7th+Curriculum+Map

7th Grade Curriculum Map

Teacher’s Name **ADRIANA LEPKYJ** School **TMS** Grade Level/Course **ENG 7** Year **2006** =** Curriculum Map **= ** INTRODUCTION TO 7TH GRADE: ** ** LITERARY TERMS AND DEVICES: ** ·  Figurative language unit ·  Poetry unit ·  Literary terms unit ** PORTFOLIO   ** Introduction to thesis statement Mystery **(inference unit)** || === ===
 *  || September || October || November || December ||
 * Unit Title/Theme ||
 * Classroom contract/binder
 * Three stars to aim for
 * DOL Paragraph editing workbooks
 * Spelling Units
 * Classroom portfolios ||

__ FREAK THE MIGHTY __
** ESSENTIAL QUESTION: ** ** “ ** How do we accept the differences in others?” “What is a rubric?” ELA rubric? ||
 * PORTFOLIO: ** Expository and thesis

**__ THE WINTER OF RED SNOW __**
** ESSENTIAL QUESTION: ** “How is nonfiction different from historical fiction?”

** Mini-unit – “Christmas Carol” **
|| ** LITERACY PROGRAMS AND STRATEGIES: ** ** POETRY: ** · “When Carley Eats Spaghetti” · “Willow and Ginko” ·  “Apartment House” · “The Toaster” · “I Feel I am a Train” ||
 * Related Literature ||
 * Step up to writing (writing)
 * Ruby Payne (reading comprehension)
 * KIS (inference)
 * QAR (multiple choice)
 * DOL (editing)
 * D.E.A.R. (non-fiction)
 * Reading incentive (25 books) ||
 * SHORT STORIES: **
 * “The Landlady”
 * “The Mysteries of Harris Burdick”

__ **FREAK THE MIGHTY** __
= =====** Related Literature **=====

=
 * “What is Morquio’s Syndrome?”
 * “King Arthur and the Round Table” (listening)
 * “The Path to Knighthood”
 * Knight’s Webquest
 * A & E King Arthur’s Biography ||

RELATED ARTICLES:
** RELATED NOVELS: ** __ Zlata’s Diary __  || ** PARTS OF SPEECH REVIEW: ** · Noun, verb, adjective, adverb, preposition, interjection, conjunction, pronoun, article, proper noun ** LITERARY GENRE REVIEW: ** · ** FICTION -** Fantasy, historical fiction, mystery, realistic fiction, science fiction, fable, fairy tale, myth, tall tales, folk tales, myth · ** NONFICTION –** narrative and expository
 * “The History of Valley Forge”
 * “The Story of Baron Friedrich Von Steuben”
 * “The Revolutionary War”
 * War Diary webquest articles
 * Content (include specific vocabulary)  ||

|| ** LITERARY TERMS AND DEVICES:  ** allusion, exposition, denouement, climax, conflict, resolution, theme, characters, setting, plot, simile, metaphor, hyperbole, irony, rising action, falling action, point-of-view, flashback, foreshadow, imagery, and figurative language ** FIGURATIVE LANGUAGE: ** Personification, onomatopoeia, figures of speech, alliteration, literal, simile, metaphor, hyperbole ** PORTFOLIO (ELEMENTS OF A MYSTERY): ** alibi, clues, deduction, evidence, villain, red herring, sleuth, suspects, witness || ** READING COMPREHENSION: ** Chapter study guide questions, several graphic organizers based on expository and fictional texts, and several short answer response questions ** VOCABULARY: ** Contextual Vocabulary Chart ** TERMS: ** Dyslexia, ruckus, illiterate, injustice, biogenic, humanity, aberration, dysfunction, unvanquished, vacant, etc. 

** PORTFOLIO: ELA Exam Practice **
|| ** READING COMPREHENSION: ** ** Comprehension coach and Comprehension fix-it strategy ** Chapter study guide questions, several graphic organizers based on expository and fictional texts, and several short answer response questions ** VOCABULARY: ** Contextual Vocabulary Chart ** TERMS: **

Parlour, hearth, lye, cross, bayonet, carcass, inoculation, sentries, vanities, adjutant, shorn, trough, sulked, shad, easel, brigade, spectacles, intend, curtsy, encampment
|| Editing, mechanics, fluency, usage, spelling, sentence structure, and fluency with various texts || Inferring, author’s perspective, voice in writing, paragraph editing, using knowledge of figurative language in writing, critical thinking skills  || Listening, Reading Comprehension, Contextual Vocabulary Skills, short answer response, extended essay response, synthesis || Listening, Reading Comprehension, Contextual Vocabulary Skills, short answer response, extended essay response, synthesis, Ruby Payne Rading Strategy, and Step up to writing || (writing samples, essays) || ** MYSTERIES ** (graded based on voice rubric), **NEWSPAPER ARTICLES,** Figurative Language Quiz, Literary Terms Quiz, and Cinqain poem
 * Skills ||
 * Assessments || Spelling Quizzes (homonyms **) ,** Parts of Speech Quiz, Parts of Speech Unit Test,  Literary Genre Unit Test, Portfolio assignements

|| Journal Response, Contextual vocabulary chart, Morquiou’s graphic organizer and short answer response questions, King Arthur Listening Activity, __Freak the Mighty__ Quiz #1+2 || Journal Response, Contextual Vocabulary Chart, Study Guides, KWL, Anticipatory Guide, Quizzes #1+2, Valley Forge extended essay response, war diaries, ELA practice Xmas carol ||

Teacher’s Name **ADRIANA LEPKYJ **School **TMS **Grade Level/Course **ENG 7 **Year **2004** = Curriculum Map = ** “WHAT IS THE ELA? WHAT ARE THE STANDARDS? HOW CAN THE STANDARDS HELP US?” **
 *  || January || February || March || April ||
 * Unit Title/Theme || == ELA PRACTICE UNIT ==
 * REVIEW: LITERACY STRATEGIES ** || == ==

NON-FICTION D.E.A.R. PROJECT
“What is the difference between fiction and nonfiction? How do we learn to enjoy nonfiction text? || === ===

__ PERSUASIVE ESSAY UNIT __
** “EXPRESSING OURSELVES THROUGH OPINION” **  || == MARK TWAIN UNIT == “Getting to know one of America’s most influential authors” ** MISSISSIPPI RIVER (SETTING) ** || ** 2003 ELA EXAM SCORER RUBRICS ** **NEW GENRE:** <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || ** Various websites based on: ** “A Connecticut Yankee in King Arthur’s Court” “The Jumping Frog of Calaveras County” <span style="font-size: 11pt; font-family: Times New Roman; text-align: center; msobidifontsize: 12.0pt; mso-spacerun: yes; msospacerun: yes;"> || ** “MATTHEW HENSON: EXPLORER 1866-1955” ** ** “STAIRCASE TO HEAVEN” ** (Merrick Johnston) || ** TARGET VOCABULARY: ** Bibliography, resources, primary sources
 * Related Literature || == 2006 NYS/ELA EXAM ==
 * VARIOUS ESSAYS AND ARTICLES ** ||
 * NON-FICTION TEXT CHOSEN BY STUDENTS **
 * Corporal punishment
 * Age limits
 * School uniforms
 * Year-round schooling
 * homework ||
 * Content (include specific vocabulary) || ** VOCABULARY:  ** HUMANITY, ESKIMO, SLEDGES, SOUNDINGS, CHARACTERISTICS
 * NOTETAKING/JOURNAL NOTES ** ||
 * DEFENSIBLE THESIS STATEMENT: **
 * persuasive thesis
 * personal opinion
 * opposite point-of-view
 * supporting and challenging arguments || ** TARGET VOCABULARY: ** apprehension, gaiety, melancholy, frivolous, ravenous, retribution, menagerie, saunter, unpalatable, diffident, appeased, rendezvous, lethargy, palpable

||
 * Skills || ** LISTENING, READING,WRITING, SPEAKING, SPECIFIC DETAILS IN WRITING, EDITING ** || ** NOTETAKING, USING EVIDENCE TO SUPPORT THESIS STATEMENT, CITING REFERENCES **

|| Support opinion with extensive research and detailed writing style Synthesis of information from various expository texts || Listening, Reading Comprehension, writing, speaking, Business letters || ** USING THE RUBRICS TO GRADE THEIR PEERS’ PRACTICE ELA EXAM ** <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || (NEWSPAPER, TIMELINE, MINI-BOOK) || ** Persuasive Essay Writing Portfolio: **
 * Assessments ||
 * EACH SECTION OF THE PRACTICE ELA **
 * NON-FICTION DEAR PROJECT **
 * Corporal punishment
 * Age limits
 * School uniforms
 * Year-round schooling
 * homework ||

