Grading
Period
SCOS
Objectives
Instructional
Strategies
Texts
Week by Week Essentials
Black Line
Masters
Writing
Streamin EC Integration
g Video
Assessments
FIRST SIX
WEEKS
1.02
Explore
expressive
materials
Reader's
Theater
(Narration vs.
Dialogue)/Rea
ding in voices
for various
parts
McDougal Littell
The Language of
Literature "Rikki
Tikki Tavi" by
Rudyard Kipling,
p121The
Language of
Literature
(McDougal
Littell) "Seventh
Grade" by Gary
Soto, p20The
Language of
Literature
(McDougal
Littell) "A Crush"
by Cynthia
Rylant, p68The
Language of
Literature
(McDougal
Littell) "Thank
You, M'am" by
Langston Hughes,
p29The Language
of Literature
(McDougal) "A
Retrieved
Reformation" by
O. Henry, p163
"Amigo Brothers"
by Piri Thomas,
p361
Questioning
Questioning
transparency from
Reading Toolkit
Notebook
(McDougal Littell)
Prereading Journal
Topic - describe your
first day of seventh
grade and evaluate
whether or not it was a
good first day and
explain for "Seventh
Grade" (1.02, 3.03,
5.01, 6.01, 6.02)
Video
for
"Rikkitikkitavi" not
available
via
United
Streamin
g, but
there is a
cartoon
version
Formal/Summative Computer Research
: ML Test Bank
and Citation of
Items
Sources(Mongoose
Facts vs. Opinions)
Informal/Formativ
e: Completed Plot Use the poem
Line
"Oranges" by Gary
Soto as a read aloud
Lotus diagram for to connect text to
elements of short text
story with focus on
setting
Video version of
"Thank You, M'am"
on McDougal VHS
Formal
Assessement from
The Language of Read aloud "After
Literature
Twenty Years"
(McDougal) for
(McDougal)
"Seventh Grade"
*A good fiction read
Venn diagram to aloud novel for first
compare and
and/or second six
contrast "Seventh weeks is Touching
Grade" with "A
Spirit Bear
Crush"
1)Fiction
(short stories
& Novels) 1.03
Interact in
group
settings
2) Language
3.03 Create
(pronoun)
argument ts
that
3) Vocab.
evaluate
(vivid verbs
&
descriptive 4.01
adjectives,
SCOS
4.02
language &
Bloom’s
5.01
Taxonomy Reading
language
Prereading
journal
Graphic
Organizer
(Lotus
Diagram,
Venn
diagram, etc.)
Write-pairshare
Read aloud
5.02
Genres/Ter Project
ms
Probable
Passage
2.02
Research/So
urces
6.01
Convention
al written
and spoken
expression
6.02
Identify and
edit errors
in spoken
and written
language
Visualizing
Evaluating
Clarifying
Predicting
Connecting
Plot, Characterization,
style, setting, theme, mood,
author’s purpose, point-ofview Text-Text, Text- Self,
Text- Society Connections
Elements of
Storytelling from
Literary Analysis
Transparencies
(The Language of Create a mini-book
Literature version (preschool
McDougal)
book) of “Seventh
Grade” (or any
Interactive Reader selection) which
establishes setting,
TE p159 Plot
utilizes
Diagram -- use
with "Rikki-tikki- characterization,
dialogue, and written in
tavi"
first person POV
(Victor’s) 1.01, 1.02,
Setting from
Literary Analysis 4.02, 5.01, 5.02, 6.01,
6.02)
Transparencies
“Seventh Grade” End of
selection questions and
activities pp. 26-27 (1.01,
1.02, 1.03, 3.03, 4.02, 5.01,
5.02, 6.01, 6.02)
(The Language of
Literature conflict suspense prediction McDougal) use
with "Seventh
inference surprise ending
The Language of Making
Grade"
Literature
GeneralizationsDrawing
(McDougal
Littell) "The War conclusionsVisualzing
Connecting
of the Wall" by
transparency from
Toni Cade
Reading Toolkit
Foreshadowing ("A
Bambera, p109
Notebook
Retrieved Reformation")
(McDougal Littell)
Language
Network
(McDougal
Littell) pp. 58-67,
73-83, 86-87
Surprise Ending/Irony("A
Retrieved Reformation")
Correct pronoun usage
Choose one scene from
“Thank You, M’am”
and rewrite from either
Mrs. Jones’s or
Roger’s POV. ( 1.02,
4.03, 5.01, 5.02, 6.01,
6.02)
Prereading journal- Do
you think you would
recognize a friend or
classmate 20 years
Flashback from
Literary Analysis from now if you had no
contact with them over
Transparencies
the next 20 years?
