Madison Public Schools Grade 7 English Language Arts Curriculum

Written by: Lisa Toto & Paige Henry Summer 2018

Revised by: Lisa Toto & Paige Henry Summer 2019

Reviewed by: Daniel J. Ross, Esq. Asst. Superintendent for Curriculum, Instruction, and Personnel

Approval date: Original: September 25, 2018 Revision: August 20, 2019

Members of the Board of Education: Leslie Lajewski, President Heather Reddy, Vice President Sarah Fischer Johanna Habib David Irwin Thomas Piskula Abi Singh Pam Yousey

Madison Public Schools 359 Woodland Road Madison, NJ 07940 www.madisonpublicschools.org

1 Course Overview Description

The Madison School District seventh grade Language Arts program provides a balanced instructional approach. Literature and writing projects within this course of study are designed to give students the skills and motivation to become lifelong readers and writers. This includes study of adolescent literature across genres, work in relevant texts for connections to other subject areas, and experience and practice in effective writing traits within a workshop approach. Since students can make deeper connections between units of study using cross-curricular teaching methods, this curriculum is designed to provide significant opportunities for children to make meaningful and lasting connections across subject areas. Within units, projects have been aligned with supporting literature and writing to enhance connections and deepen students’ understanding. The unit topics make explicit connections to the Social Studies and Advisory curricula. A differentiated approach allows students to be engaged with reading and writing experiences appropriate to their skills while providing challenge and opportunity for growth. Teachers assess students regularly to inform their instructional decisions.

Within the grade 7 program, emphasis is placed on close reading of text for deeper analysis. Focus is given to analysis of author’s message as well as examination of social discrimination and bias in literature. Students are taught explicit writing strategies to effectively, cohesively, and precisely communicate their insights and perspectives about texts. Anchor texts and supplemental readings and media feature themes of resilience and overcoming obstacles, as well as consequences of choice.

As placement in the accelerated track is based on demonstrated ability to exceed grade-level standards as more challenging texts and supplemental materials are offered. It is expected that accelerated students will display greater levels of independence, motivation and participation in engaging with texts of increasing sophistication.

Goals

In addition to meeting the New Jersey state standards, the 6-8 ELA program aims to: ● Nurture lifelong learners who possess a curiosity and ability to appreciate literature and writing as distinct art forms. ● Provide a framework for students to develop practical reading, writing, critical thinking, and speaking skills that will allow them to thrive in both academic and workplace settings. ● Graduate global citizens who are responsible consumers of diverse media and routinely use digital technologies to make informed decisions and actively participate in civic life. ● Expose students to community partnerships that will reinforce curriculum goals through meaningful, interesting and authentic study. ● Explore major literary themes and establish interdisciplinary connections where possible to deepen student understanding of the humanities. ● Prepare students according to the New Jersey Student Learning Standards for success on rigorous standardized assessments in language arts and literacy (PARCC/SAT). ● Develop in students an appreciation for and ability to use a variety of informational texts as well as draw connections and comparisons between literary works and their non-fiction counterparts. ● Develop in students an appreciation and understanding for the structure and mechanics of language, including an understanding of the way language functions and how authors use syntax, diction, figurative language to effectively communicate ideas. ● Develop in students an appreciation for writing as a process and develop their ability to compose a variety of written responses for different purposes and audiences, employing a range of voices and taking compositional risks.

Materials

Core: McDougal Language of Literature textbook Novels as listed under Applicable Texts and Relevant Content in each unit Supplemental: www.commonlit.org www.vocabulary.com www.membean.com www.newsela.com www.literacycookbook.org www.chompchomp.com www.shmoop.com BENCHMARK: Renaissance Learning Star 360 reading assessments www.flipgrid.com DBQ Project

Resources

Curriculum Suggested Resources and Activities Page - Grade 7 English

Benchmark Assessments

The Renaissance Star Reading Assessment is given in September, December, and April, and focuses on the main ideas and anchor standards of the course. It is used to establish reading benchmarks and guide differentiation of learning

Modifications and Adaptations for Special Needs Learners (Gifted and Talented Students, English Language Learners, Special Education Students, At-Risk Students)

Scope and Sequence Pacing Guide

Duration Unit Number Topic of Study (Weeks Taught)

1 A Historical Perspective: Using History to 9 Understand Overcoming Obstacles, Resilience, and Personal Growth

2 Digging Deeper into Literature: Connecting with 10 Teen Protagonists and Examining Consequences of Choices

3 Analyzing Society’s Influence on its Citizens: Past, 12 Present and Future

4 Exploring Ourselves Through Personal Reflection 9

Unit 1 Overview

Unit Title: A Historical Perspective: Using History to Understand Overcoming Obstacles, Resilience, and Personal Growth

Unit Summary: Literary Analysis / Historical Fiction: During this unit, students will read, examine, and research elements of historical fiction to better understand people’s struggles throughout time. They will apply their research in order to craft a historical fiction narrative, with focus on characterization, setting elements, and plot development. Using King of Mulberry Street by Donna Jo Napoli as an anchor text, students will practice close reading strategies and differentiate between summary and analysis in order to strengthen insights in literary analysis writing.