Listening activity (nonfiction text, Mississippi River) and Webquest: Literary analysis essay (thesis statement), Newspaper articles and editorials
||

Teacher’s Name **ADRIANA LEPKYJ **School **TMS **Grade Level/Course **ENG 7 **Year **2004** = Curriculum Map = **FIGURATIVE LANGUAGE REVIEW** ** LITERARY TERMS ** ** FINAL EXAM REVIEW ** ** FINAL EXAM REVIEW ** <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || **// CHOICES //**** TEXTBOOK ** ** “THE HIGHWAYMAN” **
 * <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">May || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">June || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> ||
 * Unit Title/Theme ||
 * POETRY REVIEW **
 * “HOW DO WE BECOME PROUD OF WHO WE ARE?” ** ||
 * Related Literature ||

SEVERAL SELECTIONS FROM THE POETRY PACKET - “IDENTITY”
|| === __ FREAK THE MIGHTY __ === ** __ THE ADVENTURES OF TOM SAWYER __ **

“A CHRISTMAS CAROL”
** “THE CELEBRATED JUMPING FROG OF CALAVERAS COUNTY” ** ** “A CONNECTICUT JUMPING FROG OF CALAVERAS COUNTY” **

|| <span style="font-size: 8pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || ** TARGET VOCABULARY: ** FIGURATIVE LANGUAGE, ALLUSION,SYMBOLISM, IMAGERY, METAPHOR, SIMILE, PERSONIFICATION, IRONY, HYPERBOLE, THEME, PLOT, CONFLICT, ETC.
 * Content (include specific vocabulary) ||

|| LITERARY TERMS <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || ** UNDERSTANDING FIGURATIVE LANGUAGE AND LITERARY TERMS **
 * TARGET VOCABULARY: **
 * Skills ||

|| ** LISTENING, READING, WRITING ** <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> ||
 * Assessments || == ==

QUIZZES, TESTS, POETRY
<span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || ** FINAL EXAM: LISTENING ACTIVITY, COMPARE/CONTRAST ESSAY, SHORT ANSWER RESPONSES, GRAPHIC ORGANIZER, BUSINESS LETTER, MULTIPLE CHOICE ** || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: Times New Roman; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || Teacher’s Name **ADRIANA LEPKYJ** School **TMS** Grade Level/Course **ENG 7** Year **2006**

=** Curriculum Map **= ** INTRODUCTION TO 7TH GRADE: ** **LITERARY TERMS AND DEVICES:** · Figurative language unit · Poetry unit · Literary terms unit ** PORTFOLIO ** Introduction to thesis statement Mystery **(inference unit)** || === ===
 * || <span style="font-size: 11pt; font-family: Georgia; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">September || <span style="font-size: 11pt; font-family: Georgia; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">October || <span style="font-size: 11pt; font-family: Georgia; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">November || <span style="font-size: 11pt; font-family: Georgia; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">December ||
 * Unit Title/Theme ||
 * Classroom contract/binder
 * Three stars to aim for
 * DOL Paragraph editing workbooks
 * Spelling Units
 * Classroom portfolios ||

__FREAK THE MIGHTY__
“What is a rubric?” ELA rubric? ||
 * ESSENTIAL QUESTION: **
 * “ ** How do we accept the differences in others?”
 * PORTFOLIO: ** Expository and thesis

**__THE WINTER OF RED SNOW__**
“How is nonfiction different from historical fiction?”
 * ESSENTIAL QUESTION:**

**Mini-unit – “Christmas Carol”**
|| ** LITERACY PROGRAMS AND STRATEGIES: ** ** POETRY: ** <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">· “When Carley Eats Spaghetti” <span style="font-size: 10pt; font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">· “Willow and Ginko” · “Apartment House” · “The Toaster” · “I Feel I am a Train” ||
 * Related Literature ||
 * Step up to writing (writing)
 * Ruby Payne (reading comprehension)
 * KIS (inference)
 * QAR (multiple choice)
 * DOL (editing)
 * D.E.A.R. (non-fiction)
 * Reading incentive (25 books) ||
 * SHORT STORIES: **
 * “The Landlady”
 * “The Mysteries of Harris Burdick”

__**FREAK THE MIGHTY**__
= =====**Related Literature**=====

=
 * “What is Morquio’s Syndrome?”
 * “King Arthur and the Round Table” (listening)
 * “The Path to Knighthood”
 * Knight’s Webquest
 * A & E King Arthur’s Biography ||

RELATED ARTICLES:
** RELATED NOVELS: ** __Zlata’s Diary__ || · Noun, verb, adjective, adverb, preposition, interjection, conjunction, pronoun, article, proper noun **LITERARY GENRE REVIEW:** · ** FICTION -** Fantasy, historical fiction, mystery, realistic fiction, science fiction, fable, fairy tale, myth, tall tales, folk tales, myth · ** NONFICTION –** narrative and expository || ** LITERARY TERMS AND DEVICES: ** allusion, exposition, denouement, climax, conflict, resolution, theme, characters, setting, plot, simile, metaphor, hyperbole, irony, rising action, falling action, point-of-view, flashback, foreshadow, imagery, and figurative language Personification, onomatopoeia, figures of speech, alliteration, literal, simile, metaphor, hyperbole ** PORTFOLIO (ELEMENTS OF A MYSTERY): ** alibi, clues, deduction, evidence, villain, red herring, sleuth, suspects, witness || ** READING COMPREHENSION: ** Chapter study guide questions, several graphic organizers based on expository and fictional texts, and several short answer response questions ** VOCABULARY: ** Contextual Vocabulary Chart ** TERMS: ** Dyslexia, ruckus, illiterate, injustice, biogenic, humanity, aberration, dysfunction, unvanquished, vacant, etc. <span style="font-size: 11pt; text-align: center; msobidifontsize: 12.0pt; mso-spacerun: yes; msospacerun: yes;">
 * “The History of Valley Forge”
 * “The Story of Baron Friedrich Von Steuben”
 * “The Revolutionary War”
 * War Diary webquest articles
 * Content (include specific vocabulary)  || **PARTS OF SPEECH REVIEW:**
 * FIGURATIVE LANGUAGE: **

**PORTFOLIO: ELA Exam Practice**
|| ** READING COMPREHENSION: ** Contextual Vocabulary Chart ** TERMS: **
 * Comprehension coach and Comprehension fix-it strategy ** Chapter study guide questions, several graphic organizers based on expository and fictional texts, and several short answer response questions
 * VOCABULARY: **

Parlour, hearth, lye, cross, bayonet, carcass, inoculation, sentries, vanities, adjutant, shorn, trough, sulked, shad, easel, brigade, spectacles, intend, curtsy, encampment
|| Editing, mechanics, fluency, usage, spelling, sentence structure, and fluency with various texts || Inferring, author’s perspective, voice in writing, paragraph editing, using knowledge of figurative language in writing, critical thinking skills || Listening, Reading Comprehension, Contextual Vocabulary Skills, short answer response, extended essay response, synthesis || Listening, Reading Comprehension, Contextual Vocabulary Skills, short answer response, extended essay response, synthesis, Ruby Payne Rading Strategy, and Step up to writing || (writing samples, essays) || ** MYSTERIES ** (graded based on voice rubric), **NEWSPAPER ARTICLES,** Figurative Language Quiz, Literary Terms Quiz, and Cinqain poem || Journal Response, Contextual vocabulary chart, Morquiou’s graphic organizer and short answer response questions, King Arthur Listening Activity, __Freak the Mighty__ Quiz #1+2 || Journal Response, Contextual Vocabulary Chart, Study Guides, KWL, Anticipatory Guide, Quizzes #1+2, Valley Forge extended essay response, war diaries, ELA practice Xmas carol ||
 * Skills ||
 * Assessments || Spelling Quizzes (homonyms **) ,** Parts of Speech Quiz, Parts of Speech Unit Test, Literary Genre Unit Test, Portfolio assignements

Teacher’s Name **ADRIANA LEPKYJ **School **TMS **Grade Level/Course **ENG 7 **Year **2004**

= Curriculum Map = ** “WHAT IS THE ELA? WHAT ARE THE STANDARDS? HOW CAN THE STANDARDS HELP US?” **
 * || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">January || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">February || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">March || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">April ||
 * Unit Title/Theme || ==ELA PRACTICE UNIT==
 * REVIEW: LITERACY STRATEGIES ** || == ==

NON-FICTION D.E.A.R. PROJECT
“What is the difference between fiction and nonfiction? How do we learn to enjoy nonfiction text? || === ===

