SCCPSS First Semester 7th Grade ELA Unit Framework
COMMON ASSESSMENTS
A district-wide assessment will be administered at the end of the semester. This will be a timed test (90 min) that mimics
a GMAS writing assessment, including paired passages, 3 selected response items, a short constructed response item,
and an essay. See Resource Folder 2
In addition, each Focus unit will have a common writing assignment to be delivered through classroom instruction and
revision.
- Narrative Learning Focus: 2 Excerpts from Paul Revere - Resource Folder J
- Informational Learning Focus: “Drawing Good-Bye” by Maureen Johnston - Resource Folder R
- Argumentative Learning Focus: DBQ – “Is The American Jury System Still a Good Idea?” - Resource Folder X
District Focus Teaching Strategies:
- Modeling: evidenced through the consistent use of anchor charts; observation; lesson plans; student discussion
- Small group instruction including a variety of grouping methods: ability level based on data; collaborative; study
partners, etc.
- Grammar in context using mentor text – NO DOL, Razzle Dazzle etc.
- Routine use of Academic Language: evidenced by posting of current concepts; observation; student use of
language
Unit Differentiation Focus: Teachers can use SLDS and SRI scores to obtain student Lexile scores. Using these scores,
teachers should select articles/texts at different Lexile levels for use in selecting appropriate instructional level text to
allow students practice opportunities. IMPORTANT: Instruction needs to occur using appropriate grade level text.
Lexiled-level text should be used only for practice opportunities.
Learning Environment Focus: Anchor charts; seating conducive to collaborative activities; clear policies and procedures
related to homework and expectations with assignments
SCCPSS First Semester 7th Grade ELA Unit Framework
On-Going Standards
To be followed throughout the unit
Speaking & Listening Standards: Comprehension & Collaboration/Presentation of Knowledge & Ideas (ELAGSE7SL1-6):
Small group activities; note taking and preparing for discussions; participating in discussion; state and support claims; formulate and respond to
questions; routine use of academic language
Vocabulary Standards (ELAGSE7L4-6): Level 2 words in context from reading materials; Greek and Latin roots; use of reference materials; word
webs; exploring relationships between words; connotation/denotation; Content specific academic language (Level 3) used consistently and
routinely
Convention Standards (ELAGSE7L1-2): Routine and consistent practice in context through mentor text; Writer’s Workshop focus; mini lessons
ELACC7L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of phrases and clauses in general and their function in specific sentences.
b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
ELACC7L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
b. Spell correctly
PACING EXPECTATIONS
This semester long unit is divided into three 6 week segments – narrative, informational, and argumentative. Recommended lessons for each
segment are supplied, but order and selection of tasks is the responsibility of the teacher. It is expected that if the teacher chooses to use
lessons and materials not presented here, the tasks chosen will be similarly rigorous and provide instruction appropriate to the grade level. To
assure that all lessons meet the expectations of the grade level standards, please contact your literacy coach to preview lessons and materials
outside this framework.
When determining pacing, remember to leave time at the end of each semester for delivering lessons associated with the completion of the
assessment as well as time for feedback and revision. These will take approximately 1 week to complete effectively.
SCCPSS First Semester 7th Grade ELA Unit Framework
Learning Focus 1 – NARRATIVE TEXT/NARRATIVE WRITING
6 weeks – Approximately 30 instructional days
Range of Writing Practice Using Text-Based Responses – Narrative (ELAGSE7W10):
Diary entries, group written responses, changing point of view/perspective, create new story conclusion, change setting, etc.
SCCPSS Narrative Rubric – See Resource Folder 1
Narrative Standards
READING LITERATURE
ELAGSE7RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RL2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from
personal opinions or judgments.
ELAGSE7RL3: Analyze how particular elements of a story or drama interact (e.g. how setting shape the characters or plot)
ELAGSE7RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of
rhymes and other repetitions of sounds (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama.
ELAGSE7RL5: Analyze how a drama’s or poem’s form or structure (e.g. soliloquy, sonnet) contributes to its meaning.
ELAGSE7RL6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
ELAGSE7RL7: 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)
ELAGSE7RL9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means or understanding
how authors of fiction use or alter history.
ELAGSE7RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
NARRATIVE WRITING
ELAGSE7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and
logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach.
SCCPSS First Semester 7th Grade ELA Unit Framework
ESSENTIAL QUESTIONS
-
How do story elements work together in the creation of a story?
