Oley Valley School District
Planned Course Instruction
Grade Seven ELA
Submitted by:
Stephanie Boyer & Ken Bagenstose
April-May, 2016
Oley Valley School District - Planned Course Instruction Cover Page
Title of Planned Instruction:
Subject area:
Grade Seven ELA
Grade 7
English & Language Arts
Periods per week:
10
Length of period:
Date: 4/25/2016
44 minutes
Length of course:
year-long
Credits:
Course description: This course will encompass grammar, vocabulary, spelling, reading comprehension skills, writing techniques, and speech
skills.
Text(s) and/or major resources required: Holt McDougal Literature; McDougal Littell Grammar for Writing; Bud, Not Buddy; A Night to
Remember; Sorry, Wrong Number
Names of teacher(s) designing planned course instruction: Stephanie Boyer and Ken Bagenstose
Approved by:
Board Approval
Date
Board Curriculum Committee Chair
Date
Superintendent/Assistant Superintendent
Date
Approved by:
Approved by:
Oley Valley School District
Planned Course Instruction
2
Oley Valley School District
Course Name
Grade Seven ELA
Grade Level
7
Keystone Module
Instructional Procedures
whole group lecture, small group independent work, individual work, group discussion
Assessment Procedures
(summative/formative)
informal exit slips, informal monitoring, formal tests/quizzes, homework, writing assignments and projects,
speech activities
Unit 1
Weaving a Story: Plot, Conflict, and Setting
Time Frame
20 Days/4 Weeks
PA Common
Core/Keystone
Content Standard
Anchor Descriptor
Big Ideas
Key Concepts
What’s the big idea?
Concepts that go
across grade levels.
Ideas that all students
should be exposed to
in the grade level.
Oley Valley School District
RL1, RL3-5, RL7, RL10, RI1, RI3, RI5-6, W1-7, W9a, W10, SL4-6, L1, L1c, L2, L2b, L3, L3a, L4, L4a-b, L4d, L5a-b, L6
Essential Questions
UNDERSTAND
What do students need to
understand?
Students will understand …
Eligible Content
KNOW
What do students need to know
in order to be able to understand
and do?
Students need to know…
Concepts – What students
should know as a result of
instruction specific to grade
level?
Planned Course Instruction
Competencies
DO
What students should be able to
demonstrate as a result of
instruction by the end of the
unit? Monitored through
formative and summative
assessments.
Students will be able to
demonstrate…
Terminology
Vocabulary
3
Plot, conflict, and
setting
What makes a story unforgettable?
Unit 2
PA Common
Core/Standards
Characterization &
point of view
Oley Valley School District
-Identify stages of plot
-Analyze plot development
-Identify conflict, flashback, and
foreshadowing
-Analyze the structure an author
uses to organize a text
-Use reading strategies,
including connecting and
predicting
-Write an argument
-Spell possessives correctly
-Recognize and correct
misplaced modifiers
-exposition
-rising action
-climax
-falling action
-resolution
-contemporary
-influence
-internal conflict
-external conflict
-setting
-element
-structure
-identify
Competencies
DO
Terminology
Vocabulary
Personality Tests: Analyzing
Character and Point of View
20 days/4 weeks
Time Frame
Big Ideas
Key Concepts
-elements of plot
-internal/external conflict
-impact of setting on story
Essential Questions
UNDERSTAND
What makes a great character?
RL1, RL3, RL5-6, RL10, RI23, RI6, W2, W2a-f, W3, W4-5
W9a, W10, SL1, SL1a, SL1c,
SL4, L1, L1a, L2, L4a-d, L5
Eligible Content
KNOW
-analysis of characters and
author's characterization
-point of view (first/third)
Planned Course Instruction
-Analyze how elements of a
story interact, including plot,
character, and setting
-Analyze how authors develop
point of view, including first
person, limited third person, and
omniscient
-Make inferences, draw
-characterization
-point of view
-first-person
-third-person
-omniscient
-analyze
-aware
-develop
4
conclusions, and synthesize
-Provide an objective summary
of a text
-Write a comparison-contrast
essay
-Write a summary
-Correctly use present, past, and
future verb tenses
-Correctly use appositive
phrases
-Participate in a panel discussion
-Use context clues for the
meanings of words
-Use reference aids to verify the
meanings of words
Unit 3
Lessons to Learn:
Understanding Theme
Time Frame
20 days/4 weeks
PA/Common
Core/Standards
RL1-3, RL5, RL7, RL10, RI1,
RI6, RI9, W2, W2a-c, W3,
W3a-e, W4-7, W10, SL1c, SL2,
SL5, L1a-b, L2, L2b, L4, L4ab, L5c, L6
Eligible Content
KNOW
Big Ideas
Key Concepts
Oley Valley School District
Essential Questions
UNDERSTAND
Planned Course Instruction
-react
-respond
Competencies
DO
Terminology
Vocabulary
5
-understanding theme
in literature
What's the big idea/theme?
