Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
First Six Weeks
(2 weeks)
Unit Title: Identity
Essential Questions:
Big Idea: Relationships/Connections

How do we define identity?
Common Core Standards:
7.RI1(P): 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.
7.RI2 (P): 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.
7.RI3 (P): Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
7.W.4 (P): Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
7.SL.1a, b, c, d (P): (a) 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.
(b) Follow rules for collegial discussions, track progress toward specific
goals and deadlines, and define individual roles as needed.
(c) 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.
(d) Acknowledge new information expressed by others and, when
warranted, modify their own views.
7.L.3a (P): Vary sentence patterns for meaning, reader/listener interest,
and style.
7.RL.4 (S): 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 on a specific verse or
stanza of a poem or section of a story or drama.
7.SL.5 (S): Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize salient points.

What are ways that identity is revealed?

Why is it important to have a clear identity?

How are personalities defined?

How can knowing about various personality traits
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improve relationships?

How can stereotypes affect identity and personality?

What commonalities exist between relationships,
connections and identity?

What makes a relationship?

How do we connect with ….

the environment?

the world?

each other?

written text?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Skills:

















Reading Comprehension
Analyzing the Development of Central Ideas
Analyzing Interactions in a Text
Citing Textual Evidence
Textual Analysis
Citing Evidence to Make Inferences
Theme, Central Idea, Main Idea
Summarizing Informational Texts
Writing-Task, Purpose, Audience
Oral /discussions
Research
Probing Questioning
Sentence Variety, Style
Multiple Meaning Words
Figurative Language
Connotative/Denotative Meanings
Writing
Academic
International
Urban
Renewal
Parable
Relegate
Cultural
Society
Mustered
Integration
Deport
Content
Diversity
Prejudice
Segregation
Discrimination
Affluent
Consciousness
Pinnacle
Impudence
Refugee
Paradox
Instructional Strategies: Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements
of informational text, Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing,
Comprehending, and Summarizing Strategies, Pre, During and After Reading Strategies
Assessment Tasks: Formative, Summative, Common, Authentic: ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art
Work, Learning Log, Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double
Bubbles
Resources
Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences,
NC EOG Testmaker, Prentice Hall Textbook
http://pearsonsuccessnet.com (User Name: litonline_nc) (password: welcome)
http://www.livebinders.com/play/play/262077
2|Page
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
www.nc.publicschools.org.ela.commoncore
http://www.facinghistory.org/resources/units/identity-community
http://mrspal.org/2010/06/08/who-am-i-identity-portfolio/
http://www.scholastic.com/resources/article/preparing-for-middle-school/
www.nytimes.com
www.readwritethink.org
www.tv.adobe.com/watch/adobe-youth-voices/identity
www.vimeo.com/11455186
www.teenidentitymag.com
www.thinkfinity.org
www.edhelper.com
www.scholastic.com/scope
Common Core Standard and Strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
The Giver by Lois Lowry
Anne Frank: The Diary of a Young Girl by Anne Frank
The Outsiders by SE Hinton
Hoot by Carl Hiaasen
Stargirl by Jerry Spinelli
The Sign of the Beaver by Elizabeth George Speare
Gulliver’s Travels by Jonathan Swift
Tuck Everlasting by Natalie Babbitt
Related Picture Books:
Teammates by Peter Golonbach
Smoky Mountain Rose an Appalachian Cinderella by Alan Schroeder
We are the Ship by Kadir Nelson
Suggested Texts
Short Stories
“Volar: to Fly” (Literature book)
“mk” (Literature book)
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Poetry
“I’m Nobody” (Literature book)
“Father William” (Literature book)
“All Summer in a Day” (Literature book)
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
“Light My Fire” – Doors
Writing Tasks
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: Create a constructed response.
4|Page
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Unit Title: Imagination/Storytelling
Essential Questions:
 How would you define imagination?
First Six Weeks
(4 weeks)
Big Idea: Relationships/Connections
Common Core Standards:
7RL.1: (P) 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.
7RL.2: (P) 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.
7RL.6: (P) Assess how point of view or purpose shapes the content and
style of a text.
7W.1 a, b, c, d, e (P) (a) Introduce claim(s), acknowledge alternate or
opposing claims, and organize the reasons and evidence logically. (b)
Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text. (c) Use words, phrases, and clauses to create cohesion and clarify
the relationships among claim(s), reasons, and evidence. (d) Establish and
maintain a formal style. (e) Provide a concluding statement or section that
follows from and supports the argument presented.
7W.2 a, b (P) (a) 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.
(b) Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
7W.6 (P) Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
7.L.6 (P): Acquire and use accurately grade-appropriate general academic
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
Is it possible to be too imaginative?

