Hazleton Area School District
Literacy Curriculum
Aligned to PA Core Standards and
English Language Proficiency Standards
Seventh Grade
Seventh Grade
Page 1
The ELA (K-8) Curriculum Committee
Dr. Christopher J. Lake, Chairperson
Jennifer Angeli
Michael Balay
Danielle Bernstein
Debbie Boyle
Randi Chapin
Catherine Carrell
Ann Marie Corrado
Linda DeCosmo
Kelly Fegley
Ann Franzosa
Katherine Frumkin
Patricia Galloway
Janice Kelly
Christine LaMonica
Elizabeth Sannie
Seventh Grade
Page 2
What is a Curriculum Framework?
A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what
the student should know and be able to do.
A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved
by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached,
there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and
college ready.
A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student
learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and
students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving
the standards.
A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of
many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or
collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual
student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and
assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the
standards.
A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that
this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the
needs of the students in the Hazleton Area School District.
Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and
Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and
conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments
about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in
isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading, integration is vital for
students’ language development.
Seventh Grade
Page 3
PA Core Standards for Seventh Grade
Reading
1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, vocabulary
acquisition, and making connections among ideas and between texts with focus on textual evidence.
1.3 Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Reading Informational Text
Reading Literature
Key Ideas and Details
 Determine two or more main ideas in a text and analyze
their development
 Summarize the text objectively
 Cite several pieces of textual evidence by quoting
accurately from text to support inferences, conclusions,
and generalizations
 Analyze the interactions between individuals, events, and
ideas
Craft and Structure
 Analyze how the author distinguishes his/her position
from that of others
 Analyze the structure through evaluation of author’s use
of graphics, charts, and major sections of text
 Interpret figurative language (simile, personification,
hyperbole, metaphor, analogy), connotative, and
technical meanings
Key Ideas and Details
 Determine a theme of a text and analyze its
development
 Provide an objective summary
 Cite several pieces of textual evidence by quoting
accurately from text to support inferences,
conclusions, and generalizations
 Analyze how elements of literature interact and
how setting shapes characters and plot
Craft and Structure
 Analyze how an author develops and contrasts the
points of view of different characters or narrators
 Analyze how the structure of a text contributes to
its meaning
 Interpret figurative language (simile, personification,
hyperbole, metaphor) and connotative meanings
Seventh Grade
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Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
 Compare and contrast a text to an audio, video, or
 Compare and contrast written text to its audio,
multimedia version of text, analyzing each medium’s
filmed, staged, or multimedia version
portrayal of the subject
 Analyze the effects of techniques unique to each
 Evaluate an author’s argument, reasoning, and specific
medium (lighting, sound, color, or camera focus and
claims for the soundness of the argument and relevance
angles
of the evidence
 Compare and contrast a fictional portrayal of time,
 Analyze how two authors present and interpret facts on
place or character to historical account of same
the same topic
period
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
 Use words and phrases acquired through conversations,
 Use words and phrases acquired through
general academics and content-specific vocabulary,
conversations, general academics and contentincluding contrast, addition, and other logical
specific vocabulary, including contrast, addition, and
relationships
other logical relationships
 Determine or clarify the meaning of unknown or multiple Determine or clarify the meaning of unknown or
meaning words and phrases choosing flexibility from a
multiple-meaning words and phrases choosing
range of strategies and tools
flexibility from a range of strategies and tools
Seventh Grade
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Writing
1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
perspective and appropriate content.
Focus
Content
Informative
Argumentative
Narrative
Identify and introduce the topic
clearly, including a preview of what is
to follow
Develop and analyze the topic with
relevant facts, definitions, concrete
details, quotations, including
illustrations and multimedia when
appropriate
Introduce the topic state an opinion
Establish a situation and point of view and
introduce a narrator and/or characters
Acknowledge opposing claims and
support claim with logical reasoning
and relevant evidence using accurate,
credible sources
Use dialogue and descriptions of actions,
pacing, thoughts, and feelings to develop
experiences and events or show the
response of characters to situations; use
concrete words and phrases and sensory
language to capture the action
Organize an event sequence that unfolds
naturally, using a variety of transitional
words and phrases; provide a conclusion
that follows from and reflects on the
narrated experiences and events
Organization Organize ideas, concepts and
Style
Conventions
Seventh Grade
information, using strategies such
as definition, classification,
comparison/contrast, and
cause/effect
Use transition to create cohesion
Provide a conclusion
Include formatting when useful
Use precise language and domainspecific vocabulary
Use sentences of varying length and
complexities
Develop and maintain a consistent
voice
Establish and maintain a formal style
Use simple, compound, and complex
sentences
Organize the claim with clear reasons
and evidence
Clarify relationships among claims and
reasons
Provide a concluding statement or
section that follows and supports
the argument
Use precise language and domainspecific vocabulary
Use sentences of varying length and
complexities
Develop and maintain a consistent
voice
Establish and maintain a formal style
Use simple, compound, and complex
sentences
Choose language that expresses ideas
precisely and concisely to avoid
wordiness and redundancy
Use sentences of varying lengths and
complexities
Use precise language
Develop and maintain consistent voice
Use figurative language and sound devices
Use simple, compound, and complex
sentences
Page 6
Use appropriate transitions between
and within paragraphs
Use varying sentence openers with
verbal phrases and adverb clauses
Use semi-colons with subordinating
conjunctions
Use commas with sentence openers
and compound sentences
Use correct grade-level spelling
Use appropriate transitions between
and within paragraphs
Use varying sentence openers with
verbal phrases and adverb clauses
Use semi-colons with subordinating
conjunctions
Use commas with sentence openers
and compound sentences
Use correct grade-level spelling
Use appropriate transitions between and
within paragraphs
Use varying sentence openers with verbal
phrases and adverb clauses
Use semi-colons with subordinating
conjunctions
Use commas with sentence openers and
compound sentences
Use correct grade-level spelling
Grammar







Define, identify, and analyze independent and dependent (adverb and adjective) clauses by sentence patterns
Combine simple sentences into compound sentences using subordinating conjunctions
Identify and correctly use prepositional and verbal phrases, with correct punctuation particularly as sentence openers
Define, identify and correct dangling participial phrases and spilt infinitives
Use commas correctly in compound sentences and complex sentences
Use semicolons correctly with compound sentences
Define, identify and correct run-on sentences and comma splices in self and peer writing
Response to Literature


Draw evidence from literary or information texts to support analysis, reflection, and research
Apply grade level reading standards for literature and informational texts
Production and Distribution of Writing
Writing Process
With guidance and support,
 Strengthen writing through planning, revising, editing, rewriting, or trying new approach, focusing on how well purpose and
audience have been addressed
Technology and Publication

Seventh Grade
Use technology, including Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate
with others, including linking to and citing sources
Page 7
Conducting Research

Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused
questions for further research and investigation
Credibility, Reliability, and Validity of Sources





Gather relevant information from multiple print and digital sources, using search terms effectively
Access credibility and accuracy of each source
Quote or paraphrase the data and conclusions of others, avoiding plagiarism
Follow a standard format for citation
Provide a basic bibliographic information of sources
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or
in group discussion.
Comprehension and Collaboration
Collaborative Discussion



Engage effectively in a range of collaborative discussions on grade level topics
Build upon others’ ideas
Express own ideas clearly
Critical Listening
 Delineate the speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and
sufficiency of the evidence
Evaluating Information


Seventh Grade
Analyze the main ideas presented in diverse media and formats
Explain how each claim clarifies a topic, text, or issue
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Presentation of Knowledge and Ideas
Purpose, Audience, and Task


Present claims and findings, emphasizing salient points in focused, coherent manner with pertinent descriptions, facts, and
details to accentuate main ideas and themes
Use appropriate eye contact, adequate volume, and clear pronunciation
Context

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation
Integration of Knowledge and Ideas
Multimedia

Include multimedia components and visual displays to presentations to clarify claims and findings and emphasize salient
points
Conventions of Standard English

Seventh Grade
Demonstrate command of the conventions of standard English when speaking based on Grade 7 level and content
Page 9
Socialization Skills
For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization
skills for its curriculum development. Through a thematic approach, students will learn important social skills to be a good
citizen while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal
which will build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE
WORKERS; Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade,
RESPONSIBLE STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERANT THINKERS; Seventh Grade;
CONFIDENT INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will
develop accepting and understanding global thinkers for the 21st Century.