Why is accurate summary (distinct from personal opinion) important?
How can I use genre to select my own independent reading material?
How will citing textual evidence lend credibility to my analysis of inferences drawn from the text?
How do poetic/dramatic devices impact text?
How does poetic/dramatic structure contribute to meaning?
How do I determine inferences drawn from the text?
How do inferences affect the meaning of the text?
How does word choice affect the tone/meaning of the passage?
How do authors contrast different character’s points of view in a text?
How does understanding the prompt help students identify the focus of their responses?
How do authors use descriptive details and well-structured organization?
How do authors engage their reader or introduce a narrator or characters in a story?
How do I use dialogue, pacing, and description effectively?
How do I learn to make transitions effectively?
What are the most commonly used transitional words that will advance plot?
How do I include details from the passage in my responses?
LEARNING TARGETS
-
-
Write a concise objective summary
Evaluate the contribution of story elements
in the telling of a story
Compare presentation methods of a similar
story
Set personal reading goals
Infer and support ideas regarding
theme/central idea
Analyze poetry and dramatic structure
contribution’s to meaning
Analyze word choice and tone
Write text-based responses using various
narrative elements; i.e. examine a story
from multiple points of view.
Create and revise text-based narrative
prose
RECOMMENDED STRATEGIES & LESSONS
You will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are
provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.
Right click opens links for lessons, plans and handouts
Specific Resource Folders on ACORN include plans and handouts
Narrative Elements - Resource Folder A:
 Interactive Lesson/Review of elements of plot (2-5 days)– whole group lesson, with opportunity for small group & individual practice
http://www.calgaryacademy.com/ICT/ss/shortstory.html
 Instructional level practice (Leveled text). Small groups; graphic organizer, narrative writing opportunity. (3-4 days)
- Lesson plans
- Graphic organizer: Narrative Elements Plot Diagram
- Middle school style handbook
Modeling Reading Short Stories (5 days) - Resource Folder B
 5 modeling lessons exploring narrative elements – can be applied to any story, but written here for a specific example. includes:
SCCPSS First Semester 7th Grade ELA Unit Framework
- Daily lesson plans
- Story Handout: “The Circuit” by Francisco Jimenez
Summarizing Strategies: Resource Folder C
 SWBS – Somebody Wanted But So
 Rhetorical Precis: Student handout – template and verbs; Student practice handout; Template
 Comprehensive list of summarizing strategies
 Classroom strategies booklet
 Narrative Summary Graphic Organizer
 GIST - Lesson Plan for GIST: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html
 RACE graphic organizer
“We Real Cool” – poetry analysis: Resource Folder D:
 5 day lesson plans – Includes annotating for meaning and making connections; imagery; tone and mood; theme; historical context; literary
thesis
Forming Inference and Theme: Resource Folder E:
 “Barbie Q” by Sandra Cisneros; 5 Day lessons plans
 Direct instruction and practice using mentor text examples
Mood & Tone / Analyzing Poetry: Resource Folder F
● SIFT – can be used with any poetry with specific examples provided (1 day);
● 4 minute teaching video: https://www.teachingchannel.org/videos/sift-method-analyze-literature
● 20 Common Core Poetry lessons – wide variety, includes paired passages
● Give direct instruction for tone and mood.
Character Development /Inference (2-4 days) - Resource Folder G
 Forming inferences video - https://youtu.be/to30AJm2epQ
 “Thank You M’am” by L. Hughes: model and student practice using short story read aloud; includes discussion questions & narrative writing
activity
Literary Devices to reveal author’s purpose (5 days) - Resource Folder H
● “If I could Tell You” by WH Auden: poetry analysis; includes practice writing thesis; explores fig lang & author’s purpose;
● Review/Direct instruction of literary devices as needed. Explain how common the uses of literary devices are in everyday life—showing this
SCCPSS First Semester 7th Grade ELA Unit Framework
short video for reinforcement: Literary Devices in Songs.
Dramatic Structure : Resource Folder I
● Direct instruction of dramatic structure.
● “MLK Jr. Dreams of Justice” read-aloud/ reader’s theater (2-3 days). Preview vocabulary and complete post-reading activities as time
permits. Use a double-bubble to compare/ contrast after watching excerpt of “I Have a Dream Speech”
● “In The Beautiful House” read-aloud/ reader’s theater (2 days). Preview vocabulary and complete post-reading activities as time permits.
