EAST ALLEN COUNTY SCHOOLS

Bundle 1

Grade 7

Language Arts

Big Idea: Discovery Personal Narrative

Enduring Understandings Essential Questions Everyone can be a good writer.

Words and sentences are put together in certain patterns to help the reader make sense of what is written.

Good readers use a variety of reading strategies to comprehend text. Rules of conventions allow the reader to clearly understand the writer’s ideas.

Revising and editing makes writing more powerful and focused.

What makes an idea worth writing about? In the “real world,” who will read your writing?

What are the steps I need to follow when writing? What strategies do good readers and writers use?

What are some ways that conventions improve writing?

What are the different word/sentence parts?

CC/Learning Targets Core Vocabulary Links to Technology RL.2 W.4 W.5 W.10 L.1

L.2 L.4 7.5.6 7.6.4 7.6.6

clause complex sentence compound sentence compound-complex sentence dangling modifiers dashes hyphens

-Dictionary (app) -Snack Words (app) -Speed Typing (app) -Writing and Drawing Journal (app)

Bundle Performance Task(s) “Tell me a story!” Every life is filled with stories to share. Students will choose an incident in their lives or a favorite memory in order to write personal narratives. Using the writing process, they will plan the writing, revise for clarity, and edit for correct use of capitalization, punctuation, spelling and appropriate English usage. Additionally, students will use a variety of sentence structures and precise word choices (utilizing a thesaurus). Students will share their narratives in class (possibly in small groups) and explain why the experience was meaningful to them. A possible assessment rubric is provided in the Appendix under curriculum for each performance task. As an extension, students will use their personal narratives to create an in-depth writing about a specific moment of the narrative. For example a student may write about the time he/she broke his/her leg and the trip to the hospital. For the in-depth moment they will write specifically about breaking their leg not the trip to the hospital or any other details used in the narrative.

Grade 7 LA Bundle 1

Quarter 1 Aug. – Sept.

Recommended Read-Alouds G7 - Bundle 1

Big Idea: Discovery Title Author Relates to…

Picture Books

Jabberwocky: From Through the Looking Glass Lewis Carroll Context Clues

Tog the Ribber Granny’s Tale Paul Coltman Context Clues

Eats, Shoots & Leaves Lynne Truss Conventions, Punctuation

Punctuation Takes a Vacation R. Pulver Conventions, Punctuation

Cryptid Hunters Roland Smith Discovery

Ish Peter Reynolds Discovery, Ideas

Loch Paul Zindel Discovery

The Curious Case of the Stripes David Shannon Characterization, Mood, Tone

Cryptomania! Teleporting into Greek and Latin with the CryptoKids Edith Hope Fine Greek and Latin Roots

Mudball Matt Tavares Ideas

A Box of Friends Pam Munoz Ryan Ideas

Math Curse Jon Scieszka and Lane Smith Organization, Audience, Author Purpose

Rimshots: Basketball Pix, Rolls, and Rythms Charles R. Smith Organization, Audience, Author Purpose

Mystery of Eatum Hall John Kelly Organization, Transitions

Meanwhile Jules Feiffer Organization, Transitions

Francine Fribble, Proofreading Policewoman Justin McCory Martin Proofreading, Conventions

Night in the Country Cynthia Rylant Sentence Fluency

Hoop Kings Charles R. Smith, Jr. Sentence Fluency, Word Choice, Verbs

Food Fight! Carol Diggory Shields Word Choice

The Boy Who Loved Words R. Schotter Word Choice

The Whales Cynthia Rylant Word Choice

Hello Ocean Pam Munoz Ryan Word Choice, Sensory Details

What Do Author’s Do? Eileen Chistelow Writing Process

Poetry

Rap It Up James Carter

Poetry for Young People: Maya Angelou Maya Angelou

Recommended Read-Alouds G7 - Bundle 1

Novels

So B. It Sarah Weeks Discovery

A Face First Priscilla Cummings Discovery

Reading Workshop G7 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning RL.2 (7.3.4)

Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

-Teaching Reading in the Middle School pp. 172-173, p. 193 -Best Practices Toolkit p. B18, p. B41 -The Bird House by Cynthia Rylant -Theme-PowerPoint -Literature: “Amigo Brothers” pp. 310-322 “The War of the Wall” pp. 326-334 -InterActive Reader & Writer “The War of the Wall” pp. 58-69 -PiTR Lightning Thief by Rick Riordan-Resource Binder pp. 101, 216, 102,