(The Language of
Explain. (1.01, 3.03,
Literature 6.01, 6.02) Use with
McDougal) use
"After Twenty Years"
with "A Crush"
connection to "A
Retrieved
Plot and Conflict
Reminder, modify
(instruction) lessons
as stated on IEP's
(this is understood
for each section,
will not be
repeated)
Questions under
Differentiating
Instruction, teacher
text (ML Language
of Literature (for
each story printed
out as a visual
reminder for EC
students (also helps
them stay focused)
Use The Interactive
Reader (if
applicable) using
highlighers -available for
"Seventh Grade,"
"Rikki-tikki-tavi,"
"Thank You,
Ma'am," "The War
of the Wall,"
"Amigo Brothers,"
"A Retrieved
Reformation"
Formal Assesment
for "A Retrieved
Reformation" from
The Language of
Literature Formal
Audio
cartoon version
Mock schedule of
Victor's day
Use Interactive
Reader (McDougal)
for E.C., inclusion,
and academic
Assessment
Formal
Assessment for
"Amigo Brothers"
for The Language
of Literature
Integration
Internet Resources
Grading
Period
SCOS
Objectives
Instructional
Strategies
Texts
Week by Week Essentials
Black Line
Masters
Writing
from Literary
Analysis
Transparencies
The Language of
Literature McDougal
("Thank You,
M'am")
Reformation"
Have students think of
a time when they and
their friends did not get
along. How did they
resolve this? Have
students write about
this situation and how
Foreshadowing
it relates to the
and Irony Literary selection "Amigo
Analysis
Brothers"
Transparencies
The Language of
Literature McDougal (Use
with "A Retrieved
Reformation")
Plot Transparency
for "Amigo
Brothers" (same as
used with "Thank
You, M'am")
Inference Chart
from Reading
Toolkit Notebook
for "Amigo
Brothers"
(McDougal Littell)
Streamin EC Integration
g Video
students
Fomal Assessment
Analyze chracter(s)
and setting sing
Character Profile
Sheets, Character
Web
Character Bumper
Sticker and
explanation of
slogan (how it
applies to the
chosen character)
Guided Reading
Folder Book
Project (students
self-select a work
of fiction, read,
Reading and
and evaluate
Critical
creating a book
Thinking..transpare
review and
ncy pg. 5
presenting)*I,
Angela Powell,
Cause and Effect
have directions
graphic/ Rdg and
and grading rubric
Critical Thinking
for this project if
transparency pg. 3 anyone wants
copies
Use Interactive
Reader (if
available) *if the
selection is in the
Interactive Reader,
use it instead of the
textbook
Audio/video
Audio (if available)
Predicting Chart
from Reading
Toolkit Notebook
(McDougal Littell)
Prediction
Transparency from
Reading Toolkit
Notebook
(McDougal Littell)
use with "The War
Assessments
Comprehensin
compare/contrast
character check
w/Venn diagram or
double bubble
SQ3R chart
Integration
Internet Resources
Grading
Period
SCOS
Objectives
Instructional
Strategies
Texts
Week by Week Essentials
Black Line
Masters
of the Wall"
Evaluating
transparency from
Reading & Critical
Thinking
Transparencies
(McDougal Littell)
use with several
pieces of literature
- students can use
same chart for
self-selected book
for project
Evaluating
transparency from
Reading Toolkit
Notebook
(McDougal Littell)
use for selfselected book for
project or some
other self-selected
book or story after
modeling its use
with a story read
together in class
Making
Judgements
transparency from
Reading & Critical
Thinking
Transparencies
(McDougal Littell)
- use in
conjunction with
evaluating
transparencies
Infence chart from
Reading Toolkit
Notebook
(McDougal Littell)
Writing
Streamin EC Integration
g Video
Assessments
Integration
Internet Resources
Grading
Period
SCOS
Objectives
Instructional
Strategies
Texts
Week by Week Essentials
Black Line
Masters
- can be used with
any selections
Making
Generalizations
transparency from
Reading Toolkit McDougal Littell
(can be used with
any selection)
Drawing
Conclusions
transparency from
Reading Toolkit McDougal Littell
(can be used with
any selection)
Writing
Streamin EC Integration
g Video
Assessments
Integration
Internet Resources
Grading
Period
SCOS
Objectives
Instructional
Strategies
SECOND
SIX
WEEKS
1.01 Narrate
an account
such as a
news story
or historical
episode
Literature
The novel unit Summarizing
Response Log will have to be
(learning log) adapted to the Making connections
titles you have
Entrance/Exit available at
drawing inferences
your
Tickets to
school/grade
summarize
level. Please generating questions
respect the
Read aloud
generating a learning log
protected
grade level
Guided
reading list.
