District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 7 Description:

Seventh grade English class provides integral practice in reading, writing, speaking, listening, and language skills. Students work through the writing process to compose pieces in various modes including narrative, informative/explanatory, and argumentative. Other areas of significant exploration include vocabulary study, conventions practice, inquiry research, poetry memorization and recitation, and public speaking opportunities.

Grade 7 Units:

Unit 1: Express and Reflect--Reading and Writing Narrative Text Unit 2: Inform and Explain--Reading and Writing Informative/Explanatory Text Unit 3: Evaluate and Judge--Reading and Writing Argumentative Text Unit 4: Grammar Study Unit 5: Poetry Study Unit 6: Vocabulary Study

Subject: English Grade: 7 Suggested Timeline: 9 weeks

Unit Title: Express and Reflect: Reading and Writing Narrative Text

Unit Overview/Essential Understanding: Students will read various examples of narrative text and identify these necessary elements prior to writing. In addition, students will discuss these elements and how the author develops them appropriately to match purpose and audience. Finally, students will write narrative pieces, specific to a purpose and audience, which will have clear organizational structures and necessary narrative elements such as characters, plot, setting, theme, tone, and dialogue.

Unit Essential Questions: What are the main characteristics of narrative writing? How is narrative writing different from the other modes of writing? How can a writer develop real or imagined experiences or events effectively? How can a writer use narrative elements and techniques to convey his/her experiences or events? How can I establish the importance of a personal experience to others in writing?

Unit Objectives: Students will identify integral narrative techniques such as dialogue, conflict, description, and reflection. Students will present an organized sequence of events in the form of a written narrative. Students will establish the context and point of view of the narrative. Students will develop an individual writing style while composing a personal narrative piece.

Focus Standards Addressed in this Unit: 1.4.7 - Writing Narrative M-R

Important Standards Addressed in this Unit: 1.3.7 - Reading Literature A-K 1.4.7 - Writing S-X 1.5.7 - Speaking and Listening A-G

Misconceptions:

A narrative must be a work of fiction, typically a short story. Short stories are actually short in length. Point of view doesn’t matter when telling a story. When characters/people speak in narratives, it does not matter how it is written or expressed.

Concepts/Content: Narrative Elements:

characterization, plot, setting, theme, dialogue, point of view, mood, tone

Author’s purpose and audience Narrative text structure RACE: Restate, Answer, Cite and

Explain Elements of Drama and the Stage:

playwright, script, stage directions, costumes, props, rules of theater etiquette

Competencies/Skills: Identify and define narrative

elements Create narrative pieces, specific to

a purpose and audience, which contain necessary narrative elements

Organize writing in a logical order with appropriate transitional words/phrases

Write to create style, tone, and voice using a variety of sentence structures, literary devices, and word choice

Compose with attention to sensory detail and other descriptive elements of writing

Description of Activities: Read and respond to narrative mentor texts Partake in small/large group discussions Write to express a personal experience Identify important elements of narrative stories Take active part in the writing process:

brainstorming, revising, editing, proofreading and publishing, including self/peer editing workshops

Craft a personal narrative essay based on an important life event

Copy notes and apply learning of drama elements when studying/viewing a stage production

Compare/contrast written piece vs. stage production

Assessments: Classroom assignments and activities Various tests/quizzes Summative--Formal Writing Assignment: Personal Narrative Essay

Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Reading and responding to narratives related to science, social

Additional Resources: Approved textbook Approved supplemental resources Teacher created materials Library resources

studies, the humanities, and/or math topics Using digital learning tools (Photoshop, Google Classroom,

Microsoft Publisher, etc.) Creating multimedia presentations--video and/or TV

production

Local stage production--class field trip (if available) Write on Course 20-20: A Student Handbook for Writing,

Thinking, and Learning

Subject: English Grade: 7 Suggested Timeline: 9 weeks

Unit Title: Inform and Explain: Reading and Writing Informative/Explanatory Text

Unit Overview/Essential Understanding: In this unit, students will read and write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly. Through this unit of study, students will recognize the characteristics of informative/explanatory text and its similarities and differences to the other writing modes. In addition, students will use a variety of sources and text features to determine valid, reliable information and understand how to find and employ evidence effectively.