Seventh Grade: Goal: Confident Individuals
Young adults need to establish confidence and gain inner strength as they encounter many challenges of daily events in their
lives. This year is devoted to helping students develop independence and identity; make decisions; and appreciate their roots
and how their past influences their future. Students need to problem solve and have individual strategies to overcome
difficult situations. The literature, informational texts and novels suggested in the curriculum will provide the students with
role models and experiences in which they can relate to their lives and problem solve with more confidence.
Theme One: Independence and Identity
Theme Two: Meeting Challenges
Theme Three: Deciding what is Right
Theme Four: Analyzing how the Past Shapes the Future
Seventh Grade
Page 10
Theme 1 Developing Independence and Identity
Enduring Understanding: Young adults are discovering their identity and place in the world. They need to rely upon heritage, cultural complexities, family
dynamics, and boundaries between generations to establish their sense of being as they mature. Multiple factors help shape young adults become more
independent contributing members of society.
Essential Questions: Do others see us more clearly than we see ourselves?
How do we deal with conflict and how do our choices define us?
What misconceptions do you think people have today about others?
How does competitiveness affect behavior and relationships?
How do setting, characters, and plot events contribute to the central theme of independence and identity?
How does the author’s argument, reasoning, and specific claims relate to the reader’s own experiences and viewpoint?
Cumulative Assessment: Select one, either teacher or student choice, of the following assessments. Answer 2-3 of the essential questions posed in the
beginning of this quarter, being as specific as possible and citing examples from the literature read. Assessments may be graded with the accompanying sample
rubric, created with http://rubistar.4teachers.org
 Write a brief objective summary of a story citing key ideas. Make connections to real-life situations and personal life experiences.
 Create a personal socio-gram representing inter- and intra-personal relationships. Determine personal sense of being as a contributing member of
society. Connect with character/s personality from literature.
 Give an oral presentation on a character analysis considering what significant role the character had and how the character’s actions would be
different if one character were missing.
 Research relationship between goals and motivation. Compare how findings relate to personal goals and motivation.
Reading Goals
Reading
Informational Text
Distinguish between
general academic
and domain-specific
vocabulary. Select
the best way to
communicate ideas
more clearly and
effectively.
Language Arts Goals
Foundational Skills,
Writing, Speaking &
Listening
Consider prior
Distinguish between
knowledge and clues general academic
in the text to predict and domain-specific
outcomes.
vocabulary. Select
the best way to
Analyze how setting communicate ideas
helps advance the
more clearly and
plot.
effectively.
Point out context
clues to unlock an
Determine how
setting, characters,
Seventh Grade
Reading Goals
Reading
Literature
Compare the
denotation of a
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested
Resources for
teachers
Academic
Vocabulary
*Beginning of Year
Diagnostic Test
2- 3 Literature Texts:
“Seventh Grade,” by
Gary Soto (OLL)
Pearson Common
Core Literature,
Grade 7
“Three Century
Woman,” by Richard
Peck (OLL)
Online Literature
Library (OLL)
Close Reading:
context clues,
pronoun
antecedents,
paraphrasing
Prediction
Plot: setting,
exposition, conflict,
climax, resolution,
rising and falling
action
3-4 Writing
assessments:
Write a brief
objective summary
of a story citing key
ideas.
*”Two Kinds from
the Joy Luck Club,”
Write a book review by Amy Tan (p. 48)
Prentice Hall
Writing Coach,
Grade 7
Page 11
unknown word’s
meaning. Use a
dictionary to check
understanding.
and plot work
together to build
suspense and
establish theme.
Identify the author’s
central idea or
thesis. Consider
evidence presented
to explain or
support the central
idea.
Analyze character
development
through dialogue
and plot events.
Consider the motive
driving a character’s
actions.
Connect purpose of
reading with how to
read. Consider
vocabulary and text
structure to adjust
rate of reading.
Distinguish between
varying points of
view. Consider how
these perspectives
influence what
reader knows or
doesn’t know, and
how it adds tension
and suspense.
Differentiate
between fact and
opinion. Cite
examples from the
text to support
differences between
the two.
Identify and
summarize the
major events in a
story, citing textual
evidence
throughout.
Analyze text to draw
inferences, and cite
Seventh Grade
Determine what
motivates
characters and how
they have evolved
from the beginning
to end of the story.
Identify historical
facts within text and
determine their
accuracy. Consider
how the author used
or altered history.
Respond to text-
word and the
connotation used by
an author. What
impact does the
author’s choice of
words have on the
subject?
Determine the
purpose for writing:
to entertain, inform,
or persuade.
Differentiate
between formal and
informal writing.
Consider audience.
Determine
voice/style.
Consider word
choice, sentence
structure, and tone.
Utilize Writing
Traits: ideas,
organization, voice,
word choice,
sentence fluency,
and conventions.
Evaluate your own
writing by utilizing a
Writing Traits rubric.
Demonstrate
understanding in
conventions of
language including:
stating your opinion
on whether or not
other readers will
enjoy the novel.
Review setting,
characters,
dialogue, and plot.
State opinion
clearly and support
it with details from
the story. Use
precise descriptive
language. Discuss
review within small
groups.
Develop a fictional
narrative by writing
a different ending
to one of the stories
read. Keep
characters’ actions
consistent
throughout.
Narrative should
contain believable
plot events,
dialogue, and
detailed
descriptions.
Compare/contrast
two texts. Consider
the similarities and
differences in point
of view and tone
and the author’s
“The Third Wish,” by
Joan Aiken (p. 70)
“Amigo Brothers,” by
Piri Thomas (p. 134)
“All Stories are
Anansi’s,” by Harold
Courlander (p. 296)
3-4 Informational
Texts:
“Harriet Tubman:
Conductor of the
Underground
Railroad,” by Ann
Petry (OLL)
“The Fall of the
Hindenburg,” by
Michael Morrison
(OLL)
*”The Great Fire,” by
Jim Murphy (OLL)
“Get More From
Competition,” web
article by
Christopher Funk (p.
148)
“Win Some, Lose
Some,” magazine
article by Charles
Osgood (p. 158)
Pearson Common
Core Companion
Workbook
Prentice Hall
Literature,
Pennsylvania 2007
Edition, Grade 7
Glencoe Writer’s
Choice Grammar
and Writing, 2001
edition, Grade 7
triumphlearning
Common Core
Coach English
Language Arts 7
PSSA Glossary of
Terms (in progress)
MLA Resource:
http://owl.english.p
erdue.edu
http://pdesas.org
http://www.scholas
tic.com
Characterization:
direct, indirect
Dialogue
Character trait
Character motive
Point of view: first
person, third
person limited,
third person
omniscient
Writing:
independent,
dependent clauses
purpose, audience,
tone
Sentence functions
Sentence structure:
simple, compound,
complex,
compound/complex
Rhyme
Rhythm
Repetition
Lyric poem
Sound devices:
alliteration,
onomatopoeia
http://www.tumble
bookcloud.com
Argument Writing:
Advertisements,
persuasive essay
Rubric Creator:
http://rubistar.4tea
chers.org
Rhetorical Devices:
Questions,
repetition
Page 12
text evidence to
support why specific
inferences were
made.
dependent
questions by citing
and explaining
evidence.
Respond to textdependent
questions by citing
and explaining
evidence.
Utilize reading
strategies to
monitor and
comprehend
complex texts. Ask
questions, use
context clues, and
summarize while
reading.
Identify primary and
secondary sources
to understand
history. Consider
how both may
complement one
another.
Analyze how the
text is organized.
Consider how
headings contribute
to text structure.
Identify an author’s
claim and consider
which information
or evidence
supports this claim.
Differentiate
between various
methods of
persuasion.
Consider how or
why an author
Seventh Grade
Draw conclusions by
connecting
important ideas to
come to a larger
understanding.