__PERSUASIVE ESSAY UNIT__
|| ==MARK TWAIN UNIT== “Getting to know one of America’s most influential authors” ** MISSISSIPPI RIVER (SETTING) ** || ** 2003 ELA EXAM SCORER RUBRICS ** || ** Various websites based on: ** “The Jumping Frog of Calaveras County” <span style="font-size: 11pt; text-align: center; msobidifontsize: 12.0pt; mso-spacerun: yes; msospacerun: yes;"> || **“MATTHEW HENSON: EXPLORER 1866-1955” ** **“STAIRCASE TO HEAVEN”** (Merrick Johnston) || ** TARGET VOCABULARY: ** Bibliography, resources, primary sources || || Support opinion with extensive research and detailed writing style Synthesis of information from various expository texts || Listening, Reading Comprehension, writing, speaking, Business letters || ** USING THE RUBRICS TO GRADE THEIR PEERS’ PRACTICE ELA EXAM ** || (NEWSPAPER, TIMELINE, MINI-BOOK) || ** Persuasive Essay Writing Portfolio: **
 * “EXPRESSING OURSELVES THROUGH OPINION” **
 * Related Literature || ==2006 NYS/ELA EXAM ==
 * VARIOUS ESSAYS AND ARTICLES ** ||
 * NEW GENRE:**
 * NON-FICTION TEXT CHOSEN BY STUDENTS**
 * Corporal punishment
 * Age limits
 * School uniforms
 * Year-round schooling
 * homework || “A Connecticut Yankee in King Arthur’s Court”
 * Content (include specific vocabulary) || ** VOCABULARY:  ** HUMANITY, ESKIMO, SLEDGES, SOUNDINGS, CHARACTERISTICS
 * NOTETAKING/JOURNAL NOTES** ||
 * DEFENSIBLE THESIS STATEMENT:**
 * persuasive thesis
 * personal opinion
 * opposite point-of-view
 * supporting and challenging arguments || ** TARGET VOCABULARY: ** apprehension, gaiety, melancholy, frivolous, ravenous, retribution, menagerie, saunter, unpalatable, diffident, appeased, rendezvous, lethargy, palpable
 * Skills || ** LISTENING, READING,WRITING, SPEAKING, SPECIFIC DETAILS IN WRITING, EDITING ** || ** NOTETAKING, USING EVIDENCE TO SUPPORT THESIS STATEMENT, CITING REFERENCES **
 * Assessments ||
 * EACH SECTION OF THE PRACTICE ELA**
 * NON-FICTION DEAR PROJECT **
 * Corporal punishment
 * Age limits
 * School uniforms
 * Year-round schooling
 * homework ||

Listening activity (nonfiction text, Mississippi River) and Webquest: Literary analysis essay (thesis statement), Newspaper articles and editorials
||

Teacher’s Name **ADRIANA LEPKYJ **School **TMS **Grade Level/Course **ENG 7 **Year **2004**

= Curriculum Map = **LITERARY TERMS** ** FINAL EXAM REVIEW ** ** FINAL EXAM REVIEW ** || || || **// CHOICES //**** TEXTBOOK **
 * || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">May || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;">June || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> || <span style="font-size: 11pt; font-family: 'Arial Rounded MT Bold'; text-align: center; msobidifontsize: 12.0pt; mso-bidi-font-size: 12.0pt;"> ||
 * Unit Title/Theme ||
 * FIGURATIVE LANGUAGE REVIEW**
 * POETRY REVIEW**
 * “HOW DO WE BECOME PROUD OF WHO WE ARE?” ** ||
 * Related Literature ||
 * “THE HIGHWAYMAN” **

SEVERAL SELECTIONS FROM THE POETRY PACKET - “IDENTITY”
|| === __FREAK THE MIGHTY__ === ** __THE ADVENTURES OF TOM SAWYER__ **

“A CHRISTMAS CAROL”
** “THE CELEBRATED JUMPING FROG OF CALAVERAS COUNTY” ** || || || LITERARY TERMS
 * “A CONNECTICUT JUMPING FROG OF CALAVERAS COUNTY” **
 * Content (include specific vocabulary) ||
 * TARGET VOCABULARY: ** FIGURATIVE LANGUAGE, ALLUSION,SYMBOLISM, IMAGERY, METAPHOR, SIMILE, PERSONIFICATION, IRONY, HYPERBOLE, THEME, PLOT, CONFLICT, ETC. ||
 * TARGET VOCABULARY:**

|| || || ** UNDERSTANDING FIGURATIVE LANGUAGE AND LITERARY TERMS ** || ** LISTENING, READING, WRITING ** || || ||
 * Skills ||
 * Assessments || == ==

QUIZZES, TESTS, POETRY
|| ** FINAL EXAM: LISTENING ACTIVITY, COMPARE/CONTRAST ESSAY, SHORT ANSWER RESPONSES, GRAPHIC ORGANIZER, BUSINESS LETTER, MULTIPLE CHOICE ** || || || ** Tonawanda City School District ** ** Grade _7_ Operational Curriculum Map-M. Miller **

