Greene County Public Schools
7th Grade Language Arts Curriculum & Pacing Guide 2015-2016 Quarter One
Ongoing standards: 7.4f Extend generalized and specialized vocabulary through speaking, listening, reading, and writing
7.8h Use correct spelling for commonly used words
Time/Dates SOL/Strand
Objective/Content/Essential
Vertical
Vocabulary
Cross-curricular
Questions/Cognitive Level
Alignment
Connections
Introduction
to Classroom/
8/18 – 8/21 PreAssessments
7.5c
-The student will identify conventional
Students should be
Genre
Suggested paired
8/24 – 8/28
elements and characteristics of a variety of
able to:
Fiction
nonfiction:
genres, including: short stories, novels,
-differentiate between
Nonfiction
biography of a
poetry, folktales, myths, legends, fables,
fiction and nonfiction
Short Story
mathematician
plays, essays, biographies, autobiographies
Novel
(Bloom’s=Understand)
Poetry
Play
7.5b
-Compare and contrast various forms and
Folktales
genres of fictional text
Essay
(Bloom’s=Analyze)
Biography
Autobiography
7.4a
-Identify word origins and derivations
(Bloom’s Understand)
7.4b
-Use roots to expand vocabulary
(Bloom’s=Understand)
What are the different genres of literature?
How can you identify a particular genre?
*Students read and categorize short samples
of different genres
*Begin year-long study of roots and origins
of words, which will be focused on weekly
and in each short story/ nonfiction work
7.5a
8/31 – 9/4
7.8f
7.6a
-Describe the elements of narrative structure
including: plot structure including initiating
event, rising action, climax, falling action,
and resolution
(Bloom’s=Understand)
Students should be
able to:
-identify parts of plot
Narrative
Plot
Initiating Event
Rising Action
Climax
Falling Action
Resolution
Parts of Speech
Noun
Suggested paired
nonfiction:
Article about
MexicanAmerican teens
Students should be
able to:
-Describe character
development
-Use past and present
verb tense
-Maintain consistent
verb tense across
paragraphs
Character
Characterization
Dynamic Character
Static Character
Verb
Verb Tense
Suggested paired
nonfiction: Earl
Hamner (local
author) biography
and webquest
Nonfiction article
about satire.
“Dr. Heidegger’s
Experiment” by
Nathaniel
Hawthorne.
-Demonstrate understanding of sentence
formation by identifying the eight parts of
speech—nouns
(Bloom’s=Remember)
-Use prior and background knowledge as a
context for new learning in nonfiction
How does an author make deliberate
choices to create literary works? How does
an author organize a work of literature to
build suspense?
7.5a
9/8 – 9/11
*Use a short story and a paired work of
nonfiction.
*Students write a paragraph about the works
and then identify nouns within their writing
*Plot Diagram/Flow Map Project
*Paideia Seminar using paired nonfiction.
Suggested short story: “Seventh Grade” by
Gary Soto
-Describe the elements of narrative structure
including: character with an emphasis on
characterization and dynamic and static
characters
(Bloom’s=Analyze)
7.8f
-Demonstrate understanding of sentence
formation by identifying the eight parts of
speech—verbs
(Bloom’s=Remember)
7.8e
-Edit for verb tense consistency and point of
view
(Bloom’s=Understand)
7.6i
-Summarize text identifying supporting
details in nonfiction
How does an author reveal a character and
his/her traits?
*Use a short story and a paired work of
nonfiction (Earl Hamner webquest)
*Students write a paragraph comparing and
contrasting the characters and identify verbs.
*Direct and Indirect Characterization using
STEAL (speech, thoughts, effect on others,
actions, looks).
7.5a
9/14 – 9/18
Suggested short story: “The Art of the
Miniature” by Earl Hamner
“Dragon, Dragon” by John Gardner
-Describe the elements of narrative structure
including: setting including time, place, and
duration
(Bloom’s=Analyze)
7.8f
-Demonstrate an understanding of sentence
formation by identifying the eight parts of
speech—adjectives
(Bloom’s=Remember)
7.8b
-Choose appropriate adjectives and adverbs
to enhance writing
(Bloom’s =Create)
7.6h
-Identify the main idea in a work of
nonfiction
How does the setting impact a work of
literature? How does the author express the
main idea of a nonfiction work?
