LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 7TH GRADE ELA 2014 - 2015
THE POWER OF LANGUAGE
Unit Title:
Time Frame:
Language Connects Us Through the Creative First Grading Period
Power of Words
Facilitation Questions:
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What is the purpose of language?
How does language connect us?
How do you use language in your everyday life?
How can I be creative with words?
How does language separate us?
How can you relate with other readers and writers even
though they may have different perspectives?
Unit Foci:
Reading: Read literary texts, both fiction and nonfiction.
Writing: 6 + 1 Traits – overview. Compose personal narratives, imaginative
stories and poems.
Curriculum:
Enduring Understandings:
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Authors read with the writer in mind and write with the reader in mind.
Authors use language to create imagery, appeal to the senses, and suggest mood to connect readers to texts.
Authors use words that reach readers emotionally.
Authors relate to readers by communicating reasons, actions, and consequences of their characters.
Readers use structures and elements of fiction to understand and connect to texts.
Readers draw conclusions and summarize, using textual evidence.
Readers problem solve and use different strategies to understand and connect to texts.
Readers examine motivations and conflicts of characters to understand and connect to texts.
Readers analyze internal and external responses of character through the plot development.
Readers determine how time and place influence the message of a written work, and how that message relates to the reader.
Unit Title: Language Connects Us
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Readers use structures and elements of poetry and drama to understand and connect to texts.
Essential Questions:
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How can I connect with stories from other times and places?
What is the connection between reading and writing?
How do authors engage readers so that readers make meaning and connections through language?
How do word choices and tone change the message conveyed?
How do adaptations change or retain the original message?
How do authors engage readers using conventions of poetry and drama?
How do graphical elements contribute to the reader’s understanding of poetry?
How do stage directions and use of dialogue contribute to the meaning of texts?
Spiraling TEKS:
 Fig. 19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more
complex texts as they become self-directed, critical readers. The student is expected to:
 Fig. 19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
 Fig. 19 (B) ask literal, interpretive, evaluative, and universal questions of text
 Fig. 19 (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world
connections; creating sensory images)
 Fig. 19 (D) make complex inferences about text and use textual evidence to support understanding RS, SS
 Fig. 19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts RS,
SS
 Fig. 19 (F) make connections between and across texts, including other media (e.g., film, play), and provide textual evidence RS
 7.1 (A) adjust fluency when reading aloud grade-level text based on the reading purpose and the nature of the text
 7.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes RS
 7.2 (B) use context (within a sentence and in larger sections of text) to determine or clarify the meaning of unfamiliar or ambiguous words
RS
 7.2 (C) complete analogies that describe part to whole or whole to part
 7.2 (D) identify the meaning of foreign words commonly used in written English with emphasis on Latin and Greek words (e.g., habeus
corpus, e pluribus unum, bona fide, nemesis)
 7.2 (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations, alternate
word choices, and parts of speech of words RS
 7.14 (A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate
topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or
Unit Title: Language Connects Us
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controlling idea
7.14 (B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and
building on ideas to create a focused, organized, and coherent piece of writing RS
7.14 (C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding,
deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre
have been addressed RS
7.14 (D) credit drafts for grammar, mechanics, and spelling RS
7.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
7.17 (C) write responses to literary or expository texts that demonstrate the writing skills for multi-paragraph essays and provide sustained
evidence from the text using quotations when appropriate
7.19 (A) identify, use and understand the function of the parts of speech in the context of reading, writing, and speaking RS, SS
 (i) verbs (perfect and progressive tenses) and participles
 (ii) appositive phrases
 (iii) adverbial and adjectival phrases and clauses
 (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)
 (v) prepositions and prepositional phrases and their influence on subject-verb agreement
 (vi) relative pronouns (e.g., whose, that, which)
 (vii) subordinating conjunctions (e.g., because, since)
 (viii) transitions for sentence to sentence or paragraph to paragraph coherence