** Figurative Language Unit  November- December  Green  **
**// Christmas Carol //**** Unit December   Purple ** **// The Adventures of Tom Sawyer //**** Unit March- April   Pink ** **// Freak the Mighty //**** Unit May  Red ** Writing Portfolio *NOTE: ANY STUDENT PIECES WRITTEN THROUGHOUT THE YEAR WILL BE USED IN PORTFOLIO. ||   ||    ||    ||    ||  Reading Incentive Program (Started in September; conducted through entire school year) Daily Oral Language activities (Started in September; conducted as sponge activities throughout the year) ELA 2006 Listening Section || ·  7S1.1 Construct questions for and conduct an interview of a classmate in order to create his/her biography. ·  7W2.1, 3.1 Utilize writer’s workshop and portfolios to hone writing process skills. ·  7S3.8 Hone speaking skills by giving an effective oral presentation to the class. ·  7S4.1 Interview peer to find out information about his/her life. ·  Review another student’s writing and discuss strengths and weaknesses. ·  7S4.2 Work together in cooperative groups. ·  7S4.4 Use proper tone, voice inflection, and eye contact during class oral presentations. ·  7S4.6 Speak appropriately to another classmate during class activities. ·  7W1.1 Utilize writing process from start to finish to complete all types of writing. ·  7W1.6 Write expository pieces based on writing guidelines that have been established in prior lessons. ·  7W1.3 Use a wide variety of graphic organizers while developing writing pieces according to the writing process ·  7W1.7 Present finished works or research in front of peers ·  7R1.1 Read and comprehend a nonfiction book of his/her choice. ·  7R2.1, 2.2 Read 4+ books of his/her choice a marking period and complete graphic organizers for each that highlight specifics of the works read. May be fiction or nonfiction. ·  7R2.6 Demonstrate reading comprehension and an understanding of the genre being read. ·  7R2.7 Complete graphic organizers that focus plot development, character development, climax, resolution, rising and falling action, conflict and theme. ·  7W2.1 Understand and utilize all grammar rules effectively. 7W1.4 Distinguish between actual fact and opinion in text while completing ELA short response questions. 7W1.8 Complete all types of writing using the writing process including short response. 7L4.1 Actively listen to passages from prior ELA exams in order to successfully complete graphic organizers and short answer responses. || “Biography of a Classmate” directions, notes for writing a good introduction paragraph and thesis statement, interview question graphic organizer, proofreader’s checklist/ comment sheet, teacher’s rubric, notes for what makes a good oral presentation, presentation rubric, teacher models, and note cards for student use. Notes for proper presentation etiquette, presentation guidelines for “Biography of a Classmate,” and presentation rubric Seventh grade reading incentive program guidelines and rubric Reading incentive graphic organizers (focusing on story elements, characterization, sequencing, summarizing, isolating main events from extraneous information, focusing on key points of nonfiction works). Daily Oral Language activities which focus on: ·  Capitlalization rules ·  Punctuation rules ·  Proper spelling ·  Proper nouns ·  Parts of Speech ·  Proper notation of titles for long and short works ·  Verb tense ·  Proper citations for bibliographies 2006 Practice ELA Listening Section ELA short response rubrics All short response writings for ELA practice tests  ||   Comment sheet/Teacher’s rubric for written biography Comment sheet/Teacher’s rubric for oral presentation Student rubric/ proofreader’s checklist for written biography Completed Accelerated Reader quizzes four times per marking period Student participation in teacher-guided correction sessions. State and teacher generated 6 point rubrics measuring student performance || Student’s completed “Biography of a Classmate” and presentation Students will receive 70% or better on AR quizzes. Active student participation Student scores for practice test || OCTOBER ** Myths, Folktales, and Legends Unit || •7 R1.2 Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer •7 R1.3 Preview informational texts, with guidance, to assess content and organization and select texts useful for the task •7 R1.4 Use indexes to locate information and glossaries to define terms •7 R1.6 Distinguish between relevant and irrelevant information •7 R1.7 Identify missing, conflicting, and/or unclear information •7 R1.8 Formulate questions to be answered by reading informational text, with assistance •7 R1.9 Compare and contrast information from a variety of different sources •7 R1.10 Condense, combine, or categorize new information from one or more sources •7 R1.11 Draw conclusions and make inferences on the basis of explicit and implied information •7 R1.12 Make, confirm, or revise predictions •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 R3.1 Evaluate the validity and accuracy of information, ideas, themes, opinions, and experiences in text to   - identify conflicting information - consider the background and qualifications of the writer - evaluate examples, details, or reasons used to support ideas - identify propaganda, with assistance - identify techniques used to persuade, such as emotional and ethical appeals, with assistance - identify differing points of view in texts and presentations - identify cultural and ethnic values and their impact on content - identify multiple levels of meaning •7 R3.2 Judge a text by using evaluative criteria from a variety of perspectives, such as literary and personal, with assistance •7 R3.3 Recognize the effect of one's own point of view in evaluating ideas, information, opinions, and issues •7 W1.4 Use outlines and graphic organizers, such as semantic webs, to plan reports, with assistance •7 W1.5 Include relevant information and exclude irrelevant information •7 W1.7 Connect, compare, and contrast ideas and information from one or more sources •7 W1.8 Support ideas with examples, definitions, analogies, and direct references to the text •7 W1.9 Use graphics, such as graphs, charts, and diagrams, to enhance the communication of information •7 W1.11 Write accurate and complete responses to questions about informational material •7 W1.12 Maintain a portfolio that includes informational writing •7 W2.1 Write original literary texts to   - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative •7 W2.2 Write interpretive and responsive essays of approximately three pages to   - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance - make connections between literary text and personal experience or knowledge •7 W2.3 Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.2 Present a hypothesis and predict possible outcomes •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 W3.4 Present a subject from more than one perspective by using various resources (e.g., news articles, nonfiction texts, personal experiences, and other school subjects) •7 W3.5 Explain connections between and among texts to extend the meaning of each individual text •7 W3.6 Compare and contrast literary elements in more than one genre and/or by more than one author •7 W3.7 Maintain a writing portfolio that includes writing for critical analysis and evaluation •7 L1.1 Identify essential information for note taking •7 L1.2 Listen in planning or brainstorming sessions with peers •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L1.8 Recognize that the speaker’s voice quality and delivery impact communication, with assistance •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.6 Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate •7 L2.7 Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance •7 L3.2 Recognize multiple levels of meaning •7 L3.3 Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives •7S1.2 Contribute to group discussions by offering comments to clarify ideas and information •7S1.4 Present examples, definitions, and direct references to the text in support of ideas •7S1.5 Connect, compare, and contrast ideas and information •7S1.7 Ask questions to clarify information •7S2.1 Present interpretations and support them through specific references to the text •7S2.2 Explain social, historical, and cultural features of literary text •7S2.3 Present original literary texts, using language and text structures that are inventive; for example, - use conventions of the literary genre, such as story, poem, and play - use an introduction that catches and excites the interest of the listener •7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances •7S3.1 Express opinions or judgments about information, ideas, opinions, themes, and experiences •7S3.2 Use an organizational format (e.g., question/answer, compare/contrast, and cause/effect) so that ideas and information are clear •7S3.3 State a hypothesis and predict possible outcomes •7S3.4 Present content, using strategies designed for the audience and purpose •7S4.2 Provide feedback by asking questions •7S4.3 Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting || *“Why Mosquitoes Buzz in People’s Ears” Listening Activity questions *“Persephone” multiple choice reading comprehension questions *”Rough-Face Girl” and “Cinderella” ELA parallel task *”Folktale, Myth, and Legend” vocabulary activity *”Walk a Mile in My Moccasins” point of view and 5 senses writing assignment *Washington Irving Listening activity *//The Legend of Sleepy Hollow// multiple choice reading comprehension questions *Character Traits sheet for // The Legend of Sleepy Hollow  // *Creative Writing- New Ending for //Sleepy Hollow// journal writing *Final Test for Myths, Folktales, and Legends Unit (containing m.c., short response, and fill in the blank vocabulary questions) *Brom VanBrunt/Ichabod Crane Compare/ Contrast Essay directions, format, proofreader’s checklist, rubric ||  *“Why Mosquitoes Buzz in People’s Ears” Listening Activity questions *“Persephone” multiple choice reading comprehension questions *”Rough-Face Girl” and “Cinderella” ELA parallel task *”Walk a Mile in My Moccasins” point of view and 5 senses writing assignment *Washington Irving Listening activity *//The Legend of Sleepy Hollow// multiple choice reading comprehension questions *Final Test for Myths, Folktales, and Legends Unit (containing m.c., short response, and fill in the blank vocabulary questions) *Brom VanBrunt/Ichabod Crane Compare/ Contrast Essay directions, format, proofreader’s checklist, rubric || Students will receive an 80% or better on the final Myths, Legends, Folktales test. Students will actively participate in class discussions and volunteer to read aloud to the class. Students will receive a grade of 80% or better on “Walk a Mile in my Moccasins” based on the rubric. Students will receive a passing grade on all reading comprehension activities. Students will receive an 80% or better on the compare/contrast essay assignment based on the rubric. || Graphic Novel Unit Figurative Language Unit “What is Figurative Language?” Skeleton Notes “Three Little Pigs” analysis focusing on narrative poetry Princess Diana reading comprehension activity and “Candle in the Wind” activity focusing on simile || •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 R2.12 Compare a film, video, or stage version of a literary work with the written version •7 W2.1 Write original literary texts to - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance -  use language that is creative •7 L1.1 Identify essential information for note taking •7 L1.2 Listen in planning or brainstorming sessions with peers •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7S2.1 Present interpretations and support them through specific references to the text •7S2.2 Explain social, historical, and cultural features of literary text •7S2.3 Present original literary texts, using language and text structures that are inventive; for example, - use conventions of the literary genre, such as story, poem, and play - use an introduction that catches and excites the interest of the listener •7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances 7R2.3 Identify and utilize significant literary elements in written works, and identify and analyze examples of figurative language as it is presented in literature as well as poetry. 