20132014
Curriculum Design Team:
Kathy Brotherton
LeeAnn Nelson
Tracey Carter
Heidi Sheehan
Audra Edwards
Lea Smith
Lindsay Guin
Krista Smith
Sheryl Jones
Melanie Tingle
Donna Long
Lucy Tucker
Maite Miller
Bridgette Vick
Jennifer Nabors
Crystal Watford
Shelby County English Language Arts
2012-2013
Curriculum Guide
Grade 7
Writing Focus: Narrative
Unit Identity
Suggested Time Frame 1st nine weeks
ESSENTIAL QUESTION(S):
How do life’s circumstances influence the development of a person’s identity?
CCRS/AL COS STANDARDS:
Focus standards of each unit become supporting standards for all subsequent units.
Underlined phrases indicate an addition from 6th grade standards.
RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the
text; provide an objective summary of the text.
RL.7.3: Analyze how particular elements of a story or drama interact.
RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account
of the same period as a means of understanding how authors of fiction use or alter history.
RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
L.7.1: Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
AL: Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional
phrase, with inverted word order, with indefinite pronouns as subjects, compound
subjects joined by correlative and coordinating conjunctions, and collective nouns
when verb form depends on the rest of the sentence.
L.7.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and
spelling when writing.
A: Use a comma to separate coordinate adjectives.
B: Spell correctly.
L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
SL.7.1:
Engage effectively in a range of collaborative discussions with diverse partners of Grade 7
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
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.
SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats and
explain how the ideas clarify a topic, text, or issue under study.
W.7.3: Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
A: Engage and orient the reader by establishing a context and point of view and introducing a
narrator, characters, or both; 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 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.
W.7.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
A: Apply Grade 7 Reading standards to literature.
W.7.10: Write routinely over extended time frames, including time for research, reflection, and revision,
and shorter time frames such as a single sitting or a day or two for a range of discipline-specific
tasks, purposes, and audiences.
SUGGESTED STUDENT OUTCOMES:
RL7.1, RL7.9, W7.4a, W7.9, W7.9a, W7.10, SL7.1, SL7.1a, L7.2, L7.2a, L7.2b
Read “Rikki Tikki Tavi” by Rudyard Kipling (or similar text). Read a paired nonfiction
text on the cobra and mongoose. Write an informational article on either a cobra or
mongoose. Using the research from this piece, students will have an informal debate,
defending the action of the chosen animal (cobra or mongoose). Discuss how their
actions reveal their true identity.
RL7.3, L7.1, W7.3, W7.3a, W7.3b, W7.3c, W7.3d, W7.3e
Read “After 20 Years” by O. Henry (or similar text). Using this story as a model, write a
short story about an interesting or original character that shows how his or her identity is
shaped through their circumstances. Create a digital book jacket for the story that could
items such as author’s background, visual representation, short plot summary, and hook
statements.
RL7.2, RI7.1, RI7.5, L7.1AL, L7.6, SL7.2
Read a chosen novel and provide an objective summary of the text. Read a non-fiction
piece that ties into the novel. Discuss how culture, circumstances, and time periods shape
and affect a person’s identity. Find historical photographs that would relate to the book,
and create a PowerPoint to show how these photographs relate to the novel and the
character’s defining moments.
SUGGESTED WORKS:
Click here to enter text.
