Harrisburg School District
Planned Course Guide
Title of Planned Course: English 7
Subject Area: English
Grade Level: 7
Course Description:
English 7 focuses on the PA Common Core Standards in reading, writing, speaking and
listening through a multi-genre approach to literature by exploring nonfiction, short
stories, poetry, drama, and novels. It includes grammar, composition, multicultural
literature, critical thinking skills, vocabulary development, oral communication, and
research skills.
The goal for English 7 is to help students learn to write for different purposes and
audiences. Writing instruction will focus on planning, drafting, revising and editing.
Particular emphasis will be placed on adhering to academic conventions such as writing
well-developed paragraphs, using topic sentences, finding supporting details, and
maintaining unity of ideas.
Time/Credit for this Course: One Full School Year
1
Harrisburg School District
Planned Course Materials
Textbook:
Literature, Holt McDougal 2012
Supplemental Books:
The Outsiders by S.E. Hinton
Teacher Resources:
Teacher resources will be supplied by Holt McDougal. They include ancillary
workbooks as well as CD ROMS for test construction; online editions will be available to
students and teachers with additional online support such as interactive whiteboard
lessons at thinkcentral.com. Supplemental video excerpts are also provided by the
company which will reinforce lessons and add an American historical perspective in
accordance with the Common Core Standards.
2
Curriculum Map
School Year 2013-2014
August:
Unit 1: Plot, Conflict and Setting
September:
Unit 2: Analyzing Character and Point of View
October:
Unit 3: Understanding Theme
November:
Unit 4: Mood, Tone, and Style
December:
Unit 5: Poetry
January:
Unit 7: Biography and Autobiography
February:
Unit 8: Information, Argument, and Persuasion
PSSA Writing Field Test: February 3 - 14
March and April:
Unit 8: Information, Argument, and Persuasion (runs till PSSA begins)
PSSA Math/Reading Test: March 17 – 28
Unit 6: Myths, Legends, and Tales
May:
Unit 9: The Power of Research & Supplemental Readings
3
Harrisburg School District
Required Readings
Unit 1
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Text Analysis Workshop
Seventh Grade by Gary Soto
Exploring the Titanic by Robert D. Ballard
Casey at the Bat by Ernest Lawrence Thayer
Unit 2
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Text Analysis Workshop
Zebra by Chaim Potok
The Rider by Naomi Shihab Nye
The Legacy of the Vietnam War: A Wall of Remembrance, A Mother’s Words,
and U.S. Involvement in Vietnam.
Three Century Woman by Richard Peck
Charles by Shirley Jackson
Dirk the Protector by Gary Paulsen
Unit 3
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Text Analysis Workshop
Amigo Brothers by Piri Thomas
What Do Fish Have to Do with Anything? by Avi
Homeless by Anna Quindlen
Spring Harvest of Snow Peas by Maxine Hong Kingston
Eating Alone by Li-Young Lee
Unit 4
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Text Analysis Workshop
A Day’s Wait by Ernest Hemingway
The People Could Fly by Virginia Hamilton
Breaking the Ice by Dave Barry
One Perfect Rose and Song for an April Dusk by Dorothy Parker
maggie and milly and molly and may, who are you, little i, old age sticks by E.E.
Cummings
4
Unit 5
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Text Analysis Workshop
The Names by Billy Collins
“Enemies Attack: A Nation Mourns”
The Charge of the Light Brigade by Alfred, Lord Tennyson
The Highwayman by Alfred Noyes
Two Haiku by Matsuo Basho
Fireflies by Paul Fleischman
Fireflies in the Garden by Robert Frost
Stars with Wings by Therese Ciesinski
The Delight Song of Tsoai-Talee by N. Scott Momaday
Four Skinny Trees by Sandra Cisneros
Unit 6
Unit 7
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Text Analysis Workshop
Eleanor Roosevelt by William Jay Jacobs
A First Lady Speaks Out: Letter to the President General of the Daughters of the
American Revolution by Eleanor Roosevelt
The Autobiography of Eleanor Roosevelt by Eleanor Roosevelt
It’s Not About the Bike by Lance Armstrong with Sally Jenkins
23 Days in July by John Wilcockson
Clara Barton: Battlefield Nurse by Jeannette Covert Nolan
The War Diary of Clara Barton by Clara Barton
Unit 8
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Text Analysis Workshops
What Do You Know About Sharks? by Sharon Guynup
Great White Sharks by Peter Benchley
Like Black Smoke: The Black Death’s Journey by Diana Childress
A World Turned Upside Down: How the Black Death Affected Europe by Mary
Morton Cowan
Media Study: News Reports
Disaster Strikes: Are You Ready?/Emergency Procedures/Emergency Supply Kit
Pro Athletes’ Salaries Aren’t Overly Exorbitant by Mark Singletary
Do Professional Athletes Get Paid Too Much? by Justin Hjelm
Why We Shouldn’t Go to Mars by Gregg Easterbrook
Remarks at the Dedication of the Aerospace Medical Health Center by John F.
