Pennsauken Public Schools
7th Grade Pacing Guide 2016-2017
Approximate Semester Timelines
Semester 1 9/6-1/27
Semester 2
1/28-6/16
*** The week of September 6, 2016 will be used for establishing classroom norms and procedures, and
collecting Summer Reading assignments.
*** Monday, September 12, 2016, implementation of the pacing guide for Collections will begin.
***Monday, September 19, 2016, the implementation of Small Group Instruction will begin and take place
during the FIRST 40 minutes of the period in ALL classrooms. Whole group instruction will take place
during the LAST 40 minutes of the period.
*** Benchmarks, in the form of the selection tests, will be given every 2 weeks. The data should be
analyzed and submitted as per forthcoming instructions.
Semester 1 will cover Collections 1 and 3, in that order, and in their entirety.
Semester 2 will cover Collections 6 and 5, in that order, and in their entirety.
Semester 1
Collection 1: Bold Actions
Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will
include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies
within the Collections Teacher’s Guide
Reading: Anchor texts: “Rogue Wave” by Theodore Taylor
“The Flight of Icarus” by of Icarus
A Long Walk to Water by Linda Sue Park
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Supporting texts: “Big things Come in Small Packages” by Eleanora Tate (Close Reader)
“Parents of Rescued Teenage Sailor Abby Sunderland Accused of Risking Her Life”
by Paul Harris
“Ship of Fools” by Joanna Weiss
“Was Abby Too Young to Sail?” by CBS News
“Finding Your Everest” by Robert Medina (Close Reader)
“Arachne” by Olivia Coolidge (Close Reader)
“Icarus’s Flight by Stephen Dobyns
“Women in Aviation” by Patricia and Fredrick McKissack
Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection
questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements
sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the
end of each text in the Collection
Grammar: Language Conventions Lessons at the end of each text
Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the
Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to
be introduced and discussed as it appears throughout the Collection, and used when speaking and writing
throughout the rest of the Collection
Benchmarks/Common Formative Assessments: The following Selection Tests : Rogue Wave
Comparing News Coverage
The Flight of Icarus
Icarus's Flight
Women in Aviation
Common Summative Assessments: Collection 1 Test
Common Writing Assessments: Performance Task pg.50 Writing a Report- can be assigned as a project to be
started in class and completed at home over a period of time
Collection 1 Performance Task A- Write a Short Story pgs. 53-56
Unit 2 in the Performance Assessment book: Informative Essay pgs. 33-66
District Assessments:
i-Ready Diagnostic
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Collection 3: Nature at Work
Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will
include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies
within the Collections Teacher’s Guide
Reading: Anchor texts: “from Mississippi Solo by Eddy Harris
Supporting texts: from Polar Dream by Helen Thayer (Close Reader)
from The Tempest by William Shakespeare
“Allied with Green” by Naomi Shihab Nye
“Big Rocks’ Balancing Act” by Douglas Fox
“The Hidden Southwest: The Arch Hunters” by James Vlahos (Close Reader)
“Ode to Enchanted Light” by Pablo Neruda
“Sleeping in the Forest” by Mary Oliver
from Poems About Nature by leslie Marmon Silko, Victor Hernandez Cruz, and Gwendolyn
Brooks (Close Reader)
Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection
questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements
sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the
end of each text in the Collection
Grammar: Language Conventions Lessons at the end of each text
Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the
Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to
be introduced and discussed as it appears throughout the Collection, and used when speaking and writing
throughout the rest of the Collection
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Benchmarks/Common Formative Assessments: The following Selection Tests: Mississippi Solo
:
The Tempest
Allied with Green
Big Rocks’ Balancing Act
Ode to Enchanted
Light/Sleeping in the Forest
Common Summative Assessments: Collection 3 Test
Common Writing Assessments: Performance Task pg.142 Literary Analysis
Collection 3 Performance Task B- Write a Poetry Analysis pgs. 179-182
Unit 3 in the Performance Assessment book: Literary Analysis pgs. 67-96
Unit 4 in the Performance Assessment book: Task 2- Informative Essay pgs
109-120
District Assessments:
i-Ready Diagnostic
Semester 2
Collection 6: Guided by a Cause
Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will
include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies
within the Collections Teacher’s Guide
Reading: Anchor texts: from Flesh & Blood So Cheap: The Triangle Factory Fire and its Legacy by Albert
Marrin
from The Story of the Triangle Factory Fire by Zachary Kent
“Craig Kielburger Reflects on Working Toward Peace” by Craig Kielburger
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Supporting texts:
“The Most Daring of Our Leaders” by Lynne Olsen (Close Reader)
“Speech to the Democratic National Convention” by John Lewis (Close Reader)
from Uprising by Margaret Peterson Haddix
from “Doris Is Leaving” by ZZ Packer (Close Reader)
“Difference Maker: John Begman and Popcorn Park” by David Karas (Close Reader)
“It Takes a Child” by Judy Jackson
“A Poem for My Librarian, Mrs. Long” by Nikki Giovanni
“Train Time” by D’Arcy McNickle
Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection
questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements
sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the
end of each text in the Collection
Grammar: Language Conventions Lessons at the end of each text
Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the
Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to
be introduced and discussed as it appears throughout the Collection, and used when speaking and writing
throughout the rest of the Collection
Benchmarks/Common Formative Assessments: The following Selection Tests :
from Flesh and Blood So Cheap…
from The Story of the Triangle Factory Fire
from Uprising Craig Kielburger Reflects on Working Toward Peace
from It Takes a Child
A Poem for My Librarian, Mrs. Long
Train Time
Common Summative Assessments: Collection 6 Test
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Common Writing Assessments: Performance Task pg.304 Writing a New Chapter- can be assigned as a project
to be started in class and completed at home over a period of time
Performance Task pg.314 Writing a Critique- can be assigned as a project to be
started in class and completed at home over a period of time
Performance Task pg.334 Writing a Character Analysis
Collection 6 Performance Task A- Write an Expository Essay pgs. 337-340
Unit 1 in the Performance Assessment book: Argumentative Essay
Essay pgs. 2-32
Unit 4 in the Performance Assessment book: Task 3- Literary Analysis
pgs 121-128
District Assessments:
i-Ready Diagnostic
Collection 5: The Stuff of Consumer Culture
Small Group Instruction: Groups will be based upon i-Ready Diagnostic scores, materials to be used will
include all of the following: Benchmark Literacy materials in G-15, i-Ready lessons, and intervention strategies
within the Collections Teacher’s Guide
Reading: Anchor texts: from Life At Home in the 21st Century
Supporting texts: “Teenagers and New Technology” (Close Reader)
“Always Wanting More” from I Want That
“Labels and Illusions” (Close Reader)
“Dump”
“How Things Work”
“Earth (A Gift Shop)”
“He-y Come On Ou-t!” (Close Reader)
Writing: Daily/Weekly writing will occur through the following: written responses to Close Reader Selection
questions, written responses to “ASK STUDENTS”in the Critical Vocabulary and Analyze Story Elements
sections, written responses to the “Cite Evidence” tasks, written responses to the “Practice & Apply” pages at the
end of each text in the Collection
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Grammar: Language Conventions Lessons at the end of each text
Academic and Critical Vocabulary: Academic Vocabulary to be introduced and taught at the beginning of the
Collection and to be used throughout the entire Collection when speaking, and writing. Critical Vocabulary to
be introduced and discussed as it appears throughout the Collection, and used when speaking and writing
throughout the rest of the Collection
Benchmarks/Common Formative Assessments: The following Selection Tests : from Life at Home in the
21st Century
from I Want That!
Dump/How Things Work
Earth (A Gift Shop)
Common Summative Assessments: Collection 6 Test
Common Writing Assessments: Performance Task pg.238 Discussion
Performance Task pg.248 Writing an Analysis
Collection 5 Performance Task - Multimedia Presentation pgs. 259-262
(Students can choose any of the following options for their presentation: news report, video, powerpoint,
poster/advertisement, any other creative options student/teacher may agree upon
Unit 4 in the Performance Assessment book: Task 1- Argumentary Essay pgs 99-108
District Assessments: i-Ready Diagnostic
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Pennsauken Public Schools
Content Area:
Grade Cluster:
7th
Course Description
Language Arts is an 84 minute course in which students receive both reading and writing skills based upon the
Common Core State Standards. The students receive language arts every day throughout the school year. Students
explore the CCSS based skills to further develop their understanding and mastery of each standard in order to be
able to apply them to both college and career. To help achieve this mastery, the Collections Text from Houghton
Mifflin Harcourt will be used. This text offers the maximum flexibility for planning instruction as well as various
text complexities to help challenge students, to help students at grade level, to help struggling students, and to help
students who are ELL and with special needs. The text offers differentiation for all students through informational
text passages, online textbook access, online videos and text related discussions, as well as tools for teachers to
integrate both media and digital technology into the classroom.