LITERARY TEXTS
Novels
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Wednesday Wars -Gary D. Schmidt
Wonder -R.J. Palacio
Divergent -Veronica Roth
Roll of Thunder, Hear my Cry- Mildred D. Taylor
Short Stories
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“The Naming of Names” -Ray Bradbury
“Charles” -Shirley Jackson
“Diondra Jordan” -Nikki Grimes
“Rikki Tikki Tavi” -Rudyard Kipling
Echo/ Narcissus
Town Mouse/ Country Mouse
“Papa’s Parrot” – Cynthia Rylant
“The Luckiest of All Time” – Lucille Clifton
“A Day’s Wait” – Ernest Hemingway
“Susie and Leah” – Jane Yolen
“Stolen Day” – Sherwood Anderson
“The Dinner Party” – Mona Gardner
“The Treasure of Lemon Brown” – Walter Dean Myers
“The Bear Boy” – Joseph Bruchac
“Letters from Rifka”
“Two Kinds” – Joy Luck Club/ Amy Tan
“The Third Wish” – Joan Aiken
“Amigo Brothers” – Piri Thomas
“7th Grade” – Gary Soto
“Zoo” – Edward Hoch
“Ribbons” – Lawrence Yep
“After Twenty Years” – O. Henry
“He-y, Come on Ou-t!” – Shinichi Hoshi
“All Summer in a Day” – Ray Bradury
“A Sound of Thunder” – Ray Bradbury
Poetry
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“I’m Nobody” -Emily Dickinson
“Immigrants” -Pat Mora
“How I Learned English” -Gregory Djanikian
“Growing Pains” -Jean Little
INFORMATIONAL TEXTS
Nonfiction
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“Names” -Julia Alvarez
“Zlata’s Diary” -Zlata Filipovic
“Kids in Action” -Barbara Lewis
“Friendships and Peer Pressure”
“What Makes Teens Tick” -Claudia Wallis
“Do Parrots like Rocky Understand Language?”
“mk” – Jean Fritz
From “An American Childhood” – Annie Dillard
“A Matter of Luck”
From “Angela’s Ashes” – Frank McCourt
Cobra Fact and Fiction
“Mongoose on the Loose” – Larry Luxner
“Indian Grey Mongoose”- Britannia Society
Historical Documents/Speeches
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Click here to enter text.
ART, MUSIC, AND MEDIA
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“Volunteers Welcome” brochure
LANGUAGE OF THE LEARNER: The following terms are common terms included in standardized
assessments and should be used on a consistent basis by both the teacher and the student. Student
exposure, recognition, and understanding of these terms is critical to success.
Reading Standards Vocabulary
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Plot
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o Exposition
o Rising action
o Climax
o Falling action
o Resolution
Character
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o Direct characterization
o Indirect characterization
o Round/ flat
o Static/ dynamic
o Protagonist/ antagonist
Setting
Main idea
Support details
Conflict
o Internal
 Man versus self
o External
 Man versus man
 Man versus nature
 Man versus society
Point of view
o 1st person
o 3rd person
 Omniscient
 Limited
Theme
Language Standards Vocabulary
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Subject/verb agreement
o Subject
o Verb
o Pronoun/ antecedent
o Collective noun
Historical fiction/ nonfiction
Coordinate adjectives
Imagery
Writing Standards Vocabulary
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Narrative writing
o Transitions
o Dialogue
ADDITIONAL RESOURCES:
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Study Zone
Purdue Online Writing Lab
Soft Schools
Bloom’s Taxonomy Verbs
Bloom’s Technology Links
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Share My Lesson
Promethean Planet
10 Common Core Resources
Shelby County English Language Arts
2012-2013
Curriculum Guide
Grade 7
Writing Focus: Persuasive/ Argumentative
Unit Decision Making
Suggested Time Frame 2nd nine weeks
ESSENTIAL QUESTION(S):
How and why are decisions made?
CCRS/AL COS STANDARDS:
Focus standards of each unit become supporting standards for all subsequent units.
Underlined phrases indicate an addition from 6th grade standards.
RL.7.6: Analyze how an author develops and contrasts the points of view of difference characters or
narrators in a text.
RI.7.3: Analyze the interactions between individuals, events, and ideas in a text.
RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is
sound and the evidence is relevant and sufficient to support the claims.
W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
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.
W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed.
W.7.9.b: Apply Grade 7 Reading standards to literary nonfiction.
SL.7.1.b: Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed.
SL.7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and the relevance and sufficiency of the evidence.
L.7.1.a: Explain the function of phrases and clauses in general and their function in specific
sentences.