Suggested Pacing: 9 weeks Learning Targets

Unit Essential Questions:

● How did early immigrants rise above prejudice and unfair treatment to pave the way for future societies? ● What impact did past religious persecution/discrimination have on individuals in the United States? ● What can we learn about a particular time in history by reading historical fiction? ● Why is tradition/culture/heritage important to one’s identity? ● How does one maintain integrity and strength in the face of difficulties? ● How do we effectively analyze literature for a deeper understanding, including analysis of literary elements such as themes, characterization, conflict, and symbolism? ● How do writers compose a structured, sound response using writing frameworks? ● How do writers incorporate outside feedback during revision to strengthen writing?

Unit Enduring Understandings: ● Students will understand that good readers use inference skills and context clues in order to identify themes, characterization, conflict, and symbolism (includes utilization of Notice & Note signpost reading system for close reading skill development). ● Students will understand that maintaining one’s heritage, culture, values and identity can help one maintain integrity and strength in the face of hardship. ● Students will understand that in times of despair or trouble, reliance on friends and belief in oneself can ensure survival and success. ● Students will understand the value in seeking outside feedback while writing and revising. ● Students will understand that effective open-ended responses use writing frameworks in order to compose sound, cohesive responses (RACER)

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, Edpuzzle, Quizlet, turn and talk, and dramatic interpretation. Additional formative assessments include: summer reading presentations; novel notes: theme, characterization, setting, conflict, with appropriate supporting evidence cited with analysis for each; carousel responses: themes with appropriate evidence; SSR historical fiction narrative; vocabulary exercises, quizzes, and utilization of vocabulary words in writing (throughout all units); and in-class open-ended responses (RACER) for on-level classes. 4

Summative Assessments: Summative assessments include: novel quizzes and tests; signpost test based on short stories; characterization/symbolism presentations and written response (“Relate the Trait”); accelerated: in-class essay (paired text response); and in-class open-ended responses (RACER).

Alternative Assessments: Students will have the opportunity to develop a Google Slides presentation to share with the class regarding the literary elements of a historical fiction novel.

Applicable Texts and Objectives Suggested Standards Relevant (SWBAT…) Assessments (NJSLS) Content

HISTORICAL FICTION RESEARCH

Summer reading Literature: Read a historical Writing: Benchmark W.7.1. Write arguments to support claims extension: fiction novel of their choosing writing assessment with clear reasons and relevant evidence. (choice novel Lois and examine text for Lowry author study): historically accurate elements. Speaking & RL.7.3. Analyze how particular elements of a Listening: Creative story or drama interact (e.g., how setting Alligator Bayou, Non-fiction: Research: presentation based on shapes the characters or plot). Stones in Water, Analyze impacts of historical novel Bound, time period on literary W.7.3. Write narratives to develop real or Lights on the Nile, elements such as conflict and imagined experiences or events using effective Smile, The characterization. technique, relevant descriptive details, and Wager well-structured event sequences.

W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

HISTORICAL FICTION: CLASS NOVEL STUDY

Anchor Text: The Literature: Writing: RL.7.1. Cite several pieces of textual evidence King of Mulberry Identify literary elements and Analytical: and make relevant connections to support Street, Donna Jo supporting evidence on note RACER writing analysis of what the text says explicitly as Napoli PLUS sheets: (plot, theme, characters, responses, including well as inferences drawn from the text. setting, symbolism). author study (TKOMS Supplemental and summer reading RL.7.2. Determine a theme or central idea of texts: Independent Writing: Analyze author's choice novel) a text and analyze its development over the selection of historical craft and writing style, course of the text; provide an objective fiction novel comparing class novel to Literature: summary of the text. summer reading choice (author Analytical: RL.7.3. Analyze how particular elements of a Informational study). story or drama interact (e.g., how setting text/non fiction: TKoMS unit test shapes the characters or plot). “Immigrant Kids” by Literature: Analytical: Russell Friedman Analyze plot development in RL.7.6. Analyze how an author develops and (textbook), order to identify new and contrasts the points of view of different recurring themes; provide characters or narrators in a text. Poetry: “The New appropriate and adequate Colossus” by Emma supporting evidence with RL.7.9. Compare, contrast and reflect on Lazarus analysis/insight for carousel (e.g. practical knowledge, historical/cultural activities and novel note context, and background knowledge) a sheets. fictional portrayal of a time, place, or 5

Literature: The character and a historical account of the Memory Coat by Speaking & Listening: same period as a means of understanding Eliza Woodruff Complete Relate the Trait how authors of fiction use or alter history. project: Identify or create Notice and Note: symbols from life and apply to RI.7.1. Cite several pieces of textual evidence Fiction Signposts by characters in relation to story and make relevant connections to support Kylene Beers and arc; supporting with thorough analysis of what the text says explicitly as Robert Probst with explanation. well as inferences drawn from the text. supporting teacher RI.7.2. Determine two or more central ideas resources and videos. Poetry: Analyze related poetry in a text and analyze their development over to draw connections between the course of the text; provide an objective Speaking & paired text. summary of the text. Listening: Analytical: Writing: Analytical RI.7.3. Analyze the interactions between TKoMS Socratic Respond to literary individuals, events, and ideas in a text (e.g., seminar with note analysis-based prompts using how ideas influence individuals or events, or sheets as RACER, composing a cohesive, how individuals influence ideas or events). preparation, Google sound response with adequate doc for outer-circle and appropriate evidence and RI.7.10. By the end of the year read and participation supporting analysis/insights. comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as TKoMS figurative Literature: Identify Notice needed. language analysis and Note signposts for close carousel reading strategies and apply to W.7.1. Write arguments to support claims text, citing and explaining with clear reasons and relevant evidence. Informational relevant evidence. Text: W.7.4. Produce clear and coherent writing in Gilder Lehrman which the development, organization, voice provided documents and style are appropriate to task, purpose, and audience. (Grade-specific expectations Writing: Reference for writing types are defined in standards sheets, model writing 1–3 above.) samples, Screencast recorded lessons W.7.5. 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. SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 6

