· web viewuse a short story and a paired work of nonfiction (earl hamner webquest) students...

Greene County Public Schools

7th Grade Language Arts Curriculum & Pacing Guide 2018-2019 Quarter One

Ongoing standards: 7.4f Use word reference materials to determine meanings and etymology 7.4f g Extend generalized and specialized vocabulary through speaking, listening, reading, and writing general and cross- curricular vocabulary through speaking, listening, reading, and writing 7.8h f Use correct spelling for commonly used words

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive Level

VerticalAlignment

Vocabulary Cross-curricular Connections

8/16 – 8/19

Introduction to Classroom/ Pre-Assessments

8/22 – 8/267.5ce

7.5bf

7.5d

7.4a

7.4b

-The student will identify conventional elements and characteristics of a variety of genres, including: short stories, novels, poetry, folktales, myths, legends, fables, plays, essays, biographies, autobiographies(Bloom’s=Understand)

-Compare and contrast various forms and genres of fictional text(Bloom’s=Analyze)

Differentiate between first and third person point-of-view.

-Identify word origins and derivations(Bloom’s Understand)

-Use roots, affixes, synonyms, and antonyms to expand vocabulary(Bloom’s=Understand)

What are the different genres of literature? How can you identify a particular genre?

*Students read and categorize short samples of different genres*Begin year-long study of roots and origins of words, which will be focused on weekly and in each short story/ nonfiction work

Students should be able to:

-differentiate between fiction and nonfiction

GenreFiction

NonfictionShort Story

NovelPoetryPlay

FolktalesEssay

BiographyAutobiography

Suggested paired nonfiction:

biography of a mathematician

8/29 – 9/27.5a

7.8f

7.6a

-Describe the elements of narrative structure including: setting, character development, plot structure, theme, and conflict, and how they influence each other. including initiating event, rising action, climax, falling action, and resolution(Bloom’s=Understand)

-Demonstrate understanding of sentence formation by identifying the eight parts of speech—nouns(Bloom’s=Remember)-Use prior and background knowledge as a context for new learning in nonfiction

How does an author make deliberate choices to create literary works? How does an author organize a work of literature to build suspense?

*Use a short story and a paired work of nonfiction.*Students write a paragraph about the works and then identify nouns within their writing*Plot Diagram/Flow Map Project*Paideia Seminar using paired nonfiction.Suggested short story: “Seventh Grade” by Gary Soto


-identify parts of plot

NarrativePlot

Initiating EventRising Action

ClimaxFalling Action

ResolutionParts of Speech

Noun

Suggested paired nonfiction:

Article about Mexican-American

teens

9/6 – 9/97.5a

7.8f

7.8e d

7.6ih

7.6i

-Describe the elements of narrative structure including: character with an emphasis on characterization and dynamic and static characters(Bloom’s=Analyze)

-Demonstrate understanding of sentence formation by identifying the eight parts of speech—verbs(Bloom’s=Remember)

-Edit for verb tense consistency and point of view(Bloom’s=Understand)

-Summarize text identifying supporting details in nonfiction

Create an objective summary including main idea and supporting details.

How does an author reveal a character and his/her traits?

*Use a short story and a paired work of nonfiction (Earl Hamner webquest)*Students write a paragraph comparing and contrasting the characters and identify verbs.*Direct and Indirect Characterization using STEAL (speech, thoughts, effect on others, actions, looks).

Suggested short story: “The Art of the Miniature” by Earl Hamner“Dragon, Dragon” by John Gardner


-Describe character development

-Use past and present verb tense

-Maintain consistent verb tense across

paragraphs

CharacterCharacterization

Dynamic CharacterStatic Character

VerbVerb Tense

Suggested paired nonfiction: Earl Hamner (local

author) biography and webquest

Nonfiction article about satire.

“Dr. Heidegger’s Experiment” by

Nathaniel Hawthorne.

9/12 – 9/167.5a

7.8f

7.8b

7.6h

-Describe the elements of narrative structure including: setting including time, place, and duration(Bloom’s=Analyze)

-Demonstrate an understanding of sentence formation by identifying the eight parts of speech—adjectives(Bloom’s=Remember)

-Choose appropriate adjectives and adverbs to enhance writing(Bloom’s =Create)

-Identify the main idea in a work of nonfiction

How does the setting impact a work of literature? How does the author express the main idea of a nonfiction work?

