
Rumspringa information (honors—The Giver)
Dr. Kevorkian bio excerpt, “Blind Twins from Belgium
Elect for Euthanasia” article & Guardian Angels article (C.
Sliwa-vigilante justice)—supplements OM&M
Tier 2 Activities/Strategies (Application/Analysis)
SSR Choice: Award-winning fiction
Tier 2 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
L7.5
RIT7.1
Grade 7 English Language Arts
Students will:
 Complete close reading activity to build inferences
based on context clues and questioning (line by line
reading of first few pages to generate questions/
inferences).
 Respond to supplementary nonfiction text –
compare to class novel and draw conclusions about
content relationships/connections (see list of
resources, stored on network).
 Complete a carousel activity, identifying themes &
character traits with supporting text evidence.
 Examine and explain the development of theme(s)
throughout the course of a given work.
 Explain how setting influences the mood of a work.
 Watch film version of text (OM&M-honors) and
respond to comparative comprehension-based
questions.
 Identify examples of irony in a given text and explain
how they are ironic (see also Writing).
 Identify text evidence that supports a given claim (to
be used in mock trial as support for prosecution or
defense)
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Make personal connections and express reactions to
reading with insights in Writer’s Notebook (student
discussions, written reactions).
 Evaluate and critique film version of text (OM&Mhonors).
 Critique author’s use of literary elements in the
novel relative to creative mood, vivid settings,
Page 32
RIT7.2
RIT7.3
RIT7.9
Tier 2 Resources/Materials:

Same as Tier 1
Tier 3 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
RL7.10
L7.5
RIT7.1
RIT7.2
RIT7.3
RIT7.9
RIT7.6,
RIT7.10
Tier 3 Resources/Materials:
 Same as Tier 1 and 2
Grade 7 English Language Arts
compelling conflict: How does the writer use
symbols, mood or other literary devices to convey a
message?
 Determine the meaning of words and phrases from
class novels and textbook selections, and then
evaluate usage as it helps connect to the setting and
tone of the novel.
 Assess the characters’ actions and choices to explain
how personal courage/friendship is displayed in the
face of adversity –AND—
 Project how the outcome may have been different
had the characters chosen different paths.
 Conduct a mock trial to determine justification for
characters’ actions: Build support that encompasses
an entire text to support prosecution or defense of
character actions, present arguments, identify and
overcome counterarguments as part of a cohesive,
comprehensive approach.
 Honors project: Comparing OM&M and “Flowers for
Algernon,” evaluate elements of tragedy as
applicable to both works; decide which character
from either work ultimately suffers a more tragic
outcome and why (5 paragraph essay with properly
cited support).
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Novel notes and comprehension packet responses
 Carousel responses

Mock trial

Written responses to irony (multimedia including
Twilight Zone; supplemental short stories)

Honors project

Edmodo responses to literature and multimedia:
OER questions using RACER
WRITING
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Page 33
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo.com: blogging
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through
network)
 Provision of multimedia (selected television
episodes in full or in part), uploaded to teacher
pages/Edmodo for students’ at-home viewing.
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W.7.2
W.7.2a
W 7.2b
W.7. 2c
W.7.2d
W.7.2e
W. 7.2f
W.7.4
Grade 7 English Language Arts
Students will:
 Respond to comprehension based questions.
 Respond to open-ended response questions using
RACER.
 Review the role of a topic sentence (it must supply
the argument for a specific paragraph).
 Review key requirements of a valid thesis
statement.
 Review common pitfalls in tone within
persuasive/argument essays (hostile tone,
exaggeration of claims, insincere flattery, overly
casual tone).
 Identify the type of writing involved in assigned
task.
 Practice (timed) brainstorming and prewriting.
 Utilize prewriting to generate an outline for a 5
paragraph informative/explanatory essay.
 Read sample student essays from NJDOE, identify
and highlight topic sentences, transition words,
concluding sentences.
Tier 2 Activities/Strategies (Application/Analysis)
Page 34
W7.5
W7.6
W.7.10
L.7.1 a,b,c
L.7.2 a,b
L7.5
Tier 1 Resources/Materials:
 Nancy Atwell, Lessons that Change Writers; 180
Days of Poetry
 SCAN (tregoed.org)
 Edmodo.com
 PowerPoint for informative/explanatory writing
tips (accessed via network)
 Transition word reference sheet,
 Writing rubric reference sheets
 Student model essays from NJDOE (and past
student work)
 Literacycookbook.com resources: Punchy Insights
poster, Informative/explanatory Sample Quote
Response Prompts, Informative/explanatory
Prewriting Practice/Organizer
Tier 2 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W.7.2
W.7.2a
W 7.2b
W.7. 2c
W.7.2d
W.7.2e
W. 7.2f
W.7.4
W7.5
W7.6
W.7.10
L.7.1 a,b,c
L.7.2 a,b
L7.3
L.7.4a
Grade 7 English Language Arts
Students will:
 Respond to writing prompts in Writer’s Notebook–
open-ended prompts based on character
development, theme, setting, author’s purpose and
style, conflict and resolution of conflict, real world
application.
 Respond to open-ended questions using RACER,
providing inferential insights.
 Utilize SCAN platform (persuasive) to assist in
crafting ethos/pathos/logos-driven reasons.
 For literature-based writing, practice identifying and
citing text evidence to support observations (class
activities and practice exercises/worksheets).
 Complete timed district writing prompts:
Informative/explanatory pre & post.
 Utilize prewriting and brainstorming to generate an
outline for a 5 paragraph informative/explanatory
essay.
 Using outline, compose an informative/explanatory
essay using 5 paragraph format.
 Select appropriate transition words to signal new
ideas, contrasts, and additional support at the start
of body paragraphs and within paragraphs.
 Craft clear, strong topic sentences (it must supply
the argument for a specific paragraph).
 Craft concise concluding sentences at the end of
body paragraphs and conclusion.
 Compose a 5 paragraph informative/explanatory
essay.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 35
L.7.4b
L7.5
Tier 2 Resources/Materials:

Same as Tier 1
Tier 3 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W.7.2
W.7.2a
W 7.2b
W.7. 2c
W.7.2d
W.7.2e
W. 7.2f
W.7.4
W7.5
W7.6
W.7.10
Grade 7 English Language Arts
Students will:
 Respond to writing prompts in Writer’s Notebook –
open-ended prompts based on character
development, theme, setting, author’s purpose and
style, conflict and resolution of conflict, real world
application.
 Respond to open-ended questions using RACER,
including insightful ending.
 Self-evaluate -- Differentiate between strong and
weak topic sentences; make revisions where
needed.
 Craft clear topic sentences that lead to succinct
paragraphs.
 Craft universal statements/punchy insights
appropriate to writing task to be used in
introduction and closing.
 Compose a 5 paragraph informative/explanatory
essay in which the student successfully incorporates
covered elements of informative/explanatory
writing (which includes a coherent thesis statement,
offers three supporting reasons, with clear topic
sentences which are concisely and specifically
supported with evidence, and includes an effective
conclusion with insight and/or universal statement.
 Evaluate their own drafts using Writing Rubric and
those of peers to reflect the inclusion of quotes,
analysis, topic sentences, complete paragraphs,
introductions, thesis statements (and MLA citations
where appropriate).
 Using teacher-provided models, students will
evaluate their own writing assignments as well as
the writing of their peers.
 Honors project: 5 paragraph essay with properly
cited support: Comparing OM&M and “Flowers for
Algernon,” evaluate elements of tragedy as
applicable to both works; decide which character
from either work ultimately suffers a more tragic
outcome and why.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Evidence of prewriting
 Honors: essay with text evidence comparing novel
to short story (OMM/“FFA”)
 5 paragraph informative/explanatory pre & posttest and practice exercises
 Edmodo responses to literature and multimedia:
OER questions using RACER
Page 36
L.7.1 a,b,c
L.7.2 a,b
L.7.4a
L.7.4b
L7.5
Tier 3
 Same as Tiers 1 and 2
 Honors: “Flowers for Algernon” story copy,
project description and rubric.
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo .com
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through
network)
 Multimedia clips (as described above) as basis for
writing prompts
Grade 7 English Language Arts
Page 37
 Responses to literature (see Reading section above)
VOCABULARY/GRAMMAR/SKILLS
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
L.7.4
L.7.4.c
L. 7.4.d
Tier 1 Resources/Materials:
 Sadlier-Oxford workbooks and website
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through
network)
 Chompchomp.com: Grammar & punctuation
skills practice site (interactive resource for handson reinforcement) Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement)
 Studyisland.com: Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement): Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement)
 Class novels & lit circle books, anthology, SSR
books
 Previous year’s MadLibs
 Vocabulary index sheet and unit reference sheets
Students will:
 Continue to add to parts of speech flip book (review
and identify examples of parts of speech).
 Identify common errors in grammar, such as
sentence fragments, improper usage of parts of
speech.
 Complete MadLibs for vocabulary units.
 Define new vocabulary words based on Greek Root
of the Week.
 Read provided excerpts with embedded vocabulary
to understand meaning (“Vocabulary in Context”)
which accompanies each vocabulary unit in SadlierOxford program and answer VIC questions.
 Identify complete sentences (must have a subject
and predicate) versus fragments.
 Identify possible sentence structures and lengths
(ways to start sentences and sentence complexity).
 Identify three different ways to correct comma
splices: Separate sentences; insert semi-colon; insert
comma with coordinating conjunctions.
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Create DRAW SOMETHING!-style cards in which
students create/illustrate context for vocabulary
words.
 Utilize DRAW-SOMETHING! cards to identify
vocabulary words using visual context clues.
 Utilize context clues from passages to infer meaning.
 Utilize unit words in journal writing/Writer’s
Notebook responses to literary prompts.
 Use in writing new vocabulary words based on
Greek Root of the week.
 Identify and correct sentence fragments, run-ons,
and comma splices, applying knowledge of
subject/predicate and parts of speech
 Read provided excerpts with embedded vocabulary
to understand meaning (“Vocabulary in Context”)
Tier 2 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
Tier 2 Resources/Materials:
 Same as Tier 1
Grade 7 English Language Arts
which accompanies each vocabulary unit in SadlierOxford program and answer VIC questions.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 38
Tier 3 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
L.7.5c
L.7.6
Tier 3 Resources/Materials:
 Same as Tiers 1 and 2
Students will:
 Create and complete MadLib stories and games using
unit vocabulary words.
 Given a set of vocabulary-based or grammar-based
cards, create complex sentences.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Flip books (parts of speech)
 DRAW SOMETHING! cards
 Smart Interactive grammar program Aegeom
 Madlib exercises
middle school lessons (accessed through
 Vocabulary assessments, including definitions,
network)
synonyms, parts of speech and sentence completion
 Sadlier-Oxford website
 Journal/Writer’s Notebook responses, with proper use of
 Chompchomp.com: Grammar & punctuation
newly acquired vocabulary words
skills practice site (interactive resource for hands Studyisland.com: Grammar & punctuation skills practice
on reinforcement)
site (interactive resource for hands-on reinforcement)
topic results
TEST PREP
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
W.7.1
7.1a, b, c, d, e
W.7.2
W.7.2a, b, c, d, e, f
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a, b
L7.5
Tier 1 Resources/Materials:
 Supplementary texts, and practice passages
 NJASK/PARCC Scoring Rubric with student
friendly version as reference sheet
 NJASK/PARCC Prompts
http://www.nj.gov/education/assessment/ms/58/ref/lal/ and sample student work
Students will:
 Complete pretest & posttest
(informative/explanatory)
 Practice prewriting techniques, such as
brainstorming activities.
 Identify writing tasks, purpose and audience based
on given prompts.
Grade 7 English Language Arts