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

HISTORICAL FICTION: RESEARCH AND NARRATIVE WRITING

Supplemental Narrative: Literature & Literature: W.7.3. Write narratives to develop real or text: Literature: Writing Note sheets imagined experiences or events using effective Historical fiction Historical fiction writing technique, relevant descriptive details, and choice novels from project, continues into Unit 2: Narrative: Writing: well-structured event sequences. classroom libraries or Narrative submissions MJS library Read a historical fiction novel W.7.7. Conduct short research projects to of their choosing and examine answer a question, drawing on several MEF sponsored grant text for historically accurate sources and generating additional related, for graveyard visit elements. focused questions for further research and and historical fiction investigation. writing residency Research: Explore local graveyard and W.7.9. Draw evidence from literary or Speaking & conduct research as foundation informational texts to support analysis, Listening: for writing a historical fiction reflection, and research. “The After Hours” narrative. Twilight Zone RI.7.9. Analyze and reflect on (e.g. practical episode knowledge, historical/cultural context, and background knowledge) how two or more Non-fiction: authors writing about the same topic shape Research: their presentations of key information by Databases and emphasizing different evidence or advancing websites with links different interpretations of facts. provided on student note sheet COMPANION STANDARD:

Writing organizers 6.2.8.D.1.b Describe how the development of both written and unwritten languages impacted human from The Literacy understanding, development of culture, and social Cookbook structure (“Somebody-Wanted- But-So”) AASL 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills Language: (analysis, synthesis, evaluation, organization) Mechanics: to information and knowledge in order to Punctuating Dialogue construct new understandings, draw reference sheet conclusions, and create new knowledge.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

CRP4. Communicate clearly and effectively and with reason.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

NOTICE & NOTE SIGNPOSTS READING STRATEGY

Literature & Literature: Literature & RL.7.1. Cite several pieces of textual evidence Poetry: Identify signposts as part of the Writing: Analytical and make relevant connections to support Short stories and Notice and Note signpost Note sheets 7 poems for Signpost strategy for close reading and analysis of what the text says explicitly as application: cite appropriate evidence with RACER reponses well as inferences drawn from the text. analysis, using short and “Dark They Were, poems. Signpost reading test RL.7.2. Determine a theme or central idea of and Golden Eyed” a text and analyze its development over the and “The Veldt,” Ray Answer comprehension and course of the text; provide an objective Bradbury analysis-based questions and summary of the text. cite relevant supporting RL.7.3. Analyze how particular elements of a “Thank You, evidence. story or drama interact (e.g., how setting M’am”by L. Hughes shapes the characters or plot). Writing: Analytical: “Amigo Brothers,”by Compose structurally sound RL.7.6. Analyze how an author develops and Piri Thomas paragraphs using RACER contrasts the points of view of different format. characters or narrators in a text. “Seventh Grade” by Gary Soto Apply signposts and writing RL.7.10. By the end of the year read and format (continues throughout comprehend literature, including stories, “What Do Fish Have all units). dramas, and poems at grade level to Do With text-complexity or above, scaffolding as Anything?” by Avi needed.

“The Scholarship SL.7.2. Analyze the main ideas and Jacket” by Marta supporting details presented in diverse Salinas media and formats (e.g., visually, quantitatively, orally) and explain how the “Grandfather’s ideas clarify a topic, text, or issue under Journey” by Alan Say study.

“Graduation Morning” by Pat Mora

“The Giving Tree” by Shel Silverstein

“Rainbow Fish” by Marcus Pfister

“The Boy They Didn’t Take Pictures” by Dave Eggers

Accelerated: “Everything Will Be Okay” by James Howe

SUMMARY VS. ANALYSIS

Speaking & Analytical: Differentiate Writing: Analytical: SL.7.2. Analyze the main ideas and Listening: between the skills of summary Summary vs. analysis supporting details presented in diverse Video clips as and analysis. response sheets media and formats (e.g., visually, selected by teacher, quantitatively, orally) and explain how the including “A Short Practice analysis in order to RACER responses ideas clarify a topic, text, or issue under Drink from a Certain identify theme, character traits study. Fountain” (Twilight and motives, and author’s Zone) message.

ACCELERATED: LITERARY ANALYSIS WRITING

Literature & Writing: Analytical: Literature & RL.7.10. By the end of the year read and Speaking and Compose a four paragraph Writing: Analytical: comprehend literature, including stories, Listening: essay (intro using ABT, 2 Note sheets dramas, and poems at grade level RACER paragraphs and a text-complexity or above, scaffolding as Accelerated: Rod conclusion), focusing on Essay responses needed. Serling’s “The setting, author’s message and Monsters are Due on common themes. W.7.10. Write routinely over extended time Maple Street” and frames (time for research, reflection, “The Shelter” metacognition/self correction, and revision) 8

Twilight Zone paired and shorter time frames (a single sitting or a text day or two) for a range of discipline-specific tasks, purposes, and audiences.