*Short story and paired nonfiction passage*Descriptive paragraph with imagery and vivid adjectives

Suggested short story: “Rikki-Tikki-Tavi” by Rudyard Kipling“Dark they Were” by Ray BradburyReader’s Theatre “Pearl Harbor”


-Identify setting-Use adjective and

adverb comparisons

SettingAdjectiveImagery

Main Idea

Suggested nonfiction: Science article relating to

predator/prey relationship of a mongoose and a

snake“The Day Aliens

Attacked America” by Lauren TarshisNonfiction article

about Pearl Harbor.

9/19 – 9/237.5a

7.8f

7.8b a

7.6h

-Describe the elements of narrative structure including: conflict with emphasis on types of conflict (individual vs. individual, individual vs. society, individual vs. nature, individual vs. technology, individual vs. supernatural, internal conflict and external conflict)(Bloom’s=Evaluate)

-Demonstrate an understanding of sentence formation by identifying the eight parts of speech—adverbs(Bloom’s=Remember)

-Choose appropriate adjectives and adverbs to enhance writing with imagery(Bloom’s=Create)

-Identify the main idea in a nonfiction work

How does conflict drive the plot of a story?

*Short story and paired nonfiction*Personal narrative paragraph about a conflict the student has experienced; identify adverbs

Suggested short story: “Thank You, Ma’am” by Langston Hughes“The Bully” by Graham PockettSuggested Theme: BullyingSuggested Paideia Seminar Text: Poem, “Bullys are Nothing but Cowards”.


-Explain the resolution of conflict-Use adjective and

adverb comparisons

ConflictInternal ConflictExternal Conflict

Individual vs. IndividualIndividual vs. Society

Individual vs. Technology

Individual vs. Supernatural

Individual vs. NatureImagery

Suggested nonfiction: “Scared

Straight” article“From Locker’s To Lockup” (addresses

the question: should bullying be

a crime?)

9/26 – 9/307.5a

7.8f

7.8c b

7.6i

-Describe the elements of narrative structure including: theme(Bloom’s=Analyze)

-Demonstrate an understanding of sentence formation by identifying the eight parts of speech—pronouns and prepositions(Bloom’s=Remember)

-Use pronoun-antecedent agreement to include indefinite pronouns(Bloom’s=Create)

-Summarize text using supporting details in nonfiction

How does an author express the theme of a work of literature?

*Fable and paired nonfiction*Paragraph analyzing the theme of the story; identifying pronouns and antecedents

Suggested fables: “The Ant and the Grasshopper” and “To Bell the Cat”Suggested Theme: Overcoming Obstacles


-Identify the main idea or theme

ThemePronoun

AntecedentIndefinite Pronouns

Suggested nonfiction:

10/3 -10/157.6h

7.5i

7.8f

7.8d c

7.7b c

7.7f

-Identify the main idea of fiction and nonfiction texts(Bloom’s=Analyze)

-Summarize text relating supporting details(Bloom’s=Remember)

-Demonstrate an understanding of sentence formation by identifying the eight parts of speech—conjunctions and interjections(Bloom’s=Remember)

-Use subject-verb agreement with intervening phrases and clauses(Bloom’s=Create)

-Use a variety of prewriting strategies including graphic organizers to generate and organize ideas

-Write a multiparagraph composition with unity elaborating the central idea(Bloom’s=Create)

How does a reader identify the main idea of a text? How does an author support the main idea?

*Paired myth and narrative nonfiction readings*Multiparagraph narrative essay

Suggested Myth: “Athena and Arachne”


-Identify main idea-Summarize stories

and events with beginning, middle,

and end in the correct sequence

-Summarize main points of nonfiction

texts

SummarizeSupporting Details

ConjunctionInterjection

Subject-Verb Agreement

Suggested nonfiction: Science

article about spiders

RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, Scope magazine, READ magazineCOMMON ASSESSMENTS: Reading Readiness Assessment, Benchmark, MAP test, Vocabulary Tests, Multiparagraph Narrative EssayCOMMON UNIT PLAN: Narrative Essay

Greene County Public Schools7th Grade Language Arts Curriculum & Pacing Guide 2014-2015 Quarter Two


VerticalAlignment


10/10-10/14 7.5h b

7.6i

7.7e f

7.8a

-Identify and explain theme the main idea of fiction and nonfiction texts(Bloom’s=Analyze)

-Summarize text relating supporting details(Bloom’s=Remember)

-Compose a topic sentence or thesis statement for persuasive writing that includes a position(Bloom’s=Create)

-Use a variety of graphic organizers to analyze and improve sentence formation and paragraph structure

What makes a good topic sentence?