Identify different types of compositional risks.
Identify required writing elements for timed writing
tasks and OERs to literature passages (RACER).
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Repeatedly practice pre-writing with the
informative/explanatory pre-writing organizer.
 Utilize the elements of persuasive writing (as
covered) to compose an essay.
 Utilize the elements of informative/explanatory
writing (as covered) to compose an essay.
 Utilize compositional risks and higher order
vocabulary in their informative/explanatory
writing assignments.
 Apply RACER mnemonic for open-ended
responses.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Utilize the elements of persuasive writing (as
covered) to compose an essay.
Page 39

Informative/explanatory: Literacycookbook.com
resources: Punchy Insights poster, 6-8
Informative/explanatory Sample Quote Response
Prompts, Informative/explanatory Prewriting
Practice/Organizer
Tier 2 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W.7.2
W.7.2a, b, c, d, e, f
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a, b
L7.5
Tier 2 Resources/Materials:

Same as Tier 1
Tier 3 CCSS:
W.7.1, W7.1.a,b,c,d,e
W.7.2, W.7.2a,b,c,d,e,f
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4 a,b
L7.5
Tier 3 Resources/Materials:
 Same as Tiers 1 & 2
Grade 7 English Language Arts




Page 40
Utilize the elements of informative/explanatory
writing (as covered) to compose an essay.
Utilize a teacher-provided model to evaluate their
own writing in a peer-editing workshop; make
recommendations by utilizing the NJASK/PARCC
Scoring Rubric.
Utilize compositional risks and higher order
vocabulary in their informative/explanatory writing
assignments
Appraise their informative/explanatory assignments
and revise so that each part of the task is matched
up with the components on the NJASK/PARCC
Scoring Rubric.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Evidence of prewriting
 Score/grade informative/explanatory writing
assignments
 Formal & informal writing assessments
 Edmodo OER responses to literature using
RACER
 Studyisland.com: Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement) scores
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
Studyisland.com: Grammar & punctuation skills practice
site (interactive resource for hands-on reinforcement);
chompchomp.com: Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement),
SCAN
SPEAKING/ LISTENING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
S.L. 7.1
S.L. 7.1.a,b,c,d
S.L. 7.2
S.L. 7.6



Students will prepare notes/packet responses
(answer open-ended questions, or identify literary
devices from a specific text) to be prepared for
discussions.
Students will develop questions using notes and
prior reading to develop discussion questions.
Students will collect/prepare evidence for mock trial
presentations—trial procedures based on character
actions and outcomes.
Tier 2 Activities/Strategies (Application/Analysis)
Tier 1 Resources/Materials:
 Pre-writing, brainstorming and note-taking sheets
 Class novel comprehension question packets
 Mock trial question and information packet
Tier 2 CCSS:
S.L. 7.1
S.L. 7.1.a,b,c,d
S.L. 7.2
S.L. 7.6
Grade 7 English Language Arts
Students will:
 Develop questions using notes and prior reading to
develop discussion questions
 Provide evidence during the discussion to support
their arguments.
 Analyze peer evidence and arguments and respond
to the discussion topics.
 Interpret and explain Greek myths as part of Greek
Friday presentation
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 41
Tier 2 Resources/Materials:

Same as Tier 1
Tier 3 CCSS:
SL .7.1
S.L. 7.1a,b,c,d
S.L. 7.3
S.L.7.4
S.L.7.5
S.L. 7.6
Tier 3 Resources/Materials:
 Same as Tier 1 and 2
 Socratic seminar observation/rubric
Students will:
 Develop questions using notes and prior reading to
develop discussion questions
 Provide evidence during the discussion to support
their arguments during mock trials.
 Analyze peer evidence and arguments and respond
to the discussion topics during mock trials.
 Evaluate evidence from peers to generate new ideas
during mock trials.
 Create original arguments using the original
discussion topics.
 Conduct Socratic seminar using student-generated
higher-level discussion questions and textual
evidence; defend and clarify position.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Mock trial performances: Students’ ability to defend
character actions and rebut testimony by citing text
Utilization of selected clips (courtroom procedures,
evidence and reasoning; student jurors render verdict based youtube.com)
on level of support presented by prosecution/defense.
 Class and small group discussions
 Socratic seminar performance
ADDITIONAL OVERALL NOTES (e.g., field trips, guest speakers):
Grade 7 English Language Arts
UNIT #4:
Standard: Narrative writing/Fantasy, Sci-Fi
Honors: Narrative writing; Lowry author study
BIG IDEA(S): Hero & Courage
READING:
Standard level: Fantasy, Sci-Fi
Honors level: Lowry author study
Setting: fantasy societies including dystopia
Characterization: characterization/character growth,
protagonist/antagonist, internal/external motivation,
goals, values and beliefs
Plot development, suspense, theme, symbolism,
author’s purpose, conflict (internal, external),
foreshadowing, cause & effect, dialogue, mood, voice
Page 42
TIMEFRAME: February- March 20XX
ESSENTIAL QUESTIONS:
 How do elements of setting interact to create a fantasy
novel?
 How does one maintain integrity, dignity, and strength in
the face of difficulties or social expectations and norms?
 How do we effectively analyze literature for a deeper
understanding?
 How do we form appropriate/meaningful questions to
deepen the reading process (analysis)?
 How do value-driven choices affect personal
consequences?
 Why does one make personal sacrifices for the good of
society or betterment of humanity?
 What is the definition of utopian and dystopian
societies?
Reinforce key reading skills:
Paraphrase (literal comprehension)
Inference (extended reasoning)
Compare/contrast
Vocabulary in context
Finding main idea/argument (summarizing)
Literary devices
Identifying support from text for inferences
Honors: Author’s purpose
WRITING:
Introduce narrative writing unit
Voice and dialogue
Suspense/rising action and conflict
Continue to reinforce persuasive and explanatory
elements
Literary analysis and journal response (open-ended)
Writer’s Notebook (personal response)
Introduce prewriting strategies appropriate to writing
task, including use of graphic organizer




How do we keep readers’ interests when writing
narratives?
What are the characteristics of a well composed
narrative?
How does one compile and compose strong support and
generate supporting details while analyzing literature?
How do we successfully incorporate compositional risks
such as figurative language, narrative leads, circular
endings, and dialogue?
VOCAB/GRAMMAR SKILLS:
Root of the Week: Use Greek roots as clues to common,
grade-appropriate Greek the meaning of a word
Grammar: Parts of speech review

Why is it important to use and know good grammar and
expand our vocabulary?
Grade 7 English Language Arts
Punctuation: Proper use of quotation marks
TEST PREP:
Timed pre-test: Narrative writing unit
Launch narrative unit in support of timed narrative task.
Page 43



Why is it important to vary sentence construction and
length?
Why is it important that quotation marks are correctly
placed when crafting dialogue?
Why is it important to identify and eliminate redundancy
in written work?
Why are proper conventions, such as capitalization and
punctuation, important?