109-111, 143-144 Wringer by Jerry Spinelli-Lesson Guide p. 100 (communication) Resource Binder p. 100

-Discussion -Teacher Observation in Strategic Reading Groups/Observational Notes -Cluster Diagram (Best Practices Toolkit) -Written Response (Select from “After Reading” Questions in Literature) -InterActive Reader & Writer Assessment pp. 70-71

Correlating CC/Learning Targets Teacher Notes

RI.1 RI.10 RL.1 RL.3 RL.4

RL.10 7.3.2 7.3.3

Teachers will follow the plan for “The First 12 Days” to launch the “Reading Workshop.” All embedded apps included in this curriculum are free.

Writing Workshop G7 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning

W.4 (7.4.2)

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3)

-Traits of Writing: The Complete Guide for Middle School Ch. 5, pp. 95-140 -Launching the Writer’s Workshop pp. 55-64 -Middle School Lesson Plans for Writing -Journal Writing Ideas -daily-writing-prompts -1000 Ideas for Writing -Student Models -Types and Examples of Transitions -Literature, pp. 420-426 “Dirk the Protector,” pp. 268-276 “The Noble Experiment,” pp. 809-820 “Writer’s Workshop,” pp. 850-856 -Language Network Ch. 20 “Writing Workshop” -Language Network Ch. 26

-Discussion -Writing samples -Graphic Organizers used in prewriting activities -Writing Conferences/ Observational Notes

W.5 (7.4.1) (7.4.8) (7.4.9) (7.4.10)

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Notebook Ideas/Graphic Organizers -The Continuum of Literacy Learning p. 171 -Launching the Writer’s Workshop pp. 11-15 -Best Practices Toolkit pp. C1-C2, p. C5, p. C10, p. C49 -Mudball by Matt Tavares -A Box of Friends by Pam Munoz Ryan -What Do Authors Do? by Eileen Chistelow -Language Network pp. 310-311, p. 322 Revising/Editing -The Continuum of Literacy Learning pp. 169-170, p, 172, p. 173 -Launching the Writer’s Workshop pp. 37-43 -Traits of Writing: The Complete Guide for the Middle School p. 260, p.298, p. 300-301

-Discussion -Graphic Organizers (Best Practices Toolkit) -Writing Samples/Rubric -Writing Conferences/ Observational Notes -District Writing Prompt

Writing Workshop G7 - Bundle 1

-Best Practices Toolkit p. C3 -Hoop Kings by Charles R. Smith, Jr. -Mystery of Eatum Hall by John Kelly -Meanwhile by Jules Feiffer -Night in the Country by Cynthia Rylant -Eats, Shoots & Leaves by Lynne Truss -Punctuation Takes a Vacation by R. Pulver -Francine Fribble, Proofreading Policewoman by Justin McCory Martin -Language Network pp. 317-318, p. 319, p. 322 Organization/Word Choice -Launching the Writer’s Workshop pp. 55-64 (organization) -Launching the Writer’s Workshop pp. 75-83 (word choice) -The Whales by Cynthia Rylant -Food Fight! by Carol Diggory Shields -Language Network, pp. 404-407, Ch. 16

W.10 (7.5.7)

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

-The Continuum of Literacy Learning pp.164-173 -Guiding Readers and Writers Ch. 25 -Rimshots: Basketball Pix, Rolls, and Rhythms by Charles R. Smith Jr. -Math Curse by Jon Scieszka and Lane Smith -Benchmark Papers -A Glossary of Prompts -Language Network Ch. 20-27

-Class discussion of strategies to use when writing to a prompt -W-R Notebook -District Writing Prompt -Writing Samples

(7.5.6) Use varied word choices to make writing interesting and more precise.

-Launching the Writer’s Workshop pp. 75-83 (word choice) -Traits of Writing: The Complete Guide for Middle School Ch. 7, pp. 179- 218 -Best Practices Toolkit p. C4

-Discussion -Writing Samples/Rubric -Writing Conferences/ Observational Notes

Writing Workshop G7 - Bundle 1

-The Boy Who Loved Words by R. Schotter -Hello Ocean by Pam Munoz Ryan -word connotation -Poetry word choice -Strategies for Spelling Perfectionists -Language Network p. 302, Ch. 19

-W-R Notebook -Create Language Choice Charts (Best Practices Toolkit pp. C4, A57)

Correlating CC/Learning Targets Teacher Notes

W.3 W.6 W.9

Teachers will follow the plan for “The First 12 Days” to launch the Writing Workshop. Teachers will administer district-wide writing prompt during the month of September. All embedded apps included in this curriculum are free.

