CURWENSVILLE AREA HIGH SCHOOL
650 Beech Street
Curwensville, PA 16833
814-236-1100 Fax: 814-236-8981
Name of Course: Advanced/Academic English 7
Length of Course: 36 weeks
Appropriate Grade Level(s): Grade 7
1. Learning Proficiencies Associated with Appropriate State Standards
 Students will be able to:
o 1.1.8 Learn to Read Independently
o 1.2.8 Read Critically in all Content Areas
o 1.3.8 Read, Analyze, and Interpret Literature
o 1.4.8 Write for a variety of purposes
o 1.5.8 Compose quality writing
o 1.6.8 Use functional listening and speaking skills
o 1.7.8 Recognize characteristics and the function of the English language
ASSESSMENT ANCHORS
 R.7A.1 Understand fiction appropriate to grade level
o R7.A.1.1 Identify and apply the meaning of vocabulary.
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o R7.A.1.2 Identify and apply word recognition skills.
o R7.A.1.3 Make inferences, draw conclusions, and make generalizations based on text.
o R7.A.1.4 Identify and explain main ideas and relevant details.
o R7.A.1.5 Summarize a fictional text as a whole.
o R7.A.1.6 Identify, describe, and analyze genre of text.
o R7.A.2.1 Identify and apply the meaning of vocabulary in nonfiction.
o R7.A.2.2 Identify and apply word recognition skills.
o R7.A.2.3 Make inferences, draw conclusions, and make generalizations based on text.
o R7.A.2.4 Identify and explain the main ideas and relevant details
o R7.A.2.5 Summarize a nonfictional text as a whole.
o R7.A.2.6 Identify, describe, and analyze genre of text
R7.B.1 Understand components within and between texts.
o R7.B.1.1 Interpret, compare, describe, analyze, and evaluate components of fiction and
literary nonfiction
o R7.B.1.2 Make connections between texts
o R7.B.2.1 Identify, interpret, describe, and analyze figurative language in fiction and
nonfiction
o R7.B.2.2 Identify, interpret, and describe the point of view of the narrator in fictional and
nonfictional text.
o R7.B.3.1 Interpret, describe, and analyze the characteristics and uses of facts and opinions in
nonfictional text.
o R7.B.3.2 Distinguish between essential and nonessential information within or between
texts.
o R7.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization
clarifies meaning of nonfictional text.
2. Instructional Strategies
 Whole group instruction
 Small group instruction
 Flexible groups
 Cooperative groups
 Peer revising and editing
 Games
 Projects
 Creative activities
 Class discussion
 Modeling process
 Direct instruction
 Self-reflection
 Oral presentations and speeches
 Individual instruction
 Independent study
 Research
 Graphic organizers
 Read aloud
 Independent reading
 Before, during, and after reading activities
 Work shops
 Accelerated Reader
 Blogs
3. Content and Time Frame
First Nine Weeks
 Weekly Schedule Review
o Monday- SSR, AR Quiz time, Class work
o Tuesday- Grammar, class work
o Wednesday- SSR, class work
o Thursday- grammar, class work
o Friday- grammar, grammar rewrite, AR Quiz time, class work
 Syllabus Review, general class information
 Sustained Silent Reading (SSR)-all year
o Advanced- 225 minutes weekly
o Academic- 180 minutes weekly
o Graded EVERY Monday- 50 points/week
o Minimum of 30 minutes in class reading
o AR tests-see AR below
o TECHNOLOGY- SmartBoard-demonstration at beginning of year
 Grammar Lessons
o TECHNOLOGY- smart board
o Comma rules
o Punctuation
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o Quotations/Dialogue
o Capitalization, apostrophes (plural vs. possessive)
o Fragments
o Titles
o Verb Tense (no shifting)
o Caught ‘Ya Grammar-weekly--all year
Accelerated Reader (AR)
o (Computer/Internet)
o Star Reading assessments twice a year
o Reading Comprehension
o 10 points per marking period for academic classes
o 20 points per marking period for advanced classes
o End of Year Totals: 500 points or more = prize, 400 points or more = prize
o Rumble Fish
o Short Stories
Homophones (Tricky Words)
o Notes
o Definitions
o Worksheets
o Quizzes
Paragraph Writing Review
o Topic sentence
o Supporting details
o Conclusion sentence
o Paragraph writing worksheets- Topics: water, school
o TECHNOLOGY- SmartBoard- Microsoft Word
 Share paragraphs on smartboard, edit techniques
Writing Process
o Prewriting- webbing, mapping, outlining, etc.