What kinds of things have you done that require
imagination?

How does one determine fact (reality) from fiction
(imagination)?

What connection(s) exist between imagination and
storytelling?

What is storytelling?

How would you describe the art of storytelling?

How has storytelling impacted cultures from
generation to generation?

What commonalities exist between relationships,
connections and imagination/storytelling?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
and domain-specific words and phrases; gather vocabulary knowledge
when considering a word or phrase important to comprehension or
expression.
7RL9(S): 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.
7RL1(S): 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.
7RL2(S): Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
7RL3(S): Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
7RI3 (S): Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
Skills:











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Reading Comprehension
Citing Textual Evidence to Support Inferences
Analyzing the Interaction of Story Elements
Inferences
Determining Theme, Main Idea, Central Idea
Summarizing Literary Text
Point of View
Writing
Comparison/Contrast
Character Interactions and Event Influences
Writing
Academic
Setting
Culture
Characters
Plot
Sacrifice
Animals
Fantasy
Reality
Conflict
Hero
Climax
Fairytales
Magic
Journey
Folktales
Content
Realistic Fiction
Hook
Biography
Autobiography
Threshold
Tricksters
Mnemonic Devices
Antagonist
Protagonist
Arch
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Legends
Myths
Assessment Tasks: Formative, Summative, Common, Authentic: checklists, rubrics, self-evaluations, peer tutoring, anecdotal records,
note-taking rubrics, observational checklists, running records, checklist of strategies, response journals, project rubrics, problem-based
learning, project-based learning, ClassScape
Instructional Strategies: Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements
of informational text, Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing,
Comprehending, and Summarizing Strategies, Pre, During and After Reading Strategies
7|Page
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Resources: Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple
Intelligences, NC EOG Testmaker, Prentice Hall Textbook
http://pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome)
http://www.livebinders.com/play/play/262077
www.nc.publicschools.org.ela.commoncore
www.nps.gov/long/forteachers/upload/%20Table%20of%20contents%&20Unit%20Overview%20(pages%201-7).pdf
www.thinkfinity.org
www.edhelper.com
www.planetesesme.com/storytelling.html
www.storytellinginschools.org
www.storynet-advocacy.org/edu/booklet.pdf
www.yale.edu/ynhti/curriculum/units/2008/2/08.02.01.x.html
www.digitalstorytelling.com
www.pps.k12.or.us/files/curriculum/G3IS.pdf
www.pppst.com
www.daily-writing-prompt.com/story-starters.html
Common Core Standards and Strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
Crispin: Cross of Lead by Avi
Catherine, Called Birdy by Karen Cushman
The Call of the Wild by Jack London
Walk Two Moons by Sharon Creech
The Witch of Blackbird Pond by Elizabeth George Speare
A Single Shard by Linda Sue Park
The Outsiders by SE Hinton
The Graveyard Book by Neil Gaiman
The View from Saturday by E.L. Konigsburg
Constructed Response will come from the Common Core Ready Workbook “The Bone Wars” by J.R.. Hill.
Suggested Texts
Short Story
“Rikki-tikki-taki” (Literature book)
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Folktale
“The People Could Fly” (Literature book)
“from An American Childhood” (Literature book)
“The Luckiest Time of All” (Literature book)
“Demeter And Persephone” (Literature book)
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
“Light My Fire” - Doors
Writing Tasks
9|Page
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: Think about how the author of “The Bone Wars” develops and explains the rivalry between
Cope and Marsh over the course of the article. What are three central ideas about the rivalry? How is each idea developed and
explained? What details support each one?
In your answer, be sure to
 Identify three central ideas presented about the rivalry
 Explain how the text develops and explains these ideas
 Use details from the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Unit Title: Goals/Dreams
Essential Questions:
 How would you define a “goal” or a “dream”?
Big Idea: Aspirations/Expectations

