developmental and advanced english language arts...
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Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
1
First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Brietenstine, Marci Garner, and Sara Treiser.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
2
Sunshine State Standards Key
! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)
@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)
# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)
^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)
& = Communication Strand (Standards: Listening and Speaking)
% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology
The research project --- District requirement. Starting the research process before the 4th
quarter in smaller sections is advisable as
the Pre-Laureate Program requirements are substantial.
1. Research Process Hotlinks: http://www.collierschools.com/research/
2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
SpringBoard Resources:
1. Collier County Site: http://www.collier.k12.fl.us/teachers/
2. SpringBoard official site: www.springboard.collegeboard.org
Addendums: There are three addendums after the 4th
quarter map: Research, Prentice Hall alignment, and Sacred book list.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
3
Quarter 1
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 1: Writing Process; Personal Narrative; Short Story
Interactive Websites: www.alline.org/euro/middle.html Essential Questions for Unit 1: How do authors use narrative elements to create a story? Why is storytelling an important aspect of a culture or society?
Embedded Assessments for Unit 1: 1. Embedded Assessment 1: Revising a Personal Narrative About Choice 2. Embedded Assessment 2: Creating an Illustrated Myth
Key:
! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
4
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Student use strategies to determine the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details; ! Reading Analyzes author’s purpose
Think-Pair-Share Marking the Text Skimming Scanning Summarizing Paraphrasing
Activity 1.1 Preview the Unit and Unpack Embedded Assessment 1
Elements of Fiction 6-7; What is a short story? 200–201; Elements of short stories 202–203; Author’s Purpose 128-149; “My First Free Summer“ 132-136; “Angela’s Ashes” 140-148
Word Connections: Narrative Suffix: -ive Writing Workshop: Writing Process
Completion pg 5 Student discussions
Vocabulary Notebook
! Reading Student determines main idea or essential message through inferring, paraphrasing, and identifying relevant details; # Writing Process generates ideas
Brainstorming Think-Pair-Share Oral Reading Free Writing
Activity 1.2-1.3 Exploring the Concept of Choice and Thinking About the Choices I Make
Word Connections: Latin root: -sequ- Prefix: con-
Completion of chart pg 6-7 Student responses Quickwrite pg 8
Vocabulary Notebook
! Vocabuary Development Student uses multiple strategies to develop grade appropriate vocabulary
Word Map Think Aloud
Activity 1.4 The Idea of Choice
Vocabulary Workshop: Using Dictionary and Thesaurus 186-187
Word Wall Visual Thesaurus: http://www.visualthesaurus.com/
Completion of pg 9 Word Sort
Vocabulary Notebook
! Reading Student determines
Marking the Text Prediction
Activity 1.5 Choices Have
Learning About Poetry 572–575;
Word Connections: Connotation/Diction
Word Wall
Student Reflection
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
5
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
main idea or essential message; @ Literary Analysis Analyzes author’s use of poetic devices
Summarizing Paraphrasing Think-Pair-Share Diffusing
Consequences Poem: “The Road Not Taken”
Forms of Poetry 583; Vocabulary Workshop: Connotation & Denotation 708-709
Literary Term: Rhyme Scheme Grammar Usage: punctuation
Student Discussions
@ Literary Analysis Student locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements
Close Reading Marking the Text Summarizing Predicting
Activity 1.6 Touch Choices That Reveal Character Novel Excerpt: from “Staying Fat for Sarah Byrnes”
Narrative Text 23; Comparing Fiction & Nonfiction 78; Comparing Biography & Autobiography 468;
Grammar: Dash Chris Crutcher: http://www.chriscrutcher.com/
Student Analysis of Text
Close Reading of Text
@ Literary Analysis Student identifies, analyzes, and applies knowledge of fiction
Graphic Organizer Prewriting Drafting Think-Pair-Share Free Writing Word Map
Activity 1.7 Exploring Personal Narrative
Literary Analysis: Point of View 49;
Writing Workshop: Personal Narrative Literary Term: Incident
Completion of pages 13-15
Vocabulary Notebook Writing Prompt pg 15
! Reading Student determines main idea or essential message @Literary Analysis Analyzes elements of characterization, setting, & plot; @Literary Analysis
Marking the Text Oral Reading Quickwrite Think-Pair-Share
Activity 1.8-1.10 Analyzing a Personal Narrative on Choice, The Choices We Make, and Learning from Our Choices Autobiography: From “Dust Tracks on
“The Three-Century Woman” 9-17; from “An American Childhood” 52-59; “The Luckiest Time of All” 62-67; “Barrio Boy” 80-85 “A Day’s Wait” 86-91; “Papa’s Parrot” 26-30
Grammar Usage Verb Tenses Commas Academic Vocabulary: Characterization Literary Terms: Tone
Marking the Texts Completion of pg 18; 26 Revisit Essential Question #1
Vocabulary Notebook Student Reflections
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
6
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Locates and analyzes author’s use of allusions and descriptive, idiomatic, and figurative language
a Road”; Short Story: “A Hundred Bucks of Happy”; Personal Narrative: “Ditching”
Transitions Word Connections: Analogy
@ Literary Analysis Student analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution; # Writing Process Uses prewriting strategies to generate ideas and formulate a plan; # Writing Process Writes a draft appropriate to topic, audience, and purpose
Revisiting Prior Work Think Aloud Prewriting Drafting
Activity 1.11 Choosing a Topic for a Timed Writing
“No Gumption” 474-482 Writing Workshops: Autobiographical Narrative 176–183; Short Story 384–391; Descriptive Essay: 92-97; Anecdote 335
Grammar: Verb Tenses Writing Workshop: Personal Narrative Guys Write for Guys Read: http://www.guysread.com/
Completion of pg 29 Timed Writing
SpringBoard Test/Quiz on content
# Writing Process Student revises and refines the draft for clarity and effectiveness & Communication Student uses effective listening strategies for informal discussions
Notetaking Think-Pair-Share Sharing & Responding Graphic Organizer Revising
Activities 1.12-1.16 Understanding Revision and How We Choose To Respond, Revising the Beginning, Middle, and Ending
Writer’s Toolbox: 93, 94-95, 179-183, 487, 553,387-391, 643, 703, & 1045
Writing Workshop: Writing Process Grammar: Verb Tenses Literary Term: Speaking Listening
Completion of pgs 35-37
Rewriting of Prior Work pgs 35 & 37
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
7
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Academic Vocabulary: Sensory Details SB Unit 4: Making Revision Choices
Embedded Assessment 1 Revising a Personal Narrative About Choice
Embedded Assessment 1
Published Work
! Reading Student uses a variety of strategies to determine the main idea or essential message; & Communication Student uses effective listening strategies for informal discussions
Word Map Activity 1.17 Preview the Unit and Unpack Embedded Assessment 2
Academic Vocabulary: Folklore Word Connections: Fable
Completion of pg 43 Student Discussions
Vocabulary Notebook
@ Literary Analysis Student locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;
Predicting Previewing Quickwrite Visualizing Word Map
Activity 1.18 Characters and Choices Novel Except: From “A Single Shard”
What is storytelling? 902-903; Characteristics of the Oral Tradition 904-905; Character Traits: from “Letters from Rifka” 251-257; “Two Kinds” 259-277
Grammar & Usage: Antecedents A Single Shard: www.multcolib.org/talk/guides-single.html; A Single Shard trailer: www.youtube.com/watch?v=9QjGvDPZ__g
Completion of pgs 44 & 49
Quickwrite pg 49
@ Literary Analysis Prewriting Activity 1.19 Icarus and Daedalus, Icarus and Daedalus: Completion of pgs Vocabulary
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
8
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Student locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;
Word Map Introduction to Mythology
916-923; Demeter and Persephone 924-928; Popocatepetl and Ixtlaccihuatl 946-951; The Voyage from the Odyssey 968-971; Sun and Moon in a Box 992–996; How the Snake Got Poison 1000–1002; Are Stories Are Anansi’s 1018–1022
www.youtube.com/watch?v=7W1TZ16W-3k
50-51
Notebook
! Reading Student uses a variety of strategies to determine the main idea or essential message; ! Reading Identifies cause-and-effect relationships; @ Literary Analysis Locates and analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;
Previewing Predicting Oral Reading Marking the Text Summarizing Paraphrasing
Activity 1.20 Structural Elements of a Narrative Plot Myth: Daedalus and Icarus
Literary Analysis: Plot 217
Writing Workshop: Short Story Word Connections: Analogy Academic Vocabulary: Plot Theme
Completion of pgs 52 & 57 Student Discussions
Small Group Discussions pg 58 Writing Prompt pg 58
! Vocabulary Graphic Organizer Activity 1.21 Vocabulary Workshop: Grammar Usage: Completion of chart Vocabulary
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
9
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Development Student identifies advanced word/phrase relationships and their meanings
Brainstorming Know Your Roots: Word Choice
Word Origins 394-395 Borrowed and Foreign Words 888-889
Writing Dialogue on pg 59 Notebook
@ Literary Analysis Student locates and analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language @ Literary Analysis Analyzes elements of characterization, setting, and plot, including rising action, conflict, resolution, theme, and other literary elements;
Previewing Predicting Close Reading Mark the Text Questioning the Text Visualizing Think-Pair-Share Quickwrite
Activity 1.22-1.25 Poor Choices, Symbols, Myths and Reality, & Creation Stories Myths: Phaethon Arachne Raven and the Source of Light
Literary Analysis: Figurative Language 601
Grammar Usage: Topic Sentence Modifiers Writing Workshops: Writing Process and Short Story Academic Vocabulary: Symbol Symbolism
Completion of pgs 70-72; 76-77 Student Discussions Revisit Essential Question #2
Vocabulary Notebook Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Embedded Assessment 2 Creating An Illustrated Myth
The Cay, Letters From Rifka, Red Fern Grows
Embedded Assessment 2
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
10
Quarter 2
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 2: Response to Literary or Expository Text; Procedural Texts Interactive Websites: www.alline.org/euro/middle.html Essential Questions: How do advertisers attempt to influence consumers? How do purpose and audience shape the content in a persuasive text?
