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English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 1: Narrative Reading

In the 7th Grade Narrative Reading Unit, students will read common text, building on the reading identity and building reading communities started in the Independent Reading Unit. These shared experiences will strengthen their individual reading identities and the classroom community. The Unit is a systematic way of supporting and guiding students as they read. Students will learn to organize their thinking through the use of reading tools and Reading Folders. While the Narrative Reading Unit continues the specific instruction of reading strategies through mini-lessons at the beginning of each session as in the Independent Reading Unit, this unit pushes the students into looking at the text deeply and how to handle multiple strategies and theories across the unit. The learning that each tool in the reading folders represents should be carried across sessions as threaded conversations, so students are watching/tracking narrative techniques. The students continue to implement strategies independently or in partnerships while teachers monitor and confer. These tools also provide a vehicle for continuous assessment of the reading strategies taught. The unit will focus on identifying, analyzing, theorizing, evaluating and discussing specific and intentional elements of the narrative genre.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Literature |Why is it important to respect |Before: |analyze |

|RL.7.1 Cite several pieces of textual evidence to support |the thoughts of others as they |KWL chart |author |/UnitMap/View/Default?UnitID=15824&YearID=2013&SchoolI|

|analysis of what the text says explicitly as well as |share within our community? |Brainstorming |character |D=19&TimePeriodID=24&SourceSiteID=&CurriculumMapID=748|

|inferences drawn from the text. |How does having a reading |Think-pair-share |cite |& 978-0060248024 |

| |community help you in answering | |conflict |Curriculum guide with unit description and additional |

|RL.7.2 Determine a theme or central idea of a text and |the question given about the |During: |craft |resources |

|analyze its development over the course of the text; |snippet of dialogue presented to |Think-pair-share |elements | |

|provide an objective summary of the text. |you? |Journal Writing (Read and Respond) |evidence  inference |

| |Why is it important to determine |Debates |literal |/booklists.cfm?subpage=1323306 |

|RL.7.3 Analyze how particular elements of a story or drama|what type of narrator is present?|Compare and contrast two narratives |narrator |Website listing books with lexile levels of 1000+ |

|interact (e.g., how setting shapes the characters or |How does tracking the text help |Comprehension questions related to |plot | |

|plot). |deepen your comprehension about a|corresponding novel / reading selection|point of view | |

| |specific text? | |repetition | |

|RL.7.4 Determine the meaning of words and phrases as they |Why is it useful to understand |After: |scenes | |

|are used in a text, including figurative and connotative |elements of narrative? |Debates |setting setup | |

|meanings; analyze the impact of rhymes and other |Why is authors craft and word |Compare and contrast two narratives |structure | |

|repetitions of sounds (e.g., alliteration) on a specific |choice so important? |Comprehension questions related to |theme | |

|verse or stanza of a poem or section of a story or drama. |Why does point of view play such |corresponding novel / reading selection|voice | |

| |an important role in narrative |Unit Tests | | |

|RL.7.5 Analyze how a drama’s or poem’s form or structure |text? |Portfolios | | |

|(e.g., soliloquy, sonnet) contributes to its meaning. |How does analysis of literal text| | | |

| |help you make inferences that | | | |

|RL.7.6 Analyze how an author develops and contrasts the |deepen your understanding of the | | | |

|points of view of different characters or narrators in a |text? | | | |

|text. |How do specific elements of | | | |

| |narrative contribute to meaning | | | |

|RL.7.7 Compare and contrast a written story, drama, or |of a narrative text? | | | |

|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). | | | | |

| | | | | |

|RL.7.9 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. | | | | |

| | | | | |

|RL.7.10 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. | | | | |

| |How does an author’s word choice,| | | |

| |context clues, and visual layout | | | |

| |have an impact on the overall | | | |

| |meaning and mood of the poem? | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 2: Writers’ Notebook (Writing Memoir/Personal Narrative)

Students will create writer notebooks and participate in writer workshops that will hone writing through detailed instruction, explanation, examples, student models and activities. Using important aspects of language, narration and storytelling, the students will learn the academic and social importance of memoir writing using the writer’s notebook.  Students create memoirs demonstrating a skillful use of narrative text structures that capture the meaningfulness of the memory and the reflective nature of the writer. The memoirs will be revised and edited through peer discussions and sharing times for meaning and clarity. Students will celebrate memoirs by having a class reading to hear the writer voices in the room.  Students will conclude that memoirs are powerful opportunities for students to engage readers and share various perspectives and experiences.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Literature |How do writers use memoir to |Before: |audience |Anderson, Jeff.  Mechanically Inclined: Building |

|RL.7.3. Analyze how particular elements of a story or |express insight?  |Think-pair-share |confer |Grammar, Usage, and Style into Writer's Workshop.  |

|drama interact (e.g., how setting shapes the characters or| |Journal Writing (Read and Respond) |dialogue |Portland, Maine: Stenhouse Publishers, 2005. Print. |

|plot). |How does narrowing the writing on| |elaboration |  |

|RL.7.4. Determine the meaning of words and phrases as they|a specific period of time, event |During: |engage |Ehrlich, Amy.  When I Was Your Age, Volume I; Original|

|are used in a text, including figurative and connotative |or place affect the telling of a |Think-pair-share |evaluate |Stories About Growing Up.  Candlewick, 2001.  Print. |

|meanings; analyze the impact of rhymes and other |writer’s memory of an experience?|Journal Writing (Read and Respond) |generate |  |