Kennedy
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Curriculum Scope and Sequence
Unit 1: Plot, Conflict, and Setting: Weaving a Story
Projected Time Frame:
2013-2014 school year: August 2013
PA Common Core Standards:
CC1.2.7.B, CC1.2.7.C, CC1.2.7.E, CC1.2.7.F, CC1.3.7.A, CC1.3.7.B, CC1.3.7.E,
CC1.3.7.F, CC.1.3.7.I, CC1.3.7.J, CC1.4.7.F, CC1.4.7.L, CC1.4.7.M, CC1.4.7.Q
Reading Objectives:
 Students will learn plot, conflict, and setting in analyzing a story; cite several
pieces of textual evidence to support analysis of what the text says explicitly; and
analyze how different elements of a story interact. Reading: Text Analysis
Workshop. Excerpts from The Clay Marble, Island of the Blue Dolphins, The
Last Cover, The Third Wish, and The Dinner Party.
 Students will learn how the main character affects the action and the outcomes;
cite several pieces of textual evidence to support what the texts says explicitly;
analyze how particular elements of a story interact. Reading: Seventh Grade by
Gary Soto
 Students will learn about chronological order and plot; how setting affects plot
and conflict; the use of imagery in text; cite several pieces of textual evidence to
support what the text says explicitly; analyze interactions between the
individuals, events and ideas in a text; analyze the structure an author uses to
organize a text; and complete a constructed response writing. Reading:
Exploring the Titanic by Robert D. Ballard
 Students will understand how a narrative poem is like a short story by analyzing
setting, characters, and plot; analyze the impact of rhymes and other repetitions
of sounds on a specific stanza; analyze how a poem’s form or structure
contribute to its meaning; infer; and understand idioms. Reading: Casey at the
Bat by Ernest Lawrence Thayer
Grammar and Vocabulary Objectives:
 Students will learn the Latin root “uni”. Vocabulary Strategy, page 44.
 Students will review the difference between complete and fragment sentences.
Grammar in Context, page 45.
 Students will review and practice using correct punctuation. Grammar in Context,
page 64.
 Students will identify, learn and practice prefixes that mean “not”. Vocabulary
Strategy, page 74.
 Students will spell possessives correctly. Grammar in Context, page 75.
 Students will learn how to use the Latin roots “viv and vit”. Vocabulary Strategy,
page 94.
 Students will identify antecedents and maintain agreement in their writing.
Grammar in Context, page 95.
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Students will interpret analogies. Vocabulary Strategy, page 120.
Students will use transitions for coherence. Grammar in Context, page 121.
Students will identify suffixes that form adjectives. Vocabulary Strategy, page
131.
Students will write using transitions. Grammar in Context, page 165.
Students will use quotations as evidence in their writing. Page 167.
Students will use academic vocabulary in class discussion and assignments.
Writing Objectives:
 Students will apply what they have learned in the Grammar and Vocabulary
Objectives to their writing.
 Students will make a connection between writing and reading through the
completion of a constructed response journal entry. Reading: Seventh Grade;
Extended Constructed Response: Point of View/Journal Entry, page 45.
 Students will make a connection between writing and reading through the
completion of a constructed response where they will evaluate members of the
crew of the Titanic. Reading: Exploring the Titanic; Extended Constructed
Response: Dialogue, page 121.
 Students will write a well-developed paragraph complete with a topic
sentence, clincher, and appropriate transitions. The paragraph may in some
aspect reflect the literature read through the course of the unit.
 Students will begin to learn to edit each other’s work with teacher direction.
 Students will learn the basic parts of a sentence and will demonstrate that
knowledge through their writing.
Vocabulary:
Setting, character, plot (exposition, rising action, climax, falling action, resolution), plot
development, flashback, foreshadowing, external conflict, internal conflict, making
connections (text to self, text to world, text to text), sequence in plot,
Assessment:
 Students will complete the Unit 1 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of setting, plot, sequence, cause
and effect, Latin roots, prefixes, suffixes, pronoun-antecedent agreement,
possessives and the use of correct punctuation.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final draft
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
7
Core Activities:
 Students will complete the Text Analysis Workshop which focuses on plot and
conflict through short excerpts of literature.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on Plot, Conflict, and Setting
through stories such as The Last Dog, ‘Spot’ Goes High-Tech, Thank you,
Ma’am, If I can stop one Heart from breaking, Riki-tiki-tavi, Great Reads:
Adventure Novel, An American Childhood, The Monsters Are Due on Maple
Street, Back to the Future, and The Unnatural Course of Time.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 1.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
8
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well as in the Extended Day Program and EXPLORE.
Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 1
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
9
Curriculum Scope and Sequence
Unit 2: Analyzing Character and Point of View: Personality Traits
Projected Time Frame:
2013-2014 school year: September 2013
PA Common Core Standards:
CC1.2.7.D, CC.1.3.7.C, CC1.3.7.F, CC.1.4.7.O, CC.1.4.7.P
Reading Objectives:
 Students will learn character and point of view; analyze how particular elements
of a story interact; analyze how an author develops the points of view in a text.
Reading: Text Analysis Workshop.
 Students will learn how particular elements of a story interact, how to monitor
text; how characters affect plot; demonstrate understanding of figurative
language; and complete a constructed response writing. Reading: Zebra by
Chaim Potok.
 Students will learn how to make connections between texts; analyze characters;
and evaluate the difference between static and dynamic characters. Readings:
Zebra by Chaim Potok and The Rider by Naomi Shihab Nye.
 Students will determine central ideas in a text and analyze their development
over the course of a text; summarize across texts; understand timelines.
Readings: The Legacy of the Vietnam War: A Wall of Remembrance, A
Mother’s Words, and U.S. Involvement in Vietnam.
 Students will analyze how particular elements of a story interact; determine
character motivation; list the similarities and differences between two main
characters (compare & contrast); and will complete a writing assignment.