Embedded Assessment 1: Analyzing an Advertisement and Creating a New One Embedded Assessment 2: Writing a Letter to the Editor
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
11
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Student analyzes author’s purpose; ! Reading ; Determines the main idea or essential message
Marking the Text Think-Pair-Share Skimming/scanning Summarizing/Paraphrasing Graphic Organizer
Activity 2.1 Preview the Unit and Unpack Embedded Assessment 1
KWL Chart Completion of pg 93 Student Discussions
! Reading Student analyzes author’s purpose; @Literary Analysis Locates and analyzes specific information and perspectives from organizational text features and understand how they affect meaning; & Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker
Graphic Organizer Marking the Text Quickwrite Think-Pair-Share Skimming/Scanning Summarizing Paraphrasing Think Aloud Previewing Predicting
Activity 2.2 Looking at My Choices Article: “Today’s Youth Look to…” Article: from “Ramp to Riches”
Expository Essay: “Life Without Gravity” 423-429; Informational Texts: “Walking for Exercise and Pleasure” 364-366; “2006 Safe Kids…” 367-369
Grammar Usage: Preposition Prepositional Phrases Affect/Effect Word Connections: Analogy Tony Hawk & Shawn White 60 minutes clip
Completion of pgs 94, 96, & 99
Quickwrite pg 100
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
12
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
& Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker
Marking the Text Word Map
Activity 2.3 Consumeropoly
Completion of p 102
Vocabulary Notebook
! Reading Determines the main idea or essential message @Literary Analysis Identifies and analyzes specific information from organizational text; & Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker
Discussion Groups Graphic Organizers Visualizing Word Map
Activity 2.4 Media, Advertising, and Consumer Choices Article: “Facts About Marketing to Children”
Persuasive Speech: “All Together Now” 491-497 Persuasive Essay: The Eternal Frontier” 499-505
Word Connections: Foreign Words Endnotes Footnotes Academic Vocabulary: Media Advertising
Completion of pgs 103, 107, 108-111 Revisit Essential Question #1 Student Discussions
Quickwrite pg 111
@Literary Analysis Student identifies and analyzes specific
Graphic Organizer Marking the Text Summarizing/Paraphrasing
Activity 2.5-2.6 Persuasive Techniques and Advertising Claims
Communications Workshop: Evaluating Media Messages/Advertis
KWHL chart Word Connections: Persuade
Completion of pgs 112-114 Student Analysis
Vocabulary Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
13
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
information from organizational text; &Communication Uses effective listening strategies for informal discussions to connect and build on ideas of a previous speaker
Visualizing Diffusing
ements 710
Videos of TV ads http://www.youtube.com/ Writing Workshop: Persuasive Writing Literary Terms: Rhetorical Question
@Literary Analysis Identifies and analyzes specific information from organizational text; &Communication Uses effective listening and speaking strategies
Graphic Organizer Skimming/Scanning Think-Pair-Share Word Map
Activity 2.7-2.9 Audience in Advertisements: Part One; Common Persuasive Words and Phrases; Audience in Advertisements: Part Two
Informational Texts: “The Rhythms of Rap” 686-688
Videos of TV ads http://www.youtube.com/ http://www.naplesnews.com/ Revisit Essential Question #1 and Introduce Essential Question #2
Completion of pgs 117-120
Vocabulary Notebook
@Literary Analysis Identifies and analyzes specific information from organizational text; % Information and Media Literacy
Marking the Text Skimming/Scanning Word Map Prewriting Drafting Think Aloud
Activity 2.10-2.11 Elements of Advertisements and Analysis of an Advertisement
Print advertisements from magazines Literary Terms: Analyze Writing Workshop: Persuasive Writing
Completion of pg 122-123
Writing Prompt pg 124
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
14
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Student explains how text features aid the reader’s understanding; & Communication Uses effective listening and speaking strategies;
Embedded Assessment #1 Analyzing an Advertisement and Creating a New One
Writing Workshops: Writing Process Persuasive Writing Scoring Guide pg 130
Embedded Assessment #1
Published Work
^Writing Application Student develops formal communication that follows a format with a clearly stated purpose; # Writing Process Drafts, revises, and edits writing
Peer Response Quickwrite Revising Self-Editing
Activity 2.12 Fighting Back
Writing Workshop: Business Letter pgs 982-987; Comparison & Contrast Essay 548-552
Grammar Usage: Standard Business Letters Word Connections: RSVP Writing Workshop: Procedural Texts: Business Letters SB Unit 4: Making Revision Choices
Quickwrite p 132 Business Letter
! Reading Metacognitive Markers Activity 2.13-2.14 Drafting Thesis Word Connections: Student Student
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
15
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Student determines the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details; # Writing Process Identify the purpose and intended audience for writing
Predicting Rereading Think-Pair-Share Prewriting Skimming/Scanning SOAPSTone
What We Choose to Believe and Post-Reading: What We Choose to Believe Article: “America the Not-So-Beautiful”
Statement: p. 700 & 1042
Prosperity Grammar Usage: Parallel Structure Thesis Statement Writing Workshop: Response to Literary, Expository Text, or Persuasive Writing
Discussions Practice Writing a Thesis Statement
Reflections
! Reading Process Analyzes author’s purpose; @ Literary Analysis analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language
Marking the Text Skimming/Scanning SOAPSTone Summarizing Paraphrasing
Activity 2.15 Fact or Opinion? Article: “Buying Into the GREEN movement”
Facts and Opinions: “What Makes a Rembrandt a Rembrandt?” 412-418;
Word Connections: Bio- Degrade Eco- Literary Terms: Oxymoron Grammar Usage: Hyphens Appositive Writing Workshop: Response to Literary or Expository Text
Completion of pg 139
SOAPSTone pg 146 Writing Prompt pg 146
! Reading Process Student uses a
Graphic Organizer Marking the Text
Activity 2.16 News or Views?
Identify Bias and Stereotyping:
Literary Terms: Debate
Completion of pgs 152-153
Vocabulary Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
16
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
variety of strategies to analyze author’s purpose;
Notetaking Think-Pair-Share Word Map
Article: “City Schools Cut Parents’ Lifeline”; Article: “Hang It Up”
“Veteran Returns…” 862-863 “The Wrong Orbit…” 864
Academic Vocabulary: Editorial
# Writing Process Identifies the purpose and intended audience for writing; ^ Writing Application Records information related to a topic
Discussion Groups Graphic Organizer Quickwrite
Activity 2.17 Exploring My Opinions
Article: “Ironing Out Policies…”
Analyze Point of View: “Zoos: Joys or Jails?” 1028-1032
Grammar Usage: Colon
Nonfiction Link: Independent Reading, teacher notes pg 158
Completion of graphic organizer pg 158
Writing Prompt pg 158
! Reading Process Analyzes author’s purpose; @Literary Analysis Analyzes author’s use of word choice to appeal to the reader’s senses and emotions & provide evidence from text to support the analysis
Graphic Organizer Marking the Text Oral reading Rereading Skimming/Scanning
Activity 2.18-2.19 Developing an Argument
Letter to the Editor: Cellphones in School Editorial: “Balancing Act on Cell Phones”
Cause-and-Effect: “The Seasons on Earth” 960-962; “What Gives the Sunrise…” 963-964
Literary Terms: Counter-argument Draconian
Completion of graphic organizer pg 162 Student Discussions
Analysis of Text pg 163
^ Writing Drafting Activity 2.20 Communication Writing Workshop: Completion of Online End of
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
17
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Application Develops and demonstates technical writing the provides information related to real-world tasks
Manipulatives Peer Response Revising Self-Editing
Writing A Letter to the Editor
Workshop: Evaluating a Persuasive Presentation 560
Procedural Texts: Writing a formal letter SB Unit 4: Making Revision Choices
Prewriting pg 165
Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Embedded Assessment 2
Embedded Assessment 2
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
18
Quarter 3
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 3: Response to Literary or Expository Text; Procedural Texts Interactive Websites: www.alline.org/euro/middle.html Essential Questions: What is the relationship between choices and consequences? How does research contribute to the
discovery of solutions?
