Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
First of all, we’d like to thank you, the teacher, for guiding our students in their endeavor to master the Next Generation English
Language Arts Sunshine State Standards (http://www.floridastandards.org/homepage/index.aspx). Through your efforts, our “students
will complete school prepared for ongoing learning as well as community and global responsibilities,” as stated in our CCPS Vision
Statement.
In essence, there are three major components involved in lesson planning:
Standards (What do I want my students to know?),
Materials (What will my students read/use/manipulate?),
and Checks for Understanding (How will I know if my students mastered the standard?).
This curriculum map is a wonderful document that we provide you to guide your instructional planning. In order to eliminate
confusion about the term “fidelity,” we offer you these qualifiers:
Teachers must demonstrate that their students are mastering the standards. The district expectation is that teachers will use
SpringBoard as the curricular framework, reinforced by Prentice Hall selections throughout the year to help their students
master the standards. Your CCPS literacy curriculum maps provide direction in the use of all CCPS adopted resources to meet
student needs, based on the Next Generation Sunshine State Standards.
When analyzing student data, it may prove beneficial to your students to carefully and meaningfully add to a SpringBoard
activity, or, conversely, to carefully and meaningfully delete a SpringBoard activity. In your efforts to support our students’
mastery of the standards, please exercise your autonomy as an expert to make these careful and meaningful curricular
modifications. With the SpringBoard system as your framework, you are encouraged to blend the resources you find in this
curriculum map to meet students’ needs.
The department of Secondary Literacy is very proud to share this outstanding document with you. Special recognition is owed to our
SpringBoard liaison, Kristal Ayres; and our SpringBoard curriculum map authors, Wylie Bertuna, Daniel Boddison, Allison
Brietenstine, Marci Garner, and Sara Treiser.
1
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Sunshine State Standards Key
! = Reading Process Strand (Standards: Fluency, Vocab, Comprehension)
@ = Literary Analysis Strand (Standards: Fiction and Nonfiction)
# = Writing Process Strand (Standards: grammar, pre-write, draft, revise, edit, publish)
^ = Writing Application Strand (Standards: Creative, Informative, Persuasive)
& = Communication Strand (Standards: Listening and Speaking)
% = Information and Media Literacy Strand (Standards: Informational text, Research, Technology
The research project --- District requirement. Starting the research process before the 4th quarter in smaller sections is advisable as
the Pre-Laureate Program requirements are substantial.
1. Research Process Hotlinks: http://www.collierschools.com/research/
2. Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
SpringBoard Resources:
1. Collier County Site: http://www.collier.k12.fl.us/teachers/
2. SpringBoard official site: www.springboard.collegeboard.org
Addendums: There are three addendums after the 4th quarter map: Research, Prentice Hall alignment, and Sacred book list.
2
Key:
! = Reading
@ = Lit Analysis
# = Writing Process
^ = Writing
Application
& = Communication
% = Information and
Media Literacy
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Quarter 1
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language PowerPoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click
on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 1: Writing Process; Personal Narrative;
Short Story
Interactive Websites: www.alline.org/euro/middle.html
Essential Questions for Unit 1: How do authors use narrative elements to create a story? Why is storytelling an
important aspect of a culture or society?
Embedded Assessments for Unit 1:
1. Embedded Assessment 1: Revising a Personal Narrative About Choice
2. Embedded Assessment 2: Creating an Illustrated Myth
3
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
Prentice Hall Texts
Ancillary Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
! Reading
Student use strategies
to determine the main
idea or essential
message through
inferring,
paraphrasing,
summarizing, and
identifying relevant
details;
! Reading
Analyzes author’s
purpose
! Reading
Student determines
main idea or essential
message through
inferring,
paraphrasing, and
identifying relevant
details;
# Writing Process
generates ideas
! Vocabuary
Development
Student uses multiple
strategies to develop
grade appropriate
vocabulary
! Reading
Student determines
Think-Pair-Share
Marking the Text
Skimming
Scanning
Summarizing
Paraphrasing
Activity 1.1
Preview the Unit and
Unpack Embedded
Assessment 1
Elements of Fiction
6-7;
What is a short story?
200–201;
Elements of short
stories 202–203;
Word Connections:
Narrative
Completion pg 5
Vocabulary
Notebook
Student discussions
Suffix: -ive
Writing Workshop:
Writing Process
Author’s Purpose
128-149;
“My First Free
Summer“ 132-136;
“Angela’s Ashes” 140148
Brainstorming
Think-Pair-Share
Oral Reading
Free Writing
Activity 1.2-1.3
Exploring the
Concept of Choice
and Thinking About
the Choices I Make
Word Connections:
Latin root: -sequPrefix: con-
Completion of chart
pg 6-7
Vocabulary
Notebook
Student responses
Quickwrite pg 8
Word Map
Think Aloud
Marking the Text
Prediction
Activity 1.4
The Idea of Choice
Activity 1.5
Choices Have
Vocabulary Workshop:
Using Dictionary and
Thesaurus 186-187
Word Wall
Completion of pg 9
Visual Thesaurus:
http://www.visualthes
aurus.com/
Word Sort
Learning About Poetry
572–575;
Word Connections:
Connotation/Diction
Word Wall
Vocabulary
Notebook
Student
Reflection
4
Power
Benchmarks
main idea or essential
message;
@ Literary Analysis
Analyzes author’s use
of poetic devices
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended SpringBoard
Prentice Hall Texts Ancillary Materials
Strategies
Texts
Summarizing
Paraphrasing
Think-Pair-Share
Diffusing
@ Literary Analysis
Student locates and
analyzes elements of
characterization,
setting, and plot,
including rising action,
conflict, resolution,
theme, and other
literary elements
Close Reading
Marking the Text
Summarizing
Predicting
@ Literary Analysis
Student identifies,
analyzes, and applies
knowledge of fiction
Graphic Organizer
Prewriting
Drafting
Think-Pair-Share
Free Writing
Word Map
Marking the Text
Oral Reading
Quickwrite
Think-Pair-Share
! Reading
Student determines
main idea or essential
message
@Literary Analysis
Analyzes elements of
characterization,
setting, & plot;
@Literary Analysis
Consequences
Poem:
“The Road Not
Taken”
Activity 1.6
Touch Choices That
Reveal Character
Novel Excerpt:
from “Staying Fat for
Sarah Byrnes”
Activity 1.7
Exploring Personal
Narrative
Forms of Poetry 583;
Vocabulary Workshop:
Connotation &
Denotation
708-709
Narrative Text 23;
Comparing Fiction &
Nonfiction 78;
Comparing Biography
& Autobiography 468;
Literary Analysis:
Point of View 49;
Recommended
Formative
Assessments
Student Discussions
Literary Term:
Rhyme Scheme
Grammar Usage:
punctuation
Grammar:
Dash
Student
Analysis of Text
Close Reading of
Text
Completion of
pages 13-15
Vocabulary
Notebook
Chris Crutcher:
http://www.chriscrutc
her.com/
Writing Workshop:
Personal Narrative
Literary Term:
Incident
Activity 1.8-1.10
Analyzing a Personal
Narrative on Choice,
The Choices We
Make, and Learning
from Our Choices
Autobiography:
From “Dust Tracks on
“The Three-Century
Woman” 9-17;
from “An American
Childhood” 52-59;
“The Luckiest Time of
All” 62-67;
“Barrio Boy” 80-85
“A Day’s Wait” 86-91;
“Papa’s Parrot” 26-30
Recommended
Summative
Assessments
Grammar Usage
Verb Tenses
Commas
Academic Vocabulary:
Characterization
Writing Prompt
pg 15
Marking the Texts
Completion of pg
18; 26
Vocabulary
Notebook
Student
Reflections
Revisit Essential
Question #1
Literary Terms:
Tone
5
Power
Benchmarks
Locates and analyzes
author’s use of
allusions and
descriptive, idiomatic,
and figurative
language
@ Literary Analysis
Student analyzes
elements of
characterization,
setting, & plot
including rising action,
conflict, & resolution;
# Writing Process
Uses prewriting
strategies to generate
ideas and formulate a
plan;
# Writing Process
Writes a draft
appropriate to topic,
audience, and purpose
# Writing Process
Student revises and
refines the draft for
clarity and
effectiveness
& Communication
Student uses effective
listening strategies for
informal discussions
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended SpringBoard
Prentice Hall Texts Ancillary Materials
Strategies
Texts
Revisiting Prior
Work
Think Aloud
Prewriting
Drafting
Notetaking
Think-Pair-Share
Sharing &
Responding
Graphic Organizer
Revising
a Road”;
Short Story:
“A Hundred Bucks of
Happy”;
Personal Narrative:
“Ditching”
Activity 1.11
Choosing a Topic for
a Timed Writing
Activities 1.12-1.16
Understanding
Revision and How
We Choose To
Respond, Revising
the Beginning,
Middle, and Ending
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of pg 29
Timed Writing
SpringBoard
Test/Quiz on
content
Completion of pgs
35-37
Rewriting of Prior
Work pgs 35 & 37
Transitions
Word Connections:
Analogy
“No Gumption” 474482
Grammar:
Verb Tenses
Writing Workshops:
Autobiographical
Narrative 176–183;
Short Story 384–391;
Descriptive Essay: 9297;
Anecdote 335
Writing Workshop:
Personal Narrative
Writer’s Toolbox:
93, 94-95, 179-183,
487, 553,387-391,
643, 703, & 1045
Writing Workshop:
Writing Process
Grammar:
Verb Tenses
Guys Write for Guys
Read:
http://www.guysread.
com/
Literary Term:
Speaking
Listening
6
Power
Benchmarks
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended SpringBoard
Prentice Hall Texts Ancillary Materials
Strategies
Texts
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Embedded
Assessment 1
Published Work
Completion of pg 43
Vocabulary
Notebook
Academic Vocabulary:
Sensory Details
SB Unit 4:
Making Revision
Choices
! Reading
Student uses a variety
of strategies to
determine the main
idea or essential
message;
& Communication
Student uses effective
listening strategies for
informal discussions
@ Literary Analysis
Student locates and
analyzes elements of
characterization,
setting, and plot,
including rising action,
conflict, resolution,
theme, and other
literary elements;
Word Map
@ Literary Analysis
Prewriting
Predicting
Previewing
Quickwrite
Visualizing
Word Map
Embedded
Assessment 1
Revising a Personal
Narrative About
Choice
Activity 1.17
Preview the Unit and
Unpack Embedded
Assessment 2
Activity 1.18
Characters and
Choices
Novel Except:
From “A Single
Shard”
Activity 1.19
Academic Vocabulary:
Folklore
Student Discussions
Word Connections:
Fable
What is storytelling?