|repetitions of sounds (e.g., alliteration) on a specific | |Compare and contrast two memoirs. |imagery |Lattimer, Heather. Thinking Through Genre: Units of |

|verse or stanza of a poem or section of a story or drama. |What strategies are used to |Create Venn Diagrams between |memoir |Study in Reading and Writing Workshops Grades 4-12. |

|RL.7.7. Compare and contrast a written story, drama, or |reconstruct a memory to reveal |autobiography and memoirs. |mentor text |Portland, Maine: Stenhouse Publishers, 2003. Print. |

|poem to its audio, filmed, staged, or multimedia version, |the internal feelings of the |Comprehension questions related to |point of view |  |

|analyzing the effects of techniques unique to each medium |writer? |corresponding novel / reading |reflection | |

|(e.g., lighting, sound, color, or camera focus and angles | |selection. |relevant |Media Memoir Writing Unit with additional writing |

|in a film). |How does understanding the | |sequence |resources |

|Writing |writer’s feelings about a memory |After: |shift | |

|W.7.3. Write narratives to develop real or imagined |help to understand the |Journal Writing (Read and Respond) |strategies | |

|experiences or events using effective technique, relevant |significance of the event? |Compare and contrast two memoirs. |transition words |Narrated power point presentation: Writing Memoir |

|descriptive details, and well-structured event sequences. |What strategies or techniques can| | | |

|Engage and orient the reader by establishing a context and|be used to express feeling and |Write a memoir – write about a | | |

|point of view and introducing a narrator and/or |emotion in a given memoir? |pertinent event from prior knowledge | | |

|characters; organize an event sequence that unfolds | |and life experience. | | |

|naturally and logically. |How do the narrative components |Create Venn Diagrams between | | |

|Use narrative techniques, such as dialogue, pacing, and |of memoir aid in the telling of |autobiography and memoirs. | | |

|description, to develop experiences, events, and/or |the story? | | | |

|characters. | | | | |

|Use a variety of transition words, phrases, and clauses to|What are ways in which these | | | |

|convey sequence and signal shifts from one time frame or |narrative components can be | | | |

|setting to another. |manipulated to write an effective| | | |

|Use precise words and phrases, relevant descriptive |memoir? | | | |

|details, and sensory language to capture the action and | | | | |

|convey experiences and events. |What is the definition of a | | | |

|Provide a conclusion that follows from and reflects on the|meaningful conclusion and how | | | |

|narrated experiences or events. |does that enrich the memoir? | | | |

|W.7.4. Produce clear and coherent writing in which the | | | | |

|development, organization, and style are appropriate to |What does it mean to be | | | |

|task, purpose, and audience. (Grade-specific expectations |reflective? | | | |

|for writing types are defined in standards 1–3 above.) | | | | |

|W.7.5. With some guidance and support from peers and |How does being reflective make | | | |

|adults, develop and strengthen writing as needed by |one a better writer? | | | |

|planning, revising, editing, rewriting, or trying a new | | | | |

|approach, focusing on how well purpose and audience have |How can celebrating the writer | | | |

|been addressed. |and the writing make one a | | | |

|W.7.6. Use technology, including the Internet, to produce |more thoughtful and reflective | | | |

|and publish writing and link to and cite sources as well |writer? | | | |

|as to interact and collaborate with others, including | | | | |

|linking to and citing sources. | | | | |

|W.7.10. Write routinely over extended time frames (time | | | | |

|for research, reflection, and revision) and shorter time | | | | |

|frames (a single sitting or a day or two) for a range of | | | | |

|discipline-specific tasks, purposes, and audiences. | | | | |

| | | | | |

|Language | | | | |

|L.7.1. Demonstrate command of the conventions of standard | | | | |

|English grammar and usage when writing or speaking. | | | | |

|Explain the function of phrases and clauses in general and| | | | |

|their function in specific sentences. | | | | |

|Choose among simple, compound, complex, and | | | | |

|compound-complex sentences to signal differing | | | | |

|relationships among ideas. | | | | |

|Place phrases and clauses within a sentence, recognizing | | | | |

|and correcting misplaced and dangling modifiers. | | | | |

| | | | | |

|L.7.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | | |

|writing. | | | | |

|Use a comma to separate coordinate adjectives (e.g., It | | | | |

|was a fascinating, enjoyable movie but not He wore an | | | | |

|old[,] green shirt). | | | | |

|Spell correctly. | | | | |

|L.7.3. Use knowledge of language and its conventions when | | | | |

|writing, speaking, reading, or listening. | | | | |

|Choose language that expresses ideas precisely and | | | | |

|concisely, recognizing and eliminating wordiness and | | | | |

|redundancy. | | | | |

| | | | | |

|L.7.5. Demonstrate understanding of figurative language, | | | | |

|word relationships, and nuances in word meanings. | | | | |

|Interpret figures of speech (e.g., literary, biblical, and| | | | |

|mythological allusions) in context. | | | | |

|Use the relationship between particular words (e.g., | | | | |

|synonym/antonym, analogy) to better understand each of the| | | | |

|words. | | | | |

|Distinguish among the connotations (associations) of words| | | | |

|with similar denotations (definitions) (e.g., refined, | | | | |

|respectful, polite, diplomatic, condescending). | | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 3: Independent Reading