How are aspirations and expectations connected to
Common Core Standards:
Second Six Weeks
(6 weeks)
goals and dreams?
7RL.1: (P) 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.
7RL.2: (P) Determine a central idea or themes of a text and analyze their
development; summarize the key supporting details and ideas.
7.17RL.3: (P) Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
7RL6 (P): Assess how point of view or purpose shapes the content and
style of a text..
7RI8 (P): 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.
7W8 (P):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.
7SL2 (P): 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.
7L5 a, b (P): (a) Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
(b) Use the relationship between particular words (e.g., synonym/antonym,
analogy) to better understand each of the words.
7RL9(S): 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.
7RI7 (S): Compare and contrast a text to an audio, video, or multimedia
version of the text, analyzing each meduim’s portrayal of the subject (e.g.,
how the delivery of a speech affects the impact of the words).
11 | P a g e

What is the relationship between goals and dreams?

How do we know when to set quality goals for our
lives?

To what extent does culture/society shape an
individual’s understanding of dreams?

Why do goals/dreams seem to be elusive for so many
people?

What are the potential conflicts when one person’s
goal is another person’s dream?

How are goals and dreams perceived in life and in
literature?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
7RI4 (S): 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.
7W10(S): Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or day or
two) for a range of discipline-specific tasks, purposes, and audiences.
Skills:
Author’s Craft
Point of View
Analyzing the Interaction of Story Elements
Arguments/Counterarguments/Claims
Critical Reasoning
Reading Comprehension
Textual Analysis
Citing Textual Evidence to Support Inferences
Determining Theme
Relevant/Irrelevant Material
Quoting/Paraphrasing
Drawing Conclusions
Standard Citation
Summarizing Literary Text
Plagiarism
Figures of Speech
Vocabulary in Context
Comparison/Contrast
Figurative Language
Writing
Academic Vocabulary
Dream
Mission
Goal
Objective
Aspiration
Self-gratitude
Destination
Target
Conflict
Self-esteem
Success
Content Vocabulary
Failure
Fulfillment
Endurance
Perseverance
Determination
Ambition
Assessment Tasks: Formative, Summative, Common, Authentic, ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art
Work, Learning Log, Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double
Bubbles
12 | P a g e
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Instructional Strategies: Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements
of informational text, Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing,
Comprehending, and Summarizing Strategies, Pre, During and After Reading Strategies
Resources:
Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences,
NC EOG Testmaker, Prentice Hall Textbook
http://pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome)
http://www.goodcharacter.com/BCBC/Goals.html
http://www.youtube.com/watch?v=2gtp1Ya1rQo
http://rockhall.com/education/resources/lesson-plans/sti-lesson-12/
http://www.naviance.com/assets/articles/CCR_Overview.pdf
www.thinkfinity.org
www.edhelper.com
www.ncpublicschools.org
Common Core Standards and strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
Wolf Rider by Avi
Squashed by Joan Bauer
The Sisterhood of the Traveling Pants by Ann Brashares
The Princess Diaries by Meg Cabot
Ender’s Game by Orson Scott Card
No More Dead Dogs by Gordon Korman
Guts by Gary Paulsen
Stargirl by Jerry Spinelli
Suggested Texts
Nonfiction
“No Gumption” (Literature book)
Short Story
“The Legacy of “Snowflake” Bentley” (Literature book)
Poem
“Mother to Son” (Literature book)
13 | P a g e
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
“Maestro” (Literature book)
Constructed Response will come from the Common Core Ready Workbook: “Growing” by Jacob Henderson
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
“Light My Fire” - Doors
Writing Tasks
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: What conflict does Nate face at the beginning of the story? What events in the plot cause Nate
to change and grow? Write an essay describing the conflict and how it is resolved. Explain how Nate changes as a result of events.
In your answer, be sure to
 Identify the central conflict in the story and how it is resolved
 Explain how Nate’s situation and attitude change throughout the story
 Use details from the story to support your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
14 | P a g e
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Unit Title: Accepting Responsibility
Essential Questions

Common Core Standards:
7RI8 (P): 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.
7L1 a,b,c (P): (a) Explain the function of phrases and clauses in general
and their function in specific sentences.
(b) Choose among simple, compound, complex, and compound-complex
sentences to signal differing relationships among ideas.
(c) Place phrases and clauses within a sentence, recognizing and correcting
misplaced and dangling modifiers.
7L2 a,b (P): (a) Use a comma to separate coordinate adjectives.
(b) Spell correctly.
7L4 a, b, c, d (P): (a) 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.
(b) Use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
(c). 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.
(d) 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).
 Why is it important to know our strengths and
weaknesses as people and as learners?
Third Six Weeks
(6 weeks)
Big Idea: Determining Strengths and Weaknesses
15 | P a g e
How would you define responsibility?