7R3.1, 7R4.1 Using the Ruby Payne Method, read and dissect the meaning of the song lyrics while actively listening to song selections in order to analyze figurative language and symbols as they are used in the lyrics. 7R1.5, 7R1.12, 7R2.1, 7R2.4, 7R2.9, 7R3.5, 7R4.1 Complete ELA parallel task short-response and multiple choice questions based on literature being discussed in class, and analyze poetry related to real-world issues. Using the Ruby Payne Method, read and dissect the meaning of the song lyrics while actively listening to song selections in order to analyze figurative language and symbols as they are used in the lyrics. || *”Icarus” visual and reading comprehension pre-tests *Graphic Novel Terms Dictionary Sheet *Calvin and Hobbes dialogue practice sheet *”Love and Rockets” dialogue practice sheet *Calvin and Hobbes Onomatopoeia and Interjection practice sheet *Calvin and Hobbes Internal Dialogue practice sheet *Calvin and Hobbes story sequencing worksheet (exposition, rising action, climax, and resolution) *”Faces” mood (visual literacy) worksheet *//Sleepy Hollow// graphic panel group project and presentation materials *Graphic Novel final quiz *”Orisis” visual literacy and reading comprehension post-tests Introduction to Figurative Language/ Poetry Unit packet with terms (mood, theme, hyperbole, simile, metaphor, personification, alliteration, onomatopoeia) Copies of “The Three Little Pigs” poem and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “Princess Diana” readings and “Candle in the Wind” lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. || *”Icarus” visual and reading comprehension pre-tests *Calvin and Hobbes story sequencing worksheet (exposition, rising action, climax, and resolution) *//Sleepy Hollow// graphic panel group project and presentation materials *Graphic Novel final quiz *”Orisis” visual literacy and reading comprehension post-tests Students will review terms during teacher guided question and answer session. In order to properly analyze each stanza of the poem, students will use the Ruby Payne Method of reading comprehension to help them answer ELA parallel task short answer questions. In order to properly analyze each stanza of the poem, students will use the Ruby Payne Method of reading comprehension to help them answer ELA parallel task short answer questions. || Students will receive passing grade on graphic novel final quiz. Students will demonstrate ability to work well in a group by completing the final //Sleepy Hollow// graphic panel project and presenting with their groups. Students will demonstrate marked progress in visual literacy and reading comprehension skills by improving their grades on the unit post-tests when compared to the unit pre-tests. Teacher will determine whether students demonstrate understanding based on responses. Answers will be discussed during a teacher guided question and answer session and collected for a class work grade. Answers will be discussed during a teacher guided question and answer session and collected for a class work grade. || “Dreams” and “Metaphor for a Family” poem analysis focusing on metaphor “Abandoned Farmhouse” analysis focusing on personification “What does your bedroom say about you?” Personification poetry writing assignment “Bad to the Bone” song lyric analysis focusing on alliterations “I Feel the Earth Move” song lyrics focusing on hyperbole Figurative Language/Poetry Unit Final test Christmas Carol Unit Charles Dickens listening activity “Christmas Carol” play reading and corresponding study guide and vocabulary activities // Christmas Carol/ // Character Development of Scrooge Performance Task ||    7R1.5, 7R1.12, 7R2.1, 7R2.4, 7R2.9, 7R3.5, 7R4.1 Complete ELA parallel task short-response and multiple choice questions based on literature being discussed in class, and analyze poetry related to real-world issues. Using the Ruby Payne Method, read and dissect the meaning of the song lyrics while actively listening to song selections in order to analyze figurative language and symbols as they are used in the lyrics. *See objectives, standards, and PI’s for aforementioned figurative language activities. •7 W2.1 Write original literary texts to   - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative *See objectives for “Candle in the Wind” activity. *See objectives for other figurative language unit activities Use understanding of Ruby Payne Method, figurative language terms, and poetry/song analysis techniques studied in class to answer various ELA parallel task questions including but not limited to: multiple choice, matching, short/extended responses. •7 L1.1 Identify essential information for note taking •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L1.8 Recognize that the speaker’s voice quality and delivery impact communication, with assistance •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L1.8 Recognize that the speaker’s voice quality and delivery impact communication, with assistance •7 W1.8 Support ideas with examples, definitions, analogies, and direct references to the text •7 W1.11 Write accurate and complete responses to questions about informational material •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.9 Identify questions of personal importance and interest, and list works of literature that addresses them •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 R2.12 Compare a film, video, or stage version of a literary work with the written version •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.2 Present a hypothesis and predict possible outcomes •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 W3.5 Explain connections between and among texts to extend the meaning of each individual text •7 W3.6 Compare and contrast literary elements in more than one genre and/or by more than one author •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.6 Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate •7 L2.7 Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance •7S2.1 Present interpretations and support them through specific references to the text •7S2.2 Explain social, historical, and cultural features of literary text •7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W2.1 Write original literary texts to - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 W3.4 Present a subject from more than one perspective by using various resources (e.g., news articles, nonfiction texts, personal experiences, and other school subjects) •7 W3.5 Explain connections between and among texts to extend the meaning of each individual text •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.5 Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry, with assistance •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance ||    Copies of “Dreams” and “Metaphor for a Family” poems and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “Abandoned Farmhouse” poem and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of Personification poetry writing activity directions and rubric Copies of “Bad to the Bone” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Copies of “I Feel the Earth Move” song lyrics and ELA parallel task questions, index cards with the Ruby Payne Method of reading comprehension. Test designed by the teacher for the various parts of the unit. Copies of Charles Dickens biography graphic organizers (timeline), chronological notes for teacher to follow, copies of Charles Dickens open-note test that contains ELA parallel task multiple-choice, graphic organizer and short-response questions. Copies of purple //Choices// textbook that contain play version of Charles Dickens’ //A Christmas Carol//, copies of //Christmas Carol// study guide packets, copies of //Christmas Carol// vocabulary graphic organizers (following SUTW methods), vocabulary crossword puzzles and sponge activities, vocabulary quizzes, teacher’s keys for all of the above. Copies of purple //Choices// textbook that contain play version of Charles Dickens’ //A Christmas Carol//, Scrooge Character Development Performance Task Directions, Performance Task Rubric. ||    *See student evidence for aforementioned figurative language activities. *See student evidence for aforementioned songs. Completed Personification poem using personification of the items in the student’s bedroom to describe the student *See student evidence for aforementioned songs. Students will follow directions to complete test format. Students will use timeline to take notes during a lecture about the life of Charles Dickens. Students will use these notes to complete an ELA parallel listening task with multiple choice, graphic organizer, and short response questions. Students will have parts to read aloud in the play version of Charles Dickens’ //A Christmas Carol//. Students will complete study guide questions during teacher-guided large group question and answer sessions. Students will look up and review definitions of vocabulary words from play, and will review these during teacher guided question and answer sessions. Students will comprehend vocabulary words in the context of the reading and in isolation; frequent review activities will reinforce understanding. Students will utilize their understanding of the character development of Ebenezer Scrooge and the plot development of //A Christmas Carol// to complete the final performance task (authentic assessment). Students will choose from four task options: 1. create a six-panel comic strip that demonstrates the change in Scrooge’s character upon the visit of each of the ghosts, 2. create a minimum ten line poem that utilizes figurative language to describe the character development of Scrooge upon the visits of the ghosts, 3. write and act out a talk show script in which Scrooge is interviewed and describes his personality change upon the visit of the ghosts, 4. create a diorama and write a corresponding paragraph that depicts Scrooge’s personality either before or after the visits of the ghosts, and how he changes. ||      Answers will be discussed during a teacher guided question and answer session and collected for a home work grade. Poem using at least 10 items from student’s bedroom that have been personified in order to describe the student’s personality *See student evidence for aforementioned songs. *See student evidence for aforementioned songs. Students will demonstrate understanding of unit material by achieving an 85% or better mastery. Students will receive an 85 percent or better on the ELA parallel listening task questions. Students will receive grades for study guide questions based on completeness of answers and amount of supporting details included in these answers. Students will complete vocabulary quizzes to 85% mastery. Teacher will continuously monitor reading and understanding of literature and vocabulary during class discussion. Students will be graded for their understanding of the play and Scrooge’s character development based upon the performance task rubric. || ELA 2003 Practice Session 2- Reading/Writing and Session 1- Reading Comprehension and Listening Mid-term exam utilizing Writing Portfolio ||    7W1.3 Utilize a wide variety of graphic organizers while developing writing pieces according to the writing process (Step up to Writing). Use a wide variety of note-taking strategies in order to categorize and organize the elements of a story (Ruby Payne). 7W1.4 Distinguish between actual fact and opinion in the text while completing ELA short-response/extended response questions. 7W1.5 Complete ELA exam short-response, multiple choice, and extended response questions based on exam material. 7W1.6 Write expository, narrative, descriptive, and persuasive pieces based on writing guidelines that have been established in prior lessons in order to answer exam questions. Also understand the differences in audience, purpose, and messages in nonfiction and fiction pieces. 7W1.8 Complete all types of writing using the writing process to create short-response and extended response pieces. 7W1.9 Complete short-answer/ extended response questions to support their argument or thesis statement based on the text they have read. 7W2.8 Analyze and interpret the thematic development in various types of writing, including poems and short stories. Also analyze symbols that are found in various literary pieces contained in the exam. 7W2.10 Utilize writer’s workshop and Step up to Writing Method when answering short-response /extended response questions contained in the exam. 7W1.12 Utilize the writing process and the Step up to Writing Method from start to finish to complete all types of writing contained in the exam. 7R3.1 Read and/or listen to and understand various expository pieces and answers related to comprehension questions contained in the exam. 7S4.1 Refine oral presentation skills by presenting short-answer/ extended responses for peer evaluation and feedback based the New York State 6 point rubric. 