Unit of Study
Subject
Grade/Course
Unit of Study
Unit Type (s)
Unit Length
English Language Arts
7th grade ELA
Courage
Topical
Skills-based
Thematic
8 weeks
Overarching Standards of the Common Core
Reading Standards for Literature
RL-10 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.
Reading Standards for Informational Text
RI-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.
Writing Standards
W-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.
Speaking and Listening Standards
SL-6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate.
Language Standards
L-6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gatqher
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Priority and Supporting Common Core State Standards
Priority Standards
Reading
Literature
RL7.4 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.
RL7.9 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.
Informational Text
Writing
Speaking and Listening
Language
W.7.1b Support claims with
logical reasoning and
relevant evidence, using
accurate, credible sources
and demonstrating an
understanding of the topic or
text.
SL.7.1d Acknowledge new
information expressed by
others, and, when warranted,
modify their own views.
L.7.4a 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.
W.7.2a Introduce a topic
clearly, previewing what is to
follow; organize ideas.
Concepts, and information,
using strategies such as
definition, classification,
comparison/contrast, and
cause/effect; include
formatting (e.g. headings),
graphics (e.g. charts, tables),
and multimedia when useful
to aiding comprehension.
RI.7.1 Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
W.7.4 Produce clear and
coherent writing in which the
development, organization,
and style are appropriate to
task, purpose, and audience.
RI.7.4 Determine the meaning
of words and phrases as they
W.7.8 Gather relevant
information from multiple
SL.7.2 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.
L7.4c 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.
are used in a text, including
figurative, connotative, and
technical meanings.
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.
W.7.9b Apply grade 7
Reading standards to literacy
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.”)
Reading
Writing
Supporting Standards
Speaking and Listening
Language
Concepts (What students need to
know)
Skills (What students need to be
able to do)
Blooms/DOK Levels
(RL4) Connotative meaning
(RL4) figurative meaning
(RL4) Determine
(RL4) 1/1
(RL9) fictional portrayal of a time, place or
character
(RL9) how authors alter history
(RL9) Compare and Contrast
(RL9) 2
(RI1) Textual evidence
(RI1) Inference
(RI1)Cite evidence
Support Inference
(RI1) 4/3
(RI1) 2/1
(RI4) figurative, connotative and literal
meaning
(RI4) Analyze
(RI4) 4/4
(SL1d) new ideas
(SL1d) views
(SL1d) Acknowledge
(SL1d) Modify
(SL1d) 2/2
(SL1d) 3/3
(SL2) main ideas
(SL2) supporting details
(SL2) diverse media/formats
(SL2) Analyze main ideas
(SL2) Explain ideas
(SL2) 4
(SL2) 3
(W1b) logical and relevant reasons
(W1b) credible sources
(W1b)Support claims
(W1b) Use credible sources
(W1b) Demonstrate understanding
(W1b)2/2
(W1b)3/3
(W1b)3/3
(W2a) Prewriting
(W2a) Information
(W2a) Strategies
(W2a) Formatting
(W2a) Introduce topics
(W2a) Preview following information
(W2a) Organize ideas
(W2a) Organize information
(W2a) Use strategies
(W2a) 1
(W2a) 2
(W2a) 2
(W2a) 2
(W2a) 1
(W2a) Format writing
(W2a) 3
(W4) clear and coherent writing
(W4) appropriate to task, purpose and
audience
(W4) produce clear and coherent writing
(W4) 4
(W8) Information
(W8)multiple sources
(W8)Credibility
(W8) Gather
(W8) Assess
(W8)Quote
(W8)Follow
(W8) Use
(W8) 1/2
(W8) 4/3
(W8) 2/2
(W8) 1/1
(W8) 2/2
(W9b)Use
(W9b)Support
(W9b) 3/3
(W9b) 5/3
(L4a) Use context clues
(L4a) 1/1
(L4c)Use
(L4c) Determine
(L4c)2/2
(L4c)2/2
Essential Questions
What does a “close reading” require, and how do you “read
between the lines”?
How do good readers infer figurative and connotative
meanings?
How do I engage my audience and develop my author’s
voice throughout my writing?
How do I know what to believe in what I read, hear and
view?
Why do I ask questions when getting new information?
Why is it important for good collaborators to keep an open
mind in discussions?
Corresponding Big Ideas
Good readers are able to determine what the text says
explicitly and to make logical inferences from it.
Good readers are able to understand non-literal meaning of
words and phrases.
Good writers are able to make deliberate choice regarding
content, language, and style to convey their message to a
target audience.
Good researchers evaluate the credibility and accuracy of
information.
Good presenters are able to ask questions to advance a
discussion.
Good collaborators can keep an open mind and adjust their
views during discussions.