7.19 (B) differentiate between the active and passive voice and know how to use them both SS
7.19 (C) use complete simple and compound sentences with correct subject-verb agreement RS
7.21 (A) spell correctly, including using various resources to determine and check correct spellings RS
The student will know and be able to:
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Fig. 19 (D), (E), & (F) (see spiraling)
7.1 (A) (see spiraling)
7.2 (B) (see spiraling)
7.2 (E) (see spiraling)
7.3 (A) describe multiple themes in a work of fiction SS
7.3 (B) describe conventions in myths and epic tales (e.g., extended simile, the quest, the hero’s tasks, circle stories) SS
7.3 (C) analyze how place and time influence the theme or message of a literary work SS
7.4 understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding
 7.4 (A) analyze the importance of graphical elements (e.g., capital letters, line length, word position) on the meaning of a poem SS
 7.5 Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from
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text to support their understanding
7.5 (A) explain a playwright’s use of dialogue and stage directions SS
7.6 (A) explain the influence of setting on plot development RS
7.6 (B) analyze the development of the plot through the internal and external responses of the characters, including their motivations and
conflicts RS
7.6 (C) analyze different forms of point of view, including first-person, third-person omniscient, and third-person limited SS
7.7 (A) describe the structural and substantial differences between an autobiography or a diary and a fictional adaptation of it SS
7.8 (A) determine the figurative meaning of phrases and analyze how an author’s use of language creates imagery, appeals to the senses,
and suggests mood RS
7.14 (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex
sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience,
and genre have been addressed RS
7.15 (A) write imaginative stories that include:
 (i) sustains reader interest
 (ii) includes well-paced action and an engaging story line
 (iii) creates a specific, believable setting through the use of sensory details
 (iv) develops interesting characters
 (v) uses a range of literary strategies and devices to enhance the style and tone
7.15 (B) write poems using:
 (i) poetic techniques (e.g., rhyme scheme, meter)
 (ii) figurative language (e.g., personification, idioms, hyperbole)
 (iii) graphic elements (e.g., word position)
7.16 (A) write a personal narrative that has a clearly defined focus and communicates the importance of or reasons for actions and/or
consequences RS
7.19 (A) identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking: RS, SS
 (i) verbs (perfect and progressive tenses) and participles
 (ii) appositive phrases
 (iii) adverbial and adjectival phrases and clauses
 (v) prepositions and prepositional phrases and their influence on subject-verb agreement
 (vi) relative pronouns (e.g., whose, that which)
7.19 (C) use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified
antecedents, parallel structures, and consistent tenses RS
7.20 (B) recognize and use punctuation marks, including: RS, SS
 (i) commas after introductory words, phrases, and clauses
Unit Title: Language Connects Us
Last Revised June 5, 2014, 2014
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Student Understanding (student friendly TEKS):
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Fig. 19 (D) I will infer using textual evidence.
Fig. 19 (E) I will summarize and put text into my own words in ways that keep the same order so that the meaning is not changed.
Fig.19 (F) I will make connections to other texts while I am reading. I will say to myself This reminds me of…
7.1 (A) I will slow down or speed up my reading depending on what I am reading and why I am reading it.
7.2 (B) I will use context to clarify the meaning of unfamiliar words.
7.2 (E) I will use the dictionary or glossary when I cannot figure out the meaning of a word or use a thesaurus when I want to find a
synonym.
7.3 (A) I will read between the lines to see that one story can have many themes, like love, friendship, loyalty.
7.3 (B) I will describe how extended simile, the quest, the hero's tasks and circle stories are used in myths and epic tales.
7.3 (C) I will describe how time and place shape the author's message or theme of a story.
7.4 I will support my conclusions with proof from the poem.
7.4 (A) I will analyze the importance of graphical elements such as capital letters, line length, and word position on the meaning of a poem
7.5 I will make inferences and draw conclusions about the structure and elements of a drama and provide evidence from that to support
their understanding.
7.5 (A) I will describe how the playwright used dialogue and stage directions in the play.
7.6 (A) I will describe how the time and place of a story affect the progress of the plot.
7.6 (B) I will analyze the actions and thoughts of the characters to figure out how their motivations and conflicts move the plot.
7.6 (C) I will explain how point of view affects meaning, specifically first-person, third-person omniscient, and third-person limited.
7.7 (A) I will be able to identify the differences between an autobiography or diary, and a fictional adaptation of it.