902-903;
Characteristics of the
Oral Tradition 904905;
Character Traits:
from “Letters from
Rifka” 251-257;
“Two Kinds” 259-277
Icarus and Daedalus,
Grammar & Usage:
Antecedents
Completion of pgs
44 & 49
Quickwrite pg 49
Completion of pgs
Vocabulary
A Single Shard:
www.multcolib.org/tal
k/guides-single.html;
A Single Shard trailer:
www.youtube.com/w
atch?v=9QjGvDPZ__g
Icarus and Daedalus:
7
Power
Benchmarks
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended SpringBoard
Prentice Hall Texts Ancillary Materials
Strategies
Texts
Student locates and
analyzes elements of
characterization,
setting, and plot,
including rising action,
conflict, resolution,
theme, and other
literary elements;
Word Map
Introduction to
Mythology
! Reading
Student uses a variety
of strategies to
determine the main
idea or essential
message;
! Reading
Identifies cause-andeffect relationships;
@ Literary Analysis
Locates and analyzes
elements of
characterization,
setting, and plot,
including rising action,
conflict, resolution,
theme, and other
literary elements;
! Vocabulary
Previewing
Predicting
Oral Reading
Marking the Text
Summarizing
Paraphrasing
Activity 1.20
Structural Elements
of a Narrative Plot
916-923;
Demeter and
Persephone 924-928;
Popocatepetl and
Ixtlaccihuatl 946-951;
The Voyage from the
Odyssey 968-971;
Sun and Moon in a
Box 992–996;
How the Snake Got
Poison 1000–1002;
Are Stories Are
Anansi’s 1018–1022
Literary Analysis:
Plot 217
Myth:
Daedalus and Icarus
Recommended
Formative
Assessments
Recommended
Summative
Assessments
www.youtube.com/w
atch?v=7W1TZ16W-3k
50-51
Notebook
Writing Workshop:
Short Story
Completion of pgs
52 & 57
Small Group
Discussions pg 58
Word Connections:
Analogy
Student Discussions
Writing Prompt
pg 58
Completion of chart
Vocabulary
Academic Vocabulary:
Plot
Theme
Graphic Organizer
Activity 1.21
Vocabulary Workshop:
Grammar Usage:
8
Power
Benchmarks
Development
Student identifies
advanced
word/phrase
relationships and their
meanings
@ Literary Analysis
Student locates and
analyzes author’s use
of allusions ad
descriptive, idiomatic,
and figurative
language
@ Literary Analysis
Analyzes elements of
characterization,
setting, and plot,
including rising action,
conflict, resolution,
theme, and other
literary elements;
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended SpringBoard
Prentice Hall Texts Ancillary Materials
Strategies
Texts
Brainstorming
Know Your Roots:
Word Choice
Word Origins 394-395
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Writing Dialogue
on pg 59
Notebook
Grammar Usage:
Topic Sentence
Modifiers
Completion of pgs
70-72; 76-77
Vocabulary
Notebook
Borrowed and Foreign
Words 888-889
Previewing
Predicting
Close Reading
Mark the Text
Questioning the
Text
Visualizing
Think-Pair-Share
Quickwrite
Activity 1.22-1.25
Poor Choices,
Symbols, Myths and
Reality, & Creation
Stories
Myths:
Phaethon
Arachne
Raven and the Source
of Light
Embedded
Assessment 2
Creating An
Illustrated Myth
Literary Analysis:
Figurative Language
601
Student Discussions
Writing Workshops:
Writing Process and
Short Story
Revisit Essential
Question #2
www.springboard.coll
egeboard.com
And have students
take the online end of
Unit assessment. Look
at the roster reports
for detailed
assessment results.
Academic Vocabulary:
Symbol
Symbolism
The Cay, Letters From
Rifka, Red Fern Grows
Online End of
Unit Assessment:
Go to website:
Embedded
Assessment 2
9
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Key:
! = Reading
@ = Lit Analysis
# = Writing Process
^ = Writing Application
& = Communication
% = Information and Media
Literacy
Quarter 2
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language PowerPoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click
on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 2: Response to Literary or Expository
Text; Procedural Texts
Interactive Websites: www.alline.org/euro/middle.html
Essential Questions: How do advertisers attempt to influence consumers? How do purpose and audience shape the
content in a persuasive text?
Embedded Assessment 1: Analyzing an Advertisement and Creating a New One
Embedded Assessment 2: Writing a Letter to the Editor
10
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
! Reading
Student analyzes
author’s purpose;
! Reading ;
Determines the
main idea or
essential message
! Reading
Student analyzes
author’s purpose;
@Literary Analysis
Locates and
analyzes specific
information and
perspectives from
organizational
text features and
understand how
they affect
meaning;
& Communication
Uses effective
listening
strategies for
informal
discussions to
connect and build
on ideas of a
previous speaker
Marking the Text
Think-Pair-Share
Skimming/scanning
Summarizing/Paraphrasi
ng
Graphic Organizer
Activity 2.1
Preview the Unit
and Unpack
Embedded
Assessment 1
Graphic Organizer
Marking the Text
Quickwrite
Think-Pair-Share
Skimming/Scanning
Summarizing
Paraphrasing
Think Aloud
Previewing
Predicting
Activity 2.2
Looking at My
Choices
Article:
“Today’s Youth Look
to…”
Article:
from “Ramp to
Riches”
Prentice Hall
Texts
Ancillary Materials
Recommended
Formative
Assessments
KWL Chart
Completion of pg
93
Recommended
Summative
Assessments
Student
Discussions
Expository Essay:
“Life Without
Gravity” 423-429;
Informational
Texts:
“Walking for
Exercise and
Pleasure” 364-366;
“2006 Safe Kids…”
367-369
Grammar Usage:
Preposition
Prepositional Phrases
Affect/Effect
Completion of pgs
94, 96, & 99
Quickwrite pg
100
Word Connections:
Analogy
Tony Hawk & Shawn
White 60 minutes clip
11
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary Materials
Texts
Texts
Power
Benchmarks
Recommended
Strategies
& Communication
Uses effective
listening
strategies for
informal
discussions to
connect and build
on ideas of a
previous speaker
! Reading
Determines the
main idea or
essential message
@Literary Analysis
Identifies and
analyzes specific
information from
organizational
text;
& Communication
Uses effective
listening
strategies for
informal
discussions to
connect and build
on ideas of a
previous speaker
@Literary Analysis
Student identifies
and analyzes
specific
Marking the Text
Word Map
Activity 2.3
Consumeropoly
Discussion Groups
Graphic Organizers
Visualizing
Word Map
Activity 2.4
Media, Advertising,
and Consumer
Choices
Article:
“Facts About
Marketing to
Children”
Graphic Organizer
Marking the Text
Summarizing/Paraphrasi
ng
Activity 2.5-2.6
Persuasive
Techniques and
Advertising Claims
Persuasive Speech:
“All Together Now”
491-497
Persuasive Essay:
The Eternal
Frontier” 499-505
Communications
Workshop:
Evaluating Media
Messages/Advertis
Word Connections:
Foreign Words
Endnotes
Footnotes
Academic Vocabulary:
Media
Advertising
KWHL chart
Word Connections:
Persuade
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of p
102
Vocabulary
Notebook
Completion of pgs
103, 107, 108-111
Quickwrite pg
111
Revisit Essential
Question #1
Student
Discussions
Completion of pgs
112-114
Vocabulary
Notebook
Student Analysis
12
Power
Benchmarks
Recommended
Strategies
information from
organizational
text;
&Communication
Uses effective
listening
strategies for
informal
discussions to
connect and build
on ideas of a
previous speaker
@Literary Analysis
Identifies and
analyzes specific
information from
organizational
text;
&Communication
Uses effective
listening and
speaking
strategies
@Literary Analysis
Identifies and
analyzes specific
information from
organizational
text;
% Information
and Media
Literacy
Visualizing
Diffusing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary Materials
Texts
Texts
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of pgs
117-120
Vocabulary
Notebook
Completion of pg
122-123
Writing Prompt
pg 124
ements 710
Videos of TV ads
http://www.youtube.c
om/
Writing Workshop:
Persuasive Writing
Literary Terms:
Rhetorical Question
Graphic Organizer
Skimming/Scanning
Think-Pair-Share
Word Map
Marking the Text
Skimming/Scanning
Word Map
Prewriting
Drafting
Think Aloud
Activity 2.7-2.9
Audience in
Advertisements:
Part One; Common
Persuasive Words
and Phrases;
Audience in
Advertisements:
Part Two
Activity 2.10-2.11
Elements of
Advertisements and
Analysis of an
Advertisement
Informational
Texts:
“The Rhythms of
Rap” 686-688
Videos of TV ads
http://www.youtube.c
om/
http://www.naplesne
ws.com/
Revisit Essential
Question #1 and
Introduce Essential
Question #2
Print advertisements
from magazines
Literary Terms:
Analyze
Writing Workshop:
Persuasive Writing
13
Power
Benchmarks
Recommended
Strategies
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary Materials
Texts
Texts
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Embedded
Assessment #1
Published Work
Quickwrite p 132
Business Letter
Student
Student
Student explains
how text features
aid the reader’s
understanding;
& Communication
Uses effective
listening and
speaking
strategies;
Embedded
Assessment #1
Analyzing an
Advertisement and
Creating a New One
^Writing
Application
Student develops
formal
communication
that follows a
format with a
clearly stated
purpose;
# Writing Process
Drafts, revises,
and edits writing
Peer Response
Quickwrite
Revising
Self-Editing
! Reading
Metacognitive Markers
Activity 2.12
Fighting Back
Writing Workshops:
Writing Process
Persuasive Writing
Scoring Guide pg 130
Writing Workshop:
Business Letter pgs
982-987;
Comparison &
Contrast Essay
548-552
Grammar Usage:
Standard Business
Letters
Word Connections:
RSVP
Writing Workshop:
Procedural Texts:
Business Letters
SB Unit 4:
Making Revision
Choices
Activity 2.13-2.14
Drafting Thesis
Word Connections:
14
Power
Benchmarks
Recommended
Strategies
Student
determines the
main idea or
essential message
through inferring,
paraphrasing,
summarizing, and
identifying
relevant details;
# Writing Process
Identify the
purpose and
intended
audience for
writing
! Reading Process
Analyzes author’s
purpose;
@ Literary
Analysis
analyzes author’s
use of allusions ad
descriptive,
idiomatic, and
figurative
language
Predicting
Rereading
Think-Pair-Share
Prewriting
Skimming/Scanning
SOAPSTone
! Reading Process
Student uses a
Marking the Text
Skimming/Scanning
SOAPSTone
Summarizing
Paraphrasing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary Materials
Texts
Texts
What We Choose to
Believe and PostReading: What We
Choose to Believe
Statement:
p. 700 & 1042
Article:
“America the NotSo-Beautiful”
Activity 2.15
Fact or Opinion?
Article:
“Buying Into the
GREEN movement”
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Prosperity
Discussions
Reflections
Grammar Usage:
Parallel Structure
Thesis Statement
Practice Writing a
Thesis Statement
Writing Workshop:
Response to Literary,
Expository Text, or
Persuasive Writing
Facts and
Opinions:
“What Makes a
Rembrandt a
Rembrandt?” 412418;
Word Connections:
BioDegrade
Eco-
Completion of pg
139
SOAPSTone pg
146
Writing Prompt
pg 146
Literary Terms:
Oxymoron
Grammar Usage:
Hyphens
Appositive
Graphic Organizer
Marking the Text
Activity 2.16
News or Views?