Academic Vocabulary/Key Terms
Suggested Works
Suggested Texts: Courage in Life and Literature
FictionThe Devil’s Arithmetic
Jacob’s Rescue
The Boy in the Stripped Pajamas
The Boy Who Dared
The Diary of Anne Frank- drama
Milkweed
When Hitler Stole Pink Rabbit
I am David
Number the Stars
Summer of My German Soldier
Daniels Story
A Pocket Full of Seeds
NonfictionA History of US: War, Peace and All that Jazz (Joy Hakim)
Ghost Soldiers: The Epic Account of World War II’s Greatest Rescue Mission (Hampton Sides)
True Stories of D-Day (Henry Brook)
Dear Miss Breed: True Stories of Japanese American Incarceration During World War II and a
Librarian Who Made a Difference (Joanne Oppenheim)
Fighting for Honor: Japanese Americans and World War II (Michael L. Cooper)
Never to Forget: The Jews of the Holocaust (Milton Meltzer)
Six Million Paper Clips: The Making of a Children’s Holocaust Memorial (Peter W. Schroeder
and Dagmar Schroeder-Hildebrand)
Atomic Structure and Chemical Reactions: Middle Grades and High School (Nevin Katz)
The Making of the Atomic Bomb (Richard Rhodes)
MemoirA Friend Called Anne: One Girl’s Story of War, Peace, and a Unique Friendship with Anne Frank
Four Perfect Pebbles
Children of Willesden Lane: Beyond the Kindertransport- A Memoir of Music, Love, and Survival
PoetryWar and the Pity of War
Suggested Texts: Courage in Life and Literature
FictionThe Devil’s Arithmetic
Jacob’s Rescue
The Boy in the Stripped Pajamas
The Boy Who Dared
The Diary of Anne Frank- drama
Milkweed
When Hitler Stole Pink Rabbit
I am David
Number the Stars
Summer of My German Soldier
Daniels Story
A Pocket Full of Seeds
NonfictionA History of US: War, Peace and All that Jazz (Joy Hakim)
Ghost Soldiers: The Epic Account of World War II’s Greatest Rescue Mission (Hampton Sides)
True Stories of D-Day (Henry Brook)
Dear Miss Breed: True Stories of Japanese American Incarceration During World War II and a
Librarian Who Made a Difference (Joanne Oppenheim)
Fighting for Honor: Japanese Americans and World War II (Michael L. Cooper)
Never to Forget: The Jews of the Holocaust (Milton Meltzer)
Six Million Paper Clips: The Making of a Children’s Holocaust Memorial (Peter W. Schroeder
and Dagmar Schroeder-Hildebrand)
Atomic Structure and Chemical Reactions: Middle Grades and High School (Nevin Katz)
The Making of the Atomic Bomb (Richard Rhodes)
MemoirA Friend Called Anne: One Girl’s Story of War, Peace, and a Unique Friendship with Anne Frank
Four Perfect Pebbles
Children of Willesden Lane: Beyond the Kindertransport- A Memoir of Music, Love, and Survival
PoetryWar and the Pity of War
Speeches“Blood, Toil, Tears, and Sweat: Address to Parliament on May 13th, 1940” (Winston Churchill)
“Declaration of War on Japan” (Franklin D. Roosevelt)
Film:
The Diary of Anne Frank (Directed by George Stevens, 1959)
Anne Frank: The Whole Story (Directed by Robert Dornhelm, 2001)
Paper Clips (Directed by Elliot Berlin and Joe Fab, 2004) HBO Documentary
Bataan Rescue: The Most Daring Rescue Million of World War II (Directed by Peter Jones,
2005) PBS Documentary
Fiction:
The Outsiders
We Beat the Streets
“Amigo Brothers”
“Broken Chains”
“Thank you Ma’am”
“The Lottery”
Nonfiction Articles:
http://www.livebinders.com/play/play_or_edit?id=197775
Assessment for Learning: How do you know the student has mastered the standards?
Pre-Assessment
Informal Progress Monitoring Checks (Dipsticks)
Post-Assessment
Engaging Learning Experiences
Learning Activities
Research- Based Effective Teaching Strategies
Check all those that apply to the unit:
 Identifying Similarities and Differences
 Summarizing and Note Taking
 Reinforcing Effort, Providing Recognition
 Homework and Practice
Authentic Performance Tasks
21st Century Learning Skills
Check all those that apply to the unit:
 Teamwork and Collaboration
 Initiative and Leadership
 Curiosity and Imagination
 Innovation and Creativity
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Nonlinguistic Representations
Cooperative learning
Setting Objectives, Providing Feedback
Generating and Testing Hypothesse
Cues, Questions and Advance Organizers
Interdisciplinary Non-Fiction Writing
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Critical Thinking and Problem Solving
Flexibility and Adaptability
Effective Oral and Written Communication
Accessing and Analyzing Information
Other