examine changes in self
Reading
through learning process
Monster by
Independent Walter Dean argument
Reading
Myers
1)Fiction
continued
(short
stories,
novel)
2)Drama
3)Myths,
Folktales,
legends
1.02
Explore
expressive
materials
1.03
Interact in
group
settings
4)Language
3.03 Create
(Verbs;
subject/verb Arguments
agreement) that
evaluate
5) Vocab.
(vivid verbs
&
descriptive
adjectives,
SCOS
language &
Bloom’s
Taxonomy
language
4.01
Analyze the
purpose of
the author
4.02
Evaluate the
quality of
the
communicat
ion
4.03
Develop the
stance of a
critic
5.01
Comprehen
sive
Reading
5.02
Characterist
Charting
students'
questions and
comments for
readings
Texts
Week by Week Essentials
Bias
Language
Network
Points of view
(McDougal
Littell) pp.
Characterization
207-220; 224225; 326-333
mood
Role of
Thunder, Hear style
My Cry by
theme/central ideas
Mildred D.
Taylor
subject-verb agreement;
The Pearl by conjugating the verb "be"
correctly
John
Steinbeck
Black Line
Masters
Writing
Summarizing
Chart from
Reading Toolkit
Notebook
(McDougal Littell)
Students will write a
story of Steve's (from
Monster) trial and
verdict from the pointof-view of another
character such as
“Bobo”, the
*can use same
transparencies for prosecuting attorney,
plot, connections, Steve’s attorney, etc.
(1.01, 4.03, 5.01, 6.01,
inferences,
6.02)
conclusions,
setting, prediction,
conflict, etc. used Argumentative Essay
with Fiction short on Steve's (from
stories
Monster) guilt or
innocence before
verdict is given in
novel. (3.03, 6.01,
6.02)
Write about a time
when you were judged
unfairly (1.02, 6.01,
6.02).
For The Pearl, a) Write
about winning the
lottery. Whom would
you tell about winning?
How would your
friends, your enemies
and those who are
perfect strangers react?
How would you spend
the money? b) Write a
news article reporting
on the processions to
sell the pearl. Add
fictionalized quotes
from the major
characters to reveal
your understanding of
their opinions.
Streamin EC Integration
g Video
Assessments
Integration
Internet Resources
Discover
ing
Languag
e Arts:
Viewing
(Grades
68)Evalua
ting
MediaSegment
2;
Stereoty
pes in
Media Segment
4
Artistic
Interpretation
connecting self to
Monster (1.02,
1.03)
Bias/stereotyping*Us
e media sources to
identify and analyze
bias and stereotyping
(4.01)
http://www.wetheteachers.com/fil
es/
5091156652342.doc
Reading and
Critical Thinking
pg. 11
graphic/summarizin
g
students can draw Teacher-made test
illustrations
(objective and
summarize material written response)
assessments/teacher
made tests: for fill
in blank, place
blank at end of
sentence, limit
distractors for
multiple choice,
supply a word bank
can also use same
transparencies for
plot, connections,
inferences,
conclusions, setting,
prediction, conlict,
etc. as used with
Fiction stories
ask students to skip
lines in draft when
doing writing
assignment
(corrections are
easier for student to
understand)
paired reading
character trait web
character profile
sheet
extra worksheets on
subject-verb
agreement;
Chapter and novel
assessments
available email
TJDixon for unit
information
Novel Project
where students
produce a book
that identify and
illustrate elements
of a novel.