PENPAL PROGRAM

Writing: Writing: Writing: L.7.3. Use knowledge of language and its Reference page: Participate in letter exchange Letters conventions when writing, speaking, business and with grade 7 peers in another reading, or listening. personal letter school, (continues throughout formats all units).

Envelopes (individual letter-size and large-bulk) Postage

VOCABULARY IN CONTEXT

Language: Language: Language: L.7.4. Determine or clarify the meaning of Vocabulary, Grammar, & Online exercises, unknown and multiple-meaning words and Vocabulary, Mechanics: quizzes phrases based on grade 7 reading and Grammar and content, choosing flexibly from a range of Mechanics Introduce vocabulary program, strategies www.vocabulary.com new units offered bi-weekly and (pilot 2018-2019) with introduction of new texts. L.7.5. Demonstrate understanding of figurative language, word relationships, and Grammar instruction linked nuances in word meanings. with vocabulary (parts of speech). L.7.6. Acquire and use accurately grade-appropriate general academic and Complete exercises to learn new domain-specific words and phrases; gather vocabulary within class novels vocabulary knowledge when considering a and lit circle novels word or phrase important to comprehension (continues throughout all or expression. units).

Unit 2 Overview

Unit Title: Digging Deeper into Literature: Connecting with Teen Protagonists and Examining Consequences of Choices

Unit Summary: Literary Analysis / Research simulated tasks and paired text analysis with related argument writing: During this unit, students will participate in thematically-designed lit circles focusing on character growth, internal and external conflict, and themes. Students will analyze paired texts and videos to identify key similarities and differences and respond to related writing prompts. They will continue to practice with differentiating between summary and analysis to strengthen insights in writing, applying writing frameworks for structuring sound literary responses.

Suggested Pacing: 10 weeks Learning Targets

Unit Essential Questions: ● What are universal themes, and why do they matter to writers and readers? ● How do we identify themes in writing? ● How does one maintain integrity and strength in the face of difficulties. ● How do we effectively analyze literature for a deeper understanding, including analysis of literary elements such as themes, characterization, conflict, and symbolism? ● How do writers compose a structured, sound response using writing frameworks? ● How do writers incorporate their own analysis and insights in order to support their ideas in writing? ● Why is it important to use transitional words and phrases as well as context before evidence in writing?

Unit Enduring Understandings: ● Students will understand that good readers discuss larger ideas about text, such as development of themes, characterization, and author’s message, and that such discussion enriches comprehension. ● Students will understand that closely reading paired text and analyzing related content helps readers strengthen and deepen their understanding of a topic. ● Students will understand that good readers use inference skills and context clues in order to identify themes, characterization, conflict, and symbolism. ● Students will understand that good writers use descriptive details and character traits in order to establish characterization. ● Students will understand that good writers construct a concise, well-formed thesis statement to maintain focus within a strong argumentative essay. ● Students will understand that when writing about paired texts, it is important to organize ideas and use transition words and phrases in order to communicate ideas effectively. ● Students will understand that proper punctuation is essential to create a clear narrative.

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as literature circle note sheets, small group discussion and supporting literature circle paperwork, exit tickets, KWL charts, Flipgrid, Edpuzzle, Quizlet, turn and talk, and dramatic interpretation. 10

Summative Assessments: Assessments include: (accelerated) in-class essay (paired text response) plus in-class open-ended responses (RACER); (on-level) in-class open-ended responses (RACER) and essay tasks; and vocabulary assessments.

Alternative Assessments: Students will have the opportunity to perform a monologue from the point of view of the main character in regards to the challenges he/she has overcome.

Applicable Texts and Objectives Suggested Standards Relevant (SWBAT…) Assessments (NJSLS) Content

LIT CIRCLE: OVERCOMING LIFE’S CHALLENGES

Anchor Text: Literature & Speaking & Literature & Writing: RL.7.1. Cite several pieces of textual Literature: Listening: Analytical: Analytical: evidence and make relevant Lit circle group work: connections to support analysis of On-level lit circle: In small groups, discuss and response sheets and what the text says explicitly as well as Stargirl, Jerry Spinelli analyze theme, activities inferences drawn from the text. characterization, setting No More Dead Dogs, elements, internal/external Literature: Analytical: RL.7.2. Determine a theme or central Gordon Korman conflict. Commonlit.org reading & idea of a text and analyze its comprehension quizzes development over the course of the Peak, Roland Smith Writing: Analytical: text; provide an objective summary of the text. The Last Apprentice: Cite adequate and appropriate RL.7.3. Analyze how particular Revenge of the Witch, evidence to support Informational Text: elements of a story or drama interact Joseph Delaney observations about theme, Analytical: (e.g., how setting shapes the characterization, setting characters or plot). Lockdown, Walter Dean elements, internal/external Newsela.com reading & Myers, conflict; explain how evidence comprehension quizzes RL.7.6. Analyze how an author supports ideas. develops and contrasts the points of Slob, Ellen Potter view of different characters or Informational Text: Informational Text: narrators in a text. Anchor Text: Reading & Writing: Writing: Analytical: Literature: RACER responses and RL.7.9. Compare, contrast and reflect Accelerated lit circle: Analyze related non-fiction essay tasks based on on (e.g. practical knowledge, and media in order to respond Research Simulated Task historical/cultural context, and Walk Two Moons, to Research Simulated Task prompt background knowledge) a fictional Sharon Creech prompt (paired text, PARCC portrayal of a time, place, or character aligned). and a historical account of the same Okay for Now, Gary period as a means of understanding Schmidt how authors of fiction use or alter history. Amulet of Samarkand, Jonathan Stroud RL.7.10. By the end of the year read and comprehend literature, including A Separate Peace, John stories, dramas, and poems at grade Knowles level text-complexity or above, scaffolding as needed. RI.7.1. Cite several pieces of textual Supplemental Texts: evidence and make relevant connections to support analysis of Informational, what the text says explicitly as well as Non-fiction, & inferences drawn from the text. Editorial/Opinion Pieces RI.7.2. Determine two or more central ideas in a text and analyze their Newsela.com development over the course of the text; provide an objective summary of Literature: the text. Commonlit.org RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence 11