Readings: The Three Century Woman, by Richard Peck, and Charles, by
Shirley Jackson.
 Students learn third-person point-of-view; make predictions; analyze the
interactions between individuals, events and ideas; and determine point of view.
Reading: Dirk the Protector, by Gary Paulsen.
Grammar and Vocabulary Objectives:
 Students will learn how to identify when similes are used as context clues.
Vocabulary Strategy, page 214.
 Students will use correct verb tenses in their writing. Grammar in Context, page
215.
 Students will recognize context clues to identify definitions of unknown words.
Vocabulary Strategy, page 233.
 Students will learn what an appositive and an appositive phrase is and how they
are used in writing. Grammar in Context, page 247.
 Students will learn how to use the Latin root “cred” as clues to the meaning of the
word. Vocabulary Strategy, page 264.
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Students will demonstrate understanding of nuances in word meanings by
reviewing idioms and how they impact literature. Vocabulary Strategy, page 286.
Students will explain the function of clauses (independent, dependent and
adjective) and how they work in specific sentences. Grammar in Context, page
287.
Students will study vocabulary in the context of each work of literature listed.
Students will use academic vocabulary in class discussion and assignments.
Writing Objectives:
 Students will make a connection between writing and reading through the
completion of a constructed response letter. Reading: Zebra; Extended
Constructed Response, page 215
 Students will write a comparison-contrast essay of similar characters. Readings:
The Three Century Woman, by Richard Peck, and Charles, by Shirley Jackson.
Writing for Assessment, page 265.
 Students will make a connection between writing and reading through the
completion of a constructed response retelling. Reading: Dirk the Protector;
Extended Constructed Response, page 287.
 Students will apply what they have learned in all previous Grammar and
Vocabulary Objectives to their writing.
 Students will be able to write to examine and convey ideas; write clearly and
concisely appropriate to task, purpose and audience; develop and strengthen
writing as needed by planning, revising and editing; cite textual evidence to
support their writing; and demonstrate command of the conventions of standard
English grammar when writing. Writing workshop, pages 294-302.
 Students will be able to use and punctuate quotations in their writing. Writing
workshop, page 297
 Students will demonstrate an understanding of using pronoun references
correctly in their writing. Writing workshop, page 301
 Students will use transitional words effectively in their writing.
Vocabulary:
Main idea, summarize, narrator, point of view (first person, third person limited, third
person omniscient), prediction, characterization, inference, draw a conclusion,
synthesize, character, plot, excerpt, character motivation, setting a purpose for reading,
memoir, cause & effect,
Assessment:
 Students will complete the Unit 2 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of character traits,
characterization, point of view, making inferences, understanding similes and
verb tenses.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
11
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
Writing assignment rough and/or final draft
Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop which focuses on point of
view, character traits, and motivation through short excerpts of literature.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works in the unit that focus on Analyzing Character and
Point of View such as A Retrieved Reformation by O.Henry; The Scholarship
Jacket by Marta Salinas; Encounter with Martin Luther King Jr. by Maya
Angelou; The Papers of Martin Luther King Jr.; It Was a Long Time Before by
Leslie Marmon Silko and Abuelito Who by Sandra Cisneros.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 2.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
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
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Direct instruction
Large and small group discussion
Independent practice, group practice
White board lessons
Power point presentations
Games, puzzles, jigsaws
Class editing, peer editing, independent editing
Projects created by groups, partners, or individuals
Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 2
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
 WriteSmart
 GrammarNotes
 WordSharp
13
Curriculum Scope and Sequence
Unit 3: Understanding Theme
Projected Time Frame:
2013-2014 school year: October 2013
PA Common Core Standards:
Reading Objectives:
 Students will complete the Text Analysis Workshop to understand themes in
literature; cite several pieces of textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text; and determine a
theme and analyze its development over the course of a text.
 Students will learn to determine a theme; analyze how particular elements in a
story interact; determine and understand the meaning of multiple-meaning words.
Reading: Amigo Brothers by Piri Thomas
 Students will cite several pieces of textual evidence to support inferences;
determine theme; investigate symbols in literature and analyze how particular
elements of a story interact; and will complete a constructed response. Reading:
What Do Fish Have to Do with Anything? by Avi
 Students will be able to identify author’s purpose and differentiate between
problem-solution essays and other organizational structures of essays. Reading:
Homeless by Anna Quindlen
 Students will cite evidence to support inferences; determine author’s point of
view; analyze how two authors writing about the same topic shape their
presentation; and compare ideas of theme through writing. Readings:
Homeless and What Do Fish Have to Do with Anything?
 Students will be able to cite textual evidence to support the analysis of what the
text says explicitly as well as inferences drawn from the text; determine a theme
and analyze its development; and provide a summary of the text and identify
recurring themes. Readings: Spring Harvest of Snow Peas by Maxine Hong
Kingston and Eating Alone by Li-Young Lee
Grammar and Vocabulary Objectives:
 Students will learn how to use the Latin root “pel”. Vocabulary Strategy, page
336.
 Students will be able to assess how to punctuate dialogue correctly. Grammar in
Context, page 337.
 Students will be able to use context clues to define unknown words. Vocabulary
Strategy, page 366
 Students will be able to use relative pronouns in their writing of sentences.
Grammar in Context, page 367
 Students will learn the forms of the prefix “in-“. Vocabulary Strategy, page 385.