*Paired legend and nonfiction passage*Students practice writing a topic sentence for various prompts *Students write a paragraph answering “Blackbeard: Hero or Villain?” focusing on topic sentence and sentence structure by using a graphic organizer

Suggested Suspense Title: The Cask of Amontillado”Suggested legend: “The Legend of Blackbeard”


-Identify main idea-Summarize stories

and events with beginning, middle,

and end in the correct sequence

-Summarize main points of nonfiction

texts-Write a clear topic

sentence focusing on a main idea

Main IdeaSummarize

Supporting Details

Suggested nonfiction: a biography of Edward Teach

How They Croaked: Edgar Allen Poe.

10/17- 10//28

7.5a

7.1b c

7.7c

-Describe the elements of narrative structure in a play-Ask probing questions to seek elaboration and clarification of ideas(Bloom’s=Evaluate)

-Organize writing structure to fit mode or topic(Bloom’s=Create)

-Use reading strategies to monitor comprehension throughout the reading process—graphic organizer (Venn diagram)

How do text structures help the reader understand the passage?

*Read Halloween plays and paired nonfiction*Students make a Venn diagram comparing Frankenstein and Dracula*Students write a dramatic scene

Suggested plays: “Dracula” and “Frankenstein”“The Hitchhiker”


-Identify text features specific to the topic,

such as title, heading, and pictures

Text StructuresElaboration

Suggested nonfiction reading: article about Vlad the Impaler

Biography of Mary Shelley.

Old Time Radio

10/31 - 11/4 7.6j

7.5kc

7.7b

-Identify cause and effect relationships and recognize author’s transitional words such as “as a result of” and “consequently” that signal cause and effect in nonfiction works(Bloom’s=Evaluate)

-Identify cause and effect patterns in fiction and their impact on plot.(Bloom’s=Understand)

-Use a variety of prewriting strategies including graphic organizers to generate and organize ideas(Bloom’s=Create)

How does an author introduce cause and effect relationships?*Read legend and paired nonfiction*Students write a cause and effect chain reaction story using a graphic organizer during prewriting

Suggested legend: “La Llorona” and other urban legends“The Lottery”


-Identify cause and effect relationships

Cause and Effect Suggested nonfiction: Chupacabra article

Smartboard Cause & Effect Activity

11/9- 11/22 7.6c

7.7d e

7.6a

7.7a b

7.1df

7.1d

7.7j

7.7k

7.7f

-Identify an author’s organizational pattern using textual clues, such as transitional words or phrases, including: “similarly” or “on the other hand” for compare/contrast, and “first,” “next,” etc. for enumeration(Bloom’s=Evaluate)

-Establish a central idea and organization by organizing an event sequence that unfolds naturally and logically incorporating evidence, while maintaining an organized structure and a formal style.(Bloom’s=Create)

Engage in writing as a recursive process

-Identify intended audience and sustain a formal style Choose intended audience and purpose(Bloom’s=Analyze)

-Use language and style appropriate to audience, topic, and purpose(Bloom’s=Create)

-Participate in collaborative discussions with partners building on others’ ideas.

-Revise sentences for clarity of content, vocabulary, and information(Bloom’s=Analyze)

-Use computer technology to plan, draft, revise, edit, and publish writing(Bloom’s=Create)


-Focus on one topic-Identify intended

audience-Use strategies for organization and

elaboration according to the type of writing

-Write a multiparagraph

composition

Compare and ContrastTransition Words

EnumerationIntended Audience

Suggested nonfiction: sample anchor essays from VDOE website

Scope Magazine Compare and Contrast Articles

-Write a multiparagraph composition with unity elaborating the central idea(Bloom’s=Create)

How do writers organize a multiparagraph composition to establish a central idea? How does the language and style of a work reflect the intended audience?