Why do we use excuses?

When you use a responsible statement, who is in
control?

Tell about a time that you made an excuse to avoid a
negative consequence. What happened?

Is it easier to make excuses a responsible statement?
Why?

Is it better to take responsibility and accept
consequences or make an excuse to avoid
consequences? Why?

How can accepting responsibility help improve your
schoolwork or your relationship with your friend?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
7W1 a, b , c , d, e (P): (a) Introduce claim(s), acknowledge alternate or
opposing claim, and organize the reasons and evidence logically.
(b) Support claim(s) with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the topic
or text.
(c) Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
(d) Establish and maintain a formal style.
(e) Provide a concluding statement or section that follows from and
supports the argument presented.
7RI4 (P) 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.
7RI5 (S): 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.
7RI6 (S): 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.
Skills:
 Claims, evidence
 Analyzing Word Meanings
 Relevant/Irrelevant information
 Writing
 Sentence Variation
 Comma Usage
 Context, Word Meanings
 Greek and Latin affixes
 Reference Sources
 Analyzing Text Structure
 Determining Point of View
 Figurative Language
 Figures of Speech
16 | P a g e
Academic Vocabulary
 Blame
 Assumptions
 Excuses
 Denial
 Reward
 Appeal
 Society
Content Vocabulary
 Stereotype
 Responsibility
 Strengths
 Weaknesses
 Praise
 Prejudice
 Discrimination
 Scapegoating
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014

Writing
Assessment Tasks:
Formative, Summative, Common, Authentic, ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art Work, Learning Log,
Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double Bubbles
Instructional Strategies:
Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text,
Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and
Summarizing Strategies, Pre, During and After Reading Strategies
Resources:
Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences,
NC EOG Testmaker, Prentice Hall Textbook
http://pearsonsuccessndet.com (User Name: litonline_nc) (Password: welcome)
http://www.goodcharacter.com/BCBC/Goals.html
http://www.youtube.com/watch?v=2gtp1Ya1rQo
http://rockhall.com/education/resources/lesson-plans/sti-lesson-12/
http://www.naviance.com/assets/articles/CCR_Overview.pdf
www.thinkfinity.org
www.edhelper.com
www.ncpublicschools.org
Common Core Standards and Strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
Tangerine by Edward Bloor
Al Capone Does my Shirts by Gennifer Choldenko
Homecoming by Cynthia Boight
The Girl who Owned a City by O.T. Nelson
Suggested Texts:
Nonfiction
17 | P a g e
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
“Rattlesnake Hunt” (Literature book)
Short Story
“A Day’s Wait” (Literature book)
“Papa’s Parrot” (Literature book)
Poem
“Sarah Cynthia Sylvia Stout Would not Take the Garbage Out” (Literature book)
Constructed Response will come from the Common Core Ready Workbook: “Goldilocks” and Life on Other Planets: Just Right or
a Lot of Hype? By Lindsay Manez
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
“Light My Fire” – Doors
Writing Tasks
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: The author makes several references to Goldilocks throughout the article. To whom or what
does the author compare Goldilocks? How do these comparisons contribute to the development of the article as a whole? Write an
essay of three to four paragraphs explaining your answer.
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
In your answer, be sure to
 Explain to whom or what the author compares Goldilocks
 Explain how thes comparisons contribute to the development of the article as a whole
 Use details and examples from the article in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Unit Title: Heroes and Villains
Essential Questions
Big Idea: Good versus Evil
Fourth Six Weeks
(6 weeks)
(
Common Core Standards:
7L5 a, b, c (P): (a) Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
(b) Use the relationship between particular words (e.g., synonym/antonym,
analogy) to better understand each of the words.
(c) Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending).
7W2 a, b, c, d, e, f(P): (a) 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., charts, tables), and multimedia when useful to aiding
comprehension.
(b) Develop the topic with relevant facts, definitions, concrete details,
quotations, or other information and examples.
(c)Use appropriate transitions to create cohesion and clarify the
relationships among ideas and concepts.
(d) Use precise language and domain-specific vocabulary to inform about
or explain the topic.
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
How would you characterize a hero from a villain?