Common, proper
and possessive
nouns, pronouns
and possessive
pronouns, pronounantecedent
agreement,
adjectives,
coordinate
adjectives, adverbs,
and comparison
between adjectives
and adverbs
(positive,
comparative, and
superlative)
Identify personal
and possessive
pronouns and
compose
grammatically
correct sentences.
Recognize to correct
the use of vague
pronouns.
Classify the four
functions of a
sentence:
declarative,
interrogative,
imperative, and
exclamatory.
Analyze sentence
structure to
purpose in each
text.
Research traditional
Chinese beliefs and
customs about the
relationship
between parents
and children.
Within a small
group, discuss if
traditional beliefs
are evidenced in
“Two Kinds.”
*Write a formal
argument in which
you agree or
disagree with an
author’s idea by
stating a claim,
providing reasons
supported with
examples,
organizing ideas
logically, and
ending with a
conclusion.
*Compare and
contrast a fictional
portrayal of a time,
place, or character
and a historical
account of the
same period as a
means or
“Intrinsic Motivation
Doesn’t Exist,
Researchers Say,”
web article by Jeff
Grabmeier (p. 278)
Argument Writing
Persuasive
Lab:
Techniques:
www.livebinders.co
Loaded language,
m/play/play?id=264 expert opinions
883
Conventions:
“A Special Gift—The
Identifying Voice:
Common, proper
Legacy of ‘Snowflake’ http://www.educati
and possessive
Bently,” magazine
onworld.com/anouns, pronouns
article by Barbara
lesson/worksheets/
and possessive
Eaglesham (p. 290)
TCM/pdfs/010202il
pronouns,
download.pdf
pronoun“Maslow’s Theory of
antecedent
Motivation and
Sociogram:
agreement,
Human Needs,”
https://goldfieldslit
adjectives,
infographic (p. 302)
eracy.wikispaces.co
coordinate
m
adjectives, adverbs,
2-3 Poetry:
adjectives, adverbs:
“I’m Nobody, Who
Roll of Thunder
positive,
Are You?” by Emily
summary and
comparative, and
Dickenson (OLL)
analysis :
superlative
http://www.grades
*”The Railway Train,” aver.com/roll-ofModern Language
by Emily Dickinson
thunder-hear-myAssociation (MLA)
(p. 315)
cry/study for crediting sources
guide/section1/
Primary sources
“The Rider,” by
Secondary sources
Naomi Shihab Nye
Middle School
(p. 332)
Library/Computers
“Sarah Cynthia Sylvia
Stout Would Not
Take the Garbage
Out,” by Shel
Silverstein (p. 356)
Suggesting reading:
Page 13
chooses one method
over another.
Analyze the role of
figurative language
in expressing ideas.
differentiate
between simple,
compound,
complex, and
compound-complex
sentences.
Identify dependent
and independent
clauses. Use
commas and
semicolons
correctly. Recognize
and correct
fragments and runon sentences.
Use clear and
concise language to
communicate and
express ideas.
Check for wordiness
and redundancy,
and short, choppy
sentences. Revise
where necessary.
Draw evidence from
literary or
informational text to
support analysis,
reflection, and
research.
Write an
autobiographical
narrative about an
Seventh Grade
understanding how
authors of fiction
use or alter history.
Create a literary
sociogram graphic
organizer
representing the
relationships among
characters. Write a
brief description of
nature of those
relationships.
Leveled Complexity
Who Am I Without
Him? By Sharon
Flake/650L
On My Honor, by
Marion Dane
Bauer/750L
Roll of Thunder, Hear
my Cry by Mildred D.
Taylor, exemplar
text /870L
Conduct research to
demonstrate the
relationship
between goals and
motivation. Consult
a dictionary and
search print and
online sources using
key words. Take
clear notes and
identify sources.
Make an oral
presentation to the
class.
Ask Me No Questions
by Marina Budhos
/870L
When writing, draw
your own
conclusions from
multiple sources
and paraphrase
information. Give
credit for any ideas
that are not your
Nonfiction:
Geeks: How Two
Lost Boys Rode the
Internet out of Idaho
by Jon Katz,
exemplar text/1070L
The House on Mango
Street by Sandra
Cisneros/870L
The Joy Luck Club by
Amy Tan/930L
Bud, Not Buddy by
Christopher Paul
Curtis/ 950L
Freedom Walkers:
Page 14
event in your life
that helped you
grow or changed
your outlook.
Include sequence of
events, clear
contrast between
past and present
outlook, pacing to
build suspense,
details and
quotations/
dialogue, welldeveloped
characters, and
error-free writing,
including correct use
of pronouns.
own utilizing MLA
Style for listing
sources.
Additional
Assessments:
Tests, quizzes,
PDNs, written
reader’s responses,
class discussions,
small group work,
class participation
Quarterly Exam:
Benchmark Test 1
The Story of the
Montgomery Bus
Boycott by Russell
Freedman, exemplar
text/1110L
Eleanor Roosevelt: A
Life of Discovery, by
Russell Freedman
/1100L
The Great Fire by Jim
Murphy, exemplar
text /1130L
Theme 2 Meeting Challenges
Enduring Understanding: Young adults face many challenges including getting along with others and communicating their thoughts and needs. They need to
decide between intrinsic and extrinsic motivators to communicate effectively. Young adults need to recognize the different modes and purposes of
communicating thoughts and ideas and to consider the thoughts and feelings of others. They also need to consider multiple choices and consequences to meet
challenges adolescents face. Understanding how to communicate in order to meet challenges is necessary to become more independent contributing members
of society.
Essential Questions: Does motivation come from within or is it learned from others?
How do we determine if the best way to learn is through tried and true methods or personal exploration?
How might our goals and behavior change as a result of learning?
What is the best way to communicate?
How do we share our innermost thoughts and feelings or “read” the thoughts and feelings of others?
How might challenges or conflicts in the natural world relate to those humans face?
What effect do our actions have on others?
How does an author state his or her claim? Is it both interesting and clear?
Why does an author or poet use particular figures of speech to communicate either established or innovative ideas?
Cumulative Assessment: Select one, either teacher or student choice, of the following assessments. Answer 2-3 of the essential questions posed in the
beginning of this quarter, being as specific as possible and citing examples from the literature read. Assessments may be graded with the accompanying sample
Seventh Grade
Page 15
rubric, created with http://rubistar.4teachers.org
 Write an analytical essay on an implied theme exploring its development throughout a short story.
 Create an informational brochure on one of the topics discussed this quarter.
 Design a scene from literature read, incorporating elements of drama.
 Research a person who is or was judged for his or her appearance, beliefs, or treatment of others. Consider literature read; in addition, gather relevant
information from at least two reliable print or digital sources.
Goals
Reading
Informational Text
Goals
Reading
Literature
Goals
Foundational Skills,
Writing, Speaking &
Listening
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested
Resources for
teachers
Academic
Vocabulary
Determine how a
writer’s word
choices, phrases,
and expressions can
make writing seem
easy or difficult,
formal, or informal.
Consider audience
and whether the
work is serious or
humorous, academic
or personal.
Summarize the
effect of the writer’s
diction.
Analyze how the
fictional abilities and
characteristics of
animals in stories
compare with real
animals’ qualities.
Analyze word parts
and part of speech
to determine
meaning of an
unknown word.
Consider function,
prefix, root word,
and suffix.
3-4 Writing
assessments:
Write an objective
summary of the text
that is free from
opinion and
evaluation.
2-3 Literature texts:
“The Bear Boy,” by
Joseph Bruchac
(OLL)
Pearson Common
Core Literature,
Grade 7
Denotation
Connotation
Diction
Inferences: explicit,
implicit
Conflict: internal,
external
Anecdote
Conclusions
Determine the
writer’s attitude
toward the topic.
Identify words that
illustrate that
perspective.
Analyze text for
explicit details and
make inferences.
Seventh Grade
Identify character
traits and motives
and cite textual
evidence to support
answers.
Identify the main
conflict of the story
along with any
smaller conflicts that
are introduced.
Consider how the
tension increases or
decreases as
conflicts are
resolved.
Point out the details
in the text that help
Analyze how
descriptive language
makes the reader
“see” exactly what
the writer sees.
