Themes & Essential Questions
Grade Level _7th___
Standards-Based Essential
Skills/Concepts
Essential Question 1: How do I
effectively use language to
communicate and comprehend text?
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 (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 Latin
affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose,
rebel).
L.7.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression
L.7.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
Language Arts
Curriculum Map 1st Quarter
Decatur Public Schools
Instructional Strategies
Formative/Summative Assessments
(Writing Assignments, Projects, Performances)
Teach, practice and review with daily warm up
Pretest
vocabulary greek/latin root activities
Total points for completion
Weekly quizzes for greek roots
Review Ward’s Hit List (Conventions) and grammar
chart and examples of how to identify the 8
grammatical units
1st Quarter
Give students practice activities to identify
grammatical units (specifically interjections,
conjunctions, prepositions)
Vocabulary Power
Journal writing
Essay writing
Quizzes
Tests
Test identification of grammar units
L.7.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
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).
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 (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,]
green shirt).
Literary Terms Tier Three Vocabulary
Resources
(Texts, Technology, Support Material)
100 Words Every Middle Schooler Should
Know
by Editors of the American Heritage
Dictionaries
Greek and Latin Roots by Trisha Callella
Teach, practice and review literary terms
Pre test
Plot Diagrams
Monthly quizzes (including plot quizzes)
Introduce and explain (may be review for some
FCA on My Favorite Narrative Essay
students) on comma, dialogue rules, figure of speech Total points on commas in a series practice on p. 542
(hyperbole) and sensory language
Total points on dialogue practice on pg. 495
100 Words Every Middle Schooler Should
Know
by Editors of the American Heritage
Dictionaries
Current novel being read
Student journals
Student essays
Holt Elements of Literature First Course
Flashcards
Holt Elements of Literature First Course
Holt Elements of Literature First Course
Essential Question 2: How do I
effectively convey my opinions
through my writing?
W.7.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
1st Quarter
W.7.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
W.7.2 Write informative/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/contrast, and cause/
effect; include formatting (e.g., headings),
graphics (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 domainspecific 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.7.3 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 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 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.
Introduce John Collins writing format
Formulate a writing prompt twice a week (journal)
Type 1 and 2 guidelines
John Collins
Have students write down KWL and write a letter to
themselves about their goals for the year
Type 2 guidelines
John Collins
Provide VFW Patriot Pen’s writing prompt
FCAs on rough drafts (with revisions) and final draft
(Type 4 Writing)
Decatur VFW through Evelyn Avery
John Collins
Provide 5 writing prompts for Touching Spirit Bear
essay (transitions, textual evidence, explicit vs.
implicit, editorial, cause/effect, viewpoint,
clarification, fact vs. opinion)
FCAs on final draft (Type 3 Writing)
Touching Spirit Bear
John Collins
Holt Elements of Literature First Course
Direct students to the writing workshop on p. 112115 on narrative writing: story
Provide “My Favorite” worksheet for students to
interview and then plan a graphic organizer, and
finally, write a descriptive narrative story about their
partner
Provide time to type final draft
(Cover: point of view, character, protagonist,
antagonist, conflict, exposition, rising action,
climax, falling action, resolution)(sequence, active
vs. passive voice)
Total points on “My Favorite” worksheet, graphic
organizer and rough draft
Total points on draft evaluation
FCAs for narrative writing combined with descriptive John Collins
writing (Type 4 Writing) (conventions)
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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
Quarter
Essential Question 3: How do I
become an engaged reader and
improve my reading comprehension?