L.7.1.b: Choose among simple, compound, complex, and compound-complex sentences to signal
differing relationship among ideas.
L.7.1.c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and
dangling modifiers.
SUGGESTED STUDENT OUTCOMES:
RL7.6, RI7.8, SL7.3, W7.1, WL7.1a, W7.1b, W7.1c, W7.1d, W7.1e, W7.1e
Read the novel Nothing But the Truth (or similar text). Analyze one of the newspaper clippings in the
novel and assess whether the reasoning is sound. Compare and contrast a current news article about a
similar situation in schools. Then, create a TV or radio advertisement to justify the decision to support a
chosen side leading up the mock trial between Mrs. Narwin and Phillip.
RI7.3, RI7.8, W7.5W.7.9b, L7.1a
Read “Keeping it Quiet” and “On the Boardwalk”, non-fiction articles (or similar text). Compose an
argumentative text and propose a solution to noise pollution in your community, using information from
the covered texts to justify your decision.
RI7.6, RI7.8, W7.1a, W7.1b, L7.1c, SL7.1b
Read “All Together Now” by Barbara Jordan and “The Eternal Frontier” by Louis L’Amour (or similar
text). In a small group, create a public service announcement promoting the fair treatment of all people
or encouraging space travel.
RI7.3, L71.b, W7.1, WL7.1a, W7.1b, W7.1c, W7.1d, W7.1e, W7.1e
Choose a problem and propose one or more solutions in an argumentative essay.
SUGGESTED WORKS:
LITERARY TEXTS
Novels
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The Shakespeare Stealer – Gary Blackwood
Nothing But the Truth – Avi
Taking Sides – Gary Soto
Life as We Knew It – Susan Pfeffer
A Christmas Carol – Charles Dickens
Woodsong – Gary Paulsen
Short Stories
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“Thank You, Ma’am” – Langston Hughes
“Bargain” – A.B. Guthrie
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“Monsters are Due on Maple Street” (drama) – Rod Serling
Mufaro’s Beautiful Daughters
Icarus/ Daedulus
The Cleverest Son
Poetry
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“Cremation of Sam McGee” – Robert Service
“The Courage that my Mother Had” – Edna St. Vincent Millay
“Stopping by Woods” – Robert Frost
“Road Not Taken” – Robert Frost
“Highwayman” – Alfred Noyes
INFORMATIONAL TEXTS
Nonfiction
• The Notorious Benedict Arnold – Steve Sheinkin
• “Take the Junk Food out of Marketing to Kids” – Sheila Globus
• “Conserving Resources”
Historical Documents/Speeches
• Debating the Documents series- Mindsparks
• “All Together Now” – Barbara Jordan
ART, MUSIC, AND MEDIA
• Political cartoons
• Campaign speeches
LANGUAGE OF THE LEARNER: The following terms are common terms included in standardized
assessments and should be used on a consistent basis by both the teacher and the student. Student
exposure, recognition, and understanding of these terms is critical to success.
Language Standards Vocabulary
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•
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Types of sentences
o Simple
o Compound
o Complex
o Compound-complex
Phrases
Clauses
Misplaced and dangling modifiers
Writing Standards Vocabulary
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Persuasive writing
o Claim
 Alternate/ opposing
o Credibility
o Formal style
Speaking Standards Vocabulary
• Reasoning
• Argument
• Claim
o Sound/ relevant
Shelby County English Language Arts
2012-2013
Curriculum Guide
Grade 7
Writing Focus: Informative/ Expository
Unit Perseverance
Suggested Time Frame 3rd nine weeks
ESSENTIAL QUESTION(S):
How do people demonstrate perseverance?
CCRS/AL COS STANDARDS:
Focus standards of each unit become supporting standards for all subsequent units.
Underlined phrases indicate an addition from 6th grade standards.
RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a
specific verse or stanza of a poem or section of a story or drama.
RL.7.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning.
RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of
the text; provide an objective summary of the text.
RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the impact of a specific word choice on meaning
and tone.
W.7.2: Write informative or explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
A: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information, using strategies such as definition, classification, comparison or contrast, and
cause and effect; include formatting, graphics, 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.
E: Establish and maintain a formal style.
F: Provide a concluding statement or section that follows from and supports the information or
explanation presented.
W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
SL.7.1.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.
SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate.
L.7.4.c: Consult general and specialized reference materials, both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d: Verify the preliminary determination of the meaning of a word or phrase.
L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L.7.5.a: Interpret figures of speech in context.
L.7.5.b: Use the relationship between particular words to better understand each of the words.
L.7.5.c: Distinguish among the connotations of words with similar denotations.
STUDENT OUTCOMES:
RL7.4, RL7.5, L7.5, L7.5a, L7.5b, L7.5c
Read several poems (like “Mother to Son” by Langston Hughes, “The Village Blacksmith” by Henry
Wadsworth Longfellow, and “The Courage that my Mother Had” by Edna St. Vincent Millay) and create a
metaphor using one of the following topics: life, a quality, such as perseverance, or an idea, such as love.
Compare your topic to something else such as an object, an idea, or an animal. Then extend the
metaphor to making several connected comparisons and form into a poem.
RI7.2, RI7.4, W7.2b, W7.2c, W7.2d, W7.6, SL7.6, L7.4c, SL7.1c
Reading Hatchet or Call of the Wild, or a similar novel demonstrating perseverance, research characters,
settings, or survival skills from the novel and create a video diary, including a transcript, as a character
from the novel and show how they preserved through their trials. Students will present their video diary
and respond to others’ questions and comments.
W7.2, W7.2a, W7.2b, W7.2c, W7.2d, W7.2e, W7.2f, L7.4d
Select a character from this unit and in a five paragraph essay, explain how they demonstrated
perseverance using evidence from the text.
SUGGESTED WORKS:
LITERARY TEXTS
Novels
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Brian’s Song (drama) – William Blinn
Hatchet – Gary Paulsen
Call of the Wild – Jack London
Beastly – Alex Flinn
Long Walk to Water – Linda Sue Park
Short Stories
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“12 Labors of Hercules”
“Tortoise and Hare”
“Song of the Trees” – Mildred Taylor
“Cinderella” (various version)
Poetry
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“Oranges” – Gary Soto
“Mother to Son” – Langston Hughes
“I’ll Walk the Tightrope” – Margaret Danner
“To James” – Frank Horne
“The Rider” – Naomi Shihab Nye
“Seal” – William Jay Smith
“Haiku” – Buson
“Winter” – Nikki Giovanni
“Life” – Naomi Long Madgett
“Loo-Wit” – Wendy Rose
“Anabel Lee” – Poe
“My Father is a Simple Man” – Luis Oman Salinas
“The Village Blacksmith” – Henry Wadsworth Longfellow
“How I Learned English” – Gregory Djanikian
“Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” – Shel Silverstein
“Martin Luther King” – Raymond Patterson
INFORMATIONAL TEXTS
Nonfiction
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“Survive the Savage Sea” – Dougal Roberson
“Survival: Usborne True Stories” – Dowswell
“I am An American, A True Story of Japanese Internment” – Stanley
“Orphan Train Rider” – Warren
“Oprah Winfrey” – Time article
“Miracle Hands” – Time article
Historical Documents/Speeches
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It was Not my Finest Hour – Linda Meyers Donelson
ART, MUSIC, AND MEDIA
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Miracle Worker –Movie
Brian’s Song –Movie
A Cry in the Wild - Movie
LANGUAGE OF THE LEARNER: The following terms are common terms included in standardized
assessments and should be used on a consistent basis by both the teacher and the student. Student
exposure, recognition, and understanding of these terms is critical to success.