o Drafting- rough copies
o Revising- new ideas, better content
o Editing- checking grammatical errors, proofreading symbols
o Publishing- final copy
5 Paragraph Structure
o Introduction
o Body Paragraph One
o Body Paragraph Two
o Body Paragraph Three
o Conclusion
o Thesis/Transitions
Essays
o Narrative- Who Am I?
o Informational- I Grew Up Here… or Three Wishes
o Persuasive- Student choice topic
 Fact/Opinion
o Letter format—persuasive writing
o TECHNOLOGY- Microsoft Word, Internet
Journal Writing
Sensory Detail Exercise
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o Writing
o Class discussion
ADVANCED ONLY- Writer’s Notebook-different requirement for each marking period
o Work with 8th grade advanced English
First Marking Period Options: Choose 4 individual options
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Second Marking Period Options: Choose 4 individual options
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Diary: Write a diary as the main character in one of your SSR/AR books. You must have at least 5 entries
that are at least a half of a page long. Diary entries should not simply be summaries of plot; they should
reflect the character’s thoughts and feelings. Reflection required.
Short Story Part One: This is the first part of your three part short story. Reflection required.
Write a HUMEROUS tale: At least on page in length and a reflection
Informative Essay: A role model is a person you look up to. Before you begin writing, think about
someone you look up to. Why do you admire this person? Write a composition in which you explain to
your classmates whom you admire and why you admire this person. Reflection required.
Super You: If you could have any two super powers, what would they be? Would you use them for good
or evil? Draw a picture of super you. Write your theme song. Reflection required.
Group: Interview: With a partner, come up with at least 20 questions (remember the 5 Ws—who, what,
where, when, why) and conduct the interview. Individual reflections. Questions must be approved by
Mrs. Siple or Mrs. Richards.
Third Marking Period Options: Choose 4 individual options
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Article: find an article to use as inspiration, write a poem or response to the article, and a reflection
Item Writing: Pick an item and be that item as you write an account of your day’s events, and a reflection
Book Review: Pick your favorite book and write a book review (not a summary only), and a reflection
Essay: Write about your worst day. Explain why it was your worst day and pose three solutions to your
problem. Reflection required.
Famous Quote: Pick a famous quote and write a story about how that quote came to be and a reflection
Group: One Photo: Partner with student in opposite grade, both share one photo to write two separate
pieces from two different perspectives. Example--first person and third person—and a reflection
Short Story Part Two: This is the second part of your three part short story. Reflection required.
Collage: Make a collage that represents you! Include at least 5 different textures. Reflection required.
Reflection could require incorporation of the 5 senses.
Personal Narrative: Think about gossip at your school. Now, think about one particular incident. Write
down your thoughts. Now write an essay telling about that incident. Be sure to include description,
dialogue, a strong beginning, and a satisfactory ending. Reflection required.
Current Event: Watch the news or read a newspaper. Pick a current event to turn into a poem. Reflection
required.
Room Design: Wouldn’t it be great to design your bedroom the way you want it? Now you can. You
have a budget of $100,000 to use as you please. Draw a photo of your new bedroom (blue print style),
include a budget of the items you bought—include price of building materials and labor, and include as
much detail as possible. You may want to provide photos from catalogs or the Internet to help with your
planning. Reflection required.
Group: Item Writing- Use the following writing choices to write about the item you were given by your
partner from the opposing grade—Reflection required.
Fourth Marking Period Options: Choose 4 individual options
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Short Story Part Three: This is the third part of your three part short story. Reflection required
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Persuasive Essay: Pick a topic. Pick a side, and try to convince your teacher to think the way you do. 5
paragraph essay. Reflection required.
Limericks: Write three limericks. One limerick about the 1990s, one about the 1980s, and one about the
1960s. You may need to do some research! Reflection required.
Summer Vacation: If you could go anywhere for summer vacation, where would you go and what would
you do? Research your dream destination. Where will you stay? How much will it cost? How long will
you stay? What types of activities does the destination provide? Plan your dream vacation. Include a
detailed budget (cost per person), timeline, travel costs, things you will take with you, etc. Reflection
required.
Conspiracy Theory: Research a conspiracy theory and write a detailed essay that disproves that theory. 5
paragraph essay format. Reflection required.
Group: Take Two Story: One partner starts a story then passes it off to their partner who adds to it, and
then it goes back to the first person who adds to it again. Each person should have it three times. Record
individual names to give credit for completed work. The story should take some interesting twists.
Reflection required.