7S4.4 Review another student’s short and extended responses and discuss the strengths and weaknesses of the pieces. Also actively listen to passages from prior ELA exams in order to successfully complete graphic organizers, short-answer responses, and extended responses. 7S4.4Use proper tone, voice inflection, and eye contact while presenting short/ extended responses to peers. 7W1. 6 Revise prior expository, narrative, descriptive and persuasive pieces based on guidelines that have been established in prior lessons. 7W1.8 Complete different types of writing utilizing the writing process, including but not limited to: narrative pieces, dialogues, news articles, journal entries, and friendly letters. 7W1.9 Organize information according to an identifiable structure, such as general to specific. 7W1.11 Utilize writing process from start to finish to complete assignments according to format. 7W1.12 Utilize writing portfolio to isolate specific weaknesses in writing skills and improve these areas. 7W2.10 Utilize portfolios to hone writing process skills and understand and utilize all grammar rules effectively. 7W3.1 Assess his/her own written works. 7W4.5 Communicate his/her writing progress throughout the year using the portfolio author’s note. ||    Copies of the ELA 2003 exam, highlighters for each student, pens, paper, New York State 6 point rubric (modified for easier student understanding). Writing Portfolio folders containing student selected pieces for revision, Mid-term exam rubric, Mid-term exam directions, author’s note format (friendly letter). ||    Students will read various passages and answer comprehension questions using the Ruby Payne Method. Students will also answer various extended and short-response questions based on readings using the Step up to Writing Method. Students will revise a journal, an expository piece, a narrative piece and a piece of their choice and also create an author’s note that discusses how their writing has improved using the friendly letter format. ||    Students will evaluate their own responses during a teacher-guided question and answer session using a modified version of the 6-point state rubric. Student pieces will be assessed using teacher-created rubric. || Mark Twain short stories unit “Mark Twain: Killingly Funny” reading comprehension activity “Celebrated Jumping Frog of Calaveras County” activities King Arthur Listening Activity “Connecticut Yankee in King Arthur’s Court” activities “Prince and the Pauper” activities ||   •7 R1.2 Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer •7 R1.5 Use knowledge of structure, content, and vocabulary to understand informational text •7 R1.6 Distinguish between relevant and irrelevant information •7 R1.7 Identify missing, conflicting, and/or unclear information •7 R1.8 Formulate questions to be answered by reading informational text, with assistance •7 R1.10 Condense, combine, or categorize new information from one or more sources •7 R1.11 Draw conclusions and make inferences on the basis of explicit and implied information •7 R1.12 Make, confirm, or revise predictions •7 W1.3 Take research notes, using a note-taking process, with assistance •7 W1.4 Use outlines and graphic organizers, such as semantic webs, to plan reports, with assistance •7 W1.5 Include relevant information and exclude irrelevant information •7 W1.6 Use paraphrase and quotation correctly •7 W1.7 Connect, compare, and contrast ideas and information from one or more sources •7 W1.8 Support ideas with examples, definitions, analogies, and direct references to the text •7 W1.11 Write accurate and complete responses to questions about informational material •7 L1.1 Identify essential information for note taking •7 L1.2 Listen in planning or brainstorming sessions with peers •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.4 Present content, using strategies designed for the audience and purpose •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.2 Present a hypothesis and predict possible outcomes •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.1 Present interpretations and support them through specific references to the text <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.2 Explain social, historical, and cultural features of literary text <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.7 Ask and respond to questions to clarify an opinion or judgment <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';"> •7 L1.1 Identify essential information for note taking •7 L1.2 Listen in planning or brainstorming sessions with peers •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L1.8 Recognize that the speaker’s voice quality and delivery impact communication, with assistance •7S1.2 Contribute to group discussions by offering comments to clarify ideas and information •7S1.3 Present information to address audience needs •7S1.4 Present examples, definitions, and direct references to the text in support of ideas •7S1.5 Connect, compare, and contrast ideas and information •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.2 Present a hypothesis and predict possible outcomes •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.1 Present interpretations and support them through specific references to the text <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.2 Explain social, historical, and cultural features of literary text <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.7 Ask and respond to questions to clarify an opinion or judgment •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.2 Present a hypothesis and predict possible outcomes •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 L2.1 Interpret and respond to texts on a variety of themes from different genres and authors •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.1 Present interpretations and support them through specific references to the text <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.2 Explain social, historical, and cultural features of literary text <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.7 Ask and respond to questions to clarify an opinion or judgment <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';"> <span style="font-size: 9.5pt; color: #993300; font-family: Arial; mso-bidi-font-family: 'Times New Roman';"> ||    Copies of “Mark Twain: Killingly Funny” Biography, copies of ELA parallel task multiple choice and short response questions. Copies of “Celebrated Jumping Frog of Calaveras County,” short response questions for “Celebrated Jumping Frog,” copies of “Jumping Frog” vocabulary graphic organizers (following SUTW format), copies of “Jumping Frog” vocabulary crossword puzzle, copies of “Celebrated Jumping Frog” open-note test. Copies of King Arthur graphic organizer, teacher’s copy of chronological notes about the legend of King Arthur Copies of “Connecticut Yankee in King Arthur’s Court,” short response questions for “Connecticut Yankee,” copies of “Connecticut Yankee” vocabulary graphic organizers (following SUTW format), copies of “Connecticut Yankee” vocabulary crossword puzzle, copies of “Connecticut Yankee” new ending activity, copies of Mark Twain short stories final test. Copies of “Prince and the Pauper,” short response questions for “Prince and the Pauper,” copies of “Prince and the Pauper” vocabulary graphic organizers (following SUTW format), copies of “Prince and the Pauper” vocabulary crossword puzzle, copies of “Prince and the Pauper” plot elements graphic organizer, copies of Mark Twain short stories final test. ||    Students will practice Ruby Payne reading comprehension (plan and label) while reading biography. Students will used QAR and context clues to complete short response and multiple choice questions on the biography. Students will exchange and grade questions during a teacher guided question and answer session. Students will use footnotes from “Celebrated Jumping Frog” story to define vocab. words and used them in a sentence; students will reinforce their understanding of these words by completing the vocabulary crossword puzzle and reviewing answers during teacher guided question and answer session; students will demonstrate reading comprehension skills and listening and speaking skills by completing short response questions and discussing answers during large group question and answer session; students will demonstrate comprehension of plot and character development as well as theme of story by completing open-note test. Students will listen to a chronological lecture about the legend of King Arthur and the knights of the round table and will fill in a graphic organizer with relevant details. Students will then be able to relate these details to the Mark Twain story “A Connecticut Yankee in King Arthur’s Court.” Students will use dictionaries to define vocab. words for “Connecticut Yankee” and use them in a sentence; students will reinforce their understanding of these words by completing the vocabulary crossword puzzle and reviewing answers during teacher guided question and answer session; students will demonstrate reading comprehension skills and listening and speaking skills by completing short response questions and discussing answers during large group question and answer session; students will demonstrate comprehension of plot and character development as well as theme of story by creating a new original ending to the story and completing the final test to mastery level. Students will use dictionaries to define vocab. words for “Prince and the Pauper” and use them in a sentence; students will reinforce their understanding of these words by completing the vocabulary crossword puzzle and reviewing answers during teacher guided question and answer session; students will demonstrate reading comprehension skills and listening and speaking skills by completing short response questions and discussing answers during large group question and answer session; students will demonstrate comprehension of plot and character development as well as theme of story by completing plot elements graphic organizer and completing the final test to mastery level. ||      Students will demonstrate reading comprehension skills by receiving an 85% or better on the Twain questions. Students will demonstrate reading comprehension skills and understanding vocabulary in context by completing open-note test to 85% accuracy. Teacher will also assess listening and speaking skills during teacher guided question and answer sessions during large group discussion of story. Teacher will evaluate students’ understanding of the material by conducting a large group question and answer session at the completion of the lecture. Students will demonstrate reading comprehension skills and understanding vocabulary in context by completing test to 85% accuracy. Teacher will also assess listening and speaking skills during teacher guided question and answer sessions during large group discussion of story. Students will demonstrate reading comprehension skills and understanding vocabulary in context by completing test to 85% accuracy. Teacher will also assess listening and speaking skills during teacher guided question and answer sessions during large group discussion of story. || // The Adventures of Tom Sawyer // Unit // Tom Sawyer // pre-reading journal “Mark Twain on the Mississippi” and “Racism and Racist Language” reading comprehension activities // Tom Sawyer // vocabulary activities, chapters 1-19 // Tom Sawyer // reading and note-taking, chapters 1-19. ||   7 W2.2 Write interpretive and responsive essays of approximately three pages to   -   make connections between literary text and personal experience or knowledge •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 R1.2 Interpret data, facts, and ideas from informational texts by applying thinking skills, such as define, classify, and infer •7 R1.3 Preview informational texts, with guidance, to assess content and organization and select texts useful for the task •7 R1.5 Use knowledge