Identify Bias and
Stereotyping:
Writing Workshop:
Response to Literary
or Expository Text
Literary Terms:
Debate
Completion of pgs
152-153
Vocabulary
Notebook
15
Power
Benchmarks
Recommended
Strategies
variety of
strategies to
analyze author’s
purpose;
Notetaking
Think-Pair-Share
Word Map
# Writing Process
Identifies the
purpose and
intended
audience for
writing;
^ Writing
Application
Records
information
related to a topic
! Reading Process
Analyzes author’s
purpose;
@Literary Analysis
Analyzes author’s
use of word
choice to appeal
to the reader’s
senses and
emotions &
provide evidence
from text to
support the
analysis
^ Writing
Discussion Groups
Graphic Organizer
Quickwrite
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary Materials
Texts
Texts
Article:
“City Schools Cut
Parents’ Lifeline”;
Article:
“Hang It Up”
Activity 2.17
Exploring My
Opinions
“Veteran
Returns…” 862-863
“The Wrong
Orbit…” 864
Graphic Organizer
Marking the Text
Oral reading
Rereading
Skimming/Scanning
Activity 2.18-2.19
Developing an
Argument
Letter to the Editor:
Cellphones in
School
Recommended
Summative
Assessments
Completion of
graphic organizer
pg 158
Writing Prompt
pg 158
Completion of
graphic organizer
pg 162
Analysis of Text
pg 163
Academic Vocabulary:
Editorial
Analyze Point of
View:
“Zoos: Joys or
Jails?” 1028-1032
Grammar Usage:
Colon
Cause-and-Effect:
“The Seasons on
Earth” 960-962;
“What Gives the
Sunrise…” 963-964
Literary Terms:
Counter-argument
Draconian
Communication
Writing Workshop:
Article:
“Ironing Out
Policies…”
Recommended
Formative
Assessments
Nonfiction Link:
Independent Reading,
teacher notes pg 158
Student
Discussions
Editorial:
“Balancing Act on
Cell Phones”
Drafting
Activity 2.20
Completion of
Online End of
16
Power
Benchmarks
Recommended
Strategies
Application
Develops and
demonstates
technical writing
the provides
information
related to realworld tasks
Manipulatives
Peer Response
Revising
Self-Editing
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary Materials
Texts
Texts
Writing A Letter to
the Editor
Embedded
Assessment 2
Workshop:
Evaluating a
Persuasive
Presentation 560
Procedural Texts:
Writing a formal letter
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Prewriting pg 165
Unit Assessment:
Go to website:
www.springboard.coll
egeboard.com
And have students
take the online end of
Unit assessment.
Look at the roster
reports for detailed
assessment results.
SB Unit 4:
Making Revision
Choices
Embedded
Assessment 2
17
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Key:
! = Reading
@ = Lit Analysis
# = Writing Process
^ = Writing Application
& = Communication
% = Information and Media
Literacy
Quarter 3
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language PowerPoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click
on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 3: Response to Literary or Expository
Text; Procedural Texts
Interactive Websites: www.alline.org/euro/middle.html
Essential Questions: What is the relationship between choices and consequences? How does research contribute to the
discovery of solutions?
Embedded Assessment 1: Writing an Analytical Essay
Embedded Assessment 2: Researching and Presenting a Problem and Solution
18
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
! Reading
analyze author’s
purpose;
! Reading
determines the main
idea or essential
message;
! Reading
analyzes a variety of
text structures
Marking the text
Think-Pair-Share
Skimming/Scanning
Summarizing/Paraphrasing
Activity 3.1
Preview the Unit
and Unpack
Embedded
Assessment 1
@ Literary Analysis
Analyzes and applies
knowledge of the
elements of literary
elements;
! Reading
Employs a variety of
strategies to
comprehend
grade-level text
Notetaking
Adding
Word Map
Close Reading
Graphic Organizer
KWHL Chart
Predicting
Think-Pair-Share
Activity 3.2-3.3
Peeling a
Tangerine &
Selling the Novel
! Reading
Analyzes a variety of
text structures;
@ Literary Analysis
Analyzes elements of
characterization,
setting, & plot
including rising action,
Previewing/Predicting
Quickwrite
Double-Entry Journal
Think-Pair-Share
Close reading
Word Map
Prentice Hall
Texts
Poem:
“Miracles” 692-694
Ancillary
Materials
Recommended
Formative
Assessments
KWHL Chart
Completion of pg
175
Academic
Vocabulary:
Imagery
Completion of pgs
176-178
Recommended
Summative
Assessments
Vocabulary
Notebook
Quickwrite pg 178
Literary Terms:
Simile
Metaphor
Activity 3.4- 3.5
Previewing the
Novel & Getting
into the Text: A
Close Reading of
the Prologue
Short Stories:
“All Summer in a
Day” 99-111;
“Suzy and Leah”
113-125;
Odes to Common
Things by Pablo
Neruda
Grammar Usage:
Third Person
Analysis
Student
Discussions
Vocabulary
Notebook
Close Reading of
Prologue
19
Power
Benchmarks
conflict, & resolution
! Reading
Determines main idea
or essential message
! Reading
Identifies cause-andeffect relationships in
text
@ Literary Analysis
Analyzes elements of
characterization,
setting, & plot
including rising action,
conflict, & resolution;
# Writing Process
Uses prewriting
strategies to generate
ideas and formulate a
plan;
# Writing Process
Writes a draft
appropriate to topic,
audience, and purpose
@ Literary Analysis
Student will locate and
analyzes elements of
characterization,
setting, & plot
including rising action,
conflict, & resolution,
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
Double-Entry Journals
Oral Reading
Questioning the Text
Summarizing/Paraphrasing
Predicting
Adding
Self-Editing
Peer Editing
Activity 3.6-3.7
Beginning the
Novel & Choices
and
Consequences
One
Poem:
“One” 652
Activity 3.8
A Memo
Poem:
“I’m Nobody” 672
Grammar:
Independent &
Subordinate
Clauses 662-663
Literary Terms:
Atmosphere
Mood
Word
Connections:
Literal
Universal
Grammar Usage:
Subordinate
clause
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of
graphic organizer
of choices pg 182183
Writing Prompt pg
183
Revisit Essential
Question #1
First Draft of
Memo
Revision of Memo
Peer Editing
Word
Connections:
Subordinate
Quickwrite
Double-Entry Journal
Self-Editing
Close Reading
Summarizing/Paraphrasing
Think-Pair-Share
Activity 3.9-3.10
First Day of
School
Experiences &
Film Connections
“The Treasure of
Lemon Brown”
205-214
Writing
Workshop:
Writing Process
Grammar Usage:
Appositive
Double-Entry
Journal
Literary Terms:
Flashback
Foreshadowing
Completion of pg
186 & chart on pg
187-188
Vocabulary
Notebook
20
Power
Benchmarks
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
& theme
@ Literary Analysis
Student will locate and
analyzes elements of
characterization,
setting, & plot
including rising action,
conflict, & resolution,
& theme
Double-Entry Journal
Questioning the Text
Think-Pair-Share
Drafting
Peer Editing
Activity 3.11-3.12
Lightning Strikes
& Wonders of the
World
@ Literary Analysis
Student analyzes
elements of
characterization, etc.
@ Literary Analysis
Locates and analyzes
author’s use of
allusions ad
descriptive, idiomatic,
and figurative
language;
! Reading
Identifies cause-andeffect relationships in
text;
! Reading ;
Determines the main
idea or essential
message ;
Drafting
Double-Entry Journal
Close Reading
Role-Playing
Activity 3.13-3.14
The Sinkhole &
Amazing Rescues
Comparing
Characters:
160-175
“The Night the Bed
Fell” 162-167;
“Stolen Day” 169174
Poem:
”The Rider” 586
“Life” 604
Excerpt from:
Sandlot or
Secondhand
Lions
Writing
Workshop:
Expository
Grammar Usage:
Transition
Grammar Usage:
Strong Verbs
Coordinating
Conjunctions
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Double-Entry
Journal
Student literary
analysis
paragraph pg 189
Complete graphic
organizer pg 190
Completion of
chart pg 192
Writing Prompts
pg 192
Double-Entry
Journal
Student
transformation of
text pg 195
21
Power
Benchmarks
! Reading ;
Analyzes text
structure;
! Reading .
Compares/contrasts
elements of multiple
texts
! Reading
Analyzes variety of
text structures;
! Reading
Identifies cause-andeffect relationships in
text
@ Literary Analysis
Locates and analyzes
elements of
characterization,
setting, & plot
including rising action,
conflict, & resolution,
& theme;
! Reading
Identifies cause-andeffect relationships in
text
@ Literary Analysis
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
Discussion Groups
Double-Entry Journal
Graphic Organizer
Visualizing
Activities 3.153.16
Choices and
Consequences
Two & The
Choices We Make
Graphic Organizer
Close Reading
Metacognitive Markers
Revising
Self-Editing
Activity 3.17-3.18
Another New
School &
Comparing
Schools
Close Reading
Activity 3.19
Expository Essay:
“Conversational
Ballgames” 431436
Writing
Workshops:
Causes-and-Effect
Essay 878-884
Reflective Essay:
Grammar Usage:
Correlative
Conjunctions
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of pgs
196-197; 198-200
Writing Prompt pg
197
Completion of pg
201-202
Writing prompt pg
202
Quickwrite pg 203
Double-Entry
Writing
Workshop:
Expository
Word
22
Power
Benchmarks
Student analyzes text
! Reading
Student determines
the main idea or
essential message
through inferring,
paraphrasing,
summarizing, and
identifying relevant
details;
! Reading
Analyzes text
structures;
! Reading
Identifies cause-andeffect relationships in
text
! Reading
Student analyzes a
variety of text
structures and
explains their impact;
! Reading
Identifies cause-andeffect relationships in
text;
! Reading
Determines the main
idea or essential
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
Double-Entry Journal
Questioning the Text
Quickwrite
Rereading
Close Reading
Discussion Groups
Drafting
Notetaking
Double Entry Journal
Quickwrite
Marking the Text
Brainstorming
The New Team
“Volar: To Fly” 452456
Connections:
Analogies
Activity 3.20-3.22
Seeing and
Understanding,
“It’s Just a
Game”, & Choices
and
Consequences
Three
Hyperbole:
69; 907-911
Literary Terms:
Motif
Hyperbole
Grammar Usage:
Active & Passive
Verbs
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Journal
Draft of Character
Analysis pg 205
Writing Prompt pg
208
Double-Entry
Journal
assignments pg
206
Completion of
graphic organizer
pg 207-208
Notetaking
Predicting
Think-Pair-Share
Questioning the Text
Skimming/Scanning
Summarizing/Paraphrasing
RAFT
Sharing/Responding
Activity 3.23-3.25
Novel Structure:
Conflict and Plot,
Saving the Grove,
& Real Life: BullyProofing
Article:
“Bullying in
Schools”
Article:
Plot and Conflict:
“Rikki-tikki-tavi”
227-245
Literary Terms:
Conflict
Completion of pg
209-211
Word
Connections:
Analogy
First Draft of RAFT
Revised RAFT
Grammar Usage:
Commas in
Series
Subject/Verb
Agreement
23
Power
Benchmarks
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
message
@ Literary Analysis
Analyzes elements of
characterization, etc.