Students will participate in a reading workshop that hones independent reading skills through brief, specific lessons, teacher and student models, and thinking activities. Using important aspects of narrative, and reading strategies, the students will learn the academic and social importance of independent reading employing the selected tools and instruction.   The unit emphasizes interaction between readers and text; readers learn to connect with characters, infer their motivations, notice how plot line develops, and determine theme.  The unit encourages students to recognize when reading comprehension occurs.  One of the goals of this unit is to include a combination of teacher and peer conversations, helping to develop reader independence and an identity as a reader.  Finally, the strength of this unit is to use the reading strategy tools so that even those who are reluctant find themselves being successful readers.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Literature |How can students sharing book |Before: |analyze character |

|RL.7.1 Cite several pieces of textual evidence to support |interests, highlights and ideas |Have students complete a quick write |conflict |/UnitMap/View/Default?UnitID=15824&YearID=2013&SchoolI|

|analysis of what the text says explicitly as well as |create a community of readers? |style review of a book that they have |central idea |D=19&TimePeriodID=24&SourceSiteID=&CurriculumMapID=748|

|inferences drawn from the text. |How do readers select captivating|recently read.  They are to include a |external conflict |& 978-0060248024 |

| |books to engage with? |short summary of the book as well as |fiction |Curriculum guide with unit description and additional |

|RL.7.2 Determine a theme or central idea of a text and |Why is it important to track and |their opinion of the story. Store in |inference |resources |

|analyze its development over the course of the text; |recognize central ideas and |reading folder so that students can |internal conflict | |

|provide an objective summary of the text. |character attributes while |track their learning progression from |plot |

| |reading? |unit start to unit completion. |scenes |/booklists.cfm?subpage=1323306 |

|RL.7.6 Analyze how an author develops and contrasts the |How do readers stay focused on | |setting |Website listing books with lexile levels of 1000+ |

|points of view of different characters or narrators in a |what they are reading? How do |During: |theme | |

|text. |they refocus when their attention|Spot check all reading folders and hold| | |

| |drifts? |conversations with groups of students | | |

|RL.7.10 By the end of the year, read and comprehend |How is point of view controlled |to ensure comprehension of assignment | | |

|literature, including stories, dramas, and poems, in the |by the author? |tasks. Students should have a wide | | |

|grades 6–8 text complexity band proficiently, with |How does the author help a reader|variety of reading tools gathered and | | |

|scaffolding as needed at the high end of the range. |to understand, get connected to, |completed within their reading folders.| | |

| |empathize with, like or dislike a|As teacher you should notice shifts in | | |

| |character? |student thinking. Encourage all readers| | |

| |How does narration within scenes |to continue on a thoughtful path | | |

| |help a reader to understand and |noticing explicit details about text | | |

| |connect with the character(s)?  |and how stories are woven into pieces | | |

| |How do scenes building upon one |of literature. | | |

| |another move a story forward and | | | |

| |create meaning and connection to |After: | | |

| |the story? |Students are to complete an individual | | |

| |How does tension help to shape |book critique of their Independent | | |

| |the plot? |Reading book that encompasses a summary| | |

| |What are essential elements of a |or synopsis of the story and details | | |

| |book critique? |concerning character attributes. | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 4: Argument Writing

After learning about the foundational concepts of argument--fact, opinion, debatable claim, evidence, and commentary—and analyzing model argument paragraphs, students will pre-write to formulate a debatable claim and develop and identify the evidence they will need to support their argument, including one piece of evidence from a secondary source.  They will draft a claim, evidence, and commentary, as well as experiment to find the most effective structure for their paragraph.  After completing a draft, students will revise their paragraphs. The final editing step asks students to fix any fragments or run-ons.  To wrap up this unit, students will reflect on their writing choices, publish their work, and celebrate the writing process.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Writing |How do you construct a persuasive|Before: |argument |

|W.7.1. Write arguments to support claims with clear |argument? |Read and analyze an editorial |audience |/UnitMap/View/Default?UnitID=15824&YearID=2013&SchoolI|

|reasons and relevant evidence. | |deciphering facts and opinions. |commentary |D=19&TimePeriodID=24&SourceSiteID=&CurriculumMapID=748|

| |What constitutes effective | |credible source |& 978-0060248024 |

|W.7.4. Produce clear and coherent writing in which the |evidence? |During: |debatable claim |Curriculum guide with unit description and additional |

|development, organization, and style are appropriate to | |Read and analyze an editorial |evidence: factual and |resources |

|task, purpose, and audience. |How do you revise? |deciphering facts and opinions. |anecdotal | |

| | |Compare and contrast editorials that |fact vs. opinion |

|W.7.5. With some guidance and support from peers and |Why am I writing? |are written on similar topics. |reflection |.asp?topic=Persuasive |

|adults, develop and strengthen writing as needed by | | |revision |Scholastic website on persuasive writing: online |

|planning, revising, editing, rewriting, or trying a new |Who is my audience? |After: |topic sentence |exercises for selecting the evidence that fits the |

|approach, focusing on how well purpose and audience have | |Read and analyze an editorial |propaganda |claim and using the correct transition. |

|been addressed. |What am I trying to achieve |deciphering facts and opinions. |persuasion | |

| |through my writing? |Create hypothetical product to sell | |

|W.7.8 Gather relevant information from multiple print and | |using one of the types of propaganda. | |f |

|digital sources, using search terms effectively; assess |How do writers organize ideas? |(Present to class) | |Writing prompts for middle school |