Links to Social Studies content.
Independent Reading (0.5 days)
 Classes create expectations and incentives for personal reading goals and accountability
- Students should self-select for pleasure and know their Lexile score
- Students should routinely share/discuss their reading
MANDATORY NARRATIVE STANDARDS-BASED COMMON ASSESSMENT (approximately 1 week)


Close read the text, “Excerpt from Mr. Revere and I”. Analyze the short constructed response prompt to determine focus for a second
purposeful reading. Use exemplar responses to evaluate and revise student responses as a group. Repeat with “Excerpt from The Many
Rides of Paul Revere: The Boston Tea Party”. Analyze the narrative prompt as a group. Gather notes and complete the narrative
writing assignment based on the texts. This can and should be a collaborative effort.
Time should be allowed to provide feedback from teacher and peers based on the SCCPSS rubric (writer’s workshop/conferencing).
Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores from both
versions.
Student writing should be evaluated using the SCCPSS Narrative Writing Rubric only.

See Resource Folder J

SCCPSS First Semester 7th Grade ELA Unit Framework
Learning Focus 2 – INFORMATIONAL TEXT/INFORMATIONAL WRITING
6 weeks – Approximately 30 instructional days
Range of Writing Practice Using Text-Based Responses – Informational (ELAGSE7W10):
RACE (constructed response paragraphs), RAFT, letters, technical writing i.e. advertising, how-to, etc.; descriptive passages
SCCPSS Informational Rubric – See Resource Folder 1
INFORMATIONAL STANDARDS
READING INFORMATIONAL TEXT
ELAGSE7RL1– Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RI2 – Determine two or more central idea of a text and analyze their development over the course of the text; provide a summary of the text distinct
from personal opinions or judgments.
ELAGSE7RI3 – Analyze the interactions between individuals, events, or ideas in a text (e.g. how ideas influence individuals or events, or how individuals
influence idea or events).
ELAGSE7RI4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
ELAGSE7RI5 – Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the
ideas.
ELAGSE7RI6 – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
ELAGSE7RI7 – Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portray of the subject (e.g., how the
delivery of a speech affects the impact of the words).
ELAGSE7RI9 – Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different
interpretations of facts.
INFORMATIONAL WRITING
ELAGSE7W2 – Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and
analysis of relevant content.
ELAGSE7W2.a – Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics (e.g. tables, charts), and multimedia when useful for
comprehension.
ELAGSE7W2.b – Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
ELAGSE7W2.c – Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts
ELAGSE7W2.d – Use precise language and domain-specific vocabulary to inform about or explain the topic
ELAGSE7W2.e – Establish and maintain a formal style
ELAGSE7W2.f – Provide a concluding statement or section that follows from and supports the information or explanation presented.
ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SCCPSS First Semester 7th Grade ELA Unit Framework
ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed.
LEARNING TARGETS
ESSENTIAL QUESTIONS
- Using various types of text references, how can I determine a) the central idea of the text b) how
- Close read and annotate text
the evidence supports the central idea?
- Identify central idea and supporting details of
- How do I write an objective summary?
multiple texts
- How do I effectively select and summarize, paraphrase, or quote meaningful evidence?
- Summarize, paraphrase, and/or quote text
- How do I support my evidence through clear explanatory writing?
- Use RACE, with concentration on the citation and
- What are some effective note taking strategies and how do I use them?
explanation steps
- How do I analyze how an author distinguishes his/her position from that of others?
- Take notes &/or complete graphic organizers
- How do I analyze the differences in how two authors approach the same topic?
- Formulate analyses using multiple texts
- How do I use context clues, word origins, and reference materials to determine meaning of new
- Identify multiple points of view from various texts
vocabulary (ongoing)?
- Analyze text structure and word choice
- How does analyzing text structure affect student understanding of passages?
- Practice writing various text structures
- How does word choice and meaning contribute to effective communication of ideas and tone?
- Engage reader through word choice and use of
- Using different types of non-fiction texts, how can I identify the author’s purpose through word
transitions
choice and structure?
Create and revise text-based informational essay
- How can I compare and contrast the delivery of a topic changes its meaning (reading a speech v.
listening to a speaker; lyrics v. listening to song)?
- How does understanding the prompt help me identify the focus of their responses?
- How does understanding my audience improve my writing?
- Which text structure will best communicate my ideas?