(TJDixon)
http://www.harperchildrens.com/
schoolhouse/TeachersGuides/mye
rs.htm#monster
http://www.wetheteachers.com/fil
es/
5091156652691.doc
http://special.lib.umn.edu/clrc/port
folios/wdm/
Monster/monster%20index.html
http://www.mcte.org/bpw/ricker.p
df
http://www.viterbo.edu/personalpa
ges/
faculty/GSmith/Monster.html
http://www.harperchildrens.com/h
ch/
parents/teachingguides/myers.pdf
http://www.sparknotes.com/lit/
rollofthunder/section1.html
http://streaming.discoveryeducatio
n.com/
teacherCenter/lessonPlans/word/68_EngLangArts_
WhatIsMoralJudgment
HoldingAMockTrial.doc
Grading
Period
SCOS
Objectives
Instructional
Strategies
SECOND
SIX
WEEKS
CONTINUE
D
1.02
Explore
expressive
materials
Read aloud
Texts
The Language
of Literature
Four-square (McDougal
Littell) "The
vocabulary
posters/noteca Monsters Are
Due on Maple
1.03
rds
Street" by Rod
1) Drama
Interact in
Serling, p415
group
Drawing
settings
2)Languagepictures to
The Language
sentences
represent
(R/O;
4.01
visualization of Literature
(McDougal
fragments) Analyze the
Littell) "A
purpose of K-W-L
Christmas
the
author
3) Vocab.
Carol" by
(vivid verbs
Charles
&
5.01Compre
Dickens
descriptive hensive
(dramatized
adjectives, Reading
by Frederick
SCOS
Gaines), p251
language & 5.02
Bloom’s
Characterist
Th Language
Taxonomy ics of
of
language
literary
Literature(Mc
genres
Dougal
Littell) "A
6.01
Defenseless
Convention
Creature"
al written
from The
and spoken
Good Doctor
language
by Neil
Simon, p553
6.02
Identify and
Language
edit errors
Network pp.
in spoken
326-333
and written
English
Week by Week Essentials
Black Line
Masters
Stage Directions
Visualizing
transparency from
Reading Toolkit
Notebook
(McDougal Littell)
Writing
Prereading journal for
A Defenseless Creature
Write about a time you
Author's purpose
were talked into
something OR you
Theme
talked someone else
Stage Directions, into something. How
Dialogue
Author's Purpose, were you persuaded or
how did you persuade
and Theme
Characterization
someone else? (1.02,
Transparencies
1.03, 6.01, 6.02)
from Literary
Static/dynamic characters Analysis
In groups of three,
Transparencies
(McDougal Littell) students write a
Farce
dialogue from the point
of view of the
Satire (Adv./Accelerated) Analyzing
ghost/spirits of
character,
Christmas in "A
chracterization,
Plot
Christmas Carol" (1.03,
static and dynamic
4.03, 5.01, 5.02, 6.01,
characters, and
Dialogue
6.02)
dialogue
transparencies
Stereotype
from Literary
Analysis
Visualize (reading strategy) Transparencies
(McDougal Littell)
Identifying and correcting
run-ons and fragments
Streamin EC Integration
g Video
Assessments
Integration
Languge
Arts at
Work
"The
Play's
the
Thing" segment
6
Formal
Assessment for
The Monsters Are
Due on Maple
Street from The
Language of
Literature Formal
Assessment
A Christmas Carol
movie version (if
available) View
sections of movie to
further instruct week
by week essentials
for this drama
(dialogue,
characterization)
visual
aides/handouts
summarize events
periodically for
comprehension
preteach vocabulay
vocabulary bingo
Charles
Dickens:
vocabulary flip
1812chart
1870
Segment
s 3,4,6 vocabulary:
illustrations,
repetion, acting out
words
list of printed
questions that will
be asked orally for
understanding
through out lesson
role play sarcasm
scenarios
guide when viewing
video
extra worksheets for
editing practice and
identifying/correcti
ng run-ons and
fragments
*additional items
can be added from
CD (test bank) also from Prentic
Hall test bank
items
K-W-L chart for A
Christmas Carol
Formal
Assessment for A
Christmas Carol
from The
Language of
Literature Formal
Assessment
Write a review of
A Christmas Carol
video. Review
must be compared
to print version
read in class (part
of integration
using a movie
version) (3.03,
4.03, 5.01, 5.02)
Formal
writing
assignments, supply Assessment for A
outline or examples Defenseless
Creature from The
"The Monsters Are Language of
Literature Formal
Due on Maple
Assessment
Internet Resources
Grading
Period
SCOS
Objectives
Instructional
Strategies
Texts
Week by Week Essentials
Black Line
Masters
Writing
Streamin EC Integration
g Video
Street" is available
in the Interactive
Reader.