! Reading
Student uses context
clues to determine
meanings of unfamiliar
words;
! Reading
Analyzes author’s
purpose;
! Reading
Determines the main
idea or essential
message;
! Reading
Compares/contrasts
elements in multiple
texts
@ Literary Analysis
Analyzes elements of
characterization, etc.
@ Literary Analysis
Locates and analyzes
author’s use of
allusions and
descriptive, idiomatic,
and figurative lang.
! Reading
Identifies cause-and-
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Student Reponses
Writing Prompt pg
221
“Taming Wild
Girls”
Close Reading
Double Entry Journal
Marking the Text
Oral Reading
Activity 3.26-3.27
Saving Paul &
Choices and
Consequences
Four
Comparing
Universal Themes:
96;
Allusion 395
Literary Terms:
Allusion
Choral Reading of
Poem
Completion of pgs
220-221
Drafting
Summarizing/Paraphrasing
Activity 3.28-3.29
Paul’s Report to
Poem:
“Martin Luther
Word
Connections:
Writing Prompts
pgs 222-223
Vocabulary
Notebook
24
Power
Benchmarks
effect relationships in
text;
! Reading
Determines the main
idea or essential;
@ Literary Analysis
Locates and analyzes
author’s use of
allusions and
descriptive, idiomatic,
and figurative lang.
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
Discussion Groups
Quickwrite
Word Map
the Police &
What Is a
Brother?
King” 670;
“After Twenty
Years” 372-377
Recommended
Summative
Assessments
Embedded
Assessment #1
Published Work
Group Discussions
Online End of
Unit Assessment:
Go to website:
Critique
Comparing Irony:
“After Twenty
Years” 370-377;
Communication
Workshop:
Delivering an Oral
Summary 396
Embedded
Assessment 1
Writing an
Analytical Essay
% Research
Student assesses,
organizes, and checks
the validity and
reliability of
information in text,
using a variety of
techniques by
examining several
sources of information
Recommended
Formative
Assessments
Skimming/Scanning
Brainstorming
Activities 3.303.32
Communication
Workshop:
Conducting an
Interview 890;
Research
Presentation 1054
Writing
Workshop:
Response to
Literary or
Expository Text
SB Unit 4:
Making Revision
Choices
Academic
Vocabulary:
Research
Writing
Workshop:
Research
Completion of pg
230-234
Revisit Essential
Question #2
www.springboard.coll
egeboard.com
And have students
take the online end of
Unit assessment. Look
at the roster reports
for detailed
assessment results.
Prewriting &
Embedded
Grammar Usage:
Parenthetical
Citation
Embedded
25
Power
Benchmarks
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Recommended
SpringBoard
Prentice Hall
Ancillary
Strategies
Texts
Texts
Materials
Assessment 2
Researching and
Presenting a
Problem and
Solutions
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Planning of
Research
Assessment 2
26
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Key:
! = Reading
@ = Lit Analysis
# = Writing Process
^ = Writing Application
& = Communication
% = Information and Media
Literacy
Unit Four – (This unit has been incorporated in the previous 3 Units. This
Unit may be taught in conjunction with Units 1, 2, 3, & 5 or in isolation.)
Essential Question 1: Why is it important to revisit, reflect on, and revise previously written texts? What
influences a writer’s choices during the revision process?
Embedded Assessment: Making Revision Choices
Writing Workshops for Unit 4: Writing Process, Short Story, Expository Writing, Response to Literary or
Expository Text, & Research
27
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
# Writing Process
Student will write a
draft appropriate to
the topic, audience,
and purpose
Marking the Text
Think-Pair-Share
Skimming/Scanning
Summarizing
Paraphrasing
# Writing Process
Student revises and
refine the draft for
clarity and
effectiveness
# Writing Process
Student drafts,
revises, and edits
writing
Prewriting
Drafting
# Writing Process
Student drafts,
revises, and edits
writing
Marking the Text
Revisiting Prior
Work
Deleting
Substituting
Brainstorming
Quickwrite
Word Map
Ancillary
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Activity 4.1-4.3
Preview the Unit and
Unpack Embedded
Assessment 1;
Revisiting Choices;
Revisiting Writing
Activities 4.4-4.5
Choosing Your Voice,
RAFT Brainstorming
Writing Workshops:
Writing Process
Persuasive Writing
Completion of pg
246-253
Quickwrite pg 248
Word Connections:
Plagiarism
Completion of pgs
254-256
Student
Reflections
Activity 4.6
Reviewing Revision
Word Connections:
Revision
Completion of pgs
257-258
Quickwrite pg 258
Completion of pgs
259-264
Revision of a
Earlier Draft
Activities 4.7-4.9
Replacing “Dead
Words”; Deleting
wordiness;
Combining
Sentences
Prentice Hall
Texts
Academic
Vocabulary:
Global Revision
Word Connections:
Analogy
Appositive
Prefix ad-
Reflective Prompt
pg 253
Literary Terms:
Cliché
Grammar Usage:
“to be” verbs
Complex Sentence
28
Power
Benchmarks
Recommended
Strategies
# Writing Process
Student will evaluate
draft for
development of ideas
and content, logical
organization, voice,
point of view, word
choice, and sentence
variation
Think Aloud
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary
Texts
Texts
Materials
Activity 4.10
Revising Structure:
Rearranging a Text
Embedded
Assessment
Making Revisions
Choices
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of pg
265
Published Work
Published Work
29
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Key:
! = Reading
@ = Lit Analysis
# = Writing Process
^ = Writing Application
& = Communication
% = Information and Media
Literacy
Quarter 4
Grammar: http://languagearts.mrdonn.org/grammar.html This is a great website for all grammar and figurative
language PowerPoints. It is a great re-teaching activity site
Writing Workshops: www.springboard.collegeboard.com Log in, click on “Find Materials,” click on your level and click
on Writing Workshops. There are 10 per grade level. Writing Workshops for Unit 5: Script Writing and Poetry
Interactive Websites: www.alline.org/euro/middle.html
Essential Questions: How does a speaker create and present an effective oral text? How do literary devices enhance a
text?
Embedded Assessment 1: Creating and Presenting a Monologue
Embedded Assessment 2: Create a Narrative Poem
30
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Power
Benchmarks
Recommended
Strategies
SpringBoard
Texts
! Reading Process
Student uses a
variety of strategies
to analyze author’s
purpose;
! Reading Process
Determines main
idea or message
^ Writing
Application
Student uses
language to express
information or
preferences in a
variety of activities
^ Writing
Application
Student will write a
variety of expressive
forms
Marking the Text
Think-Pair-Share
Skimming/Scanning
Summarizing/Paraphrasing
Predicting
Think-Pair-Share
Graphic Organizer
! Reading Process
Student
demonstrates the
ability to read grade
level text orally with
accuracy,
appropriate rate,
Oral Interpretation
Marking the Text
Oral Reading
Think-Pair-Share
TP-CASTT
Discussion Groups
Marking the Text
Quickwrite
Think-Pair-Share
Ancillary
Materials
Recommended
Formative
Assessments
Activity 5.1
Preview the Unit
and Unpack
Embedded
Assessment 1
KWL chart
Completion of pg
275
Activities 5.2-5.3
Warming Up with
Pantomime &
Emotional Choices
Movie Excerpt:
Hook
Completion of pg
276-279
Activities 5.4-5.5
A Linear Array of
Tones & Writing
with Feeling
Activities 5.6-5.7
What We Choose
to Emphasize &
Choosing to Use
Inflection with
Poetry
Prentice Hall
Texts
Recommended
Summative
Assessments
Vocabulary
Notebook
Student Responses
Comparing Tone
& Theme:
“The Fox Outwits
the Crow”;
Aesop’s “The Fox
and the Crow”
1036-1038
Word
Connections:
Analogy
Poetry:
“Loo-Wit” 606607;
Academic
Vocabulary:
Oral
Interpretation
Group Discussions
Student
Responses pg 281
Quickwrite pg 282
Writing Prompt
pg 282
Academic
Vocabulary:
Tone
Understanding of
TPCASTT
TPCASTT with
another poem
Completion of pg
286
Grammar Usage:
Ellipsis
31
Power
Benchmarks
and expression;
@ Literary Analysis
Locates various
literary devices, and
structure and
analyze how they
contribute to the
mood and meaning
in poetry
! Reading Process
Demonstrates the
ability to read grade
level text orally with
accuracy,
appropriate rate,
and expression;
@ Literary Analysis
Locates various
literary devices, and
structure and
analyze how they
contribute to the
mood and meaning
in poetry
! Vocabulary
Development
Student uses
context clues to
determine meanings
of unfamiliar words;
and determine the
Recommended
Strategies
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary
Texts
Texts
Materials
Poetry:
“Choices”
Marking the Text
Oral Reading
TP-CASTT
Summarizing
Discussion Groups
Summarizing/Paraphrasing
Drafting
Marking the Text
RAFT
Activity 5.8
Choosing to Apply
an Understanding
of Inflection
Poetry:
“Stopping By
Woods on a Snowy
Evening”;
“To Satch” ;
“Driving to Town
Late to Mail a
Letter”;
“Mother to Son”;
“It Happened in
Montgomery”
Activities 5.9-5.10
Discovering
Meaning &
Analyzing and
Responding to
“Casey at the Bat”
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Student Discussions
TPCASTT pg 292
Literary Terms:
Inflection
Pitch
Volume
Tempo
Phrasing
Vocabulary
Workshop:
Figurative
Language 10521053
Poetry:
“Father William”
676
“Jim” 680
Learning About
Poetry 574-575
Poetry:
“Maestro” 577;
“Bailando” 580
http://www.read
writethink.org
Oral Reading
“Invictus” by
Wlliam Earnest
Henley
http://www.youtu
be.com/watch?v=
eVi4k44A1Yo
Word
Connections:
Prefixes
MultiPreDeUn-
Analysis of Poetry
Student Discussions
Close Reading of
Text
Oral Reading
Completion of pg
297
32
Power
Benchmarks
correct meaning of
words with multiple
meanings in
context;
@ Literary Analysis
Locates and
analyzes elements
of characterization,
setting, & plot
including rising
action, conflict, &
resolution, & theme;
! Reading Process
Demonstrates the
ability to read grade
level text orally with
accuracy,
appropriate rate,
and expression;
@ Literary Analysis
Locates and
analyzes elements
of characterization,
etc.