Reading Standards Vocabulary
•
Poetry
o Sound devices
 Rhyme
 Repetition
 Alliteration
 Onomatopoeia
 Assonance
 Consonance
o Stanza
o Types of poetry
 Narrative
 Haiku
 Free verse
 Lyric
 Ballad
 Concrete
 Limerick
Language Standards Vocabulary
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Figurative language
o Denotation/ connotation
o Simile
o Metaphor
o Personification
Writing Standards Vocabulary
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Informative/explanatory writing
Source
Citation
Shelby County English Language Arts
2012-2013
Curriculum Guide
Grade 7
Writing Focus: Research & Presentation
Unit Rites of Passage
Suggested Time Frame 4th nine weeks
ESSENTIAL QUESTION(S):
How do we learn and grow through life’s perilous journeys?
CCRS/AL COS STANDARDS:
Focus standards of each unit become supporting standards for all subsequent units.
RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia
version, analyzing the effects of techniques unique to each medium.
RL.7.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems,
in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of
the range.
RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each
medium’s portrayal of the subject.
RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key
information by emphasizing different evidence or advancing different interpretations of facts.
RI.7.10: By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
W.7.7: Conduct short research projects to answers a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
W.7.8: Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each sources; and quote or paraphrase the date
and conclusions of others while avoiding plagiarism and following a standard format for citation.
SL.7.1.d: Acknowledge new information expressed by others and, when warranted, modify their
own views.
SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate
volume, and clear pronunciation.
SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
A: Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.
L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
Grade 7 reading and content, choosing flexibly from a range of strategies.
A: Use context as a clue to the meaning of a word or phrase.
SUGGESTED STUDENT OUTCOMES:
RL7.7, RL7.10, RL7.10, SL7.1d
Read Soul Surfer by Bethany Hamilton (or similar text). View the movie Soul Surfer. Watch
media interviews with Bethany Hamilton. Discuss the similarities and differences between the
different methods of presentation about her perilous journey.
RI7.9, RI7.10, W7.7, W7.8, L7.3, L7.3a, SL7.4, SL7.5
Students will select an animal and they will research several articles discussing methods of
avoiding an attack by that animal. Using this knowledge, students will create a pamphlet
explaining how to survive an attack by that animal, citing resources as they work. Upon
completion of the pamphlet, students will present the information to the class.
RL7.10, SL7.5
Read The Giver (or similar text). Create a digital scrapbook that highlights the defining moments
in Jonas’s life.
RI7.7, L7.4a
Read a well known speech and compare and contrast the speech to its film or audio version.
SUGGESTED WORKS:
LITERARY TEXTS
Novels
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Hobbit – J.R.R. Tolkien
The Giver – Lois Lowry
Treasure Island – R.L. Stevenson
The Man Who Was Poe – Avi
Alabama Moon – Walt Key
The Compound – S.A. Boden
The Lightning Thief – Rick Riordan
The Call of the Wild – Jack London
Short Stories
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“Arrow to the Sun”
“LAFF” – Lensy Namioka
“Jeremiah’s Song” – Walter Dean Myers
“Origin of the Seasons”
“Antaeus” –Borden Deal
“Legend of Sleepy Hollow” – Washington Irving
Poetry
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“There is no Word for Goodbye” – Mary Tall Mountain
INFORMATIONAL TEXTS
Nonfiction
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“The Hip-Hop Story of Music”
Soul Surfer – Bethany Hamilton
“Teacher Hero: Erin Gruwell”
Heaven is For Real (for kids) – Todd Burpo
Historical Documents/Speeches
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Photographing History from The Contemporary Reader
ART, MUSIC, AND MEDIA
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Soul Surfer – Movie
Jason and the Argonauts - Movie
The Lightning Thief - Movi
LANGUAGE OF THE LEARNER: The following terms are common terms included in standardized
assessments and should be used on a consistent basis by both the teacher and the student. Student
exposure, recognition, and understanding of these terms is critical to success.
Writing Standards Vocabulary
•
Research
o Plagiarism
o Paraphrase
o Direct quotation