Secondary English Language Arts
7th Grade English Curriculum Map
|Essential Questions | Idaho Content Standards and CCSS-- Literacy Standards (identified by partial name and number) |Essential Skills/Concepts to be Targeted
|Instructional Strategies and Activities
|Formative and
Summative
Assessments |Resources
|Resources and Materials | |Introduction |Week One
Why are we taking this class?
What do we already know?
What will we learn in this class?
What are the objectives of this course? |Week One
Writing
-W.7.4
Produce clear and coherent writing
-W.7.10
Write routinely
Speech/Listening
-SL.7.1
Engage in collaborative discussion
Language
-L.7.3
Knowledge of language and its conventions
-L.7.5
Understanding of figurative language and word relationships |Week One
Reflect on prior knowledge in Language Arts
Introduce and begin daily journal writing techniques and assignments
Participate and contribute appropriately in both group and partner discussions
Use correct and coherent English when speaking and writing
|Week One
- Ice Breaker Game to get to know classmates
- Journal writing activity about summer vacation
- KWL Chart
- Group/partner discussions reflecting on past English classes and knowledge as a review activity
- Crossword puzzles to learn and review new vocab/spelling words
|Week One
Formative assessment on student’s prior knowledge on English based through both discussion and the KWL charts |Week One
KWL Handout
Journals
Class Syllabus
Class Website
Named Popsicle Sticks
Vocab/Spelling List #1 | | |Unit One: Who I Am as A Learner |Weeks 2-4
Who am I as a learner?
How do I write to precisely tell my audience what I want to say?
How does daily journaling help me to become a stronger writer?
What elements make up a story?
How do the characters, ideas and events of a story interact?
What is the purpose of the story?
What is the difference and proper usage of proper vs. possessive nouns?
|Weeks 2-4
Reading
- RL.7.1
Read closely to determine what the text says explicitly, make logical inferences and cite textual evidence when writing or speaking
- RL.7.2
Determine central ideas or themes of a text, analyze development, summarize key supporting details and ideas
- RL.7.3
Analyze interaction and development of individuals, ideas and events in a text
- RL.7.6
Assess how point of view or purpose shapes the content and style of a text
Writing
- W.7.3
Write narratives to develop real or imagined experiences with effective technique
- W.7.10
Write routinely
Language
-L.7.1
Demonstrate command of the conventions of Standard English grammar and usage
|Weeks 2-4
Better familiarize students with the learning environment, and content they will learn
Construct a 10 word personal memoir in order to practice concise writing skills
Learn and understand the difference between proper and possessive nouns
Continue practicing the importance of daily journal writing
Close read 17 different stories from the Pearson Common Core Writing Anthology (Unit One readings) over these weeks
Analyze components of a text through critical thinking
Practice spelling and new vocabulary words each week
|Weeks 2-4
- Background/Interest survey to learn more about how to approach teaching a diverse classroom
- 10 Word Personal Memoirs to better get to know students with a fun, educational activity
- Nouns Worksheet filled out by students as guided notes
- Worksheet: Proper vs. Possessive Nouns
- Journal Writing Activity: collection of letters to past, present and future self
- Close Reading Workshop: Unit One stories from Pearson anthology
- Daily free reading time |Weeks 2-4
- Pretest: Spelling and grammar in a descriptive paragraph
- Star Reading Test (beginning and end of the school year)
- Vocab/Spelling Tests #1-3
- Entrance and exit slips daily to check for students understanding
- Cumulative Unit One Exam
|Weeks 2-4
Pearson Common Core
Literature Anthology
Vocab/Spelling Lists #2-4
Copies of Nouns Worksheets
Copies of Proper vs. Possessive
Nouns Worksheet
Journals
Personal Memoir instruction
handout
English grammar handout
Personal books for daily free
reading time
| | | |
Essential Questions |
Idaho Content Standards and CCSS Literacy Standards (identified by partial name and number) |
Essential Skills/ Concepts to be Targeted |
Instructional Strategies and Activities |
Formative and
Summative
Assessments |
Resources
| | |Unit Two: The Outsiders |Weeks 5-7
How does character development contribute to a novel as a whole?