|the credibility and accuracy of each source; and quote or | | | | |

|paraphrase the data and conclusions of others while |What form does argumentative | | |argument.html |

|avoiding plagiarism and following a standard format for |writing take? | | |Lesson plans and teaching resources for argument |

|citation. | | | |writing |

| |How do writers use language to | | | |

|W.7.9. Draw evidence from literary or informational texts |persuade? | | | |

|to support analysis, reflection, and research. | | | | |

| |How do we build a strong argument| | | |

|W.7.10. Write routinely over extended time frames (time |and justify our position? | | | |

|for research, reflection, and revision) and shorter time | | | | |

|frames (a single sitting or a day or two) for a range of | | | | |

|discipline-specific tasks, purposes, and audiences. | | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 5: Literary Essay - Reading and Writing

After a period of literature analysis work, students develop a thesis statement based upon exploration of the themes developed within the analyzed text.  In preparation for essay writing, students explore the thesis through written and oral responses to create supportable claims that can be presented.  Students focus on the author’s intent by selecting multiple types of evidence throughout the text in order to support the claims presented in the thesis.  An emphasis is placed on presenting explanation and clarification of evidence in a way that connects back to the thesis and focuses on theme.  The students will study other essays in order to craft their own literary essay with elements (introduction with thesis, body paragraphs, and concluding statements) that are cohesive, using transitions and precise language.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Literature |How do writers find meaning by |Before: |analysis of literature |Lattimer, Heather. Thinking Through Genre: Units of |

|RL.7.1. Cite several pieces of textual evidence to support|using Reader's Response |KWL chart |author intent |Study in Reading and Writing Workshops 4-12. Portland:|

|analysis of what the text says explicitly as well as |Strategies to review a story as a|Brainstorming |direct quotes |Stenhouse, 2003. |

|inferences drawn from the text. |whole and carefully study a |Think-pair-share |drafting |Calkins, Lucy. Literary Essays: Writing About Reading.|

| |text's themes? |Carousel writing |essay structure |Portsmouth: FirstHandout, 2006. |

|RL.7.2. Determine a theme or central idea of a text and |How do writers collect and | |formal style |Johnston, Peter H. Choice Words: How Our Language |

|analyze its development over the course of the text; |connect evidence and use it to |During: |multiple claims |Affects Children's Learning. Portland: Stenhouse, |

|provide an objective summary of the text. |support a thesis? |Think-pair-share |paraphrasing |2004. |

| |How do writers structure and |Journal Writing |revising |

|RL.7.3. Analyze how particular elements of a story or |organize literary essays? |Compare and contrast two literary |textual evidence |.asp?topic=Persuasive |

|drama interact (e.g., how setting shapes the characters or|How do writers connect evidence |selections |theme |Interactive persuasive writing tutorial |

|plot). |to their thesis to create |Comprehension questions related to |transitions | |

| |cohesion? |corresponding novel / reading selection|valid reasoning | |

|RL.7.4. Determine the meaning of words and phrases as they| |Pre-writing notes | | |

|are used in a text, including figurative and connotative | |Writing graphic organizer | | |

|meanings; analyze the impact of rhymes and other | |1st draft of essay | | |

|repetitions of sounds (e.g., alliteration) on a specific | | | | |

|verse or stanza of a poem or section of a story or drama. | |After: | | |

| | |Compare and contrast two narratives | | |

|RL.7.10. By the end of the year, read and comprehend | |Comprehension questions related to | | |

|literature, including stories, dramas, and poems, in the | |corresponding novel / reading selection| | |

|grades 6–8 text complexity band proficiently, with | |Unit Tests | | |

|scaffolding as needed at the high end of the range. | |Portfolios | | |

| | |Editing/Proofreading | | |

|Writing | |Final Draft/Publishing | | |

|W.7.1. Write arguments to support claims with clear | | | | |

|reasons and relevant evidence. | | | | |

|Introduce claim(s), acknowledge alternate or opposing | | | | |

|claims, and organize the reasons and evidence logically. | | | | |

|Support claim(s) with logical reasoning and relevant | | | | |

|evidence, using accurate, credible sources and | | | | |

|demonstrating an understanding of the topic or text. | | | | |

|Use words, phrases, and clauses to create cohesion and | | | | |

|clarify the relationships among claim(s), reasons, and | | | | |

|evidence. | | | | |

|Establish and maintain a formal style. | | | | |

|Provide a concluding statement or section that follows | | | | |

|from and supports the argument presented. | | | | |

| | | | | |

|W.7.4. Produce clear and coherent writing in which the | | | | |

|development, organization, and style are appropriate to | | | | |

|task, purpose, and audience. (Grade-specific expectations | | | | |

|for writing types are defined in standards 1–3 above.) | | | | |

| | | | | |

|W.7.5. 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. | | | | |

| | | | | |

|W.7.6. Use technology, including the Internet, to produce | | | | |

|and publish writing and link to and cite sources as well | | | | |

|as to interact and collaborate with others, including | | | | |

|linking to and citing sources. | | | | |

| | | | | |

|W.7.9. Draw evidence from literary or informational texts | | | | |

|to support analysis, reflection, and research. | | | | |

|a. Apply grade 7 Reading standards to literature (e.g.,| | | | |

|“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”). | | | | |

| | | | | |

|W.7.10. Write routinely over extended time frames (time | | | | |

|for research, reflection, and revision) and shorter time | | | | |

|frames (a single sitting or a day or two) for a range of | | | | |

|discipline-specific tasks, purposes, and audiences. | | | | |

English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 6: Nonfiction Reading