 Students will differentiate between the different types of sentence structures.
Grammar in Context, page 427
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Writing Objectives:
 Students will make a connection between writing and reading through the
completion of a constructed response where they will have to correctly write and
punctuate a one-page dialogue. Reading: Amigo Brothers; Extended
Constructed Response: Dialogue, page 337.
 Students will make a connection between writing and reading through the
completion of a constructed response where they will demonstrate their
understanding of symbols. Reading: “What Do Fish Have to Do with
Anything?”; Extended Constructed Response: Symbol, page 337.
 Students will determine the theme of “What Do Fish Have to Do with
Anything?” and the main purpose of “Homeless” and will explain the
differences. Compare Ideas, page 373.
 Students will compare two works of literature that share a common theme.
Readings: Spring Harvest of Snow Peas and Eating Alone; Writing for
Assessment, page 397
 Students will write a short story to develop real or imagined experiences or
events using effective techniques, relevant descriptive details and well structured
event sequences; write to the appropriate task, purpose and audience and
demonstrate command of the conventions of English in capitalization,
punctuation and spelling. Writing Workshop, page 432
 Students will apply what they have learned in all previous Grammar and
Vocabulary Objectives to their writing.
Vocabulary:
theme, multiple themes, recurring theme, setting, compare and contrast, homonyms,
contractions, symbols, make inferences, author’s purpose, problem-solution essay,
theme and character, theme and setting, identify cause and effect, theme in drama
Assessment:
 Students will complete the Unit 3 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of theme, making inferences,
cause and effect, compare and contrast, context clues, denotation and
connotation, relative pronouns, main and subordinate clauses and complex
sentences.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final draft
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop for theme in short excerpts of
literature.
 Students may listen to, read aloud, or read independently the texts listed
15
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



above according to the teacher’s discretion and the needs of the students.
Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read additional works related theme such as The War of the Wall,
A Crush and A Christmas Carol.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 3.
 Students may complete to publication their short story.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
16
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 3
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
17
Curriculum Scope and Sequence
Unit 4: Mood, Tone, and Style
Projected Time Frame:
2013-2014 School Year: November 2013
PA Common Core Standards:
Reading Objectives:
 Students will learn how particular elements of a story interact; determine the
meaning of works and phrases as they are used in a text, including figurative and
connotative meanings, understand mood and imagery; and learn about author’s
style. Reading: Text Analysis Workshop: Excerpts from: The Witch of
Blackbird Pond; Boy: Tales of Childhood; The Time Machine; Future Tense;
One Ordinary Day, with Peanuts; and Rip Van Winkle
 Students will cite textual evidence to support inferences drawn from the text;
determine how words and phrases are used in text; identify a writer’s style and
make inferences; and complete a constructed response writing. Reading: A
Day’s Wait by Ernest Hemingway
 Students will analyze how particular elements of a story interact; analyze how an
author develops and contrasts the point of view of different characters or
narrators in a text; understand style in writing; and provide an objective summary
of a text. Reading: The People Could Fly a folk tale retold by Virginia Hamilton
 Students will analyze the impact of specific word choices on meaning and tone;
determine author’s point of view or purpose in a text; and analyze a writer’s style
and tone. Reading: Breaking the Ice by Dave Barry
 Students will determine the meaning of words or phrases as they are used in
text, including figurative and connotative meanings; analyze how a poem’s form
or structure contributes to its meaning; identify instances of irony; understand the
difference between author and speaker and understand the form of poetry.
Readings: One Perfect Rose and Song for an April Dusk by Dorothy Parker
 Students will cite textual evidence to support analysis of what the text explicitly
says; analyze style in poetry; determine the meaning of words and phrases as
they are used in a text and analyze how a poem’s form contributes to its
meaning. Readings: maggie and milly and molly and may, who are you,
little i, old age sticks by E.E. Cummings
Grammar and Vocabulary Objectives:
 Students will learn the Latin root “pend”. Vocabulary Strategy, page 480
 Students will learn subject-verb agreement by understanding prepositions.
Grammar in Context, page 481
 Students will learn how to avoid dangling participles. Grammar in Context, page
491
 Students will use comparatives in their writing. Grammar in Context, page 535
18
Writing Objectives:
 Students will evaluate a quote by Ernest Hemingway. Reading: A Day’s Wait”
Short Constructed Response, page 491
 Students will write a humorous letter of advice. Reading: Breaking the Ice,
extension, page 515
 Students will write a literary analysis to examine a topic through the selection,
organization and analysis of relevant content; cite textual evidence to support
analysis; analyze how the elements of a story interact and demonstrate
command of conventions. Writing Workshop, page 532-540
 Students will learn how to support their controlling idea while writing and
strengthen their concluding section. Learn How, page 537 and 538
 Students will apply what they have learned in all previous Grammar and
Vocabulary Objectives to their writing.
Vocabulary:
mood, style, inference, distinguish fact from opinion, irony, speaker, form, structure,
tone, point of view
Assessment:
 Students will complete the Unit 4 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of mood, style, summarization,
synonyms, Greek and Latin roots, prepositions and participles.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final draft
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop that focuses on mood and
style.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
19
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

study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to the theme,
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 4.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as well
as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 4
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for Common Core
 Teacher One Stop
20
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Student One Stop
WriteSmart
GrammarNotes
WordSharp
21
Curriculum Scope and Sequence
Unit 5: Poetry
Time Frame:
2013-2014 school year: December 2013
PA Common Core Standards:
Reading Objectives:
 Students will cite textual evidence to support analysis of what the text says
explicitly; determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings; analyze how a poem’s form
or structure contributes to its meaning; understand poetic devices. Reading:
Text Analysis Workshop: Excerpts from: Under The Back Porch, A word is
dead, Cynthia in the Snow, and The Courage That My Mother Had.