What is the difference between connotation and detonation?
How can I use different sentence types to expand my writing skills?
Why does imagery matter?
How do discussions help deepen my understanding of a topic or subject?
What are the steps to edit an essay?
|Weeks 5-8
Reading
- RL.7.4
Determine meaning of words and phrases from text including figurative and connotative meanings
- RL.7.6
Analyze how an author develops and contrasts points of view in text
- RL. 7.7
Compare and contrast written story to its multimedia version
Writing
- W.7.2
Write informative/explanatory
- W.7.4
Produce clear and coherent writing
- W.7.5
Develop and strengthen writing as needed by planning, revising, editing or rewriting
Speaking and Listening
- SL.7.1
Engage in collaborative discussions
- SL.7.2
Explain clarification of main ideas
|Weeks 5-8
Understand reading strategies – summarization, prediction and visualization
Analyze use of imagery
Understand sentence types, phrases, clauses and compounds
Understand connotation and denotation
Write a poem that demonstrates knowledge about imagery
Compare and contrast the novel and the movie of “The Outsiders”
Be able to share thoughts in discussion
Write a coherent essay on character development from “The Outsiders”
Use revising, rewriting, and other editing techniques to enhance writing skills
|Weeks 5-8
- Class reading of “The Outsiders”
- Watch “The Outsiders” movie
- Class/group/partner discussions about the readings
- Writing of imagery poems and creating an artistic drawing or painting as a backdrop for poem
- Journal Writing Activity: re-create a favorite scene from “The Outsiders”
- Found Poetry exercise from the reading
- Essay editing workshops
- Daily free reading time
|Weeks 5-8
- Daily entry and exit slips to check for homework understanding
- Spelling/Vocab Tests #4-7
- Cumulative Novel Exam
- Written essay on character development (choose one character from The Outsiders)
|Weeks 5-8
Class set of “The Outsiders”
book
Novel packet
“The Outsiders” movie
Spelling/Vocab Lists #5-8
Journals
Colored pencils/paints/markers
for imagery poem project
Personal books for daily
free reading time
| | |
| Essential Questions
|Idaho Content Standards and CCSS—Literacy Standards (identified by partial name and number) |Essential Skills/Concepts to be Targeted |Instructional Strategies and Activities |Formative and
Summative
Assessments
|Resources
| | |Unit Three: The Middle East
|Weeks 9-12
Why is it important to learn about Middle Eastern culture?
What are human rights, and why are they important?
How do I properly research a topic?
How do I create an effective opinion paper?
How do I properly cite sources in my writing?
What is feminism?
How does “The Breadwinner” relate to historical content of the Middle East?
|Weeks 9-12
Reading
- RL.7.9
Compare and contrast a historical account to a fictional portrayal of time and place
- RI.7.1
Read closely to determine what the text says explicitly and make logical inferences from it
- RI.7.3
Analyze interactions between individuals, events, and ideas in a text
Writing
- W.7.6
Use technology to produce and publish writing
- W.7.7
Conduct research projects to answer a question
- W.7.8
Gather information from multiple sources
W.7.9
Draw evidence from text to support research
Speaking and Listening
- SL.7.4
Present information appropriate to task, purpose and audience |Weeks 9-12
Learn how to effectively research a topic
Understand basic concepts of human rights, and how they compare around the world
Learn about Middle Eastern culture
Learn how to write a well-written opinion paper
Understand how to properly use in-text citations
Learn about the true definition of feminism, and how it applies to human rights as a whole
|Weeks 9-12
- Read “The Breadwinner” as a class
- Students choose one human right they believe is most important and write an opinion essay defending their position
- Summary writing after reading “Kids from Kabul”
- Group mini project – choose a Middle Eastern country and present a five minute lesson to the class about facts of their chosen country
- Journal Writing Activity: Why is it important that we are given human rights?