Language and Word Study G7 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (7.6.1) (7.6.10)

Demonstrate the command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in general and their function in specific sentences b. Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas. c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

Conventions -Traits of Writing: The Complete Guide for Middle School Ch.9 -Launching the Writer’s Workshop pp. 93-97 Editing Checklist -Grammar for Writing p. 67 -Literature, pp.R28-29 -Language Network, pp. 76-77 Phrases/Clauses -Grammar for Writing p. 148 -Language Network, pp. 186-188 -Literature, pp. R62-63 Sentence Structure -Launching the Writer’s Workshop pp. 85-92 -Traits of Writing: The Complete Guide for Middle School pp. 239-259 Sentence Structure-PowerPoint -Grammar for Writing pp.151-162 -Language Network, pp.192-193, 198-199 -Literature, pp. R63-64

-Writing Samples/Rubric -Have students revise writing by creating compound and complex sentences (example on pp. 200- 201 of Language Network). -Review pieces of writing in your portfolios and correct any errors (Language Network p. 78). -Use complex sentences to write captions for photographs (p. 188 in Language Network). -Quiz/Test

L.2 (7.6.8) (7.6.9)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate adjectives (e.g. It was a fascinating, enjoyable movie but not He wore an old [,] green shirt).

Capitalization -Traits of Writing: The Complete Guide for Middle School pp. 289-291 -Capitalization Rules -Literature, p. R51 -Language Network Ch. 10

-Write an article for the school newspaper (example on p, 243 in Language Network) -Students write an imagined dialogue between two characters, or create an alternate ending or a continuation of a story

Language and Word Study G7 - Bundle 1

b. Spell correctly

Punctuation -Traits of Writing: The Complete Guide for Middle School p. 247, 286-288 -Punctuating Dialogue-SMART Board Activity (Quotation Marks) -Punctuating Sentences-SMART Board Activity (commas, colons, semicolons) -Literature “It’s Not About the Bike” pp. 791-795 “23 Days in July,” pp. 796-801 -Language Network, Ch. 11 -Grammar for Writing Workbook, pp. 199-204 Spelling -The Continuum of Literacy Learning p. 219 (spelling derivatives) -Best Practices Toolkit pp. E14-E15

-Hangman SMART Board Activity -Literature p. R69, R72-R75 -Language Network pp. 628-637

previously read -W-R Notebook -Writing Conferences/ Observational Notes -Quiz/Test -Writing Samples/Rubric

L.4 (7.1.2) (7.1.3)

Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 7 reading and content, choosing flexibly from a range of strategies a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of the word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

Context Clues

-Best Practices Toolkit pp. E8, E24 -Jabberwocky: From Through the Looking Glass by Lewis Carroll -Tog the Ribber Granny’s Tale by Paul Coltman -Affixes and Roots -Literature “Seventh Grade,” p. 31, 40 “Thank You, M’am,” p. 63, 70 “Dirk the Protector,” p. 269, 278 “It’s Not About the Bike” and “23 Days in July,” p. 791, 801 “The Noble Experiment,” p. 809, 821

-Discussion of foreign words we commonly use in English -W-R Notebook -Complete a “New Word Analysis” (Best Practices Toolkit E24) -Teacher Observation in Small Reading Groups/Observational Notes (Teaching for Comprehension and Fluency pp. 91-95) -Quiz/Test -Discussion on the meanings of various roots and how we use them to define unfamiliar words

Language and Word Study G7 - Bundle 1

belligerent, bellicose, rebel). c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its parts of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

“Vocabulary and Spelling Handbook,” p. R68 Greek/Latin Roots

-The Continuum of Literacy Learning p. 218 (Greek/Latin roots) -Best Practices Toolkit pp. E20-E22 -Cryptomania! Teleporting into Greek and Latin with the Cryptokids by Edith Hope Fine

-Latin Derivatives Website -Foreign Words and Phrases (origins of foreign words) -Literature, p. R70 -Language Network pp. 574-575, p. 635

Reference Material Best Practices Toolkit p. E2 -Literature p. 266 -Language Network pp. 578-579

-Use content-area texts to look up words, categorize, and define.

(7.6.4) Identify all parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections) and types and structure of sentences.