Unit Essential Questions: What are the main characteristics of informative/explanatory text? How is informative writing similar to or different from other modes of writing? How do I use sources and text features to find reliable information? How do I determine if my researched information is valid? How do we use information gained through research to expand our knowledge?

Unit Objectives: Students will read and write informative/explanatory pieces, specific to a purpose and audience, which have a well-developed main idea. Students will craft informative/explanatory pieces that contain precise language and specific details, valuable text evidence, cohesive

transitional words/phrases, and relevant graphics (if applicable). Students will synthesize relevant information from source materials to achieve a research goal. Students will make distinctions about credibility, reliability, consistency, and strengths/limitations of resources.

Focus Standards Addressed in this Unit: 1.4.7 - Writing Informative/Explanatory Text A-F 1.2.7 - Reading Informational Text A-L

Important Standards Addressed in this Unit: 1.5.7 - Speaking and Listening A-G 1.4.7 - Writing S-X

Misconceptions: Completing research is a tedious task that requires long periods of time to complete. All research information available on the Internet is valid.

Informative/explanatory essays must focus on broad, research-related topics. Thesis statements are confusing and difficult to write.

Concepts/Content: Informative/Explanatory Text

Terms: evidence, inferences, conclusions, generalizations, author’s purpose, text structure, text features, graphics, writing traits, introduction, body, conclusion, transitions, thesis statement

RACE: Restate, Answer, Cite and Explain

News Writing Terms : types of articles such as feature, news, and review; lead, inverted pyramid, editorial, editorial cartoon, GAPS (genre, audience, purpose, style)

Competencies/Skills: Cite text evidence and interpret

facts Determine author’s purpose Analyze text structure Read and comprehend nonfiction

and informational text Compose informative/explanatory

essays or research papers recognizing the rubric writing traits

Utilize transitional words and phrases to organize ideas

Draw conclusions and illustrate data

Summarize key information Reflect on class/personal

connections to current events

Description of Activities: Read and respond to informational mentor texts Partake in small/large group discussions Craft an informational/explanatory essay and/or

research paper Take active part in the writing process:

brainstorming, revising, editing, proofreading and publishing, including self/peer editing workshops

Publish an original student-created newspaper including news, features, editorials, editorial cartoons, various text features, etc.

Assessments: Classroom assignments and writing activities Various quizzes/tests Summative Assessment: Formal writing assignment--essay, research paper, and/or student-created newspaper

Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Reading and writing nonfiction text related to science, social

studies, the humanities, and/or math topics Making connections to timely local and/or world current events

Additional Resources: Approved textbook Approved supplemental resources Teacher-created materials Online news sources for kids such as CNN 10, NEWSELA,

Smithsonian Tween Tribune, etc. Write on Course 20-20: A Student Handbook for Writing,

Using digital learning tools (Google Classroom, Microsoft Publisher, etc.)

Creating multimedia presentations--video and/or TV production

Thinking, and Learning

Subject: English Grade: 7 Suggested Timeline: 9 weeks

Unit Title: Evaluate and Judge: Reading and Writing Argumentative Texts

Unit Overview/Essential Understanding: In this unit, students will read and write argumentative texts to analyze a topic and convey ideas, concepts, and information clearly. Through this unit, students will recognize the characteristics of argumentative text and its similarities and differences to the other writing modes. In addition, students will use a variety of sources and text features to determine valid, reliable information and understand how to find and employ evidence effectively. Students will discover claims and counterclaims in exemplar argumentative writing, and then create their own claims as the basis of an argument.

Unit Essential Questions: How does a writer create an argument essay that responds to a topic, has a purpose, and speaks to a target audience? What is the difference between persuasive writing and argument writing? How do I identify a counterclaim and defeat it? How will I know if I have convinced my audience of my claim? What is the difference between fact and opinion? How do I distinguish credible, reliable sources?