*Conduct a short
research project on
a person who is or
was judged for his or
her appearance,
beliefs, or treatment
of others. Consider
literature read; in
addition, gather
relevant information
from at least two
reliable print or
digital sources.
Demonstrate
understanding in the
conventions of
language including:
Research the snakes
of India. Draw a
conclusion about
which snakes are
Determine the
correct meaning of a
multiple meaning
word. Consider
function and context
clues.
“Rikki-Tikki-Tavi,” by
Rudyard Kipling (p.
26)
“A Stolen Day,” by
Sherwood Anderson
(p. 106)
“A Day’s Wait,” by
Ernest Hemingway
(p. 240)
“A Christmas Carol:
Scrooge and
Marley,” drama by
Isreal Horovitz (p.
468)
“Demeter and
Persephone,” by
Anne Terry White (p.
Online Literature
Library (OLL)
Prentice Hall
Writing Coach,
Grade 7
Pearson Common
Core Companion
Workbook
Prentice Hall
Literature,
Pennsylvania 2007
edition, Grade 7
Glencoe Writer’s
Choice Grammar
and Composition,
2001 edition, Grade
7
Organizational
strategies:
definition,
classification,
compare/contrast,
cause and effect
Figurative language:
simile, metaphor,
personification,
hyperbole, symbol
alliteration,
assonance, and
onomatopoeia
Concrete Words
Page 16
Cite textual
evidence support
response or analysis.
increase the tension
in the plot.
Differentiate
between various
types of figurative
language and
identify how they
contribute to the
overall meaning of
the text.
Point out how the
author creates style
and how this style
supports the
historical context of
the text. Consider
historical diction and
old sayings reflect
Analyze similarities
time period and
and differences
characters.
between internal
and external
Identify unfamiliar
conflicts within text.
details that need to
Evaluate how
be clarified through characters’
research. Consider
perspectives change
which resources
as they gain new
might be used to
knowledge, face
confirm facts and
new challenging
details used by
situations, and
author.
interact with others.
Point out how the
information
presented by an
author is the same
as or different from
information found in
works of fiction,
media, or textbooks.
Evaluate whether
the writer was
successful in sharing
experiences with
Seventh Grade
Determine how an
author’s stylistic
choices impact
readers’
expectations or
support the
historical context of
text.
Draw conclusions
based on details
within text and
Prepositions,
prepositional
phrases, object of
the preposition,
appositives,
appositive phrases,
past and present
participles, and
misplaced and
dangling modifiers.
Identify common
word usage
problems and select
the correct word in
both speaking and
writing.
Select consistent
grammatical
structure when
presenting a series
of ideas. Consider
parallelism in words,
phrases, clauses,
and sentences.
the most dangerous,
which might make
good pet and which
might present a
problem for a
mongoose.
Using details from
the story to
compare characters’
personalities.
Write an event
letter or email that
tells a story in
chronological order
about an event in
which writer had a
major part.
Maintain focus and
consider purpose,
audience, and tone.
Demonstrate an
understanding of
consistent verb
tense by correctly
selecting either
perfect or
progressive tense.
Write a dramatic
scene meant to be
acted out that
conveys a theme.
Within the script,
include: stage
directions and
dialogue. Consider
purpose, audience,
plot events, and
pacing.
Differentiate
between forms of
Write an analytical
essay on an implied
648)
3-4 Informational
texts:
“Mongoose on the
Loose,” by Larry
Luxner (OLL)
triumphlearning
Common Core
Coach English
Language Arts 7
PSSA Glossary of
Terms (in progress)
*from “Freedom
Walkers: The Story
of the Montgomery
Bus Boycott” by
Russell Freedman
(p. 177)
MLA Reference:
http://owl.english.p
erdue.edu
“Rattlesnake Hunt,”
by Marjorie Kinnan
Rawlings (p. 222)
http://www.scholas
tic.com
“No Gumption,” by
Russell Baker (p.
266)
*”Zoos: Joys or
Jails?” editorial by
Rachel F., San Diego,
CA (p. 539)
*”Kid Territory:
Why Do We Need
Zoos?” San Diego
Zoo Staff (p. 541)
1-2 poems:
“Mother to Son,” by
Langston Hughes
(excerpt p. 341)
http://sas.departm
entofeducation.
http://www.tumble
bookcloud.com
Dragonwings:
http://www.scholas
tic.com/teachers/le
ssonplan/dragonwingsunit
Sensory Language
Sarcasm
Drama:
script, stage
directions, dialogue
monologue, and
soliloquy
Mood
Paraphrase
Summarize
Folklore:
oral tradition,
cultural perspective,
universal theme,
moral, mythology
Nonfiction:
biographical
narratives, blogs,
diary entries,
narrative essays,
memoirs, and
reflective essays.
Purpose
Audience
Genre
http://www.scholas
tic.com/teachers/ac
tivity/angel-islandPoetry:
lio-kengwongsballads, descriptive
immigration-story
essays, free verse,
haiku, lyric poems,
Argumentative
prose poems, and
Essay:
sonnets.
http://jamesabela.c
Page 17
readers.
Illustrate how an
author uses conflict,
suspense, and
resolution to
develop
autobiographical
plot.
Point out how an
author uses
exaggeration to
create humor.
Analyze how the
structure of an
article contributes
to its effectiveness.
Consider headings,
graphics, charts,
illustrations, and
major sections
within the article.
Classify relationships
among key ideas by
identifying causes
and effects and
comparisons and
contrasts.
Compare and
contrast work to
other nonfiction
texts.
Seventh Grade
personal
experiences.
Consider the image
created by the
author/poet and its
effectiveness.
Investigate author’s
purpose by
analyzing stage
directions and
dialogue. Cite
examples from
drama to support
findings.
Describe the scene’s
mood and find
examples from the
text to support
ideas.
Point out
information in the
stage directions that
adds to the
effectiveness of a
scene.
Analyze how an
author uses dialogue
to reveal character
traits, moods,
changes in a
character, or reveal
emotions.
narrative nonfiction
including:
biographical
narratives, blogs,
diary entries,
narrative essays,
memoirs, and
reflective essays.
Write a personal
narrative with a
focus on writer as
main character and
a plot line with
specific details and
quotations or
dialogue. Include
humor, effective
sentence structure,
variety of
transitional words,
and conventions.
Consider purpose,
audience, and
genre. Include
concrete words,
phrases, and
sensory language.
Revise and edit
essay. Consider
using a variety of
sentence structures
to raise interest
level. Select vivid
and descriptive
word choices to
theme exploring its
development
throughout a short
story.
“The Cremation of
Sam McGee,” by
Robert Service (p.
284)
Evaluate media
advertising in three
television
commercials.
Identify message
and interpret
purpose. Consider
memorable details,
camera angles,
lighting, music, and
claims and
supporting
evidence.
“The Highwayman,”
by Alfred Noyes (p.
400)
Conduct research to
learn about an
outlaw or hero.
Investigate utilizing
print and electronic
resources. Compare
and contrast
research with the
highwayman in the
poem. Give an
informal
presentation to the
class.
The True
Confessions of
Charlotte Doyle, by
Avi/740L
Create a movie
outline detailing
how the story can
be adapted as an
Suggested Reading:
Leveled Complexity
Turtle in Paradise,
by Jennifer L.
Holm/610L
A Wrinkle in Time by
Madeline D’Engle,
exemplar text /740L
The Giver, by Lois
Lowry/760L
Paul Revere’s Ride,
by Longfellow/760L
Dragonwings, by
Lawrence Yep,
exemplar text /870L
The Wright
Brothers: How They
Invented the
o.uk/exams/argum
entative.htm
Conventions:
Verb tense:
perfect
http://www.teache
progressive
rvision.com/literatu Conjunctions:
re/printable/54582.
coordinating,
html
subordinating
Prepositions,
Charles Dickens:
prepositional
http://www.victoria phrases, object of
nlondon.org
the preposition,
Appositive,
http://oldballeyonli
appositive phrases
ne.org
Past, present
participles,
Middle School
Misplaced and
Library/Computers
dangling modifiers
Verb tense:
perfect
progressive
Coherence:
internal
external
Argument Writing:
Advertisements,
persuasive essay
Rhetorical Devices:
Questions,
repetition
Persuasive
Techniques:
Loaded language,
expert opinions
Page 18
Analyze how
structure and tone
help authors
persuade readers of
their point. Consider
sentence structure
used and how it
might affect tone.