Embedded Assessment 1: Writing an Analytical Essay
Embedded Assessment 2: Researching and Presenting a Problem and Solution
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
19
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading analyze author’s purpose; ! Reading determines the main idea or essential message; ! Reading analyzes a variety of text structures
Marking the text Think-Pair-Share Skimming/Scanning Summarizing/Paraphrasing
Activity 3.1 Preview the Unit and Unpack Embedded Assessment 1
KWHL Chart Completion of pg 175
@ Literary Analysis Analyzes and applies knowledge of the elements of literary elements; ! Reading Employs a variety of strategies to comprehend grade-level text
Notetaking Adding Word Map Close Reading Graphic Organizer KWHL Chart Predicting Think-Pair-Share
Activity 3.2-3.3 Peeling a Tangerine & Selling the Novel
Poem: “Miracles” 692-694
Academic Vocabulary: Imagery Literary Terms: Simile Metaphor Odes to Common Things by Pablo Neruda
Completion of pgs 176-178
Vocabulary Notebook Quickwrite pg 178
! Reading Analyzes a variety of text structures; @ Literary Analysis Analyzes elements of characterization, setting, & plot including rising action,
Previewing/Predicting Quickwrite Double-Entry Journal Think-Pair-Share Close reading Word Map
Activity 3.4- 3.5 Previewing the Novel & Getting into the Text: A Close Reading of the Prologue
Short Stories: “All Summer in a Day” 99-111; “Suzy and Leah” 113-125;
Grammar Usage: Third Person Analysis
Student Discussions Close Reading of Prologue
Vocabulary Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
20
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
conflict, & resolution
! Reading Determines main idea or essential message ! Reading Identifies cause-and-effect relationships in text @ Literary Analysis Analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution;
Double-Entry Journals Oral Reading Questioning the Text Summarizing/Paraphrasing Predicting
Activity 3.6-3.7 Beginning the Novel & Choices and Consequences One
Poem: “One” 652 Grammar: Independent & Subordinate Clauses 662-663
Literary Terms: Atmosphere Mood Word Connections: Literal Universal
Completion of graphic organizer of choices pg 182-183 Revisit Essential Question #1
Writing Prompt pg 183
# Writing Process Uses prewriting strategies to generate ideas and formulate a plan; # Writing Process Writes a draft appropriate to topic, audience, and purpose
Adding Self-Editing Peer Editing
Activity 3.8 A Memo
Poem: “I’m Nobody” 672
Grammar Usage: Subordinate clause Word Connections: Subordinate Writing Workshop: Writing Process
First Draft of Memo Peer Editing
Revision of Memo
@ Literary Analysis Student will locate and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution,
Quickwrite Double-Entry Journal Self-Editing Close Reading Summarizing/Paraphrasing Think-Pair-Share
Activity 3.9-3.10 First Day of School Experiences & Film Connections
“The Treasure of Lemon Brown” 205-214
Grammar Usage: Appositive Literary Terms: Flashback Foreshadowing
Double-Entry Journal Completion of pg 186 & chart on pg 187-188
Vocabulary Notebook
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
21
Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
& theme Excerpt from: Sandlot or Secondhand Lions
@ Literary Analysis Student will locate and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution, & theme
Double-Entry Journal Questioning the Text Think-Pair-Share Drafting Peer Editing
Activity 3.11-3.12 Lightning Strikes & Wonders of the World
Comparing Characters: 160-175 “The Night the Bed Fell” 162-167; “Stolen Day” 169-174
Writing Workshop: Expository Grammar Usage: Transition
Double-Entry Journal Complete graphic organizer pg 190
Student literary analysis paragraph pg 189
@ Literary Analysis Student analyzes elements of characterization, etc. @ Literary Analysis Locates and analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language; ! Reading Identifies cause-and-effect relationships in text; ! Reading ; Determines the main idea or essential message ;
Drafting Double-Entry Journal Close Reading Role-Playing
Activity 3.13-3.14 The Sinkhole & Amazing Rescues
Poem: ”The Rider” 586 “Life” 604
Grammar Usage: Strong Verbs Coordinating Conjunctions
Completion of chart pg 192 Double-Entry Journal Student transformation of text pg 195
Writing Prompts pg 192
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading ; Analyzes text structure; ! Reading . Compares/contrasts elements of multiple texts
! Reading Analyzes variety of text structures; ! Reading Identifies cause-and-effect relationships in text @ Literary Analysis Locates and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution, & theme;
Discussion Groups Double-Entry Journal Graphic Organizer Visualizing
Activities 3.15-3.16 Choices and Consequences Two & The Choices We Make
Completion of pgs 196-197; 198-200
Writing Prompt pg 197
! Reading Identifies cause-and-effect relationships in text
Graphic Organizer Close Reading Metacognitive Markers Revising Self-Editing
Activity 3.17-3.18 Another New School & Comparing Schools
Expository Essay: “Conversational Ballgames” 431-436 Writing Workshops: Causes-and-Effect Essay 878-884
Grammar Usage: Correlative Conjunctions
Writing Workshop: Expository
Completion of pg 201-202
Writing prompt pg 202
@ Literary Analysis Close Reading Activity 3.19 Reflective Essay: Word Quickwrite pg 203 Double-Entry
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Recommended Formative Assessments
Recommended Summative Assessments
Student analyzes text
Double-Entry Journal Questioning the Text Quickwrite Rereading
The New Team
“Volar: To Fly” 452-456
Connections: Analogies
Journal
! Reading Student determines the main idea or essential message through inferring, paraphrasing, summarizing, and identifying relevant details; ! Reading Analyzes text structures; ! Reading Identifies cause-and-effect relationships in text
Close Reading Discussion Groups Drafting Notetaking Double Entry Journal Quickwrite Marking the Text Brainstorming
Activity 3.20-3.22 Seeing and Understanding, “It’s Just a Game”, & Choices and Consequences Three
Hyperbole: 69; 907-911
Literary Terms: Motif Hyperbole Grammar Usage: Active & Passive Verbs
Draft of Character Analysis pg 205 Double-Entry Journal assignments pg 206 Completion of graphic organizer pg 207-208
Writing Prompt pg 208
! Reading Student analyzes a variety of text structures and explains their impact; ! Reading Identifies cause-and-effect relationships in text; ! Reading Determines the main idea or essential
Notetaking Predicting Think-Pair-Share Questioning the Text Skimming/Scanning Summarizing/ParaphrasingRAFT Sharing/Responding
Activity 3.23-3.25 Novel Structure: Conflict and Plot, Saving the Grove, & Real Life: Bully-Proofing Article: “Bullying in Schools” Article:
Plot and Conflict: “Rikki-tikki-tavi” 227-245
Literary Terms: Conflict Word Connections: Analogy Grammar Usage: Commas in Series Subject/Verb Agreement
Completion of pg 209-211 First Draft of RAFT
Revised RAFT
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
message @ Literary Analysis Analyzes elements of characterization, etc.
“Taming Wild Girls”
! Reading Student uses context clues to determine meanings of unfamiliar words; ! Reading Analyzes author’s purpose; ! Reading Determines the main idea or essential message; ! Reading Compares/contrasts elements in multiple texts @ Literary Analysis Analyzes elements of characterization, etc. @ Literary Analysis Locates and analyzes author’s use of allusions and descriptive, idiomatic, and figurative lang.
Close Reading Double Entry Journal Marking the Text Oral Reading
Activity 3.26-3.27 Saving Paul & Choices and Consequences Four
Comparing Universal Themes: 96; Allusion 395
Literary Terms: Allusion
Student Reponses Choral Reading of Poem Completion of pgs 220-221
Writing Prompt pg 221
! Reading Identifies cause-and-
Drafting Summarizing/Paraphrasing
Activity 3.28-3.29 Paul’s Report to
Poem: “Martin Luther
Word Connections:
Writing Prompts pgs 222-223
Vocabulary Notebook
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
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Recommended Formative Assessments
Recommended Summative Assessments
effect relationships in text; ! Reading Determines the main idea or essential; @ Literary Analysis Locates and analyzes author’s use of allusions and descriptive, idiomatic, and figurative lang.
Discussion Groups Quickwrite Word Map
the Police & What Is a Brother?
King” 670; “After Twenty Years” 372-377 Comparing Irony: “After Twenty Years” 370-377; Communication Workshop: Delivering an Oral Summary 396
Critique
Embedded Assessment 1 Writing an Analytical Essay
Writing Workshop: Response to Literary or Expository Text SB Unit 4: Making Revision Choices
Embedded Assessment #1
Published Work
% Research Student assesses, organizes, and checks the validity and reliability of information in text, using a variety of techniques by examining several sources of information
Skimming/Scanning Brainstorming
Activities 3.30-3.32
Communication Workshop: Conducting an Interview 890; Research Presentation 1054
Academic Vocabulary: Research Writing Workshop: Research Grammar Usage: Parenthetical Citation
Group Discussions Completion of pg 230-234 Revisit Essential Question #2
Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of Unit assessment. Look at the roster reports for detailed assessment results.