 Students will determine the meaning of words and phrases as they are used in
text; analyze the impact of rhymes and other repetitions of sounds on a specific
verse or stanza of a poem; understand imagery; identify free verse; and analyze
how a poem’s form or structure contributes to its meaning. Reading: The Names
by Billy Collins
 Students will make a connection between a poem and a piece of informational
text. Reading: The Names by Billy Collins and “Enemies Attack: A Nation
Mourns”.
 Students will cite evidence to support inferences drawn from the text; analyze the
impact of rhymes and other repetitions of sounds on a specific verse or stanza of
a poem; and analyze how a poem’s form or structure contributes to its meaning.
Reading: The Charge of the Light Brigade by Alfred, Lord Tennyson and The
Highwayman by Alfred Noyes
 Students will cite evidence to support inferences drawn from the text; determine
the theme or central idea of a text; determine the meaning of words and phrases
as they are used in a text, including figurative and connotative meanings; and
analyze how a poem’s form or structure contributes to its meaning. Reading:
Two Haiku by Matsuo Basho, Fireflies by Paul Fleischman and Fireflies in the
Garden by Robert Frost
 Students will cite evidence to support analysis of a text; analyze the organization
of a text, including how the major sections develop ideas; analyze how two or
more authors writing about the same topic emphasize different evidence; and
connect nonfiction and poetry. Reading: Stars with Wings by Therese
Ciesinski
 Students will determine the meaning of words and phrases as they are used in a
text, including figurative and connotative meanings and write informative text to
examine a topic and convey ideas through the selection, organization, and
analysis of relevant content. Reading: The Delight Song of Tsoai-Talee by N.
Scott Momaday and Four Skinny Trees by Sandra Cisneros
22
Grammar and Vocabulary Objectives:
 Students will use correct sentence types to reflect their intended emotions in
writing. Grammar in Context, page 573
 Students will use the active voice correctly. Grammar in Context, page 593
 Students will learn how to avoid redundancy. Grammar in Context, page 623
 Students will learn about commas and coordinate adjectives. Grammar in
Context, page 626
Writing Objectives:
 Students will write a half to full page of dialogue between Bess and a soldier of
the Light Brigade in which they discuss their ideas of honor. Reading: The
Charge of the Light Brigade by Alfred, Lord Tennyson and The Highwayman
by Alfred Noyes. Short Constructed Response, page 593
 Students will write a paragraph connecting nonfiction to poetry. Reading:
Fireflies by Paul Fleischman, Fireflies in the Garden by Robert Frost and Stars
with Wings by Therese Ciesinski. Writing Prompt, page 603
 Students will write using figurative language. Reading: The Delight Song of
Tsoai-Talee by N. Scott Momaday and Four Skinny Trees by Sandra Cisneros.
Writing for Assessment, page 619
 Students will write an informative piece analyzing how to understand the
language, meaning, and form of a poem. Writing Workshop, pages 620-627
 Students will apply what they have learned in all previous Grammar and
Vocabulary Objectives to their writing.
Vocabulary:
structure, form, sound devices, rhyme, rhythm, onomatopoeia, repetition, alliteration,
imagery, figurative language, simile, metaphor, personification, free verse, open form,
historical context, theme, lyric poetry, literal language, inference, line and stanza, rhyme
scheme, speaker, meter, narrative poetry, mood, active voice, passive voice, haiku,
theme, symbol, sound devices, humorous poetry,
Assessment:
 Students will complete the Unit 5 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of imagery, figurative language,
sound devices, making inferences, sentences types and active voice.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final draft
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
23
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



Students will complete the Text Analysis Workshop that focuses on poetry.
Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read additional works related to the theme, Additional selection
questions and ideas for extension are available in
Resource Manager Unit 5.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
24

Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 5
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connections: Nonfiction for Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
25
Curriculum Scope and Sequence
Unit 6: Myths, Legends, and Tales
Time Frame:
2013-2014 school year: after PSSA
PA Common Core Standards:
Reading Objectives:
 Students will cite textual evidence to support analysis of what the text explicitly
says and analyze how particular elements of a story interact, identify the
characteristics of traditional stories including: myth, legend, epic, fable, and tall
tale, analyze the cultural values in traditional stories, provide an objective
summary of texts, and analyze how particular parts of a story interact. Reading:
Text Analysis Workshop: The Fox and the Crow and Excerpts from Bess
Call, John Henry, Quetzalcoatl, Racing the Great Bear, Prometheus retold by
Bernard Evslin, Orpheus and Eurydice retold by Olivia Coolidge,
 Students will be able to paraphrase difficult texts. Reading: Beowulf translated
by Burton Raffel.
 Students will identify and analyze the use of chronological order in legends.
Reading: Young Arthur retold by Robert D. San Souci.
 Students will cite pieces of textual evidence to support analysis of what the text
explicitly says as well as draw inferences from the text and determine a theme of
a text and analyze its development. Readings: Two Ways to Count to Ten
retold by Frances Carpenter and The Race Between Toad and Donkey retold
by Roger D. Abrahams.