*Students read anchor essays from VDOE website*Five paragraph expository essay

11/28-12/16 7.5a

7.8g e

7.2c

7.5e

7.5f

7.5g i

7.5l j /7.7m

7.6l

-Identify the elements of a narrative structure including setting, character development, plot structure, theme, and conflict(Bloom’s=Apply)

-Use quotation marks with dialogue and direct quotations.(Bloom’s=Create)

-Compare/contrast a speaker’s verbal and nonverbal messages(Bloom’s=Analyze)

-Make, confirm, and revise predictions(Bloom’s=Evaluate)

-Use prior background knowledge as a context for new learning(Bloom’s=Understand)

-Make inferences and draw conclusions based on a textBloom’s=Analyze)

-Use reading strategies to monitor comprehension throughout the reading process. in both fiction and nonfiction(Bloom’s=Understand)

Analyze ideas within and between selections providing textual evidence

How does an author develop symbolism and theme in a novel? What clues does an author give that help the reader predict future


-Relate previous experience to what is

read-Discuss character,

setting, and important events

-Identify theme-Describe

relationships between text and previously

read material-Describe character

development

SymbolismDialogue

Verbal vs. Nonverbal Messages

Background KnowledgeInferencesPredictions

Suggested nonfiction: biography of Charles Dickens, article about Victorian England

events?

*Use A Christmas Carol*Students will write paragraph responses regarding theme, symbolism, and characterization

12/19-12/20 7.5dg -describe the impact of word choice, imagery, and literary devices, including figurative language in an author’s style. (foreshadowing and irony). (Blooms=Analyze)

What is irony? How does the author’s use of figurative language have an impact on meaning?

Suggested Title: The Gift of the Magi

ForeshadowingIronyImagery

Figurative Language

Oh Henry Biography

RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, A Christmas Carol, Scope magazines, READ magazines

COMMON ASSESSMENTS: Benchmark, Vocabulary Tests, Multiparagraph Expository Essay, Writing PromptCOMMON UNIT PLAN: A Christmas Carol

Greene County Public Schools7th Grade Language Arts Curriculum & Pacing Guide 2014-2015 Quarter Three

Time/Dates SOL/Strand Objective/Content/Essential Vertical Vocabulary Cross-curricular

Questions/Cognitive Level Alignment Connections

1/3 - 1/67.6b

7.5j

7.7c

-Use text structure to aid comprehension in nonfiction including: boldface/ italics, type set in color, underlining, indentation, sidebars, illustrations/ graphics, headings and subheadings, footnotes(Bloom’s=Analyze)

-Identify the author’s organizational pattern(Bloom’s=Analyze)

-Organize writing structure to fit mode or topic

How do nonfiction writers use text structure to clearly communicate with the intended audience?

*Students read paired nonfiction and play*Students make a flyer

Suggested readings: nonfiction article “Shark Attack” and play “Sharks”


-Summarize major points found in nonfiction texts-Skim materials to develop a general overview of content and to locate specific information-Identify author’s organizational pattern-Recognize different modes of writing having different patterns of organization

BoldfaceItalics

IndentationSidebar

GraphicsHeading

SubheadingFootnotes

Suggested play: “Sharks” based on the Jersey Shore shark attacks of 1916

1/9 - 1/20 7.6a/7.5f

7.6ba

7.6cb

7.6c

7.6d

7.6i/ 7.5i

7.7d

-Use prior and background knowledge as a context for new learning in fiction and nonfiction(Bloom’s=Understand)

-Use text structures to aid comprehension Skim materials using text features including type, headings, and graphics to predict and categorize information(Bloom’s=Analyze)

-Identify an author’s organizational patterns using textual clues, such as transitional words and phrases: sequential

Make inferences and draw logical conclusions using explicit and implied textual evidence

-Draw conclusions and make inferences based on explicit and implied information(Bloom’s=Evaluate)

-Summarize the text for supporting details in both fiction and nonfiction(Bloom’s=Understand)

-Establish a central idea and organization in writing

How does an author organize a work in order to demonstrate sequence? How does a reader recognize key details that are important to include in a summary?

*Students read paired nonfiction articles,


-Relate previous experiences to what is read-Draw conclusions based on a text-Summarize major points found in nonfiction texts

Prior KnowledgeSequential Organization

Chronological OrderInference

Suggested nonfiction: “Titanic” articles

narrative nonfiction, and Reader’s Theater*Students make a time line of events*Students write a paragraph summary of an article

Suggested readings: “The Titanic” and excerpt from “A Night to Remember”

1/23 -2/3 7.9b c

7.9d

7.9a

7.9a b

7.6k

7.9e

7.9f

7.9c

-Evaluate the validity and authenticity of sources Analyze and evaluate the validity and credibility of resources.(Bloom’s=Evaluate)

-Cite primary and secondary sources- Quote, summarize, and paraphrase information from primary and secondary sources using proper citations.(Bloom’s=Create)

Formulate and revise questions about a research topic.