Students should be
able to:
-Identify setting
-Use adjective and
adverb comparisons
Setting
Adjective
Imagery
Main Idea
Suggested
nonfiction:
Science article
relating to
predator/prey
relationship of a
mongoose and a
snake
“The Day Aliens
Attacked
America” by
Lauren Tarshis
Nonfiction article
about Pearl
Harbor.
*Short story and paired nonfiction passage
*Descriptive paragraph with imagery and
vivid adjectives
7.5a
9/21 – 9/25
Suggested short story: “Rikki-Tikki-Tavi”
by Rudyard Kipling
“Dark they Were” by Ray Bradbury
Reader’s Theatre “Pearl Harbor”
-Describe the elements of narrative structure
including: conflict with emphasis on types
of conflict (individual vs. individual,
individual vs. society, individual vs. nature,
individual vs. technology, individual vs.
supernatural, internal conflict and external
conflict)
(Bloom’s=Evaluate)
7.8f
-Demonstrate an understanding of sentence
formation by identifying the eight parts of
speech—adverbs
(Bloom’s=Remember)
7.8b
-Choose appropriate adjectives and adverbs
to enhance writing with imagery
(Bloom’s=Create)
7.6h
-Identify the main idea in a nonfiction work
How does conflict drive the plot of a story?
*Short story and paired nonfiction
*Personal narrative paragraph about a
conflict the student has experienced; identify
adverbs
Suggested short story: “Thank You, Ma’am”
by Langston Hughes
“The Bully” by Graham Pockett
Students should be
able to:
-Explain the
resolution of conflict
-Use adjective and
adverb comparisons
Conflict
Internal Conflict
External Conflict
Individual vs. Individual
Individual vs. Society
Individual vs.
Technology
Individual vs.
Supernatural
Individual vs. Nature
Imagery
Suggested
nonfiction:
“Scared Straight”
article
“From Locker’s
To Lockup”
(addresses the
question: should
bullying be a
crime?)
7.5a
9/28 – 10/2
Suggested Theme: Bullying
Suggested Paideia Seminar Text: Poem,
“Bullys are Nothing but Cowards”.
-Describe the elements of narrative structure
including: theme
(Bloom’s=Analyze)
7.8f
-Demonstrate an understanding of sentence
formation by identifying the eight parts of
speech—pronouns and prepositions
(Bloom’s=Remember)
7.8c
-Use pronoun-antecedent agreement to
include indefinite pronouns
(Bloom’s=Create)
7.6i
-Summarize text using supporting details in
nonfiction
Students should be
able to:
-Identify the main
idea or theme
Theme
Pronoun
Antecedent
Indefinite Pronouns
Suggested
nonfiction:
Students should be
able to:
-Identify main idea
-Summarize stories
and events with
beginning, middle,
and end in the correct
sequence
-Summarize main
Summarize
Supporting Details
Conjunction
Interjection
Subject-Verb Agreement
Suggested
nonfiction:
Science article
about spiders
How does an author express the theme of a
work of literature?
*Fable and paired nonfiction
*Paragraph analyzing the theme of the story;
identifying pronouns and antecedents
7.6h
10/5 -10/16
Suggested fables: “The Ant and the
Grasshopper” and “To Bell the Cat”
Suggested Theme: Overcoming Obstacles
-Identify the main idea of fiction and
nonfiction texts
(Bloom’s=Analyze)
7.5i
-Summarize text relating supporting details
(Bloom’s=Remember)
7.8f
-Demonstrate an understanding of sentence
formation by identifying the eight parts of
speech—conjunctions and interjections
(Bloom’s=Remember)
7.8d
-Use subject-verb agreement with
intervening phrases and clauses
(Bloom’s=Create)
7.7b
-Use a variety of prewriting strategies
including graphic organizers to generate and
organize ideas
7.7f
-Write a multiparagraph composition with
unity elaborating the central idea
(Bloom’s=Create)
points of nonfiction
texts
How does a reader identify the main idea of
a text? How does an author support the
main idea?