Overarching Understanding(s) for the Course
When a student has completed 7th grade Language Arts, he or she will know…
● RL7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly
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English Language Arts
as well as inferences drawn from the text.
RL7.2: Determine a theme or central idea of a text and analyze its development over the course of
the text; provide an objective summary of the text.
RL7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
RL7.4: Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
RL7.5: Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to
its meaning
RL7.10: By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
RI7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI7.2: Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
RI7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas
influence individuals or events, or how individuals influence ideas or events).
RI7.4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
RI7.5: Analyze the structure an author uses to organize a text, including how the major sections
contribute to the whole and to the development of the ideas.
RI7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
RI7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
W7.1: Write arguments to support claims with clear reasons and relevant evidence.
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● W7.2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
● W7.4:Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
● W7.5:With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well
purpose and audience have been addressed. (Editing for conventions should demonstrate command
of Language standards 1-3 up to and including grade 7 here.)
● W7.7:Conduct short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and investigation.
● W7.8:Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data
and conclusions of others while avoiding plagiarism and following a standard format for citation.
● W7.9:Draw evidence from literary or informational texts to support analysis, reflection, and
research.
● W7.10:Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
● SL7.1:Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
● SL7.4:Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear pronunciation.
● SL7.5:Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.
● SL7.6:Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grade 7 Language standards 1 and 3 here for specific
expectations.)
● L7.1:Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
● L7.2:Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
● L7.4:Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 7 reading and content, choosing flexibly from a range of strategies.
● L7.5:Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
● L7.6:Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
21st Century Theme(s), Interdisciplinary Opportunities
● Global Awareness
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○ Using 21st century skills to understand and address global issues
○ Learning from and working collaboratively with individuals representing diverse cultures, religions
and lifestyles in a spirit of mutual respect and open dialogue in personal, work, and community
contexts
○ Understanding other nations and cultures, including the use of non-English languages
● Financial, Economic, Business and Entrepreneurial Literacy
○ Knowing how to make appropriate personal economic choices
○ Understanding the role of the economy in society
● Civic Literacy
○ Understanding the local and global implications of civic decisions
● Environmental Literacy
○ Demonstrate knowledge and understanding of the environment and the circumstances and
conditions affecting it, particularly as it relates to air, climate, land, food, energy, water and
ecosystems
○ Demonstrate knowledge and understanding of society’s impact on the natural world (e.g.,
population growth, population development, resource consumption rate, etc.)
○ Investigate and analyze environmental issues, and make accurate conclusions about effective
solutions
● Learning and Innovation Skills
○ Think creatively
○ Work creatively with others
○ Implement innovations
○ Reason effectively
○ Use systems thinking
○ Make judgements and decisions
○ Solve problems
○ Communicate clearly
○ Collaborate with others
● Information, Media and Technology Skills
○ Access and evaluate information
○ Use and manage information
○ Analyze media
○ Create media products
○ Apply technology effectively
● Life and Career Skills
○ Adapt to change
○ Be flexible
○ Work independently
○ Be self-directed learners
○ Interact effectively with others
○ Work effectively in diverse teams
○ Manage projects
○ Produce results
○ Guide and lead others