Embedded Prewriting & Embedded
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Power Benchmarks
Recommended Strategies
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Recommended Formative Assessments
Recommended Summative Assessments
Assessment 2 Researching and Presenting a Problem and Solutions
Planning of Research
Assessment 2
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Unit Four – (This unit has been incorporated in the previous 3 Units. This
Unit may be taught in conjunction with Units 1, 2, 3, & 5 or in isolation.)
Essential Question 1: Why is it important to revisit, reflect on, and revise previously written texts? What
influences a writer’s choices during the revision process?
Embedded Assessment: Making Revision Choices
Writing Workshops for Unit 4: Writing Process, Short Story, Expository Writing, Response to Literary or
Expository Text, & Research
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
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Recommended Formative Assessments
Recommended Summative Assessments
# Writing Process Student will write a draft appropriate to the topic, audience, and purpose
Marking the Text Think-Pair-Share Skimming/Scanning Summarizing Paraphrasing
Activity 4.1-4.3 Preview the Unit and Unpack Embedded Assessment 1; Revisiting Choices; Revisiting Writing
Writing Workshops: Writing Process Persuasive Writing
Completion of pg 246-253
Quickwrite pg 248 Reflective Prompt pg 253
# Writing Process Student revises and refine the draft for clarity and effectiveness
Prewriting Drafting
Activities 4.4-4.5 Choosing Your Voice, RAFT Brainstorming
Word Connections: Plagiarism
Completion of pgs 254-256
Student Reflections
# Writing Process Student drafts, revises, and edits writing
Brainstorming Quickwrite Word Map
Activity 4.6 Reviewing Revision
Word Connections: Revision Academic Vocabulary: Global Revision
Completion of pgs 257-258
Quickwrite pg 258
# Writing Process Student drafts, revises, and edits writing
Marking the Text Revisiting Prior Work Deleting Substituting
Activities 4.7-4.9 Replacing “Dead Words”; Deleting wordiness; Combining Sentences
Word Connections: Analogy Appositive Prefix ad- Literary Terms: Cliché Grammar Usage: “to be” verbs Complex Sentence
Completion of pgs 259-264
Revision of a Earlier Draft
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
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Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
# Writing Process Student will evaluate draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation
Think Aloud
Activity 4.10 Revising Structure: Rearranging a Text
Completion of pg 265
Published Work
Embedded Assessment Making Revisions Choices
Published Work
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Quarter 4
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative language PowerPoints. It is a great re-teaching activity site Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 5: Script Writing and Poetry Interactive Websites: www.alline.org/euro/middle.html Essential Questions: How does a speaker create and present an effective oral text? How do literary devices enhance a text?
Embedded Assessment 1: Creating and Presenting a Monologue Embedded Assessment 2: Create a Narrative Poem
Key: ! = Reading @ = Lit Analysis # = Writing Process ^ = Writing Application & = Communication % = Information and Media Literacy
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Student uses a variety of strategies to analyze author’s purpose; ! Reading Process Determines main idea or message
Marking the Text Think-Pair-Share Skimming/Scanning Summarizing/Paraphrasing
Activity 5.1 Preview the Unit and Unpack Embedded Assessment 1
KWL chart Completion of pg 275
^ Writing Application Student uses language to express information or preferences in a variety of activities
Predicting Think-Pair-Share Graphic Organizer
Activities 5.2-5.3 Warming Up with Pantomime & Emotional Choices
Movie Excerpt: Hook
Completion of pg 276-279 Student Responses
Vocabulary Notebook
^ Writing Application Student will write a variety of expressive forms
Discussion Groups Marking the Text Quickwrite Think-Pair-Share
Activities 5.4-5.5 A Linear Array of Tones & Writing with Feeling
Comparing Tone & Theme: “The Fox Outwits the Crow”; Aesop’s “The Fox and the Crow” 1036-1038
Word Connections: Analogy Academic Vocabulary: Tone
Group Discussions Quickwrite pg 282
Student Responses pg 281 Writing Prompt pg 282
! Reading Process Student demonstrates the ability to read grade level text orally with accuracy, appropriate rate,
Oral Interpretation Marking the Text Oral Reading Think-Pair-Share TP-CASTT
Activities 5.6-5.7 What We Choose to Emphasize & Choosing to Use Inflection with Poetry
Poetry: “Loo-Wit” 606-607;
Academic Vocabulary: Oral Interpretation Grammar Usage: Ellipsis
Understanding of TPCASTT Completion of pg 286
TPCASTT with another poem
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
and expression; @ Literary Analysis Locates various literary devices, and structure and analyze how they contribute to the mood and meaning in poetry
Poetry: “Choices”
Literary Terms: Inflection Pitch Volume Tempo Phrasing
! Reading Process Demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression; @ Literary Analysis Locates various literary devices, and structure and analyze how they contribute to the mood and meaning in poetry
Marking the Text Oral Reading TP-CASTT Summarizing
Activity 5.8 Choosing to Apply an Understanding of Inflection Poetry: “Stopping By Woods on a Snowy Evening”; “To Satch” ; “Driving to Town Late to Mail a Letter”; “Mother to Son”; “It Happened in Montgomery”
Vocabulary Workshop: Figurative Language 1052-1053 Poetry: “Father William” 676 “Jim” 680
http://www.readwritethink.org “Invictus” by Wlliam Earnest Henley http://www.youtube.com/watch?v=eVi4k44A1Yo
Student Discussions Oral Reading Analysis of Poetry
TPCASTT pg 292
! Vocabulary Development Student uses context clues to determine meanings of unfamiliar words; and determine the
Discussion Groups Summarizing/Paraphrasing Drafting Marking the Text RAFT
Activities 5.9-5.10 Discovering Meaning & Analyzing and Responding to “Casey at the Bat”
Learning About Poetry 574-575 Poetry: “Maestro” 577; “Bailando” 580
Word Connections: Prefixes Multi- Pre- De- Un-
Student Discussions Oral Reading Completion of pg 297
Close Reading of Text
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
correct meaning of words with multiple meanings in context; @ Literary Analysis Locates and analyzes elements of characterization, setting, & plot including rising action, conflict, & resolution, & theme;
Re- Mono- Academic Vocabulary: Monologue You Tube: Who’s On First; James Earl Jones reading of poem
! Reading Process Demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression; @ Literary Analysis Locates and analyzes elements of characterization, etc.
Role Playing Marking the Text Oral Interpretation
Activities 5.11-5.13 Role Playing, Reader’s Theatre, & Reading a Monologue
A Christmas Carol 736-822: “The Monsters Are Due on Maple Street” 833-856
Literary Terms: Persona Writing Workshop: Script Writing
Grammar Usage: Use of punctuation for dramatic effect Word Connections: -nota
Student Improvisations Completion of pg 300 and 308 Students’ reading of monologues
Performance Reflection pg 299 Quickwrite pg 308
Embedded Assessment 1 Creating and Presenting A Monologue
Embedded Assessment #1
Published Work Presentation
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
! Reading Process Student determines main idea or essential message; ! Vocabulary Determine meanings of unfamiliar words using context clues; ! Reading Process Compares/contrasts elements in multiple texts; @ Literary Analysis Analyzes author’s use of allusions ad descriptive, idiomatic, and figurative language; @ Literary Analysis Analyzes the author’s purpose
Close Reading Marking the Text Oral Reading
Activities 5.14-5.17 What Is a Narrative Poem?, A Picture Is Worth 1,000 Words, Narrative Poetry: “The Highwayman”, Poetic Devices at Work
Poetry: “Little Red riding Hood and the Wolf”; “Fifth Grade Auto-Biography”; “The Highwayman”; “Oranges”
Poetry: “The Village Blacksmith” 614; “Fog” 616
Writing Workshop: Poetry
Literary Terms: Parody
Word Connections: Diction
Completion of pgs 317-318 & 327
TP-CASTT pg 322
@ Literary Analysis Analyzes the author’s purpose
Discussion Groups Marking the Text Predicting Quickwrite Think-Pair-Share
Activities 5.18-5.20 Finding a Poem Anywhere, A Poet Talks About Creating Poetry, &
Poem: “The Cremation of Sam McGee” 542
Grammar Usage: Relative Clauses Relative Pronouns Idioms
Student Discussions and Analysis
Online End of Unit Assessment: Go to website: www.springboard.collegeboard.com And have students take the online end of
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Power Benchmarks
Recommended Strategies
SpringBoard Texts
Prentice Hall Texts
Ancillary Materials
Recommended Formative Assessments
Recommended Summative Assessments
Transformation of Text Short Story: “Seventh Grade” Poetry: “Learning to Bargain”; “Disease, Disease”
Unit assessment. Look at the roster reports for detailed assessment results.
Embedded Assessment 2 Creating a Narrative Poem
“How I Learned English” 637; “Annabel Lee” 668
Embedded Assessment #2
Published Narrative Poem
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Addendum 1: Six Traits Research Units Research Paper: The research paper and presentation for each grade level can be an extension of one of the Embedded Assessments found within the SpringBoard Text so there is relevance and continuity for the research.