Grammar and Vocabulary Objectives:
 Students will learn to use antonyms as context clues. Language Coach, page
655.
 Students will analyze the influence of foreign words into the English language.
Vocabulary Strategy: Foreign Words in English, page 659.
 Students will construct simple and compound sentences. Grammar in Context:
Use Simple and Compound Sentences, page 673.
 Students will learn to complete analogies. Vocabulary Strategy: Analogies, page
688.
Writing Objectives:
 Students will write a two or three extended constructed response. Extended
Constructed Response: Evaluation page, 673.
 Writing for Assessment: Compare and Contrast, page 755.
 Students will construct a “How-To” essay. Writing Workshop, page 756-764.
Vocabulary:
26
Myth, Legend, Epic, Fable, Tall Tale, theme, simple sentence, compound sentence,
analogy
Assessment:
 Students will complete the Unit 6 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final draft
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop which focuses on
understanding myths, tales and legends.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
 Students will write a persuasive essay.
 Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read other works in the unit that focus on biographies and
autobiographies through stories such as
27


Additional selection questions and ideas for extension are available in Resource
Manager Unit 6
Students will be encouraged to use vocabulary words from the unit in their own
writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 6
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connection: Nonfiction for Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
28
Curriculum Scope and Sequence
Unit 7: Biography and Autobiography
Time Frame:
2013-2014 school year: January 2014
PA Common Core Standards:
Reading Objectives:
 Students will compare and contrast a fictional portrayal of a time, place or
character and a historical account of the same period as a means of
understanding how authors of fiction use or alter history; cite textual evidence to
support analysis of what the texts says explicitly; analyze the interactions
between individuals, events and ideas in a text; and understand the basics
between a biography and an autobiography. Reading: Text Analysis
Workshop. Excerpts from: The Wright Brothers, The Invisible Thread,
Christopher Reeve, Living Without Fear, from Rosa Parks, from Rosa
Parks: My Story
 Students will cite textual evidence to support analysis of what the text says
explicitly; analyze the interactions between individuals, events and ideas in a
text; analyze the structure an author uses to organize a text; identify
chronological order; and use common grade-appropriate roots as clues to the
meaning of a word. Reading: Eleanor Roosevelt by William Jay Jacobs.
 Students will cite evidence to support inferences drawn from the text; determine
two or more central ideas in a text; analyze the interactions between individuals,
events and ideas in a text; and write to examine a topic and convey ideas.
Reading: A First Lady Speaks Out: Letter to the President General of the
Daughters of the American Revolution by Eleanor Roosevelt and an excerpt
from The Autobiography of Eleanor Roosevelt by Eleanor Roosevelt.
 Students will cite textual evidence to support inferences drawn from the text;
determine two or more central ideas in a text; determine an author’s point of view
or purpose in a text; analyze how two or more author’s writing about the same
topic shape their presentation of key information; and use grade appropriate
affixes as clues to the meaning of the words. Reading: From It’s Not About the
Bike by Lance Armstrong with Sally Jenkins and from 23 Days in July by John
Wilcockson.
 Students will compare and contrast a fictional portrayal of a time, place, or
character, and a historical account of the same period as a means of
understanding how authors of fiction use or alter history; cite textual evidence to
support analysis of what the text says explicitly; and write informative/explanatory
texts to examine a topic and convey ideas, concepts and information. Reading:
Clara Barton: Battlefield Nurse by Jeannette Covert Nolan and from The War
Diary of Clara Barton by Clara Barton.
Grammar and Vocabulary Objectives:
29
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


Students will learn the Anglo-Saxon word “fore” and “cast”. Vocabulary Strategy,
page 789
Students will learn how the connotation of a word can affect its meaning.
Vocabulary Strategy, page 812
Students will review the rules of correct capitalization. Grammar in Context,
page 813
Students will learn the Anglo-Saxon prefixes “over-“ & “under-“ and the suffixes “most” & “-hood”. Vocabulary Strategy, page 825
Students will learn the Latin root “spec”. Vocabulary Strategy, page 845
Students will learn how to correctly use conjunctive adverbs. Grammar in
Context, page 873
Students will review the reasons for using vivid adjectives in their writing.
Grammar in Context, page 883
Writing Objectives:
 Students will draw conclusions about a set topic and write a paragraph about
those conclusions. Reading: Eleanor Roosevelt, A First Lady Speaks Out:
Letter to the President General of the Daughters of the American
Revolution and an excerpt from The Autobiography of Eleanor Roosevelt.
Writing Prompt, page 803
 Students will write a paragraph about the irony of the stories on Lance Armstrong
in light of his losing his wins at the Tour de France. Reading: from It’s Not
About the Bike and from 23 Days in July
 Students will make a connection to between reading, historical times and current
events by writing a paragraph analyzing what problems in today’s society Barton
might work to change. Reading: Clara Barton: Battlefield Nurse and from The
War Diary of Clara Barton; Writing Prompt, page 873
 Students will write the rough draft and one edited/revised copy of a personal
narrative. Writing workshop, pages 880-888
 Students will apply what they have learned in all previous Grammar and
Vocabulary Objectives to their writing.