How would you compare and contrast good and evil?

What are the characteristics of heroes and villains in
historical stories?

How does an author’s point of view shape the way a
historical character is represented?

How do language, images, music and other elements
shape the construction of a media message regarding
good and evil; heroes and villains?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
(e) Establish and maintain a formal style.
(f) Provide a concluding statement or section that follows from and
supports the information or explanation presented.
7W4 (P): Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
7RL4 (P): Determine the meaning of words and phrases as they are used
in a text, including figurative and connotative meanings.
7RL5 (P): Analyze how a drama’s or poem’s form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning.
7RL6 (P): Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.
7RL7(S): 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).
7W5 (S): 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.
7W6 (S): 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.
Skills:









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Figures of Speech
Multiple-Meaning words (Determine word meanings)
Analyze Rhyme and Repetition
Analyze the Structure of a Poem
Analyze the Structure of Drama
Analyzing Point of View
Writing: supporting claims, appropriate task and audience, revise,
edit
Reading Comprehension
Use Technology

Must stories have morals, heroes, and villains?

Is human nature inherently good or evil?

How does the acquisition of power affect people’s
basic personality, and how can the powerless protect
themselves from evil leaders?

In more personal relationships, how can stress and
strain lead to people acting with “goodness” or
“evilness” towards each other?
Academic
Hero
Villain
Role-model
Enlightened Self-Interest
Positive
Negative
Content Vocabulary
Egoism
Altruism
Civic Virtue
Civil Society
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
 Connotations, Denotations
 Cite Sources
 Support Analysis
Assessment Tasks:
Formative, Summative, Common, Authentic, ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art Work, Learning Log,
Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double Bubbles
Instructional Strategies:
Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text,
Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and
Summarizing Strategies, Pre, During and After Reading Strategies
Resources:
Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple Intelligences,
NC EOG Testmaker, Prentice Hall Textbook
http://pearsonsuccessnet.com
www.thinkfinity.org
www.edhelper.com
www.ncpublicschools.org
www.educationworld.com/a_lesson/lesson/lessons218.shtml
www.reta.nmsu.edu/lessons/hero/heroes/pdf
www.readwritethink.org/classroom-resources/lesson-plans/tracking-ways-writers-develop-1127.html
Common Core Standards and Strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
Poppy by Avi
A Girl Named Disaster by Nancy Farmer
Freak the Mighty by Rodman Philbrick
Wilma Unlimited by Kathleen Krull
Grab Hands and Run by Frances Temple
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Suggested Texts
Drama
“A Christmas Carol” (Literature book)
Mythology
“Icarus and Daedalus” (Literature book)
“Demeter and Persephone” (Literature book)
Constructed Response will come from the Common Core Ready Workbook: “The Sky is Low” by Emily Dickinson
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
“Light My Fire” – Doors
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Writing Tasks
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: Think about how Alec’s monologue contributes to the meaning of the play. What details in this
speech help you better understand Alec’s feelings? Be sure to include details from the play in your answer.
In your answer, be sure to
 Explain how the monologue expresses Alec’s feelings about moving away from his home
 Identify language in the monologue that reveal aspecgts of Alec’s character
 Use details from the pla in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Fifth Six Weeks
(6 weeks)
Unit Title: Equality and Inequality
Essential Questions
Big Idea: Personal and Historical Impact

How would you define equality and inequality?
Common Core Standards:
7RI7 (P): Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.
7RI 8 (P): 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.
7RL6 (P): Analyze how an author develops and contrasts the points of
view of different characters or narrators in a text.
7RL7 (P): Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
7L5 a, b, c (P): (a) Interpret figures of speech (e.g., literary, biblical, and

How would you describe a personal and historical
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impact on literature and in our everyday lives?

Is equity the same as equality?

How do we create an equitable community?