7.8 (A) I will be able to read a text and determine how an author's use of sensory language creates imagery, appeals to senses, and suggests
mood.
7.14 (C) I will revise my piece of writing to be more precise in word choice, make sure my sentences are varied in structure and use
appropriate transitions to increase fluency and coherence.
7.15 (A) I will write an imaginative story.
 (i) I will write an imaginative story that sustains reader interest.
 (ii) I will write an imaginative story that includes well-paced action and an engaging story line.
 (iii) I will write an imaginative story that creates a specific, believable setting through the use of sensory details.
 (iv) I will write an imaginative story that develops interesting characters.
 (v) I will write an imaginative story that uses a range of literary devices to enhance the style and tone.
Unit Title: Language Connects Us
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 7.15 (B) I will be able to write poems.
 (i) I will identify and use poetic techniques (e.g., rhyme scheme, meter).
 (ii) I will identify and use figurative language (e.g., personification, idioms, hyperbole).
 (iii) I will identify and use graphic elements (e.g., word position).
 7.16 (A) I will write a personal story that has a clear focus and includes thoughts about the decisions, actions, and/or consequences.
 7.19 (A) I will identify, use and understand the function of the following parts of speech in the context of reading, writing, and speaking.
 (i) I will use verbs (perfect and progressive tenses) and participles appropriately.
 (ii) I will identify appositive phrases and use them in my writing and speaking.
 (iii) I will use adverbial and adjectival phrases and clauses appropriately.
 (v) I will use prepositions and prepositional phrases and understand their influence on subject-verb agreement.
 (vi) I will identify relative pronouns and use them correctly in my writing and speaking.
 7.19 (C) I will use simple, compound, and complex sentences correctly in my writing.
 7.20 (B) I will recognize and use punctuation marks.
 (i) I will recognize and use commas after introductory words.
Targeted College Readiness Standards: Click here to access CCRS document in full.
Targeted ELPs: Click here to access ELPS TEA web document in full.
Language of Instruction:
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dictionary skills
o parts of speech
o syllable
characterization
plot development – conflicts and character motivation
first person point of view (review)
multiple themes
stanza
graphical elements of poetry (capital letters, line length and
word position)
figurative language (personification, idioms, hyperbole)
revise
Unit Title: Language Connects Us
Last Revised June 5, 2014, 2014
Academic Vocabulary (for mastery by end of year):
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Reading
o epic tale/poetry
o quest
o myth
 hero’s task
 extended simile
o mood
o third person omniscient
o third person limited
o dialogue
o fictional adaptation
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edit
antecedent
rhyme scheme
meter
Six + 1 Traits
o ideas
o organization
o voice
o word choice
o sentence fluency
o conventions
o presentation
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English
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stage directions
figurative meaning
motivation
graphical elements (ex. capital letters, line length, word
position)
Instruction:
These materials and instructional experiences offer workable components which necessitate the addition of
other choices to construct a sequence of learning experiences in which reading and writing blend.
Reading Skill Focus:
Written Composition and Grammar:
Reading:
Composition/Essay:
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elements of fiction (plot, setting, characters, narrator, point
of view, theme)
Using textual evidence to
o support understanding of elements of fiction
o identify and analyze elements of plot and the
influence of setting on plot and theme
o identify and analyze conflict (resolved and
unresolved)
o identify and analyze character motivation,
internal/external response, & conflict
o support understanding of author’s purpose
o identify and analyze point-of-view
o identify and analyze use of figurative language
differentiate between an autobiography or a diary and a
fictional adaptation of it
Unit Title: Language Connects Us
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Unit 1
Instructional focus
o dictionary skills
o thesaurus skills
o The Extension in a personal narrative
o introductions and conclusions
o imagery/sensory language
o elements of fiction
 setting
 characters
o tone
o rhyme scheme
o meter
o Cornell Notes
http://www.google.com/search?q=cornell+notes&so
urceid=ie7&rls=com.microsoft:en-us:IEPage 7 of 10
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describe conventions of myths and epic tales
make inferences in poetry
analyze use/purpose of graphical elements in poetry
analyze stage direction and dialogue in a play
summarize/paraphrase literary texts
make connections between and across texts from the same
and different genres
dictionary skills
thesaurus skills
word study (e.g. root words, prefixes, suffixes, etc.)