Identify the point
the author is trying
to make. Consider
the author’s claim or
main argument.
Analyze the author’s
use of persuasive
techniques, such as
loaded language,
emotional appeal,
expert opinions,
endorsement, or
exaggeration affect
the author’s claim.
Differentiate
between factual
evidence and
opinion. Consider
which may have a
greater impact on
the author’s claim.
Determine how an
author’s use of
direct and/or
indirect quotes
Seventh Grade
Identify how the
cause and effect
relationship
demonstrates why
things are the way
they are. Consider
questions, such as
What happened?
Why? And What will
happen as a result of
this?
Analyze how ancient
people explained
natural phenomena
and portrayed
beliefs about right
and wrong in myths.
Consider the roles of
gods and goddesses
and their human
qualities.
Compare and
contrast text to
audio, video, or
multimedia version
of text, analyzing
each medium’s
portrayal of the
subject. Consider
original version,
setting, characters,
and musical
adaptations. Which
character is most
effective or which
enhance imagery.
Demonstrate
knowledge of the
conventions of
writing and
language by
applying rules of
grammar, usage,
and mechanics to
own drafts.
action movie.
Describe story
elements and how
you would shoot
each scene to
convey emotion,
such as suspense.
Persuade peers to
select your outline
rather than others’.
Consider usage of
prepositions,
appositives, and
phrases and
punctuate
accordingly.
*Write a
Compare/Contrast
essay discussing the
similarities and
differences between
the original text and
the adaptation.
Consider whether
the adaptation
captures the mood
and is true to the
characters and
action.
*Research opposing
opinions on
competition utilizing
a variety of sources.
Paraphrase ideas
and cite sources.
Share findings in a
visual presentation
for the class.
Maintain eye
contact, volume,
and clarity of
speech.
OR
Conduct research to
define mind-body
connection and cite
examples of athletes
who might be
Airplane, by Russell
Freedman/1160L
Nonfiction:
Vincent van Gogh:
Portrait of an Artist
by Jan Greenberg
and Sandra Jordan,
exemplar text/1100L
This Land Was Made
for You and Me: The
life and Songs of
Woody Guthrie by
Elizabeth Partridge,
exemplar text/1020L
ABCDs of OnDemand Writing:
Attack
Brainstorm
Choose
Detect
5 Step Writing
Process:
Prewriting
Drafting
Revising
Editing
Publishing
MLA Style
*Write a brief
editorial for a school
newspaper about an
issue that affects
your school or
community, for
example, using cell
phones in school or
internet neutrality.
Use supporting
details and language
that evokes positive
Page 19
contributes to the
overall tone of the
essay.
Analyze the authors’
point of view on a
particular issue.
Consider the claims;
supporting statistics,
facts, and examples;
counter arguments;
and conclusions that
reinforces point of
view.
Determine how
details about setting
communicate a
mood. Consider
what impact the
mood has on the
reader’s
expectations for
remainder of story.
Differentiate
purpose for and rate
of reading. Analyzing
an editorial or
persuasive passage
requires reading at a
slower rate, or
rereading to
determine how an
author supports his
or her claim and if
bias or propaganda
Seventh Grade
best portrays the
theme?
considered mind
first or body first.
Which tend to be
stronger
competitors? Share
your findings in an
informal speech.
Maintain eye
contact, volume,
and clarity of
speech.
Analyze an ondemand writing
prompt utilizing the
ABCDs of ondemand writing, i.e.
PSSA prompt.
or negative
emotions. Consider
the denotation and
connotation of
words to select the
right words for
writing.
Additional
Assessments:
Tests, quizzes, PDNs,
written reader’s
responses, class
discussions, small
group work, class
participation
Quarterly Exam:
Benchmark Test 3
Write a science
fiction narrative
revolving around
future technology or
scientific
knowledge. Utilize
imagery, and literary
devices to enhance
style and tone:
flashback,
foreshadowing,
and/or suspense.
Edit and revise
checking for both
internal and external
coherence, vivid
images, and
consistent point of
Page 20
is included.
view.
Differentiate
between forms of
poetry including:
ballads, descriptive
essays, free verse,
haiku, lyric poems,
prose poems, and
sonnets.
Analyze how the
sounds of words
within a poem
convey the author’s
meaning and create
mood. Consider the
rhyme and rhythm
the poet uses and
whether they are
effective or not.
Evaluate the poet’s
choice of sound
devices. Identify
examples of
alliteration,
repetition, and
onomatopoeia.
Point out examples
of imagery within a
poem and analyze
its effectiveness.
Consider how these
images help readers
draw a conclusion
about the subject in
Seventh Grade
Page 21
the poem.
Write either a free
verse or lyric poem.
Consider purpose
and audience and
include imagery, and
figurative language.
*Analyze at least
two poems.
Consider rhythmic
patterns, figurative
language, emotion
and mood. Which
has the most
musical quality?
Which evokes the
strongest response
from the reader?
How is emotion
most clearly
communicated?
What mood was
created?
Write a poem about
a pre-selected topic.
Utilize sound
devices so poem has
a musical quality
Write a character
analysis of the
poem’s main
character, reviewing
the poet’s
descriptions to
Seventh Grade
Page 22
determine whether
he is a hero, an
outlaw, or both.
Theme 3 Deciding What is Right
Enduring Understanding: As young adults are trying to navigate the world, they are faced with questions about when to lead or follow. They need to consider
to whom they look up to or which ideals are important to them. They need to think about characteristics that make someone a leader or the reasons people
have for following others. Ideas about leaders and followers are often influenced by self-perceptions.
Essential Questions: What qualities make a leader?
Why is being a follower often seen as negative? How might it be positive?
What happens when a leader becomes a destructive force? What responsibilities do followers have in these instances?
What is mob mentality?
What mood does descriptive language convey?
How might setting foreshadow later events?
Cumulative Assessment: Select one, either teacher or student choice, of the following assessments. Answer 2-3 of the essential questions posed in the
beginning of this quarter, being as specific as possible and citing examples from the literature read. Assessments may be graded with the accompanying sample
rubric, created with http://rubistar.4teachers.org
 Write an argumentative essay on the most effective leader or role model in the twenty-first century.
 Compare and contrast a written story, drama, or poem to its audio, filmed, or staged version, analyzing the effects of techniques unique to each
medium. Share findings in a multi-media presentation.
 Analyze mood shifts as the literature unfolds. Illustrate these changes in a story board or comic strip, keeping the story true to details.
 Research either mob mentality or mass hysteria and how it impacts society.
Goals
Reading
Informational Text
Goals
Reading
Literature
Analyze pieces of
literary fiction and
non-fiction text to
identify literary
elements, describe
relationships, roles,
and purpose of the
characters or
Analyze how an
author uses details
about setting,
characters, and plot
to communicate a
mood. Consider the
impact this mood
has on a reader’s
Seventh Grade
Goals
Foundational Skills,
Writing, Speaking &
Listening
Differentiate
between fact and
opinion.
Identify the various
components of
persuasive writing.
Consider claim,
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested
Resources for
teachers
Academic
Vocabulary
3-4 Writing
assessments:
Write a cause and
effect essay
analyzing how a
single individual,
event or idea
interacts with other
1-2 Literature Texts:
“After Twenty
Years,” by O. Henry
(p. 426)
Pearson Common
Core Literature,
Grade 7
Mood
Tone
Foreshadowing
Irony: verbal,
situational, dramatic
Allusion
Hyperbole
Analogy
“Monsters Are Due
on Maple Street,”
drama by Rod
Online Literature
Library (OLL)
Prentice Hall
Page 23
historical figures,
identify author’s
purpose and point
of view. Cite
evidence from text
to provide a
summary of the
main events.
Point out the
author’s use of
allusions in the text.
Identify other
historical and
literary figures with
whom the character
might be compared.
Support suggestions
with reasons and
evidence.
Evaluate Carnegie’s
ideas about
heroism. Note
specific quotations
or details that reveal
his ideas.