*Paired myth and narrative nonfiction
readings
*Multiparagraph narrative essay
.5 week
Suggested Myth: “Athena and Arachne”
Benchmark Review
RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, Scope magazine, READ magazine
COMMON ASSESSMENTS: Reading Readiness Assessment, Benchmark, MAP test, Vocabulary Tests, Multiparagraph
Narrative Essay
Greene County Public Schools
7th Grade Language Arts Curriculum & Pacing Guide 2014-2015 Quarter Two
Time/Dates
SOL/Strand
7.5h
1 week
Objective/Content/Essential
Questions/Cognitive Level
-Identify the main idea of fiction and
nonfiction texts
(Bloom’s=Analyze)
7.6i
-Summarize text relating supporting details
(Bloom’s=Remember)
7.7e
-Compose a topic sentence or thesis
statement
(Bloom’s=Create)
7.8a
-Use a variety of graphic organizers to
analyze and improve sentence formation and
paragraph structure
Vertical
Alignment
Students should be
able to:
-Identify main idea
-Summarize stories
and events with
beginning, middle,
and end in the correct
sequence
-Summarize main
points of nonfiction
texts
-Write a clear topic
sentence focusing on
a main idea
Vocabulary
Main Idea
Summarize
Supporting Details
Cross-curricular
Connections
Suggested
nonfiction: a
biography of
Edward Teach
What makes a good topic sentence?
*Paired legend and nonfiction passage
*Students practice writing a topic sentence
for various prompts
*Students write a paragraph answering
“Blackbeard: Hero or Villain?” focusing on
topic sentence and sentence structure by
using a graphic organizer
1 week
7.5a
7.1b
7.7c
Suggested legend: “The Legend of
Blackbeard”
-Describe the elements of narrative structure
in a play
-Ask probing questions to seek elaboration
and clarification of ideas
(Bloom’s=Evaluate)
-Organize writing structure to fit mode or
topic
Students should be
able to:
-Identify text features
specific to the topic,
such as title, heading,
and pictures
Text Structures
Elaboration
Suggested
nonfiction reading:
article about Vlad
the Impaler
(Bloom’s=Create)
7.6l
-Use reading strategies to monitor
comprehension throughout the reading
process—graphic organizer (Venn diagram)
How do text structures help the reader
understand the passage?
*Read Halloween plays and paired
nonfiction
*Students make a Venn diagram comparing
Frankenstein and Dracula
*Students write a dramatic scene
.5 week
7.6j
Suggested plays: “Dracula” and
“Frankenstein”
-Identify cause and effect relationships and
recognize author’s transitional words such
as “as a result of” and “consequently” that
signal cause and effect in nonfiction works
(Bloom’s=Evaluate)
7.5k
-Identify cause and effect patterns in fiction
(Bloom’s=Understand)
7.7b
-Use a variety of prewriting strategies
including graphic organizers to generate and
organize ideas
(Bloom’s=Create)
How does an author introduce cause and
effect relationships?
*Read legend and paired nonfiction
*Students write a cause and effect chain
reaction story using a graphic organizer
during prewriting
Suggested legend: “La Llorona” and other
Students should be
able to:
-Identify cause and
effect relationships
Cause and Effect
Suggested
nonfiction:
Chupacabra article
2.5 weeks
7.6c
urban legends
-Identify an author’s organizational pattern
using textual clues, such as transitional
words or phrases, including: “similarly” or
“on the other hand” for compare/contrast,
and “first,” “next,” etc. for enumeration
(Bloom’s=Evaluate)
7.7d
-Establish a central idea and organization by
organizing an event sequence that unfolds
naturally and logically
(Bloom’s=Create)
7.7a
-Identify intended audience and sustain a
formal style
(Bloom’s=Analyze)
7.1d
-Use language and style appropriate to
audience, topic, and purpose
(Bloom’s=Create)
7.7j
-Revise sentences for clarity of content,
vocabulary, and information
(Bloom’s=Analyze)
7.7k
-Use computer technology to plan, draft,
revise, edit, and publish writing
(Bloom’s=Create)
7.7f
-Write a multiparagraph composition with
unity elaborating the central idea
(Bloom’s=Create)
How do writers organize a multiparagraph
composition to establish a central idea?