Parts of Speech -Fantastic! Wow! And Unreal! A Book About Interjections and Conjunctions by Ruth Heller (parts of speech) -The Planet Without Pronouns by Justin McCory Martin -Z Was Zapped by Chris Van Allsburg -Behind the Mask by Ruth Heller -Suddenly Alligator: An Adverbial Tale by Rick Walton -Tillie’s Tuba by Maria Fleming -Parts of Speech Interactive Game -Parts of Speech PowerPoint -Adjectives-SMART Board Activity -Adverbs-SMART Board Activity

-Students find examples of the four types of sentences in print and categorize them in a chart, poster, or PowerPoint. -Quiz/Test -Create a lesson plan for younger students (may be a group project).

Language and Word Study G7 - Bundle 1

-Literature, pp. R46-R47, pp. R52-R67 -Language Network, Ch. 2 – Ch. 6 -Grammar and Writing Workbook, pp. 31-35 Sentence Structure/Types -Language Network, p. 16, and Ch. 8 -Grammar for Writing Workbook, pp. 16-18

7.6.6 Identify and correctly use hyphens, dashes, brackets, and semicolons.

-Traits of Writing: The Complete Guide for Middle School p. 287 -Semicolons -Language Network pp. 262, p. 264 -Grammar and Writing Workbook, pp. 202-207

-Quiz -Write a business letter (p. 263 in Language Network) -Revising activities (p. 272 in Language Network)

Correlating CC/Learning Targets Teacher Notes

L.3 L.5 L.6 SL.1

SL.2 7.6.3 7.6.5

Language and Word Study will begin after “The First 12 Days.” All embedded apps included in this curriculum are free.

The First 12 Days (Grades 7-8) Day 1 Day 2

Interactive Read-Aloud: 25-30 min.

(Select a read-aloud that focuses on community building.)

Interactive Read-Aloud: 25-30 min.

(Teacher’s Choice)

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Teachers are encouraged to build a learning community in which each member feels comfortable and inspired to learn. The following items are suggestions for building this environment and starting the school year: - Introduce yourself. - Explain syllabus and grading procedures. - Explain or create a list of classroom procedures. - Complete school housekeeping items (class meetings, form collections, supply collections, schedule distribution/explanation, etc.). - Explain Independent Reading books and remind students to bring in as soon as possible. - Introduce writing portfolios and establish writing folders/binder procedures. - Provide media center orientation. - Distribute and take record of textbooks. - Assign short writing prompt for glance at student writing abilities. - Review Fire/Tornado and Code Green/Yellow/Red procedures. - Review handbook/assignment book and school expectations (dress code, homework policy, behavior expectations, etc.). - Use or assign community building activities (culture bags, scavenger hunt, cultural cross-over, etc.). Teacher notes or other options:

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Quick Question/Answer Session Homework Reminder Hook for Tomorrow

Quick Question/Answer Session

Homework Reminder Hook for Tomorrow

The First 12 Days (Grades 7-8) Day 3 Day 4

Interactive Read-Aloud: 15-20 min.

(Select Traditional Literature or Science Fiction piece.)

Interactive Read-Aloud: 10-15 min.

(Select Informational or Biographical piece.)

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Reader’s Workshop

Mini-Lesson: 10-15 min.

“Selecting Books and Enjoying Silent Reading” (Guiding Readers and Writers p. 146)

Independent Reading: 20-25 min. Teacher conferences with students, asking questions

and taking notes about them as readers (Guiding Readers and Writers p. 12).

*Two-minute share/transition into Writer’s Workshop

Reader’s Workshop

Mini-Lessons: 15-20 min.

“How Readers Choose Books” “Making Good Book Choices”

“Abandoning Books” (Guiding Readers and Writers pp. 146-148)

*Have students discuss/evaluate previous read-alouds.

Independent Reading: 20-25 min.

Teacher conferences with students, asking questions and taking notes about them as readers

(Guiding Readers and Writers p. 12).

*Two-minute share/transition into Writer’s Workshop

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Writer’s Workshop

Mini-Lessons: 10 -15 min.

“Writing Topics” (Launching the Writer’s Workshop Lesson 1 pp. 11-12)

“Establishing the Writer’s Workshop” (Launching the Writer’s Workshop Lesson 2 pp. 17-19)

Independent Writing: 15-20 min. Students choose a topic from their expert list and write about it. Teacher conferences with students, asking

questions and taking notes about them as writers (Guiding Readers and Writers, p. 12).

Writer’s Workshop

Mini-Lesson: 10-15 min.