Provide a reading guide
Total reading guide summary of:
Constructed response (textual evidence)
Pre-writing
Constructed scenarios
Identify conflict (stereotypes)
Character analysis (motive)
Narrative letter writing
Touching Spirit Bear by Ben Mikelsen
Ben Mikelsen website
Have students (in 3 groups) critique the credibility
of characterization and plot of Touching Spirit Bear
using p. 786-787 in literature book (textual
evidence)
Total points for each group
Holt Elements of Literature First Course:
Literary Criticism p. 786-787
1st
??Model the individual outline notes worksheet
(includes characters, places, objects, impt. events,
lit. techniques, conflict, symbols and discussion
topics and/or questions)
Nicole Meachum, Reading Intervention
teacher at Decatur Public Schools
??Or teach talk to text concept
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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
Explain character, setting and theme,
compare/contrast
Total points of outline notes, before you read on p.
297 and 1-6 on p. 304
Holt Elements of Literature First Course:
“Charles” by Shirley Jackson p. 297-303
Give examples of character motivation, allusion, and Total points of outline notes
the characters’ effects on the plot and resolution and
make predictions (inference)
“Antaeus” by Borden Deal p. 174
Use audio CD
Explain the main idea, and identify evidence that
supports that idea (informational text) (textual
evidence)
Total points of test practice Qs 1-4 and constructed
response on p. 189
Understanding the main idea (Link to
“Antaeus”)
Have students analyze plot structure, and determine
how each event explains past or present actions or
foreshadows future actions
Total points of skills review test practice Qs 1-5 and
constructed response on p. 119
“The Dinner Party” by Mona Gardner p. 118
Essential Question 4: How do I
improve my test taking skills through
reading comprehension?
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.
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.
All CC Standards
(except speaking and listening)
Have students read 3 response essays to King
Arthur: The Sword and the Stone on p. 810
(Body of the text, informative/explanatory)
Total points on reading check Qs A-C on p. 814
Holt Elements of Literature First Course:
Three Responses to Literature p. 810-813
Continue analyzing literary elements
Total points on test practice Qs 1-4 and constructed
response Qs 5 & 6 on p. 871
Holt Elements of Literature First Course
Provide MEAP pretest
Total points
Focus on MEAP: Supporting On-Grade
Level GLCEs, English Language Arts, Grade
7
Examine and decide if improvement/change needs to
happen based on pretest answers
Cover elements from specific lessons
1st Quarter
Model the 5 paragraph essay formula for students to
practice
Provide writing prompts and student examples to
practice (first as a class, then in partners, then on
own) (relevant detail)
1st Quarter
Essential Question 5: How do I
improve my speaking skills?
Total points
Rubric for:
Peer response to writing
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.7.2 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.7.3 Analyze the interactions between
individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how
individuals influence ideas or events).
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.
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.
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.
Review sample test questions for NWEA test
Provide informative stories
(informative/explanatory texts, textual evidence,
author’s purpose, sequence, explicit vs. implicit,
generalization, relevant detail, cause/effect)
Total points
SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one,
in groups, and teacherled) with diverse
partners on grade 7 topics, texts, and
issues, building on others’ ideas and
expressing their own clearly.
My Favorite Essay—Interview partner
Total points on My Favorite wkst.
Released Items:
2008-2012
NWEA coordinator Jeana Dykman
Jamestown’s The Wild Side Series by Henry
and Melissa Billings:
Bizarre Endings
Crime and Punishment
Extreme Sports
In the Line of Duty
Total Panic
Explain roundtable discussion process
Have students write down questions or responses to text
Roundtable discussion of Touching Spirit Bear
Have students report what their group came up with for
the critique of the credibility of characterization and plot
of Touching Spirit Bear using p. 786-787 in literature
book
Total points of quality responses
Touching Spirit Bear by Ben Mikelsen
Holt Elements of Literature First Course
Grade Level _7th___
Themes & Essential Questions
Standards-Based Essential
Skills/Concepts
Essential Question 1: How do I
effectively use language to
communicate and comprehend
text?
Language Arts
Instructional Strategies
Curriculum Map 2nd Quarter
Decatur Public Schools
Formative/Summative Assessments
Resources
(Writing Assignments, Projects, Performances)
(Texts, Technology, Support Material)
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 (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 Latin
affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose,
rebel).