Assessments
Integration
Internet Resources
Grading
Period
SCOS
Objectives
THIRD SIX 1.03
WEEKS
Interact in
group
1)Poetry
settings
2)Language
(compound/ 5.01
complex
Reading
sentences)
3) Vocab.
(vivid verbs
&
descriptive
adjectives,
SCOS
language &
Bloom’s
Taxonomy
language
5.02
Genre/Term
s
6.01
Convention
al written
and spoken
language
Instructional
Strategies
Texts
Week by Week Essentials
Direct
Instruction
ML Language
of Literature
"The
Highwayman"
by Alfred
Noyes, p564
Narrative Poetry vs. Lyric
Poetry
Interactive
Groups
Research
Project to find
poems
students enjoy
(while
including
specific
characteristics
/
requirements);
Bibliography
skills; blend
with students'
own writing
of poems
6.02
Identify and
edit errors
in spoken
and written Utilize current
music (preEnglish
approved for
content, of
course)or
comedy
("Mississippi
Squirrel
Revival" by
Ray Stevens
for narrative,
rhyme
scheme,
theme)
Black Line
Masters
Poetry: Sound
Devices, Poetry:
Figurative
Language
Rhythm
transparencies
from Literary
Figurative Language:
Analysis
Simile, Metaphor,
"The World Is Personification, Hyperbole Transparencies
(McDougal Littell)
Not A
Pleasant Place
Sound Devices:
To Be" by
onomatopoeia, alliteration, Inference Chart
Nikki
from Reading
assonance, repetition,
Giovanni &
Toolkit Notebook
rhyme
"To You" by
(McDougal Littell)
Langston
Hughes (ML Rhyme Scheme
Main Idea and
Language of
Supporting Details
Line Numbers
Literature,
transparency from
p201)
Literary Analysis
symbolism
Transparencies
"Casey at the
(McDougal
Bat" by Ernest stanza pattern
Littell)- use with
Lawrence
"The Elphant" and
Thayer (ML imagery
"The Turtle"
Language of
Literature,
Speaker, inference (reading Main Idea and
p299)
Supporting Details
skill)
transparency from
"Mother to
Reading and
Imagery, sensory details,
Son"
Critical Thinking
main idea, details
(Prentice-Hall
Transparencies
Timeless
(McDougal Littell)
Voices,
- use with "The
Timeless
Elephant" and
Themes)
"The Turtle"
"Sarah
Cynthia
Sylvia Stout"
by Shel
Silverstein
(ML
Language of
Literature,
p458)
Writing
Streamin EC Integration
g Video
Assessments
Integration
Internet Resources
Evaluate “The
Highwayman” and
determine who the hero
(heroine?) of the poem.
Use evidence to defend
your answer. (3.03,
5.01, 5.02, 6.01, 6.02)
Languag
e Arts at
Work
"Poetry
Matters"
-segment
4 (use
with
lyric
poetry)
Formal
Assessment for
"The
Highwayman"
from The
Language of
Literature Formal
Assessment
(McDougal Littell)
Read Aloud
"Lochinvar" from
Prentice Hall
Timeless Voices
Timeless Themes
connection to "The
Highwayman"
http://www.english.uiuc.edu/maps
/poets/a
f/dove/onlinepoems.htm
Word Lottery Poems
(Idea from English
Journal January 2007
Vol. 96 No. 3) (1.03,
5.01, 5.02, 6.01, 6.02)
Read aloud several
Rita Dove poem's
such as "Vacation"
in conjunction with
"Poetry Matters"
United Streaming
Clip
Use Interactive
Reader
Venn diagram to
Ultimate handouts/figurative compare/contrast
Guide: languge terms
"The
Elephant
Highwayman" and
"Lochinvar"
Students will create a s reading pairs,
segment choral reading
poetry book about a
s 14-17
single subject that
Formal
(use
interest the student.