- What types of authors craft help make my writing easy for the reader to understand and
remember?
- How do I include details from the passage in their responses?
RECOMMENDED STRATEGIES & LESSONS
You will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are
provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.
Right click opens links for lessons, plans and handouts
Specific Resource Folders on ACORN include plans and handouts
Applying ALL GSE7RI Standards to Informational Texts (5 days per text) - Resource Folder K
 Specific directions for using the standards to examine text. Can be applied to any text. Addresses both Content Focus areas (all of the GSE7RI
standards) for the informational portion of the semester unit.
 Additional resources for practice text:
- https://newsela.com/ – Lexile leveled
SCCPSS First Semester 7th Grade ELA Unit Framework
- http://www.dogonews.com/
- http://www.readworks.org/ - Lexile leveled and includes paired passages
Text Analysis and Evidence
● Review MLA citations (Prezi). Give handout as resource for student notebooks.
● Direct instruction on how to create an outline. Use “Moons of the Planets” and have students create an outline in pairs
● Use a video to introduce developing evidence. Teaching lesson on developing argument-based evidence from text (from Read, Write, Think)
Citing Evidence & Transitions – Resource Folder L
 They Say / I Say; PowerPoint; lesson plan
 Teaching video - https://www.teachingchannel.org/videos/teaching-about-textual-evidence/?buffer_share=44d45
 Student video & lesson - https://learnzillion.com/lessons/2015-cite-textual-evidence-to-support-inferences-drawn-from-the-text
 Practice sheets (homework) – transitions http://printableworksheets.in/?dq=Using%20Transition%20Words%20In%20Writing
Thinking Organizer Lessons – during Informational Reading: Thinking Organizers
Summarizing Strategies: Resource Folder C
 SWBS – Somebody Wanted But So
 Rhetorical Precis: Student handout – template and verbs; Student practice handout; Template
 Comprehensive list of summarizing strategies
 Classroom strategies booklet
 Narrative Summary Graphic Organizer
 GIST - Lesson Plan for GIST: http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html
 RACE graphic organizer
Analysis of Prompt & applied reading (5 days) – Resource Folder M
 ESSENTIAL TASK: Gradual release; 2 articles about forensic science and 4 writing response questions
Opposite of Hero (5 days) – Resource Folder N
 close reading, chunking the text into digestible parts using a graphic organizer, text-dependent questions, and a narrative essay summative
assessment (based informational text)
Incursion of the Lionfish (5 days) – Resource Folder O
 close reading, central idea, text features, cause and effect, text-dependent questions, and an informational summative assessment
SCCPSS First Semester 7th Grade ELA Unit Framework
Elements of Non-Fiction / Text Structure (3-4 days) - Resource Folder P
● Direct instruction of Elements of Non-fiction
● Student jigsaw of the five different nonfiction text structures (lesson plan and resources here)
● Text Structure – direct instruction using mentor text; practice handouts for homework; additional organizers
Author’s Style, Word Choice & Structure (3 days)
● Direct instruction of Word Choice/Connotation--differentiate, interpret, write, present, perform (lesson plans for three class periods)
Three Poems from the Skills Unit – Resource Folder Q
 “Where I’m From” George Ella Lyon - Figurative language – imagery, meaning of words, theme, writing activity
 “The Negro Speaks of Rivers” L Hughes (4-5 days)- Meaning of words, word choice, theme, writing activity
 “The Road Not Taken” R Frost
- Meaning of words, word choice, theme, writing activity (4 days)
- Learn Zillion Lesson (6 lessons) : making predictions, summarizing, identifying an introductory 'hook', comparing and contrasting details,
imagery, structure/organization, and rhythm https://learnzillion.com/lessonsets/146
MANDATORY INFORMATIONAL STANDARDS-BASED COMMON ASSESSMENT (approximately 1 week)


Close read the memoir, “Drawing Good-Bye”. Complete the selected response and analyze the writing prompt to determine focus for a
second purposeful reading. Gather notes and complete the narrative writing assignment based on the short story. This can and should
be a collaborative effort.
Time should be allowed to provide feedback from teacher and peers based on the SCCPSS rubric (writer’s workshop/conferencing).
Students will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores from both
versions.
Student writing should be evaluated using the SCCPSS Informational Writing Rubric only.