Unit Objectives: Students will read and write argumentative essays, specific to a purpose and audience, which have a well-developed main idea, and

contain precise language and specific details, valuable text evidence, cohesive transitional words/phrases, and relevant graphics (if applicable).

Students will synthesize relevant information from source materials to achieve a research goal. Students will research a high-interest topic of their choice to acquire new depths of knowledge. Students will make distinctions about credibility, reliability, consistency, and strengths/limitations of resources. Students will cite evidence with accuracy and attention to detail.

Focus Standards Addressed in this Unit: 1.4.7 - Writing Opinion/Argumentative G-L 1.2.7 - Reading Informational Text A-L

Important Standards Addressed in this Unit: 1.3.7 - Reading Literature A-F, H-K 1.4.7 - Writing S-X 1.5.7 - Speaking and Listening A-G

Misconceptions: An argument essay is made up of only my opinions. I don’t have to support/explain evidence with my own ideas. Research is boring, takes many steps, and is a lot of work. Everything on the Internet is correct and true. Thesis statements are confusing and difficult to write.

Concepts/Content: Claims and counterclaims Reasoning and logic Research-based evidence Credible sources Thesis statements, main ideas,

and supporting details Essay Organization: hook,

transitions, body, conclusion Understanding and constructing

an argumentative essay RACE: Restate, Answer, Cite, and

Explain

Competencies/Skills: Support claims with logical

reasoning and relevant evidence Acknowledge and distinguish the

claim(s) from alternate or Opposing claims

Organize the claim(s) with clear reason and evidence

Clarify relationships among claim(s), counterclaim(s), and evidence by using words or phrases to create cohesion

Provide a concluding statement or section that follows and supports the argument presented

Cite evidence from multiple sources

Use accurate and credible sources Construct a formal argumentative

essay effectively

Description of Activities: Read and respond to argumentative mentor

texts Partake in small/large group discussions Write to express an opinion with supporting

evidence Identify and construct a claim and counterclaim Investigate and research a high-level student

interest topic Take active part in the writing process:

brainstorming, revising, editing, proofreading and publishing, including self/peer editing workshops

Conduct the research writing process Craft a research-related essay

Assessments: Classroom assignments and activities Tests/quizzes Summative: Formal writing assignment--argumentative essay

Interdisciplinary Connections: Additional Resources:

Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Reading and writing nonfiction text related to science, social

studies, the humanities, and/or math topics Using digital learning tools (Google Classroom, Microsoft

Publisher, etc.) Creating multimedia presentations--video and/or TV

production

Approved textbook Approved supplemental resources Teacher-created materials Library-created resources Write on Course 20-20: A Student Handbook for Writing,

Thinking, and Learning

Subject: English Grade: 7 Suggested Timeline: Ongoing throughout the year

Unit Title: Grammar Study

Unit Overview/Essential Understanding:

In this ongoing unit of study, students will continue practice with the rules of grammar, punctuation, and language conventions. Students will recognize that grammar study supports clarity of communication in both written and spoken form.

Unit Essential Questions: How do conventions of language influence spoken and written communication? How and why are structure and mechanics important to good writing? Why is the ability to communicate fluently and effectively important in life? What is the significance of sentence variety in my writing? How and why should I edit and revise my writing?

Unit Objectives: Students will be able to discern the eight parts of speech. Students will use and identify various punctuation marks, such as semicolons, colons, quotation marks, hyphens, etc., correctly. Students will recognize and self-correct common grammatical errors in writing. Students will compose written pieces with sentence fluency and variety. Students will recognize the importance of expressing ideas and information clearly throughout their lives, both in school and in a future

career.

Focus Standards Addressed in this Unit: 1.4.7 Writing Informative/Explanatory, Narrative, and Argumentative Writing E, F, K, L, Q, R

Important Standards Addressed in this Unit: 1.5.7 Speaking and Listening A-G

Misconceptions: Grammar rules don’t matter. Punctuation does not affect sentence meaning. Grammar study is boring and the least important part of writing. “Text talk” is an acceptable form of communication in all facets of life.

