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Madison Public Schools Grade 7 English Language Arts Curriculum 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. 2 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 3 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
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