Bodacious Book Battle (Advanced 7th and 8th grade English classes)
o Accelerated reader program and Star reading program
o Battle to see which class reads the most books
o Awards Day--FAME
Second Nine Weeks
 Good Reader Strategies
o Sustaining
 Solving words
 Predicting
 Gathering
 Maintaing and Correcting
 Maintaing and Adjusting Fluency
o Expanding
 Analyzing
 Synthesizing
 Making Connections
 Inferring
 Critiquing
 Summarizing
 Reading Comprehension Unit (Short Stories) 2+ wks
o Shirley Jackson’s “Charles”
o Rene Saldana Jr.’s “The Good Samaritan”
o Langston Hughes’s “Thank You M’am”
o Cynthia Rylant’s “A Crush”
o Marta Salinas’s “The Scholarship Jacket”
o Ray Bradbury’s “There Will Come Soft Rains”
o Walter Dean Myers’ “The Treasure of Lemon Brown”
o Foreshadowing
o 2 Quizzes
o Group and Independent Reading
o BDA Strategies
 Admit Slip
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 Anticipation Guides
 Exit Slip
 WORDO
 ABC Brainstorm
 Double Entry Journal
 Blogs
 Silent Exchange
 T-Charts
 Quote/Journal T-Chart
o Graphic Organizers
 KWL
 Questioning the text
 Picture Walk
 Story Map
Cross-Curricular Essay (Social Studies)
o Informational Essay with History topic
Introduction to Culminating Activity: My Book of Memories
o Writing process
o 5 paragraph essays (5)
o Letters (3)
o Narrative poems (2)
o Epilogue
o Organizational skills
o Art/photography
Novel: Rumble Fish
Literary Terms/Devices Covered:
 Conflict
 Setting
 Plot
 Point of view
 Characterization
 Mood
 Imagery
 Theme
o Quizzes
o Tests
o Reading Comprehension Questions
o Journals
o Group and Independent Reading
o Teacher-Designed Rubrics
o Alternative Book Reports (creative writing)
Third Nine Weeks
 4-Sight Practice (3-5 days)
o Open-ended
 Acquired Island Project (3-4 days)---Time Permitting
o Creative Writing
o Group Activity
o Cross-curricular (history and science)
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 Mapping key
 Legend
o Literary Elements
 Setting
 Plot
o Critical Thinking/Planning
Non-fiction Unit
o “No Gumption”
o “What is a Knight?”
 Jigsaw
o “Shipwreck at the Bootom of the World”
 Differentiated Projects (group)
o “An Eyewitness” by Jack London
 Differentiated Projects (individual)
Comma Review (1 week)
o Review of Comma Rules
o 8 worksheets
o Caught ‘Ya Grammar
Poetry Unit (2-3 weeks)----Time Premitting
o Counting Syllables
o Rhyme Scheme
o Poetic devices
 Alliteration
 Hyperbole
 Personification
 Metaphor
 Simile
 Onomatopoeia
o Poetry Types
 Quatrain
 Limerick
 Sensory
 Haiku
 Acrostic
o Poetry Project
 Creative/Art
 TECHNOLOGY- Microsoft Word
 5 poems with poetic devices
o Group Work
Alternative Book Reports---Time Premitting
o TECHNOLOGY- Internet, Microsoft Word, PowerPoint
o Reading Comprehension
o Creative/Art
o SSR and AR Related
Flat Stanley Projects (ADVANCED only, every other year)
o Storyboard
o Friendly Letter Format
o 5 Paragraph Informative Essay
o Speech/Presentation
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o Work with 8th grade Advanced English
PSSA Reading (1 week)
o PSSA Reading rubric for scoring
o PSSA practice tests
o Test taking skills
o Sample activities
Drama Unit (2-3 + weeks)
o Read Weekly Magazine
o Hamlet (2-10-2006)
 Conflict
 Characterization
 Irony
 Rising action
 Falling action
 Resolution
 Climax
 Foreshadowing
 Worksheets
 Quizzes
 Journals
 Reading Comprehension questions
 Group discussion
 Shakespeare Background/time period
o Of Mice and Men (8-25-2006)
 Foreshadowing
 Personification
 Tone
 Mood
 Setting
 Plot
 Theme
 Worksheets
 Quizzes
 Journals
 Reading Comprehension questions
 Group Discussion
o A Mid Summer’s Night’s Dream (5-12-2006)
 Setting
 Farce
 Dialogue
 Plot
 Mood
 Shakespeare Background/time period
 Worksheets
 Quizzes
 Journals
 Reading Comprehension questions
 Group Discussion
o Oliver Twist (1-4-2008)
 Group Reading
 Journal/Blogs
 Reading Comprehension Questions
 Group Discussion
o Othello (11-14-2008)
 Cause and effect
 Imagery
 Mood
 Author’s purpose
 Point of view
 Foreshadowing
 Climax
 Tone
 Setting