Unit 4
PA Common
Core/Standards
Oley Valley School District
-Determine theme, including
multiple themes
-Compare and contrast themes
and characters
-Identify and interpret symbols
-Analyze how theme is
conveyed through dialogue and
stage directions
-Cite evidence to support
analysis of inferences
-Determine and analyze author's
purpose
-Use reading strategies,
including monitoring and setting
a purpose for reading
-Write an imaginative short story
-Choose among simple,
compound, and complex
sentences to show different
relationships among ideas
-theme
-compare
-contrast
-clause
-context
-cultural
-symbol
-message
Finding a Voice: Mood, Tone,
and Style
20 days/4 weeks
Time Frame
Big Ideas
Key Concepts
-Understand an author's theme
-Identify what characters learn
-How to make connections
between the story and the
reader's life
Essential Questions
UNDERSTAND
RL1-6, RL10, RI1, RI3-4, RI6,
W1-5, W9a, W10, SL2, SL4,
SL6, L1, L1a, L1c, L2, L4b-c,
L5b
Eligible Content
KNOW
Planned Course Instruction
Competencies
DO
Terminology
Vocabulary
6
-understanding an
author's mood, tone,
and style
Unit Five
What's your style?
-comparing and contrasting
author styles, moods, and tones
Time Frame
Picture the Moment:
Appreciating Poetry
20 Days/4 Weeks
PA Common
Core/Standards
RL1-5, RL10, RI1, RI5, RI9-10,
W2, W2a-f, W4-6, W9a, SL1c,
Oley Valley School District
Planned Course Instruction
-Identify and analyze mood,
tone, and irony
-Identify and analyze elements
of style, including word choice,
sentence structure, and dialogue
-Determine the meaning of
words and phrases as they are
used in a text, including
figurative and connotative
meanings
-Use evidence to support what a
text says explicitly
-Make inferences
-Identify characteristics of
science fiction
-Determine a writer's point of
view
-Write a response to literature
-Understand prepositions and
prepositional phrases
-Recognize misplaced and
dangling modifiers
-Present a critique
-Understand synonyms
-Use Latin and Greek roots as
clues to the meaning of words
-mood
-tone
-style
-irony
-communicate
-describe
-illustrate
-interpret
-imagery
-dialogue
7
Big Ideas
Key Concepts
-understanding and
appreciating poetry
Essential Questions
UNDERSTAND
What is a poem?
Unit Six
PA Common
Core/Standards
Oley Valley School District
-read and analyze different
types of poetry
Competencies
DO
-Analyze a poem's form and
structure, including free verse,
lyric poetry, narrative poetry,
ballads, and haiku
-Determine the figurative and
connotative meanings of words
and phrases in a text
-Make inferences and connect
ideas between texts
-Analyze the structure an author
uses to organize text
-Use commas to separate
coordinate conjunctions
-Identify the meaning of foreign
words used in English
Terminology
Vocabulary
-structure
-form
-free verse
-lyric poetry
-narrative poetry
-ballad
-haiku
-rhyme
-repetition
-alliteration
-encounter
-integrity
-specific
-tradition
-vary
Sharing Our Stories: Myths,
Legends, and Tales
20 Days/4 Weeks
Time Frame
Big Ideas
Key Concepts
SL5, L1, L2, L2a-b, L3, L3a,
L4c, L6
Eligible Content
KNOW
Essential Questions
UNDERSTAND
RL1-3, RL10, RI1, RI6, RI10,
W2, W2a-f, W4-5, W7, W10,
SL1a, SL1c, SL5, L1, L1b, L2,
L4a, L4c-d, L5b, L6
Eligible Content
KNOW
Planned Course Instruction
Competencies
DO
Terminology
Vocabulary
8
-tradition of storytelling in the form of
myths, legends, folk
tales, and tall tales
Unit Seven
Time Frame
PA Common
Core/Standards
Oley Valley School District
What can stories (and story-telling)
teach us?