“Introducing a Writer’s Notebook” (Launching the Writer’s Workshop Lesson pp. 23-24)

To avoid confusion with Writer’s-Reader’s Notebook, this will be called the Author’s Notebook. This is the notebook students were required to bring to class.

Independent Writing: 15-20 min.

Students will complete the Independent Writing activity within the lesson. Students will decorate the covers of their Author’s Notebooks in order to feel ownership of

them.

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This time should be dedicated to developing classroom procedures, school housekeeping items, and building a

classroom community.

*Wrap-Up

This time should be dedicated to developing classroom procedures, school housekeeping items, and building a

classroom community.

*Wrap-Up

The First 12 Days (Grades 7-8) Day 5 Day 6

Interactive Read-Aloud: 10-15 min.

(Select Historical Fiction or a previous option.)

Interactive Read-Aloud: 10-15 min.

(Teacher’s Choice)

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Reader’s Workshop

Mini-Lessons: 10-15 min.

“Thinking and Talking About Your Reading”, “How to Buzz With Each Other”

“Abandoning Books” (Guiding Readers and Writers pp. 147-148)

Independent Reading: 15-20 min. Teacher conferences with students, asking questions

and taking notes about them as readers (Guiding Readers and Writers p. 12).

*Two-minute share/transition into Writer’s Workshop.

Reader’s Workshop

Mini-Lessons: 10-15 min.

“Distinguishing Between Fiction and Nonfiction” “Different Kinds of Fiction”

(Guiding Readers and Writers pp. 148-149)

Independent Reading: 20-25 min. Teacher conferences with students, asking questions

and taking notes about them as readers (Guiding Readers and Writers p. 12).

*Two-minute share/transition into Writer’s Workshop.

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Writer’s Workshop

Mini-Lesson: 10 min.

“When the Teacher is Unavailable” (Launching the Writer’s Workshop Lesson 4 pp. 27-29)

Independent Writing: 20 min. Students can continue free-write from previous day’s

activity, begin a new topic from expert list, or the teacher may give other ideas for writing. Teacher

continues writing conferences with students. (Guiding Readers and Writers p. 12).

Writer’s Workshop

Mini-Lesson: 10 min.

“When You Think You’re Done” (Launching the Writer’s Workshop Lesson 5 pp. 31-32)

Independent Writing: 20 min. Students will work with peers to make changes to a previous writing piece. Teacher continues writing

conferences with students. (Guiding Readers and Writers p. 12).

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This time should be dedicated to developing classroom procedures, school housekeeping items, and building a

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*Wrap-Up

This time should be dedicated to developing classroom procedures, school housekeeping items, and building a

classroom community.

*Wrap-Up

The First 12 Days (Grades 7-8)

Day 7 Day 8

Interactive Read-Aloud: 10-15 min. (Teacher’s Choice)

Interactive Read-Aloud: 10-15 min. (Select a book that will be used for your Book Talk at

the end of the period.)

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Reader’s Workshop

Mini-Lesson: 10-15 min.

“Introducing the Writer’s-Reader’s (W-R) response requirements.

Teachers will give students requirements and show students where W-R will be done. Then students will be

given copy of “Reading Requirements” sheet (see appendix). Teacher establishes reading requirements for

the year.

Independent Reading: 20-25 min. Teacher continues writing conferences with students.

(Guiding Readers and Writers p. 12).

*Two-minute share/transition into Writer’s Workshop

Reader’s Workshop

Mini-Lessons: 10-15 min.

“Guidelines for Working Together” Teacher establishes atmosphere for Reader’s Workshop and creates a chart with the class (Guiding Readers and Writers pp. 151-152).

Independent Reading: 20-25 min. Teacher continues writing conferences with students.

(Guiding Readers and Writers p. 12).

*Two-minute share/transition into Writer’s Workshop

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Writer’s Workshop

Mini-Lesson: 10 min.

“When You Think You’re Done” Lesson 5: Related Lessons and Activities

(Launching the Writer’s Workshop pp. 33-35)

Independent Writing: 20 min. Students will practice “When You Think You’re Done” strategies in their writing. Teacher continues writing conferences with students and asks questions about

them as writers (Guiding Readers and Writers p. 12).

Writer’s Workshop

Mini-Lesson: 10 min.

“Introducing/Reviewing the Traits of Ideas and Organization” (Launching the Writer’s Workshop

Lessons 8-9 pp. 49-64)

Independent Writing: 20 min.