Does equality/inequality have a personal/historical
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
mythological allusion) in context.
(b) Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words.
(c) Distinguish among the connotations (associations) of words with
similar denotations (definitions) (e.g., refined, respectful, polite,
diplomatic, condescending).
7L6 (P): 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.
7SL3 (P): Analyze how particular elements of a story or drama interact
(e.g., how setting shapes the characters or plot).
7SL4 (P): 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.
7RL9(S): 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.
7W7 (S): Conduct short research projects to answer a question, drawing
on several sources and generating additional related, focused questions
for further research and investigation.
7SL6 (S): Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
Skills:








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Point of View
Figures of Speech
Analogies
Evaluating an Argument
Comparing text to Other Media
Comparing Media Techniques
Connotative, denotations
Reading comprehension
impact on history?

Why is the study of equity and equality important and
what they can do to enhance our personal opinions?
Academic Vocabulary
Equality
Contract
Differences
Diversity
Community
Civil Rights
Gender
Stereotype
Culture
Discrimination
Content Vocabulary
Gender Roles
Gender Inequality
Sex and Gender
Reproductive Rights
Sexual Rights
Gender Analysis
Gender Mainstreaming
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014






Text Analysis
Context
Figurative Language
Compare/Contrast
Research with multiple sources
Speaking with a purpose
Assessment Tasks:
Formative, Summative, Common, Authentic, ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art Work, Learning Log,
Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double Bubbles
Instructional Strategies:
Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text,
Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and
Summarizing Strategies, Pre, During and After Reading Strategies
Resources:
Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple
Intelligences, NC EOG Testmaker, Prentice Hall Textbook
http://pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome)
www.thinkfinity.org
www.edhelper.com
www.ncpublicschools.org
www.scholastic.com/scope
www.grandtimes.com/rosa/html
www.scholastic.com/storyworks
www.biography.com
Common Core Standards and Strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Outsiders by S.E. Hinton
Suggested Texts
Fiction
“After Twenty Years” (Literature book)
“The 3-Century Woman” (Literature book)
Poetry
“Martin Luther King” (Literature book)
Constructed Response will come from the Common Core Ready Workbook: “Stop the Fracking!” by Cynthia Martinez
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
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Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
“Light My Fire” - Doors
Writing Tasks
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: Think about “The Benefits of Shale Gas” and “Stop the Fracking!” Which author do you
think presents a stronger argument? What specific claims and evidence make that argument stronger? Write an essay of two to
three paragraphs explaining why one of these essays presents a stronger argument thant the other. Be sure to use evidence from
both essays in your answer.
In your answer, be sure to
 Stance which author makes the stronger argument
 Explain what makes that argument stronger
 Use evidence from both essays in your answer
Check your writing for correct spelling, grammar, capitalization, and punctuation.
Sixth Six Weeks
(6 weeks)
Unit Title: Journey to Freedom
Essential Questions
 How has the idea of religious freedom develop over
Big Idea: Global Implications
time?
Common Core Standards:
7RI9 (P): 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.
7W1 a, b, c, d, e (P): (a) Introduce claims, acknowledge alternate or
opposing claims, and organize the reasons and evidence logically.
27 | P a g e

How will technology change reading over time?

What is the impact of a paperless society?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
(b) Support claims with logical reasoning and relevant evidence, using
accurate, credible sources and demonstrating an understanding of the
topic or text.
(c) Use words, phrases, and clauses to create cohesion and clarify the
relationships among ideas and concepts.
(d) Establish and maintain a formal style.
(e) Provide a concluding statement or section that follows from and
supports the argument presented.
7W8 (P):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.
7SL2 (P): 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.
7L5 a, b (P): (a) Interpret figures of speech (e.g., literary, biblical, and
mythological allusions) in context.
(b) Use the relationship between particular words (e.g.,
synonym/antonym, analogy) to better understand each of the words.
7RL9 (P): 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.
7RL10 (S): 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.
7RI10 (S): 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.
7W3 a, b, c, d, e (S): (a) 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.
(b) Use narrative techniques, such as dialogue, pacing, and description, to
develop experiences, events, and/or characters.
(c) Use a variety of transition words, phrases, and clauses to convey
28 | P a g e

How does geographical and historical setting affect
society?

What is the role of heritage and culture in shaping
one’s perspective in a global society?

How can an individual shape his/her community?