Vocabulary:
biography, autobiography, dairy, journal, point of view, fictional adaptations,
chronological order, idioms, cause and effect, synthesize, personal essay, irony,
connect, author’s purpose, theme, inference, compare and contrast, summarize, form,
newspaper article, treatment and scope, history-related writing, speaker, figurative
language, roots, suffixes, connotation, conjunctive adverbs
Assessment:
 Students will complete the Unit 7 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of biographies, chronological
order, making inferences, summarizing, Anglo-Saxon roots and affixes,
capitalization and conjunctive adverbs.
30
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


Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
Class discussion, individual discussion
Writing assignment rough and/or final draft
Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshop which focuses on
understanding the basics of biographies and autobiographies.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
activities which further the understanding of the theme and/or literary
techniques.
 Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
 Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
 Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
 Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
 Students will write a persuasive essay.
 Students will participate in editing which may include teacher-directed editing,
peer editing, group editing, and/or class editing.
Extension:
 Students may read other works in the unit that focus on biographies and
autobiographies through stories such as Names/Nombres, Great Reads: from
Malcolm X: By Any Means Necessary, The Noble Experiment, Jackie Robinson
Makes Headlines, My Mother Enters the Workforce/Washington Monument by
Night.
 Additional selection questions and ideas for extension are available in Resource
Manager Unit 7
 Students will be encouraged to use vocabulary words from the unit in their own
writing.
31
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Projects created by groups, partners or individuals
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 7
 Language Handbook
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Connection: Nonfiction for Common Core
 Teacher One Stop
 Student One Stop
 MediaSmart
 WriteSmart
 GrammarNotes
 WordSharp
32
Curriculum Scope and Sequence
Unit 8: Information, Argument, and Persuasion
Projected Time Frame:
2013-2014 school year: Febuary 2014 – March 2014
PA Common Core Standards:
Reading Objectives:
 Students will learn text features and graphic aids; using organizational patterns;
analyzing the text; cite textual evidence to support analysis of what the text says
explicitly; determine central ideas in a text; provide an objective summary; and
analyze the structure an author uses to organize a text. Text Analysis
Workshop. Excerpts from Earthquakes and What’s Eating the Titanic?
 Students will cite textual evidence to support analysis of what the text says
explicitly; determine central ideas in a text; provide an objective summary;
determine the meaning of phrases as they are used in a text, including figurative
meanings; identify text features; analyze the structure an author uses to organize
a text; and change a caption into question-answer format. Reading What Do
You Know About Sharks? by Sharon Guynup.
 Students will determine an author’s point of view and analyze how the author
distinguishes his position and trace specific claims in a text. Reading: Great
White Sharks by Peter Benchley.
 Students will cite textual evidence to support analysis of what the text says
explicitly; analyze the structure an author uses to organize a text; analyze how
two authors writing about the same topic shape their presentation of key
information; and write a comparison of the two articles. Readings: Like Black
Smoke: The Black Death’s Journey by Diana Childress and A World Turned
Upside Down: How the Black Death Affected Europe by Mary Morton Cowan.
 Students will compare and contrast a text to a multimedia, analyzing each
medium’s portrayal of the subjects; analyze the main ideas and supporting
details presented in diverse media and formats; and compare two articles on
hurricanes. Reading: Media Study: News Reports, pages 942-945
 Students will analyze the structure an author uses to organize a text, including
how the major sections contribute to the whole; read and comprehend literary
nonfiction; analyze the main ideas and supporting details presented in diverse
formats; and complete a writing prompt. Reading: Disaster Strikes: Are You
Ready/Emergency Procedures/Emergency Supply Kit
 Students will learn elements of argument; persuasive techniques; rhetorical
fallacies; how to determine the meaning of words and phrases as they are used
in a text; analyze the impact of word choice; analyze the structure an author uses
to organize a text; trace and evaluate the argument and specific claims in a text;
assess whether the author’s reasoning is sound. Reading: Text Analysis
Workshop. Excerpts from Break the Addiction!, Stranded, and The
Promise
 Students will trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and
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sufficient to support the claims; and respond in writing to a short constructed
response. Readings: Pro Athletes’ Salaries Aren’t Overly Exorbitant by
Mark Singletary and Do Professional Athletes Get Paid Too Much? by Justin
Hjelm.
Students will analyze how the author distinguishes his position from that of
others; trace and evaluate an argument and specific claims in a text, assessing
whether the reasoning is sound; read and comprehend literary nonfiction.
Reading: Why We Shouldn’t Go to Mars by Gregg Easterbrook.
Students will analyze the impact of a specific word choice on meaning and tone;
compare and contrast a text to an audio version of the text (how the delivery of a
speech affects the impact of the words); and trace and evaluate the argument
and specific claims in a text. Reading: Remarks at the Dedication of the
Aerospace Medical Health Center by John F. Kennedy.
Students will analyze the main ideas and supporting details presented in diverse
media and formats; include visual displays in components to clarify claims and
emphasize salient points. Reading: Persuasive Techniques in Commercials.
Grammar and Vocabulary Objectives:
 Students will learn how to use commas correctly. Grammar, page 917
 Students will learn the Latin Root “vert”. Vocabulary Strategy, page 927
 Students will learn idioms. Vocabulary Strategy, page 966
 Students will learn to use commas after introductory words. Grammar in
Context, page 967
 Students will learn the Greek root “aut”. Vocabulary Strategy, page 975
 Students will learn analogies in context. Vocabulary Strategy, page 982
 Students will learn to use colons correctly. Grammar in Context, page 983
 Students will learn how to punctuating rhetorical questions. Grammar in Context,
page 995
Writing Objectives:
 Students will rewrite a caption of an article into a question-answer format.