Recommended
Strategies
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary
Texts
Texts
Materials
Recommended
Formative
Assessments
Recommended
Summative
Assessments
ReMonoAcademic
Vocabulary:
Monologue
You Tube:
Who’s On First;
James Earl Jones
reading of poem
Role Playing
Marking the Text
Oral Interpretation
Activities 5.115.13
Role Playing,
Reader’s Theatre,
& Reading a
Monologue
A Christmas Carol
736-822:
Literary Terms:
Persona
Student
Improvisations
Performance
Reflection pg 299
“The Monsters
Are Due on
Maple Street”
833-856
Writing
Workshop:
Script Writing
Completion of pg
300 and 308
Quickwrite pg
308
Grammar Usage:
Use of
punctuation for
dramatic effect
Students’ reading
of monologues
Word
Connections:
-nota
Embedded
Assessment 1
Creating and
Presenting A
Monologue
Embedded
Assessment #1
Published Work
Presentation
33
Power
Benchmarks
Recommended
Strategies
! Reading Process
Student determines
main idea or
essential message;
! Vocabulary
Determine
meanings of
unfamiliar words
using context clues;
! Reading Process
Compares/contrasts
elements in multiple
texts;
@ Literary Analysis
Analyzes author’s
use of allusions ad
descriptive,
idiomatic, and
figurative language;
@ Literary Analysis
Analyzes the
author’s purpose
Close Reading
Marking the Text
Oral Reading
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary
Texts
Texts
Materials
Activities 5.145.17
What Is a
Narrative Poem?,
A Picture Is Worth
1,000 Words,
Narrative Poetry:
“The
Highwayman”,
Poetic Devices at
Work
Poetry: “The
Village
Blacksmith” 614;
“Fog” 616
Writing
Workshop:
Poetry
Recommended
Formative
Assessments
Recommended
Summative
Assessments
Completion of pgs
317-318 & 327
TP-CASTT pg 322
Literary Terms:
Parody
Word
Connections:
Diction
Poetry:
“Little Red riding
Hood and the
Wolf”;
“Fifth Grade AutoBiography”;
“The
Highwayman”;
“Oranges”
@ Literary Analysis
Analyzes the
author’s purpose
Discussion Groups
Marking the Text
Predicting
Quickwrite
Think-Pair-Share
Activities 5.185.20
Finding a Poem
Anywhere, A Poet
Talks About
Creating Poetry, &
Poem:
“The Cremation
of Sam McGee”
542
Grammar Usage:
Relative Clauses
Relative Pronouns
Idioms
Student Discussions
and Analysis
Online End of
Unit Assessment:
Go to website:
www.springboard.coll
egeboard.com
And have students
take the online end of
34
Power
Benchmarks
Recommended
Strategies
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
SpringBoard
Prentice Hall
Ancillary
Texts
Texts
Materials
Recommended
Formative
Assessments
Unit assessment.
Look at the roster
reports for detailed
assessment results.
Transformation of
Text
Short Story:
“Seventh Grade”
Poetry:
“Learning to
Bargain”;
“Disease, Disease”
Embedded
Assessment 2
Creating a
Narrative Poem
Recommended
Summative
Assessments
“How I Learned
English” 637;
“Annabel Lee”
668
Embedded
Assessment #2
Published
Narrative Poem
35
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Addendum 1: Six Traits Research Units
Research Paper:
The research paper and presentation for each grade level can be an extension of one of the Embedded Assessments found within the SpringBoard Text so
there is relevance and continuity for the research.
th
th
6 grade: Unit 5, Embedded Assessment #1 --- Research paper may occur in 4 quarter
th
rd
7 grade: Unit 3, Embedded Assessment #2 --- Research paper may occur in 3 quarter
th
th
8 grade: Unit 5, Embedded Assessment #2--- Research paper may occur in 4 quarter
Research Process Hotlinks: http://www.collierschools.com/research/
Research Specifications: http://www.collier.k12.fl.us/gifted/ (click on the “teacher link on left side of page)
6th grade – Focus is Library Oriented:
1.
2.
3.
4.
5.
6.
Define and provide examples of plagiarism
Narrow a topic and use S.B. grade specific ideas to tie into curriculum
Evaluate 3+ sources and choose 2 articles on the topic
Read the articles
Take notes on the articles using outlining and note taking strategies
Teach paraphrasing and summarizing mini-lessons
7th grade – Focus is Research with Technology
1.
2.
3.
4.
5.
6.
Define and provide examples of plagiarism
Narrow a topic and use S.B. grade specific ideas to tie into curriculum
Write essential questions about the topic that will be answered
Design a working outline: topic, heading, supporting details – use Roman numerals
Use search engines on the computer to identify 4+ quality resources on the topic
Evaluate sources and choose quality articles
36
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
7.
8.
9.
10.
11.
Read the articles
Take notes on the articles using outlining and note taking strategies
Write a 4 – 5 page research paper answering the essential questions
Works Cited page must include a minimum of 4 sources
Use MLA format. This should be consistent throughout the paper
8th grade – Focus in on Pre-Laureate Paper and Presentation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Define and provide examples of plagiarism
Narrow a topic and use S.B. grade specific ideas to tie into curriculum
Write essential questions about the topic that will be answered
Design a working outline: topic, heading, supporting details – use Roman numerals
Use search engines on the computer to identify quality resources on the topic
Evaluate at least 7 sources and choose quality articles and sources
Read the articles
Take notes on the articles using outlining and note taking strategies
Write a 6+ page research paper answering the essential questions
Works Cited page must include a minimum of 7 sources
Use MLA format. This should be consistent throughout the paper
37
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Addendum #2: Prentice Hall and SpringBoard Alignment
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
UNIT 1:The Choices We Make
Springboard Unit Goals:
To make connections among texts and to oneself
Key Matches for Unit Goals from Prentice Hall Literature:
Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157,
181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487,
509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738,
742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related
activities see: Applying the Big Question: Talk About It & Write About It,
185, 393, 557, 707, 887, 1051
Voice, 93, 388;Voice, create speaker's, 700
Elements of Fiction, 6-7; What is a short story?, 200–201; Elements of short
stories, 202–203; Types of Nonfiction, 410-411; What is poetry, 572–573;
Poetry, elements, 574–575; Poetry, forms, 583; What is Drama, 722–723;
Elements of drama, 724–725; What is storytelling?, 902–903;
Characteristics of the Oral Tradition, 904–905
To explain the role of personal voice in writing
To analyze genres and their organizational structures
Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238,
240, 241, 242, 243, 245, 386; Character, 160, 175, 202, 203, 206, 207,
249, 253, 257, 261, 262, 265, 267, 277, 386, 722, 724, 726, 818, 823,
831, 837, 839, 840, 845, 847, 849, 850, 852, 857, 866, 1007; Theme, 202,
214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034; Setting, 6, 99,
103, 105, 109, 111, 118, 121, 125, 178, 202, 215, 386
Writing Workshops: Publishing and Presenting, 97, 183, 307, 391, 489, 555,
645, 705, 829, 885, 987, 1049
38
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
To examine the function and use of narrative elements
To use the writing process to prepare drafts for
publication
Learning Focus: The Stories of Folklore and Myth, p. 4
SpringBoard Readings:
Suggested Texts from Prentice Hall Literature:
Poetry: Excerpt from “You,” by Edgar A. Guest
Icarus and Daedalus, Josephine Preston Peabody, 916-923
Poetry: “The Road Not Taken,” by Robert Frost
Demeter and Persephone, Anne Terry White, 924-928
Novel Excerpt: From Staying Fat for Sarah Byrnes, by Chris
Crutcher
Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood, 946-951
39
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
Autobiography: From Dust Tracks on a Road, by Zara Neale
Hurston
Short Story: “A Hundred Bucks of Happy,” by Susan Beth Pfeffer
Fiction: “Ditching,” from The Classroom of Life, by Alan
Lawrence Sitomer
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
The Voyage from the Odyssey, Mary Pope Osborne, 968-971
Sun and Moon in a Box, 992–996
How the Snake Got Poison, 1000–1002
Are Stories Are Anansi’s, 1018–1022
The Fox Outwits the Crow, William Cleary, 1036
The Fox and The Crow, 1038
Academic Vocabulary:
Characterization
Coverage of Academic Vocabulary in Prentice Hall Literature:
Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265,
267, 277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847,
849, 850, 852, 857, 866, 1007; Characterization, direct/indirect, 160, 175,
202, 206, 207, 724; Characters' traits/motives, 160, 202, 249, 257, 277,
818, 823, 837, 839, 840, 845, 847, 849, 850, 852, 857
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–
905; Literary Analysis: Myth, 913; Literary Analysis: folk tale, 1007
Narrative, 8, 18, 23, 45, 78; Autobiographical narrative, 176, 195;
Autobiography, 7, 410, 411, 468
Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238,
240, 241, 242, 243, 245, 386; Resolution, conflict and, 309, 312, 315, 317,
319, 323, 325, 330, 333
40
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
Folklore
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Sensory language, 576
Symbol, 574, 601, 609, 617
Theme, 202, 214, 215, 337, 341, 343, 351, 357, 359, 904, 911, 1034;
Comparing Literary Works: Universal themes, 966, 970, 971, 975, 976, 978,
980, 981
Personal Narrative
Plot
Sensory Details
Symbolism
Theme
Grammar & Usage:
Suggested Activities from Prentice Hall Literature:
41
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
End Marks, p. 10
Semicolon, p. 10
Comma, pp. 10, 28
Dash, pp. 10, 12
Activities to Prepare for Embedded Assessment:
1.3 Thinking About Choices I Make (Brainstorming-Graphic
Organizer), p. 8
1.4 The Idea of Choice (Word Map), p. 9
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Punctuation, 183, 705, 809, 858, 932, 956, 985; also see: Writing Workshop:
Editing and Proofreading, 97, 183, 307, 391, 489, 555, 645, 705, 829, 885, 987,
1049
Suggested Activities from Prentice Hall Literature:
Students use a variety of graphic organizers to comprehend material in
Prentice Hall Literature: Language and Literacy. See pages 45, 67, 125, 149,
245, 277, 333, 359, 437, 457, 503, 525, 617, 661, 681, 769, 802, 857, 931, 955,
1003, and 1023.