6th
grade: Unit 5, Embedded Assessment #1 --- Research paper may occur in 4th
quarter 7
th grade: Unit 3, Embedded Assessment #2 --- Research paper may occur in 3
rd quarter
8th
grade: Unit 5, Embedded Assessment #2--- Research paper may occur in 4th
quarter
Research Process Hotlinks: http://www.collierschools.com/research/
Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
6th grade – Focus is Library Oriented:
1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Evaluate 3+ sources and choose 2 articles on the topic 4. Read the articles 5. Take notes on the articles using outlining and note taking strategies 6. Teach paraphrasing and summarizing mini-lessons
7th grade – Focus is Research with Technology
1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify 4+ quality resources on the topic 6. Evaluate sources and choose quality articles
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7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 4 – 5 page research paper answering the essential questions 10. Works Cited page must include a minimum of 4 sources 11. Use MLA format. This should be consistent throughout the paper
8th grade – Focus in on Pre-Laureate Paper and Presentation
1. Define and provide examples of plagiarism 2. Narrow a topic and use S.B. grade specific ideas to tie into curriculum 3. Write essential questions about the topic that will be answered 4. Design a working outline: topic, heading, supporting details – use Roman numerals 5. Use search engines on the computer to identify quality resources on the topic 6. Evaluate at least 7 sources and choose quality articles and sources 7. Read the articles 8. Take notes on the articles using outlining and note taking strategies 9. Write a 6+ page research paper answering the essential questions 10. Works Cited page must include a minimum of 7 sources 11. Use MLA format. This should be consistent throughout the paper
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Addendum #2: Prentice Hall and SpringBoard Alignment
ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
UNIT 1:The Choices We Make
Springboard Unit Goals:
To make connections among texts and to oneself
To explain the role of personal voice in writing
To analyze genres and their organizational structures
Key Matches for Unit Goals from Prentice Hall Literature:
Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738,
742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related activities see: Applying the Big Question: Talk About It & Write About It, 185, 393, 557, 707, 887, 1051 Voice, 93, 388;Voice, create speaker's, 700
Elements of Fiction, 6-7; What is a short story?, 200–201; Elements of short stories, 202–203; Types of Nonfiction, 410-411; What is poetry, 572–573; Poetry, elements, 574–575; Poetry, forms, 583; What is Drama, 722–723; Elements of drama, 724–725; What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905
Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386; Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Theme, 202,
214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Setting, 6, 99, 103, 105, 109, 111, 118, 121, 125, 178, 202, 215, 386
Writing Workshops: Publishing and Presenting, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
To examine the function and use of narrative elements
To use the writing process to prepare drafts for publication
Learning Focus: The Stories of Folklore and Myth, p. 4
SpringBoard Readings:
Poetry: Excerpt from “You,” by Edgar A. Guest
Poetry: “The Road Not Taken,” by Robert Frost
Novel Excerpt: From Staying Fat for Sarah Byrnes, by Chris
Crutcher
Suggested Texts from Prentice Hall Literature:
Icarus and Daedalus, Josephine Preston Peabody, 916-923
Demeter and Persephone, Anne Terry White, 924-928
Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood, 946-951
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Autobiography: From Dust Tracks on a Road, by Zara Neale
Hurston
Short Story: “A Hundred Bucks of Happy,” by Susan Beth Pfeffer
Fiction: “Ditching,” from The Classroom of Life, by Alan
Lawrence Sitomer
The Voyage from the Odyssey, Mary Pope Osborne, 968-971
Sun and Moon in a Box, 992–996
How the Snake Got Poison, 1000–1002
Are Stories Are Anansi’s, 1018–1022
The Fox Outwits the Crow, William Cleary, 1036
The Fox and The Crow, 1038
Academic Vocabulary:
Characterization
Coverage of Academic Vocabulary in Prentice Hall Literature:
Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Characterization, direct/indirect, 160, 175, 202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277, 818, 823, 837, 839, 840, 845, 847, 849, 850, 852, 857
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905; Literary Analysis: Myth, 913; Literary Analysis: folk tale, 1007 Narrative, 8, 18, 23, 45, 78; Autobiographical narrative, 176, 195;
Autobiography, 7, 410, 411, 468
Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240, 241, 242, 243, 245, 386; Resolution, conflict and, 309, 312, 315, 317, 319, 323, 325, 330, 333
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Folklore
Personal Narrative
Plot
Sensory Details
Symbolism
Theme
Sensory language, 576
Symbol, 574, 601, 609, 617 Theme, 202, 214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Comparing Literary Works: Universal themes, 966, 970, 971, 975, 976, 978, 980, 981
Grammar & Usage: Suggested Activities from Prentice Hall Literature:
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
End Marks, p. 10
Semicolon, p. 10
Comma, pp. 10, 28
Dash, pp. 10, 12
Punctuation, 183, 705, 809, 858, 932, 956, 985; also see: Writing Workshop:
Editing and Proofreading, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987,
1049
Activities to Prepare for Embedded Assessment:
1.3 Thinking About Choices I Make (Brainstorming-Graphic
Organizer), p. 8
1.4 The Idea of Choice (Word Map), p. 9
1.5 Choices Have Consequences (Literary Terms: Rhyme), p. 10
1.6 Three Choices That Reveal Character, p. 11
Suggested Activities from Prentice Hall Literature:
Students use a variety of graphic organizers to comprehend material in
Prentice Hall Literature: Language and Literacy. See pages 45, 67, 125, 149,
245, 277, 333, 359, 437, 457, 503, 525, 617, 661, 681, 769, 802, 857, 931, 955,
1003, and 1023.
Rhythm and Rhyme, 665, 668, 673, 679, 680, 681
Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267,
277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852,
857, 866, 1007
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
1.9 The Choices We Make (Transitions). P. 26
1.12 Understanding Revision, p.31
1.14, 1.15, 1.16 Revising the Beginning, Middle and End, pp. 34–
37
Transitions, 94, 486, 771, 826, 859, 882, 1044
Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,
984, 1044
Embedded Assessment 1:
Revising a Personal Narrative About Choice, p. 38
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Autobiographical Narrative, 176–183; Short Story, 384–
391; Writing: Journal Entry, 279; Anecdote, 335
Learning Focus: Writing Original Stories, p. 42
SpringBoard Readings:
Novel: From A Single Shard, by Linda Sue Park, p. 44
Myth: “Daedalus and Icarus,” by Geraldine McCaughrean
Myth: “Phaethon,” by Bernard Evslin
Myth: “Arachne,” by Olivia Coolidge
Suggested Texts from Prentice Hall Literature:
Icarus and Daedalus, Josephine Preston Peabody, 916-923
Demeter and Persephone, Anne Terry White, 924-928
Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood, 946-951
The Voyage from the Odyssey, Mary Pope Osborne, 968-971
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Myth: “Rand and the Sources of Light,” by Donna Rosenberg
Grammar & Usage:
Topic Sentence, p. 67
Suggested Activities from Prentice Hall Literature:
Thesis statement, write, 641; Topic, find/choose, 177, 302, 484, 549, 1041
Activities to Prepare for Embedded Assessment:
1.17 Folk Literature, p. 43
1.18 Character and Choices, p. 44
1.19 Introduction to Mythology, p. 50
Suggested Activities from Prentice Hall Literature:
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905;
Folk Tale, 1007, 1010, 1014, 1020, 1023
The following myths and legends involve characters making choices: “Icarus
and Daedalus,” 916; “Demeter and Persophone,” 294; “Popocateptl and
Ixtlaccihuatl,” 946
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905
Roots, 94, 101, 102, 107, 112, 121, 122, 129, 272, 283, 284, 297, 302, 315,
316, 329, 490, 495, 496, 507, 562, 569, 570, 581, 706, 733, 856, 865, 866, 873,
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1.21 Know Your Roots: Word Choice, p. 59
1.23 Symbols, p. 71
1.24 Myths and Reality, p. 73
1.25 Creation Stories, p. 76
934, 939, 940, 953
Symbol, 574, 601, 609, 617
Myths, 913, 916, 918, 921, 927, 931; Legend and Fact, 935, 939, 943, 951, 954,
955; also see: 946
Embedded Assessment 2:
Creating an Illustrated Myth, p. 81
Suggested Activities from Prentice Hall Literature:
Writing Activity: Myth; Writing Workshop: Short Story, 384–391; also see:
Myth, 905, 913, 916, 918, 921, 927, 931
UNIT 2:What Influences My Choices?