In the 7th Grade Nonfiction Reading Unit, students will read common text, building on the reading identity and building reading communities started in the Independent Reading Unit. These shared experiences will strengthen their individual reading identities and the classroom community. The Unit is a systematic way of supporting and guiding students as they read. Students will learn to organize their thinking through the use of reading tools and Reading Folders. While the Nonfiction Reading Unit continues the specific instruction of reading strategies through mini-lessons at the beginning of each session as in the Independent Reading Unit, this unit pushes the students into looking at the text deeply and how to handle multiple strategies and theories across the unit. The learning that each tool in the reading folders represents should be carried across sessions as threaded conversations, so students are watching/tracking techniques. The students continue to implement strategies independently or in partnerships while teachers monitor and confer. These tools also provide a vehicle for continuous assessment of the reading strategies taught. The unit will focus on identifying, analyzing, theorizing, evaluating and discussing specific and intentional elements of the nonfiction genre.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Language |What is perspective? |Before: |analysis | |

|L.7.6 Acquire and use accurately grade-appropriate general|How do you write about a moment |KWL chart |audience |Lesson plan ideas for autobiographies and biographies |

|academic and domain-specific words and phrases; gather |in history to convey a unique |Brainstorming |autobiography | |

|vocabulary knowledge when considering a word or phrase |perspective? |Think-pair-share |biased views |

|important to comprehension or expression. |How do you select, organize, and | |chronology |son017.shtml - |

| |analyze information to summarize |During: |concluding paragraph |Alphabet autobiography |

|Reading: Informational Text |what you have read? |After reading a selection, what event |controlling idea | |

|RI.7.4 Determine the meaning of words and phrases as they |How does understanding the |do you think was the most challenging |first person account | |

|are used in a text, including figurative, connotative, and|author’s purpose help us to learn|for the author – explain |flashback |Writing a biography |

|technical meanings; analyze the impact of a specific word |new information? | |foreshadow | |

|choice on meaning and tone. | |Create a cause/effect chart while |headings and sub-headings | |

| |How do we use various text |reading |hyperbole |A subscription site with multiple resources for all |

|RI.7.5 Analyze the structure an author uses to organize a |features and structures in | |idioms |genres/subject |

|text, including how the major sections contribute to the |nonfiction? |Read various biographies from similar |imagery | |

|whole and to the development of the ideas. | |eras (ex: civil rights era) and compare|inquiry question | |

| |What nonfiction reading skills |and contrast them using Venn Diagram |inspiration |

|RI.7.6. Determine an author’s point of view or purpose in |are needed for the 21st century? | |memoir |/booklists.cfm?subpage=1323306 |

|a text and analyze how the author distinguishes his or her| |Think-pair-share |metacognition |Website listing books with lexile levels of 1000+ |

|position from that of others. | |Journal Writing (Read and Respond) |metaphors | |

| | |Debates |organization of information |Movie: |

|RI.7.7 Compare and contrast a text to an audio, video, or | |Compare and contrast two informative |point of view |The Autobiography of Miss Jane Pittman, 2005. UPC: |

|multimedia version of the text, analyzing each medium’s | |articles |prediction |074645895390 |

|portrayal of the subject (e.g., how the delivery of a | | |primary source | |

|speech affects the impact of the words). | |After |reflection |Autobiography Books: |

| | |Write an essay using Venn diagram, |secondary source |Soul Surfer, Bethany Hamilton, 2006. ISBN-10: |

|RI.7.10 By the end of the year, read and comprehend | |report |sequence |1416503463 |

|literary nonfiction in the grades 6–8 text complexity band| | |similes | |

|proficiently, with scaffolding as needed at the high end | |Compare and contrast two informative |theme |The Story of My Life, Helen Keller, 2005. ISBN-13: |

|of the range. | |articles |tone |978-1416500322 |

| | | |transitions between ideas and| |

| | | |paragraphs |Rosa Parks: My Story, Rosa Parks, 1999. ISBN-13: |

| | | |unique perspective |978-0141301204 |

| | | | | |

| | | | |A Day No Pigs Would Die, Robert Peck, 1994. ISBN-13: |

| | | | |978-0679853060 |

| | | | | |

| | | | |The Endless Steppe: Growing Up in Siberia, Esther |

| | | | |Hautzig, 1995. ISBN-13: 978-0064405775 |

| | | | | |

| | | | |Through My Eyes, Ruby Bridges, 1999. ISBN-13: |

| | | | |978-0590189231 |

| | | | | |

| | | | |The House on Mango Street, Sandra Cisneros, 1994. |

| | | | |ISBN-13: 978-0679433354 |

| | | | | |

| | | | |Biography Books: |

| | | | |The Greatest: Muhammad Ali, Walter Dean Myers, 2001. |

| | | | |ISBN-13: 978-0590543422 |

English Language Arts Pacing Guide

Time Frame: 4 weeks Seventh Grade

Unit 7: Information Essay

In this writing unit, students will engage in informational/explanatory writing by examining an historical event from a unique perspective and conveying ideas, concepts, and information through the selection, organization, and analysis of relevant content.  First, they will brainstorm historical events of significant interest to them about which they may have some prior knowledge.  After selecting a topic and learning about the concept of writing from a unique perspective, students will develop an inquiry question to drive their research and determine which perspective they wish to write from.  After researching, students will develop a controlling idea, which will help them select and group relevant details, quotations, examples, and other information into categories.  Students will write a first draft in which they organize information by sub-topic and importance, analyze information to explain the relationship between the unique perspective and the controlling idea, and transition between sentences and paragraphs.  They will conclude with a paragraph that summarizes their findings and explains to the reader why this is important information.  The first draft will be taken through peer critique and multiple revisions to strengthen the clarity of ideas, organization of the essay, and completeness of analysis.  At two points during the writing process, students will reflect on their choices to help them become more autonomous as writers.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |What is perspective? |Before: |analysis |A Curricular Plan for the Writing Workshop – Grade |