See Resource Folder R

SCCPSS First Semester 7th Grade ELA Unit Framework
Learning Focus 3 – ARGUMENTATIVE TEXT/ARGUMENTATIVE WRITING
5.5 weeks – Approximately 27 instructional days
Range of Writing Practice Using Text-Based Responses – Argumentative (ELAGSE7W10):
RACE (constructed response paragraphs), RAFT, letters, editorials, debate, journal
SCCPSS Argumentative Rubric - See Resource Folder 1
STANDARDS
ARGUMENATIVE READING
ELAGSE7RL1– Cite several pieces of textual evidence to support an analysis of what the text says explicitly as well as inferences drawn from the text.
ELAGSE7RI2 – Determine two or more central idea of a text and analyze their development over the course of the text; provide a summary of the text distinct
from personal opinions or judgments.
ELAGSE7RI3 – Analyze the interactions between individuals, events, or ideas in a text (e.g. how ideas influence individuals or events, or how individuals
influence idea or events).
ELAGSE7RI6 – Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
ELAGSE7RI8 – Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ELAGSE7RI9 – Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different
interpretations of facts.
ELAGSE7RI4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the
impact of a specific word choice on meaning and tone.
ELAGSE7RI5 – Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the
ideas.
ELAGSE7RI7 – Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portray of the subject (e.g., how the
delivery of a speech affects the impact of the words).
ELAGSE7RI8 – Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and
sufficient to support the claims.
ARGUMENTATIVE WRITING
ELAGSE7W1: Write arguments to support claims with clear reasons and relevant evidence.
ELAGSE7W1.a – Introduce claims, acknowledge alternate or opposing claims and organize the reasons and evidence logically.
ELAGSE7W1.b – Support claims with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the
topic or text.
ELAGSE7W1.c – Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons, and evidence
ELAGSE7W1.d– Establish and maintain a formal style
SCCPSS First Semester 7th Grade ELA Unit Framework
ELAGSE7W1.e – Provide a concluding statement or section that follows from the argument presented
ELAGSE7W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
ELAGSE7W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on how well purpose and audience have been addressed.
Essential Questions
-
Using various types of text references, how can I determine a) the central idea of the text b) how
the evidence supports the central idea?
How do I use my understanding of the text to formulate a claim?
How do I support my claim using evidence from the text?
How do I effectively select and summarize, paraphrase, or quote meaningful evidence?
How do I support my thinking through clear explanation of evidence?
What are some effective note taking strategies and how do I use them?
How do I determine how an author distinguishes his/her position from that of others?
Evaluating an argument and specific claim, how do I assess whether reasoning is sound and
evidence relevant?
How can I analyze the different types of non-fiction to formulate a credible argument?
How do authors use rhetorical strategies (ethos, logos, and pathos) to present an effective
argument?
How can I distinguish between arguments supported by reasons from those that are not?
How does analyzing text structure affect my understanding of passages?
How does word choice and meaning contribute to effective communication of ideas?
Using different types of non-fiction texts, how can I identify the author’s argument through word
choice and structure?
How does understanding the prompt help students identify the focus of their responses?
How does understanding my audience improve my writing?
Which text structure will best communicate my ideas?
What types of authors craft help make my writing easy for the reader to understand and
remember?
How do students include details from the passage in their responses?
LEARNING TARGETS
- Close read and annotate text
- Identify central claim/argument and supporting
details
- Summarize, paraphrase, and/or quote text
- Create a thesis statement
- Evaluate and support relevance of evidence
- Use RACE, with concentration on the citation and
explanation steps
- Take notes &/or complete graphic organizers
- Analyze argumentative text structure and word
choice
- Analyze effective argument: distinguish between
arguments supported by reasons from those that
are not
- Practice writing using various
argumentative/rhetorical strategies
- Engage reader through word choice and use of
transitions
SCCPSS First Semester 7th Grade ELA Unit Framework
RECOMMENDED STRATEGIES & LESSONS
You will not be able to incorporate all of these strategies, nor are they presented in any specific order. These strategies are
provided for you to select from as you create your plans for your weekly instruction during this 6 week unit.
Right click opens links for lessons, plans and handouts
Specific Resource Folders on ACORN include plans and handouts
Argumentative Student Support Documents – Resource Folder S: Can be applied throughout the Argumentative Unit; graphic organizers and
student notes
Citing Evidence to Build Argument (1-2 days)– Resource Folder T
 “Matter of Diamonds” – engaging activity using What/Why/How graphic organizer (Slip or Trip) & “This or That”
 They Say/I Say and transitions, etc.