Teach, practice and review with daily warm up
vocabulary greek/latin root activities
L.7.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
Continue reviewing Ward’s Hit List (Conventions)
and grammar chart and examples of how to identify
the 8 grammatical units
Total points for completion
Weekly quizzes for greek roots
100 Words Every Middle Schooler Should
Know
by Editors of the American Heritage
Dictionaries
Greek and Latin Roots by Trisha Callella
Vocabulary Power
Journal writing
Essay writing
Quizzes
Tests
Current novel being read
Student journals
Student essays
Teach, practice and review literary terms
Review groups
Total points on book presentation packets
Monthly quizzes
Holt Elements of Literature First Course
Flashcards
Book Presentation packets
Review comma and dialogue rules
FCA on Weirdest Day Ever Narrative Essay
Holt Elements of Literature First Course
Give students practice activities to identify
grammatical units (specifically interjections,
conjunctions, prepositions)
2nd Quarter
Test identification of grammar units
L.7.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
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).
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 (e.g., It was a fascinating,
enjoyable movie but not He wore an old[,]
green shirt).
2nd Quarter
Essential Question 2: How do I
effectively convey my opinions
through my writing?
W.7.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
Formulate a writing prompt twice a week (journal)
Type 1 and 2 guidelines
John Collins
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 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 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.
Provide a graphic organizer and have students write
a descriptive narrative on “The Weirdest Day Ever”
prompt (Chronology, sequence, transitions, sensory
language, figurative language, active vs. passive
voice)
Total points on graphic organizer and rough draft
Holt Elements of Literature First Course
p. 116-117 and p. 466-467
Use the evaluating and revising chart on p. 116 and
#2 of the evaluating and revising chart on p. 462 on
descriptive writing
Total points on draft evaluation
Provide time to type final draft
FCAs for narrative writing combined with descriptive
writing (Type 4 Writing) (specifically hyperbole,
adjectives and adverbs) (conventions)
John Collins
Essential Question 3: How do I
become an engaged reader and
improve my reading
comprehension?
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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
Review guidelines for book presentations so
students can check out books from the media center
Provide book presentation packet that includes:
Vocabulary
Literary Terms/Figurative Language/Figure of
Speech (imagery, alliteration, assonance, hyperbole,
metaphor, onomatopoeia, personification, simile)
Constructed Response (using text/textual evidence)
Journal Response
Author’s purpose
Genre (i.e myth)
Various young adult novels chosen by
students (requirements: over 100 pages and
at least their reading level)
Total points for correct answers
Quizzes over genres
??Have students improve their skill with the
individual outline notes worksheet
(includes characters, places, objects, impt. events,
lit. techniques, conflict, symbols and discussion
topics and/or questions)
2nd Quarter
Or do talk to 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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
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 (e.g., how setting
shapes the characters or plot).
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
Nicole Meachum, Reading Intervention
teacher at Decatur Public Schools
Explain character, setting and theme,
compare/contrast
Total points of outline notes, before you read on page
305, all of page 321 and assignment 2 on p. 322
Holt Elements of Literature First Course:
“Miss Awful” by Arthur Cavanaugh p. 305319
Identify events that advance the plot and determine
how each event creates suspense and foreshadows
future actions and make predictions and inferences
(tension, sequence),
Total points on outline notes, quickwrite on p. 38, Qs
1-5 on p. 50 and Practice 2 Q 1-3 on p. 51
“Three Skeleton Key” by George G.
Toudouze p. 40-49
Use audio CD
**Do info. text practice after this story**
Analyze first-person point of view, understand
historical fiction and make predictions and
inferences
Total points on outline notes, quickwrite on p. 368
and all of p. 380
“Bargain” by A.B. Guthrie p. 368-378
Total points of quality of responses per sets of
chapters
Found by Margaret Peterson Haddix
(this rolls over into 3rd quarter)
Teach and model and provide examples of reader’s
logs
Have students model and practice reader responses
for Touching Spirit Bear
Have students do reader response logs for novel
(Textual evidence)
2nd Quarter
Essential Question 4: How do I
improve my test taking skills
through reading comprehension?