SPEAKING/LISTENING:
Class & small group discussion: Students will discuss and
debate character actions/sacrifices relative to concept of
heroism, citing examples from text to support ideas.
ENDURING UNDERSTANDINGS:
1) Students will understand that good writers use descriptive details and dialogue in order to establish
characterization and enhance plot.
2) Students will understand that good readers use inference skills and context clues in order to identify themes
and characters.
3) Students will understand that in order to analyze text effectively, they must be able to cite several pieces of
textual evidence to support what the text says explicitly as well as inferences drawn from the text.
4) Students will understand that there are four key critical reading skills: paraphrasing,
(literal comprehension), inference, (extended reasoning), vocabulary in context, and finding the main
idea/argument, (summarizing).
5) Students will understand that maintaining one’s individuality can help one maintain identity and sense of self in
the face of social expectations and norms.
6) Students will understand that good readers analyze and evaluate character actions.
7) Students will understand that writers use foreshadowing as a literary device to hook readers’ interest and build
suspense.
8) Students will understand that writers use figurative language to achieve a certain mood in a work.
9) Honors: Students will understand that authors may create a narrative to make a statement about the human
condition or society in general.
10) Students will understand that effective open-ended responses use RACER in order to answer all parts of the task
(Restate question, Answer the question, Cite evidence, Explain relevance (importance), Raise Insight).
11) Students will understand that successful narrative essays contain a beginning, middle and end with dialogue,
emotions, setting development, and conflict.
12) Students will understand that good writers use a variety of compositional risks and concise expression in order
to convey their ideas most effectively and capture reader interest.
READING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Students will:
 Read text and take notes: (plot, theme, conflict,
setting, characterization, and mood).
Tier 1 CCSS:
RL7.1
RL7.2
L7.5
RIT7.1
RIT7.2
RIT7.4
RIT7.6
RIT 7.7
RI7.9
RIT7.10
Tier 1 Resources/Materials
HONORS: Lowry Author Study
Grade 7 English Language Arts









Demonstrate how characters are connected to
one another (explain interdependent
relationships).
Read and recall evidence from the text.
Classify and organize plot events.
Identify elements of setting that distinguish the
work as fantasy.
Read non-fiction selections related to lit circle
novel and identify main idea and supporting
details.
Define characteristics of dystopian/utopian
societies.
Define foreshadowing and suspense.
Define personal sacrifice.
Define euphemism.
Page 44
Fantasy/Theme= Hero & Courage
Lowry: GATHERING BLUE
Lowry, MESSENGER
Lowry, SON
STANDARD: Fantasy, Sci-Fi/Theme = Hero & Courage
Delaney, THE LAST APPRENTICE:
REVENGE OF THE WITCH
Collins, GREGOR THE OVERLANDER
Lowry, THE GIVER
(optional text: Mebus, GODS OF MANHATTAN, Collins’
HUNGER GAMES)
SCOPE MAGAZINE
Selected video clips to demonstrate dystopia (“Obsolete
Man” and “Number Twelve Looks Just Like You” stored on
network).
Selected clip to accompany Rumspringa article (“TLC’s
Breaking Amish”)
Selected nonfiction articles in support of standard lit circle
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Complete close reading activity to build inferences
based on context clues and questioning (line by
line reading of first few pages to generate
questions/ inferences).
 Respond to supplementary nonfiction text –
compare to class novel and draw conclusions
about content relationships/connections (see list
Writing Rubric
RL7.1
RL7.2
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
L7.5
RIT7.1
RIT7.2
RIT7.3
RIT7.4
RIT7.6
RIT 7.7
RI7.9
RIT7.10
Tier 2 Resources/Materials

Same as Tier 1
Grade 7 English Language Arts
of resources, stored on network).
Complete a carousel activity, identifying themes &
character traits with supporting text evidence.
 Examine and explain the development of theme(s)
throughout the course of a given work.
 Explain how setting influences the mood of a
work.
 Identify examples of utopia/dystopia in a given
text and explain how they contribute to the mood
(see also Writing).
 Identify text evidence that supports a given claim
when analyzing literature.
 Track and explain the growth of a character in
response to developing conflict.
 Cause and effect: Trace the cause of plot events as
they unfold (taking notes).
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 45

Students will:
 Make personal connections and express reactions
to reading with insights in Writer’s Notebook
(student discussions, written reactions).
 Watch Twilight Zone episode featuring dystopian
society and compare/evaluate aspects of society
to novel and life, responding to OER question
using RACER via Edmodo.
 Critique author’s use of literary elements in the
novel relative to mood, vivid settings, compelling
conflict: How does the writer use symbols,
euphemisms, mood or other literary devices to
convey a message? Take notes to use in lit circle
group discussion and journal response/Edmodo.
 Assess the characters’ actions and choices to
explain how individuality is maintained in the face
of social pressure –AND—
 Project how the outcome may have been different
had the characters chosen different paths.
 Honors project: Comparing The Giver and another
Lowry work (Gathering Blue, Messenger, or Son);
compose a 5 paragraph essay with properly cited
textual evidence. Choose 1 option:
a. How does EACH environment/setting shape
the conflicts and/or characters? or
Tier 3 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.6
RL7.7
RL7.9
RL7.10
L7.5
Tier 3 Resources/Materials
 Same as Tier 1 and 2
 Honors project description and rubric
Grade 7 English Language Arts
Page 46
b. What is the author’s purpose of EACH novel?
(What commentary does each story make
about human nature?) or
c. What is the role of the main character in the
salvation of EACH society?
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Novel notes and journal responses
 Carousel responses
 Written responses to nonfiction articles and clips
(multimedia including Twilight Zone and other
video clips as described above)
 Honors project
 Edmodo responses to literature and multimedia:
OER questions using RACER
WRITING
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Students will:
 Respond to comprehension based questions.
 Respond to open-ended response questions using
RACER.
 Identify the type of writing involved in assigned
task.
 Practice (timed) brainstorming and prewriting.
 Utilize prewriting to generate an outline for a
narrative.
 Compose a narrative in a timed setting.
 Continue to practice key elements of persuasive
and explanatory writing.
Tier 2 Activities/Strategies (Application/Analysis)
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo.com: blogging
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
 Provision of multimedia (selected television
episodes in full or in part), uploaded to teacher
pages/Edmodo for students’ at-home viewing.
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W.7.3a,b,c,d,e,
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L7.5
Tier 1 Resources/Materials:
 Nancy Atwell, Lessons that Change Writers; 180
Days of Poetry
 SCAN (tregoed.org)
 Edmodo.com
 writing rubric reference sheets
 SPACED reference sheet for narrative writing:
setting, people/problem, action, conclusion,
emotions, dialogue.
 Student model essays from NJDOE (and past
student work) and sample prompts
 Literacycookbook.com resources: Narrative Task
Prewriting Practice organizer, Speculative Writing
Prompts for Grades 5-8, sample prompts.
Tier 2 CCSS:
W.7.1
7.1a , b, c, d, e
Grade 7 English Language Arts
Students will:
 Respond to writing prompts in Writer’s Notebook
– open-ended prompts based on character
development, theme, setting, author’s purpose
and style, conflict and resolution of conflict, real
world application.
 Respond to open-ended questions using RACER,
providing inferential insights.
 Analyze writing to identify redundancy for the
purpose writing concisely.
 For literature-based writing, practice identifying
and citing text evidence to support observations
(class activities and practice
exercises/worksheets).
 Practice timed prewriting for narrative writing.
 Utilize prewriting and brainstorming to generate
an outline for narrative.
 Complete timed district writing prompts: narrative
pre & post.
 Select appropriate transition words to signal new
ideas, contrasts, and additional support at the
start of body paragraphs and within paragraphs.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 47
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L7.3, 3a
L.7.4a, b
Tier 2 Resources/Materials:

Same as Tier 1
Tier 3 CCSS:
W.7.1
7.1a, b, c, d, e
W.7.4
W7.5
W7.6
W.7.10
L.7.1 a,b,c
L.7.2 a,b
L7.3, 3a
L.7.4. a, b
Grade 7 English Language Arts
Page 48
Students will:
 Respond to writing prompts in Writer’s Notebook.
 Respond to open-ended questions using RACER,
including insightful ending.
 Peer evaluation: Score student writing using
writing rubric and make suggestions for
improvement.
 Evaluate writing and revise to eliminate
redundancy for better expression.
 Experiment with different types of narrative leads
(dialogue, action, character thoughts) and
evaluate/revise to craft best lead.
 Compose a narrative in which the student
successfully incorporates covered elements of
narrative writing, which include SPACED: setting,
people/problem, action, conclusion, emotions,
and dialogue.
 Using teacher-provided models, students will
evaluate their own writing assignments as well as
the writing of their peers.
 Honors project: Compose a 5 paragraph essay
with properly cited textual evidence: Comparing
The Giver and another Lowry work (Gathering
Blue, Messenger, or Son), Choose 1 option:
a. How does EACH environment/setting shape
the conflicts and/or characters? or
b. What is the author’s purpose of EACH novel?
(What commentary does each story make
about human nature?) or
c. What is the role of the main character in the
salvation of EACH society?
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Novel notes and lit circle papers
 Evidence of prewriting
 Honors: essay with text evidence (Lowry author
study)
 Narrative pre & post- test and practice exercises
 Edmodo responses to literature and multimedia:
OER questions using RACER
 Responses to literature (see Reading section
above)
VOCABULARY/GRAMMAR/SKILLS
Tier 3 Resources/Materials:
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
L.7.4
L.7.4.c
L. 7.4.d
Tier 1 Resources/Materials:
 Sadlier-Oxford workbooks and website
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
STUDENTS WILL:
Students will:
 Continue to add to parts of speech flip book
(review and identify examples of parts of speech).