Analyze a Debate/Constructing Arguments (5-10 days) – Resource Folder U
 New York Times sponsored activity – directions and links to several topics – scroll down for ideas on how to include in your classroom:
http://learning.blogs.nytimes.com/2012/02/13/constructing-arguments-room-for-debate-and-the-common-core-standards/
 Room for Debate link: access to variety of topics and written debates (Be careful! Some are not middle school appropriate.)
http://www.nytimes.com/roomfordebate
 Handout in resource folder could be applied to this debate “The Benefits and Pressure of Being a Child Genius” found here
http://www.nytimes.com/roomfordebate/2015/05/20/the-benefits-and-pressures-of-being-a-young-genius
Creating Counterclaims (5 days) – Resource Folder V
 New York Times activity – directions and resources for evaluating and writing counterclaims
http://learning.blogs.nytimes.com/2015/02/12/i-dont-think-so-writing-effective-counterarguments/
Writing Editorials (5 days) – Resource Folder W
 New York Times activity – directions and resources for editorial writing activity http://learning.blogs.nytimes.com/2014/02/07/for-thesake-of-argument-writing-persuasively-to-craft-short-evidence-based-editorials/
SCCPSS First Semester 7th Grade ELA Unit Framework
MANDATORY ARGUMENTATIVE STANDARDS-BASED COMMON ASSESSMENT (approximately 1.5 weeks)
Complete the lessons and writing assignment based on the DBQ “Is the American Jury System Still a Good Idea?”
Teach and model how to analyze the documents using the process of the DBQ format. This should be a collaborative effort – not an
independent worksheet opportunity.
Time should be allowed to provide feedback from teacher and peers based on the SCCPSS rubric (writer’s workshop/conferencing). Students
will be expected to revise their writing and resubmit. Final grade will be determined by averaging student scores from both versions.
Student writing should be evaluated using the SCCPSS Narrative Writing Rubric only.
See Resource Folder X
SCCPSS First Semester 7th Grade ELA Unit Framework
ADDITIONAL UNIT RESOURCES
Additional student text sources:
 https://sites.google.com/site/mrslindseyslanguageartslounge/short-stories Lexile leveled short stories
 Public domain short stories:
- http://www.mrswatersenglish.com/2014/05/40-excellent-short-stories-for-middle-school/
- http://www.world-english.org/stories.htm
 www.readworks.org for additional leveled texts
 http://www.fortheteachers.org/reading_skills/ Reading skills practice with leveled text
Additional Lessons & Ideas:
 http://achievethecore.org/dashboard/300/search/1/1/6/7/8 - Achieve the Core: lessons, assessment practice, fluency support, planning
tools, etc.
 http://www.cpalms.org/Public/search/Search - Fantastic resource for rigorous and engaging lessons at grade level
 http://www.ereadingworksheets.com/ - PowerPoints and Worksheets using mentor text for reading and language skills; Good for quick
direct instruction lessons, whole group practice, quizzes, or homework
 Learnzillion-Fabulous rigorous but accessible lesson plans ,includes grade level text
 http://www.procon.org/ - Multiple text and video argumentative resources
Support Resources:
 http://ttms.org/ - Steve Peha’s writing and reading resources (the “What/Why/How” guy)
 Middle School Writer’s Style Book - http://www.hcpss.org/f/newlanguages/docs/stylebook_middleschool.pdf
GMAS Readiness Resources:
 Engage NY; practice tests with exemplar papers - https://www.engageny.org/resource/new-york-state-common-core-sample-questions
 PAARC Practice Tests - http://parcc.pearson.com/practice-tests/  Smarter Balance; practice online test - https://login4.cloud1.tds.airast.org/student/V111/Pages/LoginShell.aspx?c=SBAC_PT
 Moby Max – online and worksheet practice - http://www.mobymax.com/
Publications
 Text and Lessons for Content-Area Reading, Harvey Daniels & Nancy Steineke; Heinemann Publishers