How does the language and style of a work
reflect the intended audience?
*Students read anchor essays from VDOE
Students should be
able to:
-Focus on one topic
-Identify intended
audience
-Use strategies for
organization and
elaboration according
to the type of writing
-Write a
multiparagraph
composition
Compare and Contrast
Transition Words
Enumeration
Intended Audience
Suggested
nonfiction: sample
anchor essays from
VDOE website
3 weeks
7.5a
website
*Five paragraph expository essay
-Identify the elements of a narrative
structure including setting, character
development, plot structure, theme, and
conflict
(Bloom’s=Apply)
7.8g
-Use quotation marks with dialogue
(Bloom’s=Create)
7.2c
-Compare/contrast a speaker’s verbal and
nonverbal messages
(Bloom’s=Analyze)
7.5e
-Make, confirm, and revise predictions
(Bloom’s=Evaluate)
7.5f
-Use prior background knowledge as a
context for new learning
(Bloom’s=Understand)
7.5g
-Make inferences and draw conclusions
based on a text
Bloom’s=Analyze)
7.5l/ 7.6l
-Use reading strategies to monitor
comprehension throughout the reading
process in both fiction and nonfiction
(Bloom’s=Understand)
How does an author develop symbolism and
theme in a novel? What clues does an
author give that help the reader predict
future events?
*Use A Christmas Carol
*Students will write paragraph responses
Students should be
able to:
-Relate previous
experience to what is
read
-Discuss character,
setting, and important
events
-Identify theme
-Describe
relationships between
text and previously
read material
-Describe character
development
Symbolism
Dialogue
Verbal vs. Nonverbal
Messages
Background Knowledge
Inferences
Predictions
Suggested
nonfiction:
biography of
Charles Dickens,
article about
Victorian England
regarding theme, symbolism, and
characterization
RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, A Christmas Carol, Scope magazines,
READ magazines
COMMON ASSESSMENTS: Benchmark, MAP Test, Vocabulary Tests, Multiparagraph Expository Essay
Greene County Public Schools
th
7 Grade Language Arts Curriculum & Pacing Guide 2014-2015 Quarter Three
Time/Dates
SOL/Strand
7.6b
1 week
Objective/Content/Essential
Questions/Cognitive Level
-Use text structure to aid comprehension in
nonfiction including: boldface/ italics, type
set in color, underlining, indentation,
sidebars, illustrations/ graphics, headings
and subheadings, footnotes
(Bloom’s=Analyze)
7.5j
-Identify the author’s organizational pattern
(Bloom’s=Analyze)
7.7c
-Organize writing structure to fit mode or
topic
How do nonfiction writers use text structure
to clearly communicate with the intended
audience?
Vertical
Alignment
Students should be
able to:
-Summarize major
points found in
nonfiction texts
-Skim materials to
develop a general
overview of content
and to locate specific
information
-Identify author’s
organizational pattern
-Recognize different
modes of writing
having different
patterns of
organization
Vocabulary
Students should be
Prior Knowledge
Boldface
Italics
Indentation
Sidebar
Graphics
Heading
Subheading
Footnotes
Cross-curricular
Connections
Suggested play:
“Sharks” based on
the Jersey Shore
shark attacks of
1916
*Students read paired nonfiction and play
*Students make a flyer
Suggested readings: nonfiction article
“Shark Attack” and play “Sharks”
2 weeks
7.6a/7.5f
-Use prior and background knowledge as a
Suggested
context for new learning in fiction and
nonfiction
(Bloom’s=Understand)
7.6b
-Use text structures to aid comprehension
(Bloom’s=Analyze)
7.6c
-Identify author’s organizational patterns
using transitional words: sequential
7.6d
-Draw conclusions and make inferences
based on explicit and implied information
(Bloom’s=Evaluate)
7.6i/ 7.5i
-Summarize the text for supporting details in
both fiction and nonfiction
(Bloom’s=Understand)
7.7d
-Establish a central idea and organization in
writing
able to:
-Relate previous
experiences to what
is read
-Draw conclusions
based on a text
-Summarize major
points found in
nonfiction texts
Sequential Organization nonfiction:
Chronological Order
“Titanic” articles
Inference
Students should be
able to:
-Demonstrate
comprehension of
information in
Reliable vs. Unreliable
Sources
Primary and Secondary
Sources
Plagiarism
How does an author organize a work in
order to demonstrate sequence? How does
a reader recognize key details that are
important to include in a summary?