-read and analyze examples of
traditional myths, legends,
fables, folks tales, and tall tales
-Cite textual evidence to support
analysis of the characteristics of
myths, legends, folk takes,
fables, and tall tales
-Identify cultural values in
myths and legends
-Determine and compare
recurring themes
-Provide and evaluate a
summary of an original text
-Use reading strategies,
including predicting, asking
questions, monitoring, and
creating sensory images
-Write a how-to explanation
-Choose among simple,
compound, and complex
sentences to show different
relationships among ideas
-Give and follow oral
instructions and directions
-Understand foreign words
commonly used in English
-Understand analogies
-Use a glossary
-myth
-legend
-folk tale
-fable
-epic
-tall tale
-attribute
-conduct
-physical
-status
-task
-moral
Writing A Life: Biography
and Autobiography
20 days/4 weeks
RL1, RL4, RL9-10, RI1-3, RI56, RI9-10, W2, W3a-e, W4-5,
W10, SL1, SL1a-c, SL2, SL5,
Planned Course Instruction
9
L1, L2, L4b, L5a, L5c
Big Ideas
Key Concepts
-analyzing
characteristics of
biographies and
autobiographies
Unit Eight
Oley Valley School District
Essential Questions
UNDERSTAND
Eligible Content
KNOW
Competencies
DO
How do we share our stories?
-read
-analyze
-compare and contrast
biographies and autobiographies
-Identify purpose and
characteristics of biography,
autobiography, personal essay,
historical drama, and diary
-Compare and contrast a
fictional portrayal of a character
and a historical account of the
same period
-Analyze the interactions
between individuals, events, and
ideas in a text
-Identify chronological order
-Make inferences and draw
conclusions
-Summarize
-Write a personal narrative
-Use correct capitalization
-Use conjunctive adverbs
-Conduct an interview
-Present an anecdote
-Understand and use Latin and
Anglo-Saxon roots
-Understand Anglo-Saxon
affixes
Terminology
Vocabulary
-biography
-autobiography
-demonstrate
-goal
-impact
-link
-undertake
Face the Facts: Information,
Argument, and Persuasion
Planned Course Instruction
10
Time Frame
20 days/4 weeks
PA Common
Core/Standards
Big Ideas
Key Concepts
-read, analyze, and
evaluate informative
and persuasive writing
Unit Nine
Oley Valley School District
Essential Questions
UNDERSTAND
Can you believe everything you
read?
RL10, RI1-2, RI4-10, W1,
W1a-e, W2, W2a-b, W2d, W45, W10, SL2-6, L1, L2, L2b,
L4b, L5, L5b, L6
Eligible Content
Competencies
KNOW
DO
-distinguish facts from opinions -Identify and use text features to
-identify and analyze persuasive locate and comprehend
techniques
information
-Distinguish factual claims from
opinions
-Analyze the structure an author
uses to organize a text
-Understand elements of an
argument
-Analyze persuasive techniques
and rhetorical fallacies
-Write a persuasive essay
-Use commas and colons
correctly
-Understand appositive phrases
-Deliver a persuasive speech
-Use root words and prefixes to
help determine the meanings of
words
-Use context clues to understand
idioms
Terminology
Vocabulary
-persuade
-argument
-fact
-opinion
-area
-domain
-hypothesis
-objective
-resolve
Investigation and Discovery:
The Power of Research
Planned Course Instruction
11
Time Frame
PA Common
Core/Standards
Big Ideas
Key Concepts
-plan, develop, and
conduct research
Oley Valley School District
20 days/4 weeks
Essential Questions
UNDERSTAND
How can I find answers?
W2a-f, W4-8, W9b, SL1, SL1bd, SL5, L1b, L2
Eligible Content
Competencies
KNOW
DO
-planning research
-Plan research
-evaluating sources
-Develop relevant research
-avoiding plagiarism
questions
-Use library and media center
resources
-Evaluate information and
sources, including nonfiction
books, periodicals, and websites
-Collect your own data
-Write a research paper
-Formulate a major research
question
-Locate and evaluate sources
-Take notes
-Prepare a source list
-Summarize and paraphrase
-Quote directly and avoid
plagiarism
-Present clear and accurate
perspectives on the topic
-Document sources and prepare
a works cited list
-Choose complex sentences to
signal different relationships
Planned Course Instruction
Terminology
Vocabulary
-evaluate
-focus
-locate
-primary
-process
-plagiarism
12
Grammar Units
Time Frame
PA Common
Core/Standards
Big Ideas
Key Concepts
-use proper grammar
and conventions with
speaking and writing
Oley Valley School District
Completed throughout the year
L1, L2, L3, W10, W6
Essential Questions
UNDERSTAND
Why is grammar important?