-Collect and organize and synthesize information from multiple sources, including online, print, and media(Bloom’s=Analyze)

-Organize and synthesize information from a variety of sources in nonfiction for use in written and other formats(Bloom’s=Analyze)

-Define the meaning and consequences of Avoid plagiarism by using your own words and follow ethical and legal guidelines for gathering and using information(Bloom’s=Understand)

Use ethical use of the internet

-Use technology as a tool to research, organize, evaluate, and communicate information(Bloom’s=Evaluate)


-Demonstrate comprehension of information in reference materials-Summarize major points of nonfiction texts-Organize information from multiple sources-Define the meaning and consequences of plagiarism

Reliable vs. Unreliable Sources

Primary and Secondary Sources

Plagiarism

Suggested nonfiction: Students will select topics to research

7.6 f, e -Identify the source, viewpoint, and purpose of texts(Bloom’s=Analyze)

How can a student avoid plagiarism when collecting information? How can a student determine the credibility of a source?

*Students begin research on a self-selected topic and will use books, biographies, databases, and other online media

2/6 - 2/16 7.7f i

7.7j

7.7n

7.7c d

7.9d

-Write multiparagraph compositions with unity elaborating the central idea elaboration and unity(Bloom’s=Create)

Use transition words and phrases within and between paragraphs

Revise writing for clarity of content including specific vocabulary and information

-Organize writing structure to fit mode form or topic(Bloom’s=Create)

-Cite primary and secondary sources

How should a research paper be organized? How is a bibliography formatted?

*Students write a multiparagraph research


-Write a multiparagraph essay-Organize writing structure

Bibliography Suggested nonfiction: Students will incorporate readings from their research topic

paper on their self-selected topic*Students include a bibliography that cites their sources

2/22 - 2/24 7.3e

7.1a,b

7.2a

7.2a

7.2b

7.2b

7.2c

7.2d

7.1e,a

-Craft and publish audience-specific media messages aimed at a specific audience for a specific purpose including multi-media components to emphasize points(Bloom’s=Create)

-Clearly communicate ideas and information orally in an organized and succinct manner(Bloom’s=Create)

-Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for the intended audience(Bloom’s=Create)

-Select, organize, and create content to complement and extend meaning for a selected topic.

-Use nonverbal communication skills, such as eye contact, posture, and gestures, to enhance verbal communication(Bloom’s=Create)

-Use effective verbal and nonverbal communication skills to deliver multimodal presentations.

-Use language and vocabulary appropriate to audience, topic, and purpose.

-Paraphrase and summarize a speaker’s key ideas.

-Use a variety of strategies to listen actively


-Create a media message for a specific audience

Verbal CommunicationNonverbal

CommunicationPitchTone

PostureGestures

Eye Contact

Suggested nonfiction: Students will incorporate readings from their research topic

7.1 g

7.1 h

7.1 i

7.1 j

7.1 ce

7.1 g

7.1h

7.1 i

and speak using agreed upon discussion rules with awareness of verbal and nonverbal cues.(Bloom’s=Understand)

-Give formal and informal presentations in a group or individually, providing evidence to support a main idea.

Work effectively and respectfully within diverse groups.

-Exhibit willingness to make necessary compromises to accomplish a goal.

Share responsibility for collaborative work

-Make statements to communicate agreement or tactful disagreement with others’ ideas(Bloom’s=Understand)

Give formal and informal presentations in a group of individually, providing evidence to support a main idea.

Work effectively and respectively within diverse groups

Exhibit willingness to make necessary compromises to accomplish a goal

How does nonverbal communication support

verbal communication? How can multi-media be used effectively to support a presenter’s purpose?

*Students create a multi-media presentation to present their research topic to the class*Students present to the class using verbal and nonverbal communication skills*Students listening will have an interactive rubric/ organizer to help them be active listeners

2/27 - 2/28 7.3b/7.6d

7.4d

7.5dg

-Distinguish Differentiate between fact and opinion in nonfiction and between evidence and inferences(Bloom’s=Analyze)

-Identify connotations, positive and negative(Bloom’s=Analyze)

-Describe the impact of word choice in fiction (connotations)(Bloom’s=Evaluate)-describe the impact of word choice, imagery, and literary devices, including figurative language in an author’s style. (foreshadowing and irony). (Blooms=Analyze)

What words signify an opinion? What kinds of connotations can words carry?