2nd Quarter
Essential Question 5: How do I
improve my speaking skills?
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.7.2 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.7.3 Analyze the interactions between
individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events,
or how individuals influence ideas or
events).
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.
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.
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.
Provide informative stories
(informative/explanatory texts, textual evidence,
author’s purpose, sequence, explicit vs. implicit,
generalization, relevant detail, cause/effect)
Total points
Jamestown’s The Wild Side Series by Henry
and Melissa Billings:
Bizarre Endings
Crime and Punishment
Extreme Sports
In the Line of Duty
Total Panic
Analyze the structure and purpose of informational
texts and use the structural features of newspapers,
magazines and online data to obtain information
(fact vs. opinion, sequence)
Total points of the test practice Qs 1-6 and
constructed response Q 1-5 on p. 55 and the grammar
link on p. 56
Understanding Text Structures: A
Newspaper Article p. 52
SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacherled) with diverse
partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
SL.7.5 Include multimedia components
(e.g., graphics, images, music, sound) and
visual displays in presentations to clarify
information.
Model how students should present their book
presentations
Total points on quality of presentation and material
covered
Have students write down questions or responses to
text
Roundtable discussions
Total points of quality responses
SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacherled) with diverse
partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
(Do this after reading “Three Skeleton Key” by
George G. Toudouze p. 38)
Various short stories
Found by MPH
Grade Level _7th___
Language Arts
Themes & Essential Questions
Standards-Based Essential
Skills/Concepts
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 (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 Latin
affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose,
rebel).
Teach, practice and review with daily warm up
vocabulary greek/latin root activities
L.7.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
Continue reviewing Ward’s Hit List (Conventions)
and grammar chart and examples of how to identify
the 8 grammatical units
3rd Quarter
Essential Question 1: How do I
effectively use language to
communicate and comprehend
text?
Decatur Public Schools
Instructional Strategies
Give students practice activities to identify
grammatical units (specifically interjections,
conjunctions, prepositions)
Test identification of grammar units
L.7.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
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).
Teach, practice and review literary terms
Curriculum Map 3rd Quarter
Formative/Summative Assessments
(Writing Assignments, Projects, Performances)
Resources
(Texts, Technology, Support Material)
Total points for completion
Weekly quizzes for greek roots
100 Words Every Middle Schooler Should
Know
by Editors of the American Heritage
Dictionaries
Greek and Latin Roots by Trisha Callella
Vocabulary Power
Journal writing
Essay writing
Noun Poem
Quizzes
Tests
Current novel being read
Student journals
Student essays
Review groups
Total points on book presentation packets
Monthly quizzes
Holt Elements of Literature First Course
Flashcards
Book Presentation packets
Essential Question 2: How do I
effectively convey my opinions
through my writing?
W.7.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
Formulate a writing prompt twice a week (journal)
Type 1 and 2 guidelines
3rd Quarter
Analyzing and comparing/contrasting heroes
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.7.2 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.7.3 Analyze the interactions between
individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events,
or how individuals influence ideas or
events).
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.
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.
W.7.2 Write informative/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/contrast, and cause/
effect; include formatting (e.g., headings),
graphics (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 domainspecific 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.
John Collins
Holt Elements of Literature First Course
p. 820
p. 845
Reference the literary focus before “Merlin and the
Dragons”
p. 297
p. 305
Compare “Charles” by Shirley Jackson and “Miss
Awful” by Arthur Cavanaugh (Read these 1st
Quarter) OR
Compare “Dinorella,” and “Interview” to our
version of Cinderella before Nelson/Rosa essay
p. 758
p. 764
Show Mighty Times: The Legacy of Rosa Parks
(39 mins.)