Eligible Content
KNOW
-parts of speech
-proper conventions
-proper sentence structure
Planned Course Instruction
Competencies
DO
-identify and use parts of speech
-write well-structured sentences
-find and correct errors in
writing
-speak using proper grammar
(formal and informal speeches)
Terminology
Vocabulary
-parts of speech
-sentence types
-subject
-predicate
-fragment
-run-on
-noun
-common noun
-proper noun
-concrete noun
-abstract noun
-singular
-plural
-possessive
-pronoun
-subject pronoun
-object pronoun
-reflexive
pronoun
-intensive
pronoun
-interrogative
pronoun
-demonstrative
pronoun
-antecedent
13
-verb
-helping verb
-action verb
-linking verb
-verb phrases
-direct object
-indirect object
-predicate noun
-predicate
adjective
-tense
-adjective
-adverb
-article
-proper adj.
-predicate adj.
-intensifiers
-comparative
-superlative
-double negatives
-preposition
-prep. phrase
-adjective phrase
-adverb phrase
-conjunction
-coordinating
-correlative
-interjection
-gerund
-verbal
-infinitive
-participle
-phrase
-clause
-dependent
Oley Valley School District
Planned Course Instruction
14
-independent
-simple sentence
-compound
sentence
-adjective clause
-adverb clause
-noun clause
-compound
sentence
-complex
sentence
-number
-period
-question mark
-exclamation
mark
-comma
-apostrophe
-quotation marks
-colon
-semicolon
-appositive
-direct quotation
-indirect
quotation
-italics
-underlining
-dialogue
-hyphen
-dash
Oley Valley School District
Planned Course Instruction
15
Spelling Units
Time Frame
PA Common
Core/Standards
Big Ideas
Key Concepts
-understanding the
spelling of various
types of words
Oley Valley School District
Throughout the year
L2
Essential Questions
UNDERSTAND
How important is spelling for
writing skills?
Eligible Content
KNOW
-how to spell various types of
words based on prefix, suffix,
and root rules
Planned Course Instruction
Competencies
DO
-practice spelling orally
-complete written spelling
activities
-use knowledge of prefixes,
suffixes, and roots to spell
correctly
Terminology
Vocabulary
-silent e
-suffix
-prefix
-root
-ate/ion
-base word
-compound
-contractions
-hyphen
-silent letters
-final y
-ly and -ally
-ance/ence/ent
-prepositional
prefixes
-prefix ad
-hard/soft c/g
-unstressed
vowels
-1+1+1/VAC
-doubling final
consonants
-suffixes able/ible
-prefixes com/in
-assimilated
prefixes
16
-letters qu
-j/ge/dje
-Greek forms
-Latin forms
-ous/us/ize/ise
-prefix -ex
-paired prefixes
-words from
French
-silent gh
Vocabulary
Time Frame
PA/Common Core
Standards
Big Ideas
Key Concept
-understanding the
meanings, ranges of
application, and
context usage of
vocabulary words
Oley Valley School District
Throughout the year
Essential Questions
UNDERSTAND
How can students demonstrate
meanings, application, and context
usage of specific vocabulary
words?
CCSS L.7.1, L.7.3, L.7.4, L.7.5,
L.7.6
Eligible Content
Competencies
KNOW
DO
-how to use vocabulary in
-identify meanings of
various forms and context
vocabulary words in various
(reading, writing, and speaking) contexts
-use vocabulary words in
speaking and writing
-understand prefix, suffix, and
root structures of vocabulary
words
-implement context clue
strategies to determine meanings
of vocabulary words
Planned Course Instruction
Terminology
Vocabulary
-analogies
-prefixes
-suffixes
-roots
-context clues
-connotation
-denotation
-Sadlier
Vocabulary
Workshop Level
B vocabulary
words - units 1
through 15
17
Literature/Novels
Time Frame
PA/Common Core
Standards
Big Ideas
Key Concept
-making connections
between novels and
relating them to realworld experiences
Oley Valley School District
one per semester
R1.2.7, R1.3.7, W1.4.7, SL1.5.7
Essential Questions
UNDERSTAND
How do pieces of literature relate to
the readers' individual experiences?
How do characters, setting, and plot
affect the overall story?
Eligible Content
KNOW
-how to read and discuss
various types of literature
-how to understand novel
vocabulary using context clues
-how to use inferences to
predict story outcomes
Planned Course Instruction
Competencies
DO
-read/discuss A Night to
Remember; Bud, Not Buddy;
and Sorry, Wrong Number
-read fluently aloud
-discuss vocabulary from the
novel
-apply knowledge of key literary
terms
-respond in writing to guided
questions, character analysis,
and elements of theme
Terminology
Vocabulary
-fiction
-non-fiction
-drama
-plot
-setting
-characters
-resolution
-rising action
-climax
-falling action
-theme
-inferences
-conflict
-figurative
language
18
Oley Valley School District
Planned Course Instruction
19