○ Be responsible to others
Technology Standards
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● 8.1.8.A.1- Understand and use technology systems: Demonstrate knowledge of a real world problem using
digital tools
● 8.1.8.B.1 - Synthesize and publish information about a local or global issue or event
● 8.1.8.D.1 - Understand and model appropriate online behaviors related to cyber safety, cyber bullying,
cyber security, and cyber ethics including appropriate use of social media
● 8.1.8.D.5 - Understand appropriate uses for social media and the negative consequences of misuse
Desired Results
Unit: #
1
Unit Name:
Bold Actions
New Jersey Common Core State Standard/Core Curriculum Content Standard::
● RL1 , RL2, RL3, RL 4, RL5, RL6, RL 10
● RI 1, RI 2, RI 3, RI4, RI5, RI6, RI8, RI9, RI10,
● W1 (a,b,c,d,e), W2, W3 (a,b,c,d,e), W4, W5, W6, W7, W8, W9, W10
● SL1 (a,c,d), SL2, SL3, SL4, Sl5, SL6
● L1 (a,b), L2 (a), L3, L4 (a,b,c), L5 , L6
Essential Question(s)
● What does it mean to face challenges fearlessly, even if it means failing at the attempt?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
● Student will be able to…
- identify, analyze, and make inferences, about the elements of plot in a short story
- analyze and compare news stories about the same event from various sources
- analyze the elements of a myth and determine two or more themes
- understand how the elements of form and the use of alliteration emphasize ideas and meaning in a
poem
- identify, analyze, and draw conclusions about an author’s purpose for writing informational texts
- use Latin roots as clues to word meanings
- use the noun suffixes -ty and -ity correctly
- understand and differentiate between connotations and denotations
- apply the academic vocabulary embedded in the unit
Assessment Evidence
Performance Task(s)
● Task 1: Write a short story in which a main character or characters take bold actions in the face of a
seemingly overwhelming challenge. TE pgs 53-56 (Student Resources p.R6)
● Task 2: Present an oral commentary about the rewards and risks associated with bold actions. TE pgs 5760
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
● SRI
● Words Their Way Spelling Assessment
● Movie Outline TE pg 16 Blog: TE pgs 30-30a - Create a blog to discuss what you think is an appropriate
age to pursue a bold undertaking(Abbey’s solo sailing adventure) Possible alternative to a blog may be a
Pop-Up Debate (Student Resources p.R14)
● Graphic Comic TE pg 36-Retell your own version of the myth “The Flight of Icarus” in the form of a
graphic comic
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Questioning and Discussion (Student Resources p.R12)
Performance Assessment: Unit #3 Literary Analysis Parts: 1,2, and 3 (pg 67-96)
Selection Tests
Collection Test
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
Challenging Students
TE pg. 14
TE pg. 18i
TE pg. 30e
TE pg. 38f
TE pg. 38g
Meeting Needs of Students
at Grade Level
TE pgs. 2b, 2c, 2d, 2e
Helping Students Who
Struggle
TE pg.10
TE pg. 18c
TE pg. 18g
TE pg. 22
TE pg. 25
TE pg. 30c
TE pg. 38c
TE pg. 40
TE pg. 45
Meeting Special
Needs/ELL
TE pg. 4
TE pg. 18d
TE pg. 18f
TE pg. 18g
TE pg. 19
TE pg. 30e
TE pg. 32
TE pg. 38d
TE pg. 38e
TE pg. 39
TE pg. 42
Desired Results
Unit: #
2
Unit Name:
Perception and Reality
New Jersey Common Core State Standard/Core Curriculum Content Standard::
● RL1, RL2, RL3, RL4, RL5, RL7, RL10
● RI1, RI2, RI4, RI5
● W1(a, b, c, d, e), W2(a,b, c, d, e, f), W4, W5, W6, W7,W8, W9(a), W10
● SL1 (a,b,c,d, SL2,SL4, SL5, SL6
● L1(a), L2(b), L4(a, b, c, d), L5(b), L6
Essential Question(s)
● How do we explore things in life that are not always how we perceive them to be?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
Students will be able to...
● Identify elements of a folktale and summarize the story
● Analyze a poem’s form as well as the use of figurative language and sound devices to understand their
effects on meaning
● Analyze how text features contribute to a text and to summarize text objectively
● Analyze the purposes of public art and the techniques used to create the illusion of three-dimensionality
● Identify and Analyze how setting affects characters’ traits, motivations, and actions
● Analyze the elements of a drama and make comparisons between an script and a performance
● use Latin suffixes as clues to word meanings
● use the Greek Prefix neuro- correctly
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● understand and differentiate between reference materials to aid in learning
● apply the academic vocabulary embedded in the unit
Assessment Evidence
Performance Task(s)
● Task 1: Write an Opinion Essay TE pgs 127-130 - After reading the texts in this collection, do you believe
the saying “Seeing is believing” is true?