Assessment for
audio when
with
Student will select
"The World Is Not
available
"The
from the different
A Pleasant Place
Elephant
styles of poetry to
To Be" and "To
extra worksheets on You" from The
create/write ten poems. "
poetry terms
They will then research
Language of
ten other poems in
Literature Formal
extra worksheets on Assessment
which they will
identifying/editing (McDougal Littell)
identify figurative
errors
language usage. (5.01,
6.01, 6.02) (Internet,
Formal
library for reference)
Assessment for
"The Elephant"
and "The Turtle"
from The
Language of
Literature
Assessment
(McDougal Littell)
(to locate Rita Dove poems)
http://cuip.net/~adarice/
cwsite/poems/diamonte.htm
http://www.watersheds.org/
artstream/Nature_Poetry.pdf
Grading
Period
SCOS
Objectives
Instructional
Strategies
FOURTH
AND FIFTH
SIX
WEEKS
1.02
Explore
expressive
materials
Read aloud
1)Nonfiction 1.03
Interact in
2) Language group
(review
settings
pronoun
usage,
2.01
subject/verb Respond to
agreement,
information
run-ons &
al materials
fragments,
writing
compound 2.02
and complex Develop
sentences) information
al product
and/or
3) Vocab.
(vivid verbs presentation
s that use
&
descriptive and cite at
adjectives, least three
print or
SCOS
language & non-print
sources
Bloom’s
Taxonomy
language
4.01
Analyze
purpose of
author
4.02
Develop
and apply
appropriate
criteria to
evaluate
communicat
ion
4.03
Develop the
stance of a
critic
Texts
"The Noble
Experiment"
Four-square from I Never
Had it Made
vocabuary
posters/noteca by Jackie
Robinson as
rds
told to Alfred
Duckett (ML
Literature
Language of
response
Literature,
log/learning
p287)
log
from
Entrance/Exit
Exploring the
Tickets
Titanic Robert
D. Ballard
Chart students' (McDougal
questions/com Littell
ments o
Language of
readings
Literature,
p659)
Mini-lessons
on research
from An
and citing
American
sources
Childhood by
Week by Week Essentials
Black Line
Masters
autobiography
Autobiography
Transparency from
Literary Analysis
Transparencies
The Language of
Literature
(McDougal Littell)
main idea
details
setting
primary source
secondary source
fact
opinion
narrative nonfiction
Irony
Exaggeration
Understatement
Annie
Visual
Dillard(McDo Sarcasm
representation ugal Littell
s
Language of
Literature,
p381)
Drawing
from Growing
Up by Russell
Baker
(McDougal
Littell
Language of
Literature,
p621)
"The Night
the Bed Fell"
by James
Thurber
(McDougal
Littell
Main Idea and
Details
Transparency from
Literary Analysis
Transparencies
The Language of
Literature
(McDougal Littell)
Main Idea Web
transparency from
Reading Toolkit
(McDougal Littell)
Primary/Secondary
Sources
Transparency from
Literary Analysis
Transparencies
The Language of
Literature
(McDougal Littell)
for "Growing Up,"
us p160 Character
Profile Chart from
TE Interactive
Reader Plus (or
double bubble) to
discuss/ compare
Doris and Russell
Q & A Notetaking
transparency from
Reading Toolkit
(McDougal Littell)
Distinguishing
Writing
Streamin EC Integration
g Video
Assessments
Discover
ing
History:
20th
Century
Biograp
hies:
Sports
Legends
segment
1 (use
with
"The
Noble
Experim
ent")
Read aloud a work of
nonfiction - a good
choice is Phineas
Gage- A Gruesome
but True Story About
Brain Science
(Remember that read
aloud is for
enjoyment and
connecting purposes
Formal
only. Students
Assessment for
from Exploring the should not be asked
Titanic from The to take notes, answer
questions, or take a
Language of
Literature Formal test on a read aloud).
Read 10 minutes
Assessment
(McDougal Littell) every day or so.