Analyze how history
repeats in spite of
hindsight. Consider
how leaders could
sometimes turn out
to be destructive
forces.
Analyze how tone
Seventh Grade
expectations.
Formulate
inferences about
characters’
relationships based
on descriptive
details in the
passage. Cite
evidence from the
text to support your
inference.
Analyze how tone
has been
established through
the author’s choice
of words.
Determine how
details about setting
communicate a
mood. Consider
what impact the
mood has on the
reader’s
expectations for the
rest of the story.
Evaluate the value
of stage directions
and how they help
the reader
understand what is
happening. Consider
the setting,
characters, props,
lighting, and sound
effects.
supporting
evidence/details,
counter-argument,
fact and opinion.
Differentiate
between forms of
persuasive writing:
arguments,
editorials, letters to
the editor,
persuasive essays,
persuasive
speeches,
propaganda, and
reviews.
Evaluate persuasive
passage: React to
what was read by
agreeing or
disagreeing,
questioning, and
stating opinion.
React to what was
written by
identifying clearly
stated thesis, strong
persuasive
arguments, effective
and credible
supporting
evidence, and good
responses to
readers’ counterarguments.
individuals, events,
or ideas in text.
Conduct research
about someone who
is considered a hero.
Consult magazines,
books, and
electronic news
sources. Share
findings in a group
discussion with the
class.
Research examples
of mob mentality.
Consider the issue at
hand and the
negative impact this
mentality has had in
history.
*Compare and
contrast a written
story, drama, or
poem to its audio,
filmed, staged, or
multimedia version,
analyzing the effects
of techniques
unique to each
medium (e.g.
lighting, sound,
color, or camera
focus and angles in a
film).
*Write a formal
Serling (p. 564)
“Sun and Moon in a
Box,” by Alfonzo
Ortiz and Richard
Erdoes (p. 674)
*”The People Could
Fly,” by Virginia
Hamilton (p. 684)
“The Squirrel’s
Loan,” by Partap
Sharma
3-4 Informational:
“Veteran Returns,
Becomes Symbol,”
Minneapolis Star
and Tribune (OLL)
Writing Coach,
Grade 7
Paradox
Collaboration
Pearson Common
Core Companion
Workbook
Persuasive writing:
Arguments,
editorials, letters to
the editor,
persuasive essays,
Persuasive speeches,
propaganda, and
reviews.
Prentice Hall
Literature,
Pennsylvania 2007
edition, Grade 7
Glencoe Writer’s
Choice Grammar
and Writing, 2001
edition, Grade 7
triumphlearning
Common Core
Coach English
Language Arts 7
“Carnegie Hero Fund
Commission,” web
PSSA Glossary of
article by Andrew
Terms (in progress)
Carnegie (p. 410)
MLA Reference:
“Harriet Tubman,
http://owl.english.p
Africans in America: erdue.edu
America’s Journey
Through Slavery,”
PBS web article (p.
http://sas.departm
432)
entofeducation.
“Joseph R.
McCarthy,” from
Prentice Hall United
History text (p. 598)
http://www.scholas
tic.com
http://www.tumble
Argument Writing:
Advertisements,
persuasive essay
Rhetorical Devices:
Repetition,
parallelism,
question, sound
device, simile,
metaphor
Persuasive
Techniques:
Bandwagon,
emotional appeal,
endorsement/testimony, loaded
language, hyperbole
expert opinions
Fact and opinion
Parallel structure
Attention grabbing
introduction
Transitions
Page 24
has been
established through
the author’s choice
of words. Think
about vocabulary
and author’s
attitude.
Determine how
details in stage
directions and
dialogue shape the
characters’
personalities and
roles in the drama.
Differentiate
between the Salem
Witch Trials and the
McCarthy hearings.
Reflect on how
cause and
influenced effects in
the outcome.
Analyze how
sentence length
conveys the feelings
of the characters.
Analyze the
structure of text to
determine the
organization of key
ideas. Consider
headings, type size
and style, major
sections, and
placement on a
page.
Consider the words,
“Out of the
mountain of despair,
a stone of hope,”
carved into Martin
Luther King’s
memorial. Point out
how these words
from his “I Have a
Seventh Grade
Distinguish between
statements
understood at face
value and those that
are not meant to be
taken literally.
Consider author’s
purpose with the
words he or she
chooses.
Consider audience
and purpose when
writing persuasive
essay. What might
they need to know
to understand topic
thoroughly? How
will you respond to
their views,
concerns, and
counter-arguments?
Select variety of
details: logical
reasoning, statistics,
expert opinions,
personal
observations. Use
transitions to tie
paragraphs and
ideas together.
Analyze the tone of
Monsters are Due.
Consider what this
tone implies about
the roles of leaders
and followers.
Compose strong
conclusion by
restating position
and ending with a
call to action or
forceful statement
that will leave
audience thinking.
Point out how the
author’s choice of
words, setting,
and/or conflict
foreshadow later
events.
Analyze sentence
structure and length
while editing.
Recognize and
correct fragments
and run-on
style argument in
which you take a
position on the
value of rapid
communication of
information to the
public. Is it right to
release information
before all the facts
are known or could
this lead to
miscommunication?
State your claim,
cite evidence from
text, provide
counterarguments
and a concluding
statement.
Write an expository
essay in which you
examine the events
of the Salem in 1692
and explain how
those events relate
to the idea of mass
hysteria. Introduce
topic; provide
definitions, details,
and concrete
examples from text
and your research;
utilize transitions;
and sum up in a
concluding
statement.
“The Salem Witch
Trials of 1692,”
Salem Witch
Museum (p. 604)
from “The Noble
Experiment: I
Never had it Made,”
by Jackie Robinson
with Alfred Duckett
“America the Not so
Beautiful,” by Andy
Rooney
“Narrative of the
Life of Frederick
Douglass, an
American Slave,”
autobiography
1-2 Poems:
“Martin Luther
King,” poem by
Raymond Patterson
(OLL)
“The Courage That
My Mother Had,” by
Edna St. Vincent
Millay ( p. 344)
“Mother to Son,” by
Langston Hughes (p.
345)
“I Walk the
Tightrope,” by
bookcloud.com
Compare/ contrast
words
http://edsitement.n Hook
eh.gov/curriculum- Endorsement
unit/couragefreedom
Conventions:
Punctuation marks:
Middle School
Comma, semicolon,
Library/Computers colon, quotation
marks, hyphen,
dash, brackets,
parentheses, ellipses
Phrases:
Adjective, adverb,
prepositional,
appositives, and
appositive phrases,
verbals
Verbal phrases:
Participles,
gerunds, infinitives
Common Writing
Errors:
Fragments, runons, daggling or
misplaced modifiers,
double negatives,
frequently confused
words, subject-verb
and pronounantecedent
agreement.
On-Demand Writing
Page 25
Dream” speech help
you understand the
design of the
memorial.
Analyze descriptive
language and its role
in conveying mood.
Identify the
contradiction
between what you
expected to happen
and what actually
happened. Analyze
whether the
example was
situational, verbal,
or dramatic irony.
Cite examples from
the text.
sentences.
Demonstrate an
understanding of
conventions
including:
Punctuation marks:
Comma,
semicolon, colon,
quotation marks,
hyphen, apostrophe,
parentheses, dash,
brackets, and
ellipses.
Phrases:
Prepositional,
appositives, and
appositive phrases,
verbals
Verbal phrases:
Participles,
gerunds, infinitives
Independent clauses
Subordinate:
Adjective, adverb,
elliptical adverb
clause
Subordinating
conjunctions
Review:
Coordinate
adjectives
Capitalization
Spelling
Infinitives
Complete Subjects
and Predicates
Seventh Grade
Conduct research to
learn more about
mass hysteria and
how it relates to the
concept of leaders
and followers.
Gather relevant
information from a
variety of print and
digital sources,
making sure that all
sources are accurate
and credible. Take
detailed notes and
carefully identify
your sources. Share
your findings in a
visual presentation.
Debate one of the
following topics:
Should accusations
without proof be
considered? Or
should concerns be
allowed in Senate
hearings and other
court proceedings?