 Conflict
 Worksheets
 Quizzes
 Journals
 Reading Comprehension questions
 Group Discussion
Fourth Nine Weeks
 Short Stories (2-3 weeks)
o Short Story Elements
o Class and independent reading
o Group discussion
o Journals
o “Two Kinds” by Amy Tan
 Literature Circles
 Quiz with essay
o “Suzy and Leah” by Jane Yolen
 Pair reading
o “The Monsters Are Due on Maple Street” page 696 Timeless Voices
 Critical Thinking/Comprehension
 Predicting
 Foreshadowing
o “Rip Van Winkle” by Washington Irving
 Verb Tenses Mini Lesson
 Perfect tense
 Present tense
 Past tense
 Future tense
 Infer Questions
o “All Summer in a Day” by Ray Bradbury
o Infer questions
o Characterization
o Discussion
o “The Lottery” by Shirley Jackson
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 Questioning the text
 Characterization
 Teacher-read
 Group discussion
o “The Smallest Dragon Boy” by Anne McCaffrey
 Pyramid Frame
 Directed Reading Thinking Activity (DRTA)
 Pop-corn read
 Quiz
o PSSA formatted test to cover both short stories
Speeches (3-4 weeks)
o Demonstrative speech
o The “um” Game
o Persuasive Speech
o Informational Speech
o Truth or Lie Game
o Narrative Speech
o Delivery Techniques (voice and body)
o Language choices
o Research
o Writing process
o Impromptu Speech (bonus points)
Fairy Tale Unit (3-4 weeks) Now done in Reading Class
o Story Writing: Fractured Fairy Tales
o Fairy Tale Elements
o Literary Elements/Devices
 Character
 Theme
 Setting
 Cause and effect
 Tone
 Mood
 Plot
 Imagery
o Graphic organizers
o Journals
o Movie: The Brothers Grimm
o Informal Debate
o Group Discussion/work
o Peer revisions/editing
o Writing Lab
4. Curriculum Materials
 Classroom Library
 Literature: Language and Literacy Grade 7, Prentice Hall, 2010
 Elements of Writing, Kinneavy/Warriner, 1993
 Reader’s Anthology, Robert R. Potter, Globe Book Company, 1992
 Discoveries in Literature, Scott, Foresman, 1989
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Blowing Away the State Writing Assessment Test, Jane Bell Kiester, 2000
Caught ‘Ya Grammar with a Giggle, Jane Bell Kiester, 2001
Caught ‘Ya Again!, Jane Bell Keister, 1993
Games for English and Language Arts, Hunter, Livingstone, Loeffelbein, Cottonwood Press, 1995
DownWrite Funny, Randy and Judy Larson, Cottonwood Press, 1997
Greek Myths: 8 Short Plays for the Classroom, John Rearick, Scholastic Professional Books, 1997
Mythology, Aileen M. Carroll, J. Weston Walch, 1997
The Daily Spark: Journal Writing, Spark Notes, 2004
The Daily Spark: Vocabulary, Spark Notes, 2004
Rumble Fish, S.E. Hilton, Laurel-Leaf Books, 1968
The Adventures of Tom Sawyer, Mark Twain, Pocket Books, 2000
Johnny Tremain, Esther Forbes, McDougal Littell, 1971
READ Weekly Reader Magazine
5. Assessment Tools
 Teacher observation
 Quizzes
 Graphic Organizers
 Oral and written summaries
 Oral and written responses
 Teacher created tests
 Activities
 Discussion
 PSSA Reading and Writing Rubrics
 Checklists
 Peer assessment
 Rubric for journal/notebook
 Teacher-designed rubrics for writing, projects
 Textbook tests
 Group Activity grading rubric
 Class participation rubric
 Accelerated Reader
 Sustained Silent Reading (SSR)
6. Assessment Benchmarks
The student should be able to:
 1.1 Learn to Read Independently
o Before reading, examine and identify appropriate texts for a specific purpose (e.g., for literary
enjoyment, for information, or to perform a task)
 Performance Indicators:
 Discuss the author’s style, background, and purpose
o Identify and use common organizational structures and graphic features to comprehend
information
 Performance Indicators:
 Define and discuss literary elements
o Identify basic facts and ideas in texts, using various strategies
 Performance Indicators:
 Relate prior knowledge and personal experience to text
 Generate questions
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 Reexamine text to clarify understanding
 Enhance a reading vocabulary
o After reading, demonstrate understanding and interpretation of both fiction and nonfiction
texts.