Identify and explain the use of these two traits (Ideas and Organization) in previous read-alouds or independent reading book. Teacher makes

observations of students, taking observational notes, and having conversations with students about writing.

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This time should be dedicated to developing classroom procedures, school housekeeping items, and building a

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Teacher demonstrates example Book Talk on today’s

read-aloud. Discuss the four requirements:

1. State title, author, and genre. 2. Explain why you chose the book. 3. Give a plot summary (without revealing the ending). 4. Share and explain a small part of the book. Students may add book to “Books I Want to Read” list

on My Big Campus.

The First 12 Days (Grades 7-8) Day 9 Day 10

Interactive Read-Aloud: 10-15 min.

(Teacher’s Choice)

Interactive Read-Aloud: 10-15 min.

(Read-aloud should focus on the traits of Ideas and Organization.)

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Reader’s Workshop

Mini-Lesson: 10-15 min.

“Writing Responses to Your Reading” (Guiding Readers and Writers Days 11-14 pp. 152-156)

Teacher will establish procedures for responding within, turning in, and the grading process for the

W-R Responses in My Big Campus. *Teachers should provide an example of a well-written

response about a previous read-aloud.

Independent Reading: 20-25 min.

Students begin a response in My Big Campus. Teacher continues reading conferences with students.

*Two-minute share/transition into Writer’s Workshop.

Reader’s Workshop

Mini-Lessons: 10-15 min. “Wrapping up the W-R Response”

In the appendices of i Tunes U, students will find a form to keep track of books they are currently reading as well

as a form for books they want to read. Students can begin documentation of what they are reading and what

books they would like to read.

“Using Post-It Notes” (Guiding Readers and Writers p. 156)

Teachers will design their own lesson that teaches the purposes of Post-It notes to mark passages students

would like to speak or write about (ex. unfamiliar words, exciting parts, questions, reactions, Language/Word

Study principles, etc.).

Independent Reading: 20-25 min.

Students share responses in a small group conference with teacher.

*Two-minute share/transition into Writer’s Workshop.

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Writer’s Workshop

Mini-lesson: 10 min.

“Introducing/Reviewing the Traits of Voice and Word Choice” (Launching the Writer’s Workshop

Lessons 10-11 pp. 65-83)

Independent Writing: 20 min. Identify and explain the use of Voice and Word Choice in previous read-alouds or Independent Reading book.

Teacher makes observations of students, taking observational notes, and having conversations with

students about writing.

Writer’s Workshop:

Mini-Lesson: 10 min.

“Introducing/Reviewing the Traits of Sentence Fluency and Conventions”

(Launching the Writer’s Workshop Lessons 12-13 pp. 85-97)

Independent Writing: 20 min.

Identify and explain the use of Sentence Fluency and Conventions in previous read-alouds or Independent

Reading book. Teacher makes observations of students, taking observational notes, and having

conversations with students about writing.

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Teacher demonstrates example book talk.

Review the four requirements: 1. State title, author, and genre. 2. Explain why you chose the book. 3. Give a plot summary (without revealing the ending). 4. Share and explain a small part of the book.

Students will practice “buzzing” in small groups about

their Independent Reading books.

Teacher demonstrates example book-talk and reviews

the four requirements. Students will practice “buzzing” in small groups about

their Independent Reading books. (Student groups should change each day.)

*Teachers can continue community building activities, if time allows.

The First 12 Days (Grades 7-8)

Day 11 Day 12

Interactive Read-Aloud: 10-15 min.

(Read-aloud should on the traits of Voice and Word Choice.)

Interactive Read-Aloud: 10-15 min.

(Select a read-aloud that focuses on the traits of Sentence Fluency and Conventions.)

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Reader’s Workshop

Mini-lesson: 10-15 min.

“Checking for Understanding as You Read” (Guiding Readers and Writers p. 159)

Independent Reading: 20-25 min.

Students share responses in a small group conference with teacher.

*Two-minute share/transition into Writer’s Workshop.

Reader’s Workshop

Mini-Lesson: 10-15 min.

“Using Punctuation to Help You Understand” (Guiding Readers and Writers p. 160-161)

Independent Reading: 20-25 min.

Students share responses in a small group conference with teacher.

*Two-minute share/transition into Writer’s Workshop.

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Writer’s Workshop

Mini-Lesson: 10 min.

“When You Are Stuck on Spelling” (Launching the Writer’s Workshop Lesson 7 pp. 45-46)

Independent Writing: 20 min. Students will practice spelling lesson strategies to a previous piece of writing. Teacher continues writing

conferences with students.