*Students read a short letter to the editor and a short work of fiction. Students identify facts and opinions. Students highlight positive and negative connotations.*Students write a paragraph and highlight words with positive and negative connotations.

Suggested Readings: Letter to the Editor from CARS book


-Distinguish between fact and opinion

Fact vs. OpinionConnotationDenotation

Suggested nonfiction: Letter to the Editor from CARS book deals with population growth and the effect on the environment

3/1 - 3/3 7.5h

7.3a

7.7g

7.7h

7.3d

7.3c

7.6d/7.5g i

Compare/contrast details in literary and informational nonfiction texts.

-Identify persuasive/informative techniques used in print and nonprint media. including television, radio, video, and Internet including: bandwagon, testimonial, plain folks, snob appeal, name-calling, glittering generality, emotional appeal.(Bloom’s=Analyze)

Clearly state a position and organize reasons and evidence, using credible sources

Distinguish between fact and opinion to support a position

-Compare and contrast the effectiveness of techniques in auditory, visual, and written messages(Bloom’s=Analyze)

-Describe how word choice, and visual and auditory and sound messages convey a viewpoint(Bloom’s=Apply)

-Draw conclusions and make inferences based on explicit or implied information in nonfiction and fiction Make inferences and draw conclusions based on the text.(Bloom’s=Evaluate)

What techniques do authors and the media


-Identify persuasion in the media-Identify author’s purpose-Identify author’s bias

Print vs. Nonprint MediaBandwagonTestimonialPlain Folks

Snob AppealName-Calling

Glittering GeneralityEmotional Appeal

Suggested nonfiction:Some media messages deal with the environment

use to try to persuade readers? How do print and nonprint media differ?

*Students read and watch a variety of commercials and print ads*Students read a short story dealing with peer pressure*Students write two paragraphs comparing and contrasting print and nonprint media and the impact on their lives.

3/6 - 3/10 7.6k

7.7d

7.7g k

-Organize and synthesize information for use in written formats by analyzing how two or more authors writing about the same topic shape their presentations or viewpoints of key information using facts, opinions, and reasoning in nonfiction(Bloom’s=Analyze)

-Compose a topic sentence or thesis statement(Bloom’s=Create)

-Select vocabulary and information to enhance the central idea, tone, and voiceDevelop and modify the central idea, tone and voice to fit the audience and purpose(Bloom’s=Create)

How does an author’s tone enhance the central idea? How do different authors shape their writing by their opinions and facts?

*Students will read two different opinions on the same topic*Students will create their own letter to the editor/principal in which they try to persuade their audience of their opinion

Suggested readings: Scope magazine debate kits


-Compose a topic sentence

ToneVoice

Suggested nonfiction: Scope magazine debate kit on a controversial topic

RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, Scope magazinesCOMMON ASSESSMENTS: Benchmark, Vocabulary Tests, Multiparagraph Research Essay and Presentation, Writing Prompt, Research PaperCOMMON UNIT PLAN: Shark Unit (Text Features and Author’s Purpose)

Greene County Public Schools7th Grade Language Arts Curriculum & Pacing Guide 2014-2015 Quarter Four


VerticalAlignment


3/13 - 3/24 7.5dg

7.6g

7.7i m

7.7h l

-Describe the impact of foreshadowing(Bloom’s=Analyze)-describe the impact of word choice, imagery, and literary devices, including figurative language in an author’s style. (foreshadowing and irony). (Blooms=Analyze)

-Describe how word choice and language structure convey an author’s viewpoint in nonfiction(Bloom’s=Analyze)

-Use clauses and phrases for sentence variety including: simple, compound, and compound-complex sentences(Bloom’s=Create)

-Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences by using words including: for, and, not, yet, but, or, so for coordination; and after, although, unless, until, which for subordination(Bloom’s=Create)

How does an author use foreshadowing to engage the reader? How do writers create a variety of sentences?