● Task 2: Write an Expository Essay TE pgs 131-134 - Draw from Sorry, Wrong Number and “Another
Place, Another Time” to write an expository essay that explains how a single action or event can
dramatically change a person’s perception. (Student Resources p.R4)
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
● Dramatic Reading TE pg 69 - Dramatic reading with a group
● Questioning and Discussion TE pg76 With a small group discuss which speaker of the two poems seems to
be more affected by what he perceives- Possible alternative may be a classroom POP-Up Debate
● Demonstration TE pg 86 - Demonstrate a magic trick and the scientific principal behind it
● Poster TE pgs 92-92a - Use different forms of media and visual aids to create a poster that announces and
exhibit of Beever’s art in a city
● Character Profile TE pg 108 - With a partner, write a one page character profile of Gilbert
● Character Analysis TE pg 126 - Write a 3 paragraph character analysis of Mrs. Stevenson
● Performance Assessment: Unit #2 Informational Essay Parts: 1,2, and 3 (pg 33-66)
● Selections Tests
● Collection Test
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
Challenging Students
TE p.84
TE p.104
TE p.123
TE p.126g
Meeting Needs of
Students at Grade Level
TE p.62b
TE p.62c
TE p.62d
TE p.62e
Helping Students Who
Struggle
TE p.66
TE p.70d
TE p.70f
TE p.74
TE p.80
TE p.88c
TE p.88e
TE p.90
TE p.98
TE p.102
TE p.120
Meeting Special Needs/ELL
TE p.64
TE p.71
TE p.77
TE p.89
TE p.93
TE p.112
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Desired Results
Unit: #
3
Unit Name:
Nature At Work
New Jersey Common Core State Standard/Core Curriculum Content Standard::
● RL 1, RL 2, RL 3, RL 4, RL 5, RL 10
● RI 1, RI 2, RI 3, RI 4, RI 5, RI 6
● W 1(a, b, c, d, e), W 2(a,b, c, d, e, f), W 3(a,b,c,d,e), W 4, W 5, W 7,W 8, W 9(a), W 10
● SL1 (a,,c,d), SL4, SL6
● L1(a,b), L4(b,c), L5(a), L6
Essential Question(s)
● How can we explore the beauty, power, and mystery of nature?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
● apply the academic vocabulary embedded in the unit
● identify features of a memoir and analyze the author’s style
● identify elements of Shakespearean language, interpret meaning, and analyze a soliloquy
● determine the theme of a short story and to analyze word choice and style
● analyze elements of an expository essay and its structure
● analyze poetic form and learn how poets use figurative language to express feelings and ideas\
● use a glossary to determine the meaning of words and phrases
● interpret figures of speech in context
● use Latin roots as clues to word meanings
Assessment Evidence
Performance Task(s)
● Task 1: Write a memoir TE pgs 175-178 - Write a memoir about a natural setting that is meaningful to
you.
● Task 2: Write a poetry analysis TE pgs 179-182 - Analyze each poet’s style by comparing and contrasting
form, structure, and use of figurative language
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
● Questioning and Discussion (Student Resources p.R12)
● Selection Tests
● Collection Test
● Performance Assessment: Mixed Practice: On Your Own (Literary Analysis: Poetry)(pg121-128)
● Analysis TE pg 142 - Write a two-four paragraph literary analysis that explains how the author uses
figurative language(similes and personification) in his memoir
● Oral report TE pg 166 - Choose a concept or term about geology from “Big Rocks’ Balancing Acts”,
research you term and present to class.