*Students read paired nonfiction articles,
narrative nonfiction, and Reader’s Theater
*Students make a time line of events
*Students write a paragraph summary of an
article
2 weeks
7.9b
Suggested readings: “The Titanic” and
excerpt from “A Night to Remember”
-Evaluate the validity and authenticity of
sources
(Bloom’s=Evaluate)
7.9d
-Cite primary and secondary sources
Suggested
nonfiction:
Students will
select topics to
research
(Bloom’s=Create)
7.9a
7.6k
reference materials
-Summarize major
-Collect and organize information from
points of nonfiction
multiple sources, including online, print, and texts
media
-Organize
(Bloom’s=Analyze)
information from
multiple sources
-Organize and synthesize information from a -Define the meaning
variety of sources in nonfiction
and consequences of
(Bloom’s=Analyze)
plagiarism
7.9e
-Define the meaning and consequences of
plagiarism and follow ethical and legal
guidelines for gathering and using
information
(Bloom’s=Understand)
7.9c
-Use technology as a tool to research,
organize, evaluate, and communicate
information
(Bloom’s=Evaluate)
7.6f
-Identify the source, viewpoint, and purpose
of texts
(Bloom’s=Analyze)
How can a student avoid plagiarism when
collecting information? How can a student
determine the credibility of a source?
*Students begin research on a self-selected
topic and will use books, biographies,
databases, and other online media
1 week
7.7f
-Write multiparagraph compositions with
unity elaborating the central idea
(Bloom’s=Create)
7.7c
-Organize writing structure to fit mode or
Students should be
able to:
-Write a
multiparagraph essay
-Organize writing
Bibliography
Suggested
nonfiction:
Students will
incorporate
readings from their
topic
(Bloom’s=Create)
7.9d
structure
research topic
-Cite primary and secondary sources
How should a research paper be organized?
How is a bibliography formatted?
1.5 week
7.3e
*Students write a multiparagraph research
paper on their self-selected topic
*Students include a bibliography that cites
their sources
-Craft and publish audience-specific media
messages aimed at a specific audience for a
specific purpose including multi-media
components to emphasize points
(Bloom’s=Create)
7.1a
-Communicate ideas and information orally
in an organized and succinct manner
(Bloom’s=Create)
7.2a
-Use verbal communication skills, such as
word choice, pitch, feeling, tone, and voice
appropriate for the intended audience
(Bloom’s=Create)
7.2b
-Use nonverbal communication skills, such
as eye contact, posture, and gestures, to
enhance verbal communication
(Bloom’s=Create)
7.1e
-Use a variety of strategies to listen actively
(Bloom’s=Understand)
7.1c
-Make statements to communicate
agreement or tactful disagreement with
others’ ideas
(Bloom’s=Understand)
Students should be
able to:
-Create a media
message for a
specific audience
Verbal Communication
Nonverbal
Communication
Pitch
Tone
Posture
Gestures
Eye Contact
Suggested
nonfiction:
Students will
incorporate
readings from their
research topic
How does nonverbal communication support
verbal communication? How can multimedia be used effectively to support a
presenter’s purpose?
.5 week
7.3b/7.5e
*Students create a multi-media presentation
to present their research topic to the class
*Students present to the class using verbal
and nonverbal communication skills
*Students listening will have an interactive
rubric/ organizer to help them be active
listeners
-Distinguish between fact and opinion in
nonfiction
(Bloom’s=Analyze)
7.4d
-Identify connotations, positive and negative
(Bloom’s=Analyze)
7.5d
-Describe the impact of word choice in
fiction (connotations)
(Bloom’s=Evaluate)
What words signify an opinion? What kinds
of connotations can words carry?