*Students read paired fiction and nonfiction texts*Students find examples of simple and compound sentences in the text*Students write a compare/contrast


-Make predictions before and during reading-Describe an author’s viewpoint-Utilize elements of style, including word choice and sentence variation-Expand and embed ideas by using modifiers

ForeshadowingModifier

CoordinationSubordination

Suggested nonfiction: wilderness survival and hunting

paragraph*Students edit their paragraphs to include greater sentence variety

Suggested Readings: “The Landlady” by Roald Dahl and “The Most Dangerous Game” by Richard Connell (compare and contrast) paired with nonfiction

3/27- 4/14 7.5a

7.5a

7.5f/ 7.6a

7.4e

7.4b

-Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict(Bloom’s=Analyze)

-Determine a theme of a text and analyze its development over the course of the text(Bloom’s=Evaluate)

-Use prior and background knowledge as a context for new learning in fiction and nonfiction(Bloom’s=Understand)

-Use context and sentence structure to determine meanings and differentiate among multiple meanings of words(Bloom’s=Understand)

-Use roots, affixes, synonyms and antonyms to expand vocabulary(Bloom’s=Understand)

How can a reader use context clues to determine the meaning of unfamiliar words? How does a knowledge of antonyms and synonyms help with an understanding of unfamiliar vocabulary?

*Students read a variety of novels with appropriate paired nonfiction


-Make and revise predictions-Describe the elements of a narrative structure-Determine theme-Use background knowledge

Context CluesAntonymSynonym

Suggested nonfiction: paired with the student novels

4/17 - 4/21 7.4c

7.5dg

-Identify, recognize, and understand and analyze the construction and impact of figurative language including: simile, metaphor, personification, hyperbole, onomatopoeia, alliteration(Bloom’s=Understand)

-Describe the impact of figurative language(Bloom’s=Analyze)-describe the impact of word choice, imagery, and literary devices, including figurative language in an author’s style. (foreshadowing and irony). (Blooms=Analyze)

How does figurative language impact a work of literature?

*Students read poetry that uses the figurative language*Students write their own examples


-Identify figurative language

SimileMetaphor

PersonificationHyperbole

OnomatopoeiaAlliteration

Figurative Language

4/24 - 4/28 7.5dg

7.5c

7.6hg

7.7c

-Describe the impact of figurative language, word choice, and imagery(Bloom’s=Analyze)-describe the impact of word choice, imagery, and literary devices, including figurative language in an author’s style. (foreshadowing and irony). (Blooms=Analyze)

-Identify conventional elements and characteristics of poetry including: haiku, limerick, and free verse(Bloom’s=Analyze)

-Identify the main idea in a nonfiction passage(Bloom’s=Understand)


How does the structure of a poem impact its meaning?

*Students read a variety of haiku, limerick, and free verse poems*Students read a nonfiction biography of a poet*Students write examples of each type of poetry


-Recognize haiku, limerick, and free verse-Identify main idea

HaikuLimericksFree Verse

Stanza

Suggested nonfiction: biography of a poet

5/1 - 5/5 7.5dg

7.5c

7.7c

7.6d

-Describe the impact of figurative language, word choice, and imagery(Bloom’s=Analyze)-describe the impact of word choice, imagery, and literary devices, including figurative language in an author’s style. (foreshadowing and irony). (Blooms=Analyze)

-Identify conventional elements of poetry including: ballad, narrative poetry, couplet, quatrain(Bloom’s=Analyze)


-Draw conclusions and make inferences on explicit and implied information(Bloom’s=Evaluate)

How does the structure and rhyme scheme of a poem impact its meaning?

*Students read a variety of ballads, narrative poetry, couplets, and quatrains*Students read a paired nonfiction text*Students write examples of each type of poetry

Suggested readings: include “The Highwayman” as narrative poetry, “Big Rock Candy Mountain” for imagery

Students should be able to:-Recognize ballads-Recognize rhyme

RhymeRhyme Scheme

BalladNarrative Poetry

CoupletQuatrainRhythm

RepetitionRefrain

Suggested nonfiction: history of highwaymen

5/8 - 5/19? SOL Review

(pending date of SOL)

5/22 - 5/26 Enrichment Teacher’s Choice—Can collaborate with science/ math/ civics teacher to do cross-cultural work-can work with 8th grade teachers to prepare for next year in vertical alignment-can differentiate a project based on student interest/ability level

RESOURCES: Vocabulary Workbook, 7th grade text book, short stories, Reader’s Theater, Scope magazinesCOMMON ASSESSMENTS: SOL, Vocabulary Tests, Reading Readiness Post-Assessment, MAPCOMMON UNIT PLAN: Poetry Writing Unit (Types of Poetry and Figurative Language).

· web view*use a short story and a paired work of nonfiction (earl hamner webquest) *students...

Documents

· web viewuse a short story and a paired work of nonfiction (earl hamner webquest) students...