of structure, content, and vocabulary to understand informational text •7 R1.6 Distinguish between relevant and irrelevant information •7 R1.7 Identify missing, conflicting, and/or unclear information •7 R1.8 Formulate questions to be answered by reading informational text, with assistance •7 R1.11 Draw conclusions and make inferences on the basis of explicit and implied information •7 R1.12 Make, confirm, or revise predictions •7 W1.5 Include relevant information and exclude irrelevant information •7 W1.6 Use paraphrase and quotation correctly •7 W1.7 Connect, compare, and contrast ideas and information from one or more sources •7 W1.8 Support ideas with examples, definitions, analogies, and direct references to the text •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L3.1 Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, themes, and experiences •7 L3.2 Recognize multiple levels of meaning •7 L3.3 Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives •7 L3.1 Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, themes, and experiences •7 L3.2 Recognize multiple levels of meaning •7 L3.3 Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 W1.11 Write accurate and complete responses to questions about informational material <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S1.2 Contribute to group discussions by offering comments to clarify ideas and information •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.9 Identify questions of personal importance and interest, and list works of literature that addresses them •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W2.2 Write interpretive and responsive essays of approximately three pages to - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance -  make connections between literary text and personal experience or knowledge •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.5 Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry, with assistance •7 L2.6 Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate •7 L2.7 Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.1 Present interpretations and support them through specific references to the text <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.2 Explain social, historical, and cultural features of literary text <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.3 State a hypothesis and predict possible outcomes <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.4 Present content, using strategies designed for the audience and purpose <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.5 Present a subject from one or more perspectives ||    Copies of the //Tom Sawyer// pre-reading journal. Copies of “Mark Twain on the Mississippi” and “Racism and Racist Language” articles and reading comprehension questions. Copies of //The Adventures of Tom Sawyer// for each student, copies of //Tom Sawyer// vocabulary graphic organizers (using the SUTW format), copies of vocabulary crossword puzzles and other sponge activities, vocabulary quizzes. Copies of //Tom Sawyer// for every student, copies of chapter maps, sequencing activities, multiple choice chapter reviews, and short response questions for each chapter, teacher keys for all of the aforementioned activities; chapter quizzes with ELA parallel task questions. ||    Students will relate their childhood experiences to some of the experiences that Tom Sawyer will face in the novel. Students will read both articles and will use the Ruby Payne reading comprehension strategy (plan and label) and QAR strategy to answer the corresponding questions. Students will use dictionaries to define vocab. words for //The Adventures of Tom Sawyer// and use them in a sentence; students will reinforce their understanding of these words by completing the vocabulary crossword puzzles and other sponge activities and reviewing answers during teacher guided question and answer session; students will also complete vocabulary quizzes. Students will listen to //The Adventures of Tom Sawyer// as it is read aloud in class and will participate in large group discussions about plot and character development and themes. Students will also read chapters silently and complete chapter map graphic organizers to demonstrate reading comprehension. Student review activities will include event sequencing, multiple choice and short response questions for each chapter. Students will also complete scheduled and surprise chapter quizzes to demonstrate they have read assigned readings. ||      Teacher will evaluate student understanding and connection to character during large group discussion of journal writes. Students will demonstrate reading comprehension abilities by getting an 80% or better on each activity. Students will exchange and grade during teacher guided question and answer session to allow for review. Students will demonstrate ability to understand vocabulary in context by completing test to 85% accuracy. Teacher will have daily assessments of student comprehension during large group discussions; students will also demonstrate comprehension by completing chapter quizzes to 85% mastery. || // Tom Sawyer // vocabulary activities, chapters 20-35. // Tom Sawyer // reading and note-taking, chapters 20-35. // The Adventures of Tom Sawyer // Final Performance Task // Tom Sawyer // final test “Should //Tom Sawyer// Be Banned?” Persuasive Essay ||   •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 W1.11 Write accurate and complete responses to questions about informational material <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S1.2 Contribute to group discussions by offering comments to clarify ideas and information •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.9 Identify questions of personal importance and interest, and list works of literature that addresses them •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W2.2 Write interpretive and responsive essays of approximately three pages to - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance -  make connections between literary text and personal experience or knowledge •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.5 Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry, with assistance •7 L2.6 Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate •7 L2.7 Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.1 Present interpretations and support them through specific references to the text <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.2 Explain social, historical, and cultural features of literary text <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.3 State a hypothesis and predict possible outcomes <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.4 Present content, using strategies designed for the audience and purpose <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S3.5 Present a subject from one or more perspectives •7 W2.1 Write original literary texts to - develop a narrative, using an organizational plan such as chronology - sequence events (e.g., rising action, conflict, climax, falling action, and resolution) to advance a plot, with assistance - develop complex characters and create a setting - use literary devices - maintain a consistent point of view that enhances the message - select a genre and use appropriate conventions, such as dialogue, rhythm, and rhyme, with assistance - use language that is creative •7 W2.2 Write interpretive and responsive essays of approximately three pages to - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance - make connections between literary text and personal experience or knowledge •7 L3.1 Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, themes, and experiences •7 L3.2 Recognize multiple levels of meaning •7 L3.3 Use personal experiences and knowledge, and the opinions of speakers in school and community settings, to make judgments from a variety of perspectives •7 L3.4 Recognize persuasive techniques, such as emotional and ethical appeals, in presentations •7 L3.5 Consider the experience and qualifications of speakers when analyzing and evaluating presentations, with assistance •7 L3.6 Identify missing or unclear information •7 L3.7 Evaluate the organization of presentations •7 L3.8 Evaluate the quality of the speaker’s presentation style by using criteria such as voice quality and enunciation <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.1 Present interpretations and support them through specific references to the text <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.2 Explain social, historical, and cultural features of literary text <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.3 Present original literary texts, using language and text structures that are inventive; for example, <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">- use conventions of the literary genre, such as story, poem, and play <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">- use an introduction that catches and excites the interest of the listener <span style="font-size: 9.5pt; color: #ff99cc; font-family: Arial; mso-bidi-font-family: 'Times New Roman';">•7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.9 Identify questions of personal importance and interest, and list works of literature that addresses them •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W2.2 Write interpretive and responsive essays of approximately three pages to - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance - make connections between literary text and personal experience or knowledge •7 W3.1 Present clear analysis, using examples, details, and reasons from text •7 W3.2 Present a hypothesis and predict possible outcomes •7 W3.3 Select content and choose strategies for written presentation on the basis of audience, purpose, and content •7 W3.5 Explain connections between and among texts to extend the meaning of each individual text •7 W3.5 Explain connections between and among texts to extend the meaning of each individual text <span style="font-size: 10pt; color: #ff99cc; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';">•7S3.7 Ask and respond to questions to clarify an opinion or judgment <span style="font-size: 10pt; color: #ff99cc; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';">•7S4.1 Respect the age, gender, social position, and cultural traditions of the listener <span style="font-size: 10pt; color: #ff99cc; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';">•7S4.2 Provide feedback by asking questions <span style="font-size: 10pt; color: #ff99cc; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';">•7S4.3 Use courtesy; for example, avoid sarcasm, ridicule, dominating the conversation, and interrupting <span style="font-size: 10pt; color: #ff99cc; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';">•7S4.4 Use culture-specific language, jargon, and colloquialisms appropriate to the purpose and the listener <span style="font-size: 11pt; font-family: Arial; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';"> ||    Copies of //The Adventures of Tom Sawyer// for each student, copies of //Tom Sawyer// vocabulary graphic organizers (using the SUTW format), copies of vocabulary crossword puzzles and other sponge activities, vocabulary quizzes. Copies of //Tom Sawyer// for every student, copies of chapter maps, sequencing activities, multiple choice chapter reviews, and short response questions for each chapter, teacher keys for all of the aforementioned activities; chapter quizzes with ELA parallel task questions. Copies of //Tom Sawyer// Performance Task Directions, Performance Task Rough Draft Checklists, Performance Task Rubrics, samples of old //Tom Sawyer// Performance Tasks to show students as models. Copies of //Tom Sawyer// final test for all students and teacher key. Copies of “Should //Tom Sawyer// Be Banned?” Persuasive Essay directions, class set of highlighters, copies of SUTW persuasive essay rough draft block format, copies of persuasive essay rubric. ||    Students will use dictionaries to define vocab. words for //The Adventures of Tom Sawyer// and use them in a sentence; students will reinforce their understanding of these words by completing the vocabulary crossword puzzles and other sponge activities and reviewing answers during teacher guided question and answer session; students will also complete vocabulary quizzes. Students will listen to //The Adventures of Tom Sawyer// as