Same as Tier 1 and 2
Honors project description and rubric.
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
 Multimedia clips (as described above) as basis for
writing prompts
RELEVANT RESOURCES/MATERIALS/CCSS
Grade 7 English Language Arts






Identify common errors in grammar, such as
sentence fragments, improper usage of parts of
speech.
Complete MadLibs for vocabulary units.
Define new vocabulary words based on Greek
Root of the Week.
Read provided excerpts with embedded
vocabulary to understand meaning (“Vocabulary in
Context”) which accompanies each vocabulary
unit in Sadlier-Oxford program and answer VIC
questions.
Identify proper use of quotation marks in dialogue.
Identify possible sentence structures and lengths
(ways to start sentences and sentence
complexity).
Page 49





Chompchomp.com. Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement)
Studyisland.com. Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement)
Class novels & lit circle books, anthology, SSR
books
Previous year’s MadLibs
Vocabulary index sheet and unit reference sheets
Tier 2 Activities/Strategies (Application/Analysis)
Tier 2 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a , b
L.7.5b
STUDENTS WILL:
 Create DRAW SOMETHING!-style cards in which
students create/illustrate context for vocabulary
words.
 Utilize DRAW-SOMETHING! cards to identify
vocabulary words using visual context clues.
 Utilize context clues from passages to infer
meaning.
 Utilize unit words in journal writing/Writer’s
Notebook responses to literary prompts.
 Use in writing new vocabulary words based on
Greek Root of the week.
 Identify and correct sentence fragments, run-ons,
and comma splices, applying knowledge of
subject/predicate and parts of speech
 Read provided excerpts with embedded
vocabulary to understand meaning (“Vocabulary in
Context”) which accompanies each vocabulary
unit in Sadlier-Oxford program and answer VIC
questions.
 Apply rules of proper use of quotation marks in
dialogue.
 Apply knowledge of possible sentence structures
and lengths (ways to start sentences and sentence
complexity—compositional risks).
 Evaluate writing to identify and eliminate
redundancy in expression.
Tier 2 Resources/Materials:


Same as Tier 1
Class novels & lit circle books, anthology, SSR
books
Grade 7 English Language Arts
Tier 3 Activities/Strategies (Synthesis/Evaluation)
STUDENTS WILL:
 Create and complete MadLib stories and games
using unit vocabulary words.
 Given a set of vocabulary-based or grammarbased cards, create complex sentences.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Flip books (parts of speech)
 DRAW SOMETHING! cards
 Madlib exercises
 Vocabulary assessments, including definitions,
synonyms, parts of speech and sentence completion
 Journal/Writer’s Notebook responses, with proper use
of newly acquired vocabulary words
 Studyisland.com. Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement) topic results
TEST PREP
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Students will:
 Complete pre-test & post-test (narrative)
 Practice prewriting techniques, such as
brainstorming activities.
 Identify writing tasks, purpose and audience based
on given prompts.
 Identify different types of compositional risks.
 Identify required writing elements for timed
writing tasks and OERs to literature passages
(RACER).
Tier 2 Activities/Strategies (Application/Analysis)
Page 50
Tier 3 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a, b, c
L.7.6
Tier 3 Resources/Materials:
 Same as Tier 1 and 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Smart Interactive grammar program Aegeom
middle school lessons (accessed through network)
 Sadlier-Oxford website
 Chompchomp.com. Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement)
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
W.7.1, 1a, b, c, d
W7.3, 3.a, b, c, d, e
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a, b
Tier 1 Resources/Materials:
 Supplementary texts, and practice passages
 NJASK/PARCC Scoring Rubric with student friendly
version as reference sheet
 Student model essays from NJDOE (and past
student work) and sample prompts
 Literacycookbook.com resources: Narrative Task
Prewriting Practice organizer, Speculative Writing
Prompts for Grades 5-8, sample prompts.
Tier 2 CCSS:
W.7.1, 1.a,b,c,d
W7.3, 3.a,b,c,d,e
W.7.4
Grade 7 English Language Arts
Students will:
 Repeatedly practice pre-writing with the
narrative pre-writing organizer.
 Utilize the elements of narrative writing (as
covered) to compose a story.
 Utilize compositional risks and higher order
vocabulary in their narrative writing
assignments.
 Apply RACER mnemonic for open-ended
responses.
 Practice key test prep topics (ELA based tasks
on www.studyisland.com. Grammar &
punctuation skills practice site (interactive
resource for hands-on reinforcement)) based
on student need – review purposes—part of
Survivor-theme-based competition.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Utilize the elements of narrative writing (as
covered) to compose a story.
 Provide students with a model to help students
evaluate their own writing. Using this model,
students will evaluate the narrative writing of their
peers in a peer-editing workshop and make
recommendations by utilizing the NJASK/PARCC
Scoring Rubric.
 Utilize compositional risks and higher order
vocabulary in their narrative writing assignments
 Appraise their narrative assignments and revise so
that each part of the task is matched up with the
components on the NJASK/PARCC Rubric.
Page 51
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a, b
Tier 2 Resources/Materials:
 Same as Tier 1
Tier 3 CCSS:
W.7.1
7.1a, b, c, d
W7.3, 3.a,b,c,d, e
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L.7.2
L.7.4a,b
Tier 3 Resources/Materials:
 Same as Tiers 1 and 2
Grade 7 English Language Arts
Page 52
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Evidence of prewriting
 Score/grade narrative writing assignments
 Formal & informal writing assessments
 Edmodo OER responses to literature using
RACER
 Studyisland.com. Grammar & punctuation
skills practice site (interactive resource for
hands-on reinforcement) scores
SPEAKING/ LISTENING
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
Studyisland.com. Grammar & punctuation skills practice
site (interactive resource for hands-on reinforcement);
chompchomp.com. Grammar & punctuation skills practice
site (interactive resource for hands-on
reinforcement),SCAN
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
S.L. 7.1
S.L. 7.1.a
S.L. 7.1.b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.6
Tier 1 Resources/Materials:
 Pre-writing, brainstorming and note-taking sheets
 Lit circle group work sheets (see prior lit circle
materials from Unit 2)
Students will:
 Prepare notes/packet responses (answer openended questions, or identify literary devices from
a specific text) to be prepared for discussions.
 Develop questions using notes and prior reading
to develop discussion questions.
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Develop questions using notes and prior reading
to develop discussion questions
 Provide evidence during the discussion to support
their arguments.
 Analyze peer evidence and arguments and
respond to the discussion topics.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 2 CCSS:
S.L. 7.1
S.L. 7.1.a
S.L. 7.1.b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.2
S.L. 7.6
Tier 2 Resources/Materials:
 Same as Tier 1
Tier 3 CCSS:
SL .7.1
S.L. 7.1a
S.L. 7.1b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.3
S.L.7.4
Grade 7 English Language Arts
Page 53
S.L.7.5
S.L. 7.6
Tier 3 Resources/Materials:
 Same as Tier 1 & 2
Students will:
 Develop questions using notes and prior reading
for small group and class discussion.
 Provide evidence during the discussion to support
their arguments.
 Analyze peer evidence and arguments and
respond to the discussion topics.
 Evaluate evidence from peers to generate new
ideas.
 Create original arguments using the original
discussion topics.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Class and small group discussions (teacher
checks/records student participation—students
NA
who are restating plot events, furthering
discussion, adding insights, questioning and
responding to others, chatting off-topic, etc.).
ADDITIONAL OVERALL NOTES (e.g., field trips, guest speakers):
N/A
UNIT #5:
Standard: Research, Poetry, Personal Narrative
Fantasy, Sci-Fi
Honors: Research, Poetry, Personal Narrative
Lowry& Bradbury author studies
BIG IDEA(S): Hero & Courage
READING:
Standard level:
Options: The Giver as class novel
Or “Last Chance” lit circle (choices from previous lit circles)
Honors level: Lowry author study (continued)
Bradbury’s Fahrenheit 451: options: class novel or lit circle
choice, short stories
All classes: In-class independent reading of Love that Dog
TIMEFRAME: April – May 20xx
ESSENTIAL QUESTIONS:
 How do elements of setting interact to create a
fantasy novel?
 How does one maintain integrity, dignity, and
strength in the face of personal difficulties or social
expectations and norms?
 How do we effectively analyze literature for a deeper
understanding?
 How do we form appropriate and meaningful
questions to deepen the reading process (analysis)?
 How do value-driven choices affect personal
consequences?
 Why does one make personal sacrifices for the good
of society or betterment of humanity?
Grade 7 English Language Arts
(Creech) and Locomotion (Woodson)
Setting: futuristic societies including dystopia
Characterization: characterization/character growth,
protagonist/antagonist, internal/external motivation, goals,
values and beliefs
Plot development, suspense, theme, symbolism, author’s
purpose, conflict (internal, external), foreshadowing, cause
& effect, dialogue, mood, voice
Poetry: Forms, rhyme scheme, rhythm, poetic techniques
(including allusion, simile, metaphor, onomatopoeia,
alliteration, repetition, personification, imagery/sensory
details, hyperbole, idioms, symbolism, patterns), line
breaks, sparseness of expression (vs. prose), mood, tone,
theme.
Reinforce key reading skills:
Paraphrase (literal comprehension)
Inference (extended reasoning)
Compare/contrast
Vocabulary in context
Finding main idea/argument (summarizing)
Literary devices
Identifying support from text for inferences
Honors: Author’s purpose
WRITING: research paper, poetry and personal narrative
Research paper: Cross-curricular project with SS; SS-based
content with writing process supported by LA
Introduce personal narrative/memoir writing unit
Voice and dialogue
Inclusion of “small details” (digging deep)
Experimentation with kinds of narrative leads and
conclusions
Poetry and novel-based literary analysis and journal
response (open-ended)
Writer’s Notebook (personal response)
VOCAB/GRAMMAR SKILLS:
Root of the Week: Use Greek roots as clues to common,
grade-appropriate Greek the meaning of a word
Page 54
 What is the definition of utopian and dystopian
societies?
 Why do we read and write poetry?
 How does analysis of poetic techniques aid the reader
in forming a deeper understanding of poetry?
 How does free verse poetry differ from structured
forms?
 Where do we find inspiration to write poetry?
 How do we incorporate poetic devices in poetry to
grab reader interest and create meaningful images?
 Research: Why is it important to find support for
ideas from multiple sources?
 How does one research and read source documents
to form an opinion on a debatable topic in order to
formulate a thesis?
 How does one find support for ideas in research and
what tools are available to aid in this process?
 How does one read sources critically in order to
identify supporting data and details?
 How does one form notes and outlines from primary
sources?
 How does one construct a draft essay from an outline
and notes?
 How does one smoothly incorporate cited research
findings into one’s writing?
 Why is it critical to properly cite sources throughout
the research process?
 Why is important to solicit and incorporate feedback
throughout the writing process?
 How do we keep readers’ interests when writing
personal narratives/memoir?
 What are the characteristics of a well composed
personal narrative/memoir?
 How do we successfully incorporate compositional
risks such as figurative language, narrative leads,
circular endings, dialogue, and voice?
 How do good writers differentiate between impactful,
specific details and distracting or unnecessary details
while composing personal narrative/memoir?
 How do we make our purpose for writing clear in a
personal narrative/memoir (“So What?” element)
 Why is important to solicit and incorporate feedback
throughout the writing process?
 Why is it important to self-reflect upon the writing
process, and what can that tell us about our growth
as writers?
 Why is it important to use and know good grammar
and expand our vocabulary?
 Why is it important to vary sentence construction and
Grade 7 English Language Arts
Grammar: Parts of speech review
Punctuation: Proper use of quotation marks
TEST PREP:
Timed prewriting and practice prompts (OER in response to
literature and sample full writing tasks)
Review test taking strategies.
Page 55