|RI.7.2. Determine two or more central ideas in a text and |How do you write about a moment |KWL chart |audience |6 by Lucy Calkins |

|analyze their development over the course of the text; |in history to convey a unique |Brainstorming |concluding paragraph |  |

|provide an objective summary of the text. |perspective? |Think-pair-share |controlling idea |Nonfiction Matters: Reading, Writing, and Research in |

| |How do you select, organize, and |Journal Writing |headings and sub-headings |Grades 3-8 by Stephanie Harvey |

|RI.7.3. Analyze the interactions between individuals, |analyze information to plan and | |inquiry question |  |

|events, and ideas in a text (e.g., how ideas influence |write about a topic? |During: |metacognition |

|individuals or events, or how individuals influence ideas |How do you evaluate sources to |Think-pair-share |organization of information |/UnitMap/View/Default?UnitID=15824&YearID=2013&SchoolI|

|or events). |determine validity and |Journal Writing (Read and Respond) |reflection |D=19&TimePeriodID=24&SourceSiteID=&CurriculumMapID=748|

| |reliability? |Debates |transitions between ideas and|& 978-0060248024 |

|RI.7.6. Determine an author’s point of view or purpose in | |Compare and contrast two informative |paragraphs |Curriculum guide with unit description and additional |

|a text and analyze how the author distinguishes his or her|How do you synthesize information|articles |unique perspective |resources |

|position from that of others. |from a variety of sources? | | | |

| | |After: write about an historical event | | |

|RI.7.7 Compare and contrast a text to an audio, video, or | |from a particular perspective—looking | |Online resources to research topics |

|multimedia version of the text, analyzing each medium’s | |through a single person or group’s | | |

|portrayal of the subject (e.g., how the delivery of a | |lens.  (ex: write from the perspective | | |

|speech affects the impact of the words). | |of a civil war soldier in a battle) | |Research paper ideas and lessons |

| | | | | |

|RI.7.9. Analyze how two or more authors writing about the | |Presentation to class where student | |

|same topic shape their presentations of key information by| |dresses as their historical character | |Links related to writing research papers |

|emphasizing different evidence or advancing different | |and discusses their perspective of an | | |