● Dramatic reading TE 148-148a - Work in small groups to read several lines of a soliloquy that express one
idea or related ideas
● Essay TE pg 154 - Develop a three to four paragraph persuasive essay that is either in support of or against
Lucy’s position in “Allied with Green”
● Poem TE pgs 174-174a - Write a four stanza poem to describe am experience with nature
● SRI
● Words Their Way Spelling Assessment
● Write an essay (Student Resources p.R4, R16)
● Write a poem
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
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for high achieving, grade level, struggling students, and special needs/ELL
Challenging Students
TE p.140
TE p.144f
TE p.144g
TE p.164
TE p.168e
TE p.174f
TE p.174g
Meeting Needs of
Students at Grade Level
TE p.136b-136e
Helping Students Who
Struggle
TE p.144c
TE p.150
TE p.158
TE p.168c
TE p.172
TE p.174c
Meeting Special Needs/ELL
TE p.138
TE p144d
TE p.145
TE p.149
TE p.157
TE p.170
TE p.174e
Desired Results
Unit: #
4
Unit Name:
Risk and Exploration
New Jersey Common Core State Standard/Core Curriculum Content Standard::
● RL1, RL2, RL4, RL5
● RI1,RI2, RI3, RI4, RI5, RI6, RI7, RI8
● W1(a,b,c,d,e), W4, W5, W7, W8, W9(a)
● SL1(a,c,d), SL3, SL4, SL5, SL6
● L1(a,b), L3, L4(a,b,c,d), L5(b), L6
Essential Question(s)
● How can individuals consider risks in extreme conditions when they must confront a compelling situation?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
The student will be able to…
● Trace and evaluate an argument
● Identify tone and evaluate the reasoning used to support a claim
● Analyze the structure of an informational text and paraphrase central ideas and details
● Identify and analyze how imagery and extended metaphor can express a particular message or idea
● Use context clues to the meaning of a word or phrase
● use Greek roots as clues to word meanings
● use prefixes as clues to word meanings
Assessment Evidence
Performance Task(s)
● Task 1: Give a Persuasive Speech TE pgs 215-218 - Draw from Kennedy’s speech and other texts in the
collection to prepare and give a persuasive speech to persuade others whether major exploration is worth
the risk.
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
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Pennsauken Public Schools
● Research Report TE pg 190 - Research and write about a recent or planned space mission for medical
research by NASA(Student Resources p.R8)
● Informal Debate TE pg 198 Debate question: Would further exploration of the Mariana Trench be
worthwhile? (Student Resources p.R14)
● Persuasive Essay TE Pg 210 - Write a one to three paragraph persuasive essay based on Santiago Herrera’s
statement at the end of the excerpt from “living in the Dark” (Student Resources p.R2, R23, R24, R25,
R28, R16)
● Analysis in Writing TE pgs 214-214a - Write at least one paragraph analyzing the extended metaphor in
the poem Your World
● Performance Assessment: Unit #1 Argumentative Essay Parts: 1,2, and 3 (pg 1-32)
● Selection Tests
● Collection Test
● Questioning and Discussion (Student Resources p.R12)
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
Challenging Students
TE p.192e
TE p.196
TE p.208
Meeting Needs of
Students at Grade
Level
TE p.184b
TE p.184c
TE p.184d
TE p.184e
Helping Students Who
Struggle
TE p.188
TE p.192c
TE p.194
TE p.204
TE p.212g
Meeting Special Needs/ELL
TE p.186
TE p.193
TE p.201
TE p.213
Desired Results
Unit: #
5
Unit Name:
The Stuff of Consumer Culture
New Jersey Common Core State Standard/Core Curriculum Content Standard::
● RL 1, RL 2, RL 3, RL 4, RL 5, RL10
● RI 1, RI 2, RI 3, RI 4, RI 5, RI 10
● W 1 (b), W 2 (a,b,c,d,f), W 3, W 4, W 5, W 6, W 7, W 8, W 10
● SL 1, SL 4, SL 5, SL 6
● L 1 (a), L 2 (b), L 3 (a), L 4 (a,d), L 5 (b), L6
Essential Question(s)
● Consumer Culture: How much is enough?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
● identify cause-and-effect patterns of organization in an informational text and draw conclusions from text
and graphs
● identify features of an author’s style and make inferences using textual details and their own knowledge
● analyze a poem’s form and identify theme and irony
● identify elements of science fiction and analyze a story to determine its theme
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Pennsauken Public Schools
● acquire and use accurately grade appropriate and domain specific words
● verify meaning of words using context clues
● differentiate between and appropriately use synonyms and antonyms
Assessment Evidence
Performance Task(s)
● Task 1: Create a multimedia presentation TE pgs 259-262 - Research a topic related to consumerism, write
an informative essay about the topic, prepare and give a multi-media presentation on the topic.