length?
Why is it important that quotation marks are
correctly placed when crafting dialogue?
Why is it important to identify and eliminate
redundancy in written work?
Why are proper conventions, such as capitalization
and punctuation, important?
SPEAKING/LISTENING:
Class & small group discussion: Students will discuss and
debate character actions/sacrifices relative to concept of
heroism, citing examples from text to support ideas.
Poetry readings
Personal narrative/memoir readings
SSR: Paired non-fiction presentations
test prep/strategy presentations
Optional: Creative presentations focusing on lit circle novels
(short video < 3 minutes) for extra credit.
ENDURING UNDERSTANDINGS:
1) Students will understand that good writers use descriptive details and dialogue in order to establish
characterization and enhance plot.
2) Students will understand that good readers use inference skills and context clues in order to identify themes
and characters.
3) Students will understand that in order to analyze text effectively, they must be able to cite several pieces of
textual evidence to support what the text says explicitly as well as inferences drawn from the text.
4) Students will understand what constitutes plagiarism and that ideas that are not original to the writer should be
properly cited to provide credit to the source document.
5) Students will understand that support for research must come from multiple sources.
6) Students will understand that an arguable thesis must be formed and defended using support from sources in a
formal research paper.
7) Students will understand that clear and organized writing is a product of careful reading, note-taking, structured
outlining, drafting and revision.
8) Students will understand that there are four key critical reading skills: paraphrasing, (literal comprehension),
inference, (extended reasoning), vocabulary in context, and finding the main idea/argument, (summarizing).
9) Students will understand that writers and poets use figurative language to achieve a certain mood in a work.
10) Students will understand that poetry may be composed in many formats, some structured and some free verse.
11) Students will understand that poets use literary devices to convey meaning.
12) Honors: Students will understand that authors often explore recurring themes in multiple works.
13) Students will understand that successful personal narrative/memoir essays contain a beginning, middle and end
with dialogue, emotions, setting development, and conflict, compositional risks, voice and figurative language.
14) Students will understand that good writers use a variety of compositional risks and concise expression in order
to convey their ideas most effectively and capture reader interest.
15) Students will understand that good writing undergoes multiple rounds of revision and incorporates feedback,
and includes self-reflection about the revision process and final product.
Grade 7 English Language Arts
READING
Tier 1 Activities/Strategies
(Knowledge/Comprehension)
Students will:
 Read text and take notes: (plot, theme, conflict,
setting, characterization, and mood).
 Demonstrate how characters are connected to
one another (explain interdependent
relationships).
 Read and recall evidence from the text.
 Classify and organize plot events.
 Identify elements of setting that distinguish the
work as fantasy.
 Read non-fiction selections related to novel and
identify main idea and supporting details.
 Collect source information, read and take notes
(research project)
 Read model narrative essays and identify
examples of figurative language.
Page 56
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
RL7.1
RL7.2
RL7.4
RL7.5
RL7.10
RIT 7.1,2,3
RIT 7.4,5,6
RIT7.10
L7.1a,b
L7.3
L7.4a,b,c,d
L7.5, 5a,b,c
L7.6
Tier 1 Resources/Materials
ALL CLASSES: Poetry choice novel
Creech, LOVE THAT DOG
Woodson, LOCOMOTION
HONORS: Fantasy, Sci-Fi/Theme = Hero & Courage
Bradbury, FAHRENHEIT 451
Lowry: GATHERING BLUE
Lowry, MESSENGER
Lowry, SON
“Dark They Were, and Golden Eyed” and “Golden Kite,
Silver Wind” Bradbury
STANDARD: “Last chance lit circle” Theme: Friendship &
Courage
Lowry, MESSENGER, GIVER, or
GATHERING BLUE
Kotje: BUDDHA BOY
Smith, PEAK
Spinelli, QUIVER,
Schmidt: OKAY FOR NOW
In support of memoir/personal narrative writing
“Names/Nombres” Alvarez, et. al
SCOPE MAGAZINE (nonfiction selections in support of
research project)
SSR Choice: Non-fiction
Writing Rubric
Grade 7 English Language Arts
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Respond to supplementary nonfiction text –
compare to novel and draw conclusions about
content relationships/connections (see list of
resources, stored on network).
 Complete a carousel activity, identifying themes
& character traits with supporting text evidence.
 Examine and explain the development of
theme(s) throughout the course of a given work.
 Explain how setting influences the mood of a
work.
 Identify examples of utopia/dystopia in a given
text and explain how they contribute to the
mood (see also Writing).
 Identify text evidence that supports a given claim
when analyzing literature.
 Identify main idea in a nonfictional text and trace
its development and support throughout the
work.
 Compare two or more sources of information
about the same topic, analyzing similarities and
differences.
 Read and analyze nonfiction text to select
supporting details that align with research thesis.
 Analyze use of figurative language in poetry and
personal memoir to discern a deeper meaning.
 Read sample personal narratives and analyze the
author’s purpose (“So What?” element).
Page 57
Tier 2 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.5
RL7.6
RL7.7
RL7.9
RL7.10
RIT 7.1,2,3
RIT 7.4,5,6
RIT7.7,8,9
RIT7.10
L7.1a,b
L7.3
L7.4a,b,c,d
L7.5, 5a,b,c
L7.6
Tier 2 Resources/Materials
 Same as Tier 1
Grade 7 English Language Arts
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 58
Tier 3 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.5
RL7.6
RL7.7
RL7.9
RL7.10
RIT 7.1,2,3
RIT 7.4,5,6
RIT7.7,8,9
RIT7.10
L7.1a,b
L7.3
L7.4a,b,c,d
L7.5, 5a,b,c
L7.6
Tier 3 Resources/Materials
 Same as Tier 1 & 2
Students will:
 Critique author’s use of literary elements in the
novels and poems relative to mood, vivid
settings, compelling conflict: How does the
writer use symbols, euphemisms, mood or other
literary devices to convey a message? Take notes
to use in small group and class discussion and
journal responses/Edmodo.
 Assess the characters’ actions and choices to
explain how individuality is maintained in the
face of social pressure –AND—
 Project how the outcome may have been
different had the characters chosen different
paths.
 Evaluate two or more sources of information
about the same topic in order to select details
that best support thesis in research paper.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Novel notes and journal responses
 Carousel responses to class activities (themes,
 Edmodo.com: blogging
characterization, mood)
 Smart Interactive grammar program Aegeom
 Written responses to nonfiction articles and clips
middle school lessons (accessed through network)
(multimedia including Twilight Zone and other
 Provision of multimedia (selected television
video clips as described above)
episodes in full or in part), uploaded to teacher
 Research project (did students select meaningful
pages/Edmodo for students’ at-home viewing.
support from multiple sources to advance ideas in
thesis? Scored on project rubric
 Edmodo responses to literature and multimedia:
Grade 7 English Language Arts
OER questions using RACER
WRITING
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Students will:
 Respond to comprehension-based questions.
 Respond to open-ended response questions
using RACER.
 Identify the type of writing involved in assigned
task.
 Practice (timed) brainstorming and prewriting.
 Utilize prewriting to generate an outline for
narrative and explanatory writing (includes
research paper).
 Compose a narrative in a timed setting.
 Continue to practice key elements of persuasive
and informative/explanatory writing.
 Take notes on main idea and supporting details
from research source materials
Page 59
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
W7.2
W7.2a,b,c,d,e,f
W7.3
W7.3a,b,c,d,e
W.7.4
W7.6
W7.7
W.7.10
L.7.1
L7.1 a,b,c
L.7.2
L7.2 a,b
L7.3, 3a
L7.4
L.7.4a
L.7.4b
L7.4c, d
L7.5
L7.5a,b,c,
L7.6
Tier 1 Resources/Materials:
 Nancy Atwell, Lessons that Change Writers; 180
Days of Poetry
 SCAN (tregoed.org)
 Edmodo.com
 writing rubric reference sheets
 SPACED reference sheet for narrative writing:
setting, people/problem, action, conclusion,
emotions, dialogue.
 Student model essays from NJDOE (and past
student work) and sample prompts
 Literacycookbook.com resources: Narrative Task
Prewriting Practice organizer, Speculative Writing
Prompts for Grades 5-8, sample prompts.
 Research project description & rubric, checklists
 Memoir project description, rubric & checklists
 SSR nonfiction project—checklist for note taking
Grade 7 English Language Arts
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Respond to writing prompts in Writer’s Notebook
– open-ended prompts based on character
development, theme, setting, author’s purpose
and style, conflict and resolution of conflict, real
world application.
 Respond to open-ended questions using RACER,
providing inferential insights.
 Analyze writing to identify redundancy for the
purpose writing concisely.
 For literature-based writing, practice identifying
and citing text evidence to support observations
(class activities and practice
exercises/worksheets).
 For research writing, practice identifying and
citing evidence to support thesis (note taking &
Page 60
Tier 2 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W7.2
W7.2a,b,c,d,e,f
W7.3
W7.3a,b,c,d,e
W.7.4
W7.6
W7.7
W7.8
W7.9
W7.9a, b
W.7.10
L.7.1
L7.1 a,b,c
L.7.2
L7.2 a,b
L7.3, 3a
L7.4)
L.7.4a
L.7.4b
L7.4c, d
L7.5
L7.5a,b,c,
L7.6
Tier 2 Resources/Materials:
 Same as Tier 1
Grade 7 English Language Arts
outlining organizers).
Utilize prewriting and brainstorming to generate
an outline for narrative and research papers.
 Utilize outline for narrative and research papers
to generate a draft
 Complete timed district writing prompts:
narrative post-test.
 Select appropriate transition words to signal new
ideas, contrasts, and additional support at the
start of body paragraphs and within paragraphs.
 Review notes from SSR book; select & prepare
key details for oral and written presentation.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 61