|interpretations of facts. | |event | | |

| | | | |Students can use this website to store the sites that |

|RI.7.10. By the end of the year, read and comprehend | | | |they found useful |

|literary nonfiction in the grades 6–8 text complexity band| | | | |

|proficiently, with scaffolding as needed at the high end | | | | |

|of the range. | | | |Resources for all genres/subjects |

| | | | | |

|Writing | | | |  |

|W.7.2. Write informative/explanatory texts to examine a | | | | |

|topic and convey ideas, concepts, and information through | | | | |

|the selection, organization, and analysis of relevant | | | | |

|content. | | | | |

|Introduce a topic clearly, previewing what is to follow; | | | | |

|organize ideas, concepts, and information, using | | | | |

|strategies such as definition, classification, | | | | |

|comparison/contrast, and cause/effect; include formatting | | | | |

|(e.g., headings), graphics (e.g., charts, tables), and | | | | |

|multimedia when useful to aiding comprehension. | | | | |

|Develop the topic with relevant facts, definitions, | | | | |

|concrete details, quotations, or other information and | | | | |

|examples. | | | | |

|Use appropriate transitions to create cohesion and clarify| | | | |

|the relationships among ideas and concepts. | | | | |

|Use precise language and domain-specific vocabulary to | | | | |

|inform about or explain the topic. | | | | |

|Establish and maintain a formal style. | | | | |

|Provide a concluding statement or section that follows | | | | |

|from and supports the information or explanation | | | | |

|presented. | | | | |

| | | | | |

|W.7.4. Produce clear and coherent writing in which the | | | | |

|development, organization, and style are appropriate to | | | | |

|task, purpose, and audience. | | | | |

| | | | | |

|W.7.5. 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. | | | | |

| | | | | |

|W.7.7. Conduct short research projects to answer a | | | | |

|question, drawing on several sources and generating | | | | |

|additional related, focused questions for further research| | | | |

|and investigation. | | | | |

| | | | | |

|W.7.8. Gather relevant information from multiple print and| | | | |

|digital sources, using search terms effectively; assess | | | | |

|the credibility and accuracy of each source; and quote or | | | | |

|paraphrase the data and conclusions of others while | | | | |

|avoiding plagiarism and following a standard format for | | | | |

|citation. | | | | |

| | | | | |

|W.7.9. Draw evidence from literary or informational texts | | | | |

|to support analysis, reflection, and research. | | | | |

| | | | | |

|W.7.10. Write routinely over extended time frames (time | | | | |

|for research, reflection, and revision) and shorter time | | | | |

|frames (a single sitting or a day or two) for a range of | | | | |

|discipline-specific tasks, purposes, and audiences. | | | | |

| | | | | |

|Speaking & Listening | | | | |

|SL.7.1. Engage effectively in a range of collaborative | | | | |

|discussions (one-on-one, in groups, and teacher-led) with | | | | |

|diverse partners on grade 7 topics, texts, and issues, | | | | |

|building on others’ ideas and expressing their own | | | | |

|clearly. | | | | |

|Come to discussions prepared, having read or researched | | | | |

|material under study; explicitly draw on that preparation | | | | |

|by referring to evidence on the topic, text, or issue to | | | | |

|probe and reflect on ideas under discussion. | | | | |

|Follow rules for collegial discussions, track progress | | | | |

|toward specific goals and deadlines, and define individual| | | | |

|roles as needed. | | | | |

|Pose questions that elicit elaboration and respond to | | | | |

|others’ questions and comments with relevant observations | | | | |

|and ideas that bring the discussion back on topic as | | | | |

|needed. | | | | |

|Acknowledge new information expressed by others and, when | | | | |

|warranted, modify their own views. | | | | |

| | | | | |

|SL.7.2. Analyze the main ideas and supporting details | | | | |

|presented in diverse media and formats (e.g., visually, | | | | |

|quantitatively, orally) and explain how the ideas clarify | | | | |

|a topic, text, or issue under study. | | | | |

| | | | | |

|SL.7.4 Present claims and findings, emphasizing salient | | | | |

|points in a focused, coherent manner with pertinent | | | | |

|descriptions, facts, details, and examples; use | | | | |

|appropriate eye contact, adequate volume, and clear | | | | |

|pronunciation. | | | | |

| | | | | |

|SL.7.5 Include multimedia components and visual displays | | | | |

|in presentations to clarify claims and findings and | | | | |

|emphasize salient points. | | | | |

| | | | | |

| | | | | |

|SL.7.6. Adapt speech to a variety of contexts and tasks, | | | | |

|demonstrating command of formal English when indicated or | | | | |

|appropriate. | | | | |

| | | | | |

|Language | | | | |

|L.7.1. Demonstrate command of the conventions of standard | | | | |

|English grammar and usage when writing or speaking. | | | | |

| | | | | |

|L.7.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | | |

|writing. | | | | |

| | | | | |

|L.7.3. Use knowledge of language and its conventions when | | | | |

|writing, speaking, reading, or listening. | | | | |

| | | | | |

|L.7.6. Acquire and use accurately grade-appropriate | | | | |

|general academic and domain-specific words and phrases; | | | | |

|gather vocabulary knowledge when considering a word or | | | | |

|phrase important to comprehension or expression. | | | | |

English Language Arts Pacing Guide

Seventh Grade

Time Frame: 5 weeks

Unit 8: Writing the Argument/Proposal Essay and Personal Correspondence

Students identify a range of local problems that they believe are solvable. They practice defining these problems and analyzing their effects in order to develop workable solutions. Once they identify a local problem for which they would like to propose a solution, students conduct research from multiple sources to gain a deeper understanding of their chosen problem and how it can be solved. As they draft their proposal essay, students will seek the best structure for this piece and focus on using appropriate tone and diction for their target audience. Students’ proposals will address the feasibility and credibility of the solution.

|Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|Reading: Informational Text |How do you pinpoint and define a |Before: |appropriate voice | |

|RI.7.1. Cite several pieces of textual evidence to support|problem using evidence? |KWL chart |audience |resources.htm |

|analysis of what the text says explicitly as well as |What makes a solution effective? |Brainstorming |cause and effect |Student Inquiry in the Research Process |

|inferences drawn from the text. |How do you use research to |Think-pair-share |credible sources | |

| |determine the causes of a | |determining key search terms |

|RI.7.2. Determine two or more central ideas in a text and |problem, illustrate its effects, |During: |evidence |/UnitMap/View/Default?UnitID=15824&YearID=2013&SchoolI|

|analyze their development over the course of the text; |and support the feasibility of a |Think-pair-share |feasibility of solution |D=19&TimePeriodID=24&SourceSiteID=&CurriculumMapID=748|

|provide an objective summary of the text. |proposed solution? |Journal Writing (Read and Respond) |purpose |& 978-0060248024 |

| |What is the difference between |Debates |research |Curriculum guide with unit description and additional |

|RI.7.4. Determine the meaning of words and phrases as they|drafting, revision, and editing? |After: Debates |research questions |resources |

|are used in a text, including figurative, connotative, and|How do writers use language to |Essay |revision | |

|technical meanings; analyze the impact of a specific word |persuade? |Suggestion-Consider a school or |viability of problem (topic) | |

|choice on meaning and tone. |How do we build a strong argument|neighborhood problem that you have a | |Lesson plans and teaching resources for persuasive |

| |and justify our position? |solution for, summarize the problem by| |reading and writing. |

|RI.7.5. Analyze the structure an author uses to organize a| |defining it, explaining who it affects,| | |

|text, including how the major sections contribute to the | |and describing possible long-term | | |

|whole and to the development of the ideas. | |outcomes it could have. Then lay out a | |Resources for all genres/subjects |

| | |detailed proposal for a | | |

|RI.7.8. Trace and evaluate the argument and specific | |solution.  Explain what it would take | | |