 Performance Indicators:
 Respond critically to the major ideas and themes of the text
 Form Opinions relating to the text
 Use various graphic organizers
 Explain connections to related ideas, topics, or information learned through
additional reading and media
o Demonstrate fluency in reading
 Performance Indicators:
 Read familiar material aloud with accuracy
 Self-correct mistakes
 Use appropriate rhythm, flow, meter, and punctuation
 Read a Variety of genres/types of texts
1.2 Read Critically in the Content Areas
o Read and understand essential content of informational texts
 Performance Indicators:
 Differentiate fact from opinion
 Distinguish between essential and non-essential information
 Make inferences and draw conclusions
 Evaluate organization and content
o Use and understand a variety of media relating to subject material
 Performance Indicators:
 Compare how different media offer a unique perspective on the information
presented
1.3 Read, Analyze, and Interpret Literature
o Read and understand works of literature
 Performance Indicators:
 Respond to literature through writing and discussion
o Identify literary elements
 Performance Indicators:
 Analyze characterization, setting, plot, theme, and point-of-view
o Describe the use of various literary devices
 Performance Indicators:
 Identify sound techniques and figurative language
o Analyze drama as a source of information and entertainment
 Performance Indicators:
 Read and recognize the elements of drama
1.4 Identify and Create Different Types of Writing
o Develop writing using organized thoughts and detailed descriptions
 Performance Indicators:
 Produce work in at least one literary genre that follows the conventions of t hat
genre.
 Write multi-paragraph descriptions, evaluations, essays, and persuasive pieces.
1.5 Improve the Quality of their Writing
Write with a sharp, distinct focus
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o Performance Indicators:
 Identify topic, task, and audience
 Establish point of view
Write using well-developed content appropriate for the topic
o Performance Indicators:
 Establish audience and purpose
 Write paragraphs that have details and information specific to the topic and relevant to
the focus
Write with organization and fluency
o Performance Indicators:
 Sustain a logical order within sentences and between paragraphs, using appropriate
transitions
 Illustrate the topic and purpose in the introduction and conclusion
Develop an understanding of the choice, use, and arrangement of words and sentence structures that
create tone and voice
o Performance Indicators:
 Vary types and lengths of sentences
 Develop and maintain a consistent voice
 Use precise language and details that convey the writer’s meaning
 Improve paragraph development
 Edit writing the conventions of language
Improve paragraph Development
o Performance Indicators:
 Revise Writing
Edit writing using the conventions of language
o Performance Indicators:
 Spell common, frequently used words correctly
 Use capital letters correctly
 Punctuate correctly
 Use parts of speech correctly
 Use complete sentences
1.6 Continue Development of Speaking and Listening Skills
Listen to others
o Performance Indicators:
 Ask probing questions
 Differentiate between relevant and irrelevant information, ideas, and opinions
 Take notes when necessary
Listen to selections of literature
o Performance Indicators:
 Relate selections to previous knowledge
 Predict content/events
 Summarize the events of the story
 Identify and define new words and concepts
Speak using skills appropriate in formal speech situations
o Performance Indicators:
 Use complete sentences
 Pronounce words correctly
 Adjust volume to purpose and audience
 Adjust pace to convey meaning
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 Adjust content and style for different audiences
Contribute to discussions
o Performance Indicators:
 Ask relevant, leading questions to gain information, clarify thinking, and understand
others
 Respond to questions with relevant information, ideas, and opinions
 Listen to and acknowledge the contributions of others
 Support and explain responses when asked
 Paraphrase and summarize when prompted
Participate in classroom discussions
o Performance Indicators:
 Participate in everyday conversation
 Present an oral reading of assigned material
 Participate in informal debates
Use media for learning purposes
o Performance Indicators:
 Locate, share, and discuss information gathered via different media
1.7 Recognize Characteristics and the Function of the English Language
Recognize the role and place of standard American English in speech, writing, and literature
o Performance Indicators:
 Discuss the differences between formal and informal usage
7. Second Chance Opportunities
 Revisit lesson, shorten and simplify concept by focusing on one thing at a time
 Additional practice
 Additional Assessment to ensure comprehension
 Mrs. Walnock’s Assistance/IST program
 9th Period tutoring
 Adjusted Study Hall
8. Extended Opportunities
 9th Period Tutoring
 Adjusted Study Hall
Signature (Preparer)____________________________________________ Date ________________
Signature (Grade Level/Dept. Chair) ______________________________ Date _________________
Signature (Supervisor C&I) _____________________________________ Date _________________