Use multiple print
and digital sources
to gather relevant
information, identify
sources, share
findings in an
outline. Respond to
points made by
team with opposing
Margaret Danner
Writing Process
“The Charge of the
Light Brigade,” by
Alfred Lord
Tenneyson
MLA Style
Suggested Reading:
Leveled Complexity
The People Could Fly
and other by
Virginia
Hamilton/660L
Standing Against the
Wind, by Traci L.
Jones/780
The Evolution of
Calpurnia Tate, by
Jacqueline
Kelly/830L
The Red Badge of
Courage by Stephen
Crane/900L
The Dark is Rising by
Susan Cooper/920L
The Time Machine,
by H.G. Wells/1070L
The Hero and the
Crown, by Robin
McKinley/1120L
Page 26
Complements
Direct and Indirect
Objects
Differentiate
between the correct
use of punctuation
marks. Consider the
relationship of ideas
within a sentence
and whether any
pauses are
necessary.
Select accurate
punctuation marks
throughout writing
including: commas,
semi-colons, colons,
quotation marks,
hyphens,
apostrophes,
parentheses,
brackets, ellipses,
and dashes.
viewpoint. Cite
evidence in your
discussion.
Additional
Assessments:
Tests, quizzes, PDNs,
written reader’s
responses, class
discussions, small
group work, class
participation.
Nonfiction:
Claudette Colvin:
Twice Toward
Justice by Phillip
Hoose/1000L
Charles and Emma:
The Darwin’s Leap of
Faith by Deborah
Helligman/1020L
Narrative of the Life
of Frederick
Douglass,
autobiography/1040L
Identify prepositions
and prepositional
phrases in text and
explain how they
enhance the
description.
*Write an op-ed
piece for the
newspaper that
persuades readers
to agree with the
Seventh Grade
Page 27
writer’s views on an
issue. Use
persuasive
techniques to
convince readers of
claim.
Revise and edit.
Check for attentiongrabbing
introduction,
organized
arguments and
supporting details,
authoritative voice,
persuasive word
choice, parallel
structure to convey
ideas, and
memorable
conclusion. Use
precise word choice
and effective
transitions.
Create a multimedia
presentation with
text and graphics
about topic of an
op-ed piece.
Convince your
audience to support
your position.
*Create an
advertisement to
sell a product or
Seventh Grade
Page 28
service. Consider
main message,
audience, hook,
claim, and
endorsement.
*Respond to OnDemand persuasive
writing prompt.
Include: clear
controlling idea,
logical organization,
variety of sentence
structures and
rhetorical devices,
clear transitions,
facts and details,
and synthesized
ideas from several
sources.
Theme 4 Analyzing how the Past Shapes the Future
Enduring Understanding: Readers bring their own experiences, ideas, and values to the text. As young adults, they need to be able to analyze an author’s
work and verbalize and/or respond in writing to what they have read. They need to consider the genre and source of information, differentiate between fact
and opinion, identify the central idea, and determine if the author achieved his or her purpose in order to effectively state their own opinions.
Essential Questions: Why did ancient people tell stories about gods and goddesses?
Why did ancient people explain natural phenomenon in folklore?
How did folklore exemplify the morals and beliefs of the ancient people?
What lessons do myths and other types of folklore teach?
Why are there variations of the same basic storyline?
Why is it important to know the beliefs and traditions of those who came before us?
What could happen if we ignore the past?
Cumulative Assessment: Select one, either teacher or student choice, of the following assessments. Answer 2-3 of the essential questions posed in the
beginning of this quarter, being as specific as possible and citing examples from the literature read. Assessments may be graded with the accompanying sample
rubric, created with http://rubistar.4teachers.org
Seventh Grade
Page 29




Write an interpretive response to a story demonstrating personal insights and overall opinion of the piece.
Deliver an argumentative speech for or against------Interview an elder and compose a biography about a loved one chronicling two different life events. Include dialogue and imagery.
Research how cultural beliefs and values have changed throughout history and their impact on today’s values.
Goals
Reading
Informational Text
Goals
Reading
Literature
Examine the
relationship
between events,
explaining how one
event or situation
causes another.
Provide evidence
and examples to
support the
relationship.
Identify and
summarize the
major events in a
story, citing textual
evidence
throughout.
Analyze how
primary sources,
including direct
quotes and firsthand accounts, lend
authenticity to an
essay. Cite evidence
from the text.
Differentiate
between fact and
legend. Consider
how legends were
based on facts and
have grown into
fiction as they are
passed from
Seventh Grade
Analyze text to draw
inferences, and cite
text evidence to
support why specific
inferences were
made.
Identify the
universal theme by
focusing on the
main character,
thinking about
conflicts the
character faces and
noticing the changes
the character
undergoes as result
of those conflicts.
Point out the
diction, or word
Goals
Foundational Skills,
Writing, Speaking &
Listening
Point out the main
or central idea and
whether it is directly
stated or unstated.
Make an outline to
show the main idea
and important
supporting details
by paraphrasing the
main idea, listing
subtopics and
details for each main
idea.
Analyze interactions
between individuals,
events, and ideas in
the text.
Identify the verb or
verb phrase in a
sentence and then
identify its principal
part.
Select the correct
verb tense, i.e.
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
Suggested
Resources for
teachers
Academic
Vocabulary
3-4 Writing
assessments:
Write an objective
summary of the text
that is free from
opinion and
evaluation.
3-4 Literature Texts:
“Icarus and
Daedalus,” by
Josephine Preston
Peabody (OLL)
Pearson Common
Core Literature,
Grade 7
Folklore:
Myth, legend,
folktale, fable, epic
Online Literature
Library (OLL)
Characteristics of
Folklore:
Oral tradition,
cultural perspective,
universal theme,
moral, fantasy,
exaggeration,
repeated patterns
Conduct research to
learn about a
famous outlaw of
the post-Civil war
era. Use websites to
find the popular
version of his or her
story. Consult data
bases and
authoritative print
sources to find more
objective accounts.
Take clear notes,
and identify sources
for different
accounts of the
same information.
Share findings in a
brief oral report to
the class.
*”The Tale of the
Mandarin Ducks,” by
Katherine Paterson
(OLL)
“The Travelers and
the Bears,” Aesop
retold by Jerry
Pinkney (p. 633)
*”The Voyage from
Tales of the
Odyssey,” by Mary
Pope Osborne (p.
694)
“Perseus,” by Alice
Low
“The Storytelling
Stone,” by Joseph
Bruchac
Prentice Hall
Writing Coach,
Grade 7
Pearson Common
Core Literature,
Grade 7
Pearson Common
Core Companion
Workbook
Prentice Hall
Literature,
Pennsylvania 2007
edition, Grade 7
Glencoe Writer’s
Choice Grammar
and Writing, 2001
edition, Grade 7
Archetypes
Heroes and Heroines
Trickster
Personification
Hyperbole
Dialect
Phrases: infinitive,
gerund
cause and effect
character motive
Reflective Essay
Page 30
generation to
generation.
Identify several
differences between
the “two distinct
cultures” in which
Chief Dan lived.
In a small group,
present a response
to an audio version
of the same story,
i.e. I am a Native
American.”
Differentiate text
and audio versions.
Did the audio
version enhance or
detract from
meaning and tone?
Write a short
description of the
city of Tenochtitlan.
Using the article as a
reference, jot down
details about time,
place, and over-all
environment of the
city. List vivid verbs
and adjectives that
will make your essay
interesting to
readers and
appealing to the
senses.
Seventh Grade
choice an author
uses to create vivid
images and reveal
his or her viewpoint
on a subject.
present, past, or
future, and use it
consistently.
Write to convey and
explain information
Consider how epic
using evidence from
conventions such as text to support ideas
larger-than-life hero, or concepts
dangerous journey,
expressed.
and/or a helpful
character exemplify Select the correct
the culture’s values
adjectives or
and its perspective
adverbs to make
on universal themes. comparisons so
writing is clear and
Compare and
concise. Consider
contrast two distinct irregular adjectives
cultures’ values and and adverbs, and
their impact on both comparative and
individuals and their superlative degrees.
communities.