The
Playing
Field segment
s seven
and
eight
(use
with
"The
Noble
Experim
ent")
Science
Investiga
tions:
Physical
Science:
Investiga
tion
Motion,
Forces,
and
Energy segment
25
"Buoyan
cy and
audio if available
Integration
Formal
Assessment for
transparencies/grap "The Noble
Experiment" from
hics (that are
The Language of
applicable)
Literature Formal
Assessment
handout/literary
(McDougal Littell)
terms
study guide for
assessments
Formal
Assessment for
from An American
Childhood from
The Language of
Literature Formal
Assessment
(McDougal Littell)
*Additional Test
Items can be
obtained from
Prentice Hall
Timeless Voices,
Timeless Themes
test item bank
(known as "The
Chase")
Formal
Assessment for
from Growing Up
from The
Language of
Literature Formal
Assessment
(McDougal Littell)
*Additional Test
Items can be
obtained from
"Was Tarzan A
Three-Bandage
Man?" Prentice Hall
Timeless Voices,
Timeless Themes
students chart
examples of
Exaggeration and
sarcasm from this
piece (use in
conjunction with
from Growing Up or
as a substitute with
EC students since it
is more accessible
than from Growing
Up
Internet Resources
http://www.miamiherald.com/dav
e_barry/
(use with from Growing Up and
"The Night
the Bed Fell"
Grading
Period
SCOS
Objectives
SIXTH SIX 1.03
WEEKS
Interact in
group
1) Review settings
taught
content in
5.01
preparation Comprehen
for End of sive
Grade t
Reading
esting
2) Testtaking
strategies
Texts
Direct
Instruction/Fa
mily Tree of
Greek/Roman
gods/goddesse
s
Introduction oral history/oral tradition
to Oral
Tradition (ML explanatory myths
Language of
Literature,
aesthetic myths/ hero
p792)
Oral
Tradition:
Gossip
Game/Phone
5.02
Characterist Game or
group share a
ics of
fairy tale from
literary
memory
genres
3)
Remediation
/enrichment/ 6.01
Convention
retesting
al written
and spoken
4)
Suggestions language
for
myths/folkta
les/legends
as
enrichment
and/or use
with fiction
genre (see
first and
second six
weeks)
Instructional
Strategies
6.02
Identify and
edit errors
in spoken
and written
English
Students
research
various
versions of
"Cinderella"
from world
cultures
Researchbased multiple
intelligences
student project
to present
myths/legends
/
folktales/fable
s to class
"Ashputtle"
(ML
Language of
Literature,
p818)
"Prometheus"
(ML
Language of
Literature,
p800)
"Narcissus"
(ML
Language of
Literature,
p828)
"Phaeton"
(ML
Language of
Literature,
p842)
"Theseus and
the Minotaur"
(ML
Rewrite fables Language of
into modern Literature,
situations to p804)
teach the same
moral/ theme
"How Odin
Lost His Eye"
(ML
Language of
Literature,
p858)
"Young
Week by Week Essentials
Black Line
Masters
Fables, Myths, and
Folktales
transparency from
Literary Analysis
Transparencies
(McDougal Littell)
metamorphosis
Major Greek and
Roman Deities
allusion
transparency from
Literary Analysis
bibliography skills/ citation Transparencies
of sources
(McDougal Littell)
Plot, Setting,
Theme, Conflict,
Character
transparencies
from Literary
Analysis
Transparencies
(McDougal Littell)
Chronological
Order and
Sequencing
transparencies
from Reading and
Critical Thinking
Transparencies
(McDougal Littell)
Writing
Streamin EC Integration
g Video
African
and
AfricanAmerica
n
Folktales
segment
s 1,2, &
3 - use
with
"The
People
Could
Fly"
Use audio (where
Formal
available) with text Assessment for
"The People Could
Fly" from The
Teacher guide
Language of
available with
Literature Formal
limited questions
Assessment
for the following
United Streaming (McDougal Littell)
*Additional test
clips:
bank items may be
obtained from the
United Streaming:
test generator CD
"Myths and
from McDougal or
Legends of Ancient
Prentice Hall
Greece" (20:00),
Timeless Voices,
United "Winged Sandals: Timeless Themes
resources
Streamin Perseus and
g:
Medusa" (4:20),
"Myths
and
Legends "Why Mosquitoes
Buzz in People's
of
Ancient Ears" (10:00),
Greece"
(20:00), Aesop's Fables;
"The Grasshoper
"Winged and the Ants", "The
Sandals: Tortoise an the
Perseus Hare", The Boy
Who Cried Wolf",
and
Meusa" (12:00)
(4:20),
Summarizing and
Questioning
transparencies
from Reading and
Critical Thinking
Transparencies
(McDougal Littell)
Making
Generalizations
transparency from
Reading and
Critical Thinking
Transparencies
Assessments
"Why
Mosquit
oes Buzz
in
People's
Ears"
(10:00),
"Johnny Appleseed"
(10:56),
"John Henry"
(18:00)
Be sure to show
picure of a
narcissus flower
Aesop's
Fables; graphic organizers
"The
(as used with reg
Grassho ed)
per and
the
Integration
Internet Resources
Older texts offer
other versions of the
same myths and
legends (PH Timeles
Voices, Timeless
Themes; Glencoe
Introducing
Literature)
Burke, Nikki. “Gods, Heroes and
Myth.” Gods, Heroes and Myth. 3
January 2008. Nikki Burke. 23
June 2008. http://www.godsheros-myth.com/
Skidmore, Joel. “Mythweb.”