individuals or events, or how individuals influence ideas or events). RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. W.7.1. Write arguments to support claims with clear reasons and relevant evidence. W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.7.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

APPLYING WRITING FRAMEWORKS

Writing: Writing: Analytical: Writing: Analytical: W.7.1. Write arguments to support Reference sheets, model claims with clear reasons and relevant writing samples, Apply (with continued evidence. Screencast recorded practice) strategies for Practice writing exercises lessons composing mechanically W.7.4. Produce clear and coherent sound paragraphs and essays: RACER responses writing in which the development, ABT introductory paragraphs, organization, voice and style are RACERs, conclusions, context Essays appropriate to task, purpose, and before quote, transition words, audience. (Grade-specific expectations proper citation of evidence. for writing types are defined in standards 1–3 above.) Self-evaluate and peer-review writing in order to identify W.7.5. With some guidance and support areas for strengthening from peers and adults, develop and writing by applying strategies strengthen writing as needed by taught; make needed planning, revising, editing, rewriting, or revisions. trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

ACCELERATED: LITERARY ANALYSIS WRITING

Literature & Writing: Literature & Writing: Literature & Writing: RL.7.10. By the end of the year read Analytical: Analytical: Analytical: and comprehend literature, including stories, dramas, and poems at grade Accelerated: O’Henry Compose a four paragraph Note sheets level text-complexity or above, paired text comparison essay (intro using ABT, 2 scaffolding as needed. essay RACER paragraphs and a Essay responses “Retrieved Reformation” conclusion), focusing W.7.10. Write routinely over extended & “After Twenty Years” characterization and character time frames (time for research, motives. reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range 12

of discipline-specific tasks, purposes, and audiences.

GRAMMAR IN CONTEXT

Language: Language: Language: L.7.1. Demonstrate command of the Vocabulary, Vocabulary, Grammar Vocabulary, Grammar conventions of standard English Grammar and and Mechanics and Mechanics grammar and usage when writing or Mechanics speaking.

Review and practice L.7.2. Demonstrate command of the Chompchomp.com subject/predicate and parts of Chompchomp.com conventions of standard English speech. practice results capitalization, punctuation, and Reference sheets and spelling when writing. practice exercises Identify and correct sentence Google form practice fragments, run-ons, and assessments comma splices, applying knowledge of subject/predicate and parts of speech.

Unit 3 Overview

Unit Title: Analyzing Society’s Influence on its Citizens: Past, Present and Future Unit Summary: Students will examine how throughout time, society’s norms and expectations affect daily life and freedoms. Using Lois Lowry’s The Giver as an anchor text, they will examine how excessive regulations in the future could affect citizens’ freedom and analyze the use of irony and symbolism in this cautionary tale. They will also study the effects of social and governmental influence on citizens in the past, using Greek mythology based lit circle choices to examine social expectations as well as gender-based and class-based discrimination and limitations of that time period.

Suggested Pacing: 12 weeks Learning Targets

Unit Essential Questions: ● How can historical fiction help a reader better understand the history, social structure, and culture of a certain time period? ● How much control do we have over our environment? ● Is a life without hardship worth living? Is a society without difficulty worth living in? ● How do utopian societies ultimately become dystopian? ● In what ways are dystopian societies flawed? ● Is it more important to feel safe or to feel free? ● Why are memories and tradition important, and how do they affect our actions? ● What are the effects of social conformity on individuals? ● What are the advantages and disadvantages of individuality? ● How do we effectively analyze literature for a deeper understanding, including analysis of literary elements such as irony and symbolism? ● How do readers examine and analyze cause and effect relationships? ● How can authors make topics of study, such as ancient Greek mythology and culture, interesting, contemporary, and relevant through the creative writing process? ● How does continued practice of using writing frameworks help writers strengthen their writing? ● Why is it important to use and know good grammar and expand our vocabulary? 13

● Why is it essential for a writer to read his/her writing aloud for editing and revision purposes?

Unit Enduring Understandings: ● Students will understand that education, critical thinking, and social freedoms are key in avoiding oppression. ● Students will understand that individuals must sometimes make sacrifices to be a citizen of the community or to remain true to oneself. ● Students will understand that euphemism can be used by a controlling authority or outside group to manage public opinion and impressions (Social studies connection). ● Students will understand that good readers discuss larger ideas about text, such as development of themes, characterization, and author’s message, and that such discussion enriches comprehension. ● Students will understand that closely reading paired text and analyzing related video content helps readers strengthen and deepen their understanding of a topic. ● Students will understand that a complete sentence must have a subject and predicate. ● Students will understand that parts of speech perform roles within a complete sentence. ● Students will understand how to avoid comma splices in order to construct strong, properly constructed sentences. ● Students will understand how to avoid dangling and misplaced modifiers in order to structure strong, properly constructed sentences.