http://vimeo.com/14623157
Have students read “from Long Walk to Freedom”
and “Rosa Parks” (Biography)
p. 846-852
p.853-859
5 paragraph compare/contrast essay
Utilize the writing workshop on p. 772-775 on
expository writing: Comparison-Contrast Essay
Total points on graphic organizer and rough draft
Holt Elements of Literature First Course
Have students complete a compare/contrast graphic
organizer in writing packet and write a
compare/contrast essay (fact vs. opinion, plagiarism)
Provide time to research and type essay
Have students evaluate their draft using the peer and
self edit evaluation in writing packet
Write final draft
Total points on draft evaluation
FCAs for compare/contrast writing (Type 4 Writing)
(conventions)
John Collins
3rd Quarter
Essential Question 3: How do I
become an engaged reader and
improve my reading
comprehension?
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 (e.g., how setting
shapes the characters or plot).
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
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.7.4 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 (e.g.,
alliteration) 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 (e.g., soliloquy, sonnet)
contributes to its meaning
Have students do reader response logs for novel
(textual evidence)
Total points of quality of responses per sets of
chapters
Found by Margaret Peterson Haddix
(Started the novel 2nd quarter)
Total points on packet and presentation (grade is
given 4th Quarter)
Various young adult novels chosen by
students (requirements: over 100 pages and
at least their reading level)
Review guidelines for book presentations so
students can check out books from the media center
Provide book presentation packet that includes:
Vocabulary
Literary Terms/Figurative Language/Figure of
Speech (imagery, alliteration, assonance, hyperbole,
metaphor, onomatopoeia, personification, simile)
Constructed Response (using text/textual evidence)
Journal Response
Author’s purpose
Genre (i.e myth)
Model examples of sounds of poetry, such as
rhythm, rhyme, alliteration and onomatopeia
Total points on reciting the poem (extra credit)
Holt Elements of Literature First Course:
Jabberwocky by Lewis Carroll p. 577
Analyze humorous poetry and exaggeration to
help students create their own exaggeration poem
(sensory language)
Total points on quickwrite p. 578, sensory detail
worksheet and humorous poem
Sarah Cynthia Sylvia Stout Would Not Take
the Garbage Out by Shel Silverstein p. 582
Analyze the characteristics of different forms of
poetry, including odes
Total points on quickwrite p. 572 and “Celebrating an Ode to Family Photographs by Gary Soto
Ode” p. 575 (15 lines)
p. 573
Have students improve their skill with the individual
outline notes worksheet
(includes characters, places, objects, impt. events,
lit. techniques, conflict, symbols and discussion
topics and/or questions)
Analyze how characters affect plot (allusion)
Total points of outline notes for Girls
Girls from How Angel Peterson Got His
Name by Gary Paulsen p. 131-133
The Only Girl in the World For Me by Bill
Cosby p. 323-327 (just read)
Analyze forms of prose: the essay (will be review)
and flashbacks
Total points on outline notes, quickwrite on p. 533
and Qs 1, 4, and 5 on p. 540
“A Mason-Dixon Memory” by Clifton Davis
p. 533
3rd Quarter
Essential Question 4: How do I
improve my test taking skills
through reading comprehension?
3rd Quarter
Essential Question 5: How do I
improve my speaking skills?
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.7.2 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.7.3 Analyze the interactions between
individuals, events, and ideas in a text (e.g.,
how ideas influence individuals or events,
or how individuals influence ideas or
events).
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.
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.
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.