- Interactive lesson and guided notes on the Taliban and how it affected history as a whole
- Daily free reading time
|Weeks 9-12
- Daily entry and exit slips to check for understanding of readings and other homework
- Group mini project presentation
- Spelling/Vocab Tests #8-11
- Cumulative novel exam
- Opinion essay on human rights
|Weeks 9-12
Class set of “The
Breadwinner” book
Holt McDougal Grade 7
Literature Textbook
Journals
Spelling/Vocab Lists #9-12
Computers, laptops, or other
means of technology for
research
Copies of human rights essay
assignment instructions
“How to Cite” information
sheet copies
Guided note copies for lesson
about the Taliban
Personal books for daily free
reading time | | | Unit Four: Appreciating Poetry |Weeks 13-16
Why do we read poetry?
What elements make up a poem?
How do I indentify figurative language?
Why are prepositions and sound devices important in poetry?
How do I shape a poem through variations of tone, audience and voice?
What is diction and syntax, and how can they improve my writing?
What is a haiku?
What have I learned this semester?
|Weeks 13-16
Reading
-R.7.5
Analyze how a poem’s form or structure contributes to its meaning
-RI.7.4
Determine the meaning of words and phrases as they are used in a text
-RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position
Writing
- W.7.4
Produce clear and coherent writing that is appropriate to the task, purpose and audience
Language
- L.7.1
Demonstrate command of the conventions in standard English grammar and usage
- L.7.2
Demonstrate command of the conventions of standard English capitalization, punctuation and spelling
- L.7.4
Demonstrate understanding of figurative language
|Weeks 13-16
Be able to understand underlying messages of poems when reading
Analyze what elements make a poem
Understand figurative language
Learn the importance of prepositions, and sound devices in poetry
Learn how to shape a written poem through variations of tone, audience and voice
Compare and contrast different types of poems
Understand the importance of diction and syntax
Learn about the haiku
Write three personal poems
Compile work from the semester into a portfolio
|Weeks 13-16
- Read and follow Unit 5 poems in the “Holt McDougal” textbook
- Write a haiku and create a Japanese Fan to place the haiku on for bulletin board
- Interactive lecture on elements of a poem, figurative language, and how to create your own poem
- Students write a batch of three personal poems
- Group work on fixing student’s own sentences to create better diction and syntax
Journal Writing Activity: Choose a poem, copy it, and analyze every line. Why did you choose this poem?
- Portfolio assignment: collect all work from semester, and revise all essays to create a semester portfolio
- Daily free reading time |Weeks 13-16
- Daily entry and exit slips to check for understanding of class material and homework
- Batch of polished three personal poems
- Spelling/Vocab Tests #12-15
- Final Semester Portfolio Project |Weeks 13-16
Holt McDougal Grade 7
Literature Textbook
Paper, colored pencils and
markers for Japanese Fan and
haiku project
Spelling/Vocab Lists #13-15
Journals
Personal books for daily free
reading time | | |References
Common Core State Standards - English Language Arts (2015). In Idaho State Department of Education. Retrieved February 26, 2015, from
Ellis, D. (2000). The breadwinner. Toronto: Douglas & McIntyre.
Holt McDougal. (2012). Grade 7 Literature Common Core Edition. In . (Ed.). Orlando, FL: Houghton Mifflin Harcourt Publishing Company.
Pearson Education Inc. (2015). Pearson Common Core Literature Grade 7. In . (Ed.). Upper Saddle River, NJ: Prentice Hall.
Popular 7th Grade Reading List Books (n.d.). In Good Reads. Retrieved February 26, 2015, from
Hinton, S. E. The outsiders. New York: Puffin, 1997. Print.
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