Revise and edit
Determine the
written work.
consequence of the Correct fragments,
antagonist’s actions. and run-ons,
daggling or
Consider what kinds misplaced modifiers,
of wisdom about
avoid double
human nature and
negatives, correctly
human behavior is
use frequently
learned through
confused words,
fables and how this
ensure subject-verb
wisdom is relevant
and pronountoday.
antecedent
agreement.
Compare and
contrast traits the
ancient Greeks
valued in heroes
with those that are
valued today.
Identify common
archetypes found in
text read. Consider
how these
archetypes are used
to convey a
universal theme.
Deliver an
argumentative
speech to convince
authorities that
building a city in the
middle of a lake is a
good idea. Using
note cards, write a
short statement
explaining your
claim. List the main
points that support
your claim on
additional cards.
Use solid evidence
including facts,
statistics, and
quotes from other
authorities. Jot
down phrases that
remind you of your
points rather than
writing complete
Short Story Review
“Brer Tiger and the
Big Wind,” by
William J. Faulkner
“The King and the
Shoemaker,” by
John W. Spellman
triumphlearning
Common Core
Coach English
Language Arts 7
PSSA Glossary of
Terms (in progress)
2-3 Informational:
“Tenochtitlan:
Inside the Aztec
Capital,” by
Jacqueline
Dineen(OLL)
MLA Reference:
http://owl.english.p
erdue.edu
“Volar: To Fly,” by
Judith Ortiz Cofer
(OLL)
http://www.scholas
tic.com
“I Am a Native of
North America,” by
Chief Dan George (p.
204)
http://sas.departm
entofeducation.
http://www.tumble
bookcloud.com
Middle School
Library/Computers
“The Myth of the
Outlaw,” by Ruth M.
Hamel (p. 416)
2-3 Poems:
“Maestro,” by Pat
Mora (p. 318)
Haiku/Plum
Blossoms by Bashō
(p. 336)
“Fog,” by Carl
Page 31
Identify structural
features including
headings, type size
and style, major
sections, and
placement on a
page.
Edit sentences with
faulty parallelism
when presenting a
series of ideas.
Consider parallelism
in words, phrases,
clauses, and
sentences.
*Compose a
reflective essay that
illustrates the
writer’s thoughts
and feelings so
readers could
respond with
thoughts and
feelings of their
own. Maintain a
consistent point of
view.
*Write an
interpretive
response to a short
story. Include a
strong focus
statement, brief
summary of
important features,
details and
evidence, ideas and
arguments that
demonstrate
personal insights,
effective sentence
structure, analysis of
Seventh Grade
sentences. Refer
your note cards as
you deliver your
speech.
Write a brief report
on the volcanoes of
Mexico. Use a range
of resources on how
the city developed.
Explain what
became of the city
and what is there
today. Mention
how the city was
planned and the
engineering used to
build the city. Share
your finished report
with the class.
Additional
Assessments:
Tests, quizzes, PDNs,
written reader’s
responses, class
discussions, small
group work, class
participation
Quarterly Exam:
Benchmark Test 7
Sandburg (p. 346)
“Onomatopoeia,” by
Eve Merriam (p.
358)
“Aunt Sue’s Stories,”
by Langston Hughes
Suggested Reading:
Leveled Complexity
The People Could
Fly: American Black
Folktales, exemplar
text/660L
The Dark-Thirty:
Southern Tales of
the Supernatural, by
Patricia C. McKissack
/730L
Inside Out and Back
Again, by Thanhhe
Lai/800L
Where the Mountain
Meets the Moon, by
Grace Lin/810L
Thirteen Moons on
Turtle’s Back by
Joseph Bruchac/960L
Savvy by Ingrid Law/
1070L
Black Ships Before
Page 32
story elements,
details about
imagery and mood,
theme, and overall
opinion of the story.
Troy by Rosemary
Sutcliff/1300L
Explain the different
types of poems: i.e.
lyric, haiku, free
verse.
Present a poetry
reading of one of
the poems.
Rehearse, enunciate
words and pause as
needed, consider
author’s tone, read
slowly and
expressively, speak
clearly, and make
eye contact.
In a small group,
present a response
to an audio version
of text read. Identify
the connotations of
the author’s word
choices and image
communicated.
Choose one of the
poems and identify
a lesson it suggests
about life. Explain
how well this lesson
applies to life in
Seventh Grade
Page 33
general.
Differentiate
between examples
of imagery in the
poems by citing
specific examples of
how they appeal to
sight, sound, smell,
taste, or touch.
Analyze if these
images help create
an effective picture.
Identify how the
sounds of the words
in poetry help
convey the author’s
meaning.
Differentiate
between the
different sound
devices used by the
author and their
overall impact on
the reader.
Seventh Grade
Page 34
PA English Language Proficiency Standards: Classroom/Formative Framework
Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting.
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify positive and negative
behaviors from oral
statements supported by
illustrations (such as: in
school, on the playground, in
gym class or on the bus).
Role-play examples of
etiquette and manners
associated with activities
based on illustrated oral
descriptions (such as: sports
rules or turn taking).
Role-play positive ways of
interacting socially and
culturally based on oral
descriptions working with
a partner.
Role-play to identify
positive resolutions to
peer pressure based on
oral descriptions working
with a partner.
Make connections to self
from oral scenarios
involving peer pressure.
Reading
Match pictures and symbols
to words and phrases in
everyday print.
Classify topics identified
through everyday print
supported by visuals.
Sort relevant information
from irrelevant information
on topics gathered from
everyday print that is
visually supported.
Interpret information on
topics gathered from
everyday print that is
visually supported.
Draw conclusions on
topics gathered from
everyday print that is
visually supported.
Offer greetings,
compliments, introductions,
or farewells in authentic
context using one or two
words.
Ask WH-questions or
exchange information
supported visually.
Initiate or engage in
conversation with peers.
Use idiomatic expressions
or slang in conversation
with peers.
Use humor or sarcasm in
conversation with peers.
Write “To do” lists through
pictures and words using a
picture dictionary.
Write short phrases or
sentences about personally
relevant tasks working with a
partner.
Write simple paragraphs
about personally relevant
tasks working with a
partner.
Writing
Listening
Level 2
Beginning
Revise paragraphs about
personally relevant tasks
with a peer.
Standard
or
Anchor
Level 6- Reaching
Level 1
Entering
Speaking
Grade Level: Seventh Grade
Write responses that
include language with
multiple meanings (such
as: idioms) about
personally relevant tasks
using notes and/or
graphic organizers.
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Seventh Grade
Page 35
PA English Language Proficiency Standards: Classroom/Formative Framework
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard
or
Anchor
Listening
Match characters to their
character traits (such as:
helpful, kind, etc.) after
viewing a short skit or
drama.
Organize characters and
settings according to scenes
from a short skit or drama.
Reenact a scene from a
skit or drama attended
within a small group.
React to basic humor in a
skit or drama.
Draw conclusions from
grade level drama.
1.6.8.A
1.6.8.B
Reading
Identify words or phrases
supported by illustrations
associated with various
genres.
Classify visually supported
vocabulary in context
associated with various
genres read within a small
group.
Match visually supported
details that highlight the
main ideas found in
excerpts from various
genres.
Identify genres based on
language structures
integrated into text (such
as: “The moral of the
story”) within a small
group.
Infer types of genres
associated with written
descriptions or summaries
from grade-level text
working within a triad.
R8.A.1
R8.A.2
Speaking
Answer WH-questions
based on comic book
versions of age appropriate
stories, plays or novels.
Restate facts from visually
supported information in
newspapers, magazines or
brochures.
Predict future outcomes of
a drama, song or
magazine article to a small
group.
Present summaries of
student-selected trade
books or short stories
within a small group.
Give book summaries or
reviews, including
critiques, appropriate to
grade-level within a small
group.
1.6.8.C
1.6.8.D
1.6.8.E
Write words and phrases
using bilingual or picture
dictionaries.
Write phrases or short
sentences using a graphic
organizer.
Create simple paragraphs
using a graphic organizer.
Create paragraphs or
longer compositions using
thesauri, dictionaries or
checklists.
Self-assess and revise
process writing using
rubrics working with a
partner.
1.4.8.A-C
1.5.8
Level 6- Reaching
Level 1
Entering
Writing
Grade Level: Seventh Grade
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Seventh Grade
Page 36