Analyze texts that show cause and effect
relationships
Total points of the test practice Qs 1-4 and
constructed responses on p. 259
Gentlemen of the Road p. 256
Analyze the structure and purpose of informational
texts and how text features convey information
Total points of the test practice Qs 1-3 and
constructed responses on p. 37
Understanding Text Structures: A Textbook
p. 32-37
Analyze the structure and purpose of informational
texts (sequence)
Total points of the test practice Qs 1-6 on p. 83
Understanding Text Structures: An Owner’s
Manual p. 81-83
Continue practice on summarizing text (sequence)
Total points of the test practice Qs 1-4 on p. 694
Summarizing a Text p. 688-694
Analyze the structure and purpose of informational
texts (sequence)
Total points of the test practice Qs 1-65 and
constructed response on p. 121
Informational Reading Skills p. 120-21
Provide informative stories
(informative/explanatory texts, textual evidence,
author’s purpose, sequence, explicit vs. implicit,
generalization, relevant detail, cause/effect)
Total points
Jamestown’s The Wild Side Series by Henry
and Melissa Billings:
Bizarre Endings
Crime and Punishment
Extreme Sports
In the Line of Duty
Total Panic
SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacherled) with diverse
partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
Roundtable discussions
Total points on quality responses
Found by MPH
Grade Level _7th___
Themes & Essential Questions
Decatur Public Schools
Instructional Strategies
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 (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 Latin
affixes and roots as clues to the meaning
of a word (e.g., belligerent, bellicose,
rebel).
Teach, practice and review with daily warm up
vocabulary greek/latin root activities
L.7.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
Continue reviewing Ward’s Hit List (Conventions)
and grammar chart and examples of how to identify
the 8 grammatical units
Give students practice activities to identify
grammatical units (specifically interjections,
conjunctions, prepositions)
4thQuarter
Essential Question 1: How do I
effectively use language to
communicate and comprehend
text?
Standards-Based Essential
Skills/Concepts
Language Arts
Test identification of grammar units
L.7.5 Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
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).
Teach, practice and review literary terms
Curriculum Map 4th Quarter
Formative/Summative Assessments
(Writing Assignments, Projects, Performances)
Total points for completion
Weekly quizzes for greek roots
Post tests
Resources
(Texts, Technology, Support Material)
100 Words Every Middle Schooler Should
Know
by Editors of the American Heritage
Dictionaries
Greek and Latin Roots by Trisha Callella
Vocabulary Power
Journal writing
Essay writing
Noun Poem
Quizzes
Tests
Current novel being read
Student journals
Student essays
Review groups
Total points on book presentation packets
Monthly quizzes
Post-test
Holt Elements of Literature First Course
Flashcards
Book Presentation packets
4thQuarter
Essential Question 2: How do I
effectively convey my opinions
through my writing?
W.7.4 Produce clear and coherent writing in
which the development, organization, and
style are appropriate to task, purpose, and
audience. (Grade-specific expectations for
writing types are defined in standards 1–3
above.)
Formulate a writing prompt twice a week (journal)
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/explanatory texts
to examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
Provide homeschooling articles
W.7.1 Write arguments to support claims
with clear reasons and relevant evidence.
W.7.1a Introduce claim(s), acknowledge
alternate or opposing claims, and organize
the reasons and evidence logically.
W.7.1b Support claim(s) with logical
reasoning and relevant evidence, using
accurate, credible sources and
demonstrating an understanding of the topic
or text.
W.7.1c Use words, phrases, and clauses to
create cohesion and clarify the relationships
among claim(s), reasons, and evidence.
W.7.1d Establish and maintain a formal
style.
W.7.1e Provide a concluding statement or
section that follows from and supports the
argument presented.
W.7.7Conduct short research projects to
answer 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 source; and
quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard format
for citation.
W.7.9Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
Have students complete a 10% summary graphic
organizer (jargon, explicit vs. implicit, relevant
detail, fact vs. opinion, plagiarism, textual evidence,
informative/explanatory)
Teach and model the 6 paragraph argumentative
essay format
Type 1 and 2 guidelines
John Collins
Various websites
FCAs for 10% summaries
John Collins
Total points on graphic organizer and rough draft
Have students complete an argumentative graphic
organizer in writing packet and write a
argumentative essay on homeschooling
Provide time to research and type essay (bias,
citation, credible source, evidence, parentheses,
clarification, viewpoint, transitions)
Have students evaluate their draft using the peer and
self edit evaluation in writing packet
Write and provide time to type final draft
Total points on peer and self edit evaluations
FCAs for argumentative writing (Type 4 Writing)
(conventions)
John Collins
Essential Question 3: How do I
become an engaged reader and
improve my reading
comprehension?