Springboard Unit Goals:
To understand how our lives are affected by persuasion
To identify and analyze persuasive techniques, appeals, language, and images in print and nonprint texts
Key Matches for Unit Goals from Prentice Hall Literature:
Informational Texts
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To create persuasive advertisements and to write persuasive letters to the editor
Analyzing author’s argument (web page and textbook article), 462–467
Identify author’s perspective (review and interview), 812–817
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
Communications Workshop
Evaluating Media Messages/Advertisements, 710
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Integrated Language Skills
Writing: Persuasive Letter, 505
Writing: Letter to the Editor, 361
Listening and Speaking: Public Service Announcement, 505
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Timed Writing: Editorial, 1033
Daily Bellringer Activities
Using Persuasive Techniques (Week 1, Day 3), p. 2
Writing Persuasively (Week 7, Day 2), p. 14
Making judgments (Week 25, Day 3), p. 50
Learning Focus: Persuasive Advertising, p. 92
SpringBoard Readings:
Informational Text: “Today’s Youth Look to Advertising as Much
as Their Friends When Making Purchase Decisions,” from Harris
Interactive
Online Article: “Tiger Woods: Billion Dollar Athlete,” by Mark
Simmons
Informational Text: “Facts About Marketing to Children,” from
The Center for a New American Dream
Coverage of Persuasive Advertising in Prentice Hall Literature:
Communications Workshop
Evaluating Media Messages/Advertisements, 710
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Informational Texts
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
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Academic Vocabulary:
Consumerism
Media
Persuasion
Audience
Purpose
Editorial
Coverage of Academic Vocabulary in Prentice Hall Literature:
Communications Workshop
Evaluating Media Messages/Advertisements, 710
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Informational Texts
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
Activities to Prepare for Embedded Assessment:
2.4 Media, Advertising, and Consumer Choice, p. 103
2.5 Persuasive Techniques, p. 112
Suggested Activities from Prentice Hall Literature:
Communications Workshop
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2.6 Advertising Claims, p. 115
2.7 Audience in Advertisements: Part One, p. 117
2.8 Common Persuasive Words and Phrases, p. 118
2.9 Audience in Advertisements: Part Two, p. 120
2.10 Elements of Advertisements, p. 121
2.11 Analysis of an Advertisement, p. 123
Evaluating Media Messages/Advertisements, 710;
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Research and Technology
Ad, help-wanted, 527
Informational Texts
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
Embedded Assessment 1:
Analyzing an Advertisement and Creating a New One, p. 125
Suggested Activities from Prentice Hall Literature:
Communications Workshop:Evaluating Media Messages/Advertisements, 710;
Listening and Speaking: Public Service Announcement, 505
Learning Focus: Persuasive Writing, p. 131
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SpringBoard Readings:
Persuasive Essay: “America the Not-so Beautiful,” from Not
That You Asked, by Andrew Rooney
Feature Article: “Buying into the Green Movement,” by Alex
Williams
Article: “City Schools Cut Parents’ Lifeline 9the Cellphone)” by
Elissa Goodman
Editorial: “Hang It Up,” by Jesse Scaccia
Article: “Ironing Out Policies on School Uniforms,” by Carol
Matsinger
Letter to the Editor: “Cellphones in School”
Editorial: “Balancing Act on Cell Phones”
Suggested Texts from Prentice Hall Literature:
Persuasive Speech: “All Together Now,” Barbara Jordan, 494-499
Persuasive Essay: The Eternal Frontier,” Louis L’Amour, 500-503
Editorial: “Zoos: Joys or Jails? 1029-1030
Editorial: Kid Territory: Why Do We Need Zoos? 1031-1032
Activities to Prepare for Embedded Assessment:
2.15 Fact or Opinion? p. 139
2.16 News or Views? P. 147
2.17 Exploring My Opinions, p. 155
Suggested Activities from Prentice Hall Literature:
Fact or Opinion, 491, 495, 497, 501, 503, 507, 511, 515, 519, 522, 525, 528;
Communications Workshop:Evaluating Media Messages/Advertisements, 710
Writing: Letter to the Editor, 361; Persuasive Letter, 505; Listening and
Speaking: Public Service Announcement, 505; Timed Writing: Editorial, 1033;
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2.18 Developing and Argument, p. 159
2.19 Reading an Editorial, p. 161
2.20 Writing a Letter to the Editor, p. 165
Informational Texts: Editorials, Identify bias and stereotyping, 862–865;
Analyze point of view, 1028–1033
Embedded Assessment 2:
Writing a Letter to the Editor, p. 166
Suggested Activities from Prentice Hall Literature:
Writing: Letter to the Editor, 361
UNIT 3:Our Choices and Life’s Lessons
Springboard Unit Goals:
To make connections between or among texts and your own lives
Key Matches for Unit Goals from Prentice Hall Literature:
Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157, 181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487, 509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738, 742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related
activities see: Applying the Big Question: Talk About It & Write About It, 185, 393, 557, 707, 887, 1051 Novel and Novella, 6; Novel Excerpts: from An American Childhood, 52-61; from Barrio Boy, 80-85; from Angela’s Ashes, 140-149; from Letters from Rifka, 252-259; Two Kinds from The Joy Luck Club, 260;
Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23 Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–
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To analyze, interpret, and evaluate a novel on a variety of levels and for a variety of purposes
To read with fluency and apply appropriate language conventions (sentence structure, usage, punctuation) in oral reading, discussion, and writing
To conduct research and present a convincing argument
1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey,
683, Costume Plans, 771; Research Presentation, 1054
Learning Focus: Understanding Literary Analysis, p. 174
SpringBoard Readings:
Novel: Tangerine, by Edward Bloor
Article: Excerpt from “Bullying in Schools,” by Hilda Clarice
Quiroz, June Lane Arnette, Ronald D. Stephens
Article: “Taming Wild Girls,” by Jeffrey Kluger
Poem: “To an Athlete Dying Young,” by A. E. Housman
Suggested Texts from Prentice Hall Literature:
From An American Childhood, Annie Dillard, 50-59
The Luckiest Time of All, Lucille Clifton, 60-67
My First Free Summer, 132–136
The Treasure of Lemon Brown, Walter Dean Myers, 204-215
Letters From Rifka, Karen Hesse, 250-257
The Third Wish, Joan Aiken, 310-319
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Amigo Brothers,Piri Thomas, 320-333
Volar: To Fly, 452–456
No Gumption, 474–482
All Together Now, 494–496
The Eternal Frontier, 500–502
A Christmas Carol, Act 1, 740–768
Academic Vocabulary:
Imagery
Point of View
Literary Analysis
Coverage of Academic Vocabulary in Prentice Hall Literature:
Imagery, 692
First/third person, 6; Omniscient/limited, 49; also see: Point of view: fiction/nonfiction, 7, 10, 53, 58, 59, 65, 66, 67 Critical Reading: Respond to Big Question, 184, 392, 556, 706, 886, 1050;
Respond, 21, 30, 44, 58, 66, 85, 110, 124, 136, 148, 199, 215, 224, 244, 256, 276, 295, 318, 332, 340, 358, 419, 428, 436, 473, 482, 496, 502, 514, 541, 546, 581, 608, 616, 635, 638, 654, 660, 672, 680, 735, 768, 806, 856, 873, 876, 911, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022, 1037, 1038 Writing Workshops: Problem and Solution Essay, 640–645
Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–1049; Research and Technology: Annotated Bibliography, 21, Biographical Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey, 683, Costume Plans, 771; Research Presentation, 1054
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Problem/Solution Essay
Research
Grammar & Usage:
First-Person Perspective, p. 179
Present Tense, p. 179
Subordinate Clause, p. 184
Transition, p. 191
Suggested Activities from Prentice Hall Literature:
First/third person, 6; Omniscient/limited, 49; also see: Point of view:
fiction/nonfiction, 7, 10, 53, 58, 59, 65, 66, 67
Verb Tense, 278, 305, 882, R41, R42
Clause, 662, R41
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Strong Verbs, p. 192
Subordinating Conjunction, p. 184