Evidence of Learning

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as exit tickets, KWL charts, Flipgrid, Edpuzzle, Quizlet, turn and talk, and dramatic interpretation. Assessments will also include: novel (The Giver)/literature circle (mythology) note sheets; (accelerated) author study note sheets; small group discussions and supporting literature circle paperwork; and Socratic seminar.

Summative Assessments: Assessments include: The Giver quizzes and tests; Greek Friday creative presentation linked with literature circle unit; vocabulary assessments; novel symbolism oral presentation (Relate the trait); (accelerated) in-class essay (author study response) plus in-class open-ended responses (RACER); and (on-level) in-class open-ended responses (RACER) and essay tasks.

Applicable Texts Objectives Suggested Standards and Relevant (SWBAT…) Assessments (NJSLS) Content

GREEK MYTHOLOGY STUDY

Literature: Speaking & Listening: Speaking & Listening: RL.7.7. Compare and D’Aulaire’s Greek Mythology, Participate in Reader’s Theatre Greek Friday presentations contrast a written story, activities to aid drama, or poem to its audio, “Phaethon” (textbook) comprehension of text and filmed, staged, or reinforce content of Greek multimedia version, “Polyphemus and the Cyclops” mythology. analyzing the effects of (Scope magazine) techniques unique to each Students will interpret and medium (e.g., lighting, explain Greek myths as part of sound, color, or camera Greek Friday creative focus and angles in a film). presentation. SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on 14

grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study. SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

DYSTOPIAN LITERATURE STUDY: The Giver Anchor Text: Literature: Literature: Analytical Literary Analysis: Writing RL.7.1. Cite several pieces of Examine and analyze/evaluate Irony worksheets and RACER textual evidence and make The Giver, Lois Lowry elements of utopian/dystopian responses relevant connections to society. Structured writing elements support analysis of what the practice response sheets: ABT, Supplementary Media: text says explicitly as well as Literature: Analytical, thesis statements "Utopias Becoming Dystopias" inferences drawn from the Speaking & Listening text. schmoop video Make connections to Advisory Literary Analysis: Writing

content (individuality versus & Speaking & Listening RL.7.2. Determine a theme or conformity, respect and Relate the Trait symbolism "Amish Teens Make the Choice central idea of a text and honoring differences in project of Their Lives" (Rumspringa), analyze its development over others). ABC News video, 2009 the course of the text; provide Literary Analysis: an objective summary of the Compare elements of society Cause/effect worksheets text. Twilight Zone: in Lois Lowry’s dystopian

“Obsolete Man” novels (The Giver, Son, Figurative language carousel RL.7.3. Analyze how particular “Number Twelve Looks Just Messenger, and Gathering elements of a story or drama Like You” Blue) to elements of current Reading quizzes and interact (e.g., how setting “Time Enough at Last” day society. end-of-novel test shapes the characters or plot). “The Masks”

Literature & Writing: Literary Analysis: RL.7.6. Analyze how an author “The Truman Show” film, 1998 Analytical Speaking & Listening develops and contrasts the Close read passages in order to points of view of different Supplementary Text: identify figurative language Socratic seminar characters or narrators in a Informational: and explain how usage text. "Amish in America" article, contributes to mood. Relate the Trait: companion to The Giver symbolism/characterization RL.7.7. Compare and contrast Synthesize related articles and a written story, drama, or Poetry: video content in order to draw poem to its audio, filmed, Commonlit.org: “We Have connections between the staged, or multimedia version, Been Friends Together” by S.E. society in The Giver and real analyzing the effects of Norton, “At a Window” by Carl life issues. techniques unique to each Sandburg, “Burning a Book” medium (e.g., lighting, sound, (Accelerated) by William Relate the Trait: color, or camera focus and Stafford symbolism/characterization angles in a film).

Literature: Speaking & Listening 15

“The Necklace,” Guy de Participate in a Socratic RL.7.9. Compare, contrast and Maupassant seminar based on The Giver, reflect on (e.g. practical analyzing, evaluating society knowledge, historical/cultural norms and character actions. context, and background knowledge) a fictional Literature: Analytical portrayal of a time, place, or Examine and analyze character and a historical cause/effect relationships, account of the same period as linking story outcomes to an a means of understanding how earlier event. authors of fiction use or alter history.

RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

W.7.1. Write arguments to support claims with clear reasons and relevant evidence.

W.7.5. 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.

6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly

SL.7.2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a 16

topic, text, or issue under study.

SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

COMPANION STANDARD:

AASL 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

ACCELERATED: LITERARY ANALYSIS WRITING

Literature & Writing: Literature & Writing: Literature & Writing: RL.7.10. By the end of the Analytical Analytical Analytical year read and comprehend Accelerated (author study): Compose a four paragraph literature, including stories, Son, Lois Lowry essay (intro using ABT, 2 Note sheets dramas, and poems at grade Messenger, Lois Lowry RACER paragraphs and a level text-complexity or Gathering Blue, Lois Lowry conclusion), focusing Essay responses above, scaffolding as characterization and author needed. message W.7.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

LIT CIRCLE: GREEK MYTHOLOGY

Literature: Literature, Speaking & Literature, Speaking & Anchor Text: Listening: Analytical: Listening: Analytical RL.7.1. Cite several pieces of On-level lit circle choices: In small groups, discuss and Lit circle group work: response textual evidence and make analyze theme, sheets and activities relevant connections to

characterization, setting support analysis of what the Lost in the Labyrinth, Patrice elements, internal/external Non-fiction, Analytical text says explicitly as well as Kindl conflict. Commonlit.org and inferences drawn from the newsela.com reading text. Literature & Writing: comprehension quizzes The Fire Thief, Terry Deary Analytical RL.7.2. Determine a theme Cite adequate and appropriate Literature, Nonfiction: or central idea of a text and Radiant Darkness, Emily evidence to support Writing: Analytical analyze its development Whitman observations about theme, over the course of the text; characterization, setting 17

elements, internal/external RACERs and essay tasks based provide an objective Shadow of the Minotaur, Alan conflict; explain how evidence on Research Simulated Task summary of the text. Gibbons supports ideas. prompt RL.7.3. Analyze how Analyze versions of related particular elements of a Anchor Text: Accelerated lit story or drama interact (e.g., Greek myth in order to circle choices: respond to Research how setting shapes the characters or plot). Simulated Task prompt (paired text, PARCC aligned). Quiver and Quicksilver, RL.7.6. Analyze how an Stephanie Spinner author develops and contrasts the points of view

of different characters or Nobody’s Princess, Esther narrators in a text. Friesman RL.7.9. Compare, contrast and reflect on (e.g. practical Shadow of the Minotaur, Alan knowledge, Gibbons historical/cultural context, and background knowledge) Sirena, Donna Jo Napoli 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. RL.7.10. By the end of the year read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, scaffolding as needed. RI.7.1. Cite several pieces of textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. RI.7.3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. RI.7.9. Analyze and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) how two or more authors writing about the same topic shape their presentations of 18 key information by emphasizing different evidence or advancing different interpretations of facts. W.7.1. Write arguments to support claims with clear reasons and relevant evidence. W.7.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.7.10. Write routinely over extended time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. COMPANION STANDARDS: NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. AASL 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 19

VOCABULARY IN CONTEXT

Language: Language: Language: L.7.4. Determine or clarify Vocabulary Vocabulary Vocabulary the meaning of unknown www.vocabulary.com Complete exercises to learn Online exercises, quizzes and multiple-meaning new vocabulary within class words and phrases based on novels and lit circle novels. grade 7 reading and content, choosing flexibly from a range of strategies

L.7.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.

CRP4. Communicate clearly and effectively and with reason.

8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

Unit 4 Overview

Unit Title: Exploring Ourselves Through Personal Reflection Unit Summary: Independent choice reading / Memoir unit: During this unit, students will select high-interest novels for independent reading and, paired with a classmate, discuss and develop book recommendations. Through a series of MEF-sponsored writing workshops and class activities, students will complete a personal narrative writing project. As part of the reflection process, students will assess their own growth over the academic year, identify reading/writing strategies that were most helpful, and set goals for going forward.

Suggested Pacing: 9 weeks Learning Targets

Unit Essential Questions: ● Why do we read for pleasure, and how do we find engaging books that instill a desire to read? ● How does one maintain integrity and strength in the face of difficulties? (Advisory connection) ● Accelerated: Can actions that are morally-driven but not legally permissible be justified (i.e. euthanasia or mercy killing)? ● How do readers use resources to find engaging books that are appropriately leveled? ● How do readers effectively communicate when recommending high interest books? ● How can writing about personal moments be therapeutic and helpful in processing life events? ● How can writing personal narratives help us establish meaningful connections with readers? ● How can writers differentiate between essential and nonessential details when writing personal narratives? ● How can writers incorporate strategies for varied sentence structure and voice techniques in order to create engaging, effective personal narratives? ● How can peer feedback and multiple rounds of revision be beneficial to the writing process? ● What are good resources or techniques for revising and editing? ● How can one publish writing to reach a larger audience?

Unit Enduring Understandings: ● Accelerated: students will understand that despite individual circumstances, readers can connect with tragedy in literature and that reading and discussing tragedies can build empathy and understanding. ● Accelerated: Students will understand the concept of the “choiceless choice” -- that sometimes circumstances of desperation and suffering lead to choices that may conflict with societal norms and laws or personal values. ● Students will understand that there are many resources for finding high-interest, engaging, appropriately leveled books to read for pleasure. ● Students will understand that effective narratives have a beginning, middle, and end, and apply strategies for effective openings, conflict development, and endings. ● Students will understand that effective narratives undergo multiple rounds of drafting and revising and are refined through peer feedback. ● Students will understand that publication of one’s writing can be accomplished in multiple ways and helps one share his or her experiences and perspective with a much larger audience.

Evidence of Learning 21

Formative Assessments: A variety of formative assessments will be used throughout the lesson, such as SSR note sheets, SSR Flipgrid video book recommendations, exit tickets, KWL charts, Edpuzzle, Quizlet, turn and talk, and dramatic interpretation.