it is read aloud in class and will participate in large group discussions about plot and character development and themes. Students will also read chapters silently and complete chapter map graphic organizers to demonstrate reading comprehension. Student review activities will include event sequencing, multiple choice and short response questions for each chapter. Students will also complete scheduled and surprise chapter quizzes to demonstrate they have read assigned readings. Students will complete a performance task to demonstrate their understanding of the character development of Tom Sawyer and the valuable lessons he learns during his adventures. Students will choose one of the following performance tasks: 1. create a powerpoint presentation that outlines five of Tom’s adventures, the characters involoved, and the outcome, 2. create a children’s book that tells one or several of Tom’s adventures in language that a young child can understand, 3. create a treasure chest (with journals that accompany it) that contains 10 of Tom Sawyer’s most treasured items; The journals should be in his voice and they should explain where he got the items and why they are so important to him, 4. write a report that explains the history of marbles, why they were important to Tom Sawyer, and how to play a basic marble game. All of these choices must be presented to the class during an oral presentation. The children’s books will be read to a class of kindergarteners from Fletcher Elementary School. Students will complete final test with the following types of questions about the plot, character development, conflicts, themes, and vocabulary from //Tom Sawyer//: multiple choice, matching, and fill in the blank. Students will write persuasive essay using SUTW format and details from the novel to support why they either agree or disagree with banning the novel //The Adventures of Tom Sawyer// from the Tonawanda City School District. Students will follow all steps of the writing process including brainstorming, drafting, proofreading, revising, and completing final typed copy. ||      Students will demonstrate ability to understand vocabulary in context by completing test to 85% accuracy. Teacher will have daily assessments of student comprehension during large group discussions; students will also demonstrate comprehension by completing chapter quizzes to 85% mastery. Students will receive a grade for their performance task rough drafts, and their final copies and presentations will be graded using a rubric. Students will demonstrate mastery by achieving an 85% or higher on the test. Students essays will be evaluated using persuasive essay rubric modeled after the SUTW format. || **// Freak the Mighty //**** Unit ** Rodman Philbrick Listening Activity Friendship journal, Opinions journal, Origin of Freak the Mighty journal, and Loretta Lee’s Conscience journal // Freak the Mighty // vocabulary activities // Freak the Mighty // reading and note-taking // Freak the Mighty // final quiz || •7 L1.1 Identify essential information for note taking •7 L1.3 Listen to and follow multistep directions that provide information about a task or assignment •7 L1.4 Recall significant ideas and details, and describe the relationships between and among them •7 L1.5 Distinguish between relevant and irrelevant oral information •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L1.8 Recognize that the speaker’s voice quality and delivery impact communication, with assistance •7 L1.6 Make, confirm, or revise predictions by distinguishing between relevant and irrelevant oral information •7 L1.7 Draw conclusions and make inferences on the basis of explicit information •7 L1.8 Recognize that the speaker’s voice quality and delivery impact communication, with assistance •7 W1.8 Support ideas with examples, definitions, analogies, and direct references to the text •7 W1.11 Write accurate and complete responses to questions about informational material 7 W2.2 Write interpretive and responsive essays of approximately three pages to  -   make connections between literary text and personal experience or knowledge •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 W1.11 Write accurate and complete responses to questions about informational material •7S1.2 Contribute to group discussions by offering comments to clarify ideas and information •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.9 Identify questions of personal importance and interest, and list works of literature that addresses them •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W2.2 Write interpretive and responsive essays of approximately three pages to - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance -  make connections between literary text and personal experience or knowledge •7 L2.2 Listen to class lectures, and small group and classroom discussions, to comprehend and interpret literary text •7 L2.3 Recognize different levels of meaning in presentations •7 L2.4 Identify how the author's choice of words/characterization and use of other literary devices affect the listener's interpretation of the oral text, with assistance •7 L2.5 Identify how the poet’s use of repetition, rhythm, and rhyming patterns affects the listener’s interpretation of poetry, with assistance •7 L2.6 Recognize that the meaning of the spoken word can vary on the basis of tone, volume, pitch, and rate •7 L2.7 Recognize how the posture, facial expression, and gestures of the speaker or actor are used to evoke a response •7 L2.8 Identify questions of personal importance and interest and seek to address them by listening to and interpreting films, plays, and dramatic readings •7 L2.9 Recognize social, historical, and cultural features in presentations of literary texts, with assistance •7S2.1 Present interpretations and support them through specific references to the text •7S2.2 Explain social, historical, and cultural features of literary text •7S2.4 Ask and respond to questions to clarify an interpretation or response to literary texts and performances •7S3.3 State a hypothesis and predict possible outcomes •7S3.4 Present content, using strategies designed for the audience and purpose •7S3.5 Present a subject from one or more perspectives •7 R2.1 Recognize that one text may generate multiple interpretations •7 R2.2 Interpret characters, plot, setting, and theme, using evidence from the text •7 R2.3 Identify the author’s point of view, such as first-person narrator and omniscient narrator •7 R2.4 Recognize recurring themes in a variety of literary works •7 R2.5 Determine how the use and meaning of literary devices (e.g., symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing) convey the author’s message or intent •7 R2.6 Recognize how the author’s use of language creates images or feelings •7 R2.7 Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry •7 R2.8 Read silently and aloud from a variety of genres, authors, and themes •7 R2.9 Identify questions of personal importance and interest, and list works of literature that addresses them •7 R2.10 Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives •7 R2.11 Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text •7 W2.2 Write interpretive and responsive essays of approximately three pages to - express opinions and support them through specific references to the text - demonstrate understanding of plot and theme - identify and describe characters and their motivations - analyze the impact of the setting - explain how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning - draw conclusions and provide reasons for the conclusions - compare and contrast characters, setting, mood, and voice in more than one literary text or performance - make connections between literary text and personal experience or knowledge ||    Chronological notes for teacher to follow, copies of Rodman Philbrick open-note test that contains ELA parallel task multiple-choice, graphic organizer and short-response questions. Copies of //Freak the Mighty// journal writes. Copies of //Freak the Mighty// for each student, copies of //Freak the Mighty //vocabulary graphic organizers (using the SUTW format), copies of vocabulary crossword puzzles and other sponge activities, vocabulary quizzes. Copies of //Freak the Mighty// for every student, copies of chapter maps, sequencing activities, multiple choice chapter reviews, and short response questions for each chapter, teacher keys for all of the aforementioned activities; chapter quizzes with ELA parallel task questions. Copies of //Freak the Mighty// final quiz for all students and teacher key. ||    Students will take notes during a lecture about the life of Rodman Philbrick. Students will use these notes to complete an ELA parallel listening task with multiple choice, graphic organizer, and short response questions. Students will relate their childhood experiences to some of the experiences that the characters face in the novel. Students will use dictionaries to define vocab. words for //Freak the Mighty// and use them in a sentence; students will reinforce their understanding of these words by completing the vocabulary crossword puzzles and other sponge activities and reviewing answers during teacher guided question and answer session; students will also complete vocabulary quizzes. Students will listen to and read //Freak the Mighty// aloud in class and will participate in large group discussions about plot and character development and themes. Students will also read chapters silently and complete chapter map graphic organizers to demonstrate reading comprehension. Student review activities will include event sequencing, multiple choice and short response questions for each chapter. Students will also complete scheduled and surprise chapter quizzes to demonstrate they have read assigned readings. Students will complete final test with the following types of questions about the plot, character development, conflicts, themes, and vocabulary from //Freak the Mighty//: multiple choice, matching, and fill in the blank. ||      Students will receive an 85 percent or better on the ELA parallel listening task questions. Teacher will evaluate student understanding and connection to character during large group discussion of journal writes. Students will demonstrate ability to understand vocabulary in context by completing test to 85% accuracy. Teacher will have daily assessments of student comprehension during large group discussions; students will also demonstrate comprehension by completing chapter quizzes to 85% mastery. Students will demonstrate mastery by achieving an 85% or higher on the test. ||  ||     7W1. 6 Revise prior expository, narrative, descriptive and persuasive pieces based on guidelines that have been established in prior lessons. 7W1.8 Complete different types of writing utilizing the writing process, including but not limited to: narrative pieces, dialogues, news articles, journal entries, and friendly letters. 7W1.9 Organize information according to an identifiable structure, such as general to specific. 7W1.11 Utilize writing process from start to finish to complete assignments according to format. 7W1.12 Utilize writing portfolio to isolate specific weaknesses in writing skills and improve these areas. 7W2.10 Utilize portfolios to hone writing process skills and understand and utilize all grammar rules effectively. 7W3.1 Assess his/her own written works. 7W4.5 Communicate his/her writing progress throughout the year using the portfolio author’s note. ||     Writing Portfolio folders containing student selected pieces for revision, Final exam rubric, Final exam directions, author’s note format (friendly letter). ||    Students will revise a journal, an expository piece, a narrative piece and a piece of their choice and also create an author’s note that discusses how their writing has improved using the friendly letter format. ||       Student pieces will be assessed using teacher-created rubric. ||
 * ELA Review  January   Dark Purple  **
 * Mark Twain Short Stories  February   Brown  **
 * ** CONTENT  ** || **  STANDARDS AND PERFORMANCE INDICATORS  ** || **  RESOURCES/ACTIVITIES  ** || **  ASSESSMENT  ** || **  STUDENT EVIDENCE  ** ||
 * ** SEPTEMBER  **
 * “Biography of a Classmate” Unit
 * ** NOVEMBER  **
 * ** DECEMBER  **
 * ** JANUARY  **
 * ** FEBRUARY  **
 * ** MARCH  **
 * ** APRIL  **
 * ** MAY  **
 * ** JUNE  **
 * Final Exam Exemplary Portfolio **