Writer’s Workshop

Mini-Lesson: 10 min.

“Procedures for Peer Revision” (Launching the Writer’s Workshop Lesson 6 pp. 37-42) *Teachers will role play an example of an effective peer

conference.

Independent Writing: 20 min.

Students will meet with a peer to practice these strategies.

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in.)

Teacher demonstrates example book-talk and reviews

the four requirements. Students may add book to “Books I Want to Read” list. Students then practice “buzzing” in small groups about

their Independent Reading books. (Student groups should change each day.)

Teacher demonstrates example book-talk and reviews

the four requirements. Students may add book to the “Books I Want to Read” list. Students then practice “buzzing” in small groups about their Independent Reading books. (Student

groups should change each day.)

Example Plans

Day 13 Day 14

Interactive Read-Aloud: 10-15 min.

What a Year by Tomie dePaola

Interactive Read-Aloud: 10-15 min.

Mudball by Matt Tavares

Re

ad

er’s W

ork

sh

op

(appro

x. 4

0 m

in.)

Reader’s Workshop

Mini-lesson: 10 min.

Introducing Plot Use Best Practices Toolkit page D59 or create your

own lesson.

Independent Reading: 25 min. Students will read Independent Reading books, looking

for elements of plot. Students respond to reading on My Big Campus.

OR

Shared Reading: 25 min. Class can read “Seventh Grade” Literature text

selection and discuss elements of plot (Literary Analysis questions A-J in margins).

*Five-minute share/review/transition into Writer’s

Workshop.

Reader’s Workshop

Mini-Lesson: 10-15 min.

Understanding a Plot Map Use Literature pp. 26 and 39 or create your own lesson.

Independent Reading: 20-25 min. Students will read Independent Reading books and use a plot map to record ideas. Students may also respond

to reading on My Big Campus.

OR

Shared Reading: 20-25 min. Class can continue to read the Literature selection to

locate clues and discuss elements of plot.

*Five-minute share/review/transition into Writer’s

Workshop.

Write

r’s W

ork

sh

op (

appro

x. 30

min

.)

Writer’s Workshop

Mini-Lesson: 10 min.

Writing a Personal Narrative Use Literature p. 850.

Discuss “Key Traits: Ideas.”

Independent Writing: 15-20 min. Students will practice writing about ideas for a personal

narrative. In their Author’s Notebooks, they should choose a single experience in their lives and recreate

the event with descriptive details and dialogue.

*Five-minute share/transition into Language and Word

Study.

Writer’s Workshop

Mini-Lesson: 10 min.

Writing a Personal Narrative Use Literature p. 850.

Discuss “Key Traits: Organization.”

Independent Writing: 20 min. Students will continue drafting or begin a new personal

narrative in their Author’s Notebooks. They should think of a ways to introduce the experience, order events,

and explain the significance of the event.

*Five-minute share/transition into Language and Word

Study.

Language &

Word

Stu

dy

(a

pp

rox.

15 m

in.)

Language & Word Study Teacher explains that this block of time will be used to

investigate and learn about the English language.

Mini-Lesson: 10 min. Types (Kinds) of Sentences

Use Grammar and Language Workbook pp. 16-17 or your own lesson idea.

*Class Wrap-Up

Language & Word Study

Mini-Lesson: 10 min. Review Types(Kinds) of Sentences

Use Grammar and Language Workbook p. 18. Complete Exercise A together and assign Exercise B.

OR

Have students find an example of each type of

sentence in the selection, “Seventh Grade.”

*Class Wrap-Up

Grades 7-8 Reading Requirements Independent Reading

Book Minimum: 12 Titles (complete 3 books each quarter)

GENRES: Traditional Literature 1 Informational 1 Realistic Fiction 2 Biography 1 Historical Fiction 2 Fantasy 2 Science Fiction 1 Choice 2

 Genres  at  a  Glance    

   

 Requirement  

 Code  

 GENRE  

 Definition  

 Tally  

 1  

 I  

 Informational  

 Text  that  provide  factual  information  to  readers.  

 

 1  

 TL  

Traditional  Literature  

Stories  that  are  passed  down  orally  from  one  group  to  another  in  history.  This  includes  folktales,  fairy  tales,  fables,  legends,  and  myths  from  different  cultures.  

 

 2  

 RF  

Realistic    Fiction  

Stories  that  can  be  true  to  life  but  are  mostly  from  the  author’s  imagination.  