*Students read a short letter to the editor and
a short work of fiction. Students identify
facts and opinions. Students highlight
positive and negative connotations.
*Students write a paragraph and highlight
words with positive and negative
connotations.
Suggested Readings: Letter to the Editor
from CARS book
Students should be
able to:
-Distinguish between
fact and opinion
Fact vs. Opinion
Connotation
Denotation
Suggested
nonfiction: Letter
to the Editor from
CARS book deals
with population
growth and the
effect on the
environment
1 week
7.3a
-Identify persuasive/informative techniques
used in print and nonprint media including
television, radio, video, and Internet
including: bandwagon, testimonial, plain
folks, snob appeal, name-calling, glittering
generality, emotional appeal.
(Bloom’s=Analyze)
7.3d
-Compare and contrast the techniques in
auditory, visual, and written messages
(Bloom’s=Analyze)
7.3c
-Describe how word choice and visual
messages convey a viewpoint
(Bloom’s=Apply)
7.6d/7.5g
-Draw conclusions and make inferences
based on explicit or implied information in
nonfiction and fiction
(Bloom’s=Evaluate)
Students should be
able to:
-Identify persuasion
in the media
-Identify author’s
purpose
-Identify author’s
bias
Print vs. Nonprint
Media
Bandwagon
Testimonial
Plain Folks
Snob Appeal
Name-Calling
Glittering Generality
Emotional Appeal
Suggested
nonfiction:
Some media
messages deal with
the environment
Tone
Voice
Suggested
nonfiction: Scope
magazine debate
kit on a
controversial topic
What techniques do authors and the media
use to try to persuade readers? How do
print and nonprint media differ?
*Students read and watch a variety of
commercials and print ads
*Students read a short story dealing with
peer pressure
*Students write two paragraphs comparing
and contrasting print and nonprint media and
the impact on their lives.
1 week
7.6k
-Organize and synthesize information for
use in written formats by analyzing how two
or more authors writing about the same topic
shape their presentations or viewpoints of
key information using facts, opinions, and
reasoning in nonfiction
Students should be
able to:
-Compose a topic
sentence
(Bloom’s=Analyze)
7.7d
-Compose a topic sentence or thesis
statement
(Bloom’s=Create)
7.7g
-Select vocabulary and information to
enhance the central idea, tone, and voice
(Bloom’s=Create)
How does an author’s tone enhance the
central idea? How do different authors
shape their writing by their opinions and
facts?
*Students will read two different opinions
on the same topic
*Students will create their own letter to the
editor/principal in which they try to
persuade their audience of their opinion
Suggested readings: Scope magazine debate
kits
RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, Scope magazines
COMMON ASSESSMENTS: Benchmark, MAP test, Vocabulary Tests, Multiparagraph Research Essay and Presentation
Greene County Public Schools
th
7 Grade Language Arts Curriculum & Pacing Guide 2014-2015 Quarter Four
Time/Dates
SOL/Strand
7.5d
2 weeks
7.6g
Objective/Content/Essential
Questions/Cognitive Level
-Describe the impact of foreshadowing
(Bloom’s=Analyze)
-Describe how word choice and language
Vertical
Alignment
Students should be
able to:
-Make predictions
before and during
Vocabulary
Foreshadowing
Modifier
Coordination
Subordination
Cross-curricular
Connections
Suggested
nonfiction:
wilderness
survival and
structure convey an author’s viewpoint in
nonfiction
(Bloom’s=Analyze)
7.7i
-Use clauses and phrases for sentence
variety including: simple, compound, and
compound-complex sentences
(Bloom’s=Create)
7.7h
-Expand and embed ideas by using
modifiers, standard coordination, and
subordination in complete sentences by
using words including: for, and, not, yet,
but, or, so for coordination; and after,
although, unless, until, which for
subordination
(Bloom’s=Create)
reading
-Describe an author’s
viewpoint
-Utilize elements of
style, including word
choice and sentence
variation
-Expand and embed
ideas by using
modifiers
hunting
How does an author use foreshadowing to
engage the reader? How do writers create a
variety of sentences?