Summative Assessments: Assessments include: (accelerated) Of Mice and Men quizzes, tests, note sheets, Socratic seminar and murder trial, in-class essay (paired text response); personal narrative (memoir unit) with publication of anthology; and vocabulary assessments.

Applicable Texts and Objectives Suggested Standards Relevant (SWBAT…) Assessments (NJSLS) Content

ACCELERATED: LITERARY ANALYSIS WRITING

Literature & Writing: Literature: Analytical Literature & Writing: RL.7.10. By the end of the year read Analytical Accelerated: Identify elements Analytical and comprehend literature, including of a particular work that qualify Accelerated: Note sheet stories, dramas, and poems at grade Anchor Text: as tragedy. level text-complexity or above, Accelerated: Of Mice and Accelerated: Essay scaffolding as needed. Literature: Analytical responses Men, John Steinbeck W.7.10. Write routinely over extended Accelerated: Evaluate moral dilemmas and character Speaking & Listening: time frames (time for research, Supplementary Text: actions in difficult situations;. Accelerated: Of Mice and reflection, metacognition/self correction, Men murder trial and revision) and shorter time frames (a Poetry Literature & Writing: single sitting or a day or two) for a range Accelerated: “Of Mice Analytical Accelerated: Socratic of discipline-specific tasks, purposes, and Men,” Robert Burns Accelerated: Compose a four seminar and audiences. paragraph essay (intro using Literature: ABT, 2 RACER paragraphs and COMPANION STANDARD:

Accelerated: “Flowers for a conclusion), comparing two characters based on common 21st Century Life and Career: Algernon,” Daniel Keyes tragic elements. 9.2 Career Awareness, Exploration, and Preparation This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.

MEMOIR PROJECT

Writing, Speaking & Writing: Narrative Writing: Narrative W.7.3. Write narratives to develop real Listening: Narrative Draft seed ideas and expand Seed drafts or imagined experiences or events using MEF sponsored writing into longer narrative. effective technique, relevant descriptive residency Planning sheets details, and well-structured event Apply narrative techniques, sequences. Poetry, Narrative, including: effective openings Writing, Speaking & and Non-fiction: and closings, voice, conflict Listening: Narrative W.7.4. Produce clear and coherent Mentor texts, development, “a-ha moment,” Peer conferencing forms writing in which the development, including but not limited habitual and particular time, organization, voice and style are to: varied sentence structure, Writing: Narrative appropriate to task, purpose, and figurative language, dialogue, Personal narrative with audience. (Grade-specific expectations “Owl Moon” by Jane sensory details. author notes for writing types are defined in Yolen standards 1–3 above.) Writing, Speaking & Anthology publication “Knots in My Yo-yo Listening: Narrative (MEF-sponsored) W.7.5. With some guidance and support String” by Jerry Spinelli Collaborate with peers for from peers and adults, develop and feedback during the revision strengthen writing as needed by “How to Write Your Life process. planning, revising, editing, rewriting, or Story” by Ralph Fletcher trying a new approach, focusing on how Writing: Narrative well purpose and audience have been addressed. 22

“Grandma’s Hair” by Differentiate between key Jane Yolen details and unnecessary W.7.6. Use technology, including the elements during the revision Internet, to produce and publish writing “The First Time I Ever process. and link to and cite sources as well as to Told a Lie toMy Mother” interact and collaborate with others, and “Two Lies” by Compose author notes, a including linking to and citing sources. Nancie Atwell reflection about the writing process and his/her individual COMPANION STANDARD: “The Monster of Kings growth as a writer throughout Island” by Christopher the process. 21st Century Life and Career: Bollen 9.2 Career Awareness, Exploration, and Preparation “Bees and Band-aids” by Carole Billings This standard outlines the importance of being knowledgeable about one's Selected passages by interests and talents, and being well Dave Barry informed about postsecondary and career options, career planning, and career requirements.

INDEPENDENT READING

Literature & Speaking & Listening: Speaking & Listening: RL.7.10. By the end of the year read Non-fiction: Use information from teacher SSR note sheets and comprehend literature, including Independent novel book talks, dust jackets, peer stories, dramas, and poems at grade assortment, available recommendations and online Reading conferences level text-complexity or above, titles in pairs sources to select a high-interest scaffolding as needed. novel to read independently, in Book talks conjunction with a classmate. SL.7.4. Present claims and findings, emphasizing salient points in a Evaluate key elements of the focused, coherent manner with novel in order to compose an pertinent descriptions, facts, details, effective book talk/book and examples; use appropriate eye recommendation. contact, adequate volume, and clear pronunciation. Writing:Expository SL.7.5. Include multimedia Use technology to publish book components and visual displays in talks in order to reach a wider presentations to clarify claims and peer audience. findings and emphasize salient points. COMPANION STANDARD: AASL 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

SELF REFLECTION 23

Reading & Writing Reading & Writing Reading & Writing RL.7.10. By the end of the year read 360 degree feedback Review and compare his/her 360 degree feedback and comprehend literature, including form own writing samples from forms stories, dramas, and poems at grade throughout the year. level text-complexity or above, scaffolding as needed. Assess individual writing growth and establish future W.7.10. Write routinely over extended and reading writing goals. time frames (time for research, reflection, metacognition/self correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

COMPANION STANDARD:

21st Century Life and Career: 9.2 Career Awareness, Exploration, and Preparation This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.