Reading: What Do You Know About Sharks? Short Constructed Response,
page 917
 Students will compare and contrast two informational texts that have similar
subjects but are different. Readings: Like Black Smoke: The Black Death’s
Journey and A World Turned Upside Down: How the Black Death Affected
Europe. Writing for Assessment, page 941
 Students will compare and contrast two news reports about hurricanes. Reading:
Media Study: News Reports, pages 942-945
 Students will evaluate the effectiveness of graphics focusing on their purpose,
clarity and usefulness. Reading: Disaster Strikes: Are You Ready/Emergency
Procedures/Emergency Supply Kit. Writing Prompt, page 951
 Students will write a letter to the editor of a newspaper agreeing or disagreeing
with the writer’s opinion on the salaries of professional athletes. Readings: Pro
Athletes’ Salaries Aren’t Overly Exorbitant and Do Professional Athletes
Get Paid Too Much? Short Constructed Response, page 967
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Students will write a persuasive essay. It will be a well-developed essay
complete with a topic sentence, clincher, and appropriate transitions. The
paragraph may in some aspect reflect the literature read through the course of
the unit. Writing workshop, pages 988-996
Students will apply what they have learned in all previous Grammar and
Vocabulary Objectives to their writing.
Vocabulary:
Reading for Information section: text features, graphic aids, preview, supporting
details, main idea, central idea, topic sentence, imply, infer, patterns of organization,
summarize, graphic organizer, outline, similes, subheading, caption, label, bulleted list,
factual claim, opinion, commonplace assertion, loaded language, author’s bias,
evidence, cause and effect organization; multiple meaning words, newsworthiness,
timeliness, widespread impact, human interest, purpose, lead, synthesize, procedural
document, follow directions
Argument and Persuasion section: argument, persuasion, claim, support, policy
speech, persuasive techniques, bandwagon, testimonial, appeal to pity, fear or vanity,
loaded language, rhetorical fallacies, ad hominem, stereotyping, counterargument,
paraphrase, false analogy, analogy, argument in speech, target audience, explicit
message, implicit message, print ads, persuasive techniques: emotional appeal,
bandwagon, repetition, visual techniques: color, editing, pace, sound techniques: music,
sound effects, voice-over
Assessment:
 Students will complete the Unit 8 Assessment Practice found at the end of the
unit in order to demonstrate their understanding of elements of an argument,
factual claims and opinions, text features, main ideas and supporting details,
idioms, Latin prefixes/roots/and words, commas, and colons.
 Using the assessment provided with the resource, students will be assessed on
their understanding of the objective taught. Resources provided by Holt
McDougal: Selection Test A, Selection Test B/C, Additional Selection Questions.
 Class discussion, individual discussion
 Writing assignment rough and/or final draft
 Textbook-generated scoring rubrics, teacher-generated scoring rubrics, or
other teacher-generated assessment tools.
Core Activities:
 Students will complete the Text Analysis Workshops which focuses on text
features, graphic aids, persuasion and arguments.
through short excerpts of literature.
 Students may listen to, read aloud, or read independently the texts listed
above according to the teacher’s discretion and the needs of the students.
 Students may take notes independently or through guided note-taking
processes such as skeleton notes or graphic organizers. Students may also
answer questions at the end of a reading or participate in teacher-generated
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activities which further the understanding of the theme and/or literary
techniques.
Students will engage in classroom discussions that may include but are not
limited to theme, literary techniques, characters, and students’ personal
involvement with the text.
Students will develop their vocabulary through the study of vocabulary in
context. Students may study word roots, prefixes, and suffixes, complete
exercises, apply their knowledge through writing, play games, and create
study tools (like flashcards) in order to reinforce the words.
Students will extend their academic vocabulary through a variety of methods
which may include note taking, class discussion, worksheets, graphic
organizers, games, flashcards, writing assignments, quizzes, and tests.
Students will write an organized, well-developed, coherent paragraph in
multiple drafts.
Students may complete both teacher-generated and/or textbook generated
grammar exercises as needed, as well as create their own examples of
grammar concepts. Games, group activities, and partner activities may also
be used to reinforce grammar concepts.
Extension:
 Students may read other works that fit the unit focus on information, persuasion
and argument.
 Additional selection questions and ideas for extension are available in
Resource Manager Unit 8.
 Students will be encouraged to use vocabulary words from the unit in their
own writing.
Remediation:
 Teachers may use the Adapted Reader, the English Language Learner Adapted
Interactive Reader, or the Interactive Reader published by Holt McDougal which
contains more guided reading strategies for struggling students.
 Students may seek additional help from teachers before and after school as
well as in the Extended Day Program and EXPLORE.
 Students may use Level Up Online tutorials.
Instructional Methods: Instructional methods may include but are not limited to:
 Direct instruction
 Large and small group discussion
 Independent practice, group practice
 White board lessons
 Power point presentations
 Games, puzzles, jigsaws
 Class editing, peer editing, independent editing
 Projects created by groups, partners, or individuals
 Reading support techniques such as talking to the text in various formats as
well as other teacher-generated activities focusing on the literature, grammar,
vocabulary and writing instruction.
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Materials and Resources:
 Literature, Holt McDougal Teacher’s Edition Grade 7
 Resource Manager Unit 8
 Level Up
 Vocabulary Practice
 Best Practices Toolkit
 PowerNotes
 Teacher One Stop
 Student One Stop
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