Cornell Notes
http://www.google.com/search?q=cornell+notes&sourcei
d=ie7&rls=com.microsoft:en-us:IE-SearchBox&ie=&oe=
o Questions - create meaningful questions
o Note-taking – name source (title and author);
plagiarism vs. paraphrasing
o Summary – synthesizing and thinking
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SearchBox&ie=&oe=
 questions - create meaningful questions
 note-taking – plagiarism vs. paraphrasing
 summary – synthesizing and thinking
Composition focus
o Writing Process – use student compositions as mentor
texts for reviewing6 traits of writing and modeling
revision.
o Write an imaginative story (fiction)
 Suggested prompt: You see a story on the
television about unwanted animals at the
animal shelter, and you decide to adopt one.
Write an imaginative story about the animal you
adopt. Be sure to create a believable setting,
write an engaging story line, and show conflict
and change in the main character.
o Write a personal narrative with clear controlling idea
 Focus on the extension (lesson learned)
 Suggested Prompt: Hard work can be very
rewarding.
Write a personal narrative about a time when
you accomplished something important through
hard work. Be sure to describe what you were
trying to accomplish, and how you achieved
your goal through hard work.
Grammar and Conventions:
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Unit Title: Language Connects Us
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Unit 1
Grammar focus
o verbs – perfect and progressive
o prepositional phrases
o commas after introductory words, phrases & clauses
o pronouns
Grammar review*
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o fragments*
o run-ons*
o noun (plural)*
o verb (tenses)*
o adjectives*
o adverbs*
o kinds of sentences*
Core Text Experiences – Teachers choose a representative selection of imaginative texts along with complementary texts that reflect the
Enduring Understandings of how language connects us.
Suggested texts (excerpts or full text):
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Short story—Gary Soto—“Seventh Grade,” pp. 290-295, Prentice Hall Language and Literacy
Short story—Ray Bradbury—“All Summer in a Day,” pp. 100-111, Prentice Hall Language and Literacy
Teleplay—Rod Serling—“The Monsters are Due on Maple Street,” pp. 834-856, Prentice Hall Language and Literacy
Narrative Poetry—various authors—collection of poetry, pp. 630-639
Narrative poem—Robert Service—“The Cremation of Sam McGee,” pp. 542-546, Prentice Hall Language and Literacy
Greek Myth – “Demetrius and Persephone,” p. 924, Prentice Hall Language and Literacy
Folk Tale—Zora Neal Hurston—“How the Snake got Poison,” pp. 1000-1003, Prentice Hall Language and Literacy
Novel—Gary Paulsen— Dog Song; Guts
Memoir - Jerry Spinelli – Knots in my yo-yo string “War”
Drama – Dickens, A Christmas Carol, pgs. 740-806.
Resources:
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Prentice Hall Language and Literacy unit resources for instruction and assessment ideas
Prentice Hall Writing Coach unit resources
Technology:
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TA: 7.5.C – practice and explain safe and appropriate online
behavior, personal security guidelines, digital identity,
digital etiquette, and acceptable use of technology;
TA: 7.5.D – understand the negative impact of
inappropriate technology use, including online bullying and
harassment, hacking, intentional virus setting, invasion of
Unit Title: Language Connects Us
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Career Connections/Real Life Application: As teachers use this
document, we will add here their ideas about ways to make career and real
life applications in this unit.
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privacy and piracy such as software, music, video, and other
media;
Exemplar Lessons: As teachers use this document, we will add
Research Based Instructional Strategies: As teachers use this
exemplar lessons here.
document, we will add representative research-based instructional strategies
here.
Assessment:
Modify or supplement the suggested assessments below to complement unit activities and ensure varied
assessments throughout the year.
Student self-assessment & reflection:
Acceptable evidence or artifacts:
Common Assessment in both Reading and English
Reader’s notebook or daily journal
Story Element Foldable
Book Jacket Project
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Last Revised June 5, 2014, 2014
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