Rhythm and Rhyme, 665, 668, 673, 679, 680, 681
1.5 Choices Have Consequences (Literary Terms: Rhyme), p. 10
1.6 Three Choices That Reveal Character, p. 11
Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267,
277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852,
857, 866, 1007
42
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Transitions, 94, 486, 771, 826, 859, 882, 1044
1.9 The Choices We Make (Transitions). P. 26
1.12 Understanding Revision, p.31
Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,
984, 1044
1.14, 1.15, 1.16 Revising the Beginning, Middle and End, pp. 34–
37
Embedded Assessment 1:
Suggested Activities from Prentice Hall Literature:
Revising a Personal Narrative About Choice, p. 38
Writing Workshop: Autobiographical Narrative, 176–183; Short Story, 384–
391; Writing: Journal Entry, 279; Anecdote, 335
Learning Focus: Writing Original Stories, p. 42
SpringBoard Readings:
Suggested Texts from Prentice Hall Literature:
Novel: From A Single Shard, by Linda Sue Park, p. 44
Icarus and Daedalus, Josephine Preston Peabody, 916-923
Myth: “Daedalus and Icarus,” by Geraldine McCaughrean
Demeter and Persephone, Anne Terry White, 924-928
Myth: “Phaethon,” by Bernard Evslin
Popocatepetl and Ixtlaccihuatl, Juliet Piggott Wood, 946-951
Myth: “Arachne,” by Olivia Coolidge
The Voyage from the Odyssey, Mary Pope Osborne, 968-971
43
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Myth: “Rand and the Sources of Light,” by Donna Rosenberg
Grammar & Usage:
Topic Sentence, p. 67
Activities to Prepare for Embedded Assessment:
Suggested Activities from Prentice Hall Literature:
Thesis statement, write, 641; Topic, find/choose, 177, 302, 484, 549, 1041
Suggested Activities from Prentice Hall Literature:
1.17 Folk Literature, p. 43
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905;
Folk Tale, 1007, 1010, 1014, 1020, 1023
1.18 Character and Choices, p. 44
The following myths and legends involve characters making choices: “Icarus
and Daedalus,” 916; “Demeter and Persophone,” 294; “Popocateptl and
Ixtlaccihuatl,” 946
1.19 Introduction to Mythology, p. 50
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905
Roots, 94, 101, 102, 107, 112, 121, 122, 129, 272, 283, 284, 297, 302, 315,
316, 329, 490, 495, 496, 507, 562, 569, 570, 581, 706, 733, 856, 865, 866, 873,
44
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
1.21 Know Your Roots: Word Choice, p. 59
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
934, 939, 940, 953
Symbol, 574, 601, 609, 617
1.23 Symbols, p. 71
Myths, 913, 916, 918, 921, 927, 931; Legend and Fact, 935, 939, 943, 951, 954,
955; also see: 946
1.24 Myths and Reality, p. 73
1.25 Creation Stories, p. 76
Embedded Assessment 2:
Suggested Activities from Prentice Hall Literature:
Creating an Illustrated Myth, p. 81
Writing Activity: Myth; Writing Workshop: Short Story, 384–391; also see:
Myth, 905, 913, 916, 918, 921, 927, 931
UNIT 2:What Influences My Choices?
Springboard Unit Goals:
To understand how our lives are affected by persuasion
To identify and analyze persuasive techniques, appeals,
language, and images in print and nonprint texts
Key Matches for Unit Goals from Prentice Hall Literature:
Informational Texts
45
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
To create persuasive advertisements and to write
persuasive letters to the editor
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Analyzing author’s argument (web page and textbook article), 462–467
Identify author’s perspective (review and interview), 812–817
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
Communications Workshop
Evaluating Media Messages/Advertisements, 710
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Integrated Language Skills
Writing: Persuasive Letter, 505
Writing: Letter to the Editor, 361
Listening and Speaking: Public Service Announcement, 505
46
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Timed Writing: Editorial, 1033
Daily Bellringer Activities
Using Persuasive Techniques (Week 1, Day 3), p. 2
Writing Persuasively (Week 7, Day 2), p. 14
Making judgments (Week 25, Day 3), p. 50
Learning Focus: Persuasive Advertising, p. 92
SpringBoard Readings:
Coverage of Persuasive Advertising in Prentice Hall Literature:
Communications Workshop
Informational Text: “Today’s Youth Look to Advertising as Much
as Their Friends When Making Purchase Decisions,” from Harris
Interactive
Online Article: “Tiger Woods: Billion Dollar Athlete,” by Mark
Simmons
Informational Text: “Facts About Marketing to Children,” from
The Center for a New American Dream
Evaluating Media Messages/Advertisements, 710
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Informational Texts
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
47
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
Academic Vocabulary:
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Coverage of Academic Vocabulary in Prentice Hall Literature:
Communications Workshop
Consumerism
Media
Persuasion
Audience
Purpose
Editorial
Evaluating Media Messages/Advertisements, 710
Comprehension Skills
Persuasive techniques, 491, 495, 497, 503
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
Informational Texts
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
Activities to Prepare for Embedded Assessment:
Suggested Activities from Prentice Hall Literature:
2.4 Media, Advertising, and Consumer Choice, p. 103
2.5 Persuasive Techniques, p. 112
Communications Workshop
48
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
2.6 Advertising Claims, p. 115
Evaluating Media Messages/Advertisements, 710;
2.7 Audience in Advertisements: Part One, p. 117
Comprehension Skills
2.8 Common Persuasive Words and Phrases, p. 118
Persuasive techniques, 491, 495, 497, 503
2.9 Audience in Advertisements: Part Two, p. 120
Classifying fact and opinion, 507, 511, 515, 519, 522, 525
2.10 Elements of Advertisements, p. 121
Research and Technology
2.11 Analysis of an Advertisement, p. 123
Ad, help-wanted, 527
Informational Texts
Identify bias and stereotyping (editorials), 862–865
Analyze point of view (editorials), 1028–1033
Embedded Assessment 1:
Suggested Activities from Prentice Hall Literature:
Analyzing an Advertisement and Creating a New One, p. 125
Communications Workshop:Evaluating Media Messages/Advertisements, 710;
Listening and Speaking: Public Service Announcement, 505
Learning Focus: Persuasive Writing, p. 131
49
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
SpringBoard Readings:
Suggested Texts from Prentice Hall Literature:
Persuasive Essay: “America the Not-so Beautiful,” from Not
That You Asked, by Andrew Rooney
Persuasive Speech: “All Together Now,” Barbara Jordan, 494-499
Feature Article: “Buying into the Green Movement,” by Alex
Williams
Article: “City Schools Cut Parents’ Lifeline 9the Cellphone)” by
Elissa Goodman
Persuasive Essay: The Eternal Frontier,” Louis L’Amour, 500-503
Editorial: “Zoos: Joys or Jails? 1029-1030
Editorial: Kid Territory: Why Do We Need Zoos? 1031-1032
Editorial: “Hang It Up,” by Jesse Scaccia
Article: “Ironing Out Policies on School Uniforms,” by Carol
Matsinger
Letter to the Editor: “Cellphones in School”
Editorial: “Balancing Act on Cell Phones”
Activities to Prepare for Embedded Assessment:
Suggested Activities from Prentice Hall Literature:
2.15 Fact or Opinion? p. 139
2.16 News or Views? P. 147
2.17 Exploring My Opinions, p. 155
Fact or Opinion, 491, 495, 497, 501, 503, 507, 511, 515, 519, 522, 525, 528;
Communications Workshop:Evaluating Media Messages/Advertisements, 710
Writing: Letter to the Editor, 361; Persuasive Letter, 505; Listening and
Speaking: Public Service Announcement, 505; Timed Writing: Editorial, 1033;
50
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
2.18 Developing and Argument, p. 159
2.19 Reading an Editorial, p. 161
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Informational Texts: Editorials, Identify bias and stereotyping, 862–865;
Analyze point of view, 1028–1033
2.20 Writing a Letter to the Editor, p. 165
Embedded Assessment 2:
Suggested Activities from Prentice Hall Literature:
Writing a Letter to the Editor, p. 166
Writing: Letter to the Editor, 361
UNIT 3:Our Choices and Life’s Lessons
Springboard Unit Goals:
To make connections between or among texts and your
own lives
Key Matches for Unit Goals from Prentice Hall Literature:
Making Connections, 41, 63, 71, 85, 86, 90, 109, 131, 139, 153, 154, 157,
181, 217, 241, 249, 263, 299, 331, 341, 381, 417, 435, 443, 461, 487,
509, 515, 525, 583, 583, 583, 599, 607, 613, 635, 653, 659, 735, 738,
742, 779, 787, 799, 855, 875, 883, 905, 931, 955, 961, 987; For related
activities see: Applying the Big Question: Talk About It & Write About It,
185, 393, 557, 707, 887, 1051
Novel and Novella, 6; Novel Excerpts: from An American Childhood, 52-61;
from Barrio Boy, 80-85; from Angela’s Ashes, 140-149; from Letters from
Rifka, 252-259; Two Kinds from The Joy Luck Club, 260;
Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading
rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also
see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely,
421, according to punctuation, R23
Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–
51
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
To analyze, interpret, and evaluate a novel on a variety
of levels and for a variety of purposes
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
1049; Research and Technology: Annotated Bibliography, 21, Biographical
Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey,
683, Costume Plans, 771; Research Presentation, 1054
To read with fluency and apply appropriate language
conventions (sentence structure, usage, punctuation) in
oral reading, discussion, and writing
To conduct research and present a convincing argument
Learning Focus: Understanding Literary Analysis, p. 174
SpringBoard Readings:
Suggested Texts from Prentice Hall Literature:
Novel: Tangerine, by Edward Bloor
From An American Childhood, Annie Dillard, 50-59
Article: Excerpt from “Bullying in Schools,” by Hilda Clarice
Quiroz, June Lane Arnette, Ronald D. Stephens
The Luckiest Time of All, Lucille Clifton, 60-67
Article: “Taming Wild Girls,” by Jeffrey Kluger
Poem: “To an Athlete Dying Young,” by A. E. Housman
My First Free Summer, 132–136
The Treasure of Lemon Brown, Walter Dean Myers, 204-215
Letters From Rifka, Karen Hesse, 250-257
The Third Wish, Joan Aiken, 310-319
52
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Amigo Brothers,Piri Thomas, 320-333
Volar: To Fly, 452–456
No Gumption, 474–482
All Together Now, 494–496
The Eternal Frontier, 500–502
A Christmas Carol, Act 1, 740–768
Academic Vocabulary:
Coverage of Academic Vocabulary in Prentice Hall Literature:
Imagery, 692
Imagery
Point of View
Literary Analysis
First/third person, 6; Omniscient/limited, 49; also see: Point of view:
fiction/nonfiction, 7, 10, 53, 58, 59, 65, 66, 67
Critical Reading: Respond to Big Question, 184, 392, 556, 706, 886, 1050;
Respond, 21, 30, 44, 58, 66, 85, 110, 124, 136, 148, 199, 215, 224, 244,
256, 276, 295, 318, 332, 340, 358, 419, 428, 436, 473, 482, 496, 502,
514, 541, 546, 581, 608, 616, 635, 638, 654, 660, 672, 680, 735, 768,
806, 856, 873, 876, 911, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022,
1037, 1038
Writing Workshops: Problem and Solution Essay, 640–645
Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–
1049; Research and Technology: Annotated Bibliography, 21, Biographical
Report, 69, Outline, 279, Poster, 361, Scientific Explanation, 619, Survey,
683, Costume Plans, 771; Research Presentation, 1054
53
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Problem/Solution Essay
Research
Grammar & Usage:
Suggested Activities from Prentice Hall Literature:
First-Person Perspective, p. 179
First/third person, 6; Omniscient/limited, 49; also see: Point of view:
fiction/nonfiction, 7, 10, 53, 58, 59, 65, 66, 67
Present Tense, p. 179
Verb Tense, 278, 305, 882, R41, R42
Subordinate Clause, p. 184
Clause, 662, R41
Transition, p. 191
54
Developmental and Advanced English Language Arts
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2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Strong Verbs, p. 192
Transitions, 94, 486, 771, 826, 859, 882, 1044
Subordinating Conjunction, p. 184
Coordinating Conjunctions, p. 195
Correlative Conjunctions, p. 201
Verb, 246, 278, 305, 388, 598, 882, R40, R41, R42
Active and Passive Voice, p. 206
Conjunctions, 438, 487, 662, 703
Voice, 388
Activities to Prepare for Embedded Assessment:
3.2 Peeling a Tangerine (Literary Terms: Simile and Metaphor),
p. 176
Suggested Activities from Prentice Hall Literature:
Figurative language, 574, 601, 607, 609, 613, 615, 617
3.7 Choices and Consequences, p. 182
3.15 Choices and Consequences Two, p. 196
Character, 160, 175, 202, 203, 206, 207, 249, 253, 257, 261, 262, 265, 267,
277, 386, 722, 724, 726, 818, 823, 831, 837, 839, 840, 845, 847, 849, 850, 852,
857, 866, 1007
55
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
3.10 Film Connections (Literary Terms: Flashback and
Foreshadowing), p. 186
3.18 Introduction to Mythology, p. 202
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Flashback and Foreshadowing, 203, 204, 212, 215
What is storytelling?, 902–903; Characteristics of the Oral Tradition, 904–905;
Myths, 913, 916, 918, 921, 927, 931
3.23 Novel Structure: Conflict and Plot, p. 209
Plot & climax, 202–203, 217, 222, 223, 224, 225, 229, 232, 235, 236, 238, 240,
241, 242, 243, 245, 386; Resolution, conflict and, 309, 312, 315, 317, 319, 323,
325, 330, 333
Embedded Assessment 1:
Suggested Activities from Prentice Hall Literature:
Writing an Analytical Essay, p. 224
Writing Workshop: Comparison and Contrast, 548–555; Persuasive Essay,
698–705; Cause and Effect Essay, 878–885
Learning Focus: Real-World Situations, p. 229
Grammar & Usage:
Direct Quotation and Parenthetical Citation, p. 234
Suggested Activities from Prentice Hall Literature:
Bibliography, 1048, 1049; Citing Sources, R34–R35; Quotations, 183, 307, 391,
396, 1004, R43
56
Developmental and Advanced English Language Arts
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Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
Activities to Prepare for Embedded Assessment:
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Suggested Activities from Prentice Hall Literature:
3.30 Brainstorming for a Research Project, p. 230
Writing Workshop: Multimedia Report, 824–829; Research Report, 1040–
1049
3.31 Evaluating My Sources: How Reliable Are They? P. 231
Library resources, use, 879, 982; Research Report, 1040–1049; Informational
Texts: Web page and textbook article, 462–467
3.32 Creating an Annotated Bibliography, p. 234
Biographical Report, 69; Use Primary and Secondary Sources, 1041; Avoid
Plagiarism, 1041; Bibliography, 1048, 1049; Annotated Bibliography on Peck,
21; Citing Sources, R34–R35
Embedded Assessment 2:
Suggested Activities from Prentice Hall Literature:
Researching and Presenting a Problem and Solutions, p. 235
Writing Workshops: Problem and Solution Essay, 640–645
UNIT 4:Reflecting on My Choices
Springboard Unit Goals:
To revisit and evaluate previously written texts
Key Matches for Unit Goals from Prentice Hall Literature:
Reflecting On Your Writing & Rubric for Self-Assessment, 97, 183, 307, 391,
489, 555, 645, 705, 829, 885, 987, 1049
57
Developmental and Advanced English Language Arts
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Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
To recognize how audience and format influence voice
To understand the difference between revising and
editing
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Voice, 93, 388;Voice, create speaker's, 700; Prewriting, 92, 177, 302, 385,
484, 549, 640, 699, 824, 879, 982, 1040
Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826,
882, 984, 1044; Editing and Proofreading, 97, 183, 307, 391, 489, 555,
645, 705, 829, 885, 987, 1049
Learning Focus: A Writer’s Choice, p. 245
Academic Vocabulary:
Coverage of Academic Vocabulary in Prentice Hall Literature:
Voice, 93, 388;Voice, create speaker's, 700; Communications Workshop,
188, 396, 560, 710, 890, 1054
Voice
Writing Workshops: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826,
882, 984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985,
1045
Revision
Global Revision
Grammar & Usage:
Verb Tenses, p. 260
Comma in a Series, p. 264
Suggested Activities from Prentice Hall Literature:
Verb tense, 278, 305, 882
Commas, 956, 985
58
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Complex Sentence, p. 264
Complex sentence, 682, R41
Activities to Prepare for Embedded Assessment:
Suggested Activities from Prentice Hall Literature:
4.4 Choosing Your Voice, p. 254
Voice, 93, 388;Voice, create speaker's, 700; Communications Workshop,188,
396, 560, 710, 890, 1054
4.5 RAFT Brainstorming, p. 256
Writing Workshop: Prewriting, 92, 177, 302, 385, 484, 549, 640, 699, 824, 879,
982, 1040
4.6 Reviewing Revision, p. 257
Writing Workshop: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,
984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045
Revising: Word choice, 94, 527, 1025; Nouns, 95, 180; Details, 94, 388, 552,
642, 984
4.7 Reviewing: Replacing “Dead Words,” p. 259
4.8 Revision: Deleting Wordiness, p. 260
Revising: Sentences, 487, 552, 643, 702, 1044
59
Developmental and Advanced English Language Arts
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Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
4.9 Revision: Combining Sentences, p. 262
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Revising: Organization, 94, 1044; Paragraph, beginning new, 882; Conclusion,
552; Introduction, sharpen, 552; Ideas, 94, 304, 527, 702, 882
4.10: Revising Structure: Rearranging a Text, p. 265
Embedded Assessment 1:
Suggested Activities from Prentice Hall Literature:
Making Revision Changes, p. 266
Writing Workshop: Revising, 94, 180, 304, 388, 486, 552, 642, 702, 826, 882,
984, 1044; Writer’s Toolbox, 95, 305, 487, 553, 643, 703, 827, 985, 1045
UNIT 5:How We Choose to Act
Springboard Unit Goals:
To learn to communicate in a variety of forms (verbal,
nonverbal)
Key Matches for Unit Goals from Prentice Hall Literature:
Writing Workshops, 92–97, 176–183, 302–307, 384–391, 484–489, 548–555,
640–645, 698–705, 824–829, 878–885, 982–987, 1040–1049;
Communications Workshop, 188, 396, 560, 710, 890, 1054
Reading rate, adjust: to recognize main ideas/key points, 421, 429; Reading
rate chart, 773; Read aloud, 647, R22; Reading fluency checklist, R23; also
60
Developmental and Advanced English Language Arts
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Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
see: Reread: to confirm meaning, 49, to clarify meaning, 665; Read: closely,
421, according to punctuation, R23
To improve skills in oral reading and presentation
Critical Reading: Respond to Big Question, 184, 392, 556, 706, 886, 1050;
Respond, 21, 30, 44, 58, 66, 85, 110, 124, 136, 148, 199, 215, 224, 244,
256, 276, 295, 318, 332, 340, 358, 419, 428, 436, 473, 482, 496, 502,
514, 541, 546, 581, 608, 616, 635, 638, 654, 660, 672, 680, 735, 768,
806, 856, 873, 876, 911, 920, 930, 942, 954, 980, 996, 1002, 1014, 1022,
1037, 1038
To increase textual analysis skills and apply them to a
variety of genres
Learning Focus: Performing with a Purpose, p. 274
SpringBoard Readings:
Suggested Texts from Prentice Hall Literature:
Poetry: “Choices,” by Nikki Giovanni
“The Rider,” Naomi Shihab Nye, 586
Poetry: “Stopping by Woods on a Snowy Evening,” by Robert
Frost
“Seal,” William Jay Smith, 588
Poetry: “To Satch,” by Samuel Allen
Poetry: “Driving to Town Late to Mail a Letter,” by Robert Bly
Poetry: “Mother to Son,” by Langston Hughes
“Winter,” Nikki Giovanna, 594
“Forsythia,” Mary Ellen Scott, 595
“Life,” Naomi Long Madgett, 604
“The Village Blacksmith,” Henry Wadsworth Longfellow,614
Poetry: “It Happened in Montgomery,” by Phil W. Petrie
61
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
Poetry: “Casey at the Bat,” by Ernest Lawrence Thayer
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
“I’m Nobody,” Emily Dickinson, 672
“Father Wiliiam,” Lewis Carroll, 676
Monologue: “Eye Contact,” by Deborah Karczewski
“Stopping By Woods on a Snowy Evening,” Robert Frost, 678
Monologue: “Snob,” by Deborah Karczewski
My Head Is Full of Starshine, Peg Kehret (monologue), 874
Monologue: “Roommate,” by Deborah Karczewski
Monologue: “Mr. Perfect,” by Deborah Karczewski
All Summer in a Day, Ray Bradbury, 102–110
Monologue: “Family Addition,” by Deborah Karczewski
Two Kinds from Joy Luck Club, Amy Tan, 260–276
Monologue: “Too Young for …/” by Deborah Karczewski
Seventh Grade, Gary Soto, 290–295
Monologue: “Party,” by Deborah Karczewski
The Third Wish, Joan Aiken, 312–318
Mother to Son, Langston Hughes, 613–614
How I Learned English, Gregory Djanikian, 637–638
Stopping by Woods on a Snowy Evening, Robert Frost, 679
Academic Vocabulary:
Coverage of Academic Vocabulary in Prentice Hall Literature:
Poetry Reading, 663; Dramatic Monologue, 809; also see: Rhythmic
presentation, 707; Story, 707, 1005; Dramatic Reading, 47
Oral Interpretation
Tone, use appropriate, 984; Tone, 8, 1034
62
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story,
707, 1005; Dramatic Reading, 47
Tone
Monologue
Narrative poetry, 544, 545, 546, 575, 575, 628
Poetry, elements, 574–575; Figurative Language, 607, 609, 613, 615;
Sound Devices, 647, 651, 654, 655, 661; Rhythm and Rhyme, 665, 668,
673, 679, 680, 681
Narrative Poem
Poetic Devices
Grammar & Usage:
Ellipsis, p. 284
Monologues, p. 301
Activities to Prepare for Embedded Assessment:
Suggested Activities from Prentice Hall Literature:
For related information see Punctuation, page R43.