Coordinating Conjunctions, p. 195
Correlative Conjunctions, p. 201
Active and Passive Voice, p. 206
Transitions, 94, 486, 771, 826, 859, 882, 1044
Verb, 246, 278, 305, 388, 598, 882, R40, R41, R42
Conjunctions, 438, 487, 662, 703
Voice, 388
Activities to Prepare for Embedded Assessment:
3.2 Peeling a Tangerine (Literary Terms: Simile and Metaphor),
p. 176
3.7 Choices and Consequences, p. 182
3.15 Choices and Consequences Two, p. 196
Suggested Activities from Prentice Hall Literature:
Figurative language, 574, 601, 607, 609, 613, 615, 617
Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267,
277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852,
857, 866, 1007
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3.10 Film Connections (Literary Terms: Flashback and
Foreshadowing), p. 186
3.18 Introduction to Mythology, p. 202
3.23 Novel Structure: Conflict and Plot, p. 209
Flashback and Foreshadowing, 203, 204, 212, 215
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905;
Myths, 913, 916, 918, 921, 927, 931
Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240,
241, 242, 243, 245, 386; Resolution, conflict and, 309, 312, 315, 317, 319, 323,
325, 330, 333
Embedded Assessment 1:
Writing an Analytical Essay, p. 224
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Comparison and Contrast, 548–555; Persuasive Essay,
698–705; Cause and Effect Essay, 878–885
Learning Focus: Real-World Situations, p. 229
Grammar & Usage:
Direct Quotation and Parenthetical Citation, p. 234
Suggested Activities from Prentice Hall Literature:
Bibliography, 1048, 1049; Citing Sources, R34–R35; Quotations, 183, 307, 391,
396, 1004, R43
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Activities to Prepare for Embedded Assessment:
3.30 Brainstorming for a Research Project, p. 230
3.31 Evaluating My Sources: How Reliable Are They? P. 231
3.32 Creating an Annotated Bibliography, p. 234
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–
1049
Library resources, use, 879, 982; Research Report, 1040–1049; Informational
Texts: Web page and textbook article, 462–467
Biographical Report, 69; Use Primary and Secondary Sources, 1041; Avoid
Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck,
21; Citing Sources, R34–R35
Embedded Assessment 2:
Researching and Presenting a Problem and Solutions, p. 235
Suggested Activities from Prentice Hall Literature:
Writing Workshops: Problem and Solution Essay, 640–645
UNIT 4:Reflecting on My Choices
Springboard Unit Goals:
To revisit and evaluate previously written texts
Key Matches for Unit Goals from Prentice Hall Literature:
Reflecting On Your Writing & Rubric for Self-Assessment, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049
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To recognize how audience and format influence voice
To understand the difference between revising and editing
Voice, 93, 388;Voice, create speaker's, 700; Prewriting, 92, 177, 302, 385,
484, 549, 640, 699, 824, 879, 982, 1040 Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882, 984, 1044; Editing and Proofreading, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987, 1049
Learning Focus: A Writer’s Choice, p. 245
Academic Vocabulary:
Voice
Revision
Global Revision
Coverage of Academic Vocabulary in Prentice Hall Literature:
Voice, 93, 388;Voice, create speaker's, 700; Communications Workshop, 188, 396, 560, 710, 890, 1054
Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826,
882, 984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045
Grammar & Usage:
Verb Tenses, p. 260
Comma in a Series, p. 264
Suggested Activities from Prentice Hall Literature:
Verb tense, 278, 305, 882
Commas, 956, 985
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Complex Sentence, p. 264
Complex sentence, 682, R41
Activities to Prepare for Embedded Assessment:
4.4 Choosing Your Voice, p. 254
4.5 RAFT Brainstorming, p. 256
4.6 Reviewing Revision, p. 257
4.7 Reviewing: Replacing “Dead Words,” p. 259
4.8 Revision: Deleting Wordiness, p. 260
Suggested Activities from Prentice Hall Literature:
Voice, 93, 388;Voice, create speaker's, 700; Communications Workshop,188,
396, 560, 710, 890, 1054
Writing Workshop: Prewriting, 92, 177, 302, 385, 484, 549, 640, 699, 824, 879,
982, 1040
Writing Workshop: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,
984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045
Revising: Word choice, 94, 527, 1025; Nouns, 95, 180; Details, 94, 388, 552,
642, 984
Revising: Sentences, 487, 552, 643, 702, 1044
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4.9 Revision: Combining Sentences, p. 262
4.10: Revising Structure: Rearranging a Text, p. 265
Revising: Organization, 94, 1044; Paragraph, beginning new, 882; Conclusion,
552; Introduction, sharpen, 552; Ideas, 94, 304, 527, 702, 882
Embedded Assessment 1:
Making Revision Changes, p. 266
Suggested Activities from Prentice Hall Literature:
Writing Workshop: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,
984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045
UNIT 5:How We Choose to Act
Springboard Unit Goals:
To learn to communicate in a variety of forms (verbal, nonverbal)
Key Matches for Unit Goals from Prentice Hall Literature:
Writing Workshops, 92–97, 176–183, 302–307, 384–391, 484–489, 548–555,
640–645, 698–705, 824–829, 878–885, 982–987, 1040–1049;
Communications Workshop, 188, 396, 560, 710, 890, 1054
Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also
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To improve skills in oral reading and presentation
To increase textual analysis skills and apply them to a variety of genres
see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely, 421, according to punctuation, R23
Critical Reading: Respond to Big Question, 184, 392, 556, 706, 886, 1050; Respond, 21, 30, 44, 58, 66, 85, 110, 124, 136, 148, 199, 215, 224, 244, 256, 276, 295, 318, 332, 340, 358, 419, 428, 436, 473, 482, 496, 502, 514, 541, 546, 581, 608, 616, 635, 638, 654, 660, 672, 680, 735, 768,
806, 856, 873, 876, 911, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022,
1037, 1038
Learning Focus: Performing with a Purpose, p. 274
SpringBoard Readings:
Poetry: “Choices,” by Nikki Giovanni
Poetry: “Stopping by Woods on a Snowy Evening,” by Robert
Frost
Poetry: “To Satch,” by Samuel Allen
Poetry: “Driving to Town Late to Mail a Letter,” by Robert Bly
Poetry: “Mother to Son,” by Langston Hughes
Poetry: “It Happened in Montgomery,” by Phil W. Petrie
Suggested Texts from Prentice Hall Literature:
“The Rider,” Naomi Shihab Nye, 586
“Seal,” William Jay Smith, 588
“Winter,” Nikki Giovanna, 594
“Forsythia,” Mary Ellen Scott, 595
“Life,” Naomi Long Madgett, 604
“The Village Blacksmith,” Henry Wadsworth Longfellow,614
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Poetry: “Casey at the Bat,” by Ernest Lawrence Thayer
Monologue: “Eye Contact,” by Deborah Karczewski
Monologue: “Snob,” by Deborah Karczewski
Monologue: “Roommate,” by Deborah Karczewski
Monologue: “Mr. Perfect,” by Deborah Karczewski
Monologue: “Family Addition,” by Deborah Karczewski
Monologue: “Too Young for …/” by Deborah Karczewski
Monologue: “Party,” by Deborah Karczewski
“I’m Nobody,” Emily Dickinson, 672
“Father Wiliiam,” Lewis Carroll, 676
“Stopping By Woods on a Snowy Evening,” Robert Frost, 678
My Head Is Full of Starshine, Peg Kehret (monologue), 874
All Summer in a Day, Ray Bradbury, 102–110
Two Kinds from Joy Luck Club, Amy Tan, 260–276
Seventh Grade, Gary Soto, 290–295
The Third Wish, Joan Aiken, 312–318
Mother to Son, Langston Hughes, 613–614
How I Learned English, Gregory Djanikian, 637–638
Stopping by Woods on a Snowy Evening, Robert Frost, 679
Academic Vocabulary:
Oral Interpretation
Coverage of Academic Vocabulary in Prentice Hall Literature:
Poetry Reading, 663; Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story, 707, 1005; Dramatic Reading, 47
Tone, use appropriate, 984; Tone, 8, 1034
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Tone
Monologue
Narrative Poem
Poetic Devices
Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story,
707, 1005; Dramatic Reading, 47
Narrative poetry, 544, 545, 546, 575, 575, 628
Poetry, elements, 574–575; Figurative Language, 607, 609, 613, 615; Sound Devices, 647, 651, 654, 655, 661; Rhythm and Rhyme, 665, 668, 673, 679, 680, 681
Grammar & Usage:
Ellipsis, p. 284
Monologues, p. 301
Suggested Activities from Prentice Hall Literature:
For related information see Punctuation, page R43.
Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story, 707,
1005; Dramatic Reading, 47
Activities to Prepare for Embedded Assessment:
5.4 A Linear Array of Tones, p. 280
Suggested Activities from Prentice Hall Literature:
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5.7 Choosing to Use Inflection with Poetry, p. 284
5.9 Discovering Meaning, p. 293
5.11 Role Playing, p. 298
5.12 Reader’s Theater, p. 300
5.13 Reading a Monologue, p. 301
Tone, use appropriate, 984; Tone, 8, 1034
Poetry Reading, 663; also see: Rhythmic Presentation, 707
Critical Thinking, 590, 596, 608, 616, 654, 660, 672, 680; After You Read, 591,
597, 609, 617, 655, 661, 673, 681
Dramatic monologue, 809; Dramatic reading, 47; Interview, 151, 557, 890;
News story, 335; Television news report, 1025
Dramatic Monologue, 809; also see: Rhythmic Presentation, 707; Story, 707,
1005
Embedded Assessment 1:
Creating and Presenting a Monologue, p. 309
Suggested Activities from Prentice Hall Literature:
Dramatic Monologue, 809; also see: Rhythmic Presentation, 707; Story, 707,
1005
Learning Focus: Writing Narrative Poetry, p. 315
SpringBoard Readings: Suggested Texts from Prentice Hall Literature:
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Poetry: “Little Red Riding Hood and the Wolf,” by Roald Dahl
Poetry: “Fifth Grade Autobiography,” by Rita Dove
Poetry: “The Highwayman,” by Alfred Noyes
Poetry: “Oranges,” by Gary Soto
Short Story: “Seventh Grade,” by Gary Soto
Interview: “Questions and Answers About Poetry,” from A Fire
in My Hands, by Gary Soto
Poetry: “Learning to Bargain,” by Gary Soto
“The Highwayman,” Alfred Noyes, 630
“How I Learned English,” Gregory Djanikian, 636
“Annabell Lee,” Edgar Allan Poe, 668
Pat Mora discusses Poetry, 572–573; Model Selections, 577, 578, 579, 580;
Pat Mora on Supporting a Point, 701
Seventh Grade, Gary Soto, 290-293
Grammar & Usage:
Varying Sentence Lengths, p. 324
Suggested Activities from Prentice Hall Literature:
Compound sentence, 682; Compound-complex sentence, R41; also see:
Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643,
702, 1044
Activities to Prepare for Embedded Assessment:
5.14 What Is a Narrative Poem, p. 316
5.17 Poetic Devices at Work, p. 328
Suggested Activities from Prentice Hall Literature:
Narrative Poetry, 544, 545, 546, 575, 575, 628
Poetry, elements, 574–575; Figurative Language, 607, 609, 613, 615; Sound
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ENGLISH TEXTUAL POWER, LEVEL 2 PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
5.19 A Poet Talks About Creating Poetry, p. 335
Devices, 647, 651, 654, 655, 661; Rhythm and Rhyme, 665, 668, 673, 679, 680,
681
Pat Mora discusses Poetry, 572–573; Model Selections, 577, 578, 579, 580;
Pat Mora on Supporting a Point, 701
Embedded Assessment 2:
Creating a Narrative Poem, p. 343
Suggested Activities from Prentice Hall Literature:
Lyric Poem, 599; Poem, 683; also see: What is poetry, 572–573
Addendum #3: Sacred Book List
Lists were compiled from:
1. Collier County Public School Current “Sacred Book” list
2. Sunshine State Young Readers’ Novels
3. Sunshine State: Florida Teen Reads
4. Reader’s Journey Novels
5. SpringBoard Suggested Novels
6. Prentice Hall Literature Suggested Novels
7. Janet Allen Suggested Novels
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
67
8. College Board Top 100 Novel
List
9. Advanced Placement
Recommendations:
High School Teacher
Syllabi
College Board A.P. Literature Suggestions
College Board A.P. Language Suggestions
Novels from A.P. Free Response Questions
KEY
+Sunshine State Young Readers Award Program
^Advanced Honors
-Reader’s Journey
* Spring Board
Middle School Book List 6th grade
Title Author Lexile SpringBoard
*Dragonwings Yep, Laurence
870
*Holes Sachar, Louis 660
*Island of the Blue Dolphins O'Dell, Scott 1000
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
68
*Taking Sides Soto, Gary 750
Reader’s Journey
-A Long Way from Chicago Peck, Richard 750
-Things Not Seen Clements, Andrew 690
-Miracle’s Boys Woodson, Jacqueline 660
-Bearstone Hobbs, Will 780
-Redwall Redwall 800
-Tarantula in My Purse: And 172 Other Wild Pets, The
George, Jean Craighead 830
-Strong Right Arm: The Story of Mamie “Peanut” Johnson, A
Green, Michelle Y. 860
-Boy 1090
-Westing Game, The Raskin, Ellen 750
-Pushing Up the Sky: Seven Native American Plays for Children
Bruchac, Joseph NP
-Liberation of Gabriel King Going, K.L. 780
-Hero’s Trail
Barron 850
-Mousetrap, The Christie, Agatha NP
-Hiroshima Yep, Laurence 660
-Play to Win Jongh, James de and Carles Cleveland NP
CCPS Recommendations
A Wrinkle in Time L'Engle, Madeleine 740
Call it Courage Sperry, Armstrong 830
Hatchet Paulsen, Gary 1020
My Side of the Mountain George, Jean Craighead 810
Tuck Everlasting Babbitt, Natalie 770
The Heart of a Chief Bruchac, Joseph 750
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
69
Incredible Journey Burnford, Sheila 1320
Journey Home
King of the Wind Henry, Marguerite 830
M.C. Higgins the Great Hamilton, Virginia 620
Shark Beneath the Reef George, Jean Craighead 800
Sing Down the Moon O'Dell, Scott 820
My Brother Sam is Dead Collier, James Lincoln and Christopher Collier
770
Out of the Dust
Advanced
^Cheaper by the Dozen Gilbreth, Frank and Ernestine Carey 890
^Freedom’s Crossing Clark, Margaret Goff 720
^Swiss Family Robinson Wyss, Johann 910
^Treasure Island Stevenson, Robert Louis 1070
Sunshine State Young Readers
+Rules Rules, Cynthia NP
+Hurt Go Happy Rorby, Ginny 870
Prentice Hall
A Backwoods Boy White, Bailey NP
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
70
Title Author Lexile SpringBoard
*Tangerine Bloor, Edward 680
*The Call of the Wild London, Jack 790
*Dogsong Paulson, Gary 930
*Julie of the Wolves Craighead, George 860
*Sukey and the Mermaid San Souci, Robert 820
Reader’s Journey
-Rules of the Road Bauer, Joan 850
-Fast Sam, Cool Clyde, and Stuff Myers, Walter Dean 860
-Heat Lupica, Mike 940
-Stand Tall Bauer, Joan 520
-Who Moved My Cheese Johnson, Spencer 880
-Oddballs Sleator, William 1010
-F is for Freedom
-Touching Spirit Bear Mikaelsen, Ben 670
-Crazy Loco Rice, David 830
-Storm Breakers Horowitz, Anthony
-Novio Boy Soto, Gary NP
-Doors
-Lost in Yonkers Neil Simon NP
-Kid Who Invented the Popsicle: And Other Extraordinary Stories Behind Everyday Things
7th grade
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
71
-Portraits of African-American Heroes Bolden, Tonya 1140
-Watsons Go To Birmingham Curtis, Christopher Paul 1000
CCPS Supplementary
The Cay Taylor, Theodore 860
A Christmas Carol Sims, Lesley 510
The Contender Lipsyte, Robert 760
Esperanza Rising Ryan, Pam Munoz 750
Goodbye, Vietnam Whelan, Gloria
Local News Soto, Gary 770
The True Confessions of Charlotte Doyle Avi 740
Where the Red Fern Grows Rawls, Wilson 700
Adventure of Ulysses
Child of the Owl Yep, Laurence 720
Clay Marble Ho, Minfong 860
Famous Stories for Performance
I, Juan the Pareja De Trevino, Elizabeth B. 1100
Jaguar Smith, Roland 690
Letters from Rifka Hesse, Karen 660
Lupita Manana Beatty, Patricia 760
Red Scarf Girl Jiang, Ji-Li 780
Sounder Armstrong, William H. 900
Advanced
^Adventures of Tom Sawyer Mark Twain 490
^The Call of the Wild Jack London 790
^A Paradise Called Texas Shefelman, Janice Jordan NP
Sunshine State Young Readers
+Eggs Spinelli, Jerry NP
Prentice Hall
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
72
No Gumption Baker, Russell NP
An American Childhood Dillard, Annie 1040
Angela’s Ashes McCourt, Frank 1110
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
73
Title Author Lexile SpringBoard
*The Giver Lowry, Lois 760
*Terrible Things: An Allegory of the Holocaust Bunting, Eve NP
Reader’s Journey
-Thwonk 860
-Baseball’s Biggest Bloopers: The Games That Got Away
NP
-Famous Hispanic Americans Morey, Janet and Wendy Dunn 1170
-An Island Like You: Stories of the Barrio Cofer, Judith Ortiz NP
-Al Capone Does My Shirts Choldenko, Gennifer 600
-Code Talker Bruchac, Joseph 910
-We Just Want to Live Here Rifa’l, Amal; Ainbinder, Odelia with Tempel, Sylke
920
-Open your Eyes: Extraordinary Experiences in Faraway Places
Davis, Jill NP
-Under the Royal Palm NA
-Devil’s Arithmetic, The Yolen, Jane 730
-Under the Baseball Moon Ritter, John H 750
-Maus: A Survivor’s Tale Speigelman, Art NP
-Nerdlandia Soto, Gary NP
-Effect of Gamma Rays on Man-in-the-Moon Marigolds, The
Zindel, Paul NP
-Monster Myers, Walter Dean 670
-Ultimate Robot Malone, Robert 1230
-Famous Hispanic Americans Morley, Janet 1170
CCPS Recommendations
8th Grade
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
74
The Cay Taylor, Theodore 860
A Christmas Carol Dickens, Charles 1080
The Contender Lipsyte, Robert 760
Esperanza Rising Ryan, Pam Munoz 750
Goodbye, Vietnam Whelan, Gloria 810
Local News Soto, Gary 820
The True Confessions of Charlotte Doyle Avi 740
Where the Red Fern Grows Rawls, Wilson 700
Adventure of Ulysses NA
Child of the Owl Yep, Laurence 920
Clay Marble Ho, Minfong 860
Famous Stories for Performance NP
I, Juan de Pareja De Trevino, Elizabeth B. 1100
Jaguar
Letters from Rifka Hesse, Karen 660
Lupita Manana Beatty, Patricia 760
Red Scarf Girl Jiang, Ji-Li 780
Sounder Armstrong, William H. 900
Advanced
^Adventures of Tom Sawyer Twain, Mark 750
^*The Call of the Wild London, Jack 1120
^A Paradise Called Texas NP
Sunshine State Young Readers
+Peak Smith, Roland 780
Prentice Hall
Cub Pilot on the Mississippi Twain, Mark NP
An American Childhood Dillard, Annie 1040
Travels with Charley Steinbeck, John NP
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
75
I Know Why the Caged Bird Sings Angelou, Maya 1330
Anne Frank: The Diaries of a Young Girl Frank, Anne NP
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
76