Tier 3 CCSS:
W.7.1
7.1a
7.1b
7.1c
7.1d
7.1e
W7.2
W7.2a,b,c,d,e,f
W7.3
W7.3a,b,c,d,e
W.7.4
W7.5
W7.6
W7.7
W7.8
W7.9
W7.9a, b
W.7.10
L.7.1
L7.1 a,b,c
L.7.2
L7.2 a,b
L7.3, 3a
L7.4
L.7.4a
L.7.4b
L7.4c, d
L7.5
L7.5a,b,c,
L7.6
Grade 7 English Language Arts
Page 62
Students will:
Tier 3 Resources/Materials:
 Respond to writing prompts in Writer’s
 Same as Tiers 1 & 2
Notebook.
 Honors project description and rubric.
 Respond to open-ended questions using RACER,
including insightful ending.
 Peer evaluation: Score student writing using
writing rubric and make suggestions for
improvement.
 Evaluate writing and revise to eliminate
redundancy for better expression.
 Experiment with different types of narrative leads
(dialogue, action, character thoughts) and
evaluate/revise to craft best lead.
 Compose a narrative in which the student
successfully incorporates covered elements of
narrative writing, which include SPACED: setting,
people/problem, action, conclusion, emotions,
and dialogue.
 Using teacher-provided models, students will
evaluate their own writing assignments as well as
the writing of their peers (research and memoir).
 Review peer and teacher feedback during
narrative project and research projects;
incorporate feedback to improve writing, selfevaluate.
 Compose a 2 paragraph reflection about the
writing process in support of the memoir project,
reflecting on the value and usefulness of
feedback, writing roadblocks and approaches to
overcome, resultant growth.
 Compose poems (free verse and covered
structured forms)
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Novel notes and lit circle papers (OANTS
characterization, setting, plot map, Instagram,
 Edmodo
etc.)
 Smart Interactive grammar program Aegeom
 Evidence of prewriting
middle school lessons (accessed through network)
 Narrative post-test and practice exercises
 Multimedia clips (as described above) as basis for
 Edmodo responses to literature and multimedia:
writing prompts
OER questions using RACER
 SS content as basis for research project
 Exit card: thesis statement on index card
 Inspirational video clips in support of memoir &
 Research outline
poetry (Bill Cosby on parenting, Jim Gaffigan et al—
 Research paper
stored on network)
 Poems (free verse and covered forms)
 Memoir project
 Responses to literature (see Reading section above)
VOCABULARY/GRAMMAR/SKILLS
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
L.7.4
L.7.4.c
Grade 7 English Language Arts
Page 63
L. 7.4D
Students will:
Tier 1 Resources/Materials:
 Continue to add to parts of speech flip book
 Sadlier-Oxford workbooks and website
(review and identify examples of parts of speech).
 Smart Interactive grammar program Aegeom
 Identify common errors in grammar, such as
middle school lessons (accessed through network)
sentence fragments, improper usage of parts of
 Chompchomp.com. Grammar & punctuation skills
speech.
practice site (interactive resource for hands-on
 Complete MadLibs for vocabulary units.
reinforcement)
 Define new vocabulary words based on Greek
 Studyisland.com. Grammar & punctuation skills
Root of the Week.
practice site (interactive resource for hands-on
reinforcement)
 Read provided excerpts with embedded
vocabulary to understand meaning (“Vocabulary
 Class novels & lit circle books, anthology, SSR books
in Context”) which accompanies each vocabulary
 Previous year’s MadLibs
unit in Sadlier-Oxford program and answer VIC
 Vocabulary index sheet and unit reference sheets
questions.
 Identify proper use of quotation marks in
dialogue.
 Identify possible sentence structures and lengths
(ways to start sentences and sentence
complexity).
Tier 2 Activities/Strategies (Application/Analysis)
Tier 2 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
Students will:
Tier 2 Resources/Materials:
 Create DRAW SOMETHING!-style cards in which
 Same as Tier 1
students create/illustrate context for vocabulary
words.
 Utilize DRAW-SOMETHING! cards to identify
vocabulary words using visual context clues.
 Utilize context clues from passages to infer
meaning.
 Utilize unit words in journal writing/Writer’s
Notebook responses to literary prompts.
 Use in writing new vocabulary words based on
Greek Root of the week.
 Identify and correct sentence fragments, run-ons,
and comma splices, applying knowledge of
subject/predicate and parts of speech
 Read provided excerpts with embedded
vocabulary to understand meaning (“Vocabulary
in Context”) which accompanies each vocabulary
unit in Sadlier-Oxford program and answer VIC
questions.
 Apply rules of proper use of quotation marks in
dialogue.
 Apply knowledge of possible sentence structures
Grade 7 English Language Arts
and lengths (ways to start sentences and
sentence complexity—compositional risks).
 Evaluate writing to identify and eliminate
redundancy in expression.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Create and complete MadLib stories and games
using unit vocabulary words.
 Given a set of vocabulary-based or grammarbased cards, create complex sentences.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Flip books (parts of speech)
 DRAW SOMETHING! cards
 Madlib exercises
 Vocabulary assessments, including definitions,
synonyms, parts of speech and sentence completion
 Journal/Writer’s Notebook responses, with proper
use of newly acquired vocabulary words
 Studyisland.com. Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement) topic results
TEST PREP
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Page 64
Tier 3 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
L.7.5c
L.7.6
Tier 3 Resources/Materials:
 Same as Tier 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Smart Interactive grammar program Aegeom middle
school lessons (accessed through network)
 Sadlier-Oxford website
 Chompchomp.com. Grammar & punctuation skills
practice site (interactive resource for hands-on
reinforcement)
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
RL7.1,2,3
RL7.4,5,6
RL7.10
RIT7.1,2,3
RIT7.4,5,6
RIT7.8, 9,10
W.7.1
W7.1a,b,c,d,e
W7.2a,b,c,d,e,f
W7.3a-e
W.7.4
W7.5
W7.6
W.7.10
L.7.1a,b,c
L.7.2a,
Grade 7 English Language Arts
Students will:
 Review and identify elements from all prior
writing units:
o Persuasive: lead, bridge to thesis, thesis
statement, 5 paragraph organization,
topic & concluding sentences, claims with
supporting details, transition words,
counterargument, ethos/pathos/logos,
compositional risks, consideration of
audience, universal statement, tone
o Informative/explanatory: lead, bridge to
thesis, thesis statement (central idea), 5
paragraph organization, topic &
concluding sentences, supporting
examples/details, transition words,
compositional risks, consideration of
audience, universal statement, tone
o Narrative: plot development, SPACED:
setting, people/problem, action,
conclusion, emotions, and dialogue.
 Practice prewriting techniques, such as
brainstorming activities.
 Identify writing tasks, purpose and audience
based on given prompts.
 Identify different types of compositional risks.
 Identify required writing elements for timed
writing tasks and OERs to literature passages
(RACER).
 Review standard test taking strategies (read
directions, employ process of elimination, double
check word, annotate text while reading,
prewrite, and proofread, etc.).
Tier 2 Activities/Strategies (Application/Analysis)
Page 65
L.7.3, 3a
L.7.4, 4a,b,c
L7.5,a,b,c
L7.6
Tier 1 Resources/Materials:
 Supplementary texts, and practice passages
 Scoring Rubric with student friendly version as
reference sheet
 Student model essays from NJDOE (and past
student work) and sample prompts
 Literacycookbook.com resources: Narrative Task
Prewriting Practice organizer, Speculative Writing
Prompts for Grades 5-8, sample prompts.
 Textbook selection with comprehension questions
from text—test prep
 NJDOE-provided practice book
Tier 2 CCSS:
RL7.1,2,3
RL7.4,5,6
RL7.10
RIT7.1,2,3
RIT7.4,5,6
RIT7.8, 9,10
W.7.1
W7.1a,b,c,d,e
W7.2a,b,c,d,e,f
W7.3a-e
W.7.4
W7.5
Grade 7 English Language Arts
Students will:
 (Honors): Develop a PowerPoint or Prezi
presentation on performance tasks (OERs,
Persuasive, Narrative,
Informative/explanatory, test-taking tips,
reading selections with MC, compositional
risks, etc.); crafting advice to their peer
audience for best performance on given task.
 Repeatedly practice pre-writing with the
narrative pre-writing organizer.
 Utilize compositional risks and higher order
vocabulary in their test-prep practice writing
assignments.
 Apply RACER mnemonic for open-ended
responses.
 Practice key test prep topics (ELA based tasks
on www.studyisland.com. Grammar &