Dramatic Monologue, 809; also see: Rhythmic presentation, 707; Story, 707,
1005; Dramatic Reading, 47
Suggested Activities from Prentice Hall Literature:
5.4 A Linear Array of Tones, p. 280
63
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Tone, use appropriate, 984; Tone, 8, 1034
5.7 Choosing to Use Inflection with Poetry, p. 284
Poetry Reading, 663; also see: Rhythmic Presentation, 707
5.9 Discovering Meaning, p. 293
Critical Thinking, 590, 596, 608, 616, 654, 660, 672, 680; After You Read, 591,
597, 609, 617, 655, 661, 673, 681
5.11 Role Playing, p. 298
5.12 Reader’s Theater, p. 300
Dramatic monologue, 809; Dramatic reading, 47; Interview, 151, 557, 890;
News story, 335; Television news report, 1025
5.13 Reading a Monologue, p. 301
Dramatic Monologue, 809; also see: Rhythmic Presentation, 707; Story, 707,
1005
Embedded Assessment 1:
Suggested Activities from Prentice Hall Literature:
Creating and Presenting a Monologue, p. 309
Dramatic Monologue, 809; also see: Rhythmic Presentation, 707; Story, 707,
1005
Learning Focus: Writing Narrative Poetry, p. 315
SpringBoard Readings:
Suggested Texts from Prentice Hall Literature:
64
Developmental and Advanced English Language Arts
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Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Poetry: “Little Red Riding Hood and the Wolf,” by Roald Dahl
“The Highwayman,” Alfred Noyes, 630
Poetry: “Fifth Grade Autobiography,” by Rita Dove
“How I Learned English,” Gregory Djanikian, 636
Poetry: “The Highwayman,” by Alfred Noyes
“Annabell Lee,” Edgar Allan Poe, 668
Poetry: “Oranges,” by Gary Soto
Pat Mora discusses Poetry, 572–573; Model Selections, 577, 578, 579, 580;
Pat Mora on Supporting a Point, 701
Short Story: “Seventh Grade,” by Gary Soto
Interview: “Questions and Answers About Poetry,” from A Fire
in My Hands, by Gary Soto
Seventh Grade, Gary Soto, 290-293
Poetry: “Learning to Bargain,” by Gary Soto
Grammar & Usage:
Varying Sentence Lengths, p. 324
Activities to Prepare for Embedded Assessment:
Suggested Activities from Prentice Hall Literature:
Compound sentence, 682; Compound-complex sentence, R41; also see:
Sentence, 643, 703, 858, 883; also see: Revising: Sentences, 487, 552, 643,
702, 1044
Suggested Activities from Prentice Hall Literature:
5.14 What Is a Narrative Poem, p. 316
Narrative Poetry, 544, 545, 546, 575, 575, 628
5.17 Poetic Devices at Work, p. 328
Poetry, elements, 574–575; Figurative Language, 607, 609, 613, 615; Sound
65
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
ENGLISH TEXTUAL POWER, LEVEL 2
PRENTICE HALL LITERATURE, GRADE SEVEN ©2010
Devices, 647, 651, 654, 655, 661; Rhythm and Rhyme, 665, 668, 673, 679, 680,
681
5.19 A Poet Talks About Creating Poetry, p. 335
Pat Mora discusses Poetry, 572–573; Model Selections, 577, 578, 579, 580;
Pat Mora on Supporting a Point, 701
Embedded Assessment 2:
Suggested Activities from Prentice Hall Literature:
Creating a Narrative Poem, p. 343
Lyric Poem, 599; Poem, 683; also see: What is poetry, 572–573
Addendum #3: Sacred Book List
Lists were compiled from:
1.
2.
3.
4.
5.
6.
7.
Collier County Public School Current “Sacred Book” list
Sunshine State Young Readers’ Novels
Sunshine State: Florida Teen Reads
Reader’s Journey Novels
SpringBoard Suggested Novels
Prentice Hall Literature Suggested Novels
Janet Allen Suggested Novels
66
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Title
Author
Lexile
SpringBoard
*Dragonwings
*Holes
*Island of the Blue Dolphins
8.
College Board Top 100 Novel
List
Yep, Laurence
Sachar, Louis
O'Dell, Scott
870
660
1000
9.
Advanced Placement
Recommendations:
High School Teacher
Syllabi
College Board A.P. Literature Suggestions
College Board A.P. Language Suggestions
Novels from A.P. Free Response Questions
KEY
+Sunshine State Young Readers Award Program
^Advanced Honors
-Reader’s Journey
* Spring Board
Middle School Book List
6th grade
67
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Soto, Gary
750
-A Long Way from Chicago
-Things Not Seen
-Miracle’s Boys
-Bearstone
-Redwall
-Tarantula in My Purse: And 172 Other Wild
Pets, The
-Strong Right Arm: The Story of Mamie
“Peanut” Johnson, A
-Boy
-Westing Game, The
-Pushing Up the Sky: Seven Native American
Plays for Children
-Liberation of Gabriel King
-Hero’s Trail
Peck, Richard
Woodson, Jacqueline
Hobbs, Will
Redwall
George, Jean Craighead
750
690
660
780
800
830
Green, Michelle Y.
860
Raskin, Ellen
Bruchac, Joseph
1090
750
NP
Going, K.L.
Barron
780
850
-Mousetrap, The
-Hiroshima
-Play to Win
Christie, Agatha
Yep, Laurence
Jongh, James de and Carles Cleveland
NP
660
NP
L'Engle, Madeleine
740
830
1020
810
770
750
*Taking Sides
Reader’s Journey
Clements, Andrew
CCPS Recommendations
A Wrinkle in Time
Call it Courage
Hatchet
My Side of the Mountain
Tuck Everlasting
The Heart of a Chief
Sperry, Armstrong
Paulsen, Gary
George, Jean Craighead
Babbitt, Natalie
Bruchac, Joseph
68
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
Incredible Journey
Journey Home
King of the Wind
M.C. Higgins the Great
Shark Beneath the Reef
Sing Down the Moon
My Brother Sam is Dead
Burnford, Sheila
1320
Henry, Marguerite
830
620
800
820
770
Hamilton, Virginia
George, Jean Craighead
O'Dell, Scott
Collier, James Lincoln and Christopher
Collier
Out of the Dust
Advanced
^Cheaper by the Dozen
^Freedom’s Crossing
^Swiss Family Robinson
^Treasure Island
Gilbreth, Frank and Ernestine Carey
Stevenson, Robert Louis
890
720
910
1070
Rules, Cynthia
Rorby, Ginny
NP
870
White, Bailey
NP
Clark, Margaret Goff
Wyss, Johann
Sunshine State Young Readers
+Rules
+Hurt Go Happy
Prentice Hall
A Backwoods Boy
69
Developmental
and Advanced English Language Arts
7th gradeCurriculum Map
Grade 7
2011-2012
Title
Author
Lexile
Bloor, Edward
London, Jack
Paulson, Gary
680
790
930
860
820
SpringBoard
*Tangerine
*The Call of the Wild
*Dogsong
*Julie of the Wolves
*Sukey and the Mermaid
Craighead, George
San Souci, Robert
Reader’s Journey
-Rules of the Road
-Fast Sam, Cool Clyde, and Stuff
-Heat
-Stand Tall
-Who Moved My Cheese
-Oddballs
-F is for Freedom
-Touching Spirit Bear
-Crazy Loco
-Storm Breakers
-Novio Boy
-Doors
-Lost in Yonkers
-Kid Who Invented the Popsicle: And Other
Extraordinary Stories Behind Everyday Things
Bauer, Joan
Myers, Walter Dean
Lupica, Mike
Bauer, Joan
Johnson, Spencer
Sleator, William
Mikaelsen, Ben
850
860
940
520
880
1010
Rice, David
670
830
Horowitz, Anthony
Soto, Gary
NP
Neil Simon
NP
70
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
-Portraits of African-American Heroes
-Watsons Go To Birmingham
Bolden, Tonya
Curtis, Christopher Paul
1140
1000
CCPS Supplementary
The Cay
A Christmas Carol
The Contender
Esperanza Rising
Goodbye, Vietnam
Local News
The True Confessions of Charlotte Doyle
Where the Red Fern Grows
Adventure of Ulysses
Child of the Owl
Clay Marble
Famous Stories for Performance
I, Juan the Pareja
Jaguar
Letters from Rifka
Lupita Manana
Red Scarf Girl
Sounder
Taylor, Theodore
Sims, Lesley
Lipsyte, Robert
Ryan, Pam Munoz
860
510
760
750
Whelan, Gloria
Soto, Gary
Avi
Rawls, Wilson
Yep, Laurence
Ho, Minfong
De Trevino, Elizabeth B.
Smith, Roland
Hesse, Karen
Beatty, Patricia
Jiang, Ji-Li
Armstrong, William H.
770
740
700
720
860
1100
690
660
760
780
900
Advanced
^Adventures of Tom Sawyer
^The Call of the Wild
^A Paradise Called Texas
Mark Twain
Jack London
Shefelman, Janice Jordan
490
790
NP
Spinelli, Jerry
NP
Sunshine State Young Readers
+Eggs
Prentice Hall
71
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
No Gumption
An American Childhood
Angela’s Ashes
Baker, Russell
Dillard, Annie
McCourt, Frank
NP
1040
1110
72
th
Title
Developmental
and Advanced English Language Arts
8 Grade
Curriculum Map
Grade 7
2011-2012
Author
Lexile
Lowry, Lois
Bunting, Eve
760
NP
SpringBoard
*The Giver
*Terrible Things: An Allegory of the Holocaust
Reader’s Journey
-Thwonk
-Baseball’s Biggest Bloopers: The Games That
Got Away
-Famous Hispanic Americans
-An Island Like You: Stories of the Barrio
-Al Capone Does My Shirts
-Code Talker
-We Just Want to Live Here
-Open your Eyes: Extraordinary Experiences in
Faraway Places
-Under the Royal Palm
-Devil’s Arithmetic, The
-Under the Baseball Moon
-Maus: A Survivor’s Tale
-Nerdlandia
-Effect of Gamma Rays on Man-in-the-Moon
Marigolds, The
-Monster
-Ultimate Robot
-Famous Hispanic Americans
860
NP
Morey, Janet and Wendy Dunn
Cofer, Judith Ortiz
Choldenko, Gennifer
Bruchac, Joseph
Rifa’l, Amal; Ainbinder, Odelia with
Tempel, Sylke
Davis, Jill
1170
NP
600
910
920
NP
Yolen, Jane
Ritter, John H
Speigelman, Art
Soto, Gary
Zindel, Paul
NA
730
750
NP
NP
NP
Myers, Walter Dean
Malone, Robert
Morley, Janet
670
1230
1170
CCPS Recommendations
73
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
The Cay
A Christmas Carol
The Contender
Esperanza Rising
Goodbye, Vietnam
Local News
The True Confessions of Charlotte Doyle
Where the Red Fern Grows
Adventure of Ulysses
Child of the Owl
Clay Marble
Famous Stories for Performance
I, Juan de Pareja
Jaguar
Letters from Rifka
Lupita Manana
Red Scarf Girl
Sounder
Taylor, Theodore
Dickens, Charles
Lipsyte, Robert
Ryan, Pam Munoz
Whelan, Gloria
Soto, Gary
Avi
Rawls, Wilson
Yep, Laurence
Ho, Minfong
De Trevino, Elizabeth B.
Hesse, Karen
Beatty, Patricia
Jiang, Ji-Li
Armstrong, William H.
860
1080
760
750
810
820
740
700
NA
920
860
NP
1100
660
760
780
900
Advanced
^Adventures of Tom Sawyer
^*The Call of the Wild
^A Paradise Called Texas
Twain, Mark
London, Jack
750
1120
NP
Smith, Roland
780
Twain, Mark
Dillard, Annie
Steinbeck, John
NP
1040
NP
Sunshine State Young Readers
+Peak
Prentice Hall
Cub Pilot on the Mississippi
An American Childhood
Travels with Charley
74
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
I Know Why the Caged Bird Sings
Anne Frank: The Diaries of a Young Girl
Angelou, Maya
Frank, Anne
1330
NP
75
Developmental and Advanced English Language Arts
Curriculum Map
Grade 7
2011-2012
76