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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
Provide descriptions of literature circles and assign
groups so each student can perform all five roles:
Discussion Director
Vocabulary Keeper
Connector (textual evidence)
Illustrator
Travel Tracer
Total points for completion and quality of work for
each roles and total points based on peer evaluation
Provide supplemental activities for the novel:
Peace Through Understanding wkst.
Body Biography (textual evidence)
Character Chart
Plot Diagram (sequence, chronology)
Total points for completion and correct answers
Novel Schooled by Gordon Korman
Have students improve their skill with the individual
outline notes worksheet
(includes characters, places, objects, impt. events,
lit. techniques, conflict, symbols and discussion
topics and/or questions)
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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
4thQuarter
Essential Question 4: How do I
improve my test taking skills
through reading comprehension??
W.7.2 Write informative/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/contrast, and cause/
effect; include formatting (e.g., headings),
graphics (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.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section
that follows from and supports the information or
explanation presented.
Identify events that advance the plot and determine
how each event explains past and present actions
and make inferences (jargon)
Total points on outline notes, quickwrite on p. 57, Qs
5 & 6 on p. 78 (Act Two) and updating the teleplay
on p. 79 (Type 2 Writing—15 lines)
Holt Elements of Literature First Course:
“The Monsters Are Due on Maple Street” by
Rod Serling p. 60-76
Use audio CD
Have students evaluate the quality of an author’s
evidence, noting instances of stereotype and bias
Total points on test practice Qs 1-4 and constructed
response Qs 1-5 on p. 818
Evaluating Evidence: Understanding
Stereotype and Bias--“He’s No King” p. 817
Analyze themes as conveyed through characters,
actions, and images and cause and effect (idoms)
(jargon)
Total points on outline notes, quickwrite on p. 271,
writing a tribute to an object on p. 282 (Type 2
Writing—10-15 lines) and all of p. 283
“User Friendly” by T. Ernesto Bethancourt p.
273-281
Use audio CD
Analyze the cause-and-effect text structure (jargon)
Total points on test practice Qs 1-4 p. 287
“It Just Keeps Going and Going” p. 284-286
**Link to “User Friendly”
Provide constructed response writing prompt after
novel (textual evidence, fact vs. opinion, viewpoint)
Type 2 Writing
Novel Schooled by Gordon Korman
John Collins
4th Quarter
Essential Question 4: How do I
improve my test taking skills
through reading comprehension?
(Continued)
4th Quarter
Essential Question 5: How do I
improve my speaking skills?
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 (e.g., how setting
shapes the characters or plot).
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 (e.g.,
alliteration) on a specific verse or stanza of
a poem or section of a story or drama.
RL.7.6 Analyze how an author develops
and contrasts the points of view of different
characters or narrators in a text.
Provide informative stories
(informative/explanatory texts, textual evidence,
author’s purpose, sequence, explicit vs. implicit,
generalization, relevant detail, cause/effect)
Total points
Jamestown’s The Wild Side Series by Henry
and Melissa Billings:
Bizarre Endings
Crime and Punishment
Extreme Sports
In the Line of Duty
Total Panic
All CC Standards
(except speaking and listening)
Review lessons and peer response (textual evidence,
relevant detail, explicit vs. implicit)
MEAP post test
Total points
Focus on MEAP: Supporting On-Grade
Level GLCEs, English Language Arts, Grade
7
SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacherled) with diverse
partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
SL.7.5 Include multimedia components
(e.g., graphics, images, music, sound) and
visual displays in presentations to clarify
information.
Model how students should present their book
presentations
Total points on quality of presentation and material
covered
SL.7.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacherled) with diverse
partners on grade 7 topics, texts, and issues,
building on others’ ideas and expressing
their own clearly.
Roundtable discussions
Total points on quality responses
Various short stories