 

 1  

 B  

 Biography  

 The  author  tells  the  story  of  a  real  person’s  life.  

 

 2  

 HF  

Historical  Fiction  

Stories  that  take  place  in  the  past  and  are  from  the  author’s  imagination.  They  have  some  truth  in  them.  

 

 2  

 F  

 Fantasy  

Made-­‐up  stories  that  have  some  elements  that  could  not  be  true  or  could  not  happen  in  this  world  (e.g.,  fairies,  talking  animals).  

 

 1  

 SF  

Science    Fiction  

A  type  of  fantasy  that  uses  science  and  technology  (e.g.,  robots,  time  machines).  

 

 2  

 C  

 Choice  

 Student  chooses  what  genres  they  want  to  read.    

 

Possible Topics for Your W-R Notebook Response (Literature Analysis)

• What are the characteristics of the genre that you chose? Cite two pieces of evidence.

• How do the setting and characters support the genre? Cite two pieces of evidence.

• How are the characters shaped by the setting and/or time period? Cite two pieces of evidence.

• How do the character’s choices or actions help reveal who he or she is? Cite two pieces of evidence.

• Is the main character the narrator or not? How does this affect the story? Cite two pieces of evidence.

• Do you relate to the characters and/or challenges they face? Cite two pieces of evidence.

• How does the setting shape the events of the story? Cite two pieces of evidence to support your answer.

• Could the setting be a real place that exists now? Cite two pieces of evidence to support your answer.

• Contrast points of view of different characters or narrators in the novel you are reading.

• Identify events that advance the plot. Cite two pieces of evidence to support your answer.

• What is the theme of the novel you are reading? Cite two pieces of evidence to support your answer.

• Analyze how a poem’s form or structure contributes to its meaning. • Compare and contrast a fictional portrayal of a time, place, or character and a

historical account of the same period as a means of understanding how authors of fiction use or alter history

• Give two examples of how your book connects to you, the world, or another text. Provide details to support your answer.

Possible Topics for Your W-R Notebook Response (Reflection)

• How the book reminds you of another book • How the book makes you feel • How the author describes things • Whether you like the book or not and why • Why you think the author wrote the book • Why you chose the book • Whether or not you would recommend the book • Why you abandoned a book • What do you predict will happen • What you would change about the book • Examples of stereotype or bias • What you are wondering about • Whether the book is easy, just right, or challenging

and how you can tell • What books you look forward to reading • What you don’t understand in the book • How you feel about a character • What was funny to you • How the setting affects the characters or plot • About strong word choices • How the author captured your interest • Do you have a favorite author? List two books that you have read from that

author and why you liked those books.

Name____________________________________

Book Talk Rubric

Notes: Your Score: __________%

Criteria Amazing Above Average Average Attempted

Book Introduction Shows book to the class; clearly states title, author, and genre of the book.

Shows book to the class; clearly states title and author of the book.

Does not show book to the class; states title, author, and genre of the book.

Does not show book to the class; states title and author of the book.

points 15 13 12 10

Explanation of Book Choice

Gives clear explanation and reasoning for selecting the book.

Gives explanation for selecting the book.

Gives brief explanation for selecting the book.

Lacks a clear explanation for selecting the book.

points 15 13 12 10

Plot Summary exposition rising action climax falling action

Gives clear summary of the plot (including clear details of all 4 stages); does not reveal the ending/resolution.

Gives summary of the plot (including clear details of 3 of the 4 stages); does not reveal the ending/resolution.

Gives brief summary of the plot (including clear details of 2 of the 4 stages); possibly reveals the ending/resolution.

Gives very brief summary (including clear details of 1 of the 4 stages); possibly reveals the ending/resolution.

points 50 46 40 35

Sharing a Small Portion of the Book

Reads selection clearly and correctly; explains context of reading selection; explains why this selection was chosen.

Read selection clearly and correctly; explains context of reading selection.

Reads a selection from the book; struggles to clearly explain context of reading selection.

Reads a selection from the book; lacks an explanation of the context.

points 20 18 16 13

 Books  I  Am  Currently  Reading    TITLE   NO.  OF  

PAGES  Author   Date  

Begun  Date  

Finished  Degree  of  Difficulty      Easy,  just  right,  difficult  

Rating  1,2,3,4,5  Best  One-­‐  Word  

Description                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        

 

 Books  I  Want  to  Read    

 TITLE  

 AUTHOR  

 GENRE  

 REASON  TO  READ