*Students read paired fiction and nonfiction
texts
*Students find examples of simple and
compound sentences in the text
*Students write a compare/contrast
paragraph
*Students edit their paragraphs to include
greater sentence variety
Suggested Readings: “The Landlady” by
Roald Dahl and “The Most Dangerous
Game” by Richard Connell (compare and
contrast) paired with nonfiction
2.5 weeks
7.5a
-Describe the elements of narrative structure
including setting, character development,
plot structure, theme, and conflict
Students should be
able to:
-Make and revise
Context Clues
Antonym
Synonym
Suggested
nonfiction: paired
with the student
(Bloom’s=Analyze)
7.5a
-Determine a theme of a text and analyze its
development over the course of the text
(Bloom’s=Evaluate)
7.5f/ 7.6a
-Use prior and background knowledge as a
context for new learning in fiction and
nonfiction
(Bloom’s=Understand)
7.4e
-Use context and sentence structure to
determine meanings and differentiate among
multiple meanings of words
(Bloom’s=Understand)
7.4b
-Use synonyms and antonyms to expand
vocabulary
(Bloom’s=Understand)
predictions
-Describe the
elements of a
narrative structure
-Determine theme
-Use background
knowledge
novels
How can a reader use context clues to
determine the meaning of unfamiliar words?
How does a knowledge of antonyms and
synonyms help with an understanding of
unfamiliar vocabulary?
*Students read a variety of novels with
appropriate paired nonfiction
.5 weeks
7.4c
-Identify, recognize, and understand
figurative language including: simile,
metaphor, personification, hyperbole,
onomatopoeia, alliteration
(Bloom’s=Understand)
7.5d
-Describe the impact of figurative language
(Bloom’s=Analyze)
How does figurative language impact a
Students should be
able to:
-Identify figurative
language
Simile
Metaphor
Personification
Hyperbole
Onomatopoeia
Alliteration
Figurative Language
work of literature?
1 week
7.5d
*Students read poetry that uses the
figurative language
*Students write their own examples
-Describe the impact of figurative language,
word choice, and imagery
(Bloom’s=Analyze)
7.5c
-Identify conventional elements and
characteristics of poetry including: haiku,
limerick, and free verse
(Bloom’s=Analyze)
7.6h
-Identify the main idea in a nonfiction
passage
(Bloom’s=Understand)
7.7c
-Organize writing structure to fit mode or
topic
(Bloom’s=Create)
Students should be
able to:
-Recognize haiku,
limerick, and free
verse
-Identify main idea
Haiku
Limericks
Free Verse
Stanza
Students should be
able to:
-Recognize ballads
-Recognize rhyme
Rhyme
Rhyme Scheme
Ballad
Narrative Poetry
Couplet
Quatrain
Rhythm
Suggested
nonfiction:
biography of a
poet
How does the structure of a poem impact its
meaning?
1 week
7.5d
7.5c
*Students read a variety of haiku, limerick,
and free verse poems
*Students read a nonfiction biography of a
poet
*Students write examples of each type of
poetry
-Describe the impact of figurative language,
word choice, and imagery
(Bloom’s=Analyze)
-Identify conventional elements of poetry
including: ballad, narrative poetry, couplet,
quatrain
Suggested
nonfiction: history
of highwaymen
(Bloom’s=Analyze)
7.7c
-Organize writing structure to fit mode or
topic
(Bloom’s=Create)
7.6d
-Draw conclusions and make inferences on
explicit and implied information
(Bloom’s=Evaluate)
Repetition
Refrain
How does the structure and rhyme scheme
of a poem impact its meaning?
*Students read a variety of ballads, narrative
poetry, couplets, and quatrains
*Students read a paired nonfiction text
*Students write examples of each type of
poetry
1 week
1 week
Enrichment
Suggested readings: include “The
Highwayman” as narrative poetry, “Big
Rock Candy Mountain” for imagery
SOL Review
Teacher’s Choice—Can collaborate with
science/ math/ civics teacher to do crosscultural work
-can work with 8th grade teachers to prepare
for next year in vertical alignment
-can differentiate a project based on student
interest/ability level
RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, Scope magazines
COMMON ASSESSMENTS: SOL, Vocabulary Tests, Reading Readiness Post-Assessment