punctuation skills practice site (interactive
resource for hands-on reinforcement) based
on student need – review purposes (Survivortheme-based competition)
 Practice applying elements from all prior
writing units as applicable to writing tasks.
Use student models to identity and highlight
elements, as well as practice in students’ own
writing:
o Persuasive: lead, bridge to thesis,
thesis statement, 5 paragraph
organization, topic & concluding
sentences, claims with supporting
details, transition words,
counterargument,
ethos/pathos/logos, compositional
risks, consideration of audience,
universal statement, tone
o Informative/explanatory: lead,
bridge to thesis, thesis statement
(central idea), 5 paragraph
organization, topic & concluding
sentences, supporting
examples/details, transition words,
compositional risks, consideration of
audience, universal statement, tone
Page 66
W7.6
W.7.10
L.7.1a,b,c
L.7.2a,b
L.7.3, 3a
L.7.4, 4a,b,c
L7.5,a,b,c
L7.6
Tier 2 Resources/Materials:
 Same as Tier1
 Powerpoint/prezi.com
 Reference sheets: Thesis statements, literary
devices, SPACED, transition words, sample
persuasive essays, etc. (located in students’
binders).
Grade 7 English Language Arts
Page 67
o
Narrative: plot development,
SPACED: setting, people/problem,
action, conclusion, emotions, and
dialogue.
 Practice prewriting techniques, such as
brainstorming activities.
 Compose essays/narratives/OERs in response
to assigned sample standardized writing
tasks.
 Employ standard test taking strategies in
sample practice tasks (read directions,
employ process of elimination, double check
word, annotate text while reading, prewrite,
proofread, etc.).
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Students will:
 Utilize the elements of
persuasive/informative/explanatory/narrative
writing (as covered) to compose a 5 paragraph
response to practice test prompts, including
compositional risks and higher order vocabulary.
 Evaluate sample essays (from NJDOE) using the
writing rubric in order to better understand
expectations and characteristics of top scoring
responses (timed writing tasks and OERs, scored
using 4 pt. and 6 pt. rubrics).
 Utilize compositional risks and higher order
vocabulary in their practice writing assignments.
 Appraise their own narrative assignments and
Tier 3 CCSS:
RL7.1,2,3
RL7.4,5,6
RL7.10
RIT7.1,2,3
RIT7.4,5,6
RIT7.8, 9,10
W.7.1
W7.1a,b,c,d,e
W7.2a,b,c,d,e,f
W7.3a-e
W.7.4
W7.5
W7.6
W.7.10
L.7.1a,b,c
L.7.2a,b
L.7.3, 3a
L.7.4, 4a,b,c
L7.5,a,b,c
L7.6
Tier 3 Resources/Materials:
 Same as Tiers 1 & 2
Grade 7 English Language Arts
revise so that each part of the task is matched up
with the components on the NJASK/PARCC
Rubric.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Evidence of prewriting
 Score/grade narrative writing assignments
 Formal & informal writing assessments
 Edmodo OER responses to literature using
RACER
 Studyisland.com. Grammar & punctuation
skills practice site (interactive resource for
hands-on reinforcement) scores
SPEAKING/ LISTENING
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Students will:
 (Honors) Present student-created test prep
review PowerPoints/Prezis.
 Listen to standardized testing tips presentations
(described above in Test Prep section) and ask
questions where needed.
 Take notes to refresh test strategies and respond
on exit card, listing strategies they may have
forgotten about and will utilize on test day (in
response to PowerPoints/Prezis described
above).
 Prepare notes for lit circle/class novel (answer
open-ended questions, or identify literary devices
from a specific text) to be prepared for small
group discussions.
 Develop questions using notes and prior reading
to develop discussion questions.
 Explain orally key ideas from their nonfiction SSR
book.
Tier 2 Activities/Strategies (Application/Analysis)
Page 68
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
Studyisland.com. Grammar & punctuation skills practice site
(interactive resource for hands-on reinforcement);
chompchomp.com. Grammar & punctuation skills practice
site (interactive resource for hands-on reinforcement),
SCAN
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 CCSS:
S.L. 7.1
S.L. 7.1.a,b,c,d
S.L. 7.2
S.L. 7.6
Tier 1 Resources/Materials:
 Pre-writing, brainstorming and note-taking sheets
 Lit circle group work sheets (see prior lit circle
materials from Unit 2)
 PowerPoints/Prezis created by honors students
 SSR nonfiction organizer and scoring sheet
Tier 2 CCSS:
S.L. 7.1
S.L. 7.1.a,b,c,d
S.L. 7.2
S.L. 7.6
Students will:
Tier 2 Resources/Materials:
 Analyze notes and prior reading to develop
 Pre-writing, brainstorming and note-taking sheets
discussion questions.
 Lit circle group work sheets (see prior lit circle
 Provide evidence during the discussion to support
materials from Unit 2)
their arguments.
 Analyze peer evidence and arguments and
respond to the discussion topics.
Grade 7 English Language Arts
Page 69
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Tier 3 CCSS:
SL .7.1
S.L. 7.1 a,b,c,d
S.L. 7.3
S.L.7.4
S.L.7.5
S.L. 7.6
Students will:
Tier 3 Resources/Materials:
 Develop questions using notes and prior reading
 Same as Tiers 1 & 2
for small group and class discussion.
 Unit 2: characterization/OANTS and Instagram,
 Provide evidence during the discussion to support
setting, plot development, theme—all stored on
their arguments.
network)
 Analyze peer evidence and arguments and
respond to the discussion topics.
 Evaluate evidence from peers to generate new
ideas.
 Create original arguments using the original
discussion topics.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF TECHNOLOGY
 Class and small group discussions (teacher
checks/records student participation in lit
PowerPoint/Prezi
circles—students who are restating plot events,
furthering discussion, adding insights, questioning
and responding to others, chatting off-topic, etc.).
 Exit card response (described in Tier 1 above)
ADDITIONAL OVERALL NOTES (e.g., field trips, guest speakers):
N/A
UNIT #6:
Standard: Fantasy, Sci-Fi (continued);
Introduction to Shakespeare
Honors: Lowry& Bradbury author studies (continued);
Introduction to Shakespeare
BIG IDEA(S): Hero & Courage; Mistaken identity in
Shakespearean comedies
READING:
Standard level: Lit circle (continued):
Options: The Giver as class novel
Or “Last Chance” lit circle (choices from previous lit
circles)
TIMEFRAME: June 20xx
ESSENTIAL QUESTIONS:
 How does one maintain integrity, dignity, and strength in
the face of personal difficulties or social expectations
and norms?
 How do we effectively analyze literature for a deeper
understanding?
 How do we form appropriate and meaningful questions
to deepen the reading process (analysis)?
 How do value-driven choices affect personal
consequences?
Grade 7 English Language Arts
Honors level: Lowry author study (continued):
Bradbury’s Fahrenheit 451: options: class novel or lit
circle choice, short stories
All classes: Adaptations of “Twelfth Night”
Setting: futuristic societies including dystopia
Characterization: characterization/character growth,
protagonist/antagonist, internal/external motivation,
goals, values and beliefs
Plot development, suspense, theme, symbolism,
author’s purpose, conflict (internal, external),
foreshadowing, cause & effect, dialogue, mood, voice
Reinforce key reading skills:
Paraphrase (literal comprehension)
Inference (extended reasoning)
Compare/contrast
Vocabulary in context
Finding main idea/argument (summarizing)
Literary devices
Identifying support from text for inferences
Honors: Author’s purpose
WRITING: End of year reflection and self-assessment,
personal goal-setting, publication
Writer’s Notebook (personal response); portfolio
organization; publication resources
VOCAB/GRAMMAR SKILLS: Continued reinforcement
for already-introduced skills; editing for publication
(spell check/grammar check)
TEST PREP: none
SPEAKING/LISTENING:
Class & small group discussion: Students will discuss and
debate character actions/sacrifices relative to concept of
heroism, citing examples from text to support ideas.
Students will perform selected lines and scenes from
“Twelfth Night” and perform an adapted version of the
play. Students will view a film version of (original
Page 70
 Why does one make personal sacrifices for the good of
society or betterment of humanity?
 What is the definition of utopian and dystopian
societies?
 Why are Shakespeare’s works relevant to us today?
 How do we analyze complicated plot
development/mistaken identities in characterization for
deeper appreciation of sophisticated literature?
 Why do we read and write poetry?