|claims in a text, assessing whether the reasoning is sound| |to implement your solution and why it's| |Propaganda is defined and several lesson ideas are |

|and the evidence is relevant and sufficient to support the| |feasible. Briefly discuss why your | |provided. |

|claims. | |solution is better than alternate | | |

| | |solutions. (Oakland schools) | |

|RI.7.10. By the end of the year, read and comprehend | | | |/ |

|literary nonfiction in the grades 6–8 text complexity band| | | |An online graphic organizer to help students map out a|

|proficiently, with scaffolding as needed at the high end | | | |persuasive argument |

|of the range. | | | | |

| | | | |Book: |

|Writing | | | |Why We Must Run With Scissors: Voice Lesson in |

|W.7.1. Write arguments to support claims with clear | | | |Persuasive Writing, Barry Lane and Gretchen Bernabei, |

|reasons and relevant evidence. | | | |2001. ISBN-13: 978-0965657471 |

| | | | | |

|W.7.4. Produce clear and coherent writing in which the | | | | |

|development, organization, and style are appropriate to | | | | |

|task, purpose, and audience. (Grade-specific expectations | | | | |

|for writing types are defined in standards 1–3 above.) | | | | |

| | | | | |

|W.7.5. 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. | | | | |

| | | | | |

|W.7.6. Use technology, including the Internet, to produce | | | | |

|and publish writing and link to and cite sources as well | | | | |

|as to interact and collaborate with others, including | | | | |

|linking to and citing sources. | | | | |

| | | | | |

|W.7.7. Conduct short research projects to answer a | | | | |

|question, drawing on several sources and generating | | | | |

|additional related, focused questions for further research| | | | |

|and investigation. | | | | |

| | | | | |

|W.7.8. Gather relevant information from multiple print and| | | | |

|digital sources, using search terms effectively; assess | | | | |

|the credibility and accuracy of each source; and quote or | | | | |

|paraphrase the data and conclusions of others while | | | | |

|avoiding plagiarism and following a standard format for | | | | |

|citation. | | | | |

| | | | | |

|W.7.9. Draw evidence from literary or informational texts | | | | |

|to support analysis, reflection, and research. | | | | |

|b. Apply grade 7 Reading standards to literary | | | | |

|nonfiction (e.g. “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”). | | | | |

| | | | | |

|W.7.10. Write routinely over extended time frames (time | | | | |

|for research, reflection, and revision) and shorter time | | | | |

|frames (a single sitting or a day or two) for a range of | | | | |

|discipline-specific tasks, purposes, and audiences. | | | | |

| | | | | |

|Speaking & Listening | | | | |

|SL.7.1. Engage effectively in a range of collaborative | | | | |

|discussions (one-on-one, in groups, and teacher-led) with | | | | |

|diverse partners on grade 7 topics, texts, and issues, | | | | |

|building on others’ ideas and expressing their own | | | | |

|clearly. | | | | |

| | | | | |

|SL.7.2. Analyze the main ideas and supporting details | | | | |

|presented in diverse media and formats (e.g., visually, | | | | |

|quantitatively, orally) and explain how the ideas clarify | | | | |

|a topic, text, or issue under study. | | | | |

| | | | | |

|SL.7.3. Delineate a speaker’s argument and specific | | | | |

|claims, evaluating the soundness of the reasoning and the | | | | |

|relevance and sufficiency of the evidence. | | | | |

| | | | | |

|SL.7.6. Adapt speech to a variety of contexts and tasks, | | | | |

|demonstrating command of formal English when indicated or | | | | |

|appropriate. | | | | |

| | | | | |

|Language | | | | |

|L.7.1. Demonstrate command of the conventions of standard | | | | |

|English grammar and usage when writing or speaking. | | | | |

| | | | | |

|L.7.2. Demonstrate command of the conventions of standard | | | | |

|English capitalization, punctuation, and spelling when | | | | |

|writing. | | | | |

| | | | | |

|L.7.3. Use knowledge of language and its conventions when | | | | |

|writing, speaking, reading, or listening. | | | | |

| | | | | |

|L.7.4. Determine or clarify the meaning of unknown and | | | | |

|multiple-meaning words and phrases based on grade 7 | | | | |

|reading and content, choosing flexibly from a range of | | | | |

|strategies. | | | | |

|Use context (e.g., the overall meaning of a sentence or | | | | |

|paragraph; a word’s position or function in a sentence) as| | | | |

|a clue to the meaning of a word or phrase. | | | | |

|Use common, grade-appropriate Greek or Latin affixes and | | | | |

|roots as clues to the meaning of a word (e.g., | | | | |

|belligerent, bellicose, rebel). | | | | |

|Consult general and specialized reference materials (e.g.,| | | | |

|dictionaries, glossaries, thesauruses), both print and | | | | |

|digital, to find the pronunciation of a word or determine | | | | |

|or clarify its precise meaning or its part of speech. | | | | |

|Verify the preliminary determination of the meaning of a | | | | |

|word or phrase (e.g., by checking the inferred meaning in | | | | |

|context or in a dictionary). | | | | |

| | | | | |

|L.7.6. Acquire and use accurately grade-appropriate | | | | |

|general academic and domain-specific words and phrases; | | | | |

|gather vocabulary knowledge when considering a word or | | | | |

|phrase important to comprehension or expression. | | | | |

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