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
● Selection Tests
● Collection Test
● Performance Assessment: Mixed Practice: On Your Own (Informative Essay)(pg. 109-120)
● Questioning and Discussion TE pg 238 - Small group discussions about the claims, or positions, that
Thomas Hines shares about our consumer culture (Student Resources p.R12)
● Writing an essay TE pg 230 - Write a brief informational essay about a new development in TV technology
(Student Resources p.R4)
● Writing Analysis TE pg 248 - Write a one page analysis comparing and contrasting the views and
experiences of consuming in each of the poems: “Dump” and “How Things Work
● Writing a short story TE p 256 - Choose a part of the plot from “Earth(A Gift Shop)’, and expand it into a
short story of your own (Student Resources p.R6)
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
for high achieving, grade level, struggling students, and special needs/ELL
Challenging Students
TE p.228
TE p.232f
TE p.232g
TE p.240e
TE p.254
TE p.258f
TE p.258g
Meeting Needs of
Students at Grade Level
TE pgs. 220b-220e
Helping Students Who
Struggle
TE p.223
TE p.232c
TE p.240c
TE p.243
TE p.245
TE p. 258c
Meeting Special Needs/ELL
TE p.222
TE p.232d
TE p.233
TE p.240d
TE p.240e
TE p.241
TE p.249
TE p.258d
TE p.258e
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Pennsauken Public Schools
Desired Results
Unit: #
6
Unit Name:
Guided By A Cause
New Jersey Common Core State Standard/Core Curriculum Content Standard::
● RL1, RL2, RL3, RL4, RL5, RL6, RL9
● RI1, RI2, RI3, RI4, RI5, RI6, RI8, RI9, RI10
● W1, W2(a,b,c,d,f), W3, W4, W5, W6, W7,W8, W9(a,b) W10
● SL1(a) SL2, SL4
● L1(a,c), L2
Essential Question(s)
● What inspires people to take action to improve their world?
Instructional Outcomes (Student Learning Objectives - SLOs) - measurable
The student will be able to…
● Determine central ideas and details analyze chronological order, and analyze authors’ writing on the same
topic
● Analyze points of view in a text and compare and contrast different genres
● Identify and analyze elements of a personal essay and determine an author’s point of view
● Analyze the purpose of a documentary and understand the features used in it
● Analyze a poet’s style and determine a theme
● Analyze methods of characterization and flashback in a short story
Assessment Evidence
Performance Task(s)
● Task 1: Write an Expository Essay TE pgs 337-340 - Research additional information about a topic or
person related to the Triangle factory Fire, use research findings to write an expository essay on the topic
or person. (Student Resources p.R4, R16)
● Task: 2: Write a Personal Essay TE pgs 341-344 - Draw from the selections in this collection to write a
personal essay about a cause that is important to you.
Other Evidence (Formative, Summative, Benchmark Assessments, Project-Based Learning Experiences)
● Selection Tests
● Collection Test
● Performance Assessment: Unit Mixed Practice On Your Own Argumentative Essay (pg 99-108)
● Oral Presentation TE pg 280 - Give an oral presentation about a current event that shares features with the
Triangle factory Fine
● Write a new chapter TE pg 304 - Write a new chapter maintaining the 3rd person limited point of view, but
have the events seen through the eyes of a different character
● Write a Critique TE pg 314 - Write a two -three paragraph essay offering your opinion of Craig
Kielburger’s essay
● Create a Photo Documentary TE pgs 320-320a - Create a photo documentary that tells the story of a
person in your school or community who works on an important social cause
● Write a poem TE pg 325 - Write a free verse poem about an experience or a connection with someone who
acted generously to you
● Character Analysis TE pg 334 - Write two or three paragraphs to describe the character of the Major in
“Train Time”
● SRI
● Words Their Way Spelling Assessment
Learning Plan
Differentiation of Activities, Assessments, and Multiple Resources,
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Pennsauken Public Schools
for high achieving, grade level, struggling students, and special needs/ELL
Challenging
Students
TE p. 282g
TE p. 301
TE p. 306e
TE p. 332
Meeting Needs of
Students at Grade Level
TE pgs. 264b-264e
Helping Students Who
Struggle
TE p.270
TE p.282c
TE p. 284
TE p. 293
TE p. 306c
TE p. 310
TE p. 320c
TE p. 323
TE p. 328
Meeting Special Needs/ELL
TE p.266
TE p. 275
TE p. 282d
TE p. 282f
TE p. 283
TE p. 306c
TE p. 308
TE p. 317
TE p. 320d
TE p. 320e
TE p. 321
TE p. 327
Board Approved Course Textbook (Title, Publisher, copyright)

Collections, Houghton Mifflin Harcourt, 2015

Collections, Close Reader, Houghton Mifflin Harcourt, 2015
19