Why is it important to self-reflect upon the writing
process, and what can that tell us about our growth as
writers?
Why do writers submit work for publication?
How do writers get work published?
Grade 7 English Language Arts
Page 71
language) and compare to adapted version.
Poetry readings (student anthology)
Optional: Creative presentations focusing on lit circle
novels (short video < 3 minutes) for extra credit.
ENDURING UNDERSTANDINGS:
1) Students will understand that good writers use descriptive details and dialogue in order to establish
characterization and enhance plot.
2) Students will understand that good readers use inference skills and context clues in order to identify themes
and characters.
3) Students will understand that in order to analyze text effectively, they must be able to cite several pieces of
textual evidence to support what the text says explicitly as well as inferences drawn from the text.
4) Students will understand that there are four key critical reading skills: paraphrasing, (literal comprehension),
inference, (extended reasoning), vocabulary in context, and finding the main idea/argument, (summarizing).
5) Students will understand that writers use figurative language to achieve a certain mood in a work.
6) Students will understand that classic literature can remain relevant and engaging to readers in any era through
use of universal themes.
7) Honors: Students will understand that authors often explore recurring themes in multiple works.
8) Students will understand that good writers use a variety of compositional risks and concise expression in order
to convey their ideas most effectively and capture reader interest.
9) Students will understand that good writing undergoes multiple rounds of revision and incorporates feedback,
and includes self-reflection about the revision process and final product.
READING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
STUDENTS WILL:
 Read text and take notes: (plot, theme, conflict,
setting, characterization, and mood).
 Demonstrate how characters are connected to
one another (explain interdependent
relationships).
 Read and recall evidence from the text.
 Classify and organize plot events.
 Identify elements of setting that distinguish the
work as fantasy.
 Read non-fiction selections related to novel and
identify main idea and supporting details.
 Read student poetry anthologies
Tier 1 CCSS:
RL7.1
RL7.2
RL7.4
RL7.5
RL7.10
L7.1a,b
L7.3
L7.4a,b,c,d
L7.5, 5a,b,c
L7.6
Tier 1 Resources/Materials
ALL CLASSES: Bruce Coville’s “Twelfth Night” and Scope
magazine adaptation of “Twelfth Night” Student poetry
anthologies
HONORS: Fantasy, Sci-Fi/Theme = Hero & Courage
(continued)
Bradbury, FAHRENHEIT 451
Lowry: GATHERING BLUE
Lowry, MESSENGER
Lowry, SON
“Dark They Were, and Golden Eyed” and “Golden Kite,
Silver Wind” Bradbury
Grade 7 English Language Arts
Tier 2 Activities/Strategies (Application/Analysis)
Page 72
STANDARD: “Last chance lit circle” Theme: Friendship &
Courage (continued)
Lowry, MESSENGER, GIVER, or
GATHERING BLUE
Kotje: BUDDHA BOY
Smith, PEAK
Spinelli, QUIVER,
Schmidt: OKAY FOR NOW
Tier 2 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.5
RL7.6
RL7.7
RL7.9
RL7.10
L7.1a,b
L7.3
L7.4a,b,c,d
L7.5, 5a,b,c
L7.6
Tier 2 Resources/Materials
 Same as Tier 1
Students will:
 Complete a carousel activity, identifying themes &
character traits with supporting text evidence.
 Examine and explain the development of theme(s)
 Track and explain mistaken identities/plot
complexities within characterization.
 Identify examples of utopia/dystopia in a given
text and explain how they contribute to the mood
(see also Writing).
 Identify text evidence that supports a given claim
when analyzing literature.
 Compare two or more works by the same author,
analyzing similarities and differences.
 Analyze use of figurative language in drama to
discern a deeper meaning.
 Analyze theme to craft a movie poster with related
tagline/slogan and supporting images for lit circle
novel.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Tier 3 CCSS:
RL7.1
RL7.2
RL7.3
RL7.4
RL7.5
Grade 7 English Language Arts
Students will:
1) Critique author’s use of literary elements in the
novels and poems relative to mood, vivid settings,
compelling conflict: How does the writer use
symbols, euphemisms, mood or other literary
devices to convey a message? Take notes to use
in small group and class discussion and journal
responses/Edmodo.
2) Assess the characters’ actions and choices to
explain how individuality is maintained in the face
of social pressure –AND—
3) Project how the outcome may have been different
had the characters chosen different paths.
4) Critique author’s use of characterization to
achieve humor in drama.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Novel notes and journal responses
 Carousel responses to class activities (themes,
characterization, mood)
 Movie poster
 Student performance—in-class production of
“Twelfth Night”
 Edmodo responses to literature and multimedia:
OER questions using RACER
Page 73
RL7.6
RL7.7
RL7.9
RL7.10
L7.1a,b
L7.3
L7.4a,b,c,d
L7.5, 5a,b,c
L7.6
Tier 3 Resources/Materials
 Same as Tiers 1 & 2
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo.com: blogging
 Multimedia versions of Shakespearean works (in
whole and in part)
WRITING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
W7.2
W7.2a,b,c,d,e,f
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L7.1 a,b,c
L.7.2
L7.2 a,b
L7.3, 3a
L7.4
Grade 7 English Language Arts
Students will:
 Respond to comprehension-based questions.
 Respond to open-ended response questions using
RACER.
 Take notes on main idea and supporting details
from research source materials.
 Craft an outline (visual diagram) of plot events
and character relationships.
 Writing portfolio, classifying writing samples by
writing task.
 With parent permission, submit work for
print/online publication.
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Respond to writing prompts in Writer’s Notebook
– open-ended prompts based on character
development, theme, setting, author’s purpose
and style, conflict and resolution of conflict, real
world application.
 Respond to open-ended questions using RACER,
providing inferential insights.
 Analyze writing in own portfolio.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 74
L.7.4a
L7.5
L7.5a,c
L7.6
Tier 1 Resources/Materials:
 Edmodo.com
 Portfolio checklist
 Adaptations of “Twelfth Night”
 Teacher webpage with suggested sites for
publication
Tier 2 CCSS:
W7.2
W7.2a,b,c,d,e,f
W.7.4
W7.5
W7.6
W.7.10
L.7.1
L7.1 a,b,c
L.7.2
L7.2 a,b
L7.3, 3a
L7.4
L.7.4a
L7.5
L7.6
Tier 2 Resources/Materials:
 Edmodo.com
 Portfolio checklist
Tier 3 CCSS:
W7.2
W7.2a,b,c,d,e,f
W.7.4
W7.5
W7.6
W.7.10
Grade 7 English Language Arts
Students will:
 Respond to writing prompts in Writer’s Notebook.
 Respond to open-ended questions using RACER,
including insightful ending.
 Self evaluation: Review own work in writing
portfolio, identifying progress/achievement and
opportunities for continued growth.
Page 75
L.7.1
L7.1 a,b,c
L.7.2
L7.2 a,b
L7.3, 3a
L7.4
L.7.4a
L7.5
L7.6
Tier 3 Resources/Materials:
 Same as Tier 2
 Student self-reflection guidelines
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Novel notes and lit circle papers (OANTS
characterization, setting, plot map, Instagram, etc.)
 Edmodo responses to literature and multimedia: OER
questions using RACER
 Responses to literature (see Reading section above)
 Student self-reflection response
VOCABULARY/GRAMMAR SKILLS
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
 Edmodo
 Multimedia versions of Shakespearean works (in
whole and in part)
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
L.7.4
L.7.4.c
L. 7.4D
Tier 1 Resources/Materials:
 Class novels & lit circle books, anthology, SSR
books
 Vocabulary index sheet and unit reference sheets
 Mad-lib exercises
Students will:
 While editing work for publication, identify
common errors in grammar, such as sentence
fragments, improper usage of parts of speech.
 Complete Mad-libs review from prior units.
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Utilize context clues from passages to infer
meaning (Mad-libs).
 Utilize unit words in journal writing/Writer’s
Notebook responses to literary prompts.
 While editing for publication, identify and correct
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 2 CCSS:
L.7.4
L.7.4.c
L. 7.4D
L.7.5
L.7.5a
L.7.5b
Tier 2 Resources/Materials:
 Same as Tier 1
Grade 7 English Language Arts
sentence fragments, run-ons, and comma splices,
applying knowledge of subject/predicate and parts
of speech
 Evaluate writing to identify and eliminate
redundancy in expression.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 76
STUDENT WORK PRODUCTS/ ASSESSMENTS:
 Mad-Lib exercises
Tier 3 CCSS:
L.7.4
L.7.4.c
L.7.5
L.7.5a
L.7.5b
L.7.5c
L.7.6
Tier 3 Resources/Materials:
 Class novels & lit circle books, anthology, SSR
books
 Vocabulary index sheet and unit reference sheets
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY:
TEST PREP
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS: n/a
None
Tier 2 Activities/Strategies (Application/Analysis)
Tier 1 Resources/Materials: n/a
Tier 2 CCSS: n/a
None
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Tier 2 Resources/Materials: n/a
Tier 3 CCSS: n/a
Students will:
 Create and complete Mad-Lib stories and games
using unit vocabulary words.
None
Tier 3 Resources/Materials: n/a
STUDENT WORK PRODUCTS/ ASSESSMENTS:
None
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY: n/a
SPEAKING/ LISTENING
RELEVANT RESOURCES/MATERIALS/CCSS
Tier 1 Activities/Strategies (Knowledge/Comprehension)
Tier 1 CCSS:
SL 7.1
SL7.1a
SL7.1b
SL7.1c
SL7.4
SL7.5
Tier 1 Resources/Materials:
 Scope, Coville adaptations of “Twelfth Night”
 BBC version of “Twelfth Night”
Students will:
 Recall and retell plot events from play
 Speak/perform lines from adapted plays
 Listen to in-class adapted play performance
 View and listen to film version of play.
Grade 7 English Language Arts
 Read aloud poetry from student poetry anthology.
Tier 2 Activities/Strategies (Application/Analysis)
Students will:
 Analyze notes and prior reading to develop
discussion questions.
 Present and explain movie poster/thematic
elements of lit circle novel (symbolism)
 Conduct lit circle discussion: Small group
discussions to analyze character actions and
choices.
Tier 3 Activities/Strategies (Synthesis/Evaluation)
Page 77
Tier 2 CCSS:
SL 7.1
SL7.1a
SL7.1b
SL7.1c
SL7.1d
SL7.2
SL7.4
SL7.5
Tier 2 Resources/Materials:
 Same as Tier 1
 Pre-writing, brainstorming and note-taking sheets
 Lit circle group work sheets (see prior lit circle
materials from Unit 2)
Tier 3 CCSS:
SL .7.1
S.L. 7.1a
S.L. 7.1b
S.L. 7.1.c
S.L. 7.1.d
S.L. 7.3
S.L.7.4
S.L.7.5
S.L. 7.6
Tier 3 Resources/Materials:
 Same as Tier 2
Students will:
 Develop questions using notes and prior reading
for small group and class discussion.
 Provide evidence during the discussion to support
their opinions.
 Analyze peer evidence and opinions and respond
to the discussion topics.
 Evaluate evidence from peers to generate new
ideas.
 Create enrichment questions using the original
discussion topics.
STUDENT WORK PRODUCTS/ ASSESSMENTS:
INTERDISCIPLINARY CONNECTIONS/ USE OF
TECHNOLOGY

Class and small group discussions (teacher
checks/records student participation in lit circles—
students who are restating plot events, furthering
discussion, adding insights, questioning and
responding to others, chatting off-topic, etc.).

Exit card responses (described in Tier 1 above)

Movie posters
ADDITIONAL OVERALL NOTES (e.g., field trips, guest speakers):
Grade 7 English Language Arts
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