What does it take to change the world?

Why are people always on the move?

What are the building blocks of life?

How can one live beyond one’s time?

How does conflict produce change?

What impact did slavery play in our journey to
freedom?
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
sequence and signal shifts from one time frame or setting to another.
(d) Use precise words and phrases, relevant descriptive details, and
sensory language to capture the action and convey experiences and
events.
(e) Provide a conclusion that follows from and reflects on the narrated
experiences or events.
Skills:












Reading Comprehension
Comparing and Contrasting Text
Comparing and Contrasting Genres
Text Analysis
Writing with a purpose
Transition Words
Main Idea/Theme
Supporting Details
Figures of Speech
Analogy Relationships
Sentence Variety
Transition Words
Academic Vocabulary
Journey
Freedom
Oppression
Slavery
Equal Rights
Diversity
Community
Gender
Stereotype
Futuristic
Domestic
War
Peace
Boycott
Poverty
Natural Resources
Content Vocabulary
Global Implications
Technology
Technological Age
Sustainability
Global Warming
Capital
Affluent
Economy
Economic Growth
Inflation
Assessment Tasks:
Formative, Summative, Common, Authentic, ClassScape, Foldables, Essays, Presentations, Graphic Organizers, Art Work, Learning Log,
Journals, Poetry Project, One Pager, Marking the Text, Use of Templates, Poetry Cubes, Venn Diagrams, Double Bubbles
Instructional Strategies:
Introduce the Unit Big Question, Develop & Discuss Learning Targets, Teach literary elements, Teach elements of informational text,
Teach characteristics of the writing process, Teach characteristics of narrative writing, Activating, Organizing, Comprehending, and
Summarizing Strategies, Pre, During and After Reading Strategies
29 | P a g e
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
Resources:
Constructed Response Notebooks, Reading in Content Area (RICA) literacy strategies, Revised Bloom’s Taxonomy, Multiple
Intelligences, NC EOG Testmaker
http//pearsonsuccessnet.com (User Name: litonline_nc) (Password: welcome)
http://www.aclu.org/crimjustice/gen/10084res20020304.html
http://www.queensbp.org/content_web/cultural_affairs/cultural_remonstrance07.shtml
http://www.harbornet.com/rights/usbor.txt
http://www.religioustolerance.org/amend_1.htm
http://usinfo.state.gov/usa/infousa/facts/democrac/47.htm
Common Core Standards and Strategies Flip Chart
Connections: Nonfiction for Common Core CD
Common Core Ready Workbook
Crossing the Wire by Will Hobbs
The Giver by Lois Lowery
Gathering Blue by Lois Lowery
Suggested Texts
Nonfiction
“Byron Yee: Discovery of a Paper Son” (Literature book)
Short Story
“from Barrio Boy” (Literature book)
“I Am a Native of North America” (Literature book)
Constructed Response will come from the Common Core Ready Workbook: “A Fateful Journey” by Mark Dziak
Short Informational Text
Mason Dixon Memory
Dare to Dream! 25 Extraordinary Lives by Sandra McLeod Humphrey
Vietnam-Related
30 | P a g e
Halifax County Schools
Seventh Grade ELA Curriculum Units 2013-2014
“Battlefield: Vietnam” – PBS
“Learn About the Vietnam War” – Bob Dylan; “I Ain’t Marching Anymore” –Ochs and Gibson:
“Ballad of the Green Berets” – Sgt. Barry Sadler
“For What It’s Worth” – Stephen Stills
“Okie from Muskogee” – Burris and Haggard
“Ragged Old Flag” – Johnny Cash
“To Susan on the West Coast Waiting” – Donovan
“Draft Dodge Rag” – Phil Ochs;
“Light My Fire” - Doors
Writing Tasks
Beginning of Unit: Create a constructed response.
End of Unit Constructed Response: Think about the choices that the author of “A Fateful Journey” made. What historical details
did he include? What did he alter? What elements of the story did he invent? Write an essay explaining these choices and their
impact on the story. Be sure to include details from both passages in your essay.
In your answer, be sure to
 Explain the author’s choices of which details to include, alter, or invent
 Explain the impact of each choice on the story
 Use details form both passages in your answer

Check your writing for correct spelling, grammar, capitalization, and punctuation.
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