Mythweb. 25 August 2007. Fleet
Gazelle. 23 June 2008.
http://www.mythweb.com/
“Greek Mythology Worksheets
and Teaching Activities.” ESL
Teacher Resources, Job Boards,
and Worksheets. 2007.
Lanternfish. 23 June 2008.
http://bogglesworldesl.com/greek_
myths.htm
FIRST SIX WEEKS LA 7 FICTION
Selection: “Seventh Grade” in McDougal Littell P. 20 (textbook), P. 2 (Interactive Reader)
Reading Focus
 Concentrated Strategies: Connecting, Predicting, Visualizing
 Literary Devices: dialogue
 Literary Elements: characterization, setting, point-of-view
Questions/Activities
 Predicting: *Use embedded questions throughout selection (5.01)
 Connecting: Question 7 on P. 26 (5.01, 6.01, 6.02)
 Visualizing: Choose one scene from “Seventh Grade” to illustrate (i.e. Michael scowling, Victor blushing, Theresa speaking to Victor, etc.) (1.02, 1.03, 5.01)
 Dialogue: Choose at least two characters and compose additional lines (minimum of ten) of dialogue for those characters. (5.01, 6.01, 6.02)
 Characterization: Questions 2, 4, & 5 on P. 26 (textbook)/embedded questions in Interactive Reader. (4.02, 5.01, 6.01, 6.02)
 Setting: Make a list of at least three details in “Seventh Grade” that are examples of setting and explain what impact the setting has on the characters, problem, and resolution. (5.02, 6.01, 6.02)
 Point-of-View: Questions 6 on P. 26; Writing on P. 27 (5.01, 6.01, 6.02)
Writing
Describe your first day of seventh grade and evaluate whether or not it was a good first day and explain. (1.02, 3.03, 5.01, 6.01, 6.02)
Assessment
McDougal Littell Formal Assessment for “Seventh Grade” OR Teacher-created objective and open-ended formal assessment
*Writing, questions/activities, discussions, and additional/optional activities can serve as formal or informal assessments
Streaming Video
None noted
Integration and connected texts (optional)
“Oranges” by Gary Soto (poem)
“A Crush” Cynthia Rylant (short story) McDougal Littell P. 68
Additional/Optional activities
- Speaking and Listening P. 27 (1.01, 1.02,1.03, 4.02, 5.01, 6.01, 6.02)
- Art Connection P. 27 (1.02, 2.01, 3.03, 6.01, 6.02)
- Create a mini-book version (preschool book) of “Seventh Grade” which establishes setting, utilizes characterization and dialogue, and written in first person point-of-view (Victor’s POV) and accurately reflects the plot. (1.01, 1.02,
4.02, 5.01, 5.02, 6.01, 6.02)
EC Intergration/Differentiation
*Use Interactive Readers if available
*Utilize guided reading for part of the selection
*Use modifications as stated in IEP’s
*Use cooperative groups
*Limit number of activities to essential questions/activities
*Provide choice and option to work with a partner on most tasks
*Allow students access to audio of selection to listen to again in class and/or check out to take home to listen to
*Model writing activity/assignment