 Text and Lessons for Teaching Literature, Harvey Daniels & Nancy Steineke; Heinemann Publishers
 They Say/I Say, Gerald Graff & Kathy Birkenstein; W.W. Norton
 Mechanically Inclined, Jeff Anderson; Stenhouse Publishers
SCCPSS First Semester 7th Grade ELA Unit Framework
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Unlocking Complex Text, Laura Robb; Scholastic
Nonfiction Craft Lessons: Teaching Information Writing K-8 (green), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers
Craft Lessons: Teaching Writing K-8 (blue), Joann Portalupi & Ralph Fletcher; Stenhouse Publishers
Reading Poetry in the Middle Grades, Paul B. Janeczko, Heinemann
This or That, Joan Axelrod-Contrada; Capstone Press
51 Wacky We-search Reports, Barry Lane, Discover Writing Press
SCCPSS First Semester 7th Grade ELA Unit Framework
Academic Vocabulary (ELAGSE7L6)
Genre
Literary
Informational Expository
Fiction
Non-Fiction
Literary Period
Era
Periodical
Memoir
Historical fiction Biography
Autobiography
Explicit
Inferred
Objective
Subjective
Literal
Figurative
Concrete
Biased/Unbiased
Quantitative Qualitative
Inference
Summary
Paraphrase
Quote
Counter-claim
Context
Primary Source
Secondary Source
Analysis
Annotation
Evidence
Support
Citation
Claim
Organizational Structure
Compare/Contrast Logical Order
Chronological Order
Compare/Contrast Cause/Effect
Order of Importance
Universal
Abridge
Pace
Multimedia
Audio
Video
Aural
Visual
Literary Text:
Figurative Language
Imagery
Metaphor
Simile
Alliteration
Personification
Hyperbole
Onomatopoeia
Idiom
Symbolism
Allusion
Analogy
Anecdote
Sensory Detail
Flashback Foreshadowing
Diction
Dialogue
Theme
Tone
Mood
Characterization
Protagonist
Antagonist
Static Character
Dynamic Character
Foil
Flat Character Round Character
Setting
Plot
Plot Structure
Rising Action
Climax
Falling Action
Resolution
Crisis
Conflict
Exposition
Episode
Author
Narrator
First Person Narrative
Third Person Narrative
Omniscient
Perspective
Point of View
Bias
Spin
Audience
Purpose
Speaker
Occasion
Interpretation
Informational Text:
Strategy
Rhetoric
Journal
Journalism
Editorial
Political Platform Party
Affiliation
Thesis
Central idea
Topic
Topic Sentence
Organizational Strategy
Abstract Introduction Supporting
Extraneous
Fact
Opinion
Anecdote
Attention Grabber Introduction
Body
Body Paragraph
Conclusion
Argument
Claim
In-text citation
Counterclaim Rebuttal
Reasoning
Evidence
Support
Logic
SCCPSS First Semester 7th Grade ELA Unit Framework
Logical Fallacy
Bandwagon
Pathos
Logos
Ethos
Testimonial
Plain Folks Induction Deduction
Hasty Generalization
Validity/Valid
Credible
Fallacy
Deduction
Syllogism
Debate
Premise
Redundancy
Wordiness
Concise
Precise
Vocabulary:
Definition
Context
Thesaurus Dictionary
Domain-Specific Connotation
Connotative Denotation
Nuance
Technical
Academic
Greek/Latin Root
Suffix
Affix
Word Pattern
Pronunciation
Etymology
Homophone
Synonym
Antonym
Juxtaposition
Mythological
Structural Terms:
Grammar
Conventions
Standard English
Mechanics
Phrase
Clause
Subordinate Clause
Independent Clause
Compound
Simple
Complex
Compound-Complex
Dangling modifier
Misplaced modifier
Transition
Modifier
Fluency
Variation
Syntax
Capitalization Punctuation
Legible
Comma
Omission
Noun
Verb
Adverb
Adjective
Interjection
Conjunction
Pronoun
Article
Writing Process
Development
Brainstorm
Strategy
Organization Planning
Drafting
Revising
Editing
Peer
Collaborate
Diverse
Express
Articulate
Tolerance
Alternative
Colloquial
Grammatical
Adapt
Dramatic Structure:
Drama
Lyric
Narrative
Soliloquy
Aside
Act
Scene
Comedy
Tragedy
Sonnet
Monologue Dialogue
Ode
Ballad
Free Verse
Stage Direction Meter
Iamb
Stressed Syllable
Unstressed Syllable Rhyme
Scheme Internal Rhyme
End Rhyme
Rhythm
Verse
Stanza
Rhythm
Rhyme
Lyric Poem
Narrative Poem
Prosody
Act
Scene
Script
Chapter
Arc
Abridge
Visual Rhetoric
Literary License