Concepts/Content: Parts of speech : noun (plural,

possessive, common vs. proper),

Competencies/Skills: Determine parts of speech

correctly

Description of Activities: Correct daily editing activities to demonstrate

knowledge of grammar and mechanics rules

verb, adjective, adverb, pronoun (indefinite), interjection, conjunction, and preposition

Punctuation marks : period, question mark, comma (appositive, introductory phrase, direct address, series, adjectives, geographical items, dates), hyphen, semicolon, colon, and quotation marks

Grammar content terms : clause, phrase, appositive, simple, compound and complex sentence, pronoun/antecedent agreement, subject/verb agreement, homophones, compound words, commonly misspelled words

Identify and use various punctuation marks effectively

Compose sentences with variety of structure and length

Increasingly apply knowledge of conventions to writing and speaking

Communicate with precision both verbally and in written form

Copy notes to collect grammar topic information

Reflect on grammar topics as they apply to assigned writing pieces

Engage in small/large group discussion Partake in self and peer review sessions to

explore self and peers’ control of grammar and mechanics

Assessments: Teacher-created worksheets/practice handouts Weekly editing exercises--”Sentence Starters” Various quizzes/tests Writing rubrics: With focus on the traits of conventions and sentence fluency

Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Using digital learning tools (Google Classroom, Microsoft

Publisher, etc.) Creating multimedia presentations--video and/or TV production

Additional Resources: Approved textbook Approved supplemental resources Teacher-created materials Write on Course 20-20: A Student Handbook for Writing,

Thinking, and Learning

Subject: English Grade: 7 Suggested Timeline: Ongoing throughout the year

Unit Title: Poetry Study

Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply skills related to comprehending and analyzing poetry. Students will identify and analyze the use of figurative language. They will also learn how to interpret a text using connotative inferencing with evidence from the text. Students will

discuss poetry in small and whole group settings and will also learn how to craft poetry of their own design. Finally, students will present a Poem of the Month for a small group of peers and ultimately, formally present one poem before the whole class.

Unit Essential Questions: What are the main characteristics of poetry? What makes this form of writing different from other genres? How are the various forms of poetry similar and different? How and why is poetry more concise than other structured writing? How do I best convey feelings through words on a page?

Unit Objectives: Students will determine the theme of a poem from the details in the text. Students will explain how the structure of the poem affects the poem’s interpretation. Students will analyze how the elements of poetry contribute to the meaning, tone, and overall theme of the text. Students will make connections between a poet’s life and times with his/her poetry. Students will collaborate and discuss poetry with peers in a small and whole group setting. Students will craft creative poetic works in their own expression. Students will recite a poem that has been put to memory.

Focus Standards Addressed in this Unit: 1.3.7 Reading Literature A-K

Important Standards Addressed in this Unit: 1.5.7 Speaking and Listening A-G

Misconceptions: Poetry is boring and old-fashioned. Poetry has to rhyme. Poetry is hard to write. Poetry has to be serious or dramatized.

Concepts/Content: Poetry terms, such as figurative

language elements, rhyme

Competencies/Skills: Define terms necessary for

analyzing and understanding

Description of Activities: Read, respond to, and memorize monthly “Poem

of the Month”

scheme, rhythm, repetition, point of view (speaker), tone, mood

Annotation of the text--“Mark It Up”

Text-dependent analysis skills Literal vs. figurative meanings Various poets’ biographical

information and connections between life and works

poetry Analyze poetry for theme and

overall meaning Interpret literal and figurative

meanings of the poem Infer topics of poems based on

connotative details Cite lines of poetry properly as

evidence for text-dependent analysis

Craft original poetry inspired by Poem of the Month and/or various poets

Poems of the Month may include: “Leaves” by Elsie N. Brady “The Raven” by Edgar Allan Poe “Filling Up on Thanksgiving” by Unknown “Snow Toward Evening” by Melville Cane “Dreams” by Langston Hughes “I’m Nobody” by Emily Dickinson “Nothing Gold Can Stay” by Robert Frost “This Is Just to Say” by William Carlos Williams “Barefoot Days” by Rachel Field Engage in both small and large group discussion Annotate text effectively for meaning and

understanding Write original poetry Present and recite poetry to an audience,

reinforcing formal speaking and listening skillsAssessments:

Classroom activities Various quizzes/tests Poetry Recitations--monthly recitations in small groups and once in whole-group setting Summative Assessments: Text-dependent analysis essays; whole-group recitation evaluated by poem recitation rubric

Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Recognizing how poetry relates/connects to other content

areas and modern-day songs Using digital learning tools (Google Classroom, Microsoft

Publisher, etc.) Creating multimedia presentations--video and/or TV

production

Additional Resources: Approved textbook Approved supplemental resources Poem of the Month materials Teacher-created materials You Come Too: Favorite Poems for Readers of All Ages Reflections on a Gift of Watermelon Pickle ...and Other Modern

Verse Write on Course 20-20: A Student Handbook for Writing,

Thinking, and Learning

Subject: English Grade: 7 Suggested Timeline: Ongoing throughout the year

Unit Title: Vocabulary Study

Unit Overview/Essential Understanding: Students will analyze the influence of the words and phrases in a text, their technical meanings, and how they shape meaning and tone of the writing. They will also learn to determine or clarify the meaning of unknown and multiple-meaning words and phrases by choosing from a range of strategies and tools. In addition, students will use grade-appropriate general academic and domain-specific vocabulary when considering a word or phrase important to overall comprehension or expression of a written piece.

Unit Essential Questions: How does the acquisition of new vocabulary impact my writing style and voice? How does learning new vocabulary words improve my reading and comprehension skills? How can I use context clues to understand new words and determine the meaning of unknown words?

Unit Objectives: Students will define new vocabulary terms and demonstrate knowledge of multiple meanings of new words in context. Students will determine synonyms and antonyms for newly-introduced words. Students will identify part(s) of speech of new vocabulary terms. Students will identify and analyze word relationships and multiple meanings of new vocabulary terms. Students will utilize new vocabulary words while crafting various writing pieces.

Focus Standards Addressed in this Unit: 1.2.7 Reading Informational Text F, J-I 1.3.7 Reading Literature F, I-K

Important Standards Addressed in this Unit: 1.4.7 Writing E, F, K 1.5.7 Speaking and Listening A-G

Misconceptions: I will rarely use or see the vocabulary words I learn in school. I only need to know the definition of a word. Important vocabulary words are always in bold print within a textbook. Words can only have one part of speech and one definition.

Concepts/Content: Knowledge of spelling, syllables,

definitions, part(s) of speech, synonyms, and antonyms of new vocabulary terms

Competencies/Skills: Identify and define new

vocabulary terms Determine syllables, word parts,

parts of speech, synonyms, and

Description of Activities: Introduction of new vocabulary lists (every 3-4

weeks) Small group discussions and practice activities

with new vocabulary terms

Recognition of multiple meanings of new vocabulary terms in context

Proper use of new vocabulary terms in written and oral communication

Tools and strategies for determining meaning of an unknown word; recognition of Greek/Latin roots

antonyms of vocabulary terms Identify multiple meanings of new

terms Utilize new vocabulary words in

writing pieces across the curriculum

Mini-lessons on strategies and tools to determine meaning of an unknown words

Written pieces with proper use of vocabulary terms--focusing on part of speech and context of the writing topic

Assessments: Classroom assignments and activities Vocabulary tests--demonstrating knowledge of words’ part(s) of speech, definition, use of words in context of given story, and creative

writing using words properly

Interdisciplinary Connections: Utilizing proper conventions when writing in all content areas Communicating effectively, both in written and spoken form, in

all content areas Connecting newly-introduced vocabulary words with content

area vocabulary Using digital learning tools (PowerPoint, Quizlet) Creating multimedia presentations--video and/or TV

production

Additional Resources: Approved textbook Approved supplemental resources Teacher-created materials Abravocabra: The Amazingly Sensible Approach to Teaching

Vocabulary Write on Course 20-20: A Student Handbook for Writing,

Thinking, and Learning